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Autor: Grafiati

Data publikacji: 25 lipca 2024

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1

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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2

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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5

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. Wyd. 2. Gladstone, Or: G. Whitefield Pub. Co., 1985.

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6

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

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7

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

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8

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

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9

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

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10

Karpikov, Aleksey, i 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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11

(Organization), Alpha International. The Alpha course: Explore the meaning of life. Deerfield, IL: Alpha North America, 2008.

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12

Kondrat'ev, Sergey. Theory and practice of personalized learning. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1098272.

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The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the Christian psychology of education, the general psychological and socio-psychological aspects of personalized learning are revealed, the psychological typification of students and teachers is justified, the extraordinary pedagogical interaction as a psychological mechanism of personalized learning is presented, the experimental construction of psychological types of primary school students based on the perception of educational material, as well as the typological features of teachers. Technologies of personalized learning are presented. The monograph reflects the results of many years of theoretical and experimental research of the author. It is of interest to seminarians, students, postgraduates of Orthodox educational institutions, students of Higher theological courses, faculties of advanced training and retraining, as well as philosophers, psychologists, teachers, social workers, and specialists in the field of education.

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13

Evangelism - Which Way Now?: An Evaluation of Alpha, Emmaus, Cell Church and Other Contemporary Strategies for Evangelism. Church House Publishing, 2010.

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14

Evangelism: Which Way Now?: An Evaluation of Contemporary Strategies for Evangelism. Wyd. 2. Church House Pub., 2007.

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15

Cottrell, Stephen. Emmaus: Introduction. Cyhoeddiadau Mei, 1996.

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Cottrell, Stephen. Emmaus: Stage 2-Nurture. Cyhoeddiadau Mei, 1996.

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17

Cottrell, Stephen. Emmaus: STAGE 3-KNOWING GOD. Cyhoeddiadau Mei, 1996.

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18

Cottrell, Stephen. Emmaus: Stage 3-Grow.as a Chrn. Cyhoeddiadau Mei, 1996.

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19

Manser, Martin H. Crash Course on Christian Teaching (Crash Courses). Hodder & Stoughton, 1999.

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20

The Alpha Course Manual. Alpha International, 2005.

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21

Walston, Rick. Walston's Guide to Christian Distance Learning: Earning Degrees Nontraditionally, 4th edition. Wyd. 4. Persuasion Press, 1999.

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22

How to Run an Alpha Course: Telling Others. Alpha Resources, 2004.

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23

Purdy, John C. Blessed Are You, the Beatitudes of Jesus in Scripture and in Life: Resource Book (Elective Courses). Augsburg Fortress Publishers, 2000.

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24

Gumbel, Nicky. Telling Others. Wyd. 2. Kingsway Publications, 2001.

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25

Gumbel, Nicky. Telling Others. Kingsway Publications, 1997.

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26

Brown, Joshua R. Teaching Comparative Political Theology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0011.

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In today’s global and higher education contexts, engaging Chinese language and culture has and will become increasingly relevant and marketable for theology and religion (TRS) departments. This chapter provides a guide for instructors not trained in Chinese religions or philosophy, but who can make use of a comparative course facilitating an encounter between Christianity and Chinese religious traditions. The first part discusses general learning objectives and intellectual habits cultivated in comparative courses, and three guiding principles for text selection. In the second part, I provide a concrete application of these principles by offering sample texts for a course on Catholicism and Confucianism, with additional insights for selecting texts for courses treating other Chinese or Christian traditions.

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