Theory and Practice in Theological Education

1962 ◽  
Vol os-5 (2) ◽  
pp. 77-83
Author(s):  
Geoffrey Peterson
Keyword(s):  
Theological Education ◽  
Theory And Practice

Living the Task: Advanced Ministry Studies

1998 ◽  
Vol 11 (2) ◽  
pp. 141-157
Author(s):  
J. Dorcas Gordon
Keyword(s):  
Theological Education ◽  
Theory And Practice ◽  
Biblical Hermeneutics ◽  
The Past ◽  
Community Model ◽  
Methods Of Learning

This study offers an account of the origins and evolution of the D.Min. programme, with particular reference to the Toronto School of Theology and the influence of contemporary biblical hermeneutics. Inductive and deductive methods of learning are considered, leading to a discussion of a community model of learning. Theological education is also seen to require an integration of theory and practice. Attention is drawn to the nature of the student in advanced ministry studies today, and differences from the past. Finally, the requirements of teaching in such programmes are considered, with particular emphasis on the need for imagination, vulnerability and courage.

scholarly journals Growing In Wisdom

2020 ◽  
pp. 190-195
Author(s):  
Jennifer Bartholomew
Keyword(s):  
Information Literacy ◽  
Theological Education ◽  
Theory And Practice ◽  
Library Staff

Inspired by the phrase “Growing In Wisdom,” which was part of a phrase in the Atla Organizational Ends from 2016 to 2020, this Listen and Learn presentation looks at a project that was to partner library staff with faculty to promote information literacy as it related to integrating work in theological education. What role does wisdom play in denominational guidelines and accrediting standards? Integrating Work in Theological Education, edited by Kathleen A. Cahalan, Edward Foley, Gordon S. Mikoski (Eugene, OR: Pickwick Publications, 2017), describes the importance of both theory and practice in preparing students for ministry. What is the role of the library in integrating work? How can the library be a partner with faculty in theological education?

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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