Pub Date : 2022-02-27DOI: 10.1177/20569971221074596
T. A. Gabrielson
{"title":"Transforming Fire: Imagining Christian Teaching","authors":"T. A. Gabrielson","doi":"10.1177/20569971221074596","DOIUrl":"https://doi.org/10.1177/20569971221074596","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46873665","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 : 2022-02-22DOI: 10.1177/20569971221079519
C. Iluzada
{"title":"Book Review: Anchored in the Current: Discovering Howard Thurman as Educator, Activist, Guide, and Prophet","authors":"C. Iluzada","doi":"10.1177/20569971221079519","DOIUrl":"https://doi.org/10.1177/20569971221079519","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42343805","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 : 2022-02-10DOI: 10.1177/20569971221080050
D. Stinton
{"title":"Notes of a Native Daughter: Testifying in Theological Education","authors":"D. Stinton","doi":"10.1177/20569971221080050","DOIUrl":"https://doi.org/10.1177/20569971221080050","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44411870","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 : 2022-02-10DOI: 10.1177/20569971221075218
Brian S Mills
{"title":"Navigating the Future: Traditioned Innovation for Wilder Seas","authors":"Brian S Mills","doi":"10.1177/20569971221075218","DOIUrl":"https://doi.org/10.1177/20569971221075218","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65503522","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 : 2022-01-27DOI: 10.1177/20569971211069295
Bram de Muynck
One of the remarkable issues on which the COVID-19 pandemic has shed new light is the relationship between school and family. For countries that have not had wars on their own soil for a long time that would prevent children from going to school, the pandemic has turned the firmly established relationship upside down. What kind of relationship are we talking about? To say the least, the relationship seemed untouchable. Ever since schools became institutionally embedded in society and ordered according to the standards of modernity (in most Western countries since the 19th century), the dominant partner in that relationship was the school. Parents had a duty to send their children to school, and the school then asked parents to support the learning process as best they could. The pedagogical context of the parents complemented the pedagogical context of the school (DeMuynck, 2021). However, this relationship is exactly the opposite of the ideal usually promoted in the Christian tradition, which views schools as providing a service to the primary educators—the parents. The inverted relationship—the dominance of the school in which parents serve the school—has proven effective. Indeed, many projects on parent involvement have found that positive messages parents give to their children about schools enhance school success. And support by parents given at home for the learning at school is one of the most effective aspects of parental involvement (Van Voorhis, 2011). The pandemic brought attention back to the original teaching role of parents. Children’s learning often became entirely dependent on their parents’ efforts to teach their children. Even where homeschooling was illegal (e.g. in Germany), teaching at home suddenly became normal. Many parents turned out to be capable of much more than they thought possible. Schools suddenly played a subservient role to that of parents again. However, parents were only able to help their children properly if the school communicated adequately. Thus, the circumstances of the times directed attention away from what was most effective to what was most fundamental. Parents are not an extension of
{"title":"The impact of the pandemic on the school-family relationship","authors":"Bram de Muynck","doi":"10.1177/20569971211069295","DOIUrl":"https://doi.org/10.1177/20569971211069295","url":null,"abstract":"One of the remarkable issues on which the COVID-19 pandemic has shed new light is the relationship between school and family. For countries that have not had wars on their own soil for a long time that would prevent children from going to school, the pandemic has turned the firmly established relationship upside down. What kind of relationship are we talking about? To say the least, the relationship seemed untouchable. Ever since schools became institutionally embedded in society and ordered according to the standards of modernity (in most Western countries since the 19th century), the dominant partner in that relationship was the school. Parents had a duty to send their children to school, and the school then asked parents to support the learning process as best they could. The pedagogical context of the parents complemented the pedagogical context of the school (DeMuynck, 2021). However, this relationship is exactly the opposite of the ideal usually promoted in the Christian tradition, which views schools as providing a service to the primary educators—the parents. The inverted relationship—the dominance of the school in which parents serve the school—has proven effective. Indeed, many projects on parent involvement have found that positive messages parents give to their children about schools enhance school success. And support by parents given at home for the learning at school is one of the most effective aspects of parental involvement (Van Voorhis, 2011). The pandemic brought attention back to the original teaching role of parents. Children’s learning often became entirely dependent on their parents’ efforts to teach their children. Even where homeschooling was illegal (e.g. in Germany), teaching at home suddenly became normal. Many parents turned out to be capable of much more than they thought possible. Schools suddenly played a subservient role to that of parents again. However, parents were only able to help their children properly if the school communicated adequately. Thus, the circumstances of the times directed attention away from what was most effective to what was most fundamental. Parents are not an extension of","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46703372","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 : 2022-01-26DOI: 10.1177/20569971211064258
Emma M. Austin
This paper examines the pedagogical framework of Jerusalem University College (JUC) for biblical field studies in the Holy Land. JUC’s program revolves around three pedagogical pillars, “Read the Land. See the Text. Live the Book,” centered on geographical comprehension, biblical texts, and practiced Christianity. This mixed methods analysis concludes that experiential learning in the Holy Land through field studies is an effective and transformative tool of biblical education. Further, the necessary move to online education during the COVID-19 global pandemic has demonstrated that the JUC model can be effectively adapted by utilizing visual and technological resources.
{"title":"Biblical field study as experiential pedagogy: Jerusalem University College as a case study","authors":"Emma M. Austin","doi":"10.1177/20569971211064258","DOIUrl":"https://doi.org/10.1177/20569971211064258","url":null,"abstract":"This paper examines the pedagogical framework of Jerusalem University College (JUC) for biblical field studies in the Holy Land. JUC’s program revolves around three pedagogical pillars, “Read the Land. See the Text. Live the Book,” centered on geographical comprehension, biblical texts, and practiced Christianity. This mixed methods analysis concludes that experiential learning in the Holy Land through field studies is an effective and transformative tool of biblical education. Further, the necessary move to online education during the COVID-19 global pandemic has demonstrated that the JUC model can be effectively adapted by utilizing visual and technological resources.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558366","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 : 2022-01-24DOI: 10.1177/20569971211064993
Sarinah Lo
Ethnic and religious violence in Indonesia has been rampant, especially during the last three decades. In addition, many educational institutions have become hotbeds for radicalizing young minds. Amid these conditions, what role can Christian schools play to mitigate ethno-religious violence? I argue that Christian schools will have a significant place in and make an important contribution to the nation if they are willing to broaden their purpose from merely focusing on evangelism to educating for shalom, renewing their identity by adopting dual citizenship in Christ, and changing their pedagogical approaches from a banking model to hospitable teaching and learning practices.
{"title":"The roles of Christian schools in mitigating ethno-religious violence in Indonesia","authors":"Sarinah Lo","doi":"10.1177/20569971211064993","DOIUrl":"https://doi.org/10.1177/20569971211064993","url":null,"abstract":"Ethnic and religious violence in Indonesia has been rampant, especially during the last three decades. In addition, many educational institutions have become hotbeds for radicalizing young minds. Amid these conditions, what role can Christian schools play to mitigate ethno-religious violence? I argue that Christian schools will have a significant place in and make an important contribution to the nation if they are willing to broaden their purpose from merely focusing on evangelism to educating for shalom, renewing their identity by adopting dual citizenship in Christ, and changing their pedagogical approaches from a banking model to hospitable teaching and learning practices.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41496356","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 : 2022-01-20DOI: 10.1177/20569971211065435
Mark T Witwer
Relationships between faith and learning are central to Christian education. However, few large studies have examined grade-school teachers’ faith-learning perspectives, especially the influence of academic discipline and theological tradition. I investigated these among 1,059 teachers certified by the Association of Christian Schools International (ACSI). Academic discipline showed a relationship to the responses of secondary (7–12) teachers but not to those of elementary (K-6) teachers. Theological tradition showed no significant relationship to either group’s perspectives. Both groups reported a stronger influence of faith on course content than on instructional strategies. These results have implications for teacher training and evaluation.
{"title":"K-12 Christian school teachers’ perspectives on faith and learning","authors":"Mark T Witwer","doi":"10.1177/20569971211065435","DOIUrl":"https://doi.org/10.1177/20569971211065435","url":null,"abstract":"Relationships between faith and learning are central to Christian education. However, few large studies have examined grade-school teachers’ faith-learning perspectives, especially the influence of academic discipline and theological tradition. I investigated these among 1,059 teachers certified by the Association of Christian Schools International (ACSI). Academic discipline showed a relationship to the responses of secondary (7–12) teachers but not to those of elementary (K-6) teachers. Theological tradition showed no significant relationship to either group’s perspectives. Both groups reported a stronger influence of faith on course content than on instructional strategies. These results have implications for teacher training and evaluation.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48186789","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 : 2022-01-11DOI: 10.1177/20569971211068751
D. Hutchings
{"title":"Creationism USA: Bridging the Impasse on Teaching Evolution","authors":"D. Hutchings","doi":"10.1177/20569971211068751","DOIUrl":"https://doi.org/10.1177/20569971211068751","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49229861","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：