This article revisits after 30 years the Song of Moses from Deuteronomy 32 that provides a lens for understanding the anointing of the Holy Spirit in the ministries of Christian teaching. The themes of liberation, celebration, and sustenance are explored.
This articles advocates for the renewal of Christian education as a culturally informative, formative, and transformative ministry of the Christian church in the third millennium. It proposes an intergenerational approach to counter the age-segregated character of contemporary life in the United States and globally.
This article considers Christian education as being spiritual in nature if it is faithful to its Christian roots, but encompassing more than an exclusive emphasis upon formation to include in explicit ways the crucial areas of both shared information and anticipated transformation in the lives of persons, churches, and communities. The reliance upon spiritual formation alone as an educational paradigm can squelch the place of the prophetic ministry and rigorous study. Christian education that is holistic seeks to share information, to nurture formation, and to explore the transformation God seeks to bestow upon Christian faith communities in the third millennium.
This article explores a biblical and theological reflection on the meaning of teaching in Jesus' name. It proposes that the five Christian virtues of truth, love, faith, hope, and joy serve to guide teaching that faithfully represents Jesus today.
Effective education must be transformative for the church and for the wider community. This article, which is a sequel to the 1997 article entitled "??Designing the Urban Theological Education Curriculum,? focuses on the themes of transformation, curriculum, and urban realities. Is it realistic to think in terms of transformation as an outcome of curriculum, especially in the context of the city? This article explores this question, seeking to empower people to be agents of transformation in an urban context.
The task of designing a curriculum for theological education that addresses the realities of urban settings is considered. Historical insights, the risks, and the particulars of the urban context, persons and content are explored. A consideration of curricular foundations based upon 1 Cor 3:10-15 provides the biblical grounding for the urban curriculum model.
This article defines curriculum, then analyzes three metaphors that have influenced the thought and practice of curriculum making--the metaphors of production, travel, and growth. Values are also examined, along with the part they play in curricular planning.
This article considers two biblical models for the reappraisal of education in light of recent questions about the effectiveness of public schools. Christian distinctives are identified from an Old Testament model in the Book of Deuteronomy and from a New Testament model in the Gospel of Matthew. A discussion of the models is followed by specific suggestions for reform in Christian education in the local church that emerge directly from Scripture. Such an effort encourages readers to consider biblical sources in current discussions of educational reform.