Single-sex education known as single-gender education and gender-isolated education, is the practice of conducting education with male and female students attending separate classes in separate buildings or schools. The practice was common before the 20th century in secondary and higher education. Single-sex education in many cultures is advocated on the basis of tradition as well as religion, is practiced in many parts of the world. There has been a surge of interest and establishment of single-sex schools due to educational research. Single-sex education is practiced in many Muslim majority countries. In the Western world, single sex education is associated with the private sector, with the public sector being overwhelmingly mixed sex. Motivations for single sex education range from religious ideas of sex segregation to beliefs that the sexes learn and behave differently, and, as such, they thrive in a single sex environment. In the 19th century, in Western countries, single sex girls' finishing schools, women's colleges offered women a chance of education at a time when they were denied access to mainstream educational institutions.
The former were common in Switzerland, the latter in the US and the UK, which were pioneers in women's education. In 19th century Western Europe, the most common way for girls to access education was at home, through private tutoring, not at school; this was the case in the Austro-Hungarian Empire, which resisted women's involvement in schools. By contrast, in the US, early feminists were successful in establishing women's educational institutions; these were different from and considered inferior to men's institutions, but they created some of the first opportunities to formalized higher education for women in the Western world. The Seven Sisters colleges offered unprecedented emancipation for women; the pioneer Salem College of Winston-Salem, North Carolina was founded in 1772 as a primary school becoming an academy and a college. The New England Female Medical College and the Woman's Medical College of Pennsylvania were the first medical institutions in the world established to train women in medicine and offer them the M.
D. degree. During the 19th century, ideas about education started to change: modern ideas that defined education as a right, rather than as a privilege available only to a small elite, started to gain support in North America and Europe; as such, mass elementary education was introduced, more and more coeducational schools were set up. Together with mass education, the coeducation became standard in many places. Increased secularization in the 20th century contributed to the acceptance of mixed sex education. In 1917 coeducation was mandated in the Soviet Union. According to Cornelius Riordan, "By the end of the nineteenth century, coeducation was all but universal in American elementary and secondary public schools, and by the end of the 20th century, this was true across the world. In the UK, Ireland the tradition of single sex education remained quite strong until the 1960s; the 1960s and 1970s were a period of intense social changes, during that era many anti-discrimination laws were passed, such as the 1972 Title IX.
Wiseman shows that by 2003, only a few countries across the globe have greater than one or two percent single sex schools. But there are exceptions where the percent of single sex schools exceeds 10 percent: Belgium, Singapore, the United Kingdom, Hong Kong, New Zealand, South Korea, most Muslim nations. However, there has been a resurgence of interest in single sex schools in modern societies across the globe, both in the public and private sector." The topic of single-sex education is controversial. Advocates argue that it aids student outcomes such as test scores, graduation rates, solutions to behavioral difficulties. Opponents, argue that evidence for such effects is inflated or non-existent, instead argue that such segregation can increase sexism and impairs the development of interpersonal skills. Advocates of single-sex education believe that there are persistent gender differences in how boys and girls learn and behave in educational settings, that such differences merit educating them separately.
One version of this argument holds that male-female brain differences favor the implementation of gender-specific teaching methods, but such claims have not held up to rigorous scrutiny. In addition, supporters of single-sex education argue that by segregating the genders, students do not become distracted by the other gender's actions in the classrooms, but most of the social distraction in classrooms is attributable to same-gender interactions. A systematic review published in 2005 covering 2221 studies was commissioned by the US Department of Education entitled Single-sex versus coeducational schooling: A systematic review; the review, which had statistical controls for socio-economic status of the students and resources of the schools, etc. found that in the study on the effects of single-sex schooling "the results are equivocal. There is some support for the premise that single-sex schooling can be helpful for certain outcomes related to academic achievement and more positive academic aspirations.
Swimming is an individual or team sport that requires the use of one's entire body to move through water. The sport takes place in open water. Competitive swimming is one of the most popular Olympic sports, with varied distance events in butterfly, breaststroke and individual medley. In addition to these individual events, four swimmers can take part in either a freestyle or medley relay. A medley relay consists of four swimmers; the order for a medley relay is: backstroke, breaststroke and freestyle. Swimming each stroke requires a set of specific techniques. There are regulations on what types of swimsuits, caps and injury tape that are allowed at competitions. Although it is possible for competitive swimmers to incur several injuries from the sport, such as tendinitis in the shoulders or knees, there are multiple health benefits associated with the sport. Evidence of recreational swimming in prehistoric times has been found, with the earliest evidence dating to Stone Age paintings from around 10,000 years ago.
Written references date from 2000 BC, with some of the earliest references to swimming including the Iliad, the Odyssey, the Bible, the Quran and others. In 1538, Nikolaus Wynmann, a Swiss professor of languages, wrote the first book about swimming, The Swimmer or A Dialogue on the Art of Swimming. Swimming emerged as a competitive recreational activity in the 1830s in England. In 1828, the first indoor swimming pool, St George's Baths was opened to the public. By 1837, the National Swimming Society was holding regular swimming competitions in six artificial swimming pools, built around London; the recreational activity grew in popularity and by 1880, when the first national governing body, the Amateur Swimming Association was formed, there were over 300 regional clubs in operation across the country. In 1844 two Native American participants at a swimming competition in London introduced the front crawl to a European audience. Sir John Arthur Trudgen picked up the hand-over stroke from some South American natives and debuted the new stroke in 1873, winning a local competition in England.
His stroke is still regarded as the most powerful to use today. Captain Matthew Webb was the first man to swim the English Channel, in 1875. Using the breaststroke technique, he swam the channel 21.26 miles in 45 minutes. His feat was not replicated or surpassed for the next 36 years, until T. W. Burgess made the crossing in 1911. Other European countries established swimming federations; the first European amateur swimming competitions were in 1889 in Vienna. The world's first women's swimming championship was held in Scotland in 1892. Men's swimming became part of the first modern Olympic Games in 1896 in Athens. In 1902, the Australian Richmond Cavill introduced freestyle to the Western world. In 1908, the world swimming association, Fédération Internationale de Natation, was formed. Women's swimming was introduced into the Olympics in 1912. Butterfly was developed in the 1930s and was at first a variant of breaststroke, until it was accepted as a separate style in 1952. Competitive swimming became popular in the 19th century.
The goal of high level competitive swimming is to break personal or world records while beating competitors in any given event. Swimming in competition should create the least resistance in order to obtain maximum speed. However, some professional swimmers who do not hold a national or world ranking are considered the best in regard to their technical skills. An athlete goes through a cycle of training in which the body is overloaded with work in the beginning and middle segments of the cycle, the workload is decreased in the final stage as the swimmer approaches competition; the practice of reducing exercise in the days just before an important competition is called tapering. Tapering is used to give the swimmer's body some rest without stopping exercise completely. A final stage is referred to as "shave and taper": the swimmer shaves off all exposed hair for the sake of reducing drag and having a sleeker and more hydrodynamic feel in the water. Additionally, the "shave and taper" method refers to the removal of the top layer of "dead skin", which exposes the newer and richer skin underneath.
This helps to "shave" off mere milliseconds on your time. Swimming is an event at the Summer Olympic Games, where male and female athletes compete in 16 of the recognized events each. Olympic events are held in a 50-meter pool, called a long course pool. There are forty recognized individual swimming events in the pool; the international governing body for competitive swimming is the Fédération Internationale de Natation, better known as FINA. In open water swimming, where the events are swum in a body of open water, there are 5 km, 10 km and 25 km events for men and women. However, only the 10 km event is included in the Olympic schedule, again for both women. Open-water competitions are separate to other swimming competitions with the exception of the World Championships and the Olympics. In competitive swimming, four major styles have been established; these have been stable over the last 30–40 years with minor improvements. They are: Butterfly Backstroke
Duquesne University of the Holy Spirit is a private Catholic university in Pittsburgh, United States. Founded by members of the Congregation of the Holy Spirit, Duquesne first opened its doors as the Pittsburgh Catholic College of the Holy Ghost in October 1878 with an enrollment of 40 students and a faculty of six. In 1911, the college became the first Catholic university-level institution in Pennsylvania, it is the only Spiritan institution of higher education in the world. It is named for an 18th-century governor of Michel-Ange Duquesne de Menneville. Duquesne has since expanded to over 10,000 graduate and undergraduate students within a self-contained 49-acre hilltop campus in Pittsburgh's Bluff neighborhood; the school encompasses ten schools of study. The university hosts international students from more than 80 countries although most students — about 80% — are from Pennsylvania or the surrounding region. Duquesne is considered a research university with higher research activity institution by the Carnegie Foundation for the Advancement of Teaching.
There are more than 79,000 living alumni of the university including two cardinals and the current bishop of Pittsburgh. The Duquesne Dukes compete in NCAA Division I. Duquesne men's basketball appeared twice in national championship games in the 1950s and won the NIT championship in 1955; the Pittsburgh Catholic College of the Holy Ghost was founded on October 1878 by Fr. Joseph Strub and the Holy Ghost Fathers, expelled from Germany during Otto von Bismarck's Kulturkampf six years earlier; when the college was founded, it had 40 students. The college obtained its state charter in 1882. Students attended classes in a rented space above a bakery on Wylie Avenue in downtown Pittsburgh. Duquesne established itself at its current location on the Bluff and built the original five-story red brick "Old Main" in 1885. At the time, it was the highest point on the Pittsburgh skyline. On May 27, 1911, under the leadership of Fr. Martin Hehir, the college became the first Catholic institution of higher learning in Pennsylvania to become a university.
It was subsequently renamed Duquesne University of the Holy Ghost, after Ange Duquesne de Menneville, Marquis du Quesne, the French governor of New France who first brought Catholic observances to the Pittsburgh area. The year 1913 saw the university record its first woman graduate, Sister M. Fides of the Sisters of Mercy. In 1914, the graduate school was established; the 1920s were a time of expansion for the developing university. The campus grew to include its first single-purpose academic building, Canevin Hall, as well as a gymnasium and a central heating plant. Institutionally, the school grew to include the School of Pharmacy in 1925, a School of Music in 1926, a School of Education in 1929. In 1928 the university celebrated its fiftieth anniversary and was able to rejoice in the fact that it was now both financially solvent and enrollment had reached an all-time high. Hard times, came with the Wall Street Crash of 1929; the beloved Fr. Hehir was succeeded in 1931 by Fr. J. J. Callahan. Through Fr.
Callahan was not as able an administration as Fr. Hehir, his tenure did see the university add numerous new programs, a short-lived School for the Unemployed, and, in 1937, the Nursing School; the university's sports programs thrived during the Depression era, with some of the greatest triumphs of the basketball and football teams occurring in that time period—a 6–0 football defeat of Pitt in 1936 was a high point of student exuberance. A university library was completed in 1940; some of the darkest years of the university's history passed during World War II, when the university was led by the young Fr. Raymond Kirk; the school's enrollment, 3,100 in 1940, dropped to an all-time low in the summer of 1944, with a mere one thousand students enrolled. Fr. Kirk's health broke under the strain of leading the school through such struggles, he was relieved of his duties by Fr. Francis P. Smith in 1946. After the war, the school faced a wave of veterans seeking higher education. In contrast to the lean war-time years, the 1949 enrollment peaked at 5,500, space became an issue.
Fr. Smith took advantage of the Lanham Act, which allowed him to acquire three barracks-type buildings from Army surplus; the science curriculum was expanded, the School of Business Administration saw its enrollment rise to over two thousand. During this time, a campus beautification project was implemented and WDUQ, Pittsburgh's first college radio station, was founded. An ambitious campus expansion plan was proposed by Fr. Vernon F. Gallagher in 1952. Assumption Hall, the first student dormitory, was opened in 1954, Rockwell Hall was dedicated in November 1958, housing the schools of business and law, it was during the tenure of Fr. Henry J. McAnulty that Fr. Gallagher's ambitious plans were put to action. Between 1959 and 1980, the university renovated or constructed various buildings to form the academic infrastructure of the campus. Among these are College Hall, the music school and the library, as well as a new Student Union and Mellon Hall, along with four more dormitories. Although Fr. McAnulty's years as president saw tremendous expansion, a financial crisis in 1970 nearly forced the closure of the university.
Students rallied to the cause and set a goal of raising one million dollars to "Save Duquesne University". Students engaged in door-to-door fundraising and gathered nearly $600,000, enough to keep Duquesne afloat until the end of the crisis in 1973, it was during Fr. McAnulty's time as president that Duquesne University played an important role in the shaping of the Catholic Charismatic Renewal, whi
A college-preparatory school is a type of secondary school. The term can refer to public, private independent or parochial schools designed to prepare students for higher education. In the United States, there are public and charter college preparatory schools and they can be either parochial or secular. Admission is sometimes based on specific selection criteria academic, but some schools have open enrollment. Fewer than 1% of students enrolled in school in the United States attend an independent, private preparatory school, compared to 9% who attend parochial schools and 88% who attend public schools. Public and charter college preparatory schools are connected to a local school district and draw from the entire district instead of the closest school zone; some offer specialized courses or curricula that prepare students for a specific field of study, while others use the label as a promotional tool without offering programs that differ from a conventional high school. The term "prep school" in the U.
S. is associated with private, elite institutions that have selective admission criteria and high tuition fees. Prep schools can be day schools, boarding schools, or both, may be co-educational or single-sex. Day schools are more common than boarding, since the 1970s co-educational schools are more common than single-sex. Unlike the public schools which are free, they charge tuition; some prep schools are affiliated with a particular religious denomination. Unlike parochial schools, independent preparatory schools are not governed by a religious organization, students are not required to receive instruction in one particular religion. While independent prep schools in the United States are not subject to government oversight or regulation, they are accredited by one of the six regional accreditation agencies for educational institutions. In most parts of Europe, such as Germany, the Netherlands, France and Scandinavia, there are state-funded secondary schools specializing in university-preparatory education.
These go by many names depending on the country but may be called gymnasia, athenaea, a lycee or a liceo, depending on the nation. In France, certain private or public secondary schools offer special post-secondary classes called classes préparatoires, equivalent in level to the first years of university, for students who wish to prepare for the competitive exams for the entrance in the Grandes écoles, prestigious graduate schools. Unlike American prep schools they begin after high-school graduation; the most famous French classes préparatoires are exceptionally intensive and selective, taking only the best students graduating from high schools but not charging fees. As a result, 90% of the students in the scientific classes préparatoires become engineers or scientists. High school graduates that chooses to attend a classe préparatoire have the choice between 3 main curriculums: Science and litterature. To gain admission into engineering or business grandes écoles. A Gymnasium is a particular type of school in Germany and other countries in Europe, with the goal to prepare its pupils to enter a university.
Germany's oldest Gymnasien include Gymnasium Paulinum, Gymnasium Theodorianum and Gymnasium Carolinum. In Italy, there are several kinds of high schools, both public and private, whose curriculum has as a primary aim the preparation for university; these are called "Liceo", plural "Licei". The name comes from "Lyceum", the Latin rendering of the Ancient Greek Λύκειον, the name of a gymnasium in Classical Athens dedicated to Apollo Lyceus; this original Lyceum is remembered as the location of the peripatetic school of Aristotle. Until 1969, the Liceo Classico was the only secondary education track that allowed a student access to any kind of Italian university, while other secondary education tracks allowed only a restricted access path. There are four main types of Liceo: Liceo Classico, Liceo Scientifico, Liceo Artistico (focusing on artistic subjects as Art History and Drawing and Liceo Linguistico. Other kind of high schools referred to as "technical institutes" offer the possibility to attain university after graduation, although they form students to have some kind of professional prospective after graduation.
In the Netherlands, the official terminology is voorbereidend wetenschappelijk onderwijs meaning "preparatory academic education". The vwo is divided into the gymnasium; these are identical in duration and level of education, except that the gymnasium includes Latin and Ancient Greek as compulsory subjects in the first few years, a pupil must include at least one of these classical languages in his final exams. In the Netherlands, education is state funded for both special schools. In the Slovak Republic, gymnázium is one of the school types providing secondary education that leads to the maturita exam, a prerequisite for higher education. Gymnáziums
Tennis is a racket sport that can be played individually against a single opponent or between two teams of two players each. Each player uses a tennis racket, strung with cord to strike a hollow rubber ball covered with felt over or around a net and into the opponent's court; the object of the game is to maneuver the ball in such a way that the opponent is not able to play a valid return. The player, unable to return the ball will not gain a point, while the opposite player will. Tennis is played at all levels of society and at all ages; the sport can be played by anyone. The modern game of tennis originated in Birmingham, England, in the late 19th century as lawn tennis, it had close connections both to various field games such as croquet and bowls as well as to the older racket sport today called real tennis. During most of the 19th century, in fact, the term tennis referred to real tennis, not lawn tennis; the rules of modern tennis have changed little since the 1890s. Two exceptions are that from 1908 to 1961 the server had to keep one foot on the ground at all times, the adoption of the tiebreak in the 1970s.
A recent addition to professional tennis has been the adoption of electronic review technology coupled with a point-challenge system, which allows a player to contest the line call of a point, a system known as Hawk-Eye. Tennis is played by millions of recreational players and is a popular worldwide spectator sport; the four Grand Slam tournaments are popular: the Australian Open played on hard courts, the French Open played on red clay courts, Wimbledon played on grass courts, the US Open played on hard courts. Historians believe that the game's ancient origin lay in 12th century northern France, where a ball was struck with the palm of the hand. Louis X of France was a keen player of jeu de paume, which evolved into real tennis, became notable as the first person to construct indoor tennis courts in the modern style. Louis was unhappy with playing tennis outdoors and accordingly had indoor, enclosed courts made in Paris "around the end of the 13th century". In due course this design spread across royal palaces all over Europe.
In June 1316 at Vincennes, Val-de-Marne and following a exhausting game, Louis drank a large quantity of cooled wine and subsequently died of either pneumonia or pleurisy, although there was suspicion of poisoning. Because of the contemporary accounts of his death, Louis X is history's first tennis player known by name. Another of the early enthusiasts of the game was King Charles V of France, who had a court set up at the Louvre Palace, it wasn't until the 16th century that rackets came into use, the game began to be called "tennis", from the French term tenez, which can be translated as "hold!", "receive!" or "take!", an interjection used as a call from the server to his opponent. It was popular in England and France, although the game was only played indoors where the ball could be hit off the wall. Henry VIII of England was a big fan of this game, now known as real tennis. During the 18th and early 19th centuries, as real tennis declined, new racket sports emerged in England. Further, the patenting of the first lawn mower in 1830, in Britain, is believed to have been the catalyst, for the preparation of modern-style grass courts, sporting ovals, playing fields, greens, etc.
This in turn led to the codification of modern rules for many sports, including lawn tennis, most football codes, lawn bowls and others. Between 1859 and 1865 Harry Gem, a solicitor and his friend Augurio Perera developed a game that combined elements of racquets and the Basque ball game pelota, which they played on Perera's croquet lawn in Birmingham, United Kingdom. In 1872, along with two local doctors, they founded the world's first tennis club on Avenue Road, Leamington Spa; this is. After Leamington, the second club to take up the game of lawn tennis appears to have been the Edgbaston Archery and Croquet Society in Birmingham. In Tennis: A Cultural History, Heiner Gillmeister reveals that on December 8, 1874, British army officer Walter Clopton Wingfield wrote to Harry Gem, commenting that he had been experimenting with his version of lawn tennis “for a year and a half”. In December 1873, Wingfield designed and patented a game which he called sphairistikè, was soon known as "sticky" – for the amusement of guests at a garden party on his friend's estate of Nantclwyd Hall, in Llanelidan, Wales.
According to R. D. C. Evans, turfgrass agronomist, "Sports historians all agree that deserves much of the credit for the development of modern tennis." According to Honor Godfrey, museum curator at Wimbledon, Wingfield "popularized this game enormously. He produced a boxed set which included a net, rackets, balls for playing the game – and most you had his rules, he was terrific at marketing and he sent his game all over the world. He had good connections with the clergy, the law profession, the aristocracy and he sent thousands of sets out in the first year or so, in 1874." The world's oldest annual tennis tournament took place at Leamington Lawn Tennis Club in Birmingham in 1874. This was three years before the All England Lawn Tennis and Croquet Club would hold its first championships at Wimbledon, in 1877; the first Championships culminated a significant debate on. In the U. S. in 1874 Mary Ewing Outerbridge, a young socialite, returned from Bermuda with a sphairistikè set. She became fascin
Private schools known to many as independent schools, non-governmental funded, or non-state schools, are not administered by local, state or national governments. Children who attend private schools may be there because they are dissatisfied with public schools in their area, they may be selected for their academic prowess, or prowess in other fields, or sometimes their religious background. Private schools retain the right to select their students and are funded in whole or in part by charging their students for tuition, rather than relying on mandatory taxation through public funding; some private schools are associated with a particular religion, such as Judaism, Roman Catholicism, or Lutheranism. For the past century one in 10 U. S families has chosen to enroll their children in private school. In the United Kingdom and several other Commonwealth countries including Australia and Canada, the use of the term is restricted to primary and secondary educational levels. Private education in North America covers the whole gamut of educational activity, ranging from pre-school to tertiary level institutions.
Annual tuition fees at K-12 schools range from nothing at so called'tuition-free' schools to more than $45,000 at several New England preparatory schools. The secondary level includes schools offering years 7 through 12 and year 13; this category includes university-preparatory schools or "prep schools", boarding schools and day schools. Tuition at private secondary schools varies from school to school and depends on many factors, including the location of the school, the willingness of parents to pay, peer tuitions and the school's financial endowment. High tuition, schools claim, is used to pay higher salaries for the best teachers and used to provide enriched learning environments, including a low student-to-teacher ratio, small class sizes and services, such as libraries, science laboratories and computers; some private schools are boarding schools and many military academies are owned or operated as well. Religiously affiliated and denominational schools form a subcategory of private schools.
Some such schools teach religious education, together with the usual academic subjects to impress their particular faith's beliefs and traditions in the students who attend. Others use the denomination as more of a general label to describe on what the founders based their belief, while still maintaining a fine distinction between academics and religion, they include parochial schools, a term, used to denote Roman Catholic schools. Other religious groups represented in the K–12 private education sector include Protestants, Jews and the Orthodox Christians. Many educational alternatives, such as independent schools, are privately financed. Private schools avoid some state regulations, although in the name of educational quality, most comply with regulations relating to the educational content of classes. Religious private schools simply add religious instruction to the courses provided by local public schools. Special assistance schools aim to improve the lives of their students by providing services tailored to specific needs of individual students.
Such schools include tutoring schools to assist the learning of handicapped children. Private schools are one of three types of school in Australia, the other two being government schools and religious. Whilst private schools are sometimes considered "public" schools, the term "public school" is synonymous with a government school. Private schools in Australia may be favored for many reasons: prestige and the social status of the "old school tie"; some schools offer the removal of the purported distractions of co-education. Student uniforms for Australian private schools are stricter and more formal than in government schools – for example, a compulsory blazer. Private schools in Australia are always more expensive than their public counterpartsThere are two main categories of private schools in Australia: Catholic schools and Independent schools. Catholic schools form the second largest sector after government schools, with around 21% of secondary enrollments. Most Australian Catholic schools belong to a system, like government schools, are co-educational and attempt to provide Catholic education evenly across the states.
These schools are known as "systemic". Systemic Catholic schools are funded by state and federal government and have low fees. Catholic schools, both systemic and independent have a strong religious focus, most of their staff and students will be Catholic. Independent schools make up the last sector and are the most popular form of schooling for boarding students. Independent schools are non-government institutions that are not part of a system. Although most are non-aligned, some of the best known independent schools belong to the large, long-established religious foundations, such as the Anglican Church, Uniting Church and Pres
Theology is the critical study of the nature of the divine. It is taught as an academic discipline in universities and seminaries. Theology is the study of deities or their scriptures in order to discover what they have revealed about themselves, it occupies itself with the unique content of analyzing the supernatural, but especially with epistemology, asks and seeks to answer the question of revelation. Revelation pertains to the acceptance of God, gods, or deities, as not only transcendent or above the natural world, but willing and able to interact with the natural world and, in particular, to reveal themselves to humankind. While theology has turned into a secular field, religious adherents still consider theology to be a discipline that helps them live and understand concepts such as life and love and that helps them lead lives of obedience to the deities they follow or worship. Theology is derived from the Greek theologia, which derived from Τheos, meaning "God", -logia, meaning "utterances, sayings, or oracles" which had passed into Latin as theologia and into French as théologie.
The English equivalent "theology" had evolved by 1362. The sense the word has in English depends in large part on the sense the Latin and Greek equivalents had acquired in patristic and medieval Christian usage, although the English term has now spread beyond Christian contexts. Augustine of Hippo defined the Latin equivalent, theologia, as "reasoning or discussion concerning the Deity"; the term can, however, be used for a variety of fields of study. Theology begins with the assumption that the divine exists in some form, such as in physical, mental, or social realities, that evidence for and about it may be found via personal spiritual experiences or historical records of such experiences as documented by others; the study of these assumptions is not part of theology proper but is found in the philosophy of religion, through the psychology of religion and neurotheology. Theology aims to structure and understand these experiences and concepts, to use them to derive normative prescriptions for how to live our lives.
Theologians use various forms of analysis and argument to help understand, test, defend or promote any myriad of religious topics. As in philosophy of ethics and case law, arguments assume the existence of resolved questions, develop by making analogies from them to draw new inferences in new situations; the study of theology may help a theologian more understand their own religious tradition, another religious tradition, or it may enable them to explore the nature of divinity without reference to any specific tradition. Theology may be used to propagate, reform, or justify a religious tradition or it may be used to compare, challenge, or oppose a religious tradition or world-view. Theology might help a theologian address some present situation or need through a religious tradition, or to explore possible ways of interpreting the world. Greek theologia was used with the meaning "discourse on god" in the fourth century BC by Plato in The Republic, Book ii, Ch. 18. Aristotle divided theoretical philosophy into mathematike and theologike, with the last corresponding to metaphysics, for Aristotle, included discourse on the nature of the divine.
Drawing on Greek Stoic sources, the Latin writer Varro distinguished three forms of such discourse: mythical and civil. Theologos related to theologia, appears once in some biblical manuscripts, in the heading to the Book of Revelation: apokalypsis ioannoy toy theologoy, "the revelation of John the theologos". There, the word refers not to John the "theologian" in the modern English sense of the word but—using a different sense of the root logos, meaning not "rational discourse" but "word" or "message"—one who speaks the words of God, logoi toy theoy; some Latin Christian authors, such as Tertullian and Augustine, followed Varro's threefold usage, though Augustine used the term more to mean'reasoning or discussion concerning the deity'In patristic Greek Christian sources, theologia could refer narrowly to devout and inspired knowledge of, teaching about, the essential nature of God. The Latin author Boethius, writing in the early 6th century, used theologia to denote a subdivision of philosophy as a subject of academic study, dealing with the motionless, incorporeal reality.
Boethius' definition influenced medieval Latin usage. In scholastic Latin sources, the term came to denote the rational study of the doctrines of the Christian religion, or the academic discipline which investigated the coherence and implications of the language and claims of the Bible and of the theological tradition. In the Renaissance with Florentine Platonist apologists of Dante's poetics, the distinction between "poetic theology" and "revealed" or Biblical theology serves as steppingstone for a revival of philosophy as independent of theological authority, it is in this last sense, theology as an academic discipline involving rational study of Christian teaching