4Rom 12:3-8 and Eph 4:7-16 also provide theological renderings of the role of spiritual gifts in the church's mission. Harman, "The Place of Biblical Languages in the Theological Curriculum," Reformed Theological Review 50, no. The effectiveness of biblical language studies was generally defined by the degree to which students perceived the value of language studies in relation to their respective careers or ministries, and the degree to which professors felt that a given curriculum was effective in achieving its stated goals.
Knowledge and use of biblical languages can support fresh, nuanced, and flexible interpretations of the meanings of Scripture. See, for example, Hans Conzelmann and Walther Zimmerli, "χάρισμα," in Theological Dictionary of the New Testament, ed. The stated purpose of the seminar was to prepare "spiritual leaders for the church". Yes there.
How do different professors and students understand the importance of language studies for the life of the church. It is expected that the same would be the case with regard to the different teaching practices employed by language professors. I interviewed participants from both the Washington, D.C., and Atlanta, GA campuses at RTS.
Such students expressed their perceptions of the roles and efficacy of language studies in the general curriculum in their respective seminars.
The registrar at Southern Baptist Theological Seminary (SBTS) simply distributed an initial participant contact form to 150 potential participants. The registrar at the Gordon-Conwell Theological Seminary (GCTS) campus in Hamilton asked for a flyer that could be posted on the school's Facebook page or on kiosks in the seminary grounds. For this purpose, I developed a flyer that could be adapted to a specific institution.48 After that, the flyer was used by more than one registrar.
Prior to this study, I personally knew only two of the thirty individuals who ultimately participated. First-name pseudonyms were used in the analysis phase of the study, which appears in Chapter 4. After the first participation forms were returned, a pilot study was conducted with a professor and a student to better determine the validity of this project.49 After helping in this way the participants of the pilot study could no longer be part of the research project.
All interviews were recorded via Skype and Almoto Call Recorder, a free software designed to record Skype conversations. The pilot study provided greater familiarity with the interview instruments, my interviewing techniques, the transcription process, and the use of ATLAS.ti. Another benefit of the pilot studies was that they exposed the need for a standard, brief introduction to interview protocols.
After the pilot study process was completed, thirty semi-structured, one-hour, one-on-one interviews were conducted, one with each of thirty participants.50 As noted. Just as in the pilot studies, I recorded each interview via Skype and Almoto Call Recorder.51 Every third interview was transcribed by hand by Scribie staff, a human effort. All other interviews were transcribed via a combination of Scribie's computer software, and my own effort.52 Just as with the pilot study, these interview transcripts were via.
When the crucial importance of stakeholders emerged in the interview data, I determined that they were not adequately represented in the existing framework. As a result of the great influence of stakeholders on language curricula, the original framework as shown in figure 8 was ultimately found to be insufficient, as will be shown and explained in chapter 4. In terms of effectiveness, what can be said about language students' motivations, and whether institutions also see that their goals for spiritual and student formation are realized.
ANALYSIS OF FINDINGS
The CSSL clerk forwarded the summary e-mail to the chairman of the Exegetics department. In light of the MDiv goals and distinctive features of the seminar - and the language requirements described below, in response. On the same web page, language studies are explicitly included in the Bible portion of the curriculum.
Twelve hours of "free elective modules" are also part of the MDiv curriculum, which may also involve language studies. Professor Ben mentions the usefulness of studying the original languages in terms of the church's history and mission in a given context. Professor Barnabas agrees that practical action – faith lived out in ministry – is the desired outcome of the MDiv curriculum.
At the end of the day, all six professors who were interviewed for this. Professor David provides a poignant illustration to clarify his thoughts on how language studies function alongside other parts of the curriculum. It may seem obvious to say that seminary teachers are some of the most influential stakeholders in the revision of language curricula.
But on the one hand, it's cutting itself out of the market, both in terms of time and money.” Stan, on the other hand, saw the same problem from the other side of the fence. I was in a program where I had to take two of one and one of the other.
The verb can be in the middle of the sentence or at the end of the sentence. Firmer on the other end of the spectrum, in terms of how much value she places on language studies in her ministry, is Susan. More than one student felt that the skillful use of the languages in ministry should take into account the potential misuse of language skills.
However, for now it would be appropriate to discuss the strengths and weaknesses of the research design. 92 The researcher is grateful for the willingness of the registrars and professors who helped to find the participants.
CONCLUSIONS
How do the selected seminaries articulate their plans for how their curricular priorities will be addressed in the classroom, or in terms of pedagogy. Through the analysis of chapter 4, certain research implications can be drawn about biblical language studies at each seminary represented in this project, as well as the experiences of the individuals who teach and study there. In the section below, implications of the participation form will precede implications arising from analysis of data collected in response to the three research questions.
These teachers see the role of languages in the general curriculum as central, or perhaps 'life-giving'. The original framework was kept consistent throughout the interviews, with the exception of the 'interest groups' node. During the interviews, it was clear that the notion of stakeholders took on much more importance in the curriculum review process than I had previously anticipated.
In the framework, philosophy and theology are shown to interact: they are fundamental in terms of how a curriculum is designed.1 A student has little or no direct influence on the philosophy of a curriculum design, and no questions about philosophy are not aimed at students. in the interview protocols. The framework can be reconfigured so that theology is a foundation for the rest of the nodes, but the current design works just as well when explained as it is here. The framework is an attempt to organize the findings of the precedent literature alone regarding seminary language curricula.
As the interviews show, it has specific features that other parts of an MDiv curriculum do not provide. In this way again, most of the participating professors stated that telos, the end goal of teaching and learning biblical languages, is realized in a more effective practical ministry. The development of language skills and its relationship to character formation and greater engagement with Scripture is not specifically accounted for in the previous literature, but discipleship is.5 Esther Meek defends a sound epistemology by arguing that a.
These teachers see the role of languages in the overall curricula as central, or perhaps "life-giving". As mentioned above, language courses are not the only courses a seminary student must take. The professors I interviewed felt that language study should play a central role, a place in the overall MDiv curricula that fuels the rest of the system. 7See Harry Lee Poe, Christianity in the Academy: Teaching at the Intersection of Faith and Learning (Grand Rapids: Baker Academic.
