The Recovery of Christian Education

1987 ◽  
Vol 40 (3) ◽  
pp. 437-450 ◽  
Author(s):  
A. Thatcher
Keyword(s):  
Christian Education ◽  
Religious Education ◽  
Phenomenological Approach ◽  
Christian Theology ◽  
Approaches To Teaching ◽  
Theological Perspective ◽  
Teaching Religion ◽  
Practical Conclusion ◽  
Descriptive Approach ◽  
Traditional Approaches

Christian theology is an important perspective for theorizing about education. This article develops a possible theological perspective on religious education. RE these days is seldom Christian education. It is dominated by secular assumptions: it is to be open, multi-faith and descriptive. What might a Christian theology of education say of these developments? In section 1 the question is raised why RE should be taught in schools at all. In section 2 a theological analysis of what may be called ‘the climate of unbelief’ is attempted, and it will be shown how several of the assumptions of the new RE arise directly out of this. In section 3 some fresh criticisms of the phenomenological approach to religion are made, which if they are sound, will indicate that this approach need not be preferred to more traditional approaches to teaching religion. In section 4 it is suggested that both the alleged fact of modern secularity and the fear of religious absolutism provide no grounds for embracing a purely descriptive approach to religion. There is a simple, practical conclusion – there should be more Christian Studies and less Religious Education in schools.

scholarly journals Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland

Religions ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 184
Author(s):  
Graeme Nixon ◽  
David Smith ◽  
Jo Fraser-Pearce
Keyword(s):  
Empirical Study ◽  
Religious Education ◽  
Religious Belief ◽  
Social Attitudes ◽  
Approaches To Teaching ◽  
Personal A ◽  
Teaching Religion ◽  
The Subject ◽  
Survey Responses ◽  
Academic Qualifications

This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profession. This paper, acknowledging the similar and contrasting natures of England and Scotland in terms of the history, status and purpose(s) of the subject, demonstrates that RE teachers in these countries come from diverse academic backgrounds, and that most RE teachers in England and Scotland do not believe in God(s). Nearly half of RE teachers in England and more than half in Scotland have no religion. The granulation to England and Scotland allows us to make tentative links with national census and social attitudes research, and with literature, which posits nuanced secularisation trajectories. Furthermore, the data allow us to cross-tabulate (for example, between degree background and religious beliefs), as well as with the data in extant research about the risks of sanitised and essentialised approaches to teaching religion in schools.

The Movement Patterns of The School Da’wa: Restraining Radicalization Among Adolescent

2016 ◽  
Vol 1 ◽  
pp. 328-336
Author(s):  
Abdul Basit
Keyword(s):  
Religious Education ◽  
Movement Patterns ◽  
Phenomenological Approach ◽  
Religious Organizations ◽  
Religious Leaders ◽  
Religious Activities ◽  
School Students ◽  
Group Discussions ◽  
Religious Ideology ◽  
Psychological Conditions

Based on the results of research that conducted by previous researchers suggest that the schools are the institutions most vulnerable to enter the radical religious ideology. Many factors could be cause this to happen. The lack regulation of the process of Islamic religious education in the schools, psychological conditions adolescentare unstable and looking for identity, the lack of religious comprehension in the students, and the religious organizations that entered to school institutions with a various of ideologies very easy, are part of the factors that cause vulnerability school institute from radical religious comprehension. In the respect to these conditions are required the model of the da’wa movement that can be accepted by adolescent and it be an alternative in the development of da’wa in the schools.To get the data, the authors conducted a qualitative study in the area of ​​Purwokerto using the phenomenological approach. The researchers conducted interviews and focus group discussions with the school leaders, teachers, students, activists of religious organizations, and religious leaders who understand the problems in this study. The main data is processed by combining the results of the observation and study of literature through a phenomenological approach that emphasizes the meaning behind the phrases or statements from informan.To produce the movement patterns of school da’wathat can be acceptable to all the communities in the schools, the school needs to make the movement patterns of integratif school da’wa,both intra-curricular, co-curricular and extra-curricularactivities. The religious activities and cultivation of religious values ​​are part of the process of da’wa that do not separated in the schools. In the practice of this the movement patterns, the school should pay attention to the characteristics of the school, students' backgrounds, as well as involvedstakeholders and the da’wa organizations.

scholarly journals Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

2021 ◽  
Author(s):  
Steven C. Pan ◽  
Timothy C. Rickard ◽  
Robert A. Bjork
Keyword(s):  
Approaches To Teaching ◽  
Traditional Methods ◽  
High Stakes ◽  
Early 21St Century ◽  
Relevant Evidence ◽  
Spelling Instruction ◽  
English Speaking ◽  
The Subject ◽  
Traditional Approaches

AbstractA century ago, spelling skills were highly valued and widely taught in schools using traditional methods, such as weekly lists, drill exercises, and low- and high-stakes spelling tests. That approach was featured in best-selling textbooks such as the Horn-Ashbaugh Speller of 1920. In the early 21st century, however, skepticism as to the importance of spelling has grown, some schools have deemphasized or abandoned spelling instruction altogether, and there has been a proliferation of non-traditional approaches to teaching spelling. These trends invite a reevaluation of the role of spelling in modern English-speaking societies and whether the subject should be explicitly taught (and if so, what are research-supported methods for doing so). In this article, we examine the literature to address whether spelling skills are still important enough to be taught, summarize relevant evidence, and argue that a comparison of common approaches to spelling instruction in the early 20th century versus more recent approaches provides some valuable insights. We also discuss the value of explicit spelling instruction and highlight potentially effective ways to implement such instruction, including the use of spelling tests. Overall, our goals are to better characterize the role of spelling skills in today’s society and to identify several pedagogical approaches—some derived from traditional methods and others that are more recent—that hold promise for developing such skills in efficient and effective ways.

Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

scholarly journals Pemahaman Guru Pendidikan Agama Kristen tentang Mempersembahkan Tubuh Roma 12:1-3

2020 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Andrianus Nababan
Keyword(s):  
Christian Education ◽  
Religious Education ◽  
Jesus Christ ◽  
Holy Spirit ◽  
The Body ◽  
Education Teacher ◽  
The Bible ◽  
The Holy Spirit ◽  
The Mind

AbstrackThe Christian religious education teacher is an educator who provides knowledge about Christianity based on the Bible, centered on Jesus Christ, and relied on the Holy Spirit. Christian Religious Education teachers must be able to offer their bodies in Romans 12:1-3. The understanding of offering the body include: 1)the Christian religious education teacher always i approaches the loving and generous God 2)give advice by encouraging, directing convey the truth of God's Words. 3). renewal of the mind by distinguishing which is good and pleasing to God. Thus, each Christian religious education teacher can understand that a true educator must surrender his/her body as a true offering according to will of God.Key word: Christian education teacher; Offering the body Romans 12:1-3.ABSTRAKGuru Pendidikan Agama Kristen merupakan seorang pendidik yang memberikan ilmu pengetahuan tentang agama Kristen yang berdasarkan Alkitab, berpusat pada Yesus Kristus, dan bergantung pada Roh Kudus kepada peserta didik dalam kegiatan belajarmengajar. Guru Pendidikan Agama Kristen harus mampu mempersembahkan tubuhnya dalam Roma 12:1-3 sebagai ibadah sejati. Pemahaman mempersembahkan tubuh yaitu 1)guru Pendidikan agama Kristen senantiasa menghampiri Allah yang penuh kasih dan kemurahan 2)memberikan nasihat dengan mendorong, mengarahkan dan berdasarkan kebenaran Firman Tuhan. 3)pembaharuan budi dengan membedakan mana yang baik dan yang berkenan kepada Allah. Demikian Guru Pendidikan Agama kristen mampu memahami mempersembahkan tubuh menyangkut kehendak Allah sebagai pendidik yang sejati.Kata Kunci: Guru Pendidikan Agama Kristen; Mempersembahkan tubuh.

scholarly journals Releasing Dependency on Western Culture in Efforts to Contextualize

2020 ◽  
Author(s):  
Yudhy Sanjaya
Keyword(s):  
Christian Education ◽  
Western Culture ◽  
Christian Theology ◽  
Western World ◽  
Asian Society ◽  
The World

Contextualization in theology is an interesting thing to observe because the development of theology cannot be separated from culture. And nowadays western thoughts greatly influence theology in the world, including in Asia. This is due to the large number of theologians from parts of the western world who pour their main thoughts in books that are made into literature by theologians today in theology and in the world of Christian education. This paper tries to look from a different perspective where Christian theology and education should be based on the culture that has developed in Asian society. It is hoped that the ideas of local theologians will emerge who have influenced the development of theology in Asia. Through the method of studying literature from Asian theologians and observing the phenomena that occur, the writer tries to give the idea that in doing theology and developing Christian education it is necessary to explore Asian local wisdom and release the dependence on Western theology

scholarly journals Neutralizing Trade-off Effect between Accuracy and Fluency in EFL Writing by Mentor Text Modeling: Cognitive Complexity in Focus

2018 ◽  
Vol 7 (2) ◽  
pp. 134 ◽  
Author(s):  
Reza Biria ◽  
Farahnaz Liaghat
Keyword(s):  
Cognitive Complexity ◽  
Teaching Writing ◽  
Approaches To Teaching ◽  
Trade Off ◽  
Efl Learners ◽  
Writing Instructions ◽  
Mentor Texts ◽  
Improving Accuracy ◽  
Traditional Approaches ◽  
Writing Competence

The present study sought to explore the efficacy of a brand-new approach to teaching writing called mentor text modeling in neutralizing trade-off effect between accuracy and fluency in writing tasks with different levels of cognitive complexity. To this end, a total of 60 (30 male and 30 female) Iranian EFL learners were randomly selected and assigned to three groups of comparison, each containing 20 (10 male and 10 female) learners. Employing a pretest/posttest experimental design, learners of the three groups received instruction on advanced writing during an 11-week course. At the commencement of the course, the learners’ fluency and accuracy in writing were gaged through three writing tasks with high, moderate, and low levels of cognitive complexity. Having been exposed to the same instructional input, the learners of each group underwent writing instructions based on one of three approaches to teaching writing, namely, mentor text modeling, product-based approach, and process-based approach. At the end of the study course, the learners’ writing performance was assessed on three tasks parallel to the pretest measures. Results of running correlation analysis indicated that contrary to the two traditional approaches to teaching writing, mentor text modeling was capable of improving accuracy and fluency simultaneously and, as a result, was found to be effective in neutralizing the trade-off effect between accuracy and fluency in writing tasks with high, moderate, and low cognitive complexity levels. The study’s finding may urge EFL teachers to include mentor texts while teaching writing to realize a balanced improvement in EFL learners’ writing competence. 

scholarly journals Releasing Dependency on Western Culture in Efforts to Contextualize Christian Theology and Education in Asia

2020 ◽  
Author(s):  
Septerianus Waruwu
Keyword(s):  
Christian Education ◽  
Western Culture ◽  
Christian Theology ◽  
Western World ◽  
Asian Society ◽  
The World

Contextualization in theology is an interesting thing to observe because thedevelopment of theology cannot be separated from culture. And nowadays westernthoughts greatly influence theology in the world, including in Asia. This is due tothe large number of theologians from parts of the western world who pour theirmain thoughts in books that are made into literature by theologians today intheology and in the world of Christian education. This paper tries to look from adifferent perspective where Christian theology and education should be based onthe culture that has developed in Asian society. It is hoped that the ideas of localtheologians will emerge who have influenced the development of theology in Asia.Through the method of studying literature from Asian theologians and observingthe phenomena that occur, the writer tries to give the idea that in doing theologyand developing Christian education it is necessary to explore Asian local wisdomand release the dependence on Western theology.

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