Pub Date : 2020-09-01DOI: 10.1080/10656219.2020.1816517
Roger Charles Stensrud Erdvig
Abstract The purpose of this grounded theory study was to develop a model of biblical worldview development for Evangelical Christians during emerging adulthood. Data were collected via personal worldview development timelines, semi-structured interviews, and a focus group. The study provided insight into a maturing biblical worldview, including growth in Sire’s dimensions of worldview and also growth in three worldview dispositions: awareness of one’s worldview, ownership of the process of worldview development, and commitment to meaningful processing. The Model for biblical Worldview Development in Evangelical Christian Emerging Adults suggests implications for educators who support worldview development in Evangelical emerging adults.
{"title":"A Model for Biblical Worldview Development in Evangelical Christian Emerging Adults","authors":"Roger Charles Stensrud Erdvig","doi":"10.1080/10656219.2020.1816517","DOIUrl":"https://doi.org/10.1080/10656219.2020.1816517","url":null,"abstract":"Abstract The purpose of this grounded theory study was to develop a model of biblical worldview development for Evangelical Christians during emerging adulthood. Data were collected via personal worldview development timelines, semi-structured interviews, and a focus group. The study provided insight into a maturing biblical worldview, including growth in Sire’s dimensions of worldview and also growth in three worldview dispositions: awareness of one’s worldview, ownership of the process of worldview development, and commitment to meaningful processing. The Model for biblical Worldview Development in Evangelical Christian Emerging Adults suggests implications for educators who support worldview development in Evangelical emerging adults.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1816517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719980","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: 10.1080/10656219.2020.1841049
Jaeuk Jeong
Abstract Today’s education has three impediments to meaningful and sustainable educational reform; first, the lack of precise and accurate anthropology of learners; second, dilemma between constructivism-leading academy and behaviorism-dominating classrooms; third, the lack of philosophy of education in theory and practice. The Montessori system was built upon the Christian theological anthropology, which uncovers that the main source of failure in our education is humanity’s original sin and sins preventing us from fulfilling the Imago Dei or the reciprocating self. This article highlights why the Montessori method is a feasible school reform model by briefly examining Montessori’s anthropology centering on Imago Dei, teacher’s respect for the child resulting in education through being and embodiment, and systematized teacher-training system.
{"title":"Montessori as a School Reform Alternative Reflecting Biblical Anthropology","authors":"Jaeuk Jeong","doi":"10.1080/10656219.2020.1841049","DOIUrl":"https://doi.org/10.1080/10656219.2020.1841049","url":null,"abstract":"Abstract Today’s education has three impediments to meaningful and sustainable educational reform; first, the lack of precise and accurate anthropology of learners; second, dilemma between constructivism-leading academy and behaviorism-dominating classrooms; third, the lack of philosophy of education in theory and practice. The Montessori system was built upon the Christian theological anthropology, which uncovers that the main source of failure in our education is humanity’s original sin and sins preventing us from fulfilling the Imago Dei or the reciprocating self. This article highlights why the Montessori method is a feasible school reform model by briefly examining Montessori’s anthropology centering on Imago Dei, teacher’s respect for the child resulting in education through being and embodiment, and systematized teacher-training system.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1841049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43710804","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: 10.1080/10656219.2020.1838366
Eric D. Rackley
Abstract Conceptualizing religious literacy as the processes used to construct meaning of sacred texts, this article focuses on how three religious educators read scripture. Data were generated through verbal protocols in which participants read scripture and verbalized their thinking. Inductive thematic analysis yielded a selection of scripture-reading processes in which participants amended scripture by adding, omitting, and substituting words; recognized and evaluated scripture-reading confusion; and tried to balance reading purposes with in-the-moment points of interest. As an empirical examination of the real-life, scripture-reading experiences of religious educators, this study can help clarify how religious educators approach sacred texts.
{"title":"Reading Sacred Texts: A Qualitative Study of Religious Educators’ Literacy Processes","authors":"Eric D. Rackley","doi":"10.1080/10656219.2020.1838366","DOIUrl":"https://doi.org/10.1080/10656219.2020.1838366","url":null,"abstract":"Abstract Conceptualizing religious literacy as the processes used to construct meaning of sacred texts, this article focuses on how three religious educators read scripture. Data were generated through verbal protocols in which participants read scripture and verbalized their thinking. Inductive thematic analysis yielded a selection of scripture-reading processes in which participants amended scripture by adding, omitting, and substituting words; recognized and evaluated scripture-reading confusion; and tried to balance reading purposes with in-the-moment points of interest. As an empirical examination of the real-life, scripture-reading experiences of religious educators, this study can help clarify how religious educators approach sacred texts.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1838366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42805466","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: 10.1080/10656219.2020.1801539
Dahlia Lubis, Nasaiy Aziz, Ali Imarn Sinaga, Ahmad Tamrin Sikumbang, Ansari Yamamah, M. Ridwan, Agung Suharyanto, S. Bahri, M. Saragih
Abstract This study is about Jerusalem in the Bible and Al Quran based on eschatological paradigm (theology/philosophy), which uses two approaches: sociology (geographical and anthropological history analysis) and interpretation (hermeneutical analysis and bil ma’tsur interpretation). Jerusalem is the name of the Holy City of the Abrahamic Religions. This region has been controlled by a number of empires with different geographical boundaries and names over a long period of time. For the Jews, Jerusalem is claimed as the Promised Land. Through a search of several versions of the Bible, a number of commentaries and the main sources (Muslim priests and intellectuals), this study shows eschatologically that Jerusalem in the Bible is not a particular regional name (to a certain extent) but the contextualization of God’s Kingdom (saved, renewed earth, harmonious and peaceful). The contextualization of God's Kingdom has something in common with the concept of the promised earth (khilafah) in the Qur’an, as the contextualization of dar as salam, the nickname for countries (dayyar) conquered and claimed to be harmonious and peaceful. In other scenarios of the future, the Kingdom of God and the Caliphate (the promised earth) probably include locations around the Al-Aqsa Mosque that we recognize today.
摘要本研究基于末世论范式(神学/哲学)对《圣经》和《古兰经》中的耶路撒冷进行研究，采用社会学(地理和人类学历史分析)和解释学(解释学分析和bil ma’tsur解释)两种方法。耶路撒冷是亚伯拉罕诸教圣城的名字。在很长一段时间里，这个地区被许多不同地理边界和名称的帝国所控制。对犹太人来说，耶路撒冷被认为是应许之地。通过对几个版本的圣经，一些注释和主要来源(穆斯林牧师和知识分子)的搜索，本研究表明，末世论上，圣经中的耶路撒冷不是一个特定的地区名称(在一定程度上)，而是上帝的王国(得救，更新地球，和谐与和平)的语境化。真主王国的语境化与《古兰经》中应许的地球(khilafah)的概念有一些共同之处，就像dar as salam的语境化一样，dar as salam是被征服并声称和谐与和平的国家(dayyar)的昵称。在未来的其他场景中，上帝的王国和哈里发国(应许的地球)可能包括我们今天认识的阿克萨清真寺周围的地点。
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Pub Date : 2020-05-03DOI: 10.1080/10656219.2020.1759474
Eduardo Sola Chagas Lima
Abstract This essay contemplates the role of music as education (as opposed to music education) in the Western World since Ancient Greek philosophical inquiry and throughout early Christianity, the Middle Ages, and Modernism. It regards music as a potential tool for instruction and knowledge exchange. In particular, this essay examines post-Enlightenment philosophical trends that reshaped Western understandings of music. Finally, this paper explores music education within the Seventh-day Adventist educational system as influenced by both nineteenth-century thought as well as informed by the reformative attempts that followed in the twentieth century.
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Pub Date : 2020-05-03DOI: 10.1080/10656219.2020.1800539
B. Anthony, Wendy L. Billock, Geoffrey M. Bishop, M. J. Anthony, C. Bishop
Abstract Environmental degradation and climate change are frequently in the news, but the Christian perspective is often absent or varied. In this study, faculty at an institution of Christian higher education were surveyed to better understand their perspective and to assess if any particular factor (e.g., gender, school affiliation, or political party) can be linked to a particular environmental worldview. Although faculty held neutral positions on half of the questions, they also reported strong agreement to both pro-environment and pro-human statements. Tensions between prioritizing loving ones’ neighbor (anthropocentrism) and embracing Creation stewardship (ecocentrism) can be resolved with a God-centered theocentric worldview.
{"title":"Surveying Environmental Perspectives among Faculty at an Institution of Christian Higher Education","authors":"B. Anthony, Wendy L. Billock, Geoffrey M. Bishop, M. J. Anthony, C. Bishop","doi":"10.1080/10656219.2020.1800539","DOIUrl":"https://doi.org/10.1080/10656219.2020.1800539","url":null,"abstract":"Abstract Environmental degradation and climate change are frequently in the news, but the Christian perspective is often absent or varied. In this study, faculty at an institution of Christian higher education were surveyed to better understand their perspective and to assess if any particular factor (e.g., gender, school affiliation, or political party) can be linked to a particular environmental worldview. Although faculty held neutral positions on half of the questions, they also reported strong agreement to both pro-environment and pro-human statements. Tensions between prioritizing loving ones’ neighbor (anthropocentrism) and embracing Creation stewardship (ecocentrism) can be resolved with a God-centered theocentric worldview.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1800539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47028872","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 : 2020-05-03DOI: 10.1080/10656219.2020.1779887
Luda Vine
Abstract The dualisms between theory and practice, individual and society, intellectual and manual, as identified by John Dewey in the 19th century, find their direct correspondence in the writings of a contemporary Christian writer of his era, Ellen G. White, whose publications and life work led to the development of what is now one of the single largest Protestant private education systems in the world. This paper provides an outline of these three historical dualities, identifies the shared insights of Ellen White and John Dewey relating to these dualities within their historical context, and delineates the implications for current practice.
约翰·杜威(John Dewey)在19世纪提出的理论与实践、个人与社会、智力与体力之间的二元论，在他那个时代的当代基督教作家埃伦·g·怀特(Ellen G. White)的作品中找到了直接的对应关系。怀特的出版物和毕生工作促成了当今世界上最大的新教私立教育体系之一的发展。本文概述了这三种历史二元性，确定了怀爱伦和杜威在其历史背景下与这些二元性有关的共同见解，并描述了对当前实践的影响。
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Pub Date : 2020-05-03DOI: 10.1080/10656219.2020.1767011
Brad Hinman, Christopher Lacefield
Abstract Growing up in a conservative faith can affect the lives of gay men. The influence of early religious training can have an impact on the emotional, sexual, and even physical lives of those who belong to sexual minorities. The messages people hear from religiously employed individuals (i.e. teachers and pastors) can cause deep wounds that last a lifetime. The collision of their sexual and spiritual identities impacts their lives, and can lead to difficulty. Some struggle with their religion, and many struggle to find a community that fully embraces both identities. Researchers sought to explore the process through which seven men navigated the process of identity formation and integration for their sexual and spiritual selves specifically through the lens of being raised Seventh-day Adventist and identifying as gay men. The in-depth interviews provided the data for the study, which is aimed to improve the outcome for the education of counselors who will inevitably work with members of the LGBTQ+ community.
{"title":"An Exploration of Spirituality and Sexuality in Men Who Identify as Gay and Were Raised in a Conservative Christian Faith","authors":"Brad Hinman, Christopher Lacefield","doi":"10.1080/10656219.2020.1767011","DOIUrl":"https://doi.org/10.1080/10656219.2020.1767011","url":null,"abstract":"Abstract Growing up in a conservative faith can affect the lives of gay men. The influence of early religious training can have an impact on the emotional, sexual, and even physical lives of those who belong to sexual minorities. The messages people hear from religiously employed individuals (i.e. teachers and pastors) can cause deep wounds that last a lifetime. The collision of their sexual and spiritual identities impacts their lives, and can lead to difficulty. Some struggle with their religion, and many struggle to find a community that fully embraces both identities. Researchers sought to explore the process through which seven men navigated the process of identity formation and integration for their sexual and spiritual selves specifically through the lens of being raised Seventh-day Adventist and identifying as gay men. The in-depth interviews provided the data for the study, which is aimed to improve the outcome for the education of counselors who will inevitably work with members of the LGBTQ+ community.","PeriodicalId":38970,"journal":{"name":"Journal of Research on Christian Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10656219.2020.1767011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44876691","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 : 2020-05-03DOI: 10.1080/10656219.2020.1767010
Bram de Muynck, Elsbeth Visser-Vogel
Abstract Though personhood formation is often perceived as an important aim of Christian education, there is little clarity about how the concept can be understood from a Christian perspective. Furthermore, teachers lack the tools to nourish the development of students’ personhood. In this article, we develop a framework that aims to fill these gaps. The framework is built in three hermeneutical steps. We first present five theological premises that inform our perspective. Second, we discuss six theories that are frequently used in academic work and educational policy. Finally, in the discussion section, we summarize conflicting and cohering aspects, and map a number of practical guidelines based on the conclusions of the previous two steps. We conclude that personhood formation cannot be reduced to a certain part of the curriculum, but that it has to be an integral part of the pedagogy.
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Pub Date : 2020-05-03DOI: 10.1080/10656219.2020.1802962
L. Burton
I remember playing a game, Fruit Basket Upset, at many parties and social events during my adolescence in the 1970s. To begin the game, the host had the players arrange their chairs in an open circ...
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