The problem of this study was to analyze the teaching of religion in the state universities of Texas. The purposes of the study were (1) to describe instructors of religion, (2) to describe programs of chairs of religion, and (3) to examine the points of view of administrators who regulate Bible Chairs. The findings of the study are presented in five chapters. Chapter I is an introduction delineating the procedure taken in the study. Chapter II is an historical review of the literature and supplemental data. Chapter III outlines the process of data collection. Chapter IV contains a presentation of findings from university catalogs, instructors' information sheets, and data from questionnaires.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

It was the purpose of this study to discover to what degree the Methodist Group Graded Curriculum for junior age (nine-ten-eleven year old) children is applicable to the experiences or rural children. Criteria for evaluation have been set up through examination of the philosophy governing certain public school programs for rural children, and the philosophy tor religious education of rural children as revealed in certain national and denominational publications on rural church life end education. An analysis has been made of the Junior Group Grade Curriculum of the Methodist Church for the cycle beginning October, 1949, and extending through September, 1952. Charts or the units of study show the experiences planned for boys and girls. A comparison of the experiences listed in the charts and their agreement with the criteria proposed for evaluation has led to the conclusion described in the summary.

Text in German / This dissertation shows the possibilities of interdisciplinary application of principles and methods in bible didactics, adult education, school education and learning style research to Christian education in evangelical free churches. The research objective is the establishment and development of a bible didactic methodology for practical teaching in order to convey biblical contents to postmodern adults. This objective is achieved by the practical-theological establishment of the necessity of basic biblical education in free churches, the presentation of the postmodernist church pedagogical framework for bible courses, the elaboration of possible applications of didactic principles of bible didactics, adult education and school education for conveying biblical contents in bible courses, and finally, by the compilation of suitable bible didactic principles and methods for bible courses. The dissertation closes by stating the requirements of pastors and teachers in free churches as well as the challenges of church pedagogy training for future pastors. / Practical Theology / M. Th. (Practical Theology)

Thesis (MTh (Practical Theology and Missiology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this thesis is to determine, in a practical theological way, (1) the impact culture is having on the teaching at the African Bible College, (2) to develop a revised praxis for the intercultural teaching at ABC, and (3) for ABC to become a more culturally relevant teaching institution as a result. Since cultural differences can often become a great barrier for any intercultural endeavor, and being that ABC is made up of mostly American professors and mostly Malawian students, there is a need to evaluate the challenges that are taking place in this mixed cultural institution. The research questions, which this study addresses, are as follows: 1. What kind of intercultural teaching exists at ABC? What are some of the strengths and weaknesses of ABC’s intercultural teaching? What are some of the current intercultural barriers existing at ABC? How do Malawian learning styles / cultural issues play into intercultural teaching? What kind of “cultural baggage” exists at ABC? 2. What does it mean to be culturally relevant and why is it important? In other words, what are some of the key elements of teaching interculturally? What are some of the common problems? What is contextualization? Interculturation? Westernization? Etc. 3. What is desirable intercultural teaching for ABC? In other words, what models in intercultural teaching would be more appropriate for ABC and why? What should effective intercultural teaching look like at ABC? How can ABC sustain long-term and effective intercultural teaching? An introduction to the subject of intercultural teaching and an empirical investigation of ABC’s teaching is the focus of chapter 2. Chapter 3 introduces several intercultural teaching models and theories that were then used to evaluate and interpret the teaching at ABC. Chapter 3 is mostly devoted to the interpretation of ABC’s teaching in light of these models. Chapter 4 has been devoted to laying out a theological and ethical basis (the normative task) for intercultural teaching. Chapter 5 focuses on the revised praxes for ABC, offering several suggestions for becoming a more culturally relevant teaching institution. In addition, several recommendations for further research and study were made at the end of this thesis. / AFRIKAANSE OPSOMMING: Hierdie tesis het ten doel om op 'n prakties-teologiese manier (1) die impak van kultuur op onderrig aan die African Bible College (ABC) te bepaal, (2) 'n hersiene praktyk vir tussenkulturele onderrig aan die ABC te ontwikkel, en (3) die ABC gevolglik in 'n meer kultureel tersaaklike onderriginstelling te verander. Aangesien kultuurverskille dikwels enige tussenkulturele poging verhinder, en aangesien die ABC voorts meestal uit Amerikaanse professors en Malawiese studente bestaan, is daar 'n behoefte om die uitdagings van hierdie kultureel vermengde instelling te beoordeel. Die navorsingsvrae waarna hierdie studie ondersoek instel, is soos volg: 1. Watter soort tussenkulturele onderrig vind tans aan die ABC plaas? Met ander woorde, hoe vaar die ABC wat betref onderrig op 'n kultureel tersaaklike manier? Wat is die sterk en swak punte van onderrig aan die ABC? Watter tussenkulturele versperrings bestaan tans in die ABC? Hoe word Malawiese leerstyle/kultuurkwessies by tussenkulturele onderrig geintegreer? Watter soort ekulturele bagasie f is by die ABC ter sprake? 2. Wat beteken dit om kultureel tersaaklik te wees, en hoekom is dit belangrik? Met ander woorde, wat is sommige van die kernelemente van tussenkulturele onderrig? Wat is die algemene probleme? Wat is kontekstualisasie, interkulturasie, verwestering, ensovoorts? 3. Wat is die gewenste vorm van tussenkulturele onderrig vir die ABC? Met ander woorde, watter modelle vir tussenkulturele onderrig sou meer geskik wees vir die ABC, en hoekom? Hoe behoort doeltreffende tussenkulturele onderrig aan die ABC daar uit te sien? Hoe kan die ABC langtermyn- en doeltreffende tussenkulturele onderrig handhaaf? Hoofstuk 2 bied 'n inleiding tot die konsep van tussenkulturele onderrig, en 'n empiriese ondersoek na die ABC se onderrigstyl. In hoofstuk 3 word verskeie modelle en teoriee vir tussenkulturele onderrig bekend gestel, wat vervolgens gebruik is om onderrig aan die ABC te beoordeel en te vertolk. Die hoofstuk is dus hoofsaaklik aan die vertolking van die ABC se onderrig aan die hand van hierdie modelle gewy. Hoofstuk 4 bied 'n teologiese en etiese grondslag (die normatiewe taak) vir tussenkulturele onderrig, waarna hoofstuk 5 op die hersiene praktyke vir die ABC konsentreer, met verskeie voorstelle oor hoe die onderriginstelling meer kultureel tersaaklik kan word. Die tesis sluit af met etlike aanbevelings vir verdere navorsing en studie.

斯賓諾莎的《神學政治論》向來被認為是現代自由民主、與聖經批判的哲學性起源，學者大多認為斯賓諾莎以一種科學式的方法來研究聖經。本文旨在研究斯賓諾莎的聖經觀與宗教觀。藉著對十七世紀荷蘭神學－政治背景、以及《神學政治論》第七章到第十五章的分析，來說明斯賓諾莎所關心的並不是「如何解釋聖經」，而是「誰有權釋經」。他並不是藉著一種客觀的方法論來研究聖經，而是將解釋聖經的判准建立在解釋者的德性之上。而後不斷質疑各種可能形成解釋權威、壟斷信仰的科學式或理論性宗教知識。他把信仰的本質還原為生活，並且主張唯有解釋者有道德行為，他對聖經的解釋才可能是真的。因此，斯賓諾莎解釋聖經的方式不是一種聖經批判，而是一種德性證成的觀點。藉此，他把解釋聖經的權利還諸一切信仰者，並且將哲學與神學分離，前者的基礎是思辨理論，後者的基礎是道德實踐。 / Spinoza's Tractatus Theologico-Politicus has always been regarded as the philosophical origin of modern liberal democracy and modern biblical criticism. Most scholars consider Spinoza’s biblical study as a kind of scientific method. This thesis aims at Spinoza’s view of the Bible and his view of religion. By a description of the theological-political background of the 17th century Dutch, and an analysis of Tractatus Theologico-Politicus Chapters 7 through 15, I would demonstrate that Spinoza cares not “how to study the Scripture” but “who has the authority to interpret the Scripture.” He does not study the Scripture by means of an objective methodology, rather, he sets up the criteria of biblical interpretation upon the virtue of interpreters. Then he doubts constantly every kind of theoretical knowledge of religion which may become the authority of interpretation and monopolize the faith. He reduces the essence of faith to life, and claims that only when an interpreter is moral, can his interpretation of the Scripture be true. Therefore, Spinoza’s interpretation of the Bible is not a kind of biblical-criticism, but a kind of justification by means of virtue. By doing so (or simply “Thus”), he returns the right of interpreting Scripture back to all believers, and separates philosophy away from theology. The foundation of philosophy is speculative theory, and theology is based on moral practices.

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Text in German / This dissertation shows the possibilities of interdisciplinary application of principles and methods in bible didactics, adult education, school education and learning style research to Christian education in evangelical free churches. The research objective is the establishment and development of a bible didactic methodology for practical teaching in order to convey biblical contents to postmodern adults. This objective is achieved by the practical-theological establishment of the necessity of basic biblical education in free churches, the presentation of the postmodernist church pedagogical framework for bible courses, the elaboration of possible applications of didactic principles of bible didactics, adult education and school education for conveying biblical contents in bible courses, and finally, by the compilation of suitable bible didactic principles and methods for bible courses. The dissertation closes by stating the requirements of pastors and teachers in free churches as well as the challenges of church pedagogy training for future pastors. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

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.