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My final thesis exhibition is directed towards children and parents. My goal is to create a connection between parent and child, and their past, present, and future through memory. Such a connection is accomplished through the implementation of these three different ideas in the artwork: 1) creating different layers of understanding, 2) producing everlasting memories, 3) connecting adult viewers to their past. In addition, I use principles as the foundation for each piece, such as the principles of kindness and learning. These principles are presented to the viewer through parables of current social and political issues, illustrated through my own cultural and artistic backgrounds. I am interested in planting good principles in the memories of the children and incentivizing parents to think about the impact the world around us has on their children.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 242-261). Also available for download via the World Wide Web; free to University of Oregon users.

Darbe analizuojama Dievo Karalystės sąvoka ir pagrindiniai bruožai, remiantis Šventuoju Raštu, Katalikų Bažnyčios dokumentais ir teologine literatūra. Aptariamas Dievo Karalystės skelbimo aktualumas ir galimybės mokykloje pagal Bendrąją katalikų tikybos mokymo programą. Taip pat atliktas konstatuojamasis, mokomasis tyrimai su 5-6 klasių mokiniais apie jų Dievo Karalystės sampratą ir parengtos metodinės rekomendacijos Dievo Karalystės sampratos gilinimui mokykloje. / This master paper discusses the nation of the Kingdom of God and its educational value while teaching religion to schoolchildren. The aim of the research is to find more effective ways of disclosing the idea of the Kingdom of God as a means towards authenticity of faith.

I began with an interest in what makes a difference for girls who face challenging circumstances: What helps them to develop sturdy, resilient, and resistant selves? What role does narrative play in this process? I set in motion a process of storytelling and reflecting by inviting girls and women to share stories together—their own stories, fictional narratives, and myths. The participants had faced particular challenges in adolescence, including economic hardship; disrupted social or family circumstances; mental health; abuse; or trauma. The girls and women had differing racialized, class, cultural, social, religious, and ethnic backgrounds. Drawing on the work of biblical scholars who understand Jesus’ parables as poetic metaphor, I identified 11 aspects of parables that helped me to hear and interpret girls’ stories: participation, difficulty, metaphor, fractals, truth, emergence, performance, possibility, power, wisdom, and beauty. Listening with a parabolic ear, I came to experience girls’ storytelling selves as participatory, metaphorical, fractal, truthful, and emergent; I observed girls’ selves as artistic practices that are embodied performances of their wisdom, power, and beauty. And I discovered how such performances of the self create enlarged spaces of possibility for girls in the face of life’s difficulty. I discovered that storytelling selves are girls’ power—power realized as storytelling, participation, mutual relation, meaning-making, enlarging spaces of possibility, disidentification, and embodiment. I identified six elements that seemed to be important in nurturing girls’ parabolic imagination. These are community participation, experienced observation, complexity, care, interpretation, and artmaking. These elements provide a framework for considering how educators might support girls’ selves but they do not provide a methodology. Taken together, they are more like a parable—an opening onto a particular worldview that invites participation in the world of a girl. These six elements may be signs that point to places where parables of the self are already being told. They become questions that make sense only to those who already understand: Is this community? Is anyone listening? Is it complex? Is this a place of compassion and care? Is meaning being shaped and questioned and reimagined here? Is there art? Is there play? / Thesis (Ph.D, Education) -- Queen's University, 2009-12-18 17:19:42.63

Thesis (D. Min.)--Harding University Graduate School of Religion, 2006. / Includes bibliographical references (leaves 191-196).

Thesis (D. Min.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 383-393).

Thesis (D. Min.)--Harding University Graduate School of Religion, 2006. / Includes bibliographical references (leaves 191-196).

This study investigates the reception of Isaiah 6:9-10 in the New Testament, in order to establish whether the interpretation of this authoritative text has remained stable, or has been altered through many hands and years. Furthermore, the question is posed, ‘what does this mean (if anything) for contemporary Biblical interpretation?’ It is clear that the New Testament authors (i.e. Mark, Matthew, Luke and John) employed Isaiah 6:9-10 in different contexts and for different purposes. However, it is argued that these various interpretations do not violate the original sense of the verses as they appeared in the context of the book of Isaiah. Instead, it appears that the New Testament authors have recognized in these verses a resemblance to their own respective circumstances and have subsequently adapted Isaiah 6:9-10 in appropriate and relevant ways to their own respective circumstances. This is similar to what contemporary Bible interpreters do. In the end, it is acknowledged that a Biblical text needs to be interpreted in light of its original setting, but also in light of new contexts, if we take seriously the fact that the Bible is the living word of God. Thus, it is recognized that the Biblical text is the product of both human and divine authorship. As such, the Biblical text has a particular interpretation related to the specific historical context in which it originated, but the Biblical text also transcends this context and offers truth that remains relevant for generations to come. / Dissertation (MTh)--University of Pretoria, 2017. / New Testament Studies / MTh / Unrestricted

The Master's thesis Prayer in the Luke's Parables first deals with the definition of the parable itself: how the modern narratology understands it, how was this literary form used in the Old Testament and in the New Testament connotations. Further, it discusses the Gospel of Luke as a separate literary unit with an editorial plan regarding especially parables, and also describes the circumstances of its inception, the recipients, contemporary realities, etc. The next part outlines the basic teachings on prayer in the Church Documents. Then the thesis separately analyses both the grammar and the interpretation of three particularly important Luke's parables concerning prayer (L 11,513; L 18,18; 18, L 18,914). Their common contribution to Jesus' teachings on prayer is summarized in the conclusion.