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Tesis sobre el tema "Theological seminaries"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

Royael, Christopher George. "Best practices of faculty in the spiritual formation of Master of Divinity students /." Free full text is available to ORU patrons only; click to view:, 2005. http://wwwlib.umi.com/cr/oru/fullcit?p3163181.

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2

Raibley, Jonathan Lee. "Criteria for evaluating a seminary degree program." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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3

Ip, Pui-hang Perry. "Towards wisdom : Christian seminary and retreat /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946845.

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4

Tan, 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.

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5

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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6

Higgins, Jerome Sell. "A program of spiritual formation for men of mature years and experience preparing for presbyteral [sic] ordination in the Roman Catholic Church." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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7

Roberts, Edward J. "The seminary rector as pastor." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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8

Rutt, 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.

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9

Wegert, William E. "Seminary student spiritual formation recommendations based on a review of Scripture and a survey of evangelical seminaries /." Lynchburg, Va. : Liberty University, 1998. http://digitalcommons.liberty.edu.

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10

Hobbie, Gordon Dale. "An examination of the views of seminary professors regarding the use of clinical methods in homiletical training /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1992.

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11

Arnao, Thomas Victor. "HIV testing as a requirement for entrance into the diocesan major seminary." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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12

Schuerman, James T. "A spirituality for intercultural seminary formation for diocesan priesthood." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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13

Ringenberg, Roger. "A history of Jamaica Theological Seminary, 1960-1992." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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14

Palfreyman, Barrie J. "Associated Canadian Theological Schools internship program for ministry development." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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15

Girón, 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.

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16

Ip, Pui-hang Perry, and 葉沛珩. "Towards wisdom: Christian seminary and retreat." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986493.

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17

Wong, Ho-kwan Hogan. "A church and community centre, Statin." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945865.

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18

Meshramkar, 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.

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19

Beougher, Timothy K. "The revival of 1970 at Southwestern Baptist Theological Seminary : a history and evaluation /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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20

Utech, William G. "Assessing seminary effectiveness." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p030-0157.

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21

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.

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22

Cellamare, 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.

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23

Oliver, Richard S. "The development and evaluation of a seminary course in worship theology." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1137.

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24

Lunde, Joel S. "Curriculum proposals in mission for the Lutheran Brethren Seminary." Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.

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25

Maranan, Daniel. "Information technology in seminary education." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Thesis (M.A.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003.<br>Abstract 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.

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26

Lubag, Samson Bernabe. "An analysis of Third World perspectives on Christian leadership through Southeast Asia's graduate seminaries." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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27

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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28

Herring, Richard S. "Spiritual formation at six Thai evangelical theological institutions." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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29

Chung, John. "The status of training for Christian education leaders as offered in Korean seminaries." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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30

Morgan, Michael D. (Michael Darold). "Identifying Perceived Indicators of Institutional Quality in Theological Schools." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278481/.

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The purpose of this study was to identify a set of perceived indicators of institutional quality for theological schools. To identify the most commonly agreed upon indicators of perceived quality for theological schools, 69 variable indicators of quality were selected from research regarding quality in higher education and in theological schools and compiled into the Inventory of Determinants of Quality for Theological Schools (IDQTS). This instrument was mailed to presidents or deans of non-Catholic theological schools, theological school faculty members, theological school graduates who are practicing ministers, and church leaders. Of the 487 surveys mailed, 288 were returned to be included in this study. The analysis of variance (ANOVA) procedure was executed for each of the 69 IDQTS items to determine if the group means of the four study group responses were significantly different. The level of significance was set at .01. Thirty-nine IDQTS items were found to have no significant difference in the group means for responses at the .01 level. Twenty-nine of these 39 items were rated as Important or Most Important perceived indicators of institutional quality for theological schools with overall means of 3.00 or higher. Ten other items were rated as Less important to Unimportant perceived indicators of institutional quality for theological schools with overall means of 2.99 or lower. When the four study groups were treated as four individual raters and Kendall's Coefficient of Concordance was applied to their responses on the IDQTS, a W of .8881 was calculated with p < .01. Of the IDQTS items perceived to be ranked in the highest one-third of indicators of institutional quality in theological schools, eight were associated with student outcomes, five were associated with faculty, four were associated with administration and organization, four were associated with curriculum, one was associated with institutional demographics, one was associated with student services and none were associated with institutional resources.

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31

Ferrero, Anthony Thomas Stephen. "The rector of the seminary." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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32

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.

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33

Murray, Daniel L. "A canonical evaluation of college seminaries as presented in the program of priestly formation." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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34

Huehlefeld, Matthew Henry. "Canon 237 [section] 1 the seminary as canonical institute /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p029-0677.

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35

Nakajima, Mamoru George Hesselgrave David J. "A translation of David J. Hesselgrave's Today's choices for tomorrow's mission including an introduction to missiology in contemporary Japan /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Thesis (D. Miss.)--Trinity Evangelical Divinity School, 1993.<br>Abstract. Includes Japanese translation of Hesselgrave's Today's choices for tomorrow's mission. Includes bibliographical references (leaves 90-95).

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36

Bougie, Pierre. "Les autorités du séminaire d'après trois documents du 16e siècle." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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37

Morris, Judy Brooks. "Developing a strategic enrollment management plan for Southwestern Baptist Theological Seminary." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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38

Johnson, Aaron D. "A strategy to instill institutional stewardship in the student body of the New Orleans Baptist Theological Seminary." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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39

Jani, Witness. "Assessing the role of seminaries in the battle against sexual misconduct in the ministry." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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40

Holland, James Ray. "The implications for ministry of the teachings of Kenneth Cracknell with special reference to former students." Fort Worth, Tex. : [Texas Christian University], 2006. http://etd.tcu.edu/etdfiles/available/etd-10132009-085739/unrestricted/Holland.pdf.

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Thesis (D.Min.)--Brite Divinity School, Texas Christian University, 2006.<br>Title from dissertation title page (viewed Nov. 5, 2009). Includes abstract. "A project report and thesis submitted to the Faculty of Brite Divinity School in partial fulfillment of requirements for the degree of Doctor of Ministry, Pastoral Theology and Pastoral Counseling." Includes bibliographical references.

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41

Pudaite, Lien Jacob. "Developing a curriculum for the Northeast India Theological Seminary." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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42

Ruggles, Christopher V. "The authority of the local bishop in relationship to his seminarians." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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43

Rohrer, Jonathan. "The specific application and evaluation of andragogy in seminary." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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44

McInally, Thomas. "The alumni of the Scots colleges abroad, 1575-1799." Thesis, University of Aberdeen, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=135788.

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The small cemetery is all that remains ofthe Snow Kirk! in Old Aberdeen. The church itself fell into ruin in the eighteenth century having been used bythe Catholic community since the Reformation? The churchyard, however, continued to be used ' for Catholic burials into the twentieth century. Two wall plaques record the burial there ofthe brothers, John and James Sharp both priests who had worked on the mission in Scotland for many years? The funeral monuments attest to their piety and in John's case state that he hadbeen educated at the colleges at Scalan in Upper Glenlivet and Valhido'lid in Spain.4 Praise follows for his great learning and for his personal culture and manners:s the implicatIOn being that he owed these qualities to .. his education at the colleges. It is particularly charming that,the epitaph pll\~es equal emphasis on learning and urbanity. He had been trained at a Scots College abroad in the penal times when it was illegal to receive such an education in Scotland. While his . . memorial tablet commemorates his achievements the majority of Scots Catholics who attended the colleges abroad during the penal times have gone unrecorded.6 This dissertation will attempt to identify those students who through their contributions to cultural life of Scotland and elsewhere deserve greater academic attention. Historians have written on aspects of Catholic history during these times. Alphons Bellesheim7 , J F S Gordon8 and William Forbes-Leith9 have produced histories ofthe Catho~.ic Church in Scotland. Their accounts, though ofgreat value, are more than a century old with consequent short-comings. Bellesheim, the German historian, wrote his four volumes on the history ofthe Church in Scotland from the earliest times. Volume 4 deals with post-Reformation history and concentrates on missionary work, particularly that of the Jesuits, in Scotland. The style is anecdotal and his approach is hagiographical. Gordon wrote his history in anticipation of the reestablishment ofthe Scottish hierarchy in 1878. The main part of his text is devoted to ', supporting this and the Penal Times are covered only in an extensive foreword in which he attempts a broad sweep ofthe subject and like Bellesheim relies heavily on unreferenced source material. Both ofForbes-Leith's major works are heavily dependent on the accounts ofthe troubles of Catholic individuals from the late sixteenth to the eighteenth century. In nature they are family histories dominated by a small number ofnorthern families including:tJordon, Forbes and Leith. In all these histories passing reference is made to the Scots colleges abroad but no asse~~mentof their impact is attempted. More recently Mark DilworthlO , Maurice Taylorll and Brian M Halloranl2 have produced histories of individual Scots colleges and an anthology ofessays on the Pontifical Scots College in Rome was produced to' celebrate its 400th anniversary.13 The Innes Review continues to produce scholarly articles on many aspects of Scottish CathoIicism.14 However, the vast majority ofthese accounts are focused exclusively on religious matters as is unsurprising since almost all ofthe historians involved are ordained priests, secular and regular, and therefore writing from a professional or vocational perspective. IS The impact ofthe Scots Catholic colleges in Europe during ,' this period has not yet been addressed as a whole, either in terms ofsecular history or ofthe wider influence ofthe alumni ofthe colleges. This dissertation has two foci. The first is a statistical analysis ofthe prosopographical information contained in the college registers ofstudents. Together with other archival material this gives a view ofpatterns of attendance and trends sustained over time. The main details covered with regard to the students are age, family background (social and occupational), geographical origin and relationships with wider Catholic and Scottish networks. This is all original work based on primary sources.16 The last comprehensive review ofthis college material was organised by P J Anderson17 more than a century ago and consisted ofthe assembly ofprimary material without translation or analysis. More recent attempts at prosopography have been those ofHalloran (a partial reconstruction ofthe missing Paris college records) . and Dilworth (a listing ofthe known members ofthe Wiirzburg Schottenkloster). In neither case was any analysis ofthe data attempted. My data base ofstudents was produced after rigorous examination or re-examination of original college archival material surviving in Scotland and on the continent. Wherever possible corroborative cross referencing was made with other archives - particularly those ofthe Society of Jesus18 and the Congregation ofPropaganth'FideJ9 in Rome - and therefore represents a significant advance on any earlier work attempted in the field.Ã‚Â• , A second focus ofthe dissertation is on the cultural impact that the colleges achieved through their alumni. In the compass of a doctoral dissertation it is simply impossible to give a full account of the cultural or political activities ofso many individuals active over such a geographical area and a span ofcenturies. The overview attempted is only indicative ofthe scope and degree of influence achieved and in no way intended to be comprehensive or definitive. It is supported quantitatively, however, by the statistical analysis ofthe data base which establishes the minimum numbers of Scottish alumni active in various fields such as the Church, military and state service, commerce, academic research, humanities, art and architecture A number ofthe most famous students ofthe colleges have been evaluated .already as contributors to their own field of endeavour either in biographies21 or within general histories.22 In each case they have been treated as individuals with little suggestion that they belonged to a corpus ofalumni that benefited from the unique privileges which attendance at a Scots college conferred. This omission becomes more regrettable when an assessment is made ofthe other students ofthe colleges in more than two centuries who have escaped the attention of historians or have received only the most peremptory ofaccounts. In a preliminary way this dissertation attempts to sketch some ofthe connections which emerge when these individuals are viewed in context. Again the constraints of space have limited the background which I have been able to provide. What is offered is inte.tfded only to aid the reader in having some .A sense ofthe world in which the Scots alumni existed. It is in .no way . primar;:.to the dissertation or fundamental to its purpose or claims. In my researches I have had access to a number of archives of primary materials. As well as those ofthe Jesuits and Propaganda Fide already mentioned were the MadridlValladolid College (now in Salamanca) and the Roman College: also the Archivio Segreto Vaticano and Biblioteca Apostolica Vaticana were examined for relevant material. The University of WUrzburg kindly allowed me access to surviving manuscripts from that city's Schottenkloster. I have made extensive use ofthe Scottish Catholic Archives in Edinburgh and found valuable material in the Special Collections ofthe University ofAberdeen and in the City ofAberdeen's archives.. ,. The methodology which I have adopted in constructing this dissertation is to have discussed in order the following: the founding ofthe colleges; the basis oftheir academic success; the numbers and backgrounds ofstudents who attended; their contributions to the Catholic mission in Scotland; further contributions to the wider Catholic Church; those alumni who took up significant positions in Military or State service; those who were prominent in scholarly or academic life; and those noted for scientific, business or.artistic excellence. In all cases, where relevant, statistical analysis ofthe data base has been used to support any conclusions drawn. One more point requires to be made in this preface: to declare my personal viewpoint. By confession I am a Catholic, Scottish but ofIrish ancestry. This has driven much ofmy interest in this research but I have striven to avoid it colouring my objectivity. I sta~ed the research in a state of almost complete ignorance and was driven by curiosity which only intensified the more I learned. If! have weighed evidence more lightly or exaggerated outcomes more than a totally objective commentator from a wholly secular background might have done then in my defence I might claim that I have done no more than partially to rectify the imbalance shown by past historians in their almost total neglect or denial ofthe substantial contributions to cultural developments achieved by the Scots Colleges abroad.

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45

Sutjiono, Rohana Joshua. "The relevance and effectiveness of the curricula of theological institutions in Indonesia in addressing ministry issues related to Islamic and animistic rituals." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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46

Robertson, R. John. "Samuel Miller (1769-1850) and professional education for the ministry." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p048-0346.

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47

Campbell, David S. "The need for spiritual formation training in seminary education and basic features of a spiritual formation curriculum." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Thesis (M.A.)--Denver Conservative Baptist Seminary, 1993.<br>Appendix 1. "Addendum to 'Features of course design.'"-- Appendix 2. "Course handouts." Includes bibliographical references (leaves 153-159).

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48

黃偉健 and Wai-kin Benny Wong. "Redevelopment of China Graduates School of Theology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984897.

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49

Doran, David M. "Developing and implementing a course on philosophy of church ministry for a Baptist seminary." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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50

Chiroma, Nathan Hussaini. "Critical evaluation of mentoring programmes in theological seminaries of the Evangelical Church of West Africa (ECWA)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71895.

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Thesis (PhD)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The concept of mentoring has received substantial attention in the literature, as is evidenced by the quantity and quality of empirical and theoretical scholarship on the topic. In the post-modern era, we have seen a proliferation of evangelical schools engaging in the effort to better equip our present and future leaders. No longer can it be assumed that incoming seminary students have a working knowledge of the basics of the Christian faith. The aim of this study is an attempt to explore the impact of mentoring in theological seminaries. It is true that mentoring programmes are increasingly popular interventions strategies in many organizations; and although successful mentoring relationships can promote a range of positive developmental outcomes, relationships that fail can lead to decrements in a person’s functioning and self-esteem. This study explores the various mentoring programmes in three ECWA (Evangelical Church Winning All formerly Evangelical Church of West Africa. See details of name change in footnote 3, Chapter 1) seminaries and evaluates its impact on both the graduates and the mentors. The study further explored if mentoring can contribute to the holistic development of seminary students, and what avenues there are for mentoring involvement in the seminaries under consideration. Graduates between 2011 and 2005 of the 3 seminaries who went through mentoring programmes while at the seminary, current faculty mentors and the heads of the 3 institutions were included as respondents. A qualitative approached was used, applying focus groups and individual interviews to obtain data. The empirical findings of this research reveal that mentoring plays an important role in the holistic development of seminary students especially in three areas, namely spiritual formation, character and ministry formation. It has shown that integration of mentoring in theological seminaries is both biblically necessary and practically possible. Despite the fact that respondents identified mentoring as helping them in their holistic development as graduates, they still believed that mentoring is not effective in the seminaries. The heads of institutions and the faculty respondents also agreed that even though mentoring is taken place in the 3 seminaries, it lacks several aspects of effectiveness, i.e. lack of documentation on mentoring, lack of supervision of mentors, lack of proper mentoring administration, lack of standardized procedures with regards to mentoring, lack of training for mentors, etc. The study makes several recommendations as to improve the effectiveness of mentoring, with special focus on the youth.<br>AFRIKAANSE OPSOMMING: Die konsep van mentorskap het die afgelope tyd substansiële aandag in die literatuur geniet, soos gesien kan word in die hoeveelheid en kwaliteit empiriese en teoretiese studies oor die onderwerp. Ons sien in die post-moderne era `n vermeerdering in die evangeliese skole wat moeite doen om hulle huidige en toekomstige leiers beter toe te rus. Dit kan nie meer aangeneem word dat inkomende seminarium studente kennis het van selfs die basiese beginsels van die Christelike geloof nie. Die doel van hierdie studie is `n poging om die impak van mentorskap in teologiese seminariums te ondersoek. Dit is so dat mentorskap programme toenemend gewilde intervensie strategieë is in baie organisasies, en alhoewel suksesvolle mentorskap verhoudings `n reeks positiewe ontwikkelingsuitkomste kan bevorder, net so kan verhoudings wat faal, lei tot geweldige skade in `n persoon se funksionering en selfbeeld. Hierdie studie ondersoek die verskeie mentorskap programme in drie ECWA (Evangelical Church Winning All formerly Evangelical Church of West Africa. Sien die gedetaileerde verduideliking in voetnota 3, Hoofstuk 1) seminariums en evalueer die impak daarvan op beide die afgestudeerdes en die mentors. Die studie ondersoek verder of mentorskap kan bydra tot die holistiese onwikkeling van seminarium studente, en watter moontlikhede daar is vir mentorskap betrokkenheid in die betrokke seminariums. Afgestudeerde studente (tussen 2011 en 2005) van die drie seminariums wat deel was van mentorskap programme tydens hulle studies, huidige fakulteitsmentors en die hoofde van die drie instellings is ingesluit as respondente. `n Kwalitatiewe benadering is gevolg, met fokusgroepe en individuele onderhoude as metodes vir data-insameling. Die empiriese bevindings van hierdie navorsing toon dat mentorskap `n belangrike rol speel in die holistiese ontwikkeling van seminarium studente in veral drie areas, naamlik spirituele formasie, karakterontwikkeling en die ontwikkeling van vaardighede vir die bediening. Dit toon verder dat `n integrasie van mentorskap in teologiese seminariums volgens bybelse terme nodig is en ook prakties moontlik is. Ten spyte van die feit dat respondente mentorskap identifiseer as bydraend tot hulle holistiese ontwikkeling as afgestudeerdes, is daar die persepsie dat mentorskap nie effektief in die seminariums toegepas word nie. Die hoofde van die instellings asook die fakulteitsrespondente is dit ook eens dat alhoewel mentorskap plaasvind in die drie seminariums, dit leemtes toon in onder andere die tekort aan dokumentasie oor mentorskap, die tekort aan supervisie vir mentors, tekort aan behoorlike mentorskap administrasie, die tekort aan gestandardiseerde prosedures met betrekking tot mentorskap, die tekort aan behoorlike opleiding vir mentors, ens. Die studie maak verskeie aanbevelings om die effektiwiteit van mentorskap te verbeter, met spesifieke verwysing na die jeug.

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