This article features an extensive review of cooperative learning literature which may be pertinent to the aims of Christian educators. It includes examination of individual, competitive, and cooperative goal structures; scrutiny of various strategies employed in cooperative learning with practical suggestions; and comments about related research which would be valuable to Christian educators in the consideration of cooperative learning.
Education is not what it used to be. With new insights brought to us by Whole Language theorists and practitioners, the structure and methods of Christian Education can be improved. This article explores some of the philosophy of Whole Language and proposes methods to incorporate it in church education settings.
This article is concerned with the question: What are the reasons that adults attend the adult Sunday School program of the local church? A survey of research into motivations in non-religious and religious adult education activities is given along with suggestions for implementation of this information in planning and carrying out activities for the adult Sunday School program.
Christian educators are involved in developing spiritual maturity in the people they minister to and with in the church. Six instruments that have been used widely to assess spirituality and spiritual maturity are reviewed and critiqued for their conceptualization, operationalization, and usability for church ministry. Further refinement, testing, and training for users is encouraged in the conclusion.
Sunday-School conventions have been one main source of training for over 25, 000 adult church volunteers each year. This article represents an integrated biblical and theoretical foundation for examining why they may attend. An empirical research study of one Sunday School convention's (GLASS) attenders in 1989 with their motives for participation are reported. Specific recommendations for motivating participation in adult training programs for ministry conclude the article.
Though Christian Education has made large advances in some areas, it does not appear to be training students who are able to think critically. The premise of this article is that the skillful use of questioning in the classroom may do much to challenge student thinking to higher levels. The authors review major research on classroom questioning, examine Christ's use of questioning for transferable concepts, explore how to relate questioning to student levels of thought, and present specific guidelines for optimum classroom results. It becomes evident that education of a religious nature offers great opportunities for fruitful thinking which is both constructive and redemptive.
This article examines the perceptions and experiences of seven women who were selected on the basis of their longevity as well as their proven success in leadership ministries.
This article identifies and analyzes the interaction of program factors utilized in developing, conducting, and evaluating effective, long-term adult laity care networks in three select churches.
Principles of New Testament relationships are not detailed in any of the editions of Gene Getz's Sharpening the Focus of the Church (Victor Books). This may lead to an inadequately developed conceptual/theological framework for biblical relationships.
Superficial, pat answers are too common in Christian Education. But we can teach so that students think and critically examine. This article examines findings on thinking skills and then offers teaching strategies for thinking, including Bloom's taxonomy, teacher behaviors, and activities and assignments that foster thinking.
This article presents suggestions for a Christian epistemology. The problem with verification of beliefs is considered as the different kinds of beliefs are reviewed. David Wolfe's argument for valid warrants for Christian assertions is considered, and the different ways of knowing are discussed.
Andragogy has been readily accepted into the adult education lexicon. Although the term has won widespread recognition over the past 20 years, andragogical learning approaches have seldom been employed in the local church. This article will examine the four major assumptions of andragogy and draw practical implications for practice within the traditional adult Sunday School context.
Lack of a research base exists in adult religious education. This study of Black, Hispanic, and Asian church leaders investigates self-directed learning activities. Four major modes predominate: experiential praxis, thematic, goal-oriented, and integrative-mastery. The church can play a crucial role in encouraging adult learning by developing program utilizing these approaches.
This article examines the many changes today's college students have undergone not only in terms of demographics but also with respect to their interests, values, and lifestyles. The implications of these changes are also examined and guidelines are suggested that will assist college educators and church leaders in understanding and ministering to changing students in a changing culture.