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As the editor and contributing author, Miller et al. (1995) divided Theologies in religious education, into three parts, an entire 13 chapters. Although, “ethics does not necessarily require religious grounding” (MacKinnon, 2012, p. 4) each author’s scholarship reads as a qualitative research study, in some form, the study also aligned with philosophical ethics—divine command theory or the prescribed natural law, to include significant references to ethical terminology as right, good, ought, and virtuous. Consequently, three of the studies were profound in content as qualitative research. Those approaches were (a) feminist method—Feminist theology, (b) narrative design—Narrative theology, and (c) phenomenon study—Black theology. Miller et al. (1995) Theologies of religious education represented a collection of authors whose practice is academia. In further analyses, each author’s point-of-view is also a collected mix of metaethics, moral theory, and philosophical interpretation. Further, the authors’ writings contained similar archetypes: doctrine, pedagogy, differentiated instruction, community focus, and social change; were used to draw connections between the obvious and implied theories for closing the gap in theologies and religious education.
Theology
For substantiating their point of view, integrating theology, and closing the gap of theologies in religious education, each author’s contexts relied mostly on their consciences, ethical theory, ethos of the early Presbyterian Church, and the seminal work of Calvin (trans. 1948), Pradervand (1960), theologian Aquinas (1920), and philosopher Aristotle (trans. 1976). In like manner, the historical facts were annotated, and demonstrated the denominational foundation for theology...
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...rmed Churches throughout the World holding the Presbyterian order.
Geneva: The Alliance Offices.
Aristotle, Thomson, J. A. K., & Tredennick, H. (1976). The ethics of Aristotle:
The Nicomachean ethics. Harmondsworth: Penguin.
Calvin, J., & Beveridge, H. (1949). Institutes of the Christian religion: Vols 1-2. London.
MacKinnon, B. (2012). Ethics: Theory and contemporary issues, 7th ed.
Wadsworth. Boston, MA.
Miller, R. C. (1995). Theologies of religious education. Religious Education Press.
Birmingham, AL.
Thomas, A. (1920). The "Summa theologica" of St. Thomas Aquinas. London:
Burns, Oates & Washburne.
White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners
(Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf
I will summarize in this paper the first part of the first chapter, entitled as “Writing Theology Well in Its Own Context.” Yaghjian begins every chapter with “a starting point” and concludes the chapter with “a concluding reflection” which helps the readers to understand where is the chapter heading to. This chapter focuses on “the sociorhetorical Context of Writing Theology,” this gives “a summary
Evans, C. Stephen. Critical Dialog in Philosophy of Religion. 1985. Downers Grove, IL. InterVarsity Press. Taken from Philosophy of Religion - Selected Readings, Fourth Edition. 2010. Oxford University Press, NY.
“Education is the kindling of a flame, not the filling of a vessel” This quote by famous Greek philosopher, Socrates touches upon educations purpose as an instrument used in the creation and cultivation of a desire for knowledge. Higher education provides for an opportunity where emerging adults can find the tools needed to further develop and question the world in which they live. In relation, Dr. Sharon Parks’ theory of faith development explores this important period. This paper seeks to examine her notion of meaning and how it can be used and facilitated within a core curriculum.
In the United States, the average child goes through public funded schools that have a basic curriculum. According to the Texas Education Agency, some of the subjects include science, mathematics, social studies, English, and more. Nowhere in the subject is religion included. The basic curriculum is made in order to give students skills, knowledge, and to help develop the minds of the future. In science class, evolution is taught either briefly or detailed. It is taught because it is a popular theory that did not seem to choose a certain religion. So why believe that religion and science can be taught together? The evolution of Earth and the universe can be believed in any way an individual chooses.
In Charles Colson and Nancy Pearcy's essay, "Worldviews in Conflict," the authors evaluate the shifting culture context of today's society and how Christianity fits into this situation. The essay compares the differing views between Christianity and today's worldview, and informs the reader on how to engage today's culture. "Worldviews in Conflict" is a reliable source because its authors, audience, publication, and purpose make it
"EXPLORING THEOLOGY 1 & 2." EXPLORING THEOLOGY 1 2. N.p., n.d. Web. 02 May 2014.
Webarchive.nationalarchives.gov.uk, (2014). [ARCHIVED CONTENT] Key stage 2 | Religious education | Subjects | Key stages 1 & 2 | National Curriculum. [online] Available at: http://webarchive.nationalarchives.gov.uk/20100202100434/http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/religious-education/keystage2/index.aspx [Accessed 22 Apr. 2014].
Until the early 1960s, religion was accepted in most public school systems across our nation. One of the main purposes for school in early America was for religious purposes (Prothero). Benjamin Franklin stated, "It is religion and morality alone which can establish the principles upon which freedom can securely stand." Thomas Jefferson stated, "The question isn't what religion is true. The question is what religious traditions do we need to know something about in order to be an effective citizen." Something that can be beneficial to our nation should not be taken away. Even though religion offends some people, it should be allowed in public schools because of its influence on America and western civilizations, and its ability to help form closer relationships.
Within mainstream society it seems as if there is not a great deal of emphasis on the contributions made by theologians in society, as well as contributions by theologians to religious thought. Particularly in Christendom, ecclesiastical assemblies are so consumed with vain ideas of worship, and content on hearing biblical messages that capitulate to their personal desires, that theological studies are often neglected. Yet the contributions theologians have made in society, and the impact these contributions have had on religious assemblies have been pivotal in guiding religious discourse on subjects such as ethics, morality, and social transformation. It is for this reason, that in this essay an attempt will be made to analyze three essays from three world-renowned theologians of the 20th century. The theologians are Dietrich Bonhoeffer, Dr. Martin Luther King Jr., and Walter Wink, all of which have produced the essays used for this analysis, and have written works that have completely challenged status quo religion, and changed the landscape of Christendom forever.
...s distributed in Theology 101 at the University of Notre Dame, Fremantle on 22 April 2008.
W. Andrew Hoffecker. Building a Christian World View, vol. 1: God, man, and Knowledge. Presbyterian and Reformed Publishing Co., Phillipsburg, New Jersey : 1986. William S. Babcock. The Ethics of St. Augustine: JRE Studies in Religion, no. 3.
The thesis of this essay is that philosophy is at an important crossroads at the end of the twentieth century in its role as paideia—philosophy educating humanity. An unprecedented challenge and opportunity for philosophy today is to mediate, and enhance understanding of the relationship, between science, ethics and faith. A central question arises: What can philosophy contribute to the emerging dialogue between science and theology? The emerging science-theology dialogue is characterized by complexity and considerable confusion regarding proper methodologies, goals, and possible interactions. There are at least three major schools, model...
To attempt to address these questions, Gundry compiles a collection of responses from the views of five scholars representing the Weslyan (Melvin E. Dieter), Reformed (Anthony A. Hoekema), Pentecostal (Stanley M. Horton), Keswick (J. Robertson McQuilkin), and Augustinian-Dispensational (John F. Walvoord). Each contributor provides an overview and introduction to their specific evangelical position and at the same time compare and critique as they response to the other views presented. This is an excellent study as it helps to clarify the essentials as well as the distinctiveness of each position.
The author’s main argument is the failure of moral theology to focus on the everyday ethical issues confronting Christians, while his main aim is the usefulness of social anthropology to moral theology. The author wants a strong (er) relationship or connection between moral theology, i.e. ethics, and anthropology.
Lutzer, Erwin. The Doctrines That Divide: a Fresh Look at the Historic Doctrines That Separate Christians. Grand Rapids, MI: Kregel Publications, 1998.