Christian education students are often completed to write papers expressing a "philosophy of" This article begins with a basic description of a philosophy, proceeds with a method for designing a "philosophy of" papers, and concludes with a more sophisticated approach based upon the work of William K. Frankena.
We are witnessing the first phases of a technological revolution. The educational implications of this progress are significant. Though the field of religious education has a heritage of educational theory and audiovisual awareness, it also has a tradition of utilizing the lecture method. The potential exists for high-tech innovation to fulfill the requirements of Bloom's excellent approach to mastery learning. Their capacity for cognitive, affective, and skill development is unique. Educators must break a trend of disuse and employ the review, drill, and simulation functions that will be available to those who are "apt to teach."
This article presents an explanation of and an alternative to a trend within the history of Christian education that has often precluded the development of a strong biblical foundation. At the center of this perspective is the perception that the history of Christian education is intricately interwoven with the history of all philosophy and that this relationship has traditionally led Christian educators away from the text of God's Word.