Download Free Evangelical Religion And Popular Education Book in PDF and EPUB Free Download. You can read online Evangelical Religion And Popular Education and write the review.

Under the influence of the evangelical movement in the 18th and early 19th centuries education, in one form or another, was brought to a vast number of people in England and Wales. Originally published in 1969, it is this phenomenon that forms the subject of Dr McLeish’s book. The two central figures are Griffith Jones and Hannah More and the movements are seen almost entirely through their work. Dr McLeish examines the nature and aims of the schools which were established; their economics and organisation; their progress and achievement; the social background in which they flourished. In the second part of his book Dr McLeish attempts a bold synthesis. He analyses these data in light of four essentially modern social theories – Marxist dialectics, the functionalist anthropology of Malinowski, Freudian psychoanalysis, and the sociology of Talcott Parsons. The author does not pretend to provide all the answers. What he suggests is a way of looking at history that is open-minded and eclectic and vitalizing in the perspectives which it offers.
Our world is growing increasingly complex and confused—a unique and urgent context that calls for a grounded and fresh approach to Christian higher education. Christian higher education involves a distinctive way of thinking about teaching, learning, scholarship, curriculum, student life, administration, and governance that is rooted in the historic Christian faith. In this volume, twenty-nine experts from a variety of fields, including theology, the humanities, science, mathematics, social science, philosophy, the arts, and professional programs, explore how the foundational beliefs of Christianity influence higher education and its disciplines. Aimed at equipping the next generation to better engage the shifting cultural context, this book calls students, professors, trustees, administrators, and church leaders to a renewed commitment to the distinctive work of Christian higher education—for the good of the society, the good of the church, and the glory of God.
Children living in poverty have the same God-given potential as children in wealthier communities, but on average they achieve at significantly lower levels. Kids who both live in poverty and read below grade level by third grade are three times as likely not to graduate from high school as students who have never been poor. By the time children in low-income communities are in fourth grade, they're already three grade levels behind their peers in wealthier communities. More than half won't graduate from high school--and many that do graduate only perform at an eighth-grade level. Only one in ten will go on to graduate from college. These students have severely diminished opportunities for personal prosperity and professional success. It is clear that America's public schools do not provide a high quality public education for the sixteen million children growing up in poverty. Education expert Nicole Baker Fulgham explores what Christians can--and should--do to champion urgently needed reform and help improve our public schools. The book provides concrete action steps for working to ensure that all of God's children get the quality public education they deserve. It also features personal narratives from the author and other Christian public school teachers that demonstrate how the achievement gap in public education can be solved.
Christian teachers have long been thinking about what content to teach, but little scholarship has been devoted to how faith forms the actual process of teaching. Is there a way to go beyond Christian perspectives on the subject matter and think about the teaching itself as Christian? In this book David I. Smith shows how faith can and should play a critical role in shaping pedagogy and the learning experience.
Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning. This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
In Apostles of Reason, Molly Worthen offers a sweeping history of modern American evangelicalism, arguing that the faith has been shaped not by shared beliefs but by battles over the relationship between faith and reason.
First published in 1988, this work was the product of extensive fieldwork in two evangelical communities. This in-depth ethnographic study focuses on the meaning systems, organizational structures and the daily lives of the people Susan D. Rose encountered. The study is centred around Christian schooling as a method of socialisation. Tracing the rise of evangelicalism and the development of the Christian School Movement in the latter half of the twentieth century, it examines the kinds of educational alternatives evangelicals have structured for their children. Moving beyond the issue of schooling itself, it analyses the interactions among schooling, ideology, economic structures and the nature of work in contemporary American society, and explores how people relate to one another within the church-family-school network. It addresses the provocative question of why evangelicalism, a self-proclaimed conservative, reactionary movement, held so much appeal for so many Americans at the time of publication. This work will be of particular interest to those studying education and religion and education in the U. S. A.
An exploration of the disciplines used to form an integrated conception to Christian education from which principles and guidelines can be drawn.
American Evangelicals and Religious Diversity is a qualitative study of how religion and education intersect at one conservative Christian school. The school is Evangelical and American. The school’s curriculum is bible-based and fulfills its state’s educational requirements for high school graduation. While the school has an environment that is Evangelical, the students live in a religiously-diverse world. This book documents how three students and their teacher struggle to understand a world that challenges their faith. The context for this understanding is how the teacher presents and the three students come to understand Catholicism, Islam, and the indigenous religions of the Americas. Americans continue to debate whether religious schools are too parochial and do not prepare students to live a diverse society.