Interpersonal relationship is suggested as a root metaphor to unite evangelical theology and educational method, so that a dialogue between the two can be initiated. This metaphor is contrasted with "organism," Mary Elizabeth Mullino Moore's root metaphor for process theology. Educational implications of biblical metaphors of interpersonal relationship are suggested.
It is often stated that the Christian worldview is restrictive and restricting. This article argues by way of a brief survey of the history of thought, that in fact only a Christian understanding is broad enough to make sense of human experience. This has practical implications for learning and teaching.
Christian Education is typically defined in terms of the school's social environment, or in theological terms. The writer argues that it should be defined in pedagogical terms. To do this, we should examine the versions of reality that inform the curricular models available to us. This approach is used to compare two such models.
While debate continues concerning Piaget's developmental stage theory, many Piagetian advocates have argued that the most crucial aspect of Piaget's work is his theory of intellectual development; a single driving force. Piaget called equilibration. This article explores the validity of positing only one motivational engine behind cognitive development.
Societal demands for increased competency among professionals has led to greater scrutiny of continuing professional education. As one avenue of instruction for ministry professionals, the traditional workshop requires improvement in light of current research, which describes the learning perspectives of practitioners. Suggestions for improved workshop design and implementation are discussed.
Empathetic disposition, which is posited to be an underlying antecedent of ministerial responsiveness, is shown to correlate with three personality factors (submissiveness, trust, and self-acceptance) among Puerto Rican Protestant ministers under particular circumstances. Implications for programs of ministerial preparation are discussed and areas for further research are suggested.
Christian Education is now professionalized to a level unthinkable to the pioneers in the field. This article traces the development of 20th-century evangelical Christian Education from three perspectives: major evangelical educators; key publishers and their books; and the major academic institutions training Christian Education specialists.
Christian educators in both day schools and Sunday Schools are frequently hesitant to accept children with learning disabilities into their classes. A recent decision by a federal circuit court requiring a public school to include a child with Downs Syndrome in the regular classroom may provide some guidance to Christian educators. With appropriate training Christian teachers can meet the needs of learning-disabled children.