Theses and Dissertations

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    Learning and Teaching in Theological Colleges :a case study.
    (2014-05-16) Nshimiyimana, Deogratias
    The purpose of this study was to explore if teachers in theological colleges teach according to their predominant learning styles or according to the teaching styles of teachers they most preferred during their college studies. This study answered the following questions: 1. What are the learning styles of Kenyan theological college teachers? 2. What are the teaching styles which were preferred by Kenyan theological college teachers during their college studies? 3. What are the teaching styles used by teachers in Kenyan theological colleges? In an attempt to arrive at better resul ts, three instruments were used: the Group Embedded Figures Test (GEFT), Teaching Strategies Inventory I (TSI), and Teaching Strategies Inventory II (TSI). After collecting, analyzing, and interpreting the data, the findings of the study revealed that: 1. Every teacher has a distinctive learning style. 2. During their college studies, teachers in theological colleges preferred a teaching style that tended to be more Field Sensitive than Field Independent. 3. Teachers in theological colleges used a teaching style that tended to be different from the teaching style they preferred during their college studies. 4. There appears to be a relationship between one's learning style and one's teaching style. The important features of this study are the implications drawn from the findings which are useful to improve the teaching-learning process based on a review of the avail.able literature in the area of leaning and teaching styles, and the knowledge it contributes to the field of education.
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    Determining Teaching Methods In The Theological Colleges of Kenya
    (2014-05-15) Nikobari, Simeon
    The purpose of this study is to examine the extent to which certain identified teaching strategies are being applied by theological lecturers in the theological colleges of Kenya These are: educational objectives,teaching methods, imitation techniques and questioning. After the statement of the problem in chapter one, chapter two focuses on two items. review of the past concerning the search for an appropriate ancient times to the present. Chapter three discusses the development procedures on research hypotheses Chapter five discusses the findings.It is found that firstly the teaching strategy involving educational objectives is being applied extensively by theological lecturers in the course of Systematic Theology In Secondly, the teaching strategy involving lecturing methods is being applied extensively by theological lecturers in the course of Systematic Theology in theological colleges of Kenya. 2nd their students on the application of the teaching Systematic Theology in the theological colleges of Kenya.
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    Women preachers and leaders :examination of New Testament teaching with focus on 1 Timothy 2:11-15
    (2014-05-07) Makau, Agnes
    The Thesis discusses women preachers and leaders by examining the New Testament teaching with a focus on 1Timothy 2: 11-15. This is presented in five chapters. Chapter One is mainly introduction encompassing the statement problem, the hypotheses (major and minor), the significance of the study, the purpose of the study, assumptions, limitations and delimitations of the study, plan and method and literature review. Chapter Two deals with the examination of 1 Timothy 2: 11-15 emphasizing 1 Timothy 2: 12. This includes The Author, Recipient and Purpose of 1 Timothy, The Religious Situation at Ephesus, The Exegesis of the Text within the Context and, finally, A Synthesis of the Findings. 1 Timothy 2: 12 cannot be used to answer the question as to whether or not women can be preachers and leaders in the Church today. It must be understood within the context of the Ephesian situation. We would be reading into the text if we use it to decide the outcome of women as preachers and leaders in the Church today. Chapter Three is the examination of selected passages relating to women. These are Romans 16: 1-7, 1 Corinthians 11:5, 1 Corinthians 14:34- 35; 2 Timothy 2:2. They are the texts which are more clear on what women can do. A look at these passages yields findings that do not deter a woman from being a preacher or leader in today's church. Romans 16:1-7 talks of Phoebe who was a deacon in a church and includes others that were fellow workers with Paul. 1 Corinthians 11:5 allows a woman to pray and prophesy in public. 1 Corinthians 14:34-35 is in the context of the order of worship and is not related to the concept of women as preachers and leaders today. 2 Timothy 2:2 addresses the issue of criteria for those who would be entrusted with the word of God or the responsibility of teaching the word of God. This text includes women which is evident upon application of correct interpretation. Chapter Four discusses the relation of 1 Timothy 2: 11-15 to Romans 16:1-7, 1 Corinthians 11:5, 1 Corinthians 14:34-35, 2 Timothy 2:2. In relating the findings of Selected Women-Related Passages in Chapter Three to the teaching of 1Timothy 2:11-15, we determine that Paul cannot be saying women may not be preachers and leaders. If we insist that the teaching of 1Timothy 2: 11-15 is a universal prohibition of women as preachers and leaders in the church, then we must also conclude that the Bible contradicts itself. Chapter Five is the Conclusion. It also outlines the relevance of this thesis to the church in Africa today. A careful look at the passages under study reveals that women can be preachers and leaders in the church and should be accepted as such. As a matter of course, the gift must be polished by education to produce respected leaders such as we see in Phoebe and qualified preachers/teachers as exemplified by Priscilla.
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    An exegesis of Ephesians 4:1-16 with emphasis on Paul's use of Psalm 68 : 18 implications for preaching and teaching today
    (2014-05-07) Mbamalu, Abiola
    This study is primarily concerned with Paul's use of Psalm 68:18 in Ephesians 4:1-16. To this end, a literary-grammatical analysis of the relevant passage was done. With egard to the quotation found in Ephesians 4:8, we found that the change from the verb 'receive' as found in Psalm 68: 18 to the verb 'give' in Ephesians 4:8 could be accounted for by context, and affirmed by semantics. A semantic analysis of the verb np" 'receive' indicates that it co-occurs more frequently with the verb lnJ 'give' than with any other verb. Working with the assumption that this finding in terms of collocations may, perhaps, arise from a socio-cultural context, we investigated the socio-cultural context of the concept of warfare, for this is a concept that underlies Psalm 68: 18. In addition, we looked closely at Ephesians 4:9-10, for they serve as commentary on the quotation in Ephesians 4:8. We found, in terms of the method of exegesis at play, that the commentary is a Pesher, and that it employs an argument from silence to identify the referent of the quotation. The conclusion of this study is that we cannot replicate Paul's method of exegesis in terms of arguing from silence, for this will necessarily lead us away from the text, and easily degenerate into doing an eisegesis rather than an exegesis. The corollary of this is that the task of modern interpreters is basically different from the task in which Paul was engaged. Paul's task was not primarily to interpret Scriptures, but to interpret the Christ-event and related subsequent events in the light of Scriptures. However, there is one basic principle employed by Paul which we can emulate today. This is the principle of knowing the context of Scriptures, for this is one principle that enabled Paul to use the verb 'give' instead of the verb 'receive'. If this principle was important for Paul, it is all the more relevant in our time, because of our distance from the actual period in which the events took place as well as the time they were written. Among other things, it is one principle that helps us know the different senses which a word may signify to the original hearers or readers. Having a thorough understanding of the context of Scriptures is highly recommended to modern interpreters (preachers and teachers) today by Paul's use of Psalm 68: 18 in Ephesians 4:8.
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    Teaching The Concept of Salvation To Children of Five To Twelve Years Old
    (2014-04-14) Wawire, Pius M
    The purpose of this research was to study the biblical basis of teaching the concept of salvation to children of ages five to twelve years old, and to find out the teaching methods that will facilitate the learning of this concepts, with the intention of making recommendations towards improving children's ministry at the Kenya Assemblies of God church, Bahati. The main areas of inquiry which were foundational to this study are, children's church workers and precedents derived from the review of related literature. Two instruments, a questionnaire and interview questions were formulated. The questionnaire consisted of closed-ended and open-ended Questions. The information gathered were analyzed and summarized by use of various tables and graphs where necessary. The findings of the study revealed the following about children's ministry at the Kenya Assemblies of God church, Bahati: 1. The church of the Kenya Assemblies of God, Bahati has a strong children's ministry programme but there is a need for the leadership to set well defined goals which should be made known to every worker in the Children's church. 2. There is an intentional effort on the part of workers in the children's church to teach the concept of salvation to children. The children demonstrated their level of comprehension as they answered the questions in the interview. Due to the cognitive difference between children of five to seven and eight to twelve, the teaching methods will vary. The former understand and retain biblical information in story form, hence the teacher should learn how to effectively use story telling method. The latter can understand ideas and specific topics and can recall factual content Hence the teacher must learn to use a variety of teaching methods including storytelling. 3. Though the teachers are aware of many other teaching, methods apart from drama, Bible study projects, skits, general singing, puppets, and Bible games, they should be trained to use other teaching methods. The writer recommends that the leaders set clearly defined goals for the children's church, teachers training on how to use teaching methods relevant to cognitive level of the child and that teachers be trained in understanding children cognitive development