International Journal of Christianity & Education最新文献

{"title":"Book Review: After Whiteness: An Education in Belonging","authors":"J. Greenman","doi":"10.1177/20569971211019265","DOIUrl":"https://doi.org/10.1177/20569971211019265","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"112 - 113"},"PeriodicalIF":0.5,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211019265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46898339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To Think Christianly: A History of L’Abri, Regent College, and the Christian Study Center Movement","authors":"Brant Himes","doi":"10.1177/20569971211019268","DOIUrl":"https://doi.org/10.1177/20569971211019268","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"359 - 360"},"PeriodicalIF":0.5,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211019268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49600080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Life Questions Every Student Asks: Faithful Responses to Common Issues","authors":"Pauline J. Brandes","doi":"10.1177/20569971211015607","DOIUrl":"https://doi.org/10.1177/20569971211015607","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"351 - 352"},"PeriodicalIF":0.5,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211015607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47056045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prep Talks: Tales of Challenges & Opportunities in Christian Education","authors":"Karen A. Wrobbel","doi":"10.1177/20569971211016366","DOIUrl":"https://doi.org/10.1177/20569971211016366","url":null,"abstract":"This volume’s title accurately announces that it contains “tales of challenges and opportunities,” though the title under-promises what the book delivers. The 20 stories contained in Prep Talks: Tales of Challenges & Opportunities in Christian Education prompt the reader to wrestle with questions, challenges, and themes that are “increasingly common” (p. 12) in Christian education today. The book’s design, which includes questions for reflection and discussion following each chapter, is well suited for either individual or group consideration of the issues. The chapter, “A Tale of a Great Teacher and a Grade Awakening” was particularly powerful and timely. Current thinking about grading has alerted educators to the limitations of averaging a student’s grades over time, because averaging early work with later work may not reflect the student’s performance at the point of the final or milestone evaluation. This chapter illustrates that dilemma with a realistic and helpful narrative about Michaela and Michelle. Michaela is a particularly good student who does not need to put in much effort to demonstrate mastery and earns a “solid Aþ” in the fictitious story (p. 78). Michelle, however, is the “hardest working and most focused student who had ever gone through this class . . . [She] demonstrated the greatest level of mastery in the course. Yet she finished the class with a Bþ because of those early grades” (p. 78). Bernard Bull, the author of this chapter, does not tell the reader the “right answer” and instead focuses on chronicling the teacher’s journey as she reflects on Michaela and Michelle’s growth, learning, and grades. Another story that I found particularly thought-provoking and challenging was Michael Uden’s “Making a Call When the Lines Are Crossed.” In this story, a young teacher wrestles with an apparent bullying situation in her classroom between David, the son of a single-parent family with a deeply involved mother, and Josiah, the son of a board of education member. Political issues emerge because Josiah seems to be the bully, but the principal does not support the teacher because of Josiah’s parents’ role in the school community. Unfortunately, in real life, tales like this one do not always have the positive outcome of the book’s fictitious tale. International Journal of Christianity & Education","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"355 - 356"},"PeriodicalIF":0.5,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211016366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44223019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The State of the Evangelical Mind: Reflections on the Past, Prospects for the Future","authors":"Rachel B. Griffis","doi":"10.1177/20569971211015891","DOIUrl":"https://doi.org/10.1177/20569971211015891","url":null,"abstract":"More than two decades after Mark A Noll’s The Scandal of the Evangelical Mind (Eerdmans, 1994), Todd C Ream, Jerry Pattengale, and Christopher J Devers offer an edited collection that strives to “assess the state of the evangelical mind, identify its unique contributions, and chart a way forward” (p. 13). The book includes a foreword by Richard J Mouw, an introduction by the editors, six chapters, and a conclusion. In the introduction, the editors refer to Noll’s landmark study as the catalyst for “an intellectual renaissance” (p. 1), which resulted in numerous projects and publications that advanced intellectual work in evangelical communities. Briefly following a description of the ensuing “intellectual renaissance” that Noll provoked, the editors then detail the attenuation of his book’s influence, which they connect to economic and cultural realities in the United States, such as the recession of 2008, the divisive presidential election of 2016, and the publication of works such as Mark Labberton’s Still Evangelical? Ten Insiders Reconsider Political, Social, and Theological Meaning (InterVarsity Press, 2018). In chapter 1, Noll himself expands upon the “intellectual renaissance” mentioned in the introduction, charting the rise and fall of publications and communities such as Books & Culture, Reformed Journal, the Institute for the Study of American Evangelicals, and the Pew Evangelical Scholars Program. He concludes that Evangelicals are increasingly attending to their intellectual development but that they are becoming less distinct from other Christians, such as mainline Protestants or Catholics, which has resulted in the depletion of a specifically evangelical mind. Chapter 2, written by Jo Anne Lyon, examines 18th-century Evangelicalism alongside the 21st-century church and encourages readers to recommit to practicing the virtues of love, justice, and mercy in their ministries. In chapter 3, David C Mahan and C Donald Smedley provide insights into the role of campus ministries, such as InterVarsity Christian Fellowship and Cru, in the cultivation of the evangelical mind. In chapter 4, Timothy Larsen applies John Henry Newman’s The Idea of a University to 21st-century Christian colleges. He briefly addresses several pertinent International Journal of Christianity & Education","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"353 - 354"},"PeriodicalIF":0.5,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211015891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating faith into an accounting ethics class: A project illuminated by Bonhoeffer","authors":"Joshua Sauerwein","doi":"10.1177/20569971211008946","DOIUrl":"https://doi.org/10.1177/20569971211008946","url":null,"abstract":"Teaching accounting ethics at a faith-based university requires a balance between professional guidance and the special mission of these universities. This paper reimagines the objectives on an undergraduate accounting ethics course and uses them along with insights from integration literature to develop a project of faith integration. The project incorporates the life and selected writings of Dietrich Bonhoeffer. The outline for the project, professor reflections, and student responses are included. In past years, this project has created a dynamic classroom, encouraged faith integration, and been well received by students. This paper contributes to the praxis of faith integration literature through an articulation of creative instruction.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"26 1","pages":"191 - 206"},"PeriodicalIF":0.5,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211008946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43035192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The character of Controlled schools in Northern Ireland: A complementary perspective to that of Gracie and Brown","authors":"L. Barnes","doi":"10.1177/20569971211008940","DOIUrl":"https://doi.org/10.1177/20569971211008940","url":null,"abstract":"The aim of this article is to interact with Anita Gracie and Andrew W Brown’s recent account of the historical development and nature of Controlled schools and of religious education in Northern Ireland in this journal. A complementary perspective is used to illustrate how the relationship between the Protestant churches and Controlled schools has evolved, and the bearing this has on how best to describe them. This is followed by a consideration of their claim that the type of education and of religious education practised in Anglican schools in England provide a model for Controlled schools to emulate.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"337 - 348"},"PeriodicalIF":0.5,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211008940","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42693093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lost in Thought: The Hidden Pleasures of an Intellectual Life","authors":"Michael Colebrook","doi":"10.1177/20569971211004079","DOIUrl":"https://doi.org/10.1177/20569971211004079","url":null,"abstract":"Like any great book, Zena Hitz’s Lost in Thought: The Hidden Pleasures of an Intellectual Life should make the reader extraordinarily uncomfortable. On one level, it is a powerful, yet paradoxical, call to action through inaction, a tribute to the broad utility of the life of the mind by virtue of its raw and unapologetic uselessness. In this regard, the book will please, flatter, and justify the professions of many contemporary academics. Yet on a deeper level, this self-congratulatory panegyric to contemplation is highly deceptive. The book is also an outright accusation, not against those the reader would likely suspect—practical-minded school administrators, politicians, business leaders, and lazy students—but against these very same academics who claim to support and embody the intellectual life it promotes. Among the many virtues of the book, this challenge is the most necessary. It amounts to an open critique of all of the ways would-be intellectuals fail to pursue truth honestly and without self-deception. While the economic and political pressures on academia are well known and much discussed, few before Hitz have called attention to the responsibility intellectuals themselves bear in carrying on the mantle of free and passionate inquiry, devoid of ideological trappings or resultsoriented pragmatism. The usefulness of the intellectual life, for Hitz, “lies in its cultivation of broader and richer ways of being human” (p. 188). It consists of an openness to reality in all its dimensions. But the important thing is that “reality is not up to us” (p. 86). Because of this powerlessness in the face of truth, the intellectual life requires a discipline of mind and body—a sort of asceticism of spirit, as she calls it—that submits itself to all the peculiar ways truth reveals itself. This spirit therefore entails an avoidance of the psychological temptations specific to academic life— for instance, the feelings of superiority, power, and intoxication one experiences by seeing oneself as the possessor of knowledge. Who can deny they have not felt the self-satisfaction of improved social status our positions bring? Is there not at bottom a slight ember of narcissism in all we do as intellectuals? Hitz is more than aware of the ego’s secret machinations as it tries to distort and corrupt what Bernard Lonergan in Insight calls “the pure disinterested desire to know” (University of Toronto Press, 2005). For Hitz, we must, as the heirs of millennia of International Journal of Christianity & Education","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"349 - 350"},"PeriodicalIF":0.5,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211004079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41642616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Christian learning: Towards a practices-based approach to faith, vocation, and assessment","authors":"David I. Smith, Beth Green, Mia Kurkechian, Albert Cheng","doi":"10.1177/2056997121997156","DOIUrl":"https://doi.org/10.1177/2056997121997156","url":null,"abstract":"This essay proposes that efforts at assessing the contribution of faith-based schools to faith formation be grounded in an account of student vocation framed by Christian practices. We identify gaps in research on assessment of school effectiveness and suggest that a focus on the present vocation of students may fruitfully connect faith and school-based learning practices. On this basis, we describe a framework for viewing assessment through a practices lens by identifying Christian practices that orient learning practices. We also briefly introduce the Practicing Faith Survey, a new tool based on this approach.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"151 - 168"},"PeriodicalIF":0.5,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2056997121997156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46262108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SOGI statements and LGBT+ student care in Christian schools","authors":"Julia Smith","doi":"10.1177/20569971211005487","DOIUrl":"https://doi.org/10.1177/20569971211005487","url":null,"abstract":"This article discusses a sexual orientation and gender identity (SOGI) statement widely used in Christian schools in light of its expressed commitment to treating all persons with compassion, love, kindness, respect, and dignity. I argue that this commitment is undermined by other parts of the statement which fail to address, and even exacerbate, the harms LGBT+ students experience in schools. I suggest revisions to the SOGI statement and a range of practices that would improve LGBT+ student safety and support in Christian schools that hold a traditional view of marriage.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"25 1","pages":"290 - 309"},"PeriodicalIF":0.5,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20569971211005487","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48017187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}