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  • 1.
    Haile, Enchalew
    University College Stockholm, Department of Eastern Christian Studies. Sankt Ignatios College.
    THE WADLA Qəne SCHOOL: Contemporary Use of the Wadla Qəne School as exemplified in Sankt Ignatios Tewahedo Seminary2024Independent thesis Basic level (degree of Bachelor), 180 HE creditsStudent thesis
    Abstract [en]

    This thesis investigates the contemporary use of the Wadal Qəne School within the Ethiopian Orthodox Tewahedo Church, with a focus on its exemplification in Sank Ignatios Tewahedo Seminary. Though descriptive analysis of oral pedagogical practices, the study examines the role of oral education, particularly Qəne and Zema, in fostering spiritual growth and community cohesion, Drawing on observation, interviews, and literature reviews, the research sheds light on the oral educational practices and their adaptation to contemporary settings. The findings contribute to a deeper understanding of the dynamic relationship between the Wadla Qəne School and Zema at Sankt Ignatios Tewahedo Seminary.

    Download full text (pdf)
    THE WADLA Qəne SCHOOL
  • 2.
    Ideström, Jonas
    University College Stockholm, Department of Religious Studies and Theology.
    ”Det här är något vi måste göra”: Teologisk aktionsforskning och ett transitboende2022In: Deltagarbaserad aktionsforskning: tillsammans för kunskap, lärande och förändring / [ed] Elisabeth Bergdahl & Fia Andersson, Lund: Studentlitteratur AB, 2022, 1, p. 251-272Chapter in book (Refereed)
  • 3.
    Sverker, Joseph
    University College Stockholm, Stockholm School of Theology, Department of Religious Studies and Theology.
    Människan, digitalisering och teologisk utbildning på lång sikt2021In: Öppna vyer - lång sikt: Festskrift till Owe Kennerberg / [ed] Thomas Kazen och Susanne Wigorts Yngvesson, Stockholm: Enskilda Högskolan Stockholm , 2021, p. 125-137Chapter in book (Other academic)
    Abstract [sv]

    Utifrån de förändringar som skett vad det gäller digitalisering i högre utbildning på grund av pandemin 2020 utforskar jag vad det innebär för den teologiska utbildningen framöver. Jag för resonemanget att det finns en spänning i utbildningsinstitutioner mellan uppgiften att bedöma studenter å ena sidan samt att bilda och forma studenter å den andra. Frågan jag ställer i texten är vad som händer med en utbildningsinsstitutions förmåga att relatera till människans sårbarhet och ömsesidiga beroende i en allt mer digitaliserad utbildning.

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