Historical Role Analysis in the Study of Religious Change
Mass Educational Development in Norway, 1740–1891

This 1990 study explores the relationship between educational development and religious change in Norwegian society from 1740–1891.

John T. Flint (Author)

9780521031813, Cambridge University Press

Paperback / softback, published 23 November 2006

168 pages
22.8 x 15.4 x 1 cm, 0.268 kg

This 1990 study in historical sociology explores the relationship between educational development and religious change in Norwegian society during a period of significant social and economic transition. John Flint traces the processes whereby the laity radically reduced clerical control over religious institutions. He examines census materials, reports to the Ministries of the Church and Education, and information from organizational histories, using historical role analysis to describe the changing relationships among state church pastors, parish school teachers, pupils, parents, and lay preachers. In his examination of the movement toward mass literacy, John Flint draws on and contributes to the sociology of comparative education development. His findings from this Norwegian study have wider theoretical and methodological implications, and will be of interest to historians and sociologists studying religion and education.

List of tables
Preface
Note on Norwegian place names
Map of provinces and dioceses of Norway, c. 1865
1. Introduction
2. Clerical generations, educational role systems, and lay religiosity, 1740–1840
3. Organizational indicators of religious differentiation in Norwegian society, 1850–91
4. Elite literacy and styles of religious expression
5. Mass educational experience and styles of religious expression
6. Religious diversity and the ambiguity of secularity
Notes
Bibliography
Index.

Subject Areas: Sociology & anthropology [JH]