Latvian Evangelic Lutheran Christian
Academy
ACCREDITATION MATERIALS FOR
THE PROFESSIONAL PROGRAM OF
STUDIES
“ PRACTICAL
THEOLOGY”
I PART
Jûrmala
1997
I.
1.
THE AIMS AND OBJECTIVES OF THE
PRACTICAL STUDIES PROGRAM
"PRACTICAL THEOLOGY"
AIMS
 To educate the highest-qualification social workers according
to the needs of the ev.luth. Church and State of Latvian in order to create
the Christian ministry services for socially deprived in the country;
 To offer a professional, practically useful higher education
(University level), which is based upon the scientific and evangelical
grounds.
2.
TASKS
 To train highly qualified specialists of Christian motivation, i.e.
specialists in practical theology:
administrative social workers:
heads of the social work agencies
1319 16*,
managers of the social work agencies
1319 22,
heads of the structural units in the field of
social service
1229 06
 social workers for various recreation and rehabilitation centres in
Latvia:
visiting nurses in the field of social work 2446 05,
family visiting nurses
2446 04,
social caseworkers
2446 04,
community organizers in the field of social
work social work
3260 12
 social service specialists required by the Christian church:
deacons
2460 07,
social rehabilitation specialists
2446 07;

 to improve constantly the program of vocational education in
practical theology so as to provide the students with thorough knowledge
about social work as professional activities that can help individuals,
social groups or the entire community to improve and to revive abilities
of social functioning;
 to offer knowledge about realization of the Christian charity
(compassion) principle and the principle of deaconate (social
ministration) in the modern society. This is achievable by use of the
Biblical anthropology and sociology combined with knowledge in social
sciences;
 to attain the world-wide used methods of deaconal ministry;
 to promote the scientific research in the deaconate, to teach the
integrity of various sciences and theology into the practice of social work;
 to teach and educate people that are capable of evangelical
charity so that their free choice to follow evangelical values is combined
with professional efficiency.
 to transform the theorethical knowledge of students into the
practical human activity which is known as a charity service in the Bible,
because:
that is ability to present
Man is created
one's love to his/her
contemporary
according to the
image of God and
likeness to Him
*
Latvia"
The figure following the name of qualification refers to profession as in "The Occupational Classifier of Republic of
in biblical sense
The world's present
stratification does not
forbide people to help
2~
that is a meaningful~unity
of knowledge about one's
social environment,
moral behavior and
II.
THE REPORT ON SELF-ASSESSMENT
1.
THE CONTENTS AND ORGANIZATION OF WORK WITHIN
THE PROFESSIONAL PROGRAM OF STUDIES "PRACTICAL
THEOLOGY".
The contents of the professional studies program are divided in 7 interconnected
blocks of academic studies:
1) Inaugural courses in theology. The part A of the program for bachelor's degree in
theology that is comprised into the program of professional studies;
2) Basic courses in social and humanitarian sciences;
3) Professional theoretical disciplines;
4) Professional courses of social care and charity work skills;
5) Professional social work practice and field–work;
6) Scientific research;
7) Foreign languages
(For more details see: Appendix – The program of professional studies "Practical Theology”)
The comparison of programs in Practical theology was carried out among the Latvian
Evangelical Lutheran Christian Academy, the Norsk DiakonihØyskole, Oslo, and Finnish
Theological institute.
Conclusions:
No essential differences were pointed out, when the contents of the above mentioned
European universities were compared in regard to the training of social care and charity
workers and deacons. The scope of the program prepared by the Latvian Evangelical
Lutheran Christian Academy is more extensive, since
1) it is properly adapted to the background of education and social thinking in the postCommunist state, and has to be developed in accordance to the desirable status in democratic
society;
2) there are certain proportional differences in the share of the basic, specialized and
theorethical professional courses. The program of the Christian academy has allotted more
space to theological disciplines and understanding of charity service, because the research
must be developed in the deaconate - it is a competely new research field in Latvia;
3) the training of specialists for academic work has to be envisaged. At present it is
provided only at the Diakonihjemmets HØgskolesenter, Diaconia College Centre, School of
~3~
Social Work, and Norsk DiakonihØyskole in Oslo, Norway, but probably the work could be
carried out as one's postgraduate studies at LChA;
4) there is no concept at all how to train deacons in Latvia, and a total lack of traditions
in professional training of social care and charity workers can be felt. In the present–day
situation when text-books in Latvian are not available, students have to be granted good
knowledge of foreign languages. LChA has initiated the concept of practical Christian
ministry within its Professional program so as to meet respective needs in Latvia;
5) the Program of studies has to be further developed:
 various modules of academic work has to be performed, involving the optional individual
training so as to develop the special gifts and interests of each particular student;
 the number of academic contact hours has to be decreased due to the students' individual and
group work. Original educational aids in accordance to the aims and tasks of study program
has to be prepared;
 the program has to be unloaded from the scope of general theological disciplines. LChA has
to become an open University with wide range of courses and integrated Bible school
education.
2.
PEDAGOGICAL PROCESS AND REALIZATION OF THE
PROFESSIONAL STUDIES PROGRAM.


Organization of studies.
The program of studies is attainable at the full-time department. The length of studies 8 semesters (4 years). An academic year lasts 40 weeks or two terms.
The structure of the Academic program.
Study year
1st year
2nd year
3rd year
4th year
Study courses
the basic courses of theological, social and humanitarian
sciences;
dominance of theological courses;
courses that are mobilizing the situation of student's free
choice: to be pro or con the faith in God and that of charity
service.
courses that are stabilizing the values of Christian theology;
courses that are developing a general scope of knowledge as
well as scientific research interests;
professional theorethical disciplines.
foreground of professional theorethical courses;
development of scientific research interests;
vocational skills of social care and charity and deacon's work;
specialized disciplines of professional social work.
professionally specialized disciplines;
scientific research.
Field work, that is supervised training in an operating agency is necessary at
the length of all 3-4 years of studies: it is provided during the whole academic year
with intensive practical training at the end of each academic year ( in June).
 Forms and methods of studies.
Lectures, students' unaided work, workshops, role–plays, group work,
supervised scientific research.
~4~
Discussions, a dialogue with a student, the utmost development of
individual abilities the personality is capable to.
3.
PROFESSIONAL PRACTICES AND FIELD WORK
 Introductory training (evangelization practice and field–work - 1st, 2nd terms):
Aim:
 to get insight into social work, charity and rehabilitation;
 to get insight into Christian ministry;
 to learn to apply the theological knowledge in the evangelization.
 General practice and Field work:
Aim:
 to develop vocational skills of a deacon, social care and charity work and capacity of
action especially. This is a practice in psychology and social work - 3rd, 4th terms.
 Specialized training.
Aim:
 to train students in vocational and social ministry along with explication of those
ethic dilemmas a social care and charity is faced to - 5th, 6th terms.
Besides these three major practices there is a
 Professional training in 7th term that scopes 100 academic hours in total. The field work
is provided as parallel to the work at qualification theses and is directly connected with
that institution or social problem about which the student is writing his or her qualification
thesis.
Aim:
 to combine creative vocational activities with scientific research.
For more detailed information see: "Professional Program of Studies 'The Model of Practical
Training for Social Worker and Deacon'"
4.
1.
THE MAINTENANCE AND MANAGEMENT OF STUDIES
1. The process of studies in LChA is regulated by:
"The Contract of Studies",
" The Regulations of the Senate of LChA",
"The Regulations for Administration of Studies in the LChA",
"Enrollment Regulations in LChA",
"The Basic Principles of Credit Point Record in LChA",
"Regulations for Academic and Professional Studies in the LChA”,
"Regulations for Students' Field Work"
"Regulations for Final and State Examinations",
"Regulations for the Scientific Research Centre".
2.
The Program of Studies in LChA is realized by
 lecturers:
 who possess interdisciplinary scientific interests (philosophy  sociology 
theology, psychology  theology, philology  theology etc.)
 not so qualified members of the teaching staff are working at the theological
courses jointly with a lecturer whose qualification corresponds to that of a doctor or
professor – most frequently a visiting professor from any of the partnership high schools or
universities. Working this way a new generation of specialists is gradually educated, a
generation who is willing to synthesize achievements developed in a dialogue, thus uniting
vocational skills, aspects of international cooperation and definite academic goals.
 The program of studies is conducted by Program director, whose functions are
confirmed by the Senate.
 The studies Program director:
~5~
 supervises the work at the program;
 interviews experts, teaching staff, students etc. and analyses opinions so as to
design an optimal program model;
 negotiates discussion and confirmation of program at the Senate;
 prepares the program for Accreditation;
 coordinates realization of the program, helps to assign the teaching staff to the
courses, operatively brings about the required changes in the program;
 hears out the references of the teaching staff and students to the contents of the
program, to better ways of its realization;
 provides students' inquiries, analyses the results of them and informs the Senate;
 investigates a labor market on the behalf of complete purposefulness of the
Program.
 The Program director is endowed with rights:
 to propose and to prepare for Senate's examination questions that are connected
with program fulfillment, improvement, changes etc.;
 to control the work of academic staff as the study Program is being realized;
 to make suggestions to the administration of the Academy about the neccessity to
substitute particular members of the teaching staff who do not enable fulfillment of the
program aims or fails in coordination of their lecture course with the aims and tasks of
LChA as regulated by the LChA Constitution.
3.
Management of the Studies Program.
(ii)
SENATE
Studies department
S t a f f:




(b)
Day
department
Academic program director
Academic staff
General staff
Students
(a)
Evening
department
Dialogue centre
(scientific research
center)
Scientific
library
Studies department
~6~
4. On studies maintenance and support see:
"Reference to the Scientific Library of LChrA",
"Reference to Educational and Material Resources of LChrA",
5.
CREATIVE AND SCIENTIFIC RESEARCH WORK
PERFORMED BY STAFF AND STUDENTS OF LCHA
The scientific research activities at the Academy are directed and managed by
the Scientific research center that is an independent structure within the Christian
Academy (see: Regulations for Scientific Research Center"). The work at the Center
is participated by the teaching staff and students, who are carrying out research
work and investigations within the frames of study program as well as applied
research projects ordered by several institutions. Relations with these institutions are
regulated by research contracts and agreements. (See: Appendix.)
 The themes of qualification projects and theses for bachelor degree are
important in research and development of deaconate concept that has to
be worked out to respond the needs in Latvia (see: Appendix).
The results of scientific research work are reflected in the collected
scientific articles of the Academy; the 1st volume is expected in the
Fall/Winter 1997. "Works" are planned to be issued regularly every year.
Within the frames of professional program of studies the teaching staff and
students of the Academy are engaged into international project of applied research
"Thematic Network", managed by Lahti High School of Deaconate in Finland.
APPLIED RESEARCH PROJECTS IN LATVIA, WHICH
ARE REALIZED BY THE CHRISTIAN ACADEMY
CLIENT
Social Work Department of the
Republic of Latvia (Saeima)
L.Kuprijanova
The Bulduri Center of Family Care
V.Randa
TIME
SUBJECT

From 1996 







From 1996 











V.Zahars



A.Zvirgzdiòa


From 1997 


From 1997









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
LATVIAN EV. LUTH. CHRISTIAN ACADEMY INVOLVE
INTERNATIONAL RESEARCH PROJECT’S
1.
Joint research project
THEMATIC
 To unite lecturers and pract-icians
of the deaconny of the European
higher education institutions.
NETWORKS
 To develop modern work
conception of the deaconry
 To create professional know-how
conception
Beginning of the project in 1995:
is being continued
The Lahti Deaconal Higher Education
Institution, Finland
Dr. M.Overlund
The Oslo Deaconal High School
Rektor J.Gosner
Other European higher edu-cation
institutions of caritative caracter
Latvian Ev. Luth. Christian Academy
Dr. Skaidrîte Gûtmane
~8~
2.
Project of archeological examination
“EMMAUS PROJECT”
ISRAEL
Aim
Beginning of the project in 1994 is being
continued
To clear up history and traces
of Christianity of the Roman
and Byzantine period
Emmaus /in Latrun
Partnerorganisations of cooperation and their
managers
Finnish Theological
Institute
General Secretary
Eero Junkkaala
Israel Antiquities Authority
Dr. Mikko Lauhivuori
Dr. Karl-Heinz Fleckenstein (Germany)
Prof. Michele Piccirillo (Italy)
Latvian Ev Luth Christian Academy.
Sk.Gutmane
Dr
~9~
3.
Project of the Archeological excavations
PROJECT
THE LAND GESHUR IN
SOUTHERN GOLAN
_________________
ISRAEL
TO STUDY
the Early Bronze Age
Beginning of the project in 1994- is being continued
(3300. - 2200. BC.)
Organizations of cooperation and their leaders
University of Tel Aviv
Prof. Moshe Kochavi
Finnish Theological Institute
General Secretary Eero Junkkaala
Latvian Ev Luth Christian Academy
Dr. Skaidrîte Gûtmane
~ 10 ~
4.
Joint Research Projects
THEOLOGICAL EDUCATION
ON INTERNET
TEIN
Beginning of the project 1996: is being cont.
To study
new religious movements in
European countries (Latvia
included) and put the studies into
TEIN
Partnerorganizations of coopertation
International Dialogcentre
Univ of Aarhus
Denmark
Prof. J.Aagardh
Theological Faculties of many European
universities
Latvian Ev Luth Christian Academy
Dr. Skaidrîte Gûtmane
~ 11 ~
5.
Joint Research Projects
Youth for Europe.
Action D.
European Comission for
Exchange with Non-member
countries.
Univeristy of Aarhus, Denmark
Prof. J.Aagardh
 Veidot alternatîvu
teoloìisko seminâru tîklu
Eiropâ jaunatnei,
 Kristietîbas integrâcija
sabiedrîbâ,
 Jaunieðu darba vadîtâju
izglîtoðana,
 Pçtît personîbas brîvîbas un
atbildîbas attiecîbas,
solidaritâtes attiecîbas.
un t.s. “Programme countries”
(15 Eiropas Savienîbas valstu
organizâcijas)
plus
to valstu institûcijas, kas nav
Eiropas Savienîbâ:
Albania, Bulgaria, Estonia,
Hungary, Lithuania, Poland,
Czech, Slovak, Rumania,
Slovene, Armenia, Georgia,
Beginning of the project 1996: is
being cont
Latvia
Latvian Ev Luth Christian Academy
Dr. Skaidrîte Gûtmane
~ 12 ~
6.
PROCESS WHICH GUARANTEES THE QUALITY
All scientific, methodical and management work of the Academy is
directed to achieve good study results and to guarantee their quality. Among
factors that guarantee the quality of studies are:
the compliance of the study program.
At the LChA Senate meeting, when analysing the self-evaluation materials
of the academic study program, prepared for the accreditation, the Senate
admitted, that the program meets the international standards of the bachelor of
theology study program. The study program has been compared with the
respective programs of the European partner institutions. In the compared study
programs, there are no principal and essential differences, the program meets the
internationally recognized requirements. More see in Appendix "Reference on
Compliance of the Academic Study Program", p.
the quality is secured by the academic environment, regular and serious
scientific research work of the teaching staff and involvement of students in it;
in order to maintain the quality of the teaching work, strong and regular
quality control mechanism functions at the Academy, which implements indirect
function of determination and realization of the LChA standards. The efficiency of
this mechanism is proved by the fact, that the teaching staff does not want to
change the place of work, is well-disciplined and used to analyse the result of the
teaching work.
~ 13 ~
QUALITY CONTROL MECHANISM AT THE LCHA
Buereaucratic control
Study Department
SENATE
Administratration
accounting control
Strategic
control
Personal Department of
the Senate
Informal control
Students
Evaluation of the
obtained results
Teaching staff
Action
To maintain existing
programs and the
method of work
To eliminate
deviation from
academic standard
To revise programs
to change the method
of work
~ 14 ~
Strategic control is realized by the Senate: it regularly sees to it, that the
strategic aims and activity of the Academy are effective and purposeful. The
Senate has compared the compliance of the academic study program with the
corresponding bachelor of theology study programs in other higher education
institutions of Europe.
Administrative and accounting control is realized by the LChA Study
Department, which follows the implementation of the relevant study program, or
controls whether the course program complies with the principles of the study
program. Accounting control is carried out by summarizing:
students' registration forms in disciplines of studies, see Appendix, p.
registered non-attendances of classes, see Appendix, p.
Hence there are two regular control types at the Academy: bureaucratic
and informal.
Informal control is carried out by the Personnel Department of the Senate,
the aim of it is self-control of the teaching staff, it is directed towards high
scientific strivings of the teaching staff, the compliance of study programs with
the LChA conception of studies, the loyalty of the whole teaching staff and its
interest to stimulate the LChA strategic aims and priorities. The informal control
system includes:
1) anual analysis of work of each representative of the teaching staff at the
Senate. The components of the analysis are:
analysis of the study program and its compliance with the scientific
standards of the LChA,
students' inquiries and taking interest in the headed study course,
analysis of the inquiry results,
attendance by students of classes of the relevant instructor,
involvment of students in the academic workshop, connected with the
conducted discipline, or in any other research work,
instructor's scientific and other publications and publicity,
activity of the instructor at the theoretical seminar of the LChA.
The control mechanism is timely, flexible and simply logic, that is why it
is not opposed by the teaching staff, it corresponds the principal aims of the
Academy and the responsibility before students.
If the quality control parameters of the teaching work are efficient and
high, the labour contract foresees to award the instructor bonuses and increase the
salary.
~ 15 ~
The following factors, which motivate the quality of work, are used at the
Academy:
I. Motivating factors, which favourably
influence satisfaction of the teaching
staff with work
1. Recognition of achievements, motivation
of the well done work
2. Level of responsibility
3. Possibilities of academic growth, career
4. Professional growth
5. Factors of work attractivity
Hygiene factors of the teaching and
scientific work
1. Academic and social status
2. Conditions of work
3. Attitude of the direct manager
4. Salary
5. Sufficient information about the
activities which take place at the Academy
Motivating factors incite necessity of the teaching staff to prove
themselves from the scientific and pedagogic point of view, give a possibility to
experiment, to take risk, to create conditions for pedagogic growth, e.g., to register
the author's workshop, to experiment, to try together with students the social effect
of the christian theology.
approbation of new study courses.
The LChA Senate provides a possibility for an instructor not to read one and
the same discipline according to one and the same program in several institutions
of higher education. Approbation of new study courses stimulates the necessity of
the instructor for scientific and pedagogic self-approvement and develops the
necessity of belonging just to the LChA. The procedure of approbation is the
following:
submission of an application and motivation of the teaching course to
the program director;
delivering of an open introductory lecture of the course;
students' interviews on the course of instruction, analysis of these
opinions at the LChA Senate;
approvement of the curriculum for conducting in the relevant study
program by the LChA Senate;
an informative report by the instructor on the course at the theoretical
seminar.
When a secular lecturer comes across the problems of Christianity, a
motivated conclusion may appear - "I lack knowledge in Christianity", it is a good
reason for self-development. The LChA offers good training possibilities and
raising of qualification abroad.
Characteristic parameters of involvement of the teaching staff in the
dialogue of Christianity with the relevant branch of science
Unsatisfactory feeling
Neutral position towards
Christianity
Indiference towards the
L Christianity,
E - existing
state created by the
previous system
Satisfactory feeling
E
Motivators. Factors of teaching
and scientific work at the LChA
~ 16 ~
L
L - lack
application of modern technological possibilities of instruction.
Lecture is not a principal form of studies. The curriculum foresees tests,
seminars, practicums, discussions in groups, analysis of statistic data, analysis of
video materials, etc. Integration of Christianity into society, work of a clergyman
demands perfect interaction skills, skills to work with people, management skills.
7.
RESUME: ANALYSIS OF THE POWER FIELDS OF
THE ACADEMIC STUDY PROGRAM
Strong sides + possibilities for
development
Weak sides + threat for development
 The present nominal development of
the program in comparison with academic
programs of theology of other European
higher education institutions
 Good conceptual relation of principal
academic subjects and subjects of
professional qualification
 A sustem how to improve theological
qualification of study and scientific work of
young scientists
 Functioning of the management
system of the study program
 A system to guarantee the quality
 Involvement into applied research
projects
 Participation in the international
research projects
 A system for organization of practical
work
 Cooperation with foreign institutions
of higher education
 Possibilities of internal work quality
control of the academic personnel
 Lack of theology specialists in Latvia
 Provision for students possibilities of
choice within the limits of panels
 Scientific library lacks sufficient
quality, with the growth of the number of
students the informative basis of studies
has to be developed
 A fund of stipends has to be created.
Material and social security of students in
whole in the country
 The advertising issues on the study
system of the LChA shall be prepared
 Presently the work is being carried
out on perfection of the master's degree
study program
I Structure and content of the study program.
II Pedagogic process to implement the study program.
III Professional practical work within the limits of the study program.
IV Unification of the teaching work and scientific work of studies.
V Provision and management of studies.
VI Creative and scientific research work.
VII Process and system to guarantee the quality.
~ 17 ~
III. APPENDIX FOR THE PROGRAM OF
PROFESSIONAL STUDIES
~ 18 ~
BULDURU PR. 23, JÛRMALA, LV-2010 PHON. 7 53360 FAX 7 53360
The program of professional
studies
“PRACTICAL
THEOLOGY”
for attainment of the highest
qualification "Social care and Charity
worker, deacon"
The program of professional studies
“PRACTICAL THEOLOGY”
Assistant professo
Program director Dr. Skaidrîte.Gûtmane
Deputy director G. Lîdums
Consultant:., Dr.R.Rungule
Confirmed
at the session of the LChA Senate
in April 29, 1997
~ 19 ~
1.
The aim of professional activities,
provided by the Social worker, or "deacon" in terms of the Church, IS
TO SERVE PEOPLE, believing that the Social problems belong to the same range
of importance as the most significant problem of Christianity - the rebirth of a Man.
* We consider that social improvement is not achievable by means of
reforms or improved external conditions, but by renewed Individuals, whose life is
centered on the attitude of love and solidarity instead of indifference and hatred. No
one is unequal within the Church. The Church is a brotherhood, whose main task is
to bring the Justice and Grace of God in the world. Therefore the Social work, Social
welfare and service to ones' contemporaries are the duties of the Church. The
Christian faith can not be connected only with a Social program. Its task is to take in
all the Nation, and the socially rejected people in particular, to awake the Christian
self-awareness in Individuals, and using different means, especially the Gospel
propagated by the Prophetic personalities, to contribute to the material aims of our
Nation, to provide as much as possible human existence for all its members. Jesus
brought the Good news to the poor, to those who quite prosaically and apparently
were socially rejected.
* Now and then the so called Christianity of comfort takes roots within the
Church. There are circles to whom being devout means to listen sermons, to stay
lukewarm, to stay outwardly delighted with the ideals of the Gospel. These
”Christians” perceive the disadvantaged as the objects of Charity at the best. The
duty of educated Social care workers of the Church in these circumstances is to
awake the sense of responsibility among the parishioners and always disturb selfcontent "Christians".
* It is not enough to evoke the social interests and to work out the concepts
of Social work. The most important and difficult is Social work itself. No art is more
difficult than the art to help, actually help the sufferers, social pariah, and to be
participial. The participation in solution of the Nation-wide social and moral
problems, unemployment control, improvement of people's living conditions - it,
according to the Evangelicalal Church is the duty of every Social care and Charity
worker, which is as highly valuable as any Christian ministry. The Church must be
concerned with training of the highest qualification specialists, who would be skilled
enough and could devote themselves with all might to the solution of the sore Social
problems among the Nation.
2.
The main tasks of the Professional activities,
carried out by the Charity workers of the Social work are enclosed into
the definition of the Social work: which is
a complex system of service,
ensuring that the Physical, Spiritual and Social requirements of an
Individual (dependent, disabled) are met. The Social work can be provided in special
institutions: Homes for the aged, Orphanages, Family centers, Day centers, Deaconal
services of congregations etc., as well as at the residence of the person cared for.
The work of social Ministry is a professional activity in order to help
persons, groups of persons, or the Society in whole to improve or to renew the ability
of social functioning, and to create the social conditions as to achieve the aim.
The basic tasks of the Professional activity are:
* the renewal and improvement of the disturbed functional abilities and
possibilities in regard to Individuals, Families, Religious communities etc.
* discovery and use of Individual and Spiritual resources,
* elimination of Social and Spiritual disfunctioning,
~ 20 ~
* analysis and estimation of those social conditions, which might be
responsible for new possible Social problems in future (preventive Evangelicalal
work),
which might ensure the promotion of Individual abilities,
the promotion of social and economic justice.
The material reward is not granted by the work of Social Ministry; actually
it furthers the spiritual revival of the person itself along with the subsequent use of all
the possible personal resources; it contributes to the choice of the most effective
ways of Ministry, to the proper solution of the problems as well as aids the renewal
or origin of the personal sense of Self-determination.
~ 21 ~
The Social worker within the Structure of Social Ministry.
Health care institutions
The Church in hospital
Children and youth
educational institutions
The Church and Education
Social work institutions
Social work
The Church and Social
work
Employment service
The Church and
Unemployment
Recreation institutions
The Church and the way out of
Social crisis
Rights protecting
institutions
The Parishes of the
Evangelical Lutheran
Church
The Church in Prison
The Deaconal social and charity
work services
of the Ev.Luth.Church
The professional proficiency of Deacons or Social workers of
Charity helps to restore the links of the Church and Society
~ 22 ~
3.
The improvement and skillful use of Professional knowledge and
Proficiency.
All subjects within the Program of studies have to ensure the unity of
Biblical,
professional,
general educational tasks.
Wisdom
(academic
research)
Profession
(Evangelization)
Profesional skills
Natural profession of God
Selfassessment
Academic
activity
(studies)
Special
Revelation
Civic
qualities
Music
Biblical
theology
Literature
Working skills
(practice)
Inter-personal
comunication
Family life
Feeling of the
Holy
(personalitybuilding)
Charity work
in society and
Churc
Biblical, profesional and general objectives of the studies
The content of the Professional education attainable by the Social worker of
charity is the following:
1) comprehension of the Social and Economic justice as defined in the
Bible, understanding of Historical, Social and Economic depravities, their forms,
dynamics of reiteration, consequences. To provide students with knowledge and
~ 23 ~
skills in order to follow the social changes, to analyze the institucionalism,
spiritualism and incarnationalism of the Church;
2) Knowledge about the actions of Charity as actions of love that is a pack
of undertakings towards the unity of the Church;
3) Knowledge about an Individual and Society, about socialization of an
Individual, social interaction, deviance, social stratification, social groups and
organizations;
The conclusions drawn from the theory of personality, Sociology,
community, organization, anthropology and Psychology are used in this part of the
Program.
4) The Biblical and secular interpretation of social well-being.
Knowledge about definitive differences of well-being, models of its policies,
as well as understanding of ministry of one Individual to another and its Biblical
grounds; about the role of Social Ministry, about the different conceptions of the
Deaconal work within the Church.
The meaning of the Biblical justice and secular legislation, the gradual
development of Social policies, law, analysis of situation in the field of Human
rights, Political science are accentuated in this part of the Program;
5) The students master the practical and research methods of the Social
work, the planning of data collection, estimation of results, interference, options of
choice. Knowledge about the contents of practical Social work, approach, the skills
of communicating with various people, various social groups.
The practical methods are based upon the regular Evangelical principles and
human communication as approved in the Bible, combined with knowledge of
modern Communication theory, the Theory of conflicts and Social work theory; these
theories are estimated from Evangelicalal point of view.
The social institutes and institutions are understood as specially invented
and established or spontaneously Self-established systems of social roles and
positions, which are many times or even very much estranged from the stereotypes of
their phenomenal stability and co-operation, upon which it is urged to base oneself by
the Biblical model of joint action between man and God, between Nation and God.
The students are mastering Theologically and Sociologically analytical
understanding and estimation of Social institutes and institutions.
Theoretical knowledge of students transform itself into practical action,
which is known in the Bible as Charity service:
Man is created according
to the
image of God and
likeness to Him
that is ability to present
one's love to his/her
contemporary
in Biblical sense
that is a meaningful unity of
knowledge about one's
social environment, moral
behavior and estimate
The world's present
stratification does not
forbide people to help
each other
in Biblical sense
~ 24 ~
4.
The general terms of the academic program "practical theology"
4.1. The persons with accomplished Secondary education are admitted to the
program "Practical Theology".
4.2. The program of studies is provided for 8 terms (4 years course). The
Academic year for Day department is 40 weeks long; the Academic year is divided
into two terms. The Evening classes of full-time department take place 3 times a
week (3 classes every night), and there is 1 week of intensive course at the end of
every month.
4.3. The scope of studies is evaluated according to the system of Credit
points. One week of studies means one credit to all the academic subjects. There are
35-40 classes of educational courses per week. During 8 terms (4 years of the
program) each student can achieve 150-160 points of credit in total. In particular
cases the scope of studies can increase due to the intensity of educational process,
while the duration of studies maintains the same.
4.4. Those students, who have fully accomplished the program of studies
and have passed the State examiNations, are given the highest qualification "Social
worker, deacon" in corresponding specialization:
* the management of Social work,
* the Social work of charity.
4.5.. The Academic program of studies for Bachelor degree in theology is a
ground for the Professional studies in field of Practical theology. Since the
professional program of studies contains the part A of the program for Bachelor
degree, the graduates of the Professional program of studies acquire the rights to
study for Master's degree in theology.
5.
The aims and objectives of professional academic program
"practical theology"
5.1. THE AIMS of professional academic program are:
* to educate specialists of Social work for the needs of the Christian Church
and the State of Latvia, in order to give start to the charity services of Christian
Social work that deals with attendance of the socially rejected strata of Society,
* to offer Professional, practically useful higher education based upon
scientific and Evangelical grounds.
The Church will find it's Identity only that it is selflessly going into the World to take
up the Work of Christ." - Prof. V.Maldonis
5.2. THE OBJECTIVES of Professional academic program
follow from the Aim of these studies; they are connected with the basic
tasks for professional activities of the Social workers:
* to offer knowledge and to reach comprehension of
* essence, reasons and development of Social problems,
* the contents and principles of Social policy, Aims, Basic elements,
Functions of the system of well-being,
* the contents of Social work and activity of Professional compassion
on different levels;
* to offer knowledge about the fulfillment of the principles of Christian
Charity (compassion) and institution of deaconate (Social Ministry) in the modern
Society; the knowledge furnished by the Biblical anthropology and Sociology
combined with knowledge in social sciences (Sociology, Psychology, Economy),
~ 25 ~
* to master the methods of Deaconal Ministry used throughout the World,
* to promote the scientific research work about the institution of Deaconate,
to teach integration of different sciences and theology into the practice of Social
work,
* to grant the options of different practices,
* to teach and educate people capable of acting according to Evangelical
charity so, that the free choice to follow the values of the Gospel is united with
professional skills and efficient work.
6.
AGENDA of studies contains:
* the unaided work of students,
* classes in auditorium,
* the regular participation of students in Field work during the whole year of
studies and differentiated practices at the end of the Academic year: introductory
practice, general and specialized practices and Field works,
* the work at the projects of course thesis.
7. The CONTENTS of Studies
The contents of the Professional academic program "Practical Theology" is
generally divided into 7 mutually integrated blocks of knowledge:
7.1. The Basic Courses of Theology:
Theology of the Old Testament, Theology of the New Testament, The
Methods of Biblical Exegesis, The Doctrines of the Bible, The History of Theology,
Introduction to Systematic Theology, Introduction to Theology of Redemption, The
History of Theology, The History of the Church in Latvia, Introduction to the Eastern
Religions, Judaism and Christianity, The New Religious Movements.
7.2. The Basic Courses of Social and Humanitarian Sciences:
Sociology, The Methods of Sociological Research, The History of Social
Ideas, Introduction to Political Science, Psychology: General Psychology, Psychology
of Marriage, Psychology of Personality, Ethnic Psychology, Psychology of
Interaction, Clinical Psychology, Developmental Psychology, Social Psychology,
Psychology of Organizations, Psychology of Family; Sociology and Psychology of
Religion, Philosophy: Introduction to Philosophy, The Medieval Philosophy, The
Philosophy of Modern Age, Modern Philosophy; Theology of Power, Christian
Ethics, Political and Social Ethics, Introduction to Medicine, Psychiatry, The Church
and Modern Society, The Bible and Physics, The History of Culture, Confessional
Studies.
7.3. The Courses of Professional Theoretical Studies:
Social and Labor Rights, The System of Social welfare in Europe, The
Social Legislation in Latvia, The Fundamentals of General Law, The Fundamentals
of International Law, The Social Labor Theory and Its History, Social AdMinistry,
The Economic System of Latvia, The Fundamentals of Economic and Finances, The
Basic Course in Office Management and Management, The Christian Pedagogy,
Pedagogy of Religion, Ethnic Psychology.
7.4. The Courses of Knowledge and Skills Required for Practical Social
work:
International Models and Methods of Deacon's Work, Christian Counseling,
Spiritual Ministry of an Individual, Theory and Methods of Social work, Social Aid
as Profession, Social Rehabilitation.
A subgroup of particular professional specialization:
work with Dying persons,
~ 26 ~
victimology,
work with mentally disturbed persons,
evangelism of non-believers.
7.5. The Professional Social work Practices:
The Practice of Evangelism, The Practical Experience in Psychology and
Social work, The Professional Practice by Specialization, Field Studies
Corresponding to Specialization.
7.6. Scientific Research Work:
Students' Scientific Work, Practical Research, Fundamentals of
Bibliography, Computer Science.
7.7. Courses of Foreign Languages:
Modern Languages: English, German/French, Classic Languages: Latin.
~ 27 ~

THE PROGRAM OF HIGH-LEVEL PROFESSIONAL STUDIES "PRACTICAL THEOLOGY'
No.
Academic discipline
Speci-
1-st year
Hours
2-nd year
3-rd year
4-th year
Examination
form:
ality
1.
1.
1.1
CH1
4.
64
CP2
5.
4
I.
6.
2
II (History books)
16
1
1
III (Prophets)
48
3
16
1
2.
THEOLOGICAL DISCIPLINES
Theology of the Old Testament I
(Books of Moses)
IV (Wisdom books)
3.
II.
7.
2
III.
8.
IV.
9.
VII.
12.
1
Methods of Biblical exegesis
16
1
1.3
Theology of the New Testament
96
6
1.4
Bible doctrines
48
3
1.5
History of Theology
96
6
3
3
1.6
1.7
Introduction to Systematic theology
Introduction to Redemptive
64
32
2
2
2
2
2
VI.
11.
3
1.2
1
V.
10.
1
3
2
1
2
Contact hour count
Credit point count
~ 28 ~
3
VIII.
13.
test,ex., term
14.
15.
ex.
II
Assistant
professor,
lecturer,
professor
test
I
ex.
III
ex.
IV
test
I
ex.
VI
ex.
II
ex.
IV,
V
16.
Dr. F.Monseth
(Concord.sem.
USA)
lect. G.Dislers
Dr. F.Monseth
lect. G.Dislers
Dr. F.Monseth
lect.G.Dislers
Dr. F.Monseth
lect.G.Dislers
Dr. F.Monseth
lect. G.Dislers
as.prof.
Sk.Gutmane
as.prof.
Sk.Gutmane
as.prof.
V.Teraudkalns
ex.
test
IV
V
as.prof. J.Câlitis
lect. A.Burovs
1.8
theology
History of the Church in Latvia
32
2
1.9
1.10
Judaism and Christianity
The New religious movements
48
32
3
2
2
1.11
Introduction to Eastern religions
16
1
1
Total
:
2
3
ex.
II
3
ex.
test
VI
I
test
I
2
1
1
ex.
test
test
VI
VI
VI
3
test
ex.
V
VI
test
test
ex.
VII
VII
VII
ex.
II
test
I
3
as.prof.
Sk.Gutmane
lect. D.Beitnere
prof. K.Frantsen
(USA)
lect.G.Dislers
prof. J.Aagard
lect. A.Misâne
624
2.
2.1
2.2
2.3
Social & Human sciences
Sociology
The quantitative methods of sociology
The qualitative methods of sociology
64
16
16
4
1
1
2
2.4
2.5
History of ideas
Sociology of family
32
48
2
3
2
2.6
2.7
2.8
Sociology of culture
Sociology and psychology of religion
Introduction to political science
16
64
32
1
4
2
2.9
General psychology
64
4
2
2.10
Psychology of marriage
16
1
1
2.11
2.12
Personality psychology
Psychology of interaction
48
16
3
1
1
2
2
2
2
3
1
~ 29 ~
ex.
test
as.prof.R.Rungule
lect. S.Rèvele
as.prof.
I.Trapenciere
as.prof.
I.Trapenciere
lect. G.Lìdums
viz.prof.
A.Baldiðø
viz.lect.
I.Krúmiða
Dr. V.Vagner
(Germany)
III as.prof. A.Vecgrâve
V mviz.lect.A.Gaitniec
2.13
2.14
2.15
2.16
Clinical psychology
Developmental psychology
Social psychology
Psychology of organizations
16
16
48
48
1
1
3
3
2.17
Psychology of family and marriage
32
2
2.18
2.19
2.20
Introduction to philosophy
Christian ethics
Introduction to medicine
64
32
128
4
2
8
2.21
Psychiatry and addictions
128
6
2.22
2.23
2.24
2.25
History of art
Confessional teachings
Political and social ethics
Social problems
80
32
16
32
5
2
1
2
2.26
2.27
2.28
2.29
2.30
2.31
2.32
2.33
2.34
2.34
The Bible and physics
The basic principles of environmental art
History of Latvian culture
Medieval philosophy
Philosophy of New Age
Modern philosophy
Theology of power
The Church and modern society
Individual, culture, environment
The problems of ethics and human rights
32
32
64
64
64
48
32
16
64
16
2
2
4
4
4
3
2
1
4
1
2.35
Social legislation in Latvia
32
2
Total:
1
test
test
ex.
ex.
2
test
1
3
3
2
2
2
2
2
4
4
ex.
test
test
3
5
ex.
3
1
2
2
2
2
2
2
2
2
2
2
3
2
1
2
2
1
2
1568
~ 30 ~
ex.
test
test
test
test
ex.
ex.
ex.
ex.
ex.
test
test
test
test
test
VII as.prof.G.Kalnietis
III as.profA.Vecgrâve
V
lect. S.Rèvele
VII viz.lect. Dr. D.R.
Klery
VII as.prof.
A.Kuzðecova
II
lect. A.Burovs
II
I,II at 4th medical
school
IV
as.prof.
G.Kalnietis
II
lect.G.Jukumnieks
I
VII III
as.prof. I.
Trapenciere
V
viz.prof.J.Zaæis
IV
lect.M.Jukumsons
II
as.prof.A.Priedìte
IV
prof.J.Vèjø
VI
prof. J.Vèjø
VII prof.J.Vèjø
V
viz.prof.P.Laæis
VII V
lect.M.Jukumsons
VII viz.prof.
T.Lindholm
V
v.pr.
.Kupriyanova
3.
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16
THE COURSES OF PROFESSIONAL THEORETICAL SCIENCES
Demography
16
1
Fundamentals of general law
64
4
Social and labor law
32
2
Fundamentals of international law
32
2
Theory and history of social work
64
4
Social work in local governments
32
2
Fundamentals of economics and finances
64
4
The system of social welfare
32
2
Public law
48
3
Fundamentals of bookkeeping
64
4
Economic system in Latvia
64
4
Basic course of management and office
64
4
management
International management
16
1
Christian pedagogy
16
1
Educational sociology
16
1
Deaconal education
16
1
1
4.
4.1
4.2
4.3
4.4
4.5
4.6
Total:
640
THE COURSES OF PROFESSIONAL SKILLS
The methods of deacon's work
32
Spiritual ministery and development
32
Christian counseling
32
Social rehabilitation
32
The system of social work in Latvia
16
Ethnic psychology
32
2
2
2
2
1
2
1
2
2
2
2
2
2
2
2
2
2
3
2
2
2
2
2
2
1
1
1
2
2
2
2
1
2
~ 31 ~
lect.P.Lasmanis
lect.P.Lasmanis
viz.prof. I.Bite
-
ex.
ex.
test
ex.
test
ex.
test
test
ex.
ex.
ex.
VI
V
VII
VI
VI
IV
VII
VII
VI
V
V
test
test
test
test
VII
III
III
I
viz.prof.
Dr.J.Grosner
(Norway)
test
test
test
test
test
test
I
I
II
V
IV
III
lect. G.Lìdums
lect. G.Lìdums
lect. G.Lìdums
-
4.7
4.8
The methods of social work
32
2
THE SUBGROUP OF PARTICULARLY SPECIALIZED COURSES
I. Work with dying persons
16
1
II. Victimology
32
2
III Work with mentally disturbed persons
16
1
IV Evangelization among non-believers
16
1
Total:
288
2
1
2
1
1
~ 32 ~
test
V
-
test
test
test
test
II
II
II
II
-
5.
5.1
5.2
PRACTICES
Evangelization practice
Practice in psychology and social work
5.3
5.4
Specialized professional practice
Professional practice
6.
6.1
6.2
THE GROUP OF COURSES IN
SCIENTIFIC RESEARCH WORK
Scientific research paper
Fundamentals of bibliography
6.3
6.4
Computer science
Classical logic
Total:
Total:
200
200
5
5
200
100
700
5
16
16
1
1
112
32
176
7
2
*
*
FOREIGN LANGUAGES
7.1
7.2
English/German/French
Hebrew
256
144
10
6
7.3
Latin
128
5
4
3
4
3
4
4
2
4
3
4
2
2
10
Total:
*
*
*
*
1
528
Work of classification
*
II
IV
*
7.
Total:
*
4424
~ 33 ~
2
2
VI
VII
lect. G.Lìdums
lect.
A.Vecgrâve
lect. A.Fleiøere
prof. Vèjø
lect.
R.Bruýèvica
lect. Å.Priedols
lect. R.Lúse
lect.
G.Oøeniece
lect.
R.Bruýèvica
lect. I.Zvirgzds
7.
The Basic Courses of Theology:
DISCIPLINE
Theology of the Old Testament
1. Pentateuch
2. Historical books
3. Prophetic books
4. Wisdom books
Methods of Biblical exegesis
Theology of the New Testament
Bible doctrines
History of Theology
Introduction to Systematic theology
Introduction to Redemptive theology
History of the Church in Latvia
Judaism and Christianity
The New Religious movements
Introduction to Eastern religions
Scope
Credit points
64
1
48
16
16
96
48
96
64
32
32
32
16
48
4
3
1
1
6
3
6
2
2
2
1
3
THEOLOGY OF THE OLD TESTAMENT
The aim: to disclose the potential of Biblical texts to the people of the
Modern Age, thus bringing the students towards both the theories of modern
Philosophy and Psychology, and problems of Art and Literature. The Biblical text
is a ground breeding the knowledge about the Man, and the problem of Man has
not vanished from the Bible at the end of XX century; it is still respected at least
as a mark point.
The principal themes.
The Old Testament and history of States, History of Culture, history of
Religions. The Archaeological and Geographical data and the Old Testament. The
Old Testament in modern Philosophy and Psychology. The Old Testament and
world's Literature and Art.
The foundation of the method. The notion of Biblical theology as
distinguished from the Confessional approach.
Torah.
Pre-redemptive revelations. Garden of Eden, Creation of man, Tree of
Life and Tree of Good and Evil. Temptation and Fall of Man. The change of
human character after Falling into sin.
Redemptive revelations. Cain and Abel, the opposite between cainites and
setites, the alternatives of material and spiritual Culture. Redemptive line within
the family of setites.
Noah. Reconciliation with man in Noah' times. The origin of peoples
from Noah' sons.
Tower of Babel. Confusion of Languages and Nations; modern theories.
Patriarchs Abraham, Isaak and Jacob. Theophanies. Reconciliation in
times of the Patriarchs.
Israel in Egypt and Exodus. Moses and Pesach. The Decalogue and the
Tabernacle. The breadth of the term 'Commandment' in the Old Testament.
The Books of History.
~ 34 ~
The historical background, idolatry in the Middle East, the conquest of
the Promised Land in times of Joshua, and analogy with the New Testament. The
Holy war. Division of Land. Theocracy and transmission to Monarchy. Judges,
king Saul.
King David and the symbols of independent Israel State's power.
Solomon and building of the Temple at Jerusalem. The orders and meaning of
Temple in nowadays Judaism.
The Books of Prophets.
The historical background: Assyria, Babylon, Aram. The split of Israel in
the South and North. Isaiah and the problem of appeal to the prophets in the Bible.
Jeremiah and the Fall of Israel. Babilonian Exile. Daniel. Minor prophets.
The Post-exilic period and further occupation authorities. Changes
characteristic to expectations of Messiah.
The Wisdom books and Poetry.
Psalms - themes, composition, interpretation. Psalms and music and
Dance. The Wisdom of Solomon. The Book of Job and Theodicy.
Old Testament, Judaism and Christianity.
The description of Greek-Roman period in Israel. Attitude towards
history, expectations of Messiah, the Cultural heritage of the Nation. Description
of Judaism and Christianity in 1st cent. B.C. and the process of mutual separation.
The paradigmatic conflict between the Cultures of East and West. The liquidation
of the State of Israel in 70.
THE METHODS OF BIBLICAL EXEGESIS
The aim: to teach skillful usage of the Bible by students in Modern
context. The synthesis of scientific character and Christian faith in understanding
of the Bible is not Utopian; it is one of the aims to be attained by the course.
Besides the course prepares the students for better perception of several other
disciplines of Theology and History of Culture at the Academy. At the same time
this course requires learning in other, especially Philosophical disciplines.
The principal themes.
Introductory questions.
Hermeneutics - general and special. Its bonds with other Bible
researching sciences. The subjective character of perception reading the text, and
activity of the Holy Spirit during the process of perception.
The history of Biblical interpretation.
Hebrew exegesis. Jesus and the Old Testament.
Exegesis of the Church Fathers (2nd-6th cent.).
Medieval exegesis (600-1500)
Exegesis of Reformation (16th cent.).
Exegesis after Reformation (16th-18th cent.). The origin of
Protestantism, Pietism, Rationalism.
Modern Hermeneutics (19th-20th cent.). Liberalism, Neoorthodoxy,
"New Hermeneutics".
Historically cultural analysis and analysis of context. The technology of
contextual analysis.
The lexical and syntactical analysis. Stages of analysis. Literary genres in
the Bible.
Theological analysis.
~ 35 ~
The model of varied theologies, theory of dispensations. Reconciliation
theory. Epigenetical model. Theory of model choice. The Concept of Blessings.
Special literary techniques.
Comparisons, metaphors, proverbs, parables, allegories.
Prototypes, prophecies and Apocalyptic literature.
THEOLOGY OF THE NEW TESTAMENT
The aim: to teach the perception of the New Testament as revelation of
living God in Jesus Christ. Therefore the most logical way how to see the unity of
the New Testament is through the very Center of the Christian faith. To teach the
ability to look upon the New Testament not as rooted into various historical
Statements, but as the ground and source to various doctrines of the Church.
The principal themes.
Survey on the New Testament theology: dissociation between Theology
and Religion. Theology and dogmata. The restrictedness of analytical approach.
The variability and unity of the New Testament themes.
God - Creator, Father, Lord. The attributes and uniqueness of God.
Man and his world in the Old Testament, Judaism and Hellenism. The
world in Synoptic Gospels, writings of John, Acts of Apostles, texts of apostle
Paul.
Man by himself: modern Humanism in comparison with the New
Testament perspective. Man in relations with God. Atonement through Christ.
Christology. Jesus as a Man. Christological insights (Messiah, the Son of
David, Servant, Prophet and Teacher, the Son of a Man, Lord, the Son of God,
Logos, "I am..", the Last Adam, God). Christological events. The mission of
Christ.
Holy Spirit.
The life of a Christian. Holy Life and perfection. Law and Gospel.
The Church in development.
Future and Christ. Second coming of Christ. Afterlife and Judgment.
Heaven and Hell.
The views of the New Testament on Ethics. Ethics of personality, Social
ethics. New man in Christ and new Humanity. The problems of moral guidance.
The contrast between the moral views of Christians and non-Christian. Ethics and
eschatology.
Holy Scripture: the continuity of revelation between the Old Testament
and the New Testament. The power of Jesus' teaching.
THE BIBLICAL DOCTRINES
The aim: to acquaint the students with the principal doctrines of the
Bible, and to help in finding the practical ways of application.
The plan of the course:
* Faith. The Word of God. Response to the Word of God: Existence
into the Word. Continuation of the Word. Proclamation of the Word and
obedience to it.
~ 36 ~
* Sin. The Paradox of a man and mankind. The self-importance of man.
Depravity of man. The paradox of mankind and modern man. Social progress and
divine values.
* Freedom. Freedom and experience. Negative facet: "free FROM"
Positive facet: "free IN ORDER TO”
*Ten Commandments of God. The divine and secular notion of the
Law. The contents of Ten Commandments.
*The Law and Grace of God: criteria and motivation. The Law and
ethic alternatives today.
* The Gospel, Christ and His Cross. How to distinguish the doctrinal
meaning from rational argumentation (1 Cor. 2:1-5). What are the bonds between
these concepts?
* The Importance of Resurrection. The difference between
Resurrection and Reanimation. Where has mistaken R. Bultmann in his
"demythologized reconstruction"? Why it is not correct to say that "Risen Lord is
expanded personality" or that "Resurrection is an experience of the living Spirit"
(R.Bultmann, Kerygma and Myth, p. 75)?
* Reasons why Resurrection is Important. Resurrection and the Sacral
time. Resurrection and the Time of History.
* Jesus Christ: Theological Convictions. The radical character of
human commitment. Christ and modern substitutes to the notion "Caesar".
Disciple and obedience to Lord Jesus Christ.
* A Disciple of Christ. The ability of listening to God. Listening to
another person. Listening to the World. Dialogue.
* Human Mind and Emotions. Unity of heart and mind. Will and Will
of God.
Be carfull of Theology without devotion to God (i.e. of Mind alone, without Heart) and
of non-Theological devotion (i.e. of Heart without Mind) - Handley Moule. A Minister's
Obstacles, 1946, p. 97.
* The Kingdom of God. The calling of God and service to God. The
difference between Will of God in general and "specific" Will of God. Difference
between popular and modern notion of "calling", and meaning of this notion in the
Bible. For what man is called by God? Reformation on calling of God. The Sacral
and the Secular opinion in regard to Man's calling. Religiousness and Calling.
Dogmatic Statement on every Man's calling to serve.
* The First Fruits of Holy Spirit: love and joy. Love and Action.
Our new Nature in Jesus Christ will gain the Victory over the Old nature if we are
feeding the New nature and starving the Old one. - John Stott.
* Proclamation of the Word of God. Hermeneutical problem. The
Word of God and barriers of National Culture. The cultural terms of the Bible.
"Authentic proclamation" and the Bible.
* The Church. The Church and secular environment. Una Sancta. The
Church and the concept of being "Holy". The unity of the Church. Clergy. The
Church and Society.
* The World. The uniqueness of Jesus Christ in the World of uniformity,
pluralism, exclusiveness, inclusiveness. Idleness as a way of life. Evangelism and
social liability. Ideology as temptation. The Cross of Christ and the World. Risen
Christ and the world.
~ 37 ~
THE HISTORY OF THEOLOGY
The aim: to develop the ability of students to judge about the dynamics
of crystallization of the basic Christian dogmas in history in connection with
history since the times of primitive Christianity up to nowadays.
The principal themes.
The Holy Scripture and tradition of the Church.
The traditional formation of Doctrines. Ireneus and Tertullian (3rd and
4th cent.). The formation of the Canon of Old Testament. (Council at Jabneh,
application of Septuagint). The formation of the Canon of New Testament. The
Apocrypha. Inspiration of the Holy Scripture. Theological schools of Antioch and
Alexandria.
Theology until the Council of Nicaea.
The formation of the Doctrine of Trinity. Ireneus. The characteristics of
Western and Eastern Trinitarity. The beginnings of Ecclesiology. The processes of
centralization within the Church. The formation of Sacramentology.
Theology between the Councils of Nicaea and Chalcedon.
Arius and Athanasius, Appollinarianism and Nestorianism. The Council
of Chalcedon. Augustin. Formation of the cults of Maria and the Saints.
Monasticism and St.Benedict's Rule as the first detailed piece of Monastic
legislation.
The Medieval Church. Mysticism.
Lutheran Reformation.
The personality of Luther. The main traits of his Theology.
Calvinistic and Zwinglean Reformation. Reformers' Faiths. Arminius and
the Canons of Dort.
Other trends of Reformation.
Radical Reformation. Anabaptists.
Reformation in England. Puritanism.
Catholic Reformation. The Council of Trent. Jansenism.
The Eastern Christianity. Controversy on the Reformation of Church in
Russia, old-believers.
Theological trends of 20th century.
Neoorthodoxy. K. Barth and the Barmen Declaration. R.Otto. P.Tillich.
Process theology. D.Bonhoeffer. Secular theology. Theology of Hope. Liberation
theology. The New Catholic theology and H. Küng. Theology of plot. "Green"
theology. Evangelicalism and Fundamentalism. Reconstructionism. Charismatism.
Prosperity theology Theologies of the Third World. Postliberalism.
Modern theology of Greek Orthodoxy.
Ecumenism. The Document of Lima and Declaration of Porvo.
~ 38 ~
SYSTHEMATIC THEOLOGY
The aim: to get acquainted with systematically arranged world view of
the Christian theology as it is rooted in the Bible and Symbols of Lutheran Faith.
Thus all the other theological courses, including the disciplines of Christian
Psychology, are based upon the Systematic theology, since it aids to get sight of
the dynamic spiritual development of an Individual. The additional aim is to give
an opportunity for students to fit themselves into the paradigm of Christian
mentality. To acquaint with terminology of Christian teaching.
The principal themes.
Religion. Difficulties to define and different ways of definition. Faith,
Revelation, Theology, Dogmata. The sources of dogmas - the Bible and Symbolic
writings.
Theology.
The Old Testament and Jesus about God. The qualities of God. The
manifestation of God's dynamic forces through Creation, miracles and
Theophanies. The problems of Anthropology: man as God's creation.
Christology.
The historical Jesu, and Jesus from the view of Christian dogmatic faith.
The gist of Jesus' teaching. Luther on substance of the Christian teaching. The
meaning of sufferings and death. The Risen Christ.
Soteriology.
Sin and Absolution of sin. Satisfaction, vicarious sufferings, Redemption.
Justification and Atonement.
Pneumatology.
The concept of the Holy Spirit. The Bible on the Holy Spirit. Dogmatics
on the Holy Spirit.
The effect of the Holy Spirit on Individual (Calling, Enlightenment,
Repentance, Confession, Renewal, Unio Mystica, Sanctification).
Ecclesiology.
The concept of Church. The task of the Church, and performers of the task.
Confessions. Worship. The Sacrament and different Denominations about
Sacraments.
Eschatology.
Definition. Different understandings of Eschatology in the Old Testament
and the New Testament.
Death and immortality. The old Denominations and Protestantism about
the Kingdom of the dead. Parousia.
INTRODUCTION TO THEOLOGY OF
REDEMPTION
1. Introduction. The boundaries, aims and tasks of the course. The
Biblical epoch between the Flood in times of Noah and the Patriarchs. The table of
Nations (Gen 19:27). Semites, Arabs, Indo-Europeans.
2. The Genealogy of consolation and Salvation of Mankind. Linguistic
differences. Language and the Word.
3. Indo-European myths and the contents of Redemptive revelations in
them. Archetypes.
Cosmological myth.
~ 39 ~
Theogonical myth.
Anthropogonical myth.
Calendar myths.
4. The rites. The ritual redemptive models. Man and God in the IndoEuropean mythology. The existence of Man and the Sacral life. Initiation rites.
5. The sacred and profane. The Historical and Cultural transformations of
the sacred Redemptive models of Time and Space. Idolatry.
6. Early Christianity and the paganism. The historical and Liturgical
ordo. The pagan religions and Judaism.
7. The cosmic interpretations of pagan idols. The Holy Spirit and ghosts.
The ecstatic movements in the pagan world.
8. The Trinity God and neopagan interpretations of various deities.
Godkeeping.
9. Logos. The Salvatory mission of Jesus Christus in the Synoptic
Gospels, the Gospel of John, Acts, the Letters of the New Testament and
Revelation.
10. The "Cosmic" Christ. Eschatological mythology in the Middle Ages.
The residues of mythology in Eschatological thinking.
11. Metaphor. Man and common understanding. "To be and not to be in
Christ" - the real existence of man and modern intellectual constructions of
neopaganism. Decay of spiritual and moral values in the Modern world, and
modern kinds of Idolatry.
HISTORY OF THE CHURCH OF LATVIA
The aim: to give knowledge about the History of the Church in Latvia
from the 12th cent. till present days and, by using knowledge acquired in other
courses, to provide critical and at the same time tolerant evaluation of the Past and
Present processes in the Church of Latvia.
Key subjects:
Catholic times in Latvia.
Dissemination of the Christian creed in Europe since the 7th cent. The
Great Schism of the Eastern and Western church in 1054. Conception of the
forced baptism.
Russian current in the East of Latvia; catholic current in the West. Bishop
Meinard. Foundation of Riga. The Order of Sword Bearers. Latvian missionaries.
General character of the course of Baptism and the Bull of Clement V.
Role of paganism and national contradictions in conflict of Christianity and
paganism. Latvian trade associations in towns. Monasticism in Latvia.
Course of Reformation in Latvia.
A.Knopken and S.Tegetmeier, struggle between Catholics and first
Reformers. The Valmiera Landtag (provincial assembly) in 1522. Luther and
Riga. Destruction of icons and foundation of the Riga Evangelic Latvian
Congregation.
Consolidation and speed of Reformation in the 16th cent., formation of the
Consistory. N.Ramm and J.Eck - authors of the first Latvian Christian poetry.
Landtag of Livonia in 1554 and Freedom of faith. The Augsburg Peace.
~ 40 ~
Attempts of restoration of Catholicism in Vidzeme and Latgale. G.Kettler's
capitulation to Poland in 1561 and struggle of Poland against Evangelic
reformation. Catechism of P.Cainesius - the first book in Latvian. "The Calendar
Disorders".
Swedish times. The Swedes and start of Latvian schools.
Restoration of the Bishopric of Livonia in Latgale. Development of
Aglona in the 18th cent.
Evangelic church in Kurland and Vidzeme. G.Kettler's decisions of 1567
on the Church Constitution, legal status and procedure of services. Formation of
the Kurland Consistory and the Dean District.
The Church literature and Latvian literary language. Paganism in Latvian
the context. Need for Christian books. G.Mantzel, K.Fürecker, E.Glück and the
role of the Bible translation in the end of 16th century.
Development of the Church life in the 18th and 19th cent. Formation of the
network of Schools and extermination of Illiteracy. Works of Stender Sen. and
their importance. The first Latvian pastors. History of the Herrnhuters
(Brüdershaft Gemeinde) and activities in Latvia. G.H.Loskiel.
Church life of Latvia during the independence before the Second World
War. Reorganization of the Vidzeme and Kurland Consistories in 1919. K.Irbe the first Bishop of the Latvian ev. luth. Church. Influence of the Poles in Latgale.
National Awakening and bishop A.Springovics. Concordat with the Holy See in
1922. The Orthodox Church in Latvia. Archibishop J.Pommer.
The Church during the Soviet occupation. The official Atheism and reasons
of success of the Atheist propaganda.
Activities of the Exile in theology. Main organizations, persons and issues.
The Church of Latvia after restoration of Independence. Statistics of the
end of the 80’s. Transition from the opposition to position. Restoration of the
Christian press. Formation of the University of Latvia, Faculty of Theology,
LChA, Luther’s academy, Institute of the Augsburg creed. Problems of
cooperation with the Latvian exile theologians. Main contemporary processes.
JŪDAISMS
8.
JAUNĀS RELIĢ KUSTĪBAS LATVIJĀS
THE BASIC COURSES OF SOCIAL AND HUMANITARIAN
SCIENCES
The aim of courses is:
* to acquaint with the systems of values worked out by Mankind,
* to disclose the fact, that historically and theoretically Philosophy,
Psychology e.c. humanitarian and social sciences have taken care of dimension
that appeals to look upon the Human life as a value; this dimension teaches to rise
beyond the National and Religious prejudices, their contradictions; it makes to
approve the possibilities of mind,
* to show the way, how European Culture is rooted into the Christianity,
which is not only the teaching of Church, but the grounds of life mode and values
in Europe already for 2000 years,
* points to the limits and ways, so that the Political and Economical
projects developed by People and Nations correspond to the human respect and
moral rules,
* to reach understanding, that the social teaching of Church is neither
Political or Economical doctrine. The center of the social order is man, who is
~ 41 ~
aware of his irrevocable honor of being Created in ”the Image and likeness of
God”,
* the variety of psychological disciplines makes students to admit that
love to other people as basic principle of Charity service are not temporary
emotions, but an intensive moral force seeking for other's benefit even by price of
personal Sacrifice.
The Academic courses of this group are informing, putting into logical
order and stabilizing the deliberate "faith as whole life in front of eyes of God"
(M.Buber).
Scope in
Credit
Discipline
Sociology
The quantitative methods of Sociological research
The qualitative methods of Sociological research
History of Social ideas
Sociology of Family
Sociology of Culture
Sociology and Psychology of Religion
Introduction to Political science
General Psychology
Psychology of Marriage
Psychology of Personality
Psychology of Interaction
Clinical Psychology
Developmental Psychology
Social Psychology
Psychology of Organizations
Psychology of Family
Introduction to Philosophy
Christian ethics
Introduction to Medicine
Psychiatry and addictions
History of art
Confessional teachings
Political and social ethics
The Bible and Physics
The basic principles of Environmental art
History of Latvian Culture
Medieval Philosophy
Philosophy of Modern Age
Modern Philosophy
Theology of Rule
The Church and modern Society
hours
points
64
16
16
32
48
16
64
32
64
16
48
16
16
16
48
48
32
64
32
128
128
80
32
16
32
64
64
64
64
48
32
16
4
1
1
2
3
1
4
2
4
1
3
1
1
1
3
3
2
4
2
8
6
5
2
1
2
4
4
4
4
3
2
1
The correlation of Academic disciplines with the Biblical truth forms
Biblically integrated concept of studies in this group of courses.
Academic course
conception
Correlation
Comparison
Academic course
~ 42 ~
conception
SOCIOLOGY
The aim: to introduce students to the most important theories and research
methods of Sociology.
Key subjects:
Sociology as science, its subject and history. Sociological thinking,
theories, studies. Practical importance of Sociology.
Culture and society. Types of Societies. Importance of Culture.
Socialization. Development of a personality - identification and
differentiation. Theories of Personality's development. Stages of psychological
and Social development. Agents of Socialization.
The Social structure. Social statuses and roles. Mastering of social roles.
Conflicts of Social roles.
The Social control and deviant Behavior. Types of the Social control.
Deviance and Conformism. Explanations of reasons of deviance. Crime in Latvia.
Gender socialization. Biologic and Social differences. Roles and
stereotypes of a Gender. Theories of gender identity. Role of a Gender in society Patriarchy, Feminism movement.
Social interaction in Everyday life. Social activity, Social relations.
Inverbal communication. Conversation. Time and Space in mutual relations.
Social groups. Types of groups. The small groups. Dynamic processes in
groups.
Organizations. Formation of Organizations. Types of Organizations.
Bureaucracy.
Stratification and classes. Explanation of reasons of Social inequality. The
essence and types of stratification. Theories of stratification. Classes today. Social
mobility. Poverty.
Nations, Nationalism and Ethnic relations. Ethnic relations in Latvia.
Politics, Power and the State. Division of power in Society. Political
behavior. The Essence and Forms of the State. Principal institutions of the State
rule.
Civil society. Totalitarian and Civil society. Participation in Politics.
Marriage and Family. History of Family, models of Family relations. Size,
composition of Families. Children in divorced and incomplete Families.
Education. Functions of educational system. Contemporary school. The
university education. Education and inequality, Educational system in Latvia.
Religions, their types and theories. Religious organizations and their types
in Latvia.
Labor and Economy. Division of Labor. Labor organization. Employment
in Latvia. Unemployment.
~ 43 ~
Density of population and urbanization. Development of towns. Urbanism
as a life style. Social differences between Rural and Urban inhabitants in Latvia.
Number and composition of population. Changes in number and
composition of inhabitants of Latvia. Age and aging. Pensioners as a social group.
Social policy. The state of social welfare. Transitional countries.
Social changes. Character of changes. Future perspectives.
Sociology and development of society. Founders of Modern sociology
E.Dürkheim, K.Marx, M.Webber. Functionalism and Conflictologism.
Work with data. Strategy of Sociologic studies.
Methods of studies: Observation, Inquiry, Analysis of Documents.
Qualitative and Qualitative approach. Selection.
Society of Latvia. Changes of the social structure in course of the century.
Nation and the State. The State and Society. Sociology and investigation of
Society.
SOCIOLOGY PĒTIJUMU METODES
HISTORY OF SOCIAL IDEAS
1. Epistemology.
Knowledge and mind. Plato and ancient Greeks. Theories of knowledge.
Plato and Aristotle. Faith and mind. Augustin.
2. The Problem of Human Identity.
Nature of Soul. Aristotle and identity. Mind and body. Dualism of Rene
Descartes. Modern discussions on the problem of mind and body.
3. Philosophy of Religion.
From Plato to Bertrand Russel. The arguments for the existence of God.
Thomas Aquinas. Religious experience as an argument. The Bible and Mysticism.
4. Rationalism and Empirism: ways to knowledge.
Knowledge of mind. Rene Descartes. Knowledge of senses. John Lock and
Bishop Berkeley. The limits of knowledge: David Hume.
5. Existentialism.
Faith - the highest mode of life. SØren Kirkegard. The essence of being.
Martin Haidegger. The freedom of choice. Jean Paul Sartre.
6. Consciousness and Limits of Comprehension.
Psychology. God as psychological projection: Ludwig Feierbach.
Subconscious: Sigismund Freud. Collective subconscious: Carl Gustav Jung.
7. The Organization of Society.
Politics. Republic: Plato. The ultimate political pragmatism: Nicolo
Makiavelli. Class struggle. Karl Marx.
8. Man as the Measure of All Things: Humanism.
The origin of the Humanism. Erasmus of Rotterdam and the Renaissance.
Beyond Good and Evil: Friedrich Nietzsche.
Humanism in the Modern world. John Stuart Mill.
9. The Personality of Jesus Christ.
The Christology in course of centuries: Jesus, the Son of God. Kingdom of
God. Jesus from Nazareth. The response to Revelation: men of faith.
10. Bible: the Question of Interpretation.
The struggle for understanding: Early Christianity. The Reformation: Martin
Luther and John Calvin. Modern interpretation of the Bible. Conservatism and
Radicalism.
~ 44 ~
11. Science and Faith.
Creation of the world and evolution: Charles Darwin. The significance of
modern science. Einstein and modern physics. Miracles in the world of science.
The argumentation of Humes.
12. Relativism.
The Enlightenment. Immanuel Kant. Ethical relativism. William James and
American pragmatists. Pluralism. The problem of Religious relativism.
13. The Boundaries of Being.as a problem.
Paranormal phenomena. The quest for the Transcendental. The Christianity
and the paranormal phenomena. The belief of a modern man to the Devil. The
problem of evil and sufferings. The ancient question about sin.
14. Feminism.
The masculinity of mind. The feminist view. Patriarchy and women. Mary
Wollstonecraft and others. Masculine and feminine in the Bible. Feminist
theology.
15. The New Age and New Culture.
The change of paradigm. The modern movements of the New Age.-Cult:
Psychology of the New Age. Future world. Changes and progress. The criteria of
progress.
ĢIMENES SOCIOLOGY
SOCIOLOGY OF CULTURE
The principal themes:
* The Culture and sciences about Culture.
Colonization and modernization. Man as a cultural being. Culture as a
museum. Culture and evangelism. From Culture to Cultures. The logic of
Modernism.
* The Culture in sociological tradition.
The rule of three stages. Objectivism. Sociology of comprehension. Action
and subjective significance. Two sociologies. Role. Social phenomenology.
Sociological understanding of Culture.
* Logic and history of commonness.
The amount and measures of knowledge. Problematic situations. Logic of
commonness. Abduction. Commonness and science. Commonness as a theme.
* Ritual. Symbol. Myth.
The rituals and ritualism. Rituals and social institutions. Durkheim on
religion and rituals. The types and functions of rituals. Rites de passage. Modern
symbolization. The myth and symbol. Science as a myth and ritual. The National
as a myth.
* Tradition. Canon. Style.
The notion of style. The political canon of the Soviet system. Death of
Culture. Lifestyle and Lebensfuhrung. The differentiation of styles.
Monostylisticism. The categories of monostylistic Culture. The categories of
poststylistic Culture. Fundamentalism of Culture.
* Culture of performance.
Transformation as reorganization of Culture. Biography and Culture.
Ideology and Culture. The latent States of Culture. Everyday consciousness and
speculation. The formal elements of Culture. Case-study politics.
* Culture and Social Structure.
~ 45 ~
The social structure and social inequality. Vertical classifications. The
modernism and social structure. The social arrangement of styles. The new
paradigm of social approaches. Sociology and postmodernism. The new structures
of inequality.
PSYCHOLOGY OF RELIGION AND
SOCIOLOGY
The aim: to introduce students to the World outlooks which form the basis
of the world biggest Religions. To turn attention towards the psychological
theories of the 20th cent. and the Psychotherapeutic techniques which are based on
these Theories.
Grounding on the principles of the Christian anthropology and
contemporary Psychology conclusions, to teach students to define an integrated
opinion about Man as a psychosomatic being, the precondition of full-fledged
existence of whom is lively and Dynamic relations with the Creator and Saviour.
To introduce students to strategies and methods, which are oriented
towards individualization of a Man as a uniform Psychosomatic being.
Key subjects:
Subject of psychology of Religion. Main predecessors of the Psychology of
religion at the end of the 19th cent.
Methods and history of Psychology.
Main directions of the science of Psychology. Contemporary
psychotherapeutic systems: rooted in Behaviorism, Humanistic, Dynamic.
Paradigm and its importance in Psychology. The leading Paradigms:
Biological, Psychoanalytical, Paradigm of learning.
Religion and Psychologies of the Analytical paradigm. S.Freud and
Psychoanalysis. K.G.Jung and Analytical psychology. Role of Religion in a Man's
life in Analytical psychology.
World outlook and its formation. Universal Biologic and Psychological
human needs by Malinovsky. Dimensions of the world outlook. World outlook
and Culture.
Three principal models of interpretation of differences between people: the
Universal, Culture-rooted and the Unique. Evaluation of differences between
people, ground.
Cults. Cult in difference from "the normative" Religion. Recruiting, mind
control, Brainwashing, influence on Children in cults.
Assistance to victims of Cults. Stages of recovery and reintegration in
Society.
Man and his needs in the Biblical world outlook. Principal terms.
Integration of the theological conception Imago Dei.
Integration of the Biblical Anthropology and Psychology. Imago Dei as a
basis for human self-respect. Lively and dynamic relations with Jesus Christ as a
guarantee for development of a healthy model of Self-respect.
Christian's relations with society, grounding on the Imago Dei concept.
Christian counseling as a Catalyst in the renewal process of Imago Dei.
Contact models of a Counselor and Client.
GENERAL PSYCHOLOGY
~ 46 ~
The aim: to stimulate students to master the main ideas of the General
psychology, to incite application of knowledge in Practice, to realize a possibility
of perfection and development.
Key subjects:
The subject of Psychology and main tasks. A structure of Human psyche
(processes, states, properties). Ways of reflection and specificity of Psychic
reflection.
Main branches of psychology, a place in system of sciences.
Main methods of investigation in Psychology - Observation, Experiment,
Test, Modeling etc.
Personality, its structure; Individual, Individuality, Personality. Different
understandings of the notion of Personality. Impulsive forces of development of
Personality (Necessities, Interests, Motives, Aims, Conviction etc.).
Personality and Groups. An idea of Social groups, Character of groups,
mutual Relations and Contacts in Social groups. Conflicts and their resolution.
A notion of Attention, main properties, kinds. Perfection and development
of Attention.
A notion of Senses: general regularities of Senses. Main types of Senses.
Perfection of Senses.
A notion of Perception, key regularities. Development of Perception and
formation of observation Abilities.
Notions, their regularities and types. Individual peculiarities of Notions.
An idea of Memory. Associations, their types. Main processes of Memory.
Types of Memory, individual peculiarities and major methods of Perfection.
An idea of Thinking as the highest form of Cognition. Thinking and
Language. Operations, forms of Thinking. Individual peculiarities and
development of Thinking. Way of Speech, main stages of development.
A notion of Imagination. Types of Imagination and their character.
Methods of creative imagination. Imagination and Creative work. Main stages of
Creative work. Personality and Creative work.
Emotions and feelings, their notion. Emotional states. Types and
development of the
PSYCHOLOGY OF MARRIAGE (IN THE
CONTEXT OF THE OLD AND NEW
TESTAMENTS)
* Introductory positions.
* Establishment of the marriage. Marriage as a mystery (Prov. 30:19; Eff.
5:32; Matt. 13:11; I Cor. 4:1). The bride and bridegroom in the Bible. The model
of relations between husband and wife in the Bible.
* Creation of Man. The treatment of mutual responsibility in the
Biblical context. The problem of gender equality. Differences of genders.
* The psychological phenomenon of man and woman in the Biblical
interpretation.
* The functions of man and woman in marriage.
* The name giving to a woman (Gen. 2:23). Double name.
* The problem of identity in marriage (Eph. 5:23, 28; Gen. 2:24).
* The marital problems, their roots. The deepest grounds of division
(Gen. 3 and 4; Gal. 3).
~ 47 ~
* The techniques of manipulation used by man and woman in marriage.
* Marriage as Covenant. The kinds of relations between man and
woman. The Covenant within the divine model. Covenant in the Old and New
Testaments:
[marriage as relations arranged by and through God's grace.
Pattern: Relations between Jesus Christ and the Church,
[marriage as promise in front of God,
[blood of the Covenant - blood of Jesus (I Cor. 11:25),
[marriage as reminder (Isaiah. 54:6), taking care of it (Eph.
5:26,27),
[the end of marriage is a death of spouse (Hosea 1-3; Matt. 22; I
Cor. 7:39),
[impossibility (actual) of divorce (Hosea 1-3; Matt. 19:6-9; 5:3132; I Cor. 7:12-16). God hates divorce,
[behavior in marriage leaves an ineffaceable impression upon
children.
Marriage as a covenant is more than personal agreement, more than
social contract. It is giving, joining of two lives in front of God and Christ.
Religious and secular marriage.
* Wedding in the Old Testament, and psychological characteristic of
wedding. Marriage in Patriarchal times. Marriage in Rabbinical Judaism.
* Wedding in the New Testament.
* Marriage in Protestantism.
* Sexuality. The Biblical interpretation. The kinds of sexual intercourse:
incest, homosexuality (I Rom. 1:24-29), prostitution, sodomism.
* Premarital relationship (Eph. 5:3-5; Col. 3:5-6; I Thes. 4:3; I Cor.
6:9). The notion of unchastity. The notions of Greeks and Hebrews about sexual
intercourse and abstention from sexual activity. The Stoic view. Seneca, Justin the
Martyr, Clement of Alexandria, Origen. Gregory of Nissa on sexual intercourse in
marriage.
* Sexual intercourse from the Biblical point of view.
* Appendix: Situational games performed in groups. Questions and
answers, for example, "How to prove the sin of adultery to non-believer? You told
that God has left homosexuals. But what about teenagers with homosexual
indications? Why has God left them?"etc.
PSYCHOLOGY OF PERSONALITY
The principal themes:
1. Man, Individual, personality. Individuality.
2. The essence and components of socialization. The cycles of human
life: biological, psychological, developmental, family, career.
3. The intellectual development of personality: sex-motor stage, preoperational stage, stage of specific operations, stage of formal operations.
4. The stages of socialization characteristic to personality.
The concept of Erikson:
* pre-role stage (under 3 years)
* the stage of forced roles and statuses (3-5 years),
~ 48 ~
*the stage of games repertoire (5-7 years),
* the original stage of role and status institutionalization (7-16
years)
* the stage of search for the life vector and primary choice of it
(16-18 years),
* the stage of basic socio-economical institutionalization (18-25 or
5 years more or less),
* the stage of final socio-economical institutionalization (25-50 or
5 years more or less),
* the stage of role and status relaxation (after 50 or 5 years more
or less).
5. The peculiarities of adults' socialization.
6. Re-socialization.
7. The agents and mechanics of personality socialization: family, school,
friends, mass media. Imitation, identification, shame and guilt.
8. Personality and God. Sin and Confession in the structure of
personality.
9. Personalities of man and woman. Gender stereotypes.
10. The statuses and roles of personality.
The notion of status. Acquired statuses. Temporary, situational and
transitory statuses.
The most important statuses of personality:
Integral status. Natural status. Worker's status. Qualification. Economic
status. Post. Temporal status. The projections and functions of personality
statuses: external attributes, the Functional state of an Individual, the expectations
of surrounding persons.
Regulative function.
Stratifying function.
Normative function.
Attributive function.
Orientating function.
Identifying function.
Instrumental function.
11. The social behavior of personality or his/her role. The social
performance in the contexts. The private and public self of personality.
SOCIAL PSYCHOLOGY
Introduction:
The actuality of socio-psychological knowledge. Social Psychology as a
science. The subject and historical development of social Psychology.
Sociological socio-Psychology and psychological socio-Psychology; their
integrational tendencies. The principal theories of social Psychology.
I. Development of personality in the social environment.
* Socialization.
Man, Individual, personality. The process of socialization; constituents of
the process. The stages of socialization undergone by personality. Socialization of
adults. Re-socialization. The agents and mechanics of socialization.
* Gender socialization.
~ 49 ~
Sex, the role of a sex, gender stereotypes. Ethnical Culture and gender
socialization.
* The statuses and roles of personality.
II. Psychology of groups.
Interpretation of a group in social Psychology. The notion of a group. The
kinds of groups.
* Small group.
Small group as a social system. The limits of a small group. The
structures within a small group: power structure, structure of communications,
structure of values and norms, personal charm.
* Dynamic processes within the small groups.
The rallying of the group, unity and psychological consistency. Formation
of norms within the group. The pressure of a group and phenomenon of
conformism in groups. Leadership and leaders in groups. Decision-making
process in groups. Group conflicts. The stages of interaction between an
Individual and a group.
III. Psychology of organizations, masses and crowds.
* Psychology of organizations. Organization as a large group. The effect
of organization. The types of organizations:
associations,
bureaucratic
organizations,
total
organizations.
Organizations and Society. The Culture of organizations.
IV. Psychology of masses.
The notion of masses. Mass communication. Rumors, gossip, mobbing.
Social and political mass movements.
V. Psychology of crowd.
A crowd and kinds of crowd. Formation and behavior of a crowd. Panic
as a socio-psychological phenomenon. Possibilities to stop panic.
ORGANIZĀCIJU PSYCHOLOGY
ĢIMENES PSYCHOLOGY
INTRODUCTION INTO PHILOSOPHY
The aim: to create for students an idea about Philosophy, by showing them
possibilities of a man's perfection, as well as by analyzing landmarks of the
intellectual development, which have historically formed in experience of many
generations. To introduce students to the world of Philosophical thought, to help
to master terminology of Philosophy. Particular attention is devoted to problems
of world outlook, that is based on Philosophy, Religion and Creed.
Key subjects:
Philosophy and Culture, their origin and role in society.
The essence of Culture and its kinds. The essence of Philosophy, main
sub-branches and place in Culture. Mythological world outlook, religious and
creed-based world outlook. Christian world outlook. The essence of history of
Philosophy.
The essence of classical Philosophy.
~ 50 ~
Influence of Mythology - polytheism, Epic poetic literature. The essence of
paraphilosophy. Division into periods of the classical Philosophy.
Pre-Socratic philosophy - the Militias School. The Pythagorean School
and development of religious ethical union. Formation of the quantitative
philosophy.
Teaching of Heracleitus. Theory of element conversion. Unity and struggle
of contrasts. Heracleitus on Man, soul and death.
School of the Eleates. Xenophontes, Parmenides, Zenon - a founder of the
negative dialectics.
Teacing of Democritus. The essence of atomism and the teaching of
cognition (theory of Knowledge). Ancient Greeks' wisdom of life during
Democritus.
The Socrateous turning-point in philosophy and essence of the Sophists'
activity. Teaching and method of Socrates.
Teaching of Plato on "ideas", soul, moral and state. Problems of Aristotle's
philosophy. A role of logic in process of cognition. Teaching about the Soul,
Politics and Ethics. Classification of sciences.
Characterization of the age of Hellenism. Cynics - philosophers of poverty,
asceticism. Origin of skepticism. Greek and Roman Stoicism. The Man, World,
Fate.
Summary - importance of the classical literature and influence on
development of future philosophy (including the religious one). Hellenism,
Judaism and Christianity.
CHRISTIAN ETHICS
The aim: to promote students' Ethical thinking, ethical mastering of the
world as a whole and orientation towards values of Christian ethics.
Key subjects:
The subject of Christian ethics, its essence, genesis and specificity.
The terms "Christian ethics", "Morals", "Virtue". The Biblical and
Christian view of Man. Practical importance of Christian ethics. Main theories of
Confessional ethics: Catholic ethics, Protestant ethics. Ethics and theology.
Eternal Christian values, their embodiment, specificity and reflection in the
Bible. The Divine and Sinful in Man, the Good and the Evil. Justice and veracity.
Serving and Atonement. Respect and Honour. Shame and conscience, happiness.
The meaning of life.
Protestant ethics.
Law and the Gospel and projection of a contrast in Ethics. Eschatology and
Ethics.
Normative ethics.
Kinds of normative ethics. Deontological ethics. Teleological ethics.
Ethics of virtues. Reflection of virtues and vices in Ethics. A link of Normative
ethics with the Professional ethics.
Key lines of Professional ethics. The Church and Ethics.
Professional ethics and serving Christ. The codes of Professional ethics ethical aspects for development of basic moral obligations. Individual liability and
Freedom of action. Methods of solving conflicts of interests and roles played in
society. Analysis of ethical styles of management.
Life ethics.
~ 51 ~
Ecology in view of the Bible. Ecology ethics. Gender in the Bible. Ethics
of love. Theodicy and Ethics of sufferings. Ethics of freedom and free will. Ethics
of creative work. Euthanasia. Suicide. Capital punishment. Ethics of death.
Holiness of life. Cloning and the Biblical view on Man.
PSIHIATRY
HISTORY OF ART
The aim: to introduce students to the world Art history, to give them a
possibility to judge about it from the Christian point of view. The analysis of the
art Processes and Phenomena from the Biblical position serves this purpose. Each
lecture is focused on the Eternal values.
Key subjects:
History of the World culture.
Primeval societies, civilizations of the ancient East. Ancient Egypt,
Mesopotamia, Ancient and Medieval India, China, Japan. The Arab culture and
Islam.
The classical culture, Ancient Greece. Ancient Rome.
Pre-Christian art. Byzantine art. Old Russian art.
Culture in territory of Latvia in the pre-historic period. Archaeological
material - witness of Culture. Ancient wood architecture. Clothe and jewelry of
the 10th-11th cent.
Medieval Culture of Europe. Early Middle Ages. Romanesque. Gothic.
Middle Ages in Latvia. Entrance of Christianity. Stone building
construction. Foundation of Riga. Sacral and profane architecture.
Renaissance. Renaissance in Italy. The high and late Renaissance.
Mannerism. Renaissance in the Netherlands. Renaissance in Germany.
Renaissance in France, Spain, England.
Reformation and Counterreformation.
Reformation in Latvia. Religious processes. Mannerism - a predecessor of
the Baroque.
Culture of the Modern Age. The Baroque. Rococo. Classicism. The
Empire style. The Enlightenment culture in Latvia. The Baroque. Classicism.
Painting. Realism in fine Arts. Romanticism. Impressionism. Post-impressionism.
Symbolism. Eclecticism. Art Nouveau.
Culture of Latvia in the 2nd half of the 19th cent. - beginning of the 20th
cent. Art of the Baltic Germans. Movement of National Awakening. Town
building. Beginning of the Professional painting and Graphics. Role of the
St.Petersbourg's Academy of Arts.
Modernism.
Fauvism. Cubism. Futurism. Abstractionism. Expressionism. Culture in
Latvia in the 20’s-30’s. Sculpture. Painting.
Culture of the modern ages. Architecture in Europe and the USA. Modern
trends in Fine Arts. Culture of Latvia during the Second World War.
Culture in Latvia after the Second World War. Socialistic realism. Art in
the 40-50’s. Architecture in the 60-80’s. Achievements of the Latvian Exile
artists. Culture in Latvia after restoration of Independence.
~ 52 ~
DEPENDANCES
The aim: to prepare Social workers and Psychologists - advisors of the
Christian conviction and the knowledge necessary for the Practical work in the
teaching about Dependencies.
Key subjects:
Introduction into problems of Dependencies.
Types of Dependencies, their dissemination. Biologic, Psychological,
social and spiritual reasons of Dependancies. The so called surrogates - gambling
games, "work addiction" and other Psychological Dependancies.
Alcoholism.
Physiological and Psychological effect of Alcoholism. The so called
problematic use. Development of Alcoholism as a disease. Symptoms, course of
chronic Alcoholism, age and sex peculiarities. Medical, social and intellectual
consequences of the chronic Alcoholism. Principles of treatment of Alcoholism.
Questions of legislation. Organization of Narcological aid. Prophylactics of
Alcoholism. Importance of Anti-alcoholic societies. Importance of the Christian
spiritual life. Role of the movement of Anonymous Alcoholics as a Christian
spiritually-based organization in treatment of alcoholism. Possibilities of a
Ahristian social worker in prophylactic and treatment of Alcoholism.
Drug addiction and toxicomania.
Principal groups of narcotic and toxic substances, which can lead to
development of Dependence - Stimulators, Sedatives, Opiates, Cocaine,
Hallucinogens, Marihuana, Solvents. Dependence from Nicotine and Caffeine.
CONFESSIONAL TEACHING
Church of Christ as a notion. The Church of Christ and Church
institutionalized. The Church and the world. A Christian and the Church.
Deviation from the Church of Christ in 2nd to 20th centuries.
The unity of Church. Relations among the members of Churches. The
tendency of Roman bishops to rule in the Church. The World Council of Churches
about the Dogmas of Faith.
Deviation of the Roman Church from the Dogmas of Faith:
in teaching about the Holy Spirit,
about the original sin,
about Immaculate Conception by Virgin Mary.
Roman teaching about the papacy and the Church.
The reasons for the principal notions in theories of the Roman Church.
The infallibility of the Pope in light of historical facts.
Deviation of Roman Church from the Biblical grounds of the Sacrament.
The crisis within the Roman Church in 14th and 15th centuries as a cause
of Protestantism.
The Protestantism. The Reformation in Germany, Switzerland, England
(brief review).
The Lutheranism. The apostasy of the Apostolic Church in matters of
faith and Church organization.
The Augsburg Confession.
The heroic explication of the Reformation. The historically cultural
explication of the Reformation.
The National explication of the Reformation.
~ 53 ~
The Reformation as an event in the history of the Church.
The Evangelical Lutheran Church.
The Lutheran Reformation and unity of the Western Church.
The Lutheran confessionalism. The Reformation and the problem of
confessions. The Lutheran Church and the Church reformed.
The difference in teachings of the Lutheran and reformed confessions:
Gospel, Faith, the Church, Atonement and predestination, incarnation and real
presence.
The Lutheran Church and Una Sancta.
Anglicanism.
Calvinism.
Presbyterianism.
Sectantism. The main sects since 16th-20th centuries.
Ecumenism.
POLITICAL AND SOCIAL ETHICS
* Specifics and problems of modern ethics.
Ethics as applied Philosophy. Theory between the ideal and practice. The
version of utilitarianism.
P.Singer. The principle of responsibility. H.Jonas: the
position of man in the world. Social ethics.
* Science and ethics.
Science as a value. Science as a form of action. Scientism and
technocracy.
Science and responsibility. Internal responsibility: the
freedom of research and ethos of a scientist.
Institutionalization of science. External responsibility:
scientist's conscience.
* Technology and ethics.
Technology and morality. Technical venture. Modern informatics and
morality.
The rhythm of technology, the rhythm of life, moral orientation.
Technology of behavior: B.Skinner. Behaviorism. The criticism of an autonomous
man. Essentials of life and environment. Operand behavior.
* Ecology and ethics.
The man and nature. The notion of ecological ethics. Anthropocentrism.
Selfcentrism: A.Schweitzer. Biocentrism. Responsibility in front of the future
generations. Birnbaher's version. Ethics and economics. Ethics and politics.
* Biomedical Engineering and ethics.
Sacredness of life. The recent trends in biotechnology. Medicine in the
open Society. The new technologies of getting progeny. Euthanasia. Suicide and
death penalty.
* E.Fromm.
A teaching about the spiritual grounds of Society. Teaching about "the
human nature".
Social Utopism: the Utopia of communicative socialism.
* E.Erikson.
"Psycho-historical" method. "Psycho-historical" conception and Society.
* Phenomenological ethics.
* Ethics of existence.
* Power. Political power and ethics.
~ 54 ~
BIBLE AND PHYSICS
1. The Understanding of Science. Classification of Sciences. Fundamental
and Applied Sciences. Natural sciences.
2. Brief History of Scientific research.
3. Bible and Natural sciences. Bible and Physics.
4. Science breaks through to New Realms. Science and Faith.
5. Science’s Tethers. Limits of the Scientific explanation.
6. Extra Dimensions in the Bible. Physics and Mysticism. Physics before
Einstein. Einstein, God and Universe. Quantum theory.
7. God and Extra Time Dimensions.
8. Extra–Dimensionality and God’s Proximity. Carl Barth. Ludvig
Witgenstein.
9. Extra–Dimensionality and God’s Triunity. F. Torens.
10. Extra–Dimensionality and Incarnation, and the Atonement.
11. Dimensional Capacities of Created Beings.
12. God’s Omnipotence Versus His Displayed Power. Creationism
13. Extra–Dimensionality and the battle of Wills.
14. Extra–Dimensionalism and Salvation’s Security.
15. Extra–Dimensionality and Evil and Suffering.
16. God’s Extra–Dimensional Love in Hell.
17. Extra–Dimensionalism and the New Creation.
18. Quietness and Peace Physical realities.
19. The Theory of Evolution Today.
20. The Nature of Truth in Physics and Pentateuh.
VIDES MĀKSLAS PAMATI
LATVIJAS KULTŪRAS VĒSTURE
KRISTIETĪBAS VĒSTURE – PATRISTIKA
KRISTIETĪBAS VĒSTURE – VIDUSLAIKI
MODERNO LAIKU FILOZOFIJA
JAUNO LAIKU FILOZOFIJA
ETHICS AND PROBLEMS OF HUMAN RIGHTS
The principal themes:
1. Ethics and Philosophy of ethics.
2. Ethics and moral Philosophy.
3. Kinds of normative judgment.
4. Egotistical and deontological theories.
5. Dominating rules as a standard:
teleological theory,
deontological theories,
ethical egoism,
psychological egoism,
deontological theories of action,
theory of Divine guidance,
theory of Kant.
6. Utilitarianism. Justice. Love.
~ 55 ~
Utilitarianism of action.
General utilitarianism.
Utilitarianism of law.
Theory of obligation.
Principles of charity.
Justice and equality.
Ethics of love and further problems of this approach.
7. The value of morals and responsibility. Moral and extra-moral
interpretation of the concept "right ".
Morality and traits of character. Ethics of virtue. The ideals of morality.
Moral responsibility. Free will and responsibility.
8. Righteous and decent life as a value. "The Good", contents and
meaning of the notion.
Theories about what is good, according to the result. Hedonism as a
method of choice. Self-identity.
Sequences of discussions.
9. Meta-ethics and its questions.
Theory of substantiated confirmation.
Theories of definists.
Intuitionism.
Non-cognitive theories.
Theory of substantiation.
The view of morality. Why people have to be moral?
10. Christianity as a stronghold of human rights.
Liberal Protestantism.
Roman Catholicism.
Conservative Protestantism.
The Universal Church.
Christian conformity.
11. Other Religious traditions and problems of human rights.
Judaism.
Islam.
Hinduism. Buddhism.
12. Faith and the human rights. Universal benefit and rationality.
Universal Declaration of Human Rights and Faith. International covenant on
economic, social and cultural rights. The problems of global faith.
13. Theoretical elements of democracy. The principles of justice and
democracy.
Meaningfulness of justice in the modern Society.
THEOLOGY OF RULE
* Theoretical introductory notes. Faith and Rule. The notion of power.
Change of power. Political power as a force, determining existence of Society.
* The notion of power and notion of force in the Bible. State, power,
Nation in the Bible. The formation and functioning of power mechanisms.
* Political power as an institution. Political power as a total of personal
activities. M.Webber on power as an opportunity of an Individual or group to
exercise their own will in common action.
~ 56 ~
* Formal and informal manifestations of power. The contiguity directions
of economical interests and power. Political elite, new systems of values and force
structures. Intellectual elite.
* The objective and subjective within the sphere of political power.
Political power and depersonalization of man. Power and ideology.
* The stages of processes inherent in the change of political power.
* The formation of National democratic mass movement and crisis of
Soviet power.
* Diarchy - what was the actual contents of it?
* Power and formation of a new political elite.
* Who will have power in Latvia at the turn of millennia?
* The change of power in Latvia: a brief chronicle of events.
* The positioning of questions about power and force in the New
Testament.
THE CHURCH IN MODERN SOCIETY
The principal themes:
1. The idea of Democracy in development and Church.
Religion and State power. Democratic forms of a State. Social structures,
their changes and Church. Good news and the Postmodern age.
2. The Church.
The problems of terminology. The definition of Church. The Church as an
object of Faith along with the Trinitarian God and other Religious values.
Religious conception of Church.
Church and State.
3. The Church in Religious categories:
The origin of Church (an outline). Church as a Body of Christ. Church as a
mystery. Church as a Sacrament. Church - communio sanctorum. Church - coetus
praedestinatorum.
4. The Church in mixed categories.
The Church as an institution. Dualism as regarded by the Church.
5. The Church and clergy as interpreted by Luther and Symbolic
writings of Lutherans.
Sacredness as a principal category of religion.
6. The Church of people and free Christian groups.
Church and people. The role of clergy in Church. The problem of Church's
unity.
7. The Church in the Age of Pluralism.
8. The problems of cultural anthropology; sin and the Church.
9. The Christian Church and contemporary political processes.
10. Gospel, the Church and Culture.
Christ in Culture. Christ and Culture. A Christian and media. Culture and
intercultural differences.
11. Science and Christianity.
Pseudo-sciences and Christianity.
12. Idleness, lust, unchastity.
13. The Church and the Temple of God.
14. Gospel and the Church.
a. Christian Evangelism.
b. Christian serving to people,
~ 57 ~
c. Christian contiguity,
d. Christian hopes,
e. The problem of Christian conformity.
15. The Christian prospects and history.
The strategy of Church mission in history. The lifestyle appropriate to the
followers of Christ in the modern State.
9.
THE COURSES OF PROFESSIONAL THEORETHICAL
SCIENCES
These courses mark the limits of theoretical thought in regard to the
social legislation and Social work as ones profession; they disclose the possible
modern models of communication, legitimacy of the Social work, develop an
analytical and critical ability as well as orientate towards the effect of novelty in
the social sphere.
The Academic disciplines of the courses:
The basics of General law. Social and Labor law; fundamentals of
International law. Theory and history of Social work; the system of Social welfare
in Europe; Social work in the local governments; fundamentals of economics and
finances; economic system in Latvia; essentials of managemental bookkeeping;
office management; International office management; Christian pedagogy and
Social work; demography.
Academic course
Scope in
hours
Credit
points
Demography
Fundamentals of general law
Social and labor law
Fundamentals of International law
Theory of Social work
Social work in local governments
Fundamentals of economics and finances
The system of Social welfare in Europe
Fundamentals of bookkeeping in management
Economic system in Latvia
Basic course of management and office management.
International office management
Christian pedagogy
Educational Sociology
Deaconal education
16
64
32
32
32
32
64
64
32
32
64
1
4
2
2
2
2
4
4
2
2
4
16
16
16
1
1
1
~ 58 ~
DEMOGRAPHY
The principal themes:
1. The tasks of Demography as an applied science. The notion of life
expectancy. Methods of demographic analyses of life expectancy.
2. Mortality and life expectancy. Life expectancy at birth. Evolution of
life expectancy at birth in the world over different decades of our century. The
dynamics of life expectancy at birth in Latvia in post-war period.
3. Reflection of life span into the coordinate systems of age and time. The
definition of the medial life expectancy.
4. Demographic researches of mortality and life expectancy. Death rate
indices.
5. The tables of life expectancy. The Lexis's chart. Interpretation of death
rate tables. Modifications of life expectancy tables.
6. Evolution of life expectancy. Evolution of life expectancy in historical
light.
7. Death rate and life expectancy in 19th century.
8. Changed life expectancy in 20th century.
9. Death rate among different age groups. Impact on changes of life
expectancy.
10. Correspondence of death rate model of population in the Baltic States
to that of the table models of life expectancy.
11. The links of death causes with changes in life expectancy.
The statistic classification of diseases, traumas etc. death causes.
"Nosologia Methodica". C.Linnaeus "Genera Morborum". Classifications of
J.Bertillon. Activities of the World Health Organization (WHO). Biometric
methods of J.Bourgeoise-Pichas.
Theories of epidemiological transition.
12. Life expectancies and causes of death.
13. Records and structural changes of death causes in Latvia. Dynamics
of life expectancies in Latvia.
14. The indirect causes of mortality and the problems of research.
15. The socially demographical differences of life expectancies.
* Life expectancies of men and women.
* Life expectancies at urban and rural areas.
* Relation of life expectancies to territorial differences.
* Relation of life expectancies to occupation.
* The differentiation of life expectancies according to educational
levels.
* Differentiation of life expectancies according to marital status.
* Life expectancies and Nationality.
16. The increase of life expectancies and its problems.
* Projection of the death rate and life expectancies,
* Hypothetical problems of increase of life expectancies
* The world's population demographic projections.
* Demographic prospects in Latvia.
VISPĀRĪGO TIESĪBU PAMATI
SOCIAL AND LABOR LAW
The principal themes:
1. The notion of equality. Worker, labor rights and obligations.
~ 59 ~
2. Labor legislative Acts of Republic of Latvia.
3. Joint labor contract. Labor contract. Amendments to the terms of a
labor contract. Termination of a contract, breach of a contract. Dismissal.
4. Hours of work: full hours, shortened working hours. Establishing of 5days or 6-days workweek. Working hours in night shifts. Summarized record of
working hours.
5. Rest. Days off. Holidays. Annual vacations. Length of service and
vacations. Extra-vacations.
6. Payment: minimal payment for work. Minimal wages.
Organization of payment in State and local government institutions,
offices, organizations. Pay rate and earnings of workers in State management
institutions. Payment for extra work. Payment for extra hours. Payment for work
stoppages. Wage and transferal to another job. Calculation of the average
earnings.
7. Work quotas.
8. Warrants and compensations.
9. Material liability of workers.
10. Agenda. Regulations of labor discipline. Rewards and penalties.
11. Labor protection.
12. Women labor.
13. Youth labor.
14. Advantages in cases, when work is combined with studies.
15. Grievances. Trade unions, their rights.
16. State's social security.
17. Monitoring and control of enactment of labor legislation.
FUNDAMENTALS OF INTERNATIONAL LAW
The basic themes:
1. Definition of International law; subjects and objects of International
law. Brief review on historical development of International law. The principal
classics of International law.
2. The character, sources and principles of International law.
3. The subjects of International law: the peculiarities of States as main
subjects of International law; their rights and obligations.
Criteria and doctrines of International recognition of States by other
States.
Kinds of States and associations, formed by them.
The State of Vatican City, free cities and other State-like formations.
4. Right of Nations to Self-determination.
5. Territory subject to jurisdiction of a sovereign State, its legal status.
State boundaries. Demilitarization of a territory.
6. Population. The status of a physical person under International law.
Definitions of citizenship and other categories of population. Dual citizenship.
Regulations of citizenship and International agreements.
7. Legal succession of State law.
8. Law of the Sea.
9. Human rights.
Democracy and human rights in ancient social formations. International
co-operation in protection of human rights. Rights of minorities.
~ 60 ~
10. Law of treaties. The notion of International treaty. The classification
of treaties. Competence to conclude treaties. Application of treaties. Treaties and
the third States. The Vienna Convention on the Law of Treaties.
11. Diplomatic and consular law.
12. Aviation law.
13. Space law.
14. International organizations. UN. The principal institutions of UN.
The General Assembly. The Security Council. International organizations of
Europe. Western European Union. NATO.
15. International justice.
16. Pacific settlement of International disputes.
17. Humanitarian principles of International law.
18. International judicial accountability.
19. Disarmament and International security.
20. Environmental protection. Environment and human rights.
THEORY OF SOCIAL WORK
The principal themes:
1. Theories of Social work, underlying the Social work.
2. Social management. Social rehabilitation.
3. Theory of social systems. Fundamental systems of Social work. Theory
of ecological systems. Theory of crisis. Psychoanalytical theory. Theory of roles.
Behavioral theory. Communication theory. Theory of problem-solving. Sociallearning theory. Theory of cognition. Functional theory. Theory of conflicts.
Theory problem-solving in family.
4. The profession of Social worker.
Historical aspects of Social worker's professional activity.
Professional obligations of a Social worker.
The criteria, applied to the professional activity of a Social worker.
The moral norms of Social worker's professional activity.
5. The Biblical grounds of Social work.
6. Modern approaches to Social work:
Social work as a process,
Roles of a Social worker.
The methods of Social work.
Interview.
Ecological maps, genetic charts.
Social work with family.
Social work with a group.
Required skills for work with an Individual and a group.
Gospels about the professional qualities of a Social worker.
Skilled effectiveness of social and Individual communication revealed by
apostle Paul.
SOCIAL WORK IN LOCAL GOVERNMENTS
The principal themes:
1. The basic principles of management; functioning of these principles in
a State under conditions of changes and development.
2. Relations between the State and local governments.
~ 61 ~
3. Economic possibilities and tendencies of local governments.
4. Local governments as organizations.
5. Management of local governments; scope of their competence.
6. Politics, power and local governments.
7. State politicians and officials.
8. Requirements to the head of a local government.
9. The institutions of social aid within the local government; their aims,
structure, motivation of activity, financial sources, estimate of work quality.
10. The system of social aid:
social aid,
social care,
social rehabilitation.
11. Work with social groups:
Social work with disabled persons,
Social work with orphans,
Social work with families,
Social work with persons, who are about to retire on a pension,
Social work with risk groups,
Social work with unemployed.
12. Organization and forms of social aid work.
13. Activity of social and non-profit organizations within the local
governments.
14. Accumulation and keeping of information in local governments.
FUNDAMENTALS OF ECONOMICS AND
FINANCES
Aim: to provide with understanding of principal notions, used in
economics; motivation of man's activity under conditions of market Economy;
interaction of macroeconomical indices. To explicate the role of a State in
economics.
To acquaint with basic monetary and financial categories as well as with
mechanism of their application, so as to carry out economical policies of a State.
Tasks: to get acquainted with notions and indices of macroEconomy, to
explain in essence the activity of economic regularities and mechanism of market
Economy.
The principal themes:
1. The notion and main indices of macroEconomy.
2. Principal economic models; indications of these models.
3. Motivation for economic activity. Supply and demand. Price.
4. Employment. Unemployment. Labor market.
5. Interaction of macroeconomic indices.
6. Origin of money. The essence and functions of money.
7. Circulation of money.
8. Notion of finances. Fiscal policy.
9. The role and functions of State in choice of economic policy.
10. Notion of poverty and richness. The curve of Lorentz
11. The essence of a State budget.
12. The structure of budgetary income and expenditures.
13. The notion of taxes; classification.
14. Functional principles of taxation.
15. Tax policy and its factors.
~ 62 ~
16. Tax management.
17. Tax system in Latvia.
18. The notion of State budgetary institutions and indices of their
activity.
19. Financial education. Education under conditions of market Economy.
20. Financing of State Social programs.
21. The system of pensions in Latvia and throughout the world.
22. State financial management.
23. Preparation and authorization of a State budget.
24. Bank system in Latvia. Meaning and types of credits. Insurance.
THE SYSTEM OF SOCIAL WELFARE IN
EUROPE
The principal themes:
1. The notion of a Social welfare system. Terminological accuracy.
CoordiNation within the sphere of Social welfare.
2. The basic principles of social security; decision making principles.
"Social risk"; the factors of social risk.
3. Nine categories of social risk and corresponding guarantees of social
security.
4. The notion of welfare; relativity of its contents. Three types of welfare
systems:
liberal welfare,
conservative system of welfare,
social democratic system of welfare.
5. International social security rules and those of European Union
member States.
GRĀMATVEDĪBA
ECONOMIC SYSTEM OF LATVIA
The principal themes:
1. The notion of an economic system.
2. Fiscal policy and economic system.
3. Tax system in Latvia.
4. The structure and policy of State expenditures in Latvia.
5. Banks and credit institutions in Latvia.
6. Investments.
7. Insurance.
8. The development prospects of Latvian Economy.
VADĪBA UN LIETVEDĪBA
STARPTAUTISKĀ LIETVEDĪBA
CHRISTIAN PEDAGOGICS
Introduction. Religious motivation of pedagogics.
1. The principal educational problems of human personality.
2. The principles of Christian anthropology. The Church Fathers about
the principles of anthropology: Creation of man in the Image and likeness of God.
Original sin and reality of human life. Catholicism, Lutheranism and Greek
orthodoxy on Image and likeness of God in man. Man in the light of Christ.
~ 63 ~
3. Self-awareness of man and God.
Spirit and spiritually full human life. The Mystery of the Cross in human
life. The anthropological motivation of Wisdom.
4. Christian anthropology on the problem of human evil.
5. Spiritual life at different stages of childhood. The paradox of
childhood and education.
6. The notion of education. Spiritual and empirical entities in man; their
regularities in man. Human personality and its eschatological prospect.
7. Moral education. Work and education. The notion of moral creativity.
Discipline as a factor of spiritual education.
8. The idea of "purity of the heart" in education. Education for freedom
and man as a wholeness.
9. The Church as environment of spiritual force. Church and school.
10. Pedagogical principles of Lutheranism.
11. Historical description of Christian pedagogy.
12. Postmodernism and Christian pedagogics. Christian pedagogics and
theological models of education:
liberal education,
progressive education,
humanitarian education,
technological education,
radical education,
dogmatic education.
EDUCATIONAL SOCIOLOGY
The principal themes:
Educational institutions; their social functions.
The most popular theories on formation of personality. Educational
Sociology as a branch of Sociology.
Interaction between education and social structures of Society.
The formation of macrostructure and functional principles of an
educational sphere.
The subject and object of educational Sociology. The structure of
educational Sociology.
Learning as a form of socio-cultural activity. Learning and education.
The needs of Society and development of education.
The variety of educational institutions.
The system of education.
Technologies of learning.
The modules of learning.
Certification and estimation in education.
Classification of the social groups within the educational sphere.
Intelligentsia as an independent social group.
The peculiarities of social roles, performed by students and by teachers
during an educational process.
The professional activity of a teacher.
A pupil and a student. Stratification within the process of education.
Typology of students.
Formation of the social community within educational institution.
~ 64 ~
An educational pedagogic institution as a social organization.
The management of an educational sphere.
Juvenile career guidance. The particular influence of some social factors
upon education.
Social mobility. The quality of education and social mobility.
The quality of education as a filter. Career guidance and career choice.
Education in Latvia and sociological research.
DEACONAL EDUCATION
The aim: to acquaint the students with the notion of Deaconate, based
upon the Holy Scripture.
The tasks: to expose the actual links of the Bible with social, physical,
mental and spiritual problems of men;
to disclose those resources of the Church, which could help to solve the
problems and to prevent the new ones;
to explain the professional qualities of a deacon.
The principal themes:
1. The notion of Deaconate as a problem.
2. The Biblical and theological motivation of deacon's education:
* the interpretation of Deaconate in the context of the New
Testament (Matt. 4:11; Luke 12:37; 22:26; Luke 8:3),
* the interpretation of Deaconate by Christology (Matt. 20:20-28;
John 13:3 and following; Rom. 15:8),
* the Deaconate as centered on the Church as a holy unit (II Cor.
9:12-13: diakonia - liturgeia - koinonia; Rom. 12:7; I Peter 4:10: Gift of Grace; II
Cor. 3:6; Tim. 1:12: Apostolic ministry). Deacons' ministry (Acts 6:1-6; Phil. 1:1;
I Tim. 3:9 and following; Rom.16:1-2).
3. The position of a deacon and the Apostles' Faith:
creation and the Deaconate,
salvation and the Deaconate,
Holiness and the Deaconate.
4. The Church and the deacons' work:
* Baptism and the deacons' work.
* the Prophecy of the Word of God and the deacons' work.
* the Holy Communion and the deacons' work.
5. General and special Deaconate.
* the Missionary work and the Deaconate,
* Evangelism and the Deaconate,
* the institutions of the deaconate-like character.
6. Congregation, Society and deacons' work.
* The local government and congregation - their different
structures and problems.
* the various aims and methods of deacons' work,
* the deacons' work among dipsomaniacs and drug addicts,
* deacons' ministry at family, assistance to disabled
persons and persons, who are in critical situations of different character.
7. The methods of deacons' work:
~ 65 ~
requirement and application of psychological, medical and
sociological knowledge. A deacon and ones' attitude towards man.
Emotions; human prejudices. Professional spiritual care.
10.
THE COURSES OF PROFESSIONAL SKILLS
The students are provided with skills of practical, competent
professional activity; theoretical knowledge is combined with a
responsible action. The students acquaint with macro- and microlevels of
their profession.
Academic courses
The methods of deacons' work
Spiritual Ministry
Christian counseling
Social rehabilitation
The system of Social work in Latvia
Ethnic Psychology
The methods of Social work
The subgroup of particularly specialized courses:
Work with dying persons
Victimology
Work with mentally disturbed persons
Evangelism among non-believers
Scope in
hours
Credit points
32
32
32
32
16
32
32
2
2
2
2
1
2
2
16
32
16
16
1
2
1
1
METHODS OF DEACONAL WORK
1)
1)
2)
3)
4)
The purpose:
To provide knowledge and skills enabling the students efficiently perform
Deaconal duties both in the Secular world and Church.
The tasks:
To provide the students with the knowledge of multiple forms of Deaconal
activities in Church and Secular world, locally and globally.
To elaborate a system of Deaconal work.
To teach how to involve others in Deaconal ministry.
 Church and Congregation,
 Deaconal institutions in Church and in the Secular world,
 humanitarian and Christian organizations and movements,
 law regulation of Deaconal work,
 purposes of Deaconal work and their implementation,
 management and administrative framework of Deaconal charity work.
The mission of an ordinate deacon in Ev. Lutheran Church.
 Church worship service and Deacon's duties during the service.
Deacon's work in the congregation. Liturgical duties.
 Deacon's skills during the service.
 Liturgical duties and tasks.
 The Eucharist and Deacon's mission during it.
 Deacon and Funerals.
 Deacon as a Preacher.
 Deacon as Christian Counselor.
~ 66 ~
 Deacon's duties beyond the Congregation.
5) Deacon's cooperation.
 cooperation in Church,
 skills to organize meetings,
 Deacon's role in conflict resolving,
 ways of cooperation between Church and secular organizations.
Deacon's role in this cooperation.
6) Purposes and methods of Deaconal work.
Purpose: to reach children, youngsters, old, disabled and lonely people, to
help the victims of violence (atrocities) and heal Family conflicts.
Methods: group work, formation of social network and links, individual
assistance.
7) Analyses of social and ecclesiastical Charity work performed in congregations
and by local authorities as an indispensable Deaconal skill.
 analyses of the authority framework and institutional capacities,
governmental and non-governmental organizations, cultural pluralism.
The main social problems and their causes.
 cooperation / isolation of the Church and the local authorities.
INTRODUCTION INTO THE CHRISTIAN
COUNSELING
Aim of the course:
To prepare students for efficient work in the field of the Christian
counseling both in the frames of Congregation and beyond them.
Key subjects:
This course is based on the principal assumption that nobody is able to
resolve the problem of other person in Vicarious way, which has appeared due to
Biochemical reasons, Genetic inclination or Environmental factors, or in a result
of interaction of the above components. However, a person, who has duly
prepared himself, may and can help a Man, who faces hard time, to mobilize and
learn to use all available resources to favour resolving of the definite problem of
this Man, as well as the general improvement of life standards.
To implement this aim, a person who renders help (hereinafter "a
Counselor") shall be able to:
- satisfactory understand a person's who receives help (hereinafter "a
Client") Ethiology of the problem,
- identify the factors of the environment, which in any way foster the
existence of this definite problem in the Client's life,
- help the Client to find such strategy for solving the problem and the
corresponding Practical methods, which agree with Professional ethical standards
of the counseling and are directed towards improvement and stabilization of the
health of the Client, as an undivided Psychosomatic being.
For the Counselor to carry out the above tasks, he or she has to master
practical skills to conduct the Therapeutical conversation (hereinafter "an
Interview"). Within this course students will master methods of how to conduct
the interview, which are based on Psychotherapeutical theory of Carl Rogers
(1902-1987). Simultaneously also other methods of conducting interviews will be
examined, including the method of "the white screen", known from the classical
~ 67 ~
psychoanalysis, "the Socratic Dialogue" used by Aron Beck, confrontations
characteristic for the method of Albert Elias etc.
1. During this course students will master basic skills, which are necessary
to interview Clients.
2. Students will have a possibility to work out a personal model of the
Christian counseling, which could be used practically.
3. Students will be introduced to the presently most widespread in the world
strategies and methods of the Christian counseling process.
4. Students will get acquainted with theology of the Christian counseling,
grounding on the Scripture of the Old and New Testament.
Forms and demands of checking:
1. Attendance of classes. Since in addition to the Theoretical material also a
number of practical skills necessary for the Interview will be mastered during this
course, the attending of classes is compulsory.
2. The project. Students will have to conduct a 20 minutes long Interview
with a person on his choice. A full transcription of the Interview (with
classification of the questions) has to be submitted to the Teacher for checking till
the fixed date.
METHODS OF SOCIAL WORK
The Basic Topics:
The tasks to be undertaken rendering Social assistance.
Revival and enhancement of disturbed socializing faculties (Sociality).
Detection and application of individual and social resources.
Observation of Social disfunction.
Examination and evaluation of social conditions likely to cause new Social
problems (preventive work).
Fundamentals of Social work:
 Individual work with Client,
Solving the problems of inward, interpersonal, socio-economic
and environmental obsessions (complexes). An Interview.
 Family counseling. Social therapy of family. Family as a social unit.
An individual and force of habit. Roles and duties in family.
 Group work. Definition of group. Therapeutic discussion.
Development of social communication skills. Transformation of
antisocial behavior into productive activity.
 Social work of local authorities or communal work. Involvement of
social workers. Social work as a planned joint action. Disclosing the
problem areas, analyzing the causes, formulating further developments.
Social planning
11.

PRACTICES
A model for field work of a social worker and deacon
The aim of the Field work is to provide the students with
opportunity to acquire the skills, required for work of a Social worker.
The objective of Field works is:
* to get an insight into the professional models of Social work and
spiritual Ministry; to understand their variability and purposeful
functioning,
~ 68 ~

* to acquire the skills of professional contact with the Client; to
be able competently analyze the activities performed by congregation or
Social work service; to learn, how to project operation efficiency.
* to learn to be skilled as a deacon, Social worker.
There are the following differentiated Field works:
* Introductory practice (the practice of Evangelism - 1st, 2nd
term, 200 hours, 5 cr. p.). The aim of the practice is:
- to get a notion about the work of social aid and rehabilitation
institution (Homes for the aged, Family centers, Orphanages, Prisons etc.),
- to get a notion about Christian ministry of a man,
- to learn a practical application of knowledge, acquired by
studies of theological disciplines, in order to carry out the work of
Evangelism.
* The aim of general Field works is to develop those
professional skills, and capacity of action in particular, required for work
of a deacon and Social work in general. That is a practice of Psychology
and social care - the 3rd, 4th terms, 200 hours, 5 Credit points.
* Specialized professional Field works - 5th, 6th terms, 200
hours, 5 Credit points, prepares students for the professional Social work,
assists in comprehension of ethical dilemmas, inherent in the Social work.
Besides these three main practices, there is a practice (100 hours
in total), carried out in the 7th term:
* Professional Field works. This practice is provided as parallel
to the work at the qualification theses, and it is directly bounded with the
particular institution or social problem the student deals with in his
qualification thesis. The aim of this practice is to combine creative
professional activity with that of scientific research.
The Field works of a Social worker and deacon.
1st block of Field works
2nd block of Field
works
3rd block of Field works
Introductory Field work:
1st, 2nd terms, 200 hours, 5
Credit points
General Field work:
The practice of Psychology
and social aid
3rd, 4th terms, 200 hours, 5
Credit points
* Specialized professional
Field work:
5th, 6th term, 200 hours, 5
Credit points
* Professional Field work
7th term, 100 hours, 3 Credit
points
* The professional skills are acquired by students during the span of 4
academic years.
* The practice is organized according to the Regulations on Student
Practices at LChA.

Assessment of student's practical work
Assessment is a systematic procedure, pursuing an aim to define students'
professional and spiritual growth.
Students practical work is assessed according to following values:
* Understanding of Social work,
* Understanding and comprehension of a social institution,
* Ability to value the personality of one's contemporary as a creation of
God; depth of compassion and participation; ability to see the depth of spiritual
problem behind an external cause; professional skills.
~ 69 ~
Assessment criteria:
1. Student's ability to establish effective and efficient professional
relations with his contemporary within the system of Social work;
* attitude towards one's Client: avoidance of stereotypes, ability to
understand and respect a man, confidentiality.
2. Student's knowledge and skills of Social work as a process, ability to
keep in balance the social and spiritual reasons in diagnostics:
* the level of social knowledge, ability to integrate this knowledge
into the theological axioms.
* the diagnostic skill:
spiritual and secular understanding of interpersonal relations, of social
systems in general,
social and spiritual cure (interference),
ability to plan out one's work, relying on diagnosis,
ability to analyze the spiritual situation of a Client,
ability to arrange the proper Individual cure.
* interviewer's skills:
ability to set the goals of an interview,
ability to keep conversation to the point,
ability to hold on to the goals of an interview and to control the course of
interview,
reproductive ability,
good taste for Evangelism work.
3. Student's ability to perform managerial skills within the structures of
social institution/congregation.
4. Student's relations with his/her field manager:
formal relationship - accurate work, regular accounts.
interpersonal relationship - positive attitude, participation in discussions,
business-like character, ability to discern a necessity to consult.
5. Student's relations with his/her colleagues and a parish minister:
harmonious, business-like, purposeful;
a constructive skill to present activities of a social institution, creativity.
6. Student's ability to organize his/her work:
planning, the contents of a diary,
skill to handle statistic data.
7. Professional relations:
realistic analysis of the situation and self-analysis of his/her work; ability
to estimate his/her prospects of growth; flexible mind; willingness to work well.
THE PROGRAM OF EVANGELISM FIELD
WORKS
FOR THE 1ST YEAR STUDENTS OF THE DEPARTMENT OF
APPLIED THEOLOGY.
Location: The home for the aged in Jaundubulti.
Time: April,9.-20, 1996/1997 academic year
Aim:
~ 70 ~
* to learn application of knowledge, acquired in theological
disciplines, so as to carry out Evangelism of aged people.
Tasks:
1) to minister and to conduct Religious services at the chapel of the home
for the aged;
2) to get acquainted with people living in one room of the home and to
take care of them;
3) to elicit and describe a life narrative of a person's spiritual faiths and
faith;
4) to establish more personal contact with one person, to engage into
positive interaction with this person;
5) to search in prayers for some Biblical word, that reflects the spiritual
situation of this particular person, and record it in a diary;
* remember that in a face of old people we read our future. What you
have done to the minor one - to an old, sick, lonely one, that you have done to
Christ.
* perform your Evangelism work not in front of the Academy, but in
front of the Lord, our God. Because it is still the time of grace. Give, what you
have received, to people, who are lonely and who crave for the living God.
--- The Field work diaries must be submitted to the Academy; they have
to be filled so as everybody, who takes them in his/her hands, is able to assess the
seriousness and thoroughness of your work, so as one is glad for results.
The Conference for those, who have passed the practical work test, is
held at 2p.m., June, 20, 1997 at the chapel.
PSYCHIATRY FIELD WORKS
Field location:
Time: two weeks
Subject: tenants of the home for the aged
The aim of the Field work: to get closer acquainted with of aged people,
to learn, how to make as possible good psychological contact, taking into account
knowledge of gerontological Psychology about peculiarities of cognitive activity
and emotional sphere of aged people. To search for differences between the
outlook of Christian people and that of the atheists.
The tasks of the practice:
1) to establish close psychological contact with one of the tenants,
2) to observe the psychological climate within the Home for the aged;
describe its influence upon the aged person;
3) to find out the daily routine of a tenant;
4) using the methods of observation and discussion, try to investigate the
personality of an aged person; apply analysis of his/her interests, aims,
contradictions;
5) to find out a person's life story, considering those events, that might
have influenced development of his/her personality;
6) to find out a Christian or atheistic orientation of a person; to search for
the reasons of his/her orientation;
7) to record the alterations in psychical (memory, perception, thinking
etc.) and emotional life of a person;
~ 71 ~
8) to stimulate the psychical feeling of comfort within the person, to
provide him/her with psychological support, to increase his/her motivation;
9) to make conclusions about those measures, which ought to be carried
out in order to improve the general feeling of an aged person; to think about the
methods, by which the goal could be aided;
10) to consider, what ought to be done in order to evangelize the life of a
home;
11) to describe student's observations, conclusions and recommendations
in his/her practical field work report.
The methods used in the Field work:
- observation. It must be purposeful as well as carried out under natural
circumstances. The advantage of the method is maintenance of the natural
character in regard to the person's psychical manifestation. The principal
requirement is to keep a Diary for records of activities characteristic to the person
and conditions, in which observation takes place.
- discussion. It is important to fix the aim of discussion in advance and to
think over the main issues. The students are planning the course of discussions
according to the practical tasks. The amendments are made in the course of
discussion due to responses, but holding on to the main contents of the issue. It is
very important to keep free and easy as well as benevolent air during the whole
course of discussion.
- establishment of psychological contact. The main precondition for the
process is to get a feel and understanding of a patient along with assessment of a
situation; speech, the contents of speech, person's feelings. During the contact the
main characteristic traits of personality are synthezed by the student. The
principial features of a contact are:
openness; a person must feel, that he/she is understood by the other person;
a person must feel, that he/she is not accused;
to speak out the painful issues (loneliness, suicidal thoughts) is very
important.
Nonverbal cues are of great relevance during the process of a contact
establishment.
Improvement of one's motivation and self-esteem. The self-esteem of a
person is closely related to its successes. An aged person looks upon tidying of its
room also as an success. One ought to notice and approve all accomplished tasks.
Successes are stimulating the improvement of personal self-esteem.
* one's letter to himself/herself
* thoughts that are obstacles to our activities.
* assessment of one's behavior
* study of one's self-esteem
* step by step tasks
These all are techniques, widely used in psychological counseling. Since
they do not require deep psychological knowledge, the students can use them so as
to improve the self-esteem of the aged persons, to deminish their depressive
moods and sense of loneliness. The main precondition for good results is to be
aware of problems the aged people are living with and eagerness to help.
Prayers. It is important to pray and to receive the word, since the students
are orientated towards a practical method, which means that every deed and
activity is begun, continued and completed with a prayer. Orientation to the Bible
always require union of deeds and prayers, however these matters never get mixed
up.
~ 72 ~
Theoretical grounds of the Field work: The classical psychological
theories of personality are mastered by students during the academic year. The
works of Freud, Jung, Adler, Erikson and other authors make us conclude that
different emotionally significant events have a great impact upon development of
personality. For instance, Individual attitudes towards other people are modeled
after attitudes in one's own family. Psychology of aging is studied both in
developmental Psychology and Gerontology. The subject of these social sciences
is an age bracket, when personality of an Individual manifests in all its
completeness. The life story of an elderly person can reveal many causal relations
between the traits of personal character and experience. Re-reading once more
theoretical material, mastered during the year, the students are provided with
opportunity to accept or to reject the conformitty of these theories to the real life.
Each age bracket has its own specific characteristics. These characteristics
manifest itself both spiritually and physically. This must be taken into
consideration, when being in touch with an elderly one. The age bracket is
characterized by increased rigidity of mental processes and personal traits,
therefore ability of an elderly person to assess the situation and its decision
making is slowed down. It is observed that with aging the older people are more
tended towards depressive mood. It might be caused by chronical deseases,
physical deficits and disabilities and mental impairment. The age bracket is
marked mainly by dicrepancies and heterogeneity of bodily functioning. An
activity of one's ego gets constricted and self-awareness becomes diminished by
innevitable physical changes. An older person may feel in a more insignificant,
wortheless and helpless way. The world correspondingly seems to be larger and
more significant. This makes person to feel jeopardized, causing in it such
protective mechanism as regression. A person is aware of its rights and
independence as long as it is capable of moving and thinking. With aging an
Individual has gradually to accept that it becomes dependent. The process may
cause the feelings of sorrowfulness and bring sufferings to the tenants of a home
for the aged. Also destructing brain functions make contacts with the surrounding
world more difficult. More primitive models and symbols emerge into thinking.
The problem of aging is somewhat differently viewed in the Bible. A
person may feel youthful and unburdened with sorrows, but, quite opposite - it
feel himself/herself lively and strond. The problem of aging is touched upon also
in the Song of Songs by Solomon in regard to the life and place of a man in this
world and among other people, urging to rejoice over past sufferings and to live
further adding the days to one's life as well as over the fact of personal redemption
in front of God. The alterations in sensual apparatus also affect the self-awariness
of an Individual. The Bible is concerned with the problem of "age-ism" - "the
youngest than I is better than I". Combining both the psychological and the
Christian approach, we can put forward the following tasks to the age bracket:
* to sustain and to strenghten one's intellectual activities;
* to accept the achievements and failures of life, the faults in the
marriage, child rearing, career;
* to develop a Biblic interpretation of one's mortality and death;
* to understand the psychological grounds for Biblical tolerance towards
functioning of different levels in oneself and others.
* to understand the causation of the psychological and the Biblical aging
processess.
The process of the Field work:
~ 73 ~
* on the first day students have to get acquinted with the daily routine at
the home. They must inform the staff about the aim and tasks of their practice.
The students may ask the stuff for recommendation of a person, who could be
willing to contact with them.
* on the second day a student has to chose a person with whom to work
for the rest of his/her practice. It must be reminded that ethical considerations
require asking, whether the person is willing to cooperate with a student. It must
not occur against the free will of a person.
* on the third and the forth day it is useful to investigate the
psychological climate at the home while interviewing its tenants and the stuff.
During this period the student has to get acquainted with a daily routine of the
particular person.
* By the fifth day of practice more intimate contact with the person has to
be established. Only true interest in his/her problems, life and feelings will lead to
openness and confidence.
* during the next week: in due course of observation and discussion the
student has to find out person's life story and personal traits. To record those
moments, when person is unwilling to speak. What reasons have led to a bad
contact? At which point the student has failed?
- observing the person, while engaged in various activities (reading,
speaking, listening, walking, doing some manual work), the student has to record
the cognitive peculiarities and physiological alterations in the elderly person.
- during the whole practice a student has to stimulate the better feeling of
life in the aging person, has to be sensitive, responsive and attentive. The task of a
student is to analyse the connection of person's life story with its personality, to
analyse connection between psychological and Christian approach in the context
of person's life story and the problem of aging. A student has to write his/her
report on the practice, and by the end of practice a theorethical motivation must be
submitted.
In the course of Field work one's observations are to be discussed with
colleagues; in case of difficulties the caunceling of a field manager is available.
The report on Field work has to be done within September 1, 1996 in a
proper form:
The location of Field work:
where the Field work is taking place
The time of Field work:
when the Field work is taking place
The person investigated:
Forename, surname, age,
Date of birth (year, month, date), sex
The aim of the Field work:
The aim of the Field work may not coincide with that of the whole
course; it may be narrower, more Individual.
Theorethical motivation of the practice:
the student describes methods, which he/she has used during the practice,
gives a characteristic of each task within the age bracket (see, the tasks of an age
group on the previous page).
The proceeding of the Field work:
the student describes each day of the work, makes an account for what is
done. What difficulties the student has been faced with? How they were solved?
What are the questions and conclusions the student has come to?
~ 74 ~
The description of personality:
the reasons for Christian or atheistic orientation;
character, interests, hobbies, the nearest aims and ways, how the given
person has intended to reach them;
person's life story.
Conclusions:
* usefulness or uselesness of the practice
* the way, in which aging influences the cognitive activity and emotional
sphere of a person
* the way, in which Christian or atheistic orientation influences perception
of life by the person.
* the way, in which different events have influenced development of a
person
* what ought to be done in order to improve person's life at the home
*etc.
THE PROGRAM OF GENERAL FIELD WORKS
THE FIELD WORK IN PSYCHOLOGY AND
SOCIAL WORK
The location of a practice:
The time of practice: two weeks
The subject of practice: children of the Orphanage
The aim of practice: to get closer acquainted with child Psychology, to
learn, how to make as possible good psychological contact, taking into account
knowledge about the peculiarities of child's cognitive activities and emotional
sphere, which was mastered during the course of personality Psychology. To try
and explain the ideas of Christianity so that they are understandable to children.
The tasks of the Field work:
1) to establish close psychological contact with one tenant of the
Orphanage;
2) to observe the psychological climate at the Orphanage, describing its
influence on the child;
3) to find out the daily routine of the child living in Orphanage
4) applying the methods of observation and discussion, try to investigate
the personality of a child by analysis of its interests, aims, contradictions, way of
playing and interaction with other children;
5) to stimulate child's emotional feeling of comfort, to provide it with
psychological support, to strenghten its motivation;
6) to make conclusions about those measures, which ought to be carried
out in order to improve general feeling of a child living in Orphanage; to think
about the methods, by which the goal could be aided;
7)to consider, what ought to be done in order to evangelize the life of an
Orphanage
8) to describe student's observations, conclusions and recommendations
in his/her practical work report.
The methods used in the Field work:
- observation. It must be purposeful as well as carried out under natural
circumstances. The advantage of the method is maintenance of the natural
character in regard to the person's psychical manifestation. The principal
~ 75 ~
requirement is to keep a diary for records of activities characteristic to the person
and conditions, in which observation takes place. The process of observation must
contain:
1) information about environment and conditions, in which the given
person is living;
2) mental activities and emotional manifestations characteristic to the
given person;
- discussion. It is important to fix the aim of discussion in advance and to
think over the main issues. The students are planning the course of discussions
according to the practical tasks. The amendments are made in the course of
discussion due to responses, but holding on to the main contents of the issue. It is
very important to keep free and easy as well as benevolent air during the whole
course of discussion.
- establishment of psychological contact. The main precondition for the
process is to get a feel and understanding of a child along with assessment of a
situation; speech, the contents of speech, person's feelings. During the contact the
main characteristic traits of personality are synthezed by the student. The
principial features of a contact are:
openness; a child must feel, that it is understood by the other person;
a person must feel, that it is not accused;
Nonverbal cues are of great relevance during the process of a contact
establishment. The student has to watch out whether child's movements are stiff or
at ease, whether its facial expression is tense or unconstricted.
Improvement of one's motivation and self-esteem. The self-esteem of a
person is closely linked with its achievements. Therefore it is important to point
out child's successes, and not to accentuate its mistakes. The student ought to
notice all child's successes and to assess positively all its accomplished tasks.
Success is stimulating development of child's self-esteem, and that leads to more
successful interaction with other children.
* one's letter to himself/herself
* assessment of one's behavior
* study of one's self-esteem
* step by step tasks
* various tasks for intellectual development (telling fairy tales, puzzles,
drawing, a narrative according to pictures)
These all are techniques, widely used in psychological counseling. Since
they do not require deep psychological knowledge, the students can use them so as
to improve the self-esteem of the children, to diminish their depressive moods and
to develop their communicative skills. The main precondition for good results is
to be aware of problems the children are living with and eagerness to help.
* investigation of child's activities. Much about child's personality can be
learned by studying his/her creative activity. The drawings tell us about child's
emotional experience; for instance, if the drawing is made in gloomy colours, if
people on it are pictured sad, then we can suppose that the child is inclined to the
depressive mood. If child's drawings, behavior and stories contain frequent
aggressiveness, we can make an assumption that the child is treated with
aggressiveness itself.
Prayers. It is important to pray and to receive the word, since the students
are orientated towards a practical method, which means that every deed and
activity is begun, continued and completed with a prayer. Orientation to the Bible
~ 76 ~
always require union of deeds and prayers, however these matters never get mixed
up.
Theoretical grounds of Field work: The classical psychological theories
of personality are mastered by students during the academic year. The works of
Freud, Jung, Adler, Erikson and other authors make us conclude that different
emotionally significant events have a great impact upon development of
personality, the events of one's childhood in particular. For instance, Individual
attitudes towards other people are modeled after those, which a person has
observed at his or her surroundings as a child. The personality theories deal in
great extent with the period of childhood. This is a period, when Individual's selfawareness, attitude towards other people and duties is being formed. The child
must receive good treatment, if its attitude towards itself is expected to be
positive. Its accomplished tasks have to be noticed, and it is required that the child
is allowed to be independent enough, otherwise the minor becomes dependent on
other people. The situation like that does not aid to formation of such personality
traits as responsibility and sense of duy; then responsibility for one's personal life
is expected from others, but not from himself or herself. If the child is treated as a
failure, as such, who is not able to do anything, if child's elder brother or sister are
always treated as a good example, the minor one can develop a sense of
inferiority, i.e., - I am worse than others, I am a failure, I am unworthy. If the child
meets aggressive treatment, if it is punished, when being without guilt, then desire
for revenge and aggressivenes towards all other people might develop. These
Individuals always are inclined to see only bad traits in others and to criticize their
work. The studies confirm that children, reared at Orphanages, later quite often
have difficulties to fit in existing models of social relations. It is hard for them to
adapt in situations, which seem trivial to the majority of other people, for instance
- to visit a doctor, to go for shopping or to stay with friends, since it has been an
exceptional event at the Orphanage. Unfortunately, the real situation at the
Orphanages in Latvia reveals the shortage of personnel for Individual treatment of
children. Usually 20 children have only one tutoress, who has to deal with the
questions of discipline and is not capable to meet Individual needs of each child.
Living in such a large group without any doubts leave an impact upon the
development of child's personality, depriving it of the sense of uniqueness. These
children as a rule can not make relations of partnership with others. They are
inclined to be subjugated by other children or to be leaders of the group. That
means that student practice would be very useful to the children as well. The
students could show with their behavior and attitude that the different relations
among people are possible. Students have to understand, how much their positive
attitude and love is needed. They have an excellent opportunity to see, whether
their theorethical knowledge in personality Psychology confirms that of the real
practice.
The process of the Field work:
* on the first day students have to get acquinted with the daily routine at
the Orphanage. They must inform the staff about the aim and tasks of their
practice. The students may ask the staff for recommendation of a child, who could
be willing to contact with them.
* on the second day a student has to chose a child with whom to work for
the rest of his/her practice. It must be reminded that ethical considerations require
asking, whether the person is willing to cooperate with a student. It must not occur
against the free will of a person.
~ 77 ~
* on the third and the forth day it is useful to investigate the
psychological climate at the Orphanage while interviewing its tenants and the
stuff. During this period the student has to get acquainted with a daily routine of
the particular person.
* By the fifth day of practice more intimate contact with the given person
has to be established. Only true interest in child's problems, life and feelings will
lead to openness and confidence.
* during the next week: in due course of observation and discussion the
student has to find out child's personality traits. To record those moments, when
person is unwilling to speak. What reasons have led to a bad contact? At which
point the student has failed?
- observing the person, while engaged in various activities (reading,
speaking, listening, playing, learning, doing some manual work), the student has
to record the cognitive and communicative peculiarities of a child.
- during the whole practice a student has to stimulate the better general
feeling in the child, has to be sensitive, responsive and attentive. A student has to
write his/her report on the practice, and by the end of practice a theorethical
motivation must be submitted.
In the course of practice one's observations are to be discussed with
colleagues; in case of difficulties the caunceling of a field manager is available.
The report on practice has to be done within September 1, 1996 in a
proper form:
The location of Field work:
where the Field work is taking place
The time of Field work:
when the Field work is taking place
The person investigated:
Forename, surname, age,
date of birth (year, month, date), sex
The aim of Field work:
The aim of Field work may not coincide with that of the whole course; it
may be narrower, more Individual.
Theorethical motivation of the Field work:
the student describes methods, which he/she has used during the Field
work, gives a theorethical characteristic of the age bracket the given child is in,
and describes the tasks of the age bracket
The proceeding of Field work:
the student describes each day of the work, makes an account for what is
done. What difficulties the student has been faced with? How they were solved?
What are the questions and conclusions the student has come to?
The description of child personality:
the most important personal traits;
character, interests, hobbies, level of intellectual development,
communication skills
Conclusions:
* usefulness or uselesness of the Field work
* the way, in which the life in the Orphanage influences personality
development of the child.
* the way, in which Christian ideas could be presented to the child
* what ought to be done in order to improve child's situation at the
Orphanage
~ 78 ~
*etc.
For futher reading: All literature that was recommended for the course in
personality Psychology.
Eric Rayner: Human development. An introduction to the
psychodynamics of growth, maturity and ageing.
Di Chapiro Nicholas: Personality theories: guides to living.
Collins Christian: Counseling: Identity issues, part 5. 1988.
Â. Karpova, Personiba un individuâlais stils. LU, 1994.
THE PROGRAM OF GENERAL FIELD WORK
THE FIELD WORK IN PSYCHIATRY
Recommendations to the 2nd year students for the practice in
psychiatry
For two weeks you will be at the disposal of the manager of practical
work (field manager). Mainly it will be a Social worker.
During the Field work you have to get acquainted with the foundations of
psychiatric Social work and respective legislation in regard to psychiatry.
You have to be a contact of a patient, i.e., you have to be a mediator
between the patient and his relatives (parents), and in case of need also between
the patient and his/her place of work as well as institutions of social care.
The home visits are welcome in order to meet patient's family members,
to get to know patient's living conditions. One may be in a need of advice to
search for some assistance in the human aid institutions or the deaconate centers.
Try (in a sensitive way) to begin a Christian counseling to patients, and to their
family members in particular. If possible, take part in doctors' counseling, hospital
conferences, i.e. try to find out in the clinics those things which you have mastered
theoretically.
You have to keep a Diary, where to fix everything, what you have seen
and done during every day of the practice.
At the end of practice you have to give an account on the number of
patients, with whom you have worked, as well as social care and rehabilitation
measures, in which you have taken part. One patient has to be described in a more
detailed way. To do so you may use his/her case history (anamnesia, treatment,
required measures of social rehabilitation).
The location of Field work: State Hospital for Alcoholics and Drug
Addicts in Riga
Psycho-neurologic hospital in Riga
Rehabilitation centre for drug addicts "Daytop".
The time of Field work: two weeks
Subjects: the patients of the hospitals and the centre.
The aim of Field work: to get closer to know the symptoms of drug
addiction and dipsomania. To get an idea about the basical principles of their
treatment and to learn communication with people, who have become alcohol
dependent. To try to find out the difference between the Christian and atheistic life
view.
The tasks of the Field work:
~ 79 ~
1) to get acquinted with type and basical principles of work in alcohol
detoxification rooms, alcohol psychosis rooms, drug addict detoxification rooms,
psychotherapeuthical rooms in the psycho-neurological hospital and drug addicts
detoxification centre in Riga;
2) to learn about different stages of dipsomania, to get to know about the
most popular types of alcohol addiction and toxicomania;
3) to recognize more frequent dipsomaniacal psychosis;
4) to carry out, in cases it is possible, Individual discussions with
different drug dependent people;
5) to describe in the reports on practical work one's observations,
conclusions and recommendations.
The methods used in the Field work:
- observation. It must be purposeful as well as carried out under natural
circumstances. The advantage of the method is maintenance of the natural
character in regard to the person's psychical manifestation. The process of
observation must contain:
1) information about environment and conditions, in which the given
person is living;
2) mental activities and emotional manifestations characteristic to the
given person;
The principal requirement is to keep a Diary for records of activities
characteristic to the person and conditions, in which observation takes place.
- discussion. Discussion differs from a simple conversation by its definite
aim, contents, structure and direction. It is important to fix the aim of discussion
in advance and to think over the main issues. The students are planning the course
of discussions according to the practical tasks. The amendments are made in the
course of discussion due to responses, but holding on to the main contents of the
issue. It is very important to keep free and easy as well as benevolent air during
the whole course of discussion.
- establishment of psychological contact. If the good contact is expected,
the patient has to feel, that the student is willing to cooperate with him or her.
Person's mistakes, behavior, outer appearance should not be critized. In that way a
person reveals itself, and the air of mutual confidence is achieved. The acceptance
of the patient has to be expressed along with the willingness to hear out and to
admitt everything what seems distressful to the given person. It is important to ask
not closed, but open questions, for instance - what do you think about…? be so
kind as to tell more about… In order to persuade the patient that we are listening
attentively and that we have understood everything, we can ask some specifying
questions - if I understand correctly, then… do you feel…? it means that… The
student has to speak as little as possible, however he or she has to show ability to
listen intensively. The more speaks the patient, and the franklier he or she is, the
better contact has been established. The principial features of a contact are:
openness; a person must feel, that he/she is understood by the other
person;
a person must feel, that he/she is not accused;
to speak out the painful issues (loneliness, suicidal thoughts) is very
important.
Nonverbal cues are of great relevance during the process of a contact
establishment. One has to listen with one's eyes and to assess the situation.
prayers. It is important to pray and to receive the word, since the students
are orientated towards a practical method, which means that every deed and
~ 80 ~
activity is begun, continued and completed with a prayer. Orientation to the Bible
always require union of deeds and prayers, however these matters never get mixed
up.
Theoretical grounds of Field works: Dipsomania, drug addiction and
toxicomania belong to the chemical dependencies, which are more and more
wide-spread in the modern Society causing preconditions to epidemics of
chemical dependencies.
Since the alcohol is consumed in large quantities as well as of poor
quality of alcoholic beverages, the number of alcoholic psychosis has increased
recently. Also proceeding of these psychosis has alterated causing more frequent
death cases, and alcohol dependent people have experienced deep psychological,
social and physical changes.
Due to various social causes the use of inhalants that usually are not
considered drugs, such as glue, gasoline and aerosols such as nasal sprays, has
widely spread, particularly among the teenagers. The household chemicals, which
produces irrevocable changes in the teenager's body, and particularly the brain, are
used. Also drug addiction is developing rapidly among both adults and teenagers.
The use of drugs usually is combined with that of alcohol. Drugs are widely used
among the prostitutes. The drug addiction may lead to criminal behavior to pay for
drugs. The number of death cases increases among the drug addicts mainly as a
result of overdose and of psychological, physical and social alterations. To
diminish the threat of existing alcohol and drug addiction, the work must be
provided in two directions:
1) prophylactic - to inform people (teenagers in particular) about those
social, psychological and physical consequences, which are bound with all
chemical dependencies;
2) providing with practical aid those, who already are chemically
dependent. These tasks may require theorethical basis in order to recognize the
different types of chemical dependencies, their causes and possibilities of
treatment.
It is known that chemical dependence is a desease, based on compulsion
to take a drug in order to experience pleasure within the brain centers, connected
with bodily memories about this chemical pleasure. The human brain maintains
these memories for the rest of one's life and forms the traces of dependance, which
is acquired and could be extincted only by God. The chemical dependencies can
be treated, but they are incurable, since the changes are irrevocable. It can be
explained according to the quotation from the Bible that all deseases are
consequences of the sin (Rom. 5:12). So we can conclude that there is no
medicine to treat dependences. However there is a stronger force than medical
discoveries - God is able to deal with deseases offering everybody personal
relationship with Him. These relations can start immediately at the moment, when
withdraval from chemical dependences is begun, and also as inspired by the Holy
Spirit - accomplishing the Twelve Steps recovery program.
Theorethical knowledge of above mentioned dependences the students
have mastered in corresponding course of lectures. They have acquired an
understanding of reasons that cause dependences, the mechanisms of
development, clinical alterations, consequences, the possible aid and
psychological approach to drug addicted people.
The process of the practices:
* while visiting different facilities at the hospitals and rehabilitation
centre, the students have to get acquinted with the daily routine of the hospital,
~ 81 ~
with personnel and with patients. They must inform the staff about the aim and
tasks of their practice. The students may ask the stuff for recommendation of a
patient, who could be willing to contact with them.
* over the whole period of practice the students have to keep contact with
different patients in order to describe them, so as to observe different stages of
dipsomania, to learn about different psychosis (alcohol withdrawal syndrom,
hallucinations).
* over the first week the students have to investigate the psychological
climate, the methods of treatment, duties of personnel.
* during the Field work all students have to choose a patient, with whom
more intimate contact has to be established. The patient rightfully may refuse to
cooperate.
* if the contact with any patient is possible the student has to find out the
daily routine and diagnosis of the person. During the next week in course of
observation and discussions the student has:
1) to obtain information about patient's personal traits and causes of
addiction
2) to record those moments, when person is unwilling to speak. What
reasons have led to a bad contact?
3) to get acquainted with the course and results of treatment applied to
this particular patient,
Obtained data must be fixed at the diary of student's practical work
immediately, otherwise some important information can be forgotten. In case a
student has failed to establish contact with any patient, the practical work must be
done consulting the field manager and the staff. A student has to write his/her
report on the Field work, and by the end of practice a theorethical motivation must
be submitted.
In the course of practice one's observations are to be discussed with
colleagues; in case of difficulties the caunceling of a Field manager is available.
The report on practice has to be done within September 1, 1996 in a
proper form:
The location of Field work:
where the Field work is taking place
The time of Field work:
when the Field work is taking place
The diary of the Field work work: the student describes each day of the
work, makes an account for what is done, what is learned, and what are the
questions and conclusions the student has come to.
The aim of the Field work:
the aim of the Field work may not coincide with that of the whole course; it
may be narrower, more Individual.
Theorethical motivation of the Field work:
the student describes methods, which he/she has used during the practice,
using respective literature, gives a theorethical characteristic to dipsomaniac
stages and types of drug addiction.
The person investigated:
Forename, surname, age,
Date of birth (year, month, date), sex
Description of the illness:
the student characterizes the illness of the patient, the way it manifests, its
influence upon psychological, social and physical health of the patient; the student
~ 82 ~
describes the causes of chemical dependence, the course and results of treatment,
and way, in which the Christian or atheistical approach affects patient's attitude
towards himself or herself and his/her illness.
Conclusions:
* usefulness or uselesness of the Field work
* the way, in which disease influences personality development of a person
* the way, in which Christian or atheistic orientation influences perception
of life by the person
* what ought to be done in order to improve patient's situation during the
period of treatment
*etc.
For futher reading:
The Life Recovery Bible by Tyndale House Publishers, Inc., Wheaton,
Illinois, USA, 1992.
Hart Archibald D., Ph.D. Healing Lifes Hidden Addictions. Servant
Publications. Ann Arbor, Michigan, USA, 1990.
Spickard Anderson, M.D. and Thompson Barbara R. Dying for a Drink:
What you should know about alcoholism. Word Publishing, New York, USA,
1985.
Laaser Mark R., Ph.D. The Secret Sin Healing the Wounds of Sexual
Addiction. Zondervan Publishing House, Grand Rapids, Michigan, USA, 1992.
Living Sober. Alcoholics Anonymous World Services, Inc., New York,
USA, 1975. (Twenty-Fourth Printing, 1993.)
The collective of authors. Psychiatry for doctors non-psychiatricians.
Riga, Zvaigzne, 1985, 192 p.
~ 83 ~
SPECIALIZED PROFESSIONAL FIELD WORKS
THE PRINCIPIAL TASKS OF SPECIALIZED
FIELD WORK IN SOCIAL CARE AND AID FOR
UNDERGRADUATES
THE AIM OF THE FIELD WORK IS:
1. to disclose the application of knowledge obtained in academic
disciplines of Christian theology, Psychology, Sociology etc. to practice,
2. to be able to realize the principal positions of Christian interaction at
the respective institution of practice,
3. to carry out the tasks and works set by the manager of practical work,
to probe one's abilities and interest in practical tasks,
4. to apply the skills mastered during the practices of medical care.
THE TASK OF THE FIELD WORK IS TO FIND OUT:
1. The contents of the particular care with the manager of practical work,
2. To specify the goals - economic, social, educational, psychological - of
the social service,
3. To describe the priorities, strategies and tactics in work of respective
social service,
4. The methods of Social work are based upon the system of values
(ideal, actually functioning). Characterize it! Give also the characteristic of
interaction between the person in care and the respective Social work service.
5. To find out those moral rules, which are the grounds for the moral
dilemma of Social care and Charity work.
6. Social justice. Respect (non-respect) for human rights (prove with
corresponding papers!).
7. Investigation of crisis, conflicts and their causes.
8. How to fulfill the ideas, dwelling in your heart and mind?
9. The significance of your initiative.
TO CHARACTERIZE
the mechanism by which the administrative interests in the institution are
carried out and realized:
REQUIREMENTS
administrative
economic
social
psychological
Motivation
Decisions
Actions
Results
TO DESCRIBE
the managerial style in the respective institution of practice (liberal,
authoritarian, democratic)
Do your Field work Theses with aid of respective literature that
has to be indicated!
~ 84 ~
PRACTICAL WORK PAPERS
1. During the Field work a student has to keep a Diary of practical work,
which must be submitted to the Academy at the end of the work.
2. A student has to make inquiries within the frame of investigated
(studied), mastered problem. The contents of inquiries has to be negotiated with
the manager of the Field work.
3. A student has to do his/her practical work Theses (12-15 pages, size
A4), which must be submitted to the Secretariate of the Academy at the end of
practice from May 26 to 30.
4. A student has to attend the Conference in defence of the Thesis, which
takes place in June 2-3. The presence of students's direct practical work manager
is welcome.
5. A student has to present in written form his/her Field work manager's
reference and assesment according to 10 points system about the period of
practice, human interaction, testimonial of responsibility and Christian bearing.
HAVE A GOOD LUCK!
FIELD WORK AID: THE QUESTIONS IN CONTEXT OF THE FIELD
WORK
THE ACTUAL WORK
OF SOCIAL CARE
HUMAN RIGHTS,
STATE DOCUMENTS
ON SOCIAL AID
PROFESSIONAL
SKILLS
COMPETENCE
ACADEMIC
KNOWLEDGE
PRACTICAL
EXPERIENCE
PRACTICAL TASKS
THEORY AND
METHODS
(ABSTRACT APPLIED)
THE LOCATION OF
PRACTICE
MANAGER OF
PRACTICAL WORK
MY NEEDS AND
INITIATIVES
ETHICAL DISCOURSE
~ 85 ~
12.
THE GROUP OF COURSES IN SCIENTIFIC RESEARCH
WORK
The contents of the whole program is intended to orientate students
towards scientific explication of things and phenomena, towards development of
professional skills combined with interest in scientific research. The contents of
this group of courses assists with the formal aspect of scientific paper, so that the
contents of paper is expressed in particular terms and properly formed arguments.
The students here obtain theorethical knowledge how to write a Scientific research
paper, their interest in scientific research work is developed and secured.
Scientific research work
Fundamentals of bibliography
Computer sciences
16 h,
16 h,
112 h,
1 credit point
1 credit point
7 credit points
SCIENTIFIC RESEARCH PAPER
1. Scientific thought and elements of scientific logic. The basic topic and
subtopic. The contents of scientific paper.
2. The work over the scientific paper.
Choice of topic.
Plan of work as a process.
Cooperation with tutor.
Work over the literature. Selection of literature.
3. Instructions in elaboration and design of particular elements, problem
situations, chapters.
The language of scientific paper. Scientific style.
Chapters, paragraphs.
Tables, tabulation.
Table of contents.
Footnotes. References and quotations.
Tasks, research methods and organization.
Summary. Conclusions.
Thesis. Suggestions.
Bibliography.
The fair copy of the paper.
Design of the paper.
4. Submittance and defense of the paper.
5. The contents and volume of scientific paper.
Bachelor thesis.
Master thesis.
Doctor thesis.
FUNDAMENTALS OF BIBLIOGRAPHY
The principal themes:
~ 86 ~
1. The Library system in Latvia. The Association of Libraries. Scientific,
specialized and public libraries.
2. Library as a scientific system. Classification of books.
3. Literary sources. The addresse of books.
4. Bibliography. Bibliographycal indices. Elements of bibliography.
5. Types and standards in making Table of contents.
6. Annotations. Quotations. Footnotes.
7. Bibliographical indices of publications.
8. Data processing. The use of electronic data sources in scientific work.
9. Unpublished issues and their use.
COMPUTER SCIENCES
The aim: to provide students with knowledge on basic functions and
standard programs of computer; to persuade students about effectiveness and
rationality of computer use. Optimal use of computer for scientific research work
and analysis of social processes.
The principal themes:
Brief review of computer technique history and development.
Summary of computer basic components.
Introduction to MS DOS 6.22
MS Windows 95 operational system.
Acquaintance with MS Office 95 program.
MS Word 7.0
Work with simple texts. Formatting of more complicated and longer
documents. Applycation and modification of styles in documents. Document
automatization functions; application of data bases to letters and documents.
Creating templates. Printing and page setup.
MS Excel 7.0
Data entering into cells, relative and absolute addressing. Use of formulas,
application possibilities, counting. Creating and formatting a table, printing.
Linking of separate tables. Drawing of charts. Table as a data base. Report
manager. Use of functions. Basic knowledge in programming of macro
commands.
MS Power Point 7.0
Creating presentations: anew, applying templates, MS Word and MS Excel
documents. Preparing presentations: on plain paper, on transparency paper, on the
computer display.
Basic knowledge of using INTERNET WWW.
General aspects. Searching home pages, entering addresses, saving
information on the local disk. E-mail.
The classes are attended by 5-6 students. The small group promotes
Individual approach to each student. The course is graduated after tests and
examinations are passed. The certificate is granted allowing the use of Computer
for scientific and academic work.
FORMAL LOGIC
The principal themes:
~ 87 ~
1. Thinking. Thinking and language.
2. Logic and Psychology. Brief historical summary of logic as a science.
3. The principal logical forms and methods of thinking.
Conception.
Judgement. Types of judgement.
4. The main rules of formal logic.
5. Conclusions. Syllogisms. Analogies.
6. The logical methods of scientific thinking. Argument. Paradox. The
inductive methods. Axiomatic method. Hypothesis.
7. Symbolic logic. Statements and logic. Semantics of logical rules.
Formulae. Logic and sign.
8. The formulae of logical Statements and their forms.
9. Formal syllogisms.
10. Modal logic.
THE COURSES OF FOREIGN LANGUAGES
It is upon students to chose one of three modern languages:
English/German/French
256 h 10 Credit points
and two Classic languages:
Hebrew
Latin
144 h 6 Credit points
128 h 5 Credit points
ENGLISH
The aim: to encourage students to be the masters of their own
development.
The principal themes:
Language is a way to communication
Considering communication as a priority and actual communication skills
in conversational English as a goal of teaching, the abilities must be developed:
to be able clearly express one's thoughts in English both orally and in
written form,
to be able perceive and understand the spoken by others (the course
includes both British and American English)
To find the proper way
Already at the very beginning of the course students should receive not
only practical knowledge of language, but language learning strategy as well. The
students have to be interested in:
testing and development of their own strategies and methods,
choice and use of the most appropriate methods from the existing ones,
active participation in the teaching and learning process.
Use or lose
~ 88 ~
The third essential thing is a daily training through reading the Christian
and other texts in English. So the intuitive ability to use the proper word into
proper place is developed, while exchanging thoughts, ideas and opinions in free
conversation.
The practical tasks:
1. Speech
Greetings, introduction, saying good-bye and other everyday conversation
as well as phrases of attitude.
2. Writing
CV (summary), letters (formal and personal), descriptions (nature,
people, animals), essays, diaries
3. Listening
Audio training using different exercises and stories, TV and news
broadcasts (CNN, BBC, MTV etc.), listening in Radio broadcasting of Great
Britain, USA, Canada and other regional companies in English, looking movies
and animated cartoons.
4. Reading
Intensive reading of Christian, philosophical texts and literature on art;
traditions of English speaking countries.
5. Grammar
The order of words in sentences (direct, indirect), general and special
questions, verb, pronunciation etc. The course may undergo changes according to
needs of the students.
GERMAN
The aim: to make students acquire Christian terminology in German.
However the main goal is to teach the students conversational skills on spiritual
themes, using the active vocabulary so as to express freely his/her views during
oral or written communication. To develop skills of reading theological literature
in German, using Dictionary, if necessary.
The principal themes:
Personal pronouns. Conjugation. The order of words in sentences.
Prepositions.
Possessive pronouns. Auxiliary verbs. Gender. Formation of words with
suffixes.
Indefinite article. Negations "nicht", "kein". Particles. Numerals.
Adverbial modifiers of time. Strong verbs. Definite article. Declension.
Separable prefixes of verbs. Imperative mood.
Modal verbs.
Verbs with accusative object. Demonstrative pronouns. Direction.
Adverbial modifiers of place.
Verbs with dative object. Interrogative words. Prepositions with dative.
Ordinal numerals.
Place and direction. Prepositions. Particles. Adverbial modifiers of place.
Reflexive verbs. Government.
Perfect. Participles. Conjugation.
Past. Numerals.
Declension of adjectives. Adjectives with government.
~ 89 ~
Comparative degrees of adjectives. Genitive. Formation of words.
Fractional numbers.
Subordinate clause. Indirect interrogative sentences.
Subjunctive 2. Forms of politeness. Requests.
Subjunctive mood.
Attributive clause.
Subjunctive 1. Indirect speech.
Subordinate clauses: of causality and time. Plusquamperfect.
Passive voice. Substantive nouns.
Formation of passive voice. Three-part passive.
Government of verbs.
Future. Suppositions.
The use of article. Demonstrative pronouns.
Pronoun "Ich".
Use of tenses.
Use of prepositions.
Predicate. Valence.
Subordinate clauses. Syntax.
Functional verbs. Phrases. Addresses.
FRENCH
The aim: the course is intended for students - beginners in French in
order to develop practical conversational skills along with reading and translation
of simple texts.
The principal themes:
The verb "tre". Personal pronouns. Definite article "le", "la".
Numerals. Prepositions "en", "au". Interrogative "quand?" Indefinite
article. Plural.
Three types of questions. The article of plural. Negation.
Adjectives. Accentuated pronouns. Formation of present. Conjugation of
"faire". Possessive pronouns.
Adverbial modifiers of time. Prepositions of time.
Conjugation of reflexive verb "aller". Demonstrative pronouns. Futur
proche.
Partial articles "de", "du", "de la". Expression of quantity. Pass
compos.
Degrees of comparison. Adverbial modifiers of place.
Interrogative pronouns. Personal pronouns "le", "la", "l", "les".
Conjugations.
Imparfait.
Relative pronouns "qui", "que". Continuous tenses. Pass recent.
Futur simple.
Prepositions "en", "au". Pass compos of reflexive verbs. Pronoun
"y".
The use of prepositions.
Subjonctif present.
The grammar course is combined with definite communicative situations
and the Biblical texts well-known in Latvian, so as to memorize vocabulary better.
~ 90 ~
HEBREW
The aim: to acquint with history, development and basics of Hebrew.
The course is based upon the language of the Old Testament using proper
examples, which sometimes are simplified and adjusted to better comprehension
of grammar forms. The courses and unaided work will provide the students with
basic knowledge of Hebrew along with skills to work with dictionary and to read
simple texts in Hebrew.
The principal themes:
Introduction. Historical development of Hebrew, the history of language,
principal texts and peculiarities of language.
Alphabet; letters, their forms, specifics and development. The system and
use of the vowels.
Combination of words and basic elements of combination.
Signs of emphasis, feeble letters, system of syllables.
Guttural sounds, definite article.
Prepositions and use of preposition un.
Derivatives, gender, number.
Adjectives, direct and indirect use.
Pronouns and personal pronouns.
CombiNation of words status constructus.
Pronominal suffices of pronouns and particles, suffices in connection
with nouns.
Characteristic of syntax: use of vocabulary, the order of words, meaning
of perfect, simple perfect of strong verbs.
Interrogative sentences, numerals.
Verbal stems, forms of perfect.
Qal imperfect and its meaning. Jusive and cohortative.
Imperfect in variable verbal stems. Imperfect waw in consecutive form.
Use of pronominal suffices with perfect or imperfect.
Infinitive in form of constructus and absolutus.
Formation of gerunds, form and functions of gerunds.
Use of conjunction waw, dots and groups of words, their connecting.
Classification of feeble verbs, guttural sounds, feeble verbs that begin
with guttural consonant.
Feeble verbs that begin with consonant Alef, pause forms of emphasized
words.
Feeble verbs with middle guttural consonant.
Feeble verbs with final guttural consonant.
Feeble verbs with final consonant Alef.
Feeble verbs with final consonant He.
Feeble verbs with consonant Nu at the beginning.
Feeble verbs with middle consonants Waw and Jod.
Feeble verbs with consonants Waw and Jod at the beginning.
Feeble verbs with double consonant in middle.
~ 91 ~
LATIN
The aim: to acquaint with history, influence and grammar of the
language.
The principal themes:
Historical development and role of Latin language.
Alphabet. Vowels. Consonants, diphthongs. Division of syllables.
Emphasis.
Verb. Principal verbal forms. Conjugations.
System of infect and perfect. Simple present.
Imperative.
Nouns, gender, cases. Declensions. Participium perfecti passivi.
Personal, reflexive, possessive, demonstrative pronouns.
Adverbial adjectives.
Prepositions and their use together with case.
Imperfectum indicativi activi
Futurum I indicativi activi.
The passive voice of infect system.
Comparative degrees of adjectives.
Adverbs.
Active voice in the system of perfect. Perfectum. Plusquamperfectum.
Futurum II.
Passive voice in the system of perfect.
Relative and interrogative pronouns. Indefinite pronouns.
Numerals. Cases. Syntax.
Accusative with infinitive.
Gerund.
Deposit verbs. Half-deposit verbs.
Verba anomalia.
Sequence of tenses.
Conditional sentences.
~ 92 ~
CONTENTS OF THE PROFESSIONAL PROGRAM OF
STUDIES “PRACTICAL THEOLOGY” AND ITS
DIVISION IN COURSES AND SEMESTERS
13.



2ND YEAR, 4TH TERM
I Courses in Theology
Theology of the Old Testament IV - Wisdom Books
History of theology
Introduction to Systematical theology
1
3
2
II Social And Humanitarian Sciences
Introduction to medicine
Psychiatry and addictions
Medieval philosophy
4
5
2
III Professional Theorethical Knowledge
Fundamentals of economics and finances
Basical course of management and office management



14.
2
2
V Practices and Field Work
Practical training in psychology and social care work
5
VI Scientific Research Work
Computer science
4
VII Foreign Languages
English/German/French
Latin
4
2
3RD YEAR, 5TH TERM

96
32
I Courses in Theology
Theology of the New Testament
History of the Church in Latvia
3
2

64
32
64
16
48
48
32
64
32
64
32
II Social and Humanitarian Sciences
Sociology
History of social ideas
Sociology and psychology of religion
Psychology of interaction
Social psychology
Psychology of organizations
The Bible and Physics
Philosophy of the Modern Times
Theology of Rule
Man, culture, environment
Social legislation in Latvia
2
2
2
1
3
3
2
2
2
2
2

16
III Professional Theorethical Sciences
Demography
1
~ 93 ~
64
64
64
64
Fundamentals of general law
Theory and history of social work
Fundamentals of book-keeping
Economic system in Latvia
2
2
2
2

32
IV Professional Skills
The methods of Social work
2

200
V Practices and Field work
Specialized professional training
4

VII Foreign Languages
Latin
2
15.

3RD YEAR, 6TH TERM
I Courses in Theology
Theology of the New Testament
Introduction to Eastern religions
3
3
II Social and Humanitarian Sciences
Sociology
Quantitative methods of social research
Qualitative methods of social research
Family sociology
Sociology and psychology of religion
Philosophy of the Modern Times
Man, culture, environment
2
1
1
3
2
2
2
III Professional Theorethical Sciences
Fundamentals of General law
Social and labor law
Theory and history of Social work and Care
Social work in the local governments
Fundamentals of book-keeping
Economic system in Latvia
2
2
2
2
2
2

16
IV Professional Skills
The system of social services in Latvia
1

V Practices and Field work
Specialized professional training
5

16
16
VI Scientific Research Work
Scientific research paper
Fundamentals of bibliography
1
1

VII Foreign Languages
Latin
2
48

16
16
48

32
32
~ 94 ~
16.
4th YEAR, 7TH TERM

16
32
16
32
16
48
16
16
II Social and Humanitarian Sciences
Sociology of culture
Introduction to political sciences
Clinic psychology
Psychology of family and marriage
Political and social ethics
Modern philosophy
The Church and modern society
Problems of ethics and human rights
1
2
1
2
1
3
1
1

32
32
48
16
III Professional theorethical sciences
Fundamentals of international law
The system of social welfare in Europe
Public law
International office management
2
2
3
1

32
32
IV Professional Skills
Social rehabilitation
Ethnic psychology
2
2

100
V Practices and Field Work
Vocational training
4
17.
4TH YEAR, 8TH TERM
Qualification theses
~ 95 ~
REFERENCE TO ACADEMIC STAFF OF LCHRA
(SHORTENED VERSION OF CV)

1. Regular teaching staff from Latvia (alphabetic order)
No.
Name,
Surname
1
Rinta
Bružēvica
Olafs
Brūveris
Juris
Cālītis
Lecturer
M.Philol.
12
Assistant
professor
Assistant
professor
Dr. Theol.
15
Dr.Phil.hab.
Dr. Theol.
Dr. Psych.
25
4
Guntis
Dišlers
13
5
Skaidrīte
Gūtmane
Lecturer,
M.Philol,
executive
Pastor of
director of the Ev.Luth.
"Dialogue
Church
Centre"
Rector,
Dr.Phil.
lecturer
Dr. Theol.
6
Gunārs
Jukumnie
ks
Lecturer
Art critic
40
7
Māris
Jukumnie
ks
Guntis
Kalnietis
Lecturer
M.A.
designer
10
Assistant
professor
20
Aino
Kuzņecov
a
Gatis
Līdums
Assistant
professor
Dr. Psych.
psychiatrist
clinician
Dr.Phil.
Theology of the New
Testament
Introduction to Redemptive
theology
Bible doctrines
History of art
History and theology of
image in Christian art
Iconography
Fundamentals
of
environmental art
Modern Art
Psychiatry
28
Introduction to philosophy
5
Rūta
Lūse
Gunta
Ošeniece
Assistant
professor
Assistant
M.Theol.
candidate for
a
doctor's
degree at LU
M.Philol.
32
Psychology and sociology of
religion
Spiritual
growth
and
Christian counseling
English
5
German
Guntars
Prānis
Lecturer
10
Hymnology
Liturgy
2
3
8
9
10
11
12
13
Position
Assistant
Scientific
degree
Length
of
professio
nal
service
B.Philol.
candidate for
a
master's
degree
M.Theol.
M.
in
26
Courses
French
Latin
History of Christian mission
Systematic theology
The Symbols of Lutheran
faith
Creeds in the Bible
Theology of the Old
Testament
~ 96 ~
Aija
Priedīte
Ģirts
Priedols
Assistant
professor
Assistant
16
Silvija
Rēvele
Assistant
professor
17
Ritma
Rungule
Assistant
professor
18
Valdis
Tēraudka
lns
Program
director
bachelor's
degree
theology,
assistant
professor
19
DidzisAndris
Lasmanis
Ilze
Trapencie
re
Anita
Vecgrāve
Assistant
14
15
20
21
Church
music,
conductor
Dr. Phil
B.Sc.
Analyst of
computer
systems
M.E.,
candidate for
a
doctor's
degree at AS
Dr.Soc.
16
History of Latvian culture
3
Computer science
11
Psychology of organizations
20
The methods of social
research
Sociology
History of theology I
History of theology II
M.Theol.,
for candidate for
a
doctor's
in degree
at
LU,
President of
Latvian
Bible society
M.L.
3
10
Fundamentals of general law
Assistant
professor
Dr.Soc.
10
Family sociology
Assistant
professor
Dr.Psyh.
18
Introduction to psychology
Personality psychology
Developmental psychology
History of Christianity I
Patristics
History of Christianity II
Middle Ages
Modern philosophy
Philosophy
of
Modern
Times
Hebrew
22
Dr.
Jānis Vējš Vice-rector,
program
Phil.habil.,
director
for professor
master's degree
in theology
35
23
Ilmārs
Zvirgzds
4
Lecturer
M.Theol.
23 members of teaching staff in LChA from Latvia are engaged on regular basis.
9 of them are doctors, 3 lecturers at present are taking courses for doctor's degree at
Latvian University.
~ 97 ~

2. Visiting professors (from abroad)
Visiting professors on regular basis are working jointly with young teaching
staff members of Academy
No.
Name,
surname
Position
Scientific
degree
1
Johannes
Aagaard
Professor
Dr.Theol.
hab.
2
Steinar
Bakken
Lecturer
3
Tilo
Claussen
Jan
Gossner
Lecturer
M.Polit.
M.Psych.,
Rel.Hist.
Missionary
Assistant
professor,
lecturer, rector
M.Theol.
Wolf-Dieter
Hartmann
Peter
Hübner
Assistant
professor
Assistant
professor
Dr.Psych.
Assistant
professor
Dr. Phil.
Mission
sciences
4
5
6
7
Knud
JØrgensen
8
Eero Kalevi Rector,
Junkkaala lecturer
9
Donald
Clary
10
Tore
Lindholm
R. Assistant
professor,
Missionary
Associated
professor,
senior
researcher
Dr. Phil.
Dr. Psych.
Dr. Theol
Dr. Theol.
Dr. Phil.
Lengh
th of
Courses
profes
sional
servic
e
41
University
of
Orhus
(Danmark)
World religions
Theological processes in
the Modern world
10
University of Oslo
Politology
Demography
15
Gifts of the Holy Spirit
Pneumatology
24
Norsk DiakonihØyskole,
Oslo
Deacon's education
Evangelical social work
20
University of Hamburg
Psychology of religion II
25
Friedrich
Alexander
university
Psychology of religion I
36
Oslo university
Theory and history of
Christian mission,
Evangelization
27
Finnish
Theological
institute
Archaeology
and
Geography of the Bible
17
Alder's
memorial
university
Psychology of family and
marriage
30
Oslo
university,
Norwegian Institute of
Human Rights
The problems of ethics and
human rights
History and practices of
labor and social law
The methods of social
research
~ 98 ~
11
Francis
Wesley
Monseth
Assistant
professor
12
Johannes
Orville
Mosbo
Professor
at Dr.
Theol. 30
the Institute of (USA)
Lutheran Bible
in Sietle
13
Robert L.
Moylan
Wagner
Wolfgang
Assistant
professor
Senior
researcher
14
Dr. Theol.
M.Div.
29
Dr.Theol.
30
Dr. Psych.
33
Concordia
Seminary
USA
Theology of the Old
Testament
Concordia Seminary
The methods of the
Biblical exegesis,
Gospels (Exegesis) Letters
of the New Testament
(Exegesis)
Concordia Seminary
Judaism and Christianity
The Institute of Christian
psychology
IGNIS
(Germany)
Psychology of marriage
Each academic year 14 scientists from well–known European high schools and
authoritative educational institutions of Lutheran theology are engaged in LChA,
8 of them are doctors and professors

3. Visiting and part-time professors (from Latvia)
No.
Name,
surname
Position
Scientific
degree
Lenghth
of
service
10
1
Aivars
Baldiņš
Assistant
professor
Dr.Hist.
2
Dagmāra
Beitnere
Lecturer
3
Gatis Bušs
4
Arvīds
Drīzulis
Assistant
professor
Assistant
professor
M.Phil.
17
candidate
for
a
doctor's
degree in
AS
Dr. Psych. 13
5
Ināra
Krūmiņa
Ludmila
Kuprijanova
6
Assistant
professor
Lecturer
Artist
Assistant
professor
Dr. Psyh
Dr. Hist
Course
professional
39
25
Latvian university
Introduction
to
political sciences
Institute
of
Philosophy
and
Sociology
World's religions
Introduction to history
of Eastern religions
Introduction to family
counseling
Latvian Academy of
Arts
Sculpture
Latvian university
General psychology
The president of
Committee of Social
and Labor affairs at
the Parliment of LR
~ 99 ~
7
Roberts Mūks
8
Pēteris Laķis
Dr. Phil
20
9
Jānis
Painter
26
10
Anita Plūme
Assistant
professor
M.Paed.
17
11
Anda
GaitniecePutāne
Andris
Lecturer
M.Psych.
13
Lecturer
5
Assistant
professor
Professor
29
Church administration
14
Vilis
Vārsbergs
Jānis
M.A.
artist
Dr. Theol
The methods of social
work
System
of
social
welfare in Europe
Academy of Culture
History of Culture
Theology of P.Tillich
Academy of Culture
Theology of Rule
Latvian Academy of
Arts
Painting
Work with ill-disposed
families
Problems of family
and sexual patology
Therapy of crisis
Latvian university
Psychology
of
interaction
Painting
Painter
36
Painting
15
Juris Zaķis
Professor,
Rector
Dr.Phys.
20
Latvian university
Physics and the Bible
12
13
Assistant
professor
Professor,
rector
Andris Professor,
rector
Dr.Phil.
ram "Church Art" that is expected to be accredited in
academic year 1999/2000.
15 visiting professors are engaged in LChA, 9 of them are professors and
doctors
There are 39 members of teaching staff in LChA that are working on
regular and constant basis; 21 person of them are qualified as doctors and
professors
~ 100 ~
COMPARISON OF THE ACADEMY’S PROFESSIONAL STUDY PROGRAM ”PRACTICAL
THEOLOGY” WITH STUDY PROGRAMS OF OTHER COUNTRIES
Higher education
institution in Latvia
Study program
Latvian Evangelical
Lutheran Christian
Academy
Latvian Evangelical
Lutheran Christian
Academy
Professional study
program
”Practical Theology”
Professional study
program
”Practical Theology”
Foreign higher
education
institution
Oslo
DiakonihØyskole
Finnish
Theological
Institute
Conclusions
Who and when has made the
comparison

”The program corresponds to the Dr. Jan Gossner, Rector of the Oslo
internationally recognized volume and DiakonohØyskole and M.verlund,
in 1995 and again in 1997
standards”

”The program meets the
internationally recognized standards.”

”Theological and specialization
disciplines are well balanced.”
 ”Provides a possibility to continue
Scientific research in Theology and
different spheres of Practical theology.”
~ 101 ~
Eero Junkkaala, Rector of the
Finnish Theological Institute working at The Academy regulary
as a Visiting professor and being
co-ordinator of scientific work
between the LChA and the Tel
Aviv University since the Spring
of 1994. For the last time has
worked at the Academy in April
1997.
LATVIAN EV.LUTH. CHRISTIAN ACADEMY
STRATEGIC DEVELOPMENT PLAN
(1997. - 2002.)
Any educational institution is capable of development, provided it has a clear
vision of its future within a goal - orientated system.
The strategy of LCA consists of six items:
1. Perspective of the academic studies programme;
2. Perspective of the professional programme;
3. Perspective of further education of pastoral and social help
specialists;
4. Social activities of the Academy;
5. International cooperation;
6. Development of material resources.
18.
Perspective of Academic studies programme.
A model of academic studies has been worked out in two fields : t h e o l o g y
and a r t s .
These two fields of academic studies are closely integrated with the respective
professional studies programmes - t h o s e o f p r a c t i c a l t h e o l o g y a nd o f
sacred art.
The “Academic programme of Theology” is based on a wide research
programme comprising:
 bachelor, master and doctoral research activities;
 “research work of the “Dialogue Center” (see. …. page. Status of the
Dialogue Center);
 development of workshop research system;
 involvement in TEIN (Theological Education on Internet) - programmes
on the subject of New Religious Movements and spirituality (both being
popular themes in Latvia)
 development of the principle of openeness - LCA is open to all
inhabitants of Latvia - regardless of age, profession, providing
opportunity for intellectual development by way of various study
programmes - academic, professional, additional, courses, etc.

The education provided by the Academy is distinct from secular
education in that it is based on Christian principles, integrated within academic
discourse.
 The occupation of Latvia in 1940 and subsequent deportations and
repression’s against theologians have created a situation where the
development of Latvia theological thought was cut short. We want to
continue the most significant traditions of the pre-war independent
Latvia within the context of modernity
 The situation obtaining in the Church requires that we formulate anew
the tasks o the Church in present - day Latvia” this is important for the
relations of the Church to society (dialogue between sexes, inter denominational dialogue, etc.), because the short - lived interest
towards the Church during the initial awakening period has been
replaced by indifference, scepticism and even animosity,
 The semi-intellectual religious educationalism (courses etc.) at present
popular in Latvia might turn into intellectual stagnation in matters of
~ 102 ~
theological education and become separated from the social needs of the
people, not the people for the Church. The Church is true to its mission
if it cares for the well-being of the souls. A broad academic theological
education (not sectarian, self-contained) and self-complimentary) is an
indispensable way to demonstrate the relevance of evangelic Church for
the well-being of the nation.
 We are of the opinion that Christianity is capable of providing answers
to every aspect of social applicability - Jesus Christ opened up such a
dimension: “you will know the truth and the truth will make you free”.
We hold that theological research should be based not on passive
reflection, but on active analytical approach to every facet of human
life, the central element of which is the well-being central element of
which is the well-being of the soul in Jesus Christ.
 The Academy does not speak “about God”, but lives “in God”. It is
capable of upholding a specific world view paradigm. which is the
authentic bases of Christianity. This notion is not dogmatic but open to
the Incarnate Word - it is creative and capable of broad development
and growth in relation to the mission of the Church within the
historical, cultural, social, traditional contexts
 Critically considering the denominational self - containment within the
Church and the various conflicting views on the sexual roles pertaining
to pastoral calling, we hold that the doctrine of sin and evil of the world
is to be understood exclussivelly through the Incarnate Word - Jesus
Christ. Instead of anthropocentric orientation we view the surrounding
reality as God’s world. God is not a psychological projection and to
understand God one has to start from Him, not from humankind.

The academic education of the LCA is integrative in that it tends to
follow the following models:
liberal,
progressive.
humanistic,
technological.
radical and dogmatic
~ 103 ~
IN THE INTERESTS OF THE CHURCH AND THE NATION,
THE ACADEMY FOLLOWS THE FOLLOWING MODELS
liberal education
progressive education:
humanistic approach
 the chief problem is lack of
knowledge,
 the teacher gives knowledge,
 “knowledge” is the same as
wisdom
 the best metaphor for education
is “initiation”,
 the chief value is reason,
 educated person knows much
 the chief problem - changes in
society,
 the teacher calls forward,
 “knowledge” leads to and
evaluates action,
 the chief metaphor of education problem solving,
 the chief value - democracy,
 educated person is responsible
The liberal approach assumes
that a person can learn the truth
about the world in which he/she
lives, that he/she is influenced by the
world and is capable of influencing
the world.
This approach is less
compartmentalised than the liberal
one and more ready for action. The
chief dictum - problems have to be
solved by competent thought and
action. The teacher has to bring
students to new tasks and results.
The student is vessel to be
filled up
The student’s back-ground
determines his/her ability to join the
process of interpersonal relations.
The social deve-lopment,
based on the liberal approach
envisages the degree of participation
according to the intellectual
capacity.
Special application: detailed
information, discussion by
specialists confrontation of
conflicting views, e.g. in Church
history, gene engineering, etc.
Methods - lectures, films,
books.
The student is aware of
his/her responsibility and is
committed to it.
Here the student’s
background is an object of analysis
and is inseparable from knowledge.
The social development
theory - reforms.
Special application problem
- solving sessions on social
questions: environment, narcotics,
education, etc.
Methods - group work, role
playing analysis of facts, analysis of
personal experience
.
 the chief problem - personal
insignificance,
 the teacher is supportive,
 “knowledge” means integration
and wholeness,
 best metaphor for education growth,
 chief value - to be esteemed,
 educated person “fits in”
This approach makes use of
traditional Christian terms - growth,
development, maturity, support,
integration. It is not specially
interested in personality to identify
the good and the right. During the
last 30 years it has fostered
significant changes in secular and
Christian education of adults.
Student is a growing plant
The background of the
student is the chief source of
knowledge and educational work.
The theory of society is based
on self - actualisation.
Special application
counselling, group prayers, marriage
strengthening, consultations on
health problems.
Methods - involve various
events from personal experience.
~ 104 ~
IN THE INTERESTS OF THE CHURCH AND THE NATION,
THE ACADEMY FOLLOWS THE FOLLOWING MODELS
technological education
radical education
dogmatic education
 chief end - final product and
effectiveness,
 the teacher is instructor
 “knowledge” as presentation
 the best metaphor for education modelling,
 chief value - efficiency,
 educated person is a component
The aim of the type of
education is to prepare persons for
particular tasks and functions, to
help them to become competent,
efficient. It provides clear goals and
evaluates them.
Student is a material (like
clay, wood, metal) to be shaped.
Student’s background is the
starting point of education.
Social theory following from
this approach - modernisation.
Special application:
preparing of a person for
performing specific tasks within
the Church.
Methods teaching while
working, involvement of
experienced experts.
 the chief problem - depression,
 the teacher is “attentive”,
 “knowledge” is praxis (reflexive
thought and action),
 the best metaphor for education to give strength,
 chief value - freedom,
This method has roots in
Christianity. It models experience
(Reflection) gives attention to action.
Of grate value for personal
development. Education is never
neutral and it’s task is not to make
people happy and uncapable of
change. Neither is it a “bank” which
accumulate knowledge and passes it
to them who do not know.
The student as prisoner.
Here the student’s
background experience is the
foundation of knowledge his/her
ability to grasp the social context.
The social theory here is social changes.
Special application:
becomes apparent when it is
necessary to critically assess the
world and to change it. The Bible is
the key, because changes require
change of heart.
Methods experience/
reflection / action, social
development.




the chief problem - human sin,
the teacher is preaches,
“knowledge” is revealed truth
the best metaphor for education feeding
 chief value - trust worthiness ,
 educated person is not conceited
but meek
This type of education is
closely related to Christian view of
faith. Men and women respond to
revelation - it comes into their world
from without. This is the style of
much of Church education and it has
proved effective to the present day.
The student is under the
yoke of sin
Here the student’s experience
hopes are judged and re-evaluated in
the light of new knowledge.
The social theory here is conversion
Special application: to give
the basic know-how in cases when
action is paralysed by sense of guilt.
Methods constant repetition
in liturgical and/or sacramental
context, learning by heart, memory training.
~ 105 ~

Within this type of integrated education, the Academy envisages the
development of the following research fields:
1
The Gospel and society
and s
piritu
2
Hum
al res ans mob
ility
ource
s
People and redemptive processes
Values, power and information in society
Human rights, peace, agreement
Sex and theology of
the churches
3
Christian message in religiously and culturally
pluralistic world
Christian tradition, social environment and culture
4
Theology of culture
el and alternative religious move
p
s
me
o
nts
eg
h
T
5
The Gospel and the Church
Church and power
NB! Academic research was terminated in Latvia
from 1940 to 1990.
LCA
Youth in the Church and in society
Christian response to the suffering world
~ 106 ~

Starting of Master of Theology programme in II semester 1997/98.
Development of M.Theol. programme 1998-2000. Person responsible - Prorector for research Prof. J.Vējš.
The master of theology programme of LCA (integration the programme of
“Practical theology”) envisages theological education in close connection with
modern social sciences and humanities psychology, sociology, philosophy, history)
with the view of wide-spectrum evangelical and charitable application.
The aim of M.Theol. programme is
 to offer fundamental knowledge in theology and its field aspects practical theology;
 to acquire and use latest methods of research so as to investigate and
understand larger links between theology, social problems and culture;
to develop analytical approach, based in the Gospel teaching concerning
personal and social problems.
At present theological studies in Latvia tend to be reproductive, not productive.
Our aim is to turn to new insufficiently investigated aspects of social and spiritual
life and to perform initial research of these problems. (For details see: “Master
degree programme” ,,,, page)

Research innovations.
(persons responsible:. Prof. J.Vējš, doc. V.Tēraudkalns)
In 1998/99 academic years the following academic workshops are operative:
 Prof. J.Vçjð “Religion and philosophy: 20th /21st centuries”.
 Dr. A.Vecgrâve and Dr. I.Krûmiòa “Psychological help in crisis
situations”.
 Dr. Sk.Gûtmane and J.Rokpelnis “The Gospel and present-day cultural
processes”.
 Lecturer G.Diðlers “Judaism and Christianity” (on the bases of
“Friends of Israel” association in Latvia)
 Lecturer Ì.Priedols “Modern theology and information”.
The workshop intend to develop original approaches and to ensure their
applicability in specific Church and social help and cultural situations.

Research activities.
 Inter-disciplinary conferences (person responsible Director of “Dialogue
Centre”; teaching staff involving students)
No
Themes
Year
1.
Christian education in
post - modern Latvia
Ecumenical Church in
modern world
1998.
Symposium “The Role
of Religion in Conflict
and Peace” (in Baltic
Sea Region)
Homelessness as a
social and spiritual
phenomenon
1999.
2.
3.
4.
1999.
2000.
Place
person responsible
Riga
Dr. Sk.Gûtmane
Jointly with St.Andrew’s Bible Institute
St.Petersburg
Prof. J.Vçjð, Dr. A.Bodrovs
(St.Petersburg)
Jointly with “Life and Peace Institute”
Uppsala and Christian Council of Sweden.
Dr. Sk.Gûtmane, Dr. K.Lexen, L.Renöfält
Riga
Prof. J.Vçjð
~ 107 ~
5.
Diaconia: social
dialogue between
denominations
2001.
Riga
Prof. J.Vçjð , doc. Sk.Gûtmane jointly
with Diakonial Highschool (Lahti,
Finland), within international project
“Sacrates Erasmus Thematic Networks”
Dr. Esa Konttinen
 Publication of research results in books and text-books..
The academic staff of LCA is preparing text books in theology text books in
theology (originals and translations)
No
Books
1. Works of Latvian
Christian Academy
(yearly)
2.
3.
4.
Donald Gurthie
New Testament
Theology
Theological terms of
the Bible
Authors
Editorial board
G.Diðlers and associates
G.Oðiniece I.Zvirgzds
Notes
I. 1997.
II. 1998.
III. 1999.
IV. 2000.
translation from
English (year 2000)
Text book - 2500
entries
year 1999.
2300 article
year 2003
Year 1998
New Bible
Group of translators and
Commentary
consultants
5. The Gospel in
Authors:
pluralistic society:
I.Trapenciere
Sk.Gûtmane
 Dogma and
V.Tçraudkalns
scepticism in
G.Prânis
pluralistic culture
J.Vçjð
 Roots pluralism
G.Lîdums
 Knowledge and
S.Rçvele;
Faith
 Authority,
Autonomy and
Experience
 Christ and history
 The Gospel and
secular action myth
 Choice and logic;
the logic of choice

The perspective development of research centre “Dialogue Centre”
(person responsible. pastor G.Dišlers and Prof. A.Buiķis)
On the bases of a)agreement about co-operation with “Dialogue Centre”
which was established by Council of Ministers, and
b) agreement about co-operation with European
Dialogue Centre, which is acting with Aarhus
University the Latvian Christian Academy will research
in
~ 108 ~

the implications of the new religious movements in Latvia

will perform communication with various denominations in Latvia trough
confrontation. We are convinced that these two aspects are inseparable,
because there is no dialogue outside confrontation; dialogue outside
confrontation turns into empty talking that excludes doubts or becomes
syncretic. And vice versa: confrontation without dialogue turns into
rejection of those think differently
 “Dialogue Centre” is against any sort of syncretism or heretic-hunting.
 “Dialogue Centre” helps the Church to hear social and individual
problems and to develop convincing apologetics in Latvia: people who
think critically of Christianity may receive a substantiated replay here.
 The so called “Christian school” groups (leader. student R.Valters) offer
adult education in localities about modern neo-religiosity (seminars,
booklets)
 “Dialogue Centre” is operating a confidence telephone, where people
may get counselling and help in connection with contacts with new
religious groups. This may lead to pastoral guidance.
 “Dialogue Centre” is publishing books and folders about various
questions of new religious movements and Christianity.
 “Dialogue Centre” has concluded an agreement with “Dialogue Centre
International” (Aarhus University) to the effect that it will
a) investigate new religious movements in Latvia so as to include the
results in TEIN (Theological Education on Internet);
b) will translate the necessary texts from German, English and French into
Latvian;
c) will integrate theological Internet courses into LCA curriculum.
 “Dialogue Centre” will continue research co-operation with Lahti
Deaconial School (Finland), with Oslo Deaconial School (Norway)
within the international project “Thematic Networks”, which intends to
join European teachers, researchers and practitioners of deaconial work
into professional “know-how” exchange:
a) to develop high-level teaching and research of deaconial problems in
Latvia (master, doctoral level);
b) to regularly publish research results in international conferences,
c) to establish joint teaching and research modes.
The total duration of the project is 3 years (began in 1996.. see page. …of cooperation within “Thematic Networks”)
 “Dialogue Centre” will research into the problems of the families which
are in care of Riga Social Help and Co-ordination Centre (On
01.01.1997. there where 22432 families with 48407 children, including
4082 large families with 9404 children;
10071 one-parent families with 10513 children
including 516 large one-parent families 1785 children;
946 families with 1101 children invalids).
The main task is to perform theological appraised of the project “centre for
children in crisis situation”.
~ 109 ~
“Dialogue Centre” will perform a pilot project for the Jurmala municipality
social help department connected with the introduction of a new international model
of social care.

To further develop the openness of the Christian Academy (the work
started in 1994; person responsible - B.Zīvere, Heads of Studies Department)
See: Instruction about the openness of LCA ). Here we will give the main
outline.
a)general principles of the openness of the work of LCA:
 the Academy is engaged in academic and practical studies;
 the work of the Academy proceeds according to the Constitution of
LCA;
 the Academy works according to a definite programme;
 the studies of the Academy are financed by individuals and juridical
persons;
 after registering for the programme and keeping its requirements fully
one is entitled to receive the Bachelor and Master degrees and
professional qualifications;
 it is possible to take separate courses or their parts in order to foster
individual education according to interests
b)the aim of the LCA is to be open for all the inhabitants of Latvia regardless
of age, profession, denomination, thus offering academic, professional, further,
additional and other forms of education;
c) the Academy sees as its task the provisions free, flexible studies in academic
workshops, so as to offer student-orientated education with the use of high - quality
computers, TV, video, Christian radio and other appliances;
d)the above-mentioned features testify to the fact that LCA is open and flexible
academic institution. It performs the work so as to offer also
part - time studies
further studies
additional studies
interest studies opportunities in a Christian institution of
higher learning
19.
Perspectives of professional studies
The Academy offers higher professional education in the following
programmes:
 “Practical theology” and
 “Sacred art ” (earmarked for accreditation in 1999)
The perspective of the “Practical theology” programme envisages development
of the basic programme alongside various modifications
The following integrative models are envisaged:
1. Deaconial care and charity work. The academic character of this model follows
from
a) engagement of the Academy in international project “Thematic
Network” Unit A2, which broadens the basic knowledge of various facts
of deaconial work;
b) engagement of the Academy in Jûrmala social care department pilot
project;
c) co-operation with various social care departments where students are
doing field - work and practical training.
2. Practical know-how of charity work (including pastoral care)
~ 110 ~
3. The role of the Church in charity work.
4. Intersubjective relations and Christian counselling system in Latvia
5. The strategic and descriptive aims of practical theology in Latvia (implications,
theological education, methods analysis of individual experience, critical aspect in
practical theology, strategy of practical theology in the Church and in society.

Perspective development of professional evangelical care.
A specific educational of the LCA is the evangelical charity work (deaconal
work), and social care as an integral part of the social security system in Latvia - thus
uniting the Church an national (State) interests.
The aim of this programme is:
 to facilitate the implementation of the Law of the republic of Latvia
“About social help” (adopted 26.10.1995) to delineate the boards of
social work in Latvia as it follows from World Council of Churches
decisions;
 to ensure the quality the evangelical work. The staff of the Academy
have worked out theoretical and practical recommendations for
deaconial work;
 work has to be carried out for investigation (beginning from 1988) of
the employment market so as to ensure the relevance of professional
programme and placing of the graduates.
The “Practical theology” programme is augmented by the three academic
workshops:
 Psychological help in crisis situations (Dr. A.Vecgrâve , Dr. I.Krûmiòa)
 Christian counselling system in parishes (G.Lîdums and Dr. P.Hubners
IGNIS, Germany)
These workshops will be the result of the co-operation of the Academy
with IGNIS Christian psychology Research Centre in Kitzingen.
 System of help for alcohol and narcotics dependency (Dr. E.Meuma
Norway).
 This workshop intends to work according to the following scheme:
Variations of
independence’s
To mediate variations
variations of
dependencies
Active
Causes
Desirable
involvement
effect
The aim of this programme is to work out text - book and recommendations for
deacons of the parishes and social help centres, as well as a system of
recommendations for youth education
in Latvia
based on the
Wrong in middle schools
Wrong
theory?
experience of Latvia and Norway.
Students
will
be
involved.
involvement
Experimental test of
theory
Perspectives in the field of further education of pastoral
and evangelical work
and in the field of social help.
(person responsible: Director of bachelor programme in practical theology
V.Tēraudkalns )
 further education is provided by the Latvian Christian Open Academy
~ 111 ~
 it offers further education for various categories of employees in
deaconial, and charity social work (courses, seminars, summer camps
etc.);
 offers courses for teachers in Christian counselling and crises
management;
 it is envisaged to co-operate with Riga 1st Christian school (director
V.Volgemunte)about of Riga (speciality Christian counsellor - social
rehabilitation)
20.
Social activities of LCA
(person responsible - R.Ziedonis - Rector’s assistant for media
relations)
The aim of social activities of LCA:
 to develop co-operation with other educational and research institutions,
with religious organizations in academic and research work involving
staff and students of LCA;
 to make use of media publicity in order to draw attention to charity
work, to social help, to popularise basic aspects of Christian and
national unity;
 to take part in conferences, symposiums, seminars.
21.

Plans for international co-operation
(person responsible: Sk.Gūtmane)
LCA has the following partner institutions:
a) institutions of higher learning:
 Oslo School of Diaconial and Social Work (Norway);
 Oslo Diaconial School (Norway);
 Oslo Theological Faculty, Oslo University (Norway);
 Theological Institute (Finland);
 Telaviv University (Israel)
 Cortebu Theological School(Sweden)
 Aarhus University (Denmark)
 Fuller Seminary Lutheran bible Institute (USA)
b) research centre:
 IGNIS - Christian psychology and therapy research centre
(Germany);
 International organization “Aliansmission” (Sweden)
department of social help;
 “The friends of Israel” - international organization (LCA
is the Latvian centre of this organization)
 The Christian Council of Sweden (Sweden);
 International Lutheran organization “Good News for
Israel” (USA);
 “Women - Aglow international”. World organization with
centre in USA. (LCA is the Latvian centre of this
organization);
 International organization “Josuamission” (Sweden);
 International Lutheran Bible education association.
c) organizations extending economic and financial assistance :
 “Aliansmission” - international organization (Sweden)
 “Good News for Israel” (USA);
~ 112 ~


“Help for brothers” - international organization for
evangelical assistance.
An example of international co-operation in 1997/1998 academic year:
 Guest lectures :
Judaism and
Christianity
New Testament
Theology:
Exegedid of the
Epistles
Marriage psychology:
family therapy
Dr. Kernei
Fransten
Prof.
O.Mosbo
“Good News for
Israel”
Sietle Bible Institute
(USA)
Dr.
V.Wagner
IV. October
Evangelization and
apologetics
Dr.
T.Klausen
V. November
Old testament
Theology: Exegesis of
Pentateuch
New religions
movements
Psychology religion
(seminar)
Dr. F.Monset
IGNIS - Institute of
Christian Psychology
(Germany)
IGNIS - Institute of
Christian Psychology
(Germany)
Concordia Seminary
(ASV)
Bible archaeology and
geography
Church and Physics
Dr.
E.Junkaale
Prof. J.Zaíis
Theology of Power
Prof. P.Laíis
I. September
II. October
III. October
VI. March
VII. April
VIII. April
Prof.
J.Aagard
Dr. P.Hubner
Aarhus University
(Denmark)
IGNIS - Institute of
Christian Psychology
(Germany)
Finnish Theological
Institute
Latvian University
(Latvia)
Latvian University
(Latvia)

Study visits, post-diploma studies
State,
Teachers - T Number
university
Students - S
University of
T, S
8
Telaviv
Oslo Deaconal
School
Sietle Bible
Institute
S
10
S
1
Time
Notes
June
1998
The Academy
Archaeological
expeditions to Bible
Land every year:
1994.06.
1995.03., 06.
1996.06.
1997.06.
End of
january 1998
as from
February 1998
2 students from LCA
are already studying
at Sietle Bible
~ 113 ~
Institute
Finnish
Theological
Institute
IGNIS
(Germany)
T
1
October 1997
T
1
March
1998

Foreign student group visits, student exchange.
Time
State,
Number
Aim:
university
September 1997
Oslo
15-20
 Work on joint project
Deaconal
“Youth for the Europe”;
School
 making personal contacts,
cultural coming together;
 extending of social help training
May 1998
LCA
4
Work in IGNIS (Germany)

Summer schools, conferences and other activities
(person responsible: Sk.Gūtmane, students: R.Valters, I.Ozola)
Time
State, organization
Notes
August, 1997
International Summer
academy in Guadenthal
(Germany)
May, 1998
International organization
“Women Aglow
International” European
summer camp in Greece
Summer school at LCA
jointly with the Latvian
branch of “Youth with
mission” (for middle school
pupils)
International camp of
evangelical help and
evangelization LCA
students participate every
year. Theme: “The Gospel
in modern society”
Charity work and modern
women: theology of
feminism and the Gospel”
June 1998
“Human well - being in the
light of the Gospel and
theology of well - being psychological, sociological
and theological aspects”

Co-operation with mass media
(person responsible: R.Ziedonis, Rector’s assistant for mass media)
Aim: to bring the public notice the work of evangelical social help, of the
spiritual well-being of people according to evangelical criteria, to popularise the
importance of deaconial service.
It is envisaged:
1. TV show “Good will” (See: Agreement with Latvia TV Director O.Pulks about the
monthly TV show. Participants: G.Dišlers, LCA students)
2. Christian radio programme “I believe a little” (Sk.Gūtmane);
3. Publication of journal “The Rich Brother” (Dialogue)
~ 114 ~
4. To conclude an agreement with newspaper “Izglītība un kultūra” (education and
Culture) about regular special issue.
22.
The Material resources of LCA
(person responsible - E.Grīns administrative director)

New premises to be built.(see: blueprint for the new premises at Bulduri
21, which will be construed at three stages
1. Academic library premises (1-st stage);
2. 2-nd block of lecture rooms (2-nd stage)
3. The large hall (2-nd stage)
4. Premises for “Dialogue Centre” - office, auditoriums, conferee hall (3. -rd stage)
Authors: architect M.Liepa. construction: AV Limited, manager. V.Eris.

Resources for studies.
It is envisaged to develop:
 technical means
For the studies in
auditoriums
For student
independent work
1997.-1999.
 5 over-head projectors
“Philips”
 another computer class (12
places)
earphones for the linguaphone
room
1999.-2001.
5 TV sets
2 video cameras
computer hardware and
software
 Library development:
1997-1998.
 increase of funds by 1000 units exegesis works, reference books;
 printing equipment
 list of text-books to be translated.

Strategy of LCA.
like any other institution of higher learning LCA sees assist , m a i n t a s k - to
become part of the modern information society. It is a society where information and
knowledge are the chief resources. It is the opposite of industrial society, which is
based on capital (business i s n o t ! the task of a private educational institution) and
where the chief end product i s “ g o o d s p r o d u c e d ” (now many students
graduate from the school?) The chief end product of LCA is p e r s o n a l
qualities and person’s adaptability to information and
i n f o r m a t i o n e x c h a n g e . Therefore LCA concentrates on the quality of
knowledge and adaptability of personality
~ 115 ~
FINANCIAL REPORT
23.
BALANCE-SHEET for 1996
24.
AUDITOR’S STATEMENT
25.
Ev.Luth.Christian Academy
26.
Latvian Ev.Luth.Christian Academy
INFORMATION ABOUT THE MATERIAL BASIS OF
STUDIES AT LCHA
LChA owns two building blocks: 23 Bulduru prospect and 32 Vidus prospect.
Table 1.
TOTAL DWELLING PLACE
ROOMS AND PREMISES
Auditoriums
Library
Reading rooms
Chapel
Kitchen and Dining room Complex
Land (owned)
Land (rented)
SIZE
M2
269
110,6
36
50
76,3
100
1 200
6 000
AMOUN
T
NOTES
9
1
2
2
1
FOR SOCIAL NEEDS OF STUDENTS
Chapel / for Prayers
Chapel / Hall
Cafe
There is no Sports hall at the ChA but there
is Contract with sanatoriums "Edinburga"
and "Lielupe" about the Rent of respective
Facilities for student needs
For Dormitory needs Lielupe Science house
comfortable rooms are available
50
76,3
100
50
Part of
Payemnt
covered
LChA
the
is
by
NB! LChA has received another Building block 4000 m2 — after the
Reconstruction it will be used for the Academic library, Conference hall needs and
more Auditoriums and Classrooms.
~ 116 ~
Table 2
TECHNICAL EQUIPMENT OF STUDIES
EQUIPMENT
AMOUNT
Epidiascope
Overhead projectors for A4 slides
"Demolux"
Regular slide projectors
Cassette recorders
Amplifier
with
Mic
and
Loudspeakers
Codoscope
Pofessional photo camera Leica R7
and Acss.
Leica lenses
Snapshot
cameras
"Minolta",
"Ricoh"
Photo enlarger "Azov", "Durst"
Copy
machines
"AGFA",
"Toshiba", "Sharp"
1
2
TV and Video set "Funai"
Computers IBM 486 DX/66 Mhz
8MB RAM, 412MB HDD
1
3
Computers IBM Pentium 75Mhz
8MB RAM, 805MB HDD
3
Printers HP (Lazer and Ink)
Fax & Phones "Panasonic",
"Toshiba"
Audiocassettes for the Program of
Theology
Audiocassettes
for
Modern
Languages
White boards
White screens for projection
5
2
NOTES
2
6
2
1
1
3
2
2
4
28/2,8 80/1,4 135/2,8
More than 1000 copies per year
are made for study needs
# Intensive use of this equipment
guarantees available materials for
both students and teachers
#
Computer class alows 110 hours
of PC access for each student in
the Program called
"Basics
of
Information
technology" with MS DOS, MS
Windows 95,
MS Word and MS Excel
100
10
2
Asisstant rector for Management and Maintenance
E.Grīns
~ 117 ~
REFERENCE ON QUALIFICATION OF THE
TEACHING STAFF OF THE LCHA (THE PRESENT
STATE AND PERSPECTIVE)
#
1.
Name, family
name
Valdis
Tçraudkalns
2.
Ilmârs Zvirgzds
3.
Ilmârs Zvirgzds
4.
Guntars Prânis
5.
Silvija Rçvele
6.
Gunta Oðeniece
7.
Rinta Bruþçvics
8.
Anita Vecgrâve
9.
Anita Vecgrâve
10.
Gatis Lîdums
11.
Guntis Diðlers
The place of improving knowledge,
subject
University of Latvia (UL)
"Charismatic groups in Latvia after the
WW II"
UL
“Translation and the structure of the Torah
(Pentateuch)
University of Tel Aviv, Faculty of
Humanities, department of Archaeology
and Ancient Near East Studies.
Land of Geshur project. Practical work in
Hebrew
The Graz University of Musics, Austria.
"Ancient church music, history of its
development in Latvia"
Institute of Sociology of the Latvian
Academy of Sciences (LAS).
"Analysis of situation of Linguistic
minorities in Latvia. The 90s"
UL, Chair of German Philology
"German Latvian Dictionary of Theology"
(2000 entries)
UL, Faculty of Foreign Languages
"Latvian-French Dictionary of Christian
Terminology" (1500 entries)
UL, Institute of Pedagogics and
Psychology
"Development of Emotional spehere of preschoolers"
IGNIS Academy of Christian Psychology.
"Emotional sphere of children and Human
religity"
IGNIS Academy of Christian Psychology
"Psychology of religion" - work on the
textbook
Israel Antiquities Authority
Work on the book "Judaism and Problems
of Christianity Relations"
Time
From May
1997
From 1997
June 1998
From 1997
From 1996
From 1995
From 1997
Defended in
November
1997
1998-1999
1999
June 1998
~ 118 ~
#
12.
Name, family
name
Gatis Lîdums
13.
Andris Teikmanis
14.
Mâris Jukumsons
15.
Skaidrîte
Gûtmane
16.
Skaidrîte
Gûtmane
17.
Skaidrîte
Gûtmane
18.
Guntis Diðlers
19.
Ìirts Priedols
20.
Several exchange
visits of teachers
and groups of
students
Rinta Bruþçvica,
Gunta Oðeniece
and 4 students
21.
The place of improving knowledge,
subject
Norsk DiakonihØyskole
Work on the chapter "Modern conception
of the deaconry work" of the textbook
"Psychology of Religion"
University of Oslo International Summer
School
"Semiotics of Culture and Modern Society"
University of Oslo International Summer
School
"Contemporary problems in Arts"
Tel Aviv University, Faculty of Humanities,
Department of Archaeology and Ancient
Near East Studies,
Coordinaror of the Land of Geshur project
in Latvia
Katolische Akademie Des Bistums,
Magdeburg
Exchange of experience
International Lutheran Bible School
Fellowship in Frankfurt
"Exchange of experience in higher
Christian education"
"Good News for Israel" An Inter-Lutheran
Messianic Ministry
"Word of the God in compromises of
modern Post-modernism world"
The Dialogue Centre of the Århus
University.
Work within the project "Theological
Education on INTERNET" (TEIN)
Mullsjo hogskola (Sweden). Department of
Art and Theological Education.
Work on the LChA professional program of
Sacral (Church) art.
International Summer Academy
Gnadenthal - Volkenroda
"Courage to be Minority. On the effect of
Small cells in society"
Time
1998
June 22August 2 1998
June 22August 2 1998
June 1998
June 1999
May 5-12 1997
August 1998
May 1999
1999
1998, 1999,
2000 (15
people each
year)
1997, 1998,
1999, August
16 - September
8
~ 119 ~
STATUTE ON STUDENTS' PRACTICAL FIELD WORK
There are three kinds of Practical field work at the LChA: Introductory
practical field work, General practical field work and Specialized practical field
work.
27.
General provisions
1.1. The aim of the Practical field work is:
to create a possibility for students to acquire skills of a Clergyman or Deacon
and Social care and charity workers, focusing on the ability to work with people,
family, with social groups, with the Congregation, to work at the institutions of
Management or Administration of social care.
1.2. The task of the Practical work is:
to get an idea about professional models of Social care and charity,
their variability and purposefulness of functioning,
to acquire a skill to develop professional relations with a client, to
analyze the work of a Congregation or the Service of social assistance, to acquire the
skill to prognosticate the efficiency of activity,
to learn to do well the work of a Minister, Deacon, Specialist of
Social care and charity.
1.3. The LChA students have to take the following differentiated
practical field work:
1.3.1. The aim of the Introductory practical field work (the practical work
of evangelization - 200 hours in the 2nd semester) is:
a) to get an idea about the work of the Social care and Rehabilitation
institutions (Old people's home, Family center, Orphanage, Prison, etc.),
b) to get an idea about the Spiritual and Christian care of people,
c) to learn to use the Knowledge acquired during Theoretical disciplines, in
order to carry out the evangelization work.
1.3.2. The aim of the General practical field work is to develop
professional skills of a Deacon, Clergy, Social care work, particularly in sense of
increasing the capacity of activity.
practical work of Psychology and Psychiatry (for Clergy, Deacons 200 hours in the 4th semester),
Professional practical work of Administration of Social care (for
Social care specialists - 200 hours in the 6th semester),
practical work of Administrative and Christian management of the
Congregation (200 hours in the 6th semester).
1.3.3. The aim of the Specialized practical field work is to prepare oneself
for the activity in the Social care or the work of a clergy, to clear up the Ethical
dilemma of the Social care and charity and that of the Clergy.
practical work of a clergyman (200 hours in the 7th semesters
according to specializations - Missions, Clergy, Evangelist, Christian counselor),
practical field work of a Family patronage nurse, Social
rehabilitator, Social care patronage nurse, employee of the Social care institution
(200 hours).
28.
Organization and management of the practical work
2.1. The practical work takes place:
for students of the Day department - in the 2nd, 4th, 6th, 7th semesters,
for students of Evening department - in the 2nd, 6th, 7th semester.
~ 120 ~
2.2. Usually Practical field work takes place in Latvia, but it may be
organized also abroad.
2.3. During the Introductory practical work (200 hours) students work in
groups of 3-5 people.
2.4. During the General practical work (600 hours) an individual places of
Practical work are provided for students.
2.5. During the Specialized practical work (200 hours) students individually
specialize in the selected spheres of work.
2.6. The Practical work is organized by the head of the Study Department,
who is responsible for:
determination of the basis for Practical work,
appointment of the Director of Practical work,
making of a Contract with institutions of Practical work,
appointment of the Theological curator for the Practical work,
making of a contract with the responsible person for the Practical
work at the relevant institution.
2.7. Each Practical field work has an approved Director of the Practical
field work from the Academy, whose task is:
to supervise the organization of the work,
to acquaint students with the aims, tasks, contents of the work and
the responsible person in charge at the institution,
to specify functions of work, tasks and duties of each student,
to help to plan the tasks of the Practical work,
to carry out a detailed Analysis of results of the Practical work,
concerting it with the Curator, and to inform the LChA Senate about the Results,
to organize and plan the Common work of students and the Curator.
2.8. In each institution of the practical work a responsible person is
chosen, who is paid for his work. The tasks of the responsible person are:
to specify students' Professional tasks,
to coordinate the activities of students in the place of their Practical
work,
to help to plan the contents of the Practical work,
at the end of the Practical work to give a written estimation of
students' activities in the place and time of the work.
2.9. The theological Curator is appointed for each practical work. A person,
who has the education of a Doctor of theology and experience of practical work in
the sphere of Christian ministry or intellectual and social welfare, is appointed the
Curator.
2.9.1. The Curator signs Contract with the Rector of the LChA.
2.9.2. The Curator is responsible for provision of conceptual basis for work of
his group of students (2-5 people).
2.9.2. The compulsory full-time job of the Curator is 5 hours for a group of
students, 4 hours a week and 6 hours for work with the group in the Academy.
2.9.4. The Curator has to educate, supervise and support the trainees. This is
realized by:
assessing the activity of students and analyzing success and failure
of their Activity,
giving theoretical advice to the whole group,
discussing in students' group tasks of the Clergy and Church in the
Modern world, analyzing the Dilemmas of Social care and charity,
~ 121 ~
the Curator analyses the process of the Practical work in whole and
assesses students' work - altogether and individually in groups.
29.
Evaluation of the practical work
3.1. The basic component of the Practical field work is evaluation and
analysis of students' abilities and inabilities.
3.2. The practical work shall be evaluated according to the following
criteria:
ability to form and develop Professional relations with systems of
different strata in public and environment,
work of a Clergyman as a process of resocialization and Spiritual
and Mental perfection of a Human being - the totality of the necessary knowledge
and skills,
work of the Social care specialists as both System and Process knowledge and skills,
ability to find one's way in Administration and Management of the
Church, Congregation, organization of a Mission or Institution of Social assistance,
relations with Curator and the Responsible person in charge,
relations with the rest of the Group and Colleagues,
Professional skills,
independence and dependence in realization of tasks of work and in
progressing towards the aim.
30.
Documentation of the practical work
4.1. During the Practical field work students write the Diary of the Practical
field work, which at its end is submitted to evaluation.
4.2. At the end of the Practical work, together with the Diary of the Practical
field work students hand in also a Report, the form of which is individually creative.
4.3. The Director of the Practical work may ask to hand in also other research
materials, Psychological observations etc. related with the work.
31.
Regime of the practical work
5.1. Students work a full working day or the part of the day during a semester,
indicated by the Director of the Practical work.
5.2. During the week students work - 4 days in the institution of practical
work, but in the Academy - the whole day, supplementing the necessary Theoretical
knowledge.
5.3. One day in the Academy is compulsory for all students because of the
Analysis of the weekly practical works.
5.4. For absence from the Practical work without an excuse a student may be
exmatriculated by the decision of the LChA Senate.
5.5. On justifying reasons students may be absent from Practical work not
more than for 3 days. When being absent a longer period with a justifying reason, the
Practical work is not considered, taking of it shall be concerted with the LChA Study
Department.
32.
Change of place of the Practical field work
6.1. The place of Practical work chosen by the LChA shall not be changed
without a special permissions of the head of the LChA Study Department.
6.2. The head of the LChA Study Department may decide about the change of
the place of Practical work if:
a) the respective Institution is being liquidated,
b) qualitative implementation of tasks set for practical work is not
ensured in the place of Practical work.
~ 122 ~
33.
Pay for the practical work
7.1. Students are not paid for their Practical work.
7.2. All transport expenses are covered by students themselves.
Chairperson of the LChA Senate
Sk.Gûtmane
Secretary of the Senate
V.Zâle
Has been read by: the head of the Study Department B.Zîvere
REFERENCE ON AGREEMENTS OF STUDENTS' FIELD
WORK WITH INSTITUTIONS OF SOCIAL CARE AND
CHARITY WORK (AS WELL AS OF CHRISTIAN SPIRITUAL
CARE)
Institution
1. Commission of Social Affairs of the Republic of Latvia Saeima (Parliment)
2. The Riga Ev. Luth. Cross congregation
Rev. Guntis Diðlers
3. The Riga Ev. Luth. Luther's congregation Rev. Juris Rubenis
4. The Riga Coordination Centre of Social Assistance
the Latgale SAS
Avotu iela 31
man. E.Avotiòa
the Kurzeme SAS
Slokas iela 31
man. M.Pavasare
the Zemgale SAS
E.Smiïìa iela 46
man. I.Krûmiòa
the Northern SAS
Veru iela 6
man. I.Zilgalve
the Centre's SAS
Kungu iela 34
man. I.Rama
the Vidzeme SAS
Brîvîbas iela 266
man. A.Krastiòa
5. Social Assistance Department of the Jurmala City Council
head I.Pallo
6. Centre of Family Care "Bulduri"
V.Randa
7. The Cesis Children's home "Gaujas lici"
I.Krauja
8. The Riga Red Cross Medical School of Nurses
Kuèâns
9. National Centre of Psychic Health Care
G.Kalnietis
10. Republic of Latvia, Department of Inprisonment Places of the Ministry of
Internal Affairs
. V.Zahars
Head of the Study Department
B.Zîvere
REFERENCE ON STUDENTS’ FIELD WORK: TIME,
PLACE, CONTENT (AMONG THE SCHOOL YEARS)
#
School year
Time
Place
Name of the field Director of the field
work
work
~ 123 ~
1.
1993/94
1st, 2nd
semester
Center of Social
Care in Jaundubulti
Introductory field Evangelist
work: Field work R.Cirseniece,
of evangelization M.theol.
V.Teraudkalns
Number of students: 25
2.
1993/94
15.06.94 01.07.94
The Cesis Regional
Hospital
Field work in
Social and
Christian spiritual
care
A.Fridrihsone, Chief
nurse of the Cesis
Hospital, M.theol.
V.Teraudkalns
Number of students: 31
3.
1994/95
3rd, 4th
semester
the Riga Luther’s
congregation
General Field
work in
Psychology and
Social care
Dr. theol. pastor Juris
Rubenis, M.theol.
V.Teraudkalns
Number of students : 25
4.
1994/95
03.07.95 06.08.95
The Cesis regional
Hospital
General intensive
Field work:
Christian spiritual
care of persons
A.Fridrihsone, chief
nurse of the Cesis
Hospital, M.theol.
V.Teraudkalns
Number of students: 65
5.
1995/96
5th, 6th
semester
the Riga Luther’s
congregation
General Field
work
Dr. theol. pastor Juris
Rubenis, M.theol.
V.Tçraudkalns
Number of students: 31
6.
1995/96
10.06.96 22.06.96
The Cçsis Childre’s
Home ”Gaujas lîèi”
General field
I.Krauja, Direstor of
work: of social
the Children’s Home
and spiritual care ”Gaujas lîèi”,
M.theol.
V.Tçraudkalns
Old people’s
nursing centre in
Jaundubulti
Introductory field Director of the
work, field work Jûrmala Centre of
of evangelization Social Care,
M. theol.
V.Tçraudkalns
The Sloka Pulp and
Paper Mill (SPPM)
Specialized field Director of the
work: elaboration SPPM, lawyer
of the social
D.Lasmanis`
administration
and care project
The Riga
Coordination
Centre of Social
Assistance
Specialized field
work
The Center of
Social Assistance in
Jaundubulti
Introductory field D.Riòíe, Director of
work, field work the Centre of Social
of evangelization Assistance, B.Zîvere,
head of the Study
Dept
National Centre of
Psychic Health
Care
General field
work
M. theol.
V.Tçraudkalns,
psychiatrist, doc.
G.Kalnietis
The Centre of
General field
V.Rauda, Director of
Number of students: 10
7.
1995/96
10.06.96 22.06.96
Number of students: 31
8.
1995/96
10.07.96 21.07.96
Number of students: 12
9.
1996/97
7th, 8th
semester
Number of students: 14
10. 1996/97
09.06.97 20.06.97
Number of students: 30
11. 1996/97
09.06.97 20.06.97
Number of students: 20
12. 1996/97
09.06.97 -
A.Fleiðere, head of
the RCCSA, Dr.
Sk.Gûtmane
~ 124 ~
20.06.97
Number of students: 18
13. 1996/97
8th semester
Family Care
”Bulduri”
work
the Centre of Family
Care, M.theol.
V.Teraudkalns
The Riga
Coordination
Centre of Social
Assistance
Specialized Field A.Fleisere, Head of
work
the RCCSA, Dr. Sk.
Gutmane
Number of students: 14
REFERENCE ON THE SPECIALIZED FIELD WORK AT THE
RIGA CENTRE OF SOCIAL ASSISTANCE (IN THE 8YH
SEMESTER): EXPERT CONCLUSION OF INSTITUTIONS OF
FIELD WORK
1. Time of the field work
2. In the Field work participated:
3. Aim of the Field work:
8th semester
14 students
*
to study Public and Municipal
institutions of Social assistance, Social care
and Social rehabilitation in Riga;
* to carry out appropriate tasks of Social
care or Social rehabilitation worker;
* to apply skills of Christian social care or
Social rehabilitation worker.
4. The conference ofthe Field work took place on June 3, 1997.
5. Field work Diaries and Reports submitted 14 students.
6. Evaluation of the Field work: good and excellent.
Quantitative evaluation is reflected in the following table (7 experts):
#
Field of evaluation
1.
2.
3.
Theoretical qualification
Orientation in Social situation
Orientation in Christian
spiritual care
Dialogue skills
Skill to Reason and Act
independently
4.
5.
Evaluation ( number of experts)
excellent
good
satisfact
bad
1
5
1
0
2
4
1
7
0
0
0
7
5
0
2
0
0
0
0
Signature:
Sk. Gutmane
Rector of the LChA
REFERENCE ON RESULTS OF THE CHRISTIAN SPIRITUAL
AND MENTAL CARE FIELD WORK IN LUTHER'S
CONGREGATION IN 1994/95 SCHOOL YEAR.
~ 125 ~
1. In the Field work participated 25 students of the Regular Department. The
aim of the Field work was to carry out a clergyman's work - to take care of old and
disabled people of Luther's congregation.
2. The Field work was headed by M.theol. V.Teraudkalns and Dr. theol. Juris
Rubenis, pastor of Luther's congregation.
3. The Field work lasted for the whole school year from October 1994 till June
1995. Days of care: Wednesdays and Saturdays.
4. Results of the Field work are summarized in students' Field work diaries.
5. Concluding conference of the Field work was held on June 5, 1995.
6. Five practical training classes were held during the Field work:
1) Christian spiritual support;
2) a notion of a person's strength and weakness in the Bible;
3) work of sChristian piritual care in evangelical lutheran congregation;
4) organizational structure of a Congregation;
5) Psychological peculiarities of an Old person.
The classes headed: M.theol. V.Teraudkalns and Steinar Bakken (Norway),
Dr. Jan Gossner, Rector of the Oslo DiakonihØyskole, Norway.
Director of the Field work
M.theol. V.Teraudkalns
~ 126 ~
REPORT ON THE SUMMER FIELD WORK AT
THE CESIS REGIONAL HOSPITAL
Latvian Evangelic Lutheran Christian Academy
Ieva Jurisone
the 4th year student of the Bachelor of Theology Program
REPORT
ON THE SUMMER FIELD WORK
AT THE CESIS REGIONAL HOSPITAL
July 3-27, 1995
JURMALA
1997
I am in Cesis already for the second summer and may say with certainty, that
the time spent here at the hospital has been extremely valuable. I have mastered a lot
of new things (both concerning Lectures and the work in Departments), yet I felt also
that my experience of the previous Summer has been very helpful.
At the beginning of our work we received tasks of the Field work defined in
writing. I would like to express my thoughts and observations on each item.
1. To analyse Patients' behaviour and perception of life in dependance on
their world outlook.
It is very concrete task and very hard to be generalized. I had to come across
different cases. That particularly concerns men's wards, where everybody
demonstrated contempt both towards the Christianity and very often towards us who
lived with this conviction. I can only say that in most cases this attitude is a mask of
ignorance and shyness, behind which very often hides true interest to get to know
~ 127 ~
something. I had experience already from the previous year, therefore I knew that it
was not necessary to leave the ward, if everybody had hidden themselves behind
newspapers and played being indifferent. And one is not to be afraid that a sick
person looks upon you from above, as if being superior. To my mind also this year
we’ve managed to start talking with several people this way. Besides I worked at the
Traumatology Department, where so disposed people comprised the majority. I
noticed how they, though underhand, yet listened to us. There was a boy Arnis,
whom we were taking out (he had both his legs broken, we pushed his bed together
with all balls out). I could write a lot about his perception of life and behaviour, but I
want only to say, that we managed to speak with him more than with others, and only
because he had not the laughing background, i.e. he had not ward mates. This boy
was also full of bravado and behaved as if untroubled, but there was ignorance in him
and some wish to hear something we could tell him. We tried "to shake" his
carelessness and made him think about his neighbours and relaitves, about those,
who loved him, about his future. The main thing was, that he possessed this wish to
think seriously, although we had hard time to get this wish on the surface. It is
possible that we managed, becauses Arnis wanted to talk again and again.
On the whole, nobody rejected us abruptly. It was just a matter of patience
and reliance upon God.
2. To analyse peculiarities of Deaconal care in work with Old people or
Orphans.
I have experience of work with Old people both at the Old people nursing
house and at home, but during this Field work I worked neither with Old people nor
with Orphans, and I want also to explain why so. First, we had less time for work at
the Hospital departments than the last year, and I wished to do this job well and not
to tear it in fragments. When visiting people, you needstime, you can’t just run in and
out. Therefore I cdoncentrated all my strength to work at the Traumatology
Department. Secondly, I personally had objections against short-time work with
Orphans. It is known that these Children take to people very much and suffer
seriously, when somebody does not come back to see them again. It is not like in
Hospital, where people come and go. I did not want the heart of Child be hurt
because of my fault, therefore I did not go to the Children's home. We are responsible
for each person, with whom we get in touch in some way.
3. To learn to make Dialogue (more listen than speak!).
In general it is a peculiarity of our work - to learn to listen and also hear a
person. Since only that way I myself can try to speak with him, after I have felt, what
questions person is interested in, what perhaps troubles him, what hurts him and what
he strives to find. It is not difficult to be quiet and to listen, it is more difficult to hear
a person and know how to answer. I tried to do that, there were people, with whom I
had to try it very hard. Those were mostly people, who had a lot of information in
their heads, but they did not have clarity and strong conviction. In my work I never
tried to force my own thoughts and my belief. It was strange to see, how the attitude
of people changed. We had a patient, who was strictly against the Christianity and
thought, that we would not show up again. But on the day, when she went home, we
brought her flowers and a card. Her behaviour changed totally, that day we talked
very heartily, and it seemed, that she listened to us for the first time that day. We did
not try to oppose what she had said, but strived to make her think from other side, by
the help of even petty questions. This "method" I used also in conversation with other
patients, if I saw, that they really wanted to know something. It is important for them
to see that they are listened to and that their thoughts are respected, then they agree to
think also about something else.
~ 128 ~
Now, when I am thinking everything over, I see that I really had to listen
more than to speak myself. It is important to understand that moment, what a person
commits to you, and feel, when the moment comes to start speaking with him.
4. In Conversation with patients to use discreetly verities of the Scripture.
I was very cautious in using the word of the Bible in my conversations with
patients. Not only because of them, but because of myself, too. It is easy to make an
address speach by compiling citations of the Bible, but the Bible is not "an
ambulance" and is not also a shield to hide oneself, when you are asked for your own
thoughts. I had to use the Scripture, e.g., in discussions about the end of the world (it
is interesting, that many people start conversation just with this subject and want to
hear about it) or also about the second coming of Jesus. Many things are unclear to
people, and they readily listen to what the Scripture tells about it.
People tortured by diseases and fear about their future eagerly listen to
Psalms. We did it also so that offered to read out something. They agreed happily and
listened. In Psalms they hear echo of their own feelings.
5. To take part in Deaconal care of serious patients - I did not manage to do
it that time, since there were no such patients in our department. I already mentioned,
that the Traumatology Department had its own specifity. Yes, there were people, who
were in more serious condition. In our department there was an elderly lady with
broken hip-bone. She had strong pains. We always prayed together, read from
Scriptures, but very short - not to make her tired. These though short, but daily visits
were very important for her.
6. To lead the Prayer and Worship.
I have a very nice experience of this. I made the program "For Joy" on July 10
at 2 PM. I enjoyed both the process of creation and the participation and the event
itself. We tried to make everything so, that all we read and said was directed towards
listeners, touched something they had in themselves. I experienced how the God gave
me His blessing after I had asked for it very much. I was overwhelmed with the sense
of satisfaction and felt as if something had really happened, and had not been done
because of "a tick".
Tasks of the Field work are defined so, that, when speaking of them, one
could express everything what has been experienced and mastered. A great value,
certainly, were lectures, the fact that we partly learned how to render the first aid (it
should also have been necessary to learn how to put on dressings, etc.). And what I
obtained when working with people. Often we do not value things we can share with
others, sometimes it is only our presence, even a single fact, that a patient feels being
remembered. Certainly doctors and nurses are doing it, but anyway there could not be
too much of knowing that somebody remembers you. This time was rich for me also
for the fact that I could be alone in my talking with God, asking His help and
experiencing His answers. During this period He has taught me how to serve (Jer.
15:15-21, Eceh. 3:16-21, Mt. 25:3, Ps. 84:5-8), I have received wisdom and strength
to give to others what the Lord has given to me, and I was allowed to experience, that
He could use me - most of all then, when my strength, my courage and knowledge
seemed to have disappeared someway. And one more teaching during this time is
our, students' mutual relations and attitude towards the work of serving. God wants to
see us free from any hypocrisy and pretence. Certainly, we are only people. However,
the world has to see in us also something else (a principle "in the world, but not from
the world"). We have to prove our Faith not only by words, but by all our life. That is
very, very difficult. We have to ask for much strength, to learn to live that way.
During this Field work we were reminded about it. Our work is extremely serious
and we have to be continuously alert and responsible for what we are doing.
~ 129 ~
I want to express gratitude to the Cesis Hospital for a possibility to work
there. The time has been hard, yet I want to say - it has been fulfilled. Any experience
makes you rich, if you know how to appreciate it. Also we still have to grow and
grow - seems to me, this is the main conclusion I have come to here in Cesis.
DIARY OF INTRODUCTORY FIELD WORK.
LATVIAN EVANGELIC LUTHERAN CHRISTIAN ACADEMY
REPORT ON THE EVANGELIZATION FIELD WORK AT THE
CESIS HOSPITAL
by Artis Ðmits
the 1st year student
During the Field work I visited patients of the Therapeutical Department,
several wards, and the attitude and behaviour of patients, certainly, was very
different, also depending on my own behaviour. The words by Rainis came really
true: "You cannot take away anything what is obtained by giving", since during this
hard period both economically and in any other way, the hearts of people are open to
look for the sense and especially then, if the Soul of the giver is universally (it is not
enough only with that specific, characteristic only for the Christianity) fruitful - a
seed of sense can be sown in anybody who is open for the divine, since the whole
culture is given by God and permiated with the principle of Christ's Resurrection
(renewal). I went to patients with approximately such understanding - trying "to
stand" for everybody (I don't know how I succeeded), since everybody has his own
orientation of values, his own world outlook and none of them is "wrong". If
somebody considers it so, then his demagogic and sectantic "conviction" is to be
blamed sooner. And what I observed is just admirable - when I contacted people with
a word and tried "to stand" for them - I noticed reaction at once: they stood for me
and we felt common joy and peace. I shall not try to write anything more concrete,
since it is most probably already done in books of the Christian psychology.
To my mind, this Field work was very valuable, though it was rather difficult
for our students to acclimatize themselves. I was most happy for the fact, that two
becoming mothers did not have an abortion after a conversation with them. The Field
work was a complete realism, with what a great blessing began, when we "husked
out" ourselves from the shell of theories and clearly saw, what we really were able to
do. Now. At once. And perhaps very important is what we leave in souls of these
people, with whom we speak about the divine, how far we have gone in building
bridges between the revelation of God (way of Christ), from us to those people,
between the maximum self-return - or also playing of "the correct" theologists.
Thank God for this Field work!
Artis Ðmits
Valmiera, July 24, 1995
AGREEMENT OF STUDIES
~ 130 ~
Approved at the Senate session
of the LDI on 12 December 1995
Repeatedly in February 1996
STATUTE OF PROCEDURE OF STUDIES AT THE
LATVIAN EV. LUTH. CHRISTIAN ACADEMY
1. Studies at the LChA in accordance with the selected Academic
Bachelor/master and/or Professional study program provide a possibility to acquire
academic education and/or higher professional qualification and the bachelor or
master's degree.
2. Studies are started by persons, who have been immatriculated at the
Academy (immatriculation - writing into the List of students and receiving of
student's Certificate).
3. Studying persons at the LChA are offered Academic and Professional
studies.
3.1. Full Study program with the minimum length of studies is 4 (four) years
(Day time studies).
3.2. Full optional program with higher intensity and the minimum length of
studies is 4 (four) years (Evening time studies). In Evening time studies classes in the
auditorium are organized as follows:
 twice a week at the 1st year,
three times a week during the 2nd year,
four times a week during the 3rd and 4th year.
 Once in semester students have classes in the auditorium for 1 week
(intensive sessions). Between the exam sessions as well as in the free
days of the week students are working independently.
4. The study process is regulated by the following conditions:
4.1. Students have the right to interrupt studies temporarily, even several
times, but not more than for 4 semesters altogether. The minimum interval in studies
is 1 semester. During the break student is not exmatriculated, lest he himself has
expressed such wish. When interrupting studies, the head of the Study department
shall be informed about it by submitting an application to the Secretariat of the
LChA.
When resuming studies, after they have been interrupted, if the interval has not
been shorter than 1 semester and not longer than 4 semesters, the study credits,
acquired earlier, are recognized fully in the same Study program.
4.2. The change between the Bachelor and Professional study program is
possible, if requirements of Study programs of 2 semesters have been met. In this
case the student has to get the permission from Study Department of the LChA
and/or Director of the new Study program. Director of the Program decides about
consideration of credits, acquired earlier in the relevant part of the Study program. If
necessary the question about an individual plan of Studies is decided together with
the Director of the Study program.
The earlier interrupted studies may be resumed (in case of exmatriculation), if
the Study program of 2 semesters has been covered before.
4.3. Recognition of credits, acquired in other higher education institutions,
foreign higher education institutions, is determined by the Director of the Study
program (by concerting it with the LChA Study Department) according to the system
of credits, fixed at the LChA.
~ 131 ~
4.4. Free attendance of classes could be allowed, if the student works
according to his personal individual plan, which is concerted with all heads of
courses of the Study program, and approved at the LChA Study department.
4.5. If during the semester the foreseen study program is not covered without
any excuse, the student is exmatriculated.
4.6. A student who takes the State and Final examinations repeatedly has the
right to do it during three years after the exmatriculation time according to the rules
of the State examinations of the regular year and those of the Final examinations.
4.7. Students, who have covered the theoretical part and Practical work (field
work) of the Study program, have the right to defend the qualification (bachelor)
work and to pass the State and Final examinations during three years after the
exmatriculation time.
5. The study curriculum is from
September 1 till July 31, there are two semesters:
the autumn semester: 01.09 - 31.01,
the spring semester: 01.02 - 30.06.
Holidays: Christmas: from 20.12 till 02.01.
5.1.1. Easter Holidays - the relevant one week,
5.1.2. Summer Holidays - from 01.08 till 31.08.
6. The length of one class is 50 minutes. Classes are organized and held
according to the Schedule, which is compiled by the Study Department of the LChA
for each week of studies.
THE LCHA STATUTE ON THE FINAL AND STATE
EXAMINATIONS
1. Final examinations and the state examinations are the evaluation of the
Study program.
2. To acquire the highest qualification "clergyman", the LChA has set a State
examination on the study program of the Bachelor of theology, which may consist of
several parts.
3. In order to acquire the highest professional qualification "social care and
charity specialist/worker" the State exam over the study program “The Practical
Theology" is fixed, which may consist of several parts.
Procedure of the academic final examinations
1. A constituent part of the Academic final Examination is elaboration of the
Bachelor work.
2. For defending the Bachelor work, the LChA Senate appoints the
Commission of Final examinations from among the teaching staff and specialists
with the relevant scientific or academic degree, consisting of seven (7) people: a
chairman of the Commission, deputy chairman, secretary and four members.
3. The Bachelor work, done in written form, in three copies, shall be submitted
to the Commission of Final Examinations at least 10 days prior to its defense.
4. The management of the LChA appoints two (2) referees for each Bachelor
work. Referees examine the work thoroughly and submit a written reference, with
which the candidate is acquainted before the defense. One of the referees is an
independent expert.
~ 132 ~
5. The defense of the Bachelor degree is organized as an open and free
discussion on the subject and problems of the work. The procedure and time-limit of
the discussion is determined by the Chairman of the Commission.
6. The Commission of Final Examinations decides about conferment of the
Bachelor of theology degree by open voting.
The Bachelor degree is conferred if a half of the Commission members have
voted "for". In the case votes divide the Chairman of the Commission has the
decisive vote. In result of positive voting the candidate is awarded the Bachelor
academic degree in theology, marking also the subbranch. The decision is approved
by the Senate and the Bachelor Diploma, signed by the Rector of the LChA.
7. In case the bachelor work is not defended, the candidate may continue and
improve the work, take it till the necessary level and submit it for defending for the
second time, after the time, fixed by the Examination Commission.
Procedure of professional qualification tests
1. For accepting of the state examinations, the LChA Senate forms the
Examination Commission, consisting of at least five (5) people: a Chairman of the
Commission, deputy chairman, secretary and Commission members. By the decision
of the Senate independent experts may be invited to the Commission.
2. The course of the examination and rules of procedure are determined by the
Commission of State Examinations, and three months prior to examination informs
about it the studying persons of the program.
The testing may take place in form of an examination, test, discussion, etc.
Usually one of constituent parts of the State examination is the qualification
exam.
3. Answers of the State examination (and parts of the qualification questions)
are assessed according to the scale of 10 points.
4. The state examination is passed, if the assessment is not lower than 7 points.
5. The course of State examinations is recorded. The assessment is approved by
the Examination Commission and it is written in record. In cases of disagreement,
only the Chairman of the Commission may decide the question.
6. At the LChA the State examinations are open.
7. After the passing of the State examinations, the Examination Commission
confers to the candidates the qualification "Employee of the Social Care". The
decision of the Examination Commission is approved by the Senate. The candidate
receives a Diploma of the highest professional qualification, which is signed by the
Chairman of the Commission and the rector of the LChA.
REFERENCE ON THE SCIENTIFIC RESEARCH
WORK AT THE LCHA
1. The scientific research work is realized by
The teaching staff of the LChA and students. At the Academy, the activities has
started the Scientific Research Center "The Dialogue Center", which is a structural
unit of the LChA. Students, Teaching staff and Guest lecturers have been involved in
it.
~ 133 ~
2. The major tasks of the Scientific Research "Dialogue Center" are:
by activities of Scientific and Applied research to involve effectively the
contents of work of the Academy in the Society of information, where the main
product is information and knowledge is the most important resource;
to develop the following directions, necessary for Theological
investigations:
the Gospel and the Society
Man and the process of Redemption
the Christian evidence in the Pluralistic world of Religions and
Cultures
the Gospel and the Church
to help students to master skills of Scientific research work;
to carry out Applied research in Social spheres of Charity work with
practical recommending importance for the State and Church institutions.
3. The LChA is involved in the following international research projects:
a joint project with "Dialogcenter International" (University of Århus in
Danmark, project coordinators Prof. J.Aagaard, Dr. S.Gutmane) - to carry out
investigation on the New religious movements in Latvia, in order to include this part
of Joint study into the international TEIN project (Theological Education on
INTERNET);
cooperation with the Lahti Deaconate Academy in Finland and the Norsk
DiakonohØyskole of Oslo, Norway, project coordinators Principal J.Gossner and
M.Øverlund, taking part in the joint project "Thematic Networks", the aim of which
is to gather teachers, researchers and practicians of the Deaconate from different
regions of Europe, in order to broaden basic knowledge in Deaconal ministry and the
Professional know-how in different spheres of activities. The task of the LChA
Scientific Research Dialogue Center, as of a partner organization, is:
 to participate in the Development of concept of the modern Christian
Charity work, relating this work with investigation of the Social
environment and Church in Latvia,
 to develop a scientifically motivated conception for preparation of the
Deaconry specialists (Evangelic social care and charity workers),
 to publish and disseminate Summaries of experience and concepts at
regular International conferences,
 to implement parts and details of the common Cooperation model and
to realize exchange of Research work.
the LChA has been invited to join the international project, headed by the
"Dialogue Center of the Århus University in Danmark, "Youth for Europe. Action D.
European Commission for Exchange with Non-member Countries". It is a project for
elaboration and development of the Network of the youth alternative Academic
seminars together with participating higher education institutions from Norway,
Romania, Bulgaria, Danmark and other countries.
the LChA is involved in the international research project "Emmaus
Project" in Israel. The Curator of the International project is the Rector of the Finnish
Theological Institute Dr. E. Junkala. The role of this project for Latvia cannot be
overestimated: the Door is opened for the studies of young theologians right in the
Holy Land, to take part in Archaeological excavations, as well as to use Libraries and
Museums of Israel. The LChA has already taken part in 5 sessions of Archaeological
excavations:
1. in August 1994,
2. in March 1995,
~ 134 ~
3. in June 1995,
4. in June 1996,
5. in June 1997.
Reports on them have been published in Theological issues of Finland and the
USA - the bulletin "Good News for Israel" issued in Minneapolis. At the scientific
Library of the LChA one can get acquainted with video and photo materials on
expeditions of those excavations. An invitation to take part in this project has come
from the Israel Antiquities Authority and the Tel Aviv University, Faculty of
Humanities, Department of Archaeology and Near East Studies.
The LChA has developed sprouts of Academic research cooperation with
the Lutheran Institute of the Bible in Seattle, California.
- now the qualification studies are carried out by a student of the
LChA Solvita Bleiere,
- after having defended the Bachelor of theology work, also Liena
Apsukrapsa will go over.
representative of the Teaching staff of the LChA have reported at the
Conference of the International Lutheran Institutions of Higher Education of the
Bible in 1994 (Minneapolis, USA).
The LChA has received an invitation to take part in the World Congress of
the Bible Higher Education Institutions, organized by this Institute in July 1998 in
Erfurt (Germany).
The LChA has Academic cooperation with the Oslo Institute of Deaconry
and Social Work (Oslo Diakonihjemmets): 3 students of the LChA study there: Zane
Brikovska, Ieva Kudleicuka and Baiba Zunte, to become specialists of the Evangelic
social work. Cooperation could be even more deeper, than only on the level of
exchange of students, if the LChA has had official rights to initiate work of
Academic education in forms recognized by the State.
Representatives of the LChA teaching staff in the period from 1994 to 1997
have reported at:
12 international Conferences abroad,
5 interdisciplinary Conferences in Latvia.
4. The LChA carries out the following applied Research works of local
scale:
an order of the Social Work Department of the Republic of Latvia Saeima
(Parliament): "Work with children and families carried out by supervisory authorities
of the Riga Coordination Center of Social Assistance. Aspects of Christian spiritual
care".
a pilot project for the Department of Social Assistance of the Jurmala City
Council: "Supervising authorities of the Social Assistance Service: a network of
Charity activities and Security for persons, who do not receive sufficient income
from their Work".
students' research project "Evengelic motivation of social assistance in
work with orphans, whose parents are alive" at the Bulduri Center for Family Care.
students' research project "Methods of evangelization work and tasks of
Soteriology in prison" - at the places of imprisonment of the Republic of Latvia
Ministry of Interior.
5. The following authors' Workshops function at the LChA:
"Psychological assistance in Crucial (crisis) situations".
"The Gospel and Modern processes in Culture".
~ 135 ~
"Information in the Modern Theological thought".
"Judaism and Christianity".
6. Scientific publishing activity:
From September 1997 the LChA starts the publishing of The LChA Annual
Scientific Articles. The 1st collection "The Gospel and the Present Situation of
Culture", based on Materials of the interdisciplinary Conference "The Gospel and
Situation of Culture" held in December 1996, will be issued in November/December
1997.
The 1st collection - 14 articles. It includes reports of the LChA
Teaching staff. Abstracts of the Conference have also been published.
The 2nd collection will include the Bachelor and Professional
qualification papers of the first graduates.
The 3rd collection will present joint Research publications of the
LChA visiting lecturers and permanent staff.
A group of translators of Theological texts, headed by Rev. G.Dislers and
U.Leitis, work at the LChA; translation of two important works for theological
academic thought is carried out:
- Donald Guthrie "New Testament Theology" (planned to be finished
in 2002),
- New Bible Commentary (under D.Guthrie's edition). The Collection
includes 2300 articles.
- A Book of Theological Names of the Bible. A textbook - dictionary.
Number of entries - 2500. Planned to be finished in 1999.
Apart from the teaching staff and visiting lecturers, students of the
Bachelor program take part in this work, the Master's degree students will join this
work, too.
7. Individual rsearch subjects of the teaching staff.
Research subject
Representative of the
teaching staff
On habilitation subject work the following persons
"Post-modernism and the Christian education: models
of education and practice"
Dr. S.Gûtmane
"Role of Socialization and Individualization processes
in development of orientation of values of a Student's
personality"
Dr. Aino Kuzòecova
"Differentiation processes of Structuralization of
Dr. Ritma Rungule
society in Latvia"
"Program of Theological education and concept of Lay Dr. Juris Câlîtis
persons in Latvia"
The research work focuses on Theology and concepts
of Human rights.
Simultaneously - work on thedevelopment of concept
and coordination of Translation of the Bible into
Latvian.
~ 136 ~
"History of ideas in Latvia: Starting period of the
formation of the nation in view of Science of religion"
Dr. Aija Priedîte
Research subject
Rpres. of the staff
On doctoral subject work the following persons
"Charismatic groups in Latvia after the WW II"
M.theol. Valdis Tçraudkalns
"Translation and the Structure of the Torah
(Pentateuch)"
M.theol. Ilmârs Zvirgzds
"Ancient church music, history of its development in
Latvia"
M.theol. Guntars Prânis
The Graz High School of
Musics
M.phil. Silvija Rçvele
"Analysis of situation of Linguistic minorities in
Latvia, The 90s"
Research subject
Rpres. of the staff
On doctoral subject work the following persons
"Understanding of predestination in the Christian
theology"
M.theol. M.iur. Artis
Burovs
"Processes of development of the Law-based
consciousness in the Bible and under formation of
democracy in Latvia. A comparative typologic view"
Sworn advocate Egîls
Lasmanis
"Rhetoric of visual culture. Biblical semiotics and the
Latvian painting"
Art scientist Andris
teikmanis
"Development of emotional sphere of pre-schoolers"
M.Psych. Anita Vecgrâve
"Psychology of religion and description of Pastoral
deliberative problem situations"
M.theol. Gatis Lîdums
"Formation and development of a Program of
information in Christian theology "
M. Ìirts Priedols
"Fundamentals of environmental culture"
Art scientist Mâris
Jukumsons
Gunârs Jukumnieks
"Dictionary of Art Terms" (A dictionary of art
terminology, 2000 entries)
"The panorama of Judaism in time of Jesus and
interpretations of the main religious and national
questions"
M.philol. Guntis Diðlers
~ 137 ~
On Master's topic work
"German-Latvian Dictionary of Theology" (1500
entries)
"Textbook of German for Theological higher
education institutions" (LChA)
"Latvian-French Dictionary of Christianity
Terminology" (2000 entries)
B.philol. Gunta Oðeniece
(will defend in October
1997)
The work has been
registered
B.philol. Rinta Bruþçvica
Rector of the LChA
Skaidrîte Gûtmane
~ 138 ~
SYSTEM OF THE SCIENTIFIC RESEARCHWORK AT THE
LCHA
Doctor’s degree
studies
Magistraey
Investigation of heads of
course
Scientific work of the
LChA
Academic workshops of
the heads of courses
Participation of
heads of courses
beyond the Academy
Academy study
Scientific
conferences
Scientific
practical
conferences of
students
Scientific research centre ”The
Dialiogue Centre”
Personnel Commission of the
Senate
Scientific expertise
of study programs.
Course programs
Theoretical
seminar of the
instructors
Applications of studies and
projects
Projects of applied
research in Latvia
International research
project
Group of translators of
the theological issues
~ 139 ~
REFERENCE ON THEORETICAL SEMINAR OF
THE LCHA TEACHING STAFF
The Theoretical seminar of the LChA teaching staff is a form to increase the
quality of the work and of mutual exchange of information.
A form of the theoretical seminar: a lecture, discussion.
The Theoretical seminar is conducted by Prof. J.Vçjð.
Subjects of the Theoretical seminar in School year 1996/97:
1. A visiting session of the Union of Latvian Christian Democrats and the
leading employees of the Jurmala City Council at the Academy.
"Christian Education and Political Activities in Society"
Discussion is conducted by Mâris Vîtols and Dr. Skaidrîte Gûtmane.
2. Optimization questions of the study process.
Dr. Skaidrîte Gûtmane.
3. How to teac Foreign languages at the Academy and problems of
Theological terminology.
Teacher of German G.Oðeniece.
4. Teaching of subjects of Psychology and Psychiatry panel at the Academy.
Dr. G.Kalnietis.
5. Specifity of Christian art.
Prof. J.Osis, Dr. M.Straune, artists R.Ozols and A.Teikmanis.
6. Thematic review over questions of Practical philosophy.
Doc. A.Priedîte
AGREEMENT ON CONDUCT OF A RESEARCH IN
PRACTICAL THEOLOGY
On the Theme ’’Methods of Evangelization and Objectives of Soteriology
at the Penitentiary Facilities‘’
1.
The present Agreement was made by and between Penitentiary Facilities
Department under Interior Ministry of Republic of Latvia as represented by the Department
Head V.Zahars, hereinafter referred to as the ‘’Client’’, acting on the grounds of the
Provisions for Latvian Interior Ministry and Penitentiary Facilities Department, and Latvian
EvLuth. Christian Academy (LChA) as represented by Manager of Studies B.Zîvere,
hereinafter referred to as the ‘’Contractor’’, who is entering into contractual relations under
the authority granted by the LChA Rector, Dr. Skaidrîte Gûtmane, acting under the LChA
Articles and By-laws.
2.
Subject of Agreement.
The present Agreement was made about the research to be conducted by the LChA
full-time students from the program of studies in Practical Theology on the themes
presenting interest to the Penitentiary Facilities Department, in particular on objectives of
evangelical motivation by social assistance workers in their work with persons held in
penitentiary facilities.
3.
*
3.1.
Rights and Obligations of Parties
Rights and Obligations of the Client
Upon completion of the research the Client shall have the right to receive
the results of the research and proposals for further improvement of the
work according to the theme of the research;
~ 140 ~
3.2.
3.3.
*
3.4.
3.5.
3.6.
The Client shall have the right to examine the methods of the research,
information processing technology;
Upon mutual agreement the Client may provide the Contractor with the
necessary consultations according to the theme of the research.
Rights and Obligations of the Contractor
The Contractor shall have the right to examine materials of non-confidential
nature at the disposal of the Client and pertaining to the theme of the
research when conducting a particular study under the subject of the
Agreement;
During the research it shall be the obligation of the Client to provide the
Contractor with the required materials as far as practicable;
It shall be the obligation of the Contractor to deliver the results of the
research, informative materials and proposals to the Client at the agreed
time.
4.
Agreement Period
4.1.
The Agreement shall take effect upon its signing.
4.2.
The Agreement shall expire upon comprehensive completion of the
research on the given theme by the facilities of Scientific research but one year as of the date
hereof at the latest.
5.
Legal Addresses of the Parties
Penitentiary Facilities Department
under Interior Ministry
of Republic of Latvia
Stabu iela 89, Riga LV 1009
Latvian Ev.-Luth.Christian
Academy
Department Head V.Zahars
Manager of Studies B.Zîvere
Identity code 270642-12601
Identity code __________________
32 Vidus prospekts, LV 2010
Signature
Signature
Seal
Seal
VIENOŠANĀS AR KUPRIJANOVU
VIENOŠANĀS AR JŪRMALAS DOMI
ĢIMENES CENTRS
DETAILED INFORMATION ABOUT THE
LIBRARY OF THE LCHA
1. The Library of the LChA is a Scientific Library.
2. The LChA Library is included in the joint Catalogue of the Republic of Latvia,
the joint information file "Foreign periodicals in the libraries of Latvia".
For the time being the LChA Library is situated on the 2nd floor of the main
building of the LChA comprising the area of 167,6 m2.
4. The LChA has acquired an area of 4,000 m2 at 21 Bulduru prospect to
accomplish the building of the Theological Library of the LChA according to the
~ 141 ~
5.
6.
7.
8.
9.
construction plan of the architect M.Liepa (see: The Construction Plan of the new
building of the LChA at 21 Bulduru prospect) and "The strategic development
plan of the LChA 1887. - 2002”).
The Library is compiled with the view of quality in compliance with the goals of
the LChA and its training program. The orders for books are placed through
internationally acknowledged subject catalogues. The international Lutheran
organization "Good News for Israel" (USA), the ”Dialogcenter” of the Århus
University (Danmark), and International Book Aid London (UK) give assistance
in supplying books for the Library.
At present the library comprises 3128 titles; the total number of books is 3298.
(Some of the books are located at 32 Vidus prospect for the use of visiting
lecturers).
The books are classified according to the international DDC classification.
The Book stocks:
 The General section - Reference Books,
Dictionaries, The Bible translations.
176
 Philosophy and related branches
980
 Religion
1020
 Social Sciences
620
 Languages
39
 The Sciences
150
 Technology (applied research)
 The Fine Arts
152
 Fiction
50
 General Geography and History
50
The Academy has an agreement with the Library of Jûrmala (head I.Zoldnere) to
let the students of the Academy use the books at the Jûrmala Library and readingrooms at Bulduri. Both fiction and other literature at this Library is at the disposal
of the students of the LChA The Library being situated near the Academy is very
convenient.
The Library comprises complete sets of the following periodicals:
In Foreign languages:
 National Geographic,
 IGNIS Journal. Zeitschrift für christliche pszchologie, therapie and
Biblische seelsorge,
 Prophecy Today Vol.12 1996,
 Good News for Israel,
 Spirituality in East and West. DialogCenter International.
 Update & Dialog on New religious movements 1993; 1994; 1995; 1996,
 Journal of Baltic Studies,
 Baltic Studies Newsletter,
 Berliner Dialog. Informationen un Standpunkte zur religösen Begegnung
 Biblical Atrcheology Review
 Apostolic Care since 1995
 Newsweek - selection since 1993
In Latvian:
 Labâ Vçsts. (A magazine importing Christian knowledge),
 Luteriskâ Mantojuma Fonds: Mantojums. (A magazine on Lutheran
theology),
 Ceļabiedrs. (A Christian monthly by LELBA),
~ 142 ~
 Eiropas Dialogs. (A magazine for European integration),
 Files of the following newspapers: Diena, Izglîtîba un Kultûra, The
Official Newspaper of the Republic of Latvia: "Latvijas Vçstnesis",
Latvijas Luterânis, Svçtdienas Rîts.
Our dream is to get access to the London and Washington libraries through the
World Wide Web.
Librarian of the LChA
B.Grîna
~ 143 ~
A SURVEY OF REGULAR ACADEMIC WORK BY
FOREIGN VISITING PROFESSORS AND
LECTURERS
AT THE LCHA DURING 1997/98 ACADEMIC YEAR
#
Name
Position
Subject
1.
Johannes
Aagaard
Professor
The theological
processes- of Modern
age,
Religions of the World
2.
Tilo
Claussen
Lecturer
Pneumatology
3.
Jan Gossner
Assistant
professor,
Rector of the
Norsk
Diakonihoyskole
Deaconal education,
Evangelical social
work,
A member of the
Bachelor Research
evaluation board.
4.
Peter
Hübner
Associate
professor,
Rector of the
IGNIS
Academy
The Psychology of
Religion,
A member of the State
Examination board.
5.
Eero Kalevi
Junkkaala
Associate
professor,
Rector of the
Finnish
Theological
Institute
The Archeology and
Geography of the
Bible Lands,
A member of the
Bachelor Research
Evaluation Board,
A member of the
Graduation
commission.
6.
Donald Clary
Associate
professor,
a missionary
Family and marriage
psychology and
therapy.
Research work within the
LChA
”Theological Education on
Internet TEIN” and "Youth
for Europe. Action D".
Enabling the recreation of the
students and teachers of the
LChA at the Deaconal care
center "Josuamission" in
Sweden.
Evangelic Deaconal Care
Concept research,
A member of the Councilors
Board of the LChA,
Student practice exchange
with the Norsk
Diakonihoyskole
Tutor to Associate professor
Gatis Lîdums, who instructs
"The Psychology of
Religion",
Student exchange with IGNIS
(The Christian Psychology
Center),
In-service training of the new
teachers.
The Trustee of the
international projects
"Emmaus Project" (Israel)
and "The Land of Geshur"
(Israel), and the Coordinator
of the LChA participation in
Archeological research,
The Tutor of "The Old
Testament" teaching at the
LChA,
The Tutor to Guntis Dišlers
for his research work
"Judaism and Christianity".
The manager of the mission
"Christian Life",
The coordinator of the
Christian Advisors
Association,
Co-author of a joint research
work on the concept of
~ 144 ~
deaconal work.
7.
Tore
Lindholm
Associate
professor,
Senior
researcher
8.
Francis
Wesley
Monseth
Associate
professor
9.
Joahnnes
Orville
Mosbo
Professor
10.
Wolfgang
Wagner
Leading
research
manager
The problems of Ethics
and Human rights,
The methods of Social
research,
The Social welfare
system in Europe.
Theology of the Old
A member of the Councilors
Testament.
Board of the LChA,
The Tutor to the younger
generation and the acade-mic
staff of the LChA
The methods of The
The Tutor to the young
Bible exegesis,
teachers at the LChA,
The Gospels and
The Supervisor of the student
Letters of the New
exchange with The Bible
Testament (Exegesis), Institute of Seattle (USA).
A member of the
Bachelor Research
Evaluation Board.
Marriage psychology
The organizer of joint LChA
and its Biblical
and IGNIS Conferences,
foundations.
The organizer of the
qualification studies of the
students and new teachers at
IGNIS (in Germany),
A member of the Councilors
Board of the LChA
REFERENCE ON SOCIAL ACTIVITIES OF THE
LCHA
The LChA Constitution provides that the Academy realizes its work in
interests of both the State of Latvia and Church, its task is to maintain high level of
intellectual work. The Academy cannot restrict itself by carrying out its activities
only within the walls of the Academy, already from the first year it has knocked at
the self-conscious door of the Church and urged to start Dialogue with Society, to
strong and intensive work among people.
The aim of such attitude is:
 to Educate people and practically help those who feel themselves
Socially helpless;
 to show to the Church that leaving the walls of Church is the only
practical justification of its existence;
 to give evidence that the Church shall not deal so much with its
religious creeds, but has to serve the World. If it is the Church as Christ
instituted it - it has to follow the sample of Saviour.
1. Regular Deaconal care, Spiritual care and Social care by the LChA
students.
~ 145 ~





in the Union of Disabled Persons of Latvia (frequently);
in the Union of Disabled Persons of the Latgale district in Riga;
in the Center of Social Care in Jaundubulti (arrangement of a Chapel);
in the Center for Family care "Bulduri";
formation of Prayer groups and work in St.Peter's church, Cross church,
Luther's congregation in Riga;
 work of Prayer groups at the LChA (each Wednesday from 18:00 till
20:00);
 all winter 1995, distribution of Bread and other food deliveries
(altogether 4 t); received from Sweden, to needy persons of Latvia,
 work with Single women with Children, formation of "Women Aglow
International" groups in Latvia. Center of the international organization
- LChA:
- January 1996 - a Seminar for Single women with Children of Latvia "Selforganization: a Woman beyond notions of Feminism theology in Society of Latvia",
- March 1996 - a Seminar for Single women with Children of Latvia "What is
a prayer?"
2. Creative and educational work
* 1994 - The first Latvian exhibition of sacral art in St.Peter's church during
Advent (with participation of 85 artists).
 Evangelization activities, concerts of the Church music, Bible readings,
lectures on Spiritual and Mental (Christian) awakening, related with the
exhibition "Glory to the Living God".
The exhibition was opened by the President of the Republic of Latvia
G.Ulmanis.
 During the Advent of 1995 in St.Peter's church, an Exhibition devoted
to 1000 years of Christianity in Norway, with participation of 16
Norwegian artists. The Exhibition was opened by the Ambassador of
Norway in Latvia Knud Torassen. Guests of the government of Norway,
prominent persons of Culture and Art were present.
Within the exhibition a seminar "Art of Christians in Post-modernism
Society. Topical Problems" was held.
 In Advent of 1996 - conference "Gospel and Situation of Culture".
 A photo exhibition by Guntis Dislers "Holy Land (Israel)".
 A Cycle of lectures for groups of Confirmands at the ev. luth. Cross
congregation (each Tuesday from 18:00 till 20:00, starting from April
1996).
 A Cycle of Radio programs at the Latvian Christian Radio "The Buried
and Unburied Talents", made and run by students of the LChA.
 A Cycle of Radio programs by S.Gutmane, rector of the LChA "To
believe a little bit" (each Thursday at 19:00) at the Latvian Christian
Radio.
 A Cycle of Radio programs by Rev. G.Dislers, a lecturer of the LChA,
"For Theocratic Latvia" at the Latvian Christian Radio (in 1996).
 The first competition of Christian poetry in Latvia in 1996 - during the
Whitsun (120 clusters of poems were sent in).
 The second competition of Christian poetry in Latvia - during the Easter
of 1997 (160 clusters of poems were sent in).
~ 146 ~
 Popular University of the Deaconate - monthly cycles of Lectures.
 Regular work of the LChA students in Sunday Schools, work with
groups of youngsters in their congregations.
 Informative and educational work through the press: from 1994 till
1997 some 38 educational articles have been published.
 From September 1997 the LChA starts it’s own program at the National
TV "A Good Will".
Institutions in which the LChA carries out regular work of Assistance and
Christian care
#
Name of institution
Responsible person
1.
The Riga Central district branch of the the
Union of Disabled Persons of Latvia
J.Puíîte
2.
The Latgale district of Riga branch of the
Union of Disabled Persons
E.Grîns
3.
The Vidzeme district of Riga branch of the
Union of Disabled Persons
E.Grîns
4.
Centre for Social Care in Jaundubulti
B.Zîvere
5.
Centre of Family Care "Bulduri"
B.Zîvere
6.
The Riga ev. luth. Cross congregation
G.Diðlers
~ 147 ~
#
1.
Creative and educational work.
1. Exhibitions of sacral art "Glory to Ever Living God"
Name of exhibition
1994 - The first exhibition of Sacral (Church)
art in Latvia.
2.
1996 - Photo exhibition "The Holy Land
(Israel)" (made on the basis of archaeological
excavations in Israel)
3.
1995 - Exhibition of Sacral (Church) art
dedicated to 1000 years of Christianity in
Norway.
4.
November 1996 - Exhibitions of works, made
by the LChA students, in the Christian book
and Arts saloon "The Way".
"The President of the
Republic
of
Latvia
G.Ulmanis
positively
valued the possibility to
enjoy a real heart
education. It is clear, that
the message of the Ever
Living God has to be
cleared from drifts of the
epoch
and
human
thoughts."
Newspaper "Diena", 5
Dec. 1994
J.Vanags, Archibishop of the LELC: "This
is not an exhibition of amateurs. Works of
artists, who are well-known in the country,
can be seen here. It is important, that they
have turned to the One, who can give life".
2. Competitions
of Christian
poetry
Newspaper
"Diena",
5 Dec. 1994
#
Name of competition
1.
1995 - "People and the cognition of God"
2.
1996 - "Through silence and joy"
"And at the end it seemed to me, that the Union
of Writers has moved from the Benjamins' House
to the Christian Academy."
R.Ziedonis, newspaper "The Sunday Morning"
~ 148 ~
3. The radio and TV programs
#
Name of the program
1.
Christian programs at the Latvian Radio (frequently), also in the program
"Gundega" etc.
2.
In the Latvian Christian Radio:
- a regular program "To believe a little bit";
- a Cycle made by students "The buried and unburied talents";
- a Cycle of programs "For theocratic Latvia".
3.
A program of the LChA "A Good Will" - monthly, starting from 13
September 1997.
4. Publications in press
From 1994 to June 1997 - 68 educational publications in magazines and
newspapers.
#
1.
2.
5. Conferences and seminars organized by the LChA
Subject of the conference and
Time
Place
seminar
A seminar: "Cultural Historical 5 May 1994
LChA.
Absurdities or - how in seekings of the
St.Peter’s
God he was rejected"
Church in
Riga
Days of Norwegian Christian art in Dec.1-30, 1995
Latvia (sponsored by the Ministry of
Foreign Affairs, Norway)
* a seminar "Singing and Music in
Norwegian
churches"
1995 of Advent
The Academy
"The
St.Peter's church met the Dec.
first 1,Sunday
of Music
overfilled. Not only Norwegian artists with their works, which
* a concert
of the Oslo
Chamber
choir
The Academy
represented
almost
all types
of fine arts - graphics, painting,
Dec.13,
1995
of Music
sculpture, took part in the exhibition, but also Norwegian
* a seminar "Scandinavian and
LChA
choirs with concerts of the church music."
Renaissance church music"
Newspaper "Diena", Dec.4, 1995
Dec.4, 1995
* a theoretical seminar "Topical
LChA,
problems of Christian art" (9 reports)
A.Setter,
* a discussion - seminar: "Role of the Dec.9, 1995
Min.
of
Pictorial art in Church"
Relig.Affairs
* a report "Potential of Art in Liturgy
of Norway
and Service"
Dec.10, 1995
~ 149 ~
3.
An international conference "The Dec. 1996
Gospel and the present Situation of
Culture"
LChA, The
Reutern’s
House in
Riga
6. Participation at international conferences, congresses, seminars.
#
1.
Subject and place of
Who participates, subject
Time
conferences or seminars
of report
"Myths
and
Nationhood", Dr. A.Priedîte
Oct. 1996
University of London, England
"National Myths in History
of Ideas of Latvia, in View
of Science of Religion"
2.
"Identity and the writing of
National Histories"
University
of
London
+
Kymenlaksoo Summer University,
Finland
Dr. A.Priedîte
June 1994
"National Myths in History
of Ideas of Latvia, in View
of Science of Religion"
3.
"Cultural Identity in Social and
Historical Context"
University of Vilnius, Lithuania
Dr. A.Priedite
"National Myths in History of
Ideas of Latvia, in View of
Science of Religion"
Dr. A.Priedîte
Sept. 1996
"National Myths in History
of Ideas of Latvia, in View
of Science of Religion"
4.
"Israel conference in Roveniemi" Dr. S.Gûtmane
Aug. 1997
University of Lapland + "Friends "Postmodernism
and
of Israel"
problems and Experience
of Christian Education"
5.
"The Role of the churches in
promoting human security in the
Baltic Sea region"
"Life and Peace Institute Uppsala"
+
Swedish
Fellowship
of
Reconciliation"
6.
Archaeological
excavations Dr. S.Gûtmane
June 1995
"Emmaus project", Israel
"Predemptive Processes in
the Context of IndoEuropean Cultural History
Dr. S.Gûtmane
April 1996
"Ontological Aspects of
Deaconal Education and
Deaconal Work"
~ 150 ~
and the Latvian Folklore"
7.
Gospel and the
culture, Latvia
situation
of Dr. S.Gûtmane
Dec. 1996
"Gospel and Culture in
Postmodernism Society
8.
Women Aglow International: Dr. S.Gûtmane
Nov. 1993
"Democracy and Faith", Arizona, "Christian Education under
USA
Developing Democracy in
Latvia
9.
Women Aglow International: Dr. S.Gûtmane
March 1994
"Gospel
and
Churches". "Secular and Christian
Strasbourg, France
Higher
Education
in
Latvia: Processes and
problems"
10.
Women Aglow International: Dr. S.Gûtmane
March 1995
"Gospel
and
Cultures", "Christian Education and
Tesaloniki, Greece
Cultural Institutions of
Traditional
Christian
Confessions in Latvia.
Topical Questions"
11.
"Building a Common and
Comprehensive Security Towards
an Ecumenical Agenda of a
Changing
Europe",
Tallinn,
Trans-Baltic Network
12.
"The Gospel and Cultures", Dr. S.Gûtmane
Febr. 1996
University of Oslo, Norway
"Conflict prevention and
peace building through
higher
Christian
educational network"
13.
"Questions of Christian Education
in Latvia", Latvian Association of
Christian
Schools
"Aspera",
Latvia
Dr. S.Gûtmane
May 1996
"Christian education as a
part
of
Democratic
culture"
14.
International
symposium
"Weisheit, Kraft und Inspiration
der
Diakonie",
the
Lahti
Deaconate High School, Finland +
Diakoniewissenschaftliches
Institut, Heidelberg
Dr. hab. J.Vçjð
March 1996
"Charity
in
Posttotalitarian society: some
socio-ethical problems in
Latvia"
15.
"Israel-conference" in Roveniemi, M.philol. G.Diðlers
Dr. S.Gûtmane
Oct. 1995
A
report:
"Some
statements on christian
education and training"
Aug. 1997
~ 151 ~
Finland
"The God and his people
in Time of Josuah
Covenant of the Old
Testament"
16.
East European Mission's Network M.philol. G.Diðlers
April 1997
conference, USA
"Self-contentment
and
agression:
Christian
identity in Post-totalitarian
Latvia"
17.
Symposium of the World Bible M.philol. G.Diðlers
May 1995
High Schools at the Minnesota "Initiative of the Christian
Bible Institute, USA
Academy in Latvia: the
evangelic identity and the
so called Churchood"
7. Concerts of the church music, organized by the LChA
#
Name of the concert
1.
A concert tour of Anna-Lena Maria* for invalids of Latvia:
- in St.Peter's Church,
- in Union of Disabled Persons of Latvia (in the House of the Latvian
Society),
- for disabled children of Latvia.
* Anna-Lena Maria is a world famous singer - invalid (was born without both
arms and legs, but has overcome the physical weakness with enormous
strength of belief in Christ. Has recorded several CD’s, used to be a Champion
in swimming (!)).
2.
A concert tour of the Oslo Chamber Choir in Latvia.
Conductor Grete HelgerØd
Concerts in 1994:
- at the Riga Dom Cathedral,
- the Luther's Church in Tornakalns, Riga
- the Kuldiga Church of St.Ann
3.
A concert of the Oslo Chamber Choir:
- in the Latvian Academy of Music,
- in St.Peter's Church in Riga, February 1995
4.
A seminar, organized by the LChA in the Latvian Academy of Music "Singing
and the Church Music in Norwegian Churches", January 1995
7. Individual activities of the LChA academic personnel
~ 152 ~
Skaidrîte Gûtmane
* a member of the board of "Women Aglow International", Baltic
Department,
President of the branch organization in Latvia,
* "Josuamission" (Sweden), member of the Board,
* a member of the Council of the Ev. Luth. Luther's congregation (Rev. Juris
Rubenis) from 1992 to 1996,
* a member of the Council of the Ev. Luth. Cross congregation (from 1997),
* "Friends of Israel, Ass.". President of the branch international organization
in Latvia.
Valdis Tçraudkalns
* President of the Bible Society, Latvia
Guntis Diðlers
* Member of the World Association of the Bible High Schools,
* Pastor of the Ev. Luth. Cross congregation,
* Pastor of the Ev. Luth. Bulduri Congregation.
Juris Câlîtis
* Pastor of the International Church of Riga
Rinta Bruþçvica
* Member of the International Radio Association (IBRA)
Guntis Kalnietis
* Member of Latvian Association of Physicians and Psychiatrists
Ilze Trapenciere
* Lecturer of courses at the Duke University, USA
ESTIMATION OF THE PROFESSIONAL
"PRACTICAL THEOLOGY" TRAINING
SYLLABUS AS AN ASPECT OF THE NATIONAL
INTERESTS OF LATVIA
1. The demand for highly educated social care specialists in Latvia is
determined by the joining of Latvia to the Copenhagen Declaration of 1965, by the
Social Aid Law of 1995, by the Medical and Social Protection Law of 1992, by the
Latvian Social Welfare system Reform Project in 1997 and other documents, as well
as the Constitution of the Latvian Ev.Luth. Church of 1996, the Declaration of the
World Lutheran Federation on Deaconal Ministry in 1994 and other documents.
~ 153 ~
2.1. The Latvian Social Welfare System Project focuses on the following
issues:
 poverty
 the situation of families with children (the growing number of children
growing up without parent care - orphans of living parents)
 the situation of the disabled and exposed
 a variety of cooperation with the local governments
 developing a definite cooperation pattern among various charity branches
2.2. Those "focus" problems could be dealt with through the churches with
the help of highly qualified social care specialists.
L.Chr.Acc. is the only higher educational establishment in Latvia training
specialists for charity missions, i.e., social care specialists for the needs of the church
and the state.
3. The social care system in the church state needs a reliable data source to
analyze the social situation and predict its changes.
3.1. The educational work according to the L.Chr.Acc. training program could
improve the expertise of the social care organizations and find the best solutions for
their specific functions. The training of social care workers is an indicator of the
quality of their work.
3.2. The teaching staff and the students of the L.Chr.Acc. are developing a
standard pattern of social care for parochial charity need.
THE PRINCIPLE ASPECTS OF NATIONAL
COOPERATION AND IMPORTANCE
The Social Care
Department
1. Drafting of proposals for
the policy of social care
and jurisdiction.
2. Defining of social care
strategies
3. Determination of the
investment management
policy
4. Defining of minimal
standards for charity
services
5. Social care system quality
control
The "Practical Theology" training syllabus
Field studies in congregations and various state
charities.
Data accumulation and processing. The analysis of
the charity aspect of social care in its evangelical
sense and contents. Evolving practical
suggestions for charity work to the department
and the church.
Comparison and research of the official data,
publications, investigations, communication and
interviews with the top charity deacon work
executives in Latvia and the European Union.
Performing a limited scope of empirical research with
local authorities and congregations.
Thorough research and estimation of the charity and
services form the aspect of christian values.
Promoting the cooperation of the church with the
local authorities, stimulating the possibilities of
the public institutions by publication of the
findings of research as well as information of the
general public.
Methodical assistance through the "Dialogue Center"
~ 154 ~
of the L.Chr.Acc., training of the charity
executives.
The state is responsible for the social reform and bringing the social
care system to the local authorities.
The tasks of the L.Chr.Acc. are as follows:
 to change the attitude of people by education and research, to make
them understand that everybody is responsible for his/her own welfare,
not the state.
 to emphasize the Christian concept of soteriology
A SURVEY OF THE ENVISAGED ACADEMIC AND
RESEARCH WORK OF THE REGULAR
TEACHING STAFF OF THE LCHA DURING 1997/98
ACADEMIC YEAR
#
1.
Member of
the teaching
staff
Skaidrîte
Gûtmane
Qualification
Subjects and other duties
Research work
Associate
professor
Theology of the New
Testament,
An Introduction to Redemptive
Theology,
Bible Doctrines,
and
Rector's duties,
Monitoring of the State and
Graduation Examination boards,
Tutoring and reviewing of
Bachelor's Works.
The French Language,
The Latin Language,
Librarian's duties,
One of the LChA TV show
"Good Will" producers.
The History of Christian
Mission,
A Member of the Senate,
Director of the Bachelor
Curriculum.
Systematic theology,
The Symbols of Lutheran Faith,
Testimonies of Faith in The
Bible,
A Member of the Senate.
Habilitation research:
"Post-Modernism and
Christian Education",
An article "The Gospel
and the Cultural
Situation" to be included
in the collected Scientific
articles of the LChA,
A methodical teaching
aid "Predemptive process
in IDE culture".
Research work for
doctorate A Latvian French Dictionary of
Christian terms (with
1,500 headwords).
2.
Rinta
Bružçvica
Lecturer
3.
Olafs Brûveris
Associate
professor
4
Juris Câlîtis
Professor
5.
Guntis Dišlers
Lecturer
Theology of The Old
Testament,
Vice-director of the scientific
research "Dialogue Center",
Foreign affairs manager of the
Habilitation research:
"The Concept of
Theological Education of
Lay Executives in
Latvia",
Formulating the concept
of a new translation of
The Bible.
Research work for
doctorate,
Workshop "Judaism and
Christianity".
~ 155 ~
6.
Gunârs
Jukumnieks
Associate
professor
#
Member of the
teaching staff
Mâris
Jukumsons
Qualification
Lecturer
8.
Guntis
Kalnietis
Associate
professor
9.
Aino
Kuzņecova
Professor
10.
Gatis Lîdums
Assistant
11.
Gunta
Ošeniece
Assistant
12.
Guntars
Prânis
Lecturer
13.
Aija Priedîte
Professor
7.
LChA,
Pastor.
The History of Fine Arts,
The History and Theology of
Christian Image,
Iconography.
Subjects and other duties
The Principles of Environment
Art,
Art Nouveau,
A Lecturer to the Master's
Degree students.
Psychiatry,
Tutoring Bachelor's Research,
The Director of the General
Practice,
A member of the State
Examination Board.
An Introduction to philosophy,
The Antique Philosphy,
Tutorial work and reviewing of
Bachelor Research,
A Member of the Senate,
A Lecturer to the Master's
Degree students.
The Psychology of Religion,
Spiritual growth,
Christian Consulting,
One of the LChA TV show
"Good Will" producers.
The German Language.
Dictionary of Fine Arts
Terms (with 2,000
headwords).
Research work
Work at a textbook
"Environment, human
being, culture".
Habilitation research:
"Socialization and
Individualization in the
fostering of Student's
personal values.
Research for doctorate:
"The Psychology of
Religion".
Work at the following
textbooks:
 "Dictionary of GermanLatvian Theology Terms",
 "The German
Language" A textbook for
a theological higher
educational institute.
Himnoloìija,
Research for doctorate
Liturgies,
"The Ancient Church
Conductor of liturgy choir,
Music and its History in
One of the LChA TV show
Latvia" at the Musical
"Kindly Disposed" producers.
Academy of Graz in
Austria.
The History of Latvian Culture,
Habilitation research:
A Member of the Senate,
"The History of Ideas
A Lecturer to the Master's
during the Period of
Degree students.
Development of a
Nation".
~ 156 ~
#
Qualification
Assistant
Subjects and other duties
Research work
14.
Member of the
teaching staff
Ģirts Priedols
Computer science,
Workshop: "Information
Technology and Theological
processes".
15.
Silvija Rçvele
Associate
professor
16.
Ritma
Rungule
Associate
professor
17.
Valdis
Tçraudkalns
Associate
professor
18.
Didzis Egils
Lasmanis
Associate
professor
Organizational psychology,
Bachelor Research tutorship and
review,
Qualification project tutor and
reviewer,
Work on examination boards.
Social Research Methods,
Sociology,
Bachelor Research tutorship and
review,
A Lecturer to the Master's
Degree students,
The director of the Practical
Theology Curriculum.
The History of Theology I,
The History of Theology II,
A Member of the Senate,
The Director of the Bachelor's
curriculum in Theology,
Bachelor research tutorship and
review,
The theological supervisor of
the general Field work.
An Introduction to Common
Law,
The Director of Specialized
Practice.
Research for doctorate
"Information Software
for theological Studies",
Participation in the
international project:
"Theological Education
on the Internet TEIN".
Research work for
doctorate "The Study of
the Status of the
Linguistic Minorities in
Latvia During the 90ies".
19.
Ilze
Trapenciere
Associate
professor
The Family Sociology,
Bachelor Research tutorship and
review,
Qualification work tutorship and
review,
The director of general practice.
Habilitation research:
"Structural Social
Differentiation in
Latvia".
Doctorate research work:
"Charismatic groups in
Latvia after the World
War II".
Writing a methodical
textbook: "Biblical and
Social Analogues of the
Rise of Forensic
Awareness".
The tutor in Latvia for
three international
sociological projects,
Writing a textbook: "The
Problems of Family
Sociology".
~ 157 ~
#
Member of the
teaching staff
Anita
Vecgrâve
Qualification
Associate
professor
21.
Jânis Vçjš
Professor
22.
Ilmârs
Zvirgzds
Lecturer
20.
Subjects and other duties
Research work
An Introduction to Psychology,
The Psychology of the
Personality,
The Psychology of age groups,
A Member of the Senate,
Bachelor research tutorship and
review,
Work on examination boards.
The History of Christianity I Patristics,
The History of Christianity II The Middle Ages,
The Contemporary Philosophy,
The Modern philosophy,
Pro-rector,
A Member of the Senate,
Bachelor research tutorship and
review,
Director of Master Curricula.
The Hebrew Language
Defense of doctorate:
"The Emotional
Development of PreSchool Children" in
October 1997.
Research work for
monograph "The Moral
Theory of the Analytic
Philosophy".
A book "Ludwig
Witgenstein on Religion
and Culture".
Research for doctorate:
"The translation and
literary framework of
Torah (Pentateuch)".
~ 158 ~
THE COMPETITIVENESS OF THE LCHA
GRADUATES ON THE LABOR MARKET
Two presumptions orienting in favor of and against human inward spiritual
motives:
AGAINST
IN FAVOR OF
1. There can be no connection between
1. The Dutch Sociological Research
the science and Christianity
Center Science historian R.Hooykaas
is right when he writes in his work:
“Religion and the Rise of Modern
Science (in 1972) as follows:
“Christianity has played a significant
positive role in the development of
modern science, beginning with the
Christian Europe during the Middle
Ages, reaching its culmination in the
outstanding scientific achievements
of the 17th century, and proceeding
throughout the contemporary
dominant of materialism and
naturalism, that often consider theism
as delusion. The concept of culture
dominant, attempting to prove the
distance between the apologetics of
the Christianity and science has been
disguised in scientific outfits, but in
reality is as far from the science as
Christianity from delusion.”
2. By practicing Christianity and getting 2. You can have the greatest surprise in
a Christian education you loose your
life by opening the Bible. The Bible
I.Q.
may seem to thick, strange, dated and
obscure for a while, yet eventually
you will find more freshness and
topicality in it than in all the daily
newspapers together.
The major question of human-kind have
always remained invariable, Trivial,
unimportant, transitory and irrelevant
things are inconsistent.
Both ideas “AGAINST” are cynical.
Before discussing the competitiveness of graduates of a Christian higher
educational establishment on a secular world job market one should discard the
popular cynicism to have a natural and intelligent approach.
The L.Chr.Acc. students are oriented to the invariable values in people,
humankind and contemporary world, however they are well versed in the
modern worldly language as well. On graduation they also have the knowledge
of the values of people who think differently, in order to implement the charity
task of the Gospel in dialogue with the social environment of a democratic
country, beyond the usual theological lingo that is suitable to speak to a person,
but is useless for conversation with a person.
~ 159 ~
Reasons for the Competitiveness of the L.Chr.Acc. Graduates on the Labor
market:
1. The skill of an academic application
This maxim is affirmed in the altar of the
of an ancient and short maxim:
L.Chr.Acc., as well as confirmed in
ORA ET LABORA (Pray and Work)
the daily routine of theology studies
and Christian mode of life at the
Academy. Nevertheless one has to
train oneself lifelong to learn living
by it.
2. Being prepared to work both in the
According to the Social care department
state and Church charities
of the Welfare Ministry, in April
1996, there were 291 various Social
aid institutions in Latvia with 686
employees. 955 employees work at
children's homes and orphanages.
6943 people get home care paid for
by the local authorities, employing
5161 persons both in towns and
villages.
There is 1 staff social worker for 8000
residents of Riga. 1 specialist for 300
people who need care.
These figures demonstrate the need for
social aid workers with higher
education.
Besides that, there are 300 Ev.Luth.
congregations in Latvia; and 799
religious organizations altogether
(according to the figures of 1992).
All of them need highly qualified
clergymen, evangelists and other
workers.
What is the difference between the graduates of the L.Chr.Acc. and other
Social worker training institutions?
Their distinction is a clear evangelical motivation of Social work. The
foundation of charity work is primarily not of soci-ethical but of religious motivation.
Our strength is not in any kind of organization. It is in God and those who live
in fellowship with God.
Pragmatically we educate social aid workers.
From the self esteem point of view we should say that we educate people
willing to do charity work and to introduce idea of humanity where the conditions are
inhumane.
3. Assessment of the professional
activities of the Graduates
The assessment is conditional as the first
graduates are going to leave the
Academy in December 1997.
L.Chr.Acc. is going to continue labor
market research. Agreements that
guarantee advising the students and
cooperation in specialist training
~ 160 ~
until 2002 have been concluded with
the following organizations:
- The Riga coordination Center of
Social Aid (head A.Gaigale)
- The State psychiatric care Center
(head O.Velmers)
- The Ev.Lutheran Cross Congregation
(pastor G.Dislers)
- The Old People Nursing Center at
Jaundubulti (head A.Zvirgzdina)
- The Family Care Center "Bulduri"
(head V.Randa)
- The Social Aid Service of the
Jurmala town council
The students of L.Chr.Acc. have had
practice placements in the above
organizations.
The 4th year students have worked in
various social aid organizations of
the Riga town council during the
Spring semester of the Academic
year of 1996/97.
The L.Chr.Acc. did not question the
organizations, yet the supervisors of
the student practice analyzed their
work and submitted a report on
students work, their professional and
theoretical knowledge demonstrated
during the work.
These reports are available at the Study
Department of the Academy. In the
present survey you can find them on
page … "Reports on Students' Work
During the Practice".
As to the training level and readiness for competition on the labor market of
the 4th year students the reports reveal the following objective facts:
 Professional knowledge good - 60%
 Some shortcomings in professional knowledge - 35%
 Lots of shortcomings in professional knowledge - 5%
 insufficient professional knowledge - -- interpersonal relation skills of the students:
excellent
- 87%
good
- 13%
All reports stressed the unusual skills of the students to find a non-traditional
approach in application of their knowledge, their compassion, patience and altruistic
work as well as a new manner in dealing with people. This attitude in combination
with the professional knowledge facilitates re-socialization of a person.
Social involvement, permanent accumulation of knowledge after
graduation, being educated an reborn in Christ in order to uplift and carry the
~ 161 ~
socially paralyzed to Jesus - such people should be trained by Christian
education and the Church.
It would not be fair to finish this survey with cheap promises. Rather a
question of attitude could be asked:
are we in the middle of a tragedy, force or revolution? The future generations
might be better equipped to answer this question.
Nobody can predict the progress of social humanness in the minds of people,
economic, political and culture life. Work has to be done to eliminate the discrepancy
between the official image of an intelligent, well educated nation and the humiliating
truth. The expressionless eyes of the adolescents are dreadful if they do not reflect
hope for future. That is why the work must be done, it will require all our will and
effort.
THE CALENDAR PLAN OF THE
ASSIGNMENTS/TASKS AT THE LCHA DURING
THE 1997/98 ACADEMIC YEAR
THE AUTUMN TERM 01.09.97. - 31.01.97.
THE TASK (ASSIGNMENT)
1) Registration of students for the academic and
professional curricula.
2) Submitting the report about tuition fee payments
to the Rector.
3) Publishing of the collected scientific articles.
4) The analyses of the collected scientific articles.
5) Issuing the students and employees with
identification cards.
6) Interior design of the Academy.
7) Wages and salaries calculation:
 monthly,
 for the next fiscal year.
8) Visiting the lessons.
9) Lecture time-table project:
 for the Autumn term,
 for the Spring term.
10) Acceptance of study applications for Master's
degree.
11) Drawing up the curriculum for Master's degrees
studies.
12) Supervising the introductory, general and
specialized practice placements.
13) Supervising the quality of the introductory,
general and specialized practice.
14) Meeting and accommodation of the visiting
lecturers during their stay; sending letters of
appreciation afterwards.
15) Theoretical workshops for the lecturers.
TIME
Until 20.09.
THE PERSON IN CHARGE
B.Zîvere, V.Zâle
Until the
15th of every
month
L.Janberga, I.Gûtmane
September
Until the 10th
every month
Until 20.12.
All the
academic
year.
25.09.
20.01.98.
I.Makstniece, V.Tçraudkalns
I.Makstniece
I.Makstniece
I.Makstniece
L.Janberga
The Personnel committee of
the Senate
I.Gûtmane,
B.Zîvere,
V.Zâle
V.Zâle
J.Vçjš
All the
academic
year long.
All the
academic
year long.
All the
academic
year long.
All the
The Head of the Study
Department B.Zîvere
G.Lîdums
V.Zâle
J.Vçjš
~ 162 ~
16) The analyses of the quality of every teacher's
work at the Senate (inquiry forms to students, visiting
the lectures, student involvement in scientific
research; the quality of lectures, their scientific level
and compliance with the Christian concepts of the
LChA)
17) Approval of the credit score system principles for
learning assessment.
18) Conclusion of labor contracts with the teaching
staff and employees of the LChA for the whole
academic year.
19) Matriculation orders for the Bachelor and
Professional Studies.
20) Signing of the liabilities to pay the tuition fee.
21) Preparation of the registration forms to survey
the work of the teaching staff and student attendance.
22) Consulting and monitoring of the teaching staff.
academic
year long.
The chart is
compiled by
prof.J.Vçjš
09.09.
The Personnel committee of
the Senate
J.Vçjš,
Sk.Gûtmane
Until 10.09.
The Head of the Study
Department B.Zîvere
Sk.Gûtmane
Until 15.09.
V.Zâle
Until 29.09.
Until 01.10.
23) Submitting the annual statement (statistic data) to
the Ministry of Education.
24) Full-time day and evening department tuition fee
regulations for the Autumn term.
25) Preparation of the inquiry forms for students on
the curricula and teaching quality.
26) Connecting the computer class to the Internet
World Wide Web.
27) Visiting the lessons.
28) Approval of the TV show "Good Will"
producing team and scenario (script).
29) Concluding of tuition agreements for the fulltime evening department.
30) Matriculation orders for the Bachelor and
Professional Studies at the full-time evening
department.
31) The new Booklet and Student guide.
32) Assessment of the Accountancy.
01.10.
L.Janberga
The Head of the Study
Department B.Zîvere
The Head of the Study
Department B.Zîvere,
Sk.Gûtmane
V.Zâle
Until 01.10.
L.Janberga
Until 01.10.
S.Rçvele
Until 01.10.
Ģ.Priedols
07.10.
R.Ziedonis
G.Dišlers
I.Gûtmane,
Sk.Gûtmane
I.Gûtmane
33) Written proposals for the improvement of the
academic curriculum.
34) Appointment of the State, Bachelor and
Qualifying examination Commissions.
Until 15.11.
35) Agreement on the Graduation date.
Drawing up and sending out invitations to the first
Graduation Party.
36) Survey of the student inquiry results. Proposals
for improvements.
37) Preparation of score lists for the graduates.
38) Calculation of the study curricula costs for the
next Fiscal year.
39) Academic workshop announcements.
Until 01.12.
40) Summer course announcements.
41) The report on the number of lessons given by the
teaching staff.
Until 01.10.
Until 10.10.
Until 15.10.
20.10.
04.11.
01.-08.12.
I.Makstniece
Assessed by - Sk.Gûtmane,
L.Janberga
V.Tçraudkalns,
J.Vçjš
J.Vçjš,
V.Zâle,
B.Zîvere
I.Makstniece,
V.Zâle
02.12.
Sk.Gûtmane
15.12.
20.12.
V.Zâle, B.Zîvere
L.Janberga
Until
01.01.98.
Until
15.01.98.
The teaching staff
20.01.98.
Modern and ancient language
teachers, G.Lîdums to be
informed
The Head of the Study
Department B.Zîvere
~ 163 ~
42) The Spring term visiting lecturer schedule.
43) The Senate meeting schedule
44) The Report on the Scores at the Autumn term
examinations..
Submit to the
Study
Department
20.01.98.
25.01.98.
Sk.Gûtmane
Sk.Gûtmane
V.Zâle
THE SPRING TERM 01.02.98. - 31.08.98.
THE TASK (ASSIGNMENT)
(THE SPRING TERM 01.02.98. - 31.08.98)
TIME
1) Entrance examinations for professional and
bachelor studies.
2) Proposals for improvement of the professional
study programs.
3) Timetable.
4) The Spring Term examination Score Report.
5) The Full-time evening department Score Report.
6) The report on the No. of lessons delivered by the
Master's teachers.
7) Entrance examinations for the Bachelor and
Professional Studies.
Appointment of the examination commission.
8) Matriculation orders for Bachelor and
Professional studies.
9) Preparation of Volume II of the Scientific article
collection.
10) Labor agreements with the employees.
11) Time-table for the Autumn term.
15.08. 29.08.
01.02.98.
The Head of the Study
Department B.Zîvere
I.Trapenciere
01.06.98.
20.06.98.
20.06.98.
30.06.98.
Sk.Gûtmane
V.Zâle
I.Gûtmane
The Head of the Study
Department B.Zîvere
The Head of the Study
Department B.Zîvere
30.06.98.
THE PERSON IN
CHARGE
30.08.98.
V.Zāle
Until 09.08.
J.Vçjš, V.Tçraudkalns,
I.Makstniece
Sk.Gûtmane
The Head of the Study
Department B.Zîvere
06.09.98.
15.09.98.
IV. STATISTIC INFORMATION
INFORMATION ABOUT LCHA
INFORMATION ON BASIC STUDY AND/OR
SCIENTIFIC STRUCTURAL UNIT OF THE
LATVIAN EV. LUTH. CHRISTIAN ACADEMY
(Chair, Laboratory, Department etc.)
Name of the Structural unit:
Regular Day Department,
Regular Evening Department.
To what institutions of the Academy management the Structural unit is
subordinated:
To the Senate, Study Department
Dr. philol., Dr. theol. Skaidrîte Gûtmane, person's code 081241-11228; Baiba
Zivere.
~ 164 ~
Phone 753360, 751919.
Main research directions of the Structural unit:
Takes part in joint research of the Academy, headed and coordinated by the
LChA Scientific Research Centre "Dialogue Centre".
Titles of the Bachelor's, Master's, Doctor's and other Study programs,
Profiles, Sub-branches, etc., foreseen to acquire Academic and Professional
education, in realization of which the Structural unit takes part:
Bachelor of theology Study program, Professional program "Practical
Theology".
Information funds, Data banks, Museums, Collections, etc.:
1) Libraries, their funds: books of 3128 titles, altogether 3298 copies,
2) Data banks and other special computerized information funds:
Videomaterials, 150 audiocasettes for mastering Foreign languages,
3) Museums, Collections, Exhibitions:
None.
INFORMATION ON THE BASIC STRUCTURAL
UNIT OF THE LATVIAN EV. LUTH. CHRISTIAN
ACADEMY
Name of the Structural unit:
Scientific research centre " Dialogue Center".
To what institutions of Academy's management the Structural unit is
subordinated:
To the Senate.
Manager:
Acting manager Pastor Guntis Diðlers, Prof. A.Buiíis (eventually), Prof.
J.Aagaard (Åarhus University, Danmark).
Principal research directions of the Structural unit:
1 The Gospel and Culture,
2 The Gospel and Society,
3 Man and the process of Redemption,
4 Deaconia in Religiously and Culturally pluralistic world,
5 Applied research in Social spheres of Charity work,
6 Coordination of international Research projects.
Personnel of the Structural unit
Name, surname
Guntis Diðlers
Person’s code
300658-10125
Academic
position
Acting lecturer of
the Dialogcenter
Scientific degree
Master, doctor’s
degree student
Amount of work
Full-time
~ 165 ~
INFORMATION ON THE STRUCTURAL UNIT OF
THE LATVIAN EV. LUTH. CHRISTIAN ACADEMY
Name of the Structural unit:
Scientific Library of the Latvian Christian Academy.
To what institutions of the Academy's management the Structural unit is
subordinated:
To the Senate.
Manager:
Beata Grina.
Main directions of activity of the Structural unit:
Takes part in the common teaching work of the Academy, providing the study
program with the corresponding acquisition Literature and Periodicals.
Funds of information:
There are books of 3128 titles in the Library.
Personnel of the Structural unit:
Name, surname
Person’s code
Beata Grina
Academic
position
Librarian
Other positions at
the Academy
Student
Amount of work
Part-time
Scientific
degree
Amount of
work
Personnel of the Structural unit:
Name, surname
Person’s
code
Skaidrîte
Gûtmane
08124111228
Baiba Zîvere
Gatis Lîdums
Jânis Vçjð
Valdis
Tçraudkalns
Ritma Rungule
Aina Kuzòecova
Academic position
Rector, Program director,
Head of the Regular
Department
Head of the Study
Department, Deputy
Head of the Regular
Department
Director of the Study
program
Prorector, Head of the
Magister program
Director of the Academic
program
Program advisor
Head of the Evening
Doctor
Full-time
Artist
Full-time
Master,
Doctorant
Full-time
Dr hab.
Full-time
Doctorant,
Master theol.
Full-time
Doctor
Doctor
Full-time
Full-time
~ 166 ~
Irçna Gûtmane
Vineta Zâle
Department
Secretary of the Evening
Department
Secretary of the Day
Department
Bachelor
Full-time
Master
Full-time
INFORMATION ABOUT LCHA STUDENT’S
Augstskola: Latvijas ev. lut. Kristîgâ Akadçmija
Fakultâte, nodaïa: augstskola nelieto jçdzienu "fakultâte";
1.
klātienes dienas nodaļa
Studiju programma: akadçmiskâ teoloìijas bakalaura studiju programma
profesionâlâs studiju programmas paktiskajâ teoloìijâ
un sakrâlajâ mâkslâ
#
Name Surname
1.
2.
2.
Personas kods
3.
Past. dzîves vieta:
P.Ind.
Adrese
4.
5.
Iestâð.
gads
LKr
A
6.
Absolvçtâ
mâc. iest.
7.
1. kurss
1.
2.
Austrums Jânis
Baranovska Dace
290470-11129
060272-11295
3101
4100
Tukums, parâdes 3-68
Cçsis, Kr. Valdemâra 1722
Rîga, Dzirnavu 115-25
Rîga, Raunas 36-41
Rîga, Malienas 8
Rîga, Íeguma 13-3
Madonas raj. Cesvaine,
Saulieða 7-5
Cçsu raj. Jâòmuiþa,
Sporta 5-23
97
97
RLMK
RLMK
3.
4.
5.
6.
7.
Bikova Beata
Gûtmane Annija
Jurjâne Marta
Lepse Maira
Ragainis Ìirts
130675-11220
260676-11216
120379-12766
251162270677-11748
1011
1059
1079
1006
4871
97
97
97
97
97
Tukuma raj. Vecmokas,
“Eglîði”
Rîga, Brîvîbas 404A-66
Saldus pag. Bçrzu - 7
97
1067
4355
Rîga, Imantas 2-11
Alûksnes raj. Vireðu pag.
“Alejas”
97
97
240878-11750
3300
Kuldîga, Gaismas 1-17
97
15. Driès Vilis
16. Çrkðíe Ieva
190979-10107
200576-11346
1082
4100
Rîga, Ilûkstes 44-5
Cçsis, Raiskuma 16
97
97
17. Gailîte Maira
260578-12364
2166
Rîgas raj. Jaunmârupe
Bçrzu 4
97
RLMK
RLMK
Rîgas 64.vsk.
RLMK
Madonas raj.
Çrgïu vsk.
Apvienotâ
Pasaules
Koledþa
Rîgas celtn.
tehnikums
Rîgas 49. vsk.
Saldus raj.
Druvas vsk.
Rîgas 69. vsk.
Alûksnes raj.
Gaujienas
ìimn.
Kuldîgas 78.
arodsk.
Rîgas 57. vsk.
Cçsu raj.
vakara vsk.
Rîgas 25. vsk.
8.
Piegâzne Zane
310879-11300
4154
9.
Stûre Ina
100958-11083
3126
10. Treimane Lelda
11. Audzçvièa Daina
150371-10927
260477-12853
1024
3862
12. Bçtiòð Arnis
13. Buþa Vijârs
250279-12706
200177-12652
14. Èîma Eva
18. Goba Jana
040477-11714
1048
Rîga, Kalnciema 10/12
97
19. Grâps Arnis
060574-12653
1013
Rîga, Çveles 2-529
97
20. Kampiòð Valts
041077-12322
2150
Sigulda, Roþu 3 D
97
21. Kapèe Agnese
260476-10136
1079
Rîga, Malienas 1-3
97
97
97
97
Jûrmalas 1.
vsk.
Latvijas
Mûzikas
Akadçmija
Rîgas 18.
maiòu vsk.
Jûrmalas pils.
~ 167 ~
22. Klipa Inga
030678-12075
3905
23. Laksa Inga
24. Lisovskis Sandris
280263-11822
090978-11003
2008
5003
25. Lîvs Argo
270673-12659
4337
26. Morica Inta
150169-12517
3290
27. Niedre Inguna
270478-11637
28. Onzule Dace
Pumpura vsk.
Ogres vakara
vsk.
RPI
Rîgas 1. pârt.
rûpn. skola
Rîgas 2. med.
skola
Rîgas 3. med.
skola
Ventspils
vakara vsk.
Apguldes 54.
PTV
RRAT
Tukuma raj.
neklât. vsk.
Jelgavas 2.
vsk.
Liepâjas raj.
neklâtienes
vsk.
Rîgas 100.
vsk.
Rîgas 1.
pedag. skola
Rîgas angïu
ìimn.
Rîgas 41. vsk.
Bauskas r. Bârbeles pag.
“Lîvi”
Jûrmala, Grâvju 41
Ogre, Lazdu gatve 10
97
97
3602
Alûksnes raj. Apes pils.
“Jaði”
Talsu raj. Lîbagu pag.
“Lejaskrogs”
Ventspils. Saules 58-9
181168-10626
1058
Rîga, Valdeíu 54/4-61
95
29. Pusbarnieks Edgars
30. Ratkus Everita
270679-11096
2008
3101
Jûrmala, Ernesta 4
Tukums, Meþa 13-35
97
97
31. Rikaïina Oksana
070578-10031
3000
Jelgava, Mâtera 35B-8
97
32. Skuja Sarmîte
260671-11908
3456
Aizpute, Jelgavas 7-9
97
33. Solovejs Mikus
290878-12019
1084
Rîga, Ieriíu 76
97
34. Tabore Evija
251174-12246
3701
Dobele, Îles 5
97
35. Tilgase Inga
190479-11582
2166
97
36. Vilciòa Vita
171176-10517
1029
37. Vîtola Agnese
270678-11001
5002
Rîgas r Jaunmârupe
Prieþu 2
Rîga, Jûrmalas gatve 9327
Ogre, Kastaòu 7 A
38. Zvejniece Renâte
090878-12256
4724
Valkas raj. Palsmanes
pag. “Dûjiòas”-12
97
1996
96
RRAT
Valles vsk.
96
Valdemârpils
vsk.
Rîgas 5.
arodìimn.
Bauskas 1.
vsk.
Jûrmalas
vakara vsk.
3.
97
97
97
97
97
97
Ogres vakara
vsk.
Valkas raj.
Smiltenes vsk.
2. kurss
1.
2.
Ârmanis Kristaps
Balodis Ìirts
240671-10500
191277-11871
2008
5106
3.
Kalna Baiba
200478-12507
3201
4.
Pintâne Ineta
250475-
5000
5.
Baïèûne Linda
160378-12050
3914
6.
Bergmanis Viktors
080766-11497
2010
Jûrmala, Caunu 4
Aizkraukles raj.Valle,
Liepu 11-4
Talsu raj. Îves pag.
"Zariòi"
Ogre, Mâlkalnes prosp.
24-57
Bauskas raj. Îslîces pag.
"Mazlâpstiòas"
Jûrmala, Kuldîgas 16-45
7.
Birznieks Lauris
150378-11838
1010
Rîga, Strçlnieku 13-8
96
8.
Bole Eva
130268-10646
1002
Rîga, Lîves 11-4
95
9.
Briede Dace
140972-13114
1011
Rîga, Avotu 20-25
96
10. Burmagina Evita
11. Citovièa Sandra
090378-11976
050878-11634
4500
3601
96
96
12. Dzenîte Sandra
220463-11005
5052
13. Gleðke Evija
14. Graudiòa Inga
15. Grîva Zane
230877-12758
180378-11284
241159-10300
1064
4100
1063
Balvi, Ezera 41-26
Ventspils, Lielais prosp.
37-21
Ogres raj. Ikðíile,
Skanuïu 1
Rîga, Juglas 33-17
Cçsis, Festivâla 11
Rîga, Maskavas 303-4
16. Kalnciema Jolanta
150572-11522
2008
Jûrmala, Kâpu 28
96
17. Konoðonoka Sanita
230477-10002
3019
Jelgavas raj. Meþciems,
Bauskas 4
96
96
96
94
96
96
96
96
Rîgas
100.vsk.
Rîgas 34.
PTV
Rîgas 5. med.
skola
Balvu 1. vsk.
Ventspils 1.
vsk.
LVU
Juglas ìimn.
Cçsu 1. vsk.
E.Dârziòa
mûzikas vsk.
Jûrmalas 4.
vsk.
Jelgavas 2.
vsk.
~ 168 ~
18. Konrâds Armands
220956-10933
1015
Rîga, Vecmîlgrâvja 8-81
96
19. Kreislere Guna
270375-11905
3482
95
20. Kromane Kristîne
21. Íempe Olafs
050371-10610
281275-11647
1046
1039
Liepâjas raj. Bârtas pag.
“Salnas”
Rîga, Ernestînes 27-3
Rîga, Biíernieku 12a-13
22. Lankutis Andis
240570-10119
1006
Rîga, Brîvîbas 298-8
96
23. Leite Anda
070678-10107
1082
96
24. Legzdiòa Solvita
050577-12007
4001
Rîga, Dzelzavas 89-42
Purvciems-3
Limbaþi, Siguldas 16
25. Mçtra Gundega
210375-10104
1050
Rîga, Baznîcas 13-6
96
26.
27.
28.
29.
Ogle Kristîne
Onzuls Vilnis
Paukðçna Zanda
Poïakovs Juris
090474-10105
291067-10610
040771220876-12538
1035
1058
1010
3264
Rîga, Vçjavas 10/2-68
Rîga, Valdeíu 54/3-60
Rîga, Baznîcas 5-7
Talsu raj. Roja,
Zvejnieku 18-32
95
95
96
96
30. Pumpura Andra
010177-11769
3300
Kuldîga, Virkas 29-48
96
31. Rence Ivita
060677-1200
4033
96
32. Riekstiòa Liene
291075-11775
3322
33. Ðtubis Rolands
040270-10152
1010
Limbaþu raj. Salacgrîva,
Vidzemes 8-2
Kuldîgas raj. Pelèi Avotu 1
Rîga, Baznîcas 35-9
34. Urjâne Ilze
141076-11299
4112
Cçsu raj. Nîtaures pag.
“Lapençs”
96
4.
96
96
96
95
95
Rîgas Raiòa 8.
vsk.
Liepâjas LMK
LU
Ventspils 1.
vsk.
Liepâjas 48.
arodvsk.
Rîgas 84 vsk.
Limbaþu 1.
vsk.
Rîgas Raiòa 8.
vakara vsk.
RLMK
17. MMAV
LLU
Rîgas
Amatniecîbas
vsk.
Kuldîgas 1.
vsk.
Salacgrîvas
vsk.
Liepâjas LMK
Rîgas 17.
vakara vsk.
Jâòmuiþas
lauks. skola
3. kurss
1.
Apfelbergs Mâris
231175 - 11501
2008
Jûrmala, Medòu 60
95
2.
Bâliòa Renâte
150875 - 10400
1057
Rîga, Bultu 3-104
95
3.
4.
5.
Grundulis Armands
Rozentâle Zane
Bçmere Lienîte
230974 - 11828
111066 - 14128
230377-11773
1067
1069
Rîga, Dammes 10-4
Rîga, Slokas 217-31
95
95
95
6.
Breðke Maija
200571 - 12002
4001
95
7.
Èakða Agnese
201076 - 12057
3901
Limbaþu pag. Jaunâ 3A51
Bauska, Mçmeles 3-10
8.
Dreimane Ieva
010176 - 12535
3264
Talsu raj. Roja, Sila 7-1
94
9.
Egle Anita
260877 - 11505
2008
Jûrmala, Rîtupes 18
95
10. Graudiòa Kristîne
051075 - 10821
3404
Liepâja, Daugavas 12-7
95
11. Jautaiíis Jânis
221177 - 11760
3300
Kuldîga, Dzintaru 12-8
95
12. Jurçvica Ilze
091077 - 12069
3900
Bauska, Mçmeles 3-7
95
13. Kalpiða Guna
240371 - 11297
2015
Dubulti, Ceriòu 36-22
95
14. Kazlovska Inese
100273 - 12223
3701
Dobele, Pumpuru 1-13
95
15. Klagiða Baiba
060874 - 10827
3411
Liepâja, Siguldas 29-16
95
16. Klaipiòa Inga
150470 - 12263
4701
Valkas pag. "Apsîtes”
95
95
Rîgas 17.
arodvsk.
Rîgas 85. vsk.
RLMK
Liepâjas LMK
Kuldîgas 3.
vsk.
Rîgas 3. med.
skola
Bauskas 1.
vsk.
Valdemârpils
vsk.
Jûrmalas 1.
vsk.
Liepâjas 1.
vsk.
Kuldîgas 1.
vsk.
Bauskas 1.
vsk.
Rîgas 5. med.
skola
Rîgas
celtniecîbas
tehnikums
Rîgas
amatniecîbas
vsk.
Smiltenes
lauks.
tehnikums
~ 169 ~
17. Kreitûze Gunta
210272 - 12015
4001
Limbaþu pag. "Kalnâres”
95
18. Levâne Inese
140977 - 11703
4830
95
19. Maurîte-Ðmita Sanita
20. Meþote Ingrîda
190375-12027
201269-10033
4201
3001
Madonas raj. Lubânas
pag. Krasta 16-1
Valmiera, Annas 4-58
Jelgava, Pçtera 34-3
21. Oïeòeva Aiva
250977 - 11280
4126
95
22. Priede Jolanta
23. Pukste Anda
090777 - 12526
190771 - 11009
3200
5002
24. Pûgule Dace
021276 - 11095
3145
25. Roþkalna Dana
020575-10845
3411
Cçsu raj. Priekuïi,
Selekcijas 4A-10
Talsi, Raiòa 2-1
Ogre, Jaunogres prosp.
31
Tukuma raj. Jaunpils
pag."Leveste”-29
Liepâja, Cenkones 55-86
26. Tomðevics Mârtiòð
010277 - 11764
3300
Kuldîga, Piltenes 18-27
95
27. Vîndedze Mairita
200377 - 11729
4840
95
28. Zunte Baiba
100573-12267
4700
Madonas raj. Ergïu pag.
“Upmaïi"-7
Valka, Tâlavas 33-3
29. Þvagiòa Evita
011276 - 11015
5003
Ogre, Zilokalnu 10-25
95
5.
95
94
95
95
95
94
94
Drulle Aija
070670 - 13132
1019
Rîga, Maskavas 222A-56
94
2.
3.
Jâkobsons Jânis
Meþeckis Juris
050373 - 10532
170475 - 10712
1055
1019
Rîga, Dzirciema 59-32
Rîga, Salacas 27-6
94
94
4.
5.
Skangale Ieva
Asare Dace
020968 - 11544
070573 - 12358
2008
2114
Jûrmala, Jaunâ 77
Olaine, Zemgales 47-1
93
94
6.
7.
Cîrule Ieva
Daòiïçvièa Zane
070372 - 10629
150973 - 10023
1029
2101
94
94
8.
Gansone Kristîne
300376 - 11751
3300
Rîga, Rostokas 22-44
Rîgas raj. Babîtes pag.
Rîgas 15-62
Kuldîga, Virkavas 21-28
9.
Gûtmane Gunta
100676 - 12861
3851
94
10. Jautaiíe Baiba
11. Jçgere Lâsma
261174-12726
020674 - 12501
1029
3285
Saldus raj. Brocçni
Skolas 18-51
Rîga, Çnas 2
Talsu raj. Laucienas pag.
12. Kanaðíe Lîga
191075-12226
3710
94
13. Kazlovska Agnese
100875-12200
3701
Dobeles raj. Auru pag.
Lielbirzes 4-4
Dobele, Pumpuru 1-13
14. Laugalis Dzintars
040675 - 11904
3477
94
15. Lielbârde Baiba
290675 - 11286
4133
Liepâjas raj. Rucavas
pag."Ainavas"
Cçsu raj. Pçrïupe, “Slâíi"
16. Olekða Gunita
161274 - 12202
3701
Dobele, Smilðu 5
94
17. Reinvalde Gita
270475 - 11386
4201
Valmiera, Beâtes 13-33
94
18. Sungatûïina Lîga
170872 - 13050
2121
Rîgas raj. Salaspils Rîgas
12-35
94
19. Ðmits Artis
211274 - 11388
4202
Valmiera, G.Apiòa 6-30
94
20. Valdmane Aiva
120467 - 11085
3120
Tukuma raj. Kandava,
Sabiles 6-3
93
1.
RLMK
Jelgavas 4.
vsk.
Priekuïu vsk.
Talsu 2. vsk.
Salaspils 1.
vsk.
Jaunpils vsk.
Liepâjas 6.
vsk.
Kuldîgas 1.
vsk.
Çrgïu vsk.
Smiltenes
lauks.
tehnikums
Ogres 1. vsk.
4. kurss
1.
6.
Cçsu med.
skola
Lubânas vsk.
94
93
94
93
94
Rçzeknes
LMK
RLMK
Rîgas 17.
arodvsk.
RLMK
Rîgas Raiòa
8.vsk.
RLMK
Âgenskalna
koledþa
Kuldîgas 1.
vsk.
Saldus raj.
Brocçnu vsk.
RLMK
Rîgas 2. med.
skola
Dobeles 1.
vsk.
Dobeles 1.
vsk.
Liepâjas raj.
Rucavas vsk.
Cçsu raj.
Jaunpiebalgas
vsk.
Dobeles 1.
vsk.
Cçsu med.
skola
Dobeles raj.
Auces pag.
vsk.
Valmieras 1.
vsk.
RLMK
5. kurss
Apðukrapða Liena
140875 - 12225
3714
Dobeles raj. Bukaiðu
93
Dobeles raj.
~ 170 ~
2.
3.
Branta Elîna
Briede Ingrîda
261073 - 10107
220375 - 12008
1006
4001
4.
Caune Diâna
060875 - 12719
1069
5.
Groða Zane
010472 - 11644
6.
7.
8.
Jurisone Ieva
Kalniòa Ingrîda
Ozola Gunda
9.
Ozola Ieva
c."Indrâni”
Rîga, Linezera 5
Limbaþi, Dzirnavu 8-4
93
93
93
3604
Rîga, Kurzemes pr. 15460
Ventspils, Saules 28
200975 - 10144
281174 - 10623
190271 - 12990
1079
1058
1020
Rîga, Biíernieku 68-25
Rîga, Misas 18-2
Rîga, Rubuïu 6
93
93
93
140275 - 10009
3004
Jelgava, Helmaòa 5-7
93
10. Paeglis Çriks
150372 - 10530
1029
Rîga, M. Zolitûdes 2-1
93
11. Ðíoba Antra
300764 - 12034
4035
93
12. Turka Digna
13. Vîndedze Gunita
130374 - 12053
150775 - 11709
3900
4840
14. Valters Raivo
020471 - 11496
2008
Limbaþu raj. Ainaþi,
Kr.Barona 4
Bauska, Salâtu 16/2-49
Madonas raj. Çrgïi,
"Upmaïi”-7
Jûrmala, Pliekðâna 45
15. Zepa Diâna
031074 - 12763
1024
Rîga, Juglas 11-13
93
7.
93
93
93
93
Ances vsk.
RLMK
Limbaþu 3.
vsk.
Rîgas 47. vsk.
Ventspils
vakara vsk.
Rîgas 2. vsk.
Rîgas 47. vsk.
Rîgas 18.
vakara vsk.
Jelgavas 4.
vsk.
Rîgas
aparâtbûves
tehnikums.
Salacgrîvas
vsk.
Liepâjas LMK
Madonas raj.
Çrgïu vsk.
Rîgas
Industriâlais
politehn.
Rîgas Raiòa 8.
vakara vsk.
Klātienes vakara nodaļa
Studiju programma: akadçmiskâ teoloìijas bakalaura studiju programma
profesionâlâs studiju programmas paktiskajâ teoloìijâ
Past. dzîves vieta:
Npk
Uzvârds, vârds
Personas kods
1.
2.
3.
P.Ind.
4.
Adrese
5.
Iestâð.
gads
LKrA
6.
Absolvçtâ
mâc. iest.
7.
1. kurss
1.
Aina
Âboliòa
Silvija
Aberiòa
Everita
Ancâne
Daina
Apðeniece
Sintija
Alaine
Ìirts
Arâjs
Inga
Âboliòa
140450-10200
2108
Rîgas raj.,Skultes pag.
1998.
040863-12358
2111
1998.
170775-11214
1003
260477-12052
3936
151169-11490
2016
RÎGAS RAJ.,Saldus
pag.<Beltes>
Rîga,Maskavas ielâ
163-36
Bauskas raj.,Vecsaules
pag.<Dainjâòi>
Jûrmala,Muzikas ielâ 8.
270270-10605
1028
Rîga,Valtaiíu ielâ 35-1
1998.
241175-12664
4357
1998.
8.
Zane
Andersone
231076-11584
2118
Alûksnes
raj.,Jaunalûksnes
pag.<Kaktiòi>
Rîgas raj.,Cekules pag.
Uplejas2-46
9.
Mâra
Auziòa
Juris
Ancens
Aigars
Bundzenieks
Inese
Borka
070253-12708
1067
Rîga,Purva ielâ 60
1998.
111268-11014
5001
1998.
180257-11534
2001
131155-10709
1084
Ogresraj.Ogresgala
pag.,Liepas ielâ 4-1
Jûrmala,Vienîbas g. 282
Rîga,Dzelzavas ielâ 25249
2.
3.
4.
5.
6.
7.
10.
11.
12.
1998.
1998.
1998.
1998.
1998.
1998.
Rîgas
2.medsk.
Saldus
1.vidussk.
Rîgas
62.vidussk.
Saulaines
1.lauktehn.
Þ,Grîvas
5.arodsk.
Apes
61.proftehn.
Rîgas
2.medsk,
Rîgas
Amatniecîbas
vidussk.
Rîgas
25.vidussk.
Ogres
v.vidussk.
Cçsu
4.proftehn.
Rîgas
50.vidussk.
~ 171 ~
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
Aivars
Blûms
Ilze
Baiguðeva
Sandra
Bogustova
Bils
Beòíis
Signe
Bçrziòa
Jânis
Bçrziòð
Nona
Boldaka
Mârîte
Blicsone
Zinta
Bâliòa
Aina
Briede
Vilnis
Cîrulis
Ruta
Èaika
Anda
Dzintara
Dace
Dulpe
Inta
Eriòa
Dace
Eriòa
Dace
Eglîte
Inga
Eglîte
260467-11568
2154
Rîgas raj.,Âdaþu
pag.,Pasta ielâ 2-2
Ogres raj.,Íeguma
pag.,Saules ielâ 10
Ogres raj.,Íeguma
pag.,Starta iela 12-5
Rîga,Brîvîbas ielâ 62-38
1998.
LVU
140576-11222
5020
1998.
1998.
1046
Tukuma raj.,Smârdes
pag. Volguma ð. 3
Kandava,Robeþnieku
ielâ 3-8
Rîga,Kristapa ielâ 10-90
220851-10505
1016
Rîga,Stûrmaòu ielâ 1a
1998.
Lielvârdes
1.vidussk.
Lielvârdes
1.vidussk.
Rîgas
4.medsk.
Íeguma
vidussk.
2.Laukuprof.t
ehn.
Rîgas
2.medskola
LVU
220865-11001
5020
260369-10555
1011
070979-11072
3129
200560-11090
31211
251060-12749
050961-11816
1012
Rîga,Pçrnavas ielâ 21-2
1998.
LVPed.In.
060851-10636
1054
Rîga,Graudu ielâ 56-4
1998.
071167-11616
2128
1998.
160468-10938
1034
Rîgas raj.,Baloþu
pag.Uzvaras pr.14-9
Rîga,Ezera ielâ 25-17
Rîgas
2.medsk.
LVU
270872-12903
1015
1998.
290873-11302
5070
100876-11583
2110
Rîga,Dombrovska ielâ
43-60
Ogres raj.,Lielvârdes
pag.,Skolas ielâ 1
Rîgas raj.Râmava 8-34
150969-11564
1076
1998.
271278-10538
1048
160671-11036
5003
Rîgas raj.,Íekavas pag.
Valdlauèi 7-40
Rîga,Kalnciema ielâ 216
Ogre,Zilkalnu pr.24-16
Liena-Violeta
Çrgle
Ilze
Erra
Baiba
Ervalde
Dzintra
Filipovièa
Ilze
Forstmane
Baiba
Freimane
Ingûna
Freimane
Lîga
Freiberga
250376-11800
1050
Rîga,Kalpaka b.7-6
1998.
210871-10512
1069
1998.
090259-12702
1069
120753-11048
5002
110973-10834
3401
Rîga,Kurzemes pr.1226
Rîga,Dammes ielâ 1569
Ogre,Akmeòu ielâ 50/b31
Liepâja,Kaïíu ielâ 19-1
130458-10318
1002
Rîga,Pilsoòu ielâ 6-4
1998.
060572-10621
1002
1998.
030376-14609
4014
Rîga,Ventspils ielâ 1313
Limbaþu raj.,Bîriòu
pag.<Censoòi>
Kristîne
Grîva
Laimdota
Gaile
Eva
Groða
Vivita
Gaïicina
Sandra
Gutberga
Regîna
Guèika
230871-10714
1035
Rîga,Mârciena ielâ 1-56
1998.
030767-11081
2160
Saulkrasti,Íîðupes ielâ 2
1998.
120378-11631
3326
1998.
070569-12327
2144
100676-11726
3317
031060-11431
2108
Kuldîgas raj.,Skrundas
pag.<Pumpuri>-15
Rîgas raj.Krimuldas
pag.,Ragana 14-18
Kuldîgasa raj.,Laidu
pag, Laidu vidussk.
Rîgas raj.Jaunskultes
pag.Skultes ielâ 15-17
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
Rîgas
5.medskola
Rîgas
45.vidussk.
Rîgas
2.medskola
Rîgas
v.ìimnâzija
Rîgas
47,vidussk.
Rîgas
v.ìimnâzija
Ogres
43.arodvidsus
sk.
Rîgas
99.vidussk.
Rîgas
1.v.vidussk.
Rîgas
69.vidussk.
Rîgas
16.proftehn.
Rîgas
2.medsk.
LVU
Rîgas
2.medsk.
Rîgas
Âgenskalna
kol.
Rîgas
77.vidussk.
Rîgas
5.proftehn.
Skrundas
1.vidussk.
Rîgas
5.arodvidussk.
Skrundas
1.vidussk.
Kaunatas
vidussk.
~ 172 ~
45.
Rûta
Grînberga
220675-10302
5001
Ogre,Andreja ielâ 21
1998.
46.
Guntars
Gûte
Sandra
Hercoga
291276-10914
15-7
Rîga,Ganîbu dambî
1998.
270754-12748
1067
Rîga,Anniòmuiþas b.
28-117
1998.
Agnija
Hazeleja
Lâsma
Janberga
Andis
Jansons
101079-11525
2012
1998.
060962-11512
2011
Jûrmala,Rozentâïu ielâ
18-2
Jûrmala,Jurìu ielâ 4-59
060676-11656
3600
Ventspils,Lielais pr.158
1998.
Raimonds
Jankovskis
Lîga
Jankovska
Rasma
Kinta
Inese
Kurpniece
Jânis
Konrâds
Inâra
Kovaïevska
Mârîte
Klenovska
Gints
Krastiòð
Zanda
Kalniòa
Daina
Kïimovièa
Gundega
Kalniòa
Jeïena
Kravcova
Dace
Kirðteine
Inta
Kûliòa
Lolita
Kïava
Kristîne
Kristapsone
Aleksandrs
Kuïikovs
Iveta
Karlovièa
Mârtiòð
Klçveris
Jûlija
Koïesòikova
261267-12368
3925
1998.
121172-12065
3925
280877-10325
1003
070871-11536
2010
070771-11078
3116
100960-11238
1009
270356-10918
1005
160469-11026
5000
Bauskas raj.Stelpes pag.
<Zeltiòi>-18
Bauskas raj.,Srelpes
pag.<Zeltiòi>-18
Rîga,Jçkabpils ielâ 339*
Jûrmala,P.Brieþa iela
58b-1
Tukuma raj.Apðu
ciems, <Þubes>
Rîga,Matîsa ielâ 88/A33
Rîga,Limbaþu ielâ 4/154
Ogre,Bezdelîgas ielâ 7
300678-11500
2011
Jûrmala,Pïaviòu ielâ 13
1998.
171278-11961
4586
1998.
080974-11494
2016
250774-12056
3900
121251-11811
1050
Balvu raj.,Medòeva
Semenova
Jûrmala,Raiòa ielâ 8540
Bauska,Salâtu ielâ 2226
Rîga,Dzirnavu ielâ 72-6
040362-11538
2016
1998.
050565-11014
5000
Jûrmala,Tallinas ielâ
40-24
Ogre,Mârtiòa ielâ 14
040873-11811
1011
Rîga,Avotu ielâ 10-18
1998.
220445-10125
1011
Rîga,Strçlnieku ielâ 9-3
1998.
090263-11490
2016
1998.
230469-11814
2114
030367-10500
1007
Jûrmala,Sk;las ielâ 1135
Olaine,Rûpniecîbas ielâ
4
Rîga,Tvaikoòu iuelâ 3.
Daina
Kurnâjeva
Agnese
Kïaviòa
081062-11516
2011
Jûrmala,Lauku ielâ 24
1998.
080476-11818
1001
Rîga,Brîvîbas ielâ 11444
1998.
Irçna
Lomaða
Leo
Lazdiòð
310149-10622
1046
Rîga,Zalves ielâ 44-9
1998.
180974-10546
2114
Olaine,Rûpniecîbas 4
1998.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
Rîgas
5.Arodvidussk
.
Rîgas
8.vidussk.
Rîgas
Tirdzniecîbas
tehn.
Íemeru
vidussk.
LVU
Ventspils
Muzikas
vidussk.
Saulaines
tehn.
Vecbebru
lauks.tehn.
Bauskas
1.vidussk.
Jûrmalas
v.vidussk.
Rankas
lauks.sk.
RIPT
Rîgas
16.prof.tehn.
Vecbebru
tehn.
Jelgavas
Spîdolas ìim.
Rekavas
vidussk.
Jûrmalas
1.vidussk.
Bauskas
2.vidussk.
RPI
Rîgas
5.medsk.
Ogres
vidussk.
LVU
Rîgas
3.vidussk.
Jûrmalas
1.vidussk.
Rîgas
2,v.vidussk.
Rîgas
Tirdzniecîbas
tehn.
Laidzes tehn.
Lietiðíâs
Mâkslas
vidussk.
Vecumnieku
vidussk.
Rîgas
13.arodviduss
k.
~ 173 ~
75.
Inta
Lûse
Ruta
Lisovska
Laima
Levanovièa
Ingûna
Liepiòa
Ieva
Lîkopa
Daina
Lîdeka
101265-12725
1067
Rîga,Kleistu ielâ 6-4
1998.
240549-11018
5011
1998.
130467-10044
2108
150963-10603
1004
Ogres raj.Lçdmanes
pag.<Kalniòi>
Rîgas raj.Jaunskulte 1669
Rîga, Âpðu ielâ 17
080673-11863
3120
Kandava,Zîïu ielâ 11
1998.
039568-11819
2010
Jûrmala,Apðu ielâ 2.
1998.
Inta
Lapðkalne
Iveta
Lasmane
170570-10906
1015
1998.
160671-11001
5001
Rîga,Kalngales ielâ 1131
Ogre,Mâlkalnes ielâ 396
Aija
Miíelsone
Ilmârs
Martinsons
Ingûna
Miïûna
Agrita
Mihailova
Elita
Makâne
Jânis
Makstnieks
Mâra
Neitâle
Endija
Punkule
240962-10113
1006
Rîga,Ropaþu ielâ 33-8
1998.
020366-10028
1067
1998.
160563-100312
1009
141276-13101
1009
Rîga,Vecumnieku ielâ
40
Rîga,Bruòinieku iela
115-5
Rîga,Matîsa ielâ 83-4
030667-10114
1035
Rîga,Stirnu ielâ 17-1
1998.
1998.
270544-10524
1055
230374-12714
1069
Talsi,Dundegas ielâ 2029
Rîga,Dzirciema ielâ 9112
Rîga,Zentenes ielâ 7-67
91.
Dace
Pastore
060678-10719
1082
Rîga,Varavîksnes ielâ
16-24
1998.
92.
Rita
Priedîte
Ineta
Pallo
020840-12753
1024
Rîga,Juglas ielâ 3-28
1998.
251264-10664
1058
Rîga,Bçrzlapu ielâ 43
1998.
Olga
Pavlovièa
Zigrîda
PetrovskaPetrçvica
Laila
Putniòa
Lana
Puþule
Ligita
Pranka
Elga
Pavîtola
Ìirts
Priedols
Dace
Priedola
Ieva
Pitruka
Agnese
Platenberga
Milda-Margarita
Pence
010656-12054
3909
1998.
130146-11818
1001
Bauskas raj.Gailîðu
pag.Pâces ielâ 4-8
Rîga,Brîvîbas ielâ 10319
041067-11491
2008
Jûrmala,Upes ielâ 37.
1998.
150979-11953
4584
1998.
261067-12053
1064
Balvu raj.,Þîguru
pag,'Viïakas ielâ 14-2
Rîga,Ûnijas ielâ 68/2-10
271065-11491
2010
Jûrmala,18 lînija 3/a-3
1998.
160470-11935
1055
Rîga,Spilves ielâ 37-6
1998.
Kazdangas
lauksaimn.teh
n.
Rîgas Pârtikas
un tirdzn.tehn.
Balvu
vidussk.
Jelgavas
v.vidussk.
Jûrmalas
vidussk.
RTU
290770-11808
1055
Rîga,Spilves ielâ 37-6
1998.
LLU
310160-11815
1012
Rîga,Brîvîbas ielâ 154-7
1998..
160678-10128
1075
Rîga,Biírnieku ielâ 191
1998.
160842-11143
5201
Jçkabpils,Brîvîbas ielâ
286-11
1998.
Rîga,Raiòa
v.vidussk.
Rîgas
45.vidussk.
LLA
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
93.
94.
95.
96.
97.
98.
99.
100.
101.
102.
103.
104.
240376-10109
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
Rîgas
proftehn.
Ogres
vidussk.
LVU
Rîgas
Lauks.tehn.
Vecbebru
Lauks.tehn.
J.Mediòa
Muzikas
vidussk.
Rîgas
Tirdzn.tehn.
Ogres
34.Arodviduss
k.
Rîgas
1.medsk.
Rîgas
4.vidussk.
LVU
Rîgas
8.v.vidussk.
Rîgas Ped.sk.
Voldemârpils
vidussk.
Rîgas
Celtn.tehn.
Rîgas
Amatniecîbas
vidussk.
Rîgas
1.Pârt.tirdzn.s
k.
RPI
Lietiðíâ
Mâkslas
vidussk.
Rîgas Ped.sk.
~ 174 ~
105.
Inâra
Priede
Ausma
Rikâïina
Rudîte
Rçriha
Jautrîte
Rîtiòa
Vçsma
Roze
Mudîte
Roma
Evita
Rutka
Ilona
Ramiòa
Ilze
Ruìele
100458-13101
2161
290755-10021
3001
150176-12524
3275
161169-12308
2144
071065-11492
2015
190561-11536
2015
291172-11020
5001
011077-11510
2015
030477-11509
2010
Baòuta
Salmane
Diâna
Stankçvièa
151248-11828
116.
117.
106.
107.
108.
109.
110.
111.
112.
113.
114.
115.
118.
119.
120.
121.
122.
123.
124.
125.
126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
Zvejniekciems,Upes
ielâ 1
Jelgava,Mâtera ielâ
35\B-8
Talsu raj.,Kolkas
pag.,<Delfîni>-9
Rîgas raj.,Krimuldas
pag.<Pïaviòas>
Jûrmala,Dzintaru pr.662
Jûrmala,Pliekðânu ielâ
82-6
Ogre,Mâlkalnes ielâ 715
Jûrmala,Íemeru ielâ 192
Jûrmala,O.Kalpaka ielâ
23
1998.
1001
Rîga,Stabu ielâ 27-4
1998.
290363-10123
1039
Rîga,Araiþu ielâ 23-3
1998.
Marianna
Sladze
160478-12023
3933
1998.
Dace
Stûre
Harita
Salmiòa
Mondita
Sondore
Dagmâra
Saulîte
Linda
Ðulca
Olga
Ðulca
Marita
Ðteimane
Daiga
Ðteinberga
Baiba
Tizika
Ritma
Tautere
Gunta
Toropina
Vineta
Târamç
Leida
Tilika
Gunita
Tribule
Alvils
Upenieks
Renâte
Urðte
Gita
Voþòaka
Ingûna
Visocka
Lîga
Varnele
Elita
310579-10112
1010
300570-11518
2011
080262-11655
3600
090177-11281
4100
Bauskas
raj.Vecumnieku
pag,Kïavu ielâ 11-17
Rîga,Antonijas ielâ 2612
Jûrmala,Atrilçrijas ielâ
11-26
Ventspils,Sarkanmuitas
ielâ 3-39
Cçsis,Birzes ielâ 3-36
1067
Rîga,Rigondas g.5-18
1998.
050349-11586
2164
Âdaþi,Pasta ielâ 6-23
1998.
040360-11499
2016
1998.
090774-12734
1029
110163-10622
1069
Jûrmala,Lauku ielâ 3588
Rîga,Anniòmuiþas b.
82-96
Jûrmala,Viestura pr. 39
290952-10050
3017
1998.
290459-11656
1035
260459-11656
3326
010576-13110
1079
160169-11025
5001
Jelgavas raj.,Valgundes
pag. <Silakrastiòi>
Rîga,Mârcienas ielâ 510
Kuldîgas raj.Skrundas
pag.<Pumpuri>
Rîga,Druvienas ielâ
36/2-8
Ogre,Grîvas pr.
271168-13127
1058
1998.
260463-11513
2016
251262-12086
3909
271263-10128
2124
251274-11503
2016
250468-11492
2008
Rîga,Ozolciema ielâ
16/6-2
Jûrmala,Lauku ielâ 35147
Bauskas raj.,Gailîðu
pag.<Vînkalni>
Rîgas raj.,Daugmales
pag.<Strazdiòi>
Jûrmala,Tallinas ielâ
42-57
Jûrmala,Grâvju ielâ 67
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
1998.
Rîgas
4.medsk.
Jelgavas
vidussk.
Jelgavas
muzikas kol.
Rîgas
2.Ped.sk.
Rîgas Ped.sk.
Rîgas Raiòa
v.vidussk.
Ogres
vidussk.
Jûrmalas
1.vidussk.
Rîgas
Amatniec,vidu
ssk.
Maskavas ICI
Rîgas
Kultûras
darb.tehn.
Vecumnieku
vidussk.
Rîgas Hanzas
vidussk.
Jûrmalas
v.vidussk.
Ventspils
medsk.
Jâòmuiþas
lauksaimn.sk.
Rîgas
1.Ped.sk.
Âdaþu
vidussk,
Jûrmalas
1.vidussk.
Rîgas
1.vidussk.
Rîgas
23.v.vidussk.
Jelgavas
4.vidussk.
LVU
Rîgas
6.proftehn.
Rîgas
vak.ìimn.
Ogres
vidussk.
Rîgas
9.v.vidussk.
Rîgas Ped.sk.
Rîgas
1.medsk.
Rîgas
7.v.vidussk.
Jûrmalas
1.vidussk.
Jûrmalas
~ 175 ~
137.
138.
139.
140.
141.
142.
143.
144.
145.
146.
147.
148.
Vîtola
Lîga
Veinberga
Ilze
Vaske
Sarmîte
Vigule
Ingrîda
Zibens
Þanna
Zikova
Irina
Zîda
Ilona
Zeltiòa
Ilze
Zaborevska
Mârtiòð
Zaíis
Aina
Âriòa
Inese
Greicmane
Zanda
Berga
200675-11904
3439
Vaiòode,Elkoòu ielâ 3
1998.
020678-11211
1021
Rîga,Tînûþu ielâ 14-16
1998.
080779-11096
3129
1998.
100358-10134
1058
Tukuma raj.,Smârdes
pag.<Dzelzceïnieki>
Rîga,Vienîbas g.136-1
070371-12009
4023
1998.
110974-12056
3900
230970-11509
2015
211143-11003
5033
170778-11081
5100
Limbaþi,Liepupes ielâ
27-23
Bauska,Plûdoòa ielâ 521
Jûrmala,Konkordijas
ielâ 34-4
Ogres raj.,Bçrzgales
pag.Jaunatnes ielâ 9-8
Tukums,Smilðu ielâ 4
1998.
1998.
1998.
1998.
1998.
1.vidussk.
Liepâjas
medsk.
Ziemeïu ìimn.
Íemeru
vidussk.
Tukuma
vidussk.
Rîgas
2.medsk.
Bauskas
vidussk.
Rîgas
1.Pedsk.
LVU
Tukuma
1.vidussk.
1998.
010371-11518
2016
Jûrmala,Nometòu ielâ
14-5
1998.
210371-10418
1055
Rîga,Daugavgrîvas ielâ
60-8
1998.
Rîgas
2.vispârizgl.vi
dussk.
LVU
2. kurss
1.
Regîna Amoliòa
231059-10708
1084
Rîga,Fazânu ielâ 11-1
1997.
2.
Dþoanna Arâja
180574-10904
1063
1997
3.
Rita Aðmane
120858-11011
5022
Rîga,Maskavas ielâ
291/2-37
Ogres raj.
4.
Lîga Andersone
280368-10916
1045
1997.
5.
Santa Birze
070870-10916
1045
Rîga,Katrînas dammbis
20/1-11
Rîga,Lugaþu ielâ 6-42
6.
Ingrîda Brutâne
280760-10518
1083
Rîga,Tapeðu ielâ 51-1
1997.
7.
8.
Olga Bespâlova
Sarmîte Baumane
080457-10601
250166-10120
1014
1001
Rîga,Bçnes ielâ 2-1
Rîga,Miera ielâ 21-13
1997.
1997.
9.
Ainârs Baumanis
250461-10127
1001
Rîga,Miera ielâ 21-13
1997
10.
Gunta Cîpure
120470-12008
1069
1997.
11.
Evija Cecere
061177-12654
1086
Rîga,Kurzemes pr.10876
Rîga,Ieriíu ielâ 66-231
12.
Ainârs Burkçviès
110563-10600
1058
1997.
13.
Lauma Dûce
090964-12772
1012
Rîga,Brucenes ielâ 231
Rîga,Silmaèu ielâ 2-1
14.
Dace Dimdiòa
030178-11584
2123
1997.
15.
Ilona Ezergaile
050454-11528
2010
16.
Inâra-Kaija Eglîte
261048-10688
1002
Rîgas raj.,Íekavas
pag.,Katlkalns
<Kvatavas>
Jûrmala,Kaudzîðu ielâ
17-1
Rîga,Mârupes ielâ 6-5
17.
Evita Goraja
300375-12905
1030
Rîga,Zvejas ielâ 46-1
1997.
18.
Gunta Gajevsk
290154-13051
1001
Rîga,Matîsa ielâ 41-11
1997.
19.
Mâra Graudiòa
221452-11002
5020
Ogres raj.Íeguma
pag.,Skolas ielâ 3-4
1997.
1997.
1997.
1997.
1997.
1997.
1997.
Rîgas
16.pr.tehn.
Jâòamuiþas
lauk.sk.
Davgavpils
Ped.sk.
Bulduru
Sovh.tehn.
Rîgas
2.medsk.
J.Mediòa
muzikas
vidussk.
Rîgas Ped.sk.
Rîgas
Tirdzn.tehn.
Rîgas
6.prof.tehn.
Naukðçnu
23.prof.tehn.
Rîgas
5.medsk.
Rîgas
14.v.vidussk.
Rîgas
2.medsk.
Íekavas
vidussk.
Rîgas
1.v.vidussk.
Rîgas
50.vidussk.
Rîgas
34.vidussk.
Rîgas
24.vidussk.
Jçkabpils
Birzu int.sk.
~ 176 ~
20.
Agita Greivule
300763-11006
5003
Ogre,Poruka ielâ 13.
1997.
21.
Gundega Gramste
250175-11503
2010
Jûrmala,Èiekura ielâ 11
1997
22.
Arnis Grundmanis
200366-10109
1006
1997.
23.
Sandra Jekðevica
260775-10646
1029
Rîga,Brîvîbas ielâ 23722
Rîga,Anniòmuiþa 6-80
24.
Dagnija Jansone
290772-10110
1013
1997.
25.
Dzintra Junge
210276-11665
3003
Rîga,Kr.Valdemâra ielâ
117-15
Jelgava,Lielâ ielâ 37-1
26.
Zanda Jurkovska
071271-10621
1024
Rîga,Baloþu ielâ 11-2
1997.
27.
Juris Jerðovs
171255-10604
4137
1997.
28.
29.
30.
Aivars Kazâks
Vita Kazâka
Ilze Konrâde
240562-10506
200163-10918
1069
1015
31
Gunta Kalniòa
180760-12784
1039
Cçsu raj.,Râmuïu
pag.<Krieviòkropgs>
Rîga,Duntes ielâ 26-56
Rîga,Zentenes ielâ 30-2
Rîga,Vecmilgrâvja 1 l.
31-2
Rîga,Apes ielâ 5-51
32.
Dace Kancere
261074-11041
5070
1997.
33.
Jânis Kundziòð
080973-12517
3200
Ogres raj.Lielvârdes
pag. Raiòa ielâ 9a-1
Talsi,Lauku ielâ 23
34.
Inese Krustiòa
231150-11810
1010
1997.
35.
Ingûna Íivule
180261-10503
2121
Rîga.Kr.Valdemâra ielâ
33-56
Salaspils Miera ielâ 1621
36.
Ruta Krupinska
230659-11078
3100
Tukums,Skuju ielâ 12
1997.
37.
Lîga Lagzdiòa
080870-10507
Ilze Lâce
Jânis Lûsis
290873-11361
210356-11702
40.
Zanda Lûse
290359-11736
5125
41.
Signe Lauciòa
191071-10163
1006
42.
Ingrîda Markusa
070463-10744
1073
Rîga,Daugavgrîvas ielâ
13
Rîga.Lidoòu ielâ 15-27
Aizkraukles
raj.,Skrîveru
pag.,Dzelsceïnieku 14.
Aizkraukles
raj.,Skrîveru
pag.,Dzelzceïnieku 14.
Rîga,Brîvîbas ielâ 35661
Rîga,Preiïu ielâ 31-1
1997.
38.
39.
13625
1010
5125
43.
Zigrîda Meldere
240354-10541
1055
1997.
44.
Inga Medne
041274-12001
1050
Rîga,Daugavgrîvas ielâ
60-11
Rîga,Baznîcas ielâ 45-7
45.
Kristîne
Muciniece
100975-10853
3852
Saldus raj.,Blîdenes
pag.Ezeres ielâ 16-7
1997.
46.
Inese Puriòa
100177-12303
1997.
47.
Simona Puriòa
130877-11801
1063
48.
Ieva Puriòa
300768-12257
4724
49.
Gints Paeglis
220771-12770
1001
Rîgas raj.Krimuldas
pag.,Ragana<Meþâres>
Rîga,Maskavas
ielâ283/3-1
Valkas raj.,Palsmanes
pag.<Dravnieki>
Rîga.Miera ielâ 10-18
50.
Ineta PavlovièaGleizde
Kristîne Punka
250766-10632
1048
Rîga,Valguma ielâ 2-1
1997.
120874.-13308
1009
Rîga,Tallinas ielâ 84-13
1997.
51.
1997.
1997.
Ogres
vidussk.
Jûrmalas
1.vidussk.
Rîgas
45.vidussk.
Ogres
43.vidussk.
Rîgas
49.vidussk.
Ventspils
5.vidussk.
Rîgas
73.vidussk.
Rîgas
Pol.tehn.
1997.
1997.
1997.
1997.
Rîgas
2.medsk.
Rîgas
Med.Inst.
Lielvârdes
1.v.vidussk.
Talsu
v.vidussk.
Rîgas
23.v.vidussk.
Rîgas
Lietiðíâs
Mâkslas
vidussk.
V.Lâèa
Ped.Inst.
Rîgas
5.prof.tehn.
LVU
Rîgas Jûrskola
1997.
Rîgas Ped.sk.
1997.
Rîgas 45.
vidussk.
Rîgas
64.vidussk.
Jelgavas
4.vidussk.
Lielupes
vidussk.
Rîgas
Amatniecîbas
sk.tekstilm.
1997.
1997.
1997.
1997.
1997.
1997.
1997.
Rîgas
9,v.vidussk.
Valkas
vidussk.
Ogres
Meþsaimn.Te
h.
Rîgas
47.vidussk.
Jâòmuiþas
~ 177 ~
52.
Mâris Puzurs
060967-12757
1083
1997.
100
Rîga,Staiceles ielâ 2137
Rîga,Viestura ielâ 9-6
Bauskas
raj.,Vecumnieku
pag.<Lazdas>
Tukuma raj.,Engures
pag.,Selgas ielâ 11
Rîga,Kalnciema ielâ 2b16
Rîga,Stabu ielâ 108-1
53.
54.
Sarmîte Ruìçna
Lîga Poduma
191161-10915
1005
55.
Agija Rûda
1805564-11091
3113
56.
Egîls Rutkovskis
100351-12707
1048
57.
Katarina Repða
270266-13113
58.
Mârîte Sitnika
170571-10819
3400
Liepâja,Apðu ielâ 24-6
1997.
59.
Silva Slesare
280756-12300
5123
1997.
60.
Ivo Skudiíis
070869-11018
5001
Aizkraukles raj.,Seces
pag.<Lûdaiòi>
Ogre,Skolas ielâ 15-10
61
Ivars Stirna
300774-10719
1082
Rîga,Marsa g.2-54
1997.
62.
Anna Skudra
070753-11025
5071
1997.
63.
Laura Ðics
240473-12754
1056
64.
Dzintra Skripka
170747-10908
1057
Ogres
raj.Lielvparde,Smilðu
10
Rîga,Lapmeþciema ielâ
31
Rîga,Aglonas ielâ 14-52
65.
Dace Ðveicere
201065-12759
2108
Rîgas raj.,Jaunskulte
Mâjas ielâ 18-53
1997.
66.
Kaspars Ðvalbe
300374=10538
1024
1997.
67.
Ainârs Skangalis
260765-13108
1083
Rîga,A.Bieziòa ielâ 7141
Rîga,Tapeðu ielâ 51-1
68.
Diâna Titâne
030675-10130
1024
1997.
69.
Brigita Tarasova
150868-12757
1032
Rîga,Vangaþu ielâ 2666
Rîga,Marsa g.3-20
70.
Kristina Villeruða
220864-11019
5052
1997.
71.
Ludviga Vaivade
050150-10301
1011
72.
Andis Vanags
060376-10003
3003
Ogres raj.,Ikðíile Ozolu
ielâ 52
Rîga,Lâèplçða ielâ 70a14
Jelgava,Lielâ ielâ 37-1
73.
Maruta Viïuma
080376-11005
5022
1997.
74.
Neringa
Veinberga
Dzintra
Zvirgzdiòa
070777-11022
5022
160260-13050
1006
Ogres raj.,Jumprava
<Kalnmalas>
Ogres raj.,Jumprava
<Skuíe>
Rîga,Íeguma ielâ 45-5
76.
Ingûna Turka
180270-12307
2150
Sigulda,Jûdaþu ielâ 2
1997.
77.
Diâna Geidâne
280972-11562
2115
1997.
78.
Edîte Nukða
230277-10101
10665
Rîgas raj.Íekava
<Zemdegas>
Rîga,Keldiða ielâ 13-4
79.
Ilze Mârdega
280951-11568
2117
Saulkrasti,Vidriþu ielâ 6
1997.
75.
1997.
1996.
lauks.sk.
Rîgas
1.v.vidussk.
Rîgas Ped.sk.
1997.
Rîgas 6.teh.sk.
1997.
Rîgas
14.v.vidussk.
Rîgas
1.vidussk.
Rîgas
2.Medsk.
Kokneses
vidussk.
Liepâjas
1.vidussk.
Bulduru
Dârzkopîbas
tehn.
Lielvârges
vidussk.
1997.
1997.
1997.
1997.
1997.
1997.
1997.
1997.
1997.
1997.
1997.
Rîgas
1.Ped.sk.
Liepâjas
Ped.Inst.
Rîgas
Tirdzniecîbas
tehn.
Rîgas Mâkslas
poligr.arodsk.
Liepâjas
Ped.Inst.
Rîgas
26.arodsk.
Rîgas 5.
medsk.
Smiltenes
lauk.tehn.
Rîgas Kult.un
izgl.tehn.
Saulaines
lauk.tehn.
Jumpravas
vidussk.
Jumpravas
vidussk.
Rîgas
Liet.Mâkslas
vidussk.
Rîgas
tirdzn.tehn.
Rîgas
1.v.vidussk.
Rîgas
5.arodsk.
LVMA
3. kurss
1.
2.
Mâra Beitiòa
Karina Bçrziòa
221259-11033
300465-10127
1004
1013
Rîga,Cepïa ielâ 4/6-6
Rîga,Miera ielâ 86-21
1996.
1996.
3.
Daina Bîriòa
211071-11038
5001
Ogre.Malkalnes ielâ3739
1996.
LVU
Rîgas
72.vidussk.
Rîgas Vieglâs
rûp.tehn.
~ 178 ~
4.
Ilvija Dimante
010867-12759
1024
Rîga,Vidzemes pr. 14260
1996.
5.
6.
Ruta Dzalbe
Jolanta Dmitrijeva
080463-10407
060468-13101
1016
1053
Rîga,Platâ iela 16-32
Rîga,Prieþu ielâ 19-43
1997.
1995.
7.
Edgars Ezernieks
111256-12355
2010
Jûrmala,Viduss pr. 44.
1996.
8.
9.
Artis Eglîtis
Nils Erdmanis
300461-11281
090968-10607
4100
1002
Cçsis,Tâlavas ielâ 3
Rîga,Kokles ielâ 18-13
1996.
1996.
10.
110174-12516
3251
190374-11007
5002
Talsu raj.,Pastende RojniekiOgre.1.Maija ielâ 16
1996.
11.
Argunda
Grandberga
Jânis Grînbergs
12.
Guntis Grûbe
230869-10138
1006
Rîga,Brîvîbas ielâ 314-7
1996.
13.
Mâra Jaunâ
031255-13058
1021
Rîga,Ulbrakas 18-14
14.
Anda Kasarenoka
090168-11758
2133
15.
Kurts Kasarenoks
161167-11565
2133
16.
17.
260765-12500
310567-10127
2010
1011
18.
19.
Ginta Kaktiòa
Dana KalniòaZaíe
Marika Kere
Lija Klâva
280372-10103
221150-11500
1006
2011
Rîgas raj.,Ropaþu
pag..Silakrogs 1-16
Rîgas raj.,Ropaþu
pag.<Silakrogs> 1-16
Jûrmala.Bulduru pr.74
Rîga,Elizabetes ielâ 874
Rîga,Brîvîbas iela 314-7
Jûrmala,P.Beltes ielâ 22
Ìertrûd
es
ev.lut.
dr.
1996.
20.
Marina Katkçvièa
140358-10503
1067
21.
22..
Mâra Kalniðíe
Mâra Krasovska
281144-12703
020755-11083
1029
2011
23.
Silvija Leilande
240651-10726
24.
Sandra Lazdiòa
25.
1996.
1996.
1996.
1996.
1996.
1996.
Rîga,Kooperatîva ielâ
3a-24
Rîga,Jûrmalas g. 114
Jûrmala,Lauku iela 24
1996.
1084
Rîga,Nîcgales iela 1337
1996.
111070-12321
1001
Rîga,A.Èaka iela 58-28
1996.
Sollija Lipore
081173-10915
1024
1996.
26.
Ainârs Logins
010166-11012
5041
Rîga,Vangaþu ielâ 2617
Ogre,Pârogres g. 59.
27.
Elga Meþote
210343-10043
3004
1996.
28.
Anârs Misûns
210672-12722
1067
Jelgava,Lencmaòa ielâ
20-6
Rîga,Imantas ielâ 4a-25
29.
Marga Opeskina
130433-11224
1019
Rîga,Zilupes ielâ 31-15
1996.
30.
Ieva Puíîte
010372-10605
1012
Rîga,Cçsu ielâ 3-35a
1996.
31.
Mârîte Pavlovska
261254-11504
2010
1996.
32.
Evija Rulle-Titava
080475-12318
1019
Jûrmala,Saldus ielâ 361
Rîga,Grçdu ielâ 1-42
33.
Signe Rozenfelde
260370-10612
1012
Rîga,Senèu ielâ 5-5
1996.
34.
Lija Sirmâ
030556-10505
1007
1996.
35.
Iveta Stepiòa
201074-11240
2011
Rîga Daugavgrîvas ielâ
40-3
Jûrmala,Slokas ielâ 31
36.
37.
Ilga Siòavska
Dace Ðteinberga
200652-10606
141273-10514
1004
1083
Rîga,Atgâzenes ielâ 6-3
Rîga,Tapeðu ielâ 53-27
1996.
1996.
1996.
1996.
1996.
1996.
1996.
1996.
Rîgas
Vâjredfz.vidu
ssk.
Rîgas Ped.sk.
Rîgas
85.vidussk.
Bulduru
Sovh.tehn.
Cçsu 2.LPTU
Rîgas
19.Arodsk.
Latvijas
Kultûras tehn.
Ogres
vak.vidussk.
Liepâjas
Jûrskola
Rîgas
4.medskola
LRPol.Ak.
Rîgas
9.Prof.tehn.
LVU
Rîgas 50.
vidussk.
LVU
Sanatorijas
Ogre vidussk.
LVU
LVMMA
Rîgas Lietiðío
Mâkslas vid.
Rîgas
19.Proftehn.sk
.
Mâlpils
vidussk.
Rîgas
9.vak.vidussk.
Kandavas
Lauks.tehn.
LLA
Bulduru
Dârzkopîbas
tehn.
LVTirdzn.teh
n.
Rîgas
3.vidussk.
Jûrmalas
1.vidussk.
Rîgas Lietiðíâ
Mâkslas v.sk.
Rîgas
9.m.vidussk.
LLA
Voldemâra
vidussk.
LVU
Rîgas
~ 179 ~
3.medsk.
Liepâjas
Mâkslas
vidussk.
Rîgas
5.medsk.
Rîgas
2.medsk.
Rîgas Raiòa
v.vidussk.
Rîgas
64.vidussk.
Rîgasa
Lietiðíâ
Mâkslas
vidussk.
38.
Inâra Ðivare
160143-11499
2015
Jûrmala,Lienas ielâ 231
1996.
39
Inta Tiunova
140771-11815
1011
Rîga,Marijas ielâ 13-92
1996.
40.
Ineta Tiunova
140771-11815
1011
Rîga,Marijas ielâ 13-92
1996.
41.
Kristîne Zirne
100169-10500
1069
1996.
42.
Agnese Zeltiòa
150876-10110
1084
43.
Dina
Konstantinova
220767-12707
1069
Rîga,Kurzemes pr.13053
Rîga,Dzelzavas ielâ
76/2-25
Rîgas Kurzemes pr.11615
Jûrmala Tallinas iela
40-30
Rîgas
raj.Olaine,Jelgavas iela
7-33
Jûrmala,Rîtupes iela 15
1995.
Rîgas Ped.Sk.
1995.
Olaines
1.vidussk,
1995.
Jûrmala,Partizâòu iela
36
Jûrmala,Vienîbas pr.41
Jûrmala,Saldus iela 511
Jelgava,Satiksmes ielâ
53-38
Ogre,Grîvas pr. 23-12
Jûrmala,Melluþu ielâ
29-2
Rîga,P.Lejiòa 5-3
1995.
1997.
1995.
Jûrmalas
1.vidussk.
Rîgas
6.pr.teh.
LVU
Rîgas 7.ar.sk.
1995.
Jelgavas LLU
1997.
1995.
LVU
1995.
LVU
1996.
1995.
4. kurss
1.
Astrîda Birzone
30558-11490
2011
2.
Almands Jeðus
0829631-12016
2114
3.
Vanda Kalnbçrza
30005588-11490
2011
4.
Pçteris Lesnieks
230762-11459
2012
5.
6.
Gunta Madlinska
Ruta Plièa
01088857-10540
2608841-11504
2010
2010
7.
Gunta Ðostaka
131151-10043
3007
8.
9.
Dzintars Tribuls
Brigita
Renckulberga
Dainuvîte
Saldeniece
181136-11525
5002
2008
080456-10635
1029
10.
1997. gada _____________________
Studiju d. vad.: __________________ /______________/
V.
ROFESIONĀLĀS STUDIJU PROGRAMMAS
DARBĪBU UN TĀS REZULTĀTUS
REGLAMENTĀJOŠIE DOKUMENTI
Academic year 1996/97
MINUTES NO. 8 OF THE JOINT MEETING BETWEEN THE
LCHA SELF-EVALUATION SUPERVISING COMMITTEE
AND SUB-COMMITTEES
~ 180 ~
Academic year 1996/97
EXCERPT FROM MINUTES NO. 12 OF THE MEETING OF
LATVIAN EV.-LUTH. CHRISTIAN ACADEMY SENATE
Jûrmala
April 29,1997
The meeting was chaired by: Rector, Dr.theol., Dr.phil. Sk. Gûtmane
The meeting was attended by:
Prof. Jânis Vçjs,
Manager of Studies Baiba Zîvere,
Asst.Prof. A.Kuzòecova,
Asst.Prof. V.Tçraudkalns,
Asst.Prof. I.Trapenciere,
Asst.Prof. O.Brûveris,
Lecturer Rev. Guntis Dislers,
Asst.Prof. Guntis Kalnietis,
Accountant Lâsma Janberga,
Eskil Albertsson (President of the ‘’Swedish Alliance Mission’’,
Sweden),
Donald Richman (Vice-President of the ‘’Good News for Israel’’, USA),
students R.Valters, I.Ozola.
Minutes were kept by: Vineta Zâle, Secretary of the Senate
Agenda:
1.
Approval of the report containing Self-evaluation of the Program
for Academic studies for the degree of Bachelor of Theology and the program
for Professional studies made by the Supervising Committee and Subcommittee for Academy Self-Evaluation.
2.
.....
Reports were delivered by: Rector Dr. S.Gûtmane, Asst.Prof.
I.Trapenciere, Asst.Prof. V.Tçraudkalns, Asst.Prof. O.Brûveris
Contribution to the debate was made by: Prof. Jânis Vçjs, Lecturer Rev.
Guntis Dislers, Accountant Lâsma Janberga, Eskil Albertsson (President,
‘’Alianssmission’’, Sweden), Donald Richman (Vice-President, Interlutheran
mission organization ‘’Good News for Israel’’ from the USA).
Dr. S.Gûtmane introduced the Senate members to the report on Selfevaluation of the Program for Professional studies, “Practical Theology” made
by the Supervising Committee and Sub-committee.
The following aspects of the Program for professional studies were put
forward for approval by the Senate Members:
~ 181 ~
No.
1.
2.
3.
4.
5.
Parameter
Aims and objectives of the program for studies
Quality of contents of the Program for studies
Professional practical studies
Orientation towards scientific work in the subjects and
process of studies
System used to ensure the quality of studies
Evaluation grades:
Evaluation
4
3
4
3
3
4 - very good
3 - very satisfactorily
2 - satisfactorily
1 - unsatisfactorily
Every aspect was voted on separately. A debate arose on the aspect 3.
Asst.Prof. O.Brûveris, Lect. G.Dislers, E.Albertsson participated in the debate.
The majority voted for the evaluation as ‘’4’’.
The Senate resolved:
1.
To approve the Self-evaluation report made by the LChA
Supervising Committee.
2.
To recommend to execute the report in compliance with the
guideline requirements for evaluation of Programs of studies at Higher
educational institutions established by Ministry of Education and Science.
3.
To file with the Center of the Evaluation of the Quality of the
Highest Education the Documents for Accreditation of the program for
professional higher education studies, ‘’Practical Theology’’, by July 10, 1997.
Chairman of the meeting: the LChA Rector, Dr.theol., Dr.phil. Skaidrîte
Gûtmane
Senate Members:
Senate Secretary:
seal
True excerpt:
V.Zâle, Secretary of the LChA Senate
July 1, 1997
Latvian Evangelical Lutheran Christian Academy
32 Vidus prospekts, Bulduri, Jûrmala LV 2010
Telephone and fax 754045, telephones 751919 (Rector), 753360 (Secretary)
October 15, 1997
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LATVIAN EV. LUTH. CHRISTIAN ACADEMY BY-LAWS
Issued under Article 10, Part 3, of
the University Act
I. GENERAL PROVISIONS
1.
2.
3.
4.
5.
Latvian Evangelical Lutheran Christian Academy (hereinafter referred to as
the ‘’Academy’’) shall be an establishment of higher academic education and
science founded by a legal entity and situated within Republic of Latvia and
operating in its best interests. The autonomy of higher educational institutions
is characterized by the rights and obligations of the Academy provided for
under the law and the present By-laws.
The full name of the higher educational institution shall be as follows:
2.1. in the Latvian language - Latvijas evaòìçliski luteriskâ Kristîgâ
akadçmija;
2.2. in the English language - Latvian Evangelical Lutheran Christian
Academy;
2.3. in the German language - Ev.-luterische Christliche Akademie Lettland;
2.4. The abbreviated name of the higher educational institution in the
Latvian language shall be LKrA.
The legal address of the Academy shall be:
32 Vidus prospekts, Bulduri, Jûrmala LV 2010.
The Academy shall be an institution with rights of self-government exercised
by the management and staff of the Academy in the procedure established
under the Academy By-laws. The Academy shall operate in accordance with
the Constitution of Republic of Latvia, the University Act (published in
“Latvijas Vçstnesis”, 1995, No. 179), the Education Act (published in
“Latvijas Republikas Akadçmijas Padomnieku un Valdîbas Ziòotâjs”, 1991,
No. 31), the Act “On Scientific Activities” (published in “LR AP un Valdîbas
Ziòotâjs”, 1992, Nos. 46/47/48) and other legal acts and the Academy Bylaws.
The Academy shall be a legal entity. It shall have a common seal with the
name of the Academy in the Latvian and English languages and the effigy of
its emblem.
II. PURPOSES, MAIN DIRECTIONS AND OBJECTIVES
OF OPERATION
6.
7.
The main purpose of operation of the Academy shall be to provide residents
of Republic of Latvia with higher professional education in theology and arts
and higher professional education in practical theology and sacral arts to
promote the development of theological sciences for the dialogue with social
and cultural environment of Latvia. To develop and educate personalities
capable of undertaking responsibilities and integrating the objectives of the
Christian Church into the public for the sake of its moral rebirth.
The objectives of the Academy shall be:
7.1. to provide the students with the possibility to acquire higher academic
and professional education, appropriate academic degrees in theology,
arts and professional skills in practical theology and sacral arts;
7.2. to turn out experts in theology having an academic education for
employment in science, national social care agency, diaconal church;
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7.3.
7.4.
7.5.
7.6.
7.7.
8.
9.
10.
11.
12.
to carry out fundamental and applied research in theological sciences;
to ensure academic freedom of the academic staff and students;
to develop and implement programs for academic and professional
studies, ‘’Dialogue Center’’ for academic research in theology,
academic theological library and facilities to enable the students to
acquire academic education together with professional practice in a
focused and adequate manner consistent with the level of scientific
development;
to develop programs for further and additional adult education in the
field of social assistance and diacony;
to inform the public about the activities by the Academy, directions
and facilities for studies and scientific research as well as to offer to
the public the scientific and professional ideas and results of research
acquired at the Academy.
The Academy shall provide for implementation of appropriate programs of
studies to acquire higher professional and academic education. The Academy
shall implement the programs for both academic and professional studies as
well as the programs for further and additional adult education.
Upon completion of the program for academic studies the academic degree of
a Bachelor or Master shall be awarded accordingly. Upon completion of the
program for professional studies the graduates shall be awarded professional
qualification.
The Academy shall be based on the following principles:
10.1. the caritative etc. principles of biblical truth characteristic to the
Christian belief, skills of their practical integration into the modern
neo-religious community, achievements of world scientific opinion,
national interests of Republic of Latvia shall be applied to the studies
and scientific work;
10.2. the Academy shall exercise freedom and autonomy of studies and
scientific work, publishing and promotion of results obtained through
the research;
10.3. the Academy shall ensure the inseparability of studies and scientific
work;
10.4. the Academy shall provide for reciprocal relations between the
Christian values and culture, warrant the continuity of traditional
Christian values and denounce any manifestations of sectantism in
issues of belief.
Any citizen of Republic of Latvia and persons entitled to an Alien’s Passport
issued in Republic of Latvia as well as persons holding a permit for
permanent residence in Republic of Latvia shall be eligible to acquire higher
professional and academic education at the Academy.
Foreign nationals who had not been granted the permit for permanent
residence shall have the right to study at the Academy under the laws and
other legal acts.
III. COMPETENCE AND OTHER FORMS OF
OPERATION
13.
Pursuant its purpose and objectives the Academy shall:
13.1. develop and adopt the By-laws of the Academy as well as make
amendments to them;
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14.
13.2. hire the Academy personnel, determine its obligations and rights,
approve the lists of the staff;
13.3. determine the management bodies of the Academy, procedure for
establishment, reorganization and dissolution of its sub-divisions as
well as the rights and obligations of such sub-divisions;
13.4. determine the procedure and amount of the payment to the personnel
in compliance with the legal acts;
13.5. determine independently the contents and forms of the studies,
develop and approve the programs of studies;
13.6. develop and implement the additional regulations for enrollment and
immatriculation procedure;
13.7. determine basic directions for scientific work;
13.8. award academic degrees and professional qualification, issue the
appropriate certificates of education;
13.9. award the honorary title of the Academy and elect Honorary Members
of the Academy;
13.10. grant the Academy awards and personal scholarships;
13.11. develop and approve Internal Rules of the Academy.
The Academy shall have the right:
14.1. to enter into agreements with educational, scientific and other
institutions within and without Republic of Latvia;
14.2. to organize courses and lectures, hold conferences, congresses and
other meetings;
14.3. to operate within national and international foundations and projects
as well as to establish its own foundations;
14.4. to enter into agreements with public and municipal institutions, other
natural persons and legal entities on education of specialists and
conduct of scientific research;
14.5. to establish sub-divisions of the Academy and open its affiliates and
representation offices;
14.6. to establish its internal societies and other organizational bodies;
14.7. to carry out publishing, business and other commercial activities
consistent with the purpose of the Academy in the procedure provided
for under the laws, other legal acts and the Academy By-laws as well
as to invest funds in other companies and businesses in compliance
with the purposes of the Academy;
14.8. the sub-divisions, internal societies and other organizational bodies of
the Academy shall operate under the provisions approved by the
Academy Senate. Should the operation of any such sub-division,
society or other organizational body is inconsistent with the relevant
provisions or contradictory to the interests of the Academy, the
Academy Senate shall have the right to suspend or terminate its
activities by the respective resolution.
IV. ACADEMY PERSONNEL
15.
The Academy personnel shall comprise:
15.1. academic staff for whom the work at the Academy is their main
employment;
15.2. general Academy personnel for whom the work at the Academy is
their main employment;
15.3. full-time students (students pursuing the Bachelor and professional
programs of studies, students pursuing Mastership and Doctorship,
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16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
students of further and additional adult education programs for whom
the studies at the Academy are their main occupation).
The personnel shall have the following rights:
16.1. to participate in making of the Academy management and selfgovernment resolutions and development of internal rules in the
procedure provided for under the Academy By-laws;
16.2. to vote at the elections of self-government bodies and be elected as
members of the same;
16.3. to attend the meetings of collegiate management bodies and express
their opinion;
16.4. to use the Academy premises, facilities, inventory, libraries and
services provided by its sub-divisions.
The management of the Academy shall provide adequate conditions for
professional work, health and recreation as well as possibilities for further and
additional education if advisable in furtherance of interests of the Academy.
The personnel of the Academy shall be responsible for performance of their
obligations. The procedure for qualification of offenses and imposition of
penalties shall be governed by the Labour Law Code of Republic of Latvia
and Internal Rules of the Academy.
The academic personnel shall comprise:
19.1. Professors and Associated Professors;
19.2. Assistant Professors and Senior Researchers;
19.3. Lecturers and Researchers;
19.4. Assistants.
The academic personnel shall perform the pedagogical work and scientific
research.
The elected academic and managerial offices (Rector, Vice-Rector, Dean,
Head of the Chair) at the Academy may be taken by persons up to 65 years of
age. The Rector shall have the right to enter into employment agreements
with retired academic personnel specifying the amount of the work and
payment commensurate to the qualifications of the employee. The Academy
may grant honorary titles for special contribution to higher education to
Professors and Associated Professors who have reached the retirement age.
Eligible persons may be elected as Honorary Members of the Academy for
special contribution to the operation and development of the Academy.
A person holding the degree of a Habilitated Doctor may be elected as the
Professor. The Professor shall be elected for the term of six years in an open
competition in the procedure provided for under the University Act. The
Rector shall make the employment agreement with the elected person for the
entire term of the office or until he/she reaches the age of 65 years.
A person holding the degree of a Habilitated Doctor or (for the first time)
Doctor may be elected as the Associated Professor. The office of the
Associated Professor may also be held by a person having Doctor’s degree
and at least five-year experience of practical work (as a pastor, in Christian
pedagogy, diaconal care) in his/her field. The Associated Professor shall be
elected for the term of six years in an open competition in the procedure
provided for under the University Act, and the Rector shall make an
employment agreement with him/her.
A person holding the degree of a Habilitated Doctor or Doctor may be elected
as the Assistant Professor. In implementation of a professional program of
studies the office of an Assistant Professor may also be held by a person with
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26.
27.
28.
29.
30.
31.
32.
33.
higher education lacking any scientific or academic degree provided that the
person in question has at least ten-year experience of practical work in the
relevant specialty. The Academy Senate shall approve the requirements to be
met by the candidates to the office of an Assistant Professor and elect the
Assistant Professor in accordance with the provisions applicable to election to
academic offices. The Assistant Professor shall be elected for the term of six
years, and the Rector shall make an employment agreement with him/her.
A person holding the degree of a Habilitated Doctor, Doctor or Master may be
elected as the Lecturer. In implementation of a professional program of
studies the office of a Lecturer may also be held by a person with higher
education lacking any scientific or academic degree provided that the person
in question has at least five-year experience of practical work in the relevant
specialty. The Academy Senate shall specify the responsibilities of a Lecturer
and elect the Lecturer in accordance with the provisions applicable to election
to academic offices. The Lecturer shall be elected for the term of six years,
and the Rector shall make an employment agreement with him/her.
A person holding the degree of a Doctor or Master may be elected as the
Assistant. In implementation of a professional program of studies the office of
an Assistant may also be held by a person with higher education lacking any
scientific or academic degree provided that the person in question has at least
five-year experience of practical work in the relevant specialty. The Academy
Senate shall specify the responsibilities and obligations of a Lecturer.
If there is any vacancy or temporary vacancy of a staff employee at the
Academy, the Academy Senate upon proposal by the Rector may decide not
to hold any competition but hire temporarily a guest Professor, guest Assistant
Professor or guest Lecturer for a definite period up to two years. Guest
Professors, guest Assistant Professors or guest Lecturers shall be hired under
an employment agreement, and they shall have no right to participate in the
work of the elected management bodies of the Academy.
A person may be elected to the office of a Senior Researcher for performance
of scientific research under the Act “On Scientific Activities” (published in
“Latvijas Republikas Augstâkâs Padomes un Valdîbas Ziòotâjs”, 1992, Nos.
46/47/48).
In case of temporary absence (not exceeding two years) of the relevant
officials and upon the consent by the Academy Senate the Rector shall have
the right to appoint to the Professor’s office an Associated Professor and to
the Assistant Professor’s office - a Lecturer or Assistant having the Doctor’s
degree.
The general personnel shall comprise:
31.1. managerial personnel;
31.2. auxiliary teaching personnel;
31.3. service personnel;
31.4. other personnel.
The general personnel shall be hired under employment agreements made
with the members of general personnel by the Academy Rector or the person
authorized by him/her.
The employment relations with general personnel shall be governed by the
Labour Law Code of Republic of Latvia, Internal Rules of the Academy and
the signed employment agreements.
V. STUDIES AT THE ACADEMY
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34.
35.
36.
37.
38.
39.
40.
41.
42.
The right to study at the Academy shall be available to any person who has
acquired:
34.1. general secondary education and intends to study for higher academic
education and Bachelor’s degree and higher professional education;
34.2. Bachelor’s degree and intends to study for Master’s degree;
34.3. Master’s degree and intends to study for Doctor’s degree.
The additional regulations for enrollment of students shall be approved by the
Academy Senate. The number of students at the Academy shall be determined
by its founder.
The students shall have the right:
36.1. to use the opportunities of studies offered by the Academy and acquire
academic education and scientific degree or higher professional
education;
36.2. to use the Academy premises, library, equipment, devices, culture,
sport and medical facilities;
36.3. to suspend and resume their studies in the prescribed procedure;
36.4. to choose the direction of the studies;
36.5. to vote and be elected to the student self-government bodies,
participate in management bodies of the Academy and organize
societies and clubs.
The student self-government shall operate under the provisions developed by
the students and approved by the Academy Senate. The self-government
rights of students shall be governed by the Academy rules and the said
provisions. The student self-government may have the rights of a legal entity,
provided that it has been duly registered as a public or non-profit organization
in the procedure specified under the law. The students shall have the right of
veto at the Academy Senate in the matters affecting the interests of students.
The resolutions adopted by the student self-government shall become binding
for all students of the Academy upon their approval by the Academy Senate.
The studies at the Academy shall proceed under the programs of studies
approved by the Academy Senate. The operation of the relevant program of
studies shall be determined by the description of contents and implementation
of the studies. The programs of studies may also be developed and presented
for approval by separate Professors as well as departments or other academic
sub-divisions in the procedure specified by the Academy Senate. Special
requirements to the studies shall be established by the Academy Senate. If any
program of studies is eliminated, the Academy shall provide the students with
the possibility to continue their education within another program of studies
or another higher educational institution.
The Academy shall implement both the academic and professional programs
of studies. Programs of studies which upon their completion provide the
students with an academic or higher professional education may not be
shorter than four years.
The academic programs of studies shall end with final examinations that
include the writing and defending of a Bachelor’s or Master’s Paper.
The professional programs of studies shall end with State examinations that
may include the development and defending of a Graduation Paper or
Graduation Project.
Final examinations and State examinations may be held both in oral and
written form. Their organization and procedure shall be determined by the
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43.
Provisions for Final Examinations and State Examinations approved by the
Academy Senate.
A tuition fee for studies at the Academy shall be established. The amount of
the fee and payment procedure shall be determined by the Academy Senate
for each academic year. The tuition fee shall be paid by individuals and legal
entities as specified under the agreements made by the Academy with the
students. The full amount or a part of the tuition fee may be paid by the State
in the procedure established by the Cabinet of Ministers.
VI. MANAGEMENT AND STRUCTURE
44.
45.
46.
47.
48.
49.
50.
The Academy shall have the following main representational, management
and decision-making bodies:
44.1. the Academy Assembly;
44.2. the Academy Senate;
44.3. the Rector;
44.4. the Auditing Commission;
44.5. the Arbitration Court.
The Assembly shall be the supreme collegiate body of representation and
management and the decision-making body acting under the Academy
mandate. It shall consist of 20 members: a founder’s representative, the
Rector, the Vice-Rector and the representatives of academic personnel and
students to be elected to the Assembly for the term of three years by means of
a secret ballot.
The procedure for nomination and election of representatives to the Academy
Assembly and their dismissal therefrom as well as the procedure for
convening and holding the Assembly meetings shall be governed by the
Assembly Provisions. Upon election of representatives to the Assembly the
proportion established under the University Act in respect of the number of
representatives elected from the academic personnel and the students shall be
retained.
The regular meetings of the Academy Assembly shall be held by the Academy
Senate or the Rector at least once in every three years. The emergency
meetings of the Assembly shall be held upon the demand by the Rector, the
Academy Senate or at least one half of the academic personnel as well as one
half of the students.
The Assembly meeting shall:
48.1. adopt the Academy By-laws and make amendments to them;
48.2. elect and dismiss the Rector;
48.3. hear the report by the Rector;
48.4. elect the Academy Senate and approve its provisions;
48.5. elect the Auditing Commission and Arbitration Court;
48.6. approve provisions for the Auditing Commission and Arbitration
Court;
48.7. discuss and decide on other matters related to conceptual directions of
the Academy operation not included within the competence of the
Academy Senate, Rector or Vice-Rector.
The resolution by the Assembly meeting shall be adopted by a simple
majority of votes, an it shall be competent to adopt the resolutions (with the
exception of cases specified under Article 50 below) if at least one half of the
Assembly members are present at the meeting.
The resolutions on amendments to the Academy By-laws and election of the
rector to the office and his/her dismissal therefrom shall be adopted by the
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51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
majority of votes equal to three-fourths of the total number of the Assembly
members.
The Academy Senate shall be a collegiate management and decision-making
body of the Academy. It shall consist of 12 members elected for the term of
three years by the Assembly meeting. The operation of the Academy Senate
shall be governed by the provisions approved by the Assembly. The
competence of the Academy Senate shall cover all fields of the Academy
operation, approval of provisions for election to academic offices, provisions
for final examinations and state examinations, lecturing and methodology,
scientific research, matters of organization and coordination of the studies,
foundation, reorganization and dissolution of sub-divisions and approval of
provisions for such sub-divisions.
The Academy Senate shall approve Internal Rules of the Academy and
determine the amounts and procedure for payment of salaries. The salary shall
not be less that the minimum wage (hourly rate, monthly salary or basic
monthly salary) established by the Cabinet of Ministers.
The Academy Senate shall establish a standing commission to control the
performance of the Academy By-laws and compliance of the Academy
operation with the laws and other legal acts.
Upon its own initiative the Academy Senate may establish a Convention of
Councilors that shall operate under the University Act and provisions
approved by the Academy Senate.
The Rector shall be an official representative of the Academy who shall:
55.1. represent the Academy without any specific Power of Attorney;
55.2. carry out general administrative management of the Academy,
supervise and organize the operation and financial affairs of the
Academy and be responsible for it.
The Assembly meeting of the Academy shall elect the Rector from among the
candidates nominated by the Academy Senate for the term of five years by
means of a secret ballot. The Rector may not be re-elected to the office for
more than two successive terms. The dismissal of the Rector may be initiated
by the Academy Senate.
The Rector shall give instructions and take decisions concerning the
operational matters of the Academy, make employment agreements with
personnel, sign Powers of Attorney etc. documents within the framework of
his/her competence.
Upon the nomination by the Rector the Academy Senate shall approve the
appointment of the Vice-Rector for studies and scientific work. The
competence of the Vice-Rector shall include the organization and
coordination of scientific themes and scientific work by the staff, and analysis
of programs of studies. Other responsibilities of the Vice-Rector shall be
specified by the Academy Senate.
The economic operation by the Academy shall be managed and supervised by
Assistant Manager. The responsibilities of the Assistant Manager shall be
specified by the Rector under the respective employment agreement.
The operation of the Academy shall be controlled by the Auditing
Commission. The Auditing Commission consisting of three members shall be
appointed by the Academy Assembly meeting for the term of three years. No
representatives of the managerial personnel may be appointed as members of
the Auditing Commission. The Auditing Commission shall have the right to
inspect and audit the property of the Academy and examine the Academy
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61.
62.
63.
64.
65.
66.
operation, study the documentation pertaining to economic and financial
position of the Academy. The Auditing Commission shall report its actions to
the Academy Senate at least once in a year.
The Academy Assembly meeting shall by secret ballot elect from among the
academic personnel the Arbitration Court consisting of three members that
shall serve for the term of three years. No representatives of the managerial
personnel may be elected to the Arbitration Court. The resolutions by the
Arbitration Court shall be approved by the Academy Senate and executed by
the management. The members of the Arbitration Court shall be responsible
for their actions before the Academy Assembly. The Arbitration Court shall
operate in compliance with the requirements specified under the University
Act.
The Academy may have the following sub-divisions:
62.1. Departments;
62.2. the Scientific Research Center;
62.3. the College;
62.4. the Bible School.
The operation and status of Departments shall be specified under the
provisions approved by the Academy Senate. The Departments shall provide
for adequate implementation of programs of studies, organization of process
of studies, coordinate research programs as well as perform other
responsibilities arising out of the purposes and objectives established for
operation of the Departments. Each Department shall be managed by its Head
to be elected by the Department personnel for the term of office not exceeding
five years. The Department Head may not be re-elected to the office for more
than two successive terms.
The status and objectives of the Scientific Research Center shall be specified
under the provisions approved by the Academy Senate. The operation of the
Scientific Research Center shall be managed by its Head.
Upon consent by the founder of the Academy and by resolution of the
Academy Assembly the College, a sub-division for provision of professional
education within the period of studies less than four years may be established.
Upon consent by the founder of the Academy and by resolution of the
Academy Assembly the Bible School with the two-year period of studies may
be established to raise the level of general knowledge about Christianity.
VII. PROPERTY AND FUNDS OF THE ACADEMY
67.
68.
69.
The property of the Academy shall comprise the property and funds allocated
by its founder, tuition fees, income from scientific activities and scientific
research, income from the commercial and economic activities provided for
under the Academy By-laws, donations and gifts by legal entities and
individuals as well as credits granted by banks and other credit institutions.
The Academy shall manage its financial resources in compliance with the
Regulations applicable to non-profit organizations.
The structure of financial resources of the Academy shall be determined by
the Academy Senate but the implementation of the budget shall be controlled
by the Auditing Commission.
The Academy may own land, movable and immovable property and
intellectual property as well as funds within and without Latvia. The
Academy shall have the right to manage its property in order to achieve the
purposes specified under the Academy By-laws.
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70.
The Academy shall have the right to use and exploit the property of the
founder placed in its possession. The procedure for use of the founder’s
property placed in the possession of the Academy shall be determined under
the bilateral agreement made between the Academy and its founder.
VIII. INTERNATIONAL COOPERATION BY THE
ACADEMY
71.
72.
The Academy shall promote international cooperation between higher
educational institutions.
According to its specific purposes the Academy shall have the right to enter
into cooperation agreements with foreign higher educational institutions as
well as to organize joint ventures with foreign companies in the procedure
provided for under the legislative acts of Republic of Latvia.
IX. REORGANIZATION AND DISSOLUTION OF THE
ACADEMY
73.
74.
75.
The Academy shall be reorganized or dissolved by the resolution of its
founders or in other cases provided for under the law. Should the license
issued to the founder be canceled in the statutory procedure, the Academy
shall be dissolved or reorganized into such educational institution that has no
status of higher educational establishment.
Upon dissolution or reorganization of the Academy the students shall be
provided with the possibility to continue studies at another higher educational
establishment.
In case of dissolution or reorganization of the Academy its founder shall be
liable for obligations of the Academy as provided for under the laws and other
legal acts.
X. PROCEDURE FOR ADOPTION AND AMENDING OF
THE ACADEMY BY-LAWS
76.
77.
The Academy By-laws shall be adopted and amended by the meeting of the
Academy Assembly in the procedure specified under the Academy By-laws.
Any member of the Academy Assembly shall have the right to propose
amendments to the Academy By-laws. The Academy By-laws and
amendments to them shall be approved by the founder of the Academy.
The Academy By-laws and amendments to them shall take effect upon their
approval by the Cabinet of Ministers.
Prime Minister
Minister for Education and Science,
Assistant Prime Minister
J.Celmiòð
Accepted at the Constituent Assembly
April 251996
Protocol no. 1
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STATUTE OF THE SENATE OF THE LATVIAN EV. LUTH.
CHRISTIAN ACADEMY
General provisions
1.1. The LChA Senate is a collegiate legislative institution of the Academy,
which functions in accordance with the Statute, approved by the LChA Constituent
Assembly.
1.2. The Senate is authorized to approve the procedure and rules, which
regulate all spheres of activities of the Academy.
1.3. The basic tasks of the Senate are:
elaboration, approving, performance, coordination of the statute for
Academic and Professional studies;
discussion and approving of Academic and Professional study
programs;
determination of the strategy for scientific research work of students
and the Academic personnel, its discussion and coordination;
analysis of the study system and teaching work, marking of main
directions;
election to Academic positions;
concerting of teaching staff's scientific qualification; drawing up of
the draft study budget, analysis of its use;
discussion and preparing of Scientific publications;
formation of Scientific research and other structures of the
Academy and discussion of their regulations;
organization of introduction of Foreign experience.
1.4. The activities of the LChA Senate involve teaching and scientific work of
the studying persons at the Day and Evening departments, different Post-study forms
and their contents.
1.5. In order to implement principal functions and tasks the LChA Senate may
form expert commissions from among specialists, employed at the LChA, inviting
specialists from other higher education institutions or Theological institutions of the
relevant confession.
2. Functions of the LChA Senate.
2.1. The Senate determines the procedure and size of remuneration for work.
2.2. The Senate approves the LChA Statute on Election to the Academic
Positions, fixes the number of posts of the staff.
2.3. The Senate determines the Tasks and Duties of work of lecturers and
assistants.
2.4. By its decisions the Senate forms the LChA Convention of Advisors and
approves its Statute.
2.5. The Senate considers the link of the LChA with scientists of different
countries, research Institutes in cooperation in Academic work and Science.
2.6. The Senate considers and approves common requirements for the
Academic and higher Professional program, coordinates meeting of requirements.
2.7. Considers questions pertaining to qualification of the teaching staff, as
well as determines questions of the staff recruitment.
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2.8. The Senate heads the scientific publication, training book, methodical
aid, etc., publishing activity, accepts scientific research orders, addressed to the
LChA.
2.9. The LChA Senate analyses prognostications for preparing of specialists.
2.10. The LChA Senate works out and approves enrollment and extra
enrollment rules.
2.11. The Senate works out and approves regulations on Procedure of studies.
2.12 The Senate elaborates and approves the system for assessment of
students' Study work and the Statute of the Study program for the Final and State
examinations.
2.13. The Senate approves subjects of Bachelor work, as well as of the
Course and Diploma papers, scientific supervisors and advisors of works, decides
about perspectives of scientific elaboration of the Course and Diploma projects.
2.14. The LChA Senate considers suggestions on distribution and use of
training rooms and equipment.
2.15. The Senate considers and approves the LChA financial reports.
2.16. The Senate organizes scientific Conferences, Exhibitions, Cooperation
with foreign scientists.
2.17. The Senate discusses and approves regulations of scientific structures
and other formations of the LChA, decides about formation of Societies at the LChA.
2.18. The Senate, within the limits of its competence, controls the observance
of norms set out in the LChA Constitution.
2.19. The Senate expresses Proposals and Recommendations for considering
at the LChA Constituent Assembly.
3. The membership of the LChA Senate.
3.1. The LChA Senate is formed of 14 members. The Rector, and
representatives of the Academic personnel, who comprise no less than 75%, at least
10% of studying persons and employees of other categories.
3.2. The personnel staff of the Senate is elected by the LChA Constituent
Assembly for three years. The studying representatives are elected to the Senate by
the students' self-government.
3.3. Take part in the Senate with advisory vote.
4. The procedure of work of the LChA Senate.
4.1. The work of the Senate proceeds in form of sessions. Sessions of the
Senate are convened by the Chairman or Deputy chairman of the Senate no less than
once a month.
4.2. Sessions of the Senate are chaired by the Chairman or Deputy chairman
of the Senate. Sessions are recorded by the Secretary of the Senate. The protocol of
the Senate session is signed by the Chairman of the LChA Senate and secretary, but
their signatures are certified by the LChA Rector with his Signature and the Seal of
the Academy.
4.3. The LChA Senate is competent to decide, if no less than a half of its
members take part in it.
4.4. The Senate takes its decisions with a simple majority of votes, except in
cases provided in paragraph 4.5 of the Statute of the Senate.
4.5. The LChA Senate, when deciding questions on approving of extra
enrollment rules, formation of structural units, etc., take decisions with 3/4 majority
of votes of the members present. One fourth of the members present at the Senate or
~ 194 ~
the LChA Rector is competent to ask to reconsider the question and decide it at the
LChA Constituent Assembly.
4.6. If any of the LChA Senate members disagree with decisions of the
Senate, he may object against them and require to write it into the Protocol of the
Senate session. In such case he is not liable for the decision taken by the Senate.
Students have the veto rights in questions, which concern their interests.
4.7. The LChA Senate informs the Constituent Assembly about its decisions.
4.8. Expert commissions are headed by the Chairman of the expert
commission, who is appointed by the LChA Senate.
5. Material supply of the LChA Senate.
5.1. The LChA Senate carries out its activities within the limits of the
Academy's budgetary resources, as well as plans possibilities for self-financing of
scientific activity.
Chairperson of the LChA
Constituent Assembly:
Gûtmane
Secretary of the
Constituent Assembly
.A.Lasmanis
Concerted at the LChA Senate session
September 9, 1997
STATUTE OF THE PERSONNEL COMMISSION OF
THE LCHA SENATE
1. Personnel Commission of the LChA Senate is a unit of the Senate
members, which assesses compliance of the Academic personnel with the electable
and/or appointable position, gets to know and understands Man as a qualitative
instrument of the Academic work.
The most important value of the higher educational institution is its Teaching
staff, people, who are loyal to interests of the Christian Academy. The task of the
Commission is to recommend and keep in the institution of higher education such
Academic personnel, which in full value implements scientific, educational and
Christianity tasks, which works in order to have high rating of the Academy today,
tomorrow and in Future.
The Commission works out the program of benefits and guarantees of the
Academy's teaching staff.
The Commission works out and finds people with high professional and
scientific logic of Academic work, who are loyal to the LChA.
2. The decision of the Commission is recommending, it is approved by the
LChA Senate.
3. The Commission consists of at least 4 LChA senators, who are approved
by the Senate for 3 years.
~ 195 ~
4. Work of the Commission is headed by the Chairman, who is elected by the
Commission from among its members by rotation for a School year.
5. The Commission basis its work on the Republic of Latvia Law on Higher
Educational Institutions, LChA Constitution, Statute of the Academic Personnel
Positions and Statute on Elections of the Academic Personnel.
6. The Commission evaluates documents, submitted for the vacancies of the
Academic personnel and summarizes results of elections.
7. The Commission assesses the scientific, professional and the creed
correspondence of the activities, carried out by the Teaching staff, to the tasks and
aims of the LChA. The Commission reviews and summarizes:
students' questionnaires and interviews on the quality and the pedagogical
result of the Training course,
test results of the students' knowledge,
the delivered training and methodical supplies,
involvement of students in Scientific research,
participation of the Teaching staff in the Theoretical seminar of the Staff,
the result of the teaching staff's individual scientific research,
publications,
creative public activity,
analysis of the visited lessons.
8. The Commission submits the conclusion to the Senate in writing.
9. The conclusion of the Commission is essential in both Professional and
Academic career of the LChA Teaching staff.
10. The Commission recommends the work of the Teaching staff for
rewarding with Premiums and Grants.
11. The meeting of the Commission is attended by the Rector and Pro-rector.
Approved at the meeting of the Senate
RULES FOR ENROLLMENT OF STUDENTS AT THE LCHA
1. Every citizen of Latvia and persons, who have the right to own a passport of
the non-citizen of Latvia, issued in the Republic of Latvia, with permissions of
permanent residence, regardless of sex and property status, race and nationality, are
entitled to study at the LChA.
2. The LChA enrolls students in two study programs:
in study program of a bachelor (and master) of Academic theology;
in higher program of professional education "The Practical Theology".
3. In both programs the time of studies is 4 years (semesters).
4. When entering the LChA, persons shall submit to the selection committee
the following:
an application;
curriculum vitae;
a document about secondary (gymnasium) education;
4 photos;
a reference issued by the psychiatrist and narcologist.
~ 196 ~
After submission of a document, the Passport shall be produced.
5. The selection of future students takes place on competitive basis.
6. Entrance examinations:
test of preliminary Religious knowledge (in writing);
a written work - Essay on literature or free subject;
an interview - colloquy.
The test of the preliminary knowledge in Religion is in accord of the course of
confirmation of the ev.luth. Church of Latvia.
The following is assessed in the written Essay:
general knowledge of the question;
a skill to define a problem;
a skill to discuss it purposefully;
a skill to see alternatives;
a skill to express thoughts in the proper Latvian language in writing
(grammar etc.).
The time for the test and the Essay is 4 hours. Evaluation - according to the
system of 10 points (marks).
The aim of the interview (for a sample of text see Appendix) is to clear up the
candidate's motivation, creed, personal suitability to profession.
Results of the interview and colloquy, which is based on the interview, are
evaluated by the mark "settled/unsettled".
7. Entrance examinations are the basis for the candidate's enrollment at the
Academy.
Criteria: 6 points as the minimum score separately for the Essay, and the
mark "settled" for the Interview.
8. Entrance examinations and preparation for the entrance tests are carried out
by the Entrance Examination Commission during the whole academic year in form of
discussions, tutorials, open-door days, etc.
9. Training places are granted for pay.
Adopted at a meeting
in December, 1995
LATVIAN LCHA STUDENT KNOWLEDGE
ASSESSMENT REGULATIONS.
1. The student knowledge and skills are evaluated at the end of every course. The
manner of evaluation depends on the peculiarities of the subject.
2. The requirements and the manner (oral, written, workshop, discussion) of testing
are made clear to the students by the teachers at the beginning of their course. In
case the assessment depends on workshop, quiz or report, the teacher makes clear
the relative significance of those for the purposes of general evaluation.
3. In case the course is presented by several teachers (a visiting lecturer and a staff
member) the test may be administered by both of them. All visiting lecturers'
~ 197 ~
courses are concluded by a test given by the respective lecturer and assisted by a
staff lecturer.
4. The evaluation of student's knowledge is made at the end of the respective
course. The examination time is coordinated with the teacher and the Study
Department.
5. The is a 10 score system of assessment as follows:
10, outstanding:
 The knowledge exceeds the curriculum requirements,
 Personal insight and deep understanding is evident,
 The manner of presenting the knowledge is an evidence of a balanced
personality with a power of apprehension.
9, excellent:
 The subject has been learnt completely,
 The knowledge can be independently and skillfully applied.
8, very good:
 The subject has been learnt completely,
 There might be occasional setbacks in the application of knowledge.
7, good:
 The subject has been studied and learnt,
 However, there are some irrelevant shortcomings.
6, nearly good (getting on for good):
 the subject has been learnt,
 yet there are some significant shortcomings.
5, mediocre:
 There is a general knowledge of the subject, yet several basic concepts
have not been understood to the full,
 There are difficulties in using the knowledge.
4, nearly mediocre:
 There is a general knowledge of the subject, yet several concepts are
misunderstood,
 Lacking the skills to use the knowledge.
3, poor:
 Just a general survey of the subject,
 No skills to use the knowledge.
2, very poor:
 Just a general survey of parts of the subject,
 No understanding of the core of the subject.
1, inadequate:
 No understanding of the basic concepts of the subject.
6. The examination is passed provided the score is within "10" to "5" (not less than
"5").
7. In the case of a quiz, it should be at least 60% correct.
8. The "A" section of the curriculum are the specialty academic subjects tests. The
specialty professional curriculum tests are as follows:
 the theological subjects,
 the professional theoretical subjects,
 the professional specific subjects.
9. The specialty subject tests have been passed within the scores of "10" through "7"
(not less than "7").
~ 198 ~
10. Optional subjects are tested orally or in writing at the choice of the lecturer.
11. There is an appendix to the present regulations: the chart of knowledge
assessment compiled with the view of the knowledge acquirement level and
intellectual work.
~ 199 ~
STUDENTS' INQUIRIES AT THE LCHA
(in school year 1996/97)# #
Dear Applicant of the L.Chr.Ac.
This Questionnaire is drawn up for the purpose of understanding your Hopes
and Aspirations at entering our Academy. Your answers will help us to help you!
Instructions: There are two ways of answering questions:
1) you just have to circle the figure opposite the respective answer.
Example: "Have you been employed?"
Jâ
Nç
-01
-02
2) you have to write answer to the question:
Example: "How would you express your attitude to …?"
N.B.: Before you answer the questions read the instruction to understand how
many answers are necessary. You may have the following instructions: (there may be
several answers) or (there is only one answer).
THANK YOU VERY MUCH !
1. Name the higher educational establishment you want to enter?
_______________________________________________________________
2. Where did you learn about this higher educational establishment?
(several answers are possible)
From friends / acquaintances
From the media (TN, newspapers, magazines)
Art Church
From Parents
At school
Other sources _________________________________________
-01
-02
-03
-04
-05
-06
3. Do you think you know enough about the specialty you have chosen?
(only one answer is possible)
Absolutely enough
-01
Well enough
-02
Not enough
-03
Absolutely not enough
-04
I cannot tell
-05
4. When did you make up your mind to enter the Academy?
(only one answer possible)
A month ago
Some months ago
#
-01
-02
Inquiries were analyzed at the Senate and changes were accepted when possible. Please follow respective documents.
#
~ 200 ~
A year ago
Several years ago
-03
-04
5. What is the qualification you get after graduating from this Academy?
(several answers are possible)
Social work administration
-01
Pastor
-02
Teacher of the Christian religion
-03
Christian sociologist
-04
Deacon
-05
Christian psychiatrist
-06
Christian Artist
-07
Logopede
-08
Sociophyschologist
-09
6. Where, according to your judgment, can the graduates of this Academy
get a position?
(several answers are possible)
At Social Care institutions
-01
In church
-02
At schools
-03
With private companies
-04
Other (name) _________________________________________
-05
7. Have you thought about your future employment after graduation from
the Academy?
Yes
-01
No
-02 ------------------>
Pass over to Question #9
8. Where do you plan to work after graduation from this Academy?
At Social care establishment
At a Private company
In Church
At a State enterprise (civil service)
Other _______________________________________________
Difficult to tell
-01
-02
-03
-04
-05
-06
9. At what educational establishment can you get the same qualifications
this Academy provides?
(several answers are possible)
At the Academy of Culture
-01
At the Academy of Fine Arts
-02
At the University of Latvia
-03
At the Medical Academy
-04
At the Latvian Pedagogical Sport's College
-05
At the higher educational establishment "Attîstîba"
-06
At Luther Academy
-07
At the Institute of Catholic Catehesis
-08
At no other educational establishment
-09
~ 201 ~
Other (name) _________________________________________
-010
10. Which of the following priorities of higher education would you
consider most essential?
(only one answer possible)
Providing the students with Theoretical knowledge and practical skills
-01
to enable the graduates work professionally in their chosen fields.
Providing the students with sufficient practical knowledge and skills to -02
enable the graduates find a suitable job.
Providing the students with a deep knowledge and understanding of
-03
God, theoretic knowledge about Christianity along with practical skills
and applied knowledge to enable the graduates find a suitable job.
To deepen the knowledge and understanding of God and Christian
-04
theoretic knowledge. The rest will come in due course.
Difficult to assess
-05
11. The most essential subjects you intend to study for a job in your chosen
specialty?
(several answers possible)
Languages
-01
Theology
-02
Psychology
-03
Graphic arts
-04
Philosophy
-05
Other (name) _______________________________________
-06
Difficult to tell
-07
12. Please evaluate the branches of knowledge and respective Academic
subjects with respect to professional knowledge and skills training efficiency in
your chosen specialty?
(please mark one answer for each item)
Essen Very Some Little None Can't
tial
much times
tell
Theology subjects (Deaconal
-01
-02
-03
-04
-05
-06
ministry. Systematic theology. The
Bible Doctrine. Theology of the
Old and New Testament)
Foreign languages (English,
-01
-02
-03
-04
-05
-06
German, French)
Behavioral sciences (Psychology,
-01
-02
-03
-04
-05
-06
Sociology, Psychiatry)
Fine arts (Graphic arts,
-01
-02
-03
-04
-05
-06
Composition, Painting)
The Mathematical sciences
-01
-02
-03
-04
-05
-06
(Mathematics, Physics, Astronomy)
The Chemistry related sciences
-01
-02
-03
-04
-05
-06
(Medicine, Biology, Physiology)
Humanitarian subjects forming the
-01
-02
-03
-04
-05
-06
world outlook (Philosophy,
Politology, History of Culture)
~ 202 ~
Other (name) _________________
-01
-02
-03
-04
-05
13. 5 personality traits, that, to your mind, are most essential in your
Profession
(5 answers are allowed)
Creative mind
Perseverance
Patience
Empathy
Love
Extrovert attitudes and skills
Compassion
Life experience
Frankness
Other (name) _______________________________________
Difficult to tell
-06
-01
-02
-03
-04
-05
-06
-07
-08
-09
-010
-011
14. Could, according to your mind, studying of certain disciplines help in
developing personal traits
(only one answer possible)
Yes, it can help
-01
It might help
-02
Rather not
-03 ----------------> Pass on to #16
No, it cannot help
-04 ----------------> Pass on to #16
I have no idea
-05 ----------------> Pass on to #16
15. Please evaluate the degree to which the following branches of science
and the respective Academic subjects would help you to work at developing
personal traits you need in your Profession.
(please one answer for each item)
Theology subjects (Deaconal
ministry. Systematic theology.
The Bible Doctrine. Theology of
the Old and New Testament)
Foreign languages (English,
French)
Behavioral sciences (Psychology,
Sociology, Psychiatry)
Fine arts (Graphic arts,
Composition, Painting)
The Mathematical sciences
(Mathematics, Physics,
Astronomy)
The Chemistry related sciences
(Medicine, Biology, Physiology)
Humanitarian subjects forming
the world outlook (Philosophy,
To a
very
large
degree
To
large
degree
Occasi
onally
Rather
little
Not at
all
Difficult to
tell
-01
-02
-03
-04
-05
-06
-01
-02
-03
-04
-05
-06
-01
-02
-03
-04
-05
-06
-01
-02
-03
-04
-05
-06
-01
-02
-03
-04
-05
-06
-01
-02
-03
-04
-05
-06
-01
-02
-03
-04
-05
-06
~ 203 ~
Politology, History of Culture)
Other (name) ______________
-01
-02
-03
-04
16. What positions would you choose if you could?
(several answers are allowed)
Deacon
Evangelist
Archbishop
Pastor
Clerk (civil servant)
Social care and Charity work
Teacher
Manager of an enterprise
Artist
Minister
Counseling psychologist
Other ___________________________________________
Difficult to tell
-05
-06
-01
-02
-03
-04
-05
-06
-07
-08
-09
-010
-011
-012
-013
15. Please evaluate the degree to which the following branches of science
and the respective Academic subjects would help you to work at developing
personal traits you need in your profession.
(please one answer for each item)
Extremely
Quite Occasionally Rather Difficult to
important important important important
tell
The interior of the rooms and
auditorium
The quality of workshops and
seminars
Foreign lecturers
Finding new friends
Praying in a group
Being among co-believers
(sharing belief)
Relationships with the
students, teachers and
aministration
The Academy Café and
refectory
Teaching aids such as
computers, CD-ROM,
Internet, the library, etc.
Student self-government
influencing the decisions of
the Senate
The Academy hostel
Other factors (which, to what
extent __________________
-01
-02
-03
-04
-05
-01
-02
-03
-04
-05
-01
-01
-01
-01
-02
-02
-02
-02
-03
-03
-03
-03
-04
-04
-04
-04
-05
-05
-05
-05
-01
-02
-03
-04
-05
-01
-02
-03
-04
-05
~ 204 ~
18. What is your understanding of theology studies.
(several answers are allowed)
To get to know, to analyze, to learn about The Bible and various
religions - to comprehend God.
It is a way of life, the meaning of life, self-improvement in
advancing towards God.
Some other answer (What?)
Difficult to tell.
-01
-02
-03
-04
19. What is your understanding of the term "Practical theology"
(only one answer is allowed)
It is refinement of the Church worship service.
It is connected with Pilgrimages.
It is giving help to people who need assistance.
It means that a believer should avoid bigotry.
Difficult to formulate.
20. What do you rely upon when you are driven to despair?
(several answers are allowed)
I depend completely on God (praying) and hope for improvement.
I rely upon God (praying) but make my own efforts to change situation.
I rely upon God, myself (my actions) and my close friends.
I mostly rely upon myself (my activities), my close friends and, of
course, God (praying).
I mostly rely upon myself (my actions) and my close friends.
I mostly rely upon myself, my actions at present and future.
It is difficult to tell.
-01
-02
-03
-04
-05
-01
-02
-03
-04
-05
-06
-07
NOW, PLEASE, TELL ABOUT YOURSELF.
1. Your sex.
Man
-01
Woman
-02
2. Your age.
Under 18
19-24
25-31
-01
-02
-03
3. Your education.
Secondary
-01
Secondary vocational
-02
Higher
-03
32-37
38-43
44-49
Beyond 50
-04
-05
-06
-07
(what?) _____________
(what?) _____________
4. Have you done any kind of job in connection with your newly chosen
profession which you want to study at this Academy?
No
------------------ > Pass on to Question #6
01
~ 205 ~
Yes
02
5. What occupation have you had and where?
_____________________________________
_____________________________________
_____________________________________
|__|__|
|__|__|
6. Are you a Church congregation member?
Yes
-01
No
-02
------------------ > Pass on to Question #9
7. What is the denomination of your congregation (Church)?
Lutheran
Other (which?) ____________________________
Difficult to tell
I don't know
-01
-02
-03
-04
8. What is the name of your Church (congregation)?
_________________________________________________
9. Are you Baptized / Confirmed?
a) baptized
Yes
-01
No
-02
b) confirmed
-01
-02
10. Which department do you want to enter?
Evening
-01
Day
-02
11. What is the specialty you want to study at this Academy?
_____________________________________________________ |__|__|
Would you like to add anything about yourself, your desires, or anything
else that has not been asked in this Questionnaire?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
THANK YOU FOR ANSWERING QUESTIONS.
WISH YOU SUCCESS DURING THE EXAMINATIONS!
WE LOOK FORWARD TO SEE YOU AMONG OUR STUDENTS.
~ 206 ~
ANALYSIS OF STUDENTS' INQUIRIES AT THE
LCHA
(in school year 1996/97)# #
The scientific research "Dialogue Center" of the LChA and the Study
Department (lecturer S.Revele) carried out students' inquiries. There were 53
questionnaires filled, 40% of students were inquired. By summarizing answers of
questionnaires the following conclusions have been drawn.
1. Students' attitude towards the Academy in whole is positive - 80% of the
inquired persons would not change it for some other. 6.7% would like to change it.
Motives for the wish to change are:
of financial character,
possibilities to study at the centers of foreign Missions free of charge.
2. The highest estimation of students have obtained the following study
courses:
Theology of the Old Testament,
Theology of the New Testament,
Psychiatry,
Psychology of Interrelation,
Patristic.
Subjects of the Academic program balance in sense of interests with teaching
subjects of the cycle of Theological and Humanitarian knowledge of the higher
Professional education program.
3. The inquiry gives evidence of positive attitude towards Scientists and
University teachers working in Latvia - 76.1%.
4. The evaluation of lectures and training classes, delivered by visiting
lecturers, in mainly positive. Respondents underline the fact, that visiting lecturers do
not know the Social contexts in Latvia well enough, therefore - particularly in the
exegesis of the New Testament the closer link with the present theological processes
would be desired. It should be admitted, that there could not appear wishes of similar
character in classes of Exegesis.
5. The main problems pointed out by students are:
lack of the proper Dining-room,
the Tuition fee could be canceled or minimized.
6. Suggestions of students:
1) to stabilize the Schedule of classes,
2) to divide the work of visiting lecturers evenly during the Autumn
and Spring semesters,
3) to have more meetings together with students, in order to have a
possibility to express opinions,
4) there could be a possibility to spend also evenings at the Academy,
to open a Cafe and Club of discussions,
5) the Library should work full time.
7. In their teachers students value most:
belief in Christ and the evidence of personality with his
life about it
Great erudition combined with deep belief in Christ
High level of theoretical thinking
Informal human relations
The creed beyond piety
#
49%
39%
58%
50%
32%
Inquiries were analyzed at the Senate and changes were accepted when possible. Please follow respective documents.
#
~ 207 ~
Sometimes students sympathize with the so called ability of "preaching" or
propagation, however, always value it lower than high demands in relation to deep
belief and the high level theoretical knowledge.
8. What worry students most:
Accreditation of the Academy
Unity of the Academy and the Ev. Luth. Church of Latvia
Students do not object against the Tuition fee,
particularly the 2nd and 3rd year students (Ls 50 = ca 100
USD for the semester), yet they are afraid of its
increasing
82%
4%
97%
9. Students' recommendations for better organization of the Study process:
the 1st year students:
More courses on Psychology
60%
the 2nd year students:
To get topics of Course papers earlier;
To shorten the general practical Field work in the
Cesis Hospital and the Cesis Children's Home for two
weeks in July, in order to have a possibility to apply for
Summer work and earn money.
the 3rd year students:
To give a detailed description of the Plan of studies for the whole
School year;
At the end of the School year, during the Conference devoted to
conclusion of the practical Field work, to give a detailed explanation of the
Plan of studies for the whole School year;
To avert repetition of teachers - especially in Theological study
courses;
To find a possibility to have more frequent conversations with the
Rector out of classes.
Relations between teachers and students are:
Matter-of-fact
Ideal
Very good
Good, but are afraid of tests
Have not responded
Formal
70%
73%
59%
20%
3%
no
10. Would you choose to study at the LChA again? Why?
Studies help to understand Theology as a part of
humanitarian culture
Treat students well - "as equal people"
Wish to understand themselves and God, themselves in
the Society
I shall have a possibility to serve other people
82%
73%
70%
59%
11. Students suggest to deliver additionally:
a course on the Management,
~ 208 ~
a course of Hagiography,
a course of the Russian literature as a phenomenon of Religion,
a course of Phenomenology.
12. Students object against:
delivering of the Course in Book-keeping and Accounting,
repetition between Guest lecturers and Home lecturers in theology.
STATUTE OF THE LCHA ACADEMIC AND
PROFESSIONAL STUDIES
The procedure of Academic and Professional studies at the LChA is determined
by the Republic of Latvia Law on Education, the Republic of Latvia Law on Higher
Education Institutions, the LChA Constitution and the present Statute.
1. General provisions
1.1. The aim of the Academic studies is:
to promote quality of thinking of young people,
to promote scientific research interests of students, the capacity of
their intellect, knowledge and experience, to provide the necessary basis for further
Academic education.
1.2. The juridically fixed (formal) aim of Academic studies is acquisition of
the Academic degree of Bachelor and Master.
1.3. The task of Academic studies is:
to promote students' wish to join the scientific research work,
to strengthen the world outlook, which proves the belief in God in
unity with social Responsibility, to develop the desire of research work,
to teach to master methods of Scientific research,
to teach to write a scientific paper.
1.4. Persons with secondary (gymnasium) education may become candidates
of the Bachelor studies if they have become students of the LChA in accordance with
the enrollment rules. Persons with the Bachelor degree may apply for the Master
studies in the given branch of science.
The procedure of enrollment of students at the LChA is determined by "Rules
of Enrollment of Students at the LChA".
1.5. Acquisition of the Academic education on the level of a Bachelor or
Master foresees realization of the relevant Study program in the corresponding
branch of Science.
2. Aim of Professional studies
2.1. The aim of Professional studies is:
to train young people for Christian Ministry and Charity,
to prepare students for professional activity in Social care,
to deepen attitude towards the Human being and principles of Social
environment as they are put in the Bible,
to reveal a complete system of Ethical determinations and taboos,
which demands to value the lifetime and life of each Human being as unique.
~ 209 ~
2.2. Tasks of the professional studies proceed from the Aims of the Study
program and are closely related with the basic tasks of Professional activity of the
specialist of Social care and Charity:
to provide multidimensional knowledge and understanding about:
the contents, reasons, development of Christian charity,
contents of Social policy and the Key principles of its
development,
the Biblical system of people's welfare - its principles,
mechanism of work,
the Secular system of the World welfare (with and without
inverted commas), aims and mechanisms of its work;
to ensure the necessary Theological knowledge about the Biblical
motivations of functioning of Social systems: the common and the diverse in
characterization of interaction of Men and Society by secular opinions on functioning
of Social systems,
to acquire models of Social care and Charity in Church,
congregation, Secular structures of Latvia and the rest of the World,
to teach students to integrate Theological knowledge into practice of
Social care and Charity,
to teach, when realizing the free will, to obey God and
Commandments of the Gospel, and by their strength to overcome the negative
pressure of economy, politics, psychological atmosphere,
to excite interest about scientific Research work,
to teach to acquire skills necessary for the specialist in Social care
and Charity: those of Christian interrelations, diagnostics, methods, analyses etc.,
to deepen specialization in the work of Deaconate and Social
rehabilitation.
2.3. Persons with secondary (gymnasium) education may become candidates
for the higher Professional study program, after they have become students of the
LChA in accordance with the Enrollment rules.
3. Study programs
3.1. The Bachelor and Master's study programs are worked out by the
teaching staff of the LChA, concerting their compulsory parts of credit points with
the size of credits of the University of Latvia, Theological Faculty's Bachelor and
Master's degree study programs.
3.2. The contents of the Professional study program determines the skills
necessary for specialists of Social care and Charity, which are defined in the
Classification of Professions, Republic of Latvia. The contents of the Professional
study program is worked out by the teaching staff of the LChA or other initiative
persons, according to principles of the Association of Higher Education Institutions
of European Deaconate. Principles of the Association of European Social Care
Institutions of Higher Education are taken into consideration, when elaborating the
Study program.
3.3. Academic and Professional study programs are assessed and approved by
the LChA Senate.
3.4. The LChA Senate nominates and approves Directors of the Academic
and Professional study programs.
3.5. The Academic and Professional study programs are accredited in
procedure, provided by the Republic of Latvia Ministry of Education and Science.
~ 210 ~
4. Size of the study work
4.1. The evaluation of the size of Study work takes place according to the
unified system in Academic and Professional study programs.
4.2. For comparative assessment of the size of Study work the system of
credit points is used at the LChA. Credit points are measuring units of planning,
registration and realization of individual study courses, subjects, as well as of the
total volume of the study program.
4.3. One credit point approximately corresponds to the study work, which is
included in 4 0 C o n t a c t l e s s o n s of classes.
4.4. The amount of credit points is determined in the study programs. Credit
points are granted for each discipline of studies.
4.5. The size of the Academic study program is planned for 8 semesters, its
standard volume is 2 5 0 c r e d i t p o i n t s . The size of separate parts of the
Program may also be bigger on account of intensity of the study process, without
prolongation of the total time of studies.
4.6. The size of Professional study program is planned for 8 semesters, its
standard volume is 1 4 0 - 1 6 0 c r e d i t p o i n t s .
5. Acquisition of the Academic degree.
5.1. In order to acquire the corresponding academic degree, it is necessary:
to realize the Bachelor or Master's degree study program, to pass all
foreseen examinations and to acquire the amount of credit points, fixed in the
Program,
to defend the Bachelor or Master's degree paper.
5.2. Students are allowed to defend the Bachelor or Master's degree paper
after they have passed the Theoretical part of the relevant study program.
5.3. The Bachelor and Master's degree paper is an Academic work based on
investigations. The master's degree work is of deeper research character, than the
Bachelor work.
5.4. The Academic degree of the Bachelor or Master is conferred by the
Commission of Final Examinations in accordance with "The Statute of the Final
Examinations and the State Examinations" of the LChA.
6. Attribution of Professional qualification
6.1. The higher professional qualification is attributed to persons, who have
covered the Study program, passed all examinations and acquired the number of
credits, fixed in the Program, as well as have passed the State examinations.
6.2. Qualification is attributed by the State Examination Commission, which
is formed and approved by the LChA Senate in accordance with "The LChA Statute
of the Final and State Examinations".
Approved at the Senate session
of the LDI on 12 December 1995
Repeatedly in February 1996
~ 211 ~
STATUTE OF PROCEDURE OF STUDIES AT THE
LATVIAN EV. LUTH. CHRISTIAN ACADEMY
1. Studies at the LChA in accordance with the selected Academic
Bachelor/master and/or Professional study program provide a possibility to acquire
academic education and/or higher professional qualification and the bachelor or
master's degree.
2. Studies are started by persons, who have been immatriculated at the
Academy (immatriculation - writing into the List of students and receiving of
student's Certificate).
3. Studying persons at the LChA are offered Academic and Professional
studies.
3.1. Full Study program with the minimum length of studies is 4 (four) years
(Day time studies).
3.2. Full optional program with higher intensity and the minimum length of
studies is 4 (four) years (Evening time studies). In Evening time studies classes in the
auditorium are organized as follows:
 twice a week at the 1st year,
three times a week during the 2nd year,
four times a week during the 3rd and 4th year.
 Once in semester students have classes in the auditorium for 1 week
(intensive sessions). Between the exam sessions as well as in the free
days of the week students are working independently.
4. The study process is regulated by the following conditions:
4.1. Students have the right to interrupt studies temporarily, even several
times, but not more than for 4 semesters altogether. The minimum interval in studies
is 1 semester. During the break student is not exmatriculated, lest he himself has
expressed such wish. When interrupting studies, the head of the Study department
shall be informed about it by submitting an application to the Secretariat of the
LChA.
When resuming studies, after they have been interrupted, if the interval has not
been shorter than 1 semester and not longer than 4 semesters, the study credits,
acquired earlier, are recognized fully in the same Study program.
4.2. The change between the Bachelor and Professional study program is
possible, if requirements of Study programs of 2 semesters have been met. In this
case the student has to get the permission from Study Department of the LChA
and/or Director of the new Study program. Director of the Program decides about
consideration of credits, acquired earlier in the relevant part of the Study program. If
necessary the question about an individual plan of Studies is decided together with
the Director of the Study program.
The earlier interrupted studies may be resumed (in case of exmatriculation), if
the Study program of 2 semesters has been covered before.
4.3. Recognition of credits, acquired in other higher education institutions,
foreign higher education institutions, is determined by the Director of the Study
program (by concerting it with the LChA Study Department) according to the system
of credits, fixed at the LChA.
4.4. Free attendance of classes could be allowed, if the student works
according to his personal individual plan, which is concerted with all heads of
courses of the Study program, and approved at the LChA Study department.
~ 212 ~
4.5. If during the semester the foreseen study program is not covered without
any excuse, the student is exmatriculated.
4.6. A student who takes the State and Final examinations repeatedly has the
right to do it during three years after the exmatriculation time according to the rules
of the State examinations of the regular year and those of the Final examinations.
4.7. Students, who have covered the theoretical part and Practical work (field
work) of the Study program, have the right to defend the qualification (bachelor)
work and to pass the State and Final examinations during three years after the
exmatriculation time.
5. The study curriculum is from
September 1 till July 31, there are two semesters:
the autumn semester: 01.09 - 31.01,
the spring semester: 01.02 - 30.06.
Holidays: Christmas: from 20.12 till 02.01.
5.1.1. Easter Holidays - the relevant one week,
5.1.2. Summer Holidays - from 01.08 till 31.08.
6. The length of one class is 50 minutes. Classes are organized and held
according to the Schedule, which is compiled by the Study Department of the LChA
for each week of studies.
PROVISIONS FOR THE LCHA SCIENTIFIC
RESEARCH CENTER “DIALOGUE CENTER”
1. General Provisions
1.1.
The LChA ‘’Dialogue Center’’ shall be a subdivision of the Academy
supervising and conducting Scientific research through development of Scientific and
applied research of importance to the Dialogue between the Latvian Social and
cultural environments.
1.2.
The Scientific research at the LChA ‘’Dialogue Center’’ shall be
carried out by the Academic personnel and the students.
2.
Purpose and Objectives of the Center
2.1.
By means of Scientific and applied research to ensure effective and
innovative integration of the work by the Academy into the information community
where information is the main product and the knowledge acts as the essential
resources.
2.2.
To develop the following required directions of Theological research:
 Gospel and the Society;
 Man and the Process of Redemption;
 Christian evidence in the World of religious and Cultural pluralism;
 Gospel and the Church.
2.3.
To assist the students in acquiring skills of Scientific work and
Research.
2.4.
To conduct applied research in the Social fields of Charity work with
the practical and advisory importance for public authorities and Church institutions.
~ 213 ~
3. Operation of the Center
3.1.
The LChA “Dialogue Center” shall be managed by the Director and
Deputy Director. The Directors of programs for studies, the LChA Academic staff
supervising research in their respective fields, students conducting Scientific research
as well as the LChA Scientific Editorial Board shall participate in the work of the
Center.
3.2.
The “Dialogue Center” for Scientific research shall conduct and
publish research containing accurate information on the basic data
 in respect of new Religious movements and consequences of their
activities in Latvia;
 in respect of viability and effectiveness of Charity work and Scientific
grounds;
 compare and analyze data from official sources, publications, research
as well as communicate and conduct interviews with leaders of Social
assistance and Deaconal service in Latvia and the EU;
 carry our a limited number of empirical research within Municipalities
and Congregations;
 create new initiatives in the field of information for Christian Social
care.
3.3.
The Center shall cooperate with ‘’Dialogcenter International’’ (Århus
University, Danmark) in the field of Scientific research on the theme ‘’New
Religious Movements in Europe’’. The Center shall develop cooperation with other
foreign higher Educational institutions and research facilities with which common
Academic work has been established:
Finnish Theological Institute, Kortebu High School of Theology (Sweden),
Tel Aviv University (Israel), Seattle Bible institute, Association of World Bible
Schools etc.
4. Material Base of the ‘’Dialogue Center’’ for Scientific research
The ‘’Dialogue Center’’ shall operate within the limits of the Academy funds
as well as plan for the possibilities of Self-financing of the Scientific activities.
INFORMATION ON THE ORGANIZATIONAL
MANAGING STRUCTURE
The Organizational and Managing structure is determined by the LChA
Constitution and the functional duties of the Personnel.
1. The representation, managing and decision-making
institutions of the LChA are:
The Constituent Assembly;
Senate;
Rector,
Pro-rector,
Auditing Commission;
Arbitration.
2. The structure of the LChA is formed by the following
units:
~ 214 ~
 Regular Day and Evening Department
 Scientific research "Dialogue Center", it is founded with the aim to:
a) carry out scientific Research work;
b) inform public about the research activities of the LChA;
c) functions of "Dialogue Center" are determined by "Statute of the
LChA scientific research center "Dialogue Center". The Dialogue Center is headed
by the Director. It is foreseen, that by time it will grow into the Center of Theological
studies of National importance;
 Scientific library. The SL of the LChA is an independent structural unit,
the task of which is to create conditions for students' scientific work, to
provide the Academic personnel and studying persons with the
necessary Literature on the spot or through SLS.
3. The LChA Academic personnel is formed by:
Professors, Associate professors, Docents,
Leading researchers, Lecturers, Research
assistants.
These specialists carry out Pedagogical work, Scientific work, educate students.
4. T h e G e n e r a l p e r s o n n e l is accepted to work or dismissed from it in
procedure, determined by the LChA Senate, grounding on the effective legislation of
the Republic of Latvia.
Activities of the General personnel are determined by functional duties for
each employee, approved by the Rector.
5. Functional duties of the Personnel.
Head of the Department of Studies
 ensurance of active functioning of the Study process (provision of
realization of the Study schedule, provision of necessary conditions for the Study
work);
 elaboration of the regime of the Study work;
 development of the Data basis of the Study process at the Academy;
 preparation of draft orders;
 summarization of students' Study results;
 regular summarization of the Study work results;
 mediatory and conciliatory functions between the LChA Senate, Director
of the Study program, students;
 elaboration of the Normative documents for the Practical field work.
Director of Practical field work:
 Academic provision for realization of Practical work;
 training of instructors of Practical work;
 formation of basis for the LChA Practical work (development of network
of students' Practical work in Latvia);
 regular rendering of assistance to students during their Practical work;
 submission of evaluation of Practical work to the Department of Studies;
 realization of coordinate functions between the Senate, directors of Study
programs
Head of the Scientific Research "Dialogue Center":
~ 215 ~
 elaboration of applied and Scientific research projects, their supervision;
 informing of wider public about the Research work;
 provision of information and consultations about the activities of New
religious movements and Sects in Latvia;
Responsible secretary of the LChA:
 development of the Office work system;
 heading of the Office work;
 coordinative work among students;
 duties of a Coordinator between directors of Study programs, Academic
personnel of the Academy, Heads of departments;
 filling in of students' Test books;
 Technical drawing up of Documents on a Computer;
 recording of meetings;
 provision of circulation of internal information.
Chief accountant:
 planning of Budget and Book-keeping control, realization of Bookkeeping;
 realization of full Calculation of the institution's finances;
 provision of correct monetary and other financial operations;
 realization of the Cash operations.
Director of the study program:
The Director of study program is appointed by the Direction of the LChA
rector from among the Academic personnel of the Academy;
The Director of study program supervises realization of the Study program.
Duties of the Director of study program:
 to supervise the elaboration of the Study program;
 to listen to and summarize opinions of experts, teaching staff, students,
etc., to develop an optimal model of the Program;
 to organize discussion and approving of the Program at the Senate;
 to prepare the Study program for accrediting;
 to coordinate realization of the Program, to help to select the teaching staff
for separate disciplines, to promptly carry out the necessary changes of the Program;
 to listen to references of the Teaching staff and students on the contents of
the Program, problems and better possibilities of its realization;
 to carry out inquiry of students by summarizing students' opinions about
the Study program, to carry out analysis of opinions and inform the Senate about it;
 to carry out the investigation of Labor market for the benefit of the Study
program;
Director of Study program has the right:
 to initiate and prepare for consideration of the LChA Senate investigations,
which are connected with approving, implementation, perfection, modification and
other questions of the Program;
 to control the work of the Academic personnel in realization of the Study
program;
~ 216 ~
 to suggest to the management of the Academy to replace individual
representatives of the Teaching staff, who do not favour the realization of aims of the
Study program or do not concert the delivered course with aims and tasks of the
LChA in procedure, provided by the LChA Constitution;
 to suggest to close the Study programs.
The Management of LChA
INFORMATION ON CHANGES INTRODUCED
The LC
Constituent
Assembly
INTO THE
HA CURRICULAR AND EXTRACURRICULAR ACTIVITIES AFTER STUDENT
OPINION POLLS
Auditing
Arbitration
Commission
1. Changes made to the Programs of studies
the Curriculums are being repeatedly harmonized and their
Senate
amounts adjusted within the Framework of a Program for
studies;
Theoretical seminar for lecturers;
alteration of the periods for introductory and general Practical
Rector of the work;
studies, changes into organization
reduced Curriculums for guest lecturers in both Programs of
Studies.
Saimnieciskais
2. Pro–rector
Changes introduced into organization of the Studies
direktors
analysis of performance of the studies under the Program
by
groups of students at the end of Semesters and Academic years;
Department
of Studies
student representatives
at the LChA
Senate;
independence of students in preparations for and leading the
Morning prayer.
3. Improvements to the Extra-curricular activities by the LChA
contractual relations withPersonnel
the Science House in Lielupe on lease
of rooms personnel
for the Dormitory
purposes;
 Academic
- Professors,
Associate professors, Docents,
Leading
researchers,
Lecturers,
assistants
contractual
relations
with theResearch
health resort
facilities
‘’Edinburga’’
and -’’Baltija’’
of the Swimming-pool.
 General
personnel
Head of on
theuseDepartments,
Head of the
Scientific Research "Dialogue Center", Director of Practical field
work
 Student’s
Regular Day
Department
Regular
Evening
Department
Scientific
research
"Dialogue
Center"
Scientific
library
~ 217 ~
VI. A PPENDIX
1.
PRESIDENT OF LATVIA GUNTIS ULMANIS
I often contemplate the following questions. Who is God? What is the
superior power you can receive? What is if you yourself can offer? To what degree
is faith realistic or visionary? Should it ultimately be realistic? Is it that the
rational and pragmatic reality requirements always determine your life, or the
Word itself has an immense power… The Word can give you serenity and
confidence.
The charge of goodness in the Lutheran faith is so great and for me rather
difficult to grasp. You are a winner if you are empowered by that infinitely vast
totality.
Who wrote the Bible? - I do not mean it historically, I mean it as a concept.
The bible comprises all the spiritual and humanitarian values. Can we add of our
own to the Bible. Are we capable to add anything to that Great Book? Something
invisible, tiny, tiny particle of our own, with the whole life our ours, with the time
we have been given?
Nothing is more essential than education. There are no alternatives to
knowledge. Knowledge is many sided. It lays a good foundation to our eternity. I
think everybody understands that.
President of Latvia
Guntis Ulmanis
During a TV broadcast of the Christian Academy
on 26 August, 1997
2.
DAŽU SADARBĪBU AUGSTSKOLU EIROPĀ UN ASV
VADĪTĀJU VEIDOKLIS PAR LKRA DARBU.
~ 218 ~
I. THE AIMS AND OBJECTIVES OF THE PRACTICAL
STUDIES PROGRAM "PRACTICAL THEOLOGY" .......... 2
1. AIMS ..................................................................................................... 2
2. TASKS .................................................................................................. 2
II. THE REPORT ON SELF-ASSESSMENT .......................... 3
1. THE CONTENTS AND ORGANIZATION OF WORK WITHIN
THE PROFESSIONAL PROGRAM OF STUDIES "PRACTICAL
THEOLOGY". .......................................................................................... 3
2. PEDAGOGICAL PROCESS AND REALIZATION OF THE
PROFESSIONAL STUDIES PROGRAM. .............................................. 4
3. PROFESSIONAL PRACTICES AND FIELD WORK ........................ 5
4. THE MAINTENANCE AND MANAGEMENT OF STUDIES.......... 5
1. 1. THE PROCESS OF STUDIES IN LCHA IS REGULATED BY: ..............5
2. THE PROGRAM OF STUDIES IN LCHA IS REALIZED BY ......................5
3.MANAGEMENT OF THE STUDIES PROGRAM. ........................................6
5. CREATIVE AND SCIENTIFIC RESEARCH WORK PERFORMED
BY STAFF AND STUDENTS OF LCHA ............................................... 7
1. JOINT RESEARCH PROJECT .......................................................................8
2. PROJECT OF ARCHEOLOGICAL EXAMINATION ...................................9
3. PROJECT OF THE ARCHEOLOGICAL EXCAVATIONS ........................10
4. JOINT RESEARCH PROJECTS ...................................................................11
5. JOINT RESEARCH PROJECTS ...................................................................12
6. PROCESS WHICH GUARANTEES THE QUALITY ...................... 13
QUALITY CONTROL MECHANISM AT THE LCHA ....................... 14
7. RESUME: ANALYSIS OF THE POWER FIELDS OF THE
ACADEMIC STUDY PROGRAM ........................................................ 17
III. APPENDIX FOR THE PROGRAM OF
PROFESSIONAL STUDIES .................................................... 18
THE PROGRAM OF PROFESSIONAL STUDIES “PRACTICAL
THEOLOGY” ......................................................................................... 19
1. THE AIM OF PROFESSIONAL ACTIVITIES, ...........................................20
2. THE MAIN TASKS OF THE PROFESSIONAL ACTIVITIES, ..................20
3. THE IMPROVEMENT AND SKILLFUL USE OF PROFESSIONAL
KNOWLEDGE AND PROFICIENCY. .............................................................23
4. THE GENERAL TERMS OF THE ACADEMIC PROGRAM "PRACTICAL
THEOLOGY".....................................................................................................25
5. THE AIMS AND OBJECTIVES OF PROFESSIONAL ACADEMIC
PROGRAM "PRACTICAL THEOLOGY" .......................................................25
6. AGENDA OF STUDIES CONTAINS: .........................................................26
7. THE CONTENTS OF STUDIES ...................................................................26
8. THE BASIC COURSES OF THEOLOGY: ...................................................34
THEOLOGY OF THE OLD TESTAMENT .......................................... 34
THE METHODS OF BIBLICAL EXEGESIS ....................................... 35
THEOLOGY OF THE NEW TESTAMENT ......................................... 36
THE BIBLICAL DOCTRINES .............................................................. 36
THE HISTORY OF THEOLOGY .......................................................... 38
SYSTHEMATIC THEOLOGY .............................................................. 39
INTRODUCTION TO THEOLOGY OF REDEMPTION..................... 39
HISTORY OF THE CHURCH OF LATVIA ......................................... 40
~ 219 ~
JÛDAISMS ............................................................................................. 41
JAUNÂS RELIÌ KUSTÎBAS LATVIJÂS .............................................. 41
9. THE BASIC COURSES OF SOCIAL AND HUMANITARIAN SCIENCES41
SOCIOLOGY .......................................................................................... 43
SOCIOLOGY PĒTIJUMU METODES ................................................. 44
HISTORY OF SOCIAL IDEAS ............................................................. 44
ĢIMENES SOCIOLOGY ....................................................................... 45
SOCIOLOGY OF CULTURE ................................................................ 45
PSYCHOLOGY OF RELIGION AND SOCIOLOGY .......................... 46
POLITOLOĢIJA.................. ERROR! BOOKMARK NOT DEFINED.
GENERAL PSYCHOLOGY .................................................................. 46
PSYCHOLOGY OF MARRIAGE (IN THE CONTEXT OF THE OLD
AND NEW TESTAMENTS) .................................................................. 47
PSYCHOLOGY OF PERSONALITY ................................................... 48
SASKARSMES PSYCHOLOGYERROR! BOOKMARK NOT DEFINED.
SOCIAL PSYCHOLOGY ...................................................................... 49
ORGANIZĀCIJU PSYCHOLOGY........................................................ 50
ĢIMENES PSYCHOLOGY ................................................................... 50
INTRODUCTION INTO PHILOSOPHY .............................................. 50
CHRISTIAN ETHICS ............................................................................ 51
PSIHIATRY ............................................................................................ 52
HISTORY OF ART ................................................................................ 52
DEPENDANCES .................................................................................... 53
CONFESSIONAL TEACHING ............................................................. 53
POLITICAL AND SOCIAL ETHICS .................................................... 54
BIBLE AND PHYSICS .......................................................................... 55
VIDES MĀKSLAS PAMATI................................................................. 55
LATVIJAS KULTŪRAS VĒSTURE ..................................................... 55
KRISTIETĪBAS VĒSTURE – PATRISTIKA........................................ 55
KRISTIETĪBAS VĒSTURE – VIDUSLAIKI ........................................ 55
MODERNO LAIKU FILOZOFIJA ........................................................ 55
JAUNO LAIKU FILOZOFIJA ............................................................... 55
ETHICS AND PROBLEMS OF HUMAN RIGHTS ............................. 55
THEOLOGY OF RULE ......................................................................... 56
THE CHURCH IN MODERN SOCIETY .............................................. 57
10. THE COURSES OF PROFESSIONAL THEORETHICAL SCIENCES ....58
DEMOGRAPHY..................................................................................... 59
VISPĀRĪGO TIESĪBU PAMATI ........................................................... 59
SOCIAL AND LABOR LAW ................................................................ 59
FUNDAMENTALS OF INTERNATIONAL LAW .............................. 60
THEORY OF SOCIAL WORK .............................................................. 61
SOCIAL WORK IN LOCAL GOVERNMENTS .................................. 61
FUNDAMENTALS OF ECONOMICS AND FINANCES ................... 62
THE SYSTEM OF SOCIAL WELFARE IN EUROPE ......................... 63
GRĀMATVEDĪBA ................................................................................ 63
ECONOMIC SYSTEM OF LATVIA ..................................................... 63
VADĪBA UN LIETVEDĪBA .................................................................. 63
~ 220 ~
STARPTAUTISKĀ LIETVEDĪBA........................................................ 63
CHRISTIAN PEDAGOGICS ................................................................. 63
EDUCATIONAL SOCIOLOGY ............................................................ 64
DEACONAL EDUCATION .................................................................. 65
11. THE COURSES OF PROFESSIONAL SKILLS ........................................66
METHODS OF DEACONAL WORK ................................................... 66
GARĪGĀ APRŪPE UN GARĪGĀ IZAUGSMEERROR! BOOKMARK NOT DEFIN
INTRODUCTION INTO THE CHRISTIAN COUNSELING .............. 67
REHABILITÂCIJA ............. ERROR! BOOKMARK NOT DEFINED.
SOCIÂLÂS PALÎDZÎBAS SISTÇMA LATVIJÂERROR! BOOKMARK NOT DEFI
ETNO PSIHOLOÌIJA UN ETNOPOLITIKAERROR! BOOKMARK NOT DEFINE
METHODS OF SOCIAL WORK ........................................................... 68
12. PRACTICES ................................................................................................68
THE PROGRAM OF EVANGELISM FIELD WORKS ....................... 70
PSYCHIATRY FIELD WORKS ............................................................ 71
THE PROGRAM OF GENERAL FIELD WORKS THE FIELD WORK
IN PSYCHOLOGY AND SOCIAL WORK .......................................... 75
THE PROGRAM OF GENERAL FIELD WORK THE FIELD WORK
IN PSYCHIATRY .................................................................................. 79
SPECIALIZED PROFESSIONAL FIELD WORKS THE PRINCIPIAL
TASKS OF SPECIALIZED FIELD WORK IN SOCIAL CARE AND
AID FOR UNDERGRADUATES .......................................................... 84
13. THE GROUP OF COURSES IN SCIENTIFIC RESEARCH WORK ........86
SCIENTIFIC RESEARCH PAPER ........................................................ 86
FUNDAMENTALS OF BIBLIOGRAPHY ........................................... 86
COMPUTER SCIENCES ....................................................................... 87
FORMAL LOGIC ................................................................................... 87
14. THE COURSES OF FOREIGN LANGUAGES..........................................88
ENGLISH ................................................................................................ 88
GERMAN ............................................................................................... 89
FRENCH ................................................................................................. 90
HEBREW ................................................................................................ 91
LATIN ..................................................................................................... 92
CONTENTS OF THE PROFESSIONAL PROGRAM OF STUDIES
“PRACTICAL THEOLOGY” AND ITS DIVISION IN COURSES AND
SEMESTERS .......................................................................................... 93
15. 2ND YEAR, 4TH TERM .................................................................................93
16. 3RD YEAR, 5TH TERM .................................................................................93
17. 3RD YEAR, 6TH TERM .................................................................................94
18. 4TH YEAR, 7TH TERM .................................................................................95
19. 4TH YEAR, 8TH TERM .................................................................................95
REFERENCE TO ACADEMIC STAFF OF LCHRA (SHORTENED
VERSION OF CV) ................................................................................. 96
COMPARISON OF THE ACADEMY’S PROFESSIONAL STUDY
PROGRAM ”PRACTICAL THEOLOGY” WITH STUDY
PROGRAMS OF OTHER COUNTRIES ............................................. 101
LATVIAN EV.LUTH. CHRISTIAN ACADEMY STRATEGIC
DEVELOPMENT PLAN (1997. - 2002.) ............................................ 102
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20. PERSPECTIVE OF ACADEMIC STUDIES PROGRAMME. .................102
21. PERSPECTIVES OF PROFESSIONAL STUDIES ..................................110
22. PERSPECTIVES IN THE FIELD OF FURTHER EDUCATION OF
PASTORAL AND EVANGELICAL WORK AND IN THE FIELD OF
SOCIAL HELP. (PERSON RESPONSIBLE: DIRECTOR OF BACHELOR
PROGRAMME IN PRACTICAL THEOLOGY V.TĒRAUDKALNS )........111
23. SOCIAL ACTIVITIES OF LCA (PERSON RESPONSIBLE - R.ZIEDONIS
- RECTOR’S ASSISTANT FOR MEDIA RELATIONS) ...............................112
24. PLANS FOR INTERNATIONAL CO-OPERATION (PERSON
RESPONSIBLE: SK.GŪTMANE) .................................................................112
25. THE MATERIAL RESOURCES OF LCA (PERSON RESPONSIBLE E.GRĪNS ADMINISTRATIVE DIRECTOR) .................................................115
FINANCIAL REPORT ......................................................................... 116
26. BALANCE-SHEET FOR 1996 ..................................................................116
27. AUDITOR’S STATEMENT ......................................................................116
28. REPORT BY THE MANAGEMENT OF LATVIAN
EV.LUTH.CHRISTIAN ACADEMY..............................................................116
29. APPENDIX TO THE ANNUAL REPORT FOR 1996 BY THE LATVIAN
EV.LUTH.CHRISTIAN ACADEMY..............................................................116
INFORMATION ABOUT THE MATERIAL BASIS OF STUDIES AT
LCHA .................................................................................................... 116
REFERENCE ON QUALIFICATION OF THE TEACHING STAFF OF
THE LCHA (THE PRESENT STATE AND PERSPECTIVE)............... 118
STATUTE ON STUDENTS' PRACTICAL FIELD WORK ............... 120
30. GENERAL PROVISIONS .........................................................................120
31. ORGANIZATION AND MANAGEMENT OF THE PRACTICAL WORK120
32. EVALUATION OF THE PRACTICAL WORK .......................................122
33. DOCUMENTATION OF THE PRACTICAL WORK ..............................122
34. REGIME OF THE PRACTICAL WORK .................................................122
35. CHANGE OF PLACE OF THE PRACTICAL FIELD WORK ................122
36. PAY FOR THE PRACTICAL WORK ......................................................123
REFERENCE ON AGREEMENTS OF STUDENTS' FIELD WORK
WITH INSTITUTIONS OF SOCIAL CARE AND CHARITY WORK
(AS WELL AS OF CHRISTIAN SPIRITUAL CARE) ....................... 123
REFERENCE ON STUDENTS’ FIELD WORK: TIME, PLACE,
CONTENT (AMONG THE SCHOOL YEARS) ................................. 123
REFERENCE ON THE SPECIALIZED FIELD WORK AT THE RIGA
CENTRE OF SOCIAL ASSISTANCE (IN THE 8YH SEMESTER):
EXPERT CONCLUSION OF INSTITUTIONS OF FIELD WORK ... 125
REFERENCE ON RESULTS OF THE CHRISTIAN SPIRITUAL AND
MENTAL CARE FIELD WORK IN LUTHER'S CONGREGATION IN
1994/95 SCHOOL YEAR. .................................................................... 125
REPORT ON THE SUMMER FIELD WORK AT THE CESIS
REGIONAL HOSPITAL ...................................................................... 127
DIARY OF INTRODUCTORY FIELD WORK. ................................. 130
AGREEMENT OF STUDIES............................................................... 130
STATUTE OF PROCEDURE OF STUDIES AT THE LATVIAN EV.
LUTH. CHRISTIAN ACADEMY........................................................ 131
THE LCHA STATUTE ON THE FINAL AND STATE
EXAMINATIONS ................................................................................ 132
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REFERENCE ON THE SCIENTIFIC RESEARCH WORK AT THE
LCHA .................................................................................................... 133
SYSTEM OF THE SCIENTIFIC RESEARCHWORK AT THE LCHA139
REFERENCE ON THEORETICAL SEMINAR OF THE LCHA
TEACHING STAFF ............................................................................. 140
AGREEMENT ON CONDUCT OF A RESEARCH IN PRACTICAL
THEOLOGY ......................................................................................... 140
VIENOÐANÂS AR KUPRIJANOVU ................................................. 141
VIENOÐANÂS AR JÛRMALAS DOMI ............................................ 141
ÌIMENES CENTRS .............................................................................. 141
DETAILED INFORMATION ABOUT THE LIBRARY OF THE LCHA141
A SURVEY OF REGULAR ACADEMIC WORK BY FOREIGN
VISITING PROFESSORS AND LECTURERS AT THE LCHA
DURING 1997/98 ACADEMIC YEAR ............................................... 144
REFERENCE ON SOCIAL ACTIVITIES OF THE LCHA ................ 145
ESTIMATION OF THE PROFESSIONAL "PRACTICAL
THEOLOGY" TRAINING SYLLABUS AS AN ASPECT OF THE
NATIONAL INTERESTS OF LATVIA .............................................. 153
A SURVEY OF THE ENVISAGED ACADEMIC AND RESEARCH
WORK OF THE REGULAR TEACHING STAFF OF THE LCHA
DURING 1997/98 ACADEMIC YEAR ............................................... 155
THE COMPETITIVENESS OF THE LCHA GRADUATES ON THE
LABOR MARKET ............................................................................... 159
THE CALENDAR PLAN OF THE ASSIGNMENTS/TASKS AT THE
LCHA DURING THE 1997/98 ACADEMIC YEAR .......................... 162
IV. STATISTIC INFORMATION ........................................ 164
INFORMATION ABOUT LCHA ........................................................ 164
INFORMATION ON BASIC STUDY AND/OR SCIENTIFIC
STRUCTURAL UNIT OF THE LATVIAN EV. LUTH. CHRISTIAN
ACADEMY........................................................................................... 164
INFORMATION ON THE BASIC STRUCTURAL UNIT OF THE
LATVIAN EV. LUTH. CHRISTIAN ACADEMY ............................. 165
INFORMATION ON THE STRUCTURAL UNIT OF THE LATVIAN
EV. LUTH. CHRISTIAN ACADEMY ................................................ 166
INFORMATION ABOUT LCHA STUDENT’S ................................. 167
1. KLĀTIENES DIENAS NODAĻA...............................................................167
2. 1. KURSS .....................................................................................................167
3. 2. KURSS .....................................................................................................168
4. 3. KURSS .....................................................................................................169
5. 4. KURSS .....................................................................................................170
6. 5. KURSS .....................................................................................................170
7. KLĀTIENES VAKARA NODAĻA ............................................................171
V. PROFESIONÂLÂS STUDIJU PROGRAMMAS
DARBÎBU UN TÂS REZULTÂTUS REGLAMENTÂJOÐIE
DOKUMENTI.......................................................................... 180
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MINUTES NO. 8 OF THE JOINT MEETING BETWEEN THE LCHA
SELF-EVALUATION SUPERVISING COMMITTEE AND SUBCOMMITTEES ..................................................................................... 180
EXCERPT FROM MINUTES NO. 12 OF THE MEETING OF
LATVIAN EV.-LUTH. CHRISTIAN ACADEMY SENATE ............. 181
LATVIAN EV. LUTH. CHRISTIAN ACADEMY BY-LAWS ......... 183
STATUTE OF THE SENATE OF THE LATVIAN EV. LUTH.
CHRISTIAN ACADEMY .................................................................... 193
STATUTE OF THE PERSONNEL COMMISSION OF THE LCHA
SENATE ............................................................................................... 195
RULES FOR ENROLLMENT OF STUDENTS AT THE LCHA ....... 196
LATVIAN LCHA STUDENT KNOWLEDGE ASSESSMENT
REGULATIONS. .................................................................................. 197
STUDENTS' INQUIRIES AT THE LCHA.......................................... 200
ANALYSIS OF STUDENTS' INQUIRIES AT THE LCHA ............... 207
ANALĪZE GRAFIKOS ....... ERROR! BOOKMARK NOT DEFINED.
INFORMATĪVIE IZDEVUMIERROR! BOOKMARK NOT DEFINED.
STATUTE OF THE LCHA ACADEMIC AND PROFESSIONAL
STUDIES .............................................................................................. 209
STATUTE OF PROCEDURE OF STUDIES AT THE LATVIAN EV.
LUTH. CHRISTIAN ACADEMY........................................................ 212
PROVISIONS FOR THE LCHA SCIENTIFIC RESEARCH CENTER
“DIALOGUE CENTER” ...................................................................... 213
INFORMATION ON THE ORGANIZATIONAL MANAGING
STRUCTURE ....................................................................................... 214
INFORMATION ON CHANGES INTRODUCED INTO THE LCHA
CURRICULAR AND EXTRA-CURRICULAR ACTIVITIES AFTER
STUDENT OPINION POLLS .............................................................. 217
VI. APPENDIX ........................................................................ 218
1. PRESIDENT OF LATVIA GUNTIS ULMANIS ........................... 218
2. DAÞU SADARBÎBU AUGSTSKOLU EIROPÂ UN ASV
VADÎTÂJU VEIDOKLIS PAR LKRA DARBU. ................................ 218
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