International Journal of Christianity & Education最新文献

{"title":"Faith and Science at Notre Dame: John Zahm, Evolution, and the Catholic Church","authors":"E. Grace","doi":"10.1177/20569971221106638","DOIUrl":"https://doi.org/10.1177/20569971221106638","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"26 1","pages":"358 - 359"},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48197222","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 Art of Living for a Technological Age: Toward a Humanizing Performance","authors":"Maxwell Patchet","doi":"10.1177/20569971221099434","DOIUrl":"https://doi.org/10.1177/20569971221099434","url":null,"abstract":"","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"26 1","pages":"350 - 351"},"PeriodicalIF":0.5,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42173326","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 Christian education health check: A survey for understanding church school climate","authors":"Felicity I. McLure, Jill M. Aldridge","doi":"10.1177/20569971221098386","DOIUrl":"https://doi.org/10.1177/20569971221098386","url":null,"abstract":"Understanding students’ perceptions of Christian education is essential for schools seeking to make changes that enhance opportunities for students to understand and engage with Christian faith. This study introduces and describes the validation of an accessible survey that probes students’ perceptions of the Christian culture of their school and the degree to which the school culture has influenced their willingness to engage with and adopt a faith stance. Schools can use the survey to identify areas for change related to the school climate, teaching and social-emotional learning, in conversation with teachers and students.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"185 - 208"},"PeriodicalIF":0.5,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41765107","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":"Basil as exemplar for reading pagan texts: The spirit, the church, and a sacramental ontology","authors":"Heather W Peterson","doi":"10.1177/20569971221090919","DOIUrl":"https://doi.org/10.1177/20569971221090919","url":null,"abstract":"In To Young Men, Basil of Caesarea asserted that pagan literature could be read discerningly for the pursuit of virtue. As a professor of English, I recognize Basil as an exemplar pedagogue in my own insistence that Christian students read secular texts. Not a scholar of Greek, I rely on patristic scholarship to understand Basil’s assumptions giving him confidence in students’ discernment. Pagan literature can be read discerningly because reading and faith are collective ventures, seeking virtue is practiced best in dependence on the Holy Spirit, and truth is unified based on a Platonist-Christian synthesis—a sacramental ontology.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"26 1","pages":"112 - 122"},"PeriodicalIF":0.5,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44889189","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":"Aligning means and goals: Insights from professional development to promote learner-centered education in Cambodia","authors":"D. Eastman, C. Bishop, Nicholas C. Block","doi":"10.1177/20569971221100505","DOIUrl":"https://doi.org/10.1177/20569971221100505","url":null,"abstract":"As part of a multi-year project within a network of Cambodian Christian schools, researchers facilitated training with the purpose of strengthening learner-centered education. To support teachers to grow beyond previous training, leaders ensured that the structure of the training was carefully aligned with intended outcomes. Informed by questionnaires that measured teacher confidence with varied tasks, and also by teacher feedback, researchers found evidence that it was helpful that the training was delivered in a manner consistent with principles of servant leadership and that it actually modeled learner-centered education so that teachers could integrate new pedagogies into their own classroom.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"123 - 141"},"PeriodicalIF":0.5,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45477909","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 ecumenism and interreligious dialogue in peace education in the Philippines from a Catholic perspective","authors":"I. E. Gozum, J. Galang, P. J. Sarmiento","doi":"10.1177/20569971221092397","DOIUrl":"https://doi.org/10.1177/20569971221092397","url":null,"abstract":"This study presents the importance of promoting interreligious dialogue and ecumenism in teaching peace education. It also discusses the applicability of selected papal documents for implementation in current interreligious education in Catholic and government schools in the Philippines. We explain the importance of interreligious dialogue and ecumenism from the Catholic Church documents Ut Unum Sint and Nostra Aetate. Then, we show the need for interreligious dialogue and ecumenism in achieving peace in this time when religion is misconstrued. Conclusions are given to lay out the need for interreligious dialogue and ecumenism to be integrated in peace education.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"209 - 222"},"PeriodicalIF":0.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43105859","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 ethnic church attendance gap at Christian colleges","authors":"Perry L. Glanzer, Kevin D. Dougherty, T. Cockle, Phil Davignon","doi":"10.1177/20569971221098725","DOIUrl":"https://doi.org/10.1177/20569971221098725","url":null,"abstract":"While interviewing seniors at our university, we came across a curious and disturbing trend. Students of color were less active in any local church. This finding pushed us to ask: does this gap exist throughout Christian college campuses? We answered this question using survey data from over 800 seniors at Baylor University and a national sample of over 6000 students from 34 Council of Christian Colleges and Universities (CCCU) institutions. As suspected, many students of color on these campuses attend church less often than their white classmates, despite similarities in beliefs. We suggest some possible reasons for this gap.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"27 1","pages":"168 - 184"},"PeriodicalIF":0.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48053194","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":"Learning from predecessors: Disclosing the inspiring potential of historical educators","authors":"Bram de Muynck, Bram Kunz, Piet Murre","doi":"10.1177/20569971221086908","DOIUrl":"https://doi.org/10.1177/20569971221086908","url":null,"abstract":"Biographers of the English Prime Minister Sir Winston Churchill (1874–1965) describe him as an insatiable reader. From an early age he read classic books (Roberts, 2018: 16). Owing to his incomparable memory, later in life, he could quote many authors by heart in his numerous speeches. It is also said that many decisions in his political life can be traced back to influences from the books he read (Rose, 2015). One of the reasons to pay special attention to historical educators in an issue of this journal is our conviction that the study of past writers on teaching and learning may influence the attitude and decisions of teachers. In the case of Churchill, many books he read were not on politics. And yet it is clearly traceable how the works of, for example, Shakespeare, Oscar Wilde, and G.B. Shaw came back to him later in his political career. In the case of teachers, we assume similar processes may happen. All the books they have read will have influenced, in one way or another, how they perceive the world, and more specifically how they look at interpersonal relationships. What can be said about the influence of the reading of historical educators? And more precisely, does it make sense to use texts and stories from decades or even centuries ago in teacher education? Reflecting on this question, we can think about two approaches to the educational profession. The first is to see it as a matter of skills needed to adequately and efficiently facilitate the learning of the younger generation. Teachers and teacher educators will generally be convinced of the importance of skills. You need to practice how to prepare a lesson, how to tell a story, how to clearly instruct a class, and, last but not least, in this day and age you need to be able to efficiently use digital tools in your instruction. Many teachers, however, would say that practicing skills does not cover the whole story. Therefore, another approach to education is needed, which puts personal and professional formation in a different light. To give words to that approach, it is helpful to frame education as a practice that is embedded in a tradition. The word tradition relates to the","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"26 1","pages":"107 - 111"},"PeriodicalIF":0.5,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48314660","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":"Twice forty years of scholarly pursuits: Robert Reid Howison (1820–1906)","authors":"Trina D Stephens","doi":"10.1177/20569971221089329","DOIUrl":"https://doi.org/10.1177/20569971221089329","url":null,"abstract":"The written artifacts of nineteenth-century Virginian Robert Reid Howison (1820–1906) lend themselves to an analysis of Howison as a self-directed, lifelong learner, and non-traditional educator as evidenced through his scholarship stemming from his vocational roles as lawyer and minister as well as his work as a historian. Howison’s autobiography provides the chronology to examine his life, situated within a tumultuous cultural milieu, and it offers insights into intellectual participation outside of an academic setting. Despite Howison’s prolific career, he is largely unknown in contemporary literature; however, he is a worthy role model of independent scholarship for 21st century educators.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"26 1","pages":"149 - 163"},"PeriodicalIF":0.5,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42967408","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":"Teaching ascesis: Recovering the neglected center of early Christian pedagogy","authors":"Kyle R Hughes","doi":"10.1177/20569971221083990","DOIUrl":"https://doi.org/10.1177/20569971221083990","url":null,"abstract":"This article aims to recover the foundational importance of training in ascesis for Christian education. For early Christian pedagogues such as Basil of Caesarea and John Chrysostom, education was seen not so much as the transmission of information as it was an invitation to a life of virtue and faith; to this end they especially encouraged teaching that would promote an ascetical lifestyle and therefore greater communion with God. By examining two key patristic texts connecting pedagogy and asceticism, this article outlines an approach that can enable modern Christian teachers to engage their students with ascetical practices that will contribute to their spiritual formation and counter-cultural witness.","PeriodicalId":13840,"journal":{"name":"International Journal of Christianity & Education","volume":"26 1","pages":"123 - 134"},"PeriodicalIF":0.5,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46281843","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}