Education and Medicine

Etherington, Norman

doi:10.1093/acprof:oso/9780199253487.003.0013

Cited by 12 publications

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“…On this model, which might seem quite alien from much of the earlier rhetoric of Western mission and which remained quite different from other forms of evangelistic activity of the time which paid little attention to education, 95 churches had a particular role to play in the development of Eastern societies, but through education rather than conversion. The idea of a culturally sensitive church which gradually came to dominate Anglican missionary thinking later in the twentieth century emerged from its role in shaping and guiding morals and education, which would ultimately exert an enormous influence.…”

Section: Resultsmentioning

confidence: 90%

“…18 Indeed, 'in many places the term "native elite" was synonymous with "Christian-educated"'. 19 Where conversions were few, formation of character, rather than explicit evangelization, became central to the principles of missionary education. The reasons for this were simple: on the one hand, the instinct for Christian survival in an often hostile environment meant that there was a need to respect pre-existing religious and cultural traditions.…”

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confidence: 99%

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Exporting Godliness: The Church, Education and ‘Higher Civilization’ in the British Empire from the late Nineteenth Century

Chapman

2019

Stud. Church hist.

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This article discusses the impact of the educational method pioneered in the English public schools on the development of education in Anglican schools in the British empire, with a particular focus on the Indian subcontinent from the turn of the twentieth century until the outbreak of the First World War. It discusses how the focus of missionary activity changed from a desire for overt evangelism into a sense of the transmission of moral and ethical values though a system of education in the Christian virtues. An educational understanding of salvation began to supplant the doctrinal. This is connected with the thinking on ‘higher’ and ‘lower’ civilizations of the period. A central focus is on the preparatory work for, and discussions around, the Pan-Anglican Congress of 1908 and the role played by Bishop H. H. Montgomery.

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Section: Resultsmentioning

confidence: 90%

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confidence: 99%

Exporting Godliness: The Church, Education and ‘Higher Civilization’ in the British Empire from the late Nineteenth Century

Chapman

2019

Stud. Church hist.

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“…This enduring interpretation is neatly captured in Norman Etherington's wide‐ranging essay on “Education and Medicine” in the edited volume Missions and Empire , in which he writes that “[f]ew missionaries treated education as an end in itself: schooling was ancillary to the primary object of Christian evangelism” (Etherington, 2005, p. 216). He argues that for many Protestants education was often driven by the need for longer‐term biblical literacy, and for Roman Catholics it was either a response to growing non‐Catholic populations or to perceived threats from both Protestantism and the emergence of secular education (Etherington, 2005, p. 216‐217).…”

Section: Theorising Missions and Educationmentioning

confidence: 99%

Theorising missionary education: the Bolivian Indian Mission 1908‐1920

Morrison

2013

History of Education Review

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PurposeEducation was an enduring feature of the modern Protestant missionary movement. Historiographically, however, scholarship on the subject is often fragmented geographically and focused on the micro contexts in which missionary education occurred. The purpose of this paper is to explore the nuances of the missions‐education relationship, using a particular case study, in order to indicate alternative ways of conceptualising that relationship. It focuses on a small New Zealand evangelical mission working in Bolivia from 1908 and utilises the concept of “sites” to indicate the complexities that need to be considered in any particular study of missions and education.Design/methodology/approachEducational activities and explanatory factors pertaining to the Bolivian site of missionary education are re‐constructed from missionary archives. Different voices, agendas and readings are acknowledged in this re‐construction. In this way the article moves from a plain narrative about the mission and its educational activities to a more conceptual attempt to explain the application of education in the Bolivian context. The archives are read in the light of both historiography and theory.FindingsThe article indicates that a simple or monochrome reading of the missions‐education relationship is deficient. It grapples with the reasons why an explicitly evangelistic mission invested considerable energy and resources in education. Using the concept of “sites” it argues that this emphasis on education can be explained by a set of complex and overlapping factors reflecting historical timing, evangelical culture or mentalité, missionary geographical origins and local socio‐political context. While this will not explain all “sites” of missionary education, the approach is a model of how to construct a complex reading that enables us to discern multiple voices and motivations.Originality/valueThis article addresses a lacuna of conceptual scholarship on missionary education. Furthermore it attempts to shift the focus onto four relatively neglected aspects in missions‐education scholarship: missionary projects from colonial contexts, the South American context, the early twentieth century, and conservative evangelicalism.

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“…Evangelical rather than philanthropic imperatives, however, guided much of the medicine practised. Mission clinics and hospitals were regarded as ‘instruments for saving sinners’ (Etherington, 2005: 275) as much as they were centres for medical care.…”

Section: ‘A Difficult and More Trying Place’: Missionaries Climate Amentioning

confidence: 99%

‘A good site for health’: Missionaries and the pathological geography of central southern Africa

Endfield

Nash

2007

Singap J Trop Geogr

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Throughout much of the late eighteenth and early nineteenth centuries, the tropics and subtropics were constructed as a relatively homogenous realm. The supposed ‘pathological potency’ of these regions was assumed to render them particularly hazardous for European constitutions relative to ‘temperate’ locations. The interior of Africa represented one such apparently pestilential place. This paper examines how the experiences of nineteenth‐century missionaries based at various stations in central southern Africa might have been influenced by popular and scientific debates focusing on environment, climate and health in Africa. We also illustrate how their perspectives may have challenged popular homogenized conceptualizations of interior Africa as a uniformly dangerous place for Europeans and helped to identify a spatially varied pathological geography of the region.

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Education and Medicine

Cited by 12 publications

References 0 publications

Exporting Godliness: The Church, Education and ‘Higher Civilization’ in the British Empire from the late Nineteenth Century

Exporting Godliness: The Church, Education and ‘Higher Civilization’ in the British Empire from the late Nineteenth Century

Theorising missionary education: the Bolivian Indian Mission 1908‐1920

‘A good site for health’: Missionaries and the pathological geography of central southern Africa

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