Relevant bibliographies by topics / Christian Education - General

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Christian Education - General'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Christian Education - General"

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Mau, Marthen. "Christian education and political education for Christians in Indonesia." Jurnal Pendidikan Agama Kristen (JUPAK) 3, no. 2 (June 29, 2023): 17–34. http://dx.doi.org/10.52489/jupak.v3i2.144.

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The problem that usually occurs is that some political people consider it dirty, unclean, unclean, evil, and sinful, but that opinion is not true. Usually, unscrupulous politicians who abuse their authority in politics for the benefit of themselves, their families, and groups, thus ignoring the public interest. Therefore, the purpose of this research is to encourage Christian educators to teach Christian education and political education for the benefit of the general public; as well as to open the horizons of thinking for Christians and the public as a whole. This paper uses qualitative methods through literature studies to produce an understanding of Christian and political education correctly so that it can make everyone happy. So, the results found are that if Christian educators are increasingly loyal to teaching Christian education and political education in the right way, then everyone who is taught will continue to do the right thing too.
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Choi, Bongdoh. "A Study on Praxis Education for Culturalization In Christian Education." Korean Society of Culture and Convergence 45, no. 6 (June 30, 2023): 683–93. http://dx.doi.org/10.33645/cnc.2023.06.45.06.683.

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The aims of this study was for today's existing value system and social order are changing due to multi-dimensional religions and cultures in the multi-cultural era, and a new paradigm of Christian education is required due to these changes. To address this demand, this study looked at the relationship between church and culture in a cross-cultural way in Christian education. The right Christian faith can be established only in a responsible relationship with the reality that Christians are in, and it can never be achieved in the pursuit of personal godliness away from reality. This researcher suggested Praxis education that values community culture through the culturalization of Christianity, Praxis education that values the culture of service, and Praxis education that values the culture of Shalom as Praxis education methods for the culturalization of Christian education. The subject of this kind of Praxis education is a relationship in which the instructor teaches the learner and the learner teaches the instructor, rather than demanding responsibility only from the instructor. This means that all members of the community become instructors and learners, teaching, learning, and growing together. Therefore, this study aims to help Christians become members of the kingdom of God who can think, discriminate, and respond with a sense of responsibility to social, political, and economic issues in daily life from a Christian perspective.
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Gobbo, Wilbert. "Christian Education, Quo Vadis?" Religions 14, no. 8 (July 28, 2023): 977. http://dx.doi.org/10.3390/rel14080977.

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Christian education is very important. It can help to bring a holistic liberation and development of people. A good education can be a key to a good life. Our reflection is on Christian education; quo vadis, meaning where are you going? Chapter one will be a general introduction. Chapter two will focus on a brief historical survey of Christian education. It will reflect, among others, on the way Christian education was brought to Africa from Europe. In some places, it was regarded as a colonial tool. The analysis of the state of Christian education will be in chapter three. It will, among other things, evaluate the merits and demerits of Christian education in Africa in its current form. Chapter four will focus on the future of Christian education in Africa. It will contain our suggestions to improve Christian education in Africa. It will provide some propositions not only on how to bring about the decolonisation of Christian education but also its Africanisation. There should be a deconstruction of colonial Christian education and the reconstruction of an Africanised Christian education. The suggestions will be associated with the contextualization, decontextualization, and recontextualization of Christian education in Africa. Through, inter alia, its proper Christian education, Africa should be able to “think globally but act locally”. The last chapter will be the general conclusion.
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Pulimood, Benjamin. "Christian Perspectives for Medical Education: General Concepts of Health and Education." Yonsei Medical Journal 26, no. 2 (1985): 103. http://dx.doi.org/10.3349/ymj.1985.26.2.103.

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Goree, Kristen J., Linda S. Rieg, and Mary E. Hobus. "Why Christian Nursing Education?" Journal of Christian Nursing 38, no. 3 (July 2021): 148–51. http://dx.doi.org/10.1097/cnj.0000000000000841.

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Budiyana, Hardi. "Peran Psikologi dalam Pendidikan Kristen di Sekolah Kristen." Jurnal Pendidikan Agama Kristen (JUPAK) 1, no. 1 (December 4, 2020): 68–78. http://dx.doi.org/10.52489/jupak.v1i1.9.

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Christian education is a teaching and learning process that is based on the Bible, is moved by the Holy Spirit, and is Christocentric. One of the formal Christian education is manifested in Christian schools. Christian education in Christian schools is certainly different from education in schools in general. The Christian education, which is Christian and based on the Bible, is what distinguishes Christian schools from schools in general. Through a descriptive qualitative approach, the writer wants to describe the purpose of the role of educational psychology in Christian education. Where Christian education is to equip students in science, character and attitudes according to the Bible, but Christian education in schools also aims to bring students to become disciples of the Lord Jesus, where students are brought to meet personally with the Lord Jesus who is the only one. Lord and Savior, and experience His likeness. In carrying out Christian education in Christian schools, various disciplines are needed, including psychology. Psychology is the science of psychology that studies the unobservable inner state and observable outer state. Psychological principles that do not contradict the Bible are God's general revelations and can be used in Christian education in Christian schools. In terms of vision and mission in Christian schools, psychology can help to formulate a vision and mission that is biblical and responds to the needs of the times. In terms of the curriculum in Christian schools, psychology can help to discover new subjects and integrate all subjects with the Bible. In the case of teachers in Christian schools, psychology can aid in teacher recruitment, training, and evaluation. In the case of students in Christian schools, psychology helps to map out the uniqueness of each student and approach students personally. In terms of facilities in Christian schools, psychology helps to provide educational and innovative play tools according to the Bible
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Hermawan, Ahmad. "Islam and Christian Perspective Toward Global Religious Education in Indonesia." Al-Hayat: Journal of Islamic Education 6, no. 2 (December 15, 2022): 89. http://dx.doi.org/10.35723/ajie.v6i2.203.

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Globalization challenges Muslims and Christians in developing religious education in Indonesia. The problem of globalization has attacked the spiritual values of education. The output of religious teachings has recently shifted from the primary goal, namely the goal of education, because the education system is religiously oriented. Intolerance, corruption, human rights violations and all forms of moral decay that the Indonesian nation faces are manifestations of the minimal results of the cultivation of religious education in Indonesia. To fill this gap, this study tries to analyze and solve the problem of religious education from both an Islamic and a Christian perspective. The research used in this article is a discourse analysis method by comparing Islamic religious education and Christian religious education in Indonesia. Cooperation between the government and religious education is needed to develop religious education in Indonesia's global era. It requires integration between religious values and the positive values of globalization. Inter-religious and inter-religious dialogue must be included as part of religious education. Religious and educational institutions must be separated from commercialization, and cooperation between Christian and Islamic institutions. The Ministry of religious affairs as the higher authority in religious education, have to build mutual cooperation between the Islamic institution of religious education and the Christian Institution of religious education to support dialogue and sharing in term of harmonization.
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Simatupang, Hasudungan. "Mengelaborasi Definisi Variatif dan Penempatan Jenis Pendidikan Kristiani Pada Lembaga Pendidikan." Jurnal Christian Humaniora 7, no. 1 (May 31, 2023): 119–37. http://dx.doi.org/10.46965/jch.v7i1.1967.

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The purpose of this study is to find out the various definitions and placements of the three types of Christian education based on the New Testament in formal, informal and non-formal educational institutions according to the levels and educational programs needed by Christians.This type of research is qualitative in order to elaborate and present data/information about various definitions consisting of three types of education namely: Christian Education, Christian Religious Education, Religious Education of Christianity which takes place in educational institutions within churches, theological schools and public schools.This research method is descriptive which seeks to present data or information and an overview of the results of the elaboration and clarification of the various definitions that affect the placement of the three types of Christian education at the level of general and theological educational institutions in Indonesia.The results of the study present a definition according to the New Testament, especially the Synoptic Bible as a reference to define: First, Christian Education and the educational institutions in it consist of Sunday School, Bible School, Evangelism School, Bible Course, Bible Teacher School (Congregational Teacher), Baptist Catechism, Biblevrow School, Church Elder/Worker Candidate School, Deaconess School. Second, Christian Religious Education consists of: Early Childhood Education or Christian Theological Kindergarten, Christian Theological Elementary School, Christian Theological Middle School, Christian Theological Middle School and Christian Theological College or Christian Religious Education College. Third: Religious Education of Christianity consists of: Early Childhood Education, Kindergartens, Elementary Schools, Junior High Schools, High Schools, Public Universities.
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Avis, Paul. "Apologist From The World of Science: John Polkinghorne Frs." Scottish Journal of Theology 43, no. 4 (November 1990): 485–502. http://dx.doi.org/10.1017/s0036930600039442.

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JohnPolkinghorne FRS (b.1930), the Cambridge Professor of Mathematical Physics turned Anglican parson enjoys unrivalled opportunities as an apologist for the Christian faith to those with a general scientific education. Without reading a word of his writings, many Christians will be encouraged to know that a distinguished professional scientist is so firmly persuaded of the truth of the Christian faith as to resign a prestigious professional position and embrace the far from prestigious calling of a Christian minister in the secular environment of today. Some who embark on his books may not understand all the scientific allusions, but they will be impressed by his testimony that orthodox Christian belief can exist in harmony with the scientific worldview and vocation.
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Jeffers, James S. "Envisioning a Christian Liberal Arts Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 141–64. http://dx.doi.org/10.5840/jis2002141/27.

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Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students. The Torrey Honors Institute at Biola University offers a way for Protestant Christian colleges to revitalize their liberal arts education. Its curriculum uses the Great Books of the West to combine the study of theology and the Bible with the study of the humanities and social sciences. Its pedagogy uses elements of active learning as well as mentoring and technical innovations, to enhance the classroom experience.
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Dissertations / Theses on the topic "Christian Education - General"

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Trujillo, José. "Toward an Hispanic Christian identity adult education in the Hispanic Baptist General Conference churches of Chicago /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Lang, James A. "A mixed methods study exploring transformative learning through a Christian discipleship process." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643227.

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This mixed-methods study investigated the transformative learning that occurred in the alumni of the 22-lesson Christian discipleship process called the Immersion Experience by Aphesis Group Ministries. Quantitative data was collected from a survey sent out to the 850 alumni. Deep interviews were conducted with 16 participants who had the additional prerequisite of being raised in a religiously confused home of origin. The transformative learning was examined through the theoretical framework of Mezirow's transformative learning theory. An additional lens was resistance to change. Argyris and Schon's theory of action developed the concept of double-loop learning. Their theory was extended by Kegan and Lahey's immunity-to-change perspective. The final lens was a synthesis of Brown's development of wholehearted living, Bowlby's Attachment Theory, positive psychology, and virtue ethics. This has been summarized as living wholeheartedly with virtue. The Immersion Experience seeks to help professing Christians evaluate their inner lives and discern the discrepancies between their espoused Christian beliefs (what they say they believe) and their theories-in-use (what they actually live out) in the attempt to bring them into alignment. The intent is to help believers be able to practically live out their Christian commitment each day of their lives.

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Harper, Charles A. "Teaching and implementing effective mission and outreach ministry through Christian education at the Mount Pleasant Baptist Church, Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/AAIDP14671.

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This dissertation addressed the teaching and implementation of effective mission and outreach ministry at the Mount Pleasant Baptist Church, Atlanta, Georgia. The mission statement of the church has always reflected the importance of remaining mission focused when carrying out the work of Christ and reads as follows: 'We win souls to Christ. We develop Christian growth in grace, knowledge, and service. We build a community, to reach a community.' 1 The intent of this dissertation was to provide a Christian Education ministry that identified the beliefs, attitudes, and actions, whereby the ministries of Mount Pleasant could implement effective mission and outreach ministry programs through the discipline of Christian Education. The implementation portion in this project were carried out in two phases: planning/teaching and implementation/praxis. Methodology for this implementation model included the combined efforts of the Office of the Pastor, the Board of Christian Education, and the Social Services Ministry of the Mount Pleasant Baptist Church. The teaching and implementation for effective mission and outreach ministry will be addressed using the following five components: (A) God's vision for mission and outreach ministry; (B) Board of Christian Education planning; (C) ministry education and training; (D) mission project development; and (E) mission and outreach praxis implementation. 1O. L. Blackshear, Sr., Michael T. Barnes and Charles A. Harper, III, 'Mount Pleasant Baptist Church Mission Statement' (Atlanta, Ga., 2 August 1995).
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Toavs, Troy Landon. "Mennonite music education in southern Manitoba| A descriptive study of Mennonite Collegiate Institute and Steinbach Christian High School." Thesis, The University of North Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614105.

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The purpose of this study was to describe and compare the music programs at Mennonite Collegiate Institute (MCI) founded in 1889 and Steinbach Christian High School (SCHS) which has its origins in Steinbach Bible College founded in 1936. The Kanadier, Mennonites who came to Manitoba in 1874 (e.g., Kleine Gemeinde and Bergthaler), had previously rejected part-singing in Russia. However, they became more open to part-singing after they came to Manitoba. The Bergthaler in Gretna helped establish MCI. The Mennonite Brethren (MB) and Evangelical Mennonite Brethren (EMB) were influential in promoting choral music among the Kleine Gemeinde in Steinbach. Steinbach Bible College became a joint effort of the MB, EMB, and Kleine Gemeinde (now the Evangelical Mennonite Conference or EMC). The Ruβländer (or Russlaender) who came to Canada in the 1920s, many of whom were MB, were culturally more progressive than the Kanadier and influenced both MCI and SCHS. The researcher interviewed teachers, administrators, a museum curator, visited archives, and attended a Sängerfest (or Saengerfest) at MCI and a concert at SCHS. Both schools are known for their choral programs and do similar repertoire. Regarding the religious musical heritages of the two schools, MCI is more deliberate at including German hymns and traditional favorites known as Kernlieder in their programming whereas the emphasis at SCHS is sacred music in general.

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Coll, Roisin. "Nemo dat quod non habet (no one can give what they do not possess) : the faith development needs of the authentic and authoritative Catholic teacher." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/449/.

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This study was set within the context of Catholic Education in Scotland; a context that holds a unique historic position, operating within the state education system. It investigated and explored the faith development experiences of Catholic teachers as they progressed from their initial teacher education programme through to full registration as qualified professionals, incorporating a one-year probationary period. A smaller comparative study was undertaken to add value to the theory that emerged from the main study. The research was phenomenological in nature and the qualitative research strategy adopted throughout was that of grounded theory, where the researcher used methods which allowed theory to emerge from the data. Data collection and analysis took place over a three-year period and the application of constant comparative analysis was implemented, where concepts were explored and their relationships investigated. Based on their own personal narratives, the development of participants’ faith was recorded during four key data collection and analysis stages which were given the titles, Considering the journey ahead, From theory to practice, Socialisation: finding a voice and The Catholic teacher: authentic witness to faith. Two faith development contexts were identified to enable Catholic teachers to be authentic and authoritative witnesses to their faith––concepts of self-realisation that aligned very much with the expectations of the Catholic Church. The first is the requirement to develop the teacher’s knowledge and understanding of the Catholic tradition and the second, the ability to teach in an explicit and proactive faith environment where, through its leadership and overall culture, this has the potential to significantly impact upon an individual’s faith. The study raises important questions surrounding the ongoing faith development of the Catholic teacher within the context of continuing professional development, given its unique position within the state system in Scotland.
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Price, Kathryn Yvonne. "Preparing new members for a life of Christian discipleship in a moderate-sized African American Holiness-Pentecostal church." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/AAIDP14684.

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The purpose of this dissertation was to develop a discipleship training program at New Horizons Church of God in Christ. The model sought to develop this program with a view towards incorporating elements of the tradition of the Church of God in Christ along with Bible study and intercessory prayer. The project was composed of eight weekly sessions. The purpose of this project was to determine whether this style of training, in conjunction with traditional forms of spiritual formation already in place, would promote more committed church members. This project was developed out of the writer's personal concern for retaining new and oriented members. At the heart of this dissertation is the theory that spiritual transformation takes place as a result of intentional and, consistent Bible study and prayer in a small group setting in addition to the Holiness-Pentecostal discipleship uniquely appropriated through its traditions, worship style and community. The result of this study exposed an added dimension necessary to the process of transformation already present in the Pentecostal Church; that is the small group, in-depth study of the Word of God that promotes a hunger for scripture and therefore a hunger for God. The ultimate aim of this study was to find a way to develop commitment to one's faith in the context of the Church of God in Christ. This project was developed in response to a perceived lack of commitment and understanding of the nature and definition of what it means to be a disciple of Jesus Christ.
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Taylor, Bridgett Vivian. "How Ngaju Dayak Christian women in three rural communities in central Kalimantan pass on their skills, beliefs and values to the next generation." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/67476/.

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This research was carried out in three villages in Central Kalimantan, Indonesia, and looked at the ways in which Ngaju Dayak Christian women passed on their skills, beliefs and values to their children. It was an educational, ethnographic, collective case-study which was both descriptive and interpretive. The main data collecting methods were participant observation and ethnographic interviews, undertaken over a two year period from 2007 to 2008. The motivation for carrying out the study was to try to find more effective ways of delivering Christian Education to rural Christian women, based on their traditional ways of teaching and learning. The research reveals that traditional Ngaju Dayak teaching and learning fits into a situated learning model. I claim that educational practices based upon that model are not necessarily in conflict with a Christian worldview. While this study confirms many of the findings of studies which have been carried out amongst indigenous people in other parts of the world it broke new ground in that it looked for the first time at traditional education methods among the Ngaju Dayak women. It found that the mothers especially, played the dominant role in passing on skills, beliefs and values to their children. Their methods were almost totally informal, frequently modelling or demonstrating in situations where children were present and included. The younger generation learned through observation, participation and imitation and by listening and experimenting. The context for the teaching and learning was the real and meaningful environment of the village, fields and/or family and was almost always connected to ‘real-life’ situations. Skills, beliefs and values were passed on orally. Also much was visually transmitted especially through the use of artefacts used in ceremonies. With the advent of local or personal electricity supplies, skills, beliefs and particularly values were also being transmitted via the mass media. Although there were some gender specific roles and mothers were dominant in passing on the skills, beliefs and values, overall there was minimal gender differentiation among the recipients. The study showed that these Ngaju Dayak women are ‘functionally illiterate’. They are able to read and write but their main ways of learning are oral. Story telling, has always played an important role in the lives of the Ngaju Dayak people. Further, it is evident that they prefer visual, kinesthetic, modes of learning to passive, formal ones. Cultural transmission from parents to children clearly takes place, but with certain modifications. Even though culture was transmitted by the parents and the wider family, motivation and relevance were important reasons for passing on the skills, beliefs and values. In summary, learning and teaching remains strongly influenced by the traditional Dayak worldview.
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Foo, Ro Jean, and 羅進福. "An Evaluation of the General Education - Chung Yuan Christian University." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/49948358987216264954.

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碩士
中原大學
心理學研究所
86
The purposes of this study were to evaluate the effectiveness of general education. Thirty-four teachers and 2225 students involved in the survey study. The study applied quasi-experimental design to survey the teachers'' basic concepts toward general education, and assess how their basic concepts had impact on the students. Four questionnaires were used in this study: 1.the questionnaire of concept of general education. 2.the questionnaire of the process of general education. 3.the questionnaire of opion towards general educational courses. 4.the questionnaire of the outcome of the general education. The results were summarized as follows: (1) The teachers'' concepts toward general education were appropriate. The teacher''s demographic variables were not correlated with their basic concepts of general education. (2) Regarding implicit curriculum of general education, the most popular activity is commentary on movies. Most students think the general educational activity is important to general education. (3) Most students acknowledged the educational objective is the holistic education. Most students identify the idea. Most students also identify the course design of general education. Most students suggested need to be increased according the need of students.(4) Group 1 and group 2 were divided on the basis of teachers'' concepts toward general education. There two groups have significant difference of the total score in process evaluation but have no significant difference in product evaluation. (5) Both group 1 and group 2 had significant correlation between process and product evaluation.(6) The background variables such as college and years had significant difference in total scores of process and product evaluation. (7) The nature of courses had significant difference in both process and product evaluation.The results above would have implications for the decision-maker of course design of general education.
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ČAPKOVÁ, Hana. "Liturgický rok a výuka křesťanské výchovy v mateřské škole." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-49619.

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This work is focused on children at preschool age from these points of view: biology, psychology, sociology and pedagogy with the consideration to the evolution of child´s personality at kindergarten. The work results from the General Educational Program for Preschool Education at kindergartens which wants to extend and deepen single topics about the spiritual factors of the child. In practical part there are proposals of topics for the work with preschool children for three-year period. These topics relate to single periods of liturgical and calendar year. In the form of game the children are approaching to single periods during the school year by the help of symbols which are typical for each period.
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Maangi, Eric Nyankanga. "The contribution and influence of the Seventh-Day Adventist Church in the development of post-secondary education in South Nyanza, 1971-2000." Thesis, 2014. http://hdl.handle.net/10500/20035.

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This study discusses the contribution and influence of the Seventh-Day Adventist (SDA) Church to the development of post- secondary education in South Nyanza, Kenya. This has been done by focusing on the establishment and development of Kamagambo and Nyanchwa Adventist colleges whose history from 1971 to 2000 has been documented. This is a historical study which has utilized both the primary and secondary source of data. For better and clear insights into this topic, the study starts by discussing the coming of Christian missionaries to Africa. The missionaries who came to Africa introduced western education. The origin of the SDA church to Africa has also been documented. The SDA church was formed as a result of the Christian evangelical revivals in Europe. This called for the Christians to base their faith on the Bible. As people read various prophecies in the bible, they thought that what they read was to be fulfilled in their lifetime. From 1830s to 1840s preachers and lay people from widely different denominations United States of America around William Miller (1782-1849). This led to the establishment of the SDA Church in 1844. The study focuses on the coming of the SDA Missionaries to South-Nyanza. The efforts of the SDA Missionaries to introduce Western education in the said area, an endeavor which started at Gendia in 1906 has been discussed. From Gendia they established Wire mission and Kenyadoto mission in 1909. In 1912 Kamagambo and Nyanchwa, the subject of this study became mission and educational centres. The SDA mission, as was the case with other missionaries who evangelized South Nyanza, took the education of Africans as one of the most important goals for the process of African evangelization. The Adventist message penetrated the people of South Nyanza through their educational work. The conversion of the first converts can be ascribed to the desire for the education which accompanied the new religion. Kamagambo Adventist College became the first college in South Nyanza. Equally, Nyanchwa became the first college in the Gusii part of South Nyanza. The two colleges exercised a great influence on the local community especially in the socio-economic and educational fields. At the same time the colleges have also contributed enormously to the community’s development through the roles played by its alumni in society. Besides this, the study has also recommended some other pertinent areas for further study and research.
Educational Foundations
D. Ed. (History of Education)
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Books on the topic "Christian Education - General"

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Louis, Berkhof. Foundations of Christian education: Addresses to Christian teachers. Phillipsburg, N.J: Presbyterian and Reformed Pub. Co., 1989.

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Deuink, James W., and Carl D. Herbster. Effective Christian School Management: How to start and operate a Christian school. 2nd ed. Greenville, SC: BJU Press, 1986.

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Clericis, Catholic Church Congregatio pro. General directory for catechesis. Dublin: Veritas, 1998.

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Catholic Church. Congregatio pro Clericis. General directory for catechesis. Ottawa: Canadian Conference of Catholic Bishops, 1997.

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Catholic Church. Congregatio pro Clericis. General directory for catechesis. London: Catholic Truth Society, 2002.

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Vatican Congregation for Catholic Education. The religious dimension of education in a Catholic school. Dublin: Veritas, 1988.

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F, Kelly Douglas, McClure Hugh, Rollinson Philip B, and Westminster Assembly (1643-1652), eds. The Westminster Confession of Faith: An authentic modern version. 3rd ed. Signal Mountain, Tenn: Summertown Texts, 1992.

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Conde-Frazier, Elizabeth. Multicultural models for religious education. Atlanta, Ga: SCP/Third World Literature Pub. House, 2001.

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1970-, James Eddie, ed. Videos that teach 4: 75 more movie moments to get teenagers talking. El Cajon, CA: Youth Specialties, 2005.

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Adams, Blair. Wisdom's children: Home education and the roots of restored biblical culture : necessity and possibility, general principles and particulars. Austin, Tex: Truth Forum, 1989.

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Book chapters on the topic "Christian Education - General"

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Elstad, Eyvind. "An Overture: A Historical Overview of Political and Cultural Antecedents of the Nordic School System and its Variety of Teacher Education Programmes." In Evaluating Education: Normative Systems and Institutional Practices, 17–33. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_2.

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AbstractTrade and contact between people in the northwest corner of Europe and other parts of the world can be traced far back in time. The attacks and raids of Vikings created terror in parts of Europe, but through Christianization, the people in the north gradually assimilated the values of the other European regions. The transnational Catholic church influenced the order of several societies. Schools in the Nordic region at first provided training for the priesthood. With the Reformation, the transnational influence of the Church was greatly weakened. In the 18th century, societal authorities introduced a new school model: mandatory public school for all. This public school helped spread literacy and more in-depth knowledge of Christianity. Over time, the idea emerged that schools should serve a broader purpose than spreading Christian knowledge; the need for teacher education was recognised as a logical consequence. Substantial improvements to the school system took place through trained teachers and the expansion of schools’ content. The changes in Nordic societies laid the foundation for and were influenced by improvements in the school system, indicating a renewal of the school systems. Teacher education evolved from a seminary-based education with many general education elements, to an extended education.
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Neveu, Norig. "Orthodox Clubs and Associations: Cultural, Educational and Religious Networks Between Palestine and Transjordan, 1925–1950." In European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948, 37–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_3.

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AbstractSince the late nineteenth century, Orthodox Arab laymen had organised themselves into associations starting in the main cities of Palestine, a dynamic which quickly spread to Transjordan, leading to the creation of local Orthodox committees in most parishes. This chapter considers the history of the Greek Orthodox associations in Transjordan from 1925 to 1950 and the influence of regional networks in the structuration of religious, social and intellectual life in Amman and more generally Transjordan. By approaching cultural diplomacy “from below”, this chapter highlights the pivotal role of Orthodox laity in promoting cultural, intellectual and political production in Transjordan. Through those activities they could negotiate local sovereignty but also political and communal space, away from the influence of the Patriarchate of Jerusalem.
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Christensen, Dan C. "| 1833–9 | 1833–9 The Natural Laws of General Education." In Hans Christian Ørsted, 506–16. Oxford University Press, 2013. http://dx.doi.org/10.1093/acprof:oso/9780199669264.003.0049.

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Wells, Cynthia A. "A Distinctive Vision for the Liberal Arts: General Education and the Flourishing of Christian Higher Education." In Re-Imagining Christian Higher Education, 84–94. Routledge, 2018. http://dx.doi.org/10.4324/9781351206235-7.

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Plested, Marcus. "Introduction." In Wisdom in Christian Tradition, 1–12. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192863225.003.0001.

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The introduction offers a general outline of the theme of wisdom focussing on its contemporary relevance, global character, and place within higher education. The introduction provides a delineation and description of the principal levels of Christian wisdom discourse (S1–S3). A distinction is made between ‘sapiential theology’ and ‘sophiology’. Modern Russian Sophiology is also introduced. The nature of the question of patristic fidelity within modern Orthodox theology is discussed. The plan and the scope of the book are given and the contents of Chapters 1–7 are summarized. The chapter also introduces the concept of ‘unmodern theology’ and emphasizes the ongoing importance of Sophiology.
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Marsden, George M. "The Obstacles to a Christian Presence." In The Soul Of The American University, 332–56. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195070460.003.0019.

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Abstract Protestantism’s New Initiatives Despite their resolve not to sound like fundamentalists, moderate and liberal Protestant church leaders of the 1920s, including some university administrators, were still concerned with the most general question raised by the fundamentalists. Where was the place for Christianity in modern higher education? From their own experience, mainline Protestant church leaders were acutely aware of the massive revolution that had taken place in education over the past forty years. By the mid-1920s, moreover, it was much more difficult to be sanguine about these changes than it had been even fifteen years earlier. Staid liberal Protestants had almost as much reason as fundamentalists to be alarmed about the flappers, the dance craze, jazz, the automobile, bobbed hair, short skirts, women smoking, and both sexes drinking to excess in defiance of the recent Protestant triumph in the enactment of Prohibition. The consumer economy had produced a youth culture with its own rules, language, entertainments, and mores. As high school education expanded, college attendance also took a sudden upswing. Undergraduate enrollments tripled from 1910 to 1930 so that by the latter date the equivalent of one in every eight eighteen to twenty-one years olds was in college.1 The burgeoning college campuses became leading loci for declarations of youthful independence.2 The most perplexing question was how to maintain some countervailing Christian influence at state universities. While all higher education was expanding, state education was growing at a faster rate than was private education and by 1930 was threatening to displace private education as the dominant force on the university scene.
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Laird, Andrew. "General Conclusions and Envoi." In Aztec Latin, 314–24. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197586358.003.0011.

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Abstract The early influence of Erasmus on education, the translation of Latin into Mesoamerican languages, and the involvement of indigenous scholars—leading to the development of an original literature in Nahuatl—account for the distinctive character of humanism in early colonial Mexico. Comparisons of Mexican legacies to those of classical antiquity, initiated by native authors and Spaniards alike, have long endured. Several areas of enquiry remain to be explored: the broader role of Latin in New Spain, and its interactions with Nahuatl in the sixteenth and seventeenth centuries; the interference of classical and Christian literature on chronicles and histories of Mexico; and the ways in which humanist learning determined European ethnography and responses to native languages in other regions of the Americas, and beyond. The iconography and lettering of the Nuremberg Map of Mexico Tenochtitlan are discussed as a closing illustration.
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Glanzer, Perry L., Nathan F. Alleman, and George Marsden. "Christian Teaching in the Pluralistic University." In The Outrageous Idea of Christian Teaching, 127–51. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190056483.003.0007.

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With the help of the more sophisticated understanding of the ways one’s teaching may informed by one’s Christian identity discussed in chapters 2 through 4, we can now investigate the most controversial question of this book: How can a faculty member teach from a Christian perspective while honoring the integrity of the secular academy? In postmodern culture, teachers are expected to integrate their various identities into their teaching (e.g., feminist, environmentalist, Marxist). Therefore, this chapter explores how a professor could teach from a Christian perspective while working in the context of the pluralistic academy. It sets forth some general views about how teachers should address this matter, then focuses on how Christian teachers should determine when and how to draw upon their nonprofessional identities in their professional practice. Fundamentally, this chapter addresses the heart of what it means to foster a rich tournament of identities and narratives, which is the ultimate essence of liberal education.
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Haines-Eitzen, Kim. "“For I Could Not Find The Syllables” The Education and Training of Early Christian Scribes." In Guardians Of Letters, 53–76. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195135640.003.0004.

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Abstract The previous two chapters were concerned with the broad contours of scribes’ identities and status in the Graeco-Roman world. We saw that scribes in this period defy scholarly attempts to categorize scribes and to generalize about a “scribal class”; while scribes are concentrated in the slave and lower classes, they are also found in higher classes. Their tasks are not easily defined or classified, since many scribes - especially private scribes - seem to have often been multifunctional, crossing the lines of administrative and literary work with some frequency. This chapter continues the discussion of scribal identities and functions by looking closely at the education and training of scribes. Throughout, I will use the terms “education” and “training,” respectively, to designate a general course of schooling (i.e., that may have taken place in a “public” school or a private context) in contrast to a particular technical component designed to teach scribes a specialty. In the case of the copyists of early Christian literature, I will further give attention to evidence that may indicate that the scribes had a specifically Christian “education” (to the extent that they were acquainted with other Christian texts or may have been aware of liturgical or catechetical rites). What emerges from the literary and papyrological evidence corroborates the multifarious portrait in the previous chapters: the degree of education and training among scribes of this period varies from the illiterate to the well-educated, from the poorly trained copyist6 to the experienced calligrapher.
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Farnham, Nicholas H. "Introduction." In Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.003.0003.

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Liberal education has always had its full share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the evolutionary development of the concept of liberal education, for its changing tradition, and for the resultant adaptation of educational institutions to serve the needs of society. This book is the result of a meeting, primarily of believers, held at the American Academy of Arts and Sciences in Cambridge, Massachusetts, in April 1994. The reason for calling it was not simply to consider the unpleasant omens for liberal education that have been appearing as the end of a millennium is reached. A pessimist would include among them the end of the long period of economic growth for colleges, the decline of public support, the discovery that financial aid for tuition can be an Achilles' heel in times of rising costs, and the increasingly uncritical dependence of the public on the mass media and information technology, as well as a host of other external pressures and internal confusions. The meeting was called primarily to inspire further reflection on how liberal education can best continue to serve the healthy functioning of democratic society despite these apparent obstacles, for this concept still deserves a central pedestal in the educational pantheon. Presidents and chief academic officers of eighty liberal arts undergraduate institutions participated in the meeting, along with a dozen scholars and a few leaders of educational associations. Nine of the presentations from the symposium are included in this volume, accompanied by a statement prepared by all of the participants representing their general agreement about liberal education. The four-day symposium was sponsored by the Educational Leadership Program of the Christian A. Johnson Foundation and the American Council of Learned Societies. The Educational Leadership Program conducts research and seminars for college and school administrators. The American Council of Learned Societies supports scholarly research in the humanities.
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Conference papers on the topic "Christian Education - General"

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MIHĂLACHE, Lilia, Natalia JOSU, and Teodora VASCAN. "Abordări didactice privind elaborarea și implementarea proiectului STEAM "Enigma inter/transdisciplinară a pomului de Crăciun" în sistemul învățământului general." In Inter/transdisciplinary approaches in the teaching of the real sciences, (STEAM concept) = Abordări inter/transdisciplinare în predarea ştiinţelor reale, (concept STEAM). Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.steam-2023.p334-338.

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This article proposes different didactic approaches to initiate, develop, and implement a STEAM project in the general education system. The completion of the project with the title „The Inter/Transdisciplinary Analysis of the Christmas Tree” involves the study and examination of the Christmas tree from multiple interdisciplinary perspectives, highlighting the connections between biology, mathematics, computer science, programming, 3D modelling, and the use of 3D printing. All the objectives proposed for the project involve following specific steps, and upon completing these steps, they cultivate knowledge and develop skills and abilities in the students participating in the implementation of the project. All the inter/transdisciplinary mechanisms triggered within this project contribute to guiding students toward choosing a STEAM career and subsequent involvement in some of the branches of the real economy.
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Nuere, Silvia, Esperanza Macarena Ruiz Gómez, and Laura de Miguel Álvarez. "Sketch as a Tool of Thought in Art and Science." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.69.

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Professors from different studies such as fine arts, engineering in industrial design and digital graphic design and from different universities (Politécnica de Madrid, Complutense de Madrid and Internacional de La Rioja) have participated in an educational innovation project dealing with sketching as a starting point to creation. Teachers from the Universidad Complutense de Madrid and the Universidad Politécnica de Madrid proposed to their students exchange experiences. Students from industrial design went to classes to the Fine Art Faculty and fine art students had to deal with an industrial design proposal. The aim of the experience is to know how students from different studies manage drawing tools to start their work; drawings to finally paint a still life, drawings to understand volume in a sculpture plaster model to reproduce it with clay, and sketches to propose a Christmas ornament made with wood. After the experience, drawings from exercises from the three universities have been analyzed to establish similarities and differences in the use of visual language (points, lines, planes, surfaces, and color, between others). Fine art students use the lines with ease, hints, light with the inclusion of color spots as part of the approach to the solution. Industrial design students, on the other hand, consider the line as an essential element in their drawings, well-marked, clearly delimiting the edges of the object, integrating color as an addition rather than as an integrating element. And finally, but not last, students from digital graphic design use lines as a language to propose fast schematic approaches, lines as added texts, and generally a lack of color. Even though each field of knowledge has some particularities, we think that the drawing approach is essential to face creations no matter their essence. Sketches in early stages mean to face problems, to think and to translate ideas into a two-dimensional surface.
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Reports on the topic "Christian Education - General"

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Funk, Steffen, and Felix Mittermayer. Biological oceanography and fishery science practical at Sea in the framework of the SeaRanger educational programme, Cruise No. AL607, February 10th – February 16th 2024, Kiel (Germany) – Kiel (Germany), SeaRanger. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2024. http://dx.doi.org/10.3289/cr_al607.

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This cruise was conducted as part of the educational training of fishers in the framework of the transdisciplinary SeaRanger program which is scientifically accompanied by the Institute of marine ecosystem and fisheries Science (IMF) at the University of Hamburg (UHAM), the Christian-Albrechts University Kiel, Centre for Ocean and Society (CeOS), the Thuenen-Institute for Baltic Sea fisheries (TI-OF), and the German Centre for Integrative Biodiversity Research (iDiv) in the framework of the joint project SpaCeParti (Coastal Fishery, Biodiversity, Spatial Use and Climate Change: A Participative Approach to navigate the Western Baltic Sea into a Sustainable Future; Grant no. 03F0914) funded by the BMBF. In order to give the fishermen as realistic an application of the standard monitoring techniques as possible, the trip was planned in such a way that the training part was integrated into a scientific monitoring programme focussing on the spawning activity of fish in the Belt Sea. By sampling a standardised station grid contributing to the joint long-term sampling efforts in the Western Baltic Sea which are internationally coordinated by the WBCF (Western Baltic cod Forum), the fishers learned how plankton, fish and water samples are taken, preserved, and analysed and gained a comprehensive insight into the hydrography and fauna of the western Baltic. Similar to the previous cruise AL606 in January 2024 conducted by the IMF no cod larvae and generally less larvae compared to previous years were observed in the Bongo 500 μm net samples from the Plankton grid stations, potentially indicating a delayed spawning activity of fish in the Belt Sea potentially related to the comparably low water temperatures in winter 2023/24. (Alkor-Berichte ; AL607)
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