Charlotte Mason was a late Victorian writer and educator whose work is currently enjoying renewed interest among Christian and home schools in several countries. She wrote at a time when many of the claims of faith were being challenged by the claims of science. She resolved these sometimes competing claims by appealing to the work of the Holy Spirit as the author of both faith and science. Furthermore, she based her innovative pedagogical views on the belief that children were spiritual beings capable of both intellectual and spiritual communication with the Holy Spirit.

Curiosity: Vice or Virtue for the Christian Teacher? Promoting faithfulness to Scripture in teacher formation

Most of those with responsibility for preparing Christian students for the ministry of teaching will agree that enabling them to be faithful to biblical teaching is a fundamentally important aim. It is suggested that two models of being faithful can be identified. The first emphasises faithful replication, the second emphasises theological contextualisation. Traditionally a replication model has been promoted but in this article it is suggested that the contextualisation model is to be preferred. Building on this suggestion, it is argued that the virtue of theological curiosity should be promoted in the formation of Christian teachers.

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A Search for Intellectual, Relational and Spiritual Integrity: Secondary Mathematics from a Christian Perspective

The author positions mathematics as a socially constructed discipline created and maintained through collaborative consensus. The focus on decontextualized symbolic manipulation has transformed the richness of contextualized mathematics from a tool to model aspects of creation to a scheme of logical algorithms that often hold no ultimate meaning for secondary teachers or students. The result is bondage to textbook explanations, exalting acquiescence and indifference. A Christian worldview points to liberation and new life, using mathematics to collaboratively uncover our perceptions, build new understandings, while investigating and exposing the structural beauty and purposes of God's creation and the directional misuses that have distorted our understandings and uses of mathematics.

A number of mathematics educators have called in recent years for a 'humanising' of the teaching of mathematics and even of the subject itself. One important way in which this can be done is by recognising the importance of story in human life and understanding in general and in mathematics teaching in particular. Using as an example the story of Florence Nightingale and her rose statistical diagrams, three 'stories within the story' are identified: the 'human-story', the 'mathematics-story' and the 'knowledge-story'. A way of making use of these within the mathematics classroom is suggested and areas for further research are identified.