Spring 1993 · Vol. 22 No. 1 · pp. 81–90
Current Research
FACULTY PUBLICATIONS 1992
Books
Hiebert, D. Edmond. 1 & 2 Thessalonians. Rev. ed. [1971]. Chicago: Moody Press, 1992. Pb. 415 pp. [MBBS]
———. James. Rev. ed. [1979] Chicago: Moody Press, 1992. Pb. 348 pp. [MBBS]
———. 1 Peter. Chicago: Moody Press, 1992, Pb. 369 pp. [Original title: First Peter, An Expositional Commentary, 1984] [MBBS]
Toews, John E., Valerie Rempel and Katie Funk Wiebe, eds. Your Daughters Shall Prophesy. Women in Ministry in the Church. Winnipeg, MB/Hillsboro, KS: Kindred Press, 1992, pp. 222. [MBBS]
Zenger, Weldon F., & Sharon K. Zenger. Curriculum Planning: Outcomes-based Accountability. Saratoga, CA: R & E Publishers, 1992. [TC]
**Freeman, David and **Yvonne Freeman, Whole Language for Second Language Learners. Portsmount, NH: Heinemann, 1992. [FPC]
Articles
Balzer, Lee. “Environmental Issues, Salvation History, and Decision Making,” in Direction, 21.2 (1992):37-46. [TC]
Caskey, Douglas Liechty. “Oral Reading of Scripture in Mennonite Worship Services as Cultural Performance,” in Research in the Social Scientific Study of Religion, vol 4: 105-128. [FPC]
**Freeman, David and **Yvonne Freeman. “A Road to Success for Language Minority High School Students,” in When They Don’t All Speak English: Integrating the ESL Student into the Regular Classroom. Urbana, IL: National Council of Teachers of English, 1989 (pp. 126-139). Also in M. Linn and L. Cleary (Ed.), Linguistics for Teachers. New York: McGraw-Hill, 1992. [FPC]
———. “California’s Reading Revolution: Review and Analysis,” in The New Advocate, 6(1), 1992: 41-60. [FPC] {82}
———. “Is Whole Language Teaching Compatible with Content-Based Instruction?”, in The Catesol Journal, 5(1), 1992: 103-108. [FPC]
———. “Portfolio Assessment: An Exciting View of What Bilingual Children Can Do,” in BE Outreach, 2(1), 1991: 6-7. Also in Portfolio News 2(3), 1991, 1, 10-11. [FPC]
———. “Portfolio Assessment and Second Language Learning,” In K. Goodman, Y. Goodman, and L.B. Bird (Eds.), The Whole Language Catalog: Supplement on Authentic Assessment. Santa Rose, CA: American School Publishers, 1992, p. 176. [FPC]
———. "The Questioning Lesson Plan,” In K. Goodman, Y. Goodman, and L. B. Bird (Eds.), The Whole Language Catalog: Supplement on Authentic Assessment. Santa Rosa, CA: American School Publishers, 1992, p. 176. [FPC]
———. “What are Portfolios and How are They Used to Assess Our Students?” in TESOL Journal, 1(2) 1992: 39. [FPC]
Geddert, Timothy. “Jesus and Women.” In Your Daughers Shall Prophesy. John E. Toews, Valerie Rempel and Katie Funk Wiebe (Eds.). Winnipeg/Hillsboro: Kindred Press, 1992, 75-87. [MBBS]
Guenther, Allen R. “Equality or Subordination?” In Your Daughters Shall Prophesy. John E. Toews, Valerie Rempel and Katie Funk Wiebe (Eds.). Winnipeg/Hillsboro: Kindred Press, 1992, 47-60. [MBBS]
Hiebert, D. Edmond. “Evidence from 1 Corinthians 15,” in A Case for Premillennialism: A New Consensus. Donald K. Campbell & Jeffrey L. Townsend (Eds.). Chicago: Moody Press, 1992, 225-234. [MBBS]
———. “An Expository Study of Matthew 28:16-20,” in Bibliotheca Sacra, 149 (July-Sept., 1992), 338-354. [MBBS]
Kasdorf, Hans. “Imperatives of the Gospel in a World of Change: A Missiologist’s Reflections,” in Journal of the Academy for Evangelism and Theological Education. 7 (1991-1992): 44-61. [MBBS]
———. “David Jacobus Bosch: In Memoriam,” in Evangelikale Missiologie. 8 (1992):449-53. [MBBS] {83}
Kyle, Richard. “John Knox: A Man of the Old Testament,” in Westminster Theological Journal, 54.2 (1992): 65-78. [TC]
———. “John Knox,” in Encyclopedia of the Reformed Faith, Donald McKim, (Ed.), Philadelphia: Westminster/John Knox Press, 1992, pp. 208, 209. [TC]
———. “Religious Cults,” in Encyclopedia USA, Vol. 17. Archie P. McDonald (Ed.). Gulf Breeze, FL: Academic International Press, 1992, pp. 200-207. [TC]
Larsen-Pusey, Mary Ann. “Educational Reform: The Case of Colombia,” in International Handbook of Educational Reform. Peter Cookson, Alan Sadovnik and Susan Semel (Eds.). 1992. [FPC]
Loewen, Howard. “Mennonite Peace Theology: Continuing the Reconnaissance and Exploration,” in Conrad Grebel Review 10 (Fall, 1992), 277-287. [MBBS]
Martens, Elmer A. “Adam Named Her Eve,” in Your Daughters Shall Prophesy. John E. Toews, Valerie Rempel and Katie Funk Wiebe (Eds.). Winnipeg/Hillsboro: Kindred Press, 1992, 31-45. [MBBS]
———. “Embracing the Law: A Biblical Theological Perspective,” in Bulletin for Biblical Research, 2 (1992), 1-28. [MBBS]
———. “Leviticus, Numbers, Deuteronomy” in Mennonite Brethren Bible Study Guide, Winnipeg: Kindred Press, 1992, 1-53. [MBBS]
Prieb, Wesley, “The Biblical Context Within Which Some Men Decided to Become CO’s In World War II,” Mennonite Quarterly Review 65, no. 4 (1992),455-460. [TC]
Shillington, George. “A New Testament Perspective on Work,” in Conrad Grebel Review (Spring 1992). [Concord]
Toews, John E. “The Husband is the Head of the Wife, “ In Your Daughters Shall Prophesy. John E. Toews, Valerie Rempel and Katie Funk Wiebe (Eds.). Winnipeg/Hillsboro: Kindred Press, 1992, 121-136. [MBBS]
———. “I Permit No Woman to Teach,” In Your Daughters Shall Prophesy. John E. Toews, Valerie Rempel and Katie Funk Wiebe (Eds.). Winnipeg/Hillsboro: Kindred Press, 1992, 137-156. [MBBS]
Warkentin, Larry. “Clovis,” “Micah,” “Lovelle,” “Ryan,” (tune names) in Hymnal: A Worship Book, Elgin, Illinois: Brethren Press, 1992. [FPC]
Yoder, John H. “Primary Education in Botswana,” in International Handbook of Early Childhood Education, Garland Publishing, (1992), p. 119. [FPC]
Zenger, Weldon F., & Sharon K. Zenger. “Assisting the New Teacher: Is it Mentoring or Coaching?”, in Record, Kansas Association for Supervision & Curriculum Development, 10 (Summer, 1992), 1-8. [TC]
Zenger, Weldon F., & Sharon K. Zenger. Guest Eds., “Mentoring/Coaching of New Teachers,” in Record, Kansas Association for Supervision & Curriculum Development, 10 (Summer, 1992). [TC]
Zenger, Weldon F., & Sharon K. Zenger “Teaching Skills Refinement: A Practical Guide for Staff Development,” in News Leader, National Association of Secondary School Principals (May, 1992), p. 3. [TC]
* The listing incorporates publication of books and referenced periodicals. It is limited to the faculty of schools sponsoring Direction; these are identified by school as follows: Tabor College (TC), Fresno Pacific College (FPC), Columbia Bible College (CBC), Concord College (Concord). {85}
DOCTORAL DISSERTATIONS 1992
Block, Isaac I. Abuse Among Mennonites in Winnipeg, Bethel Theological Seminary, St. Paul, MN, 1991 (Doctor of Ministry). Advisor: Dr. Nils Firberg. [The research has been published as Assault on God’s Image: Domestic Abuse. Winnipeg: Windflower Communications, 1991, pp 128. Price: $14.95]
Current Position: Pastor, Sargent Ave. Mennonite Church, Winnipeg.
Purpose: The book presents the theological framework for the question, reports on a survey, and offers a proposal for pastoral intervention.
Theology: God’s husband-wife order dealt with responsibility, not hierarchy. The Bible describes hierarchy and patriarchy (Gen. 2, 1 Cor. 11, 1 Tim. 2), but this is not the cause for abuse. The fall caused all humans to abuse the order by claiming authority which God never intended. Ephesians 5 offers a way to reverse the perversion. Any violation of the freedom to choose is an assault on God’s image in human beings. The cycle of the abusive pattern consists of tension, battering, eruption, calm, and return to tension. The Christian counter cycle is one of temptation, choice [sin possible], faith, and obedience, [return via repentance] joy, fellowship, fruit of the spirit, and victory.
Survey: Mennonites in Winnipeg, Manitoba were polled. Survey returns came from 187 adults randomly chosen from 36 churches. The writer also interviewed 41 pastors (12 Mennonite Brethren) and 72 students at two Mennonite colleges in the city. The assumption was that some refusals to cooperate in his study were due to fear within an abusive setting; the frequency and severity of domestic abuse in Winnipeg may be higher than the findings indicate.
The survey asked about the frequency of abuse by parents or guardians of children (college sample) or by a spouse of an adult (random adult population). The survey showed physical, emotional, and sexual abuse, with an “action” list which included throwing things, pushing, slapping, hitting with an object, sulking, stomping out, fondling, and forced sex.
The forty-one pastors said they had heard over 1,000 reports of abuse of all kinds. Very few of either the college or adult respondents said they discussed abuse with their pastor. Sexual abuse was least often discussed. One reason may be that victims were mostly women and pastors mostly men. More study is needed.
Pastor responses showed that they feel wives overestimate their husband’s responsibility for, and the severity and occurrence of abuse. {86} Seventeen percent said the wives’ unwillingness to submit to their husbands accounts for much of the abuse. Attitudes displayed by pastors may account for the unwillingness of the abused to discuss matters with pastors.
Proposal for Pastoral Intervention
“The agenda on convention floors should change from . . . the role of women in ministries of the church to . . . the use of power and authority” in church and home. Has Mennonite teaching on nonviolence driven men from physical to emotional abuse? Theological themes of forgiveness, guilt, self-abasement, submission, obedience, and suffering should occupy us.
Churches need to care for the victim, the abuser, and their caregivers. Churches might consider networking among themselves and with community agencies. In Winnipeg, the office of the Mennonite Central Committee could be a clearinghouse. Currently it has three resource packets available, collected between 1987 and 1991: one each for wife abuse, child sexual abuse, and abuse by professionals.
Brandt, Steven. Jean Girard: Genevan Publisher (1536-1557), University of California at Berkeley. (Doctor of Philosophy in LIS/History of Printing and Publishing, 1992) Advisor: M. K. Duggan.
Current Position: Director of Hiebert Library (Fresno Pacific College/Mennonite Brethren Biblical Seminary), Fresno, CA
This study treats the formation of French Protestant publishing in sixteenth-century Geneva. Unlike the period after mid-century, the foundation of the book trade in that city was the responsibility of several key individuals, the most important of whom was Jean Girard. Shaped by his Waldensian past, Girard was sent by this heretical group to establish a printshop for the dissemination of their vernacular-based religious literature. His original vision was altered by events that affected the safety of the Waldensian community in the Piedmont. Girard, therefore, adapted to the evolving social and religious Genevan context, forming relationships with leading Protestant merchants.
With the return of Jean Calvin in 1541, Girard’s fortunes were increasingly tied to that famous ecclesiastical leader. The identification of Girard’s publishing program with Calvin has overshadowed other facets of Girard’s career. Tensions rooted in their radically different backgrounds did not emerge into public view until after the arrival of famous French exile printers such as Robert Estienne. This threat to his dominance in the Genevan publishing business, Girard faced unsuccessfully and he lost hold of his privileged position. Calvin, who now utilized alternative {87} outlets for publishing his prolific literary efforts, turned his back on his former publisher. Abandoned by his political support in the Genevan City Council after the defeat of the Perrinist party, Girard suffered a precipitous decline.
While not as large an economic enterprise as other European publishers of the period, Girard’s role as an aesthetic innovator is outlined in order to understand the fundamental role Girard played in establishing the contours of French Protestant book design. The interrelationship between the appropriation of new religious ideas and their presentation is discussed. While Girard’s printshop was beyond official French control, the activities of censorship were directly focused on his publications. Despite this, Girard’s books have been found in a geographically broad and socially varied cross-section of the French reading public.
Caskey, Douglas Liechty. Tour Guide Performances at Mennonite Historical Sights as Cultural Performance, Bowling Green State University, Bowling Green, OH, 1992 (Doctor of Philosophy, Theatre). Advisor: Dr. Ronald E. Shields.
Current Position: Professor of Theatre, Fresno Pacific College, Fresno, CA
The purpose of this study was to describe and analyze the tour guide performances at two Mennonite historical sights as a type of cultural performance. The methodological frame for the study was based on the process of sight sacralization as defined by sociologist Dean MacCannell and further developed in performative terms by performance scholars Elizabeth Fine and Jean Haskell Speer. The five phases of sight sacralization are naming, framing, and elevation, enshrinement, mechanical reproduction, and social reproduction. A total of 28 tour guide performances at the Herr House in Lancaster County, Pennsylvania, and the 1770 Germantown Mennonite Meetinghouse in Philadelphia, Pennsylvania, were recorded and analyzed. Additional primary and secondary sources were provided by the Lancaster Mennonite Historical Library (Lancaster, PA), the Mennonite Historical Archives of Eastern Pennsylvania (Harleysville, PA), and the Mennonite Historical Library at Bluffton College (Bluffton, OH).
Chapter I, besides presenting the background and methodology for the study, established tour guide performances as culturally sensitive events worthy of performative analysis. Chapters II and IV described the process of sight sacralization at two sights that were purchased, preserved and opened by Mennonites for visitation by various publics. Chapters III {88} and V described and analyzed the tour performances, wherein guides ritualistically negotiate with their audiences in an attempt to transform unimposing stone structures into valued cultural and religious sights. Chapter VI included a comparative performance analysis of the two sights and suggestions for further cultural performance research.
Tour guides at both sights function as cultural storytellers and strive to meet perceived audience expectations for an authentic touristic experience. This is achieved despite distinctive differences in the verbal act sequence at each sight. Indeed, the tours were found to function as reflective and/or reflexive cultural performances, depending on the level of communitas attained between performer and audience. These sight-specific cultural performances both reveal and perpetuate the Mennonite Great Traditions of the Centrality of Scripture, Service, Community, Simplicity, and Peace.
Janzen, Rod A. Social Science Education Philosophical Works, Framework Documents and Textbooks: An Analysis of the California Scene, 1960-1991. University of Southern California (Ed.D., Social Science Curriculum, 1992). Advisor Johann Lemlech.
Current Position: Professor of Social Science Education, Fresno Pacific College, Fresno, CA
Purpose: The purpose of the dissertation was to analyze the extent to which one found congruency or incongruency with regard to the manner in which three social science education document types (philosophical works, state curriculum frameworks, and textbooks) treated four social science education themes (citizenship, structure-of-the-discipline discovery, reflective inquiry, and multiculturalism) during the period 1960-1991, focusing specifically on the state of California and including elementary and secondary documents.
Procedures: Methodology incorporated an extensive review of the literature dealing with social science education thematic structures, including interviews with social science education specialists. This was followed by an intensive thematic content analysis of selected social science education philosophical works, curriculum frameworks, and textbooks utilizing a qualitative evaluative approach.
Findings: Findings indicated essential thematic interconnection between social science education framework documents and philosophical works during the time period studied. Findings indicated incongruence, however, between the social science education themes emphasized in the curriculum framework documents and philosophical works and those {89} stressed in social science textbooks, with the exception of the period 1960-1968.
Conclusions: Findings suggested the significant influence of social science education specialists on the content of California state social science curriculum frameworks. The impact of social science education specialists appeared to wane however at the textbook level.
Recommendations: Recommendations included a call for further research, utilizing similar social science education themes, but analyzing the specific way in which these themes were actuated in classrooms during the time period studied.
Rempel, Norman David. A Descriptive and Comparative Study of General Education in the U.S. Bible College Curriculum, 1967-91, University of Nebraska-Lincoln, 1992, (Doctor of Philosophy, Higher Education: Administration, Curriculum and Instruction). Advisor: Dr. R. McLaran Sawyer.
Current Position: Registrar, Fresno Pacific College, Fresno, CA
This research extended and expanded a dissertation study of Bible college general education by Timothy Warner (1967). Questions included 1) How have Bible college educators characterized the issues, concerns, and trends relating to general education in U.S. accredited Bible colleges since Warner, and how do these characterizations compare with U.S. general education? 2) In 1991, how do Bible college educators understand the meaning, objectives, and nature of general education, and how do these findings compare with Warner’s? 3) What changes in Bible college general education are anticipated during the next five years?
Conclusions: General education is usually framed in formal curricular terms, although some include the contributions of the “extra-curriculum.” General education is based upon the integrating factor of Christian theism. Overall, the mean number of general education units required for the degree increased since Warner’s study. The trends toward dual accreditation (regional and AABC) and expansion of the Bible college mission are predicted by some to be forces of change in general education programs. Limited evidence suggests that perceived and actual general education student outcomes are comparable to those of students at similar selective liberal arts colleges.
A 1991 survey of 75 college catalogs and a questionnaire administered to 67 academic deans revealed that 1) General education seems to have gained general acceptance as an important, necessary part of the Bible college curriculum, though there is little agreement as to its meaning; {90} 2) “To enable our graduates to become truly educated people” is the highest-rated purpose, replacing the earlier top-ranked: “To equip our graduates with knowledge needed to witness and minister effectively in today’s world”; 3) Consistent with Warner’s findings, few programs evidence strong integrative/interdisciplinary components; 4) The nature of Bible college general education is similar to U.S. general education, with several exceptions: Bible college programs are generally more prescriptive (less student choice), are grounded on a theistic base, and have closer oversight; and 5) Most deans anticipate little change in their general education programs, with two exceptions: increases in emphases on global and multicultural awareness and efforts to assess general education student outcomes.
