Jesus criticized the Pharisees' practice of codifying religious beliefs and behavior without thinking critically about their implications. If we take seriously the proposition that Scripture is God's revelation of reality, then we must constantly test our beliefs and behavior by the Word of God.
Concept coverage is inadequate for applying knowledge to solve problems. Procedural and metacognitive knowledge needs to be included in instruction. Problem-solving thinking is necessary if learners are to understand and apply Scripture, discover intrinsic motivation, and process their emotions effectively. This article clarifies the steps of critical thinking for problem solving.
For Christian Education there is special concern for the understanding of critical thinking--a "hot topic" for the 1990s--in relation to the development of a person's faith and intellectual comprehension of such concepts as God, the cosmos, discipleship, covenant, sin, and the church. Questions in apologetics, the role of emotion in religion, and even the preparation of a Sunday School lesson, all find answers in the nature of critical thought.
As a process of self-reflection motivated by an interest in emancipation, critique or critical thinking suggests a habit of approaching reality from more than one angle, of asking questions that often do not get asked. Three key terms of critical thinking are described and applied to a strategy for empowering youth to address social problems from a Gospel perspective.
Data from a national study of Protestant congregations are used to examine the importance of creating a thinking climate in youth ministry. While fewer than half of all youth experience a strong thinking climate in a congregation, those who do tend to have stronger faith and commitment. This article suggests several areas where the research points to factors in congregational life that contribute to a thinking climate in youth ministry.
The educational administrator who actively sets out to promote the use of critical thinking skills--and to implement the results of those skills--may lose the safety of a predictable environment. He may instead find the flexibility and creativity to cope with a constantly changing world. Seven essentials for a managing process based on critical thinking skills are discussed.
The objective of Christian Education is congruency--a balance of thinking, feeling, and behaving in the lives of those who follow Christ. Congruency can therefore be described as the unifying theme of many Christina Education models and emphases that may initially seem dissimilar. The author provides a foundation for understanding congruency in several expressions of Christian Education.
After failing to secure a teaching position at Yale, William Tennent Sr. founded one of the most successful educational enterprises in American history. Although Tennent attempted to pattern his academic ministry after the conventional models of his time, the Log College emerged with a distinctive ideology and methodology which spawned a lasting legacy. The author reveals how these ideological and methodological ingredients can become part of effective mentoring today.
This study examined what personality traits of the California Psychological Inventory--Revised (Gough, 1988) were associated with transformational leadership factors of the Leadership Practices Inventory (Kouzes and Posner, 1988). The subjects included 25 randomly selected secondary principals from large midwestern Christian schools. Using a forward stepwise regression, the researcher observed eight CPI-R folk scales emerge as significant.
Relying on ante-Nicene sources, this article demonstrates that (1) the average early Christian was no more dedicated or loving than today, and (2) even in the earliest centuries church writers longed for a bygone hypothetical age of greater faithfulness among believers. The author cautions against basing reforms on the idealized past.