Thesis (Ph.D.)--Boston University / Problem: The problem of this dissertation is to appraise the use of certain Bible study units as a means for guiding children's conceptual thinking about Christian concepts of God, man, and their relationship, in light of present understandings concerning conceptual thinking of children. Procedure: The dissertation begins with a consideration of the rationale for the use of the Bible in Methodist Church School Curriculum as set forth in statements of the Board of Education and its editorial division. The body of the study consists of two approaches to the problem: a study is made of conceptual thinking with special reference to children's thinking and their concept capacities; then, an analysis of the biblical studies units of the Closely Graded Courses is made in terms of the concepts of God, man, and their relationship. The concept of God is analyzed for concepts of God as Creator, Provider, Revealer, Redeemer, and Sanctifier. The concept of man is analyzed in terms of the spiritual nature of man's conscious selfhood, his role as questor, and as responder to God. The concept of the relationship between God and man is analyzed in terms of the God-pupil relationships of love, trust, discipline, and the relationship in the community of the church. Next, the conceptual expectations indicated by the data of the analysis are examined in the light of the study of conceptual thinking. Then, in order that the appraisal might include how well pupils who study the Closely Graded Courses are able to indicate their understanding of content taught that would appear to be difficult to learn, a field research project is undertaken at the local church level.[TRUNCATED]

This dissertation examines early Enochic literature, namely the Astronomical Book and the Book of the Watchers, in the context of traditions concerning Greco-Roman culture heroes and the debates about the origins of civilization during the Hellenistic age. I argue that the emphasis on the spread of antediluvian knowledge in both these works should be understood as a Jewish response to debates about the origins of cultural knowledge essential to Hellenistic civilization, especially astronomy and metallurgy. Chapter one surveys recent scholarship on the Astronomical Book and Watchers. Recent interpretations of Watchers have read the violence in the text as part of a program of resistance to Greek imperial hegemony, while similar readings for the Astronomical Book have not gained much support. While the resistance reading is a leading model for understanding early Enochic literature, there is an important dimension that has not been extensively explored for interpreting this body of literature, namely the debates surrounding the origins of cultural knowledge during the Hellenistic age. There was a robust discourse in the Hellenistic age about the origins of civilization and types of knowledge, such as astronomy and writing, that were widespread throughout the known world. On the one hand, Greek authors, including Herodotus and Diodorus, give evidence that some Greeks were seeking the origins of civilization in the cultures conquered by Alexander. On the other hand, native writers felt a nostalgia for the past and a time when their respective culture’s held greater power and prestige, causing them to focus on the greatness of their community earlier in history. Thus, in light of both these circumstances there developed a competition among native communities to appear to be the oldest culture and the source of popular knowledge essential for Hellenistic civilization. Chapter three turns to the early Enochic literature by examining the importance of astronomy and writing in both the Astronomical Book and Watchers. Both of these texts emphasize that legitimate knowledge of the heavens was given to the Jewish antediluvian figure of Enoch and that this knowledge was written down by Enoch. I argue that the choice of Enoch is meant to place the origins of astronomy, which was increasingly seen as a byword for antiquity generally, in a Jewish figure. In turn, a written tradition connected to this astronomical data would imply that all Hellenistic understanding about the movements of the heavenly bodies is because of the Jewish people and their preservation of this written knowledge down through the centuries. In addition, Watchers claims that an illegitimate form of astronomical knowledge was given to humanity by the fallen watchers. I argue that the depiction of the watchers is meant to parody accounts of antediluvian culture heroes in other traditions, most especially the Babylonians. Chapter four explores the role of violence in Watchers, and its connection to the origins of metallurgy in making weapons. I argue that the text seeks to account for the violence of the Hellenistic period by claiming that this violence was a result of wicked forms of cultural knowledge given in the antediluvian period. The text seeks to undercut claims made by rival cultures to the origins of metallurgy by arguing that these origins are wicked. Chapter five summarizes the main results of the project. I argue that reading early Enochic literature in the context of the Hellenistic debates over the origins of civilization provides a way to understand the Book of Watchers and the Astronomical Book together. Furthermore it makes the aims of these works similar to contemporary Jewish and non-Jewish works from the 2nd and 3rd centuries BCE. / A Dissertation submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 9, 2018. / Apocalyptic Literature, Enoch, Technology / Includes bibliographical references. / Matthew Goff, Professor Directing Dissertation; Trevor Luke, University Representative; David Levenson, Committee Member; Nicole Kelley, Committee Member.

This study compared three groups of adult learners in a church education environment in order to determine the effectiveness of using lecture/demonstration plus cooperative learning elements with or without group processing (LCL) as compared to the use of lecture/demonstration plus individualistic learning elements (LIL) with the Inductive Bible Study Method (IBSM) as the common subject for all groups. While group A experienced highly structured cooperative learning without having group processing, group B experienced highly structured cooperative learning with an emphasis on group processing. Group C served as a control group. This study took place with a total of five class hours. For measuring student cognitive achievement, the subjects were administered a written pretest and posttest in the form of a "use-of-IBSM measure." For measuring students' attitude toward Bible interpretation (as promoted by IBSM), the students responded to an "attitude-toward-Bible-interpretation measure" at pretest and posttest. For measuring students' affective reactions, the students responded to a posttest-only "students'-satisfaction-with-the-learning-experience measure". Students' attitude toward the philosophy behind IBSM was measured by using an "attitude-toward-IBSM" instrument at posttest. In addition, teachers and students were interviewed orally at posttest to ascertain their affective reactions to the instructional approach they experienced. Connections between demographic data and students' use and/or attitude toward ISBM, as well as their satisfaction with the learning experience and attitude toward cooperative versus individualistic instructional methodology were also explored. The data from the use-of IBSM as well as attutide-toward-Bible-interpretation measures were analyzed by analysis of covariance. Other posttest-only tests were analyzed by a priori comparisons. Three major findings of this study were: (1) LCL did not produce any significant impact on learners' use of IBSM, attitude toward IBSM, or satisfaction with the learning experiences compared to LIL; (2) Group processing did not enhance the achievement effects of the experimental group B when compared to other contrast groups; and (3) LCL promoted students' affective outcomes in the areas of consensus building and intragroup dynamics.

This dissertation examines the role of musical training in scribal education and its implication for Ben Sira’s pedagogy. Chapter One surveys the scholarship regarding the function of hymns in the book of Sirach and their role in Ben Sira’s pedagogy. I contend that answers to the former has been too textually oriented, and the latter has discounted the pedagogical value of hymns. I propose that one should take seriously Ben Sira’s command for his students to sing and the predominance of hymns in the book as indicative of the education he provided. I suggest that a comparative study with ANE and Greco-Roman education models and hymns from the Dead Sea Scrolls will accentuate the role of hymnody in ancient education. Chapter Two, “Singers of Wisdom in the Ancient Near East and Greco-Roman World,” explores the role of music in scribal education in the ancient world in general. In particular, I examine the evidence for scribal training in songs in Old Babylonian and Neo-Assyrian scribal practices, the use of chanting and “verse points” in scribal singing in Ancient Egypt, and the equation of musical acumen with education in fifth-century Athens. Utilizing Hadot’s concept of “spiritual exercises” in philosophical schools, I suggest that hymnody as a pedagogical tool for sophists and presocratic sages provides a helpful model for songs in Ben Sira’s pedagogy. Chapter Three, “Singers of Wisdom in Israel and the Second Temple Period” narrows the exploration of music in ancient education to ancient Israel. This chapter utilizes music archaeology and a close textual analysis of the Hebrew Bible and Dead Scrolls. Particularly important is the predominance of the lyre and double-pipe in Iron Age II and the Greco-Roman period and the emergence of the Levites as singers and teachers in the Second Temple period. This tradition of singing teachers carries over in the Dead Sea Scrolls in the office of the maskil and allusions to singing teachers in the Teacher Hymns of the Hodayot. Chapter Four, “Ben Sira as a Singer of Wisdom” turns to Ben Sira’s construction of the teacher in which the depiction of the scribe as a singer is quite pervasive. I explore the implications behind Ben Sira’s command for the reader to sing with a lyre and stringed instruments in Sir 39:15, the allocation of praise to the wise in Sir 14:20-15:10, and the touting of his prophetic authority in the wisdom hymn in Sirach 24. These passages have much in common with the singing office of the maskil, the Teacher Hymns in the Hodayot, the Levitical scribes in Chronicles, and the scribal depiction of David in Sir 47:8-10 and 11Q5. These parallels suggests that Ben Sira is drawing on a common model of the teacher in the Second Temple period. I also demonstrate the possibility that the hymn in Sir 39:12-35 functioned as a school exercise whereas the hymn in Sirach 24 functioned as a public demonstration of Ben Sira’s wisdom in order for him to attract new followers/students. Chapter Five, “Singing Teachers, Singing Students,” explores the role of hymns in the composition and reception of the book of Sirach. I contend that the Hymn to Creation (42:14-43:33) and the Praise of the Ancestors (44:1-50:24) function teleologically and are mosaics of terms from previous passages in Sirach. Whereas the Hymn to Creation represents the composition of a new hymn by Ben Sira’s disciples based on older hymns, the latter is an imaginal liturgy that influenced later Jewish poetic traditions, particularly the ʿAvodah poetry, through its performance in a festival setting. The continued use of hymns by Ben Sira’s students also explains the additional hymns and colophons in Sirach 51, particularly in MS B from the Cairo Genizah, in which the Hymn of Divine Names in Sir 51:12a-o utilizes the Amidah. Chapter Six, “Did Ben Sira Sing in Class” offers a concise conclusion to my dissertation along with its broader themes. This dissertation as a whole demonstrates: (1) the importance of music in ancient pedagogy; (2) the influence of the Levitical scribal singers on Jewish pedagogy in the Second Temple period; (3) the pedagogical use of hymns in the Second Temple period in general, in which comparisons between Ben Sira and the Dead Sea Scrolls often demonstrate shared rhetorical strategies, and (4) the centrality of music in Ben Sira’s pedagogy and the depiction of his sagely persona. Overall, I contend that the hymnic and didactic discourse flourished together in Ben Sira’s pedagogy, which helps explain his reception as both a proto-rabbi and singer in later Jewish tradition. This dissertation also demonstrates a cross-pollination between Hellenistic and Hebraic thought at the level of pedagogical practice and forces us to rethink ancient learning in a more embodied and less text-focused way. / A Dissertation submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / June 12, 2017. / Ben Sira, Dead Sea Scrolls, Hymnody, Levites, Music, Pedagogy / Includes bibliographical references. / Matthew Goff, Professor Directing Dissertation; Charles Brewer, University Representative; David Levenson, Committee Member; Nicole Kelley, Committee Member.

This study consists of three main aspects. Firstly, an overview of the major theories of metaphor as proposed during the past two millennia was given. The overview concluded with a summary of the most important aspects, which should be considered in the interpretation of metaphor. It was Indicated that the conceptual theory of metaphor provides an effective definition to identify and interpret metaphors. Secondly, the most prominent problems pertaining to the exegesis of the book of Jeremiah, which could influence the interpretation of metaphors, were identified and discussed. In the light of these problems, a canonical approach of the book of Jeremiah was opted for in order to focus on the theological significance of expressions, and passages. Thirdly, the diction and metaphorical concepts pertaining to the relationship between YHWH, Israel and the gods were identified. Selected terms, names/epithets of gods, and worship details were discussed in order to compile a picture of the nature and extent of the idolatrous involvement of Israel. Occurrences of these expressions elsewhere in the OT, and information from extra-Biblical and archaeological sources were examined in order to glean information for the interpretation of metaphors. Selected metaphors referring to the gods were analysed, as well as the Jeremianic marriage metaphor. This study showed that metaphor is the only way in which the devotee cognitively can understand and experience the divine, and ultimately express himself/herself religiously. The analyses of metaphors and related terminology indicated that the ANE theological worldview constitutes an important factor in the interpretation of these metaphors. The other deities were denigrated in pejorative language to the status of non-gods by the Yahwistic prophet/author(s), and described as lifeless, worthless deceptions that are of no benefit to Israel. In contrast, YHWH is exalted e.g. as the caring Husband, Leader, Advisor and Rainmaker, the true, living God and King, worthy of his status and the worshipping of Israel. Israel is described in accusatory language as the guilty party, and as sufferer under the punitive measures of YHWH. The Yahwistic interpretation entailed that Israel's involvement in idolatrous activities caused the fall of the Judean kingdom and the exile. In this, YHWH is depicted as the Punisher who is actively involved in Israel's disastrous circumstances and who employs nations to serve his goal. However, He was also actively involved in preparations of a new future for the remnant of Israel. It was concluded that the polemic against the other gods in the poetry was directed mainly towards the images representing the deities, as well as the alliances formed by Israel with foreign political powers and their gods. The images of the other gods and the foreign powers were regarded as intruders in YHWH's territory, and as third parties meddling in his relationship with Israel. The worthlessness of the other gods was viewed against the ANE concept, namely that a deity worthy his status must provide security, agricultural blessings and guidance to the devotees in his territory. Against this background, YHWH is celebrated by the Yahwists as the incomparable, one and only, true and living God who is worthy of his status as deity and is capable of helping Israel. Israel is called upon to trust in Him to secure their future, and not in mortal beings and their human-made idols. / Thesis (Ph.D.)-University of Durban-Westville, 2000.

The application of Gowin's knowledge vee as a means to design instruction for adult Bible study was investigated in this study. The study was designed to determine whether subjects using this instructional approach differed from subjects using traditional instructional materials regarding their attitudes toward Bible study, attendance, knowledge retention, application of study materials to life, and recruitment of new class members.

The purposes of this study were to estimate: (a) the extent of biblical literacy among convenience samples of adults from randomly selected religious and non-religious groups, (b) the extent to which American adults are religious, and (c) the association between religiosity and biblical literacy.

This dissertation presents a practical theological evaluation of Bible study materials which incorporate the video medium as part of their package. I begin by establishing a focus of practical theology which emphasises the importance of the development of an active reflective sojourning of the practical theologian. I conclude that: <ul> Practical theology is concerned with establishing and cultivating the rhythm of action and reflection within the experience of the Christian community of faith. This is a process of listening to the Word of God and discerning to address the community of faith through proposing change, with all these tasks operating within a current context of the Christian faith and for the purpose of maintaining and perfecting the Christian community.</ul> Following this, I present the established rhythm of action and reflection by drawing on a narrative of my experience and arrive at a perceived problem with the current development of Bible study materials that incorporate the video medium. The following thesis is proposed: <ul> The Church has a responsibility to train and equip believers within the context of the relational community interacting with the Word of God so the community may grow in discernment and maturity. The Church has, and continues, to utilise different media to provide teaching and training on a mass scale. The current products being developed as Bible study materials (especially those incorporating the video medium) are failing to meet this responsibility.</ul> From this position the study then presents a continuing sojourning through a theoretical and empirical investigation to explore the validity of the thesis and cultivate further my active reflection. The theoretical investigation provides three complimentary perspectives for evaluation: Cultural Value Systems; Communication Theories; and Pedagogical Approaches. The empirical exploration includes a Qualitative Document Analysis of the Bible Study Products which is supplemented by Qualitative Interviews of small group leaders from a local church setting. In conclusion, the thesis is re-evaluated against the outcomes of the study and a proposed change is presented for the purpose of maintaining and perfecting the Christian community. This draws attention to the tension between established cultures and the introduction of new technologies; the importance of a production focussed informed by a theology of small groups; the need for new media to be continually evaluated in their utilisation; and the need to recognise the dominant ‘message’ communicated by the combination of content and the medium. A closing narrative reflection of my experience is also included to illustrate the ongoing cultivation of the rhythm of action and reflection which this study has encouraged. Copyright / Dissertation (MA(Theol))--University of Pretoria, 2013. / Practical Theology / unrestricted

Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

Recall of expository prose after one of two learning techniques was determined. Pearson correlation did not discover a significant difference between the recall writings of the examinees who studied by discussion and those who studied by underlining. The significance of the difference between two proportions found that the group which underlined recalled significantly better than the group which discussed what they had read. This highly significant difference was almost identical when all synonyms from the Turbo Lightning computer program were considered correct recall and analyzed by the significance of the difference between two proportions.