M.A. / The objective with this study was to develop a management model for assemblies in the Apostolic Faith Mission of South Africa (AFM). This model is focussed on the development of positive potential and the equipping of assembly members. A number of assemblies instituted a cell-based structure whilst others are in a process of transformation towards a cell-based assembly structure. The management possibilities of such a structure was therefore considered. An analytical and critical approach, based on the social sciences, was taken to develop a better understanding of people's latent potential. The equipping task of the church was also analysed. With the aforementioned as departing point, consideration was given as to what type of management structure would be the most suitable to develop potential and to equip assembly members. The study indicates the following: Every person has latent positive potential that should be developed. The church leadership is responsible to God for the development and equipping of assembly members. A high standard of management effectiveness could be reached through a Body-of-Christ assembly approach with cell groups as a supporting structure. A purpose-driven management approach should be adopted. The best management model is therefore achieved through a combination of a Body-of-Christ assembly model based on a purposedriven management approach. This thesis is a contribution aimed to assist the leadership in assembly management and structuring. It is hoped that this will result in the development of latent potential, and the equipping of assembly members to support them in their Godly purpose and service.

Doctor of Philosophy / Department of History / Robert D. Linder / John Wesley (1703-1791) was an Anglican priest who became the leader of Wesleyan Methodism, a renewal movement within the Church of England that began in the late 1730s. Although Wesley was not isolated from his enlightened age, historians of the Enlightenment and theologians of John Wesley have only recently begun to consider Wesley in the historical context of the Enlightenment. Therefore, the purpose of this study is to provide a comprehensive understanding of the complex relationship between a man, John Wesley, and an intellectual movement, the Enlightenment. As a comparative history, this study will analyze the juxtaposition of two historiographies, Wesley studies and Enlightenment studies. Surprisingly, Wesley scholars did not study John Wesley as an important theologian until the mid-1960s. Moreover, because social historians in the 1970s began to explore the unique ways people experienced the Enlightenment in different local, regional and national contexts, the plausibility of an English Enlightenment emerged for the first time in the early 1980s. As a result, in the late 1980s, scholars began to integrate the study of John Wesley and the Enlightenment. In other words, historians and theologians began to consider Wesley as a serious thinker in the context of an English Enlightenment that was not hostile to Christianity. From a review of the historical literature, this dissertation details six links that scholars have introduced in their study of Wesley’s relation to the Enlightenment. However, the review also reveals two problems, one obstacle and one omission, that hinder new innovation and further study. Therefore, as a solution, this study introduces five lenses adapted from the recent scholarship of four historians and one historical theologian that provide new vantage points for considering the enlightenment of Wesley and Wesleyan Methodists, which together form the Wesleyan Enlightenment. Finally, based on the evidence gathered by using these new lenses, this study argues that because Wesley not only engaged the Enlightenment, but also addressed the spiritual needs and practical concerns of Wesleyan Methodists for more than fifty years in what he referred to as an enlightened age, John Wesley was a central figure in the eighteenth-century English Enlightenment.

While Christian counseling is a burgeoning field, it seems to lack clear philosophical and methodological definitions. This is particularly true when it comes to the human-divine relationship in that few theories or models exist that can guide practitioners in assessment and intervention of the human-divine relationship in order to improve it. Attachment theory offers relational concepts that can be applied to a person's relationship with God thus offering guidelines for soulcare providers. Attachment theory describes the relationship between God and persons in similar fashion with the Bible. Adoption is understood to be the central doctrine that relates to attachment, but it is aided by justification by faith, union with Christ, naming God "Abba," and the testimony of the Spirit. While attachment theory holds much in common with biblical principles, it also has several deficiencies including biological reductionism and limited teleology. Attachment theory is most applicable to Christianity in a post-postmodern ideology that allows for metanarrative but also takes seriously the subjective elements of experience as these experiences form narratives through a hermeneutic function in which persons interpret reality. Paul Ricoeur's concept of testimony aids in explaining the way in which life experiences form a narrative that fuels concepts of self, others, and relationships and the manner in which this process if transformed. Ricoeur's ideas have much in common with the Adult Attachment Interview in which adult's state of mind toward attachment is revealed through the type of narrative they produce about attachment. The primary indicator of such is the level of coherence in the person's narrative. It is proposed that a similar narrative interview, entitled the Adult Attachment to God Interview (AAGI), could produce indicators of a person's level of security and primary attachment strategy. Through testimony analysis, the soulcare provider can discover the level of coherence of a person's narrative concerning life with God and thus encounter the type of attachment a person has with God. Furthermore, the interview process will give insights into types of interventions that will aid the person in developing a more cohesive narrative and thus a more secure relationship with God. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

The research reported here addressed the questions 'what is spirituality?' and 'how should spiritual development be provided in education?'. The literature reviewed indicated confusion and uncertainty over the meaning of the concept spirituality, and the only guidance as to how spiritual development should be facilitated, was mainly from a religious perspective. This however, proved to be problematic for adoption into state-run educational institutions, where religious education is not provided for. As spiritual development is an aspect of the overall educative development of individuals, attention was given to what is meant by both 'education' and the 'educated person'. This initial research provided the context by which spiritual development could be understood and grounded in accepted and well argued notions of what interventions into the development of the individual are to count as educational. This also clarified the context for which the formulated framework of spirituality was to have implications. The major approach of this research was philosophical, in that an existential perspective was sought to develop a framework of spirituality that was able to embrace both religious and secular contexts of education. The major works examined were those written by Søren Kierkegaard, Friedrich Nietzsche and Martin Heidegger, because these were argued to have most relevance for spirituality and spiritual development of the educated person. While these works were analysed one philosopher at a time, the existential perspective that was relevant for spirituality was developed using common themes found in their writings. Consequently this approach produced a rather eclectic view of Existentialism that down-plays the many differences that exist between these philosophers. An existential framework of spirituality was then formulated using the philosophy of these contributors as the foundation. This framework is argued to be more effective than the other frameworks of spirituality that were identified in the literature reviewed. Its implications for education practice were developed and argued. The evaluative applicability of the framework was then illustrated and tested through a critique of an educational project in Queensland. It was beyond the scope of this thesis to test the framework any further than this particular case. However, further research is recognised as being required to test other aspects of the framework.

Thesis (D. Min.)--Ashland Theological Seminary, 2008. / Abstract . Description based on microfiche version record. Includes bibliographical references (leaves 146-152).

Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 138-142).

This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors. Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes. Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors’ abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A person’s ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.

Thesis (Th. M.)--Holy Cross Greek Orthodox School of Theology, 2006. / "Athumia" appears in Greek letters on t.p. Includes bibliographical references (leaves 74-77).

Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 138-142).

Thesis (Th. M.)--Regent College, 1992. / Abstract and vita. Includes bibliographical references (leaves 213-224).