The Bible college movement has suffered a significant decline in recent years. The authors propose a reassessment of the movement which focuses on three factors: commitment to Christian vocational preparation; biblical formation; and spiritual development. In addition, the authors point to the increasing dissonance between mainstream evangelical values and those institutionalized in many Bible colleges. The authors suggest an outline for serious consideration in order to close this gap and reassert the central role of the Bible college.
In spite of long traditions and sincere motives, church youth confirmation programs often result in diminished participation. The author describes and critiques several approaches to this ministry, then offers the alternative of teaching through the use of proverbial interaction--an approach that merits consideration in light of learning tendencies evident in contemporary youth culture.
The authors assume a holistic view of spirituality, dividing the overall concept into three areas: cognitive, affective, and active. Tendencies exist in some churches to emphasize two areas to the detriment of the third. To correct, the authors suggest several educational approaches that may help to bring local congregations towards a position of balance between the three areas.
This paper explores and critiques four models of theological reflection from an evangelical perspective. A modification of the "Wesleyan Quadrilateral" and John Stackhouse's "tetralectic" is then proposed, with Scripture, experience, tradition, and general revelation (social sciences, etc.) as primary sources of knowledge, with reason and the Holy Spirit contributing to the process of reflection.
A review of the literature on learning and teaching styles, with a primary focus on what constitutes valid learning experiences (pedagogical expectations) among Hispanic-American populations. Implications and recommendations are suggested for the creation of Hispanic-American learning experiences and leadership training.
An inductive study of Jesus' teaching method reveals a picture not necessarily compatible with contemporary Western educational theory. Rather Jesus shows himself to be the oriental teacher "par excellent"--using, adapting, even challenging the cultural forms of his day in his presentation of the good news of the Kingdom.
Sizzling analyses of quantitative data need not be reserved for statisticians. Simple procedures exist which can enhance the effectiveness of commonly-used statistical models and tests. This article discusses statistical applications within the context of existing research and emphasizes the importance of advance planning.