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Academic literature on the topic 'Emmaus courses (Christian education)'

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Published: 25 July 2024

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Journal articles on the topic "Emmaus courses (Christian education)"

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Lee, Inn Kyeong. "A Study on a Possibility of Christian Liberal Arts Courses at a Christian University Functioning as Interreligious Education in a Multireligious Society." Korean Association of General Education 15, no. 3 (June 30, 2021): 65–81. http://dx.doi.org/10.46392/kjge.2021.15.3.65.

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The purpose of this study is to look for a possibility of Christian liberal arts courses at a Christian University that would function as interreligious education in a multireligious society. This paper is composed as follows: first, the necessity of education about religions will be discussed by examining and interpreting the implications of a multireligious society and the current religious landscape in Korea. Second, religious literacy education and interreligious education for cultivating multireligious sensitivity and interreligious sensitivity are discussed. Third, the possibility of Christian liberal arts courses functioning as interreligious education is proposed by evaluating the case of operating Christian liberal arts courses at K University in terms of religious literacy education and interreligious education.<br/>In conclusion, the Christian liberal arts courses at K University shows a possibility of interreligious education by allowing professors, students, and people of neighboring religions from various religious backgrounds to reveal their religious identity and interact with each other through humanistic approaches in the classroom and &#x0003c;Interview with people of neighboring religions&#x0003e;.
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Edie, Fred P. "Visions, Means, and Ends in Introductory Courses in Christian Education: Role of Christian Education in Theological Education." Religious Education 106, no. 2 (March 30, 2011): 122–46. http://dx.doi.org/10.1080/00344087.2011.555653.

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Horner, Jeffrey M. "Academic rigor in Christian schools: The academic effect of Bible courses and integration of faith and learning in secondary education." International Journal of Christianity & Education 24, no. 2 (November 1, 2019): 199–217. http://dx.doi.org/10.1177/2056997119882027.

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This study analyzes the correlation between required years of Bible courses and academic rigor at select private Christian schools. These findings, derived from the author’s doctoral research, show a threshold of under 4 years of required Bible courses for optimal academic perception among these schools. This threshold correlates with a medium to strong effect size and demonstrates a tension between academic strength and integration of faith and learning. This finding calls attention to Christian schools’ need to examine their priorities as both Christian and academic institutions. Theological and practical implications include extensions of the doctrine of sovereignty and curricular design.
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Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers." International Journal of Christianity & Education 24, no. 1 (December 19, 2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.

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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are able to draw confidently upon their Christian beliefs and values in a way that informs their professional work as educators. This article proposes that the intersection between higher education and schools needs to be navigated more effectively in the preparation of teachers for Christian schooling systems who are responsible for approximately one-third of the student population in Australia. The role of the teacher in Christian educational contexts is explored, drawing on practical theological insights into the teacher as Christian witness. Secular perspectives on effective teaching and learning in higher education teacher training courses are considered in the light of teacher preparation for Christian schooling systems. Approaches to teaching and providing opportunities for students to belong to a community in learning, as well as planning time for students to critically reflect on learning, are proposed as possible examples of how to help prepare teachers for service in Christian schooling systems.
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Veronica, Jessica, Ruth Meiraning Tyas, and Tasyalizt Nainggolan. "The Impact of E-Learning for Christian Religious Education Seminar Courses on UPI Christian Students." PASCA: Jurnal Teologi dan Pendidikan Agama Kristen 18, no. 1 (May 30, 2022): 83–93. http://dx.doi.org/10.46494/psc.v18i1.166.

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The Covid-19 pandemic situation has changed teaching-learning habits. Learning that is done without face-to-face or e-learning is an alternative teaching and learning activities method today. However, until now distance learning has caused various polemics, one of which is the lack of synchronization between lecturers and students. The Christian Religious Education Seminar course at the Indonesian Education University also has various impacts on students, so this research was conducted to describe the effect of online learning on students. This study uses a descriptive method with a quantitative approach. The population of this study was 121 SPAK Christian students batch 2019, with 37 samples or respondents (31%). Respondents were given a questionnaire containing seven indicators to determine the impact of e-learning. Of the seven indicators studied, only one aspect has a negative effect: reduced focus and student activity during learning activities. The lecture time coincides with the break (lunch), so student focus decreases.
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Miller, Matthew R., and JohnMark Bennett Beazley. "Christian Spiritual Formation in the Classical School." Journal of Spiritual Formation and Soul Care 11, no. 2 (November 2018): 230–40. http://dx.doi.org/10.1177/1939790918796834.

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Classical Christian education has ancient roots in the Christian church. In recent days, Christians have attempted to recover this classical tradition. Many cite the intellectual rigor vis-à-vis public schools as the reason for choosing classical Christian education. However, intellectual rigor is only one part of the classical tradition. More importantly, classical Christian education seeks to develop morally upright Christians. This education forms the character of Christians so that they may live faithfully in the world. This article describes how classical Christian education works at Highlands Latin School in Louisville, KY. Specifically, the implementation of the classical curriculum in middle school Latin and Greek courses is addressed with an eye toward spiritual/moral formation.
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Malahov, V. "Reflections on the Concept of the Optional Course in Christian Ethics." Ukrainian Religious Studies, no. 36 (October 25, 2005): 85–88. http://dx.doi.org/10.32420/2005.36.1625.

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The introduction of ethics courses in the middle classes of the school in the present circumstances seems to be useful and important. Since the ideological neutral ethics course, which would not boil down to purely formal, spiritual, meaningless norms, is difficult to imagine now, the idea of ​​a system of electives that, in their totality, would realize the task of ethical education on the basis of world-view pluralism, naturally arises. The general principle behind this approach can be formulated as an affirmation of the ethical education obligation in general through the optionality (hence the variability) of the specific courses offered. At the same time, the choice for each family must be real. A student who chooses such an elective will not be required to take any of the other similarly offered ethics courses
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이은성. "Seeking an Effective Approach for the Personality Education through Christian Liberal Arts Courses in Christian University." Journal of Christian Education in Korea ll, no. 51 (September 2017): 101–24. http://dx.doi.org/10.17968/jcek.2017..51.004.

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Muhia, Margaret Wambui, Victor Cole, and John Kitur. "Contribution of Critical Thinking to Effective Learner Transformation in Teaching of Bible-Based Courses in Chartered Christian Universities in Nairobi County, Kenya." Journal of Education and Learning (JEL) 3, no. 1 (June 21, 2024): 19–30. http://dx.doi.org/10.51317/jel.v3i1.533.

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This paper aimed to assess the contribution of critical thinking in teaching Bible-based courses for learner transformation in charted Christian universities in Nairobi. Considerable resources have been allocated to train lecturers in using critical thinking in their teaching methods. However, there needs to be more knowledge regarding the actual impact of this training. Biblical worldview and transformative learning theory underpinned this study. Descriptive analysis was employed to establish the relationship between using critical thinking in teaching Bibe-based courses and learner transformation. A cross-sectional survey research design was used, specifically targeting 63 lecturers who teach Bible-based courses, and the response rate was 100 per cent. The census method was used. Further, regression analysis was employed to examine the relationship between the variables at a significant level of 0.05. There was a significant relationship between critical thinking and learner transformation. This suggested that using essential thinking would lead to the learners' growth in Christian identity as critical thinking in the learning process supports learners in being analytical and rational. It allows students to actively explore, examine, and generate ideas within real-world scenarios significant to the learners. Christian Higher Education aims to produce morally transformed graduates with a Christian identity as agents of societal change. The researcher recommends that Christian Higher Education adopt critical thinking for their learners' knowledge, behaviour, skills, and attitude change.
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Pribowo, Heru, Fidiana Fidiana, and Bambang Suryono. "Trinity: Accounting education from a Christian perspective." Jurnal Ekonomi dan Bisnis 24, no. 2 (October 15, 2021): 379–98. http://dx.doi.org/10.24914/jeb.v24i2.3995.

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This study aims to explore accounding educatos’ consciousness and understanding regarding accounting education from the perspective of Christian spiritual intelligence. Accordingly, we use a phenomenological approach as the research method. Data is generated through conducting in-depth interviews using epoche to several informants (lecturers of a university in Palangkaraya, Central Kalimantan Province). Data is then analyzed using the transcendental phenomenology approach. The results demonstrate that each informant has spiritual intelligence or divine consciousness. They also expect that these divine or spiritual values can be integrated into current accounting education to enable future accounting graduates not to be misguided when entering the professional lives and applying their knowledge. We also find three (3) values or meanings contained in Christian spiritual values, namely: fear of God, integrity (a reflection) of God, and heaven. Accountants will exhibit these three values if their education already have divine or spiritual values. In sum, our study underscores the importance of integrating spiritual values into the existing courses, not only ethics-related ones, but also accounting-related ones.
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Dissertations / Theses on the topic "Emmaus courses (Christian education)"

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McBey, David. "Co-opting community : an ethnographic study of Alpha's attempts to foster urban religious belonging." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231901.

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Sociologists have been interested in how individuals in modern society are bound to each other since the inception of the discipline. The 'community question' has seen three broad paradigms in this time. The 'community lost' perspective argues that community belonging and modernity are incompatible. In contrast, 'community saved' research suggest that the nature of modernity has made the benefits of community more salient than ever. Finally, the 'community transformed' approach posits that community has metamorphosed to become more relevant to the modern world. This thesis seeks to explore the form that communities may take in contemporary urban settings, and investigate the processes that underlie their continuation. To this end, an ethnographic case study approach was employed to examine an organisation that appears to both offer and exploit community – Alpha. Alpha is an eleven-week catechetical course that seeks to integrate non-Christians into the Christian community. Identifying and employing three 'ideal type' categories of Alpha guests, I examine the methods that the organisation uses in its efforts to attract new members, keep them attending, and integrate them into the community of the church. I argue that Alpha offers three distinct forms of community, with each appealing to different ideal type guests. The first is a gateway to the larger community of the local congregation. The second is a low-commitment community-in-itself. Finally, Alpha represents a community that offers material benefits to members. Alpha suggests that communities can be successful in attracting members by creating hybridised, multifaceted forms of belonging but that fostering long-term commitment is more problematic. This supports the 'community transformed' position that argues that the forms of belonging that were dominant in pre- and early modernity are less salient today.
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Nill, John G. "istance-Mediated Christian Higher Education: Student Perceptions of the Facilitative Nature of Selected Instructional Development Factors." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2784/.

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A national survey was conducted to assess student perceptions of the helpfulness of specific instructional development factors in a distance education print-based program. Participants were all students who had successfully completed at least one distance education correspondence course with Global University or were currently enrolled in their first course. Instructional development factors studied included lesson openers, lesson outlines, lesson artwork, written objectives, amount of information presented before a study question is asked, typographical features, graphic art, study questions, answers to study questions, self tests, and unit progress evaluations. Basic demographic information was collected and survey respondents located their perceptions of instructional development factor helpfulness both on a Likert scale and on a rank-order scale. Respondents also were asked for comments on the instructional development factors studied. Differences among respondent groups were examined. Major findings include a tiered ranking by all groups showing formative evaluation factors to be the most helpful, content organization and presentation factors next most helpful, and visual enhancement features (graphic art, typographical design) the least helpful. Overall, perceptions of the facilitative nature of the instructional development factors were similar among most groups. Older students seem to focus more on organization while younger students exhibit a balance between their perceptions of the facilitative nature of content and testing. Students enrolled in their first course perceive several of the formative evaluation factors to be less helpful than do more experienced students while at the same time perceiving content pacing to be more helpful than do more experienced students.
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Cheng, Ai-Min, and 鄭璦敏. "Study on Learning Satisfaction Regarding Education Courses of Governmental Accounting-A case study of Department of Accunting,Chung Yuan Christian University." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/31703277642809378509.

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碩士
中原大學
會計研究所
96
The government is one of national composition essential factors, also is a country biggest organization body, because its scale too is big, sends creates the management achievements to be inferior to the common enterprise, therefore when the government wants enhances the administration achievements, often proposes idea of the commercialized. Obviously the business management idea, enhances effective prescription of the government administration achievements, but accountant also is the business management most has the crucial tool, therefore government accounting one of for present stage enhancement administration achievements most important tools. But government accounting new theory unceasing weeding through the old to bring forth the new, government accounting the criterion bulletin formulation organization promotes new government accounting one after another the new standard, the shade leads government accounting the system the reform, therefore needs the special study curriculum to government accounting's understanding. This article is for the purpose of discussing the student to take as an elective government accounting the curriculum the study degree of satisfaction, in view of privately established Chung Yuan Christian University accountant is the research institute student is the object, the selection sample 118 people, from 91 study years to 96 study years students, covers 6 school years, using the meter "government accounting the teaching reflection opinion examination table" by the questionnaire survey method data collection, and after the material statistics like mean value, the standard difference, the number of times assignment, the t examination, the anslysis of variance, the Scheffe mrthod, the Pearson’s Product-moment Correlation and Multipls Stepwise Regression.. The findings showed student's background has the part with the study degree of satisfaction to reveal the correlation; The student curriculum investment situation, to the study feeling, the teacher has the part to request of and the study degree of satisfaction the student to reveal the correlation. Contributes in the solid service, understood the student personal background and the synthesis comment the quantity and the study degree of satisfaction relations, will provide the school to take as an elective the reference in future in implementation government accounting which the curriculum will design. Essential character: Government accounting, study degree of satisfaction
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Kuhlein, Detlef. ""Verstehst du auch, was du liest?" : Methoden zur Vermittlung biblischer Inhalte in Bibelkursen für postmoderne Menschen in Evangelikalen Freikirchen." Diss., 2008. http://hdl.handle.net/10500/3024.

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This dissertation shows the possibilities of interdisciplinary application of principles and methods in bible didactics, adult education, school education and learning style research to Christian education in evangelical free churches. The research objective is the establishment and development of a bible didactic methodology for practical teaching in order to convey biblical contents to postmodern adults. This objective is achieved by the practical-theological establishment of the necessity of basic biblical education in free churches, the presentation of the postmodernist church pedagogical framework for bible courses, the elaboration of possible applications of didactic principles of bible didactics, adult education and school education for conveying biblical contents in bible courses, and finally, by the compilation of suitable bible didactic principles and methods for bible courses. The dissertation closes by stating the requirements of pastors and teachers in free churches as well as the challenges of church pedagogy training for future pastors.
Practical Theology
M. Th. (Practical Theology)
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Books on the topic "Emmaus courses (Christian education)"

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Booker, Mike. Evangelism--which way now?: An evaluation of Alpha, Emmaus, Cell church and other contemporary strategies for evangelism. London: Church House, 2003.

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Ashkar, Dominic F. Road to Emmaus: A new model for catechesis. San Jose, Calif: Resource Publications, 1993.

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Kavanagh, Julie. Signposts on the road to Emmaus: Exploring the mass. Dublin: Veritas Publications, 2012.

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(Organization), Alpha International. How to run the Alpha course: Getting started : prepare, plan promote, train, run. Deerfield, IL: Alpha North America, 2008.

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Moormann, Phillip. The Christian home study handbook, 1986: A guide to Christian correspondence schools, cassette and video-taped instruction, computer programs, and Christian home schools. 2nd ed. Gladstone, Or: G. Whitefield Pub. Co., 1985.

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Andrew, Brookes, and Churches Together in Britain and Ireland (Organization), eds. The Alpha phenomenon: Theology, praxis and challenges for mission and church today. London: Churches Together in Britain and Ireland, 2007.

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Levicoff, Steve. Name it & frame it?: New opportunities in adult education and how to avoid being ripped off by "Christian" degree mills. 3rd ed. Ambler, Pa: Institute on Religion and Law, 1993.

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Brant, Jonathan. Alpha for youth: Leader's manual. London: Alpha International, 2002.

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Gumbel, Nicky. Telling others: The Alpha initiative. Eastbourne: Kingsway Publications, 1997.

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Karpikov, Aleksey, and Sergey Kondrat'ev. Psychology of learning and education: the Christian humanitarian paradigm. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/25286.

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The monograph deals with the issues of spiritual, moral and intellectual development of the individual in terms of training and education from a position of humanitarian Christian psychological paradigm. Defined methodological basis of Christian psychology education, and its subject, tasks and basic categories; from the position of metaphysical and empirical levels of explanation of the theory of identity as a core category of psychology of education, proposed the concept of intelligence as a core category of psychology training. From the standpoint of Christian psychology education reveals the General psychological and social-psychological basis for learning the major strategies of developmental education, the concept of personality-developing education. Special attention is paid to family education in the context of Christian anthropology and psychology. Of interest to seminarians, students of Orthodox schools, the students of the Higher theological courses, faculty training and retraining.
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Book chapters on the topic "Emmaus courses (Christian education)"

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Lam, Maria Lai-Ling. "Teaching Peace and Marketing Education." In Business Education and Ethics, 895–928. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch047.

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This chapter presents a peace-centered process of teaching marketing that the author has implemented during 2002-2015 academic years with undergraduate and graduate business students in various marketing courses at two Christian Universities in the United States. The peace-centered process is related to the development of a unified world view about human life in a culture of peace and culture of healing and the development of virtues in a marketing career. The chapter discusses (1) the manifestation of violence in marketing, (2) the concept of a peace-centered process of teaching marketing, (3) the responsibility of marketing educators, and (4) the seven pedagogical strategies for this approach.
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Lam, Maria Lai-Ling. "Teaching Peace and Marketing Education." In Advances in Marketing, Customer Relationship Management, and E-Services, 195–228. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9784-3.ch013.

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This chapter presents a peace-centered process of teaching marketing that the author has implemented during 2002-2015 academic years with undergraduate and graduate business students in various marketing courses at two Christian Universities in the United States. The peace-centered process is related to the development of a unified world view about human life in a culture of peace and culture of healing and the development of virtues in a marketing career. The chapter discusses (1) the manifestation of violence in marketing, (2) the concept of a peace-centered process of teaching marketing, (3) the responsibility of marketing educators, and (4) the seven pedagogical strategies for this approach.
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Heft, James L. "Catholic Studies Programs and Catholic Identity." In The Future of Catholic Higher Education, 217–30. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568880.003.0016.

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After the Second Vatican Council (1962–1965), the structure of required courses dramatically changed at most Catholic universities. Before the council, it was typical that all students, regardless of their major, were required to take at least eighteen credit hours (six courses) mainly in philosophy and some theology (mostly grounded in the thinking of the thirteenth-century theologian Thomas Aquinas). Once those requirements were dramatically reduced and what was then offered covered more than Christian religions, doubts began to spread among some faculty as to whether the university had lost its Catholic character. By the 1980s, Catholic studies programs began to be created that included more disciplines than theology and philosophy and typically also offered opportunities for the moral formation of students. Controversies erupted between faculty who questioned the academic legitimacy of these programs. This chapter provides an evaluation of the nature and academic legitimacy of these programs.
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Marsden, George M. "The Obstacles to a Christian Presence." In The Soul of the American University Revisited, 255–78. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073312.003.0020.

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By the 1920s and 1930s those concerned with keeping a Christian presence faced many challenges. One solution was for mainline Protestant denominations to strengthen their student ministries, especially on state university campuses. One approach was to sponsor “Bible chairs” in which qualified professors taught courses on the Bible or Christian religious themes for credit. By 1940 virtually all church-related schools and most state universities had departments of religion. These were liberal Protestant institutions and emphasized scientific and literary study of religion. Despite these efforts higher education was rapidly growing in many other areas, so religion remained peripheral to most of their activities. As compensation this was an era of building huge chapels. Student religious life declined; the YMCA and YWCA in particular declined as did evangelical religious interests. Chapel requirements largely disappeared. The dominant liberal Protestants emphasized teaching character and becoming good citizens grounded in the broadly Christian tradition.
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Conference papers on the topic "Emmaus courses (Christian education)"

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Lazaroiu, George, Gheorghe h. Popescu, and Elvira Nica. "DEMOCRATIZING EDUCATION: THE POTENTIAL OF EDX IN REVOLUTIONIZING LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-181.

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Co-authors: Gheorghe H. Popescu (Dimitrie Cantemir Christian University, Bucharest) and Elvira Nica (Bucharest University of Economic Studies) An open source learning management system (LMS) and course authoring tool, edX has been set up as a not-for-profit enterprise and its primary backing has come from MIT and Harvard. EdX is testing out diverse proposals to improving its set of courses and producing returns, offering paid-for services for students who are employing the platform as a distribution mechanism for their own courses, and is providing a suite of charged-for services to its collaborators. edX furnishes its university partners a selection of two cooperation patterns. The first (the "university self-service model") fundamentally enables an involved institution to utilize edX's platform as a free learning-management arrangement for a course if portion of any returns brought about by the course proceed to edX. The second (the "edX-supported model") assigns the institution in the function of consultant and design collaborator, providing "production assistance" to universities for their Massive Open Online Courses (MOOCs). edX does not charge for the certificates that productive learners obtain for passing the supervised exams. This paper analyzes the edX's approach of doubling down on producing higher quality, customized and virtually supervised learning experiences that can be provided for credit to assimilators on a route towards a degree. With more 90 partner entities, $60 million as capital and over than 6 million learners, to supply credit edX should establish quality learning settings that satisfy the demands of various learners, and are accepted as valid by organizations and employers (the edX courseware should alter from a content distribution platform into a thorough learning experience).
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Pozzer, Lilian L. "A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end012.

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"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well as its sociocultural and historical contexts. There is also a lot of skepticism about science and scientists. This skepticism is not completely out of place; historically, there are embarrassing large numbers of cases in which human rights were infringed in the name of advancements of scientific knowledge. There are also incredible contributions of science to upholding and improving human rights. Whereas scientific discoveries are presented by the media as noteworthy and celebrated, there is a lack of intentional exploration and meaningful discussion of the “ups and downs” of science throughout its history and across cultures in the context of its relationship with human rights. To address this issue, I developed and implemented two courses designed for pre-service and in-service teachers, exploring the rather turbulent history of science and human rights from ancient times to the present day, from a perspective that considers both science and human rights within social, cultural and historical contexts, and highlights the contributions of science to human rights causes, from both negative and positive cases. Rather than promoting a naïve view of science as an a-cultural practice, detached from its sociocultural and historical context, and uncritical of the hegemonic Western, Judeo-Christian, White, male, heteronormative and colonial grounds on which rests the mainstream science presented in grade school textbooks, the courses pushed the boundaries of the very definition of science and its role in human rights causes, challenging students to consider the many implications of how we define, present and study science in schools, as well as how we promote and use scientific knowledge in our lives. Students in the courses were challenged to (re)envision science and human rights as they critically analyzed predominant Discourses from an eco-pedagogical social-cultural and historical perspective. A description of the courses and results evidencing the impact of the courses on students’ conceptualizations of science education for social change are reported in this conference presentation."
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