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 Shaping the Future: Towards the Paradigm of “Socio-Spiritual Synergy” in the Development of Effective Leaders Through Theological Education with Special Reference to the Independent Baptist Church in Durban.(South African Theological Seminary Johannesburg, South Africa) Meekins, Darryl; Lessing, Pelham; Lessing, PelhamThis study deals with the quality of the educational process for the B.Th and Honours programs offered by the Baptist Bible College of KwaZulu-Natal.The study comments on the program as it relates to the purpose and mission of the Institution itself. I believe that the conclusions reached would also be eminently relevant to other training mechanisms within the Independent Baptist Movement in South Africa. The study will describe a philosophical framework that could lead to dramatic improvement at various levels within the program, if implemented. This framework has been analyzed through the lenses of current cultural trends in leadership and leadership development. In addition, biblical material is consulted, specifically in unpacking the concept of ̳mentoring‘. Lastly, the study explores the framework through various empirical tools among former graduates to test the theory. The process of leadership development through Theological Education is of paramount importance to the administration of BBC KZN. This study hopes to point out the current shortcomings in order to lead to a dramatic improvement in the relevancy of this Institution.Item Japanese Ancestral Practices: A Contextualized Teaching Tool on the Afterlife in the Local Church (Hibachi Theology)(South African Theological Seminary Johannesburg, South Africa) Nesbitt, Mariana; Stewart, Mark; Stewart, MarkThe vexing multi-dimensional question of Japanese Ancestral Practices is central to most missiological studies in the Japanese church. Statistics show the need for new strategies and a new movement of the Holy Spirit in the local church. We examine the background of Ancestor Practices in the folk religion, Buddhism, Shintoo, Confucianism and Taoism, which all go to make up traditional Japanese religion. The actual rites are listed and details explained. The nexus is the ie, the household. Later additions in Japanese religion are the New Religions, which also emphasize ancestor practices, and new developments, such as living funerals, ash-scattering and further developments in popular occult practices and the influence of the media and the arts. Focus groups of typical city dwellers have indisputably shown the effects of secularisation, the change from ‘worship’ to ‘respect’ and a looser attitiude towards the butsudan and the rising importance of grave visits. After examining the above, the abiding emergent themes of ancestor practices are seen to be those of respect, family, gratitude, memorialism, ethics and identity. Are Scripturally forbidden issues involved here? Does necromancy take place, what about offerings and prayer to the dead? And is worship of the spirit and the mortuary tablet involved? Input about ancestor practices in other lands gives perspective and new insights here. Japanese Christian indigenous movements also show the same themes and they go further than ‘orthodox’ Christian churches in their evangelism of the dead and their care for their ancestors. We examine the teaching about the afterlife in Japanese seminaries, the training given to missionaries by missions, what the denominations teach and practice and in particular, what OMF International missionaries are teaching and practicing with regard to the dead. Space is given to the basic Biblical teaching on life after death with reference to issues that require attention in the Japanese worldview.Item Theological, Educational and Sociological Foundations of Christian Education: The Development and Implementation of a 12-Standards Model for Evaluating and Modeling Adult Bible Studies that Utilize Contemporary Visual Media(South African Theological Seminary Johannesburg, South Africa) Heskett, John; Stewart, Mark; Stewart, MarkThis research endeavours to examine the Biblical, theological and sociological foundations of Christian education; develop a 12-standards model for evaluating Christian education in a postmodern society; evaluate ten Bible studies that utilize contemporary visual media in terms of the 12-standards model; and develop two model Bible studies built upon the 12-standards model and evaluations of the ten evaluated Bible studies. These model Bible studies utilize visual media.Emphasis is placed upon observation in the relational teaching style of Jesus, the theological foundations and goals central to a conservative evangelical Christian education and Social psychology, specifically persuasive messages and the systematic–heuristic process in social judgment.Standards are developed utilizing observations and conclusions drawn from the above. Current published Bible studies that utilize contemporary visual media are then measured by this 12-standards model and conclusions drawn.Model studies utilizing contemporary visual media are then developed utilizing these conclusions and 12-standards.Item Evaluating the Exegetical Benefit of Integrating New Testament Greek Discourse Grammar with Traditional Grammar(Johannesburg South African Theological Seminary) Crafford, Estelle