Dissertations / Theses on the topic 'Theological Education'
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Ward, David C. "Theological archaeology a model for theological reflection in field education /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Full textRutt, Douglas Lynn. "Anfechtung and the formation of theological habitus implications for theological education /." Online full text .pdf document, available to Fuller patrons only, 1997. http://www.tren.com.
Full textKeikung, Anjo L. "Theological education by extension in India /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Full textStuerzenhofecker, Katja. "Transforming practical theological education in the changing context of non-confessional higher education." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620544.
Full textManyango, Wilfred M. "Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115115/.
Full textFloyd, Gary M. "Theological education by extension : an annotated bibliography /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full textNorthing, Janet Frances. "A theological reflection on education, and an educational reflection on theology." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17392/.
Full textTan, Sunny Boon-Sang. "Community-building a formative principle in theological education (with special reference to the Baptist Theological Seminary, Malaysia) /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
Full textEsqueda, Octavio J. "Theological Higher Education in Cuba: A Case Study of the Eastern Cuba Baptist Theological Seminary." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4331/.
Full textAlexander, Paul R. "A missional rationale for theological education and training." Thesis, Bangor University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445090.
Full textBeggs, Michael Lee. "The authority of the Bible for theological education." Thesis, King's College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397320.
Full textAsh, Carisa A. "The theological influences of Luther's philosophy of education." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textMontano, Steffano. "Theoretical Foundations for an Intercultural, Antiracist Theological Education:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108647.
Full textCatholic theological education in the United States of America in the year 2019 (and beyond) must confront the realities of racism and ethnocentrism, and understand how racist and ethnocentric epistemologies intrude into the classroom. These epistemologies interfere with the ways that theological educators are able to teach about and through an anthropology of the imago Dei that demands an equitable valuation of people of color, both socially and theologically. Yet a history of a “white savior complex” pervades Catholic theological education in the U.S. and stands in the way of cherishing the theological agency and contributions of people of color. Such a complex can be addressed through the use of antiracist and intercultural pedagogies that allows the scholarship and experiences of people of color, both students and academics, to achieve equitable impact in theological education and that leads all students to reflect on the development of their racial, ethnic, and cultural identities. The use of four distinct antiracist and intercultural pedagogical pillars are developed and illustrated through vignettes pulled from the experiences of theological educators teaching about racism and ethnocentrism in Catholic colleges and universities in the U.S
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology
Tran, Nghi. "Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68056/.
Full textMaranan, Daniel. "Information technology in seminary education." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textAbstract and vita. A master's project submitted to the Faculty of Gordon-Conwell Theological Seminary in partial fulfillment of the requirements for the degree of Master of Arts in Religion.
Ujan, Konrad S. "A program of field education for Roman Catholic theological education in Indonesia." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Full textBaltrip, Ryan. "Identifying Standards of Quality in Christian Online Theological Education." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5905.
Full textSnook, Stewart. "Effective theological education by extension case studies from Africa /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full textElich, Steven T. "Recovering a transformative perspective in theological education portraits in the history of education /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p002-0838.
Full textSouthorn, Dale Edward. "Contextual theological education and pastoral formation in a global church." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p075-0068.
Full textSutherland, Winston Terrance Lumsden D. Barry. "John Nelson Darby his contributions to contemporary theological higher education /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3609.
Full textKopp, Thomas J. "Planning a theological education program in a cross-cultural setting." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
Full textHinz, William. "Alan Watts' theological anthropology and its implications for religious education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60471.
Full textIn place of the typical Western image of God as an external personal being governing the universe by means of his omnipotent will and omniscient intellect, Watts argues in favour of the Eastern image of God as the mysterious depth and ground of all being.
If education is concerned with the task of enabling a person to grow and mature as a full human being and religion is concerned with fostering the uniquely human capacity to be fully present and open to the mystery and wonder of existence, then it follows that being educated and becoming religious are part of the same process. For Watts, religious education is characterized not according to a specific content but rather an underlying set of values which promote an awareness of humanity's interrelationship and interdependence with the rest of the universe.
Sutherland, Winston Terrance. "John Nelson Darby: His Contributions to Contemporary Theological Higher Education." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3609/.
Full textYang, Hong Yuen-Cheng. "Formation of Pentecostal spirituality through theological education toward effective ministry." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full textGaddis, Jason O'Neal. "Theological education in India balancing doctrinal soundness and cultural relevance /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Full textKiser, Dauna Marie. "Teaching caritas: reintegrating women's voices into thirteenth-century theological education." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2232.
Full textJun, Carolyn. "Toward understanding of Christian education from the Reformed perspective its educational ideas and theological foundations /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Full textGallagher, Suzanne J. "Theological reflection at work : a phenomenological study of learning processes." FIU Digital Commons, 2006. http://digitalcommons.fiu.edu/etd/3437.
Full textWisnosky, Marc. "Contemporary Orthodox Christian theological education in the United States of America." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725604.
Full textThis dissertation analyzes and compares the curricula within and across the eight Eastern Orthodox Christian seminaries in the United States of America through the lens of Theological or Pastoral orientation of the seminaries. This dissertation aims to address this deficiency in the literature on religious higher education in the United States of America.
This comparison of Orthodox seminary curricula is guided by three questions: What are the curricula in use at the eight Orthodox Christian seminaries in the United States of America? What distinctions arise from an analysis of these seminaries’ course descriptions and curricula? How do these curricula achieve the Assembly of Bishops’ goals for unity?
I employed an emergent design methodology to code, analyze, and compare over 400 course descriptions obtained from bulletins and course catalogs of the eight Orthodox Christian seminaries. The course descriptions were compared with other courses of the same institution, other courses offered by comparable institutions, and other courses I designated as similar based upon coding outcomes.
I found that the seminaries exhibited one of two innate foci: Theological orientation or Pastoral orientation. I compared the seeming orientations with the schools’ mission statements. I then solicited course syllabi to explore the courses in more depth to determine whether the course descriptions were accurate reflections of what was taught in the courses.
I surveyed seminary administrators and professors about the Theological or Pastoral orientation of their schools, and the preparedness of their seminary’s graduates to fulfill priestly duties. This allowed triangulation of data with the syllabi and course descriptions.
This dissertation engages the field of comparative and international education, providing a comparative analysis of internationally and ethnically affiliated schools. It aims to explore in more detail the variations in how future religious leaders are educated within one faith group. This dissertation also explores the international and historic diversity of Orthodox Christian groups in the United States of America. These analyses will enrich the field of religious higher education studies by revealing the inner workings of an entire religious community in the United States; a religious community little studied and little understood.
Seevers, Gary L. Jr. "Identification of Criteria for Delivery of Theological Education Through Distance Education: An International Delphi Study." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/30707.
Full textPh. D.
Seevers, Gary L. "Identification of criteria for delivery of theological education through distance education : an international Delphi study /." This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-81197-16953/.
Full textCellamare, Alan Jeffrey. "Leadership images the role of the evangelical seminary president in theological education /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full textNelson, Kenneth M. "Seminary without walls evaluating a working alternative to traditional theological education /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textLeighton, Lesley-Anne. "Incarnational Reality as an approach to missional theological education and training." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/21635/.
Full textVinton, William R. "A new training model for servant leadership in African theological education." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
Full textButzu, David Alan. "Sources for theological exploration a quadrilateral approach to elementary biblical education /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Full textCulbertson, Howard R. "Using theological education by extension to teach Biblical theology in Haiti." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Full textSchroeder, Susan Diane Moon Sun Myung. "The Unification Theological Seminary : an historical study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396842.
Full textIncludes tables. Typescript; issued also on microfilm. Sponsor: Douglas Sloan. Dissertation Committee: William B. Kennedy. Includes bibliographical references (leaves 287-297).
Cox, Christina Clayton. "Tradition, adaptation, and innovation in Asian evangelical theological education a study of concern for improvement as reflected in the accreditation standards of the Asia Theological Association /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Full textJohnson, James Benson II. "Academic freedom and the Southeastern Baptist Theological Seminary experience, 1979-1989." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618388.
Full textMeshramkar, Padmakar J. "An examination of the possible integration of several selected theological institutions of higher education in India." Theological Research Exchange Network (TREN) Access this title online, 1989. http://www.tren.com/search.cfm?p021-0025.
Full textRay, Abby A. (Abby Adams). "Theological Distance Learning through Trinity College and Theological Seminary: Programs, Problems, Perceptions, and Prospects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279339/.
Full textGirón, Rodolfo J. "Discipleship as a guiding model for the curriculum of the Eurasian Theological Seminary in Moscow, Russia." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p028-0289.
Full textJohnson, Richard H. "The believer as theologian a parish-based model of multi-generational theological reflection set within the context of sacred time /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textOverton, Mary O'Shan. "Teaching Writing for Ethical Transformation: A Relational Pedagogy for the Construction of Student Voices in Theological Writing." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104625.
Full textIn theological education in the United States, writing is taught primarily as an individualistic pursuit in which students demonstrate knowledge acquisition and conformity to the standards of academic English. This creates significant problems for students who hail from educational, linguistic, and cultural backgrounds unlike that of the dominant academic context. To address these problems, educators must expand beyond our vision of writing as a utilitarian product created in solitude to see it as a process of student ethical transformation that assists students to construct voices that connect to who whey are and better relate to their audiences and their contexts of ministry. Several resources are explored to support theological educators in enacting this pedagogical shift: 1) composition theory and linguistics describing writing as a socio-rhetorical activity that can aid students in the generative struggle of creating voices; 2) intersectional theory for an analysis of the construction a major theological figure’s prophetic voice; and 3) South African Ubuntu theology to reframe writing as an intentional relational process concerned with the ethical dimensions of communication. The final chapter outlines a practical process of pedagogical change for learners in the classroom and for theological institutions themselves. Given the radical change in the context of ministry and the demographics of our student bodies, theological educators must transform how we teach writing in order to recognize and respond to the educational needs of our diverse students as they prepare for a wide range of vocational callings; to enliven theological writing in the academy; and to increase writing’s relevance and responsiveness to the world and church in which we live and share our lives of faith
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
Campos, Ana María E. "Assessing curriculum needs for a M.A./CE degree program at Central American Theological Seminary." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Full textSlater, Brent D. "The ownership of knowledge : literacy and orality in theological education in Uganda." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26943.
Full textHayes, Edward Thomas. "An examination of contextual theological education in the Progressive Primitive Baptist Church." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/dissertations/2264.
Full textHovil, R. Jeremy G. "Transforming theological education in the Church of the Province of Uganda (Anglican)." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/5753.
Full textENGLISH ABSTRACT: This study presents a practical-theological examination of the changing face of theological education in the Church of Uganda (COU). It explores the hypothesis that both the effectiveness of the Church’s training and its mission are inextricably tied to their responsiveness and integrity in the midst of multiple transitions. As an example of practical theology, it identifies itself with the praxis-centred stance of the contemporary practical theology movement, an identification that makes it both action-oriented and contextual. The action-oriented nature of the research is introduced in Chapter One, where it is described using social-science categories, and is developed in Chapter Two through an introduction to a specific theological framework for transforming theological education. This framework guides the study along practical, biblical, missional and local lines. The contextual concern is maintained throughout the study. Chapters Three, Four and Five draw on an extensive primary database and explore the Ugandan context from the socioeconomic, socio-cultural and ecclesiastical perspectives. That contextual analysis is shaped by, and continually connects with the concerns of theological education and those chapters raise and explore a number of issues. These include socio-economic challenges such as dramatic regional variation and demographic change, the need for theological education to connect with culture, particularly in relation to its heterogeneity and its oral-literary nature, and the significance of the unique narrative and identity of the COU for its theological education. However, through the synthesis of these contextual findings, two dominant requirements for the transformation of theological education in the COU emerge, namely integration and flexibility. The history, curriculum, pedagogy and structures of theological education in the COU are then evaluated in Chapters Six and Seven in the light of those two requirements, as well as from the perspective of the discipline of curriculum development. The analysis recognises where recent developments in the sphere have already begun to incorporate these values, but it also highlights the need for more radical transformation. With this in mind, Chapter Eight then examines the implementation of a recent model of training, Integrated Leadership Development (ILD), into the COU. It suggests that ILD is not only a valuable programme of transformational training in itself, but that it also serves as a pointer to and catalyst for wider changes in the education programmes of the COU. Finally, the study concludes by synthesising the findings into a dynamic curriculum development model for use in transforming theological education in the COU. Furthermore, the application of the model demonstrates its relevance and generates some specific strategic recommendations for change. As such the study contributes to both the local and global discourse on theological education, and to the field of practical theology.
AFRIKAANSE OPSOMMING: Hierdie studie is ‘n prakties-teologiese ondersoek wat die veranderende gelaat van teologiese opleiding in die Anglikaanse Kerk van Uganda navors. Die navorsing ondersoek die hipotese dat beide die effektiwiteit van die kerk se opleiding sowel as sy roeping integraal verweef is met die kerk se vermoë om met integriteit te reageer op die stroom van veranderinge waarmee dit gekonfronteer word. As praktiese-teologiese ondersoek volg dit ‘n praxis-georiënteerde, kontekstueel betrokke benadering. Hoofstuk een lei dit in, stel die probleem en hipoteses en verduidelik voorts die sosiaal-wetenskaplike aard van die studie. Die tweede hoofstuk beskryf ‘n bepaalde teologiese raamwerk vir die transformasie van teologiese opleiding. Dié raamwerk begelei die studie prakties, bybels, missionêr en kontekstueel. Die studie ontwikkel kontekstueel. Hoofstukke drie tot vyf gebruik belangrike primêre navorsingsdata wanneer dit die Ugandese konteks uit verskillende verbandhoudende perspektiewe beskryf: sosio-ekonomies, sosio-kultureel en ekklesiologies. Die analises is voortdurend in dialoog met die sentrale tema van teologiese opleiding wat van verskeie hoeke oopgedek word. Wat uitstaan is die sosio-ekonomiese uitdagings wat teweeggebring is deur die demografiese veranderings wat plaasgevind het. Die belang van die verband tussen teologiese opleiding en die kulturele situasie word hoe langer hoe skerper belig en mens besef die implikasies van die land se kulturele heterogeniteit en sy mondelinge tradisie. Dit het ‘n bepalende effek or die storie van die Anglikaanse Kerk in Uganda en die aard van sy teologiese opleiding. Die sintese van die kontekstuele analise wys twee wesentlike vereistes vir die transformasieproses van teologiese opleiding in die kerk uit: integrasie en soepelheid. Die geskiedenis, kurrikulum, opvoedkunde en strukture van teologiese opleiding in die Anglikaanse Kerk in Uganda word in Hoofstuk Ses en Sewe in die lig van die twee vereistes ge-evalueer. Dit word ook getoets aan die vereistes van kurrikulum ontwikkeling. Die analise wys daarop dat resente ontwikkelinge in die vakgebied reeds geïnkorporeer is in die praktyk, maar toon aan dat radikaler stappe nodig is. Teen die agtergrond toon Hoofstuk Agt aan hoe die model van Geïntegreerde Leierskap Ontwikkeling in die kerk geïmplementeer word. As sodanig toon dit aan dat Geïntegreerde Leierskap Ontwikkeling ‘n waardevolle transformasiegerigte opleidingsprogram is wat die weg kan aantoon vir verreikende veranderinge in die opleidingsprogramme van die kerk. Die studie sluit af deur die bevindinge van die studie saam te voeg in ‘n dinamiese model vir kurrikulum ontwikkeling wat die transformasieproses in teologiese opleiding in die Anglikaanse Kerk van Uganda kan begelei. Die toepassing van die model wys reeds die toebaarheid daarvan uit en genereer voortdurend belangrike strategiese voorstelle op die pad van die transformasieproses in teologiese opleiding. As sodanig lewer dit ‘n praktiesteologiese bydrae in die plaaslike en globale gesprek oor teologiese opleiding.