Thesis (Th. M.)--Westminster Theological Seminary, Philadelphia, 1986. / This is an electronic reproduction of TREN, #036-0022. Includes bibliographical references (leaves 132-137).

Thesis (M.A.)--Catholic Theological Union, 2002. / Vita. Includes bibliographical references (leaves 103-106).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 99-102).

Thesis (J.C.L.)--Catholic University of America, 2004. / Includes bibliographical references (leaves 49-51).

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves [61-63]).

Thesis (Th. M.)--Westminster Theological Seminary, Philadelphia, 1986. / Includes bibliographical references (leaves 132-137).

The main purpose of this research is to explore and analyze the ecclesiology of the emerging charismatic or apostolic churches with a special reference to their church polity based on the fivefold ministry of Ephesians 4:11. The survey of the traditional church government is done as a basis and directional guide for church government and polity. Since the Classical Pentecostals and Charismatics form a sizeable part of evangelical Christianity, their ecclesiology is explored and it is discovered that this is generally not formulated into certain cohesion. This mainstream evangelical Christianity does not formulate dogma, but adds pneumatological dynamism to their faith. However, the ecclesiastical understanding of the emerging apostolic movement is endeavored as a way of trying to understand the premise of ecclesiological understanding. There is a historical survey of the fivefold ministry since the dawn of the twentieth century, especially starting with the Latter Rain Movement. As in all researches of this kind, the marks of this phenomenon are identified and the different terms used to refer to it explored. These marks are highlighted in view of their theological and hermeneutical approaches to doctrinal conclusions. The rationale behind the movement’s fivefold ministry hangs on the doctrine of restoration, whereby the church is believed to be prepared in the last days for a great eschatological realization, and that to accomplish this, the restoration of church government structure based on the fivefold ministers is to be applied. It is believed that the church can only fulfill its mission here on earth when it operates under the guidance of apostolic structure as laid out in Ephesians 4:11. The research argues the theological bases and the roots of the fivefold ministry and compares this with the current scenarios found among the apostolic churches. This is examined in regard to the leadership in the early church, the principles of ecclesiality and contextuality, phenomenology, Realpolitik and vox populi. The argument is enhanced by the fact that the Charismatic theology lacks cohesion and synergy because of the lack of catechesis and apostolic paradosis. The Ephesians 4:1-16 exegeses acts as a precursor to understanding the fivefold ministry and the charismata in the church as supported by history and the application of domata that the fivefold ministry was intended for ecclesia’s growth, life and nourishment. The domata of Eph 4:11 were intended for maturity, not for the government of the church. The climax of the research endeavours to answer the hypothesis if the fivefold ministry can be a theologically legitimate application for church government. The apostolic churches are reviewed and their distinctive characteristics surveyed. The fivefold ministry is critically discussed and the arguments against if for church government brought forth. These arguments are evaluated by comparing them with the contemporary participative ecclesiologies. Some further valuable deductions can be made from research: <ol><li>There is disparity and lack of synergy regarding the fivefold ministry among the Charismatics.</li> <li>Ephesians 4 passage cannot be used to justify the church government structure based on the fivefold ministry.</li> <li>The ecclesia is a charismatic fellowship.</li> <li>The church needs structure for the sake of order and effectiveness in the world.</li> <li>Most of the fivefold ministry promoters are not scholarly or theologically elite.</li></ol> A few constraints have been encountered which have a limiting effect on the research. The research highlights a number of important areas which can be further researched. / Thesis (PhD)--University of Pretoria, 2008. / Dogmatics and Christian Ethics / unrestricted

EU-undervisning i den svenska skolan är ett ämne som i många år har diskuterats och ifrågasatts inom samhällsforskning. Det finns idag få undersökningar som tar upp hur innehållet kopplat till EU organiseras och konkretiseras i samhällskunskapsundervisningen. Tidigare forskning visar att den undervisning som bedrivs på gymnasial nivå sällan förmedlar en tillräcklig kunskap om politik som bedrivs på EU-nivå. Detta har en tydlig påverkan på ungas politiska deltagande, speciellt på europeisk nivå. För att kunna delta i ett demokratiskt samhälle är det av stor vikt att eleverna får grundläggande kunskaper om demokratins spelregler samt sina politiska rättigheter och påverkningsmöjligheter. Där spelar skola och lärare en stor roll som kunskapsförmedlare. Denna studie syftar till att undersöka hur lärare som ingår i Europaparlamentets skolambassadörsprogram undervisar om EU på gymnasial nivå. För att uppfylla syftet har skolambassadörernas arbete analyserats utifrån de tre politikdimensionerna; Polity, Policy och Politics. Tidigare forskning poängterar vikten av att alla politikdimensionerna implementeras och exemplifieras i undervisningen. Undervisning som endast belyser en eller två dimensioner av politik-begreppet ger en skev bild av det politiska systemet och flera grundläggande delar missas. Studiens resultat visar att samtliga politikdimensioner är framträdande i den undervisning skolambassadörerna planerar och genomför, med fokus på EU. Skolambassadörernas undervisningsmetoder och undervisningsinnehåll är varierande, vilket stämmer överens med det tidigare forskning presenterat. Det är därför svårt att konkretisera vilket innehåll som är centralt i EU- undervisning på gymnasial nivå.

Trots att samhällskunskap som undervisningsämne karakteriseras som tvärvetenskapligt, av samhällsvetenskapsforskare, anses politikundervisning vara en central del av ämnet. För att samhällskunskapsundervisningen ska kunna påverka eleverna att bli samhällsengagerade och villiga att delta politiskt bör politikundervisningen innehålla politikbegreppens tre dimensioner: polity, policy och politics. Undersökningen har genomförts genom semistrukturerade intervjuer med tre erfarna lärare med stort samhällsengagemang. Syftet med undersökningen har varit att ta reda på och beskriva vad lärarna väljer för undervisningsinnehåll och undervisningsstrategier med mål att ge eleverna förutsättningar för att bli samhällsengagerade och villiga att delta politiskt. Undersökningens utgångspunkt är teoriutvecklande av politikbegreppen polity, policy och politics. Vid undersökningens inledningsskede var hypotesen att undervisande lärare lägger en övervägande betoning på en eller två av dimensionerna vid val av undervisningsinnehåll. Undersökningens resultat visar att det inte går att tydligt se om lärarna lägger en övervägande betoning på någon eller några av dimensionerna. Semistrukturerad intervju har uppfyllt undersökningens syfte genom att lärarna har fått berätta vad de själva anser relevant och viktigt i förhållande till intervjufrågor.  Det som tydligt framträder i undersökningen är respondenternas samhällsengagemang. Undersökningen visar att medvetenhet om lärarnas samhällsengagemang även gör det möjligt att se hur deras val av undervisningsinnehåll och undervisningsstrategi har präglats av samhällsengagemang. / Although social science as a subject of education is characterized as interdisciplinary by social science researchers, policy education is considered as a central part of the subject. In order for social science education to influence students to become socially committed and willing to participate politically, policy education should contain the three dimensions of policy concepts: polity, policy and politics. The survey has been conducted through semi structured interviews with three experienced teachers with great community involvement. The purpose of the survey has been to find out and describe what the teachers choose as teaching content and teaching strategies with the aim of giving students the prerequisites for becoming socially involved and participating politically. The starting point of the study is the theory development of the concept of polity, policy and politics. At the start of the survey, the hypothesis was that teachers put a major emphasis on one or two of the dimensions when they choose what to include as teaching content. The result of the study shows that it is not possible to clearly see if the teachers emphasize one or two of the three dimensions. Semi structured interview has served the purpose of the survey by meaning that interviewed teachers have been able to tell and describe what they consider as relevant and important in relation to interview questions. What clearly appears in the survey is the interviewed teacher’s community involvement. The survey shows that awareness of teacher’s community engagement also makes it possible to see how their choice of teaching content and teaching strategy has been characterized by community engagement.

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