This article identifies a problem of teachers and leaders who are frustrated in their ministries and learners who do not know their role in Bible learning. It suggests that the correction of the situation lies in a basic commitment to a learner-centered educational philosophy. A model of such a philosophy is explained as are the resulting implications for educational leaders, teachers, and learners.
Can the Christian educator draw from the progressivism of John Dewey to aid him in developing the minds and intellects of his students? This article focuses specifically on Dewey's process of reflective or critical thinking. It is concluded that indeed the Christian can use the critical thinking process of Dewey if he is careful to divorce the methodology from the epistemology. Special attention is given to relativism and doubt, two matters of Dewey's process which raise concern for the conservative Christian.
This article surveys the work of psychologist Jerome Bruner and makes some applications to Christian education. Ways of categorizing (complexitive and superordinate) and methods of model building (enactive, iconic, and symbolic) are discussed. Motor and speech development are briefly examined. Bruner's theories of the role of play, its enhancement, and possible uses of play in Christian education are also presented.
This article reviews the major scholarly and research writings on the concept of adolescent egocentrism, most significantly those of Jean Piaget and David Elkind. It is seen that adolescent egocentrism has specific characteristics which are directly related to teenage problems. Implications for spiritual development and nurture include helping adolescents to overcome egocentrism. It is also submitted that a study of spiritual egocentrism must begin with adult egocentrism.
The development of andragogy as an educational approach has proven to be beneficial in the secular world. It is unclear, however, to what extent andragogical assumptions are present in adult Christian education. This article surveys four popular adult Christian education texts to determine the extent to which the four basic assumptions of andragogy (as delineated by Malcolm Knowles) are present. It is found that while the texts show the presence of these assumptions to some degree, they are inconsistent in their application. Implications for adult Christian education are discussed.
Most discussions of church computers are on office uses and for sermons. This article focuses on Christian education applications in the past, present, and future. It shows how this unique medium for learning can have a major impact, not only in business and classroom aspects of the education program, but for other dimensions as well.
This article addresses the question: When all our educational efforts are over, what do we hope to leave with our students? First, the importance of a Christina world view is explored. Then the author introduces a tool t help Christian educators organize the areas of the three discipleship sphere in which they may hope to influence the Christian nurture of their students.
Time management is the process of reaching stated objectives by effectively and efficiently using the least amount of time. In church administration, time management includes making judgments regarding priorities, planning, scheduling, and delegating. This article includes suggestions for time management in church settings and for dealing with interruptions. This article concludes by recognizing the need for time management training for the clergy.
This article explores ways that the Sunday School teacher of adults can encourage positive interaction in the classroom. The proactive approach to classroom management is examined through relationships: the student to the physical environment, the student to other students, the student to the teacher, and the student to the curriculum.
Job satisfaction/dissatisfaction is an important consideration for the director of Christian education. In this article eighteen job factors are used to measure both the job satisfaction and job dissatisfaction of members of the NADCE. The conventional view of job factors as satisfiers and dissatisfiers was tested and reported in this research.