Gender inequality has been pervasive in many aspects of society, including religious institutions. Christian missions often reinforce patriarchal structures that limit the participation of women in leadership and ministry roles. However, this does not reflect the true nature of Christianity, which embraces equality and inclusivity for all individuals. This article analyses the challenges of gender inequality within Christian missions in Northern Nigeria to propose ways of addressing the issue and focussing on addressing the challenges in Nigeria, Northern Nigeria especially. The (...) article adopted the descriptive method employing an interview guide as an instrument to collect primary data from missionaries of the Nigerian Baptist Convention in Northern Nigeria. It employed content analysis to analyse data collected from the field.Contribution: The contribution of this article is that it gives an overview of gender inequality in Northern Nigeria, examines the challenges of gender inequalities in Christian missions, highlights and explains the prospects of tackling the challenges, and concludes on the issues raised within the article. (shrink)

Partnership in Christian missions is of great importance because of its necessity for the effectiveness of all missions engagements. Partnership in missions has a biblical basis, and it is theologically correct. The concept of Missio Dei demonstrates the Triune God as the owner of Christian missions. Likewise, as a body of Christ, the church must work together to achieve God’s purpose. The church can utilise each member’s gifts and virtues through partnership to glorify God. Christian missions will not be tedious (...) with practical knowledge of partnership in missions. This paper provided vital information related to partnerships in the Nigerian Baptist Convention missions. A partnership creates an avenue for effective and holistic missions. The researcher used the descriptive research method and discovered that some challenges, such as misunderstanding, selfishness, miss-appropriateness of resources and information gap, are sometimes part of the partnership.Contribution: Apart from the challenges, partnership in missions has many prospects amid technological advancement and globalisation if the appropriate partnership models, credible partnership principles and accurate theological perspectives are inculcated. This will result in more converts, planting churches, making disciples and raising more Christian leaders. (shrink)

The subject of partnership is one that is receiving attention in different spheres of life today. Businesses are seeking to expand by bringing together different specialisations to complement each other. All these grew out of a desire to have better output. The Christian missions’ enterprise should not be an exception in the quest for better performance; hence, the need to explore the opportunity of partnership for the expansion of God’s kingdom. This article researched how foreign and local mission agencies could (...) develop an effective partnership in Christian missions. The article considered the concept of partnership, the biblical basis for partnership, the historical development of the partnership, the importance of partnership in the 21st century, the prospect of partnership in the 21st century, challenges of partnership in the 21st century and finally, how both local and foreign mission agencies could build an effective, efficient and dynamics partnership mission project before the conclusion of the 21st century. (shrink)

The mandate to make disciples of all nations remains the churches’ task before the return of Christ. Church planting is the best way to achieve this mandate. Hence, the biblical patterns as exemplified by Paul the apostle and their relevance to achieving the Great Commission have been the focus of this work. Paul shows through his patterns of church planting the relevance and influence of the Holy Spirit in establishing new centres of worship. Thus, contemporary church planters must seek to (...) emulate Paul in obedience to the Great Commission through church planting, which remains the most effective evangelistic methodology. (shrink)

Church planting is an essential instrument in God’s hand to redeem humanity through the power of the gospel. Several church planters and locations have utilised several church planting methods at different eras. The aim of this article is to find out how it was done during the apostolic period and its significance to the body of Christ. The historical-analytical method was used to discover the scriptural foundations of church planting, patterns of church planting in the book of Acts, the challenges (...) accompanying the pattern and its implications for the contemporary church. Contribution: Therefore, the researcher believes that all Christian missionaries, missions agencies, church planters, missiologists and pastors will have a better understanding of how best to go about the business of Church planting in contemporary times as the article concludes that the church planting pattern in the book of Acts is fundamental and strategic in propagating the gospel in the world today. (shrink)

Church planting is an essential instrument in God’s hand to redeem humanity through the power of the gospel. Several church planters and locations have utilised several church planting methods at different eras. The aim of this article is to find out how it was done during the apostolic period and its significance to the body of Christ. The historical-analytical method was used to discover the scriptural foundations of church planting, patterns of church planting in the book of Acts, the challenges (...) accompanying the pattern and its implications for the contemporary church.Contribution: Therefore, the researcher believes that all Christian missionaries, missions agencies, church planters, missiologists and pastors will have a better understanding of how best to go about the business of Church planting in contemporary times as the article concludes that the church planting pattern in the book of Acts is fundamental and strategic in propagating the gospel in the world today. (shrink)

Urban Christian missions battle with many challenges in this 21st century, such that there is a need for a strategic plan to do missions in the cities. Over the years, missions' emphasis has focused on village missions and underdeveloped places. However, there is a clarion call to shift attention to urban Christian missions in recent times because the world is witnessing a massive migration of people from villages to cities for greener pastures. Christian missions' opportunities are evident in the cities (...) because the cities attract all kinds of people. Urban Christian missions involve assembling converts and nurturing them to maturity, enabling them to teach others about Christ, and to do likewise to ensure that the Christian faith continues. The article employed a descriptive research method, and it investigated the task of developing leaders for active Christian missions in urban areas of Nigeria because of insufficient leaders who could adequately handle Christian mission work. CONTRIBUTION: This article is in line with the focus and scope of HTS Theological Studies in the sense that the journal is an acclaimed Open Access journal with broad coverage that promotes multi-, inter- and transdisciplinary religious aspects of studies in the international theological arena and the journal's publication criteria are based on rigorous research, accountable methodologies and novel findings based on sound ethical standards. Also, the research reveals that leadership training must be Bible-based and the Bible is the basis for Theological Studies. (shrink)

For decades, the mobilisation of Christian missions has encountered a number of setbacks and barriers because of several factors and elements that pose severe impediments to the conduct of missionary activities. Amongst these factors and elements, the involvement of politics in the activities of the Christian missions is prominent. The goal of the Christian missions is to expand the kingdom of God, as well as the salvation and restoration of lost souls, while the goal of politics is to secure power (...) and authority through manipulation for selfish interests or gains. A Christian mission seeks spiritual and heavenly fulfilment, while politics seeks mundane and worldly gains. (shrink)

Money is an essential element of everyday life. It is required to keep life going. However, the importance of money is not only in having it to meet one’s needs but also in the proper management of it. Like any other human endeavour, Christian missionary activities involve cash; one cannot talk about it without mentioning money. Nevertheless, money also poses a potential danger to the missionary enterprise. It is therefore important to pay attention to money-related issues in Christian missions because (...) the approach taken in handling money in Christian missions can either promote the gospel or delay its advancement and distort its shape. This article will consider biblical perspective of money, importance of money in Christian missions, challenges related to money in Christian missions and how to handle money in Christian missions before conclusion is drawn. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Abstract In this chapter, we challenge the presupposed concept of innovation in the responsible innovation literature. As a first step, we raise several questions with regard to the possibility of ‘responsible’ innovation and point at several difficulties which undermine the supposedly responsible character of innovation processes, based on an analysis of the input, throughput and output of innovation processes. It becomes clear that the practical applicability of the concept of responsible innovation is highly problematic and that a more thorough inquiry (...) of the concept is required. As a second step, we analyze the concept of innovation which is self-evidently presupposed in current literature on responsible innovation. It becomes clear that innovation is self-evidently seen as (1) technological innovation, (2) is primarily perceived from an economic perspective, (3) is inherently good and (4) presupposes a symmetry between moral agents and moral addressees. By challenging this narrow and uncritical concept of innovation, we contribute to a second round of theorizing about the concept and provide a research agenda for future research in order to enhance a less naïve concept of responsible innovation. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Moral philosophers have often felt the need of a concept which would cover all those cases where we are prevented from achieving our ends through no fault of our own: a criterion for saying when failure is not blameworthy. The deontologists thought we were not to blame for actions done in genuine ignorance of the facts. Kant declared in a famous passage that we were not morally responsible for failures due to the “niggardliness of stepmother nature.” In this article I (...) want to introduce into moral philosophy a new concept for clarifying the failures for which we are not to blame: the notion of scarcity, taken from economic theory. (shrink)

This study examines the link between social media networks and democratization process by focusing on the 2015 General Electionsin Nigeria. Relying on Manuel Castells’ network theory and empirical fieldsurvey, the paper investigates the prevalent conditions that have nurtured SMNsparticipation in Nigeria’s democratic space and the challenges and prospects ofsocial media as catalysts for deepening democracy in the country. The paperasserts that although social media remains veritable tools for democraticconsolidation worldwide, the salience and impact are still at the nascentstage in Nigeria. (...) Besides, institutional and legal impediments, economic andinfrastructural challenges have contrived to limit the envisaged positive impactof SMNs in the democratization process in Nigeria. The paper recommendsefforts to stimulate Internet penetration and social media affordance while theNigerian cyberspace should be more democratised. (shrink)

The importance of communities in strengthening the ethics of international collaborative research is increasingly highlighted, but there has been much debate about the meaning of the term ‘community’ and its specific normative contribution. We argue that ‘community’ is a contingent concept that plays an important normative role in research through the existence of morally significant interplay between notions of community and individuality. We draw on experience of community engagement in rural Kenya to illustrate two aspects of this interplay: (i) that (...) taking individual informed consent seriously involves understanding and addressing the influence of communities in which individuals’ lives are embedded; (ii) that individual participation can generate risks and benefits for communities as part of the wider implications of research. We further argue that the contingent nature of a community means that defining boundaries is generally a normative process itself, with ethical implications. Community engagement supports the enactment of normative roles; building mutual understanding and trust between researchers and community members have been important goals in Kilifi, requiring a broad range of approaches. Ethical dilemmas are continuously generated as part of these engagement activities, including the risks of perverse outcomes related to existing social relations in communities and conditions of ‘half knowing’ intrinsic to processes of developing new understandings. (shrink)

For millennia, diagnosticians distinguished natural sadness that arose from social circumstances from depressive disorders that were disproportionate to their contexts. In 1980, the DSM-III transformed this tradition through equating depressive disorders with symptoms without regard to context. Nevertheless, it excluded grieving people without especially severe or enduring symptoms from diagnosis. Subsequently, considerable empirical research indicated that bereavement was not unique but a model for all stressor-maintained conditions. Yet, despite the evidence showing that the causes, prognoses, and optimal treatments for context-specific (...) depressions differ from those that aren’t, the DSM-5 removed the bereavement exclusion from the diagnostic criteria for major depression. This article considers the reasons behind this elimination and its implications for the research, labeling, and treatment of depression. (shrink)

George V. Walsh examines the differences and similarities between Immanuel Kant and Ayn Rand in the area of metaphysics. He presents Kant's premises and conclusions on the major issues and provides a detailed discussion of Rand's criticisms of Kant. Walsh argues that Rand has seriously misread Kant on several points. Her interpretation—that Kant saw our sensory grasp of the world as "delusion," rather than knowledge—resembles that of Arthur Schopenhauer, except that the latter declares Kant's doctrine worthy of praise instead of (...) condemnation. (shrink)

Following Hartry Field in distinguishing disquotational truth from a conception that grounds truth conditions in a community's usage, it is argued that the notions are materially inequivalent (since the latter allows truth-value gaps) and that both are needed. In addition to allowing blanket endorsements ("Everything the Pope says is true"), disquotational truth facilitates mathematical discovery, as when we establish the Gödel sentence by noting that the theorems are all disquotationally true and the disquotational truths are consistent. We require a more (...) substantial notion, however, if we intend to use truth values and truth conditions in explaining communication by language. (shrink)