青少年基督徒辨别力

Q3 Arts and Humanities

Journal of Youth and Theology Pub Date : 2023-04-12 DOI:10.1163/24055093-bja10053

Jeremy D. Smith, JoAnn D. Long

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引用次数: 0

摘要

以理论为指导，以证据为基础的方法在青少年中培养基督教辨别能力是有限的。青春期中期的背景是一个年轻人努力巩固身份的时期。职业召唤的辨别，职业和大学的选择是与人生的这一阶段相关的主要人生决定。作为Lubbock基督教大学(lcu) Vocati: a Youth Theology Institute的一个组成部分，本研究利用Richard Osmer的实践神学模型中描述的四个任务来吸引年轻人参与宣教实践的制作。对定性结果的分析表明，使用Osmer的模型可以为青年事工项目提供一个框架，以指导年轻人在基督教分辨的过程中。

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Adolescent Christian Discernment

Abstract Theoretically guided, evidence-based approaches to fostering Christian discernment among adolescents are limited. The context of mid-adolescence is one in which youth struggle to solidify identity. The discernment of vocational calling, career, and choice of college are among the major life decisions associated with this phase of life. As a component in Lubbock Christian University’s ( lcu ) Vocati: A Youth Theology Institute, this study utilized the four tasks described in Richard Osmer’s model of practical theology to engage youth in the crafting of a missional practice. Analysis of qualitative findings suggests the use of Osmer’s model may provide a framework for youth ministry programs to guide young people in the process of Christian discernment.

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来源期刊

Journal of Youth and Theology Arts and Humanities-Religious Studies

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Youth and Theology is an international peer-reviewed academic journal developed and originally published by the IASYM, the International Association for the Study of Youth Ministry, now published by Brill. The journal aims at furthering the academic study and research of youth and youth ministry, and the formal teaching and training of youth ministry. The academic efforts are rooted in the Christian theological tradition and ecumenical. The scope of the journal is to serve scholarship in the broad field of children, youth, faith, church, theology and culture. Research articles in the journal mainly have theology (both practical, systematic and biblical theology) as a core discipline. At the same time, contributions are often interdisciplinary, which implies theological reflection combined with e.g. pedagogical, sociological or psychological perspectives.