Bachelor of Science in Bible Teaching

In this course, you will develop a philosophy of Bible teaching and learn to follow a preparation procedure that will ensure that the purpose for which Scripture was given will be accomplished in your own teaching. You will focus specifically on how to plan a Bible curriculum with courses of study, units, and daily lessons, following the pattern of biblical revelation and teaching the biblical material with integrity.

This course is an introductory study of the historical, social, philosophical, psychological, and pedagogical "foundations" of education, designed for those preparing to become professional educators. You will develop the tools to articulate a personal philosophy of education, with an emphasis on the social context of urban schools and an understanding of biblical principles relating to education.

This course is designed to introduce a variety of class management models, with analysis and application emphases. Implications for both early childhood and elementary settings are studied. Classroom environmental arrangements; time management factors; children of diverse backgrounds and needs; mental-, emotional -, social-and/or physical differences; and preventive, supportive, and corrective discipline are addressed. Large and small group management and components of effective physical, social, emotional, and academic learning environments are examined.

You will apply the principles and methods of teaching in an extended classroom experience under the supervision of an experienced teacher. Regular personal conferences with cooperating teacher and college supervisor required. (Directed Teaching fee is charged).

This course covers principles of curriculum design with application to the preparation of curriculum for Bible teaching. Existing Bible curricula are evaluated in order to determine the philosophical basis for their construction. Students design original Bible courses and units on various grade levels for use in varied teaching environments.

This course is a study of the methods of classroom instruction with specific application to using the Bible as the text. Preparation of material for teaching, including formulation of objectives; and preparing units and daily lesson plans is discussed.

This seminar is designed to prepare the student teacher in Bible for the directed teaching experience. Issues of being under supervision, managing the classroom, and evaluating student performance will be addressed.

This course is a practical experience in and demonstration of principles and methods of teaching Bible. Students complete the preparation of an assigned unit for Directed Teaching in Bible.

This is an in-depth study of learning, motivation, and change, and the implications this will have for teaching and counseling methods. You will focus on historical and modern cognitive research and testing, especially within the academic, relational, emotional, and spiritual arenas. You will also give particular attention to the development of biblical perspectives of learning theory.

This course examines a selection of influential Christian classics (primarily written in English but not excluding translated works) which reflect a variety of genres and traditions of Christian writing within the tradition of what C. S. Lewis called "mere Christianity." Particular attention will be given to how reading the Christian classics can be spiritually nourishing and help clarify challenges facing the Church today.

In this survey of the developmental history of the Christian church from New Testament times to the modern era, you will address four periods: Early church history from the First Advent of Christ to the collapse of the Roman Empire (5 B.C.-A.D.590); Medieval church history from the rise of the Roman Catholic Church to the beginning of the Reformation (A.D. 590-1517); Reformation church history from the Protestant Reformation to the Roman Catholic Counter-Reformation (1517-1648); and modern church history from the Pietistic Revival to the present (1648 on).

This course provides a global survey of Christianity from its birth to the close of the Middle Ages. You will discuss and analyze the Early Church's growth, challenges, and compromises, including the Crusades and early missionary efforts. Special attention will be given to the way in which the Early Church responded to the Great Commission by establishing churches in African, Slavic, Indian, Sinic and Latin American civilizations. Attention will also be given to Christianity's relationship with both Judaism and Islam before 1500.

This course provides a global survey of Christianity from its birth to the close of the Middle Ages. You will discuss and analyze the Early Church's growth, challenges, and compromises, including the Crusades and early missionary efforts. Special attention will be given to the way in which the Early Church responded to the Great Commission by establishing churches in African, Slavic, Indian, Sinic and Latin American civilizations. Attention will also be given to Christianity's relationship with both Judaism and Islam before 1500.

This course provides a global survey of Christianity from the Reformation of the 16th century to the early 21st century. You will examine the Reformation as a global phenomenon, comparing church reform in Europe with simultaneous developments in Africa, Russia, and Latin America. Special attention will be given to the interaction of Christianity with Slavic, Sinic, Islamic, Hindu, Western, African, Jewish, and Latin civilizations.

This course provides a global survey of Christianity from the Reformation of the 16th century to the early 21st century. You will examine the Reformation as a global phenomenon, comparing church reform in Europe with simultaneous developments in Africa, Russia, and Latin America. Special attention will be given to the interaction of Christianity with Slavic, Sinic, Islamic, Hindu, Western, African, Jewish, and Latin civilizations.

In this course, you will: a) develop a basic appreciation for the various visual and temporal arts - painting, sculpture, music, literature, drama - and b) grow to understand the broad historical progression of the arts from the late Middle Ages to the 20th Century. You will particularly focus on how philosophical ideas and worldviews are communicated through the arts.

This course examines a selection of influential Christian classics (primarily written in English but not excluding translated works) which reflect a variety of genres and traditions of Christian writing within the tradition of what C. S. Lewis called "mere Christianity." Particular attention will be given to how reading the Christian classics can be spiritually nourishing and help clarify challenges facing the Church today.

This course is an introduction to the broad historical development, philosophical structures, and worldviews of the non-Christian religions. You will explore primal religions, Hinduism, Buddhism, Chinese and Japanese religions, and Islam, as well as some of their folk expressions.

In this history of philosophy course, you will explore the central ideas of classical philosophy by reading central works of the presocratic and Greek philosophers that are foundational to the development of Western thought, politics, ethics, and religion.

In this history of philosophy course, you will explore the central ideas of medieval philosophy by reading the central works of the medieval philosophers, which are characterized by the synthesis of classical Greek thought with Christian theology.

In this history of philosophy course, you will explore the central ideas of modern philosophy by reading the central works of the modern philosophers that provide the basis for our present postmodern context.

This course introduces students to Christian apologetics: the task of "giving a defense" of the Gospel and Christian doctrine to contemporary intellectual and cultural challenges. Students will study specific challenges to Christian doctrines and responses to those challenges, as well as comparing and contrasting different approaches to the apologetic task (e.g., classical apologetics, presuppositionalist apologetics, etc.). (3)