{"title":"Human Touch in the Primary School Setting","authors":"Andrea Thompson, P. Beamish","doi":"10.55254/1835-1492.1429","DOIUrl":"https://doi.org/10.55254/1835-1492.1429","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132326042","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}
{"title":"Imperfect Leadership: A Book for Leaders who know that they don’t know it all","authors":"P. Morey","doi":"10.55254/1835-1492.1432","DOIUrl":"https://doi.org/10.55254/1835-1492.1432","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129278272","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}
M. Davis, Hannah E Lechlitner, Tia M Standifer, S. Abraham, Deborah R. Gillum
Short-term international mission trips (STIMTs) are increasing in popularity. Likewise, educators and health care workers are increasingly concerned with obtaining an understanding that improves culturally competent care. The purpose of this study was to investigate the lived experiences of participants of a Christian college who travelled on a short-term international mission trip (STIMT). One openended inquiry guided the interviews: How would you describe your experience as a participant who travelled on a STIMT? An in-depth, oneon-one interview of participants occurred until data saturation was reached. Colaizzi’s strategy was used to analyze and organize the data. Leininger’s sunrise model was used to guide this study. Themes that emerged from this study included cultural adaptation, relationships, spiritual factors, and personal gain. Participants from Christian colleges who have returned from STIMTs often report their life was impacted by a broadening of their outlook on culture and diverse levels of poverty, while also having their own self-awareness increased (Swartzenruber, 2008-2009). Priest, Dischinger, Rasmussen, and Brown (2006) addressed mission trips as rituals of intensification, where goals are chased, physical and spiritual challenges are faced, and personal transformation can occur (p. 434). In a study of the faith-based short-term medical mission trip, Harner, Mann, Whitten, Abraham, and Gillum (2019) illuminated seven themes and pointed to the importance of pre-trip planning. In the current study, a personal transformation that may have occurred TEACHR
{"title":"The Lived Experiences of Students and Faculty of a Christian College who Participated in a Short-term International Mission Trip","authors":"M. Davis, Hannah E Lechlitner, Tia M Standifer, S. Abraham, Deborah R. Gillum","doi":"10.55254/1835-1492.1427","DOIUrl":"https://doi.org/10.55254/1835-1492.1427","url":null,"abstract":"Short-term international mission trips (STIMTs) are increasing in popularity. Likewise, educators and health care workers are increasingly concerned with obtaining an understanding that improves culturally competent care. The purpose of this study was to investigate the lived experiences of participants of a Christian college who travelled on a short-term international mission trip (STIMT). One openended inquiry guided the interviews: How would you describe your experience as a participant who travelled on a STIMT? An in-depth, oneon-one interview of participants occurred until data saturation was reached. Colaizzi’s strategy was used to analyze and organize the data. Leininger’s sunrise model was used to guide this study. Themes that emerged from this study included cultural adaptation, relationships, spiritual factors, and personal gain. Participants from Christian colleges who have returned from STIMTs often report their life was impacted by a broadening of their outlook on culture and diverse levels of poverty, while also having their own self-awareness increased (Swartzenruber, 2008-2009). Priest, Dischinger, Rasmussen, and Brown (2006) addressed mission trips as rituals of intensification, where goals are chased, physical and spiritual challenges are faced, and personal transformation can occur (p. 434). In a study of the faith-based short-term medical mission trip, Harner, Mann, Whitten, Abraham, and Gillum (2019) illuminated seven themes and pointed to the importance of pre-trip planning. In the current study, a personal transformation that may have occurred TEACHR","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125283443","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}
{"title":"Current and Ideal Performance Appraisal: Employee Perceptions in an Australian Faith-Based Education System","authors":"P. Williams","doi":"10.55254/1835-1492.1414","DOIUrl":"https://doi.org/10.55254/1835-1492.1414","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125855300","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}
{"title":"As Light Lingers: Basking in the Word of God","authors":"Beverly J. Christian","doi":"10.55254/1835-1492.1420","DOIUrl":"https://doi.org/10.55254/1835-1492.1420","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121367115","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}
{"title":"From a Dream to Reality","authors":"W. French","doi":"10.55254/1835-1492.1416","DOIUrl":"https://doi.org/10.55254/1835-1492.1416","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130687860","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}
Advanced education for Christians of antiquity was only available through schools which used classical Greek methodology. This included literature, poetry, and philosophy closely tied to polytheistic and pagan traditions. Christian families and leaders at that time had to consider the spiritual implications of participating in such a system. This article contrasts the opinion of Tatian with that of Basil of Caesarea regarding Christian participation in pagan education. Basil and Tatian had similar ascetic views, yet they differed on this issue. Tatian believed Christians should not take part in pagan education. Basil believed that Christians could benefit spiritually from this education if they experienced it selectively and wisely. It is concluded that Basil’s view is the wiser choice. Introduction Stories of Christian young people having their faith challenged at university (or before) abound in our day. For this reason, many parents and other spiritual leaders wrestle with how to counsel their children and other students in regard to higher education. This problem is not new, however. I will explore a similar conundrum that was faced by Christians in antiquity. The only opportunity for advanced education during the first few centuries of Christianity was schooling in the classical Greek tradition. This included quite a bit of pagan and polytheistic material. Not all Christians agreed on whether or not to partake in this form of education. Tatian of Assyria expressed his negative ideas about pagan education in Oratio Ad Graecos. On the other hand, Basil of Caesarea wrote one of the most important treatises on the positive aspects of pagan education for Christians, Ad Adulescentes. The purpose of this article is to compare Tatian’s view with that of Basil, simultaneously comparing the reasons behind each view as well as potential outcomes of each, to demonstrate that Basil’s generally represents the better course of action. This is accomplished by comparing relevant passages in Oratio Ad Graecos with Ad Adulescentes; while pointing out the importance of the positive arguments in the latter. Background of the problem For ancient Christians, advanced education could only be obtained by paying to attend pagan schools. This type of education was necessary for those seeking high-level careers in politics or advancement in the military (Schlager, 1991, p. 38). In addition, Christians needed this formal training to engage in apologetics and theology (Weltin, 1987, p. 13). Therefore, families with means who wanted their sons to be educated had to send them to schools that essentially espoused false gods. This was not a small problem for Christians in antiquity. Dimitris Alexandrakas describes it, “Christians were caught in a cultural dilemma. From one side, classical education, logic, human philosophy, and polytheism; from the other, Christian learning, faith, divine philosophy, and the true God” (Alexandrakas, 1994, p. 287). Furthermore, the problem pe
古代基督徒的高等教育只能通过使用古典希腊方法的学校获得。这包括与多神教和异教传统密切相关的文学、诗歌和哲学。当时的基督徒家庭和领袖必须考虑参加这样一个制度的属灵影响。这篇文章对比了塔提亚和凯撒利亚的巴西尔对基督教参与异教教育的看法。巴兹尔和塔提安有着相似的禁欲主义观点，但他们在这个问题上存在分歧。塔提亚认为基督徒不应该参加异教徒的教育。巴兹尔认为，如果基督徒有选择地、明智地经历这种教育，他们就能从这种教育中获得精神上的好处。结论是，巴兹尔的观点是更明智的选择。基督教青年在大学(或之前)信仰受到挑战的故事比比皆是。出于这个原因，许多父母和其他精神领袖都在为如何在高等教育方面为他们的孩子和其他学生提供咨询而苦苦挣扎。然而，这个问题并不新鲜。我将探讨古代基督徒面临的一个类似的难题。在基督教最初的几个世纪里，接受高等教育的唯一机会是古典希腊传统的学校教育。这包括相当多的异教徒和多神教的材料。并不是所有的基督徒都同意是否要参加这种形式的教育。亚述的塔提安在《希腊论》中表达了他对异教教育的负面看法。另一方面，凯撒利亚的巴兹尔(Basil of Caesarea)写了一篇最重要的论文，论述了异教徒教育对基督徒的积极影响，《成人》(Ad Adulescentes)。本文的目的是比较塔蒂安的观点和罗勒的观点，同时比较每种观点背后的原因以及每种观点的潜在结果，以证明罗勒的观点通常代表着更好的行动方针。这是通过比较《古希腊颂》和《成年颂》的相关段落来实现的;同时指出了实证论证在后者中的重要性。问题的背景对于古代基督徒来说，高等教育只能通过付费进入异教学校获得。这种类型的教育对于那些在政治或军事领域寻求高级职业发展的人来说是必要的(Schlager, 1991, p. 38)。此外，基督徒需要这种正式的训练来从事护教学和神学(Weltin, 1987，第13页)。因此，有钱的家庭想让他们的儿子接受教育，就不得不把他们送到本质上信奉伪神的学校。这对古代的基督徒来说是个不小的问题。Dimitris Alexandrakas这样描述:“基督徒陷入了文化困境。一方面，古典教育、逻辑学、人类哲学、多神教;从其他，基督教的学习，信仰，神圣的哲学，和真正的上帝”(Alexandrakas, 1994, p. 287)。此外，这个问题一直持续到七世纪，当时以圣经为基础的基督教文化占主导地位(Liebeschuetz, 1995, p. 193)。Roy J. Deferrari和M. R. P. McGuire在翻译巴兹尔(1934)时宣称“……没有一个教父表示自己反对不妥协的异教徒文学的整体”(第368页)。Bakke(2005)断言，除了两个例外，所有从二世纪到五世纪讨论这个问题的主要神学家都认为希腊古典文学(以及古典教育的延伸)对基督徒是有价值的(第212页)。当然，这只代表了塔蒂安和巴兹尔的观点:关于古代异教教育系统的不同观点斯科特·a·罗德美国肯塔基州路易斯维尔南浸信会神学院scott@brazosmeadows.org teacher TEACH Journal 13-1。研究与奖学金" "塔提安表明他接受了古典希腊教育……这使得他对他所批判的希腊思想的看法更加可信。我们有记录。因此，在这个问题上向教会领袖寻求意见的家庭可能会听到一些不同的意见。根据Bakke(2005)的观点，早期教父对古典教育体系的看法可以分为三种基本立场。首先，基督徒应该彻底退出古典教育。第二，虽然这种教育可能存在内在的精神危险，但它是必要的，基督徒应该谨慎地参与。第三，这种教育是一种积极的体验(第203页)。首先，塔提安是反对古典教育体系的代表人物，然后巴兹尔是支持古典教育体系的代表人物。
{"title":"Tatian and Basil: Differing Views Regarding the Pagan Educational System of Antiquity","authors":"S. Rhodes","doi":"10.55254/1835-1492.1385","DOIUrl":"https://doi.org/10.55254/1835-1492.1385","url":null,"abstract":"Advanced education for Christians of antiquity was only available through schools which used classical Greek methodology. This included literature, poetry, and philosophy closely tied to polytheistic and pagan traditions. Christian families and leaders at that time had to consider the spiritual implications of participating in such a system. This article contrasts the opinion of Tatian with that of Basil of Caesarea regarding Christian participation in pagan education. Basil and Tatian had similar ascetic views, yet they differed on this issue. Tatian believed Christians should not take part in pagan education. Basil believed that Christians could benefit spiritually from this education if they experienced it selectively and wisely. It is concluded that Basil’s view is the wiser choice. Introduction Stories of Christian young people having their faith challenged at university (or before) abound in our day. For this reason, many parents and other spiritual leaders wrestle with how to counsel their children and other students in regard to higher education. This problem is not new, however. I will explore a similar conundrum that was faced by Christians in antiquity. The only opportunity for advanced education during the first few centuries of Christianity was schooling in the classical Greek tradition. This included quite a bit of pagan and polytheistic material. Not all Christians agreed on whether or not to partake in this form of education. Tatian of Assyria expressed his negative ideas about pagan education in Oratio Ad Graecos. On the other hand, Basil of Caesarea wrote one of the most important treatises on the positive aspects of pagan education for Christians, Ad Adulescentes. The purpose of this article is to compare Tatian’s view with that of Basil, simultaneously comparing the reasons behind each view as well as potential outcomes of each, to demonstrate that Basil’s generally represents the better course of action. This is accomplished by comparing relevant passages in Oratio Ad Graecos with Ad Adulescentes; while pointing out the importance of the positive arguments in the latter. Background of the problem For ancient Christians, advanced education could only be obtained by paying to attend pagan schools. This type of education was necessary for those seeking high-level careers in politics or advancement in the military (Schlager, 1991, p. 38). In addition, Christians needed this formal training to engage in apologetics and theology (Weltin, 1987, p. 13). Therefore, families with means who wanted their sons to be educated had to send them to schools that essentially espoused false gods. This was not a small problem for Christians in antiquity. Dimitris Alexandrakas describes it, “Christians were caught in a cultural dilemma. From one side, classical education, logic, human philosophy, and polytheism; from the other, Christian learning, faith, divine philosophy, and the true God” (Alexandrakas, 1994, p. 287). Furthermore, the problem pe","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132787543","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}
{"title":"Lingering in the Word: Author's take on How Daily Bible Reading can Change Lives","authors":"N. Brown","doi":"10.55254/1835-1492.1417","DOIUrl":"https://doi.org/10.55254/1835-1492.1417","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134429247","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}
{"title":"A Triumphant Trilogy: Launch of Final Story in David Series Reveals Young Adult's Biggest Decisions","authors":"Brenton Stacey","doi":"10.55254/1835-1492.1418","DOIUrl":"https://doi.org/10.55254/1835-1492.1418","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128003815","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}
{"title":"On Teaching the History of the Holocaust: A View from the United States","authors":"Matthew H. Brittingham","doi":"10.55254/1835-1492.1387","DOIUrl":"https://doi.org/10.55254/1835-1492.1387","url":null,"abstract":"","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122638418","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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