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5:1 Editorial: Hallowing the curriculum? |
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Written by Administrator
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IT HAS BECOME commonplace in the modern world in general, and in recent discussions of
spiritual development in particular, to associate the spiritual firmly with the transcendent, the inward
and the immaterial. Doubtless there are good reasons to stress the importance of transcendence and of
invisible realities in the context of a highly materialist culture. Christian educators should hesitate,
however, before embracing these emphases too wholeheartedly, for doing so may lead us in
directions which, on the one hand, do not do justice to full-bodied Christian faith and, on the other,
curtail the relevance of that faith to the school curriculum. |
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Read more...
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5:1 Using the Bible with Children |
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Written by Rosemary Cox
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MUCH SUNDAY-SCHOOL TEACHING material tends to focus on biblical narrative at the expense of other literary forms, and often fails to set individual lessons within their theological context. A better approach introduces children to the diversity of biblical genres, sharing with them some interpretive skills, and setting the teaching within the framework of the `big story' of God and His people. |
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5:1 Leadership is Community Building: A Postmodern and Independent School Perspective |
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Written by Lee Hollaar
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'If the music changes so does the dance.' School leadership, as well as the leadership of churches and other organizations, is hearing a different beat as modernity collapses into postmodernity. Modernity took the Western story to rational and scientific methods. This science has shaped organizational life via technique, hierarchy and paperwork to control and predict the environment. Postmodernity emerges asserting ambiguity and community and challenging reason as the surest guide, an assault against the idea of all encompassing authority whether ideological or governing. Hence we move from the relationship of authority to the authority of relationship. The most appropriate leadership model to address this changed music is community building, inviting people to a common and faithful vision. |
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5:1 Some Characteristics of Successful Christian Schooling in Australia |
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Written by Jim Twelves
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THIS IS A report on three case studies of successful Australian Christian Schools conducted primarily by in-depth interviewing of key leaders. The schools were selected on the recommendation of an expert panel. The study sought to describe leadership and management characteristics of these schools. Characteristics include: collaborative leadership; school boards adopting the Carver Governance Model; two schools used to have strained relations between the board and staff; enrolment policies (two closed, one open); the significant impact of committed, quality teachers on student performance; transforming the lives of students; and the implementation of their dynamic vision. |
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5:1 Educating Between the Times: Postmodernity and Educational Leadership |
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Written by Mike Goheen
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EDUCATIONAL LEADERS SHOULD recognise the influence of the modern worldview in their leadership practices. Their task is not to conform to postmodern winds of change but to subvert contemporary educational forms giving them new shape and meaning by the power of the gospel. Lee Hollaar attempts to embrace the creational insights of postmodernity but, at the same time, he moves to subvert the idolatry that comes with these insights. Educational leadership is community building around a worldview centre. Christian educational leaders live at the crossroads between the true Biblical story and the western story and they need to follow a Biblical cultural strategy which is both affirming and antithetical. |
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5:1 Core Values in Christian University Education |
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Written by Harro Van Brummelen
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SCHOLARS LIKE BURTCHEALL and Sloan have reached pessimistic conclusions about the future of distinctively Christian higher education. This paper outlines the endeavors of Trinity Western University in Langley, Canada, to define and implement core values that, it hopes, will maintain its long-term viability as a unique, soundly evangelical and academically responsible institution of Christian higher education. Its core values include obeying the authority of Scripture, pursuing faith-based and faith-affirming learning, having a transformational impact on culture, striving for excellence, modeling servant leadership as a way of life, and growing disciples through community. |
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Volume 5 (2001) 