Journal index

Much of the geometric knowledge imparted in our school days was grounded in the realm of Euclidean axioms. Yet, such knowledge proves inadequate for comprehending the full spectrum of laws and structures governing nature. Non-Euclidean geometry emerges as an indispensable tool when grappling with the intricacies of unique curved surfaces. In 1823, János Bolyai, an outstanding student at the Reformed College of Marosvásárhely (Târgu Mureș) in Transylvania, unveiled this innovative form of geometry. His groundbreaking contribution not only liberated the erstwhile axiomatic Euclidean world, ushering in fresh possibilities, but also elevated the realm of universal scientific thought to unprecedented heights.

Numerous debates are evoked nowadays based on the disability of establishing an interdisciplinary harmony between Christian thought and exact sciences. It may therefore be necessary to review the main fields of the human intellect, thus sciences, philosophies, arts, religions, and Christian theology. The present study provides an overview of these areas focused on their subjects, methods and views, aiming to clarify its title.

We are always seeking for the sense of the life, for ourselves and for the place in our family and community. Religion shows a new way to us, according to Jesus Christ’s principles. The son of God not only created a religion, but gave us an example how to live, and sacrifice himself for us. Sándor Karácsony reckons religion as a spiritual behavior, the base of our social contacts. We have to see into our lives and character according to the message of Jesus Christ. The right and appropriate personality can be evolved by individual training.

The views of Sándor Karácsony about religious education can be clearly discerned from his writings. The main task of reformed pedagogy is to activate continuously the divine notions in this continuously changing world. Protestant teachers must accomplish their daily work according to the Gospel of Christ. The Hungarian Reformed Church was a so-called “church of schools” for hundreds of years. This means that even between WWI and WWII it owned more schools than churches. The number of Reformed schools is significant even today. Sándor Karácsony claims that only Reformed people and communities are able to maintain Reformed schools by people who “are ready to serve and sacrifice themselves” for this cause (Karácsony, Sándor: A magyarok Istene. Széphalom Könyvműhely, Budapest 2004, 172).