phd christian education

• Directories

Doctor of Philosophy in Christian Education and Congregational Studies

Study how christian faith is formed and embodied in communities of faith.

In the Doctor of Philosophy (PhD) in Christian Education and Congregational Studies program students study how Christian faith is formed and embodied in communities of faith through the integration of insights from theology and the social sciences (psychology, education, sociology, anthropology).

Two key emphases of the program are:

• The traditions and practices of Christian religious education in congregations and public life that empower persons for faithful living
• The formation of youth in church and culture

Our interdisciplinary emphasis equips students to engage several fields in their research projects such as congregational studies, multi-cultural education, human development, qualitative research, history, and theology.

Meet a Current Student

Adriana (Dri) Rivera, MDiv is an educator with a love for the stories of the city and her people. She is currently pursuing a PhD in Christian Education and Congregational Studies with concentrations in Latina feminist theology and critical pedagogy. As a poet and part of the Puerto Rican diaspora, Adriana is interested in how language and stories (testimonios) can be used for decolonial and life-giving purposes in classrooms, congregations and communities.

Degree Requirements

The PhD in Christian Education and Congregational Studies is a 40-credit hour degree program.

3 Foundational Courses (7-credit hours)

• Hermeneutics
• Teaching Seminar
• Research Seminar

6 to 8 Courses in Major (18- to 24-credit hours)

• History Theory, and Approaches to Christian Education OR History and Theories of Christian Education OR Approaches to Christian Education (Required Major Course)

3 to 4 Courses in Minor (9- to 12- credit hours)

2 Elective Courses as needed (6 credit hours)

Research Languages and/or Research Tools (2)

• Research Language & Research Tool Option: One language related to field of research and one research tool related to field of research
• Research Languages Option: If this option is chosen, then 2 courses in research must be taken as a part of regular course work.

Qualifying Exams

• 4 written exams
• 1 oral exam

Dissertation Proposal

Dissertation and Defense

Optional focus in African American/Black Religious Studies

To add a focus in African American/Black Religious Studies, a student would take a minimum of fifteen hours of courses with specific African American/Black content, as selected by the student in consultation with their advisor. Persons opting for this focus would have an African American/Black advisor or consulting co-advisor, or as a committee member. At least one of the student’s Qualifying Examination questions would be on a dimension of African American/Black religion. The student’s dissertation would incorporate some element relating to African American/Black religious life and thought.

Our Christian Education and Congregational Studies Faculty

I believe the purpose of Christian education is to be emancipatory, to set people free to be children of God and co-creators with God.

Rev. Dr. Reginald Blount Murray H. Leiffer Associate Professor of Formation, Leadership and Culture

Through my interdisciplinary approach to education, my areas of interest range from Paulo Freire’s work, critical pedagogy, global citizenship, intercultural and postcolonial studies, cultural-historical theory activity (Lev Vygotsky), and liberation theologies.

Dr. Débora Junker Associate Professor of Critical Pedagogies

Garrett-Evangelical provides a unique space to discern and interpret one’s call, the coursework necessary to prepare for a variety of ministries, and the companionship necessary to sustain one on the journey.

Rev. Dr. Virginia Lee Associate Professor of Christian Education

Church leaders are often bombarded with material that hints it is only by human effort the church will be effective. The study of evangelism starts with the assumption that God is active, and that our efforts are only to participate in what God is already doing.

Rev. Dr. Mark Teasdale E. Stanley Jones Professor of Evangelism

I consider learning a risk-taking (and inevitably painful) adventure in which we pursue knowledge (information), ground self in foundations of integrity (formation), and commit to live and act in ways that ensures essential well-being for all and for this planet (transformation).

Rev. Dr. Mai-Anh Le Tran Associate Professor of Religious Education and Practical Theology

Degree Outcomes

Graduates of this program will be able to:

• Demonstrate an advanced knowledge of broad areas of their respective disciplines—primary sources, secondary sources, methods, and intellectual foundations
• Demonstrate the ability to plan and conduct research and make contributions to their field
• Develop research skills to carry into their future work as scholars
• Demonstrate skills in oral and written communication to present and publish work in their field
• Demonstrate competence in teaching their discipline in a designated course on pedagogy and through practical experience as teaching assistants
• Demonstrate, through service in academy, church, and seminaries, the value of their discipline to the academy and community at large

Garrett accepts applications from students with a masters degree in religious or theological studies from an accredited college or university and proficiency in the English language.

Applications are due by January 10th each year for the following fall.

Affording Your Education

Phd overview, housing opportunities.

Doctor of Philosophy in Educational Leadership

60 credit hours

Program Length

as few as 36 months

Accreditation

Regionally Accredited by SACSCOC

Develop your full potential as a Christian leader in Education with a PhD in Educational Leadership! 

The PhD in Educational Leadership program aims to develop educators to lead, model, think, communicate and research with biblical excellence. CIU’s College of Education Doctor of Philosophy (PhD) program is designed to meet your professional development needs as an educational leader. PhD graduates complete a concentration in Educational Leadership. You will grow in your ability to articulate Christ-centered perspectives in educational institutions and to represent education from a biblical perspective in the broader society. CIU Education programs are endorsed by the Higher Education Accreditation Program (HEAP) of the Association for Christian Schools International (ACSI). Program graduates who meet specific requirements are eligible to apply without fee for appropriate ACSI teacher or administrator certificates.

As a student in the PhD program, you will study the theory and practice of leadership and curriculum development within the context of a biblical worldview.  You will have the opportunity to reflect on theoretical and practical ideas within a biblical mindset. This type of educational training allows you to influence and impact the educational settings in which you find yourself.

Our students develop long-lasting friendships and professional contacts with Christian leaders worldwide and in a variety of professional settings. The online context allows for developing professional and personal relationships that provide a basis for ongoing professional support.

We have structured our research component to provide assistance and support so that you are able to successfully complete a scholarly dissertation. Our goal is that  you will  graduate with your PhD and we are committed to walking with you throughout the courses and the dissertation journey.

Why Choose Columbia International University

The PhD in Educational Leadership program offered by Columbia International University provides students with an opportunity to delve into classic theories and approaches while keeping in mind a biblical worldview and community. This program offers a unique chance to make a positive impact on organizations served by students. The completion of this program equips students with the ability to apply Christian thinking to the situations they are called to, making them ideal candidates for leadership positions in education. This program focuses on developing critical thinking, effective communication and problem-solving skills, which are vital for leaders in the education field. Students can expect to engage with experienced and knowledgeable faculty members who are passionate about education and committed to helping students succeed. The program is flexible and can be tailored to meet the unique needs of each student. Graduates from the PhD in Educational Leadership program can look forward to numerous opportunities for career advancement and the potential to make a positive impact in their chosen field of education.

Overall Benefits of the Degree

The PhD program in Educational Leadership focuses on graduates becoming: 

community participants who are continuously transformed through educational engagement with peers and mentors, developing lives of personal wholeness in Christ, victory over sin, and power for life and ministry through surrender and faith. (partners, professionals) 

thinkers/communicators who understand and communicate the foundations of Christian education, the cultural and sub-cultural contexts, and the role of Christian education in the 21st century world. (learners, planners, presenters, evaluators)  

leaders/administrators who submit to the authority of the Bible, understand the relationship of biblical doctrine/principles to leadership and administration in all educational settings, demonstrate knowledge of effective practices in all areas of operation, and lead educational organizations to focus on student learning and spiritual transformation. (learners, researchers, planners, presenters, evaluators, managers, partners and professionals) 

researches/disseminators who conduct original research which contributes either to the theory base of education or to an understanding of effective practices in schools in general, or a single school. (learners, planners, presenters, evaluators, and professionals)   

Students who have graduated with the CIU PhD in Educational Leadership are finding that their degree enables them to serve in various educational settings. Graduates are serving as faculty and administrators in public and Christian schools. Others are serving as faculty and administrators in public and Christian higher education. In addition to these traditional education roles, graduates are using the PhDs as a source to provide consulting and leadership training opportunities. 

The CIU PhD in Educational Leaderships trains individuals to be scholars in the overall understanding of the theories and applications of leadership, governance, team building, faculty development, educational law, curriculum theory, statistics and educational research. This foundation of understanding prepares our graduates to serve with distinction in the educational endeavor they choose to pursue. 

Featured Faculty

Connie Mitchell

PhD/EdS Program Director, Professor of Education

Debbie Moore

M.Ed. Program Director, Professor of Education

Michael Johnson

Dean of the College of Education, Professor of Education

What Will I Study?

This course surveys and analyzes the historical and philosophical ideas that guide educational theory and practice in schools today. The course focuses on the study of nations, leaders, ideas, and movements, and their developmental effects on current educational settings in the United States. In addition, Christian philosophical perspectives which are the foundation of Christian education are examined.

• EDU 9300 Foundations-Curriculum & Pedagogy 3.00 credit hours
• EDU 9320 Teaching and Learning Theory 3.00 credit hours

Educational leadership, based on Judeo-Christian ethics and core values, is assessed and developed. An analysis of the biblical, historical, and contemporary leadership models of Steward Leadership provides the framework for personal leadership formation.

This course examines the relationship dynamics which occur in organizations between leaders and followers, and between work groups in light of biblical principles. Attention is given to theories of effective leadership, motivation, decision-making, organizational change, and organizational systems, with applications in diverse and cross-cultural settings.

This course examines models and strategies for building team unity within organizations. Biblical principles, the role of leadership, new team development, inter-group relations, large group interventions, and goal setting are studied. (3)

This course examines the biblical foundations for policies, organizational structures, and relationships necessary for effective functioning of institutional governing boards, presidents/headmasters, and vice presidents/deans of educational institutions in various cultural contexts. Consideration is also given to the role of faculty in institutional and academic governance.

• EDU 9615 Introduction to Educational Statistics 3.00 credit hours
• EDU 9616 Advanced Educational Statistics 3.00 credit hours

This course equips students with the research tools required to design the study of a doctoral dissertation. It prepares students to select a topic, review literature, design a study, collect quantitative data, analyze and interpret quantitative data, and report and evaluate research. Emphasis is on quantitative studies including experimental, quasi-experimental, and correlational survey designs. (3)

• EDU 9618 Qualitative and Mixed Methods Research 3.00 credit hours
• EDU 9690 Qualifying Competencies 0.00 credit hours

In this course, students will build on the work done in EDU 9617 to complete a working draft of the dissertation proposal.This course may be repeated one (1) time.

• EDU 9702 Doctoral Dissertation II 3.00 credit hours
• EDU 9703 Doctoral Dissertation III 3.00 credit hours

In this course, candidates will complete, defend, and post for public access doctoral dissertations. Candidates will register for this course in the semester following successful completion of requirements for candidacy. Candidates will register for this course each semester (Fall and Spring; Summer if work is being done on dissertation) until edited dissertations are approved and posted to Dissertation Abstracts or program time limit is reached.

This course examines important components of measurement and assessment theory as they relate to program development and student assessment on an institution-wide basis. (Offered on request; minimum of five students).

This course enables practitioners to explore various instructional strategies that reflect current best practice. Students will learn to implement instructional models and to provide training for others in the use of the models. Students will examine philosophies that underlie each model and will analyze them in light of biblical principles. (3)

This course equips students with the skills to design and write curriculum. Basic instructional design theory principles will form the foundation for developing curriculum from the topic level to the course level. Skills acquired in this course will enable students to design courses for local use or for publication as textbooks. (3)

• EDU 9520 Leading, Developing, and Evaluating Faculty 3.00 credit hours

This course examines various models for conducting strategic planning and for assessing the effectiveness of organizations in accomplishment of their missions from a biblical worldview. Special attention is given to linking mission, vision, goals, planning, budgeting, and assessment.

Distance education offers an alternative way for students to learn. Today, teaching and learning online is a basic skill for both the teacher and the student. In this course, students will learn an ongoing course development process focusing on analysis, design, development, and evaluation. This process will be broadly applicable to online instruction as well as other means of content delivery. (3)

This course examines the philosophies and trends which have surfaced through court decisions and legislation relating to education in general, and private or sectarian education in particular. The implications for Christian school and university practice are reviewed.

This course addresses various philosophies and approaches for building strong public relations programs and for generating capital growth. It also examines financial resource management concepts and analytical skills for generating principle-driven business decisions.

Admission Requirements

• Completed application
• Official transcripts for highest earned graduate degree and any additional graduate degree work
• Minimum 3.2 GPA for entering credential
• Two general references
• Academic writing sample (Published article or graduate research paper)
• Resume or Curriculum Vitae

Accreditation and Accolades

Career Path Opportunities

Classroom teacher in public schools 

Classroom teacher in Christian schools 

Administrator in Christian schools 

Faculty member in Christian higher education 

Faculty member in public higher education 

Administrator in public higher education 

Professional Consultant in educational development 

Faculty member in countries outside the United States 

Administrator in countries outside the United States 

At this time, CIU does not offer tuition assistance programs for PhD students. However, students may pay for courses as they take them, which can help spread out the expense over the duration of the program. Financial aid is available for those who qualify and can be contacted at [email protected] or (803) 807-5036 to explore potential financial assistance options.

The dissertations for the PhD in Educational Leadership must focus on the field of education, but students have the freedom to choose a specific topic of interest within that field. Program professors provide guidance in the selection of the dissertation topic.

Applicants are not required to have a specific topic in mind when entering the program. Students are encouraged to develop a topic in an area that they are passionate about, with guidance from program professors. The process of developing the topic begins during the second of two educational research classes, which comes after two classes introducing statistics.

Applicants who hold a master's degree from an accredited institution may transfer up to 15 semester hours of appropriate master's-level courses to the PhD program. Students who hold multiple master's degrees or an EdS degree may transfer up to 21 semester hours.

Students who obtain 30 hours from the course list for the EdS degree may apply for the EdS degree. Then they must reapply for the PhD program through a change of program form filed with the university registrar. Students do not automatically receive both degrees, but earning the EdS may provide an increase in pay from their employer.

PhD courses in Educational Leadership are offered online in eight-week terms, except for the last two dissertation courses, which are semester-long courses.

Students may begin at the start of any eight-week term, with courses being offered during fall, spring, and summer semesters.

Yes, the time limit for completing the PhD program in Educational Leadership is six years from the date a student begins coursework. In extenuating circumstances, a student may petition for additional time to complete the dissertation.

The dissertation process begins near the end of the content courses, with two classes introducing students to statistics and two classes introducing them to educational research. During the second of these two classes, students develop a topic for their dissertation. In the first two dissertation courses, the professor guides the student through writing the proposal. By the end of the second class, the proposal should be ready for the chair and committee to review in preparation for defending it. In the fourth course, the student gathers data, writes the dissertation, and defends it, all under the guidance of the chair and committee members.

You may also be interested in

Education Specialist

Master of Education in Educational Administration (M.Ed. Admin.)

Master of Arts in Teaching - Early Childhood & Elementary Education

Are you ready to transform your life?

• (B.Th) Biblical Studies
• (B.Th) Christian Counselling
• (B.Th) Christian Education
• (B.Th) Christian Social Work
• (B.Th) Ministry
• (M.Th) Christian Counselling
• (M.Th) Christian Education
• (M.Th) Ministry
• (M.Th) Theology
• (D.Th) Theology
• (D.Min) Ministry
• (D.D) Divinity
• (Ph.D) Christian Apologetics
• (Ph.D) Christian Biblical Studies
• (Ph.D) Christian Counseling
• (Ph.D) Christian Education
• (Ph.D) Christian Social Work
• (Ph.D) Christian Ministry
• (Ph.D) Systematic Theology
• (Ph.D) Christian Theology

For Courses and Enrollment Information Select a Certificate

• Certificate in Prayer And Worship
• Certificate in Biblical Studies
• Certificate in Christian Counseling
• Certificate in Christian Leadership
• Certificate in Christian Ministry
• Certificate in Missions
• Certificate in Evangelism
• Certificate in Theology
• Certificate in Music Ministry
• Certificate in Youth Ministry

PhD Christian Education - Online Seminary

Doctor of philosophy in christian education - ph.d..

A Doctoral degree program at SNTS costs $47.69 per credit. To earn a Doctoral degree at SNTS, students must complete 48 credits. Each course may be paid individually by the student. Doctoral degree courses have three to four credits. The program consists of 9 courses, including a dissertation proposal and a dissertation.

We offer subsidized or full scholarship., subsidized scholarship covers up to 80%, of your tuition, depending on your, performance on our online biblical evaluation test., plan a payment in full $2,250.00, plan b installment payment plan $2,500.00, down payment $450.00 - monthly payment $169.00.

Doctor of Philosophy in Christian Education PhD

Purpose: The Doctor of Philosophy in Christian Education is primarily to equip persons for vocations of teaching and research in theology majors and for the scholarly enhancement of ministerial practice.

Degree Requirement: 54 credits

24 – 36 Months Accelerated Program. Credits requirement for a Doctor’s degree is 48 credits.

Subsidized Tuition Assistance or Scholarship Available Now. Hurry!

Click Here To Start The Free Enrollment Process

Monthly payment options available! Must Have a Masters’s Degree to Enroll

CLICK HERE TO VIEW SYLLABUS

Part 1- Core Courses

Advanced Bible Study Method 3 Credit Hours

Assigned Staff Professor: Dr. Julie Tofilon Dr. Robert Varnam Dr. Rod Annis Dr. Franklyn Canada Dr. Ogum Nsaka Dr. Patrick Gabriel

Course Duration: Four – Twelve Weeks

COURSE DESCRIPTION: Course Description: The Bible—both Hebrew and New Testament—is a complex and fascinating text, written by multiple authors and communities, in different languages, over a vast period of time, yet it nonetheless displays an overarching—or underlying—unity, which some attribute to divine inspiration and others to the human imagination. Our purpose in this course is to consider the Bible as both a collection of disparate books and as a unified whole, with special attention given to the inspiration, formation, and function of the canon and to the development of interpretation consistent with the nature of scripture. The importance of the Bible as a witness to the life and faith of ancient Israel and earliest Christianity will be emphasized.

COURSE OBJECTIVES: At the end, students will be able to articulate Roman Catholicism’s professed understanding of Revelation: Scripture, Tradition, and the theologies that undergird them. To identify and explain structural features of both the OT and NT. To analyze ancient biblical texts (exegesis) using the Historical-Critical method. To recount in chronological order, the biblical metanarrative, identifying major historical figures and events. To explain various factors that that influence Biblical interpretation. To investigate Biblical texts and discover what each periscope has to say about God, one’s self, and what it means to be a human person.

COURSE REQUIREMENTS: Reading Assignments - Students will be expected to have carefully and thoughtfully read the assigned text materials for the course prior to doing research and writing the essay assignments and taking the final exam.

WRITTEN ASSIGNMENTS: The written assignments are to made to enable the student to think through the course issues and also to practice their responses to the course’s intellectual and scriptural challenges.

EXAMS: Twelve-page Research Essay Paper 25 – 50 questions combination mini essays and multiple choice questions.

COURSE POLICIES: The students’ grade will be based on the following percentages. Essay: 50% Final online test: 50%

REQUIRED TEXTS: The New Oxford Annotated Bible with Apocrypha by Michael Coogan and Marc Brettler THE THREE FORMS OF UNITY, The Heidelberg Catechism the Belgic Confession the Canons of the Council of Dordrecht. Beyond Bible Study: Finding Jesus Christ in Scripture by Frank Viola

Grading Method: 100 – 90 4.00 A 89 – 80 3.00 B 79 – 70 2.00 C 69 – 60 1.00 D 59 – 0 F

Hermeneutics 3 Credit Hours

COURSE DESCRIPTION: An advanced course in hermeneutics including a study of the history of interpretation, both biblical and extra-biblical, and an examination of the current status of various interpretive approaches to the Scriptures.

COURSE OBJECTIVES: At the end, students will have the ability to interpret God’s Word correctly. Pastors, associate pastors, and teachers will be able to develop expository sermons and lessons. Students fields, such as counseling, business, and education, will be able to integrate biblical truths with the principles and hypotheses of people in their fields.

EXAMS: Twelve-page Research Essay Paper 25 – 50 questions combination mini essays and multiple choice Questions.

REQUIRED TEXTS: Kaiser, Walter. Toward an Exegetical Theology. Kaiser, Walter and Silva, Moises. An Introduction to Biblical Hermeneutics.

Advanced New Testament Survey 3 Credit Hours

COURSE DESCRIPTION: This course is aimed to help students read and doing research on the books of Ephesians and Colossians as Christian Scripture.

COURSE OBJECTIVES: At the end, students will learn more about the craft of exegesis; Learn more about the theological visions in Ephesians and Colossians and how to faithfully appropriate these visions for life and leadership in the real-world context of today’s Church; Deepen their understanding of the importance of, role of, and problems with the “history” underlying the biblical text; Become more effective at critically engaging with commentaries as resources for exegesis; Develop their own preaching resources on a text from Colossians or Ephesians.

REQUIRED TEXTS: Introduction to the New Testament by Louis Berkhof Analysis of the Message of the New Testament by Dr. Richard T. Vann, Jr.

Advanced Old Testament Survey 3 Credit Hours

COURSE DESCRIPTION: Introduction to Old Testament literature and history, with emphasis on application within the church.

COURSE OBJECTIVES: will be familiar with the content of the books of Psalms to Malachi; will be familiar with the various ways Old Testament texts have been interpreted.

REQUIRED TEXTS: A Journey Through the Old Testament by Elmer Towns The World and Literature of the Old Testament by John T. Willis

Introduction to Systematic Theology 3 Credit Hours

COURSE DESCRIPTION: An investigative research on of the themes that comprise Christian systematic theology; focusing on Revelation, God, Man, Sin, Christ, Salvation, Holy Spirit, Church, Last Things, and Angelology.

COURSE OBJECTIVES: At the end, Students will be able to explain the relevance and the practical implications of theology. Articulate the meaning of key theological terms and concepts. Communicate sound theology in a variety of mediums. Critically evaluate past and present theological systems/beliefs. Know and love God with greater intelligence. Analyze one’s own spiritual life in light of biblical doctrine and determine areas in which one needs to grow. And help others to see the relevance of theology to the needs of today.

REQUIRED TEXTS: A Systematic Study of Bible Doctrine by Thomas Paul Simmons Study Guide: Systematic Theology by Wayne Grudem

Part II – Major Courses 14 hours

Advanced Systematic Theology 4 Hours

Assigned Staff Professor: Dr. Julie Tofilon Dr. Robert Varnam Dr. Rod. Annis Dr. Franklyn Canada Dr. Ogum Nsaka

COURSE DESCRIPTION: The purpose of the course is to develop students’ own theological positions on ultimate reality or God. To this end it will study first-order issues about the nature of ultimate reality and also methodological or second-order issues about theology itself and the arguments that go into it. The philosophical problem at the heart of theologies of ultimacy is “the one and the many.” The thesis of the course is that there is one ontological ultimate reality, an ontological act that creates everything determinate, including its own nature as creator. Indeterminate apart from creation, this ontological act can be symbolized only with broken symbols, of which there are three main families: as person, as consciousness, and as spontaneous emergence. There are also four cosmological ultimate realities giving rise to the religious projects of righteousness, wholeness, engagement of others, and achieving meaning or value-identity, each of which is addressed by every major religious tradition. Readings will illustrate these three families of ontological symbolism and touch on the cosmological ultimates. Standard positions within Christian philosophical theology will be explored more thoroughly than representatives of other traditions.

COURSE OBJECTIVES: Goal 1. To help students become aware of the philosophical alternatives lurking behind symbols of ultimate reality, especially conceptions of God, alternatives that might be in contradiction with one another. Goal 2. To help students become expert in the standard moves or arguments that lead thinkers to embrace one alternative or another. Goal 3. To enable students to develop their own systematic positions concerning issues of God and other ultimate realities at a doctoral level of sophistication. Goal 4. To improve students’ ability to write research papers with imagination at the doctoral level.

REQUIRED TEXTS: 1. Chan, Wing-tsit, editor. A Source Book in Chinese Philosophy. Princeton UP. 2. Moltmann, Jürgen. God in Creation: A New Theology of Creation and the Spirit of God. Harper. 3. Neville, Robert, editor. Ultimate Realities. SUNY 4. Nishitani, Keiji. Religion and Nothingness. Translated by Van Bragt. U. of California P. 5. Tillich, Paul. Systematic Theology. Volume I. U. of Chicago P. 6. Wildman, Wesley J. Religious Philosophy as Multidisciplinary Inquiry. SUNY

Christian History 4 Hours

Assigned Staff Professor: Dr. Julie Tofilon Dr. Robert Varnam Dr. Rod Annis Dr. Rod O’Neil Dr. Elliud Esseko Dr. Troy Pearsall

COURSE DESCRIPTION: This purpose of this course is to give a broad overview of the diversity of the global Christian tradition from its beginnings in the gospel accounts of Jesus of Nazareth to the present day. Spanning 2000 years and every continent, impacting not just religion but also culture, the arts, philosophy, and global politics, the history of the Christian church is an essential thing to grasp for those seeking to understand the origins of the social forces that shape our world today.

COURSE OBJECTIVES: At the end, Unit 1: Students will be able to describe the transition from the life of Jesus of Nazareth to the formation of early Christian communities. Students will understand the ways in which early Christian communities did and did not mirror the norms of their cultural settings. Students will gain familiarity with the multitude of competing early Christian claims (particularly around Christology) as well as the trajectories that led to the emergence of the categories of “orthodoxy” and “heresy.” Unit 2: Emergence Goals: 1). Students will grasp the complexity of church-state relationships before, during, and after the reign of Constantine. 2). Students will be able to trace the emergence of various tiers of church leadership and authority (bishops, councils, etc.) as the Christian movement becomes institutionalized in the context of empire. 3). Students will understand the complex ways in which early monasticism functioned vis-à-vis Christian institutional centers of power. Unit 3: Christendom: Goals: 1). Students will gain broad familiarity with the wealth of intellectual and theological trends that shaped the writings of the Christian medieval period. 2). Students will be able to describe the various crises of authority that shaped the solidification of the papacy in the West and the fluid church/state configurations of the East. 3). Students will gain insights into the ecclesial and political unrest that set the stage for the sixteenth-century Reformation in the West, including the role played by the emergence of Islam within Christendom. Unit 4: Reformations Goals: 1). Students will understand the multifaceted nature of the European Reformation as well as the multitude of actors whose work instigated the division of the church in the West. 2). Students will be able to describe the ways in which sixteenth-century ecclesial upheavals corresponded with the shifting political landscapes of European nation-states. 3). Students will be able to describe the nature of the Roman Catholic response to the growing challenge of Protestantism to Catholic theology, traditions, and structures of authority. Unit 5: Rationalism and Revival Goals: 1). Students will understand both the rationale and the methodology behind Protestant and Catholic global missionary work. 2). Students will gain familiarity with the broader philosophical and cultural trends that set the stage both for the fervor of Protestant revivalism and the rationality characteristic of the Enlightenment and its aftermath. 3). Students will be able to describe the complexities of how the Russian Orthodox church managed its relationship with monarchy and politics in the late medieval and early modern periods. Unit 6: Modernity Takes Hold Goals: 1). Students will be able to explain the impact of the Industrial Revolution upon both the institutional church and its theology in the nineteenth century. 2). Students will be able to contextualize contemporary debates concerning religion and science within the framework established during the ninetheenth century especially. 3). Students will be able to describe the shifting methods and theological underpinnings of missionary work characteristic of this period. Unit 7: Ongoing Evolution Goals: 1). Students will be able to describe how the upheavals of the twentieth century (two World Wars, the Great Depression, emerging conflicts with communism, etc.) both impacted and were shaped by Christian movements. 2). Students will gain familiarity with the beginnings of Pentecostalism and its vitality as a global movement. 3). Students will gain insights into the emergence of theologies constructed by and for historically marginalized individuals (racial minorities, the poor, women, Third World theologians, etc.).

EXAMS: 25 – 50 questions combination mini essays and multiple choice Questions.

REQUIRED TEXTS: Introduction to the History of Christianity, 2nd ed., ed. Tim Dowley (Minneapolis: Fortress Press, 2013

Christian Philosophy and Education 4 Hours

Assigned Staff Professor: Dr. Isaac Ozobiani Dr. Rod Annis Dr. Philip Jegede Dr. Franklyn Canada Dr. Ogum Nsaka

COURSE DESCRIPTION: Christian Philosophy Research 1. Like any religion, Christianity is a broad pattern of beliefs and practices. Some of the beliefs are not only compatible with but at times dependent on the cogency of certain philosophical conceptions, such as: the existence and nature of God, a theory of human action, a conception of the natural world, the distinction between good and evil, our capacity to know things. This course will not only examine critically the relation between Christian religious beliefs and such philosophical conceptions, but also suggest how some Christian beliefs have had a significant impact on the development of various cultures, particularly in the West. Such an examination can assist both philosophical inquiry and the critical analysis of other cultural, political, and moral beliefs and practices. Christian philosophers have long struggled with the philosophical ramifications of their faith and praxis. They have engaged in a centuries-long examination of the intellectus fidei : the knowledge of the faith. In this Fides course, our aims are to: examine the question of God's existence and essence (or nature), and how (or whether) they are known, scrutinize the relation between faith and science and reasoning, appraise the analogy of being and its relation to unity, truth, and goodness, investigate philosophical anthropology, the human person’s capacity for empirical knowledge, moral action, and aesthetic/religious expression and enjoyment, assess realism in epistemology; natural law theory in ethics; pluralism in politics. The overall aim of the course is not only to provide a broad historical examination of this philosophical tradition, but to consider how various philosophical paradigms have framed the discussion for Christian theology and religious dialogue. As a result, we will consider texts from both Catholic and Protestant thinkers, from medieval, modern, and postmodern contexts.

COURSE OBJECTIVES: RESEARCH I: At the end of the course, students will be able to: examine critically some key texts in a Christian philosophical tradition in philosophy, identify with what philosophical issues these philosophers generally are concerned, weigh significant differences among the approaches these philosophers have taken, particularly those that distinguish a position as a Catholic or Christian one, appreciate and assess the role that these philosophical arguments have played in the development of the Western philosophical tradition, judge how these philosophical arguments can assist practicing the Christian faith today.

COURSE DESCRIPTION: Research II: The Early Church Fathers: This course will examine the lives and thought of the Greek and Latin Fathers of the Christian Church. Attention will be given to the development and substance of Christian doctrine during the Patristic Period. Primary sources will be utilized in our investigation. Lectures, reading, and discussion will constitute the main substance of the course. Course Prerequisites: The successful completion of Church History I and II offers helpful preliminary preparation for this course, but is not required for enrollment in the Early Church Fathers. II. COURSE GOALS Our chief concern is the twofold need of the Christian community, clergy and laity to (1) Understand our calling to minister in the context of historic Christianity, and (2) to participate responsibly in the task of developing capable Christian leadership in the contemporary church.

COURSE OBJECTIVES: the Early Church Fathers: At the end of the course the student should be able to do the following: A. Understand the stages of the church’s doctrinal formation during the Patristic Period. B. Recognize the doctrinal contributions made by prominent church fathers. C. Review the church’s past from a christological and biblical norm. D. Possess historical perspective on the theological and practical problems of the present. E. Hold insight of future possibilities and dangers.

REQUIRED TEXTS: Research 1: Eds. Swindal and Gensler, The Sheed and Ward Anthology of Catholic Philosophy. Lanham, MD: Sheed and Ward, 2005. [SW] ISBN: 978-0-7425-3198-7 2.Kierkegaard, Søren. Fear and Trembling . Trans. by Alastair Hannay. New York: Penguin Classics, 1986. ISBN: 978-0-14044-449-0 3.Smith, James K. A. Who’s Afraid of Postmodernism: Taking Derrida, Lyotard, and Foucault to Church . Grand Rapids: Baker, 2006. ISBN: 978-0-8010-2918-9 Research II : Burghardt, Walter, J. Augustine, Against the Academics. Mahwah: Paulist Press, 1999. Pelikan, Jaroslav. The Christian Tradition. Vol. I. Chicago: University of Chicago Press, 1971 Richardson, Cyril C. Early Christian Fathers. Indianapolis: Macmillian, 1970.

Part III – Dissertation Work Credit 5 hours

Dissertation Proposal

Assigned Staff Professor: Dr. Julie Tofilon Dr. Robert Varnam Dr. Rod Annis Dr. Isaac Ozobiani Dr. Philip Jegede

COURSE DESCRIPTION: This research course will examine the lives and thought of the Greek and Latin Fathers of the Christian Church. Attention will be given to the development and substance of Christian doctrine during the Patristic Period. Primary sources will be utilized in our investigation. Lectures, reading, and discussion will constitute the main substance of the course.

COURSE OBJECTIVES: At the end of the course the student will be able to understand the stages of the church’s doctrinal formation during the Patristic Period. Recognize the doctrinal contributions made by prominent church fathers. Review the church’s past from a Christological and biblical norm. Possess historical perspective on the theological and practical problems of the present.

EXAMS: Dissertation Proposal 25 – 50 questions combination mini essays and multiple choice Questions.

REQUIRED TEXTS: Research Proposals: A Guide to Success 3rd Edition by Thomas E. Ogden

Dissertation 20 Credit hours

Dissertation Review Committee: Dr. Julie Tofilon Dr. Robert Varnam Dr. Rod Annis Dr. Philip Jegede Dr. Isaac Ozobiani

Course Duration: Six months to one year

COURSE DESCRIPTION: Students are to begin their research on their thesis. Student work independently, and may use North Central Theological Seminary online library, or other public libraries and resources. Students may also accomplish their research through surveys or interviews.

COURSE OBJECTIVES: After completing their writing student must submit a minimum 80 page them to the Thesis committer for review.

COURSE REQUIREMENTS: Read required course material relevant to their Thesis proposal, do their research and submit their Dissertation.

REQUIRED TEXTS: Writing the Doctoral Dissertation: A Systematic Approach Third Edition by Gordon B. Davis

Grading Method: Dissertation Acceptance or Rejection

Southern National Theological Seminary

Exams and Tests: Southern National Theological Seminary administers both supervised and unsupervised testing and examination methods for completion of an assigned course.

Unsupervised Method: After reading the PDF texts issued for a course, Certificate and Bachelor’s degree students are required to write a five-page essay summarizing what they have learned. Master’s and Doctorate degree students are required to submit a twelve-page essay. For Certificate and Bachelor’s degree students, the five page essay must have one page of introduction, three pages of critical thinking regarding the subject matter, and one page of summary conclusion. For Master’s and doctorate degree students, the twelve page essay must have one page of introduction, nine pages of critical thinking regarding the subject matter, and two pages of summary conclusion. After the completion of the essay portion of the test, the student is required to create a set of twenty-five multiple choices questions and provide answers to those questions in a Question & Answer format. Completed tests must be submitted online for grading.

Supervised Method: After the student gets passing grades for their essay and multiple choice test assignments, the student will be notified that the required online final test for the course is ready to take. The student will login and return to their student wall, where the “Online Test” button will be flashing. After clicking, the student follows the instructions for the test. The final online test is usually a combination of short essay questions and multiple choice questions. The online test is timed, and the student will need to watch the timer carefully so that they can complete the test properly. There will be a penalty of $35 if a student does not complete the test, and do so on time.

Southern National Theological Seminary advisers and instructors encourage students to work hard. Students who do not achieve passing grades may try to improve their grades by retaking the courses they need to improve their grades.

Grading With Honors

4.0 Summa cum laude: Students graduating with a 4-point average will receive an honor of summa cum laude from Southern National Theological Seminary: an academic level of distinction used by educational institutions to signify an academic degree which was received “with highest honor.” Summa cum laude is the highest distinction of the three commonly-used types of Latin honors recognized in the United States, the other two being magna cum laude and cum laude.

3.0 Magna cum laude: Students graduating with a 3-point average will receive the honor of magna cum laude from Southern National Theological Seminary; an academic level of distinction used by educational institutions to signify an academic degree which was received “with great honor.” Magna cum laude is one of three commonly-used types of Latin honors recognized in the United States, the other two being summa cum laude and cum laude. Magna cum laude is typically more prestigious than cum laude honors but less prestigious than summa cum laude honors.

Southern National Theological Seminary Tuition/Donation Payment System

Enrolling students are encouraged to make their donation upon registration by clicking the “Donate Now” button on the registration page. Students may also pay by check or money order. Students paying by check or money order should mail their donation to:

Southern National Theological Seminary Business Office 7901 4th Street North Suite 8006 Saint Petersburg, FL 33702 United States of America

International Students must make their donation either by a certified money order or check or by Western Union or MoneyGram. Students paying by Western Union or MoneyGram must request instruction from Southern National Theological Seminary’s Business Office before sending payment. Obtain instruction at: [email protected] or send mail to:

Southern National Theological Seminary International Student Office 7901 4th Street North Suite 8006 Saint Petersburg, FL 33702 United States of America

Study Withdrawal Policy and Procedure:

Students are free to withdraw from their studies at anytime. However, refunds will be issued on a prorated basis at the Seminary’s discretion on the grounds of extreme hardship, which must be proven by sending a letter via certified mail to the Seminary. Extreme hardships are circumstances resulting from divorce, death in family, sudden unemployment, or illness making it impossible for the student to continue his or her studies. Notwithstanding, refunds shall be issued to any student called to the services of the United States Armed Forces or the Armed Forces of the student’s country of origin. Submit certified letter of withdrawal to:

Southern National Theological Seminary Administration Office 7901 4th Street North Suite 8006 Saint Petersburg, FL 33702 United States of America

Southern National Theological Seminary Procedure for Awarding

Doctorate Degrees, Th.D and D.D

A candidate must submit a project or thesis or dissertation often consisting of a body of original academic research, which is in principle worthy of publication in a peer-refereed context. The candidate must defend his/her work in an online meeting forum before a panel of expert examiners appointed by Southern National Theological Seminary, the dissertation is examined by this panel of expert examiners who must stipulate whether the dissertation is in principle passable and the issues that need to be addressed before the dissertation can be passed.

Graduate Degrees, M.Th

To Apply For Award Of An M.Th Graduate Degree, Graduate Students Must: Have an Advancement to Candidacy (ATC) on file with the Director of Graduate and Post Graduate Studies prior to filing for award of degree. Complete and submit the items listed below to the Director of Graduate and Post Graduate Studies by mail to:

Southern National Theological Seminary: Director of Graduate Studies – THD 7901 4th Street North Suite 8006 Saint Petersburg, FL 33702 United States of America

Application for Award of a Graduate Degree – available online.

Application form signed by you and your advisor or department chair.

Application fee of $75 payment online or by mail.

Important Points Candidates Must Know When Applying For Graduation:

All candidates’ academic records are checked for conformance to their Advancement to Candidacy (ATC), for achievement of requirements stated for that degree program on Southern National Theological Seminary official catalog.

All course work required to make-up Incomplete (I) or Satisfactory Progress (SP) grades must be submitted to the instructor prior to the date of graduation. The official “Petition for Grade Change” and/or “Report of Make-up of Incomplete” must be on file in the Director’s Office no later than two weeks after the date of graduation and must indicate that the work was completed prior to the last day of instruction . If official transcripts showing final grades are required from other institutions, they must be sent to the attention of the “Director’s of Graduate Studies” in the Graduate Studies Office within three weeks after the last day of instruction.

Notice of award of degree will be mailed within 90 days after grades have been posted, once official verification of completion of degree requirements has been concluded. Official transcripts showing award of degree may be requested from the Director of Graduate Studies’ office any time after receipt of the official notification of award of degree. Diplomas will be mailed approximately 60 days after graduation.

As a result of filing for graduation, a student will not receive mail or online registration material as a continuing student. If a student discovers that he/she will not be able to earn a degree in the semester he/she applied for graduation, and needs to enroll in another course, the student must contact the Director of Graduate Studies by email to request permission to enroll for another course. Students who are denied their graduate degree must re-file the Application for Graduation and pay another $75 fee to be considered for enrollment in a subsequent course.

Live Online Class Requirements.

Southern National Theological Seminary degree programs are designed to be completed online through a self study format. However, live online classes may be required for courses such as “Critical Thinking” or as your instructor may deem necessary. Generous advance notice will be given to students should there be a need for the student to attend online live classes. However, it is the requirement that all students must complete six sessions of online live “Critical Thinking” class as a part of the “Critical Thinking” course requirement. Live online “Critical Thinking” session is 45 minutes and is usually scheduled at the students’ convenience.

Special Disclosure to American Students:

Donations are allowable to donors only to the extent that donations EXCEED the value of the services received in exchange, and because the value of the Southern National Theological Seminary Degree Programs exceeds the donation made in lieu of tuition’s; DEDUCTIONS OF DONATION MADE TO OBTAIN RELIGIOUS CERTIFICATES OR DEGREES FROM Southern National Theological Seminary ARE NOT ALLOWABLE, FOR STUDENT INCOME TAX PURPOSES.

Educating Faithful Christian Leaders

Pastor at bethel ame church, pennington, new jersey gregory smith, class of 2015.

“Princeton Seminary helped me think critically and understand the relationship that humanity has with religion—historically, emotionally, and spiritually.”