The aim of this research project was to explore whether or not the TEE programme of The Wesleyan Church in Southern Africa is effectively contextualized to help churches to experience numerical increases in church attendance and in new congregations being started. Three aspects of contextualization were examined in relationship to The Wesley'.3-n Church's TEE programme: ( 1) Content, focusing upon the theme of "liberation"; ( 2) Methodology, focusing upon the theme of "conscientization"; and (3) Structures, focusing upon the theme of "involvement in context". At the outset of this research project, I hypothesized that The Wesleyan Church's TEE programme in Mozambique was being effectively contextualized, while the TEE programme in South Africa, Swaziland, and Zimbabwe was not. Data was collected by means of four different questionnaires, interviews, and observations made as a participant observer in different TEE classes. A letter was initially sent to 175 individuals who had been, or still were, still involved in the TEE programme of The Wesleyan Church in Southern Africa. A.total of 132 individuals responded and stated that they would be willing to participate in my research project. The data analysis indicates that when TEE helps its students to adhere to the following three principles of contextualization, the church is able to experience numerical growth; (1) Both the clergy and the laity have a vital ministry; (2) It is important to minister to the spiritual needs of people, as well as to the social and political needs of the people; and (3) Christians must be helped to think and act critically and creatively about the contexts in which they live and work. The conclusion seems to be that the Mozambican TEE programme, because it is being contextualized, is helping its churches to grow. On the other hand, the TEE programme in South Africa, Swaziland, and Zimbabwe, because it has not been effectively contextualized, seems to be powerless in helping its churches to do the same. / Philosophy, Practical & Systematic Theology / Th. D. (Practical Theology)

No description available.

This research is rooted in my professional practice at the newly established international Centre for Spiritual Life Development (CSLD) of The Salvation Army. It is designed to develop a foundation which can shape and enhance the policy and provision of the CSLD. It seeks to answer two questions: How do Salvation Army officers sustain and develop their personal spiritual life in the context of an activist, missional organisation? In what ways can the Centre for Spiritual life Development facilitate and support this process? The research methodology is qualitative, bringing responses to a written questionnaire and semi-structured interviews into mutual critical dialogue with the conceptual framework, which is drawn from the theology and history of evangelicalism and evangelical spirituality, and the theory of theological and vocational education. This has generated a rich description of spiritual life development in Salvation Army officers in the 21st century, leading to new understanding. The empirical research focused upon a particular constituency, delegates to the International College for Officers, thus facilitating understanding of the difference encountered in an organisation that has both global and local influences. It confirmed an expected diversity of understanding and practice in three major areas; definitions of, and practices leading to, spiritual life development; the means used by officers develop their spiritual lives; and the relationship between practice and the spiritual life. The work contributes to academic knowledge about The Salvation Army by locating the organisation, and Salvationist spirituality, within the framework of evangelicalism. A proposal to encourage a holistic understanding of spiritual life development using a process of reflection based upon the integration of, and interrelationships between, ‘knowing, being and doing’, offers a way forward that is applicable in a range of contexts. The evolution of my professional practice during the period of the research demonstrates that the foundations of new policy and practices are taking shape. It therefore contributes to the field of practical theology, as the integration and mutual critique of practice, spirituality and educational theory have led to new understanding and new practice.

This thesis concerns ways of knowing in the Anglican eucharistic tradition. It also explores the ramifications of these ways of knowing for theological education in the Anglican tradition of Christianity. The thesis uses Anglican eucharistic theology as a source of case study, and attempts, using a methodology of phenomenology to examine critically the particular interests and philosophical assumptions underlying eucharistic theology in the Anglican tradition from the time of the Reformation to the present day. Phenomenology is chosen as the methodology since it allows access to the diverse experience of the Anglican eucharistic tradition, suspending judgment until a later time when essences are extracted from the case studies. This has the potential to avoid exclusive commitments to particular technical and hermeneutic interests within Anglicanism while at the same time recognising the multiformity of the Anglican eucharistic tradition and fostering a critical approach to the examination of the experience of the Anglican eucharistic tradition and Anglican theological education. In examining ways of knowing in the Anglican tradition, the thesis acknowledges the usefulness for eucharistic theology and theological education of philosophical enquiry. The three ways of knowing (technical, hermeneutic and critical) proposed by the philosopher, Jurgen Habermas (1971 and 1973) are used to assist in understanding the knowledge of the Anglican eucharistic tradition presented in the case studies. The further insights of Habermas (1984 and 1989) are used in recommending a dialogue approach, based on the intersubjectivity of communicative action, for theological education concerned with the teaching of eucharistic theology in the Anglican tradition. Philosophical reflection is also employed in an examination of the underlying philosophical assumptions of the case studies of eucharistic theology in the Anglican tradition. A model of the Anglican eucharistic tradition based on the philosophical concepts of realism and nominalism, to both the moderate and immoderate degrees is developed and proposed as a way of promoting a critical interest in the Anglican eucharistic tradition beyond the merely technical or hermeneutic interests commonly found in various church parties of the Anglican Communion. The work of the Australian philosopher David Armstrong (1989, 1995, 1997 and 2004) is foundational to the development of a model for the Anglican eucharistic tradition and the examination of its experience in the case studies. The principal findings of the study suggest that the prevailing essence of the Anglican eucharistic tradition is a multiformity of eucharistic doctrine, such that eucharistic theology is most often expressed using the philosophical assumptions of realism and nominalism to the moderate degree and according to varying technical and hermeneutic interests. The thesis also seeks to draw out the educational implications of these differing ways of knowing for theological education in the Anglican tradition and specifically for the teaching of eucharistic theology. The principal recommendation of the thesis for theological education is the application of a dialogue approach in the teaching of eucharistic theology in Anglican theological education, where dialogue involves the development of an ideal communicative community in which participants seek shared meaning on the basis of the intersubjectivity of communicative action. / PhD Doctorate

Thesis (D. Min.)--Nazarene Theological Seminary, 1989. / Includes bibliographical references (leaves 95-98).

Project (D. Min.)--Emmanuel School of Religion, Johnson City, Tenn., 1999. / Vita. Includes bibliographical references (leaves 146-155).

Evangelische Missionswerk in Deutschland / A teologia formal e reflexiva foi alvo de rejeição no início do pentecostalismo, por este apresentar uma cultura anti-intelectualista e de religiosidade experiencial. Ela era construída prioritariamente de forma oral e narrativa. Na medida em que o pentecostalismo foi crescendo e tomando forma no Brasil, com a adesão de elementos mais ilustrados da sociedade, começou a se dar abertura a uma reflexão teológica mais racional e elaborada. No entanto, os pressupostos iniciais de rejeição continuaram latentes, ainda que de forma velada e subjetiva, dificultando importantes avanços teológicos, especialmente em se tratando das Assembleias de Deus. Esta pesquisa tem por objetivo esclarecer, através de uma perspectiva histórica que leva a aportes sociológicos e teológicos, os avanços e retrocessos que a educação teológica empreendeu nas Assembleias de Deus no Brasil, detalhando discussões entre apoiadores e reprovadores da educação teológica, abordando a elaboração de currículos e as disputas de poder entre suecos, brasileiros e norte-americanos pela educação teológica, os empreendimentos de fundação de Institutos Bíblicos e cursos teológicos por extensão e a expansão da teologia até serem abertos os cursos reconhecidos pelo MEC, que atualmente são apoiados por algumas Assembleias de Deus no Brasil. Intenta-se explicar por que os pentecostalismos preferem teologias de caráter mais devocional e experiencial em detrimento de teologias mais reflexivas e críticas, levando em conta a ênfase dada à teologia mais de caráter pneumatológico. Para tal, demonstra-se a importância do fenômeno de êxtase através do batismo no Espírito Santo e todas as manifestações experienciais deste segmento religioso, além de propor um método teológico que tenta conciliar o legado teológico pentecostal com teologias acadêmicas e reflexivas na tentativa de traçar um possível caminho para a teologia pentecostal que ainda está em desenvolvimento. / The formal reflective theology was a rejection target in the beginning of Pentecostalism since it presented an anti-intellectualist culture and of experiential religiosity. It was built primarily in oral and narrative form. As Pentecostalism was growing and taking shape in Brazil, with the adherence of more illustrious elements of society, it began to give opening to a more rational and elaborated theological reflection. However, the initial rejection assumptions continued latent, albeit in covert and subjective form making important theological advances difficult, especially in regards to the Assemblies of God. This research aims to clarify through historical research which leads to sociological and theological contributions, the advances and retreats that theological education undertook in the Assemblies of God in Brazil, detailing discussions between supporters and disapprovers of theological education, approaching the elaboration of curriculums and the dispute among Swedish, Brazilians and North-Americans for the theological education, the foundation enterprises of biblical institutions and theological courses by extension and expansion of theology until courses recognized by MEC were opened, which nowadays are supported by some Assemblies of God in Brazil. It tries to explain why Pentecostalisms prefer theologies with a more devotional and experiential character in detriment of more reflective and critical theologies, taking in consideration the emphasis given to theology of pneumatological character. For such, the importance of the ecstasy phenomenon through the baptism in the Holy Spirit and all the experiential manifestations of this religious segment is demonstrated and proposes a theological method that tries to reconcile the Pentecostal theological legacy with academic and reflective theologies in an attempt to draw a possible path for the Pentecostal theology that is still in development.

The aim of this research project was to explore whether or not the TEE programme of The Wesleyan Church in Southern Africa is effectively contextualized to help churches to experience numerical increases in church attendance and in new congregations being started. Three aspects of contextualization were examined in relationship to The Wesley'.3-n Church's TEE programme: ( 1) Content, focusing upon the theme of "liberation"; ( 2) Methodology, focusing upon the theme of "conscientization"; and (3) Structures, focusing upon the theme of "involvement in context". At the outset of this research project, I hypothesized that The Wesleyan Church's TEE programme in Mozambique was being effectively contextualized, while the TEE programme in South Africa, Swaziland, and Zimbabwe was not. Data was collected by means of four different questionnaires, interviews, and observations made as a participant observer in different TEE classes. A letter was initially sent to 175 individuals who had been, or still were, still involved in the TEE programme of The Wesleyan Church in Southern Africa. A.total of 132 individuals responded and stated that they would be willing to participate in my research project. The data analysis indicates that when TEE helps its students to adhere to the following three principles of contextualization, the church is able to experience numerical growth; (1) Both the clergy and the laity have a vital ministry; (2) It is important to minister to the spiritual needs of people, as well as to the social and political needs of the people; and (3) Christians must be helped to think and act critically and creatively about the contexts in which they live and work. The conclusion seems to be that the Mozambican TEE programme, because it is being contextualized, is helping its churches to grow. On the other hand, the TEE programme in South Africa, Swaziland, and Zimbabwe, because it has not been effectively contextualized, seems to be powerless in helping its churches to do the same. / Philosophy, Practical and Systematic Theology / Th. D. (Practical Theology)

Made available in DSpace on 2016-08-03T12:19:25Z (GMT). No. of bitstreams: 1 Jose Ozean.pdf: 1100410 bytes, checksum: af4e3c7fdbed56e0d917d2b2cb3d3af1 (MD5) Previous issue date: 2013-03-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This text is a result of a research from a sociological and historical perspective about the ecclesiastical policy of the Brazilian Assemblies of God regarding the pastoral and theological formation of its ministers. The aim of this research was to understand how a shift in the Assembleian leadership happened as far as formal theological education is concerned, as they started to admit it as a requisite for pastoral ministry. This research starts in the year 1943 as in that year the first official discussions about formal theological teaching had place in the Assemblies of God, and it was decided not to create theological seminaries. The shift happened slowly, due to a several facts, such as the decreasing of influence of Swedish missionaries, the creation of a publishing house, the coming of American missionaries and the rising of pastors who defended a formal theological education. Forty years later, in 1983, the General Convention of the Assembleyan leaders decided for recommending theological formation as a requirement for pastoral ministry. The methodology used in this thesis was bibliographical research. In order to do an explanatory study it was done a research on historical data from the official newspapers of the AoG, and also of documents that speak about the subject of this research. / Este texto é resultado de uma pesquisa, do ponto de vista histórico e sociológico, sobre a política eclesiástica da Assembleia de Deus brasileira com respeito à formação teológico-pastoral. Buscou-se entender como se deu a mudança de postura da liderança assembleiana, que, de uma objeção inicial quanto à educação teológica formal, passou a reconhecê-la como requisito ao ministério pastoral. O marco cronológico que delimita o tema explica-se pelo fato de que, em 1943, ocorreram as primeiras discussões oficiais sobre o ensino teológico formal, ocasião em que a Assembleia de Deus rejeitou a criação dos seminários teológicos. A mudança ocorreu gradativamente, mediante uma série de acontecimentos, dentre eles, a diminuição de influência dos missionários suecos junto às Assembleias de Deus, a criação da Casa Publicadora, a chegada de missionários norte-americanos e à ascensão de pastores apoiadores de uma educação formal. Quarenta anos depois, em 1983, a Convenção Geral dos líderes assembleianos decidiu recomendar a qualificação teológica, como exigência ao ministério pastoral. A metodologia adotada foi de uma pesquisa bibliográfica. Visando um estudo explicativo, foi feito um levantamento de dados históricos a partir dos periódicos oficiais da AD, além de documentos que retratam o assunto proposto neste trabalho.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho trata de analisar a mediação pedagógica na educação teológica na modalidade a distância. Quanto ao método, esta é uma pesquisa qualitativa; quanto à sua especificidade, uma pesquisa pedagógica; e quanto à estratégia, um estudo de caso. Se busca analisar a mediação pedagógica a partir de três ferramentas básicas de um ambiente virtual, que são: os textos em PDF com os conteúdos (web aulas), os vídeos-aula e as atividades de aprendizagem. Como delimitação, foram selecionadas para análise sete disciplinas do currículo do curso de teologia: Aconselhamento cristão, Comunicação e oratória (Homilética), Ensino religioso e Educação Básica, Fundamentos da Teologia Prática, Práticas Ministeriais, Teologia e Liderança, Teologia espiritual (Espiritualidade). Buscou-se em primeiro momento a definição das categorias de análise e a construção dos protocolos de observação. O pesquisador buscou seguir, como parâmetro para análise, as três fases da mediação conforme apresentadas por Gutierrez e Prieto: tratamento com base no tema, tratamento com base na forma e tratamento com base na aprendizagem. Para análise dos vídeos-aula foi preciso a definição de uma nova categoria denominada de tratamento com base na função. A análise da ferramenta web-aula, pelas categorias de tratamento com base no tema e tratamento com base na forma, foi realizada em cinquenta e oito textos com os conteúdos das aulas. Para análise dos vídeos-aula foram selecionados dez vídeos que foram assistidos, transcritos e analisados a partir das categorias de tratamento com base no tema, tratamento com base na forma e tratamento com base na função. As atividades de aprendizagem, incluindo as provas escritas, foram analisadas pela categoria de tratamento com base na aprendizagem. Como resultado da pesquisa, pode-se alistar a predominância de: (1) transposição da forma de ensinar do presencial para a modalidade a distância; (2) reprodução no vídeo-aula de um modelo de aula presencial e, portanto, a necessidade de uma arquitetura pedagógica para que recebam um tratamento do tema e da função, a fim de que os conteúdos transmitidos facilitem a auto- aprendizagem e explorem os reais potenciais dessa ferramenta; (3) textos das web aulas serem feitos no formato de um texto acadêmico, apontando para a necessidade de um trabalho pedagógico de forma que favoreça a auto-aprendizagem; (4) atividades de aprendizagem do tipo de apropriação do conteúdo, com raras ocorrências de atividades que promovam a interaprendizagem, atividades de relação texto-contexto e de aplicabilidade. Finalmente, o pesquisador conclui com base na sua pesquisa que, para que haja realmente educação a distância não basta apenas a mediação tecnológica do ensino e da aprendizagem, é preciso uma sólida e bem planejada mediação pedagógica. / This work analyzes the pedagogical mediation of theological education using distance education. The method is qualitative research with a specialization in pedagogical research using a case study strategy. The work seeks to analyze the pedagogical mediation using three basic virtual environment tools which are web-class texts in PDF, video-classes and learning activities. Seven disciplines from the curriculum of a theological program were selected for analysis: Christian Counseling, Communication and Homiletics, Religious Teaching and Basic Education, Basics in Practical Theology, Practical Ministries, Theology and Leadership, Spiritual Formation (Spirituality). To begin with, a definition of the categories to be analyzed was sought, along with the construction of observation protocols. As a parameter for analysis, the researcher sought to follow three phases of mediation presented by Gutierrez and Prieto: a treatment of the subject matter, a treatment of the form (visual communication) and a treatment of the learning. To analyze the video-classes, it was necessary to define a new category, a treatment of the function. In the case of the web-class tool the content of fifty eight texts was analyzed using the categories of a treatment of the subject matter and a treatment of the form (visual communication). In the case of the video-classes, ten videos were watched and transcribed so they could be analyzed using the categories of a treatment of the subject area, a treatment of the form (visual communication) and a treatment of the function. Learning activities, including written tests, were analyzed under the category a treatment of learning. As a result of the research, it can be noted: (1) the tendency towards a movement from the format of classroom learning to distance education already registered in literature; (2) the tendency for the video-class to replace the classroom experience and, therefore, the necessity for a pedagogical architecture to elaborate the video-classes so that a treatment of the subject matter and the form (visual communication) as well as the content transmitted facilitate auto-learning and explore the real potential of this tool; (3) the tendency of the web-class texts to use the format of an academic text which points to the necessity of a pedagogical framework that favors auto-learning and that carefully elaborates the treatment of the form and subject matter; (4) learning activities predominate the type of appropriation of the content with rare occurrences of activities that promote inter-learning, textual-contextual relationships and applicability. Finally, based on the research, the researcher concluded that for authentic distance education to exist, it is not enough to just have technological mediation for the teaching-learning process. What is needed is a solid and well-planned pedagogical mediation.