MTh Theses
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14194/2591
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Item PBL in der theologischen Ausbildung(South African Theological Seminary Johannesburg, 2022) Scheffler, Wolfgang 1963; Shirrmacher, Thomas; Shirrmacher, ThomasThe present thesis deals with the question of "Problem Based Learning" as an option for professional theological education. Besides the purely academic question of theological education, there is a need for well-trained church leaders on an academic level. Not everyone has the opportunity of leaving his job for theological education. And sometimes a clear connection between theological education and pastoral practice in the church community is missing. Therefore, Problem Based Learning seems to be a solution. After a brief introduction to the principle of Problem Based Learning and its main tools, there will be a reflection on this method from the methodological, didactical, and educational perspectives. This happens to clarify how far this method can keep its promises. Because Problem Based Learning based on the theory of Constructivism that is contradicting the Christian understanding of truth, there will be a theological reflection as well. The thesis ends with a draft of an adaption of this method to theological education in the context of current needs.Item Exploring Challenges of Theological Education for Women in Evangelical Churches in Ndola, Zambia.(South African Theological Seminary Johannesburg, 2022) Phiri, Rachel Eva Melhorn 1055; Amenyedzi, Seyram B.; Brodie, RobertNumerous women from evangelical churches within Ndola, Zambia desire to do theological education. As the women pursue theological studies, they encounter obstacles which hinder their studies. This empirical research, in the field of Practical Theology, explored the challenges experienced by some women from evangelical churches in Ndola. The study was done through finding the current situation of the women, as well as the reason they find themselves in their present circumstances. Next, the research devised a model of what the situation should be in Ndola with women doing theological studies. And lastly, the study discovered some possible ways of responding to the situation with the women from Ndola, Zambia. In order to come to know the barriers, qualitative interviews with four different groups of participants were conducted. In the first task, the interviews provided the current situation with women from Ndola, Zambia doing theological education. Through the second task, the influences that hindered the women from doing theology courses were discovered. The third task was vital to determine what the ideal situation should be. This was done through a biblical and theological reflection on women in the Bible, as well as, seeking wisdom from educators at institutions within Ndola, concerning women and the way they learn. The final task provides suggestions for overcoming the obstacles after determining what the ideal situation should be. A data analysis and findings point to ten different obstacles, called themes, that women encounter as they pursue theological education. The themes are as follows: lack of resources, time management, misunderstood on the reason for pursuing theological education, mentality concerning the priority of educating males over females, learning styles and teaching methods, online learning, the value of a woman as a person, gender imbalance in theology classrooms, and the perception of female leadership in the church. The influences of each of these themes point to a number of trends, which provided the reason for the themes. Lastly, a possible response to the challenges encountered by women from Ndola, Zambia to pursue theological education is proposed as recommendations.Item Transformation for Reconciliation in the Independent Schools of Southern Africa (ISASA): A Theologically Contextualised Approach for Maranatha School in eMkhondo, Mpumalanga, South Africa.(South African Theological Seminary Johannesburg) Curle, Michael Rowan 1982; Brodie, RobertJust under half of all independent schools in South Africa are Christian schools (Naidoo 2015b). These represent a potentially significant number of communities that must follow Christ in pursuing reconciliation in a post-colonial society still characterised by racial strife and racial inequity. Christian educators, Christian school administrators, Christian churches involved in education, and Christian policymakers need to recognize that these problems are our problems and that we, as those whose lives and minds must be formed by Christ if we are to have a credible witness to the world, hold the keys to racial transformation and reconciliation, since the mission of God (and thus, the mission of the Church universal) is reconciliation and koinonia (communion). This research explores the nature of the failure of transformation for reconciliation in South African schools (chapter 2); investigates (through qualitative field research) the policies and programmes adopted by some schools that have been more successful in pursuing transformation for reconciliation (chapter 3); identifies principles for how theology and scripture should form policies and programmes of transformation for reconciliation in Christian independent schools (chapter 4), and shows how these principles translate into practical policies and programmes of transformation for reconciliation (chapter 5).The research findings are that the following principles must be adhered to: that transformation for reconciliation requires new identities for all South Africans based on a Christian anthropology; that transformation for reconciliation requires restitution and justice; that transformation for reconciliation requires the will to forgive and to embrace; and that transformation for reconciliation begins and ends with the Body of Christ. From these principles a practical programme and a practicable policy for transformation for reconciliation are described. The outcome of the research (a programme and policy for a particular independent Christian school in eMkhondo, Mpumalanga in South Africa) is now being enacted. The results of this programme and policy enactment fall outside of the bounds of the present research, but this researcher trusts that there will be far-reaching positive outcomes for the school and perhaps for the broader independent school community.Item Evaluating the Exegetical Benefit of Integrating New Testament Greek Discourse Grammar with Traditional Grammar(Johannesburg South African Theological Seminary) Crafford, Estelle