DOCSLIB.ORG

2020-2021-Graduate-And-Seminary

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2020-2021-Graduate-And-Seminary 2020-2021 Graduate and Seminary Catalog Table of Contents INTRODUCTION ............................................... 3 Christian Education .................................................................... 27 Our Mission ................................................................................... 3 Church History/Historical Theology ......................................... 30 Our Philosophy of Education ....................................................... 3 Clinical Mental Health Counseling (Pastoral Care and Our History ................................................................................... 4 Counseling) ................................................................................. 30 Where to Find Us .......................................................................... 4 Doctor of Ministry ...................................................................... 34 Student Body ................................................................................. 4 Intercultural Studies (Missions) ................................................. 36 Student Life ................................................................................... 4 Leadership Studies ...................................................................... 38 Jessie C. Eury Library .................................................................... 4 New Testament ........................................................................... 40 University Lectureships ................................................................ 6 Old Testament ............................................................................. 41 University Accreditation .............................................................. 6 Organizational Leadership .......................................................... 42 Seminary Accreditation ................................................................ 6 Philosophy ................................................................................... 43 Approval and Authorization ......................................................... 7 Preaching ..................................................................................... 44 Campus Security Report ............................................................... 7 Spiritual Formation ..................................................................... 45 Theology ...................................................................................... 45 ACADEMIC PROGRAMS ................................. 7 University Studies ....................................................................... 47 Graduate Degrees .......................................................................... 7 Worship Studies .......................................................................... 47 Seminary Degrees .......................................................................... 8 Proficiency and Placement Exams ............................................... 8 ACADEMIC POLICIES..................................... 49 Orientation to LCU ....................................................... 8 Academic Integrity ..................................................................... 49 Writing & Research ...................................................... 8 Academic Terminology............................................................... 50 Biblical Knowledge ....................................................... 9 Academic Calendar ..................................................................... 50 Greek & Hebrew ........................................................... 9 Advanced Standing ..................................................................... 50 MA in Bible and Theology (Online) ............................................ 9 Academic Advisement ................................................................ 50 MA in Organizational Leadership (Online) ............................... 11 Appeals ........................................................................................ 51 MA in Spiritual Formation (Normal, IL) .................................... 10 Attendance .................................................................................. 51 Spiritual Formation Certificate ................................................... 10 Catalogs ....................................................................................... 51 Master of Arts in Ministry .......................................................... 11 Changes of Program or Specialization........................................ 52 Master of Arts in Formative Worship ........................................ 12 Chapel .......................................................................................... 52 Master of Arts (Church History/Historical Theology) ............. 13 Degree Audits .............................................................................. 52 Master of Arts (Theology) ........................................................... 14 Distance Learning ....................................................................... 52 Master of Arts (Philosophy and Apologetics) ............................ 15 Discipline or Dismissal ................................................................ 53 Master of Arts (Biblical Studies) ................................................. 16 Due Process ................................................................................. 53 Master of Religious Education .................................................... 17 Educational Rights and Privacy.................................................. 53 Master of Arts in Counseling ...................................................... 20 Full-Time Status .......................................................................... 54 Master of Divinity ....................................................................... 20 Grades .......................................................................................... 54 The Master of Divinity Course Requirements ........... 21 Graduation Requirements........................................................... 54 Doctor of Ministry ...................................................................... 22 Greek and Hebrew Language Requirements ............................. 55 The Doctor of Ministry Course Requirements ........... 23 Honors ......................................................................................... 55 Incomplete/Withdrawal Policy .................................................. 55 COURSE DESCRIPTIONS ............................... 24 Independent Study/Research ...................................................... 55 Mentored Ministry ...................................................................... 56 Apologetics .................................................................................. 25 Military Leave ............................................................................. 56 General Bible ............................................................................... 25 Nondiscrimination Policy ........................................................... 56 Bible and Theology ..................................................................... 26 Post-Doctoral Study .................................................................... 56 www.LincolnChristian.edu i 2020-2021 Graduate and Seminary Catalog Probation .................................................................................... 56 Financial Aid Eligibility Policy ...................................................68 Proficiency or Placement Exams ............................................... 57 Scholarships .................................................................................69 Writing and Research ................................................. 57 Restoration Scholarship ...............................................69 Biblical Knowledge ..................................................... 57 President’s Scholarship ................................................69 Greek & Hebrew ......................................................... 57 Dean’s Scholarship .......................................................69 Repeated Courses Policy ............................................................ 57 Other Scholarships/Grants/Award Programs .............................67 Residency .................................................................................... 57 International Scholarship ............................................67 Schedule Changes ....................................................................... 58 LCU Graduate Award ..................................................67 Shared Credits in Two Degree Programs ................................... 58 Servant Leader Scholarship .........................................67 Special Needs .............................................................................. 58 Doctor of Ministry Award ...........................................67 Time Limitations ........................................................................ 58 Endowed Scholarships .................................................................68 Transcripts .................................................................................. 58 Employment Opportunities ........................................................68 Transfer Courses after Enrollment ............................................. 58 Financial Aid Policies ..................................................................68
Load more

Recommended publications
  • A Case Study of Walter C. Kaiser Jr. and Norman L. Geisler
    Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2012 God and Integrity: a Case Study of Walter C. Kaiser Jr. and Norman L. Geisler Augustin Tchamba Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Tchamba, Augustin, "God and Integrity: a Case Study of Walter C. Kaiser Jr. and Norman L. Geisler" (2012). Dissertations. 153. https://digitalcommons.andrews.edu/dissertations/153 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. ABSTRACT GOD AND INTEGRITY: A CASE STUDY OF WALTER C. KAISER JR. AND NORMAN L. GEISLER by Augustin Tchamba Adviser: Miroslav M. Kiš ABSTRACT OF GRADUATE STUDENT RESEARCH Dissertation Andrews University Seventh-day Adventist Theological Seminary Title: GOD AND INTEGRITY: A CASE STUDY OF WALTER C. KAISER JR. AND NORMAN L. GEISLER Name of researcher: Augustin Tchamba Name and degree of faculty adviser: Miroslav M. Kiš, Ph.D. Date completed: April 2012 The God of the Bible is sometimes portrayed as using and condoning deceit to achieve His purpose, especially when human life is at stake. Two evangelical scholars, Walter C. Kaiser Jr. and Norman L. Geisler, with a shared theological heritage, differ in their interpretation of Exod 1:15-21 and Josh 2:1-7 that addresses the ethical issue of lying to save life.
    [Show full text]
  • Understanding Morality Shawn Nelson
    February 11, 2018 Understanding Morality Shawn Nelson What is Morality? • When we say, “Humans are moral beings,” what do we really mean? o It means that people are able to make choices. o To understand this, compare humans with other life forms: ▪ Spiders (always spin the same web) ▪ Dogs (can’t help being dogs!) o In contrast, people are in the “image of God.” Genesis 1:27: “So God created man in His own image; in the image of God He created him; male and female He created them.” • Part of being created in God’s image means free will. Free will = the ability to “do otherwise.” People can do the right thing –or– wrong thing. Examples of right things: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Examples of wrong things: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Who decides what’s Right/Wrong? Imagine you could live on a large island where people could do ANYTHING they wanted to. You could rob banks, loot stores, lie in court, cheat on tests, sleep with whomever you want... What do you think would happen? Would people be happy? Moral laws come from God. • God is an absolute moral lawgiver 1 • Moral laws exude from His unchanging nature • These laws are traced to His moral attributes (truthfulness, love/omnibenevolence, mercy) • Morality is prescribed through special revelation (Bible). • Moral laws are understood intuitively through general revelation. We know right from wrong by our own reaction when wrong is done to us, and we intuitively know we should not treat people this way (Rom. 2:14-15). Why should we care about what’s “Right”? Objection: Nobody is righteous! We’re saved by faith in Christ.
    [Show full text]
  • An Introduction to Ethics
    An Introduction to Ethics: From the Greeks to Applied Behavior Analysis Michael F. Dorsey, Ph.D., LABA, BCBA-D Professor of Education Director, The Institute for Behavioral Studies 1 Ethics: What’s all the Fuss? 2 Ethics “Relating to what is good or bad, having to do with moral duty and obligation.” (Moral is defined as relating to principles of right and wrong.) “Ethics is not about being better than someone else; it’s about being the best we can be.” 1Webster’s New World Dictionary, 3rd College Edition 2 © 2000 Josephson Institute of Ethics. 3 What is Ethics Acting with an awareness of the need for complying with rules, such as the laws of the land, the customs and expectations of the community, the principles of morality, the policies of the organization, and such general concerns as the needs of others and fairness. 4 Code of Ethics Sometimes referred to as a Value Statement, with general principles to guide behavior, outlining a set of principles that affect decision making. 5 Perhaps the BEST Example: The US Constitution We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America 6 Code of Conduct A “code of conduct” is a set of rules outlining the social norms and rules and responsibilities of, or proper practices for, an individual, party or organization.
    [Show full text]
  • Exploring the Spiritually Formative Experiences of Female Seminary Spouses: a Phenomenological Inquiry Benjamin Forrest Liberty University School of Education
    EXPLORING THE SPIRITUALLY FORMATIVE EXPERIENCES OF FEMALE SEMINARY SPOUSES: A PHENOMENOLOGICAL INQUIRY by Benjamin Kelly Forrest Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University June, 2013 EXPLORING THE SPIRITUALLY FORMATIVE EXPERIENCES OF FEMALE SEMINARY SPOUSES: A PHENOMENOLOGICAL INQUIRY By Benjamin Kelly Forrest A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA June, 2013 APPROVED BY: FRED A. MILACCI, D.Ed., Committee Chair JAMES L. ZABLOSKI, Ed.D., Committee Member JERRY W. POUNDS, Ed.D., Committee Member SCOTT B. WATSON, Ph.D., Associate Dean, Advanced Programs ii EXPLORING THE SPIRITUALLY FORMATIVE EXPERIENCES OF FEMALE SEMINARY SPOUSES: A PHENOMENOLOGY INQUIRY ABSTRACT The purpose of this paper is to present the findings of a qualitative research study exploring the spiritually formative experiences of nonstudent, female, seminary spouses whose student spouses are beyond the halfway point in their pursuit of an M.Div. at a large evangelical seminary in the eastern United States. Fifteen participants (twelve online nonstudent spouses and three residential nonstudent spouses) were purposefully sampled. The data, which was collected through questionnaires, in-depth interviews, and discussion forums, was analyzed using transcendental phenomenological analysis. Through this analysis it became apparent that seminary spouses did in fact experience spiritual formation through their husband’s education. Spouses experienced enhancements in their spiritual formation as well as detractors in their formation. Formation enhancements included relational, intellectual, and practical enhancements whereas detractors were not thematically segmented. Descriptors: Graduate education, seminary, spiritual formation, nonstudent spouse, female spouse, formative experiences, transcendental phenomenology, enhancements, detractors, spillover, crossover, Work/Family Enrichment, Work/Family Border Theory.
    [Show full text]
  • Rahab's Best Kept Secret
    RAHAB’S BEST KEPT SECRET: AN INQUIRY INTO THE MORAL JUSTIFICATION OF TELLING A LIE Matthew Parks Old Testament Survey I October 8, 2013 1 RAHAB’S BEST KEPT SECRET: AN INQUIRY INTO THE MORAL JUSTIFICATION OF TELLING A LIE “Where are the Jews?” “There aren’t any Jews here.” The man struck me hard across the face. “Where do you hide the ration cards?” “I don’t know what you’re—” Kapteyn hit me again. I staggered up against the astronomical clock. Before I could recover he slapped me again, then again, and again, stinging blows that jerked my head backward… I tasted blood in my mouth. My head spun, my ears rang—I was losing consciousness. “Lord Jesus,” I cried out, “protect me!”1 When the door busted open and an armed Gestapo soldier filed into the room, Dutch watchmaker, Corrie ten Boom, had prepared for this moment. Corrie, along with her family, were instrumental in illegally hiding Jews in their home during the Nazi occupation of Holland during World War II. She did not use brute force nor intellectual advantage. Her weapon of choice? A lie. When asked frankly where she was harboring Jews, she boldly told the Gestapo officer, “There aren’t any Jews here.”2 She knew full well that she was telling a lie in order to save lives. Was this an act of altruistic heroism or moral deficiency? Was she taking a morally responsible action on behalf of her fellow human beings or failing to trust a sovereign God who has the power to make blind eyes see and seeing eyes blind?3 Corrie ten Boom is not alone in this issue.
    [Show full text]
  • Any Absolutes? Absolutely!
    STATEMENT DE198 ANY ABSOLUTES? ABSOLUTELY! by Norman L. Geisler Can a system of ethics be sustained apart from a belief in moral absolutes? And, can a belief in moral absolutes be sustained apart from a biblical world view? Norman L. Geisler provides compelling answers to these questions in this highly readable survey of basic issues and options in Christian ethics. Summary Though non-Christians have offered various relativistic definitions of moral "right," all fall short of an adequate basis for making ethical decisions. Christians define "right" in terms of what God wills. What God wills is rooted in His moral nature. And since His moral nature does not change, it follows that moral obligations flowing from His nature are absolute (they are bindi ng everywhere on everyone). When two or more absolutes come into conflict, the Christian is responsible for obeying the greater commandment. The Christian is not held guilty for not following the lesser of two (or more) conflicting commandments. Once while in Australia for a speaking engagement, I was engaged in dinner conversation with a medical student. "What is the subject of your lecture series?" he asked. "Ethics," I replied. "What is that?" he inquired. I took a moment to recover from my shock. Here was a bright young man about to enter a profession involving some of the major ethical decisions of our time who did not even know what ethics was! I said softly and gently, so as not to offend him for his ignorance, "Ethics deals with what is right and what is wrong." I confess I felt a bit like the famed football coach Vince Lombardi, who once, after his Green Bay Packers played a particularly inept game, allegedly told the battered team, "This is a football!" Perhaps we cannot get too basic.
    [Show full text]
  • Moral Relativism Overview on Moral Relativism
    Moral Relativism Overview on Moral Relativism https://youtu.be/5RU7M6JSVtk Moral relativism is the idea that there is no universal or absolute set of moral principles. It’s a version of morality that advocates “to each her own,” and those who follow it say, “Who am I to judge?” It is the position that moral or ethical propositions do not reflect objective and/or universal moral truths, but instead make claims relative to social, cultural, historical or personal circumstances. It does not deny outright the truth-value or justification of moral statements (as some forms of Moral Anti-Realism do), but affirms relative forms of them. It may be described by the common aphorism: “When in Rome, do as the Romans do”. Moral Relativists point out that humans are not omniscient and history is replete with examples of individuals and societies acting in the name of an infallible truth later demonstrated to be more than fallible, so we should be very wary of basing important ethical decisions on a supposed absolute claim. Absolutes also tend to inhibit experimentation and foreclose possible fields of inquiry that might lead to progress in many fields, as well as stifling the human spirit and quest for meaning. In addition, the short term proves itself vastly superior in the ethical decision-making process than the relatively unknown long-term. Relativistic positions may specifically see moral values as applicable only within certain cultural boundaries (Cultural Relativism) or in the context of individual preferences (Ethical Subjectivism). A related but slightly different concept is that of Moral Pluralism (or Value Pluralism), the idea that there are several values which may be equally correct and fundamental, and yet in conflict with each other (e.g.
    [Show full text]
  • A Proposed Prolegomenon for Normative Theological Ethics with a Special Emphasis on the Usus Didacticus of God's Law John Tape Concordia Seminary, St
    Concordia Seminary - Saint Louis Scholarly Resources from Concordia Seminary Doctor of Theology Dissertation Concordia Seminary Scholarship 5-1-1993 A Proposed Prolegomenon for Normative Theological Ethics with a Special Emphasis on the Usus Didacticus of God's Law John Tape Concordia Seminary, St. Louis, [email protected] Follow this and additional works at: http://scholar.csl.edu/thd Part of the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Tape, John, "A Proposed Prolegomenon for Normative Theological Ethics with a Special Emphasis on the Usus Didacticus of God's Law" (1993). Doctor of Theology Dissertation. 18. http://scholar.csl.edu/thd/18 This Dissertation is brought to you for free and open access by the Concordia Seminary Scholarship at Scholarly Resources from Concordia Seminary. It has been accepted for inclusion in Doctor of Theology Dissertation by an authorized administrator of Scholarly Resources from Concordia Seminary. For more information, please contact [email protected]. O it is a living, busy, active, mighty thing this faith. Luther, "Preface to the Epistle of St. Paul to the Romans" CONTENTS INTRODUCTION 1 PART ONE: THE DEONTOLOGICAL AND TELEOLOGICAL ELEMENTS IN THEOLOGICAL ETHICS 5 CHAPTER ONE: The Deontological Method Defined and Illustrated 7 Pure Act Deontology 9 Modified Act Deontology 15 Rule Deontology 23 Characteristics of Rule Deontology in the Holy Scriptures 36 Characteristics of Rule Deontology in the Writings of Martin Luther 53 CHAPTER TWO: The Teleological Method
    [Show full text]
  • “I Don't Know Why We Are Here, but I' Am Pretty Sure That Is Not in Order To
    INTRODUCTION TO ETHICS: Overview of Lecture: Biblical Worldview Thinking: I. What is the study of “ethics ”? “I don ’t know why we are here, but I’ am pretty sure that is not in II. Important terms to know: order to enjoy ourselves. ” III. Christian Models of Ethics: ~ Ludwig Wittgenstein, 1889 ---19511951 Ethics: I. What is the Study of Ethics? The word “ethics ” comes from the Greek word “ethos ,” which means “character .” The study of problems of right Choices concerning what values to embrace and conduct in light of moral principles how to treat oneself and one ’s responsibilities to others are matters of ethics. such as compassion, goodness, justice, rationality, responsibility, and The term ethics is often used interchangeably with the term “morality ,” which is derived from virtue. the Latin word “mores ”, “customs .” Ethics: Ethics: Ethics involves distinguishing right from wrong, defining good & bad, & to consider Consider the following: the consequences of our actions. 1. Some believe that our sense of right & wrong comes from God. Questions like “What is the right thing to do? ” & “Why is this the right thing to do? ” are the basis of ethical inquiry. 2. Others believe that our sense of right & wrong is a natural capacity, like our ability to reason. Ethics inquires into why we have a sense of right and wrong at all, how ethical views are right and wrong at all, how ethical views are 3. Still, there are others have argued that our grounded, and whether or not there are sense of right & wrong arises from our universal principles. individual experiences in the world.
    [Show full text]
  • Enhancing Public Trust in the Accounting Profession Using Professional Judgment
    Enhancing Public Trust in the Accounting Profession Using Professional Judgment Rather Than Personal Judgment in Resolving Accounting Ethics Dilemmas Submitted to Regent University School of Leadership Studies In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Organizational Leadership Gene R. Sullivan April 2004 ii iii Abstract This dissertation empirically examined the impact of ethics instruction and ability on students’ propensity to use professional judgment in resolving accounting ethics dilemmas. The literature has supported the need for increased ethics instruction in accounting programs as a vehicle to improve ethical decision making in the accounting profession. The significance of the American Institute of Certified Public Accountants (AICPA; 2004) Code of Professional Conduct as the profession’s source of authority relative to ethical decision making was documented. The Code emphasizes three trust characteristics (ability, benevolence, and integrity) identified in the literature that are important relative to enhancing public trust in the accounting profession. Ability is important to ethics instruction as it determines the extent to which students acquire a working knowledge of the AICPA Code of Professional Conduct Provisions. The ethical norms contained in the Code’s provisions are derived from the underlying ethical decision-making characteristics inherent in the accounting profession’s organizational culture. These ethical decision-making characteristics relate to an individual’s ethics system, ethics application perspective, moral reasoning perspective, and level of moral reasoning. The literature has supported a deontological ethics system, holistic ethics application perspective, orthodox moral reasoning perspective, and conventional level of moral reasoning as appropriate for ethical decision making in the accounting profession.
    [Show full text]
  • Gender Equality in Top Management (C-Suite): a Christian-Ethical Perspective
    Gender equality in top management (C-suite): a Christian-ethical perspective C. Bøsterud 0000-0001-5437-5682 Previous qualification (Cand. Jur.) Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy in Ethics at the North-West University . Promoter: Prof Dr JM Vorster Co-Promoter: Prof Dr AL Rheeder Graduation: July 2019 Student number: 30114020 ACKNOWLEDGEMENTS I am genuinely thankful for all the support, guidance and inspiration that my two generous supervisors at North-West University have shared with me on my journey through this dissertation. Their capable supervision has been invaluable. First, I would like to extend my gratitude to Professor J. M. Vorster, who through his outstanding authorship has inspired me to embark on this project. His attentive and knowledgeable guidance has ensured that all steps are appropriately researched while never losing track of my research aims. Second, I would like to thank Professor R. Rheeder for his insightful comments and guidance during the whole process, while patiently supporting me through the project, sharing knowledge and inspiring thoughts of scholarship. Mrs. Tienie Buys has been an invaluable support throughout the process, keeping a firm hand and close eye on my progress, while maintaining an overall role in the practical and administrative sphere, supporting every step of this research project. I would also like to extend my most appreciative gratitude to Mrs. Peg Evans at Greenwich School of Theology, for all the timely assistance along the way, always accompanied with a kind and supportive comment. Finally, I would like to thank my husband, Morten, for his patient support; without our inspiring discussions on the ethical aspects of our society, this project would never have existed.
    [Show full text]
  • Christian Ethics
    Christian Ethics Contemporary Issues & Options Second Edition Norman L. Geisler K Norman L. Geisler, Christian Ethics, 2nd ed.: Contemporary Issues and Options, Baker Academic, a division of Baker Publishing Group, © 2010. Used by permission. _Geisler_Ethics2nd_WT_djm.indd 3 10/6/09 3:46:32 PM © 1989, 2010 by Norman L. Geisler Published by Baker Academic a division of Baker Publishing Group P.O. Box 6287, Grand Rapids, MI 49516-6287 www.bakeracademic.com Printed in the United States of America All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—for example, electronic, photocopy, recording—without the prior written permission of the publisher. The only exception is brief quotations in printed reviews. Library of Congress Cataloging-in-Publication Data Geisler, Norman L. Christian ethics : contemporary issues and options / Norman L. Geisler.—2nd ed. p. cm. Includes bibliographical references (p. ) and indexes. ISBN 978-0-8010-3879-2 (pbk. : alk. paper) 1. Christian ethics. I. Title. BJ1251.G4 2010 241—dc22 2009025638 Unless otherwise indicated, Scripture quotations are from the HOLY BIBLE, NEW INTERNATIONAL VER- SION®. NIV®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan. All rights reserved. Scripture quotations labeled ESV are from The Holy Bible, English Standard Version, copyright © 2001 by Crossway Bibles, a division of Good News Publishers. Used by permission. All rights reserved. Scripture quotations labeled KJV are from the King James Version of the Bible. Scripture quotations labeled NASB are from the New American Standard Bible®, copyright © 1960, 1962, 1963, 1968, 1971, 1972, 1973, 1975, 1977, 1995 by The Lockman Foundation.
    [Show full text]