Problem. While there are statements in the writings of Ellen G. White and those of Seventh-day Adventistscholars that seem to indicate that there is a relationship between the kingdom of God and education, it appears that no major work has been done to show, in a systematic manner, the relationship between the Adventist concept of the kingdom and its philosophy of education. The purpose of this study was to find what relationship exists between the SDA concept of the kingdom and its philosophy of education.
Method. This study, which is documentary in nature, is essentially a typological classification research effort. Both the kingdom of God and theories of religious education are classified as transcendent, immanent, and transcendent-immanent. The SDA concept of the kingdom and its philosophy of education are studied in the light of these three classifications.
Conclusions. The findings of this study suggest a definite relationship between the SDA concept of the kingdom and its philosophy of education. (1) Biblical scholars agree that the kingdom of God is future as well as present. Although the present kingdom remains unclear to them, the biblical writers have described it as spiritual. Individuals may enter into it. (2) God's kingdom consists of a sovereign Ruler, territory, subjects, justice, law, and worship with the Sabbath standing out as a sign of the presence of the kingdom. (3) The kingdom and religious education are philosophically classified as transcendent, immanent, and transcendent-immanent. (4) Emphasis on the transcendent concept of the kingdom may lead to scholasticism, a philosophy of education that leads to intellectual attainment. Stress on immanence may lead to humanism that relates to practical education. But the transcendent-immanentist concept takes into consideration an education that deals with the development of the whole person. (5) The SDA Church upholds thetranscendent-immanentist philosophy of education that takes into consideration man's total experience--his spiritual, moral, social, mental and physical dimension.
","abstract_html":"<p>Problem. While there are statements in the writings of Ellen G. White and those of Seventh-day Adventistscholars that seem to indicate that there is a relationship between the kingdom of God and education, it appears that no major work has been done to show, in a systematic manner, the relationship between the Adventist concept of the kingdom and its philosophy of education. The purpose of this study was to find what relationship exists between the SDA concept of the kingdom and its philosophy of education.</p> <p>Method. This study, which is documentary in nature, is essentially a typological classification research effort. Both the kingdom of God and theories of religious education are classified as transcendent, immanent, and transcendent-immanent. The SDA concept of the kingdom and its philosophy of education are studied in the light of these three classifications.</p> <p>Conclusions. The findings of this study suggest a definite relationship between the SDA concept of the kingdom and its philosophy of education. (1) Biblical scholars agree that the kingdom of God is future as well as present. Although the present kingdom remains unclear to them, the biblical writers have described it as spiritual. Individuals may enter into it. (2) God's kingdom consists of a sovereign Ruler, territory, subjects, justice, law, and worship with the Sabbath standing out as a sign of the presence of the kingdom. (3) The kingdom and religious education are philosophically classified as transcendent, immanent, and transcendent-immanent. (4) Emphasis on the transcendent concept of the kingdom may lead to scholasticism, a philosophy of education that leads to intellectual attainment. Stress on immanence may lead to humanism that relates to practical education. But the transcendent-immanentist concept takes into consideration an education that deals with the development of the whole person. (5) The SDA Church upholds thetranscendent-immanentist philosophy of education that takes into consideration man's total experience--his spiritual, moral, social, mental and physical dimension.</p>","abstract_has_math":false,"creators":["Bhola, Alvinus Desmond"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Religious Education, PhD","degree_department":null,"school":null,"contributors":["George H. Akers","Walter B. T. Douglas","Robert Johnston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1982,"date_issued":"1982-01-01T08:00:00Z","date_published":"1982-01-01T08:00:00Z","updated_at":"2026-07-24T00:54:11Z","subjects":["Education","Religious Thought, Theology and Philosophy of Religion"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/226","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["George H. Akers","Walter B. T. Douglas","Robert Johnston"]},{"key":"dc:creator","label":"Author","values":["Bhola, Alvinus Desmond"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Religious Education, PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Religious Thought, Theology and Philosophy of Religion"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/226"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem. While there are statements in the writings of Ellen G. White and those of Seventh-day Adventistscholars that seem to indicate that there is a relationship between the kingdom of God and education, it appears that no major work has been done to show, in a systematic manner, the relationship between the Adventist concept of the kingdom and its philosophy of education. The purpose of this study was to find what relationship exists between the SDA concept of the kingdom and its philosophy of education.
Method. This study, which is documentary in nature, is essentially a typological classification research effort. Both the kingdom of God and theories of religious education are classified as transcendent, immanent, and transcendent-immanent. The SDA concept of the kingdom and its philosophy of education are studied in the light of these three classifications.
Conclusions. The findings of this study suggest a definite relationship between the SDA concept of the kingdom and its philosophy of education. (1) Biblical scholars agree that the kingdom of God is future as well as present. Although the present kingdom remains unclear to them, the biblical writers have described it as spiritual. Individuals may enter into it. (2) God's kingdom consists of a sovereign Ruler, territory, subjects, justice, law, and worship with the Sabbath standing out as a sign of the presence of the kingdom. (3) The kingdom and religious education are philosophically classified as transcendent, immanent, and transcendent-immanent. (4) Emphasis on the transcendent concept of the kingdom may lead to scholasticism, a philosophy of education that leads to intellectual attainment. Stress on immanence may lead to humanism that relates to practical education. But the transcendent-immanentist concept takes into consideration an education that deals with the development of the whole person. (5) The SDA Church upholds thetranscendent-immanentist philosophy of education that takes into consideration man's total experience--his spiritual, moral, social, mental and physical dimension.
"]},{"key":"dc:title","label":"Title","values":["A Seventh-day Adventist Concept of the Kingdom of God and its Implication for Religious Education"]}]}],"canonical_facts":{"dc:contributor":["George H. Akers","Walter B. T. Douglas","Robert Johnston"],"dc:creator":["Bhola, Alvinus Desmond"],"dc:description.abstract":["Problem. While there are statements in the writings of Ellen G. White and those of Seventh-day Adventistscholars that seem to indicate that there is a relationship between the kingdom of God and education, it appears that no major work has been done to show, in a systematic manner, the relationship between the Adventist concept of the kingdom and its philosophy of education. The purpose of this study was to find what relationship exists between the SDA concept of the kingdom and its philosophy of education.
Method. This study, which is documentary in nature, is essentially a typological classification research effort. Both the kingdom of God and theories of religious education are classified as transcendent, immanent, and transcendent-immanent. The SDA concept of the kingdom and its philosophy of education are studied in the light of these three classifications.
Conclusions. The findings of this study suggest a definite relationship between the SDA concept of the kingdom and its philosophy of education. (1) Biblical scholars agree that the kingdom of God is future as well as present. Although the present kingdom remains unclear to them, the biblical writers have described it as spiritual. Individuals may enter into it. (2) God's kingdom consists of a sovereign Ruler, territory, subjects, justice, law, and worship with the Sabbath standing out as a sign of the presence of the kingdom. (3) The kingdom and religious education are philosophically classified as transcendent, immanent, and transcendent-immanent. (4) Emphasis on the transcendent concept of the kingdom may lead to scholasticism, a philosophy of education that leads to intellectual attainment. Stress on immanence may lead to humanism that relates to practical education. But the transcendent-immanentist concept takes into consideration an education that deals with the development of the whole person. (5) The SDA Church upholds thetranscendent-immanentist philosophy of education that takes into consideration man's total experience--his spiritual, moral, social, mental and physical dimension.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/226"],"dc:subject":["Education","Religious Thought, Theology and Philosophy of Religion"],"dc:title":["A Seventh-day Adventist Concept of the Kingdom of God and its Implication for Religious Education"],"thesis:degree_discipline":["Religious Education, PhD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T00:54:11Z"}