Using Luke's Slave Metaphor to Teach the Biblical Foundations for Financial Stewardship at First Baptist Church of Buffalo Gap, Texas

Charles Leon Gililland

Etd

Using Luke's Slave Metaphor to Teach the Biblical Foundations for Financial Stewardship at First Baptist Church of Buffalo Gap, Texas

Public Deposited

MLA citation style (9th ed.)

Charles Leon Gililland. Using Luke's Slave Metaphor to Teach the Biblical Foundations for Financial Stewardship At First Baptist Church of Buffalo Gap, Texas. rim.ir.atla.com/concern/etds/d5b94928-4f57-46d3-9689-06028cd5482a.

APA citation style (7th ed.)

C. L. Gililland. Using Luke's Slave Metaphor to Teach the Biblical Foundations for Financial Stewardship at First Baptist Church of Buffalo Gap, Texas. https://rim.ir.atla.com/concern/etds/d5b94928-4f57-46d3-9689-06028cd5482a

Chicago citation style (CMOS 17, author-date)

Charles Leon Gililland. Using Luke's Slave Metaphor to Teach the Biblical Foundations for Financial Stewardship At First Baptist Church of Buffalo Gap, Texas. https://rim.ir.atla.com/concern/etds/d5b94928-4f57-46d3-9689-06028cd5482a.

Note: These citations are programmatically generated and may be incomplete.

Creator

Charles Leon Gililland

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In Copyright

Abstract

This project evaluated whether a financial stewardship study built around Christ-centered stewardship principles (derived from Luke’s servant parables employing slavery metaphor) instead of practical financial planning could affect change in small group members' financial stewardship habits at First Baptist Church of Buffalo Gap, Texas.Chapter 1 introduces the financial problem facing the Church today even in the midst of the American financial recovery, and the thesis of the project is presented. In addition, the theological background for the study with exegetical analysis of the Lukan parables is presented.Chapter 2 outlines the project research plan and methodology. A weekly progress report is also included in this chapter.Chapter 3 presents the qualitative and quantitative project analysis gathered from both a pre- and post-study survey and a pre- and post-study financial giving report. The chapter concludes with an executive summary that outlines the positive change in group members' habits and suggestions for further implementation of the project.

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