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6:2 Editorial: Knowing as a Kind of Loving |
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Written by John Shortt & David Smith
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KNOWING IS AT the heart of education. When we enter the classroom, we do so with the desire that our students will come to know things as a result of our teaching them. We want to help them in their struggle with new ideas, we want them to become masters of the subject-matter, we want to boost their learning power … but, wait a minute, is this how we should think and talk about knowing? Struggle … mastery … power? |
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6:2 Traction on Reality: The Thinking behind Reformed Christian schools |
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Written by Steve Vryhof
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REFORMED CHRISTIANS affirm this life, this world, this culture and seek to integrate faith and life in a seamless whole and to be culturally-engaged in a way that makes the world a better place for everyone. They therefore seek forms of schooling that enable students to radically and profoundly improve society. They ground their perspective in the idea of God's covenant with his people which requires the Christian community to bring children up in a vision of God's purpose of human and creational flourishing. Reformed education has three goals: conservation of the Christian worldview, inquiry into all aspects of life and the world and reform of culture through lives of discipleship. |
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6:2 A Lutheran Perspective on Education |
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Written by Signe Sandsmark
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THIS PAPER GIVES an account of some aspects of Christian education that are emphasized in Lutheran thinking on education. One of these aspects is a focus on education for everybody, not only Christians, another is the place of paradox and polar structure both in the theology and in the educational thinking. Maybe the most important paradox in this context is what Luther called the model of the two governments. The paper also mentions human finitude as a strongly emphasized aspect, and finally there are some thoughts about how a Lutheran perspective influences the curriculum. |
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6:2 A Catholic Perspective on Education |
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Written by Terence H. McLaughlin
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THIS ARTICLE SEEKS to identify some distinctive features of both the complex, multi-faceted and rich Catholic tradition of faith and life and Catholic perspectives on education. Among the many features of Catholic tradition identified, the notions of balance and balanced judgement are given particular attention. Distinctive features of Catholic perspectives on education cannot be read directly and straightforwardly off from the features of Catholic faith and life without reference to its actualization in particular societal contexts. In spite of this, it is possible to make tentative points of a more abstract and general nature For example, Catholic perspectives (i) embody a view about the meaning of human persons and human life, (ii) aspire to holistic influence and (iii) aim at specific religious and moral formation. Broad general points like these require balanced judgements on the part of professional teachers in order to avoid a danger which can be described as temptations of commonality and which arises in relation to the task of interpreting what Catholic education should be taken to mean and imply in a particular context. |
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6:2 Fundamentalist and Evangelical Perspectives in Education |
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Written by Ken Badley
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THIS PAPER LOOKS historically at the beliefs of fundamentalists and evangelicals, noting some similarities and differences. It then examines how they have expressed those beliefs in four specific areas of education: posture toward state education, creation and support of independent schools, production of theory, and production of instructional materials. The study is set in the North American theological and educational contexts. |
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Volume 6 (2002) 