Eighty-five undergraduate students were tested in two studies using a computer-based tachistoscopic-type letter- and dot-matching task under various conditions. This task was used to determine the extent to which they displayed unilateral and bilateral brain-hemisphere advantages in the speed and accuracy of their responses. For the letter-matching task in both studies, the intellectual religiosity group displayed a stronger unilateral advantage favoring the right-visual field (RVF) (left brain) than the affective group. Generally, the participants with a more affective style of religiosity had faster reaction times on the matching tasks, especially for correct non-matching responses and on the dot-matching (right-brain) stimulus presentations. The affective groups also tended to have a stronger bilateral advantage for both dots and letter matching compared to the intellectual group. In the second study, the Myers-Briggs personality typology inventory (MBTI) was included in the assessment and was significantly related to the religiosity intellectual/affective dimension. With percent errors as the dependent variable, MBTI feeling-dominant participants displayed a stronger bilateral advantage for dots presentations but not letters, while thinking-dominant respondents on this dimension had a stronger unilateral advantage for letters but not dots. The major implication of these preliminary findings is that enduring religious traits may be anchored in basic brain behavior tendencies that can be measured using neuropsychological laboratory-based tasks.

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BIOGRAPHICAL SKETCH "For the next hour," announces the smiling, take-charge professor, "I want 25 observations from Acts 1:8." Dallas Theological Seminary (DTS) alumni and students remember fondly that request from "Prof," as they affectionately call the 5'7", balding teacher of "Bible Study Methods." A network stretching around the globe testifies to life-changing results from their time in the classroom of their beloved mentor. Before his birth on April 5, 1924, his parents separated, so once he arrived, Howard G. Hendricks was placed in the Philadelphia home of his grandparents, Jake and Cora Hendricks. Their loss of a son years earlier had pressured his grandfather into an alcohol problem, but Cora's strong reliance on God supplied much-needed love and acceptance for young Hendricks. Validating her nurture was a man named Walt from a small church nearby who wanted desperately to reach young boys for Christ. "He (Walt) came down my street one day," said Hendricks, "looking for boys for his Sunday school class. Well, anything that had 'school' in it was a bad-news item to me. Then he said, 'Well, howd'ya like to play marbles?' That was different. This tall drink o'water stooped down and whipped me in every game. I lost my marbles early in life," he chuckles. No matter where Walt was going, Howard Hendricks wanted to go. This man with barely a sixth-grade education loved boys in a way that drew them irresistibly to Jesus Christ. From that class of 13 boys, 12 eventually entered Christian ministry. Later, a devout scoutmaster and his vigilant pastor urged the adolescent Hendricks to consider vocational Christian ministry. Believing that God had placed a call on his life, he turned down a full scholarship at Northwestern to pursue a medical career in order to attend Wheaton College. At Wheaton, his classmates Lois and Mary LeBar helped him solidify his decision to explore the field of Christian education. Then department chair Dr. Rebecca Price marked him as a future leader in her chosen field. During his college years,

BIOGRAPHICAL SKETCH Christian educators know Kenneth O. Gangel best for his numerous articles (over 1,000) and books (more than 50) on their multifaceted field. Kenn has also influenced Christian education from his numerous leadership positions in Christian higher education. Although his speaking ministry reaches throughout the United States and around the world, as a child growing up Kenn never envisioned that God would enable him to impact the field of Christian education in so many ways. Kenneth O. Gangel, a first generation American, was born June 14, 1935, in the slums of Patterson, New Jersey. His father, Otto John Gangel, immigrated from Vienna, Austria, and his mother, Rose Marie Schneider, from Switzerland. He characterizes his family as "semi-religious but not churchgoing." During his formative years, Kenn witnessed a real battle between light and darkness. His mother, though she could barely read English, taught him theology that withstood the test of time and scrutiny. "The Holy Spirit through Scripture developed in her mind a full blown theology," Kenn recalled. She then shared her wisdom with her beloved son. Conversely, his father harbored a hatred for Christianity and silently followed Hitler. As a street kid, Kenn fought his way to and from school. Growing up, he knew that his mother prayed for him devoutly. On the other hand, his father abused his mother. When Kenn was 10 years old, his parents divorced. His father abandoned him. These events had a tremendous impact on Kenn's childhood. His mother, unable to care for him and work to support them, sent him away to boarding school. Kenn attended Stonybrook, a boarding school in Long Island, for two years. He hated the experience and became very lonely. The only person who loved him had to send him away, he recalled. A highlight of these early years included meeting his mentor, Frank Gaebelein. At about this same time, Gangel began to display a budding love for music, which would permeate his life. The regimented school provided a