This qualitative research study explores the role of the sermon in corporate Nazarene worship. The context of this study is located with the Christian, Protestant, evangelical, Wesleyan theological tradition as expressed through the Church of the Nazarene in Australia. The church is briefly described from a Wesleyan perspective. Seven features are identified as historically important within the worship experience of Nazarenes; Biblically centred, centrality of the sermon, connection with Christian tradition, the preacher's life, encounter with self and the divine, community, and practical and relevant to present life. The conceptual lens through which the worship experiences are described is Cultural Historical Activity Theory (CHAT), as primarily articulated by Yrjö Engeström (1999). The philosophical roots of CHAT and the concept of activity are described along with the structure of activity. Additionally, the compatibility of Wesleyan theology with the conceptual understanding of CHAT is presented. The interactive context of Nazarene worship is one of the compelling reasons given for using CHAT as the conceptual base for this study. Three corporate Nazarene worship experiences in three different Nazarene congregations are examined in detail using four research methodologies; namely, video taping, video stimulated recall interviews, focus groups, and observation reports. The data gathered is by way of transcriptions based on the video taping of the sermons, stimulated recall interviews and focus groups and is managed by use of the NUD*IST (5) computer program. The observation reports are used to gain insight into specific context issues. Nazarene worship is then mapped by relating the features found to be historically important in Nazarene worship to elements of the activity system. The role of the Bible, the sermon, Christian tradition, the preacher's life, the church community, personal encounter, divine encounter, and the application and the call to decision are identified in CHAT terms. The focus of this study is within Steps 1 and 2 of Engeström's (2000) expansive development cycle. Through the mapping of Nazarene worship, tensions are identified and their possible sources explored. The tensions of confrontation versus care, creation of a quiet, meditative environment versus noisy, dynamic environment, planning versus spontaneity, and individual versus community orientation are all explored in turn. Possibilities for resolution of these tensions are suggested as a means of guiding the continued development of the activity of Nazarene worship. Possible resolution of these tensions includes the change of the focus of sermons from confrontation to empowerment, the change of the structure of sermons to encompass the visualisation of the change sought, the change of the perceptions of the preacher to one of a sojourner, and the cultivation of spontaneity within sermon delivery. The static nature of the sermon as an instrument in both the sermon's historical development and the development of the corporate worship experience points to the need for the development of the sermon as a more flexible instrument. These conclusions have implications for the teaching of preaching in schools preparing Nazarene preachers. This study contributes to the conceptual basis for the ongoing development of clergy in their preaching ministry. This study has also made visible the difficulty of applying the conceptual framework of CHAT to the complex situation of corporate Nazarene worship experience. While conceptually it may be possible to differentiate between elements within an activity system, their practical distinction is less precise. This imprecision can create confusion especially at the tertiary and quaternary levels of contradictions and may need more precise articulation of the interactions within the activity system as well as between activity systems.

Thesis (D. Min.)--Nazarene Theological Seminary, 1989. / Includes bibliographical references (leaves 231-241).

Thesis (D. Min.)--Nazarene Theological Seminary, 1989. / Includes bibliographical references (leaves 176-184).

Thesis (Ed.M.)--Boston University

Thesis (D.W.S.)--Institute for Worship Studies, 2003. / Abstract. Includes bibliographical references (leaves 219-226).

Thesis (D.W.S.)--Institute for Worship Studies, 2003. / Abstract. Includes bibliographical references (leaves 219-226).

Thesis (D.W.S.)--Institute for Worship Studies, 2003. / Abstract. Includes bibliographical references (leaves 219-226).

The purpose of the study was to develop a model using seven elements whereby a local Church of the Nazarene congregation could establish a private elementary school. The seven areas included in the model were general information, philosophy, governance, staffing, curriculum, finance and facilities. The purpose was also to suggest a plan whereby congregationally supported elementary and secondary schools could be incorporated into a unified educational system under the auspices of the Church of the Nazarene. The interview technique was used as a data gathering device in the investigation. An Interview Guide was developed based on the review of literature. Five denominations in the State of Indiana were selected as participants in the study. Persons in the following administrative positions were interviewed: (1) superintendent in charge of school, (2) elementary school principal, and (3) pastor whose congregation operated or supported a local private elementary school. A review of literature and related research was conducted and centered on the seven educational areas included in the model. The following selected findings were summarized from the review of literature and responses to the interviews. 1. Eighty-five percent of all nonpublic schools were church affiliated in 1972. 2. Successful nonpublic schools were planned one to two years in advance of becoming operational. 3. Sixty-five percent of all administrators interviewed recommended grades kindergarten through first for the initial year of operation at a new school. Philosophy. 1. The first step in development of a school was to define the basic mission of the school. 2. All administrators interviewed agreed that only teachers and staff members who were in agreement with the philosophy of the school should be hired. Governance. 1. The usual governance method of nonpublic schools was through an autonomous, self-perpetuating board of trustees. 2. Eighty-seven percent of all administrators interviewed recommended formation of a school board. 3. Eighty-three percent of all administrators interviewed believed development of a denominationwide school system was advisable. Staffing 1. Eighty percent of all administrators interviewed believed nonpublic school teachers should meet state certification requirements. Curriculum. 1. Curriculum and philosophy were closely linked in nonpublic schools. 2. Fifty-two percent of all administrators interviewed recommended establishment of a parent curriculum committee. Finance. 1. Adequate financial resources was the major problem facing nonpublic schools. 2. Long range financial planning was considered necessary by experts in the field of nonpublic school operation. 3. Eighty-one percent of all administrators interviewed recommended establishment off an endowment program. Facilities. 1. Ninety-seven percent of all administrators interviewed recommended beginning a new school in temporary facilities. The following conclusions were based on the review of literature and the interviews conducted for the study. 1. The establishment of a church operated elementary school can be accomplished successfully by following well developed and clearly defined guidelines. 2. The success of a church operated private elementary school depends in large measure on good fiscal policy and sound financial management. 3. Extensive planning and study must be undertaken before establishing a church operated private elementary school. Adequate planning will usually take one to two years. 4. Plans to establish a church operated private elementary school must have strong, widespread support within the sponsoring congregation. 5. A church operated private elementary school must be staffed and governed by individuals who agree on basic educational philosophy and goals.

Thesis (D. Min.)--Nazarene Theological Seminary, 1988. / Includes bibliographical references (leaves 142-144).

Thesis (D. Min.)--Nazarene Theological Seminary, 1990. / "Chapters three through seven are the Spanish translation of ... selections from The works of Arminius."--P. 6. Includes bibliographical references (leaves 242-243).