Tyndale Digital Collections (Tyndale Univ.)
Not a member yet
3082 research outputs found
Sort by
A Didactic Approach to Spiritual Formation: Integrating Spiritual Practices to the Seminary Curriculum of the Diaspora of Chinese Students in Panama, Central America
No full textBibliography: leaves 213-220An awareness of God’s presence and a capacity to hear Him are two important elements to cultivate an intimate relationship with God for spiritual growth. This research portfolio seeks to answer the question: Will prayer encounters with God through the practice of praying with the Scriptures facilitate the participants’ capacities to hear God and increase an awareness of His presence? The context for the research portfolio is seminary students and a small group of participants from the Iglesia Evangelica China De Panama from the Chinese diaspora in Panama, Central America.
This portfolio offers my spiritual autobiography (Chapter II), which traces the influences of three different Christian spiritual traditions (Foster 1998) and my professional training in various fields that have helped me hear God and experience God’s presence in my daily life. A four-year academic model and curriculum (Chapter III) is created from the experience of my spiritual formation and implemented for the Alliance Bible School of Central and South America. Finally, a field research project (Chapter IV) is offered to examine the effectiveness of Lectio Divina to facilitate prayer encounters in a small group of students from the Iglesia Evangelica China De Panama. The results show positive responses by the participants in their ability to hear God and experience his presence. However, practicing quietness remains a challenge for some Chinese Christians for their spiritual growth in Panamian context.Thesis (D. Min.) – Tyndale University, 2022This is a research portfolio submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry, Tyndale University.Chapter 1: Introduction – Chapter 2: Spiritual Autobiography – Chapter 3: Model of Spiritual Formation – Chapter 4: Field Research Project-Exploring the effect of Praying with Scripture of the Iglesia Evangelica China De Panama – Chapter 5: Conclusio
Joy and Patience
No full text2Permission to upload the associated files for this item is waiting for permission from the publisherFor AODA accommodation, including help with reading this content, please contact [email protected]
Cultural Constructs in the Korean Diaspora Church Context and the Leadership Challenges They Present to 1.5 and 2nd Generation Korean Women
No full textBibliography: leaves 178-182The purpose of this research study was to determine how the cultural constructs of the Korean diaspora church have presented particular leadership challenges to a group of 1.5 and 2nd generation Korean women and resulted in detrimental experiences. This study is important because it revealed just how limiting and hurtful systems of leadership can be when they are not designed to give opportunities to both women and men. This research study focused on the experiences of Korean Canadian women and created a space for the group to openly talk about their experiences through narrative research, appreciative inquiry, and action research. Findings pointed to cultural factors such as patriarchy, which served to reinforce male-centered spiritual authority, and collectivism, which undercut the women’s self-confidence in speaking up and asking questions and cultivated a dynamic where enough women were more comfortable in upholding the patriarchic status quo. It was clear that the Korean diaspora church must be more intentional in creating leadership opportunities for young Korean women and reconsider the cultural patriarchy that is embedded in the communal dynamic. The research findings were also not limited to the Korean diaspora church context; rather, an examination of how cultural constructs and systems shape perceptions of leadership, understanding of ministry, and of the individual leader is a principle that is transferable to other settings.Thesis (D. Min.) – Tyndale University, 2022This is research portfolio submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry, Tyndale UniversityFor AODA accommodation, including help with reading this content, please contact [email protected] 1: Introduction – Chapter 2: Ministry Context: Being Korean, Being Canadian, Being Female – Chapter 3: Philosophy of Christian Leadership – Chapter 4: Action research Project -- Chapter 5: Conclusion
Contextualizing and Testing the BELLS Model in a Missional Community in a Canadian Diaspora Chinese Church
No full textBibliography: leaves 144-150This portfolio aims to find a practical and effective way to increase missional awareness in the congregants at Toronto RenAi Chinese Christian Church and inspire them to be more active participants in this objective. This portfolio is composed of three major parts: a Personal Narrative and Ministry Context (Chapter 2), a Philosophy of Christian Leadership (Chapter 3), and a Field Ministry Project (Chapter 4). In Chapter 2, the author uses a narrative approach to describe how becoming a Christian not only profoundly changed his worldview and values but also focused his leadership philosophy from being power-based to service-based. In Chapter 3, through a literature review, the author elaborates on what servant leadership really means and argues that it should be a distinguishing feature of Christian leaders. In Chapter 4, the author explores whether or not the hands-on inquiry learning of the BELLS model in a missional Chinese church community context increased both participants’ missional awareness and the church’s willingness to reach people with the gospel in a culturally appropriate way. This exploration was conducted through a series of in-person and online gatherings, interviews, and weekly practices of BELLS in a missional community format. The author uses the BELLS model, developed by Michael Frost (2016), the missional community strategies developed by Mike Breen (2010), and his own ecclesiology, missiology, and Christian leadership philosophy to guide the entire research project. Qualitative research data was collected and analyzed through interviews with seven participants, weekly DNA (Discipleship, Nurture, Accountability) Forms, and the author’s own participatory observations during in-person gatherings and online discussions. The results of the research project indicated that the practice of the BELLS model helped increase most of the participants’ missional awareness and passion for evangelizing their Chinese compatriots. It also helped most of them to live out their belief in the cultural context of the Chinese diaspora.Thesis (D. Min.)—Tyndale University, 2022This is a research portfolio submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry, Tyndale University.For AODA accommodation, including help with reading this content, please contact [email protected] 1: Introduction – Chapter 2: Personal Narrative and Ministry Context – Chapter 3: Philosophy of Christian Leadership – Chapter 4: Field Ministry Project – Chapter 5: Conclusion
Was C.S. Lewis a Rational Determinist?
No full textIn his recently published book C. S. Lewis (Wiley-Blackwell, 2018), Stewart Goetz argues that C.S. Lewis endorsed a form of rational determinism, according to which we are causally determined to draw the conclusions we do. Our inferences are not within our control; they happen to us whether we like it or not. If Goetz is right, then incredibly we must say that reasoning is not something Lewis ever did. I shall attempt to show that (taken in context) the texts to which Goetz appeals fail to support his thesis. In fact, upon closer analysis, they indicate precisely the opposite: Lewis was no rational determinist.227-236Waiting for publisher’s permission to upload this article to the TDC repository.For AODA accommodation, including help with reading this content, please contact [email protected]://www.euppublishing.com/doi/epub/10.3366/ink.2022.015
天人系列 = God-Man series
No full textFor AODA accommodation, including help with reading this content, please contact [email protected]第一部 明道篇 -- 第二部 天道
Dr. Lilian Yeomans under a Historical and Gendered Lens
No full textPlease note that as these are recordings of oral presentations, they should not be cited as academic sources without contacting the presenter for permission. Any inquiries about presenter contact information should be sent to James Pedlar, [email protected] video file of this presentation may also be viewed at: https://vimeo.com/showcase/9592438/video/718755370 or contact [email protected], 63.3 MBLecture given at the Annual Wesley Studies Symposium, April 26, 2022, Tyndale University, Toronto, Ontario.For AODA accommodation, including help with reading this content, please contact [email protected]
Innovating Christian Education Research: Multidisciplinary Perspectives
No full textIncludes bibliographical referencesThis book reformulates Christian education as an interdisciplinary and interdenominational vocation for professionals and practitioners. It speaks directly to a range of contemporary contexts with the aim of encouraging conceptual, empirical and practice-informed innovation to build the field of Christian education research. The book invites readers to probe questions concerning epistemologies, ethics, pedagogies and curricula, using multidisciplinary research approaches. By helping thinkers to believe and believers to think, the book seeks to stimulate constructive dialogue about what it means to innovate Christian education research today. Chapters are organised into three main sections. Following an introduction to the volume's guiding framework and intended contribution (Chapter 1), Part 1 features conceptual perspectives and comprises research that develops theological, philosophical and theoretical discussion of Christian education (Chapters 2-13). Part 2 encompasses empirical research that examines data to test theory, answer big questions and develop our understanding of Christian education (Chapters 14-18). Finally, Part 3 reflects on contemporary practice contexts and showcases examples of emerging research agendas in Christian education (Chapters 19-24).Permission to upload the associated files for this item is waiting for permission from the publisherFor AODA accommodation, including help with reading this content, please contact [email protected] launch video: https://www.youtube.com/watch?v=i8r0xVaCY3EInnovating Christian Education Research: Multidisciplinary Perspectives—An Introductory Overview / Johannes M. Luetz and Beth Green – Part I. Conceptual: Research that Develops Theological, Philosophical and Theoretical Discussion of Christian Education – Present Tense, Christian Education in Secular Time / Beth Green – Thinking as Christian Virtue: Reason and persuasion for a Fractious Age / Mark Stephens – Home-Coming: Restoring a Theology of Place Within Christian Education / Darren Iselin – Christian Higher Education: Capturing a Personal Passionate Profession / Beverley Norsworthy – Towards a Conceptual Model for Biblical Transformative Online Learning / Elizabeth Beech -- Dietrich Bonhoeffer and Christo-ecclesial Unity in Christian Higher Education / D.J. Konz – In Search of a Redeemed and Redeeming Epistemology for Cross-Cultural Educational Research: A Biblical Narrative Perspective on Straussian Grounded Theory / Joseph R. Leopard – Developing a Research and Scholarship Framework: An Australian Christian Higher Education Case Study / Denise A Austin and David Perry – Christian Higher Education: A Frog in the Kettle or a Light on the Hill? / Craig B. Murison – Clarifying Australian Christian School Purposes in the Neoliberal Marketplace / Jacqueline Greentree – Do We Live in a Pluralist Society Any More? Christian Education as a Case Study / James Dalziel – A Reason for Revelation: The Place of Sacred Texts in Secular Middle-School Science Curricula / David M. Benson – Part II. Empirical: Research that Examines Data to Test Theory, Answer Big Questions and Develop our Understanding of Christian Education – Distinctively Christian Higher Education as the Wholistic Formation of Students / Sunaina Gowan and Maureen Miner – Art Therapy and Prison Chaplaincy: A Review of Contemporary Practices Considering New Testament Teachings / Sarah Tucker and Johannes M. Luetz – Cupbearers to the King: Humility, Hope and Hospitality for Formational Practice / Andrew Butcher and Beverley Norsworthy – The Imaginarium of Narrative in Christian Curriculum Design: A Case Study from Saint Kentigern College, Auckland / Hugh P. Kemp – Training Requirements for Entry-Level Ministry-Ready Pentecostal Leaders / Christine J. Chapman – Part III. Practice: Research that Reflects on Contemporary Practice Context and Showcases Opportunities for Future Christian Education Inquiry. – Faith, Facts, and Feelings: Christian Persuasion in Our Post-secular Age / Daniel J. Paterson – Towards an Embodied Pedagogy in Educating for Creation Care / Graham Buxton, Johannes M. Luetz, and Sally Shaw – Priceless Perspectives: Equippping Students to Think Critically About the Abortion Discourse / Julie Robinson, Nicole Stirling, and Sharon Barendse – Towards Intercultural Literacy – A Literature Review on Immersive Cross-Cultural Experiences and Intercultural Competency / Wendy Nelson and Johannes M. Luetz – Universal Design for Learning in Christian Higher Education: Inclusive Practices for Students with and Without Disability / Louise Gosbell – Sexual Addiction and Christian Education / Fakri Seyed Aghamiri and Johannes M. Luetzhttps://link.springer.com/book/10.1007/978-981-15-8856-
Ignatius of Loyola and John Wesley: A Conversation About Scripture
No full textPlease note that as these are recordings of oral presentations, they should not be cited as academic sources without contacting the presenter for permission. Any inquiries about presenter contact information should be sent to James Pedlar, [email protected] McEwan is a recent Doctor of Ministry graduate from Tyndale SeminaryMPEG-4, 77.64 MBLecture given at the Annual Wesley Studies Symposium, April 29, 2021, Tyndale University, Toronto, Ontario.For AODA accommodation, including help with reading this content, please contact [email protected]://www.youtube.com/watch?v=mLnQUKsNEjI&feature=youtu.b
Instructor-Featured Videos and the Importance of Social Presence in Online Education
No full textThe recent global shift to online teaching has thrust educators in all levels and forms of education into new roles and experiences. As many have little prior experience teaching online, it is possible that there are those who feel overwhelmed, and as such focus on technical aspects of online education. By reviewing the concept of social presence in online education, this paper seeks to accomplish two tasks: first, to remind readers of the importance of interpersonal aspects of online education; and second, to recommend instructor-featured videos as an accessible and effective way of fostering social presence and helping students feel grounded, connected, and reassured.1-12For AODA accommodation, including help with reading this content, please contact [email protected]://journals.library.brocku.ca/teachingandlearning/index.php /home/article/view/46