Thesis (M. Div.)--Western Evangelical Seminary, 1970. / Includes bibliographical references (leaves 80-84).

Thesis (M. Div.)--Western Evangelical Seminary, 1970. / Includes bibliographical references (leaves 80-84).

Thesis (Ph.D.)--Boston University. / (1) The library research traced the historical developments of the vocation of the employed local church director of Christian education in the Protestant churches and in The Methodist Church from its beginning in 1908, to the present time. This research supported the assumption that a description of the position of the director of Christian education is needed. 2) The questionnaire was sent to the pastor, the director, the chairman of the commission on education, and the church school superintendent in the 355 local churches where Methodist directors are employed. Fourteen hundred nine questionnaires were mailed. Seven hundred thirteen usable questionnaires were returned for a response of 50.6%. Seventy-five and seven-tenths per cent of the directors returned questionnaires. Significant areas of agreement and of disagreement were revealed among the four leaders concerning the work of the director. 3) Interviews were held with twelve individual respondents and with two groups with all four respondents, and one group in which three of the four respondents were included. Findings from the interviews were compared with those from the questionnaire and, although not an adequate sample, supported the findings from the questionnaires. 4) A normative description of the certified director of Christian education in The Methodist Church was formulated upon the basis of the research data. Normative description is used in this case to mean a statement of what ought to be the nature and work of the director. The following paragraphs are a summary of the normative description. A director in The Methodist Church is employed by the Quarterly Conference. The director is responsible to the pastor. He shares the ministerial function in a church large enough to need more than one minister on the employed staff. The specific assignment of the director is to guide the educational program of the church. He participates with other members of the employed staff in total church program development. The scope of the work of the director includes all that the church does that teaches. The director guides the commission on education, and works with teachers and officers of the educational program. He helps organize the work of Christian education. He helps persons know their jobs and helps them develop skills to do their work effectively. The director provides needed leadership functions in the educational program until indigenous leadership can be enlisted and trained. The director does not replace lay workers in responsibilities, but helps to see that persons are enlisted and trained for positions of service in the educational work of the church. The director works with teachers and officers as they need his guidance when they carry out their responsibilities. Educational projects of the district1 the annual conference, and the council of churches are an extension of the educational program of the local church, and as such should be a part of the director's responsibility. The work of the director should be defined in each church so he knows what to expect and so others in the church know what to expect of the director. The local church job analysis should be flexible so as to allow for the varied nature of the director's job. The specifics of the job of the director vary from church to church. It is important that each church where a director is employed create a specific job analysis for the work of the director in that church.

No description available.

No description available.

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1978. / Abstract. Includes bibliographical references (leaves [160-165]).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1978. / Abstract. Includes bibliographical references (leaves [160-165]).

Thesis (D.Min.)--Asbury Theological Seminary, 2008. / Includes bibliographical references (leaves 205-212).

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 1. THE PROBLEM OF THE DISSERTATION The problem of this dissertation is to discover the origin of "The Wesley Foundation Idea," to trace its development, and to show how through "The Wesley Foundation Idea" The Methodist Church has expressed its concern for the students on the state university campus from the year 1886 to 1960. 2. THE SIGNIFICANCE OF THE STUDY The study shows how the early concept of religious student work by the Methodist Episcopal Church on three representative state campuses was the forerunner of the Wesley Foundation Movement in The Methodist Church today. The study points up those distinctive events within the organization of three early foundations, at the University of Michigan, the University of Illinois, and the University of Wisconsin, that had to do with the growth and the development of the foundation "Idea." It also provides the first reasonably comprehensive history of The Wesley Foundation Movement from its founding to 1960. 3. THE METHODOLOGY USED IN THIS STUDY The historical method of research is employed in this study. The primary, as well as the secondary, sources of historical information regarding the early beginnings of The Wesley Foundation Idea are used in writing the history. The procedure followed has been: a. Each of the three foundations that formed the basis for this study was visited. All available records, minutes of meetings, letters, local publications and historical records were critically examined. b. Interviews were held with some of the persons who are still living and who were on these campuses during the early years of the foundations. c. The Daily Christian Advocate, The Journal of the General Conference and The Doctrines and Discipline of the Methodist Episcopal Church, 1900 - 1936 and The Doctrines and Discipline of The Methodist Church, 1940 - 1960 were examined, tracing legislation and subsequent action of the Church. The records of the General Board of Education on Wesley Foundations were also examined. 4. CONCLUSIONS First, "The Wesley Foundation Idea" started at the University of Michigan in 1886 under the name "The Wesleyan Guild." Second, the name "Wesley Foundation" was first officially used at the University of Illinois in 1913 under James c. Baker nearly thirteen years after student work was started at this campus. Third, The Methodist Church first recognized its responsibility to the students with the shift in attitude, (1916-1924) when it ceased to regard the state university as a "Godless institution." Fourth, lack of adequate financial support has plagued the Wesley Foundation since its inception in 1886. Not until 1956 did The Methodist Church undertake a major financial campaign supporting the Wesley Foundations. Fifth, the "campus minister" must be as thoroughly prepared in his own field as are his faculty and administrative counterparts. Sixth, the program emphasis has changed since the beginning of the "Idea" from one of providing a social center for the students to that of study and serious confrontation with the role of the Church and the Christians in the world today. Seventh, the students were frequently found to be ahead of the Church in such matters as social concern, social action, and ecumenical commitments. Eighth, the strength of "The Wesley Foundation Idea" has been in the linking of the resources of the larger church with the needs of the local campus. The Wesley Foundation Idea as originally conceived was too narrow. The shift from "following the students," to "being with the students," to the "total campus ministry" was a historical, philosophical and educational necessity. The ideal of the total campus ministry is as yet unfulfilled. However, "The Wesley Foundation Idea" is still emerging, involving continuing attention to the needs of the whole campus. / 2031-01-01

Thesis (Ph.D.)--Boston University. / Problem. The problem of the dissertation is to determine the most effective strategic approaches to achieving the racial desegregation of The Methodist Church. The problem is posed by the fact that The Methodist Church, both on its local church and connectional levels, is deeply involved in the practice of racial segregation despite its frequently reiterated stand of opposition to all racial discrimination and segregation. It is hypothesized that desegregation can be achieved in The Methodist Church through planned strategy. In determining the effectiveness of strategies leading toward desegregation, it is assumed that they must be consistent with (1) the appropriate Methodist goal of a fellowship which is racially inclusive, (2) appropriate ethical presuppositions, (3) relevant principles and findings which have been contributed by the social sciences, (4) limitations and possibilities inherent in the institutional structures of The Methodist Church, and (5) limitations and possibilities suggested by the relationships between The Methodist Church and the wider community and culture of which it is a part. [truncated]