J. Nathan Holmes, II | University of Birmingham (original) (raw)
First Pentecostal Church of North Little Rock, Arkansas
Pastor
Truth College at the Rock
President of Academic Affairs
Research Interests:
John Wesley
18th Century England
Welsh Revival of 1904–1905
Early Pentecostalism
Women in Ministry
Oneness Pentecostalism
Religious Education
Discipleship
Address: 1401 Calvary Road
North Little Rock, Arkansas 72116
United States
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Papers by J. Nathan Holmes, II
This work explores the efficacy of John Wesley’s theories and praxes concerning religious educat... more This work explores the efficacy of John Wesley’s theories and praxes concerning religious education in eighteenth-century England. Wesley theorized that children should be taught early on to love God, live in His image, and strive for a life of holiness. His theories were not exclusive to children but applied to all people including the illiterate and unlearned working class of England. As the Methodist movement expanded, Wesley’s unique methodology evolved to facilitate a more effective educational process. This methodology was grounded in his upbringing, influenced by his life experiences, and refined by his educational experiments. The outflow of his methodology was his various practices, namely, class meetings and Sunday schools. Religious education became the catalyst for social, moral, and religious change in Britain’s working class of the eighteenth century.
This work explores the efficacy of John Wesley’s theories and praxes concerning religious educat... more This work explores the efficacy of John Wesley’s theories and praxes concerning religious education in eighteenth-century England. Wesley theorized that children should be taught early on to love God, live in His image, and strive for a life of holiness. His theories were not exclusive to children but applied to all people including the illiterate and unlearned working class of England. As the Methodist movement expanded, Wesley’s unique methodology evolved to facilitate a more effective educational process. This methodology was grounded in his upbringing, influenced by his life experiences, and refined by his educational experiments. The outflow of his methodology was his various practices, namely, class meetings and Sunday schools. Religious education became the catalyst for social, moral, and religious change in Britain’s working class of the eighteenth century.