You are my beloved family, my encouragement on the journey and my inspiration to follow the Lord wherever He may lead. I count myself both blessed and privileged to contribute to the ongoing research on this important topic currently being conducted in the doctoral program at The Southern Baptist Theological Seminary. My prayer is that this body of research will bring honor and glory to the Lord Jesus Christ while benefiting the churches of the Southern Baptist Convention.
You are now a young adult, and certainly old enough to understand the layers of meaning behind this statement. Clay Anthony, I am grateful for the inspiration to continue my education and encourage me to attend The Southern Baptist Theological Seminary. I am deeply grateful to the faculty of the Billy Graham School of Missions, Evangelism and Ministry at The Southern Baptist Theological Seminary for seeing in me something that could be successfully shaped and refined into a practitioner-teacher through the Doctor of Philosophy program.
I began this academic journey as part of the congregation of First Woodstock Baptist Church – led by Johnny Hunt at the time – which supports international missionaries, church planting across the country and around the world, and which ensures that widows and the poor in our congregation and community are helped as best we can. As this academic journey comes to a close, I owe a debt of gratitude to Northside Baptist Church in Valdosta, GA, led by Dr.
INTRODUCTION
7 John David Trentham, "Epistemological Development in Pre-Ministry Students: An Interinstitutional Application of the Perry Scheme" (PhD diss., The Southern Baptist Theological Seminary. Trentham notes the importance of institutional type in relation to the development of worldview, identity, and ways of living in pre-ministry students. These elements of personal development clearly articulated in Scripture lead to a continuous epistemic growth in the life of the believer.
1 John David Trentham, "Epistemological Development in Pre-Ministry Undergraduates: A Cross-Institutional Application of the Perry Scheme" (PhD diss., The Southern Baptist Theological Seminary, 2012). There was also a distrust of the government developed by the same professors in their students. In the United States, public universities are funded in part through taxes paid by the citizens of the state in which they.
Moore, director of the Center for the Study of Intellectual Development (CSID) for analysis and scoring.2. The data used for this study was obtained through personal interviews I conducted with members of the study population. Long's population included only six women in his study.1 Trentham's population included four women.2 In this study, there were eight women, or 26.7 percent of the study.
2 John David Trentham, "Epistemological Development in Pre-Ministry Students: An Interinstitutional Application of the Perry Scheme" (PhD diss., The Southern Baptist Theological Seminary. Without exception, all study participants plan to enter professional ministry at some point after college The timing of the decision to enter professional ministry varied among the participants of this study.
In my own earlier work, I included a recommendation for a follow-up study studying the influence of seminary on the epistemological development of the original study participants. Eight members of the original study population (26.7 percent) agreed to participate in the follow-up study. Follow-up study participants held largely the same view of the purpose of seminary compared to their view in the original study.
The second weakness of this research design is the possibility of bias on the part of the interviewer.
CONCLUSIONS
Clarifying Convictions
Do you find that there is usually only one thought, idea or answer that is really right or true, or do you think that there may usually be more than one. Do you think your perspective on this diversity of opinion has changed in recent years? If necessary, define "belief" as a point of view that develops on an issue or topic over time, not an unexamined belief one grew up with or inherited from parents or upbringing].
Do you feel or have you ever felt that you would like to convince others of your ideas? I like to play devil's advocate, argue the opposite of what someone is saying, make exceptions or come up with a different logic.”
Looking Forward (Goals for future and career)
Topic: "Learning environment preferences: Determining reliability and preliminary validity for an objective measure of the Perry scheme." Understanding learning in a postmodern world: Rethinking Perry's schema of ethical and intellectual development. Student and faculty epistemology in the college classroom: The Perry schema of intellectual and ethical development.
Learning environment preferences: establishing construct validity for an objective measure of Perry's schema of intellectual development. Maryland Career Course: Stage-Style Interactions – The Perry Schema and the Myers-Briggs Type Indicator. Each approach has specific uses and strengths and weaknesses depending on the nature of the research/evaluation.
1 John David Trentham, "Epistemological Development in Pre-Ministry Students: An Interinstitutional Application of the Perry Scheme" (PhD diss., The Southern Baptist Theological Seminary. Recent major projects using structured interviews have been undertaken with the following institutions: Pennsylvania State University, Colorado School of Mines, Western Washington University, The Evergreen State College, University of the Pacific, and Cerritos College. Because the instrument was designed to assess the portion of the Perry scheme that we believe is primarily cognitive/intellectual in focus, the MID assessments range along a theoretical continuum from position one to position five.
See also John David Trentham, "Epistemological Development in Pre-Ministry Undergraduates: A Cross-Institutional Application of the Perry Scheme" (PhD diss., The Southern Baptist Theological Seminary. Depending on the purpose and audience of the study, scores may vary are therefore used effectively, and are often reported both ways for comparison purposes. Below is a general overview of the types of "rater shorthand" annotations and comments you may encounter on your data summary sheet.
34;glimpse," of the next position (in this example, position 4) noted but not given enough weight to warrant a +1/3 position increase. 2/4 or 3/5 : indicates that one or both of the judges noted that this essay is an example of a grading distribution problem -- a problematic essay that, for example, in the case of a division, could be interpreted as being on either the position 2 or position 4 side of position 3. You can use these tokens to select the best essays for writing a section on the richness of the essay data or for presenting citations to faculty, we use them primarily for judge training efforts and our ongoing refinements of grading criteria.
