Thesis (M.A.B.S.)--Denver Seminary, 2003. / Includes bibliographical references (leaves [133]-140).

Thesis (Th. M.)--St. Vladimir's Orthodox Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 161-165).

Thesis (M. Div.)--Central Baptist Seminary, 1982. / Includes bibliographical references (leaves 89-96).

Thesis (S.T.M.)--Yale Divinity School, Yale University, 1993. / Includes bibliographical references.

Thesis (Th. M.)--Holy Cross Orthodox School of Theology, 2001. / Includes bibliographical references (leaves 105-108).

Thesis (Th. M.)--Grace Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 113-121).

Thesis (Th. M.)--St. Vladimir's Orthodox Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 161-165).

This thesis examines and compares the theological views of Dr. John Owen (1616-1683), the Puritan pastor and theologian, and John Wesley (1703-1791), the evangelist and founder of Methodism. The area of enquiry is confined to the subjects of Atonement and Justification, matters which occasioned protracted doctrinal debate during the period under review. Since Owen and Wesley represent the Calvinist and Arminian interpretations of the controversy, their viewpoints express what became a permanent religious rift within British evangelical Protestantism. The analysis will also consider the viability of the theological via media represented by Richard Baxter (1615- 1691) and Archbishop Tillotson (1630-1694). The discussion also takes account of the theology of the Protestant Reformers, in an attempt to assess the doctrinal modifications which took place during the 17th and 18th centuries, and the factors, both theological and philosophical, which brought them about. The analysis 'seeks both to assess the various aspects of the debate within the context of historical theology, and to evaluate them according to the criteria of Biblical exegesis. By adopting such a method, an attempt is made to present a coherent alternative to the conflicting judgements of John Owen and John Wesley.

This thesis is concerned with practical theological education in non-confessional higher education. If non-confessional Practical Theology is to take seriously its mandate to shape all of its students’ orientation and future actions regardless of their position vis-à-vis religion, it needs to respond to the increasingly diverse character of younger generations’ religiosity and the presence of non-Christian students. However, available studies of learning and teaching in Practical Theology, especially those originating in North America, predominantly focus on a Christian and clerical paradigm that is inappropriate for students of all faiths and none. Instead, I propose a reflexive process of formation in critical conversation with external norms and values. The development of this pedagogical reorientation requires an inductive study of participants’ positionalities. I welcome this as an exciting opportunity to move on from the Christian and clerical heritage with its concomitant process of formation through integration of external norms and values. My conceptual framework for this thesis is made up of four elements. The value of ‘prefiguring flourishing’ shapes my praxis in research and education. This leads me to adopt ‘Transforming Practice’ as the theoretical model for the design of my critical action research process. The hybrid positionality of ‘insider-outsider’ instead of a binary emerges from the research as a key concept that captures contemporary developments in religious identities, and affirms plurality and contingency in identity construction and group dynamics. This links to ‘rhizomatic fragments’ as conceptualisation of the ordering process in human life story construction, and in the research process and its presentation in the thesis. Based on this framework, I show how critical, reciprocal conversation between theological scholarship and alumni perceptions of long-term learning outcomes of my teaching practice can generate normative pedagogical principles for non-confessional PT while also prompting revision of theological concepts. The normative principles inform my student-focused reorientation of the model and aim of non-confessional PT, relevant curriculum, and appropriate learning, teaching and assessment. Secondly, I demonstrate how triangulation between these alumni-based normative principles, theological scholarship and autoethnography can contribute to the educator’s personal and professional development to realise their values more fully in their practice. This involves first deconstructing my past identity in theological education and vis-à-vis religion, and second reconstructing a confident future-oriented identity as theological educator.

Submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Master of Theology in the field of Practical Theology at the University of Zululand, 2005. / A narrative approach in homiletics courses has been more or less neglected in five theological training institutions in the Pietermaritzburg area of KwaZulu-Natal. That this approach would be beneficial in the training of preachers in this province is supported by the research of scholars concerning inter alia the workings in general of the human brain, the general suitability of "inductive" preaching for church-goers and the acceptability of narrative preaching for religious and secular society. Attention is paid to different approaches to the interpretation of Scripture, seeing that this impinges upon narrative preaching. The literary criticism of the Bible is singled out as being distinct from historical criticism and is examined as the best basis for narrative homiletics. In investigating the contribution of interpretation to meaning, attention is paid to the rote of language and the various elements of narrative i.e. closure, order, plot, characters and setting. The narrative portions of the Bible, both OT and NT, are then considered. In the OT the primary story takes place from Genesis to 2Kings and is followed by the secondary story which culminates in Malachi. Various elements in OT narrative are examined which render it distinctive. The same is done with respect to the NT with special reference to the parables of our Lord. Various practical aspects of the preaching of sermons are then considered. An important aspect is the "fieldwork" i.e. the meeting and interviewing of a selection of the various role-players on the homiletical stage. These include past and present lecturers and past and present students of the five institutions. A purpose in the interviews was to ascertain the status of narrative in the homiletics instruction at the institutions. The study concludes with the provision of a proposed series of lectures in narrative sermon preparation which I commend for use in institutions such as those which I have named in this dissertation.