<p> The project director chose to design a church revitalization partnership strategy. This strategy would enable First Baptist Church of Rockwood to assist another church in the Big Emory Baptist Association needing revitalization. The nature of the seven-step strategy provides flexibility, so the strategy can be used in a variety of ministry contexts. </p><p> Chapter one presents the purpose and nature of the ministry project. After listing the project&rsquo;s ministry and professional objectives, the project director described the project&rsquo;s ministry context, rationale, assumptions, limitations, delimitations, description, and definitions of terms. Through these descriptions, the project director explained the how and why of the project. </p><p> Chapter two addresses the biblical foundations for the ministry project. The project director details the benefits of a revitalization partnership from Ecclesiastes 4:9&ndash;12, the necessities for a revitalization partnership in Nehemiah 2:11&ndash;20, and an example of a revitalization partnership in 1 Corinthians 16:1&ndash;4. Each of these passages support the purpose for the strategy created through this ministry project. </p><p> Chapter three examines the ministry foundations for the ministry project. First, the project director discloses the historical foundation for revitalization partnerships. Next, the project director cites current authors emphasizing the need in revitalization partnerships for strong leaders and intentional planning. Finally, the project director details the seven-step structure for the project&rsquo;s strategy. </p><p> Chapter four details the course of work the project completed to accomplish the project&rsquo;s goals. The project director enumerates three phases of work. Phase one describes the people involved in the ministry project. Phase two explains the process of the ministry project. Phase three details the product of the ministry project which was validated by the expert panel and members of FBCR. </p><p> Chapter five analyzes the results of the ministry project. After presenting a summary of the project&rsquo;s seven step strategy, the project director evaluates various issues such as objectives, strengths and weaknesses, and the project&rsquo;s process. The project director then reflects on lessons learned and future implications for the project&rsquo;s strategy.</p><p>

This dissertation attempts to identify the aims of Religious Education in Lesotho secondary schools. The time of missionary .enterprise in the Nineteenth Century has been followed in the second half of the Twentieth Century by dynamic political and socioeconomic change. This period is marked by considerable uncertainty about the aims of religious education. This is a descriptive study, and uses relevant literature to find what could be acceptable, appropriate aims for the teaching u. religion in Lesotho, Chapters 1 to 4 establish that the more common but questionable aims of religious instruction in Lesotho secondary schools can be traced back to the era of evangelization in tne last century. A review of the literature follows. In Chapters 5 and 6 the idea of conversion and morality as the aims of religious education is dismissed, leaving Education as the only possible aim. The climax, in Chapter 7, presents the opposing views of writers on religious education on the issue: Can religion be taught os part of education or not? Has it a place in the school curriculum? The debate arises from this discussion. In support of its argument, to is study draws much from the concept of education as described by R, S. Peters, and P. H. Hirst. It concludes that religious studies can be educational despite religion's epistemic problem. With Lesotho's educational situation in view, the study selects the medial, instructional a litis which can contribute toward the attainment of this primary and general aim* namely Education.

Thesis (Ph. D.)--University of Chicago, 1913. / "Reprinted with additions from the Biblical World, vol. 44, no. 2." Bibliography: p. iv. Also available on the Internet. Also issued online.

No description available.

Thesis (Ph. D.)--University of Pennsylvania, 1928. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 157-161). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 157-161). Also available on the Internet.

Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 131-134). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71586.

This thesis seeks to put two theologians, Martin Luther and Herman Bavinck, and their theological traditions in conversation with emphasis upon how they approach the topic of education. Specific emphasis is placed upon their understanding and application of the classical education tradition. The purpose of such a conversation is to point to what returning to Luther and Bavinck as sources can add to a discussion on pedagogy, as well as to examine how their theological positions lead to a different emphasis in regards to pedagogy. The thesis is entitled “Pedagogy as Theological Praxis” because it makes the case that there are definite ethical implications in how one approaches pedagogy. In a broader spectrum, the thesis also examines how the epistemological presuppositions of these two traditions may effect the application of their theology. The first half of the thesis deals primarily with Martin Luther. Luther’s understanding of the three estates of ecclesia, oeconomia, and politia are used as a lens by which to examine his writings. The three estates are used specifically to examine Luther’s 1524 letter, “To the Councilmen of all Cities in Germany that they Establish and Maintain Christian Schools.” The thesis then shifts to an examination of Dutch theologian Herman Bavinck and his theological tradition of neo-Calvinism. Several prominent themes in neo-Calvinism are noted, and the distinctive contributions of Bavinck are also examined. As the thesis previously applied the framework of Luther’s theology to his work, the thesis also applies the Reformed neo-Calvinist framework to Bavinck’s article “Classical Education” and his book Pedagogical Principles. The thesis ends by putting Luther and Bavinck, as well as their traditions, into conversation in regards to the subject of Christian classical education. Emphasis is placed upon the North American context, which has seen a recent resurgence in the practice of classical education. Luther’s and Bavinck’s distinct contributions are placed alongside the contemporary practice of classical education for the purpose of fruitful dialogue and engagement.

<p> The purpose of this study was to test a ministry model designed to foster growth in the understanding and practice of bringing miracles, signs, and wonders to bear in life situations. The spiritual effect on individuals and congregations was measured. A qualitative/quantitative strategy utilized a comparison of a pretest and post-test, participant testimony, and peer review to generate the data. The results suggest participants experienced spiritual growth, individually and collectively. This study is part of the Randy Clark scholars' theme "Randy Clark Scholars: Presenting the Gospel as Jesus Intended, in Love, Authority, Signs, and Wonders."</p>