Teaching with case studies is a relatively new methodology applied to church education. This article deals with the process of using prepared cases, developing new cases, and implementing this teaching technique. Some of the more recent hybrid varieties of case methodology are also discussed. Many biblical passages provide excellent material for the development of cases. Some of these are discussed in this article.
In his writings, Ronald Goldman aligns himself with Piagetian psychology. The author indicates that the agreement is often at a superficial level and illustrates this by contrasting Goldman's static conception of memory with Piaget's reconstructive model. These two divergent models are discussed along with their respective implications for Christian education.
Christian education is education in all that the best of that term can mean, but within the specific Christian orientation and context. A central body of experience and set of values are assumed in Christian education. To stay true to both concerns, the term "Christian education" should be based upon a thorough and sound theology, be aided by a dynamic psychology, and facilitated through the use of proven, educational methods. The challenge to the church through Christian education is to enable persons to accept and exemplify the Christian faith and way of life.
Family problems won't stay at home. These problems keep spilling into our churches provoking church leaders to redouble efforts at family life ministry. But, too often, this ministry is directed toward past stereotypes of the family instead of the real contemporary one. What used to be typical no longer is. Changes in the American family demand a concerted effort at modification of the church's family life ministry if it is to be relevant to all of its members. The changes suggested here are already part of many contemporary churches.
Christian education in the 1980's must meet the challenges of Alvin Toffler's "Future Shock" generation. The need is not for new promotional gimmicks, but for a more mature approach. The writer makes two proposals: (1) Return to the principles of Christian nurture enunciated by Horace Bushnell more than 125 years ago; (2) Redefine "faith" in which we are to nurture pupils in a thoroughly Tillichian sense. With such an approach, Christian education can face the "future shock" generation unafraid.
This article represents two scenarios describing theological education in the 1980's. The scenarios are presented in the form of letters from two different missionary couples to their parents. The first letter was written as the couple was preparing for the mission field, and the second was written during their term overseas. The scenarios illustrate that theological educators are likely to teach as they have been taught.
This article suggests guidelines in which a Christian philosophy of education can be formed which will be applicable in various types of Christian schools. Following an examination of secular education's search for meaning and critique of the basic flaw in its humanistic approach, this article sets forth that the real aim of education should be to acquire knowledge of truth. To achieve this aim, the basic objective of education should be to make men more Godlike, since only in God can a man's life have real meaning.
Christians are accountable to God for their obedience, faithfulness, and progress in the Christian life. The contemporary church is to nurture this growth by bringing the local flock into Christian accountability without the spiritual bondage which sometimes has occurred. Paul the Apostle gives the authoritative principles for us to follow in his instruction to Titus. This article concludes that we can bring the local flock into Christian accountability without bondage by forming house churches of voluntarily accountable and submissive members, led by qualified elders who exercise non-revelatory spiritual authority.
This article attempts to remove some of the mysticism that often surrounds the subject of worship. The normal sequence of a person's inner functions is briefly noted, as well as the basic meanings of the two key biblical words for worship. Worship is then defined with these two key words and the model of inner functions in mind, and three modes of worship are identified. Then worship "in spirit and truth" is discussed. Finally, several practical implications are suggested, both for the individual worshipper and for the leader/planner of worship.
Integrating Our Faith with Education is an article attempting to crystallize Christian thinking concerning the relationship of our faith to education. Since our faith and subject matter are often two different worlds of truth, it seems judicious to begin an articulation of the ramifications of the Christian faith to the world of education. Beginning with the preeminence of Revelation, the article proceeds to examine the problem in education today and concludes with specific suggestions for the perspective of the Christian teacher.
Design for Growth is primarily a research article dealing with church growth. In order to make it as practical as possible, application is made to a specific church situation. It seeks first to consider the purpose of the church, assimilate some church growth principles that relate to the purpose of the church, and then application is made to a specific situation. However, it is general enough in nature to be applicable to many churches today.
This is part two of a two-part article that was begun in Volume II Number 1. 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 teaching. Wheaton College is used as a prototype of Christian colleges throughout the article.