Thesis (D.W.S.)--Institute for Worship Studies, 2007. / Abstract and vita. Includes bibliographical references (leaves 176-185).

Christocentric spiritual formation approaches that incorporate the physical body are lacking in the literature base. The physical body plays a crucial role in spiritual formation; failure to recognize the significance of human embodiment in this way neglects a fundamental aspect of the imago Dei. This thesis researches the biblical view of human embodiment and assesses how the physical body relates to spiritual formation. Often, the soul⎯or spiritual dimension of believers⎯is elevated at the expense of the physical body within the Christian context due to insufficient theology of human embodiment. This is often rooted in a dualistic, compartmentalized understanding of humanity. The relationship between the physical body and spiritual formation is rooted in an evangelical theology of human embodiment founded in Scripture, which is necessary for a holistic understanding of the human person. The Bible demonstrates that God has created the whole person with the purpose of bringing glory to himself.

The purpose of this research project was to establish consensus among experts regarding best practices of online undergraduate spiritual formation with a specific focus on the Council for Christian Colleges and Universities (CCCU). Prior to this project, there was no consensus regarding best practices of online spiritual formation at the undergraduate level. Even less research existed with regard to the practices used among CCCU member institutions. Therefore, this project sought to identify the best practices implemented by CCCU member institutions to provide effective spiritual formation in their online undergraduate programs. This project was a mixed methods exploratory sequential design utilizing the Delphi Method. Sixteen expert faculty and administrators teaching in or overseeing Christian ministry departments within CCCU member institutions were enlisted to participate as panelists in this study. Round 1 gathered answers to 16 open-ended questions that were developed based on the CCCU definition of spiritual formation. Round 2 utilized a four-point Likert type scale with panelists evaluating the importance of 78 thematic practices that emerged from round 1. Round 3 utilized a simple agree or disagree dichotomous scale evaluating the importance of the remaining practices to online undergraduate spiritual formation. After three rounds of a Delphi Study with experts in the field of online spiritual formation at the undergraduate level, thirty consensus best practices were identified. Chapter 1 outlines the purpose and driving questions of this project related to best practices of online undergraduate spiritual formation. Chapter 2 reviews the precedent literature regarding the theological and theoretical foundations for Christian education and spiritual formation, as well as reveals a gap in the literature related to undergraduate online spiritual formation among CCCU member institutions. Chapter 3 articulates the design of this project and the use of the Delphi Method. Chapter 4 reveals the findings from each of the three rounds in this Delphi Study. Finally, chapter 5 analyzes and evaluates the findings of this project, including the thirty consensus best practices that were identified and their contribution to precedent literature, educational practice, and advancement of online Christian education.

Spirituality is a topic of growing interest for college students and scholars and yet personal accounts of spiritual development among college students remains limited. This study investigated the spiritual development of seven traditional-aged, University of the Pacific students in their senior year of course study. Interviews were conducted using an interview guide. Participants were requested through chain sampling techniques. Interviews were used to gain knowledge about the experiences students have that contribute to the ways in which they define spirituality and how those experiences affected them personally. Responses from interviews of Pacific students will be compared to Fowler's Stages of Faith and the work of Parks, Chickering and other's conclusions made regarding how students and people across generations and cultures develop a sense of meaning and purpose.

Spirituality of Psalms in the Context of Antonín Dvořák's Biblical Songs. The aim of this work is an introduction with general pieces of informations about psalms, about their primary theological scope, about spiritual world and spiritual aspects, because they in fact include the human life in all circumstances. Fundamental commission is to introduce musical work of the czech composer Antonín Dvořák (1841─1904) Biblical Songs. This work includes ten songs. Lyrics of these songs elected Antonín Dvořák himself from the Book of Psalms. This book is a part of the Old Testament. The psalms are not only a prayer of a person. The psalms are a perspective and a dialogue of person and God and the psalms make a relationship with God. Subject matter of this work will be to find a communication between a person and God and the reception of the words of God too. Very important in this case is the state of mind in thoughts and in emotional feelings. The emotional feelings and thoughts are a part of the composer's aith. The composer receives the faith from God and the musical work of art, Biblical Songs, is the answer to God. Keywords Psalm, prayer, spiritual formation, Biblical Songs, Antonín Dvořák, musicology

Submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Theology in the field of Practical Theology at the university of Zululand, 2005. / This research is an investigation into spiritual formation programmes available at different theological institutions in Kwa-Zulu Natal with the aim of finding out how spiritual formation is being intentionally or specifically pursued and whether these programmes are meeting the spiritual needs of the students. The research is based on the hypothesis that spiritual formation should have a legitimate place in theological education in spite continuing disagreements about the nature and place of spiritual formation. If it is imperative that theological graduates be people of competence and character, then spiritual formation must be as much a part of the agenda of the institution as academic competence. Curricular standards for theological education involves concern about intellectual, professional and spiritual formation. Unfortunately the current dominant structure of theological curricula tends to favour academic instruction, tolerate the practical and compartmentalize the spiritual. The average Protestant theological institute suffers from the perception that spiritual formation is not necessary. A reason for this can be traced to a belief that the church is the proper environment for spiritual formation. Cognitive instruction is thought of as the province of the curriculum, with spiritual formation happening implicitly, informally and on a personal basis. The present study contributes empirical data to the growing literature on the relationship between spiritual formation and theological education. Research was conducted at five selected theological institutions to reveal an imbalance in the nature of theological education where the focus is on the academic aspects of learning. This study shows that attempts to take spiritual formation seriously were met with resistance. The field-work revealed that only one of the selected theological institutions has an intentional spiritual formation programme. In the main, the majority of theological institutions did not have an intentional spiritual formation programme despite the fact that they feel an obligation to develop students spiritually as seen by the varied spiritual activities in place. The spiritual maturity of future Christian leaders is an important problem and needs to be addressed throughout theological training. Spiritual formation cannot be left to chance, any more than the pastoral or strictly academic components of ministry formation. This study highlighted a critical task of theological education: the responsibility to develop students holistically. While spiritual formation can and should be intentionally pursued in specific courses, it is important to see it as a crucial dimension of theological education as a whole. This study concluded with general observations about the future of theological education, especially the need for an integrated education. An approach to spiritual formation was offered for an evangelical theological institution. The findings of this study underscore a much neglected area in the training and equipping of pastors that needs immediate remedial action. The weight of the research's contribution lies in its empirical research and it is of publishable quality

No description available.

No description available.

No description available.

No description available.