Thesis (S.T.M.)--Concordia Theological Seminary, Ft. Wayne, 1999. / Includes bibliographical references (leaves 159-169).

Thesis (D. Min.)--Concordia Theological Seminary, Fort Wayne, Ind., 2000. / Abstract. Portions of appendices in Korean. Includes bibliographical references (leaves [168-175]).

Thesis (Ph. D. in Missiology)--Concordia Theological Seminary, Ft. Wayne, 2003. / Includes abstract. Includes bibliographical references (leaves 336-340).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2005. / Abstract. Includes bibliographical references (leaves 247-250).

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [98]-101).

This study presents the moratorium debate as a phenomenon of its own time. The challenges the moratorium debate poses to the Evangelical Lutheran Church in the Southern African/Central Diocese come under the spotlight. The AICs have taken the lead in attempting to live up to the “four selves” principle, that is, self-governing, self-supporting, self-propagating and self-theologizing, and areas which ELCSA/CD can learn from the AICs are highlighted. Finally the study explores issues of mutuality and interdependence, and few guidelines are proposed for ELCSA/CD. / Christian Spirituality / M. Th. (Missiology)

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esta tese procura recuperar os espaços de emancipação na história de vida de ex-alunas de escola comunitária luterana. Num primeiro momento, busca-se entender os conceitos de libertação, emancipação, autonomia racional e liberdade cristã. A partir da tessitura dos fios teórico-conceituais, o conceito emancipação humana é tomado, nesta tese, como categoria sintética, própria do movimento analítico-sintético da abordagem dialética.O segundo capítulo traz o percurso teórico-metodológico, que se fundamenta numa perspectiva etnográfica, permeada pela metodologia feminista e o referencial de gênero. Como técnica de pesquisa utiliza-se a história de vida, visando à pesquisa narrativa, em que se destacam a subjetividade, o cotidiano e a memória. Os capítulos três, quatro, cinco e seis apresentam, respectivamente, as narrativas das histórias de vida das ex-alunas: Anneliese, Ruth, Renita e Yvonne. O último capítulo recupera espaços de emancipação na história de vida das ex-alunas: o processo imigratório, lembranças da infância, da adolescência, os processos educacionais na família, na escola comunitária luterana, na igreja luterana, em outros espaços educacionais, a formação profissional, a constituição da própria família, a imagem de Deus, a leitura da Bíblia, a participação e a liderança em grupos comunitários até o ano 2005. Percebe-se nas histórias de vida das ex-alunas narradoras uma profunda influência da educação recebida na escola comunitária e na igreja luterana, repercutindo na conquista ou não de espaços emancipatórios. Ao permitirem o registro e a publicação de suas memórias, as ex-alunas narradoras colocam-se como sábias e educadoras, permitindo a reflexão sobre a importância da religião e da educação nos processos emancipatórios. A tese conclui enunciando que os espaços de emancipação se realizam no cotidiano histórico da existência, e que este é um processo plural, coletivo, conflituoso, dialético, pois aponta para o inacabamento da vida. / This dissertation has the purpose of retrieving the spaces of emancipation in the life stories of former female students of Lutheran community schools in Brazil. Initially the author tries to understand the concepts of liberation, emancipation, rational autonomy and Christian freedom. On the basis of the texture of the theoretical-conceptual threads, the concept of human emancipation is taken in this dissertation as a synthetic category that is peculiar to the analytical-synthetic movement of the dialectical approach. The second chapter describes the theoretical-methodological approach, which is based on an ethnographic perspective, permeated by a feminist methodology and the gender referent. The author uses the life story as research technique, aiming at a narrative investigation that highlights subjectivity, daily life and memory. The third, fourth, fifth and sixth chapters present the life stories told by the former females students, Anneliese, Ruth, Renita and Yvonne. The last chapter tries to identify spaces of emancipation in their life stories: the immigration process, childhood memories, adolescence memories, the educational processes in the family, the Lutheran community school, the Lutheran church, in other educational spaces, professional training, the constitution of their own family, their image of God, Bible reading, participation and leadership in community and/or congregational groups until 2005. Their narratives reveal a deep influence of the education they received in the community school and in the Lutheran church, bearing on the achievement or non-achievement of emancipatory spaces. By allowing their memories to be recorded and published, the narrators prove to be sages and educators, making it possible to reflect on the importance of religion and education in emancipation processes. The dissertation then concludes by discussing how the emancipation processes take place in the historical daily lives and by emphasizing that this process is a plural, collective, conflictive and dialectical one, for it points to the unfinished nature of human life.

MAAS / Centre for African Studies / The letter to the Romans congregation played an important role in defining theologies and doctrines in the early Church history period. The Church fathers and early reformers read this letter and other epistles meticulously to understand Paul’s theology and mission. Martin Luther’s reading of this letter, in particular verses 4 and 8, has always been referred to as the culmination of Luther’s theology. Luther’s theological statements on the Law and Gospel discourse became central in this case. Faith debates and discussions are critical in most communities. This research aims to look at how local congregations read Romans 1:17 especially focusing on the Tumelo and Tshiamiso biblical expressions. The key questions are: Are local community readings the same as those of Luther and other biblical scholars? Are context-dynamics of local community biblical readers essential in determining their reading of Romans 1:17? These two questions form the basis for this research study. The Marapyane local Lutheran community will be used as the research site. The research study will take into consideration current theories and approaches of biblical interpretation especially the works of the University of Kwa-Zulu Natal School of Theology Ujamaa Biblical Studies Project. Some of the theoretical views will include the works of Gerald West, Itumeleng Mosala and Justin Ukpong. Contextual Bible study methodologies and instruments will be used in understanding how local communities read issues of Tumelo and Tshiamiso in this case. / NRF

This discourse presents significant data relating to major developments in the elementary school system of the Central District of the Evangelical Lutheran Synod of Missouri, Ohio, and Other States. Some inferences are made which are based on information pertaining to the school system of the entire synod. These data, however, are used and interpreted as it affects the schools in this district.

It is the purpose of this thesis to show Martin Luther's influence and trace his ideas in the development of music in the Lutheran Church.