This is part one of a two-part article. The author proposes a new model of Christian higher education to the faculty and administration of Christian higher education institutions. The proposal builds on the discipleship model in Christ's life and teachings. Throughout the article, Wheaton College is used as a prototype of Christian colleges. Part two of the article will appear in the Spring 1982 issue.
Ask church leaders about their biggest problems and you will often hear, "I can't seem to motivate the people." Motivation is a significant problem--not the lack of it, but its direction. This study briefly considers motivational psychology, using Maslow's Hierarchy of Needs Theory. Next, principles of motivation, taken mostly from management literature, are considered. This leads naturally into the heart of the matter--practical suggestions for enlistment and quality maintenance. The value of this section is not comprehensiveness nor originality, but the correlation with motivational psychology. Good suggestions are rooted in good psychology.
Children develop their concept of God in direct relationship to their present level of emotional, mental, and moral development. It is crucial that the Christian educator have a general understanding of the developmental patterns in these areas that he may develop curriculum and present the truths of God to the child in a manner that is both meaningful and accurate. The studies of Elkind, Piaget, and Kohlberg are useful tools in accomplishing this task. Viewing the child as a whole becomes invaluable in educating our children to God's precious truth.
This article is written in the context of the Forcey Memorial Church in Silver Spring, Maryland. The pastor extracts biblical principles that aid in the search for a form of government that will equip the leadership of Forcey Memorial Church for a ministry sensitive to the Lord's purpose. Included is a study of the nature, interrelationships, and function of the leaders of this particular church.
This article gives a quick historical overview of Christian education and the ideological clash that shook Protestant Christianity in the early twentieth century. The author points out the uselessness of salvaging the best of the content-and experience-oriented fragments, because of their incompatible philosophies. Biblical balance in Christian living and education can best be achieved by introducing a new and different approach.
Prospective student teachers indicated that love and patience are, in their opinions, the two most important factors of an effective teacher. "Being Christian" was listed, along with approximately 60 other factors, but none of these were considered nearly as important as the first two. When the individual factors were grouped into clusters of traits, the "Caring' cluster was considered far more important than any other. "Knowledge" was considered relatively unimportant, ranking eighth out of the nine clusters. The implications of this information seem to suggest that what a teacher is is the most important characteristic of an effective teacher, followed closely by what a teacher does. Very far behind in importance is what a teacher knows. On this basis, those who attempt to equip young people to become effective teaches should be most concerned about the personality of these students.
The breadth of language in child abuse reporting statutes as to what constitutes child abuse threatens to interfere with the reasonable use of corporal punishment by parents and others acting in loco parentis. The problem can essentially be expressed as follows: Scriptural commands to use corporal punishment are purpose-oriented whereas child abuse statues are result-oriented. What is needed are reporting statue amendments that would balance protection of the child with a high degree of predictability of child abuse violations for teachers and parents. South Caroline, Maryland, and Maine have statues now which seem to be meeting this need.
This article explores the historical perspective of the present relationship between religion and the public school system and the outgrowths of that relationship. So far the various plans to supplement public schools with religious education have not been completely satisfactory. But more biblically-oriented Christian parents will look for options outside the public schools for the education of their children. The option that seems most promising is the Christian day school.