Allen Brent - Böcker

Thascius Caecilius Cyprianus believed fervently that his conversion experience had been a passage from the darkness of the world of Graeco-Roman paganism to his new vision of Christianity. But Cyprian's response as bishop to the Decian persecution was to be informed by the pagan culture that he had rejected so completely. His view of church order also owed much to Roman jurisprudential principles of legitimate authority exercised within a sacred boundary spatially and geographically defined. Given the highly fragmented state of the non-Christian sources for this period, Cyprian is often the only really contemporary primary source for the events through which he lived. In this book, Allen Brent contributes to our understanding both of Roman history in the mid-third century and of the enduring model of church order that developed in that period.

Allen Brent tells the story of the triumph of Early Christianity in the political context of the Roman Empire.

Ignatius of Antioch (died c. 115) is one of the Apostolic Fathers of the Christian Church. In his letters to other churches he re-interpreted church order, the Eucharist and martyrdom against the backcloth of the Second Sophistic in Asia minor by using the cultural material of a pagan society. He so formed  the idea and theology of the office of a bishop in the Christian church.  This book is an account of the circumstances and the cultural context in which Ignatius constructed what became the historic church order of Christendom. Allen Brent defends the authenticity of the Ignatian letters by showing how the circumstances of Ignatius' condemnation at Antioch and departure for Rome fits well with what we can reconstruct of the internal situation in the Church of Antioch in Syria at the end of the first century. Ignatius is presented as a controversial figure arising in the context of a church at war with itself. Ignatius constructs out of the conflicting models of church order available to him one founded on a single bishop that he commends to Christian communities through which he passes in chains as a condemned martyr prisoner.

In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.

In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.

What models in the social sciences underlie existing or proposed patterns of educational practice? What theories of knowledge inform such models and thus arguably sanction such practice? In this book, first published in 1983, the author seeks some tentative answers. Wittgenstein’s understanding of ‘family resemblance’ and Chomsky’s ‘linguistic universals’ are interpreted, contrary to Hamlyn, as reconcilable notions that can both illuminate and refine Hirst’s understanding of ‘categorical concepts’. In the light of such a reformulated theory, Brent suggest ways in which a unified model of the social sciences could yield a unified curriculum theory. This title will be of interest to students of the philosophy of education and curriculum studies.

What models in the social sciences underlie existing or proposed patterns of educational practice? What theories of knowledge inform such models and thus arguably sanction such practice? In this book, first published in 1983, the author seeks some tentative answers. Wittgenstein’s understanding of ‘family resemblance’ and Chomsky’s ‘linguistic universals’ are interpreted, contrary to Hamlyn, as reconcilable notions that can both illuminate and refine Hirst’s understanding of ‘categorical concepts’. In the light of such a reformulated theory, Brent suggest ways in which a unified model of the social sciences could yield a unified curriculum theory. This title will be of interest to students of the philosophy of education and curriculum studies.