Relevant bibliographies by topics / Christian education – Philosophy

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

Academic literature on the topic 'Christian education – Philosophy'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Christian education – Philosophy"

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Watson, Brenda, and Jeff Astley. "The Philosophy of Christian Religious Education." British Journal of Educational Studies 43, no. 2 (June 1995): 242. http://dx.doi.org/10.2307/3121953.

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Tety, Tety, and Soeparwata Wiraatmadja. "Prinsip-Prinsip Filsafat Pendidikan Kristen." Evangelikal: Jurnal Teologi Injili dan Pembinaan Warga Jemaat 1, no. 1 (January 12, 2017): 55. http://dx.doi.org/10.46445/ejti.v1i1.56.

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Tety and Soeparwata Wiraatmadja, The Philosophy Principles of Christian Educating. This paper discusses the principles of the philosophy of Christian education. The writer describes in the paper some important issues related to the principles of the philosophy of Christian education including the review of the Christian education of theological and philosophical aspects, then epistemology and axiology, the philosophy and purpose of Christian education. The final part of this paper the author describes some of the principles of the philosophy of Christian education. Tety dan Soeparwata Wiraatmadja, Prinsip-Prinsip Filsafat Pendidikan Kristen. Makalah ini membahas tentang prinsip-prinsip filsafat pendidikan Kristen. Penulis menguraikan dalam makalah beberapa hal penting terkait prinsip-prinsip filsafat pendidikan Kristen diantaranya adalah tinjauan terhadap pendidikan Kristen dari aspek teologis dan filsafatnya, lalu epistemologi dan aksiologi, filsafat dan tujuan pendidikan Kristen. Bagian akhir dari makalah ini penulis menguraikan beberapa prinsip filsafat pendidikan Kristen.
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Hogg, Anna C. "The Relevance of a Christian Philosophy of Education." Journal of Christian Education os-42, no. 3 (September 1999): 5–19. http://dx.doi.org/10.1177/002196579904200302.

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Hogg, Anna C. "The Relevance of a Christian Philosophy of Education." Journal of Christian Education os-55, no. 3 (December 2012): 21–32. http://dx.doi.org/10.1177/002196571205500304.

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Thatcher, Adrian. "Book Review: The Philosophy of Christian Religious Education." Theology 97, no. 780 (November 1994): 486–87. http://dx.doi.org/10.1177/0040571x9409700645.

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Yang, Ferry. "Examining Rousseau's Philosophy of Education: A Christian Account." Christian Education Journal: Research on Educational Ministry 1, no. 3 (November 2004): 80–98. http://dx.doi.org/10.1177/073989130400100310.

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Ospino, Hosffman. "Foundations for an Intercultural Philosophy of Christian Education." Religious Education 104, no. 3 (June 22, 2009): 303–14. http://dx.doi.org/10.1080/00344080902881363.

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Miedema, Siebren. "Nicholas P. Wolterstorff's Philosophy of Education: Christian, Open and Critically Committed." Journal of Christian Education os-52, no. 1 (May 2009): 23–32. http://dx.doi.org/10.1177/002196570905200104.

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Next to several other domains in philosophy, in his writings Professor Nicholas P. Wolterstorff has also dealt with issues belonging to the field of philosophy of education. In his own Christian, creative and open way he is striving to use the ties between education and character formation on the one hand, and his Christian theology on the other hand. All this is in the service of the praxis of Christian education. In this article a reconstruction is offered of the continuities and/or discontinuities in his contributions to the philosophy of education. Besides, the question is posed whether certain topics are not given continuously or hardly any attention by Wolterstorff.
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Zozuľak, Ján. "Philosophical, anthropological and axiological aspects of Constantine’s definition of philosophy." Ethics & Bioethics 11, no. 1-2 (June 1, 2021): 14–22. http://dx.doi.org/10.2478/ebce-2021-0002.

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Abstract This paper focuses on the philosophical-ethical foundations of Constantine’s definition of philosophy, as well as its anthropological and axiological aspects. The focus is placed on the relationship between definitions of philosophy postulated by Constantine the Philosopher and John of Damascus, the latter of which traces the six classical definitions systematized by Platonic commentators. Byzantine thinkers proposed a method of unifying both the theoretical and practical aspects of ancient philosophy with a Christian way of life by interpreting the classical definitions of philosophy and dividing it into theoretical and practical parts, the latter including ethics. Constantine understood philosophy in the sense of the second (knowledge of things Divine and human) and the fourth (becoming like God) meanings of earlier definitions, with the addition of the Christian sense of acting in accordance with the image of God. In addition to these gnosiological and anthropological aspects, the paper also observes the axiological aspect of Constantine’s definition of philosophy, which appears to be a foundation for exploring human behaviour as in compliance with Christian laws encouraging changes in ethical principles so as to follow a new code of ethics, through which new values were presented to the Slavs.
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Thompson, Livingstone A. "The Relevance of Comenius' Philosophy of Education for Christian Education Today." Journal of Christian Education os-51, no. 3 (December 2008): 7–15. http://dx.doi.org/10.1177/002196570805100303.

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Dissertations / Theses on the topic "Christian education – Philosophy"

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Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Grant, Diane B. "Intergenerational education in the church philosophy and strategy /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Haase, Daniel T. "A philosophy and handbook for mentoring within Christian higher education." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Nixon, Graeme. "The emergence of philosophy within Scottish secondary school Religious Education." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764.

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The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.
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Underdown, Steven. "The Christian week and the Paschal mystery : a study in the theology pg liturgical time, personhood and Christian education." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272343.

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Davie, Peter E. S. "A real christian education : a study of the educational ideals of Victorian and Edwardian High Church pastoral theologians." Thesis, University of Kent, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278437.

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Ryu, Jae-Shin. "A philosophical basis for the new Christian School Movement in Korea (South) / Jae-Shin Ryu." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1308.

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Because of the many shortcomings of public school education in Korea, an alternative school movement has begun to surface. Analysis of the philosophical foundations of this alternative movement reveals, however, that its programmes have thus far also been inspired by motives that have been characteristic for some time now of public schools, namely serious competition for places in higher education institutions. The purpose of this project was to, on the one hand, discover the shortcomings of current public and alternative schools in Korea, and on the other to reflect on replacing their current philosophies with a Christian approach and philosophy to schooling and education. The first step in understanding present day Korean education schooling was tracing the history and philosophy of Korean public and Christian alternative education. It emerged from this analysis that the biggest problem for Korean education is that education is knowledge-centred and intended for preparing students for entrance examinations to universities. instead of educating the whole person. The next step was to analise the history and philosophy of Australian Christian alternative schools. Christian schooling in Australia has contributed significantly to the development of a biblical understanding of' education. The Christian Parent Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views. Christian Community Schools (CCS), on the other hand, has put emphasis on the importance of the school a? a learning community where relationships arc more important than how they teach or even what they teach. Based on this comparative study and a study of a biblical philosophy of education, an educational philosophy for Korean Christian alternative schools could be suggested. Christian alternative schools have to teach education based on a Christian worldview and philosophy. Korean education. public as well as non-government school education, has thus far been totally dualistic in that it has tended to separate fact and \due, public realm from private. The Christian school rejects such dualisms and educates its students as complete and total persons to know this world, to live and survive in it, to practice their God-given calling of stewardship of reality, to maintain their cultural mandate, to serve God in doing so. and to love and serve their fellowmen.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007
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Hodge, Kent G. "A formal and biblical statement on the philosophy of Christian education for teacher training /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=1184155971&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Estafanos, Samy A. H. "Teaching for Christian wisdom| Towards a holistic approch to education and formation of the Presbetrian Church in Egypt." Thesis, Princeton Theological Seminary, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109764.

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In many ways, Christian education of the Presbyterian Church was deeply influenced with the public education in Egypt. One of the negative consequences of such influence is the significant lack of developing and using critical thinking as a basic element of the process. While multiple factors and reasons, educational and theological, contribute forming it, this problem manifests itself in many ways. This research, therefore, deals with the problem of the lack of critical thinking as a central element of the problematic reality of education process in the Presbyterian Church in Egypt. In order to illuminate and address this problematic situation, an American philosopher, psychologist, and educator John Dewey was brought into a dialogue with a reformer and theologian John Calvin within the framework of understanding Christian education as practical theology of Christian educator and practical theologian Richard Osmer.

In the light of this dialogue, not only the lack of critical thinking, but also other multiple dimensions of the problematic situation of Christian education in the Presbyterian Church in Egypt have become apparently distinguished. Lack of democracy, lack of using experience, lack of creative pedagogies, lack of practical reason, and lack of theology from the process are some of these dimensions. Yet, it has become increasingly evident that division and dualistic thinking are fundamental elements, which reflected the deep need for a different approach to the Presbyterian education in Egypt. Adapting Osmer’s comprehensive approach to Christian education as practical theology, I propose a “holistic approach towards Christian education,” which aims at transforming education into a reconciling process. Through the holistic approach, the Presbyterian education process in Egypt will be able to work on reconciling the divine authority with the human agency; creation theology with the redemption theology; faith with reason; and theology with philosophy. It is through this approach that the Christian education process is able, not only to create critical theologians, but also to develop a contextual theology that is Eastern Egyptian Arabic contemporary theology.

Keywords: practical theology, critical thinking, practical reason, democracy, experience, and holistic approach

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Reid, Paul Allen. "The effects of a deterministic core value on the philosophy and practice of Christian adult education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148544284.

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Books on the topic "Christian education – Philosophy"

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A Christian philosophy of education. 2nd ed. Jefferson, Md: Trinity Foundation, 1988.

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Astley, Jeff. The philosophy of Christian religious education. Birmingham (Alabama): Religious Education Press, 1994.

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The philosophy of Christian religious education. Birmingham, Ala: Religious Education Press, 1994.

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Philosophy & education: An introduction in Christian perspective. 3rd ed. Berrien Springs, MI: Andrews University Press, 1998.

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Ilori, Joseph A. Philosophy of Christian education: An African perspective. Bukuru: Africa Christian Textbooks, 2002.

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The cause of Christian education. Sioux Center, Iowa: Dordt College Press, 2014.

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Fowler, Stuart. Christian schooling: Education for freedom. Edited by Van Brummelen Harro W and Van Dyk John. Potchefstroom: Potchefstroom University for Christian Higher Education, 1990.

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The cause of Christian education. Northport, AL: Vision Press, 1994.

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Philosophy and education: An introduction in Christian perspective. 2nd ed. Berrien Springs, Mich: Andrews University Press, 1989.

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Contemporary philosophical issues in Christian education. Seoul: Yonsei University Press, 2003.

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Book chapters on the topic "Christian education – Philosophy"

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Kwan, Kai Man. "Reflection on the Christian philosophy of science education –case study of the creation-evolution controversy and intelligent design in the classroom." In Whole Person Education in East Asian Universities, 157–77. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003137252-12.

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Neumann, Jacob W. "Freire’s Christian Faith." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_106-1.

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Neumann, Jacob W. "Freire’s Christian Faith." In Encyclopedia of Educational Philosophy and Theory, 879–83. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_106.

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Barb, Amandine. "Re-Sakralisierung―“The Philosophy of the Classroom in One Generation will be the Philosophy of the Government in the Next”: The Christian Right’s New Politics of Education in the United States." In „Das Ende der politischen Ordnungsvorstellungen des 20. Jahrhunderts.", 99–114. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29192-1_7.

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Walsh, Paddy. "Philosophy, Theology and the Christian School." In Anglican Church School Education, 81–100. Bloomsbury Publishing Plc, 2013. http://dx.doi.org/10.5040/9781472552761.ch-005.

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Smith, Craig. "Moral Education." In Adam Ferguson and the Idea of Civil Society, 121–48. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474413275.003.0004.

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This chapter explores how Ferguson used the moral philosophy of chapter 3, based on the moral science of chapter 2, to create a system of education for the rising Scottish middle class. It examines his notion of active pedagogy and his use of stoic and Christian ideas to create a cadre of well-educated and sensible gentlemen who would form the backbone of the British state. The chapter examines Ferguson as a theorist of the modern gentleman rather than the ancient citizen and suggests that he saw institutions as shaped by their personnel. This leads to an account that favours political stability and gradual reform. Ferguson is seen as forward looking educator rather than backward looking nostalgic for Roman citizenship.
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Afonasin, Eugene. "Pythagorean Symbolism and the Philosophic Paideia in the Stromateis of Clement of Alexandria." In The Paideia Archive: Twentieth World Congress of Philosophy, 1–14. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia1998336.

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This paper discusses certain aspects of the philosophy of education developed by the second century Christian writer Clement of Alexandria. Special attention is given to the place of his philosophy in the context of both pagan and Christian philosophical and theological movements as they relate to the Neopythagorean tradition that was revived in the first century.
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Skerrett, Ellen, and Janet Welsh. "Reclaiming the Sinsinawa Dominicans’ Legacy of Catholic Progressive Education." In Preaching with Their Lives, 65–98. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823289646.003.0004.

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Contrary to widely held conceptions of Catholic schooling as “parochial,” in the 1890s the Dominican Sisters based in Sinsinawa, Wisconsin, created and implemented progressive ideas of education in their grammar schools and academies in the United States. By the 1930s their curriculum in Corpus Christi School in New York City received national recognition. Sr. Joan Smith, OP, and Sister Mary Nona McGreal, OP, expanded the Dominicans’ child-centered philosophy in their curriculum for Guiding Growth in Christian Social Living, a pioneering project of the Catholic University’s Commission on American Citizenship. The Dominicans’ educational ideas, regarded as “a milestone in U.S. Catholic education,” influenced hundreds of thousands of school children who came of age before Vatican II.
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Heft, James L. "Catholic Studies Programs and Catholic Identity." In The Future of Catholic Higher Education, 217–30. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568880.003.0016.

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After the Second Vatican Council (1962–1965), the structure of required courses dramatically changed at most Catholic universities. Before the council, it was typical that all students, regardless of their major, were required to take at least eighteen credit hours (six courses) mainly in philosophy and some theology (mostly grounded in the thinking of the thirteenth-century theologian Thomas Aquinas). Once those requirements were dramatically reduced and what was then offered covered more than Christian religions, doubts began to spread among some faculty as to whether the university had lost its Catholic character. By the 1980s, Catholic studies programs began to be created that included more disciplines than theology and philosophy and typically also offered opportunities for the moral formation of students. Controversies erupted between faculty who questioned the academic legitimacy of these programs. This chapter provides an evaluation of the nature and academic legitimacy of these programs.
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Power, Edward J. "Christian Educational Theory." In Educational Philosophy, 31–51. Routledge, 2019. http://dx.doi.org/10.4324/9781315049953-2.

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Conference papers on the topic "Christian education – Philosophy"

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Petcu, Liviu. "The Holy Fathers On The Ancient Philosophy In Christian Education." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.68.

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Boiliu, Noh, Christina Samosir, and Andreas Nugroho. "Human Value in the Disruption Era: Analysis of the Paulo Freire Education Philosophy and Genesis 1:26,27." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302086.

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