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The Student Movement Volume 109 Issue 16: New Months, New Movies, New Celebrations
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The Unity of Deliverance Mass Choir, Esther Martin
ARTS & ENTERTAINMENT
Save Your Time and Don\u27t Watch Captain America: Brave New World , Ember Clark
Celebrating Cinema\u27s Indie Spirit, Melanie Webb
We Watched Every 2024 Best Picture Nominee (So You Don\u27t Have To), Corinna Bevier and Nate Miller
My Life As a Student Radio Announcer (the Coolest Job on Campus), Reagan McCain
NEWS
Elegance and Beauty on Display at BSCF\u27s Jazzy Soiree, Andrew Francis
2nd Annual Andrews University Indoor Triathlon, Melissa Moore
IDEAS
Are We Dying for Food Dyes?, Natalie Reid
PULSE
Volunteering Opportunities In the Berrien Area, Amelia Stefanescu
LAST WORD
Let Dow Your Hair, Corinna Bevierhttps://digitalcommons.andrews.edu/sm-109/1015/thumbnail.jp
The Doctrine of the Trinity in Southern African Seventh-day Adventism: A Historical-Theological Study, 1887-1974
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The doctrine of the Trinity in the history of the Seventh-day Adventist Church has often been viewed with suspicion, largely because many early Adventist pioneers expressed seemingly anti-Trinitarian sentiments. However, a review of Seventh-day Adventist publications reveals that early Adventists actually rejected Modalism, a misunderstood variation of Trinitarianism, rather than the biblical concept of the Trinity. When Seventh-day Adventist missionaries arrived in Africa in 1887, the earliest converts had a Dutch Reformed background and were already Trinitarian. Seventh-day Adventists found that their understanding of the Trinity aligned with these converts’ beliefs, and thus, they never needed to correct an erroneous view of the Trinity.
The Purpose
Anti-Trinitarians frequently claim that the Trinity was introduced into Adventist theology only after the deaths of the first generation of Seventh-day Adventists. However, a historical survey of the doctrine of the Trinity in Southern African Seventh-day Adventism indicates that the Trinity was present from the very beginning of missionary work in Africa in 1887. Although the scope of this research extends beyond the deaths of the first generation of pioneers, the evidence shows that what was taught in Southern Africa regarding the Trinity remained consistent with the beliefs held by Seventh-day Adventists at the time the church was founded on the African continent.
The Sources
This study is documentary-based, relying primarily on the main literary organs used for doctrinal instruction in the Seventh-day Adventist Church and the Southern African Divisional papers, which communicated important doctrinal and informational updates to its constituency. At times, secondary sources were consulted for background information on individuals and church constituencies. However, only primary documentation was used to trace the development of the doctrine of the Trinity both in the global Seventh-day Adventist Church and within the Southern African context. These primary sources include periodicals available from the General Conference Office of Archives, Statistics, and Research.
Conclusions
The study resulted in the following key findings: (1) Seventh-day Adventist pioneers rejected Modalism, not the contemporary Adventist doctrine of the Trinity. Contemporary Seventh-day Adventists can affirm every objection the pioneers raised against Modalism. Early Adventists struggled to articulate their understanding of God, but they knew they could not align with either Arianism/Unitarianism or Modalism. (2) Seventh-day Adventists believed in the divinity of the Son and the existence of the Holy Spirit. Until 1887, there was no unanimous agreement on the extent of Christ’s divinity. However, between 1887 and 1914, a clear shift occurred, with Adventists expressing a unified belief in both the deity and eternity of Christ. (3) The earliest Southern African Seventh-day Adventist converts were already Trinitarian. They were never discouraged from their Trinitarian beliefs. On the contrary, they continued to develop and strengthen their Trinitarian beliefs consistently from the start of Adventist missionary work in Africa in 1887 until the last available publication in 1974
The Student Movement Volume 109 Issue 20: Around the World in 80 Minutes at International Food Fair
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Andrews Photography Professor to Retire, Imani Cousins
ARTS & ENTERTAINMENT
Closing Off the Spring with \u27Scenes of Summer\u27, Addison Randall
The Great White Way on the Silver Screen: Proshots vs. Film Adaptations, Melanie Webb
AUTW Performs \u27The Man Who Came to Dinner\u27, Amelia Stefanescu
NEWS
Plated Cultures: International Food Fair 2025, Melissa Moore
IDEAS
The Ideals of BookTok Romantasy, Anna Rybachek
PULSE
Support Your Local Libraries!, Lexie Dunham
LAST WORD
Blooming Together, Abby Shimhttps://digitalcommons.andrews.edu/sm-109/1019/thumbnail.jp
Teaching Presence and Students\u27 Engagement in Online Learning
No full textTeaching presence and student engagement account considerably for students’ success in online learning. Notably, teaching presence is the foundation of quality learning in an online learning environment. Teaching presence as a component of the community of inquiry (CoI) model comprises the design and organization of online courses, the facilitation of discussions, and the direction of instruction for meaningful learning to occur in an online learning environment. Furthermore, teaching presence and student engagement must work jointly for successful online learning experiences. Unfortunately, some online teachers develop and teach online courses without a complete understanding of teaching presence and its components in online classrooms. Further, though teaching presence and student engagement must go hand in hand for successful learning to occur, there is a need to investigate how the two constructs are established and contribute to successful online learning. This qualitative case study aimed to explore the perceptions of online teachers and students on teaching presence and student engagement in an online learning environment and to discover practical ways teachers establish affective teaching presence for successful learning to occur in asynchronous and synchronous online courses. A framework for teaching presence and student engagement was designed. Data was gathered through observations, in-depth interviews, focus group discussions (FGD), and document analysis. This study was conducted at one university. A total of 30 participants, composed of 7 teachers and 23 online students, participated in the study. Findings revealed that teaching presence is perceived as planning for online instruction, facilitating discussions, and directing instruction. Furthermore, personal characteristics, constructive feedback, and effective use of educational technology tools are effective ways through which teachers establish teaching presence. Implications of the study and recommendations to the administrators, teachers, and online students are provided
Visualizing Math: Teaching the Cartesian Plane through Interactive Map Drawing
No full textIt is a dynamic presentation that explores innovative methods for teaching abstract concepts related to Cartesian plane. By integrating map drawing activities, this method makes the learning process of coordinate plane engaging and relevant. Students will plot points, create maps, and navigate grids, transforming learning abstract mathematical concepts from tangible experiences drawing maps. This hands-on approach not only enhances understanding but also fosters creativity and critical thinking. The presentation will showcase practical examples, interactive exercises, and strategies to make math lessons more captivating and effective
The Ethical Theory of Enrique Dussel: An Investigation of Violence and Coercion in his Three Foundational Principles
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Enrique Dussel\u27s ethics proposes addressing global inequality through legitimate coercion as a means of liberating the poor, contrasting it with the violence of the current system. However, the inclusion of life-threatening acts, such as armed revolution, as coercion raises practical challenges for the Christian community, including ethical-political dialogue, inclusion of opposing parties, and potential dehumanization, which need further exploration in light of Dussel’s use of Scripture in support of his proposals.
Purpose
This dissertation aims to assess Dussel\u27s philosophical principles and their connection to coercion and violence, ultimately establishing a framework for a conservative Christian proposal that combines the strengths of Dussel\u27s system with a biblical perspective on the use of force.
Significance
This study is significant as it examines the internal consistency of Dussel\u27s ethical system in relation to his use of coercion and violence, which has been overlooked in previous research. It aims to evaluate the practicality and relevance of Dussel\u27s ethical proposal, particularly its affirmation life-threatening acts, like armed revolution, as coercion, within the context of his use of Scripture in support of his pursuit of social justice.
Delimitations
The focus of this research will be limited to the issue of life-threatening acts in relation to Dussel\u27s foundational principles, primarily examining his main text, Ethics of Liberation: In the Age of Globalization and Exclusion. Additional relevant information from Dussel\u27s other publications and philosophical works will be included as necessary. The primary biblical text for analysis will be Matthew 20:25-28, with other Gospel passages used to enhance the understanding and support the proposed alternative to Dussel\u27s ethical theory.
Methodology
This research will employ Dussel\u27s Liberation Ethics to analyze and clarify the connection between his foundational principles and his support of excessive force, providing a logical evaluation of this relationship. The first chapter provides an overview of the influences shaping Dussel\u27s ethical system and frames of reference for his inclusion of life-threatening acts in his view of coercion. The second chapter explores Dussel\u27s ethical goal, foundational principles, and understanding of force, while the third chapter evaluates his affirmation in the context of socio-political views. The fourth chapter presents a personal community ethic that expands on Dussel\u27s proposal, rejecting the use of excessive force. Finally, the fifth chapter concludes the study and suggests avenues for further research.
Conclusions
This investigation delved into Dussel\u27s personal and philosophical background, highlighting how his upbringing and exposure to revolutionary movements shaped his ethical theory, while also examining the motivations behind his definitions of coercion and violence. Dussel\u27s three foundational principles (material, formal, and feasible) are presented as the basis for liberating victims of the dominating system, aiming for a more just distribution of justice, with emphasis on his significant contribution of a material anthropology of solidarity and ethical responsibility. Dussel\u27s affirmation of life-threatening acts (i.e., armed revolution), as it currently stands in his discourse, undermines intersubjective dialogue and raises concerns about consensual praxis. Ultimately, it creates a contradiction between Dussel’s material and formal principles either at the historical inception of the practical system or at the moment it handles opposition and non-compliant people. An alternative proposal is offered at the end of this investigation, combining Dussel\u27s formal and feasibility criteria with a material principle that does not rely on life-threatening acts. It suggests an epistemology of faith, servant leadership, and the establishment of a like-minded community committed to faithfulness, drawing on Jesus\u27 sacrifice and worldview
Addison Randall Junior Cello Recital
No full textAddison Randal presents her Junior Cello Recital.https://digitalcommons.andrews.edu/posters-2024-2025/1009/thumbnail.jp
Are You Real? An Introduction to Church Brand Authenticity
Get PDFIn recent years, authenticity has become a top quality that decides customer preferences and brand loyalty. It is also an essential value in the Bible, and the church is called to stay authentic. This interdisciplinary paper introduces the areas to build brand authenticity of the church and finds current challenges within the church through the lens of brand authenticity
Carlos Lugo Senior Piano Recital
No full textCarlos Lugo presents this special recital titled Refreshments for the Soul. Featuring works by Brahms, J.S.Bach, and Chopinhttps://digitalcommons.andrews.edu/posters-2024-2025/1001/thumbnail.jp