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.
Teaching Bible in small groups is a common event in the church, but is not always as productive as it might be. The task of teaching is ultimately about transformation of lives. Keeping this outcome central in our thinking will lead us to a teaching approach which has three distinct sections. Students are first invited to remember and reflect upon the passage, then to discover insights from the passage to shape their thinking, and finally to evaluate and respond in relation to their own lives. Practical suggestions to enact each section of the Bible study are offered.
A Trinitarian understanding of the God who is saving us through Jesus Christ in the power of the Holy Spirit is the beginning point of all discussion related to the aims of Christian religious education. The relation of conversion and conversation as the simultaneous aims is given form and direction by God's pattern of work in the world. To live doxologically as teachers and learners, we come to understand the importance of the interplay between education, theology, and social analysis.
The concept of Christian education is broadened to cover the ecumenical shepherding so necessary for church survival and growth. A paradigm of training which involves learners in real activities with real consequences is set forth, designed to establish ownership by the learners in training events. A call to listen to and learn from current educational research is foundational to effective training of trainers.
Wesley represents an eighteenth century attempt at integrating theology and educational theories into a practical approach to Christian education. This article explores the theological and philosophical influences that impacted Wesley's thoughts, as well as the resulting educational philosophy produced by Wesley.
Those who seek to study Christ's teaching techniques must not focus narrowly on his obvious use of discourse and parables, but rather must also learn from his use of collaborative learning techniques, and from his use of small groups. Examination of Christ's teaching techniques offers insight into collaborative approaches to education.
Thirty college students and ten faculty members from two Christian colleges were interviewed to determine the social dimension of a faculty member's ministry. Findings regarding the perceptions of students regarding outstanding faculty members, especially in regard to non-classroom faculty activities are presented. Faculty behaviors which either encourage or inhibit non-classroom student-faculty interaction are explored, and implications for effective ministry with college students are proposed.
The biblical paradigm of God's Reign as King over his Kingdom is explored as guide for the task of Christian education. The combined action of God as Ruler, and the responsibility of humankind as agents of God are brought together to form a plan for Christian education which is theologically guided and responsive to human realities. Implications for both the purpose and the method of educational ministries are developed.