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Christian Perspectives in Education

Send out your light and your truth let them guide me. psalm 43:3.

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Christian Perspectives in Education (CPE) is an online, peer-reviewed journal that focuses upon Christian perspectives in theory, research, and practices of education. ISSN: 2159-807X

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All past issues can be found at : http://digitalcommons.liberty.edu/cpe/all_issues.html

Christian Perspectives in Education is published by Liberty University's School of Education. All views and opinions expressed within the published articles are those of the author(s) and do not represent the views and/or opinions of Liberty University, the School of Education, the CPE journal, or the editors. Published articles and all information within the publications are solely the responsibility of the author of the article.

Current Issue: Volume 10, Issue 1 (2017) Winter 2017

Flipped Classrooms in the Humanities: Findings from a Quasi-Experimental Study Bryce F. Hantla

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Innovating Christian Education Research

Multidisciplinary Perspectives

• © 2021
• Johannes M. Luetz   ORCID: https://orcid.org/0000-0002-9017-4471 0 ,
• Beth Green   ORCID: https://orcid.org/0000-0002-4444-1305 1

Christian Heritage College (CHC), Brisbane, Australia School of Social Sciences, University of New South Wales (UNSW), Sydney, Australia School of Law and Society, University of the Sunshine Coast (USC), Maroochydore, Australia

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Tyndale University College and Seminary, Toronto, Canada

• Includes case studies that offer insights into a range of K-12 and Higher Education contexts
• Advances theoretical discourses and programmatic perspectives in Christian education
• Explores the relevance and applicability of Christian education to real-world praxis contexts
• Explores opportunities for research in conventional and unconventional curricula and leading-edge pedagogies
• Outlines ethical questions facing different stakeholders of Christian educators

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Characterising Research in Education: Troubling Characteristics and Caricature

• Concepts, Practices and Prospects in Christian Education
• Theory and Practice in Christian Education
• Research Briefs in Christian Education
• Reason and Relevance in Christian Education
• Contemporary Christian Education Approaches
• Future Perspectives in Christian Education Research
• Research and Scholarship in Christian Education
• Conceptual Approaches in Christian Education
• Global and Local Perspectives in Christian Education
• Perspectives in Christian Education
• Principles in Christian Education
• Persuasions in Christian Education
• Theology in Christian Education
• Curriculum in Christian Education
• Pedagogy in Christian Education

Table of contents (24 chapters)

Front matter, innovating christian education research: multidisciplinary perspectives—an introductory overview.

• Johannes M. Luetz, Beth Green

Conceptual: Research that Develops Theological, Philosophical and Theoretical Discussion of Christian Education

Present tense. christian education in secular time, thinking as christian virtue: reason and persuasion for a fractious age.

• Mark Stephens

Home-Coming: Restoring a Theology of Place Within Christian Education

• Darren Iselin

Christian Higher Education: Capturing a Personal Passionate Profession

• Beverley Norsworthy

Towards a Conceptual Model for Biblical Transformative Online Learning

• Elizabeth Beech

Dietrich Bonhoeffer and Christo-ecclesial Unity in Christian Higher Education

In search of a redeemed and redeeming epistemology for cross-cultural educational research: a biblical narrative perspective on straussian grounded theory.

• Joseph R. Leopard

Developing a Research and Scholarship Framework: An Australian Christian Higher Education Case Study

• Denise A. Austin, David Perry

Christian Higher Education: A Frog in the Kettle or a Light on the Hill?

• Craig B. Murison

Clarifying Australian Christian School Purposes in the Neoliberal Marketplace

• Jacqueline Greentree

Do We Live in a Pluralist Society Any More? Christian Education as a Case Study

• James Dalziel

A Reason for Revelation: The Place of Sacred Texts in Secular Middle-School Science Curricula

• David M. Benson

Empirical: Research that Examines Data to Test Theory, Answer Big Questions and Develop our Understanding of Christian Education

Distinctively christian higher education as the wholistic formation of students.

• Sunaina Gowan, Maureen Miner

Art Therapy and Prison Chaplaincy: A Review of Contemporary Practices Considering New Testament Teachings

• Sarah Tucker, Johannes M. Luetz

Cupbearers to the King: Humility, Hope and Hospitality for Formational Practice

• Andrew Butcher, Beverley Norsworthy

The Imaginarium of Narrative in Christian Curriculum Design: A Case Study from Saint Kentigern College, Auckland

• Hugh P. Kemp

Editors and Affiliations

Christian heritage college (chc), brisbane, australia.

Johannes M. Luetz

School of Social Sciences, University of New South Wales (UNSW), Sydney, Australia

School of law and society, university of the sunshine coast (usc), maroochydore, australia, about the editors, bibliographic information.

Book Title : Innovating Christian Education Research

Book Subtitle : Multidisciplinary Perspectives

Editors : Johannes M. Luetz, Beth Green

DOI : https://doi.org/10.1007/978-981-15-8856-3

Publisher : Springer Singapore

eBook Packages : Education , Education (R0)

Copyright Information : Springer Nature Singapore Pte Ltd. 2021

Hardcover ISBN : 978-981-15-8855-6 Published: 05 January 2021

Softcover ISBN : 978-981-15-8858-7 Published: 06 January 2022

eBook ISBN : 978-981-15-8856-3 Published: 04 January 2021

Edition Number : 1

Number of Pages : X, 468

Number of Illustrations : 4 b/w illustrations, 19 illustrations in colour

Topics : Religion and Education , Christianity , Educational Philosophy

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Introducing Christian Education: Foundations for the Twenty-First Century

As Kevin E. Lawson observes, the primary objective of Christian education is to encourage individuals to establish a steady relationship with God to lead holistic lives. Christian education also assists people to develop good interpersonal interactions within their communities and fostering cooperation through increased understanding of biblical teachings. However, the changing societal values and attitudes during the twentieth century have necessitated a re-evaluation of the message in Christian education. The book “Introducing Christian Education: Foundations for the Twenty-First Century” edited and co-authored by Michael J. Anthony is a comprehensive response to the emerging challenges to Christian education during the twenty-first century. The summa consists of works by leading scholars such as Dennis Williams, Jonathan Thigpen, Richard Leyda, Klaus Issler, James Riley Estep Jr., and Kevin Lawson among others who have made considerable contributions towards Christian pedagogy. The editor and contributing authors offer detailed insights into Christian education in the contemporary United States and provide submissions through the perspectives of changing cultures, biblical metanarratives, and Scripture. The book consists of thirty-one chapters that are divided into six sections that focus on common thematic areas. The first section of the book focuses on the historical, philosophical, theological, evangelism and discipleship, and cross-cultural perspectives in Christian education foundations. The second addresses developmental issues that range from the life span development aspects to spiritual formation, while the third section focuses on the pedagogic implications of Christian education. The third section discusses learning theory, teaching-learning process, and learning styles as well as the Holy Spirit and Jesus as a teacher. The fourth section presents organization models applied in Christian education as well as the legal and ethical concerns in Christian ministry while the fifth section addresses the application of Christian education in families. The final section of the book is on specialized ministries such as counselling, recovery, and home schooling among others. In effect, this paper offer a book review on “Introducing Christian Education: Foundations for the Twenty-First Century” and analyses how it addresses some of the issues in contemporary Christian pedagogy.

Related Papers

Bernie Potvin

Hartwell T P Davis

Among the principle activities of life, there are some that are basic and not complicated. As children we learn to eat, clothe ourselves, and practice basic hygiene skills. Learning to tie a shoe is not particularly complex, but it is a skill that must be learned, and most often with the help of someone else. There are some skills that we learn without much assistance from others, but most of our learning comes from “teaching”. There is a connection between the teacher and the learner. Most of our life-long learning is built upon relationship with others, whether as a parent, student, teacher, or colleague. Relationships that include God will produce learning that incorporates truth and sound knowledge. Relationships that exclude God results in potential deception and learning that will be distorted. The battle to keep God in the schools is not only about ideology, but about whether learning is based on truth or falsehood. Ultimately the effect of what has been learned determines the character and destiny of the learner.

Matthew Vaughan

Journal of Christian Education

Trevor Cooling

As we consider the aspirations we have and the particular contribution that schools in the Christian tradition can make for our students, we must have a vision for promoting discipleship that will at the same time serve our culture by working towards its transformation. This will entail nurturing a thinking faith that seeks out the biblical meaning and its relevance for today's cross-cultural situation in Western countries. This article advocates the valuing of theological curiosity, the pursuit of biblical faithfulness and the practice of contextualizing faith. It draws attention to the implications for curriculum, staffing and the school's relationship with the wider community.

Mike Kersten

This paper discusses models of Christian education for religious schools operating in a pluralistic setting. The question of school identity is crucial in determining the spiritual culture of a Christian institution in diverse settings and this identity is underpinned first and foremost by a school's religious truth claim. Fundamentalist and relativist approaches are presented with an analysis of their similarities, differences, and pitfalls. Finally, a distinctive concept to Christian education is introduced as a viable alternative to these models. Based on dynamic tension rather than absolute resolution, a distinctive truth claim can serve as a foundation for spiritual growth and development.

William K Kay

Abstract: This paper considers the aims or purposes of education from Old Testament times through the New Testament, St Augustine, Luther and into the present era. It shows how Christian education functions within and beyond the church, and considers the transmission of the faith and engagement with secular knowledge and wider society. It considers Pentecostalism and the educational institutions it founded and its later diversification, especially in the United States. It briefly touches on the distinctives of Pentecostal doctrine, experience and mission.

Bryan Froehle

Entries for The Educational Principles of the Catholic Reformation Georgetown University Pastoral Institutes (Catholic Universities) Christian Contributions to Sociology Venezuela and Christian Education Institutional, University, and Seminary Profiles

Juanda Manullang

This study aims to describe Christian education in the family through Christian education strategies in the family such as understanding the nature of the Christian family, Parental responsibilities and the role of family is the place to teach Christian value. The family is the first and foremost educational environment for children in Christianity. Related to develop of children, both physical and psychological starting from the family. This is inseparable from the role as an educator. If the family fails in education of their children, it will be very difficult for others institution outside the family to fix it. The problem that arises now is the responsibility that must be done to prepare children who care about their environment. The early study of religious values is expected to be the first stronghold for children of change. This study is expected to be an input for the world of Christian education specifically to prepare children in the era disruptive era.

Howard Worsley

Education: A Student's Guide (RCIT series)

Edward (Ted) Newell

This book looks at various educational perspectives throughout history to equip educators today for the task of reclaiming Christian education.

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Most people in the world have no experience of lasting joy in their lives. We’re on a mission to change that. All of our resources exist to guide you toward everlasting joy in Jesus Christ.

The Great Vision of Christian Education

Ten foundational truths.

Justin Taylor Twitter @between2worlds

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When we hear about “Christian education,” we often think first about schooling that seeks to operate according to biblical principles. Perhaps we think of Christian private schools or homeschooling or Sunday School. We think of desks and homework and assignments and teachers.

These are important forms of Christian education, but these institutional forms are only the tip of the iceberg. Have you ever considered, for example, that Jesus’s Great Commission (Matthew 28:18–20) is a charter for Christian education?

Precisely because Jesus has been invested with “all authority in heaven and on earth,” he can command his followers to “go and make disciples of all nations.” We do this, Jesus tells us, by doing two things: (1) after they repent of their sins and trust in him, we baptize them in the name of the Trinity, and then (2) we teach them to observe all that he commanded us. We can do this with confidence because Christ himself will be with us always, even to the end of the age.

Christian education is as big as God and his revelation. It goes beyond parenting and teachers and classroom instruction to infuse every aspect of the Christian life. It involves not merely donning gospel-centered glasses when we study “spiritual” subjects, but being filled by the very presence of almighty God as we seek by his Spirit to interpret all of reality in light of the glory of God in the face of Jesus Christ.

If we are to practice an education that is truly Christian — in both word and deed — there are at least ten foundational presuppositions and principles that should shape our approach.

True Christian education involves loving and edifying instruction, grounded in God’s gracious revelation, mediated through the work of Christ, and applied through the ministry of the Holy Spirit, that labors to honor and glorify the triune God.

Christian education begins with the reality of God. God the Father, God the Son, and God the Holy Spirit — one God in three persons — create and sustain all things (Genesis 1:1–2; Colossians 1:16; Hebrews 1:3). It is from, through, and to the one true God that all things exist and have their being (Acts 17:28). The glorification of God’s name in Christ is the goal of the universe (Colossians 3:17; 1 Corinthians 10:31; Isaiah 43:7; 48:11).

Christian education seeks to rightly interpret and correctly convey all aspects of God’s revelation, both his self-disclosure through the created world (called “general revelation”) and his self-disclosure through the spoken and written word (“special revelation”; Romans 1:20; Hebrews 1:1–2).

Christian education, building on the Creator-creature distinction, recognizes the fundamental difference between God’s perfect knowledge of himself (called “archetypal theology”) and the limited, though sufficient, knowledge we can have of God through his revelation (“ectypal theology”; Romans 11:34; 1 Corinthians 2:16).

Christian education recognizes that the recipients of our instruction — whether believers or unbelievers — are created in the image of God, designed to resemble, reflect, and represent their Creator (through ruling over creation and relating to one another; Genesis 1:26–27).

Christian education reckons with the sobering reality of the Fall — that because of Adam’s rebellion as our covenantal head, all of us have inherited a rebellious sin nature and are legally regarded as guilty (Romans 3:10, 23; Romans 5:12, 15, 17–19), and that the creation itself is fallen and in need of liberation (Romans 8:19–22). Our disordered desires and the broken world around us affect every aspect of our thoughts, feelings, and actions, such that even after regeneration, we must still battle indwelling sin (Galatians 5:17).

Christian education is built upon the work of Christ — including, but not limited to, his substitutionary atonement and triumphant resurrection victory over sin and death — as the central hinge of history (Galatians 4:4–5; 1 Corinthians 2:2; 15:1–5). All of our instruction is founded upon this great event that makes it possible for sinners to stand by faith in the presence of a holy and righteous God through union with our prophet, priest, and king.

Christian education recognizes that to reflect the mind of Christ and to take every thought captive (2 Corinthians 10:5), we must be born again (John 3:3), putting off our old man (in Adam) and putting on the new man (in Christ), renewed in knowledge after the image of God (Colossians 3:10).

Christian education insists on the indispensable work of the Holy Spirit, who himself is a teacher (John 14:26; 1 Corinthians 2:13), who searches everything (including the depths of God) and alone comprehends the thoughts of God (1 Corinthians 2:10–11). He helps us in our weakness, intercedes for us (Romans 8:26–27), and causes us to bear good fruit (Galatians 5:22–23).

Finally, Christian education recognizes the insufficiency of merely receiving, retaining, and relaying notional knowledge (1 Corinthians 8:1; Matthew 7:21–23), but insists that our knowledge must be relational and covenantal (1 Corinthians 13:12), such that our study results in delight (Psalm 37:4; 111:2), practice (Ezra 7:10), obedience (Romans 1:5), and the further discipling and teaching of others (Matthew 9:19–20; 2 Timothy 2:2).

Christian education no longer involves physically sitting at the feet of Jesus and walking with him down the dusty roads of Galilee. But Jesus himself tells us that it is to our advantage that he goes away, so that the Helper — the Holy Spirit — can come to be with us (John 16:7).

And now, as lifelong learners in Christ, we can truly say, “Though [we] have not seen him, [we] love him. Though [we] do not now see him, [we] believe in him and rejoice with joy that is inexpressible and filled with glory” (1 Peter 1:8). That is a truly Christian education.

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NSF awards $38M to strengthen research infrastructure, build partnerships and improve STEM workforce development

The U.S. National Science Foundation has awarded researchers in Maine, Mississippi, New Mexico, Puerto Rico and Rhode Island roughly $38 million through the  Established Program to Stimulate Competitive Research  (EPSCoR), which promotes the development of research competitiveness among 28 targeted states and territories, called jurisdictions. The awards, facilitated by the NSF  EPSCoR Collaborations for Optimizing Research Ecosystems Research Infrastructure Improvement  (E-CORE RII) program and NSF  EPSCoR Research Incubators for STEM Excellence Research Infrastructure Improvement  (E-RISE RII) program, aim to enhance research facilities, form new networks, support workforce development and accelerate economic growth in parts of the U.S. that have historically received less funding for scientific research.  "The NSF EPSCoR program is critical to ensure that we are creating opportunities and investing in innovation in every part of the United States," said NSF Director Sethuraman Panchanathan. "These new E-CORE RII and E-RISE RII awards will positively impact our nation by advancing the breadth of STEM research, research infrastructure and workforce development while catalyzing opportunities for research and education in EPSCoR jurisdictions and beyond." The E-CORE RII opportunity aids in building capacity in targeted research infrastructure cores within a jurisdiction's research ecosystems. Capacity building may include developing, enhancing and sustaining research administration, facilities, workforce development, partnerships, community engagement and economic development. 

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The awardees and a summary of each project are listed below:  

E-CORE RII: Research Infrastructure Optimization for New Mexico Led by The University of New Mexico, this project aims to connect New Mexico's emerging research institutions (ERIs) with the broader state research ecosystem consisting of national laboratories, high-tech industries and established research universities. By strengthening New Mexico's research infrastructure, the project will foster innovation, which will lead to economic growth in critical sectors and create high-value employment opportunities for graduates from ERIs. The project will also provide the state legislature with insights on economic and workforce trends to enable strategic investments in key areas and foster a culture of inclusion and diversity, thereby broadening participation in the scientific enterprise across individuals, institutions and sectors.

Collaborating institutions (subawardees): Central New Mexico Community College, New Mexico Institute of Mining and Technology, Navajo Technical University and New Mexico State University. E-CORE RII: Rhode Island Inclusive Network for Excellence in Science and Technology The University of Rhode Island is leading this project to enable the state of Rhode Island and the Narragansett Indian Tribe and its citizens to develop and maintain a sustainable, broadly inclusive and competitive research ecosystem that supports use-inspired science and technology and workforce development. The project will sustainably develop capacity, programming, platforms and partnerships that serve and benefit institutions of higher education across Rhode Island by institutionalizing research infrastructure support programs and implementing innovative programs that lead to increased collaborations across the state's institutions. These platforms and systems will lead to an inclusive network for scientific opportunities with low barriers to entry, an increased number of students from minoritized and tribal backgrounds that flourish in STEM, and the creation of new initiatives that align with the strategic diversity, equity, inclusion, justice and access plans of the collaborating institutions. 

Collaborating institutions (subawardees): Brown University, Rhode Island College, Rhode Island School of Design and Roger Williams University. E-CORE RII: Mississippi Research Alliance The vision of this project, led by Mississippi State University, is to be a transformative force in the Mississippi research and innovation ecosystem. The project will forge strategic partnerships that harness and enhance existing human and physical assets and coordinate new investments to position Mississippi as a national front-runner in science and technology. The project will strengthen strategic governance, improve sustainable access to instrumentation and foster cross-institutional collaborations, thereby boosting cutting-edge research carried out by interdisciplinary teams and resulting in exponential gains to Mississippi's knowledge-based economy. The project's integrated approach will create a research and development ecosystem that builds strategic alliances among research and emerging research institutions, state agencies and public and private organizations to positively impact education, workforce development and the broader societal understanding of scientific endeavors.

Collaborating institutions (subawardees): The University of Southern Mississippi, The University of Mississippi and Mississippi Valley State University. E-RISE RII: Maine Algal Research Infrastructure and Accelerator The Bigelow Laboratory for Ocean Sciences leads this project to build the Maine Algal Research Infrastructure and Accelerator which will serve as a nucleus for algae-based innovation in Maine and catalyze economic growth and workforce development. This state-of-the-art research infrastructure will be used to streamline exploration of algae's commercial potential -- from individual cell-level analysis to product optimization and eventual scaling. The project will lead to the discovery of novel approaches to harness algae as efficient biofactories for synthesizing new high-value products relevant to the "Maine Innovation Economy Action Plan," while aligning strategic collaborations, including with local farmers and algal companies, to create an accelerated network to enhance the agricultural, aquaculture and pharmaceutical potential of algae in Maine.

Collaborating institutions (subawardees): Mount Desert Island Biological Laboratory, University of New England, Colby College, Maine Center for Entrepreneurs and Gulf of Maine Ventures. E-RISE RII: Cracking the Developmental Blueprint of Life: Omics, Computational Science, and Artificial Intelligence This project, led by the University of Puerto Rico-Rio Piedras, will position Puerto Rico as a thriving hub for innovation and economic growth in the life science and biotech/molecular sectors. Faculty from seven institutions will come together to unravel the complexities of developmental biology by examining the evolutionary and developmental framework of butterfly divergence. The project will delve into the fundamental science of evolution and adaptation, seeking to decipher the molecular intricacies that govern cellular processes and organismal development. The novelty of the project lies in the single cell-genomic resolution around which all other molecular information will be integrated using cutting-edge computational and AI approaches. Also included in the project will be workforce development initiatives that integrate STEM education and interventions to cultivate skills for both academic and non-academic careers, in part by generating important resources for the broader scientific community and through outreach activities tailored to K-12 teachers and students. 

Collaborating institutions (subawardees): Centro Comprensivo de Cancer de la Universidad de Puerto Rico.

Research areas