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The Integration and Impact of Motiva...

Riley, Carter Neal, Jr.

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The Integration and Impact of Motivational Theories on Christian Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Integration and Impact of Motivational Theories on Christian Education./
作者:	Riley, Carter Neal, Jr.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10758385
ISBN:	9780355614732

The Integration and Impact of Motivational Theories on Christian Education.
Riley, Carter Neal, Jr.

The Integration and Impact of Motivational Theories on Christian Education. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 220 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Southwestern Baptist Theological Seminary, 2017.

Educational learning theories define motivation through the materialistic presupposition that human existence is the result of evolutionary processes, making man the ultimate arbiter of truth. Scripture reveals God as the Creator of all things and man as made in God's image, accountable to God, with an eternal spirit. This work proposes that Christian education's use of motivational theories fails to address the human spirit; therefore, Christian education has produced a self-focused and self-affirming learning environment as opposed to a biblical. Christ-centered learning environment that has contributed to the relegation of Christianity to a realm of private personal belief promoting a dualistic mindset.

ISBN: 9780355614732Subjects--Topical Terms:

3173367
Educational philosophy.

The Integration and Impact of Motivational Theories on Christian Education.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Patricia L. Nason.
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520 $a Educational learning theories define motivation through the materialistic presupposition that human existence is the result of evolutionary processes, making man the ultimate arbiter of truth. Scripture reveals God as the Creator of all things and man as made in God's image, accountable to God, with an eternal spirit. This work proposes that Christian education's use of motivational theories fails to address the human spirit; therefore, Christian education has produced a self-focused and self-affirming learning environment as opposed to a biblical. Christ-centered learning environment that has contributed to the relegation of Christianity to a realm of private personal belief promoting a dualistic mindset.
520 $a The founders and early architects of each learning theory are scrutinized, especially with regard to their epistemological and anthropological beliefs. The naturalistic and materialistic presuppositions found within all of the theories of learning motivation are determined out of the literature review. The role of the teacher. the student, and the curriculum within each of the theories is reviewed. Current Christian education practices as derived from a review of the literature ascertain the use of motivational theories within Christian education. Additionally, an examination of the role of the teacher, the student, and the curriculum within Christian education is compared with educational motivation theories in order to provide support to the thesis.
520 $a The implications of accepting current educational motivation theories are explored from a biblical perspective. Compromise of biblical perspective is evaluated in the context of acceptance of these theories with special attention given to anthropological and epistemological views. Consideration is given to whether acceptance of educational motivation theories contributes to a learner-focused environment and private personal belief that leads to a dualistic mindset. Conclusions are presented regarding the review of Christian education's practices regarding educational motivation theories and the subsequent comparative analysis. Several implications of the thesis for Christian education and the Church are considered. The dissertation concludes with suggestions and recommendations for further research.
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