{"response":{"docs":[{"system_create_dtsi":"2025-11-13T23:18:01Z","system_modified_dtsi":"2025-11-13T23:18:03Z","has_model_ssim":["Etd"],"id":"7335b2a2-1183-499d-bb35-0860641a6790","accessControl_ssim":["ac14feaa-1875-488f-91a8-0ab3da293cd3"],"depositor_ssim":["library@covenantseminary.edu"],"depositor_tesim":["library@covenantseminary.edu"],"title_tesim":["Christian student development in a postmodern world : a qualitative study on the impact a postmodern worldview (social imaginary) has on the engagement of Christian college student affairs personnel with the hearts, minds, and practices of their Gen Z students"],"date_uploaded_dtsi":"2025-11-13T23:18:00Z","date_modified_dtsi":"2025-11-13T23:18:01Z","isPartOf_ssim":["admin_set/default"],"hasEmbargo_ssim":["e46bd22c-cf48-40d6-8ccf-a8cf9814ea55"],"hasLease_ssim":["f8cad811-8b91-4eb8-89a3-9ac7fd147e9d"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Doctor of Ministry"],"degree_granting_institution_tesim":["Covenant Theological Seminary"],"year_tesim":["2024"],"resource_type_tesim":["D.Min. Project"],"types_tesim":["Text"],"creator_tesim":["Haase, Kathleen G."],"keyword_tesim":[" Generation Z Religious life","College student development programs"],"subject_tesim":["Postmodernism--Religious aspects--Christianity","Reader-response criticism","Case studies","Middle West","Bible. Proverbs","Church college students","Christianity and culture","Christian universities and colleges"],"abstract_tesim":["Christian Student Affairs personnel seek to live out their vocational calling in alignment with biblical wisdom by nature of their commitment to Christ and his word. They assent to the authority of scripture, but they have also been impacted by the undercurrents of the postmodern culture. The purpose of this study was to investigate the impact a postmodern worldview (social imaginary) has on the engagement of Christian college Student Affairs/Student Development personnel with their Gen Z students, and in particular, their engagement with their students’ hearts, minds, and practices. Utilizing the book of Proverbs (representing biblical wisdom concerning young people’s hearts, minds, and practices) and the “three great untruths” of Lukianoff and Haidt found in The Coddling of the American Mind (representing postmodern “wisdom”), this study sought to gain insight into which type of wisdom was being described when Christian college Student Development personnel talked about developing the hearts, minds, and practices of their students.\r\n\r\nThis study utilized a qualitative design using semi-structured interviews with eight Christian College Student Development personnel from a singular CCCU (Council for Christian Colleges and Universities) institution in the Midwest. Interviews were conducted with Student Development professionals from a variety of offices within the Student Development division of that institution. The interviews were analyzed and compared in order to identify worldview categories and themes.\r\n\r\nThe introduction and literature review focused on four key areas regarding the impact of postmodernism on the engagement of Christian College Student Development personnel with the hearts, minds, and practices of their Gen Z students: the roots and impact of modernism and postmodernism on contemporary American higher education (in the introduction); the good, true, and beautiful life according to the proverbs of Solomon; the good, true, and beautiful life according to the modern social imaginary; and the good, true, and beautiful life according to the postmodern social imaginary.\r\n\r\nThe resulting analysis revealed these primary findings. First, CCSDP answered questions about living truthfully, flourishing, and doing good in the world in ways most aligned with the wisdom of Proverbs. Second, there was also significant alignment in their answers with modern and postmodern social imaginaries. This study identified which concepts in Proverbs and which concepts in the modern and postmodern social imaginaries the CCSDP were describing in their answers, as well as potential cultural reasons for those descriptions."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"related_url_tesim":["https://www.covenantlibrary.org/etd/2024/Haase_Kathleen_DMin_2024.pdf"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-approving","admin_set/default-default-depositing","admin_set/default-default-managing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["library@covenantseminary.edu"],"_version_":1848719058728386560,"timestamp":"2025-11-13T23:18:04.560Z","score":1.0},{"system_create_dtsi":"2024-12-04T02:20:21Z","system_modified_dtsi":"2024-12-04T02:20:22Z","has_model_ssim":["Etd"],"id":"a4e0ec76-b2a4-4a68-a8d8-e7f304291874","accessControl_ssim":["75f67550-93f6-4511-b335-c295a64b0554"],"depositor_ssim":["library@covenantseminary.edu"],"depositor_tesim":["library@covenantseminary.edu"],"title_tesim":["Reading poetry as learning : the pedagogical impact of the readerly interpretive process in Proverbs 31:1-9"],"date_uploaded_dtsi":"2024-12-04T02:20:20Z","date_modified_dtsi":"2024-12-04T02:20:20Z","isPartOf_ssim":["admin_set/default"],"hasEmbargo_ssim":["01958a40-0c42-4998-b9d0-33d24176219d"],"hasLease_ssim":["958e8d07-0151-41ac-9ab2-d5abd844c57e"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Master of Arts in Exegetical Theology"],"degree_granting_institution_tesim":["Covenant Theological Seminary"],"year_tesim":["2022"],"resource_type_tesim":["Thesis"],"types_tesim":["Text"],"creator_tesim":["Tatko, Victoria K."],"subject_tesim":["Bible. Proverbs","Hebrew poetry, Biblical","Reader-response criticism","Criticism, interpretation, etc"],"abstract_tesim":["Proverbs 31:1-9 is often interpreted as if readers’ interpretive process does not contribute meaningfully to its pedagogy. Launching from recent work by Anne Stewart and Suzanna Millar (including leveraging of high-level cognitive linguistics theories), this study tested the hypothesis that the readerly process for 31:1-9— participating in its poetry and navigating its many hermeneutic difficulties—does contribute significantly to its pedagogy. \r\n\r\nStandard exegetical and literary methods enabled close reading of 31:1-9 attentive to temporal readerly interpretation through two sequential readings by an imagined early canonical readership. Readerly engagement in the unit’s poetry was traced at multiple points per verse using three dynamics adapted from Millar: openness/closure, resonance/dissonance, and trust/scrutiny. Qualitative measurements were graphed and discussed.\r\n\r\nThe readerly process of 31:1-9 was found to be undulating and complex, and its pedagogy richly multi-faceted. The inferred pedagogy for canonical readers certainly includes what mainstream scholarship discerns: leaders must reject indulgent living and advocate for the poor. Yet considering the interpretive process uncovered more: a poetic pedagogy designed to shape the whole person toward right living within God’s covenant. The text’s interpretive challenges were seen to propel readers deep into the unit’s text, Proverbs, and the canon, leading to key framing contexts, e.g., 1 Samuel 1-4, Psalm 2, and Proverbs 9. Relevance theory suggests the text’s persistent ambiguity reflects second-order communication (showing versus telling) designed to engage the imagination of God’s people, calling them to remember, trust in His coming deliverance, and reflect His character in consecrated living. The interpretive process developed discernment, uncovering calls of hope and warning. Such showing suggests an intended sense of the difficult משא (31:1) as ‘oracle’, inviting rereading with a hermeneutic appropriate to prophetic material.\r\n\r\nThe tested hypothesis was determined as confirmed: the canonical readerly interpretive process does contribute meaningfully to the poetic pedagogy of Proverbs 31:1-9."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"related_url_tesim":["https://www.covenantlibrary.org/etd/2022/Tatko_Victoria_MAET_2022.pdf"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-approving","admin_set/default-default-depositing","admin_set/default-default-managing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["library@covenantseminary.edu"],"_version_":1817474575114436608,"timestamp":"2024-12-04T02:20:23.007Z","score":1.0},{"system_create_dtsi":"2023-10-12T13:26:50Z","system_modified_dtsi":"2024-05-22T02:19:33Z","has_model_ssim":["Etd"],"id":"0b2b69bb-bd6b-4e19-9354-33efec3dd8a1","accessControl_ssim":["46e39cd9-0575-4018-95c8-cab1097c9dca"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["Hagar! A feminist reception-history sampler of global art from the eighth to the twenty-first century"],"date_uploaded_dtsi":"2023-10-12T13:26:49Z","date_modified_dtsi":"2024-02-16T22:25:49Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["8ec17815-11a6-46c7-8863-144a24e1eb21"],"hasLease_ssim":["d779d04a-b2c3-4326-aea7-d71d8d127773"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Unknown"],"degree_granting_institution_tesim":["San Francisco Theological Seminary"],"advisor_tesim":["Mary E Hunt"],"year_tesim":["2010"],"resource_type_tesim":["Unknown"],"types_tesim":["Text"],"creator_tesim":["Laura G Krauss"],"publisher_tesim":["San Francisco Theological Seminary"],"subject_tesim":["Christian art and symbolism","Women in Christianity","Reader-response criticism","Women in art","Hagar"],"language_tesim":["English"],"abstract_tesim":["The biblical figure Hagar, in Genesis 16 and 21, is explored through the methodology of Reception-History. The dissertation/project commences with an exegesis of the sacred texts and traditions of Judaism, Christianity, and Islam concerning the slave of Sarah and mother of Ishmael, Abraham's first child. Focusing on selected works of art from diverse cultures and periods, including manuscripts, paintings, sculptures, poetry, and films, the iconography is contextually and hermeneutically analyzed from each artist's social location. The study culminates in a proposed museum exhibition featuring the artists' visual interpretations of the Hagar narrative which were fine-tuned in two workshops."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["San Francisco Theological Seminary"],"member_of_collection_ids_ssim":["38714359-d032-4ed0-ae3f-cb82c8f65a92"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1799717518390067200,"timestamp":"2024-05-22T02:19:34.075Z","score":1.0},{"system_create_dtsi":"2023-10-12T11:44:24Z","system_modified_dtsi":"2024-05-22T01:31:41Z","has_model_ssim":["Etd"],"id":"12c46d1e-49d6-48e0-8ef8-86bf831e7629","accessControl_ssim":["97d3841b-ca1a-4ff4-9866-d5cc0fa90b14"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["For you! for me? for us: preaching to postmodern listeners"],"date_uploaded_dtsi":"2023-10-12T11:44:23Z","date_modified_dtsi":"2024-02-16T22:40:08Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["ff6581c1-beee-44d4-b023-0529ca1d263b"],"hasLease_ssim":["0804ced3-96b4-4552-8d97-0da9e349e7bf"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Unknown"],"degree_granting_institution_tesim":["Lutheran Theological Seminary at Philadelphia"],"advisor_tesim":["Melinda A Quivik"],"year_tesim":["2008"],"resource_type_tesim":["Unknown"],"types_tesim":["Text"],"creator_tesim":["Cynthia J Krommes"],"keyword_tesim":["Individual and society"],"publisher_tesim":["Lutheran Theological Seminary at Philadelphia"],"subject_tesim":["Postmodernism","Reader-response criticism","Communities--Religious aspects","Incarnation","Lutheran preaching"],"language_tesim":["English"],"abstract_tesim":["This project presents the broad outlines of an incarnational homiletic for those who preach to postmodern listeners who are suspicious of authority, learn through experience and long for life in community.  Drawing upon the thought of postmodern philosophers Michel Foucault, Jacques Derrida and Richard Rorty; the analysis of contemporary social scientists Robert Bellah, Joseph Pine II, James Gilmore and Robert Putnam; and the homiletics of David Lose, Martin Luther and Lucy Atkinson Rose, a proposal is made for incarnational preaching where the Word expressed 'for you' is experienced as 'for me' so that it may be lived 'for us.'"],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1799714506534813696,"timestamp":"2024-05-22T01:31:41.745Z","score":1.0},{"system_create_dtsi":"2023-10-12T06:09:38Z","system_modified_dtsi":"2024-02-17T07:10:27Z","has_model_ssim":["Etd"],"id":"ba48b4ff-2cba-455c-8bd3-c06829a05635","accessControl_ssim":["caf234da-1aa6-431c-89b9-9719aba0556b"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["The Bible in the church: a call for a better reading and a better community"],"date_uploaded_dtsi":"2023-10-12T06:09:37Z","date_modified_dtsi":"2024-02-17T03:29:43Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["d503b075-a3a4-4d3c-9b56-31ed488f91bc"],"hasLease_ssim":["87c79aaf-26e6-43c4-be5c-56395cf6ab1e"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Unknown"],"degree_granting_institution_tesim":["Anderson University (Indiana)"],"advisor_tesim":["Douglas Welch"],"year_tesim":["1997"],"resource_type_tesim":["Unknown"],"types_tesim":["Text"],"creator_tesim":["James B Milner"],"publisher_tesim":["Anderson University School of Theology"],"subject_tesim":["Reader-response criticism","Bible--Criticism, interpretation"],"language_tesim":["English"],"abstract_tesim":["This project explores the meaning of the Bible in contemporary churches, using the tools of reader-response criticism. The study finds two kinds of readings prevalent among church members: 'weak' readings from the modern world view, and 'better' readings from the sociohistorical perspective of biblical times. When students are taught sociohistorical data concerning Jesus' time, their ability to understand parables improves."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["Miscellaneous"],"member_of_collection_ids_ssim":["4f3e9d5f-fc19-4d44-a264-44b56604eb9a"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1791129110905356288,"timestamp":"2024-02-17T07:10:30.438Z","score":1.0}],"facets":[{"name":"resource_type_sim","items":[{"value":"Unknown","hits":3,"label":"Unknown"},{"value":"D.Min. 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