Pub Date : 2024-07-26DOI: 10.1177/07398913241268119
Alexander Sosler, Shawn J. Wilhite
{"title":"A Learning Guide for St. Gregory the Great's Book of Pastoral Rule","authors":"Alexander Sosler, Shawn J. Wilhite","doi":"10.1177/07398913241268119","DOIUrl":"https://doi.org/10.1177/07398913241268119","url":null,"abstract":"","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-21DOI: 10.1177/07398913241266261
Muhia Karianjahi
Christian camping is rapidly growing as an experiential education ministry in the Global South. Whereas most scholarship and resource development has historically taken place in the West, programs like Church-based rites of passage in Kenya expose sparsely documented camp ministry contextualization elsewhere. This qualitative study explored the experience of Kenyan Christian camp practitioners through focus groups and semi-structured interviews (N = 37). Four themes emerged from analysis, describing camps as reforming the East African Revival, extending faith-based kinship, discipling intergenerationally, and facilitating transformation. Christian camps in Kenya are temporary communities that also redeem some traditional rituals for whole-person formation.
{"title":"Extending Kinship Through Christian Camping in an East African Nation","authors":"Muhia Karianjahi","doi":"10.1177/07398913241266261","DOIUrl":"https://doi.org/10.1177/07398913241266261","url":null,"abstract":"Christian camping is rapidly growing as an experiential education ministry in the Global South. Whereas most scholarship and resource development has historically taken place in the West, programs like Church-based rites of passage in Kenya expose sparsely documented camp ministry contextualization elsewhere. This qualitative study explored the experience of Kenyan Christian camp practitioners through focus groups and semi-structured interviews (N = 37). Four themes emerged from analysis, describing camps as reforming the East African Revival, extending faith-based kinship, discipling intergenerationally, and facilitating transformation. Christian camps in Kenya are temporary communities that also redeem some traditional rituals for whole-person formation.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-21DOI: 10.1177/07398913241258212
Sally Shaw
The global environmental crisis challenges churches and parachurch groups to provide effective creation care education. There are few theory-based and practical approaches enabling Christians as global citizens to respond constructively to this crisis. This article reports the outcomes of an applied research project to design and trial an arts-based experiential workshop which enabled evangelical Christians to connect creation care practice more deeply to their faith. The workshop template is suitable for churches and parachurch groups.
{"title":"Integrating Christian Faith and Creation Care Through an Experiential Workshop","authors":"Sally Shaw","doi":"10.1177/07398913241258212","DOIUrl":"https://doi.org/10.1177/07398913241258212","url":null,"abstract":"The global environmental crisis challenges churches and parachurch groups to provide effective creation care education. There are few theory-based and practical approaches enabling Christians as global citizens to respond constructively to this crisis. This article reports the outcomes of an applied research project to design and trial an arts-based experiential workshop which enabled evangelical Christians to connect creation care practice more deeply to their faith. The workshop template is suitable for churches and parachurch groups.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.1177/07398913241261388
Jasmine J. Fraser, Lelis Viera Gonzalez, Dawn Morton
Intergenerational (inherited) trauma is relational in nature. Basically, it is the transmission of physical, emotional, psychological, cultural, and historical wounds from one generation to another. Understanding the impact of intergenerational trauma on relationships, particularly parent–child relationships, has implications for promoting functional and positive intergenerational connections. The study will examine the effects of intergenerational trauma on an individual's well-being and suggest approaches for best practices in formal and nonformal contexts of teaching for discipleship.
{"title":"How the Church Can Heal: Healing Intergenerational Trauma Through Trauma-Informed Discipleship","authors":"Jasmine J. Fraser, Lelis Viera Gonzalez, Dawn Morton","doi":"10.1177/07398913241261388","DOIUrl":"https://doi.org/10.1177/07398913241261388","url":null,"abstract":"Intergenerational (inherited) trauma is relational in nature. Basically, it is the transmission of physical, emotional, psychological, cultural, and historical wounds from one generation to another. Understanding the impact of intergenerational trauma on relationships, particularly parent–child relationships, has implications for promoting functional and positive intergenerational connections. The study will examine the effects of intergenerational trauma on an individual's well-being and suggest approaches for best practices in formal and nonformal contexts of teaching for discipleship.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1177/07398913241255382
Adam Blehm
The release of ChatGPT has stirred considerable concern and discussion in the field of education. Educators have expressed both frustration and optimism regarding the technology. In this article I argue that when educators consider potential uses of ChatGPT in the classroom, they should use ChatGPT in ways that do not undermine the formation of intellectual virtues. I begin by briefly reviewing a classical virtue theory, particularly as expressed by Aristotle and Aquinas. Then I define and discuss two intellectual virtues, open-mindedness and intellectual humility, explaining why these virtues are important for human flourishing. In short, these virtues contribute to the contemplation of God. Next, I explore the nature and purpose of ChatGPT. Once I have outlined what ChatGPT is, I consider potential uses of ChatGPT in light of the goals of developing open-mindedness and intellectual humility. In short, I defend the view that appropriate uses of ChatGPT must not replace students exercising the mental processes necessary for developing intellectual virtues. I conclude by noting how this discussion of ChatGPT implies that content mastery alone is not a sufficient condition for determining whether adequate education has taken place.
{"title":"The Importance of Developing Excellent Humans: Education, Virtue, and ChatGPT","authors":"Adam Blehm","doi":"10.1177/07398913241255382","DOIUrl":"https://doi.org/10.1177/07398913241255382","url":null,"abstract":"The release of ChatGPT has stirred considerable concern and discussion in the field of education. Educators have expressed both frustration and optimism regarding the technology. In this article I argue that when educators consider potential uses of ChatGPT in the classroom, they should use ChatGPT in ways that do not undermine the formation of intellectual virtues. I begin by briefly reviewing a classical virtue theory, particularly as expressed by Aristotle and Aquinas. Then I define and discuss two intellectual virtues, open-mindedness and intellectual humility, explaining why these virtues are important for human flourishing. In short, these virtues contribute to the contemplation of God. Next, I explore the nature and purpose of ChatGPT. Once I have outlined what ChatGPT is, I consider potential uses of ChatGPT in light of the goals of developing open-mindedness and intellectual humility. In short, I defend the view that appropriate uses of ChatGPT must not replace students exercising the mental processes necessary for developing intellectual virtues. I conclude by noting how this discussion of ChatGPT implies that content mastery alone is not a sufficient condition for determining whether adequate education has taken place.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.1177/07398913241231306
Ronnie Johnson
This article reports the findings and analysis of data collected in a 2010 research study by comparing them with data collected in a replicated study conducted in 2023. Both surveys produced descriptive data from a membership sampling of churches affiliated with the Baptist Missionary Association of America (BMAA) regarding members’ attitudes and practices of discipleship. Leadership of the BMAA responded to findings of the 2010 study by introducing a formal discipleship strategy (DiscipleWay) in hopes that it would increase members’ practice of discipleship. The replicated study in 2023 was conducted to determine if members’ attitudes and practices changed between 2010 and 2023. Analysis of the 2023 data revealed two negative conclusions of the 2010 survey was less true based on the 2023 responses. Two other conclusions of the 2010 survey were not challenged. Implications for practitioners and educators are discussed in the article.
{"title":"Comparison of Discipleship Attitudes and Practices among Members of the Baptist Missionary Association of America between 2010 and 2023","authors":"Ronnie Johnson","doi":"10.1177/07398913241231306","DOIUrl":"https://doi.org/10.1177/07398913241231306","url":null,"abstract":"This article reports the findings and analysis of data collected in a 2010 research study by comparing them with data collected in a replicated study conducted in 2023. Both surveys produced descriptive data from a membership sampling of churches affiliated with the Baptist Missionary Association of America (BMAA) regarding members’ attitudes and practices of discipleship. Leadership of the BMAA responded to findings of the 2010 study by introducing a formal discipleship strategy (DiscipleWay) in hopes that it would increase members’ practice of discipleship. The replicated study in 2023 was conducted to determine if members’ attitudes and practices changed between 2010 and 2023. Analysis of the 2023 data revealed two negative conclusions of the 2010 survey was less true based on the 2023 responses. Two other conclusions of the 2010 survey were not challenged. Implications for practitioners and educators are discussed in the article.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-12DOI: 10.1177/07398913241231306
Ronnie Johnson
This article reports the findings and analysis of data collected in a 2010 research study by comparing them with data collected in a replicated study conducted in 2023. Both surveys produced descriptive data from a membership sampling of churches affiliated with the Baptist Missionary Association of America (BMAA) regarding members’ attitudes and practices of discipleship. Leadership of the BMAA responded to findings of the 2010 study by introducing a formal discipleship strategy (DiscipleWay) in hopes that it would increase members’ practice of discipleship. The replicated study in 2023 was conducted to determine if members’ attitudes and practices changed between 2010 and 2023. Analysis of the 2023 data revealed two negative conclusions of the 2010 survey was less true based on the 2023 responses. Two other conclusions of the 2010 survey were not challenged. Implications for practitioners and educators are discussed in the article.
{"title":"Comparison of Discipleship Attitudes and Practices among Members of the Baptist Missionary Association of America between 2010 and 2023","authors":"Ronnie Johnson","doi":"10.1177/07398913241231306","DOIUrl":"https://doi.org/10.1177/07398913241231306","url":null,"abstract":"This article reports the findings and analysis of data collected in a 2010 research study by comparing them with data collected in a replicated study conducted in 2023. Both surveys produced descriptive data from a membership sampling of churches affiliated with the Baptist Missionary Association of America (BMAA) regarding members’ attitudes and practices of discipleship. Leadership of the BMAA responded to findings of the 2010 study by introducing a formal discipleship strategy (DiscipleWay) in hopes that it would increase members’ practice of discipleship. The replicated study in 2023 was conducted to determine if members’ attitudes and practices changed between 2010 and 2023. Analysis of the 2023 data revealed two negative conclusions of the 2010 survey was less true based on the 2023 responses. Two other conclusions of the 2010 survey were not challenged. Implications for practitioners and educators are discussed in the article.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-11DOI: 10.1177/07398913241231300
Robin Barfield
This article discusses the use of the imagination in contemporary children's ministry models, drawing out conflicting approaches. Theological explanations of the imagination are then considered before proposing that the imagination has an input–output function. The input of the imagination works as a form of worldview glue giving it an eschatological, epistemological, and teleological function. The output of the imagination is a response to the input and therefore must be carefully managed.
{"title":"The Child and the Imagination: Understanding and Responding to the World","authors":"Robin Barfield","doi":"10.1177/07398913241231300","DOIUrl":"https://doi.org/10.1177/07398913241231300","url":null,"abstract":"This article discusses the use of the imagination in contemporary children's ministry models, drawing out conflicting approaches. Theological explanations of the imagination are then considered before proposing that the imagination has an input–output function. The input of the imagination works as a form of worldview glue giving it an eschatological, epistemological, and teleological function. The output of the imagination is a response to the input and therefore must be carefully managed.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-11DOI: 10.1177/07398913241231300
Robin Barfield
This article discusses the use of the imagination in contemporary children's ministry models, drawing out conflicting approaches. Theological explanations of the imagination are then considered before proposing that the imagination has an input–output function. The input of the imagination works as a form of worldview glue giving it an eschatological, epistemological, and teleological function. The output of the imagination is a response to the input and therefore must be carefully managed.
{"title":"The Child and the Imagination: Understanding and Responding to the World","authors":"Robin Barfield","doi":"10.1177/07398913241231300","DOIUrl":"https://doi.org/10.1177/07398913241231300","url":null,"abstract":"This article discusses the use of the imagination in contemporary children's ministry models, drawing out conflicting approaches. Theological explanations of the imagination are then considered before proposing that the imagination has an input–output function. The input of the imagination works as a form of worldview glue giving it an eschatological, epistemological, and teleological function. The output of the imagination is a response to the input and therefore must be carefully managed.","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/07398913241228459
Alexander Sosler
{"title":"CEJ Winter Book Reviews","authors":"Alexander Sosler","doi":"10.1177/07398913241228459","DOIUrl":"https://doi.org/10.1177/07398913241228459","url":null,"abstract":"","PeriodicalId":135435,"journal":{"name":"Christian Education Journal: Research on Educational Ministry","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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