Internet-based distance education (IDE) continues to grow in popularity and ubiquity. Acceptance of IDE among Christian higher education institutions has also increased. However, these institutions seek assistance. Such was the case with the nineteen institutions endorsed by the Assemblies of God (AG). The AG's oversight organization (The Alliance for Assemblies of God Higher Education, Alliance) was asked by member institutions for IDE aid, resources, and direction. To understand the current environment of IDE within AG higher education, an organizational discovery case study reviewed the historical IDE trends within AG higher education, surveyed institutional faculty members and administrators as to their IDE beliefs and situations, and analyzed the data collected. From the research findings, the Alliance gained a better understanding of the needs and intentions of its member institutions. It also realized the aid and resources to offer its endorsed institutions, what endorsement requirements were needed for spiritual development in an online distance education setting, and an overall IDE direction that the organization could provide or facilitate. To aid the organizational discovery, a research framework was created that the Alliance could reuse and share with similar organizations for their own internal discovery.

The assumption of the study was that children are capable of an intimate and real relationship with God. The question that is often asked is, "How does the church best help children to grow in that relationship?" The lack of an agreed upon definition and understanding of spirituality and the need for a sound and practical approach to helping children develop spiritually was the catalyst behind this research. The purpose of this study was to examine the relationship between ministry praxis and spiritual development milestones in the lives of Nazarene children. The literature review began with an examination of the history of spirituality, the biblical call to children's spiritual nurture, and the history of psychology and developmentalism. Attention was given to the typologies presented by Urban Holmes and David Kolb culminating in analysis of Michael Anthony's Children's Spiritual Formation Typology. A mixed methods approach was used to gather data. The process for development of the research instrument and the procedures used for implementation were clearly explained. The online instrument was completed by 201 (64.4% of the population) Nazarene children's pastors and analysis of the data was conducted using ANOVA testing. The respondents were assigned to one of the four ministry models based on their responses to the 24 statements on the survey instrument. By determining one's preferred ministry model and analyzing a variety of self-reported data, analysis of the relationship in the four spiritual development milestones was possible. In addition to the four spiritual milestones, growth rate of each of the ministry models was analyzed. The research was completed by conducting two focus group interviews to provide qualitative analysis of the data gathered from the survey instrument. Open-ended questions were presented to each focus group which further validated the analysis of the data. The statistical analysis of the data concluded that there are no significant statistical differences in the four ministry models and the four spiritual development milestones. Key words: child, children, development, formation, growth, milestones, ministry, nurture, praxis, spiritual, spirituality / 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 current project attempts to construct a modest version of natural theology with the aid of Confucian axiology and American Pragmatism. Its main thrust is to map out several levels of integrative valuation moving from nature and society into the innermost part of the human core. It envisions a Confucian axiological cosmos where values are scattered ubiquitously in the universe and its myriad presences. The pragmatic theories of Charles S. Peirce and William James are employed to construct methodological mechanisms by which natural values are to be recognized, semioticized, transferred and integrated into the human equilibrium as valutional core. Nature, society and the human valutional core are envisioned as three major value hubs that are intricately intertwined and mutually reciprocal. The levels of integrative valuation consist of a series of evaluative steps spread along the history of Confucianism. Beginning with an objective observation of Investigation of Things, it reaches the semiotic stage of Rectifying the Name, which followed by physical participation in the Unity of Knowledge and Action, and eventually arrives at the grand stage of Ritual Appropriateness. The Protestant churches with Chinese cultural background are considered as the communal basis of this project. The rival coexistence of both naturalistic and anti-naturalistic tendencies makes them an apt sample for this axiological project of reconfiguring a natural theology. If accomplished successfully, this project will establish an axiological type of natural theology by means of integrating resources from Confucianism, American Pragmatism and Christian Theology. It will demonstrate a way of engaging nature alternative to those of logical positivist, materialistic or even ecological approaches. This project may help conservative Protestant Christians redress their obsession concerning special, direct, salvific grace by redirecting them towards natural values that are profoundly rich and nourishing by reconciling the cultural and religious dimensions of their lives.

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.

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Thesis (D. Min.)--Denver Seminary, 2001. / Includes bibliographical references (leaves 195-198).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 146-151).

Thesis (D. Min.)--Ashland Theological Seminary, 2008. / Abstract . Description based on microfiche version record. Includes bibliographical references (leaves 229-236).

Thesis (D. Min.)--Bethel Seminary, St. Paul, MN, 2008. / Abstract. Includes bibliographical references (leaves 153-158).