Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The problem of this dissertation was to discover how Georgia Harkness's philosophical thought developed from the Boston Personalist Tradition which she studied under Edgar S. Brightman at Boston University into the distinctive synoptic whole that emerged in Harkness's writings. The methods of this work are historical, analytical, and critical/ comparative. / 2999-01-01

This dissertation explores the liturgical work and influences of Methodist theologian Georgia Harkness in the broader context of mainline American Christianity and theological liberalism of the twentieth century. Through an examination of Harkness’s writing about worship as well as the resources she produced for worship, the thesis argues that her often overlooked liturgical work was central to her self-understanding as an applied theologian and shaped her theological interests and evolution throughout her career. This study begins by showing the centrality of prayer and worship in the personal and professional biography of Harkness. Through analysis of her many articles and sections of books on prayer and public worship, it leads to an assessment of Harkness’s own growing commitment to the liturgical life of the church and demonstrates how a self-described “evangelical liberal” built on her personalist foundations to help modern Christians reclaim the church’s liturgical tradition within new theological constructs. Further, by examining the prayers, worship services, and hymns that Harkness planned and wrote, the dissertation helps to explain how her theological understanding of worship and prayer was made manifest in the liturgical resources she created. This study also argues that Harkness’s growing commitment to the liturgical life of the church played a key role in her own theological evolution. Through her own immersion in worship and prayer, Harkness’s work became more theological, her theology became more Christocentric, and her ecclesiology deepened and developed a global and ecumenical conscience. As she delved deeper into the liturgical life of the church, she began drawing connections between liturgy, theology, and ethics, which presaged a central topic of modern-day liturgical studies. Finally, the dissertation claims that her work as an applied theologian at the intersection of various disciplines and communities makes her an excellent model for modern-day practical theology. This research and assessment contributes to existing scholarship by reclaiming an often-overlooked part of Georgia Harkness’s legacy. More broadly, it helps dispel the myth that theological liberalism was not interested in worship or devotion and gives a more nuanced understanding of the theological and liturgical landscape of mid-twentieth-century mainline Protestantism. / 2020-06-21T00:00:00Z

[ES] La instrucción de género denominada narrativa personal de no ficción o memorias, junto con el método de enseñanza Harkness en la expresión escrita del español como lengua extranjera, demostrará en el contexto particular de una universidad americana en España y en Estados Unidos un desarrollo superior de esta habilidad y desempeño. A la autora de esta tesis le gustaría contribuir a una tan esperada presencia de la escritura del español como L2 en la literatura de investigación. Este estudio trata de desarrollar en las clases de ELE para estudiantes americanos nuevos métodos que logren despertar el deseo, ya que no existe en este contexto la necesidad, de aprender español. A partir de la experiencia en la enseñanza del español a estudiantes universitarios y de secundaria estadounidenses, por un lado, en Estados Unidos como requisito obligatorio por parte de la universidad para el crédito en lenguas extranjeras y, por otro lado, en programas académicos estadounidenses de inmersión en España (en ambos casos siguiendo los libros y el método impuesto por las universidades) es común que estudiantes y profesores estén insatisfechos. La intención es demostrar que con la pedagogía Harkness y la enseñanza de la expresión escrita a través del género ensayo personal, es posible crear un currículo académico donde se obtienen claras mejoras en el aprendizaje final. Además, crea un ambiente donde los estudiantes están motivados y felices de aprender un segundo idioma. Se podría llevar a cabo la construcción de género y de la pedagogía basada en el género en un primer plano socio-contextual, de manera que permitan a los alumnos de ELE ver el contenido en términos de lenguaje desde el principio, en lugar de tener que integrarlos más tarde. Los programas de estudios universitarios de ELE tienen a su disposición la configuración de su destino, la calidad de su programa y el de los aprendizajes de sus alumnos. El objetivo se habrá logrado si el estudio ha convencido a los lectores de que los programas universitarios de ELE pueden revitalizarse aplicando una orientación humanística, al mismo tiempo, basada en el lenguaje. / [CA] L'orientació cap al gènere denominat non-fiction de la narrativa personal o Memoirs juntament amb el mètode Harkness d'ensenyament en l'expressió escrita d'ELE, en el context particular d'una Universitat Americana a Espanya i als Estats Units, demostrarà un desenvolupament més elevat de aquesta habilitat i del seu rendiment. L'autora d'aquesta tesi desitjaria contribuir a una llargament esperada presència de l'escriptura de l'espanyol com a L2 en la literatura d'investigació. Aquest estudi tracta de desenvolupar en les classes d'ELE per a estudiants americans nous mètodes que aconsegueixin despertar el desig, ja que no existeix en aquest context la necessitat, d'aprendre espanyol. Basat en l'experiència en ensenyar a estudiants universitaris americans espanyol, d'una banda, als Estats Units com a requeriment obligatori per part de la universitat de crèdit en llengües estrangeres i, de l'altra, en programes acadèmics americans d'immersió a Espanya (en els dos casos seguint els llibres i el mètode que imposen les universitats) és comú el desistiment i descontentament per part dels estudiants i professors. La intenció és demostrar que amb el mètode d'ensenyament Harkness juntament amb l'ensenyament de l'expressió escrita a través del gènere de l'assaig personal és possible crear un contingut acadèmic on no només s'obtenen clares millores de l'aprenentatge final, sinó que s'arriba a crear un ambient on els estudiants estan motivats i contents d'aprendre una segona llengua. Es podria dur a terme la construcció de gènere i de la pedagogia basada en el gènere en un primer pla soci-contextual, de manera que permetin als alumnes d'ELE veure el contingut en termes de llenguatge des del principi, en lloc d'haver de integrar-los posteriorment. S'haurà obtingut l'objectiu si l'estudi obté lectors convençuts que es poden revitalitzar programes universitaris d'ELA mitjançant l'aplicació d'una orientació humanista, a el mateix temps, basada en el llenguatge. / [EN] The gender instruction called the non-fiction personal narrative or memoirs, together with the Harkness method of teaching in the written expression of Spanish as a Foreign Language, will demonstrate in the particular context of an American University in Spain and in the US a higher development of this ability and performance. The author of this thesis would like to contribute to a long-awaited Spanish writing presence as L2 in the research literature. This study tries to develop in SFL classes for American universities and students' new methods that manage to awaken the desire since there is no need in this context to learn Spanish. Based on the experience in teaching Spanish to American university and high school students, on the one hand, in the United States as a mandatory requirement by the university for credit in foreign languages and, on the other hand, in American academic programs of immersion in Spain (in both cases following the books and the method imposed by the universities) it is common for students and teachers to be dissatisfied. The intention is to demonstrate that with the Harkness pedagogy and the teaching of written expression through the personal essay genre, it is possible to create an academic curriculum where clear improvements are obtained in the final learning. Besides, it creates an environment where students are motivated and happy to learn a second language. The construction of gender and gender-based instruction could be carried out in a socio-contextual foreground to allow SFL students to see the content in terms of language from the beginning, rather than having to integrate them later. SFL's university study programs have at their disposal shaping their destiny, the quality of their program, and that of their students' learning. The objective will have been achieved if the study has convinced readers that SFL university programs can be revitalized by applying a humanistic, at the same time, language-based orientation. / García Montes, P. (2021). Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/171795

This thesis follows the development of Howard Charles Green’s (1895-1989) views on war and disarmament as both a private citizen and as a Member of Parliament. It draws its conclusions from a large archival base. Beginning with Green’s experiences in the First World War, this thesis charts Green’s views on war through to the United Nations Irish Resolution on disarmament of December 20, 1960. Contrary to current historiography examining the Diefenbaker period, it proves that Green’s beliefs about war only changed after his appointment as Secretary of State for External Affairs in June 1959, and even then it took time for his new ideals to “harden.” Prior to his “conversion” he believed that war remained a viable aspect of foreign policy and often encouraged its fuller prosecution.

This thesis follows the development of Howard Charles Green’s (1895-1989) views on war and disarmament as both a private citizen and as a Member of Parliament. It draws its conclusions from a large archival base. Beginning with Green’s experiences in the First World War, this thesis charts Green’s views on war through to the United Nations Irish Resolution on disarmament of December 20, 1960. Contrary to current historiography examining the Diefenbaker period, it proves that Green’s beliefs about war only changed after his appointment as Secretary of State for External Affairs in June 1959, and even then it took time for his new ideals to “harden.” Prior to his “conversion” he believed that war remained a viable aspect of foreign policy and often encouraged its fuller prosecution.