The primary purpose of the author is to present various models related to one particular aspect of the renewal agenda of evangelical theological education: the need for "contact and collaboration" among institutions of evangelical theological education.
The author covers six critical issues that are relevant when planning to use cooperative learning in Christian Education. He also provides implementation ideas for cooperative learning in four educational approaches: lecture, discussion, group projects, and experimental labs.
The author discusses the key difference between Jigsaw I and Jigsaw II, that of providing a better balance between individual and group factors. He discusses the contribution Jigsaw Curriculum can make in Christian Education and in what ways it features biblical priorities, and provides a personal testimony for its effectiveness.
The author provides an introduction to the philosophy and principles of Co-op Co-Op, plus conclusions and recommendations based on research results from four groups who used Co-op Co-op to enrich their learning experience.
While Co-op Co-Op may work in a college classroom, will it work in Sunday School? The author began enthusiastically enough, but soon ran into problems that meant watering down the approach.
The purpose of this article is to explore what a disciplemaking strategy might look like given the assumptions of mutuality and cooperation. Using a group of five college students and a group of men from a small community in Indiana, the author found both enthusiasm and cautions.
This article summarizes the current debate regarding the future of ministerial training. Taking into account the arguments on each side of the issue, the authors also suggest a possible model for theological education.
More and more, U.S. educators find themselves ministering cross-culturally. Numerous ethnic communities and the educator's own subcultures pepper the landscape of America. No longer can educators assume that all people process and store information in the same way they were trained. Other modes of communication must be utilized if they are to become effective educators among these diverse communities. This article, presented in two parts, investigates one such mode of communication--storytelling.
The writer examines the strengths and weaknesses of the Chronological Teaching model, suggesting ways to improve it.