Dissertations / Theses on the topic 'German religious philosophy and education'
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Hick, Brian John. "Worship and religious education." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357004.
Full textAkinde, Adebisi. "Religious conflict in Nigeria : a role for religious education." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:3575.
Full textFelderhof, M. C. "Philosophy and religious education : a critical study." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636966.
Full textHand, Michael John. "Is religious education possible? : an examination of the logical possibility of teaching for religious understanding without religious belief." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:e7395208-3666-4227-be0f-b99e8c7639d5.
Full textNixon, Graeme. "The emergence of philosophy within Scottish secondary school Religious Education." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764.
Full textKalve, Peter. "The aims and presuppositions of religious education in Catholic and secular traditions : a comparison, with reference to spiritual development and religious education." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3488.
Full textBaron, Debra Mayconich. "Social and emotional learning| An argument for religious pluralism." Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566515.
Full textThe purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior."
It is my argument that one's understanding of right behavior embodies both implicit and explicit moral beliefs based on one's worldview which reflects a certain conception of the good life and the good society. In many cultures this concept is shaped by the dominant, organized religion of the group. However, the religious diversity in the United States since its inception led to an American tendency to privatize religion and avoid meaningful public deliberation of competing views of the good life and the good society. However, I contend that this paradigm is no longer adequate for equipping twenty-first century students with the background knowledge, critical thinking, problem-solving, and ethical judgment skills required for full participation in the social, political, and economic spheres of society. Instead, I am proposing a SEL-religious studies model that values religious freedom, equality, and neighborly affection, and recognizes the presence of moral and religious pluralism in American society.
Wu, Ziming. "An inquiry into the concept of religious development, with special reference to its implication for religious education in the United Kingdom." Thesis, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363421.
Full textGolf, Jeffrey. "Reviving the spirit in the practice of pedagogy : a scientific perspective on interconnectivity as foundation for spirituality in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0019/MQ54991.pdf.
Full textWright, Andrew William. "The integrity and provenance of religious education : modernism, deconstruction and critical realism." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10007503/.
Full textThrower, Michael F. A. "The Hegelian objective mind in education." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285133.
Full textGodfrey, James Tiernan. "Towards a poetics of religion and education : a study of Gabriel Moran." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66147.
Full textEstafanos, Samy A. H. "Teaching for Christian wisdom| Towards a holistic approch to education and formation of the Presbetrian Church in Egypt." Thesis, Princeton Theological Seminary, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109764.
Full textIn many ways, Christian education of the Presbyterian Church was deeply influenced with the public education in Egypt. One of the negative consequences of such influence is the significant lack of developing and using critical thinking as a basic element of the process. While multiple factors and reasons, educational and theological, contribute forming it, this problem manifests itself in many ways. This research, therefore, deals with the problem of the lack of critical thinking as a central element of the problematic reality of education process in the Presbyterian Church in Egypt. In order to illuminate and address this problematic situation, an American philosopher, psychologist, and educator John Dewey was brought into a dialogue with a reformer and theologian John Calvin within the framework of understanding Christian education as practical theology of Christian educator and practical theologian Richard Osmer.
In the light of this dialogue, not only the lack of critical thinking, but also other multiple dimensions of the problematic situation of Christian education in the Presbyterian Church in Egypt have become apparently distinguished. Lack of democracy, lack of using experience, lack of creative pedagogies, lack of practical reason, and lack of theology from the process are some of these dimensions. Yet, it has become increasingly evident that division and dualistic thinking are fundamental elements, which reflected the deep need for a different approach to the Presbyterian education in Egypt. Adapting Osmer’s comprehensive approach to Christian education as practical theology, I propose a “holistic approach towards Christian education,” which aims at transforming education into a reconciling process. Through the holistic approach, the Presbyterian education process in Egypt will be able to work on reconciling the divine authority with the human agency; creation theology with the redemption theology; faith with reason; and theology with philosophy. It is through this approach that the Christian education process is able, not only to create critical theologians, but also to develop a contextual theology that is Eastern Egyptian Arabic contemporary theology.
Keywords: practical theology, critical thinking, practical reason, democracy, experience, and holistic approach
Gillen, Kevin M. "A comparison of the lecture method with the sermonic/narrative approach to instructing systematic theology at Alliance Theological Seminary." Thesis, Nyack College, Alliance Theological Seminary, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10188980.
Full textThis purpose of this doctoral project is to evaluate the effectiveness of implementing a new education methodology in teaching systematic theology. The project assesses the level of engagement and application seminary students are able to gauge in their classroom experiences. The intervention methodology is called the ?sermonic/narrative? and it was applied as the andragogical methodology in systematic theology courses at Alliance Theological Seminary. In explaining the conceptual framework, studying the theological foundations, and researching the effectiveness of the methodology, this study has shown that the sermonic/narrative approach is more effective in engaging students in the classroom experience than the traditional lecture methods. Additionally, students were able to more readily apply the lessons they had been exposed to when being taught through the sermonic/narrative method. Although student performance levels were not evaluated in this study, the literature will show that deeper engagement in classroom experiences leads to better student learning.
Bevan, Ryan. "Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.
Full textCette thèse explore la relation entre l'éducations libérale/séculiers et religieux. Je commence par tracer ce que je crois être la source de tension entre éducations libérale/laïques et religieux à deux théories libérales très influent qui ont affecté l'éducation civique en particulier. Je commence par une analyse de l'approche naturaliste John Dewey à la métaphysique et la religion, en faisant valoir que l'attitude de Dewey aux traditions religieuses, lorsqu'il est utilisé comme une base pour l'éducation civique, est insuffisante. Plus précisément, je soutiens que dans la conception de Dewey, les doctrines religieuses, les principes, les idéaux, les croyances et traditions religieuses en fin de compte dans leur ensemble sont importants purement instrumentale. En outre, je conclus que la seule issue possible une fois que l'on accepte un engagement préalable à la métaphysique de Dewey (ou anti-métaphysique) - est que la réflexion et de délibération sur le «religieux»-t-elle priver de son caractère nettement religieux. Ma conclusion majeure est que ce point de vue de la religion et religieux est flagrante carence lorsqu'ils sont évalués à la lumière du principe libéral de respect pour la religion et de la diversité religieuse. Je passe ensuite à un examen critique de la seconde théorie libérale très influent, le libéralisme politique. La conclusion que je souligne dans ma critique du libéralisme politique rawlsien est que l'éducation civique sur la base des idéaux politiques du libéralisme politique ne peut ignorer à peu près les conceptions religieuses sans porter préjudice au développement des capacités des jeunes citoyens de délibération. Je conteste fermement cette conclusion, parce que je vois son engagement avec les conceptions religieuses aussi précieux - voire nécessaire - de civisme, et pour permettre aux citoyens de diverses sociétés de rendre justice à / pour l'autre. Dans la seconde moitié de la thèse, je propose un cadre théorique de cette dimension supplémentaire qui est basé sur l'épistémologie vertu. Je me concentre plus particulièrement sur les travaux récents de James Montmarquet, en particulier sa notion de la justification subjective, que je déclare constituer comme une base idéale pour un engagement qui met l'accent sur la raison qui donne et valide le rôle que les traditions religieuses peuvent jouer dans la délibération morale et civique.
Bernier-Rodriguez, Benjamin E. "Education for the Kingdom : An exploration of the religious foundation of Charlotte Mason's educational philosophy." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533095.
Full textMasters, David Dominic. "Ruined for Life A Practical Theological Study of Post-Immersion Conversion Experiences of Amor en Accion Missionaries." Thesis, BARRY UNIVERSITY, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3578402.
Full textThis study explores the factors that affect the conversion trajectories of post-immersion missionaries. The data has been culled from focus group interviews and subjected to analysis from the perspectives of social philosophy, sociology, religious conversion theory, and Catholic Social Teaching. It follows the practical theological method known as “shared Christian praxis.”
It details the impediments to the subsequent deepening of conversion in the societal, ecclesial, interpersonal, familial, and intrapersonal spheres, namely, post-immersion depression, culture shock, feelings of guilt regarding one’s own relatively luxurious living conditions, blaming God for the obstinate pervasiveness of extreme poverty and political injustices, and communication difficulties between the missionaries and their non-missionary family members and friends.
It concludes that the aforementioned discouraging factors can be effectively countered via attention, during the post-immersion stage, to the missionaries’ expressed needs to continue to meet regularly with their respective missionary communities, to deprivatize their visions of spiritual conversion, to live a less opulent lifestyle, to participate in hands-on community service projects in conjunction with local poor people, to continue attempting to contribute to the reign of God locally, and to speak publically about their missionary experiences. It also finds that guided prayer methods, communal liturgies, mentorship, debriefing retreats for the missionaries and their families, ongoing study of the Bible and Catholic Social Doctrine, and long-term commitment to the missions, can be efficacious tools in the promotion of the consolidation and deepening of conversion and the prevention of backsliding.
Brooks, Barbara Honey. "An examination of the influence of Socrates and 3 ancient mystery schools on Plato, his future theories of the soul and spirit, and system of soul-centred education as portrayed in his Republic with educational implications for today /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26680.
Full textBoyd, Jonathan. "Individuals practising community : the central place of interaction in the educational philosophy of Limmud." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14561/.
Full textPulis, Stephen James. "Spiritual vitality of Assemblies of God post-high school young adults." Thesis, Assemblies of God Theological Seminary, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689604.
Full textThe purpose of this research was to develop the components of a theory for retention of young people after their high school years by examining the factors that contribute to continued spiritual vitality in Assemblies of God (AG) post-high school young adults. Data was collected from a stratified sample of ninety-five young adults in the United States during their senior year of high school in 2011 and two years later in 2013. In line with research by the Fuller Youth Institute (FYI), continued spiritual vitality was operationalized by using the Religious Behavior Scale, the Religious Identity Scale, and the Risk Behavior Scale. The results identified nine elements from spiritual formation factors, social considerations, and high school youth group experiences that produced fourteen statistically significant correlations with higher levels of retention and spiritual vitality in the sample two years after leaving school. This research appears to suggest that it is the aggregated effect of intentional youth group experiences providing opportunity for the internalized guidance of the Holy Spirit, recognized as God's work, and not specific youth group programs or religious activities that have the potential to create a unique spiritual journey that would ensure spiritual vitality for the youth after they leave high school.
Aaron, Scott T. "A grounded theory of how Jewish Experiential Education impacts the identity development of Jewish Emerging Adults." Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566513.
Full textThe Jewish community has increasingly relied upon Experiential Education as a pedagogical approach to instilling Jewish identity and communal affiliation over the past twenty years. The Experiential Education format of travel programs has specifically been emphasized and promoted for Jewish Emerging Adults for this purpose, and outcome studies of these trip programs have demonstrated success in instilling identification and affiliation with both the Jewish community and the state of Israel among their participants. However, little is actually empirically known about the processes that impact the participant during the trip experience – the so-called "black box" – or how significant a participant's predisposition towards Israel and Judaism are in how they process their trip experiences. Even less is empirically known about the identity development of Jewish Emerging Adults in large part due to a pre-disposition to study Jews developmentally only as affiliates of a religion rather than members of a distinctly multi-layered group.
This grounded theory study examines participants in two different trip experiences, Taglit Birthright Israel and an Alternative Spring Break, through post-trip interviews. The emergent theory suggests three conclusions: The predisposition of a participant towards their own Jewish identity can influence how they process their experiences on the trip; the actual trip experience can be best understood as repeatedly processing multiple and ongoing experiences within the trip itself; the processing of those experiences can be descriptively modeled as a theory that allows an glimpse in to the "black box." Such a theoretical model can be used to better train trip staff on how the trip experience impacts the Jewish identity of those participants and also to plan trip itineraries to optimize the trip's experiential impact on participant Jewish and Zionist identity and communal affiliation.
Williams, Veronica Mary. "The silent eye : a study of the relationship which exists between the spiritual, art, imagination and the contemplative gaze in the context of religious education." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:8289.
Full textFontes, Alexander David. "Catequesis Familiar: A Program of New Evangelization and Life-long Catechesis for the Family and through the Family." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/155.
Full textTaylor, David Mark. "Education in the neo-Calvinist Reformed Christian tradition, the meaning of a religious worldview and philosophy for the practice of education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/MQ51808.pdf.
Full textDunn, Jeffery W. "Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.
Full textOtt, Bernhard. "Mission studies in theological education : a critical analysis of mission training in evangelical Bible colleges and seminaries in Germany and German-speaking Switzerland from 1960 to 1995." Thesis, Open University, 2000. http://oro.open.ac.uk/58072/.
Full textWareham, Ruth Oswald. "Prohibition, accommodation or transformation? : a philosophical investigation into the moral permissibility of faith schools in liberal democratic societies." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/7946/.
Full textBennett, John Arnall. "An exploration of the philosophy and interrelations between personal, social, moral and religious education in state primary schools and the implications of recent educational reforms on their position, philosophies and methodologies." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:6915.
Full textMullins, William E. "The Higher Education Chaplain within a Post-Secular Context: A Case Study of Providing a Religious and Spiritual Reality on a 21st Century Campus." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500296246788403.
Full textWatkins, Paul Hansen. "Instructional leadership in relation to classroom environment, student enrollment, removal, and completion within LDS released-time seminaries." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2845.
Full textBanis, Joshua Paul. "Sustainable Education: An Interfaith Climate Change Initiative." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862734/.
Full textSilva, Vagner da. "A educação pulsional em Nietzsche." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251361.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Apesar de Nietzsche ser uma referência fundamental para a filosofia contemporânea, os estudos sobre seu pensamento na área da educação ainda são poucos. Este trabalho tenta oferecer mais uma alternativa à interpretação do pensamento dele, analisado a partir da educação vista mais como um processo de formação e transformação dos indivíduos que são educados do que como uma realidade escolar cotidiana. Para isso, elaborou-se a tese de que só há educação, aos moldes nietzscheanos, se aquilo que um ser humano é mais intimamente quando nasce puder ser transformado de modo definitivo, irreversível e irremediável, ou seja, de modo radical. Para se justificar tal tese, foram explorados conceitos fundamentais no pensamento de Nietzsche: pulsão, si, vontade de poder, tipos superiores e inferiores, cultura e civilização, além-do-homem, eterno retorno do mesmo e amor fati. Foram, ainda, desenvolvidos e apresentados conceitos novos na análise do pensamento nietzscheano - condição de nascimento, condição de vida e condição de morte -, que dizem respeito à estruturação pulsional dos seres humanos, determinando o status tipológico de cada um e suas possibilidades de ascensão e decadência pulsional.
Abstract: Although Nietzsche is a fundamental reference for contemporary philosophy, studies of his thought on education are still few. This work attempts to provide an alternative interpretation of his thought, analyzed from education seen more like a process of formation and transformation of individuals who are educated, than as an everyday reality in schools. To that, we elaborated the thesis that there is only education, in the nietzschean manner, if what a human being is more deeply when it is born can be transformed in definitive, irreversible and irremediable way, in other words, in a radical way. To justify such thesis, we explored some fundamental concepts in Nietzsche's thought: drive, self, will to power, superior and inferior types, culture and civilization, super-man, eternal return of the same and amor fati. Were also developed and presented new concepts in the analysis of Nietzschean thought - condition of birth, condition of life and condition death - which concern the structuring of human drives, determining the typological status of each one and their possibilities of ascension and decadence drive.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
Shearer, Megan Marie. "Tibetan Buddhism and the environment: A case study of environmental sensitivity among Tibetan environmental professionals in Dharamsala, India." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2904.
Full textOkafor, Hyacinth C. "Perceptions of Loss and Grief Experiences within Religious Burial and Funeral." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1657.
Full textFawns, Rebecca Lynn. "Teachers, faith, and coping: An investigation." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2595.
Full textMendonça, Samuel. "Educação aristocratica em Nietzsche : perspectivismo e autossuperação do sujeito." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251757.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A pergunta que motivou a presente investigação foi formulada assim: em que consiste a educação aristocrática em Nietzsche? A tese formulada de que é possível conceber a educação aristocrática em Nietzsche por meio do perspectivismo e da autossuperação do sujeito apontou uma educação individual, do destaque, do homem solitário; educação da exceção. Essa educação que sugere a autocrítica como elemento para a autossuperação do sujeito não é para todos, mas para os que têm reverência por si. A metodologia, bibliográfica, consistiu na análise de escritos de Nietzsche e de importantes comentadores. O referencial teórico utilizado, o perspectivismo, diz respeito à proposição extraída de A Gaia Ciência, fragmento 374, de que tudo na natureza é interpretação e nada mais. Nietzsche assume a proposição segundo a qual não temos o conhecimento absoluto da verdade. A tese da educação aristocrática em Nietzsche apontou, em última instância, a produção filosófica como aristocrática.
Abstract: Abstract: The question which motivated the present investigation was formulated by this way: in what consists the aristocratic education by Nietzsche? The thesis formulated is that it is possible to understand the aristocratic education by Nietzsche from perspectivism and self-overcoming of subject ways pointed to an individual education, of separation, the lonely man; education of exception. This education that suggests the auto-critics like an element to the self-overcoming of subject is not for everyone, but for the ones who have reverence for themselves. The methodology consisted at Nietzsche writings and important commentators by bibliographic view. The theorical referential utilized, the perspectivism, is about the preposition extracted from The Gay Science, 374 fragment, that everything in nature is about interpretation, nothing more than that. Nietzsche assumes the preposition that we do not have the absolute knowledge of truth. The thesis of aristocratic education of Nietzsche pointed, at last interpretation, that the philosophic production is aristocratic.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
Martell, Brad A. "Nature as Spiritual Lived Experience: How Five Christian Theologians Encounter the Spirit In and Through the Natural World." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1468834290.
Full textGunnarsson, Gunnar J. "”I don’t believe the meaning of life is all that profound” : A study of Icelandic teenagers’ life interpretation and values." Doctoral thesis, Stockholm University, Department of Education in Humanities and Social Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8144.
Full textWhat do teenagers recount about themselves and their interpretation of life and values, and what characterises individual teenagers’ perceptions and statements? What is the relation between teenagers’ life interpretation and values and social circumstances? What challenges to school religious education do the teenagers’ perceptions and statements represent? These questions are central to the study Icelandic Teenagers’ Life Interpretation and Values.
The purpose of the study was to investigate some central elements in teenagers’ life interpretation so as to discuss the results in terms of social circumstances in Iceland and of school religious education. The background is that Icelandic society, having been relatively homogeneous, has changed during the past few years with increased plurality.
The material the study was based on consists of interviews with Icelandic teenagers. In four articles included in the thesis different parts of the material collected are interpreted using a hermeneutic approach. The main result showed that the teenagers were in a field of tension between homogeneity and plurality on the one hand and security and insecurity on the other. The main trends in the material indicate a common reference framework at the same time as plurality emerges in the teenager’s verbal expressions; and while most spoke of their happiness and security, there was also awareness of the risk and threat that can transform the situation.
The material exhibited greater variation within each school than between schools. This suggests the effect of plurality on the younger generation in Iceland. Given this variation among individuals it is urgent to find an approach to religious education that takes greater account of the different pupils’ backgrounds, personal experience and existential questions.
Moore, Richard G. "A study of Brigham Young as an educational administrator." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2828.
Full textMackey, David R. "Niebuhr, Dewey, and the Ethics of a Christian Pragmatist Public Elementary School Teacher." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1291375868.
Full textOzar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.
Full textLewis, James R. "SPIRITUAL FITNESS AND RESILIENCE FORMATION THROUGH ARMY CHAPLAINS AND RELIGIOUS SUPPORT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447863288.
Full textSales, Terrelle Billy. "An Emancipatory Pedagogy of Jesus Christ| Toward a Decolonizing Epistemology of Education and Theology." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622261.
Full textThis decolonizing interpretive analysis serves to provide bicultural researchers the opportunity to engage and challenge the dominant literature on pedagogy, curriculum, methodology, and schooling. Bicultural researchers have been forced to navigate the dialectical social terrain of dominant/subordinate tensions and contradictions, as part of their process of survival, as subaltern or subordinate cultural citizens and critical scholars. This study seeks to deconstruct Eurocentric epistemicides that compartmentalize knowledge, particularly within the fields of theology and education. Western Christianity tends to separate God from humanity. This is an epistemological problem. The nature of this study necessitates a process by which critical theory, critical pedagogy, and liberation theology serve to reconstruct traditional Westernized notions of the interrelatedness of theology and education. This study seeks to determine what can be learned from a critical pedagogy of Jesus Christ by examining His integration of theology and pedagogy as presented in His praxis detailed in the New Testament. Jesus is positioned as the literal embodiment of both theology and pedagogy, where both are procured through praxis for liberation, resulting in an emancipatory pedagogy that reconciles humanity back to God and God to humanity.
Andersson, Karolina. ""Det finns ingen värld att leva i där du inte bor" : Levd religions möjligheter och utmaningar i religionskunskapsundervisningen." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384879.
Full textAl-Saud, Reem. "Female religious authority in Muslim societies : the case of the Da'iyat in Jeddah." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:cf61954d-93ef-46c2-a1ca-3e38e12bd9ec.
Full textCholee, Jin Sung. "Gender Analysis of Politics, Economics and Culture of Korean Reunification: Toward a Feminist Theological Foundation for Reunified Society." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/64.
Full textGiragosian, James Gerard. "Wisdom as Sophia: An Analysis of the Sophiologies of Three 19th-20th Century Russian Philosopher-Theologians--Vladimir Solovyov, Pavel Florensky, and Sergius Bulgakov--Implications for Adult Learning." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47730.
Full textPh. D.
Käller, Emelie. "“Egentligen är alla brainwashed” : En analys av den sekularistiska diskursen i ett audiovisuellt läromedel för svensk religionsundervisning." Thesis, Uppsala universitet, Tros- och livsåskådningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444618.
Full textVehapi, Flamur. "Conflict Resolution in Islam: Document Review of the Early Sources." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1446.
Full textDischer, Jennifer M. "A Narrative Analysis of Familial, Collegiate, and Professional Experiences that Enhance the Formation of Civic Engagement and Mission Commitment among Catholic Health Care Nurses." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1318997506.
Full text