Christian College (RenewedMinds)

C. Ringenberg William

Description

When it first appeared in 1984 The Christian College was the first modern comprehensive history of Protestant higher education in America. Now this second edition updates the history, featuring a new chapter on the developments of the past two decades, a major introduction by Mark Noll, a new preface and epilogue, and a series of instructive appendixes.

Sujets

• Philosophie et théologie

Informations

• Publié par: Baker Publishing Group
• Date de parution: 01 avril 2006
• Nombre de lectures: 0
• EAN13: 9781441241870
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

The Christian College

A HISTORY OF PROTESTANT HIGHER EDUCATION IN AMERICA
Second Edition

WILLIAM C. RINGENBERG

Introduction by Mark A. Noll
A RenewedMinds Book
© 1984, 2006 by William C. Ringenberg
Published by Baker Academic
a division of Baker Publishing Group
P.O. Box 6287, Grand Rapids, MI 49516-6287 www.bakeracademic.com
Ebook edition created 2012
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means for example, electronic, photocopy, recording without the prior written permission of the publisher. The only exception is brief quotations in printed reviews.
ISBN 978-1-4412-4187-0
Library of Congress Cataloging-in-Publication Data is on file at the Library of Congress, Washington, DC.
Scripture quotations labeled NKJV are from the New King James Version. Copyright © 1982 by Thomas Nelson, Inc. Used by permission. All rights reserved.
The internet addresses, email addresses, and phone numbers in this book are accurate at the time of publication. They are provided as a resource. Baker Publishing Group does not endorse them or vouch for their content or permanence.
RenewedMinds, an imprint of Baker Academic in partnership with the Council for Christian Colleges & Universities, publishes quality textbooks and academic resources to guide readers in reflecting critically on contemporary issues of faith and learning. While focused on the needs of a Christian higher-education curriculum, RenewedMinds resources will engage and benefit all thoughtful readers.
RenewedMinds Editorial Advisory Board
Justo Gonzalez, author and independent scholar
David Guthrie, Geneva College
Robert Hosack, Baker Academic
Ronald Mahurin, Council for Christian Colleges & Universities
Mark Noll, Wheaton College
Shirley Roels, Calvin College
Jeffrey Schloss, Westmont College
Susan VanZanten Gallagher, Seattle Pacific University
James Waller, Whitworth College
John Wilson, Editor, Books & Culture
The Council for Christian Colleges & Universities is an association of more than ninety-five member colleges and universities, each of which has a curriculum rooted in the arts and sciences and is committed to the integration of biblical faith, scholarship, and service. More than thirty Christian denominations, committed to a variety of theological traditions and perspectives, are represented by these member institutions. The views expressed in these volumes are primarily those of the author(s) and are not intended to serve as a position statement of the Council membership.
For more information, please use one of the following addresses:
www.cccu.org
[e-mail]
The Council for Christian Colleges & Universities
321 Eighth Street N.E.
Washington, D.C. 20002-6518
Dedicated to
Those church-related colleges who are earnestly exploring how they might more clearly explain the Christian worldview to their students;
Those Christian college leaders who have worked so faithfully to aid in the recovery of the quality of Christian higher education in the recent past and who wish to assist in finding ways to increase the quantity of students who can experience such an education in the near future; and
Those graduate students who are considering or have already begun careers in Christian higher education.
C ONTENTS
Cover
Title Page
Copyright
Series Page
Dedication
Preface to the Second Edition
Preface to the First Edition
Introduction: The Christian Colleges and American Intellectual Traditions
Mark A. Noll
1. The Colonial Period
The Pervading Christian Purpose of Colonial Education
Instructors and the Instruction
Students and Student Life
2. The Old-Time College
The Expansion of Christian Higher Education
The Continuing Mission
A College Education
The Extracurriculum
The State University as a Protestant College
3. New Colleges and New Programs
Higher Education for Blacks
Colleges for Women
Colleges Founded by the Newly Rich and the New Immigrants
The New Curriculum and Its Effects
Athletics and Fraternities
4. The Movement toward Secularization
Sources of Secularization
Marks of Secularization
The Process of Secularization: The Universities
The Process of Secularization: The Church Colleges
Varieties of Protestant Higher Education by 1980
5. The Response to Secularization
The YMCA and Other Student Christian Organizations
The Bible College Movement
Fundamentalism and Higher Education
6. The Reconstruction of Christian Higher Education after 1945
The Emerging Line-up of the Continuing Christian College
The Emerging Identity of the Continuing Christian College
In Partnership with the Government
7. On to the Twenty-first Century
The Recovery Continues
New Constituencies and Extended Borders
Enlarging the Faith and Learning Dialogue
The Mainline Reassesses
The External Governors
Epilogue
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Notes
Index
P REFACE TO THE S ECOND E DITION
The last two decades have been a very good period for the intentionally Christian college. One will recall that the lowest point for Christian higher education had been the 1920 to 1960 era when many of the church-related institutions followed the state universities and elite private institutions in the movement toward secularization ( chapter 4 ). Then after World War II the continuing Christian colleges most often the least affluent institutions began to recover slowly. This process of recovery, described in chapter 6 of the original edition, has not only continued since 1984, but it has done so at an accelerated rate, as measured by institutional resources, commitment to a broad learning informed by Christian insights, and general recognition in society. Today the Christian college is the strongest that it has been since at least 1930. Of no less significance is the growing disillusionment within the general academy in the intellectual framework of a rational scientific humanism and the parallel growing interest by college-age youth in seriously exploring the spiritual dimension of human existence.
Even more than was the case in 1984, the book title calls for some explanation. The choice of title is meant to provide definition rather than to suggest exclusion. The Roman Catholic colleges almost invariably refer to themselves as Catholic institutions. [1] Many of the mainline Protestant colleges prefer to be known as church-related or historically church-related; this study gladly wishes to include the latter to the extent that they also wish to be identified with the Christian worldview. This book then is a history of those Christian colleges of the Protestant variety that at any given time have operated with the educational philosophy that the key to understanding the human condition is the idea that God has come to us in Christ.
This 2006 edition is more of an update than a revision of the 1984 edition. The primary changes are an updated introduction; a new preface, chapter, and epilogue; and a set of appendices. This is the second time I have written an update of a historical survey nearly twenty-five years after the original edition. [2] Writing very recent history is quite different from writing the history of the more distant past. An author must place greater reliance upon oral history, normally there are fewer mature historical studies to draw upon, [3] and many of one’s conclusions are necessarily more tentative in nature. Of course, one unique advantage in conducting research in the twenty-first century is the efficient assistance of the Internet in locating data and sources.
In the writing of a book as in the living of a life, one receives much help from many people and institutions. The Lilly Endowment and the Council for Christian Colleges & Universities (CCCU) have both played significant roles in the encouragement and support of this present project and in the promotion of Christian higher education in general in recent decades. Many thanks to Chris Coble and Craig Dykstra at Lilly and Bob Andringa, Rich Gathro, Ron Mahurin, Nita Stemmler, and Kimberly Spragg at the CCCU. I am also grateful for the contributions of Robert Hosack and Brian Bolger of Baker Academic in guiding the book through the editorial process. Many people at my home institution of the past generation, Taylor University, have contributed meaningful ideas and resources; they include David Gyertson, Steve Bedi, Jay Kesler, Dwight Jessup, Tom Jones, Dan Bowell, Roger Phillips, JoAnn Cosgrove, Steve Dayton, Gary Friesen, Deb Kim, Skip Trudeau, and Alan Winquist. Among the other scholars who generously shared their knowledge and bibliographical suggestions are Bob Agee, Erich Baumgartner, By Bayliss, Tim Beach-Verhey, Mike Beaty, Bob Benne, Larry Braskamp, Marcia Bunge, Jerry Cain, Joel Carpenter, Michael Cartwright, Kathleen Cummings, Bryant Cureton, Phil Dearborn, David Eller, Tom Englund, Carl Esbeck, Jesse Esbeck, Larry Eskridge, Peg Falls-Corbitt, Jason Ferenzi, Bobby Fong, Jason Fowler, Margaret Franson, Ed Gaffney, Zenas Gerig, Ken Gill, Philip Goff, Mike Hamilton, Jim Heidinger, Richard Hughes, Kota Kath, Tom Kennedy, Stein LaBianca, Gary Land, Tom Lehman, George Marsden, James Earl Massey, Bruce McCracken, Hugh McGuigan, Larry J. McKinney, Steve Moore, Mary Muchiri, Mark Noll, David Osielski, Mel Piehl, Paul Rader, Bernard Richardson, Gordon Ringenberg, John Schmalzbauer, Don Schmeltekopf, Mark Schwehn, Dennis Sheridan, Bob Shuster, Mark Smith, Harvey Stalwick, Russell Staples, Timothy Thyreen, Charles Tidwell, Mary Todd, Mark Tranvik, Will Willimon, Greg Wills, Karen Wood, and David Woodyard. Also, Mark Noll revised his earlier interpretive introduction, Christopher Burns and David Tripple provided research assistance and Tripple wrote the appendix on the international colleges, Neal Friesen transferred th