In the 1960s we saw the beginning of a historically unprecedented series of movements from Islam to Christianity. In this lecture I present a summary of some key elements of three of them–Indonesia, Iran, Algeria–and then offer an overall analysis of three categories of factors facilitating conversion in the modern and late modern context.
The Reformation fell on hard times in Spain. The Spanish Inquisition was vibrant and energetic and that institution was not disbanded until 1834. This meant that anyone sympathetic to Protestant ideas had to flee from Spain or keep their ideas to themselves.
There is a bit of my article on our special celebration of the 500th anniversary of the beginning of the Protestant Reformation which took place on October 31st at the Cathedral of the Redeemer here in Madrid.
The Reformed Episcopal Church of Spain (of which I am a clergy member) published this booklet some decades ago. It really needs to be updated! However, there is little information available about the Anglican Cathedral of the Redeemer in Madrid, so I thought I would make this booklet available to any researcher or curious party. I scanned it and it can now be found at Scribd. Also, check out the cathedral’s homepage.
Volume 3 focuses on the partisan era and Anglicanism’s expansion into a global community up to 1910. Volume 4 concentrates on Anglicanism in the contemporary period and its history after the 1910 EdinburghWorld Missions Conference.
Happened across this brilliant article arguing for more tradition and less relevance in education.
Here is one particularly excellent section:
The real objection to relevance is that it is an obstacle to self-discovery. Some sixty years ago I was introduced to classical music by teachers who did not waste time criticizing my adolescent taste and who made no concessions to my age or temperament. They knew only that they had received a legacy and with it a duty to pass it on. If they did not do so the legacy would die. They discovered in me a soul that could make this legacy its own. That was enough for them. They did not ask themselves whether the classical repertoire was relevant to the interests that I then happened to have, any more than mathematicians ask whether the theorems that they teach will help their students with their accounting problems. Their assumption was that, since the musical knowledge that they wished to impart was unquestionably valuable, it could only benefit me to receive it. But I could not understand the benefit prior to receiving it. To consult my desires in the matter would have been precisely to ignore the crucial fact, which was that, until introduced to classical music, I would not know whether it was to be a part of my life.