Assuming the validity of relational ministry in Christian Education, the author describes selected theological concepts that he believes provide a foundation for a relational ministry. Both those using the traditional and contemporary approaches can use relational approaches and still be consistent with their theological perspectives.
This article is a survey of the field of ethnographic research. Ethnography is defined. A case is made for the importance of using qualitative research methods in Christian ministry. Research concerns are summarized. Criteria are given for the use of ethnographic methods. Examples and applications are made to education, particularly Christian education.
This article surveys the historical development of three primary orientations to curriculum. The curriculum designs of major theorists are described and examples are given of the application of these designs to Christian education in the church. The three orientations view curriculum as being preservative, productive, and participative. Exposure to these orientations should provide two kids of insights for church educators: 1. Insights into curriculum design assumptions and procedures as they relate to overall curriculum strategies and to curriculum materials; and 2. Insights into which orientation(s) to curriculum are most consistent with their Christian values.