Christian education students are often completed to write papers expressing a "philosophy of" This article begins with a basic description of a philosophy, proceeds with a method for designing a "philosophy of" papers, and concludes with a more sophisticated approach based upon the work of William K. Frankena.
It is not surprising that news reports of pedophilia in preschool facilities as well as in primary and elementary schools have generated considerable alarm among concerned citizens. Drawing from her experience as a school psychologist, the author attests tot he fact that exclusiveness of locale does not afford immunity. It is the sacred obligation of Christians - school personnel as well as parents - to provide a learning environment in which the child's trust is not betrayed.
The subject of leadership development for the church struggles with two difficult tasks: identifying the product and defining the process. The tendency is to address the issues of discipleship rather than leadership. The author proposes that church leadership development is the process of identification, edification, and multiplication of leadership in the church.
Leadership in the perception of the world is a road to preeminence and "stardom," a survival of the fittest. But servant leadership, which Christ embodied, is a contrast to the world's understanding of leadership. It is the survival of the weakest.
For many years, the problem of increasing adult interest in learning activities has intrigued instructors. Research on the personal and situational aspects of adult life suggests that four major elements of instruction contribute to increased motivation: supportive climate, relevant content, learner participation in course planning, and stimulation.
This is an integrative article which examines Skinner's theory of operant conditioning. First, it summarizes Skinner's ideas of operant conditioning. Second, it articulates a biblical and theological response. Third, it compares and contrasts Skinner and Scripture, and finally it proposes some implications for Christian education. The conclusion of the author is that while Christina must reject Skinner's philosophical presuppositions, there is much to be learned from his technology.
A model of spiritual development is proposed as a common paradigm for both Wesleyan-Arminian and Reformed Christians. Wesley's two-crisis theology is examined and contrasted with Reformed perspectives. Harold Darling, a pioneer of psychological/theological study, has suggested a four-stage developmental model, which has considerable biblical as well as experiential support. Potential contributions of Darling's model to a mutual understanding of spiritual growth are assessed.
This article addresses the importance of developing educational goals for the ministry of the local church. It includes a brief history of Christian educational goals, previous methods used to arrive at these goals, and a review of the types of goals that have been written for Christian education. The article also gives educational leaders some suggestions for writing educational goals for the local church only.