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Editorial |
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Written by John Shortt & David Smith
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WHAT DOES HUMILITY have to do with education? This is surely a question which should interest Christian educators, and it is a question which has been addressed in thought-provoking ways in two recent publications.
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Read more...
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3:1 Should the Fourth 'R' of Generation 'X' be 'S'? The Religious Education of Youth ... |
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Written by Brian Hill
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Should the Fourth 'R' of Generation 'X' be 'S'? The Religious Education of Youth in a Global Village.
Generation X has a pluralistic, post-modern consciousness, and regards religion as a discarded option - an impression which churches, subject to culture-lag, do nothing to dispel. Attempts to bridge the gap have included the search for a global ethic, advocacy of religious universalism and discourse privileging spirituality over religion. These tend to ignore the resurgence of devout conservatisms in the world religions. Amongst these is an Evangelical response I commend as Renewalist. From this position may be derived religious education policies that foster young peoples search for personal meaning amidst uncertainty, guide them in dialogue with other faiths, valorise morally responsible life-styles, and enfranchise them in the life and leadership of the church.
A full pdf of this article is availble for downloading: Should the Forth R for Generation X be S?
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3:1 Transformative Christian Education: A Response to Andrew Wright |
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Written by Elmer J. Thiessen
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While I agree with Wright that we need to push the ongoing debate regarding transformationism to its theological roots, and while I find his reconstruction of some aspects of Pauline theology interesting, I do not believe that his focus on Gods covenant with believers is relevant to the problem at issue. The focus instead should be on Gods covenant with nature and His covenant with all people of this world. I further argue that Wright does not differ from me as much as he thinks, as I am not simply a reconstructionist. Indeed, it seems to me that there is truth in each of compatabilism, reconstructionism and transformationism. |
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3:1 Transformative Christian Education Revisited |
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Written by Andrew Wright
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"Transformative Christian Education Revisited - A Response to the Critiques of Sandsmark and Thiessen" |
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3:1 Can Scholarship and Christian Conviction Mix? A New Look at the Integration of Knowledge |
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Written by Nicholas Wolterstorff
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The past quarter century has witnessed two revolutions which have shattered the once regnant self-image of the academy. The first revolution has been that classical foundationalism has been found wanting and the actual practice of science has proved not too fit the self-image of the logic of true science. The second, and more important, revolution has been the repudiation of the self-image of learning as generically human. Learning in general, and science in particular, should be seen as a long-enduring social practice within which fundamental alterations are presently taking place. Those who engage in particularist perspectival learning must always face in two directions, engaging both in reflection with the members of their own communities and also in conversation with those who represent other perspectives. The Christian scholar is entitled to engage in the practice of learning as a Christian. This assumes an engagement model of the relationship between Christianity and learning, wherein Christian control beliefs ought to function positively and negatively in the weighing of theories. Sometimes the revisions required to bring our faith and our learning into satisfactory equilibrium should go in the direction of revising something in what learning offers us, sometimes in the direction of revising something in our complex of Christian conviction. This does not mean abandoning our conviction that there is a Word of God from outside our existence, but rather recognising that it comes to us as fallen creatures. |
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3:1 British Imperialism and English RE |
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Written by Richard Wilkins
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English RE habitually repudiates any motive of converting pupils. This repudiation is so instinctive that statements are often made that an intention to convert is illegal. In fact it is not. Reasons for this denial in RE may be explained entirely by the contemporary conditions. Nevertheless, this paper explores the possibility that horror of proselytising is related to experience of managing the British Empire. It concludes that either RE will continue to be conducted on principles of imperial management; or else the imperial model should give way to a new set of assumptions. |
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Volume 3 (1999) 