Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 100-108).

Competency based adult education and theological education are synthesized to identify a core of minimal competencies needed by beginning pastors of congregations of the Church of God (Anderson, Indiana) in the United States. Research methods are qualitative and descriptive, using triangulation to increase dependability. Triangulation involves multiple methods (literature review, interviews, and surveys) and multiple populations (ancient authorities, contemporary authorities, pastors, lay people, and seminary professors). The most dependable conclusions reached are those suggested by all methods and populations.The theory and practice of competency based adult education are presented. Theological education is reviewed through history, across denominations, and in the church of God. Examples of competency based theological education are presented.The most important competencies identified for beginning pastors are attitudinal (affective domain): honesty, integrity, love for God and people, personal belief in the gospel, being filled with the Holy Spirit, commitment to Christian standards, a sense of being called to ministry, and a strong commitment to ministry.Other important competencies are knowledge (cognitive domain): the nature and content of biblical literature, techniques of exegesis and interpretation, pastoral methods, and knowledge of people in their social setting. Important skill competencies (psychomotor domain) are also identified: leadership, communication and human relationships, biblical exegesis and interpretation, and personal devotional skills. / Department of Educational Leadership

Thesis (D. Min.)--Trinity International University, 2006. / Abstract. Includes bibliographical references (leaves 172-175).

Thesis (D. Min.)--Trinity International University, 2006. / Abstract. Includes bibliographical references (leaves 172-175).

Thesis (D. Min.)--Covenant Theological Seminary, 2009. / Includes abstract. Bibliography: leaves 205-211.

Bayreuth, University, Diss., 2004.

Thesis (D. Min.)--Ashland Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 135-142).

Thesis (D. Min.)--Ashland Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 135-142).

Thesis (D. Min.)--Ashland Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 135-142).

In the history of the Christian religion there may be no parallel to the Worldwide Church of God’s radical transformation from a marginal sect to a recognized denomination. Formed around Herbert W. Armstrong (1892-1986), the sect became one of the largest religious media ministries, offering the Plain Truth magazine and the World Tomorrow radio and television programs. After Armstrong’s death, the sect was headed by Joseph W. Tkach who, before his own death in 1996, reformed some beliefs and practices. He was succeeded by his son, Joseph Tkach, who renounced the sect’s dependence on Armstrong’s teachings. A significant issue in this transformation was the Worldwide Church of God’s adoption of the Christian Doctrine of the Holy Trinity. The cognitive developmental theories of Karl Helmut Reich, of Switzerland, outlined in his book Developing the Horizons of the Mind (Cambridge University Press, 2002), are related to the application of the idea of complementarity, drawn from quantum physics, to the resolution of paradoxical ideas , with some reference to the Doctrine of the Trinity. The focus of the research was on how these leaders, as change agents, were able to demonstrate development of their thinking, (as gauged by their understanding of the Trinity Doctrine) according to Reich’s stage theory. As the first study of this kind, the results were enlightening and raised hope about the ability of Reich’s theory to explain the phenomenon studied and also revealed progress in the transformation or conversion of Worldwide Church of God leaders. / Doctor of Philosophy (PhD)