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In this insightful book, two leading scholars in Christian education trace the history of the discipline from the Old Testament to the present. Presented against the backdrop of wider philosophical thought and historical events, Anthony and Benson show how each successive era shaped the practice of Christian education today. The result is a book brimming with insights that reveal the historical roots and philosophical underpinnings of issues relevant to current practice in Christian education ministries."The purpose of this book is to provide the reader with more than just valuable insights regarding the past. . . . The future is the emphasis of this history book." From the Introduction
Christian education recognizes the value of family throughout Scripture; it re-affirms the centrality of biblical revelation in the teaching process. It examines Jesus as teacher, mentor, and leader. It recognizes the role of the Holy Spirit and responds to the Great Commission in ministry and refocuses on education for spiritual growth. In this book, I have provide biblically supportive documented views of those person who influenced or those who were influenced by Christian educational concepts in the process of teaching and learning. The historians referenced in this book do not claim to be theologians or philosophers, but educators with expertise in the area of Christian education. The Old and New Testaments will be used as biblical references, along with other supporting documents throughout this book to illustrate God's Word and its implication in the teaching and learning of His people. Finally, you will have a better understanding of the true meaning of Christian education in the following areas: - purpose - a historical perspective - instructional process - targeted population - leadership - home
Newspapers are filled with stories about poorly educated children, ineffective teachers, and cash-strapped school districts. In this greatly expanded treatment of a topic he first dealt with in Rediscovering the Lost Tools of Learning, Douglas Wilson proposes an alternative to government-operated school by advocating a return to classical Christian education with its discipline, hard work, and learning geared to child development stages. As an educator, Wilson is well-equipped to diagnose the cause of America's deteriorating school system and to propose remedies for those committed to their children's best interests in education. He maintains that education is essentially religious because it deals with the basic questions about life that require spiritual answers-reading and writing are simply the tools. Offering a review of classical education and the history of this movement, Wilson also reflects on his own involvement in the process of creating educational institutions that embrace that style of learning. He details elements needed in a useful curriculum, including a list of literary classics. Readers will see that classical education offers the best opportunity for academic achievement, character growth, and spiritual education, and that such quality cannot be duplicated in a religiously-neutral environment.
Theological education has always been vital to the Church’s life and mission; yet today it is in crisis, lacking focus, direction, but also resources and even students. In the early Church, there is no doubt that to lead worship one had to be able to read and interpret the Bible. In order to lead, it was necessary to know at least something about the history of Israel and the work of God in the Gospels, and interpret that history, making it relevant to daily living. Quickly the Church developed schools for its teachers, whether lay or clergy. A catechetical system was organized through which candidates prepared for baptism were given a basic form of theological education. Hence to be a Christian meant persons knew what and why they believed. But over the years, theological education has come to mean education for clergy and church professionals. It has drifted, seeking new moorings.
Rosalie Slater's classic volume (designed to accompany Verna Hall's CHOC I) describes a curriculum for teaching and learning America's Christian history and the historic method of education, the Principle Approach. A method of education that instructs children how to reason from a Biblical worldview, this enables them to excel academically, and instills Christian character in the individual.
ÒA history of Christian education must not be confused with a record of the achievements of the Sunday School. The discipline has advanced well beyond that stage, and today's sophisticated students fully understand that no proper concept of the history and philosophy of Christian education can be gained without seeing all the ramifications, implications, and influences that have affected it from pre-Christian times to the present.Ó So Drs. Gangel and Benson have written this book, a historical flow of philisophical thought from a Christian point of view. Its focus is cultural-biographical, discussing each philosophy in its particular socio-historical setting, and giving special attention to significant individuals. The format is chronological, beginning with education in biblical times, working upward through history to arrive at the present - and beyond, raising questions and issues for the future.
An in-depth study of how each of the Ten Commandments had a historical impact on the development of laws in America and affected the legal philosophy of our government framers. For example, the 4th Commandment-"Keep Holy the Sabbath" PENNSYLVANIA FRAME OF GOVERNMENT, April 25, 1682, Article XXII: "That as often as any day of the month...shall fall upon the first day of the week, commonly called the Lord's Day, the business appointed for that day shall be deferred till the next day, unless in the case of emergency." U.S. CONSTITUTION, 1787, Article I, Section 7, Paragraph 2 "If any Bill shall not be returned by the President within ten days (Sundays excepted) after it shall have been presented to him, the Same shall be a Law" Read how the Ten Commandments affected the views of America's leaders: "The Ten Commandments and the Sermon on the Mount contain my religion" - John Adams, Nov. 4, 1816, letter to Thomas Jefferson. "The fundamental basis of this nation's laws was given to Moses on the Mount. The fundamental basis of our Bill of Rights comes from the teachings we get from Exodus and St. Matthew, from Isaiah and St. Paul. I don't think we emphasize that enough these days." - Harry S Truman, Feb. 15, 1950, Attorney General's Conference. See references to the Ten Commandments in court cases: "The Ten Commandments have had an immeasurable effect on Anglo-American legal development" - U.S. District Court, Crockett v. Sorenson, W.D. Va. (1983) "It is equally undeniable ...that the Ten Commandments have had a significant impact on the development of secular legal codes of the Western World." - U.S. Supreme Court, Stone v. Graham, (1980) (Rehnquist, J., dissenting) An ideal book for students, teachers, journalists, writers and those interested in researching the foundations of American law!