Pub Date : 2023-04-09DOI: 10.1177/20569971231154180
Trevor Cooling
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Pub Date : 2023-04-09DOI: 10.1177/20569971231153794
G. Sanders
The assumptions and ideas behind Kyle Hughes ’ s Teaching for Spiritual Formation are bold, at least in today ’ s educational contexts: that catechesis can and should occur in schools, especially Christian schools; that the primary goal of education is formation of virtue and “ Christian imagination ” ; that the “ ascetical theology ” of the classic Christian Fathers is an important guide to such formation; and that it is both possible and imperative to pursue such formation within contemporary Christian institutions and the world they serve. Hughes draws on several contemporary conversations about spiritual formation in children and teenagers: Christian Smith ’ s and Melinda Lundquist Denton ’ s analysis of “ moralistic therapeutic deism, ” Charles Taylor ’ s description of post-Christian social contexts, James K.A. Smith ’ s ideas on formative social liturgies and embodied learning, David I. Smith ’ s insights on patently Christian pedagogies
凯尔·休斯（Kyle Hughes）的《精神形成的教学》（Teaching for Spiritual Formation）背后的假设和思想是大胆的，至少在今天的教育背景下是这样的：在学校，尤其是基督教学校，可以也应该发生这种情况；教育的首要目标是形成美德和“基督徒的想象”；经典基督教父亲的“禁欲主义神学”是这种形成的重要指南；在当代基督教机构及其所服务的世界中进行这种形成是可能的，也是必要的。休斯借鉴了当代关于儿童和青少年精神形成的几次对话：克里斯蒂安·史密斯和梅琳达·伦德奎斯特·丹顿对“道德治疗性自然神论”的分析，查尔斯·泰勒对后基督教社会背景的描述，詹姆斯·K·A·史密斯关于形成性社会礼仪和具体学习的思想，大卫·I。史密斯对明显的基督教教育学的见解
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Pub Date : 2023-03-16DOI: 10.1177/20569971231161032
David Smith
In the preface to his recent book Transforming Fire: Imagining Christian Teaching, Mark Jordan recalls his experiences as a young teacher who “found many books about teaching beside the point” and asserts that “we don’t need books about teaching so much as books that teach” (vii). Stated in such bald terms, I am not sure the distinction quite works. There are books that teach but teach the wrong thing, or have no bearing on teaching at all, and presumably these are not the items desired. It seems that the desire might be for books that teach that also teach us something about teaching. While Jordan’s book clearly aims to teach through a particular rhetorical mode and the inclusion of imaginative exercises and invitations to reflection, it still seems appropriate to call it a book about teaching. Yet I am not sure that the intention was a clean philosophical distinction so much as a provocation to consider whether the ways in which we write and read about teaching actually help us to teach, let alone to teach in a manner wisely informed by theological reflection. Read in that way, the comment resonated with some of my own longstanding dissatisfactions. It names a problem that seems worth probing further. Jordan explains his own antipathy toward many of the books he encountered early in his career as being rooted in the sense that “either they offered small, tidy solutions to incidental problems or they deduced a satisfied system from assumptions about what ideal Christian teaching should be.” Again, this rings true to my experience. There have been plenty of books offering collections of tips and tricks for the classroom. A current wave of books offering guides to applying the minutiae of current cognitive science may be added to the list. They can be a helpful source of small fixes, some of which are a significant help, yet many of them offer little reflection on what, why, whom, or even exactly how we are teaching. Many model an atomized way of thinking about what teaching is, accumulating the fixes one by one and presenting them in lists of increasing size. The apparently unlikely search combination of “hundred” and “teaching” yields plenty of hits in major online bookstores, reflecting the same preoccupation with numerical accumulation of quick solutions to life problems accompanied by minimal demand for commitment or joined up reflection that adorns the front covers of lifestyle magazines at the supermarket checkout. Neither a rich sense of context (social, ethical, economic, cultural, spiritual, interpersonal, etc.) nor a strong investment in cohesion of underlying educational vision are typically strong points in such texts. At the other end of the scale are books that are big
{"title":"Writing about teaching","authors":"David Smith","doi":"10.1177/20569971231161032","DOIUrl":"https://doi.org/10.1177/20569971231161032","url":null,"abstract":"In the preface to his recent book Transforming Fire: Imagining Christian Teaching, Mark Jordan recalls his experiences as a young teacher who “found many books about teaching beside the point” and asserts that “we don’t need books about teaching so much as books that teach” (vii). Stated in such bald terms, I am not sure the distinction quite works. There are books that teach but teach the wrong thing, or have no bearing on teaching at all, and presumably these are not the items desired. It seems that the desire might be for books that teach that also teach us something about teaching. While Jordan’s book clearly aims to teach through a particular rhetorical mode and the inclusion of imaginative exercises and invitations to reflection, it still seems appropriate to call it a book about teaching. Yet I am not sure that the intention was a clean philosophical distinction so much as a provocation to consider whether the ways in which we write and read about teaching actually help us to teach, let alone to teach in a manner wisely informed by theological reflection. Read in that way, the comment resonated with some of my own longstanding dissatisfactions. It names a problem that seems worth probing further. Jordan explains his own antipathy toward many of the books he encountered early in his career as being rooted in the sense that “either they offered small, tidy solutions to incidental problems or they deduced a satisfied system from assumptions about what ideal Christian teaching should be.” Again, this rings true to my experience. There have been plenty of books offering collections of tips and tricks for the classroom. A current wave of books offering guides to applying the minutiae of current cognitive science may be added to the list. They can be a helpful source of small fixes, some of which are a significant help, yet many of them offer little reflection on what, why, whom, or even exactly how we are teaching. Many model an atomized way of thinking about what teaching is, accumulating the fixes one by one and presenting them in lists of increasing size. The apparently unlikely search combination of “hundred” and “teaching” yields plenty of hits in major online bookstores, reflecting the same preoccupation with numerical accumulation of quick solutions to life problems accompanied by minimal demand for commitment or joined up reflection that adorns the front covers of lifestyle magazines at the supermarket checkout. Neither a rich sense of context (social, ethical, economic, cultural, spiritual, interpersonal, etc.) nor a strong investment in cohesion of underlying educational vision are typically strong points in such texts. At the other end of the scale are books that are big","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"117 - 120"},"PeriodicalIF":0.5,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373516","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 : 2023-03-01DOI: 10.1177/20569971221098424
Carmelo Galioto
This article proposes the Incarnation as a theological principle that illuminates the educational task, especially for Christian-oriented schools. Initially, I develop keys to understanding the Incarnation as an integrating event that can help us understand education as a comprehensive phenomenon. Then, I explore implications: First, based on the symbolism of the Incarnation as act of weaving, I consider education as a set of processes that allows the emergence of the divine-human vocation; second, studying can be conceived as a tool for a comprehensive weaving of a person’s true self. I discuss the validity of the implications of this perspective.
{"title":"The incarnation and education as acts of weaving: Towards a comprehensive approach to schooling from a Christian perspective","authors":"Carmelo Galioto","doi":"10.1177/20569971221098424","DOIUrl":"https://doi.org/10.1177/20569971221098424","url":null,"abstract":"This article proposes the Incarnation as a theological principle that illuminates the educational task, especially for Christian-oriented schools. Initially, I develop keys to understanding the Incarnation as an integrating event that can help us understand education as a comprehensive phenomenon. Then, I explore implications: First, based on the symbolism of the Incarnation as act of weaving, I consider education as a set of processes that allows the emergence of the divine-human vocation; second, studying can be conceived as a tool for a comprehensive weaving of a person’s true self. I discuss the validity of the implications of this perspective.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"50 - 64"},"PeriodicalIF":0.5,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47480808","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 : 2023-02-01DOI: 10.1177/20569971221135756
Boris Paschke
{"title":"Book Review: Martin Luther: Father of the Reformation and Educational Reformer","authors":"Boris Paschke","doi":"10.1177/20569971221135756","DOIUrl":"https://doi.org/10.1177/20569971221135756","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"88 - 89"},"PeriodicalIF":0.5,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48415508","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 : 2023-01-31DOI: 10.1177/20569971231151229
Rachel B. Griffis
In the March 2020 issue of International Journal of Christianity and Education, Ken Badley wrote a prescient editorial titled “Green Spaces and Sabbath,” which argues “both we and our students need to breathe” and calls for “robust warrants” that encourage teachers to incorporate the biblical practices of Sabbath into educational spaces (2020: 3, 5). In his reflection on the concept of the Jubilee, Badley draws attention to the implication that “we should even let the economy rest from time to time,” and in what is now an ironic statement, he adds that economic rest is “unthinkable in our own day” (2020: 2). Although not articulated in terms of “rest,” the ensuing stay-at-home orders and economic shutdowns that were implemented around the time Badley’s editorial was published effectively provided opportunity for teachers and students (and others) to get a taste of a world not driven by economic interest and instead the health and safety of people living under the threat of a new virus. Regardless as to whether the economic shutdowns were the best response to COVID19, the very concept introduced to our world the possibility that life need not be ordered by money and production. As a Christian teacher who has long incorporated the principles of Sabbath both into my life and my teaching, I hoped amid the quarantines in 2020 that my students would experientially discover that something other than money might drive their choices, priorities, and daily rhythms. In effect, I hoped that peoples’ widespread choice to prioritize physical health over the production of commodities would attune students to the biblical practice of Sabbath, a practice I believe will equip them to resist the vices of our time and to develop Christian virtues. As Walter Brueggemann asserts, Sabbath-keeping “is an act of both resistance and alternative ... because it is a visible insistence that our lives are not defined by the production and consumption of commodity goods” (2014: xiii-xiv). Or, as Abraham Joshua Heschel states, Sabbath is “a day on which we stop worshipping the idols of technical civilization” (1951: 28). Given the extent to which greed and consumerism are normalized in academic ritual and rhetoric— specifically to motivate students both to enroll and take their studies seriously—the practice and concept of the Sabbath is a powerful alternative to the status quo that Christian teachers should share with their students. “Those who remember and keep
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Pub Date : 2023-01-31DOI: 10.1177/20569971231151582
R. Fox
{"title":"Book Review: The Myth of the Saving Power of Education","authors":"R. Fox","doi":"10.1177/20569971231151582","DOIUrl":"https://doi.org/10.1177/20569971231151582","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"98 - 99"},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43217647","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 : 2023-01-31DOI: 10.1177/20569971221149355
Karen A. Wrobbel
{"title":"Book Review: The Flourishing Teacher: Vocational Renewal for a Sacred Profession","authors":"Karen A. Wrobbel","doi":"10.1177/20569971221149355","DOIUrl":"https://doi.org/10.1177/20569971221149355","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"96 - 97"},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43212363","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 : 2023-01-30DOI: 10.1177/20569971221139131
Rachel B. Griffis
Richard Hughes Gibson and James Edward Beitler III ’ s Charitable Writing: Cultivating Virtue Through Our Words mines the Christian tradition for philosophical and practical insights regarding both the habit and teaching of writing. The authors explore “ how we conceive of, and, in turn, practice writing, ” arguing that “ our spiritual commitments can and should provide bearings for our academic and professional work ” (p. 1). In addition to building their argument upon scripture and foundational texts of the Christian tradition, the authors include visual art as a springboard for re fl ection, such as Andrea Mantegna ’ s San Luca Altarpiece , David Holgate ’ s Julian of Norwich , and Albrecht Dürer ’ s St Jerome in His Study .
{"title":"Book Review: Charitable Writing: Cultivating Virtue Through Our Words","authors":"Rachel B. Griffis","doi":"10.1177/20569971221139131","DOIUrl":"https://doi.org/10.1177/20569971221139131","url":null,"abstract":"Richard Hughes Gibson and James Edward Beitler III ’ s Charitable Writing: Cultivating Virtue Through Our Words mines the Christian tradition for philosophical and practical insights regarding both the habit and teaching of writing. The authors explore “ how we conceive of, and, in turn, practice writing, ” arguing that “ our spiritual commitments can and should provide bearings for our academic and professional work ” (p. 1). In addition to building their argument upon scripture and foundational texts of the Christian tradition, the authors include visual art as a springboard for re fl ection, such as Andrea Mantegna ’ s San Luca Altarpiece , David Holgate ’ s Julian of Norwich , and Albrecht Dürer ’ s St Jerome in His Study .","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"90 - 91"},"PeriodicalIF":0.5,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45438191","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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