Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 126-139).

Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1977. / Abstract. Includes bibliographical references (leaves 397-402).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1987. / Abstract. Includes bibliographical references (leaves 159-162).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1984. / Abstract. Includes bibliographical references (leaves 139-150).

Thesis (M. Min.)--Cincinnati Christian Seminary, 1986. / Abstract.

Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 112-115).

As we look upon education today we notice quite a different emphasis form that of even twenty-five years ago, when the accumulation of much knowledge and many skills was the chief objective. There is a noticeable decrease in emphasis on the accumulation of facts for facts sake, and the curriculum has been enlivened by the utilization of real-life situations. In spite of these various efforts we realize that we are still devoting far too little time to the Christian education of boys and girls. It is, therefore, the purpose of this thesis to present a week-day extended program to supplement the present Sunday School and Vacation Bible School curriculum for juniors in the Mission Covenant Church, and to challenge workers to use modern and improved methods of teaching.

This thesis explores how and why literature and reading, as a practice within Christian families, can play an influential role in the spiritual formation of children. The first part presents a picture of Christian parenting, drawn from three theologians: Karl Barth on parents and children, based in the doctrines of creation and Christology, and the I/Thou relationship; the Roman Catholic doctrine of family as ‘domestic church’, as discussed by Florence Caffrey Bourg; and Stanley Hauweras, largely concerning his emphases of a Christian ethic, the narrative structure of life, and the Body of Christ as essential for raising children. The second part moves to investigate philosophy and literary theory, in order to show how literature is formative, from three philosophers: Richard Eldridge sees it as intellectually educational as one moves between autonomy and embeddedness in moral personhood; Martha Nussbaum argues that it is emotionally experiential, returning emotions, imagination and particulars to a central part of the search for a good life; and Wayne C. Booth presents it as an educating experience, in which one should fully engage with the work, reflect upon it, and share one’s assessments in discussion. In the last chapter and conclusion, four major themes are discussed—individuals in community, narrativity, the good life of faith, and open closure—in order to bring into clearer focus the ways literature and its formative nature can enhance the raising of children in faith, the task of Christian parents.

The purpose of this study was to determine the effect of theological education on philosophy of human nature among Sunday school teachers in the Church of the Nazarene. Research materials consisted of Wrightsman's Philosophy of Human Nature scale and a demographic questionnaire constructed by the researcher. These materials were mailed to a random sample of 188 Sunday school teachers in the Oregon-Pacific District of the Church of the Nazarene. Useable materials were received from 157 subjects for an 84% return rate. Data were analyzed by one-way analysis of variance, and tested for significance at the p < 0.05 level. The null hypothesis was retained: there was no difference in philosophy of human nature between subjects with different levels of theological education. Other findings were: 1) Oregon-Pacific Nazarene Sunday school teachers had moderately positive scores on all subscales of the PHN. Previous studies had reported that conservative Christians had negative scores on the PHN. 2) Oregon-Pacific Nazarene Sunday school teachers had a higher level of educational attainment than adults in the United States generally. 3) Women had more positive scores than men, although they had far less theological education than men. 4) Subjects with at least a college degree had more complex views of people than did those with a high school diploma or some college as the highest level of educational attainment. Recommendations were outlined for the practice of Christian education and for future research. These recommendations included the following: 1) use of the PHN as a screening device for Sunday school teachers, 2) cooperation between Nazarene colleges and district CL/SS boards to provide training opportunities for Sunday school teachers, 3) equipping of women for expanded leadership roles in Sunday school and church, 4) examination of differences that may exist in the philosophy of human nature between Sunday school teachers of different denominational groups, and 5) study of the relationship between training experiences, educational beliefs, and effectiveness of Sunday school teachers. / Graduation date: 1990

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1984. / Abstract. Includes bibliographical references (leaves 297-304).