High technology has the potential to both enhance and enlarge the educational ministry of the local church. Though the full impact of high technology on Christian education is still to come, nevertheless Christian educators would profit from becoming students of these trends and preparing for them. Only then will the church be in a position to maximize its potential while minimizing its dangers. This article provides the reader with a survey of the progress, problems, and potential of high technology and seeks to relate these trends to contemporary education within the local church.
Currently, we are part of a microelectronic revolution that is going to reshape our society. Christian education is to exempt from the influence of this revolution and it is important to consider the ramifications it will bring to the church. This article examines four categories of issues concerning high tech in Christian education: philosophical-theological, teaching-learning, financial, and family issues. This article concludes with several recommendations for the use of sophisticated educational hardware.
Whether clearly defined or not, each educator has a theology of personality development. Theories of personality development may be used by the educator to assess what he is doing educationally. From a survey of psychological literature and a survey of biblical teachings, the author offers the following elements as important areas of personality development for the Christian teacher. Personality may be regarded as God-created, stage-oriented, heredity and environment, equilibrium, integrated approaches, and as choice. Each of these areas has educational implications for the classroom. The Christian educator must strive to provide a climate congruent with the highest development of individual personalities.
This article reports on the possible use of play in Christian education at a preschool level. Following a review of the literature, an application of play-training utilizing church roles in described, and the data resulting is analyzed. Results suggest that preschoolers tend to improve in their performance of church roles through such intervention, particularly when an adult enacts the roles during training. Further application, such as acting out Bible stories, is described.
Many societal pressures are placed on children, but few have greater negative impact than the divorce of parents. Young children, innocent victims of divorce, learn to perceive themselves as abandoned misfits and residuals of a perfect lifestyle, the stereotyped "two-parent family." As an elementary school teacher and daughter of divorced parents, I have chosen to devote this article to the pressing topic of divorce and children from a Christian perspective. First, I will deal with statistics concerning divorce and the effect it has upon children of various age-groups; then I will give suggestions as to how the local church can respond to the problem and bring about healing. The church, as the body of Christ, is to be an extension of the family and must respond to this vital issue which is affecting children.
When the courts talk about "the best interest of the child," it sounds compassionate, even pious. By their actions, the courts contradict their aims of securing "the best interest of the child." Children are "awarded" to one parent ( usually the mother) in an adversary, winner-take-all approach. Children are allowed to reject one parent and choose the other; most often they are separated form their fathers. This is an evil, unjust practice that must be attacked so that children do not continue to be destroyed. There is much the church can do if it has the courage to take seriously the suggestions made in this article.
This article focuses on promising signs of renewal in order to enlist interest and add momentum to the process of reform. The historical development and present situation (of widespread superficial Christianity) challenge Christian education in South Africa to penetrating renewal. At conferences, seminars, and meetings, an encouraging new atmosphere has become discernible. The dominating "Christian National" approach is being frankly criticized, the important of life-relatedness is strongly emphasized, and a readiness for change is revealed. Stimulated by research projects, syllabus reform is taking place and teacher training is receiving concentrated attention. Many are indeed aiming at a Christian education that is "vital, inspiring, and relevant."
This article reviews the background of the National Association of Professors of Christian Education (NAPCE) and its connection with the National Sunday School Association (NSSA). The NAPCE's doctrinal statement is reviewed, along with its constitution. The incorporation of the NAPCE is discussed in light of the impact that such a move will have on the association's organization and purpose, leadership, and financial security. This article is based on Dr. Smyth's 1984 presidential address to the members of the NAPCE.