Pub Date : 2021-05-04DOI: 10.1080/10656219.2021.1933663
J. V. D. van der Walt, I. Oosthuizen
Abstract According to literature, the classic paideia ideal, that is, the ideal of the well-rounded, fully educated, rational human being, has survived to this day, despite many historical and socio-cultural influences that impacted on it through the millennia. In the process, it has to a considerable extent retained its rationalistic bias, but toward the end of the nineteenth century, it began showing a Janus-like face in that it seemed to assume a more irrationalistic character as well. The key question examined in the study reported in this paper was whether the paideia ideal could be harnessed to complement a Christian pedagogical aim. Investigation revealed that the term paideia occurs only six times in the Bible, and is used in a variety of meanings, ranging from positive education of the young person to taking corrective measures. The authors conclude that rationalistic manifestations of the paideia ideal are not fully compatible with a biblical view of education. Its more recent irrationalistic manifestation seems to be more compatible with a biblical view, but also requires a few fundamental changes. However, the general meaning of the paideia ideal, namely the education of the human being to become a well-rounded and fully equipped human being seems to chime with a biblical pedagogical aim.
{"title":"Can the Paideia Ideal Form Part of a Christian Pedagogical Aim in the 21st Century?","authors":"J. V. D. van der Walt, I. Oosthuizen","doi":"10.1080/10656219.2021.1933663","DOIUrl":"https://doi.org/10.1080/10656219.2021.1933663","url":null,"abstract":"Abstract According to literature, the classic paideia ideal, that is, the ideal of the well-rounded, fully educated, rational human being, has survived to this day, despite many historical and socio-cultural influences that impacted on it through the millennia. In the process, it has to a considerable extent retained its rationalistic bias, but toward the end of the nineteenth century, it began showing a Janus-like face in that it seemed to assume a more irrationalistic character as well. The key question examined in the study reported in this paper was whether the paideia ideal could be harnessed to complement a Christian pedagogical aim. Investigation revealed that the term paideia occurs only six times in the Bible, and is used in a variety of meanings, ranging from positive education of the young person to taking corrective measures. The authors conclude that rationalistic manifestations of the paideia ideal are not fully compatible with a biblical view of education. Its more recent irrationalistic manifestation seems to be more compatible with a biblical view, but also requires a few fundamental changes. However, the general meaning of the paideia ideal, namely the education of the human being to become a well-rounded and fully equipped human being seems to chime with a biblical pedagogical aim.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"103 - 122"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1933663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45223612","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 : 2021-05-04DOI: 10.1080/10656219.2021.1930304
G. Holmes, Simon Pratt-Adams
Abstract This article considers how the head teacher’s value system influences the ethos of the Church of England (C of E) Voluntary Controlled (VC) primary school. The findings were generated from a case study of six head teachers of rural primary schools in the East of England. The role of a head teacher in any school is a huge responsibility. Leading a C of E school comes with the added responsibility of providing a Christian distinctiveness, within the traditions of the school’s foundation. The head teacher has a vital role in providing this school distinctiveness through the ethos they create.
{"title":"The Role of the Head Teacher in the Church of England Primary School: Leadership, Values and Ethos","authors":"G. Holmes, Simon Pratt-Adams","doi":"10.1080/10656219.2021.1930304","DOIUrl":"https://doi.org/10.1080/10656219.2021.1930304","url":null,"abstract":"Abstract This article considers how the head teacher’s value system influences the ethos of the Church of England (C of E) Voluntary Controlled (VC) primary school. The findings were generated from a case study of six head teachers of rural primary schools in the East of England. The role of a head teacher in any school is a huge responsibility. Leading a C of E school comes with the added responsibility of providing a Christian distinctiveness, within the traditions of the school’s foundation. The head teacher has a vital role in providing this school distinctiveness through the ethos they create.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"184 - 208"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1930304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196720","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 : 2021-01-02DOI: 10.1080/10656219.2021.1928574
Philip R. Alsup, Travis S Moots
Abstract Male students are especially susceptible to becoming disgruntled with high school and leaving school early. A quantitative correlational research study was conducted to explore whether teacher support can predict school burnout among Christian high school males. One hundred twenty-six male students from four private, Christian high schools in North Carolina and Virginia participated in this study which examined four sub-categories of teacher support (investedness, positive regard, expectations, and accessible). The Teacher Support Scale measured teacher support and the School Burnout Inventory measured participants’ level of school burnout. Multiple regression analysis revealed a statistically significant relationship between perceived teacher support and male students’ level of school burnout. The perception of Christian male students’ personal connection with teachers, specifically teachers’ positive regard, is believed to be a strong predictor of school burnout.
{"title":"The Relationship Between Perceived Teacher Support and School Burnout Among Males in Christian High Schools","authors":"Philip R. Alsup, Travis S Moots","doi":"10.1080/10656219.2021.1928574","DOIUrl":"https://doi.org/10.1080/10656219.2021.1928574","url":null,"abstract":"Abstract Male students are especially susceptible to becoming disgruntled with high school and leaving school early. A quantitative correlational research study was conducted to explore whether teacher support can predict school burnout among Christian high school males. One hundred twenty-six male students from four private, Christian high schools in North Carolina and Virginia participated in this study which examined four sub-categories of teacher support (investedness, positive regard, expectations, and accessible). The Teacher Support Scale measured teacher support and the School Burnout Inventory measured participants’ level of school burnout. Multiple regression analysis revealed a statistically significant relationship between perceived teacher support and male students’ level of school burnout. The perception of Christian male students’ personal connection with teachers, specifically teachers’ positive regard, is believed to be a strong predictor of school burnout.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"79 - 100"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1928574","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49321214","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 : 2021-01-02DOI: 10.1080/10656219.2021.1897719
A. Lin
Abstract With nationwide concerns about the declines in youth voting turnout across the United States, increased attention has focused on schools to promote civic education, a broad curricular approach aimed at facilitating students’ development of key civic knowledge, skills, and behaviors. However, less is known about how civic education operates in K-12 Christian schools despite offering certain institutional advantages related to promoting strong relational trust and community values that can potentially enhance students’ civic education experience. This literature review draws on theoretical and empirical work to provide an enhanced understanding about civic education in the Christian school context so that policymakers and practitioners can embrace the effectiveness of this blended approach to better preparing youth to become active and informed citizens.
{"title":"Exploration of Civic Education in the K-12 Christian School Environment","authors":"A. Lin","doi":"10.1080/10656219.2021.1897719","DOIUrl":"https://doi.org/10.1080/10656219.2021.1897719","url":null,"abstract":"Abstract With nationwide concerns about the declines in youth voting turnout across the United States, increased attention has focused on schools to promote civic education, a broad curricular approach aimed at facilitating students’ development of key civic knowledge, skills, and behaviors. However, less is known about how civic education operates in K-12 Christian schools despite offering certain institutional advantages related to promoting strong relational trust and community values that can potentially enhance students’ civic education experience. This literature review draws on theoretical and empirical work to provide an enhanced understanding about civic education in the Christian school context so that policymakers and practitioners can embrace the effectiveness of this blended approach to better preparing youth to become active and informed citizens.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"42 - 58"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1897719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509960","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 : 2021-01-02DOI: 10.1080/10656219.2021.1928417
L. Burton
{"title":"Access, Equity, and Support in PK-12 Christian Education","authors":"L. Burton","doi":"10.1080/10656219.2021.1928417","DOIUrl":"https://doi.org/10.1080/10656219.2021.1928417","url":null,"abstract":"","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1928417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341641","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 : 2021-01-02DOI: 10.1080/10656219.2021.1910600
Richard Kitchen
Abstract Escuela Luz del Mundo (ELM) or “Light of the World School” was a progressive Christian middle school that served a high poverty, Mexican immigrant community in Albuquerque, New Mexico USA for seven years. In this study, the two distinguishing features of ELM are examined: Academic excellence and how Christ’s love was revealed at the school. These features are explored using the qualitative research methodology of ethnography. Literature is reviewed that illustrates the historic legacy in the United States of students living in poverty and students of color being denied access to high quality educational opportunities. At ELM, school personnel worked against this legacy by integrating Christ’s love and academic excellence.
Escuela Luz del Mundo (ELM)或“世界之光学校”是一所进步的基督教中学，为美国新墨西哥州阿尔伯克基的一个高度贫困的墨西哥移民社区服务了7年。在本研究中，考察了ELM的两个显著特征:学术卓越和基督的爱是如何在学校揭示的。这些特征是用民族志的定性研究方法来探索的。文献回顾，说明了历史遗产在美国的学生生活在贫困和有色人种的学生被剥夺了获得高质量的教育机会。在ELM，学校人员通过整合基督的爱和学术卓越来反对这一遗产。
{"title":"Transforming Schooling for the Mexican Immigrant Community: Integrating Christ's Love and Academic Excellence","authors":"Richard Kitchen","doi":"10.1080/10656219.2021.1910600","DOIUrl":"https://doi.org/10.1080/10656219.2021.1910600","url":null,"abstract":"Abstract Escuela Luz del Mundo (ELM) or “Light of the World School” was a progressive Christian middle school that served a high poverty, Mexican immigrant community in Albuquerque, New Mexico USA for seven years. In this study, the two distinguishing features of ELM are examined: Academic excellence and how Christ’s love was revealed at the school. These features are explored using the qualitative research methodology of ethnography. Literature is reviewed that illustrates the historic legacy in the United States of students living in poverty and students of color being denied access to high quality educational opportunities. At ELM, school personnel worked against this legacy by integrating Christ’s love and academic excellence.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"20 - 41"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1910600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48266419","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 : 2021-01-02DOI: 10.1080/10656219.2021.1906369
P. Yoder, Peter D. Wiens, Annie Chou
Abstract Christian educators must regularly articulate the ways in which they add value to the learning experiences of students, recognizing that pedagogy and purpose are inextricably linked. This study investigates the relationship between constructivist teaching practices and the religious beliefs of Christian educators. Drawing on mixed-methods analysis of survey data, the study includes 385 teachers in a network of private preK-12 Mennonite schools stretching from Oregon to Pennsylvania to Florida. Data analysis suggests that while the participants consistently espouse a high level of commitment to Christian approaches to education, the participants’ relationship to constructivist pedagogy across the corpus is less clear. The results contribute to the empirical literature on faith integration and notions of constructivism in Christian education.
{"title":"Constructivist or Christian: A Mixed-Methods Examination of Teacher Purposes and Practices at Mennonite Schools","authors":"P. Yoder, Peter D. Wiens, Annie Chou","doi":"10.1080/10656219.2021.1906369","DOIUrl":"https://doi.org/10.1080/10656219.2021.1906369","url":null,"abstract":"Abstract Christian educators must regularly articulate the ways in which they add value to the learning experiences of students, recognizing that pedagogy and purpose are inextricably linked. This study investigates the relationship between constructivist teaching practices and the religious beliefs of Christian educators. Drawing on mixed-methods analysis of survey data, the study includes 385 teachers in a network of private preK-12 Mennonite schools stretching from Oregon to Pennsylvania to Florida. Data analysis suggests that while the participants consistently espouse a high level of commitment to Christian approaches to education, the participants’ relationship to constructivist pedagogy across the corpus is less clear. The results contribute to the empirical literature on faith integration and notions of constructivism in Christian education.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"59 - 78"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1906369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47375643","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 : 2021-01-02DOI: 10.1080/10656219.2021.1883490
Tammy Bachrach
Abstract While US federal law, Individual with Disabilities Education Improvement Act (1975–2004), IDEIA, guarantees education to all children with disabilities attending public schools, private schools can exclude children with disabilities. Historically, Christian families have found that Christ-centered schools do not offer admittance to children with disabilities. However, some Christian schools are beginning to serve children with mild disabilities or on a case by case basis. This autoethnographic account explores one family’s vulnerability in venturing outside the protection of IDEIA to attend a local Christian school. This article also challenges the perception that children with disabilities are better served by public schools.
{"title":"Venturing outside the Bounds of IDEIA in Search of Inclusive Christian Education: An Autoethnographic Account","authors":"Tammy Bachrach","doi":"10.1080/10656219.2021.1883490","DOIUrl":"https://doi.org/10.1080/10656219.2021.1883490","url":null,"abstract":"Abstract While US federal law, Individual with Disabilities Education Improvement Act (1975–2004), IDEIA, guarantees education to all children with disabilities attending public schools, private schools can exclude children with disabilities. Historically, Christian families have found that Christ-centered schools do not offer admittance to children with disabilities. However, some Christian schools are beginning to serve children with mild disabilities or on a case by case basis. This autoethnographic account explores one family’s vulnerability in venturing outside the protection of IDEIA to attend a local Christian school. This article also challenges the perception that children with disabilities are better served by public schools.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"30 1","pages":"4 - 19"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2021.1883490","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48667495","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 : 2020-09-01DOI: 10.1080/10656219.2020.1837696
Darrin Thomas, Roger O’Connor Valenzuela
Abstract English as a Second Language (ESL) students are often expected to read and use English translations of the Bible for academic and worship purposes. The purpose of this study was to explore the writing style of the King James Version and the New International Version in terms of each translation’s formality, readability, and sentiment using quantitative text mining analysis tools. Results indicated that the KJV used more formal language, had a higher grade level of readability and used slightly more positive wording than the NIV. In addition, for both translations the Old Testament was much more negative in terms of sentiment than the New Testament. Lastly, a moderate positive relationship was found between readability and formality for both translations.
{"title":"Text Mining Analysis of the King James Version & New International Version: Concerns and Implications for ESL Readers","authors":"Darrin Thomas, Roger O’Connor Valenzuela","doi":"10.1080/10656219.2020.1837696","DOIUrl":"https://doi.org/10.1080/10656219.2020.1837696","url":null,"abstract":"Abstract English as a Second Language (ESL) students are often expected to read and use English translations of the Bible for academic and worship purposes. The purpose of this study was to explore the writing style of the King James Version and the New International Version in terms of each translation’s formality, readability, and sentiment using quantitative text mining analysis tools. Results indicated that the KJV used more formal language, had a higher grade level of readability and used slightly more positive wording than the NIV. In addition, for both translations the Old Testament was much more negative in terms of sentiment than the New Testament. Lastly, a moderate positive relationship was found between readability and formality for both translations.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"29 1","pages":"259 - 271"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1837696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48354864","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 : 2020-09-01DOI: 10.1080/10656219.2020.1835593
P. Chia
Abstract Many doubt the effectiveness of Jesus’ teaching that was intended to be preserved in his disciples’ memory. The Gospels were written long after the Resurrection, and humans are prone to forgetfulness. These reasons alone suffice to arouse suspicion about the reliability of the disciples’ memory and the record of Jesus’ teaching in modern scholarship. To rebut this perception, this study argues that Jesus’ teaching in parables guarantees the retention of his messages in his disciples’ memory by using the research methodology of cognitive psychology. This study also presents and compares Jesus’ parables in the Synoptic Gospels.
{"title":"Analysis of the Effectiveness of Jesus’ Parable: A Cognitive Psychology Approach","authors":"P. Chia","doi":"10.1080/10656219.2020.1835593","DOIUrl":"https://doi.org/10.1080/10656219.2020.1835593","url":null,"abstract":"Abstract Many doubt the effectiveness of Jesus’ teaching that was intended to be preserved in his disciples’ memory. The Gospels were written long after the Resurrection, and humans are prone to forgetfulness. These reasons alone suffice to arouse suspicion about the reliability of the disciples’ memory and the record of Jesus’ teaching in modern scholarship. To rebut this perception, this study argues that Jesus’ teaching in parables guarantees the retention of his messages in his disciples’ memory by using the research methodology of cognitive psychology. This study also presents and compares Jesus’ parables in the Synoptic Gospels.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":"29 1","pages":"272 - 284"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1835593","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44995112","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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