Teaching Versus Tradition

In this lesson we examine how we conduct worship and determine which elements are God's teachings and which are just traditions passed on through the years.

In educational institutions, outcome-based education (OBE) remains crucial in measuring how certain teaching techniques are impacting the students’ ability to learn. Currently, these changes in students are mapped by analyzing the objectives and outcomes of certain learning processes. International accreditation agencies and quality assessment networks are all focusing on mapping between outcomes and objectives. The need of assessment tools arises that can provide a genuine mapping in the global context so that students or learners can achieve expected objectives. Assessment Tools for Mapping Learning Outcomes With Learning Objectives is a pivotal reference source that provides vital research on the implementation of quality assessment methods for measuring the outcomes of select learning processes on students. While highlighting topics such as quality assessment, effective employability, and student learning objectives, this book is ideally designed for students, administrators, policymakers, researchers, academicians, practitioners, managers, executives, strategists, and educators seeking current research on the application of modern mapping tools for assessing student learning outcomes in higher education.

There has been a significant volume of scholarly work conducted recently within the accounting literature on the role of money, investment and accounting within religious organizations. However, scant attention has been paid to modern Pentecostal understandings of money, investment and accounting. In this book we study the major money-related doctrines of American husband-and-wife televangelist Faith Teachers Kenneth and Gloria Copeland. We find the unique Copeland interpretation of "Treasures in Heaven" (Matthew 6:20) to be a complete inversion of the traditional or Anglican theological interpretation. While the traditional interpretation is that this verse refers to future rewards available after death, the Copelands argue that it refers to rewards existing now in the heavenly places in what they refer to as the believer's "heavenly bank account". The Copelands also believe in a literal "hundredfold return" on monetary and other gifts made "for the gospel's sake" (Mark 10:29-30).

There has been a significant volume of scholarly work conducted recently within the accounting literature on the role of money, investment and accounting within religious organizations. However, scant attention has been paid to modern Pentecostal understandings of money, investment and accounting. In this book we study the major money-related doctrines of American husband-and-wife televangelist Faith Teachers Kenneth and Gloria Copeland. We find the unique Copeland interpretation of ÒTreasures in HeavenÓ (Matthew 6:20) to be a complete inversion of the traditional or Anglican theological interpretation. While the traditional interpretation is that this verse refers to future rewards available after death, the Copelands argue that it refers to rewards existing now in the heavenly places in what they refer to as the believerÕs Òheavenly bank accountÓ. The Copelands also believe in a literal Òhundredfold returnÓ on monetary and other gifts made Òfor the gospelÕs sakeÓ (Mark 10:29-30).

The strict traditions of piano teaching have remained entrenched for generations. The dominant influence of Muzio Clementi (1752-1832), the first composer-pedagogue of the instrument, brought about an explosion of autocratic instruction and bizarre teaching systems, exemplified in the mind-numbing drills of Hanon's "The Virtuoso Pianist." These practices--considered absurd or abusive by many--persist today at all levels of piano education. This book critically examines two centuries of teaching methods and encourages instructors to do away with traditions that disconnect mental and creative skills.

“We don’t need books about teaching so much as books that teach.” Considering Jesus himself taught in a variety of ways—parable, discussion, miracle performance, ritual observance—it seems that there can be no single, definitive, Christian method of teaching. How then should Christian teaching happen, especially in this time of significant change to theological education as an institution? Mark Jordan addresses this question by first allowing various depictions and instances of Christian teaching from literature to speak for themselves before meditating on what these illustrative examples might mean for Christian pedagogy. Each textual scene he shares is juxtaposed with a contrasting scene to capture the pluralistic possibilities in the art of teaching a faith that is so often rooted in paradox. He exemplifies forms of teaching that operate beyond the boundaries of scholarly books and discursive lectures to disrupt the normative Western academic approach of treating theology as a body of knowledge to be transmitted merely through language. Transforming Fire consults writers ranging from Gregory of Nyssa to C. S. Lewis, and from John Bunyan to Octavia Butler, cutting across historical distance and boundaries of identity. Rather than offering solutions or systems, Jordan seeks in these texts new shelters for theological education where powerful teaching can happen and—even as traditional institutions shrink or vanish—the hearts of students can catch fire once again.

"This book explores how technology impacts the process of devising instructional plans for adult students"--Provided by publisher.