Tyndale Digital Collections (Tyndale Univ.)
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Convocation programs - 2023
No full textSaturday, May 27, 2023 [at] 2:00 p.m., Tyndale ChapelIncludes a list of graduates awarded scholarships, prizes, and bachelor degreesFor AODA Accommodation, including help with reading this content, please contact [email protected] to Worship / Dr. Melissa Davis – Academic Procession – Invocation / Dr. Beth Green – Singing of the National Anthem – Indigenous Land Acknowledgement & Welcome / Dr. Marjory Kerr – Graduating Student Address / Jasmine Frost – Scripture Reading / Dr. Nancy Ross – Introduction of Convocation Speaker / Dr. Richard Davis – Convocation Address: Pursuing Your Purpose / Tim Barnett – Songs of Worship – Conferring of Degrees / Harriet Thornhill, Dr. Marjory Kerr, Dr. Barry Smith – Prayer of Dedication / Dr. Jen Gilbertson – Congratulations from the Board of Governors / Ross Clark – Welcome to the Alumni Association / Kevin Kirk – Closing Remarks & Benediction / Dr. Marjory Kerr – Academic Recession – Graduates – Awards – Student Speaker: Jasmine Frost – Convocation Speaker: Tim Barnett – Board of Governors – Senior Administration – Presidents Emeriti – Faculty – History of Tyndale University – Mission Statement
A Psychospiritual Approach to Christian Spiritual Formation
No full textBibliography: leaves 150-157.This research portfolio presents an integrated psychospiritual approach to Christian spiritual formation. It arose from the author’s reflection on her own spiritual journey, from her professional experience as a psychotherapist, and from the observation that psychological barriers often impede spiritual progress. While the psychotherapeutic and spirituality literature often exist in separate silos, and the two professions tend to operate in different domains, the author contends that spiritual formation/direction and psychotherapy in combination are often what is needed to bring about Christlikeness. A psychospiritual model of Christian formation is presented that integrates insights from both domains with particular attention to the rich spiritual traditions of Protestant, Orthodox and Catholic understandings of psychological wholeness and spiritual holiness. To test this integrated model, a field research project was carried out to explore the effect of an integrated, eight-session psychoeducational program with individuals whose spiritual lives were affected by trauma and unforgiveness. The findings of the study suggest that attachment theory and trauma-informed principles may help people move forward in the process of forgiveness and spiritual growth. The limitations of the study are discussed, and recommendations are made for further study on how to extend a psychospiritual approach to spiritual formation in the case of similar issues that present barriers to wholeness and spiritual transformation into the imago Christi.Thesis (D. Min.)--Tyndale University, 2023This 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] I: Introduction – Chapter II: Spiritual Autobiography -- Chapter III: A Psychospiritual Formation Model of Christian Spiritual Formation – Chapter IV: Field Research Project – How is an Individual’s ability to Forgive affected by the Impact of Trauma on Their View of God, Self and Others? – Chapter V: Conclusion
Five Marks for Wesleyan Leadership
No full textPaper presented at the Annual Wesley Studies Symposium, April 25, 2023, Tyndale University, Toronto, OntarioPlease 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] AODA accommodation, including help with reading this content, please contact [email protected], 28.2 M
Wesleyan-Holiness Digital Library
No full textThe audio and transcripts of this presentation will be uploaded at a later date.Paper presented at the Annual Wesley Studies Symposium, April 25, 2023, Tyndale University, Toronto, OntarioPlease 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]
The Glory of God in the Old Testament
No full textIncludes bibliographical references (pages 283-294) and indexesPermission 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] Me Your Glory: The Journey Begins – Glory Language in the Old Testament: Nuances, Imagery, and Related Concepts – God’s Glory in Redemption: Exodus – God’s Glory in the Wilderness: Leviticus, Numbers, and Deuteronomy – God’s Glory in the Temple: Samuel, Kings, and Chronicles – God’s Glory in Song: Psalms – God’s Glory in Zion: Isaiah – God’s Glory in Exile: Ezekiel – God’s Glory in Restoration: Habakkuk, Haggai, and Zechariah – The Multifaceted Portrait of God’s Glor
Using a Mobile App to Create Relevant and Participatory Music Learning Spaces
No full textThis case study features pedagogical strategies that were used in the context of a mobile app for learning to encourage relevant engagement and participation. For 20 weeks, a group of 18 piano students, ages 10 through 15, used a mobile app known as PracticeCactus. This self-contained social media platform allowed young participants to create and post audio recordings of their piano practice to share with their peers, which could then be ‘liked’ and commented on. Giving
the mobile app to music learners without any direction at first, to provide them with freedom to engage with the app as they chose, resulted in limited engagement, due to individualism and a performance-based mindset. To encourage participatory engagement with the app, four pedagogical strategies were enacted, including: a) inviting students to take on the identity of ‘content creator;’ b) celebrating process over product; c) initiating goal-setting projects; and d) scaffolded instruction. These strategies resulted in the students using the app more frequently, but more importantly, fostered a different type of engagement, i.e., new opportunities for musical thinking and learning. Teachers who want to foster participatory engagement in music learning may benefit from this discussion of pedagogical strategies in the context of a mobile app.Paper presented at the 19th International Conference Mobile Learning 2023, Lisbon, Portugal, March 11, 2023.International Conference on Mobile Learning (19th : Lisbon, Portugal: March 11-13, 2023)This paper will be published at a later date in the proceedings of the conference.https://www.mlearning-conf.or
Social Media Usage, Narcissism, and Romantic Relationship Quality: A Correlational Analysis
No full textBibliography: leaves 48-54.Research has shown an increase in narcissism in the general population over time (Twenge & Campbell, 2009). One reason for this phenomenon is due to social media and its features such as likes, comments, and follows that have created a quantifiable means to measure one’s popularity and self-esteem (Gabbard & Crisp, 2018), while also allowing people to have an online presence where they can control what others see. Moreover, research also shows the adverse effects of narcissism, particularly in intimate relationships (Campbell, 1999; Masterson 1998; Altinok & Kilic, 2020). Therefore, this research study addressed the questions, “Is there a correlation between social media usage and narcissism?” and, “Is there a correlation between narcissism and one’s romantic relationship quality?”. Moreover, it was of interest to see if social media usage was a moderating variable that influenced the relationship between narcissism and relationship quality. The results of the study showed no significant correlation between social media and narcissism nor for narcissism and relationship quality, and social media did not moderate the relationship between narcissism and relationship quality. More extensive research on social media usage and romantic relationship quality is required to determine whether there is a correlation between certain reasons for using social media with narcissism and if certain uses of social media may correlate to poorer relationship quality.Thesis (BA Honours)--Tyndale University, 2023For AODA accommodation, including help with reading this content, please contact [email protected](no table of contents in thesis
Heritage and Hope: Wesleyan Wisdom for the Future of Ministry, Celebrating 30 Years of the Bastian Chair of Wesley Studies. 2023 Annual Wesley Studies Symposium - Schedule of Speakers
No full textFor AODA accommodation, including help with reading this content, please contact [email protected]
Methodist Tentmakers: Learning from the Present, Dreaming about the Future
No full textPaper presented at the Annual Wesley Studies Symposium, April 25, 2023, Tyndale University, Toronto, OntarioPlease 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] AODA accommodation, including help with reading this content, please contact [email protected]; 17.2 M
The Relationship between Parenting Style and a Child’s Emotional Intelligence
No full textBibliography: leaves 45-48.The relationship between a parents’ parenting style, a child’s emotional intelligence scores, and whether or not the child grew up in a household with two parents was measured in a sample of undergraduate students at Tyndale University. Results indicated that the authoritarian parenting style showed a positive relationship with emotional intelligence. However, the authoritarian and permissive parenting styles showed a partial negative correlation with emotional intelligence. The uninvolved parenting style was found to have a negative relationship with emotional intelligence. Those who reported having two parents in the home during adolescence and had parents who used the authoritative parenting style had higher emotional intelligence. Those who reported permissive or authoritarian parenting had lower emotional intelligence. Interestingly, those with only one parent in their adolescence and reported authoritative or uninvolved parenting styles had a stronger relationship with interpersonal emotional competence. Implications for how a parents’ parenting style and the parental situation during a child’s adolescence, and the relationship they have to a child’s emotional intelligence scores were discussed. Further research should be conducted on the relationship between whether a child has one or two parents in the home during adolescence, parenting styles, and other factors that pertain to a child’s development.Thesis (BA Honours)--Tyndale University, 2023For AODA accommodation, including help with reading this content, please contact [email protected](no table of contents in thesis