Thesis (M.A.)--Trinity Evangelical Divinity School, 1992. / Abstract. Includes bibliographical references (leaves 98-102).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1992. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 628-638).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2005. / Includes bibliographical references (leaves 121-123).

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1992. / Vita. Includes bibliographical references (leaves 61-62).

Thesis (M.A.B.S.)--International School of Theology, 1988. / Includes bibliographical references (leaves 37-40).

It is the purpose of this inquiry (1) to study and analyze selected Christian education programs that have been organized for mentally retarded children and young adults; and (2) to determine the effect of these programs in helping the retarded children and their parents obtain a better understanding of the seeking love of Jesus as revealed through the activities of the church.

The flat narratives presented in Children’s Bibles typify the assumption that children are incapable of engaging theologically and critically with the Biblical texts. The manner in which Biblical stories are told to children during their formative years can have negative repercussions as children perceive the Scriptures as static and irrelevant. By denying children the chance to explore the dynamic text, they will never discover the depth and potential of the life-giving message of the Bible and can become despondent with Christianity, perceiving it as immaterial as the Biblical narratives show no resemblance to reality. Developing a habit of blindly accepting Christian teachings can also develop a faith which allows unhealthy indoctrination and oppressive beliefs into the Christian’s life. This thesis explores what is necessary to enable and encourage children to critically and theologically engage with the Bible. Using the story of the Widow’s Offering in Mark 12 as an example, the traditional readings present in Children’s Bibles were compared to a critical reading of the text. A Contextual Bible Study was then conducted with two case studies from grade 1 and 4 at Scottsville Primary in order to determine whether children are able to critically and theologically engage with the concepts of Christian Humanism and textual criticism. The findings reveal that this is an important area of research that requires urgent further investigation. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2005. / Includes bibliographical references (leaves 121-123).

Thesis (Th. M.)--Calvin Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 126-129).

Thesis (Ph.D.)(Practical Theology))--University of Pretoria, 2009. / Summary in English. Includes bibliographical references.