Thesis (M.A.)--Catholic Theological Union at Chicago, 1997. / Vita. Includes bibliographical references (leaves [63]-64).

Thesis (M.S.)--Tennessee Temple University, 1986.

Thesis (M.T.S.)--Catholic Theological Union, 1982. / Bibliography: leaf 83.

Thesis (M.A.)--Emmanuel School of Religion, 2007. / Vita. Description based on microfiche version record. Includes bibliographical references (leaves 77-79).

The aim of this thesis is to design an appropriate curriculum for early Christian education in the context of Korean early Christian education, which has not been fully developed and in which country there have been but few such curricula in Christian schools for young children. For the designing of a curriculum which will be effective in content and method, the study of Piaget's theory as one which can be helpful for the effectiveness of early childhood education is essential. This aim is developed in chapter 1. In chapter 2, in order to understand Piaget's cognitive development theory clearly, the definition of terms, the factor of the sensori-motor period, and that of the pre-operational period are dealt with. To assist in the understanding of Piaget's theory, terms such as schema, assimilation, accommodation, and equilibration are defined and exemplified. In chapter 3, the educational implications of Piaget's theory, for specifically Christian education, yielded up three categories: sequencing and content of curriculum, and methodology of teaching. The Kamii and Lavatelli programmes based on Piaget's theory are discussed. Children's God-concept development theories of Goldman, Williams, and Elkind - based on Piaget's theory - are discussed in chapter 4. Goldman found in his research that there are three main stages of children's religious thinking: the pre-religious stage, the sub-religious stage, and the religious stage.

Thesis (M.R.E.)--Cincinnati Bible Seminary, 1989. / Abstract. Includes bibliographical references (leaves 318-319).

Thesis (Ph.D)--Murdoch University, 2001. / Thesis submitted to the Division of Social Sciences, Humanities and Education. Bibliography: leaves 437-526.

Thesis (M.A.)--Emmanuel School of Religion, 2007. / Vita. Includes bibliographical references (leaves 77-79).

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.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1975. / Abstract. Includes bibliographical references (leaves 73-78).