Thesis (D. Min.)--Mid-America Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 167-168, 242-251).

Thesis (doctoral)--Universität, Bochum, 2005. / Includes bibliographical references (p. 303-319).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1996. / Includes abstract and vita. "May 1996." This is an electronic reproduction of TREN, #053-0096. Includes bibliographical references (leaves 121-127).

Thesis (D. Min.)--Mid-America Baptist Theological Seminary, 2002. / Includes bibliographical references (leaves 124-130).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2002. / Includes abstract and vita. "October 2002" Includes bibliographical references (leaves 105-110).

Thesis (M.A.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 112-115).

Made available in DSpace on 2016-08-03T12:19:00Z (GMT). No. of bitstreams: 1 Kelly B.pdf: 834069 bytes, checksum: 69ebcdcd89907478fc733df51b3a90f8 (MD5) Previous issue date: 2012-03-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to characterize the importance of sex education within the projects of Christian education in Protestant churches. However, specifying a bit more the issue, this work limited the scope of these discussions children´s sexuality, explicit in some materials made public at the national level by the Methodist Church and later in the practical context of their Sunday Schools, located in the ABC region of São Paulo, São Paulo state. Methodologically, the first moment of this research aims to understand the terms and concepts related to religion, sexuality and childhood. In this sense, there was a course record in this regard. They are then checked some official documents of the Methodist Church in relation of education, children and sexuality, in order to establish a dialogue with the practice observed in fieldwork and carried out through a questionnaire answered by the pastor local church, a teacher and ED children's ministry leader. Finally, the fourth chapter, it is a reflection on possible pastoral practices that value the questions about sex education for children. / Esta pesquisa pretende caracterizar a importância da educação sexual dentro dos projetos de educação cristã nas igrejas protestantes. Porém, especificando um pouco mais a questão, esse trabalho circunscreve essas discussões ao âmbito da sexualidade infantil, explicitados em alguns materiais tornados públicos em nível nacional pela Igreja Metodista e, posteriormente, no contexto da prática de suas Escolas Dominicais (ED), localizadas na região do ABC paulista (Santo André, São Bernardo do Campo e São Caetano do Sul), estado de São Paulo. Metodologicamente, o primeiro momento dessa pesquisa pretende compreender os termos e conceitos ligados a religião, a sexualidade e a infância. Neste sentido, realizou-se um trajeto histórico em relação ao tema. Em seguida, são verificados alguns documentos oficiais da Igreja Metodista em relação à educação, a criança e a sexualidade, a fim de se estabelecer um diálogo com a prática observada na pesquisa de campo e concretizada por meio de um questionário respondido pelo pastor(a) da igreja local, um professor(a) de ED e o(a) líder do ministério infantil. Por fim, no quarto capítulo, faz-se uma reflexão acerca do material coletado na pesquisa de campo e também sobre possíveis práticas pastorais que valorizem as questões sobre a educação sexual para a infância.

Made available in DSpace on 2016-08-03T12:21:07Z (GMT). No. of bitstreams: 1 Abigail Daneluz.pdf: 780579 bytes, checksum: bd944bfc67be0de8317205a45f16805a (MD5) Previous issue date: 2010-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / When we look at the records of Sunday School in Brazil, with exception of the material produced and brought by North American missionaries, until very recently, only one Baptist Brazilian, Lécio Dornas, had produced literature which aided pastors, leaders and teachers in the tough task of Christian teaching. In his trilogy: Help I m a Sunday School Teacher from 1997, Defeating the Sunday School Enemies from 1998 and The New Sunday School, The Usual Sunday School from 2001, Dornas introduces teachers to new possibilities on Sunday School. Nonetheless, in its pedagogical and theological tenets, Dornas proposal shows certain limitations in building a dialogical-liberating educational praxis which responds to contemporary challenges and needs. The proposal of this dissertation is to offer a critical reading of the pedagogical and theological tenets of Lécio Dornas proposal to the Sunday School of the Baptist Church, from the perspective of Paulo Freire and Juan Luis Segundo. Both will unveil a new approach to the Sunday School which intends to establish itself as praxis. / Quando olhamos o histórico da Escola Bíblica Dominical (EBD) no Brasil, com exceção do material produzido e trazido por missionários estadunidenses, até muito recentemente, apenas um brasileiro batista, Lécio Dornas, produziu literatura que auxiliasse pastores, líderes e professores nesta difícil tarefa da docência cristã. Em sua trilogia: Socorro sou Professor da Escola Dominical de 1997, Vencendo os Inimigos da Escola Dominical de 1998 e A Nova EBD, A EBD de Sempre de 2001, Dornas introduz o docente a novas possibilidades na EBD. Todavia, em seus pressupostos pedagógicos e teológicos, a proposta de Dornas evidencia algumas limitações para a construção de uma práxis educacional dialógico-libertadora que responda às necessidades e desafios contemporâneos. O objetivo desta dissertação é oferecer uma leitura crítica dos pressupostos pedagógicos e teológicos da proposta de Lécio Dornas para a EBD da Igreja Batista a partir de Paulo Freire e Juan Luis Segundo. Ambos revelarão uma nova abordagem para a EBD que pretende constituir-se como práxis.

This study examines the construction of news texts on peace and the peace process in the Democratic Republic of the Congo (DRC) in Sunday Times articles dating from August 1998 to January 2001. Peace is an ideological frame that is applied to a complex process that Muller (2000) argues involves and employs a variety of dynamics: diplomacy, economics, force/military intervention and propaganda. As a consequence, different interest groups and nations define peace in different ways. But whatever the definition, the common objective is to restore normalcy via a ceasefire. Peace as a phenomenon has been heightened and sustained by repetitive media attention, thus effectively separating it from international politics (i.e. colonialism of the mind, economy and land), and firmly locating it as a matter of not just public concern, but of international public concern. Using the cultural studies approach to a study of media texts provides a rich foundation for this study. Textual analysis of the articles explores themes and participation and places emphasis on the display of patterns of belief and value that are encoded in the language. What results is a sustained examination of media texts within their socio-cultural and historical context. This study s findings challenge the claim that the media report peace objectively and on its own terms. In particular, the study denies that the Sunday Times objectively, fairly and truthfully reported the experience and process in the DRC between August 1998 and January 2001. Instead it finds that the newspaper constructed a particular understanding of peace, peace talks and the peace process, characterised by repetition, ritualisation and personalisation. Furthermore, this study proposes - and echoes the call for - an alternative news reporting model that will enhance audiences understandings of conflict and its resolution, thereby enhancing the quality of their life.

Churches around the world offer Adult Sunday classes as a forum for adult religious education. This time-honored approach to church-based adult education has encountered difficulties in recent times. For many churches, Adult Sunday School is standing at a crossroads. Where does it go from here? This study attempted to determine those factors that influence adults' decisions about whether or not to attend Adult Sunday School and what changes could be made to increase participation in the program. The context for this study on Adult Sunday School is Langley Evangelical Free Church located in Langley, British Columbia, Canada. This mid-sized church of approximately 600 people provided data upon which any conclusions were made. Surveys on Adult Sunday School were distributed to 365 adults and 195 surveys were returned. Respondents were given the opportunity to volunteer to participate in a discussion group to discuss the implications of the survey results. The results was that thirty-one people participated in six discussion groups. The discussion groups were instrumental in making sense of the data and recommending changes to increase participation in Adult Sunday School. The study asked participants to rate nine factors as to their influence in determining whether or not they would attend Adult Sunday School. The factors were ranked by respondents in the following order: spiritual growth, relevance, practicality, teaching style, sharing experiences, social contact, learning, intergenerational and external expectations. Other variables that were analyzed included age, marital status, family makeup, educational level and involvement in small group Bible studies. There were some significant differences in how members of some of the subgroups rated the factors. The study also looked at barriers to participation which were categorized as situational barriers, organizational barriers and personal barriers. The discussion groups concluded that three factors should be addressed to increase participation in Adult Sunday School at Langley Evangelical Free Church: content relevance, Sunday morning format and a more systematic structure. The results of this study provide valuable information for designing a blueprint for change at Langley Evangelical Free Church which may also be suggestive for other churches as they evaluate Adult Sunday School. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate