Bibliografías temáticas / Theology School

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Literatura académica sobre el tema "Theology School"

Autor: Grafiati
Publicado: 27 de julio de 2024
Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Theology School"

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Cooling, Trevor, and Robert A. Bowie. "Christian theology and school Religious Education (RE): exploring the relationship." Theology 125, no. 1 (2022): 3–11. http://dx.doi.org/10.1177/0040571x211068154.

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This article examines the place of theology in school RE in the light of the 2018 Commission on Religious Education (CoRE) report. We outline the history of theology’s ambivalent relationship with RE and then offer some positive implications and possibilities arising from CoRE’s new emphasis on worldview.
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Brown, Shaun C. "What Hath New Haven to Do with Chicago? A Reappraisal." Theology Today 81, no. 3 (2024): 194–203. http://dx.doi.org/10.1177/00405736241264568.

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One of the most significant theological debates of the late twentieth century was between the postliberal theology associated with Yale Divinity School and the revisionist theology associated with the University of Chicago Divinity School, led by Lutheran historical theologian and ecumenist George Lindbeck, and theologian Hans Frei at Yale and Roman Catholic theologian David Tracy at Chicago. Given that the fortieth anniversary of The Nature of Doctrine is in 2024, it is time to reappraise the terms of the debate, as well as note the commonalities of these two theological schools, by focusing
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Benichou, Anass, Saad Boulahnane, and Hiba Benichou. "The Role of Heritage Education and Cultural Mediation in Students’ Identity Assertion." European Journal of Theology and Philosophy 2, no. 6 (2022): 48–56. http://dx.doi.org/10.24018/theology.2022.2.6.89.

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This article attempts to define, beyond the normative aspects, what heritage education exemplifies today. It seeks to understand how heritage education and cultural mediation can contribute to the affirmation of identity and individualization among young people and, by analogy, reduce inequalities of access to cultural practices, otherwise called cultural democracy, in which the school plays a pivotal role. It is, therefore, necessary to discuss the interest of this educational practice not only within the framework of schools, but also outside to ensure that all students have equal access to
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Trofymchuk, Kseniia. "Summer School of Theology 2024." Theological Reflections: Eastern European Journal of Theology 22, no. 1 (2024): 285–86. http://dx.doi.org/10.29357/2789-1577.2024.22.1.23.

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Trofymchuk, Kseniia. "Summer School of Theology 2024." Theological Reflections: Eastern European Journal of Theology 22, no. 1 (2024): 287–89. http://dx.doi.org/10.29357/2789-1577.2024.22.1.24.

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Cobb,, John B. "The Chicago School of Theology." Process Studies 26, no. 1 (1997): 160–63. http://dx.doi.org/10.5840/process1997261/25.

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Oliver, David B. "Saint Paul School of Theology." Journal of Religion & Aging 6, no. 1-2 (1989): 89–102. http://dx.doi.org/10.1300/j491v06n01_13.

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Suhardin, Suhardin. "Green School Berbasis Eco-Theology." Syntax Literate ; Jurnal Ilmiah Indonesia 10, no. 4 (2025): 3873–85. https://doi.org/10.36418/syntax-literate.v10i4.58188.

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Latar belakang penelitian ini terkait dengan kerusakan lingkungan yang disebabkan oleh perilaku manusia dan perlunya pendidikan yang berwawasan lingkungan. Penelitian ini bertujuan untuk menggambarkan secara deskriptif kualitatif pelaksanaan konsep green school berbasis eco-theology di Pondok Pesantren Muhammadiyah Kauman Padang Panjang. Metode yang digunakan adalah deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara, serta partisipasi aktif dalam kegiatan penghijauan. Hasil penelitian menunjukkan bahwa implementasi eco-theology di pesantren meliputi penguatan pemahaman
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Dola, Tadeusz. "The Fundamental Theology Methods of the Lublin School of Theology." Roczniki Teologiczne 65, no. 9 English Online Version (2018): 27–42. http://dx.doi.org/10.18290/rt.2018.65.9-3en.

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Quddus, Abdul. "ECO-PESANTREN AS THE PANACEA FOR GLOBAL CLIMATE CHANGE: LESSONS FROM NURUL HARAMAIN NW LOMBOK ISLAMIC BOARDING SCHOOL INDONESIA." Jurnal Tatsqif 18, no. 2 (2020): 111–21. http://dx.doi.org/10.20414/jtq.v18i2.2741.

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This paper examined the ecological concept and its implication at Nurul Haramain NW Lombok Islamic boarding school in response to the world climate crisis. Boarding schools have the potentials to bridge the environmental conservation initiative amid the secular science phenomena. This study employed a descriptive-explorative approach using a qualitative methodology. Thus, theoretically, this study was anchored in Mary Evelyn Tucker and Vasudha Narayan's theories of eco-theology in addressing the climate crisis. The findings showed that Nurul Haramain NW Lombok Islamic boarding school had imple
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Tesis sobre el tema "Theology School"

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Bartsch, Malcolm Ian, and res cand@acu edu au. "The Dialogue of Theology and Education: Clarifying the role of Lutheran confessional theology for Australian Lutheran school education." Australian Catholic University. School of Religious Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp200.02072009.

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Aim: This study aims to clarify the role of Lutheran confessional theology in informing and shaping policy and practice for Australian Lutheran school education. In doing this, it also seeks to provide another step in the on-going process of developing for Australian Lutheran schools a comprehensive theoretical framework that reflects insights from both Lutheran confessional theology and educational theory and research. Scope: The thesis begins with the presupposition that education is a value-laden process and that schools need shared beliefs and values to function effectively. In the current
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黃偉健 and Wai-kin Benny Wong. "Redevelopment of China Graduates School of Theology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984897.

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Wong, Wai-kin Benny. "Redevelopment of China Graduates School of Theology." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947928.

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Milas, Theodore Patrick Jr. "Information behavior at Highpath School of Theology| A case study." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705884.

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<p> This study explored the roles of graduate theological students' religious faith and degree program affiliation in their information behaviors, particularly their degree-related research behaviors. In 2015, religious intolerance continues to stratify barriers between communities. One domain where faith significantly affects student life is in graduate studies of religion and theology. This study's purpose was to explore problems in information action inherent to the dichotomy between academic study of theology that leads to Master of Arts (MA) and Doctor of Philosophy (PhD) degrees and prof
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Graieg, Lindsay. "Some implications of new creation theology for christian school curriculum." Thesis, Graieg, Lindsay (2015) Some implications of new creation theology for christian school curriculum. Professional Doctorate thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/27229/.

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The study notes that much curriculum theory in the public domain is constrained by a materialist understanding of the person, prompting a focus on economic objectives and treating persons as human capital in a consumer culture. Examples are identified in current public curriculum in Australia. It is also noted that many purportedly Christian schools, in complying with state-prescribed minima, seem to fall short of offering an effective counter to this reductionist perspective. An alternative perspective is hypothesised, drawing on the New Creation Theology exemplified by N. T. Wright, parti
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Bartsch, Malcolm Ian. "The dialogue of theology and education: Clarifying the role of Lutheran confessional theology for Australian Lutheran school education." Thesis, Australian Catholic University, 1998. https://acuresearchbank.acu.edu.au/download/3b86dddaf2c80561b3a34671a3c487cfb888518e357f4152be5bda3e1144fa4a/12724178/64791_downloaded_stream_16.pdf.

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Aim: This study aims to clarify the role of Lutheran confessional theology in informing and shaping policy and practice for Australian Lutheran school education. In doing this, it also seeks to provide another step in the on-going process of developing for Australian Lutheran schools a comprehensive theoretical framework that reflects insights from both Lutheran confessional theology and educational theory and research.
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7

Ballenger, Mary L. "Toward effective theological training for Africa's church leaders course proposals for the West Africa Advanced School of Theology curriculum /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0611.

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Draper, Andrew T. "A theology of race and place : an analysis of the Duke Divinity school of theological race theory." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225311.

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In a world still marked by the effects of colonial displacements, slavery's auction block, and the modern observatory stance, can Christian theology adequately imagine racial reconciliation? The thesis pursues this question by surveying several important new contributors to this discussion, comprising the Duke Divinity school of theological race theory. Willie James Jennings and J. Kameron Carter investigate the colonial genesis and Enlightenment maturation of the racial imagination to suggest a new path for Christian theology. The thesis' main project is mapping the theologies of Carter and J
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Chang, Esther A. "A curriculum for teaching major doctrines of Christianity to a college group Sunday school." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Labrecque, Gerard. "Conveying ancient Hebraic Christian dream interpretation in a pluralistic setting." Thesis, United Theological Seminary, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095890.

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<p> Utilizing twelve case studies, this project hypothesized that participants from diverse contexts would develop the ability to understand the correct meaning of their dreams, without mediation, as modeled by the researcher. The researcher and an observer interpreted participant's dreams during six meetings, using biblical symbolism and relying upon inspiration from the Holy Spirit. Many participants perceived the meaning of their dreams following the exercise of Christian dream interpretation. The observers verified that many of the participant dream interpretations resonated with Scripture
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Libros sobre el tema "Theology School"

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Chhungi, Hrangthan. Indian School of Ecumenical Theology: "widening frontiers of ecumenical theology". Edited by Indian School of Ecumenical Theology and Ecumenical Christian Centre (Bangalore, India). Ecumenical Christian Centre, 2008.

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Britain and Ireland School of Feminist Theology. Feminist theology: The journal of the Britain and Ireland School of Feminist Theology. Sheffield Academic Press, 1992.

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D, LeFevre Perry, ed. Essays in constructive theology: A process perspective. Exploration Press, 1988.

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Mueller, Maggi. Celebrating 50 years: Saint Paul School of Theology. Donning Company Publishers, 2009.

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Roger, Loyd, ed. A history of the Perkins School of Theology. Southern Methodist University Press, 1993.

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1935-, Peden Creighton, and Stone Jerome Arthur 1935-, eds. The Chicago school of theology: Pioneers in religious inquiry. E. Mellen Press, 1996.

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Simon, Fisher. Revelatory positivism?: Barth's earliest theology and the Marburg school. Oxford University Press, 1988.

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Principe, Walter H. The school theologians' views of the papacy, 1150-1250. Pontifical Institute of Mediaeval Studies, 1989.

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Toronto School of Theology (Ont.). The self-study report of the Toronto School of Theology for the Association of Theological Schools. Toronto School of Theology, 1990.

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Drey, Johann Sebastian von, 1777-1853., Ratzinger Joseph, Kasper Walter 1933-, Seckler Max, and Kessler Michael 1944-, eds. Theologie, Kirche, Katholizismus: Beiträge zur Programmatik der Katholischen Tübinger Schule ; mit reprographischem Nachdruck der Programmschrift Johann Sebastian Dreys von 1819 über das Studium der Theologie. Francke, 2003.

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Capítulos de libros sobre el tema "Theology School"

1

Schabel, Chris. "The Marchist School." In Theology at Paris, 1316–1345. Routledge, 2021. http://dx.doi.org/10.4324/9781315236384-13.

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Chapman, Mark D. "History of Religion School." In The Blackwell Companion to Nineteenth-Century Theology. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319972.ch21.

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Halverson, Jeffry R. "The Taliban and the Maturidite School." In Theology and Creed in Sunni Islam. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106581_6.

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Tkaczyk, Marcin. "Cracow Circle. Theology in the Lvov-Warsaw School." In Vienna Circle Institute Yearbook. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52869-4_10.

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Lydon, John. "The MA in Catholic school leadership at St Mary's University." In Towards a Distinctive and Inclusive Theology of Catholic Education Studies. Routledge, 2025. https://doi.org/10.4324/9781003530619-12.

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Rossiter, Graham. "Catholic school Religious Education in a secular, de-traditionalised culture." In Towards a Distinctive and Inclusive Theology of Catholic Education Studies. Routledge, 2025. https://doi.org/10.4324/9781003530619-20.

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Bennett, J. C. "‘The Morphine Velvet, Lavender-Kid-Glove School of Theology’: Private Pew-Letting." In A History of Pew Renting in the Church of England. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-54427-9_7.

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Roebben, Bert. "How Much and Which Theology in Religious Education? On the Intimate Place of Theology in the Public Space of the School." In Global Perspectives on Catholic Religious Education in Schools. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_4.

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"Perkins School of Theology." In The Grants Register 2023. Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_6473.

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"Perkins School of Theology." In The Grants Register 2024. Palgrave Macmillan UK, 2023. http://dx.doi.org/10.1057/978-1-349-96073-6_249.

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Actas de conferencias sobre el tema "Theology School"

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Salonikov, Nikolay V., and Konstantin V. Sutorius. "Teacher of the Novgorod Archbishop School Hieromonk Job and His Library." In Лихудовские чтения — 2022. НовГУ им. Ярослава Мудрого, 2023. http://dx.doi.org/10.34680/978-5-89896-832-8/2023.readings.06.

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€e article is devoted to the Novgorod period of life of the hieromonk Job, a follower of the Leichoudis brothers, and to the reconstruction of his book collection. He spent the last years of his life in Novgorod, where in 1716 he became a teacher of the Archbishop School. A er his death, part of his library, which included a large number of books on grammar, rhetoric, logic, philosophy and theology, was transferred to the school. e article describes the composition of the library, traces the fate of the teacher Job's books, which mostly were included into the library of Novgorod eological Semi
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Bittencourt Machado, Christiano. "Flight Simulation In Geography Teaching: Experience Reports In Two Scenarios." In Human Interaction and Emerging Technologies (IHIET-AI 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004561.

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There is an increasingly innovative range of resources in education, seeking to create a motivating environment for learning. The aim of this work was to present experience reports on the use of a flight simulator in Brazilian and biblical geography classes in an elementary school and a reformed Christian theology church, respectively. Microsoft® Flight Simulator was used for this purpose. Two educational scenarios are presented here: (1) teaching of geographical aspects of Brazil for 10-years old students; and (2) teaching of biblical aspects for 8 to 10-years old children from a reformed Chr
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Atay, Rıfat. "REVIVING THE SUFFA TRADITION." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/tbcm7967.

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In Islamic history, one of the most intriguing questions has been the termination of the Suffa School immediately following the Prophet’s demise. As is well known, the Suffa Companions were comprised of mostly single young men who did not have anywhere else to go to. They were provided with shelter and food in the Prophet’s Mosque in Medina. Their sole occupa- tion was to spend all their time with the Prophet, learning and studying. They became so well versed in Islam that most of them were sent as teachers and/or governors to new provinces. The paper claims that today Gülen is seeking to revi
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Brauwers, Neimar Plack. "Human training as a holistic construction in the hybridization between mind and body." In III SEVEN INTERNATIONAL MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/seveniiimulti2023-269.

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The present article is a bibliographic review on human formation, structured from the mind and body hybridity in the everyday relationship. The purpose of the text is to demonstrate that human formation goes beyond the purely cognitive question, building a relationship between the practical situations of the experience with the conceptual ones. For this purpose, authors from the field of philosophy, sociology, theology and education, such as Maurice Merleau-Ponty, James K. A. Smith and Martin Heidegger, were chosen to theoretically support human formation through mind and body hybridity. The r
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Williams, Ian. "“A STATION ABOVE THAT OF ANGELS”: THE VISION OF ISLAMIC EDUCATION WITHIN PLURALISTIC SOCIETIES IN THE THOUGHT OF FETHULLAH GÜLEN - A STUDY OF CONTRASTS BETWEEN TURKEY AND THE UK." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/jmbu4194.

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Gülen cites ‘Ali ibn Abi Talib as saying, ‘... if a person’s intellect dominates his or her desire and ferocity, he or she rises to a station above that of angels ...’. Both historically as well as in modern contexts Muslim education is not characterised by uniformity but rather by a plurality of actors, institutions, ideas and political milieus. The two central questions are: What is required to live as a Muslim in the present world? Who is qualified to teach in this time? The debate over the nature and purpose of Islamic education is no recent phenomenon. It has been conducted for the past t
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