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The Integration and Impact of Motivational Theories on Christian Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Integration and Impact of Motivational Theories on Christian Education./
Author:	Riley, Carter Neal, Jr.
Description:	1 online resource (220 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Educational philosophy. -
Online resource:	click for full text (PQDT)
ISBN:	9780355614732

The Integration and Impact of Motivational Theories on Christian Education.
Riley, Carter Neal, Jr.

The Integration and Impact of Motivational Theories on Christian Education. - 1 online resource (220 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Educational learning theories define motivation through the materialistic presupposition that human existence is the result of evolutionary processes, making man the ultimate arbiter of truth. Scripture reveals God as the Creator of all things and man as made in God's image, accountable to God, with an eternal spirit. This work proposes that Christian education's use of motivational theories fails to address the human spirit; therefore, Christian education has produced a self-focused and self-affirming learning environment as opposed to a biblical. Christ-centered learning environment that has contributed to the relegation of Christianity to a realm of private personal belief promoting a dualistic mindset.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355614732Subjects--Topical Terms:

1148497
Educational philosophy.
Index Terms--Genre/Form:

554714
Electronic books.

The Integration and Impact of Motivational Theories on Christian Education.
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100 1 $a Riley, Carter Neal, Jr. $3 1180156
245 1 4 $a The Integration and Impact of Motivational Theories on Christian Education.
264 0 $c 2017
300 $a 1 online resource (220 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Patricia L. Nason.
502 $a Thesis (Ph.D.) $c Southwestern Baptist Theological Seminary $d 2017.
504 $a Includes bibliographical references
520 $a Educational learning theories define motivation through the materialistic presupposition that human existence is the result of evolutionary processes, making man the ultimate arbiter of truth. Scripture reveals God as the Creator of all things and man as made in God's image, accountable to God, with an eternal spirit. This work proposes that Christian education's use of motivational theories fails to address the human spirit; therefore, Christian education has produced a self-focused and self-affirming learning environment as opposed to a biblical. Christ-centered learning environment that has contributed to the relegation of Christianity to a realm of private personal belief promoting a dualistic mindset.
520 $a The founders and early architects of each learning theory are scrutinized, especially with regard to their epistemological and anthropological beliefs. The naturalistic and materialistic presuppositions found within all of the theories of learning motivation are determined out of the literature review. The role of the teacher. the student, and the curriculum within each of the theories is reviewed. Current Christian education practices as derived from a review of the literature ascertain the use of motivational theories within Christian education. Additionally, an examination of the role of the teacher, the student, and the curriculum within Christian education is compared with educational motivation theories in order to provide support to the thesis.
520 $a The implications of accepting current educational motivation theories are explored from a biblical perspective. Compromise of biblical perspective is evaluated in the context of acceptance of these theories with special attention given to anthropological and epistemological views. Consideration is given to whether acceptance of educational motivation theories contributes to a learner-focused environment and private personal belief that leads to a dualistic mindset. Conclusions are presented regarding the review of Christian education's practices regarding educational motivation theories and the subsequent comparative analysis. Several implications of the thesis for Christian education and the Church are considered. The dissertation concludes with suggestions and recommendations for further research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational philosophy. $3 1148497
650 4 $a Religious education. $3 555036
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0998
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southwestern Baptist Theological Seminary. $3 1180157
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10758385 $z click for full text (PQDT)