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2:2 Transformative Christian Education: New Covenant, New Creation. |
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Written by Andrew Wright
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Transformative Christian Education: New Covenant, New Creation. An Essay in Constructive Theology
A transformative theology of Christian education is defended against reconstructionist alternatives. Any authentic theology of education should be grounded in the ontic reality of the divine economy of salvation. Though important, noetic questions of theological epistemology, together with pragmatic issues of pedagogic strategy, are not to be taken as foundational. Certain traits of Lutheran theology lend superficial support to reconstructionist theology, but only at the expense of introducing crippling dualism betweenb faith and creation. The Biblical picture of the completion of the new covenant and new creation through the work of the Holy Spirit lends strong support to a transformative theology. |
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2:2 Response to Andrew Wright |
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Written by Signe Sandsmark
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The Bible gives us important presuppositions for our understanding of reality, human nature and purpose and these presuppositions influence our educational thinking and practice. Andrew Wright claims that a dualism in Lutheran theology supports reconstructivism rather than transformationism. However, dualism comes in many forms and not all of then are unbiblical. The alleged dualism of Lutheran theology is simply an attempt to hold together apparently contradictory aspects which are in fact complimentary. Luthers two governments cannot be seperated and it is not possible for us to know when God is using his left or right hand. Luther himself and many Lutherans do not conform to Wrights caricature. Neither a transformationist view of learning nor Lutheran theology will have a universal answer to the question of whether Christian children should be educated in Christian schools or common schools. |
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2:2 Evangelicals and Biblical Studies: A Larger Vision |
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Written by Arthur Rowe
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Since it is widely recognised that all knowledge is faith-based and socially shaped it is pertinent to explore the possibility and nature of evangelical approaches to Biblical Studies. Such approaches need to find ways of dealing with the problems of history which avoid relegating biblical history to a special category of scared history. Some of the possible implications of such development are suggested. |
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2:2 Nurture, Worship and Religious Integrity in Church Schools |
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Written by Mark S. Steed
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The aim of this article is to discuss the parameters of what is and what is not legitimate practice in the context of Christian worship in Church schools. This paper claims that the notion of religious integrity lies at the heart of the issue and argues that Church schools have a responsibility not to violate the religious integrity of the pupils. Hence there must be a demarcation between those Christians who are participating in the act of worship and those non-Christians who are not. |
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2:2 Designing Educational Organisation in a Christian Context |
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Written by Neal Lawrence
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Is it necessary or even possible to design educational organisation after a distinctly Christian pattern? How Christian an organisation is surely depends on more than attaching the label Christian or even the carrying out of a Christian mission. There is perhaps an unspoken assumption by Christians that when they organise to carry out a Christian purpose, they will inevitably do so in a Christian way. Ultimately, all Christian organisations have an educating agenda of some sort, ranging from formal school education to a multiplicity of other educating activities. But is a Christian organisational framework innately present in the carrying out of a Christian educational purpose? This paper explores these issues through several metaphorical perspectives on organisations and seeks to identify some elements of a useable organisational framework for Christian schools. |
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Volume 2 (1998) 