Seminar in Theological Research (GTHE 517) Fall :45 - 6:14 PM on Tuesdays Dr. David Hebert Office (4A 43A) (Thanks to Dr. James Tollett & Sally Shelton for input for this presentation)

Genesis (Beginnings) Introduce each other (name, where from?, and perceived giftedness to the Body of Christ) Introduce each other (name, where from?, and perceived giftedness to the Body of Christ) Wisdom for the day (brief devotional) Wisdom for the day (brief devotional) Pray (the Word and in the Spirit) Pray (the Word and in the Spirit) Outline Course (purpose, method and content); Form Group(s) Outline Course (purpose, method and content); Form Group(s) Library Introductory Tour Library Introductory Tour

Consider These Statistics! (According to The Barna Research Group)  Only 19% of “born-again” adults in America have a biblical worldview (March 6, 2009)  Of 601 Senior Pastors (a random cross-section of Protestant churches), only 51% have a biblical worldview (January 12, 2004)  Only 15% of those who regularly attend Christian churches rate God as the highest priority in their life— compared to 70% of pastors who think their congregants rate God as the highest priority (10 January 2006), and  Among “born-again” American Christians:  10% believe that people are reincarnated after death (21 OCT ‘03)  29% believe it is possible to communicate with the dead ( “ “ “)  53% believe a person can “earn” salvation based on good works (6 MAR 2009)

Foundational Devotion 2 Tim 3:16/Prov 6:23 – Scripture is “God-breathed” & profitable for: Teaching, Reproof, Correction, Training/Instruction in Righteousness (Scripture is foundational and applies to all areas of our Christian lives to help keep us on the “right way/path”) 2 Tim 3:16/Prov 6:23 – Scripture is “God-breathed” & profitable for: Teaching, Reproof, Correction, Training/Instruction in Righteousness (Scripture is foundational and applies to all areas of our Christian lives to help keep us on the “right way/path”) Psalm 1 – Delight in the law of the Lord/meditate on it constantly and be planted like a tree by the streams of living water (Feed the spirit—be rooted in and stay connected to God by spending time alone with Him—Quiet Time of reading, studying and meditating on the Word with prayer) Psalm 1 – Delight in the law of the Lord/meditate on it constantly and be planted like a tree by the streams of living water (Feed the spirit—be rooted in and stay connected to God by spending time alone with Him—Quiet Time of reading, studying and meditating on the Word with prayer) What is each of our own unique “member/part” or purpose in the Body of Christ? (Rom 12:3-8; 1 Cor 12:12-30; Eph 4:7-16; 1 Pet 4:10-11—So that each of us may know and function in it fully to become a built up, unified and mature—pure & spotless—Body of Christ for which He shall return at the Rapture of the Church) What is each of our own unique “member/part” or purpose in the Body of Christ? (Rom 12:3-8; 1 Cor 12:12-30; Eph 4:7-16; 1 Pet 4:10-11—So that each of us may know and function in it fully to become a built up, unified and mature—pure & spotless—Body of Christ for which He shall return at the Rapture of the Church) (Caution!!!) Proverbs 19:2 – Rushing ahead without knowledge is not good (Caution!!!) Proverbs 19:2 – Rushing ahead without knowledge is not good

Foundational Devotion (cont.) Therefore; 2 Tim 2:15 – “Earnestly Study” to show yourself approved to God as a workman able to “rightly divide the Word of Truth” (especially in the times in which we live & in light of 1 Tim 4:1-2, 7 & 2 Tim 4:3-4, regarding “deceptive spirits, doctrines of demons, myths, & old wives’ tales;” which amounts to false doctrine/heresy & the statistics above) 2 Tim 2:15 – “Earnestly Study” to show yourself approved to God as a workman able to “rightly divide the Word of Truth” (especially in the times in which we live & in light of 1 Tim 4:1-2, 7 & 2 Tim 4:3-4, regarding “deceptive spirits, doctrines of demons, myths, & old wives’ tales;” which amounts to false doctrine/heresy & the statistics above) Proverbs 1:7 – The “fear of the Lord” is the beginning of knowledge (The reverent, awestruck, holy respect for The Triune God of the Universe should be our attitude) Proverbs 1:7 – The “fear of the Lord” is the beginning of knowledge (The reverent, awestruck, holy respect for The Triune God of the Universe should be our attitude) Proverbs 1:23; 23:12 – “Turn back at my warning; behold, I will pour out my Spirit to you; I will make my words known to you” and “Apply your heart to instruction and your ears to words of knowledge” (Maintain a tender heart and a teachable soul) Proverbs 1:23; 23:12 – “Turn back at my warning; behold, I will pour out my Spirit to you; I will make my words known to you” and “Apply your heart to instruction and your ears to words of knowledge” (Maintain a tender heart and a teachable soul) Proverbs 20:27 – The “human spirit” is the “lamp of the Lord” (Illuminated by the power of the Parakletos—the Comforter, One called alongside to help, the Holy Spirit—In our spirit, listen to the Holy Spirit and pray in the Holy Spirit) Proverbs 20:27 – The “human spirit” is the “lamp of the Lord” (Illuminated by the power of the Parakletos—the Comforter, One called alongside to help, the Holy Spirit—In our spirit, listen to the Holy Spirit and pray in the Holy Spirit) If we fulfill our part of this Conditional Promise; then the result will be: Proverbs 2:6 – For the Lord will then give: wisdom, knowledge, understanding, & protection to those who fear Him If we fulfill our part of this Conditional Promise; then the result will be: Proverbs 2:6 – For the Lord will then give: wisdom, knowledge, understanding, & protection to those who fear Him

The Purpose Resides in the Title of the Course Seminar – A small group of students in Graduate School engaged in original research or intensive study (Webster’s Dictionary) Seminar – A small group of students in Graduate School engaged in original research or intensive study (Webster’s Dictionary) Theological – from “Theos,” meaning God in Greek and “ology,” from lego or logos in Greek, meaning to relate in words or something said (including the thought and idea); by implication, a topic, subject or discourse (Strong’s Concordance): a course of study about God (specifically, from a Christian & biblical view—the Triune God of the Bible) Theological – from “Theos,” meaning God in Greek and “ology,” from lego or logos in Greek, meaning to relate in words or something said (including the thought and idea); by implication, a topic, subject or discourse (Strong’s Concordance): a course of study about God (specifically, from a Christian & biblical view—the Triune God of the Bible) Research – scholarly or scientific investigation or inquiry requiring close, careful study (Webster’s) Research – scholarly or scientific investigation or inquiry requiring close, careful study (Webster’s)

Seminars = Group discussion/work/collaboration Provide a safe environment for learning Provide a safe environment for learning Provide illumination and insight Provide illumination and insight Provide enhancement: value added Provide enhancement: value added = “something... that has been added to a product... to warrant a markup in the retail price” (Random House Unabridged Dictionary) Provide opportunities to think together; to share the fruit of our theological research & reflection Provide opportunities to think together; to share the fruit of our theological research & reflection Edward O. de Bary, Theological Reflection: The Creation of Spiritual Power in the Information Age (Collegeville, MN: Liturgical Press, 2003), 84.

Rationale for Writing Assignments Writing contributes to intelligence, by requiring analysis and synthesis of information. Writing contributes to intelligence, by requiring analysis and synthesis of information. Writing develops initiative, by requiring writers to develop a thesis statement, find research materials, and reflect upon and communicate findings independently. Writing develops initiative, by requiring writers to develop a thesis statement, find research materials, and reflect upon and communicate findings independently. Writing develops courage, by requiring that writers give up anonymity. Writing develops courage, by requiring that writers give up anonymity. Writing increases the writers’ personal knowledge. Writing increases the writers’ personal knowledge. Writing contributes significantly to improvement in reading skills. Writing contributes significantly to improvement in reading skills. Donald H. Graves, "Balance the Basics: Let Them Write," a 1980 Report to the Ford Foundation.

Purpose Statement for the Class A Small Group of Graduate Students, that sets out together on the journey of conducting scholarly, original, and targeted research, leading to a well- constructed and written Theological Research Paper that measures up to the standard or canon (the STM Research and Writing Manual) A Small Group of Graduate Students, that sets out together on the journey of conducting scholarly, original, and targeted research, leading to a well- constructed and written Theological Research Paper that measures up to the standard or canon (the STM Research and Writing Manual)

Standard/Canon/Measuring Stick— Official School of Theology and Missions Style Manuals Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. 8 th ed. Chicago: The University of Chicago Press, Research and Writing Manual: Rev. ed. Tulsa: Oral Roberts University Graduate School of Theology and Ministry, 2005.

Additional Textbooks Vyhmeister, Nancy Jean and Terry Dwain Robertson. Quality Research Papers: For Students of Religion and Theology. 3 rd ed. Grand Rapids: Zondervan, Fee, Gordon D., and Douglas Stuart. How to Read the Bible for All Its Worth. 4 th ed. Grand Rapids: Zondervan, 2014.

From the Purpose flows the Method The need for Small Groups of 4 preferably (Leader, Observer, Encourager, & Recorder) for this semester’s journey The need for Small Groups of 4 preferably (Leader, Observer, Encourager, & Recorder) for this semester’s journey Using Rom 12:3-8; 1 Cor 12:12-27; & 1 Pet 4:10-11 (Body of Christ Giftedness) as a Model, 1 Cor 13 & Rom 12:9-16 (Love) as the Motivation/Action, & 1 Cor 14:26 & Eph 4:3- 16 (Unity of the Spirit, Bond of Peace of the Mature Body of Christ) as the Goal Using Rom 12:3-8; 1 Cor 12:12-27; & 1 Pet 4:10-11 (Body of Christ Giftedness) as a Model, 1 Cor 13 & Rom 12:9-16 (Love) as the Motivation/Action, & 1 Cor 14:26 & Eph 4:3- 16 (Unity of the Spirit, Bond of Peace of the Mature Body of Christ) as the Goal General Format (subject to modification as necessary) for the Seminar will be: General Format (subject to modification as necessary) for the Seminar will be: 3:45 – 4:15—Meet in Groups to pray and have devotion 3:45 – 4:15—Meet in Groups to pray and have devotion 4:15 – 4:45—Lecture on Content Topic for the day 4:15 – 4:45—Lecture on Content Topic for the day 4:45 – 5:00—Break 4:45 – 5:00—Break 5:00 – 6:15—Finish Lecture or adjourn to the Library for Research, with break(s) as necessary 5:00 – 6:15—Finish Lecture or adjourn to the Library for Research, with break(s) as necessary

Small Group Cooperative Learning Based on four elements: Based on four elements: Positive Interdependence Positive Interdependence Face-to-face Interaction Face-to-face Interaction Individual Accountability & Evaluation Individual Accountability & Evaluation Appropriate use of interpersonal, small-group skills Appropriate use of interpersonal, small-group skills Contributing ideas, asking questions, expressing feelings, actively listening, expressing support/encouragement, summarizing, checking for understanding, relieving tension, and giving direction Contributing ideas, asking questions, expressing feelings, actively listening, expressing support/encouragement, summarizing, checking for understanding, relieving tension, and giving direction All these skills may be broken down ideally into four positions within the Group (which are rotated each class meeting): All these skills may be broken down ideally into four positions within the Group (which are rotated each class meeting):

Four Members of the Group Leader (Responsible for: Summarizing Ideas, Checking for understanding, Relieving tension, Giving direction, Asking questions, Contributing ideas, Expressing feelings, Actively listening, and Expressing support/encouragement) Leader (Responsible for: Summarizing Ideas, Checking for understanding, Relieving tension, Giving direction, Asking questions, Contributing ideas, Expressing feelings, Actively listening, and Expressing support/encouragement) Observer (Responsible for: Monitoring & Evaluating how well the Group is doing, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Observer (Responsible for: Monitoring & Evaluating how well the Group is doing, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Recorder (Responsible for: Recording the Group’s work, Keeping track of time, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Recorder (Responsible for: Recording the Group’s work, Keeping track of time, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Encourager/Researcher/Runner (Responsible for: Expressing support & encouragement, Gathering materials, Communicating with other Groups & Professor as necessary, Contributing ideas, Asking questions, Expressing feelings, and Actively listening) Encourager/Researcher/Runner (Responsible for: Expressing support & encouragement, Gathering materials, Communicating with other Groups & Professor as necessary, Contributing ideas, Asking questions, Expressing feelings, and Actively listening) From Johnson, Johnson, Johnson-Holubec, and Roy’s Circles of Learning: Cooperation in the Classroom (Alexandria, VA: Association for Supervision and Curriculum Development, 1984), 8, 25, 30-1, 35.

Five Members of the Group Leader (Responsible for: Summarizing Ideas, Checking for understanding, Relieving tension, Giving direction, Asking questions, Contributing ideas, Expressing feelings, Actively listening, and Expressing support/encouragement ) Leader (Responsible for: Summarizing Ideas, Checking for understanding, Relieving tension, Giving direction, Asking questions, Contributing ideas, Expressing feelings, Actively listening, and Expressing support/encouragement ) Observer (Responsible for: Monitoring & Evaluating how well the Group is doing, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Observer (Responsible for: Monitoring & Evaluating how well the Group is doing, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Recorder (Responsible for: Recording the Group’s work, Keeping track of time, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Recorder (Responsible for: Recording the Group’s work, Keeping track of time, Actively listening, Contributing ideas, Asking questions, Expressing feelings, and Expressing support/encouragement) Encourager (Responsible for: Expressing support/ encouragement, Contributing ideas, Asking questions, Expressing feelings, and Actively listening ) Encourager (Responsible for: Expressing support/ encouragement, Contributing ideas, Asking questions, Expressing feelings, and Actively listening ) Researcher/Runner (Responsible for: Gathering materials, Communicating with other Groups & Professor as necessary, ) Contributing ideas, Asking questions, Expressing feelings, Actively listening, and Expressing support/encouragement Researcher/Runner (Responsible for: Gathering materials, Communicating with other Groups & Professor as necessary, ) Contributing ideas, Asking questions, Expressing feelings, Actively listening, and Expressing support/encouragement From Johnson, Johnson, Johnson-Holubec, and Roy’s Circles of Learning: Cooperation in the Classroom (Alexandria, VA: Association for Supervision and Curriculum Development, 1984), 8, 25, 30-1, 35.

TEAMTEAMTEAMTEAM T -Together E -Everyone A -Accomplishes M -More

Following the Method, remains the Content & Course Assignments – Content Eight Steps to Producing a Research Strategy Elements of Writing That Produce Great Research Papers

Eight Steps to Producing a Research Paper 1. Select the Topic 2. Research in Authoritative Summaries 3. Narrow the Topic 4. Build the Working Bibliography 5. Take Notes 6. Construct the Rough Draft 7. Rewrite and Polish the Rough Draft 8. Prepare the Final Copy

Elements of Writing that Produce Great Research Papers Content Content Clarity Clarity Cohesion Cohesion Order/ Organization Order/ Organization Creativity/ Originality Creativity/ Originality Word Choice Word Choice –Precision –Succinctness Grammar Grammar Spelling Spelling Capitalization Capitalization Flow/ Transitions Flow/ Transitions Formatting Formatting References References –Choice –Citation formatting

Step ONE: Select the Topic Topics are usually broad in scope and may be found through your theological reading, asking questions of yourself, peers and professors, and in an area which you have an avid interest and would like to pursue further while at the Seminary. Topics are usually broad in scope and may be found through your theological reading, asking questions of yourself, peers and professors, and in an area which you have an avid interest and would like to pursue further while at the Seminary. Select a topic that will hold your interest throughout the entire process, and if you plan to do a Thesis for your degree, one that relates to your proposed Thesis topic. Select a topic that will hold your interest throughout the entire process, and if you plan to do a Thesis for your degree, one that relates to your proposed Thesis topic. Begin doing preliminary research to make sure the topic is a viable one. Begin doing preliminary research to make sure the topic is a viable one.

Course Assignments Annotated Bibliography- 10% Book Critique of Fee/Stuart- 10% Exegetical Exercise- 10% Research Paper- 40% Group Participation- 20% Final Exam- 10% Return to form Groups

Group Assignments Group 1 – Aaron Coffman, Joy Barker, Benny Visuvasam, Grace Min Group 1 – Aaron Coffman, Joy Barker, Benny Visuvasam, Grace Min Group 2 – David Wolfer, Alecia Addison, Veronica Chibuzo, Jeffry Graham, Zar Win Group 2 – David Wolfer, Alecia Addison, Veronica Chibuzo, Jeffry Graham, Zar Win Group 3 – Daci-Vawn Deveaux, Ramon Baez, Fabio Apolinario, Tameca Robertson Group 3 – Daci-Vawn Deveaux, Ramon Baez, Fabio Apolinario, Tameca Robertson Group 4 – Matthew Latta, Beatrice Nation, Deborah Foster, Lauren Parks, Dawit Beshah Group 4 – Matthew Latta, Beatrice Nation, Deborah Foster, Lauren Parks, Dawit Beshah Group 5 – Rachael Dew, Christopher Walsh, Philip Chung, Sharon Hobbs, Gayeong Lee Group 5 – Rachael Dew, Christopher Walsh, Philip Chung, Sharon Hobbs, Gayeong Lee

Eschaton (The End/Last Thing) Read pp. 2-8, in Research & Writing Manual Read pp. 2-8, in Research & Writing Manual Read Chapters 1, 12, in Vyhmeister Read Chapters 1, 12, in Vyhmeister Begin reading Fee/Stuart (Chaps. 1-4) Begin reading Fee/Stuart (Chaps. 1-4) Bring 3 potential topics for the Research Paper Bring 3 potential topics for the Research Paper