Project (D. Min.)--Iliff School of Theology, 2005. / Includes abstract. Includes bibliographical references (leaves 125-130).

Thesis (D. Min.)--Ashland Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 249-260).

Thesis (M. Div.)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 68-75).

Project (D. Min.)--Iliff School of Theology, 2005. / Includes abstract. Includes bibliographical references (leaves 125-130).

This research investigates the complex nature of caring in relation to women in ministry, in particular when women's roles as carers are subsumed into a patriarchal agenda in the church, with negative effects for women. The thesis explores this as an ethical problem that confronts women, but also those who are training women for the ministry. It proposes that feminist pedagogy provides important insights, tools and analyses which, when incorporated into women's formation, can help to counter these negative tendencies and the way women have internalised them. The findings of the research suggest that a critical ethic of care, which incorporates biblical principles of compassion and justice, is central to the liberating praxis of women in ministry. This has two important consequences: Firstly, it has implications for the women and how they assert themselves as moral agents of critical caring in their ministry. It suggests that in addition to the traditional caring work that women do, women also care when they seek justice by challenging the status quo understandings and practices of caring. In addition, women care when they look after themselves: when they seek healing, when they scrutinise their roles and responsibilities, and in some cases, make decisions not to care. Secondly, a critical ethic of care has implications for theological education at the epistemological, the pedagogical and the practical levels. The findings from the empirical research, based on two case studies of a Women's Studies course, have helped to identify the kinds of changes that are necessary. These include revisioning the theological content that is taught, as well as the teaching methodologies. Changes to the institutional culture and the relationships within it are necessary so that the institutions become more welcoming and hospitable to women. This thesis suggests that educators have an ethical responsibility to prepare women with the necessary knowledge and skills for the difficult, and often uncaring, terrain of their local churches. It concludes by challenging women to take responsibility for inserting themselves into local communities of practice, as a vehicle for their ongoing formation and support once they leave the theological institution. / Systematic Theology & Theological Ethics / DTH (THEOLOGICAL ETHICS)

Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 2002. / Abstract. Includes bibliographical references (leaves 121-132).

This dissertation analyzes the public and private discourse of Birdie Mitchell Smith, a Church of God preacher who enjoyed a long, distinguished career between 1901 and 1967, during a time period when woman were not allowed to preach in most American churches. Case study methodology was used to examine an archival collection of Smith's sermon outlines, letters and journal entries in context of her religious group's community discourse, particularly in context of the dissonance between the group's public rhetoric, which has historically supported a woman's right to preach, and their women preacher's stories of discrimination.Chapters Two, Three and Four set the context for analyzing Smith's texts. Chapter Two examines references to Birdie Smith in Church of God literature to evaluate her role in her religious community and her community's recognition of that role. This chapter illustrates that although Smith was at the center of her group's discourse community for many years, her work has been largely ignored by Church of God writers. Chapter Three uses six criteria developed by John Swales to analyze the Church of God as a discourse community: shared public goals, a mechanism for communication, information exchange, discoursal expectations, specialized terminology, and members with discoursal and content expertise. This chapter places Smith in the context of a religious discourse community whose discourse gradually changed during her long preaching career. Chapter Four situates Smith in context of a discourse community which has historically supported women's right to preach but has not always afforded women preachers universal acceptance or approval.Chapters Five and Six analyze Smith's sermon outlines, letters and journal entries in context of Church of God discourse practices. Both chapters show Smith to be a fully participating member of her discourse community. These chapters also place Smith solidly within her discourse community on the topic of women preachers, for although she hints at the kinds of gender-related problems which she and her sister Church of God preachers faced over the years, she does not speak out against discrimination. She simply performs her roles as missionary, evangelist and pastor without calling attention to herself or letting problems of gender get in the way of her call. / Department of English

Thesis (M.A.)--Baylor University, 2008. / Includes bibliographical references (p. 101-106)

Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 2002. / Abstract. Includes bibliographical references (leaves 121-132).

This research investigates the complex nature of caring in relation to women in ministry, in particular when women's roles as carers are subsumed into a patriarchal agenda in the church, with negative effects for women. The thesis explores this as an ethical problem that confronts women, but also those who are training women for the ministry. It proposes that feminist pedagogy provides important insights, tools and analyses which, when incorporated into women's formation, can help to counter these negative tendencies and the way women have internalised them. The findings of the research suggest that a critical ethic of care, which incorporates biblical principles of compassion and justice, is central to the liberating praxis of women in ministry. This has two important consequences: Firstly, it has implications for the women and how they assert themselves as moral agents of critical caring in their ministry. It suggests that in addition to the traditional caring work that women do, women also care when they seek justice by challenging the status quo understandings and practices of caring. In addition, women care when they look after themselves: when they seek healing, when they scrutinise their roles and responsibilities, and in some cases, make decisions not to care. Secondly, a critical ethic of care has implications for theological education at the epistemological, the pedagogical and the practical levels. The findings from the empirical research, based on two case studies of a Women's Studies course, have helped to identify the kinds of changes that are necessary. These include revisioning the theological content that is taught, as well as the teaching methodologies. Changes to the institutional culture and the relationships within it are necessary so that the institutions become more welcoming and hospitable to women. This thesis suggests that educators have an ethical responsibility to prepare women with the necessary knowledge and skills for the difficult, and often uncaring, terrain of their local churches. It concludes by challenging women to take responsibility for inserting themselves into local communities of practice, as a vehicle for their ongoing formation and support once they leave the theological institution. / Philosophy, Practical and Systematic Theology / DTH (THEOLOGICAL ETHICS)