Author: Seblewongel Asrat Denneque
Imprint: Langham Academic
Description
How do students develop their personal views on knowledge and the nature of knowing? In this groundbreaking study, Dr. Seblewongel Asrat Denneque investigates the development of the personal epistemology of Ethiopian undergraduate students and its impact on their experience of the educational environment. Utilizing qualitative and quantitative research methods, Denneque outlines the similarities and differences between students with liberal and theological studies backgrounds as well as their perception of the factors that contribute to the development of their personal epistemology. Educational environments, family backgrounds, and communal learning have a great impact on the complex formation of a student’s understanding of knowledge, ultimately influencing the ways that they go on to operate in the world. Filled with rich scholarship and practical implications, this work provides educators and institutions with insight for providing the most optimal learning environment and educational policies for the development of personal epistemology. It also provides students with a framework for understanding their own personal epistemology and how it affects their learning experience.
Endorsements
Good research produces a reliable picture of reality as best as human effort can. The research of Dr. Seblewongel Denneque is both reliable and valid, the two tests of truth in social science research. Because Dr. Denneque draws from studies in multiple countries, this book will appeal broadly, if not globally. This book marks a significant step in filling a void in the spiritual growth and development of the church. I heartily endorse its publication.
Duane H. Elmer, PhD
Former G. W. Aldeen Chair of International Studies, Distinguished Professor Emeritus of Educational Studies, Trinity Evangelical Divinity School, Illinois, USA
This is a groundbreaking work in the area of epistemic beliefs in the Ethiopian theological milieu. This work offers a window into the development of the personal epistemology of students in the past and serves as a reminder to present educators to make every effort to contribute to the epistemological development of their students.
Abeneazer G. Urga, PhD
Lecturer in Biblical Studies, Evangelical Theological College, Addis Ababa, Ethiopia
Author of The Dangers of Seminary
Dr. Denneque’s research prompts further thought about how knowledge informs and undergirds belief, how the classroom and overall relational context of the school contributes to the development of personal belief systems, how practical courses equip a graduate to minister authentically in relation to examined belief, and how an effective pairing of the classroom and the church contributes to the students’ evolving personal epistemology.
Linda Cannell, PhD
Former Academic Dean, North Park Theological Seminary, Illinois, USA
Distinguished Professor Emeritus of Educational Ministries, Gordon-Conwell Theological Seminary, Massachusetts, USA
