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Exploring the Educational Philosophy and Curriculum Design for a Theological Training Program: A Case Study = = 探索神學訓練課程的教育理念與課程設計：個案研究.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Educational Philosophy and Curriculum Design for a Theological Training Program: A Case Study =/
其他題名:	探索神學訓練課程的教育理念與課程設計：個案研究.
作者:	Chiu, Siu Kit Brian.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	481 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Educational philosophy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31299469
ISBN:	9798382911496

Exploring the Educational Philosophy and Curriculum Design for a Theological Training Program: A Case Study = = 探索神學訓練課程的教育理念與課程設計：個案研究.
Chiu, Siu Kit Brian.

Exploring the Educational Philosophy and Curriculum Design for a Theological Training Program: A Case Study =探索神學訓練課程的教育理念與課程設計：個案研究. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 481 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--Biola University, 2024.

Theological education is undergoing a paradigm shift towards formational theological education (FTE) and transformative curriculum (TC) in a globalizing age. However, limited studies exist on the intertwined relationship between educational philosophy and theological beliefs, and their influence on curriculum design. This qualitative study examines the Full-Time Training (FTT) program-a church discipleship program originally from a non-Western context, associated with the local churches raised up by the ministry of Watchman Nee and Witness Lee-as an exploratory case study, focusing on its program's curriculum, which attempts to bring transformative learning to students' experiences. The key research questions were to understand the educational philosophy and theological beliefs underpinning the FTT program's curriculum, how these beliefs are integrated into the curriculum, and the importance of recovering and developing the formational approach to theological education in the twenty-first century.The study used a modified Ralph Tyler's Rationale for curriculum analysis and adopted a Christian integrative perspective, grounded in the biblical foundation of transformation into Christ's image in 2 Corinthians 3:1-4:6, and a Christian worldview of the use of curriculum. Data was collected from twenty-two FTT teachers and administrators through semi-structured interviews.The findings revealed a complex relationship between theological beliefs and curriculum development in the FTT program, with the program being considered formational and transformative in five aspects: spiritual, character, moral, communal, and missional formations. Four main components of the FTE model were seen in the FTT program: apprenticeship learning, being preceding, community in relationality, and the doctrine of deification. The findings shed light for theological practitioners on reconsidering a more formational approach to theological education in this globalized century by taking apprenticeship learning, valuing being over doing, building a relational community, as well as integrating the doctrine of deification into theological curricula to further transformative experiences for students.Expected challenges remain in FTE for further endeavors, including students' internalization, their resistance to forming global communities, financial burden, pastoral care and mentoring, and influence from postmodern thoughts. The insights gained from this study may contribute to emerging formational theological education and the development of transformative curricula worldwide in a globalized world.

ISBN: 9798382911496Subjects--Topical Terms:

3173367
Educational philosophy.
Subjects--Index Terms:

Christian deification

Exploring the Educational Philosophy and Curriculum Design for a Theological Training Program: A Case Study = = 探索神學訓練課程的教育理念與課程設計：個案研究.
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245 1 0 $a Exploring the Educational Philosophy and Curriculum Design for a Theological Training Program: A Case Study = $b 探索神學訓練課程的教育理念與課程設計：個案研究.
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300 $a 481 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Esqueda, Octavio.
502 $a Thesis (Ph.D.)--Biola University, 2024.
520 $a Theological education is undergoing a paradigm shift towards formational theological education (FTE) and transformative curriculum (TC) in a globalizing age. However, limited studies exist on the intertwined relationship between educational philosophy and theological beliefs, and their influence on curriculum design. This qualitative study examines the Full-Time Training (FTT) program-a church discipleship program originally from a non-Western context, associated with the local churches raised up by the ministry of Watchman Nee and Witness Lee-as an exploratory case study, focusing on its program's curriculum, which attempts to bring transformative learning to students' experiences. The key research questions were to understand the educational philosophy and theological beliefs underpinning the FTT program's curriculum, how these beliefs are integrated into the curriculum, and the importance of recovering and developing the formational approach to theological education in the twenty-first century.The study used a modified Ralph Tyler's Rationale for curriculum analysis and adopted a Christian integrative perspective, grounded in the biblical foundation of transformation into Christ's image in 2 Corinthians 3:1-4:6, and a Christian worldview of the use of curriculum. Data was collected from twenty-two FTT teachers and administrators through semi-structured interviews.The findings revealed a complex relationship between theological beliefs and curriculum development in the FTT program, with the program being considered formational and transformative in five aspects: spiritual, character, moral, communal, and missional formations. Four main components of the FTE model were seen in the FTT program: apprenticeship learning, being preceding, community in relationality, and the doctrine of deification. The findings shed light for theological practitioners on reconsidering a more formational approach to theological education in this globalized century by taking apprenticeship learning, valuing being over doing, building a relational community, as well as integrating the doctrine of deification into theological curricula to further transformative experiences for students.Expected challenges remain in FTE for further endeavors, including students' internalization, their resistance to forming global communities, financial burden, pastoral care and mentoring, and influence from postmodern thoughts. The insights gained from this study may contribute to emerging formational theological education and the development of transformative curricula worldwide in a globalized world.
520 $a 在全球化時代，神學教育正進行範式轉變，朝向塑造式神學教育（Formational Theological Education）和變化式課程設計（Transformative Curriculum）。然而，關於教育理念與神學信仰之間的交織關係，以及其對課程設計影響的研究仍然有限。本質性研究檢視了全時間訓練（Full-Time Training，FTT）課程-源自非西方背景、與倪柝聲和李常受職事所建立的地方教會相關的門徒訓練課程-作為探索性個案研究，聚焦於其課程設計，該課程試圖為學生帶來變化性的學習經驗。關鍵研究問題在於了解支撐FTT課程的教育理念和神學信仰，這些信仰如何融入課程，以及這對於二十一世紀恢復和發展塑造式神學教育方法的重要性。本研究採用了修訂的Ralph Tyler課程分析理論，並基於《哥林多後書》3:1-4:6中變化成基督同樣的形像為聖經基礎，使用基督徒整合觀點來進行研究。數據來自22位FTT教師和管理者的半結構化訪談。研究結果揭示了FTT課程中神學信仰與課程發展之間的複雜關係，並指出該課程在五個方面具有塑造和變化：靈命、性格、道德、社群和宣教。FTT課程展現了塑造式神學教育的四個主要組成部分：學徒式學習、以所是為優先、建立關係型社群，以及神化教義。研究結果為神學教育工作者提供了在全球化世紀重新考慮更具塑造性神學教育方法的啟示，包括採取學徒式學習，重視所是過於所作，建立關係型社群，並將神化教義整合到神學課程設計中，以促進學生進一步經歷變化。然而，塑造式神學教育仍面臨諸多挑戰，包括改進學生的內化、幫助他們形成全球化社群、應對經濟負擔、牧養關懷和輔導，以及後現代思潮的影響。這項研究所獲得的洞察，將有助於在全球化世界中推動新興的塑造式神學教育和變化式課程設計的發展。.
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