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Dissertations / Theses on the topic 'Bible'

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Published: 4 June 2021
Last updated: 31 August 2024

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1

Aptroot, Marion Jennifer. "Bible translation as cultural reform : the Amsterdam Yiddish Bibles (1678-1679)." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305811.

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2

Rangoonwala, Abid. "Bible study on Philippians a leader's guide for Home Bible Fellowhsips /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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3

Barry, David N. "Home Bible Fellowship leader's guide for inductive Bible study lessons on Colossians." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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4

Fisher, Dale K. "Home Bible Fellowship leader's guide for inductive Bible study lessons on Galatians." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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5

Webster, Tiffany. "When the Bible meets the black stuff : a contextual Bible study experiment." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/16501/.

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The original contribution to knowledge that this Biblical Studies research project offers is the experimental analysis of the claim that the Bible reading methodology Contextual Bible Study (CBS) should be grounded in ethnography, not only in practice, but also in writing. This project not only critically evaluates this argument, but it also demonstrates the efficacy of its claims by putting the argument presented into practice. This was done by implementing the suggested methodological refinements of CBS via the design and facilitation of a CBS programme that was grounded in ethnography. This took the form of ethnographically researching coalmining culture in South Derbyshire and conducting a CBS programme with a group of contemporary South Derbyshire coal miners. The findings of this project are significant for the discipline of Biblical Studies as thus far CBS has been used in a manner that fails to recognise the need for ethnographic contextualisation – a need which is twofold. First, it has yet to be widely acknowledged that the processes, methods, and goals of CBS are products of the context that gave birth to it (South Africa) and that in order for CBS to be used appropriately and effectively, it should be contextualised in light of its origins. Secondly, ethnographic contextualisation is also needed to ensure the following: that the researcher using CBS understands as fully as possible the context in which they intend to use CBS; that the CBS programme being developed resonates deeply with those participating in it; and that the final audience of any readings produced via CBS are equally knowledgeable about the context of those participating in the process. This thesis therefore examines critically both ethnography and CBS, and through the employment of reflexivity, incorporates ethnography into CBS not only as its formal prerequisite stage, but in a manner whereby its results are then used to shape and inform the entirety of the CBS research.
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6

Zebulske, Terry E. "Inductive Bible study methodology." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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7

Beck, William P. "The Bible and archaeology." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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8

Yuen, Ka-yiu Thomas, and 袁家耀. "The Alliance Bible Seminary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983741.

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9

Huish, Davies Margaret Elizabeth. "Byron and the Bible." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406821.

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10

Riser, Chris. "Bible driven youth ministry." Theological Research Exchange Network (TREN), access this title online, 2004. http://www.tren.com/search.cfm?p091-0029.

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11

Boillet, Élise. "L'Arétin et la Bible /." Genève : Droz, 2007. http://catalogue.bnf.fr/ark:/12148/cb41069468r.

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Texte remanié de: Thèse de doctorat--Littérature italienne--Paris 3, 2001. Titre de soutenance : Les premières oeuvres religieuses de l'Arétin : l'Écriture réécrite.
Bibliogr. p. 549-571. Index.
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12

Yuen, Ka-yiu Thomas. "The Alliance Bible Seminary." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25955512.

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13

Tan, Wilma M. "Home Bible Fellowship leader's guide for inductive Bible study lessons on I Thessalonians." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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14

Sherman, Gerald S. "Home Bible Fellowship leader's guide for inductive Bible study lessons on I Peter." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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15

Thibaut, André. "L'Infidélité du peuple élu "apeithô" entre la Bible hébraïque et la Bible latine." Lille 3 : ANRT, 1985. http://catalogue.bnf.fr/ark:/12148/cb375951983.

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16

Tapper, Derrick. "Assimilation through sub-congregational shepherding in the adult Bible fellowships at Park Bible Church." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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17

Carlson, Kenneth Paul. "Supracultural truth in the Bible." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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18

Beams, Ann Muenzer. "The Bible a user's guide /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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19

Murayama, Haruho. "George Eliot and the Bible." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251996.

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20

Dyachkova, Yelena. "Piotr Tchaikovsky and the Bible." Musikgeschichte in Mittel- und Osteuropa ; 5 (1999), S. 77-84, 1999. https://ul.qucosa.de/id/qucosa%3A15625.

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Biblical mythology as a possible programme for a musical work never attracted Tchaikovsky''s interest. Epistolary heritage also does not give the reason to suppose that the Bible was the composer''s favourite book. Nevertheless, these superficially obvious facts do not settle the question about Tchaikovsky and the Bible.
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Dyachkova, Yelena. "Piotr Tchaikovsky and the Bible." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-224596.

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Biblical mythology as a possible programme for a musical work never attracted Tchaikovsky's interest. Epistolary heritage also does not give the reason to suppose that the Bible was the composer's favourite book. Nevertheless, these superficially obvious facts do not settle the question about Tchaikovsky and the Bible.
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22

Suttlar, Sandra. "Race relations and the Bible." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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23

Hunsaker, Terry. "Bible storytelling and Christian education." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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24

Baker, Clara Martha. "Bertolt Brecht and the Bible." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3436.

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This thesis presents evidence which supports Bertolt Brecht's oft-quoted statement that the Bible was the book which exerted the greatest influence upon his writings. While Brecht's early works, Die Bibel (1913), and Die Dreigroschenoper (1928), serve as the main examples, there are also references to biblical allusions from a number of his other writings and some of his poetry. There is general information on Brecht's religious background and en his extensive biblical knowledge which enabled him to use the Bible as one of his principal sources. Brecht's manner of usage and adaptation of religious and biblical material to suit his purposes is noted. As well, a consideration of the views and findings of a number of critics and writers with an interest in Brecht both as an individual and as a writer and poet, provides a degree of clarification of Brecht's approach to the Bible. Included too is sane detail which could posit the Bible as a possible catalyst in Brecht's examination of Marxism as a viable alternative to religion in meeting the needs and aspirations of mankind and of society.
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25

Rogers, Kathi L. "Student Services in Bible Colleges and Universities Accredited by the Accrediting Association of Bible Colleges (AABC)." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2503/.

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This study attempted to determine the types, extent, and quality of student personnel services in colleges and universities accredited by the Accrediting Association of Bible Colleges (AABC). The Basic Services Questionnaire (BSQ) was adapted for use among Bible colleges and universities and mailed to chief student affairs officers representing 69 Bible colleges in the United States accredited by the AABC. Of the 71 surveys mailed (two institutions employed both a Dean of Men and Dean of Women), 46 were returned for a response rate of 65 percent. Chi-square tests of goodness-of-fit were performed on the data in order to categorize the types, extent, and quality of student services provided by the institutions. The Mueller-Schuessler Index of Qualitative Variation was used to determine the homogeneity, or heterogeneity, of the chief student affairs officers when grouped according to specific variables (gender, ethnic origin, major for highest degree earned, and highest degree earned). Frequency counts and percentage distributions were used on demographic data to present a profile of chief student services administrators at AABC schools. The results of the study point to four conclusions. First, the types of student personnel services provided by American Bible colleges and universities accredited by the AABC closely match those offered by the Southern Association of Colleges and Schools (SACS) as essential to student services divisions within colleges or universities. Second, the extent of the student personnel services provided by American Bible colleges and universities accredited by the AABC was average to broad. Student services such as student development and financial aid were rated as broad to very broad. Third, quality of student personnel services at AABC institutions was fair to good. Financial aid services and student activities were rated as very good. Fourth, the chief student affairs officers at American Bible colleges and universities accredited by the AABC were homogeneous in regard to gender, ethnicity, and education.
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26

Pennington, Brian S. "Computer based tools for Bible study a descriptive study of Bible software for the Macintosh computer /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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27

Mellerin, Laurence. "De saint Bernard à la Bible, de la Bible à saint Bernard : un itinéraire de recherche." Thesis, Avignon, 2018. http://www.theses.fr/2018AVIG1184.

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Sont d’abord rassemblées des études réalisées dans le cadre du projet BIBLINDEX, index en ligne des citations scripturaires chez les Pères de l’Église. Elles visent à renouveler l’historiographie de la réception des Écritures par l’analyse statistique. Les aspects méthodologiques – repérage, expression, délimitation, caractérisation, interrogation et visualisation – sont discutés, puis la méthode définie est appliquée à plusieurs corpus des premiers siècles : les œuvres d’Irénée, de Jérôme ; le livre de Qohélet lu par les Pères. Le corpus du « dernier » d’entre eux, Bernard de Clairvaux, fait l’objet des deux parties suivantes : archétypique en effet, de par la richesse et la complexité de ses mises en œuvre du matériau biblique, ce corpus se prête particulièrement bien à une application approfondie des méthodes d’investigation développées pour BIBLINDEX, complétées par des approches texto-métriques. Nous commençons par livrer quelques enquêtes théologiques, littéraires et historiques de l’œuvre du cistercien, qui ont accompagné l’édition de ses œuvres complètes dans la collection Sources Chrétiennes et illustrent plusieurs types d’usages bibliques, comme la constitution d’un arsenal polémique dans les conflits épistolaires ; la structuration d’une argumentation logique, à la fois philosophique et théologique ; la construction d’une géographie spirituelle avec les interprétations de noms hébreux. Puis nous donnons l’esquisse d’une étude synthétique de la Bible de Bernard, qui reposerait sur les méthodes précédemment définies pour améliorer notre connaissance des relations du saint à la tradition et du rôle de l’assimilation scripturaire dans ses stratégies d’écriture
First of all, studies carried out within the framework of the BIBLINDEX project, an online index of scriptural quotations in the Early Christian Literature, are gathered. They aim at renewing the historiography on the reception of the Scriptures by statistical analysis. The methodological aspects – identification, expression, delimitation, characterization, queries and visualization – are discussed, then the defined method is applied to several corpora of the first centuries: the works of Irenaeus, Jerome; the book of Qohelet as read by the Fathers. The corpus written by the "last" of them, Bernard of Clairvaux, is the subject of the two following parts: archetypal indeed, due to the richness and the complexity of its implementations of the biblical material, this corpus lends itself particularly well an in-depth application of the investigation methods developed for BIBLINDEX, supplemented by textometric approaches. Some theological, literary and historical inquiries of the Cistercian’s work are first presented, which come along with the publication of his complete works in the collection Sources Chrétiennes and illustrate several types of biblical practices, such as constituting a controversial arsenal in epistolary conflicts; structuring a logical, both philosophical and theological, argumentation; establishing a spiritual geography using interpretations of Hebrew names. Finally, the sketch of a synthetic study of Bernard’s Bible is given, which would be based on the methods previously defined to improve our knowledge of the saint’s relationship to tradition and the role of scriptural assimilation in his writing strategies
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Haase, Ingrid M. "Cult prostitution in the Hebrew Bible?" Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5738.

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29

Shirock, Robert J. "The Bible and the Christian life." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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30

Cassidy, Calvin Charles. "The Bible and William Newton Clarke." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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31

Cassidy, Matthew J. "A Guide to Bible study literature." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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32

Riany, Robert O. M. "On Bible translation into Luo language." Berlin Viademica-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2841154&prov=M&dok_var=1&dok_ext=htm.

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33

Shanahan, Norman. "The Bible land pastorally re-visited." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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34

Hughes, J. "The chronology of the Hebrew Bible." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375896.

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35

Wax, Kevin P. "Political ideology : perspectives from the Bible." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53004.

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Thesis (MPhil)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: Modern society is plagued by an intense conflict of political ideologies. These conflicts in many instances reflect very serious religious overtones. Each person or group claims the right to react to socio-political issues on the basis of their own worldviews that are shaped by their cultural backgrounds, religious belief systems and political ideals. Human diversity serve to complicate matters even more and has in many instances found expression in political and religious intolerance, a fact testified to by the large-scale abuse of human rights that took place with increased intensity in the 20th century. Many Christians have failed to challenge the injustices that have resulted from these political ideologies and have instead opted to become 'apolitical' or simply hiding behind the argument that politics and religion does not mix. The author through a careful study of biblical political structures in the ancient Near East attempts to demonstrate the extent to which political ideologies of communities were influenced by the cultural milieu within which they existed. The feelings of ambivalence we experience in our faith are a direct result of these influences. An understanding of political ideology from a biblical perspective is essential to understand current world conflicts especially those that relate to the Middle East region. The author also argues for a reconciliation of politics and religion in the collective psyche of Christians. This would enhance a sense of sociopolitical responsibility in terms of the biblical mandate. The responsibility of government structures in terms of this mandate is also important and needs to be emphasised. The primary responsibility of any government is the welfare of its citizens and the management of public resources in an orderly, moral and efficient manner. A large percentage of government officials find it extremely difficult to face up to the challenge. The perspectives presented not only gives one insight into the historical development of biblical political worldviews. but presents us with challenges to pursue opportunities for peace and justice that would recognise and advance human dignity, human equality and human responsibility.
AFRIKAANSE OPSOMMING: Die moderne samelewing is oorweldig deur konflikte van politieke ideologies. Hierdie konflikte is in baie gevalle 'n weerspieëling van baie ernstige godsdienstige motiewe. Elke persoon of groep behou hom die reg voor om te reageer op socio-politiese aangeleenthede op grond van 'n eie wêreldsiening wat geskep word deur kulturele agtergronde, godsdienstige geloofsstelsels en politieke ideale. Menslike verskeidenheid maak hierdie aangeleenthede meer ingewikkeld en het in baie gevalle gelei na politieke en godsdienstige onverdraagsaamheid. Dit het verder aanleiding gegee tot die grootskaalse menseregte skendings wat plaasgevind het met groter intensiteit gedurende die 20ste eeu. Vele Christene het nie daarin geslaag om die uitdagings van ongeregtighede, wat voortspruit uit hierdie politieke ideologieë, die hoof te bied nie en het verkies om of hulself as 'apolities' te verklaar of om te argumenteer dat politiek en die godsdiens nie bymekaar hoort nie. Die skrywer, deur 'n indringende studie van bybelse politieke strukture van die ou Nabye Ooste te onderneem, poog om te demonstreer dat politiek ideologies gekleur was deur die kulturele samestelling van die gemeenskap. Gevoelens van ambivalensie wat ons ervaar in ons geloof is regstreeks as gevolg van hierdie omstandighede. Politieke ideologie vanuit 'n bybelse perspektief gee vir ons die geleentheid om huidige wêreldkonflikte beter te verstaan veral dit wat betrekking het op die Midde Ooste streek. Die skrywer stel ook voor die versoening van politiek en die godsdiens in die kollektiewe psige van Christene. As gevolg hiervan word die socio-politiese verantwoordelikheid van die Christen verhef in lyn met die bybelse mandaat. Die verantwoordelikheid van regerings strukture in terme van hierdie mandaat is ook belangrik en behoort beklemtoon word. Die primêre doel van enige regering is die welvaart van sy burgers sowel as die bestuur van sy openbare hulpbronne op 'n ordelike, sedelike en doeltreffende manier. 'n Groot aantal regeringsbeamptes vind dit moeilik om hierdie uitdaging die hoof te bied. Hierdie perspektiewe, wat hier aangebied word, gee nie net vir ons insig tot die historiese ontwikkeling van bybelse politieke wêreldsieninge nie, maar daag ons uit om geleenthede vir vrede en geregtigheid wat menslike waardigheid, menslike gelykheid en menslike verantwoordelikheid erken, na te jag.
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36

Forest, Jean. "Bible et psychanalyse : essai de concordance." Mémoire, Université de Sherbrooke, 1993. http://hdl.handle.net/11143/7750.

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37

Caballé, Antoine. "Bible et éducation : une autre pédagogie." Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/caballe_a.

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Cette thèse traite de la Bible dans son acceptation chrétienne. Elle s'appuie sur le constat de refoulement historique en Sciences de l'Education d'une telle prise en compte, de l'absence étonnante d'une prolifération de telles études, alors que, de manière objective, des traces éducatives liées à la Bible jalonnent notre histoire et notre présent. Ce constat oblige à revisiter la définition même de l'éducation. En conséquence, ce travail plutôt que de porter sur l'étude de l'éducation dans la Bible va se pencher sur la dimension éducationnelle de la Bible. Il va parcourir des champs historiques, philosophiques, théologiques, linguistiques, éducationnels, tant juifs que chrétiens. Il décomposera l'acte d'éducation en trois temps, accueil, rencontre, séparation, et selon différents aspects en rapport au langage, la perspective, à l'enjeu, à la médiation, à la relation, au temps, à l'enseignement. Il va prendre en compte les points de vue du chercheur, dans l'évolution même de sa recherche (en notes connexes), par l'apport d'éléments extrinsèques à la recherche proprement dite (en notes annexes). De façon intrinsèque au texte biblique, une autre pédagogie émerge selon deux temps : le premier est fondateur qui se déclare comme allant de Dieu vers l'homme ; le second, tout à la fois question et réponse au premier est le fait des hommes. Une parole entre "je-tu", en est le vecteur qui conduit à l'incarnation du verbe, entre gestes et pensées. De cette parole émerge et de façon singulière la notion de grâce ou don d'amour gratuit. S'ouvre alors au présent et s'inscrit dans l'histoire, simultanément à la question de l'adhésion à la foi christique, à partir de la question du prix et de la valeur de l'homme comme étant ceux de Dieu lui-même, un espace de liberté issu d'un triple désenchantement par rapport à l'objet et la matière (le "magique") à l'idée (l'idéologie) à la relation fusionnelle (le "tribal") dont les sciences humaines contemporaines sont indirectement historiquement redevables
This thesis deals with the Bible in its Christian aspect based on this established fact on the historical ignorance of such an approach, in the sciences of education, the small number of such studies is astonishing whereas objectively a lot of educational vestiges related to the Bible mark our history and present. This observation necessitates a revised definition of education. Consenquently, this attempt more than studying education in the Bible, will make allowance for the educational dimension that emerges from the Bible. The investigation of this research will involve history, philosophy, theology, linguistic, education, inside of Christian and Jewish spheres. It will analyse the action of upbringing in three distinct stages, reception (input), encounter, parting (output), and from several angles bearing on language, perspective, the values as stake, mediation, time, the kind of relationship, teaching and learning. It will take into account the research worker's own approach (especially in related notes), via the contribution of elements extrinsic to the research itself (especially in additional notes). Intrinsically to the biblical text, another pedagogy emerges in two stages : the first is fundamental declaring itself as "going from God towards man" ; the second stage, simultaneously, question and answer to the first one, is the fact of the mankind. A word, the relationship "I and you", is the vector which leads to the word made flesh, between gestures and thoughts. From this word emerges and in a singular way the notion of grace or free gift of love. Consenquently, arising from the question of the price and the value of man as being those of God himself, resulting of a triple disenchantment with the object and the matter (magic) with the idea (ideology) with the fusional relation (tribalism) simultaneously with the question of the personal choice of adhesion to faith in Christ ; a space of freedom both opens on the present and is recorded in history. To this space, contemporary social sciences are indirectly historically indebted
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38

Bailey, Iain Andrew Aitchison. "Samuel Beckett, intertextuality, and the Bible." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520492.

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This thesis takes up the question of intertextuality between the Bible and Samuel Beckett’s oeuvre. It starts with the contention that this relationship has acquired something of the status of a commonplace within Beckett studies; not that substantial scholarly works have not widened out considerably the way that this is understood, but in Ruby Cohn’s words: ‘today every Beckett student knows his literary allegiances—the Bible and Dante, above all’. The Bible’s status for Beckett comes to be treated as a matter of common sense. In response to this critical situation, one aspect of the thesis is to disclose and analyse previously overlooked examples of the Bible’s presence in Beckett’s work, engaging with hitherto occluded parts of the oeuvre (unpublished manuscript texts and the French works, for example). But at the same time, it looks to critically question what is at stake in the claim that the Bible is a matter of common knowledge for Beckett. The methodology put to work in the thesis always begins in close readings of Beckett’s texts, and also of the discourses surrounding his oeuvre. In doing so, it resists an idea that close reading entails a retreat into an ahistorical formalism; rather, it argues for an historicism that does not simply rest on broad notions of orthodoxy and shared values. Rather than taking for granted a common sense idea of what the Bible is (even in the limited sense of what it is for Beckett), the thesis argues for its instability as a ‘text’ across more than one language. Nor, I argue, does Beckett’s oeuvre fix down a particular, single notion of the Bible as the relevant one for its own purposes (the King James Bible, for instance); on the contrary, his work is deeply engaged with the Bible in all its complex, multilingual textuality. The thesis contends that the particular relationship between Beckett and the Bible poses distinctive problems for the kinds of epistemological value invested in a certain understanding of intertextuality; indeed, I look throughout to interrogate the authority invested in familiarity—both that of the author and that of the critic. Following this thread, the thesis also undertakes a sustained engagement with the way in which archival materials are used and valued by a critical practice interested in questions of intertextuality. Through this, I look to do two things at once: both to respond to the extraordinary value of archival documentation for opening up new possibilities within Beckett studies, and at the same time to analyse closely the extents and limitations of what can be claimed on the basis of such analyses. In working through these kinds of question, and responding to the particular exigencies produced by the Bible in relation to the Beckett oeuvre, I also engage with critical issues having to do with theories of affect, the notion of style (asking what it means to adduce some piece of text as ‘biblical’ or ‘Beckettian’), and the analysis of intertextuality in performance. Through all of these readings, the thesis is interested in what it means to read intertextuality in relation to a Beckett ‘oeuvre’, when the ambit of that oeuvre, its internal interrelationships and its points of connection with the world, constantly shift and reformulate themselves. Rather than treating the Bible as a thread that can be safely followed from one end of the oeuvre to the other, guaranteeing a continuity that remains free from the complexities, irruptions and discontinuities performed in Beckett’s texts, the thesis argues that biblical intertextuality is actively involved in those complex Beckettian movements.
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39

Young, Joanne. "Journey with women of the Bible." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Weemes, Steven E. "Evangelistic Bible studies on marriage communication." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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41

Rakow, Tom. "Building congregational life upon the Bible." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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42

Andrews, A. Eugene Jr. "Spiritual life of Bible college students." Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.

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43

Crow, Gerald. "Developing a new Thai Bible translation." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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44

Chanco, Rene A. "A mentor plan for Bible students." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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45

Honig, Matthew. "The oral nature of the Bible." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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46

Caballé, Antoine Avanzini Guy. "Bible et éducation une autre pédagogie /." Lyon : Université Lumière Lyon 2, 2004. http://demeter.univ-lyon2.fr:8080/sdx/theses/lyon2/2004/caballe_a.

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Reproduction de : Thèse de doctorat : Sciences de l'éducation : Lyon 2 : 2004.
La page de titre porte en plus : "A partir d'une lecture, exposée aux Sciences de l'Education, de la Bible chrétienne" Titre provenant de l'écran-titre. Bibliogr.. Notes bibliogr.
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47

Elliott, Mark 1948. "Archaeology, Bible and interpretation: 1900-1930." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288877.

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This is a study of the interpretation of archaeological data by Anglo-American Bible scholars, though the emphasis is primarily American, in scholarly and popular publications from 1900-1930. The major archaeological research interest for many Anglo-American biblical scholars was its direct reflection on the biblical record. Many were devout and reared on a literal reading of Scripture. Traditional scholars insisted that the function of archaeology was to provide evidence to validate the Bible and to disprove higher criticism. They were clearly motivated by theological concerns and created an archaeology of faith that authenticated the word of the Lord and protected Christian doctrines. Liberal or mainstream scholars rejected conservative methods that simply collated archaeological data to attack the documentary hypothesis and its supporters. Several eminent Bible scholars developed important studies on the interpretation of archaeological results from Palestine. They participated eagerly in analyzing archaeological material and refused to concede the field of biblical archaeology to theologically-motivated conservative scholars and theologians. They were determined to conduct important investigations of the archaeological evidence free from theological bias. Palestinian excavations lacked the spectacular architectural and inscriptural remains unearthed in Egypt and Mesopotamia. The popular press did occasionally report on the progress of several excavations from Palestine, but, for the most part, Palestinian excavations concentrated on tells and pottery and the results were disappointing. However, by the 1920s the New York Times was a major source of information concerning archaeological news and frequently carried stories that indicated that archaeology was confirming the biblical record and many of the Bible's revered figures. The Times played a vital role in popularizing biblical archaeology and contributed many illustrations of amazing archaeological discoveries that "proved" the historicity of the biblical text. W. F. Albright's scholarly conclusions in the 1920s were moderate. Albright's scholarship was not motivated by theological concerns as many have assumed. Though his religious convictions were assuredly conservative, his scholarship had little in common with the tendentious archaeological assumptions created by conservative Bible scholars and theologians. Albright's interpretations were based on the archaeological data and not on theological dogma.
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48

Brickler, James Theodore. "Bible study leaders training a development of an initial training clinic for small group Bible study leaders /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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49

Pak, Luke Kyungwhan. "Teaching the Inductive Bible Study Method of Bible Interpretation to Adults: a Comparison of Three Instructional Approaches." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277581/.

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This study compared three groups of adult learners in a church education environment in order to determine the effectiveness of using lecture/demonstration plus cooperative learning elements with or without group processing (LCL) as compared to the use of lecture/demonstration plus individualistic learning elements (LIL) with the Inductive Bible Study Method (IBSM) as the common subject for all groups. While group A experienced highly structured cooperative learning without having group processing, group B experienced highly structured cooperative learning with an emphasis on group processing. Group C served as a control group. This study took place with a total of five class hours. For measuring student cognitive achievement, the subjects were administered a written pretest and posttest in the form of a "use-of-IBSM measure." For measuring students' attitude toward Bible interpretation (as promoted by IBSM), the students responded to an "attitude-toward-Bible-interpretation measure" at pretest and posttest. For measuring students' affective reactions, the students responded to a posttest-only "students'-satisfaction-with-the-learning-experience measure". Students' attitude toward the philosophy behind IBSM was measured by using an "attitude-toward-IBSM" instrument at posttest. In addition, teachers and students were interviewed orally at posttest to ascertain their affective reactions to the instructional approach they experienced. Connections between demographic data and students' use and/or attitude toward ISBM, as well as their satisfaction with the learning experience and attitude toward cooperative versus individualistic instructional methodology were also explored. The data from the use-of IBSM as well as attutide-toward-Bible-interpretation measures were analyzed by analysis of covariance. Other posttest-only tests were analyzed by a priori comparisons. Three major findings of this study were: (1) LCL did not produce any significant impact on learners' use of IBSM, attitude toward IBSM, or satisfaction with the learning experiences compared to LIL; (2) Group processing did not enhance the achievement effects of the experimental group B when compared to other contrast groups; and (3) LCL promoted students' affective outcomes in the areas of consensus building and intragroup dynamics.
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Wilks, Wayne D. (Wayne Dean). "Identifying Perceived Indicators of Institutional Quality in Bible Colleges Accredited by the Accrediting Association of Bible Colleges." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278858/.

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The purpose of this study was to identify a selected set of perceived indicators of institutional quality for Bible colleges accredited by the Accrediting Association of Bible Colleges (AABC). From the literature, 67 indicators of institutional quality in higher education and Bible colleges were identified and collected in a questionnaire, the Inventory of Determinants of Quality for Bible Colleges (IDQBC). The IDQBC was mailed to Bible college presidents, faculty members, alumni, and alumnae representing all 73 Bible colleges in the United States accredited by the AABC. Of the 448 surveys mailed, 309 were returned for a response rate of 69%. The analysis of variance (ANOVA) procedure was executed for each of the 67 IDQBC indicators to determine if the group means of the four study groups were significantly different. Of the 67 indicators evaluated, 12 were found to have significant differences among the study groups at the .01 level. Therefore, the study groups were in agreement as to the relative weight they assigned to 55 of the 67 indicators. Of these 55 indicators, 46 were rated as important or very important when considering the quality of a Bible college, while 9 were rated as less important when considering the quality of a Bible college. The results of this study point to four conclusions regarding the study groups' assessment of quality in Bible colleges. First, there was a high degree of agreement reported as to the importance of indicators of institutional quality in Bible colleges. Second, student outcomes were reported to be the most important indicators of institutional quality in Bible colleges, especially outcomes related to Biblical values and ideals. Third, indicators related to the teaching mission of Bible colleges were reported to be the next most important determinants of institutional quality. Fourth, indicators related to institutional demographics, resources, and student services were reported to be among the less important indicators of institutional quality.
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