<p> The purpose of writing An Evaluation of The Journey Within: Soul Care in the African American Context to implement an eight week curriculum of intentional and experiential practice of spiritual formation/soul care to determine the impact of the Journey Within: Soul Care on a Christian believer&rsquo;s emotional health and spiritual maturity in the African American context. (Abstract shortened by ProQuest.)</p>

Abstract This study explores perceptions of religion and attitudes towards childrearing of white women. The focus on whites is motivated by the misconception that they comprise a homogeneous population group in South Africa. These perceptions of religion are measured through a focus on religiosity, in other words, religious commitment. Different levels of religiosity are then identified, through a number of indicators, including women’s own views on what religion means to them. A scale of three levels of religiosity is consequently used to observe to what extent religion influences childrearing attitudes. In terms of childrearing, the analysis identifies four major components in which religion informs, in different ways, childrearing attitudes: attitudes towards children’s education, attitudes towards the family, attitudes towards the children’s future, and the role of the partner in childrearing. This analysis is located as well within the context of the ‘secularisation debate’, where we try to find out to what extent the identified religiosity corresponds to trends in regards to secularisation.

This research explores the impact of the resurrection in St. John’s Gospel, through focusing on the theme of ‘hope’. Consideration is given as to how this might inspire a theological vision of ‘hope’ in an educational context, in particular that of Church of England primary schools. The method for this research involves Biblical analysis of the resurrection appearances as recorded in the Gospel of St. John. The methodology uses Bevans’ (2012) praxis model of contextual theology combined with Kennard’s Thiselton-Ricouer hermeneutic (2013). The theoretical perspective is informed by Thiselton’s ‘two horizons’ (1980; 1992) and N.T. Wright’s ‘five act’ hermeneutic (1992; 2013). The epistemology involves both critical realism and ontological realism. More recently the Church of England has published its Vision for Education (Church of England Education Office, 2016b). This initial articulation of a Christian vision, underpinned by both theological and educational thinking, is a useful starting place for further theological reflection. In articulating a theology of education based on ‘hope’ using the Bible as its inspiration, this research seeks to contribute a fresh perspective on the purpose and practice of Christian education. Findings show that when the resurrection of Jesus Christ is viewed as a new beginning rather than a positive conclusion for Jesus and his followers then resurrection offers ‘hope’ of transformation. The very task of education can be seen similarly, as an act of ‘hope’, transforming lives and opening up new horizons. A theology of education inspired by ‘hope’ recognises the complexity of the human condition. It looks to the future in a way that encompasses the present and past, with God as companion offering purpose and expectancy.

This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.

<p> This study explored and sought to understand the factors that lead to students&rsquo; spiritual development at a secular institution. I focused on examining the perceptions of the students in determining the factors that facilitated individual spiritual growth. The rationale behind conducting this research was that colleges and universities desire for students to have a transformative and holistic experience. Knowing the factors that facilitate growth might enable university officials to intentionally create environments that stimulate growth for all students. Using a qualitative research design, I utilized methods for establishing a grounded theory because I sought to explain how students use their social, spiritual, and emotional experiences to impact their spiritual development. I interviewed 18 upper-division, Christian students of two regional secular state-assisted universities. All interviewed students were involved with local chapters of the nationally established parachurch college student organization. The data displayed a distinct difference between the first year of a student&rsquo;s academic career and subsequent years. The students detailed the first year being a time of confusion and turmoil while the upper-division years were calmer for them a period in which context is important during a time of disruption. Choices consisted of the themes of involvement and authenticity, or aligning behaviors, because of opportunities for reflection. Finally, the change category provided rich data about triggers or internal dialogue that followed from students&rsquo; experiences with disruptions to their routine thinking. Relationships, mentoring, or reading created disruptions in routine thinking. The data suggested that for students to experience growth in their spiritual identity, they must undergo a trigger that disrupts their normal thinking patterns. The reflective disruption model emerged from the vertical structure that was built from the bottom to the top with the themes of context, choice, and change. The four areas comprising the matrix&rsquo;s four concept horizontal matrix are relationships, authenticity, involvement, and spiritual actions. The reflective disruption model provides a foundation upon which future research may be built.</p>

No description available.

This thesis is a response to the fragmentation prevalent in the practice of contemporary Western pedagogy. The mechanistic paradigm set in place by the advance of classical science has contributed to an ideology that places the human being in a world that is objective, antiseptic, atomistic and disjointed. As a result, education has largely become a practice in which the learner is encouraged to identify with, and "successfully" live according to, a world that is competitive, materialistic, lonely and devoid of any spiritual dimension. / This paradigm is presently being challenged by recent developments in the sciences, from physics to biology. The vision emerging recognises the universe as holistic and fundamentally interconnected. Moreover the idea of interconnectivity is seen as the key to a richer understanding of both matter and consciousness. Seeking out expressions of such interconnectivity in education offers a space in which learners can identify the self with an extended context of life. With the knowledge that one's individuality exists by virtue of its relationship to a larger community, the learner may begin to experience the self and the world in a way that is more whole and more meaningful. The philosophy of science discussed in this thesis offers a language where the spirituality of education may be reclaimed.

No description available.

Thesis (MEducation)--University of South Australia, 2004.

Thesis (MEd) -- University of South Australia, 1993