Pub Date : 2022-05-04DOI: 10.1080/10656219.2022.2075571
Nathan Stevens
Abstract The impact of western philosophy, with a particular focus on the Enlightenment, formed an epistemic default that elevated the intellectual ways of knowing at the expense of any other forms of knowing. This paper used John David Trentham’s hermeneutical approach, the Inverse Consistency Protocol, as the framework for exploring the what and the why of this epistemic default. Trentham’s first step, “envision redemptive maturity,” was used to frame the doctrinal presuppositions that undergird a call for combating the limits of the isolating and dichotomous nature of the epistemic default. The second and third steps, “read for receptivity” and “employ reflective discernment,” revealed the need for an integrated knowing that recognizes the holistic nature of the imago Dei and the impact of Jesus Christ as the truth. The work in the first three steps of Trentham’s protocol set the stage for Christian schools to make application to their particular context as they engage in Trentham’s fourth interpretive step, “identify appropriate outlets.” By using Trentham’s four steps, Christian schools may reflect on their practices and move toward an epistemology of integrated knowing that serves as the foundation for developing a culture focused on learning as formation.
{"title":"Reflecting on Practice in Christian Schools: Challenging the Epistemic Default toward Integrated Knowing","authors":"Nathan Stevens","doi":"10.1080/10656219.2022.2075571","DOIUrl":"https://doi.org/10.1080/10656219.2022.2075571","url":null,"abstract":"Abstract The impact of western philosophy, with a particular focus on the Enlightenment, formed an epistemic default that elevated the intellectual ways of knowing at the expense of any other forms of knowing. This paper used John David Trentham’s hermeneutical approach, the Inverse Consistency Protocol, as the framework for exploring the what and the why of this epistemic default. Trentham’s first step, “envision redemptive maturity,” was used to frame the doctrinal presuppositions that undergird a call for combating the limits of the isolating and dichotomous nature of the epistemic default. The second and third steps, “read for receptivity” and “employ reflective discernment,” revealed the need for an integrated knowing that recognizes the holistic nature of the imago Dei and the impact of Jesus Christ as the truth. The work in the first three steps of Trentham’s protocol set the stage for Christian schools to make application to their particular context as they engage in Trentham’s fourth interpretive step, “identify appropriate outlets.” By using Trentham’s four steps, Christian schools may reflect on their practices and move toward an epistemology of integrated knowing that serves as the foundation for developing a culture focused on learning as formation.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48277997","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 : 2022-04-10DOI: 10.1080/10656219.2022.2059126
Kevin D. Dougherty, Daniel M. Allen, Ryan J Dougherty
Abstract Competitive pressures can dilute the denominational identity of religiously affiliated colleges as colleges shed denominational bonds in pursuit of academic prestige. We ask: What is the relationship between denominational identity and athletic success at contemporary Christian colleges? To answer, we combine data from the Council for Christian Colleges and Universities (CCCU) Denominational Study, Learfield Directors’ Cup, and U.S. Department of Education. Controlling for school size and athletic division, denominational identity was not significantly related to athletic success. Rather, larger CCCU schools have stronger sports, regardless of athletic division. We discuss implications and suggestions for further research.
{"title":"Denominational Identity and Athletic Success at Christian Colleges","authors":"Kevin D. Dougherty, Daniel M. Allen, Ryan J Dougherty","doi":"10.1080/10656219.2022.2059126","DOIUrl":"https://doi.org/10.1080/10656219.2022.2059126","url":null,"abstract":"Abstract Competitive pressures can dilute the denominational identity of religiously affiliated colleges as colleges shed denominational bonds in pursuit of academic prestige. We ask: What is the relationship between denominational identity and athletic success at contemporary Christian colleges? To answer, we combine data from the Council for Christian Colleges and Universities (CCCU) Denominational Study, Learfield Directors’ Cup, and U.S. Department of Education. Controlling for school size and athletic division, denominational identity was not significantly related to athletic success. Rather, larger CCCU schools have stronger sports, regardless of athletic division. We discuss implications and suggestions for further research.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49617933","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 : 2022-04-09DOI: 10.1080/10656219.2022.2059125
Sandra Soler Campo, Elia Saneleuterio Temporal
Abstract This paper provides an analysis of the exit profile of a student who completes their studies at the Claret School of Barcelona, a primary and secondary educational institution belonging to the Claretian Community in Spain. The Claret School of Barcelona is a center that is partially funded by the government, however, all students must pay tuition. The final two grades at the school, that is the baccalaureate years, are private and receive no public funding. During a five-year period (2014–2019), a group of teachers from both the primary and secondary schools, along with the management team and external psycho-pedagogical advisors with expertise in educational innovation, undertook a project to identify the values that are taught and developed during the course of a student’s compulsory educational career at the Claret School of Barcelona. To verify that the values identified by the faculty complied with the students’ reality, a questionnaire to survey students’ perceptions regarding the 14 ideal characteristics of a Claret student upon the completion of their studies was designed and validated, obtaining a CVI (content validity index) of 0.77. Completed by a total of 312 students, the results confirmed the importance of 12 of these characteristics, while two received rather low results when compared to the average score (66.04%). The characteristic which scored the lowest score was the question regarding the religious dimension of the student (question 10).
{"title":"The Claretian Community: The Exit Profile of Students at the Claret School of Barcelona","authors":"Sandra Soler Campo, Elia Saneleuterio Temporal","doi":"10.1080/10656219.2022.2059125","DOIUrl":"https://doi.org/10.1080/10656219.2022.2059125","url":null,"abstract":"Abstract This paper provides an analysis of the exit profile of a student who completes their studies at the Claret School of Barcelona, a primary and secondary educational institution belonging to the Claretian Community in Spain. The Claret School of Barcelona is a center that is partially funded by the government, however, all students must pay tuition. The final two grades at the school, that is the baccalaureate years, are private and receive no public funding. During a five-year period (2014–2019), a group of teachers from both the primary and secondary schools, along with the management team and external psycho-pedagogical advisors with expertise in educational innovation, undertook a project to identify the values that are taught and developed during the course of a student’s compulsory educational career at the Claret School of Barcelona. To verify that the values identified by the faculty complied with the students’ reality, a questionnaire to survey students’ perceptions regarding the 14 ideal characteristics of a Claret student upon the completion of their studies was designed and validated, obtaining a CVI (content validity index) of 0.77. Completed by a total of 312 students, the results confirmed the importance of 12 of these characteristics, while two received rather low results when compared to the average score (66.04%). The characteristic which scored the lowest score was the question regarding the religious dimension of the student (question 10).","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49481876","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 : 2022-01-02DOI: 10.1080/10656219.2022.2035866
Rachel Williams-Smith, Sally J. McMillan
Abstract This study uses systems theory to explore relationships between individual, micro, meso, and macro factors and expected future religious practices of students studying at a Seventh-day Adventist university. The study operationalizes system theory in context of both public relations and spirituality. The primary purpose is to understand relationship between each level of systems theory and students’ expectations about future religious practices. Key recommendations include the need to increase use of digital communication tools, the value of distinguishing between understanding and belief/action at the micro level, and the importance of supporting spiritual development outside the context of organized religion.
{"title":"A Systems-Theory Analysis of the Relationship between Communication, Beliefs/Practices, Religiosity, Spirituality and Expected Future Religious Practices of College Students","authors":"Rachel Williams-Smith, Sally J. McMillan","doi":"10.1080/10656219.2022.2035866","DOIUrl":"https://doi.org/10.1080/10656219.2022.2035866","url":null,"abstract":"Abstract This study uses systems theory to explore relationships between individual, micro, meso, and macro factors and expected future religious practices of students studying at a Seventh-day Adventist university. The study operationalizes system theory in context of both public relations and spirituality. The primary purpose is to understand relationship between each level of systems theory and students’ expectations about future religious practices. Key recommendations include the need to increase use of digital communication tools, the value of distinguishing between understanding and belief/action at the micro level, and the importance of supporting spiritual development outside the context of organized religion.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48916170","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 : 2022-01-02DOI: 10.1080/10656219.2022.2041137
J. Shekitka
Abstract This article is drawn from a set of qualitative interviews and observations with practicing social studies teachers at three school sites, one public, one Catholic, and one Islamic, in a major metropolitan area of the United States of America, as they grapple with what it means to teach about religion in their social studies classrooms given the larger superstructures of American culture. This article analyzes two themes: (1) what it means to teach about religion, and particularly Islam, in the post-9/11 era and (2) what it meant to talk about religion in the post-truth age of the presidency of Donald Trump. Though the two events are unconnected at least at the surface level, they give us an understanding of how world-historical events enter into social studies classrooms in obvious ways, but also and in addition, more subtle and pervasive ones.
{"title":"Teaching about Religions in the Social Studies Classroom: The Post-9/11 World and the Post-Truth Age as Superstructures","authors":"J. Shekitka","doi":"10.1080/10656219.2022.2041137","DOIUrl":"https://doi.org/10.1080/10656219.2022.2041137","url":null,"abstract":"Abstract This article is drawn from a set of qualitative interviews and observations with practicing social studies teachers at three school sites, one public, one Catholic, and one Islamic, in a major metropolitan area of the United States of America, as they grapple with what it means to teach about religion in their social studies classrooms given the larger superstructures of American culture. This article analyzes two themes: (1) what it means to teach about religion, and particularly Islam, in the post-9/11 era and (2) what it meant to talk about religion in the post-truth age of the presidency of Donald Trump. Though the two events are unconnected at least at the surface level, they give us an understanding of how world-historical events enter into social studies classrooms in obvious ways, but also and in addition, more subtle and pervasive ones.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43469916","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 : 2022-01-02DOI: 10.1080/10656219.2022.2033653
Marion Shields, S. Hattingh
Abstract Using constructive grounded theory, this research investigated relational values and practices implemented by Christian early childhood leaders. Data was collected through a survey-questionnaire and four in-depth case studies using semi-structured interviews, observations and document analysis. The findings showed that these leaders placed their relationship with God at the center of everything they did. Based on this relationship they implemented six relational values of accepting, welcoming, loving, respecting, empathizing and caring. These Christian values were then reflected in their daily relational practices, and were identified as empowering others, supporting others, modeling authenticity, providing social justice, ministering, helping and serving.
{"title":"Christian Early Childhood Leadership: Relational Values and Practices","authors":"Marion Shields, S. Hattingh","doi":"10.1080/10656219.2022.2033653","DOIUrl":"https://doi.org/10.1080/10656219.2022.2033653","url":null,"abstract":"Abstract Using constructive grounded theory, this research investigated relational values and practices implemented by Christian early childhood leaders. Data was collected through a survey-questionnaire and four in-depth case studies using semi-structured interviews, observations and document analysis. The findings showed that these leaders placed their relationship with God at the center of everything they did. Based on this relationship they implemented six relational values of accepting, welcoming, loving, respecting, empathizing and caring. These Christian values were then reflected in their daily relational practices, and were identified as empowering others, supporting others, modeling authenticity, providing social justice, ministering, helping and serving.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44434967","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 : 2022-01-02DOI: 10.1080/10656219.2022.2032891
Paul Thurston, Jessica Salmon
Abstract Independent school leaders are continually faced with the challenges of declining enrollment and expanding public options and currently lack a mechanism to understand what influences parents’ reenrollment choices. The purpose of this study was to develop and validate a theoretical framework for reenrollment decisions in secular and Catholic independent schools. Participants included parents of children currently enrolled in one of six independent elementary/middle schools in the greater metropolitan region of Upstate New York. Results confirmed that affordability, espoused values, individual attention, sense of community, development/growth, and continuity/friendships predicted parents’ reenrollment intentions. Our research underscored the importance of understanding parents’ motives and demonstrated the efficacy of a valid measure for independent schools to assess and act on parents’ perceptions and intentions.
{"title":"Factors Influencing Retention of Students for Independent School Re-Enrollment","authors":"Paul Thurston, Jessica Salmon","doi":"10.1080/10656219.2022.2032891","DOIUrl":"https://doi.org/10.1080/10656219.2022.2032891","url":null,"abstract":"Abstract Independent school leaders are continually faced with the challenges of declining enrollment and expanding public options and currently lack a mechanism to understand what influences parents’ reenrollment choices. The purpose of this study was to develop and validate a theoretical framework for reenrollment decisions in secular and Catholic independent schools. Participants included parents of children currently enrolled in one of six independent elementary/middle schools in the greater metropolitan region of Upstate New York. Results confirmed that affordability, espoused values, individual attention, sense of community, development/growth, and continuity/friendships predicted parents’ reenrollment intentions. Our research underscored the importance of understanding parents’ motives and demonstrated the efficacy of a valid measure for independent schools to assess and act on parents’ perceptions and intentions.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860654","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 : 2022-01-02DOI: 10.1080/10656219.2022.2042440
J. Burtt, Rory Jones, Jonathan Cox, D. Mize, Kevin D. Dougherty, Perry L. Glanzer, Sarah A. Schnitker
Abstract Christian colleges strive to nurture the religious faith of students. Our study examines the relationship of curricular and co-curricular activities on two dimensions of faith maturity—vertical and horizontal. Analysis of survey data from seniors at one Christian university showed that the factors of discussing religion with peers and spending time with people of the same faith are associated with higher levels of vertical faith maturity, and discussing meaning/purpose with peers and volunteering are associated with higher levels of horizontal faith maturity. Participating in religious retreats, food or clothing drives, and workshops on racial/cultural awareness are related to both forms of faith maturity. We conclude with suggestions for implementation.
{"title":"Factors Associated with Vertical and Horizontal Faith Maturity at a Christian University","authors":"J. Burtt, Rory Jones, Jonathan Cox, D. Mize, Kevin D. Dougherty, Perry L. Glanzer, Sarah A. Schnitker","doi":"10.1080/10656219.2022.2042440","DOIUrl":"https://doi.org/10.1080/10656219.2022.2042440","url":null,"abstract":"Abstract Christian colleges strive to nurture the religious faith of students. Our study examines the relationship of curricular and co-curricular activities on two dimensions of faith maturity—vertical and horizontal. Analysis of survey data from seniors at one Christian university showed that the factors of discussing religion with peers and spending time with people of the same faith are associated with higher levels of vertical faith maturity, and discussing meaning/purpose with peers and volunteering are associated with higher levels of horizontal faith maturity. Participating in religious retreats, food or clothing drives, and workshops on racial/cultural awareness are related to both forms of faith maturity. We conclude with suggestions for implementation.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804861","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 : 2021-09-02DOI: 10.1080/10656219.2021.1988013
Bruce G. Fawcett, Leslie J. Francis, Ursula Mckenna
Abstract This paper explores the impact of parental religious practice on sustaining positive religious affect among churchgoing young Canadian Baptists. A total of 299 participants between the ages of 12 and 18 years attending a summer youth programme sponsored by the Canadian Baptists of Atlantic Canada, completed the Francis Scale of Attitude toward Christianity as a measure of positive religious affect, together with measures of frequency of church attendance for themselves, their mother and their father. These data identified fathers’ religious attendance as a statistically significant factor augmenting the effect of mothers’ religious attendance for sustaining young Canadian Baptists in the faith. The implications of this finding are discussed for pastoral practice.
{"title":"Sustaining Young Canadian Baptists in the Faith: Exploring the Connection between Religious Affect and Parental Religious Attendance","authors":"Bruce G. Fawcett, Leslie J. Francis, Ursula Mckenna","doi":"10.1080/10656219.2021.1988013","DOIUrl":"https://doi.org/10.1080/10656219.2021.1988013","url":null,"abstract":"Abstract This paper explores the impact of parental religious practice on sustaining positive religious affect among churchgoing young Canadian Baptists. A total of 299 participants between the ages of 12 and 18 years attending a summer youth programme sponsored by the Canadian Baptists of Atlantic Canada, completed the Francis Scale of Attitude toward Christianity as a measure of positive religious affect, together with measures of frequency of church attendance for themselves, their mother and their father. These data identified fathers’ religious attendance as a statistically significant factor augmenting the effect of mothers’ religious attendance for sustaining young Canadian Baptists in the faith. The implications of this finding are discussed for pastoral practice.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42900632","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 : 2021-09-02DOI: 10.1080/10656219.2021.1994074
Pavlo Bilichenko
Abstract The article analyzes the pedagogical views, and the practice of implementing them through the experience of the Ukrainian-Russian social and religious reformer, Nikolay Neplyuev (1851–1908). His social experiments were a unique attempt at solving the social and economic problems of the peasant classes within the Russian Empire by means of providing them with an organized economically communal life coupled with a religious education. Neplyuev’s views on the problems faced by peasant societies in the Russian Empire in forming and developing their human personality, and the activities organized by him, in an attempt to find solutions to the problems he perceived, such as the founding of the Khrestovosdyzhensk Labor Brotherhood and the establishment of religious-agricultural schools, have a special place in the history of education.
{"title":"The Implementation of the Religious-Educational Ideas of Nikolai Neplyuev in the Practice of His Agricultural Schools (Russian Empire in the Late 19th and Early 20th Centuries)","authors":"Pavlo Bilichenko","doi":"10.1080/10656219.2021.1994074","DOIUrl":"https://doi.org/10.1080/10656219.2021.1994074","url":null,"abstract":"Abstract The article analyzes the pedagogical views, and the practice of implementing them through the experience of the Ukrainian-Russian social and religious reformer, Nikolay Neplyuev (1851–1908). His social experiments were a unique attempt at solving the social and economic problems of the peasant classes within the Russian Empire by means of providing them with an organized economically communal life coupled with a religious education. Neplyuev’s views on the problems faced by peasant societies in the Russian Empire in forming and developing their human personality, and the activities organized by him, in an attempt to find solutions to the problems he perceived, such as the founding of the Khrestovosdyzhensk Labor Brotherhood and the establishment of religious-agricultural schools, have a special place in the history of education.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47703873","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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