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.
Relationships among level (i.e., frequency) of youth ministry (YM) participation, faith-nurturing characteristics of YM, and faith-maturity were examined in 742 second-generation Korean American adolescents (SGKAAs) in 7th through 12th grade from 13 Korean American churches in California. Using Baron and Kenny’s (1986) framework, this study tested the hypothesis that faith-nurturing characteristics of YM mediated the relationship between the level (i.e., frequency) of YM participation and faith maturity of adolescents. The significant relationship between the level of YM participation and faith maturity was significantly reduced in magnitude when faith-nurturing characteristics of YM were included in the model, providing evidence in this sample that faith-nurturing characteristics of YM were a partial mediator. The implications for YM are discussed. The present investigation demonstrates how multiple regression analyses can be used as one possible method for testing mediation effects involving YM and adolescent faith maturity.
This article provides an overview of Horace Bushnell’s view of Christian nurture and its impact on the field of Christian education. Specific attention is given to how Bushnell’s thesis has been critiqued and how it shapes current approaches to Christian nurture. The article also explores John Wesley’s view of childhood education and conversion. The article includes a conversation between Bushnell and Wesley on issues of original sin, infant baptism, Christian nurture, and conversion. The article concludes by providing practical approaches to developing educational ministries that focus on Christian nurture and formation.
Since the middle of the 20th century, noted Old Testament scholars and theologians like Bernard Anderson, Hans Frei, Craig Bartholomew, and Michael Goheen have raised the concern that the contemporary church not only has lost reading and understanding the Old Testament as story, but that this loss has hindered its spiritual formation. While affirming their concern, qualitative research composed of interviews, narrative descriptions, and questionnaires of 138 college-aged students who largely identify with the Evangelical tradition will be presented showing that when the Old Testament is recovered as story, God is encountered, transformation is experienced, and faith is developed.
Christian educators fillmany roles in a variety of contexts. However, central to what we do is teaching, and usually within an organizational context. Whether it be a Sunday school class or a lecture hall in a Christian university, teaching is a fundamental foci of our ministry. Our profession is teaching. Regardless of everything else that our profession may entail and require of us, our profession is ultimately teaching. While we may teach students about the education ministry, or theorize about congregational education models; many of us serve in institutions of Christian higher education. This edition of the Christian Education Journal focuses its attention on the teaching profession within Christian seminaries and universities. The broad spectrum of articles comprising this edition is representative of the breadth of the professorate, and the issues that continue to shape our profession.
This article argues that a more robust understanding of transformative learning theory will assist Christian educators in cultivating moral discernment and ethical living in the lives of those we teach. However, our view of transformative learning must necessarily encompass personal and social dimensions in order to represent both an individual and corporate kingdom-oriented response essential for the church in mission to the world to adequately address contemporary global challenges.
This article presents results of an ongoing mixed method study involving doctoral students’ perceptions of the use of Active Learning Techniques (ALTs) in both the on-campus classroom and in their particular ministry contexts. Respondents (N=58) include a wide range of ministry positions including senior pastors; ministers of youth, children, and music; and ministers of education. All received instruction in the use of ALTs in their doctoral studies and these approaches were modeled in teaching episodes. Participants in the study report using ALTs successfully in a local church setting.
In Christian higher education, most teaching and learning has been confined to the traditional classroom. However, with the advent of computer technology many universities and seminaries are offering online courses and programs. These online courses provide facilitators and teachers with a different learning context. One of the most important social learning components of online learning is discussion forums. These forums provide a context for faculty-student and student-student interaction. For teachers facilitating discussion, this can become an overwhelming task, especially when there is too much or not enough student interaction. This article addresses such questions as: How can teachers ensure that discussion is contributing to learning. How much interaction is necessary and what constitutes effective interaction? How can we ensure that students engage in thoughtful discussion?
This article explores how teachers can facilitate effective online learning through discussion. The article also presents a framework for effective online discussion called the Community Inquiry Model (Garrison & Anderson, 2011). The article provides guidelines for teachers to develop discussion board rubrics and effective faculty-student and student-student interaction in online courses. The article concludes by providing best practices of online discussion based on current research and personal experience in teaching online courses.
This article describes an exploratory study of synchronous and asynchronous mentoring of Christian education students at Dallas Baptist University. In recent years, as the practice of faculty mentoring students has emerged, the role of a mentor has been expanded beyond face-to-face mentoring to include e-mentoring. An e-mentoring program in Christian education should focus on rich and engaging course content, Christ-centered integration, campus community, and a personal connection.
Adjuncts are a vital part of the academic institution. The institution has a responsibility to provide training, resources, and development for adjuncts. This article considers five general areas regarding adjuncts identified by Richard E. Lyons. Consideration of these areas is needed by institutions in order to provide quality training and development for adjuncts. Practical ideas are shared that are incorporated into each general area.
The teaching vocation in Christian higher education has many challenges and benefits. Most careers have a “necessary evil” attached to them. Among those who teach, grading is at the top of the list for many. Yet, particularly in the information era, grading is one of the teacher’s most strategic ministries. This article highlights the teacher’s unique ministry role in spiritual formation by framing the grading task in light of the formational calling of the teacher.
Children’s ministry that fits: Beyond one-sized-fits-all. By David Csinos. Eugene, OR Wipf and Stock. 2011. 173pp.
Review by Thomas L. Sanders, Christian Education, Leadership, and Research, Dallas Baptist University, Dallas, TX.
Alone together: Why we expect more from technology and less from each other. By Sherry Turkle. New York: Basic Books. 2011. 360 pp.
Review by Esther O. Ayandokun, Baptist College of Theology, Lagos State, Nigeria.
Discipleship that transforms: An introduction to Christian education from a Wesleyan holiness perspective. Edited by John H. Aukerman. Anderson, IN: Frances Asbury Press. 2011. 390 pp.
Review by Dawn R. Morton, Instructor of Christian Formation, Ashland Theological Seminary, Ashland, OH.
Living into the life of Jesus: The formation of Christian character. By Klaus Issler. Downers Grove, IL: InterVarsity Press. 2012. 239 pp.
Review by Christy Hill, Spiritual Formation, Grace College and Seminary, Winona Lake, IN.
Beyond integration? Inter/Disciplinary possibilities for the future of Christian higher education. Edited by Todd C. Ream, Jerry Pattengale, and David L. Riggs. Abilene, TX: Abilene Christian University Press. 2012. 208 pp.
Review by Mark Eckel, Dean, Undergraduate Studies, Interdisciplinary Studies Director, Crossroads Bible College, Indianapolis, IN.
So what makes our teaching Christian? Teaching in the name, spirit, and power of Jesus. By Robert W. Pazmiño. Eugene, OR: Wipf and Stock. 2008. 128 pp.
Review by Megan G. Brown, Talbot School of Theology, Biola University, La Mirada, CA.
Maximum faith: Live like Jesus. By George Barna. Ventura, CA: Metaformation. 2011. 233 pp.
Review by Timothy J. Ralston, Pastoral Ministries, Dallas Theological Seminary, Dallas, TX.
Godly conversation: Rediscovering the Puritan practice of conference. By Joanne J. Jung. Grand Rapids, MI: Reformation Heritage Books. 2011. 207 pp.
Review by Mariet Mikaelian, Ph. D. student, Biola University, La Mirada, CA.
Hungry souls, holy companions: Mentoring a new generation of Christians. By Patricia Hendricks. Harrisburg, PA: Morehouse Publishing. 2006. 134 pp.
Review by Jeho Lee, doctoral student, Talbot School of Theology, Biola University, La Mirada, CA.
Leaders in the crossroads: Success and failure in the college presidency. By Stephen J. Nelson. Lanham, MD: Rowman & Littlefield Education. 2009. 205 pp.
Review by Samuel Twumasi-Ankrah, President, Heritage Christian College, Ghana; doctoral student, Talbot School of Theology, Biola University, La Mirada, CA.