Drawing upon the recent scholarly call to incorporate Christian practices into teaching, we contend that such practices should also be incorporated into the administration of Christian institutions. In particular, we explore the rationale for integrating the practice of Christian confession into the life of a university to address institutional…

Recent research in two New Zealand Christian schools found that despite biblical vision and mission statements and declarations of pedagogy built on biblical foundations, actual classroom practice frequently differed little from that in secular schools. Teachers could clearly articulate their respective school's vision and goals but all except one…

Thomas Hebert and Matthew T. McBee's (2007) recent study of gifted university students examines how an honors program can function as a community for social, intellectual, and psychological growth. In particular, they find that honors programs offer advantageous support for gifted students in navigating social isolation, in questioning traditional…

Jesus's blessing of the "poor in spirit," who recognize their dependence on God, suggests that an awareness of human limitation is necessary for wise living. How can the Christian educator teach for spiritual poverty? Both Parker Palmer and Richard Kearney, from their different disciplinary and denominational perspectives, argue for the central…

Although widespread consensus exists that the integration of Christian worldview, faith and learning lies at the heart of effective Christian education, such an aspiration has not always resulted in the embodiment of worldview principles within Christian educational contexts. In response to this dissonance, an alternative approach to integration…

This article presents Nonviolent Communication (NVC) as a humanizing ecclesial and educational practice. NVC is a four-step process of communication designed to facilitate empathy and honesty between individuals and groups. Through an interdisciplinary dialogue with Reformed theology, this article argues that NVC is one concrete means of living as…

Contemporary connotations of "teacher" don't do justice to Jesus' educating activity. "Worldview" understood as a comprehensive social environment helps us to perceive the scale of Jesus' struggle in his society and also Christian teachers' struggle in their settings. Jesus is Israel's teacher in a deeper way than we hear by the term "teacher."…

This article investigates the long-held assumption that Christian educators need their own curriculum orientation. Seminal documents published by Philip Jackson and Harro Van Brummelen in the nineties are analyzed against the background of a brief history of the field of curriculum theory. The author accepts Jackson's conclusion that curriculum…

In this article, the author presents a rejoinder to John E. Hull. Van Brummelen first states his appreciation of John Hull's thoughtful evaluation of his views of curriculum, views in which many Christian educators have played a part. It has been several decades since the author spelled out what Hull calls an "education for discipleship"…

This article presents the author's response to John Hull's thoughtful evaluation of his article on shaping school curriculum in which many Christian educators have played a part. The author cites that particularly pertinent in Hull's paper is his contention that living a life of discipleship as a school community is at least as significant as…

Faithful Christian engagement in education means both being at home and at odds with dominant culture. This stance of critical participation should produce an unbearable tension: can one both live in solidarity and dissent? Yet this unbearable tension is often not present in Christian experience--why? This article suggests four reasons: the…

This article reviews and explores the links between Chet Bowers' recent book on constructivist theories of learning and the paper by Gormas, Koole, and Vryhof on learning for reconciliation published in this journal (Spring 2006). The reviewer holds that Bowers' critique of constructivism has merit, but that his emphasis on eco-justice leaves gaps…