Thesis (Ph.D.)--Baylor University, 2007. / Includes bibliographical references (p. 322-351).

Thesis (M.A.)--Western Conservative Baptist Seminary, 1991. / Abstract. Includes bibliographical references (leaves 60-63).

Thesis (Th. M.)--Dallas Theological Seminary, 1992. / Includes bibliographical references (leaves 73-78).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Charlotte, N.C., 2000. / Includes bibliographical references (leaves 444-461).

Thesis (Th. M.)--Dallas Theological Seminary, 1992. / Includes bibliographical references (leaves 73-78).

Thesis (Th. M.)--Dallas Theological Seminary, 1992. / Includes bibliographical references (leaves 73-78).

The "conflict thesis" that science and religious are inherently incompatible was by no means taken for granted by nineteenth-century scientists, religious thinkers, or cultural commentators. In fact, scientific exploration and religion happily coexisted for years, partially through the efforts of science writers who framed their potentially incendiary claims with narrative acknowledgements of a Great Creator. This paper examines the late-nineteenth century tension between scientific and religious epistemologies through the lens of children's religious education, claiming that children's Bible adaptations can be read as a lexicon of coping strategies through which religious adults attempted to gain control of the scientific threat to their faith. In short, by employing the techniques of fiction, writers of children's Bibles encouraged their child readers to engage with fiction in an imaginative register, diverting cosmological questions by encouraging children to see themselves and their relationship with God as porous, open, and accessible to a fantastical hyperreality. / text

Thesis (Ph.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed June 15, 2009). Includes abstract. Includes bibliographical references.

Thesis (MA(Ancient Languages and Cultures))--Universiteit van Pretoria, 2008. / Includes bibliographical references (leaves 77-81).

The United States has had an interesting and full history of debate over the place of religion in the public schools and each state has had its own unique history on the same subject. Religion/Bible saturated the typical public school in western Virginia before 1863. After West Virginia became a state, the saturation of religion/Bible gradually lessened, producing concern among some citizens. In 1917, the State adopted a direct plan for outside Bible study to incorporate elective Bible study class. Since 1935, however, there is no record of any statewide promotion of religion/Bible in the schools. In 1939 Bluefield, Mercer County, West Virginia, submitted a request to and received approval from the State Board of Education to offer Bible classes in its schools. Adjustments have been made to the program due to judicial or committee decisions. Some of these adjustments have been prompted by national and local controversy over religion/Bible in the public schools. Nevertheless, the existing Bible program has been sustained as a result of its location, community support, and dynamic leaders. The purpose of this study is two-fold: 1) to identify and describe the impact various influences such as the co-founders, the community, and the first teachers, had on the Bluefield Bible Program which contributed to its continued existence to this day; and 2) to create an accurate record of the history and proceedings of the Bluefield Bible Program. / Ed. D.