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Authors:Richard Jordan, Thomas M Ward Abstract: International Journal of Christianity & Education, Ahead of Print. We make two interventions in two evolving scholarly literatures. First, we show how fractal metaphors escape a recurring dichotomy in Christian pedagogical scholarship, the either/or of alienation from one’s object of study versus union with it in “an act of love.” Second, we try to replace recent interdisciplinary work’s emphasis on “complexity” with “irreducibility.” Fractals allow us to define these concepts and develop alternative “ways of knowing” with greater rigor. Both interventions bear directly on Christian formation, and so we derive five ways the Christian classroom can combat spiritual alienation and instead cultivate the “fractal imagination” of our students. Citation: International Journal of Christianity & Education PubDate: 2023-09-28T11:16:29Z DOI: 10.1177/20569971231204240
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Authors:Robin Barfield Abstract: International Journal of Christianity & Education, Ahead of Print. There is a longstanding discussion in child theology around the role of cognition for faith formation. This article explores research in the area of disability theology in order to examine potential benefits for Christian ministry to the child. It suggests three areas which may be profitable: the importance of increasing information to accompany development; the importance of the role of the teacher as embodiment and model of discipleship; and the requirement to give better account for ritualised processes within evangelical children’s ministry. Citation: International Journal of Christianity & Education PubDate: 2023-09-26T07:48:03Z DOI: 10.1177/20569971231196793
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Authors:B.J. Condrey Abstract: International Journal of Christianity & Education, Ahead of Print. Educators throughout the world are deeply concerned about what ChatGPT means for education. I argue that Christian educators must avoid extreme reactions and fulfill three key roles to remain focused on students’ holistic formation: (1) casting a moral vision of truthfulness; (2) evaluating curricula, syllabi, and formal assessments while also creating a secure and explorative learning environment to learn about ChatGPT; and (3) exercising their authority through accountability measures and by paradoxically surrendering that same authority to foster dialogue. These three roles reflect the threefold office of Christ as a prophet, priest, and king and are explored using this Reformed motif. Citation: International Journal of Christianity & Education PubDate: 2023-08-26T06:58:51Z DOI: 10.1177/20569971231196809
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Authors:Perry L Glanzer Abstract: International Journal of Christianity & Education, Ahead of Print. A recent global reconnaissance of Christian higher education found a number of key themes that shaped current developments, such as the pressing challenges of secularization and nationalization but also the advantages of privatization and massification. This article provides an update to this older analysis by taking a birds-eye view of trends within the past 70 years of global Christian higher education. It reveals that privatization and massification trends do not predict new developments in countries and outliers always exist. Furthermore, it highlights some findings missed in previous analyses related to the importance of indigenous Christian groups and Christian general education. Citation: International Journal of Christianity & Education PubDate: 2023-08-21T11:11:27Z DOI: 10.1177/20569971231196813
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Authors:Don DeGraaf, Riley Gustat Abstract: International Journal of Christianity & Education, Ahead of Print. Building on the theoretical framework of social contact theory, this article explores what it means to feel a sense of belonging, and how colleges and universities can equip students to enter a diverse, fractured world with a mindset of hospitality. 12 Christian Colleges and Universities share insights and best practices from creative programs they created and implemented, with grant funding from the Innovation Inclusion Collaborative. These institutional examples provide models for developing college students’ ability to foster inclusive environments in their surrounding communities. Citation: International Journal of Christianity & Education PubDate: 2023-08-12T03:04:29Z DOI: 10.1177/20569971231193769
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Authors:Rachel B Griffis Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-08-03T08:34:00Z DOI: 10.1177/20569971231192333
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Authors:María José Gómez Ruiz, Lourdes Giannina Orejel Orejel, Montserrat Salomón Ferrer Abstract: International Journal of Christianity & Education, Ahead of Print. The Humanities Institute of Universidad Panamericana, Guadalajara (Mexico), has carefully crafted its own reading canon by incorporating in to its course design a learning outcomes framework that mirrors its Christian institutional mission. The paper presents an overview of this framework and of its implementation within the University’s Gen Ed reading canon selection. It uses an excerpt of Bartolomé de las Casas’ Apology as a case example of the practice. This text is used within a course of introductory Ethics delivered to 30 different student groups per year. The criteria used in its selection and suggested practices are detailed. Overall, the text shows the value of a learning outcomes approach to text selection in a core-text-based course. Citation: International Journal of Christianity & Education PubDate: 2023-08-01T06:43:02Z DOI: 10.1177/20569971231189727
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Authors:Phidel A. Baraza, Emmanuel Bellon Abstract: International Journal of Christianity & Education, Ahead of Print. A well-informed perception of leaders is critical in how members of worship congregations experience spiritual formation. This study focuses on six selected worship congregations of Kenya’s Christ Is The Answer Ministries (CITAM). The Straussian grounded-theory design was employed to analyze interviews and focus group discussions. The findings indicated that inclusive spiritual formation for children with neurodevelopmental disorders (NDDs) in worship congregations is nonexistent due to leaders’ perceptions regarding NDDs. The study recommends training worship congregational leaders to address the spiritual formation needs of children with NDDs. Citation: International Journal of Christianity & Education PubDate: 2023-07-31T01:50:49Z DOI: 10.1177/20569971231189728
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Authors:Maxwell Patchet Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-07-28T10:54:08Z DOI: 10.1177/20569971231190816
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Authors:Mark T Witwer Abstract: International Journal of Christianity & Education, Ahead of Print. Relating faith and learning is central to Christian education, but few large studies have examined how grade-school teachers understand this task. Witwer previously reported Likert-type data from 1059 teachers in Christian elementary and secondary schools. The present paper reports findings from 2356 open responses by 655 of those teachers. Teachers’ responses associated faith with attitudes about teaching, presenting a Christian perspective on content, and using standard pedagogical practices more often than they reported using distinctive pedagogical practices or limitations in faith’s influence on their teaching. These and other findings add to our understanding of how grade-school teachers perceive teaching Christianly. Citation: International Journal of Christianity & Education PubDate: 2023-07-28T09:49:18Z DOI: 10.1177/20569971231189726
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Authors:Bram de Muynck, Marloes Hoencamp, Dóra Pődör, József Pálfi Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-07-01T05:33:05Z DOI: 10.1177/20569971231186323
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Authors:J. Mitchell O’Toole Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-06-29T06:27:35Z DOI: 10.1177/20569971231182574
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Authors:Brian T Johnson Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-06-29T01:21:33Z DOI: 10.1177/20569971231177241
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Authors:NA (Nico) Broer, JL(Hannes) van der Walt, CC(Charl) Wolhuter Abstract: International Journal of Christianity & Education, Ahead of Print. The Netherlands has a unique dual education system. The government funds both public and private schools. Parents have much freedom to set up schools to realize their religious ideals. The freedom of education enshrined in the Dutch Constitution is controversial. The question has arisen as to whether the government should fund private schools. This paper describes what the Dutch freedom of education entails, gives an overview of educational ideals and mentions some areas where freedom of education is under threat. The conclusion is that although schools still have a great deal of freedom, this is decreasing, and alertness is required. Citation: International Journal of Christianity & Education PubDate: 2023-06-22T11:14:15Z DOI: 10.1177/20569971231174867
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Authors:Peter Christiaan van Olst Abstract: International Journal of Christianity & Education, Ahead of Print. Cultural change and global pluralism are causing an increasing plea for Christian-holistic education. However, this term lacks clear definition based on a proper description of the cultural background that provoked it. A secular definition of holistic education is taken from a worldwide movement for Whole Child Development and compared with the culture-critical thinking of three visionaries from the Christian tradition. This leads to the definition that Christian-holistic education seeks all dimensions of human development, aiming at the heart as the undivided principle of its existence, placing it with pedagogical optimism before God to seek its restoration and longing to serve. Citation: International Journal of Christianity & Education PubDate: 2023-06-07T12:52:10Z DOI: 10.1177/20569971231173983
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Authors:Dennis Sansom Abstract: International Journal of Christianity & Education, Ahead of Print. An Augustinian understanding of original sin can significantly contribute to the purpose of the teaching of the humanities. It helps at the point where Martha Nussbaum’s understanding of the humanities is inconsistent. She argues that the humanities should cultivate a “world citizen,” that is, a people aspiring towards a universal mindset, appreciating and incorporating the great diversity of cultural values and histories, but who also must rid themselves of the shackles of their own tradition and authority to reach this world citizenship. However, her “world citizen” ends up imposing the values shaped by the Western enlightenment on what to consider important to study about these diverse cultures and histories. Instead, the humanities should clarify the human experience, by showing how all people in all cultures struggle with the same problem—the world is not the way it is supposed to be; we do not know how to fix it, but we must morally improve it. St. Augustine’s teaching on original sin clarifies the cause and effect of the human experience and, thereby, provides a metaphysical basis for the humanities’ agenda to describe the human experience across times and culture. Citation: International Journal of Christianity & Education PubDate: 2023-06-02T03:10:08Z DOI: 10.1177/20569971231174865
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Authors:Christina Iluzada Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-05-30T10:34:35Z DOI: 10.1177/20569971231178193
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Authors:Eddie K Baumann Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-05-30T05:12:35Z DOI: 10.1177/20569971231172429
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Authors:Gerda J Kits Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-05-30T03:34:53Z DOI: 10.1177/20569971231178689
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Authors:Angelo Ulisse Cettolin Abstract: International Journal of Christianity & Education, Ahead of Print. The Christian practice of a shared meal, including shared hospitality, sacred meal, testimony and prayer, stimulates students’ engagement to act on issues of justice in relation to classmates and the wider community. Integration between the teacher’s personal faith and the pedagogical approach by redesigning teaching practices re-imagines the class beyond rejigging techniques. Seriously considering each student as a creative human being made in the image of God and embodied participation in communal activities that reshapes pedagogy is instructive as we move into a post-Covid era revealing a need for deeper relational approaches to education. Citation: International Journal of Christianity & Education PubDate: 2023-05-30T02:02:52Z DOI: 10.1177/20569971231174841
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Authors:Andrew Palfreyman Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-05-29T01:43:54Z DOI: 10.1177/20569971231179626
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Authors:Zummy Anselmus Dami, Ali Imron, Burhanuddin Burhanuddin, Achmad Supriyanto Abstract: International Journal of Christianity & Education, Ahead of Print. The study examines whether trust, job satisfaction, and leader-member exchange mediate the relationship between servant leadership and organizational citizenship behavior. The study also examines whether trust and leader-member exchange mediate the relationship between servant leadership and job satisfaction. This study used quantitative methods with a sample of 180 lecturers from 26 Christian higher education institutions in Indonesia. A partial least squares approach was used to verify the hypothesis that had been proposed. Results from factor analysis and structural equation modeling showed that trust, job satisfaction and leader-member exchange are direct outcomes of servant leadership, and organizational citizenship behavior was an indirect outcome of servant leadership. Citation: International Journal of Christianity & Education PubDate: 2023-05-17T10:05:05Z DOI: 10.1177/20569971231175133
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Authors:Kaye Chalwell, Graham D Stanton, Christine Grice Abstract: International Journal of Christianity & Education, Ahead of Print. Middle leaders play a central role in the Christian leadership of their school. This research explores how nine middle leaders in three distinct Anglican Schools in Australia enact their roles, and the conditions that influence faith expression within their schools. Findings demonstrate that middle leaders shape and are shaped by school culture and community. Our theory of Christian middle leadership, derived from four key themes, shows how school middle leaders navigate the personal and institutional dimensions of faith expression, through three distinct discourses. Their responses and the responses of their school enable them to interpret their role, career and calling. Citation: International Journal of Christianity & Education PubDate: 2023-05-17T07:16:02Z DOI: 10.1177/20569971231159099
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Authors:Alaster Raymond Gibson Abstract: International Journal of Christianity & Education, Ahead of Print. This report focuses on part of a recently completed New Zealand case study exploring teachers’ experiences of effectively supporting students with social, emotional and mental health needs. The participants came from nine diverse faith-based and State school contexts. The findings pertain to the first interview question which invited participants to reflect on and share anonymized experiences of teaching children with SEMH needs. These life-world insights will be useful to Christian teachers and teacher-leaders as they pursue their own contextualized professional dialogue, policies and programmes to engage with this significant educational opportunity, to make a positive difference in students’ troubled lives. Citation: International Journal of Christianity & Education PubDate: 2023-05-17T07:03:47Z DOI: 10.1177/20569971231159095
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Authors:James D Juergensen Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-05-15T04:00:47Z DOI: 10.1177/20569971231176443
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Authors:Trevor Cooling Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-04-18T04:23:40Z DOI: 10.1177/20569971231156128
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Authors:Glenn Sanders Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-04-10T06:41:38Z DOI: 10.1177/20569971231153794
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Authors:Trevor Cooling Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-04-10T02:49:38Z DOI: 10.1177/20569971231154180
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Authors:David I Smith Abstract: International Journal of Christianity & Education, Ahead of Print.
Citation: International Journal of Christianity & Education PubDate: 2023-03-16T09:54:40Z DOI: 10.1177/20569971231161032
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