Three foundations of ethics in Maritain, Stace, and Ramsey

Thesis (Ph.D.)--Boston UniversityThe problem of this dissertation is two-fold: (1) A study of the ethical theories of Jacques Maritain, Walter Terence Stace, and Paul Ramsey, and (2) an attempt to classify moral theories in the light of three basic types of relation between man, moral standards, and reality. The analysis, comparison, and critical study of the three representative moral theorists are correlated with a view to illustrating the kinds of issues involved in the reduction of the moral standards to three foci, as a novel and useful classification. Hence, the field of moral theory has been divided into three foci designated as Imposed Ethics, represented by Maritain, Immanent Ethics, represented by Stace, and Imparted Ethics, represented by Ramsey. It is believed that when properly defined most, if not all, ethical ideals will fall within one of these three classifications or a combination of them. [TRUNCATED

Mentoring spiritual leaders : discerning effective practices

https://place.asburyseminary.edu/ecommonsatsdissertations/2575/thumbnail.jp

The Way to God or God\u27s Way to Us: The Theologies of Edward Farley and James McClendon in Critical Dialogue

A lively theological debate in recent decades has been the dispute over theological method between revisionist and narrativist theologians. To explore and evaluate this debate I consider the work of revisionist theologian Edward Farley and of narrativist theologian James William McClendon, Jr. Farley\u27s method calls, first, for an attempt to uncover faith realities that can be directly perceived, such as the faith community\u27s efforts to remove ethnic boundaries, and, second, for an endeavor to examine how such realities indirectly demonstrate the existence of additional faith realities, such as the character of God. In contrast, McClendon\u27s method calls for an attempt to ground doctrine in various sources, such as experience, community and the narrative of Christian tradition, but most especially in the narrative of Scripture, conceived of as the word of God. An endeavor to address adequately their understandings of theological method requires not only a direct analysis of the methods themselves (set forth in chapters 1 and 2) but also an examination of how these methods may be applied in the construction of doctrine. Thus, (in chapters 3 and 4) I consider the manner in which Farley\u27s and McClendon\u27s methods inform their doctrines of God. Finally, (in chapter 5) in dialog with other commentaries on their work, I present an assessment and comparative evaluation of their theological methods and doctrines of God, demonstrating strengths and potential deficiencies in each case. I conclude that there are some significant differences between Farley\u27s and McClendon\u27s projects. For instance, they vary from one another in how they conceive of the identity of Scripture. For Farley, the Bible is chiefly a text that the faith community has made, and it is one means (among others) through which one can uncover the realities of faith; for McClendon, Scripture is primarily a text in which God speaks (through humans), and it is thus a text through which God can find us. Another related difference is in where they place authority as the basis for developing doctrine. Farley locates this authority chiefly with the contemporary ecclesial community, while McClendon places it primarily with the narrative of Scripture

Thoughts of the spiritual

https://place.asburyseminary.edu/ecommonsatsdigitalresources/1516/thumbnail.jp

The hermeneutics of F. August G. Tholuck: a study in the methods of biblical interpretation

Hermeneutics in these days is claiming much attention from Biblical, dogmatic and practical theologians. This is just as it should be, if true and obedient theology depends upon proper exegesis of the Bible, and if the whole life of the Church (the concern of practical theology especially) is to be governed by true and obedient theology. This means that hermeneutics, in a sense, is the connecting link between exegesis and theology, by providing theological rules to keep interpretation on the right track. If this happens, if exegesis is constantly correcting theology and hermeneutics is constantly guiding interpretation, then the practical life of the Church should be well ordered and disciplined. Preaching is important within the life of the Church. Preaching depends upon exegesis, and looks to theology for its rules of interpretation. It is here in preaching and in the congregation's study of the Bible that hermeneutics finds its most practical expression, and it is here also that the rules of hermeneutics are tested and corrected. That is why this discipline of Biblical interpretation is so significant for the life of the Church.This thesis enters the door to the study of hermeneutics by looking at the works of August Tholuck, a truly remarkable figure, as we shall see

How Christian Teachers Perceive Their Engagement Facilitates Spiritual Formation Within At-Risk Male Students: A Case Study

The purpose of this qualitative intrinsic case study was to understand the experiences of teacher’s perception of their engagement to facilitate spiritual formation within at-risk students at Southeast Christian Alternative School (pseudonym). This participating school is recognized by the North Carolina Department of Administration as a non-public school. The program uses a Wilderness Therapeutic approach to learning. Four essential elements were explored. Teacher’s engagement concerning behavior management was assessed through processes that tactically managed disorderly conduct or acts of misbehavior. Implementation of any behavior plans or behavior models were applicable. Teacher’s engagement concerning spirituality was assessed through active practices of spiritual disciplines and soul care. Teacher’s engagement concerning Christian pedagogy was assessed through exhibitions of faith integrated in teaching and learning. This facet encompassed a personal cognizance of content, application, and methodology that developed the curriculum and the student (Kieser & Parsons, 2014). Lastly, teacher’s engagement concerning Christian discipleship was assessed. Any demonstrations of transition beyond pedagogy toward application succor was applicable. The theory guiding this research was Fowlers’ (1981) Stages of Faith. The assessment of the participants development of faith is essential to facilitating spiritual formation within their students. Braun and Clarke’s (2006) six-step approach to qualitative analysis was chosen as a useful framework to analyze the data. The research sample was identified as the group of teachers, administrator, and assistant director working within a Christian alternative school. Two of the primary themes revealed were discuss the issues and straying away from God

The changing discourse of death : a study of the evolution of the contemporary funeral industry.

Within a cultural context of postmodernism and individualization, funerals in America have taken on a new appearance amidst increased freedom of expression and diminished adherence to tradition. This thesis examines how the funeral industry has evolved along with these social and cultural changes. Articles randomly selected from a leading funeral industry trade journal, Mortuary Management , are explored utilizing a combined quantitative content and qualitative textual analysis approach. Examination of selected articles (1963-2009) reveals that the funeral industry has steadily attempted to maintain sociocultural relevance through adaptation to a postmodern ethos of informalization and mercuriality. Possible mitigating factors for identified industry changes are discussed

The promotion of unhu in Zimbabwean secondary schools through the teaching of Shona literature : Masvingo urban district, a case study

This study examines the extent to which the teaching of Shona novels can be used to promote unhu (humanness) in Zimbabwean secondary schools where there has been a call for the teaching of cultural values. The school syllabi for Shona make this position abundantly clear. For that reason, anchoring the discussion on the role of literature in Africa as expounded by African scholars such as Ngugi wa Thiong’o (1981), p’Bitek (1986) and Achebe (1989) among others, the study observes that literature plays an important role in moulding character through advancing unhu. For instance, as Achebe (1989) argues that the novelist is a teacher, the study therefore locates literature as a life-affirming and life-extending affair. The discussion of the role of literature as a potential conduit for expressing unhu takes place within the theoretical confines of Afrocentricity, an African-centred theory that places the interests of Africa at the centre of any analysis involving African people. The selected novels namely Pfumo Reropa (1961), Kunyarara Hakusi Kutaura? (1983) and Ndafa Here? (2007) are therefore interrogated from an Afrocentric point of view. The three novels are representative of different historical epochs in Zimbabwe’s cultural trajectory. In addition, they have featured quite prominently on the school syllabi for Shona. Through a combination of interviews and critical analysis of the novels, the study crucially observes that the proper teaching of literature can effectively transform the thinking of learners thereby locating them in their own cultural platforms. However, for this to happen, teachers must be properly trained in order that they develop an appreciation of the value of literature in imparting unhu among learners. As a result, the study thus proposes sufficient conscientisation of teachers and learners on the concept and practice of unhu be systematically carried out. At the same, there is need for greater planning in constructing a more informing syllabus, as well as the deliberate inclusion of texts that canonise unhu.African LanguagesD. Litt. et Phil. (African Languages

Tune in the Bible: A Computer-based Adult-learning System

Computers have been utilized in virtually every arena of American society to convey information and to educate. This project was designed to investigate the adult-learning literature and then produce a computer-based Bible study program that would interest and motivate the user to further investigation of the Bible\u27s contents and message. The adult-learning literature survey yielded significant principles that were applied to the formulation of scripts and storyboards for a computer learning system called Tune in the Bible. This computer program was produced using the IBM development software, Linkway Live! Twelve participants were engaged to review and evaluate the content, effectiveness, and operation of Tune in the Bible. A survey instrument was administered prior to and following their use of the program. Many aspects of the adult-learning model can be successfully transferred to a computer-based learning system. A program that presents the Bible as an interesting and trustworthy guide for life can be successfully used as part of an adult\u27s search for spiritual meaning

Gardner-Webb Review, Volume 4, 2002

Annual publication associated with the Life of the Scholar Multidisciplinary Conference. This publication presents selected essays written by undergraduate students at Gardner-Webb University