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Journal articles on the topic 'Universities and colleges Christian education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Jeffers, James S. "Envisioning a Christian Liberal Arts Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 141–64. http://dx.doi.org/10.5840/jis2002141/27.

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Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students

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Coley, Jonathan S. "Have Christian Colleges and Universities Become More Inclusive of LGBTQ Students Since Obergefell v. Hodges?" Religions 11, no. 9 (2020): 461. http://dx.doi.org/10.3390/rel11090461.

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Due to rapid changes in societal attitudes toward LGBTQ (lesbian, gay, bisexual, transgender, and queer) people, as well as the U.S. Supreme Court’s 2015 decision Obergefell v. Hodges legalizing same-sex marriage nationwide, Christian colleges and universities are experiencing more pressure to become inclusive of LGBTQ students. This article draws on U.S. Department of Education data on all four-year, not-for-profit Christian colleges and universities, as well as an original longitudinal dataset of LGBTQ student groups across Christian colleges and universities, to describe the landscape of LG

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McKnight, Cynthia M., David D. McIntire, and Douglas P. Stude. "Faculty Governance At Evangelical Christian Colleges And Universities." Christian Higher Education 6, no. 2 (2007): 79–87. http://dx.doi.org/10.1080/15363750500182851.

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4

Barwegen, Laura. "The Value of Social Science Research in Christian Education Programs." Christian Education Journal: Research on Educational Ministry 16, no. 3 (2019): 495–510. http://dx.doi.org/10.1177/0739891319874357.

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Departments of Christian Education often find themselves in liminal spaces at colleges and universities somewhere between the theology of the humanities and the education of the social sciences, often not educating students well in research epistemologies of either. This article argues for the importance of including social science research methodology as an integral part of any Christian Education program.

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Alleman, Nathan F. "The Christian College Advantage? The Impact of Christian Versus Secular Training Among Faculty at Christian Colleges and Universities." Journal of Research on Christian Education 24, no. 3 (2015): 252–70. http://dx.doi.org/10.1080/10656219.2015.1100101.

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6

Flaniken, Forrest, and Rosa Cintron. "The Status Of Performance Appraisal At Christian Colleges And Universities: Preliminary Results." Contemporary Issues in Education Research (CIER) 4, no. 1 (2011): 27–38. http://dx.doi.org/10.19030/cier.v4i1.979.

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People are the lifeblood of colleges and universities. If there are no students, faculty, administrators, and staff, there cannot be a college or university. People are their primary resource, and the development of these people is their raison d'être. Due to the paramount importance of the people who are in higher education, it is essential to understand how well these personnel are performing in their roles and if they are fulfilling the responsibilities for which they were hired.

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7

Israel, John. "The Beida-Tsinghua Connection: Yenching in the World of Beijing’s Elite Universities." Journal of American-East Asian Relations 14, no. 1-2 (2007): 61–77. http://dx.doi.org/10.1163/187656107793645096.

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AbstractYenching University did not exist in isolation but was part of several overlapping educational networks, international, national, sectarian, and local. Internationally, it was a modern Christian liberal arts university, comparable to Christian higher educational institutions in the United States and elsewhere in the world. Nationally, it was one of the colleges under the aegis of the United Board for Christian Higher Education in China and, more broadly, part of a modern higher educational network, centered in the large cities of eastern China. Locally, it was a component of a super-el

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Vanderwoerd, James R., and Albert Cheng. "Sexual Violence on Religious Campuses." Canadian Journal of Higher Education 47, no. 2 (2017): 1–21. http://dx.doi.org/10.47678/cjhe.v47i2.187967.

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Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18

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9

Lumsden, D. Barry, John G. Plotts, C. Richard Wells, and Ron W. Newsom. "Profiling the Presidents of Christian Colleges and Universities: A Comparative Study." Journal of Research on Christian Education 9, no. 1 (2000): 61–74. http://dx.doi.org/10.1080/10656210009484897.

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10

PHILLIPS, W. KENNETH. "TEACHING TECHNIQUES AMONG CHINESE INTERNATIONAL STUDENTS IN CHRISTIAN COLLEGES AND UNIVERSITIES." Christian Higher Education 1, no. 4 (2002): 347–69. http://dx.doi.org/10.1080/15363750214578.

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11

OBENCHAIN, ALICE M., WILLIAM C. JOHNSON, and PAUL A. DION. "INSTITUTIONAL TYPES, ORGANIZATIONAL CULTURES, AND INNOVATION IN CHRISTIAN COLLEGES AND UNIVERSITIES." Christian Higher Education 3, no. 1 (2004): 15–39. http://dx.doi.org/10.1080/15363750490264870.

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12

Johnson, Jacob J. "Attention-Deficit/Hyperactivity Disorders Among Students in Christian Colleges and Universities." Christian Higher Education 10, no. 1 (2011): 57–70. http://dx.doi.org/10.1080/15363751003609119.

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13

O'Brien, David J. "The Church and Catholic Higher Education." Horizons 17, no. 1 (1990): 7–29. http://dx.doi.org/10.1017/s0360966900019691.

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AbstractRecurrent debates about the church and higher education in the United States involve differing understandings of the nature and purpose of the church as well as differing understandings of the university. Catholic colleges and universities remain important but underutilized resources for the American church as it pursues its mission. Institutional, communitarian and servant models of the church must be examined more rigorously before they are used to prescribe changes in higher education. None is without problems. In a pluralistic and free society, a public church,” self-consciously me

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14

Henck, Anita Fitzgerald. "Walking the Tightrope: Christian Colleges and Universities in a Time of Change." Christian Higher Education 10, no. 3-4 (2011): 196–214. http://dx.doi.org/10.1080/15363759.2011.577711.

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15

Lawson, Kevin E., and Laurie A. Schreiner. "The Status of Doctoral Education in the Council for Christian Colleges & Universities." Christian Higher Education 20, no. 1-2 (2021): 4–14. http://dx.doi.org/10.1080/15363759.2020.1848665.

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16

Oci, Markus. "Sistem Akreditasi Pemantauan dan Relevansinya Bagi Sekolah Tinggi Teologi dan Sekolah Tinggi Agama Kristen." CARAKA: Jurnal Teologi Biblika dan Praktika 1, no. 1 (2020): 17–28. http://dx.doi.org/10.46348/car.v1i1.14.

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Abstract. Accreditation is an assessment activity in accordance with established criteria based on the National Higher Education Standards. The legal basis for the monitoring accreditation contained in Permendikbud Number 05 of 2020 besides using the instruments as referred to in Article 10, the Accreditation of Study Programs and Higher Education also uses data and information on the PDDIKTI. In the implementation of monitoring accreditation, it is intended for Study Programs and Universities that already have an Accreditation warning. Reporting quantitative data and information in PDDIKTI as

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17

CEJDA, BRENT D. "PROFILING THE CHIEF ACADEMIC OFFICERS OF CHRISTIAN COLLEGES AND UNIVERSITIES: A COMPARATIVE STUDY." Christian Higher Education 1, no. 1 (2002): 3–15. http://dx.doi.org/10.1080/15363750213767.

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18

Payton, James R., and Richard Greydanus. "Non-Western Courses in Institutions in the Council of Christian Colleges and Universities." Christian Higher Education 7, no. 5 (2008): 371–87. http://dx.doi.org/10.1080/15363750802134899.

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19

Joeckel, Samuel, and Thomas Chesnes. "The Challenge of Gender Equity Within the Council for Christian Colleges and Universities." Christian Higher Education 8, no. 2 (2009): 115–31. http://dx.doi.org/10.1080/15363750802505510.

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20

Trudeau, Skip, Mike Hammond, Drew Moser, Danielle Eversole, and Austin Smith. "The Role of Campus Traditions in Campus Life at Christian Colleges and Universities." Christian Higher Education 18, no. 1-2 (2019): 24–36. http://dx.doi.org/10.1080/15363759.2018.1543243.

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21

Patterson, James A. "BOUNDARY MAINTENANCE IN EVANGELICAL CHRISTIAN HIGHER EDUCATION: A CASE STUDY OF THE COUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIES." Christian Higher Education 4, no. 1 (2005): 41–56. http://dx.doi.org/10.1080/153637590507414.

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22

Kliever, Lonnie D., and James Tunstead Burtchaell. "The Dying of the Light: The Disengagement of Colleges and Universities from Their Christian Churches." Academe 86, no. 1 (2000): 71. http://dx.doi.org/10.2307/40252343.

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23

Roussel, Tiffany, and Russell K. Elleven. "Improving Resident Assistants: Female and Male Chief Housing Officers in Christian Colleges and Universities." Christian Higher Education 8, no. 5 (2009): 393–404. http://dx.doi.org/10.1080/15363750902973519.

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24

Bratt, Kenneth. "Hearts and Minds: Honors Programs in North American Christian Institutions." Journal of Education and Christian Belief 14, no. 2 (2010): 7–18. http://dx.doi.org/10.1177/205699711001400202.

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For readers of this journal outside North America, the very concept of “honors education” may be confusing (since the word honours features in British and Commonwealth degree titles) or obscure (bringing to mind associations with aristocratic privilege or elitist competition). But in the United States the development of honors programs in colleges, and later honors colleges within universities, has been an important and growing trend of the last fifty years. Intended to recruit students of high intellectual aptitude, to serve their special needs, and to raise the academic profile of the host i

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25

Longman, Karen A., and Shawna L. Lafreniere. "Moving Beyond the Stained Glass Ceiling." Advances in Developing Human Resources 14, no. 1 (2011): 45–61. http://dx.doi.org/10.1177/1523422311427429.

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The Problem. While a variety of factors have historically limited access by women to top-level leadership positions across higher education, these factors become more complicated when juxtaposed with the theological commitments that influence the leadership journeys of women in these settings. The Solution. This article reviews the literature related to women in higher education leadership, with a particular focus on the state of women in leadership found in faith-based colleges and universities—as represented by the 110 member institutions of the Council for Christian Colleges & Universit

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Petrenko, Konstantin I., and Perry L. Glanzer. "THE RECENT EMERGENCE OF PRIVATE CHRISTIAN COLLEGES AND UNIVERSITIES IN RUSSIA:HISTORICAL REASONS AND CONTEMPORARY DEVELOPMENTS." Christian Higher Education 4, no. 2 (2005): 81–97. http://dx.doi.org/10.1080/153637590898970.

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27

Wells, Cynthia A. "Renewing Our Shared Purpose: Considering Ernest L. Boyer's General Education Vision for Christian Colleges and Universities." Christian Higher Education 13, no. 1 (2013): 43–60. http://dx.doi.org/10.1080/15363759.2014.856651.

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28

Eagle, David E. "Book Review: Gay on God’s Campus: Mobilizing for LGBT Equality at Christian Colleges and Universities." Teaching Sociology 47, no. 1 (2018): 67–70. http://dx.doi.org/10.1177/0092055x18814410.

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29

Oberholster, Frederick R., John Wesley Taylor V, and Robert J. Cruise. "Spiritual Well-being, Faith Maturity, and the Organizational Commitment of Faculty in Christian Colleges and Universities." Journal of Research on Christian Education 9, no. 1 (2000): 31–60. http://dx.doi.org/10.1080/10656210009484896.

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30

HALL, M. ELIZABETH LEWIS, TAMARA L. ANDERSON, and MICHELE M. WILLINGHAM. "DIAPERS, DISSERTATIONS, AND OTHER HOLY THINGS: THE EXPERIENCES OF MOTHERS WORKING IN CHRISTIAN COLLEGES AND UNIVERSITIES." Christian Higher Education 3, no. 1 (2004): 41–60. http://dx.doi.org/10.1080/15363750490264889.

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31

MALLARD, KINA S., and MICHELE W. ATKINS. "CHANGING ACADEMIC CULTURES AND EXPANDING EXPECTATIONS: MOTIVATIONAL FACTORS INFLUENCING SCHOLARSHIP AT SMALL CHRISTIAN COLLEGES AND UNIVERSITIES." Christian Higher Education 3, no. 4 (2004): 373–89. http://dx.doi.org/10.1080/15363750490507384.

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32

Badley, Ken. "Book Review: The Dying of the Light: The Disengagement of Colleges and Universities from Their Christian Churches." Journal of Education and Christian Belief 4, no. 1 (2000): 90–91. http://dx.doi.org/10.1177/205699710000400119.

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33

DUEMER, LEE S., and BRENT D. CEJDA. "DEFINING AND ARTICULATING COMMUNITY: EXAMPLES FROM SELECTED INSTITUTIONAL MEMBERS OF THE COUNCIL OF CHRISTIAN COLLEGES AND UNIVERSITIES." Christian Higher Education 2, no. 2 (2003): 125–37. http://dx.doi.org/10.1080/15363750302204.

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34

MORETON, APRIL L., and RON W. NEWSOM. "PERSONAL AND ACADEMIC BACKGROUNDS OF FEMALE CHIEF ACADEMIC OFFICERS IN EVANGELICAL CHRISTIAN COLLEGES AND UNIVERSITIES: PART I." Christian Higher Education 3, no. 1 (2004): 79–95. http://dx.doi.org/10.1080/15363750490264906.

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35

Steele, Richard B. "“Sufficiently Edified”—The Use of Stories in the Spiritual Formation of College Students." Horizons 31, no. 2 (2004): 343–54. http://dx.doi.org/10.1017/s0360966900001584.

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ABSTRACTThis essay argues that undergraduate theological education at Christian colleges and universities ought to concern itself with the spiritual and moral formation of undergraduate students, and suggests ways that the use of edifying stories can be especially conducive to that end. The meaning of the term “edification” is unpacked by reference to its use in Christian scripture, and especially by reference to a delightful story told by Palladius about two Desert Fathers, Pachomius of Tabennisi and Macarius the Alexandrian. Then two crucial qualities of spiritually edifying story-telling ar

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MORETON, APRIL L., and RON W. NEWSOM. "FEMALE CHIEF ACADEMIC OFFICERS IN EVANGELICAL CHRISTIAN COLLEGES AND UNIVERSITIES: PART II: REFLECTIONS ON CAREERS, MARRIAGE, AND FAITH." Christian Higher Education 3, no. 4 (2004): 313–28. http://dx.doi.org/10.1080/15363750490507339.

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37

Davis, Jeffry C. "The Virtue of Liberal Arts." Journal of Interdisciplinary Studies 19, no. 1 (2007): 61–80. http://dx.doi.org/10.5840/jis2007191/24.

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Despite a decline of liberal arts values and institutions of higher education, the demand for a liberal arts approach to study remains strong at many church-related colleges and universities that affirm a Biblical worldview and strive to promote interdisciplinary integratim. This essay proposes that Christian schools with a liberal arts heritage need to reaffirm liberal arts values and pedagogy. Prompted by perennial questions of the human condition--"Who am I?" and "How should I live?"--students should be challenged to form responses consistent with ethical inquiry. Christian liberal arts tea

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38

Knott, Kim. "The Study of Religion in the UK in its Institutional Context." NTT Journal for Theology and the Study of Religion 71, no. 1 (2017): 44–57. http://dx.doi.org/10.5117/ntt2017.71.044.knot.

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Abstract How has the study of religion in the UK been shaped by its institutional contexts? Consideration is given to the Christian and secular foundations of universities and higher education colleges, the relationship of theology and religious studies, and the impact of institutional structures and drivers associated with teaching and research. The formation of ‘TRS’ as an instrumental and contested subject area is discussed, as is the changing curriculum. Research on religion is examined in relation to new institutional pressures and opportunities: the assessment of university research and

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39

Davis, James Calvin. "Privilege as Moral Vice." Journal for Peace and Justice Studies 29, no. 2 (2019): 25–43. http://dx.doi.org/10.5840/peacejustice201929215.

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The admissions cheating scandal illustrated how colleges and universities in the US depend upon and reinforce socio-economic privilege. The first part of this paper uses a Reformed Christian approach to moral virtue to analyze privilege in higher education as an ethical problem. Understanding privilege as moral vice clarifies the relationships between practices, attitudes, and intentions we associate with privilege. The second part of this paper contrasts ethical frameworks prominent in the discourse on higher education with a commitment to the common good. Within an ethics of the common good,

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40

Gelber, Scott. "“City Blood Is No Better than Country Blood”: The Populist Movement and Admissions Policies at Public Universities." History of Education Quarterly 51, no. 3 (2011): 273–95. http://dx.doi.org/10.1111/j.1748-5959.2011.00337.x.

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The gubernatorial election of 1892 unnerved faculty members at Kansas State Agricultural College (KSAC). Voted into office by a “fusion” of Populists and Democrats, Governor Lorenzo Lewelling filled four vacant seats on the college's seven-member governing board, overturning a Republican Party majority for the first time in the college's history. These new regents included radicals such as Edward Secrest, a farmer who pledged to “change the order of things” at KSAC, and Christian Balzac Hoffman, a miller, banker, and politician who had founded an ill-fated socialist colony in Topolobampo, Mexi

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Hamzah, Imam Faisal, Zaldhi Yusuf Akbar, and Gisella Arnis Grafiyana. "Social Identity of Non-Moslem Students In Muhammadiyah Universities." Halaqa: Islamic Education Journal 5, no. 1 (2021): 1–11. http://dx.doi.org/10.21070/halaqa.v5i1.1109.

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Education in Indonesia, especially higher education institutions, has a role to build interaction between religious adherents. How is this experience of tolerance in religiously based higher education institutions where the majority of students and staff are religious according to the institution. One of the largest religious-based higher education networks in Indonesia is the Muhammadiyah Universities or Perguruan Tinggi Muhammadiyah (PTM) network. Muhammadiyah as one of the largest Islamic organizations in Indonesia which has a network of higher education spread across various parts of Indon

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42

Lane, Belden C. "Excellence in Teaching and a Spirituality of Desire." Horizons 27, no. 2 (2000): 311–21. http://dx.doi.org/10.1017/s0360966900032588.

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AbstractThree-fourths of the 180 Centers for Teaching Excellence found in U.S. colleges and universities have been developed over the last decade. Excellence in Teaching has never been discussed more. Yet clarity about what actually constitutes quality in teaching is not at all apparent. This essay suggests a contrast between two ways of conceiving excellence in teaching—an excellence of achievement as compared to an excellence of desire. The one, based on a marketing model of education, stresses measurable outcomes, with an emphasis on the acquisition of information. The other, drawing from t

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43

Glanzer, Perry L., and Todd C. Ream. "Has Teacher Education Missed Out on the “Ethics Boom”? A Comparative Study of Ethics Requirements and Courses in Professional Majors of Christian Colleges and Universities." Christian Higher Education 6, no. 4 (2007): 271–88. http://dx.doi.org/10.1080/15363750701268277.

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44

Tarasova, Maria. "Highlights of the 2019 honors session at the International Students’ Conference in Siberian Federal University, Russia." Journal of the European Honors Council 4, no. 1 (2020): 1–7. http://dx.doi.org/10.31378/jehc.117.

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In honors education, creating a community of talented and ambitious students is a goal of primary importance. Honors sessions at international conferences contribute to globalization of the honors community and offer opportunities for starting the dialogue between honors students of different universities and diverse academic fields. The current note provides insight into the discussion at the honors session organized by SibFU Honors College at the international students’ conference “Prospect Svobodny 2019” at the premises of Siberian Federal University in Krasnoyarsk, Russia. The author descr

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45

Smith, Brett H. "Reversing the Curse: Agricultural Millennialism at the Illinois Industrial University." Church History 73, no. 4 (2004): 759–91. http://dx.doi.org/10.1017/s0009640700073042.

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In the spring of 1868, sixty-eight students gathered to become the first matriculants of the Illinois Industrial University. They had responded to a summons by the state legislature to engage in a bold new mission of publicly funded mechanical and industrial education, a move which would, Illinoisans hoped, bring lavish prosperity to their fellow citizens and themselves. Like other colleges of the period, utilitarian and democratic rationales motivated the I. I. U. leadership to establish their school. Quoting their commission by the Morrill Act, the trustees said the university's “chief aim”

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Grace, Christopher R., and Kathryn Ecklund. "The Perils and Promises of Teaching Integration in Introductory Psychology." Journal of Psychology and Theology 23, no. 4 (1995): 296–302. http://dx.doi.org/10.1177/009164719502300410.

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Teaching effectively at a Christian college or university demands excellent skills and particularly so in introductory psychology courses. With an expansive area and a large portion of students taking the class to fulfill a general education requirement, general psychology professors are challenged uniquely. Adding integration issues can overwhelm even the most diligent instructor. Yet, few pedagogical and theoretical resources on the effectiveness of different types of integrative components are available. The purposes of this article are to explore the perils and promises associated with tea

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Kanika Bansal. "Impact of British Raj on the Education System in India: The Process of Modernization in the Princely States of India – The case of Mohindra College, Patiala." Creative Space 5, no. 1 (2017): 13–28. http://dx.doi.org/10.15415/cs.2017.51002.

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British rule is said to have been responsible for the modernization witnessed in the Indian civilization. The impact of this process was quiet evident from the changes adopted by the Indians in their life style, thinking processes, attires, food and education. Besides the advancements made in the spheres of roads, transports, postal services etc, their rule acted as a significant period of transition from the indigenous style of education to western education. The foundations were laid by the East India Company and the Christian Missionaries to employ Indians for administrative tasks as well a

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48

Coley, Jonathan S. "Reconciling Religion and LGBT Rights." Social Currents 4, no. 1 (2016): 87–106. http://dx.doi.org/10.1177/2329496516651639.

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Why do some Christian colleges and universities approve lesbian, gay, bisexual, and transgender (LGBT) groups and inclusive nondiscrimination policies while others resist them? Scholars are beginning to develop models to explain LGBT inclusion in schools, but they have undertheorized the role of religion in facilitating or impeding LGBT inclusion. In this article, I draw from the literature on religion and the “culture wars,” especially insights into religions’ theological orientations, to explain Christian colleges and universities’ inclusion of LGBT students. I show that communal orientation

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49

Mažeikis, Gintautas. "EKSCENTRIŠKOJI EUROPA IR TIKĖJIMO PROPAGANDA. Apmąstymai apie XVII–XVIII a. Katalikų Bažnyčios tikėjimo propagandos kongregaciją ir jos veiklos įtaką europinei Lietuvos tapatybei." Religija ir kultūra 4 (January 1, 2007): 75–92. http://dx.doi.org/10.15388/relig.2007.0.2799.

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Straipsnis remiasi nuostata, kad propaganda yra ne tik manipuliacijos, bet ir motyvacijos, subjekto formavimo, kultūrinių tapatybių saugos priemonė ir užtikrina ne tik valdančiųjų klasių, religijų, bet ir civilizacinį tęstinumą. Dažniausiai propaganda, siekdama formuoti sau palankų subjektą, jo tapatybę, remiasi edukacine veikla, kuri geriausiai ilgalaikiu požiūriu atitinka propagandos siekius. Būtent tokia prasme straipsnyje nagrinėjama Sacra Congregatio de Propaganda Fide tikslai, jų sąsajos su jėzuitų ordinu ir jo veikla XVIII a. Lietuvoje steigiant misijas, mokyklas, kolegijas, universitet

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Jacoby, Barbara, Robert G. Bringle, Richard Games, and Edward A. Malloy. "Colleges and Universities as Citizens." Journal of Higher Education 72, no. 2 (2001): 247. http://dx.doi.org/10.2307/2649324.

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