bluuebunny/crossref_metadata_2025 huggingface dataset:
Visuality, photography, and media in international relations theory: A review
Authors: Kirkpatrick Erika
Published: May 2015

The way we see war – its visuality – is ever changing and dynamic. Despite the theoretical variety in International Relations (IR) scholarship, the themes of visuality, photography, and media have not been considered in a systematic fashion. The positivist core of IR is limited in its capacity to consider these themes outside of a cause-and-effect framework. This results in media mainly discussed in terms of its influence on international politics via its impact on (primarily American) foreign policy. The media and foreign policy literature follows this legacy; it arose as a response to post Cold War events and technological shifts. Similarly, the Revolution in Military Affairs of the 1990s opened up a space for strategic studies to address media and visuality. Recent literature from strategic studies engages with cultural and social theory in a way that shows how such tools may be used for exploitation as well as emancipation. In opposition, the post-positivist research tradition of critical IR theory problematizes the world created by rationalist–objectivist social science and seeks answers to constitutive questions about the construction, production, and performance of actors and structures in International Politics. Flowing from this, the visual securitization program rejects the rationalism of the media and foreign policy literature, while still investigating the links between media and decision-makers. Overall, critical IR theory has carved a productive space for dealing with these themes by breaking away completely from the rationalist legacy and putting forward a more hermeneutic – as opposed to positivistic – approach to the subject. This review concludes that the way IR has so far dealt with these themes narrows our field of vision and prevents us from envisioning the broader regime of representation of war photography, a claim to be upheld in future research.
Comparison of face mask removal times in lacrosse helmets
Authors: Higgins Michael , Tierney Ryan T , Ryan Caitlin , Paden Ahmad
Published: May 2015

In the event of a head or neck injury in helmeted sports, it has been recommended to remove just the facemask (FM) rather than the entire helmet. Research surrounding FM removal time and difficulty, however, has focused primarily on football helmets. To date, there has been limited controlled research regarding men’s lacrosse helmet FM removal. The purpose of this study was to examine the effect of helmet type on FM removal time and difficulty. Design Repeated measure design conducted in a laboratory setting. Eight certified athletic trainers (male = 4, female = 4; age = 24.13 ± 2.17 yr, experience = 1.75 ± .71 yr). Intervention and main outcome measures included the independent variable of helmet type (Warrior Venom, Cascade CPX-R, Cascade Pro7, and Riddell Revolution) and the dependent variables of FM removal time (seconds), rate of perceived exertion (Borg Scale 0-10), and failure rate (trials failed divided by total trials). Results The Cascade Pro7 FM took 61%, 93%, and 108%. longer to remove than the Warrior Venom, Cascade CPX-R, and Riddell Revolution FMs, respectively. The Warrior Venom FM took 29% longer to remove compared to the Riddell Revolution FM. The participants found the Cascade Pro7 FM to be 59%, 100%, and 199% more difficult to remove than the Warrior Venom, Riddell Revolution, and Cascade CPX-R, respectively. There were no other statistically significant differences identified. The Cascade Pro7 FM was the most difficult to remove due to additional removal sites and the Velcro that helped to adhere the chin guard to the helmet shell.
An evaluation of subjective experiences, effects and overall satisfaction with clozapine treatment in a UK forensic service
Authors: Qurashi Inti , Stephenson Paul , Chu Simon , Duffy Chris , Husain Nusrat , Chaudhry Imran
Published: May 2015

Objectives:

Patients prescribed clozapine were surveyed to assess (a) the effects, both positive and adverse, and overall satisfaction with clozapine in comparison to previously prescribed antipsychotics and (b) the relative significance of effects experienced, both positive and adverse, in terms of impact on subjective well-being.

Methods:

A total of 56 male patients prescribed clozapine at a forensic psychiatric hospital were surveyed using a 27-item questionnaire. All patients had been prescribed clozapine for a minimum of 3 months. Respondents were asked to rate effects and satisfaction with clozapine treatment in comparison with previously prescribed antipsychotic medication on a five-point scale. Respondents were also asked to rate effects experienced with clozapine treatment in terms of impact on subjective well-being on a five-point scale.

Results:

A total of 89% of respondents reported greater satisfaction with clozapine than with previously prescribed antipsychotic medication. A majority of patients reported positive effects in terms of an improvement in their quality of life (68%) and social abilities (52%) with clozapine in comparison with previously prescribed antipsychotics. Nocturnal hypersalivation (84%) and weight gain (57%) were the most common adverse effects. Hedonic responses were assessed for each effect in order to determine the associated subjective experiences. The most positive hedonic responses were for quality of life, mood and alertness. In terms of adverse impact on subjective well-being, nocturnal hypersalivation ranked highest.

Conclusions:

Patients in a UK forensic sample are largely satisfied with clozapine treatment. The subjective effects of clozapine treatment should be taken into account by clinicians when assessing response. This may provide an opportunity to highlight the positive changes and prioritize management of the most undesirable adverse effects, which is likely to promote compliance and improve longer term treatment outcomes.
Pharmacy students screening for pre-diabetes/diabetes with a validated questionnaire in community pharmacies during their experiential rotation in Alberta, Canada
Authors: Banh Hoan Linh , Chow Sheldon , Li Shuai , Letassy Nancy , Cox Cheryl , Cave Andrew
Published: May 2015

Purpose:

Type 2 diabetes is a major condition impacting morbidity, mortality, and health care costs in Canada. Pharmacists are very accessible and are in an ideal position to promote public health education. The primary goal of this study was to incorporate public health promotion and education into a community pharmacy experiential education rotation for fourth year pharmacy students to screen for the risk of pre-diabetes/diabetes in adults. A secondary goal was to determine the frequency of common risk factors for pre-diabetes/diabetes in adults in the community setting.

Method:

Fourth year pharmacy students were invited to recruit all adults 25 years or older attending community pharmacies to complete a pre-diabetes/diabetes risk assessment questionnaire. If the participants were at risk, the participants were provided education about risk reduction for developing pre-diabetes/diabetes.

Results:

A total of 340 participants completed a risk assessment questionnaire. Over 90% of people approached agreed to complete a risk assessment questionnaire. The common risk factors were overweight (154/45%), hypertension (102/30%), taking medications for hypertension (102/30%), and having symptoms of diabetes (111/33%). The ethnic minorities have 2.56 (confidence interval = 1.48–44.1) times greater odds of having a family history of diabetes compared to non-minority subjects.

Conclusion:

Pharmacy students are able to screen community-based patients for pre-diabetes/diabetes risks. The most common risk factors presented were overweight, hypertension, and taking medications for hypertension.
Annulus Mirabilis or the Hole in the Donut
Authors: Brown Adrian
Published: May 2015

THIS ARTICLE IS in the form of a fable about issues of relevance to education including meaning and reductionism.
The Courage to Teach (review article)
Authors: Van Dyk John
Published: May 2015

THIS ARTICLE IS an extended review of Parker J. Palmer's latest book, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. 2 The contents of the book are surveyed, significant themes for Christian educators are identified and a few critical concerns and lingering questions are raised.
Transformation: Dynamic Worldview or Repressive Ideology?
Authors: Walsh Brian J.
Published: May 2015

CHRISTIAN DISCOURSE AROUND education is often preoccupied with issues of ‘transformation’ and ‘worldview’. In a postmodern cultural climate, however, worldviews are seen to invariably legitimate conservative, non-transformational ways of thinking and praxis. Worldview, as a species of totality thinking and metanarrative, is repressive. This article delineates how a dynamically transformational worldview can indeed become a repressive ideology, and then suggests ways in which a worldview can remain dynamically open, engendering a transformational educational practice.
Divorce and Pupil Attitude toward Christianity and Islam
Authors: Kay William K. , Smith D. Linnet
Published: May 2015

POSITIVE ATTITUDES ARE an important prerequisite for learning. Where pupils identify either with Christianity or Islam, parental divorce has a significant impact on attitudes toward these faiths. In the case of Christian-identifying pupils, attitude to Christianity becomes more negative. In the case of Muslim-identifying pupils, attitude to Islam becomes more negative. These effects are statistically distinct from the effects of bereavement, which appears to have no detrimental effect on attitude. These findings are discussed in the light of divorce trends in society and the role of religious education.
A Problem-Posing Pedagogy Revisited: Another Look at Blomberg's Invitation to ‘Paths of Pleasantness and Peace’
Authors: Van Dyk John
Published: May 2015

IN A PREVIOUS issue of this journal, Doug Blomberg argues for a problem-posing pedagogy. Most of what Blomberg says is excellent and merits unwavering support. In this ‘response essay’ I acknowledge Blomberg's insight, but raise several questions about his tendency to characterize effective teaching as essentially a process of problem-posing. I conclude my reflections with an attempt to place problem-posing, as described by Blomberg, in a larger context. My response to Blomberg is intended to advance the conversation about a Christian approach to pedagogy — an especially significant project in view of the general neglect of this topic in Christian educational circles.
Problem-Posing Pedagogy: Response to John Van Dyk
Authors: Blomberg Doug
Published: May 2015

PROBLEM-POSING IS PART of a larger frame for pedagogy which also includes play and purposeful response. When experience is viewed inclusively and not reduced to its sensory dimensions, knowing can be seen to be about relating. More than the cognitive is in view in both knowing and learning. The context for a problem-posing pedagogy is a world in which we ‘fit’, a world that is fallen and yet redeemed-at-root. Learning requires a transformation of experience as we are addressed by the new and different, the ‘problems’ that call us to new relationships.
Towards a Christian Praxis Education: Some Possibilities for Christian Schools
Authors: Kidson Paul
Published: May 2015

THIS PAPER ARGUES that a Christian Praxis Education orientation, based on the Christian Religious Education of Groome and Astley as well as the Transformative Christian Religious Education of Hobson and Welbourne, has much that would be of interest to advocates of Christian schooling. Given that the orientation is firmly based within the Christian faith community, has the development of faith as its central aim, and is firmly grounded in the Christian story, there is much to commend it as worthy of consideration by those involved in Christian schooling.
Leadership is Community Building: A Postmodern and Independent School Perspective
Authors: Hollaar Lee
Published: May 2015

‘If the music changes so does the dance.’ School leadership, as well as the leadership of churches and other organizations, is hearing a different beat as modernity collapses into postmodernity. Modernity took the Western story to rational and scientific methods. This science has shaped organizational life via technique, hierarchy and paperwork to control and predict the environment. Postmodernity emerges asserting ambiguity and community and challenging reason as the surest guide, an assault against the idea of all encompassing authority whether ideological or governing. Hence we move from the relationship of authority to the authority of relationship. The most appropriate leadership model to address this changed music is community building, inviting people to a common and faithful vision.
Educating between the Times: Postmodernity and Educational Leadership
Authors: Goheen Mike
Published: May 2015

EDUCATIONAL LEADERS SHOULD recognise the influence of the modern worldview in their leadership practices. Their task is not to conform to postmodern winds of change but to subvert contemporary educational forms giving them new shape and meaning by the power of the gospel. Lee Hollaar attempts to embrace the creational insights of postmodernity but, at the same time, he moves to subvert the idolatry that comes with these insights. Educational leadership is community building around a worldview centre. Christian educational leaders live at the crossroads between the true Biblical story and the western story and they need to follow a Biblical cultural strategy which is both affirming and antithetical.
Using the Bible with Children
Authors: Cox Rosemary
Published: May 2015

MUCH SUNDAY-SCHOOL TEACHING material tends to focus on biblical narrative at the expense of other literary forms, and often fails to set individual lessons within their theological context. A better approach introduces children to the diversity of biblical genres, sharing with them some interpretive skills, and setting the teaching within the framework of the ‘big story’ of God and His people.
Core Values in Christian University Education
Authors: Van Brummelen Harro
Published: May 2015

SCHOLARS LIKE BURTCHEALL and Sloan have reached pessimistic conclusions about the future of distinctively Christian higher education. This paper outlines the endeavors of Trinity Western University in Langley, Canada, to define and implement core values that, it hopes, will maintain its long-term viability as a unique, soundly evangelical and academically responsible institution of Christian higher education. Its core values include obeying the authority of Scripture, pursuing faith-based and faith-affirming learning, having a transformational impact on culture, striving for excellence, modeling servant leadership as a way of life, and growing disciples through community.
Educating for Social Justice: Revisiting Stronks & Blomberg's Idea of Responsive Discipleship
Authors: Joldersma Clarence W.
Published: May 2015

RESPONSIVE DISCIPLESHIP – INCLUDING unwrapping gifts, sharing joys and burdens, and seeking shalom – is a good framework for thinking about Christian education. However, this approach does not address adequately issues of social justice in the context of education. The lens of social justice take education further beyond the vestiges of individualism that ‘gift’ language carries and also beyond the enclosed classroom that sharing joys and burdens might suggest. Reframing those two in the context of seeking shalom brings out the social justice dimensions of unwrapping gifts and sharing joys and burdens.
The Bible and Education: Ways of Construing the Relationship
Authors: Smith David
Published: May 2015

IT IS A basic assumption of most Christian educational discussion that there can be some fruitful relationship between the Bible and education. This idea has, however, not gone unchallenged, and even its proponents often understand the relationship in unnecessarily narrow terms. This article summarises findings from a research project on ways of understanding the Bible's possible influence upon education. It considers in turn the role of the Bible as content, the teacher's character, inferences from beliefs, the potential of metaphor and narrative, and the significance of the canon.
Community and Hospitality in Multicultural Classrooms
Authors: Makkhado Samson B. K. , Spalding Dean
Published: May 2015

THIS PAPER EXPLORES the significance for the Christian school of the hospitality metaphor which sees teacher as host and student as guest, the communal attitude which is more common in traditional African culture than in the West, and the depth of the influence of the Christian gospel which should lead to the ongoing re-orientation of the whole life. The exploration of these themes draws upon insights from African culture and history.
Teaching in a Theology Department in a Secular University: Reflecting on the Spirituality of Learning
Authors: Harris Harriet
Published: May 2015

THIS PAPER SEEKS to address two things I have sensed from lecturing in a theology department in a secular university. First, most students who choose theology expect to engage with a discipline that deeply affects life. This is so whether or not they profess religious belief. Second, they are disappointed when their course does not live up to that expectation. It would strain the discipline of theology to suppose that it is indifferent to the transformation and redemption of life. So how can theology departments educate people within a secular environment with the sorts of goals suited to redemptive transformation? It is proposed in this paper that because education itself has transformative effects, learning is a spiritual practice. Rather than worrying about ‘sacred’ versus ‘secular’ disciplines, and confessing versus non-confessing practitioners, we might consider how best to practice the spirituality of learning with respect to everyone. If teaching in theology departments were to become unashamedly transformative in its concerns, more students might find theology to be the discipline they were hoping for when they chose their degree course.
Who Turned Out the Light? Educational Light in a Dark World
Authors: Goheen Mike
Published: May 2015

THE PHILOSOPHERS OF the eighteenth-century Enlightenment confessed with great confidence that they had discovered the light of the world. In the luminescence of human reason the problems of the human condition could be resolved. However, at the beginning of the twenty-first century, it is clear that the light of the Enlightenment is failing to illuminate our path to the better world it promised. Our educational systems, shaped as they were by the Enlightenment, mirror this broader cultural crisis. In this time of growing darkness the call of God's people is to reflect the true light of the world for the public life of our culture. For those called to the educational sector of cultural life the light of Christ must illumine their endeavours, witnessing to the true end of history. In this article I explore what this might mean with reference to Philippians 2:14–16.
Fundamentalist and Evangelical Perspectives in Education
Authors: Badley Ken
Published: May 2015

THIS PAPER LOOKS historically at the beliefs of fundamentalists and evangelicals, noting some similarities and differences. It then examines how they have expressed those beliefs in four specific areas of education: posture toward state education, creation and support of independent schools, production of theory, and production of instructional materials. The study is set in the North American theological and educational contexts.
The Bible and the Reader's Response
Authors: Pike Mark A.
Published: May 2015

Reader response theory, the broad range of literary perspectives which place emphasis upon the role of readers and their responses to texts, has contributed important insights to biblical hermeneutics and to pedagogy in literature education. Yet reader response theory does not appear, as yet, to have had as significant an influence as it might upon the way we teach individuals to read and respond to that most important of texts, the Bible. It is proposed in this article that Rosenblatt's transactional theory of the literary work offers valuable insights that can be applied to both the reading of the Bible and also how it can be taught in a range of contexts, in Christian and state schools, as well as in churches. Consequently, pedagogy informed by Rosenblatt's reader response theory may offer us a biblical use of the Bible as it can foster the spiritual development of readers by enabling them to engage with Scripture at a deeply personal level. It is suggested that Bible teaching must be responsive to the individual and to society but must, most of all, be responsive to the Holy Spirit.
Why Both Classical and Modern Character Education are Not Enough: Lessons from The Emperor's Club
Authors: Glanzer Perry , Ream Todd , Talbert Tony
Published: May 2015

IN THIS PAPER, we argue that a Christian analysis of The Emperor's Club, a recent movie about a classics teacher at an American prep school, provides insight into why teaching virtue within a distorted historical narrative and tradition can be destructive for both the teacher and the student. It reveals the limits of teaching character within both a classical worldview bound by fate and a modern worldview that exalts individual control. Moreover, for Christian educators who need to place our teaching in our own narrative while also being aware of the corrupting aspects of other narratives, an Augustinian critique of the film reminds us of the need for grace-filled teaching.
The Culture of the Christian School
Authors: Mills Kathy A.
Published: May 2015

IN DISCUSSIONS OF educational administration theory, school culture has emerged as a contentious construct characterized by polarized positions. The underlying tensions are between conflicting structuralist and post-structuralist perspectives. These have led to views of Christian school culture and school organization as being either, on the one hand, static, positivist, hierarchical, individualistic and capitalistic or, on the other, dynamic, coherentist, communally interdependent, service oriented and Christ-centered. All schools demonstrate an ethos or organizational culture by default if not by design. It is therefore imperative for Christian school administrators, educators, and the community to consciously define the aspects of school culture that reflect the shared biblical values of the Christian school community.
Contours of Religion, Scholarship and Higher Education: A Review Essay
Authors: Smith David I.
Published: May 2015

This article summarizes and comments on issues raised in Religion, Scholarship and Higher Education: Perspectives, Models and Future Prospects, a book which is the product of the Lilly Seminar on Religion and Higher Education. The first two sections of the book deal with faith in relation to the nature of the academy and to disciplinary inquiry. The article focuses mainly on the third section, entitled ‘Religious Perspectives on Teaching: Reflections on Practice’. The essays in this section, with one notable exception, fail to adequately tackle pedagogical questions concerning how students are taught and how their identities are shaped in schools and colleges. There is a noticeable drift in most of the essays in this section of the book away from the questions of teaching that provide the ostensible framework and back towards issues having primarily to do with disciplinary scholarship. This process appears to be aided and abetted by a tendency to think of teaching as basically a process of telling. These essays also fail to make reference to any existing work about pedagogy or from the discipline of education. Why this is important is because the relationship between religion and higher education cannot be adequately understood without more disciplined attention to distinctively pedagogical concerns. Reluctance to delve into pedagogy and questions of student formation is ultimately a reluctance to pursue the book's stated theme all the way to its conclusion.
To Defy a Divided Existence: Ontological Assessment and the Christian Academy
Authors: Ream Todd
Published: May 2015

PROVIDING GUIDANCE TO students concerning the nature of the roles that they will assume in a pluralistic society is an important part of the mission of Christian colleges and universities. However, the fulfilment of this portion of their mission cannot come at the expense of the ontological formation of their students. As a result of an assessment that takes both the roles and the ontological points of existence of students into consideration, this article challenges Christian institutions of higher learning to become places where students can learn to defy the pressures that lead to a divided existence.
Exploring the Numinous in Literature: Learning from Paul on Mars Hill
Authors: Barge Laura
Published: May 2015

A BIAS AGAINST a Christian perspective in the teaching of literature in the secular university is generally recognized as well established. This bias seems out of place because the present climate in such studies favors the open acknowledgment of whatever theoretical praxis (feminist, Marxist, Freudian, deconstructionist) is being used to approach the literature. A Christian teacher searching for irenic and productive rather than agonistic responses to this bias can learn from St. Paul's address to the Athenians on Mars Hill. Paul's assumption that any serious attention to the sacred dimension of human experience is ultimately a reference to the Christian God suggests a methodology of using the numinous spaces – ideas of transcendence or the sacred found in nearly all significant literature – as guideposts to insight into Christianity in the classroom. Whether such alternate spaces are those of the Romantic sublime, the existential human self in sublimated sexual experience, the realm of Art as sacramentally holy, or a creation cursed by the absence of God, identifying and exploring the space can lead to a comparison with other numinous spaces, including Christianity. Carefully conducted, such teaching can move from reading pagan poets whose writings betray their ignorance of the God whose “offspring” they are to gaining insight into the true God, the Father, Son, and Holy Spirit of historic Christianity, “in whom” all persons “live, and move, and have” their “being.”
Examining Student/Institution Fit at a Christian University: The Role of Spiritual Integration
Authors: Morris Jason M. , Beck Richard , Smith Albert B.
Published: May 2015

THE PURPOSE OF this study was to test three core constructs of Tinto's (1993) Model of Student Departure and a Spiritual Integration construct in a Christian university of higher education. This was done in order to examine the relationship between a student's spiritual integration and Tinto's constructs of academic integration, social integration, and goal and institutional commitment. In addition, this study attempted to determine the level of importance of spiritual integration and Tinto's constructs in accessing student persistence. Survey research and quantitative data analysis were utilized. This study found that spiritual integration functioned in isolation as a significant and robust predictor of retention with the population of students tested.
Art Education Needs No Justification!
Authors: Weber Tanya
Published: May 2015

A RECENT SURVEY of Christian school administrators in British Columbia reveals problems in their reliance on secularized foundations for educational theory, an unbiblical or narrow understanding of the nature of knowledge and experience, and a suspicion of the arts by the Protestant Christian community. In spite of the vast body of apologetics arguing for maintaining the visual arts in schools, there is surprisingly little literature addressing why Christian schools, in particular, might question the hierarchy of a curriculum that suppresses the visual arts entirely or limits its access to a small group of “talented‘ students.
Indifference and Essentialism in Religious Education
Authors: Thompson Penny
Published: May 2015

THIS PAPER ARGUES that religious education in England and Wales has fallen into the twin traps of indifferentism and essentialism as a direct result of moving away from the committed teaching of Christianity in the early 1970s. The two attainment targets for RE set by the Qualifications and Curriculum Authority (QCA) are considered. The first results in indifference and the second in essentialism. It is argued that the solution is to recover, in the main, the committed teaching of Christianity which can be done in a way that preserves an element of openness and debate in the teaching. Surveys of parental opinion are quoted in support.
Citizenship Education and Faith Schools: What Should Children in Christian Schools Understand and Appreciate about a Liberal and Secular Society?
Authors: Pike Mark A.
Published: May 2015

THE DEBATE ABOUT the extent to which faith-based schooling prepares children for life in contemporary society has recently been reopened in the UK. This paper explores the issue and examines what children in Christian schools should learn about the liberal, plural and secularised society in which they live. It also considers, from a biblical perspective, why they should engage in such learning. What young people should understand and appreciate about sexual ethics, the place of rational autonomy as an educational aim, and the relation between faith and learning will be evaluated.
Sympathy for Warranted Certainty: Universals and the Institution of Education
Authors: Loomis Steven , Rodriguez Jake
Published: May 2015

THERE IS MUCH that human beings are, and should be, uncertain about, but this should not include the most basic truths of reality. The effects of postmodern epistemology have widened the sphere of uncertainty in many domains of knowledge, and intellectual uncertainty and excessive skepticism are pervasive in academic circles (both Christian and non-Christian). Such thinking tends to sanction the kind of pragmatic decision making that legitimizes a view of human beings (and moral principles) as mere interchangeable parts with varying utility. This essay offers a critique of obscurant uncertainty and draws attention to the incremental marginalization of God-based knowledge. It calls for the grounding of educational philosophy in a realist conception of truth given that God, our knowledge of Him, and his knowledge of us are an excellent basis by which to ground human institutions (including the institution of education).
Teaching as Reconciliation
Authors: Hill Brian V.
Published: May 2015

THIS ARTICLE WAS first published thirty years ago and is republished here both in recognition of its seminal use of a biblical concept as a metaphor for the role of the teacher and for the way in which it forms an instructive whole together with the other articles in this issue, adding a further perspective on the use of reconciliation language to describe education. It uses the writing style of the time in which it was written rather than that of the present day but, to maintain the integrity of the article as originally written and published, no alterations have been made.

The article proposes that the biblical concept of reconciliation provides a helpful metaphor for teaching. Three points are identified at which the concept can be specially helpful: first, in bringing the child to terms with society, with the hopes and enmities in himself and others, so that he may develop with a realistic view of his options; second, in achieving a better balance between thinking and feeling in the curriculum; and third, in being involved with, and mediating between, the various groups interested in making educational policy. In these ways, the appropriate professional stance of the teacher is that of a reconciler.
Inclusion and Interdependence: Students with Special Needs in the Regular Classroom
Authors: Anderson David W.
Published: May 2015

MOVING BEYOND ARGUMENTS from social justice or human rights as a basis for inclusive classrooms, this paper advances a ‘theology of interdependence’ as a rationale for creating the classroom ethos desired in Christian education. A theology of interdependence provides insight into the culture of inclusive classrooms and forms the mainstay for an inclusive education and an inclusive worldview that stress community. Rather than discussing the how-to of inclusion, emphasis is on how-to-be inclusive. True collaboration between general and special education can best be accomplished through a theology of interdependence which communicates that disabled and able-bodied persons can learn from one another.
Not Only What or How, but Who? Subjectivity, Obligation, and the Call to Teach
Authors: Joldersma Clarence W.
Published: May 2015

THIS PAPER ARGUES that the call to teach ought to be conceptualized not so much in terms of subject matter (‘what’) or teaching method (‘how’) but with respect to the subjectivity of the people involved – that is, of the one who teaches and of the one who is taught. Building explicitly on the work of Emmanuel Levinas, the essay develops the idea of a responsible subject as the condition that makes visible the distinctiveness about the call to teach, suggesting that God's call to teach manifests itself through the face of the student, in the asymmetric relation between the teacher and the student as the other. In doing so, the teacher becomes a responsible subject for and to the student, instead of merely for the subject matter and the methods of teaching. Familiar tensions in teaching illustrate this call to responsibility.
Addressing Difference as Well as Commonality in Leadership Preparation for Faith Schools
Authors: Sullivan John
Published: May 2015

THIS PAPER ARGUES that, in preparing people for leadership in faith schools, attention should be paid to the differences in their purpose, nature and ethos as well as to what they have in common with all other schools. First, I suggest that leadership is essentially connected to purposes. Then I bring out some of the ways that leadership of faith schools, and more particularly, leadership of church schools, requires priorities and capacities additional to and different from those required in mainstream schools. Third, as an example of the type of separate and specific provision for church school leadership that is needed, there is a brief description of an MA programme which I directed between 1997–2002. Fourth, there is an analysis of some of the tensions and conflicts brought about by the desire of churches to have separate provision of leadership preparation opportunities. Finally, it is suggested that, although there are difficulties that arise when faith schools emphasise their distinctiveness too much, so too there are dangers when insufficient attention is paid to this distinctiveness and when other professional and educational orthodoxies are imposed.
Teaching Justly for Justice
Authors: Wolterstorff Nicholas
Published: May 2015

JUSTICE SHOULD BE both a hallmark and a main goal of teaching. Christian theology has tended to neglect the theme of justice and to limit its attention to retributive justice, rather than the more basic primary justice, that justice which has broken down when injustice occurs. Two reasons for this neglect are explored: the idea that love supplants justice in the New Testament, and the tendency for English translations of the New Testament to translate the Greek dikaiosunē and related words in terms of rectitude rather than justice. The relationship of justice to personal worth is explored, together with reasons why teachers should focus both on teaching justly and on teaching for justice.
Being is Believing? Out-of-the-Box (Subversive) Education
Authors: Fountain Philip , Elisara Chris
Published: May 2015

THE WOUNDS OF this world – ecological and humanitarian – require a re-thinking of our educational systems. Building upon a shalom model of education, the authors argue that questions of space and location are critically important to Christian pedagogies. Our education praxis must move beyond the classroom to engage students empathetically in the world around us. Doing so will necessarily be a subversive endeavor. The Creation Care Study Program in Belize is presented as a case study of “study abroad” and field-intensive education.
The Formation of Character: Spirituality Seeking Justice
Authors: Blomberg Doug
Published: May 2015

EDUCATION ALWAYS DEPENDS on a view of humanness. Howard Gardner's influential theory of multiple intelligences promotes a broader view of human abilities than that generally favored in schooling, but Gardner relegates ethical, spiritual, and other normative dimensions to the periphery. The paper argues that virtue ethics, despite historical Protestant antipathy (which is addressed), provides a more comprehensive perspective, as long as the development of the virtues is seen to be embedded in creation and community. A biblical understanding of spirituality supplies the core that is missing from Gardner's bundle of computational competences, and seeking God's justice is its proper goal.
Teaching Justice by Emphasizing the Non-Neutrality of Technology
Authors: VanderLeest Steven H.
Published: May 2015

THIS CHAPTER EXPLORES the connection between justice and technology and its implications for teaching about technology and teaching technological design. The non-neutrality of technology in relation to issues of justice is examined, and pedagogical strategies are described for making students aware of this non-neutrality and enabling them to incorporate a concern for justice into their design decisions.
Character Development from African-American Perspectives: Toward a Counternarrative Approach
Authors: Gallien Louis B. , Jackson LaTrelle
Published: May 2015

THIS CHAPTER ARGUES that character education, if it is to be effective, must be responsive to the values and narratives of particular cultural groups. It looks in particular at the cultural counternarratives informing traditions of character formation in African-American communities, and argues that these can provide a basis for successful character education. By grounding character education in the history, literature, and cultural and religious values of African-Americans, we are more likely to integrate the psychological, spiritual, and academic development of the next generation of African-American youth.
Preparing the Way for Justice: Strategic Dispositional Formation through the Spiritual Disciplines
Authors: Hadaway Bradford S.
Published: May 2015

THOUGH MORAL EDUCATORS cannot make their students virtuous, they can promote certain habits of active learning, analogous to the traditional spiritual disciplines, which can dispose the soul towards the subsequent blossoming of embodied and lived-out justice. The incorporation of a range of these disciplines improves typical service learning courses because each discipline is designed to resist or prune preexisting negative dispositions which could otherwise undermine the transformative power of the service learning experiences themselves. Kant's doctrine of virtue and Merton's account of monastic spirituality are developed to explain and defend this view.
The Surrender and Recovery of the Unbearable Tension
Authors: Goheen Michael W.
Published: May 2015

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 fragmentation of the Scriptural story, a comfortable cohabitation in a seemingly neutral culture, a Christendom mindset that accepts a privatized role, and an eclipse of the antithesis by an emphasis on creation. The articles closes suggesting that seeing education in terms of witness to God's kingdom may help us recover this tension.
The Challenge of Passionate Religious Commitment for School Education in a World of Religious Diversity: Reflections on Evangelical Christianity and Humanism
Authors: Cooling Trevor
Published: May 2015

PASSIONATE RELIGIOUS COMMITMENT is often viewed as a problem in education because believers are thought to impose their views on others in the belief that they are public truth. This article examines two case studies and concludes that this concern is real. An influential response is to argue that religious commitment should therefore be a private matter. However, using ideas from a significant English report on Citizenship Education, I argue that if teachers can make the distinction between secured public truth and controversial public truth, this difficulty with passionate religious commitment is overcome.
Education as Mission: The Course as Sign of the Kingdom
Authors: Work Telford
Published: May 2015

EDUCATION IS AN opportunity for cross-cultural mission on behalf of the eschatological Kingdom of God. The cross-cultural exchange that happened between Jews and Gentiles at Antioch (Acts 11:19–26) was a moment of true education that makes the town a fitting metaphor for educational excellence: an eschatological location at which the old creation meets the new in unpredictable encounters that leave all parties forever changed. A course in any field across the curriculum is an event of situated Christian mission whose devices, relationships, and goals invite the manifestation of the eschatological Reign of God. Awareness of this fact can inform pedagogy fruitfully.
Afrocentric Christian Worldview and Student Spiritual Development: Tapping a Global Stream of Knowledge
Authors: Edgell Margaret S.
Published: May 2015

A LOCALIZED ETHNOGRAPHY of African Christian students revealed consistently robust Christian faith across all respondents, the core elements of which were rooted in an explicit Afrocentric worldview. These findings support multicultural critiques of classic student spiritual development theory, and point toward further research from a multicultural frame into the many ways that Christian students form their worldviews, form their identities, and act on their beliefs.
Understanding and Overstanding: Religious Reading in Historical Perspective
Authors: Sullivan John
Published: May 2015

I SUGGEST THAT, in universities, we often use the word ‘understanding’ when we mean ‘overstanding’. This is connected to relying on limited approaches to reading, ones that are forgetful of religious ways of reading. I offer a critical retrieval of religious ways of reading, practised in the past, and suggest how they might be included in the university today, thereby providing a richer form of educational experience for students.
Misreading through the Eyes of Faith: Christian Students' Reading Strategies as Interlanguage
Authors: Smith David I.
Published: May 2015

THIS ARTICLE EXPLORES some instances of students offering eccentric interpretations of literary texts under the apparent influence of elements of their Christian assumptions and identities. It suggests that rather than viewing such incidents in terms of either error or self-expression, it might be more fruitful to regard them as representing a kind of interpretive interlanguage (a concept current in applied linguistics) that draws imperfectly upon more developed models of Christian interpretation. Four such models are identified and related to students' interpretive practices.
Approaching Interpretive Virtues through Reading Aloud
Authors: Slagter Cynthia G.
Published: May 2015

EDUCATORS ARE OFTEN frustrated when students appear not to have completed reading assignments carefully or attentively and seem unwilling or unable to give a fair and balanced critique of what they have read. This essay suggests that incorporating the practice of reading aloud may help both to point out where students are stumbling and to create an environment in which they can learn to pay close, careful, just attention to a text.
Literature and Shalom: Teaching Freshman Students to Read
Authors: Bowen Deborah C.
Published: May 2015

WOLTERSTORFF'S ARGUMENT FOR art as a form of action that enables us to anticipate shalom and Ricoeur's concept of the narrative intelligence developed in the reader of stories are tested out in a freshman non-specialist English class where the interpretation of literature, covered by the power of prayer, fosters both intellectual and moral virtues.
What Matters
Authors: Purpel David E.
Published: May 2015

DAVID PURPEL, PROFESSOR EMERITUS in the School of Education of the University of North Carolina at Greensboro, delivered the keynote address at a conference hosted by the Kuyers Institute in October 2007. Entitled “Reimagining Educational Excellence,” the conference explored how the call of Micah 6:8 can reframe our visions of educational excellence. Dr. Purpel's presentation, “What Matters: A Riff on Micah 6:8,” is reproduced here in slightly edited form.

Though it overtly emphasizes technique and process, education holds a hidden curriculum—the implicit values and attitudes that are being communicated to students. A concern for excellence too often ends up mirroring the culture's preoccupation with consumerism, hierarchy, and competition and winning, merely serving the individualistic ends of social and economic advantage. Micah, on the other hand, urges us to seek justice, loving-kindness, reverence, and joy. A truly excellent education forms students who are morally responsible, dwell in community, seek justice, and care for others.
Professors Who Walk Humbly with Their God: Exemplars in the Integration of Faith and Learning at Wheaton College
Authors: Matthias Laurie R.
Published: May 2015

DESIRING TO FULFILL their institution's mission to integrate faith and learning, faculty members at Christian colleges and universities often face a special challenge. While they attempt to jettison the anti-intellectual label often associated with evangelicals through their scholarship, they are also pursuing excellence in their roles as spiritual models for their students. Research conducted among seven professors who exemplify the integration of faith and learning at Wheaton College revealed a common characteristic: humility. In spite of their considerable professional accomplishments, all participants demonstrate a humble admission that they do not have all of the answers—doctrinally, philosophically, or academically.
Classroom Formation & Spiritual Awareness Pedagogy Based on Bonhoeffer's Life Together
Authors: Holm Neil
Published: May 2015

BONHOEFFER'S LIFE TOGETHER describes disciplines for Christian formation. Based on communal life, these disciplines assist Christians to take seriously Christ's call to discipleship. This article describes the disciplines of dispersion and community, reading Scripture, prayer, solitude, discernment, service and confession. Disconnected from contemporary Western life, they seem to bear little relationship to spiritual awareness pedagogy contemporary classrooms. The article considers some classroom processes akin to Joyce and Weil's Personal Family and Social Family models of teaching that contribute to spiritual awareness pedagogy that eventually enables children to embody these disciplines as Christians who take their call to discipleship seriously.