Thematische Bibliographien / Bible school

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Auswahl der wissenschaftlichen Literatur zum Thema „Bible school“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Bible school"

Meitner, Erika. „Vacation Bible School“. Prairie Schooner 81, Nr. 1 (2007): 98–100. http://dx.doi.org/10.1353/psg.2007.0078.

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Carden, Clarissa. „Bibles in State schools“. History of Education Review 47, Nr. 1 (04.06.2018): 16–24. http://dx.doi.org/10.1108/her-07-2016-0029.

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Purpose The purpose of this paper is to examine the work of the Bible in State Schools League in Queensland during the late nineteenth and early twentieth centuries, culminating in the 1910 referendum on religious education in Queensland government schools. Through examining its campaign and the statements of supporters and opponents this paper seeks to examine the role of the school in relation to morality in this early period of the Queensland history. Design/methodology/approach This paper draws upon archival material, parliamentary debates, materials published by the Bible in State Schools League and contemporaneous newspaper accounts. These data are thematically analysed. Findings There was widespread agreement within the early Queensland society that the school was a place for moral formation. The Bible in State Schools League highlighted the tensions in the relationship between morals and religion in relation to the school. Research limitations/implications This research problematises the notion that developments in education have followed a straight line from religiosity to secularisation. Originality/value Very little has been published to date about the Queensland Bible in State Schools League. This paper goes some way to filling this lacuna.

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Rodriguez Velasco, Maria. „Color Symbolism in the Castilian Atlantic Bibles: Initials and Scenes from the Bible of Avila (BNM, Vit. 15-1)“. Multidisciplinary Journal of School Education 9, (2) 18 (31.12.2020): 169–89. http://dx.doi.org/10.35765/mjse.2020.0918.09.

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The Atlantic Bibles of the Umbro-Roman school are associated with the needs of the Gregorian Reform, which began at the end of the 11th century. Their first impression is one of great ornamental sobriety, in accordance with the early stages of what Garrison and Berg have labelled the “geometric style.” This was first manifested in the decoration we find concentrated in the initials heading the individual books of the Bible. In Castile, one outstanding example is the Bible of Avila, begun by the Umbro-Roman school and finished in a Castilian scriptorium. This double perspective can be observed in a similarly double palette of color: Italian and Spanish. It is especially in this second phase when a reduction to the minimum of polychromy leads us to think that color has here a symbolic use. Red and blue, having had symbolic connotations since the birth of Christian iconography, are the principal colors of the scenes illustrated in the Bible of Avila, with the addition of green and yellow, which are also rich with symbolism. This possible symbolism of color may work to reinforce the conceptual nature of these miniatures, in direct relation to the text they decorate and to the liturgy they accompany. The Bible in the Middle Ages, in the context of monastic schools, was the most important manuscript for teaching and learning. Its miniatures and the symbolism of its colors contribute to the transmission of meanings.

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Chancey, Mark A. „The Bible, the First Amendment, and the Public Schools in Odessa, Texas“. Religion and American Culture: A Journal of Interpretation 19, Nr. 2 (2009): 169–205. http://dx.doi.org/10.1525/rac.2009.19.2.169.

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AbstractBible courses in public schools are receiving a level of attention not witnessed in decades, and their increased numbers create greater potential for local conflicts and lawsuits over whether they promote religion and violate the First Amendment. Such courses are relatively understudied, and their contents and the paths by which schools decide to offer them are largely unknown. One district that has experienced both conflict and lawsuit over its Bible course is Ector County Independent School District in Odessa, Texas, where a 2005–2008 dispute pitted townspeople and national organizations against each other. This article uses the Odessa controversy as a case study to demonstrate how Bible courses provide a unique window into the confusion found at the intersection of American public education, the study of religion, and church-state relations. Drawing upon school district documents, recordings of school board meetings, journalistic accounts, legal documents, press releases, Bible curricula produced by the National Council on Bible Curriculum in Public Schools and the Bible Literacy Project, and course materials from district high schools, it traces the development of the conflict. It examines the role that appeals to the Establishment Clause and Free Exercise Clause played in the controversy, confusion over what is legally acceptable in public schools, particularly in regard to historicity issues, and the difficulty in developing a genuinely nonsectarian course. It contextualizes the Odessa debate within Christian Right efforts to influence public schools and larger American society, efforts often grounded in the claim that America is a Christian nation. Controversies such as Odessa's illustrate the tensions produced in American society by competing notions of religious freedom and American identity.

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Przybyszewski, Linda. „Religious Liberty Sacralized: The Persistence of Christian Dissenting Tradition and the Cincinnati Bible War“. Law and History Review 39, Nr. 4 (November 2021): 707–36. http://dx.doi.org/10.1017/s0738248021000419.

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In 1869, the Cincinnati school board ended a forty-year tradition of Bible reading in the schools in an attempt to encourage Catholics to use them, thus provoking national controversy and a lawsuit brought by pro-Bible advocates. Scholars regularly cite the Ohio Supreme Court decision in favor of the school board as a landmark in the legal separation of church and state. This article interrogates the meaning of the secularization of law by examining expressions of juristic, pedagogic, and popular consciousness in the multiple levels and spaces where individuals raised and resolved constitutional questions on education. Dissenting Christian tradition shaped the legal brief of Stanley Matthews, the school board's lead attorney. Matthews' sacralized the religious liberty guarantee found in the Ohio Constitution within a post-millennialist framework. Ohio Chief Justice John Welch hybridized Christian dissenting tradition with deistic rationalism in <u>Board of Education v. Minor, et al</u>, thus appealing to as broad a constituency as had the right to elect justices to the Ohio Supreme Court. The limited, technical ruling allowed for a metropole/periphery divide in educational practice, so that Bible reading and prayer in Ohio public schools continued well into the 20th century. Far from a landmark in secularization of the law, the Bible War case demonstrates the persistent power of religion to frame law, including the law of religious liberty.

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Van Zyl, Danie C. „A 'THICK DESCRIPTION' OF TWO BIBLE STUDIES BY THE SOKHANYA BIBLE SCHOOL“. Scriptura 78 (12.06.2013): 352. http://dx.doi.org/10.7833/78-0-685.

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Gebarowski-Shafer, Ellie. „Catholics and the King James Bible: Stories from England, Ireland and America“. Scottish Journal of Theology 66, Nr. 3 (16.07.2013): 253–60. http://dx.doi.org/10.1017/s0036930613000112.

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AbstractThe King James Bible was widely celebrated in 2011 for its literary, religious and cultural significance over the past 400 years, yet its staunch critics are important to note as well. This article draws attention to Catholic critics of the King James Bible (KJB) during its first 300 years in print. By far the most systematic and long-lived Catholic attack on the KJB is found in the argument and afterlife of a curious counter-Reformation text, Thomas Ward's Errata of the Protestant Bible. This book is not completely unknown, yet many scholars have been puzzled over exactly what to make of it and all its successor editions in the nineteenth century – at least a dozen, often in connection with an edition of the Catholic Douai-Rheims Bible (DRB). Ward's Errata, first published in 1688, was based on a 1582 book by Catholic translator and biblical scholar Gregory Martin. The book and its accompanying argument, that all Protestant English Bibles were ‘heretical’ translations, then experienced a prosperous career in nineteenth-century Ireland, employed to battle the British and Foreign Bible Society's campaign to disseminate the Protestant King James Bible as widely as possible. On the American career of the Counter-Reformation text, the article discusses early editions in Philadelphia, when the school Bible question entered the American scene. In the mid-nineteenth century, led by Bishop John Purcell in Cincinnati, Bishop Francis Patrick Kenrick in Philadelphia and Bishop John Hughes in New York City, many Catholics began opposing the use of the KJB as a school textbook and demanding use of the Douai Rheims Bible instead. With reference to Ward's Errata, they argued that the KJB was a sectarian version, reflecting Protestant theology at the expense of Catholic teachings. These protests culminated in the then world-famous Bible-burning trial of Russian Redemptorist priest, Fr Vladimir Pecherin in Dublin, in late 1855. The Catholic criticisms of the KJB contained in Ward's Errata, which was reprinted for the last time in 1903, reminded the English-speaking public that this famous and influential Protestant version was not the most perfect of versions, and that it was not and never had been THE BIBLE for everyone.

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Prima, Desy, Hana Suparti und Paulus Sentot Purwoko. „Implementasi Pengajaran Paulus Tentang Tanggung Jawab Pemimpin Kristen Berdasarkan II Timotius 2: 1-13 Di Kalangan Kepala Sekolah“. Jurnal Pendidikan Agama Kristen (JUPAK) 3, Nr. 1 (20.12.2022): 80–100. http://dx.doi.org/10.52489/jupak.v3i1.110.

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The purpose of this research is to find out how big is the level of implementation of the teaching of the Apostle Paul about the responsibility of Christian leaders based on II Timothy 2:1-13 among school principals in Kalam Kudus Christian schools throughout Indonesia. This research uses descriptive quantitative research, namely by using data collection techniques through the library, namely the Bible in various versions, Bible dictionaries, interpretations, Bible Encyclopedias, Interlinears, and various online and offline reading sources. The results shows that the level of implementation of the teaching of the Apostle Paul about the responsibility of Christian leaders based on II Timothy 2:1-13 among the principals of Christian Kalam Kudus Christian schools throughout Indonesia (Y) is in the medium category, this is in accordance with the hypothesis submitted.

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Hanson, Susanah. „The Marjory Stanway Collection of African Language Materials at Trinity School for Ministry“. Theological Librarianship 6, Nr. 1 (25.11.2012): 16–20. http://dx.doi.org/10.31046/tl.v6i1.259.

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The Marjory Stanway Collection was established in 2007. The Collection has been developed to honor the efforts of the African church, and to provide a corpus for research in Bible translation. By 2009, the collection had outgrown its original alcove shelving and location, and was moved to its own room. Most of the approximately 650-volume collection is comprised of African language Bibles and prayer books, with other items such as hymnals also present. In the present essay, three complicating factors of funding, acquisition and cataloging are discussed in turn.

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Smith, Thomas W. „A Late Medieval Bible in Rugby School Archives“. Manuscripta 64, Nr. 1 (Januar 2020): 117–26. http://dx.doi.org/10.1484/j.mss.5.122890.

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Dissertationen zum Thema "Bible school"

Ravid, Chagit. „Bible studies in a secular school : a case study“. Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343939.

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This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.

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Brown, Joe C. „A preliminary report of self-evaluation of God's Bible School“. Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Phelps, James Denzil. „The development of an organizational structure for the Bible School /“. Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Schlundt, Walter W. „A computer workbook for beginning Greek students at Practical Bible Training School“. Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Guenther, Bruce L. „Training for service : the Bible school movement in western Canada, 1909-1960“. Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37896.

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This dissertation explores the origins of, and the developments among, the approximately one hundred Bible schools that existed in western Canada prior to 1960. Although these schools influenced thousands of people, they have been almost entirely ignored by scholars, thereby leaving a significant lacuna within Canadian religious historiography. This study demonstrates the vital role played by the Bible schools in the development of evangelical Protestantism in western Canada.
The numerous Bible schools in the region are divided into six clusters based on denominational or theological similarities. A representative school (or schools) is selected from each cluster to serve as the focus of an institutional biography. These biographies explore the circumstances surrounding the origin, and subsequent developments (up to 1960) within, each school. The multiple institutional biographies create a collage that is both comprehensive enough to provide an understanding of the movement as a composite whole, and sufficiently varied to illustrate the movement's dynamic diversity.
This dissertation, therefore, presents a more multi-faceted explanation of the movement than previous characterizations that have generally depicted it as a part of an American fundamentalist reaction to Protestant liberalism. Although fundamentalism was a significant influence within some, particularly the transdenominational, Bible schools, at least as important in understanding the movement in western Canada were the particular ethnic, theological and denominational concerns that were prominent within the denominational clusters. The Bible schools typically offered a Bible-centred, intensely practical, lay-oriented program of post-secondary theological training. They were an innovative and practical response to the many challenges, created by massive immigration, rugged frontier conditions, geographical isolation, economic hardship, ethnicity and cultural assimilation, facing evangelical Protestants during the first half of the twentieth century. The Bible schools represent an institutional embodiment of the ethos and emphases of their respective constituencies. They served the multiple denominational and transdenominational constituencies, which made up the larger evangelical Protestant network, as centres of influence by preparing future generations for church leadership and participation in Canadian society. The Bible school movement offers a unique window into the diversity, complexity, dynamism and flexibility that characterized the development of evangelical Protestantism in western Canada.

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Merrifield, William L. „The vacation Bible school as an integral part of the military chapel ministry“. Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Baker, Thomas A. „A vacation Bible school curriculum with special emphasis on mission work in Kazakhstan“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Miller, Deborah Uchill. „What is the impact of a new Bible curriculum on four teachers who use it? /“. Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3177130.

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Robinson, Dennis E. „An analysis of knowledge of the Bible, private school law, and business and finance between Christian school principals with and without graduate degrees“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5018.

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The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.; This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611 and a bound of 4 (??2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (??3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, pgreater than].05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, pgreater than].05) with the same result for the composite score (F=2.18, pgreater than].05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88).
ID: 030423409; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-141).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education

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Jaatun, Tore. „Nurturing a growing church a study on the ministry of the Bible school in mission fields : with special reference to Kobe Lutheran Bible institute, Japan /“. Online full text .pdf document, available to Fuller patrons only, 1997. http://www.tren.com.

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Bücher zum Thema "Bible school"

Killoran, David M. LSAT logic games bible. Toronto, Ontario: Webcom, 2007.

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Killoran, David M. LSAT logic games bible. Toronto, Ont: Webcom, 2004.

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Killoran, David M. LSAT logic games bible. Toronto, Ontario: Webcom, 2007.

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Crafts, Wilbur F. The Bible and the Sunday school. 2. Aufl. Boston: Lee & Shepard, 1989.

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Haycock, Ruth C. Encyclopedia of Bible truths for school subjects. [Whittier, Calif.]: Association of Christian Schools International, 1993.

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Shanosk, Carl W. Rhyming the Bible, Matthew: Bible stories you didn't hear in Sunday school. Bear, DE: Carl W. Shanosk, 2004.

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Deuteronomy and the Deuteronomic school. Winona Lake, Ind: Eisenbrauns, 1992.

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University, Global. Bible School Admin. Global University, 2021.

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Brink, Bishop. Bible School Notebook. Independently Published, 2021.

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Vacation Bible School. Abingdon Press, 2020.

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Buchteile zum Thema "Bible school"

Fenton, Paul B. „5. The Yemenite School“. In Hebrew Bible / Old Testament. I: From the Beginnings to the Middle Ages (Until 1300). Part 2: The Middle Ages, 454–55. Göttingen: Vandenhoeck & Ruprecht, 2000. http://dx.doi.org/10.13109/9783666535079.454.

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Luscombe, David. „The Bible in the Work of Peter Abelard and of His ‘School’“. In Peter Abelard and Heloise, 137–51. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Variorum collected studies series; CS1072: Routledge, 2018. http://dx.doi.org/10.4324/9781351111911-9.

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Luscombe, David. „The Bible in the Work of Peter Abelard and of his „School““. In Neue Richtungen in der hoch- und spätmittelalterlichen Bibelexegese, herausgegeben von Robert E. Lerner, 79–94. Berlin, Boston: De Gruyter Oldenbourg, 1996. http://dx.doi.org/10.1524/9783486595789-007.

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Luscombe, David. „The Bible in the Work of Peter Abelard and of his "School"“. In Schriften des Historischen Kollegs, 79–93. München: Oldenbourg, 1996. http://dx.doi.org/10.1524/9783486595789.79.

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Frank, Daniel. „3. The Jerusalem School (ca. 950-1099)“. In Hebrew Bible / Old Testament. I: From the Beginnings to the Middle Ages (Until 1300). Part 2: The Middle Ages, 119–26. Göttingen: Vandenhoeck & Ruprecht, 2000. http://dx.doi.org/10.13109/9783666535079.119.

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Fenton, Paul B. „4. Late Exegetes in the Oriental School“. In Hebrew Bible / Old Testament. I: From the Beginnings to the Middle Ages (Until 1300). Part 2: The Middle Ages, 451–54. Göttingen: Vandenhoeck & Ruprecht, 2000. http://dx.doi.org/10.13109/9783666535079.451.

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Grossman, Avraham. „11. The Historical Fate of the School of Literal Exegesis“. In Hebrew Bible / Old Testament. I: From the Beginnings to the Middle Ages (Until 1300). Part 2: The Middle Ages, 370–71. Göttingen: Vandenhoeck & Ruprecht, 2000. http://dx.doi.org/10.13109/9783666535079.370.

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Hidal, Sten. „Chapter Fourteen. Exegesis of the Old Testament in the Antiochene School with its Prevalent Literal and Historical Method“. In Hebrew Bible / Old Testament. I: From the Beginnings to the Middle Ages (Until 1300). Part 1: Antiquity, 543–68. Göttingen: Vandenhoeck & Ruprecht, 1996. http://dx.doi.org/10.13109/9783666536366.543.

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Gerstenberger, Erhard S. „Chapter Sixteen. Albert Eichhorn and Hermann Gunkel: The Emergence of a History of Religion School“. In Hebrew Bible / Old Testament. III: From Modernism to Post-Modernism. Part I: The Nineteenth Century - a Century of Modernism and Historicism, 454–71. Göttingen: Vandenhoeck & Ruprecht, 2012. http://dx.doi.org/10.13109/9783666540219.454.

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Smend, Rudolf. „Chapter Seventeen. In the Wake of Wellhausen: The Growth of a Literary-Critical School and Its Varied Influence“. In Hebrew Bible / Old Testament. III: From Modernism to Post-Modernism. Part I: The Nineteenth Century - a Century of Modernism and Historicism, 472–93. Göttingen: Vandenhoeck & Ruprecht, 2012. http://dx.doi.org/10.13109/9783666540219.472.

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