A current trend in Christian education indicates an emphasis on "good curriculum" rather than on "good teaching." Why has this shift occurred? This article explores common assumptions about good teaching and how these assumptions affect the field of Christian education.
This article begins a process of examining and evaluating Christian education in light of the statement, "Christian education is neither." The author studies some frequent misuses of the words Christian and education, suggests some proper definitions, and proposes several actions necessary for an educational ministry to be considered true Christian education.
In this article the authors present six models of teaching values development. Three methods of classifying the models are presented, including content-oriented or structure-oriented, pre-Kohlberg or post-Kohlberg, and acquisitional or developmental. Each of the six models is described in terms of teaching procedures, assumptions about learning, the nature of values, moral development, and educational objectives. Finally, the authors present six criteria for teachers to use in evaluating the models.