The narrative of Jesus’ resurrection in Matthew 28:11-15 implies an incident of bribery and corru... more The narrative of Jesus’ resurrection in Matthew 28:11-15 implies an incident of bribery and corruption and its effects on injustice, misinformation, and suffering in society. Literature abounds on bribery and corruption based on Matthew 28:11-15. Studies have also been done on bribery and corruption in Africa. However, few studies comparatively have emphasized the bribery and corruption mentioned in Matthew 28:11-15 and its relations to the church in Africa. Therefore, a review of the implication of bribery and corruption in Matthew 28:11-15 for African religious leaders is in order. The church in Africa may take some precautions from the implications of the narrative. The following implications can be drawn from the analysis of the bribery and corruption narrative of Matthew 28:11-15:(1)working for God does not exclude a person from evil. (2) the dare influence of bribery and corruption can destroy lots of good in society. The study adopted the textual-syntactical approach to bibli...
What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars ... more What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars interpret what is greater than the Temple either as the kingdom of God/heaven, the superior service of the disciples of Jesus, love/mercy, or Jesus. However, though some of the literature so far reviewed considered Matthew’s usage of comparative adjectives in his Gospel, it is not exhaustive. This article intends to investigate Matthean style of using the comparative adjective to help interpret the one on 12:6. This article uses the text-centred approach of exegesis to unravel the identity of what is greater than the Temple in Matt. 12:6. The study concludes that what is greater than the Temple would be a temple or something relating to the Temple. We conclude that what is greater than the Temple is Jesus’ ministry.
What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars ... more What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars interpret what is greater than the Temple either as the kingdom of God/heaven, the superior service of the disciples of Jesus, love/mercy, or Jesus. However, though some of the literature so far reviewed considered Matthew’s usage of comparative adjectives in his Gospel, it is not exhaustive. This article intends to investigate Matthean style of using the comparative adjective to help interpret the one on 12:6. This article uses the text-centred approach of exegesis to unravel the identity of what is greater than the Temple in Matt. 12:6. The study concludes that what is greater than the Temple would be a temple or something relating to the Temple. We conclude that what is greater than the Temple is Jesus’ ministry.
What/who is greater than the temple is an on-going debate among New Testament (NT) scholars. Scho... more What/who is greater than the temple is an on-going debate among New Testament (NT) scholars. Scholars interpret what is greater than the temple as (a) the kingdom of God/heaven (b) the superior service of the disciples of Jesus; (c) love/mercy; and (d) Jesus. However, though some of the literature, so far, reviewed considered Matthew’s usage of comparative adjectives in his Gospel (see Duckwitz, 2014; Diefenbach, 2012), it is not exhaustive. None of them exhaustively investigated Matthean style of using comparative adjective to help interpret the one on 12:6. Moreover, neither of the literature reviewed, so far, considered the various settings of Matthew’s Gospel. There is, therefore, a gap in scholarship: the examination of Matthean usage of comparative adjectives in his Gospel to help interpret the one used in 12:6, and examination of the settings of Jesus and the Evangelist to help unravel the possible identity of what/who is greater than the temple. The main objective of the study is to synthesize and evaluate contemporary scholarly views on the expression ὅτι τοῦ ἱεροῦ μεῖζόν ἐστιν ὧδε in Matthew 12:6. This research will benefit biblical scholars, the clergy, and Bible students who will research about the Sabbath controversy in Matthew 12:1-8. Second, it has added to the existing literature on the issue of the interpretation of the comparative adjective in Matthew 12:6.
Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All co... more Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All components of the curriculum are geared toward students’ redemption by connecting them to Jesus Christ. Scriptures are expected to be an integral part of the academic programs to develop students’ spirituality. Programs such as church services, group meetings, and weeks of prayer are organized to connect resident students to Jesus Christ. Distance learning students, however, do not benefit from these programs. This papersynthesizes the philosophy of Adventist education, defines distance education, and recommends ways to integrate faith and learning among distance education students to provide an opportunity for them to accept Jesus as their personal Savior and Lord. The paper can help other faith-based institutions to effectively integrate faith and learning in their curricula for distance learning.
Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All co... more Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All components of the curriculum are geared toward students’ redemption by connecting them to Jesus Christ. Scriptures are expected to be an integral part of the academic programs to develop students’ spirituality. Programs such as church services, group meetings, and weeks of prayer are organized to connect resident students to Jesus Christ. Distance learning students, however, do not benefit from these programs. This papersynthesizes the philosophy of Adventist education, defines distance education, and recommends ways to integrate faith and learning among distance education students to provide an opportunity for them to accept Jesus as their personal Savior and Lord. The paper can help other faith-based institutions to effectively integrate faith and learning in their curricula for distance learning.
Inclusive language is essential for fostering inclusiveness, belongingness, and the valuing of ch... more Inclusive language is essential for fostering inclusiveness, belongingness, and the valuing of children in early childhood education. In early childhood settings, inclusive language is used not only to effectively communicate instruction but also provide genuine expectations and hope for all children. However, teachers’ use of non-inclusive language can serve as a disincentive, minimising how children openly learn and collaborate with peers and teachers in schools. Analysing a teacher’s language use from an observational study in an early childhood classroom through a creative content analytical approach, this study reveals that teachers’ non-inclusive language use impact negatively on children’s learning, socialisation, emotional wellbeing, and motivation to learn. We identified effective training and professional development as an important vehicle to enhance and equip teachers with knowledge and skills of using inclusive language, particularly as both a pedagogical and motivation...
The narrative of Jesus’ resurrection in Matthew 28:11-15 implies an incident of bribery and corru... more The narrative of Jesus’ resurrection in Matthew 28:11-15 implies an incident of bribery and corruption and its effects on injustice, misinformation, and suffering in society. Literature abounds on bribery and corruption based on Matthew 28:11-15. Studies have also been done on bribery and corruption in Africa. However, few studies comparatively have emphasized the bribery and corruption mentioned in Matthew 28:11-15 and its relations to the church in Africa. Therefore, a review of the implication of bribery and corruption in Matthew 28:11-15 for African religious leaders is in order. The church in Africa may take some precautions from the implications of the narrative. The following implications can be drawn from the analysis of the bribery and corruption narrative of Matthew 28:11-15:(1)working for God does not exclude a person from evil. (2) the dare influence of bribery and corruption can destroy lots of good in society. The study adopted the textual-syntactical approach to bibli...
What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars ... more What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars interpret what is greater than the Temple either as the kingdom of God/heaven, the superior service of the disciples of Jesus, love/mercy, or Jesus. However, though some of the literature so far reviewed considered Matthew’s usage of comparative adjectives in his Gospel, it is not exhaustive. This article intends to investigate Matthean style of using the comparative adjective to help interpret the one on 12:6. This article uses the text-centred approach of exegesis to unravel the identity of what is greater than the Temple in Matt. 12:6. The study concludes that what is greater than the Temple would be a temple or something relating to the Temple. We conclude that what is greater than the Temple is Jesus’ ministry.
What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars ... more What is greater than the Temple is an ongoing debate among New Testament (NT) scholars. Scholars interpret what is greater than the Temple either as the kingdom of God/heaven, the superior service of the disciples of Jesus, love/mercy, or Jesus. However, though some of the literature so far reviewed considered Matthew’s usage of comparative adjectives in his Gospel, it is not exhaustive. This article intends to investigate Matthean style of using the comparative adjective to help interpret the one on 12:6. This article uses the text-centred approach of exegesis to unravel the identity of what is greater than the Temple in Matt. 12:6. The study concludes that what is greater than the Temple would be a temple or something relating to the Temple. We conclude that what is greater than the Temple is Jesus’ ministry.
What/who is greater than the temple is an on-going debate among New Testament (NT) scholars. Scho... more What/who is greater than the temple is an on-going debate among New Testament (NT) scholars. Scholars interpret what is greater than the temple as (a) the kingdom of God/heaven (b) the superior service of the disciples of Jesus; (c) love/mercy; and (d) Jesus. However, though some of the literature, so far, reviewed considered Matthew’s usage of comparative adjectives in his Gospel (see Duckwitz, 2014; Diefenbach, 2012), it is not exhaustive. None of them exhaustively investigated Matthean style of using comparative adjective to help interpret the one on 12:6. Moreover, neither of the literature reviewed, so far, considered the various settings of Matthew’s Gospel. There is, therefore, a gap in scholarship: the examination of Matthean usage of comparative adjectives in his Gospel to help interpret the one used in 12:6, and examination of the settings of Jesus and the Evangelist to help unravel the possible identity of what/who is greater than the temple. The main objective of the study is to synthesize and evaluate contemporary scholarly views on the expression ὅτι τοῦ ἱεροῦ μεῖζόν ἐστιν ὧδε in Matthew 12:6. This research will benefit biblical scholars, the clergy, and Bible students who will research about the Sabbath controversy in Matthew 12:1-8. Second, it has added to the existing literature on the issue of the interpretation of the comparative adjective in Matthew 12:6.
Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All co... more Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All components of the curriculum are geared toward students’ redemption by connecting them to Jesus Christ. Scriptures are expected to be an integral part of the academic programs to develop students’ spirituality. Programs such as church services, group meetings, and weeks of prayer are organized to connect resident students to Jesus Christ. Distance learning students, however, do not benefit from these programs. This papersynthesizes the philosophy of Adventist education, defines distance education, and recommends ways to integrate faith and learning among distance education students to provide an opportunity for them to accept Jesus as their personal Savior and Lord. The paper can help other faith-based institutions to effectively integrate faith and learning in their curricula for distance learning.
Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All co... more Seventh-day Adventist education is unique because it is holistic and redemptive in nature. All components of the curriculum are geared toward students’ redemption by connecting them to Jesus Christ. Scriptures are expected to be an integral part of the academic programs to develop students’ spirituality. Programs such as church services, group meetings, and weeks of prayer are organized to connect resident students to Jesus Christ. Distance learning students, however, do not benefit from these programs. This papersynthesizes the philosophy of Adventist education, defines distance education, and recommends ways to integrate faith and learning among distance education students to provide an opportunity for them to accept Jesus as their personal Savior and Lord. The paper can help other faith-based institutions to effectively integrate faith and learning in their curricula for distance learning.
Inclusive language is essential for fostering inclusiveness, belongingness, and the valuing of ch... more Inclusive language is essential for fostering inclusiveness, belongingness, and the valuing of children in early childhood education. In early childhood settings, inclusive language is used not only to effectively communicate instruction but also provide genuine expectations and hope for all children. However, teachers’ use of non-inclusive language can serve as a disincentive, minimising how children openly learn and collaborate with peers and teachers in schools. Analysing a teacher’s language use from an observational study in an early childhood classroom through a creative content analytical approach, this study reveals that teachers’ non-inclusive language use impact negatively on children’s learning, socialisation, emotional wellbeing, and motivation to learn. We identified effective training and professional development as an important vehicle to enhance and equip teachers with knowledge and skills of using inclusive language, particularly as both a pedagogical and motivation...
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