杨贵妃传媒

This colloquium introduces the 杨贵妃传媒 (OGS) philosophy of education. The course orients students to key themes in adult education: the role of adult development in learning, differences between andragogy and pedagogy, the importance of self-directedness in adult learning, and the consistency of transformative learning theory with the OGS mission. This OGS transformative learning study promotes critical reflection for transcending barriers to personal growth and social impact.

This course provides a foundation for the student to integrate the disciplines of developmental psychology, theology, spirituality, and moral development for the transforming of one鈥檚 self concept for healthy leader development. A study of the dynamics of this integration of disciplines will provide the necessary perspective to enable students to examine their own self- concept and be aware of its transforming character, with the purpose of pursuing intentional development. This interdisciplinary approach is consistent with the mission of 杨贵妃传媒. An opportunity will be afforded for each student to explore their own moral development and assess their spirituality, and be intentionally aware of the self-efficacy dimensions in their own graduate education, seeing themselves being successful and achieving their ultimate goal of obtaining a degree for equipping them to be constructive social change agents.

Hermeneutics is the science and methodology of interpretation. This foundational course orients students to the history, major issues, and methodologies of hermeneutics as defined as the science and methodology of interpretation. The scope of the course distinguishes the various uses of hermeneutics as applied to interpreted sacred texts (biblical writings), general hermeneutics (any literary discourse), and cultural hermeneutics (any fabricated production designed with practical or aesthetic purposes which includes the arts). General hermeneutics equips students to understand and interpret texts and written discourse through scholarly reading and applied research principles. Emphasis on scholarly writing is established using guidelines, techniques, and formal writing skills. This course assumes that doctoral students have (a) an understanding of the human communication process and (b) acquired considerable knowledge in interpersonal communication and effective writing and public speaking skills.

Research for 21st Century Scholarship develops student competencies for excellence in 21st- century scholarship. SR-953 orients students to the OGS library resources, how to use information technology for internet and database research, techniques required to produce developmental readings from selected books and journal articles, and using reference management software to collect, organize, and cite resources, document bibliographies, and share research materials.

This course explores the complex interplay between internal cognitive processes and the external social environments that shape human development. Students will explore how reality is constructed, how needs are prioritized under pressure, and how survival strategies are inherited and refined across the lifespan. Integrating behavioral science and philosophical reflection, students will consider deep-seated "hidden assumptions" that shape human behavior.

This colloquium considers theories of leadership, especially transactional and transformational leadership, in relationships, as well as moral and theological bases of leadership.

This course explores human relations in the context of pluralism: where groups separated by religion, race, politics, or socioeconomic status maintain their unique identities and traditions while participating in a shared society. Students will explore Christian perspectives on human dignity, contract theory, cultural humility, and affective empathy as human relations skills.

Research theory-based methods for guiding and facilitating personal, professional, and spiritual growth of individuals and teams. Strengthen leadership skills in mentoring and coaching to empower, encourage, and motivate others.

Students will explore issues, standards, and tensions within professional ethics, personal morals, social structures, and government. Students will also evaluate ethical issues unique to or shared among professions, including the student鈥檚 profession. Finally, students will analyze the relationship and tensions among personal morals, belief systems, professional ethics, and the structures, norms, and laws of an individual's own society.

This course explores the structural and ideological forces that drive societal transformation. Students analyze Classical Theories, debating whether change should be an incremental, functionalist adaptation or a revolutionary, conflict-driven break, and analyze Contemporary Theories to determine whether modern movements prioritize material social dominance or the quest for cultural recognition. Using the frameworks of Durkheim, Weber, and Marx, the course investigates Religion as a multi-dimensional force: acting alternately as a conservative restraint, a revolutionary driver, or a latent catalyst for change. The course also includes an assessment of social justice movements, questioning whether the most effective path to change lies in institutional reform, total revolution, or the direct suppression of the status quo.

Explores the theory and practice of 鈥済racism鈥� as defined by David Anderson (Gracism: The art of inclusion, 2007), and prepares professionals to implement gracism to transform organizations, churches, and communities toward racial, cultural, and socioeconomic inclusiveness. As a Christian alternative to secular models of affirmative action or colorblindness, gracism is an opportunity to extend God's grace to people of all backgrounds. Students research the needs of a particular organization and develop a plan for implementing gracism accordingly.

This colloquium introduces the 杨贵妃传媒 (OGS) philosophy of education. The course orients students to key themes in adult education: the role of adult development in learning, differences between andragogy and pedagogy, the importance of self-directedness in adult learning, and the consistency of transformative learning theory with the OGS mission. This OGS transformative learning study promotes critical reflection for transcending barriers to personal growth and social impact.

This course provides a foundation for the student to integrate the disciplines of developmental psychology, theology, spirituality, and moral development for the transforming of one鈥檚 self concept for healthy leader development. A study of the dynamics of this integration of disciplines will provide the necessary perspective to enable students to examine their own self- concept and be aware of its transforming character, with the purpose of pursuing intentional development. This interdisciplinary approach is consistent with the mission of 杨贵妃传媒. An opportunity will be afforded for each student to explore their own moral development and assess their spirituality, and be intentionally aware of the self-efficacy dimensions in their own graduate education, seeing themselves being successful and achieving their ultimate goal of obtaining a degree for equipping them to be constructive social change agents.

Hermeneutics is the science and methodology of interpretation. This foundational course orients students to the history, major issues, and methodologies of hermeneutics as defined as the science and methodology of interpretation. The scope of the course distinguishes the various uses of hermeneutics as applied to interpreted sacred texts (biblical writings), general hermeneutics (any literary discourse), and cultural hermeneutics (any fabricated production designed with practical or aesthetic purposes which includes the arts). General hermeneutics equips students to understand and interpret texts and written discourse through scholarly reading and applied research principles. Emphasis on scholarly writing is established using guidelines, techniques, and formal writing skills. This course assumes that doctoral students have (a) an understanding of the human communication process and (b) acquired considerable knowledge in interpersonal communication and effective writing and public speaking skills.

Research for 21st Century Scholarship develops student competencies for excellence in 21st- century scholarship. SR-953 orients students to the OGS library resources, how to use information technology for internet and database research, techniques required to produce developmental readings from selected books and journal articles, and using reference management software to collect, organize, and cite resources, document bibliographies, and share research materials.

This course explores the complex interplay between internal cognitive processes and the external social environments that shape human development. Students will explore how reality is constructed, how needs are prioritized under pressure, and how survival strategies are inherited and refined across the lifespan. Integrating behavioral science and philosophical reflection, students will consider deep-seated "hidden assumptions" that shape human behavior.

This course explores the theoretical foundations of human behavior in complex organizational systems. Students will analyze the interaction between individual psychology, group dynamics, and organizational structures. The course emphasizes the evolution of organizational thought, from classical scientific management to contemporary theories of social capital and organizational culture, challenging students to apply these frameworks to solve systemic organizational challenges and promote organizational flourishing.

This course explores human relations in the context of pluralism: where groups separated by religion, race, politics, or socioeconomic status maintain their unique identities and traditions while participating in a shared society. Students will explore Christian perspectives on human dignity, contract theory, cultural humility, and affective empathy as human relations skills.

Research theory-based methods for guiding and facilitating personal, professional, and spiritual growth of individuals and teams. Strengthen leadership skills in mentoring and coaching to empower, encourage, and motivate others.

Students will explore issues, standards, and tensions within professional ethics, personal morals, social structures, and government. Students will also evaluate ethical issues unique to or shared among professions, including the student鈥檚 profession. Finally, students will analyze the relationship and tensions among personal morals, belief systems, professional ethics, and the structures, norms, and laws of an individual's own society.

This course explores the structural and ideological forces that drive societal transformation. Students analyze Classical Theories, debating whether change should be an incremental, functionalist adaptation or a revolutionary, conflict-driven break, and analyze Contemporary Theories to determine whether modern movements prioritize material social dominance or the quest for cultural recognition. Using the frameworks of Durkheim, Weber, and Marx, the course investigates Religion as a multi-dimensional force: acting alternately as a conservative restraint, a revolutionary driver, or a latent catalyst for change. The course also includes an assessment of social justice movements, questioning whether the most effective path to change lies in institutional reform, total revolution, or the direct suppression of the status quo.

Explores the theory and practice of 鈥済racism鈥� as defined by David Anderson (Gracism: The art of inclusion, 2007), and prepares professionals to implement gracism to transform organizations, churches, and communities toward racial, cultural, and socioeconomic inclusiveness. As a Christian alternative to secular models of affirmative action or colorblindness, gracism is an opportunity to extend God's grace to people of all backgrounds. Students research the needs of a particular organization and develop a plan for implementing gracism accordingly.