This article seeks to determine if common demographic variables can be used in formulating a model for predicting small group attendance among adults. Multiple linear discriminant analysis is used to analyzed the data collected. The results do not support the notion that small group attendance can be based on the demographic variables under investigation.
Studies related to child development and religious education are surveyed, concentrating on the topic of how children developmentally understand the Bible. Strengths and weaknesses of the research are considered. The development of a general theory of religious cognitive development is suggested, as well as the need for research on specific applications of the theory.
Education in our technological society should be mainly concerned with a right development of relationships and only secondarily with knowledge. The author shows that this is consistent with Jesus' methods of teaching and is biblical.
The training of Christian education directors is viewed in light of the past, present, and the future. Historical developments from the early 1900s to 1950 are explored, then current trends are examined. The article concludes by looking at expectations for Christian education in the 21st century.
This article begin with the assumption that Christian education today is more in need of a thorough and biblical theology than highly developed philosophies or methodologies. To this end, the author proposes an approach to this task and suggests categories which seem to be indicated from Scripture. In conclusion, a model is suggested for the training ministry of a local church with the theme of "training for eternity."
This article shows how John Gregory's book, The Seven Laws of Teaching, is confirmed by current research in the field of educational psychology. Gregory's seven law book concerning the teacher, the learner, the language, the lesson, the teaching process, the learning process, and the review and application process confirms as true the operation of each precept as a synergistic whole in the philosophy of education.