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Authors:John David Trentham Pages: 303 - 316 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 303-316, December 2023.
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Authors:Kevin M. Gandy Pages: 400 - 404 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 400-404, December 2023.
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Authors:Nicole Hudnell Pages: 404 - 407 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 404-407, December 2023.
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Authors:Okyob Jeon Pages: 407 - 411 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 407-411, December 2023.
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Authors:John E. Rife Pages: 411 - 413 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 411-413, December 2023.
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Authors:Betty C. Bacon Pages: 414 - 417 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 414-417, December 2023.
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Authors:David Musooli Pages: 417 - 420 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 417-420, December 2023.
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Authors:Evan Pietsch Pages: 421 - 423 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 421-423, December 2023.
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Authors:Vivian Pietsch Pages: 424 - 427 Abstract: Christian Education Journal, Volume 20, Issue 3, Page 424-427, December 2023.
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Authors:Alex Sosler, Shawn J. Wilhite Abstract: Christian Education Journal, Ahead of Print.
Citation: Christian Education Journal PubDate: 2024-07-26T08:16:34Z DOI: 10.1177/07398913241268119
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Authors:Muhia Karianjahi Abstract: Christian Education Journal, Ahead of Print. Christian camping is rapidly growing as an experiential education ministry in the Global South. Whereas most scholarship and resource development has historically taken place in the West, programs like Church-based rites of passage in Kenya expose sparsely documented camp ministry contextualization elsewhere. This qualitative study explored the experience of Kenyan Christian camp practitioners through focus groups and semi-structured interviews (N = 37). Four themes emerged from analysis, describing camps as reforming the East African Revival, extending faith-based kinship, discipling intergenerationally, and facilitating transformation. Christian camps in Kenya are temporary communities that also redeem some traditional rituals for whole-person formation. Citation: Christian Education Journal PubDate: 2024-07-21T01:49:01Z DOI: 10.1177/07398913241266261
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Authors:Sally Shaw Abstract: Christian Education Journal, Ahead of Print. The global environmental crisis challenges churches and parachurch groups to provide effective creation care education. There are few theory-based and practical approaches enabling Christians as global citizens to respond constructively to this crisis. This article reports the outcomes of an applied research project to design and trial an arts-based experiential workshop which enabled evangelical Christians to connect creation care practice more deeply to their faith. The workshop template is suitable for churches and parachurch groups. Citation: Christian Education Journal PubDate: 2024-07-21T01:47:39Z DOI: 10.1177/07398913241258212
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Authors:Rachael Botting, Kevin Lawson, Jane Carr Abstract: Christian Education Journal, Ahead of Print. This study sought to understand the contribution of repeat adolescent summer camp experiences within the larger landscape of adolescent faith formation. Using a qualitative approach with a sample of former, multi-year attendees of Christian camps in Wisconsin and Michigan, this study demonstrated that Christian summer camps may help facilitate the development of owned faith and foster affiliation with the body of Christ. Citation: Christian Education Journal PubDate: 2024-06-18T06:36:56Z DOI: 10.1177/07398913241262332
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Authors:Jasmine J. Fraser, Lelis Viera Gonzalez, Dawn Morton Abstract: Christian Education Journal, Ahead of Print. Intergenerational (inherited) trauma is relational in nature. Basically, it is the transmission of physical, emotional, psychological, cultural, and historical wounds from one generation to another. Understanding the impact of intergenerational trauma on relationships, particularly parent–child relationships, has implications for promoting functional and positive intergenerational connections. The study will examine the effects of intergenerational trauma on an individual's well-being and suggest approaches for best practices in formal and nonformal contexts of teaching for discipleship. Citation: Christian Education Journal PubDate: 2024-06-13T06:32:43Z DOI: 10.1177/07398913241261388
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Authors:Adam Blehm Abstract: Christian Education Journal, Ahead of Print. The release of ChatGPT has stirred considerable concern and discussion in the field of education. Educators have expressed both frustration and optimism regarding the technology. In this article I argue that when educators consider potential uses of ChatGPT in the classroom, they should use ChatGPT in ways that do not undermine the formation of intellectual virtues. I begin by briefly reviewing a classical virtue theory, particularly as expressed by Aristotle and Aquinas. Then I define and discuss two intellectual virtues, open-mindedness and intellectual humility, explaining why these virtues are important for human flourishing. In short, these virtues contribute to the contemplation of God. Next, I explore the nature and purpose of ChatGPT. Once I have outlined what ChatGPT is, I consider potential uses of ChatGPT in light of the goals of developing open-mindedness and intellectual humility. In short, I defend the view that appropriate uses of ChatGPT must not replace students exercising the mental processes necessary for developing intellectual virtues. I conclude by noting how this discussion of ChatGPT implies that content mastery alone is not a sufficient condition for determining whether adequate education has taken place. Citation: Christian Education Journal PubDate: 2024-05-22T12:14:49Z DOI: 10.1177/07398913241255382
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Authors:Craig Ott Abstract: Christian Education Journal, Ahead of Print. In recent years, there has been an explosion of online theological education programs. Such programs have opened new and diverse learning opportunities to many who otherwise have few options. In this regard, they could be considered democratizing. However, these programs might be viewed as imperialistic in that they advance foreign theological agendas and control. They seldom consider the challenges of cultural diversity and context of international learners. Furthermore, institutional goals of increasing enrollment and efficiency may overshadow the best interest of learners and learning effectiveness. Several recommendations are offered to reduce foreign dominance and promote the empowerment of diverse learners. Citation: Christian Education Journal PubDate: 2024-03-04T09:05:31Z DOI: 10.1177/07398913241234928
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Authors:Ronnie Jeff Johnson Abstract: Christian Education Journal, Ahead of Print. This article reports the findings and analysis of data collected in a 2010 research study by comparing them with data collected in a replicated study conducted in 2023. Both surveys produced descriptive data from a membership sampling of churches affiliated with the Baptist Missionary Association of America (BMAA) regarding members’ attitudes and practices of discipleship. Leadership of the BMAA responded to findings of the 2010 study by introducing a formal discipleship strategy (DiscipleWay) in hopes that it would increase members’ practice of discipleship. The replicated study in 2023 was conducted to determine if members’ attitudes and practices changed between 2010 and 2023. Analysis of the 2023 data revealed two negative conclusions of the 2010 survey was less true based on the 2023 responses. Two other conclusions of the 2010 survey were not challenged. Implications for practitioners and educators are discussed in the article. Citation: Christian Education Journal PubDate: 2024-02-13T06:02:39Z DOI: 10.1177/07398913241231306
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Authors:Robin Barfield Abstract: Christian Education Journal, Ahead of Print. This article discusses the use of the imagination in contemporary children's ministry models, drawing out conflicting approaches. Theological explanations of the imagination are then considered before proposing that the imagination has an input–output function. The input of the imagination works as a form of worldview glue giving it an eschatological, epistemological, and teleological function. The output of the imagination is a response to the input and therefore must be carefully managed. Citation: Christian Education Journal PubDate: 2024-02-12T04:58:44Z DOI: 10.1177/07398913241231300
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Authors:Alexander Sosler Abstract: Christian Education Journal, Ahead of Print.
Citation: Christian Education Journal PubDate: 2024-02-01T05:24:08Z DOI: 10.1177/07398913241228459
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