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Pedagogies of Prayer: Teaching Orthodoxy in South India
Comparative Studies in Society and History ( IF 1.016 ) Pub Date : 2019-04-01 , DOI: 10.1017/s0010417519000094
Vlad Naumescu

This article focuses on religious pedagogies as an essential part of the practice and the making of modern religion. It takes the case of the Syrian Orthodox communities in Kerala, South India to examine how shifts in pedagogical models and practice have reframed their understanding of knowledge and God. The paper highlights two moments of transformation—the nineteenth-century missionary reforms and twenty-first-century Sunday school reforms—that brought “old” and “new” pedagogies into conflict, redefining the modes of knowing and religious subjectivities they presuppose. For this I draw from historical and pedagogical materials, and ethnographic fieldwork in churches and Sunday schools. The paper diverges from widespread narratives on the missionary encounter by showing how colonial efforts to replace ritual pedagogies with modern schooling were channeled into a textbook culture that remained close to Orthodox ritualism. The “new” pedagogy turned learning into a ritualized practice that continued to emphasize correct performance over interiorized belief. Contrasting this with todays’ curriculum revisions, I argue that educational reforms remain a privileged mode of infusing new meanings into religious practice and shaping new orthodoxies, especially under the threat of heterodoxy. This reflects a broader dynamic within Orthodox Christianity that takes moments of crisis or change as opportunities to turn orthopraxy into orthodoxy and renew the faith. The paper engages with postcolonial debates on religion, education, and modernity, and points to more pervasive assumptions about what makes Orthodox Christianity and the modes of knowing and ethical formation in Eastern Christianity.

中文翻译:

祷告教学法:在南印度教授正统教义

本文将宗教教学法作为现代宗教实践和形成的重要组成部分。以南印度喀拉拉邦的叙利亚东正教社区为例,研究教学模式和实践的转变如何重新构建他们对知识和上帝的理解。这篇论文强调了两个转变的时刻——19 世纪的传教改革和 21 世纪的主日学改革——它们使“旧”和“新”教学法发生冲突,重新定义了他们预设的认识模式和宗教主体性。为此,我借鉴了历史和教学材料,以及教堂和主日学中的民族志实地考察。这篇论文通过展示用现代学校教育取代仪式教学法的殖民努力如何被引导到仍然接近东正教仪式主义的教科书文化中,从而与关于传教士遭遇的广泛叙述不同。“新”教学法将学习变成了一种仪式化的实践,它继续强调正确的表现而不是内在的信念。与今天的课程修订相比,我认为教育改革仍然是一种将新意义注入宗教实践和塑造新正统观念的特权模式,尤其是在异端邪说的威胁下。这反映了正统基督教内部更广泛的动态,将危机或变化的时刻作为将正统转变为正统并更新信仰的机会。该论文涉及关于宗教、教育、
更新日期:2019-04-01
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