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Holistic curriculum development for ...

Lee, Eun Moo.

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Holistic curriculum development for theological education in Malaysia.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Holistic curriculum development for theological education in Malaysia./
作者:	Lee, Eun Moo.
面頁冊數:	247 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1210.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Religious. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3088090

Holistic curriculum development for theological education in Malaysia.
Lee, Eun Moo.

Holistic curriculum development for theological education in Malaysia. - 247 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1210.

Thesis (Ph.D.)--School of Intercultural Studies, Biola University, 2003.

This study examines the current educational system at Malaysia Bible Seminary [MBS] by viewing it from a holistic curriculum perspective. The areas of intellectual discipline, spiritual formation, social development, and vocational preparation are viewed in light of their capabilities to produce effective leadership that is fitted to the target context.Subjects--Topical Terms:

1017705
Education, Religious.

Holistic curriculum development for theological education in Malaysia.
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245 1 0 $a Holistic curriculum development for theological education in Malaysia.
300 $a 247 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1210.
500 $a Chair: George P. Alexander.
502 $a Thesis (Ph.D.)--School of Intercultural Studies, Biola University, 2003.
520 $a This study examines the current educational system at Malaysia Bible Seminary [MBS] by viewing it from a holistic curriculum perspective. The areas of intellectual discipline, spiritual formation, social development, and vocational preparation are viewed in light of their capabilities to produce effective leadership that is fitted to the target context.
520 $a The research work was done externally with respect to influential socio-political factors on the educational system in Malaysia and internally among MBS students, faculty members, and related groups, such as the alumni and other Christian workers who offered practical suggestions for curriculum reform. The research was done mainly at the MBS campus and at the ministry sites of alumni by way of distributing questionnaires, conducting interviews, and carrying out participant observations.
520 $a The research shows that MBS stresses education that integrates knowledge and practice. However, it remains a knowledge provider instead of a tool provider for identifying contextual needs. Also, there is a lack of outward missiological perspectives in the cognitive biblical knowledge.
520 $a A few obstacles to implementing a holistic curriculum at MBS are the time constraints of schooling, the absence of an already existing model of a reformed curriculum, and the lack of facilities and the personnel to operate them. The alumni believe that students need opportunities for learning by practice, which should be formatted into the curriculum during seminary years, and are likewise confident that culture-based knowledge gained in the theological curriculum will be applicable to the ministry context.
520 $a The research also revealed that language identifies culture, and even to some extent, delineates thinking patterns and learning behaviors. The MBS English department has made advances in creative learning styles by giving students maximum freedom to develop themselves. The Chinese-speaking students at MBS intend to minister to their own people group because of the cultural and language barriers to other ethnic groups. MBS needs to pursue efforts to challenge students toward a cross-cultural sensitivity by restructuring the curriculum from a missiological perspective.
590 $a School code: 0993.
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790 1 0 $a Alexander, George P., $e advisor
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