bluuebunny/crossref_metadata_2025 huggingface dataset:
High School Youth Group Seniors Transitioning to College: Risk Behavior, Social Support, Religiosity, and Attitude toward Youth Group
Authors: Powell Kara
Published: March 2018

Youth workers devote a great deal of energy to creating and maintaining vibrant high school ministries in local congregations. But what happens to these youth when they graduate and move away to college? What can high school youth workers do to help students navigate this transition more effectively? The College Transition Project is an ongoing quantitative and qualitative study of this transition. The present article focuses on the first wave of a 3-year longitudinal study of 222 high school seniors who were graduates of youth groups across the United States with the intention of following them as they make their transition to college. This article examines seniors’ attitudes regarding youth group, engagement in risk behaviors, sources of support, and levels of religiosity. Potential philosophical and programmatic implications for youth and college workers and church leaders working with youth and college students are also discussed.
Keeping it Real: Research Findings on Authentic Community
Authors: Thoennes Donna
Published: March 2018

Thirty undergraduate senior students at two Christian colleges participated in a semi-structured interview designed to gain a better understanding of students’ conceptions, experiences, and ideals of community since they became college students. The interview yielded tape recordings, then transcribed raw data. Authenticity emerged as a prominent theme resulting from verbal analysis and will be the focus of this paper. Implications are drawn for the Christian college campus or church-based college ministry.
Sociology and Anthropology as Promising Areas of Insight and Research for Christian Education
Authors: Ratcliff Donald , Howell Brian M.
Published: March 2018

Sociology and anthropology have not often been the focus of attention for insight into Christian education. A survey of the first 25 years of the Christian Education Journal found the term sociology was used in 61 articles, while anthropology was found in 36 articles—about half of those refer to the discipline of anthropology, in contrast with a subcategory of theology or philosophy. Only three authors include sociology as part of their qualifications (an author of the present article was one of them), while only one includes anthropology in their qualifications. Usually sociology or anthropology is in the title of a cited reference, yet when mentioned in the body of an article they are mentioned without positive or negative comment. Positive comments were increasingly common, most frequently found in the last few years, while negative comments were fairly rare. Perhaps the most vivid example of a negative reaction is Kenneth Gangel's (2004) heading titled “Enemies of Spiritual Values” under which he lists sociology and may imply anthropology should be included. 1
Opportunities for Christian Education in the Corn-Threshing Activities of the Lelna of Nigeria: A Case Study in Contextualization
Authors: Ango Samuel P.
Published: March 2018

Many of the approaches to education found in traditional settings in Africa, though largely abandoned today in favor of modern approaches, can be shown to contain some principles being espoused in modern education. Exploration of African traditional forms of education will therefore yield ideas that are helpful to learning in Africa today. This paper explores possibilities for doing Christian education using opportunities provided by the corn-threshing activities of the Lelna of Kebbi State in Nigeria. This is important because for a long time to come many of the recipients of Christian education among the Lelna of Kebbi State of Nigeria, much like other groups in Nigeria, will live in rural areas and practice traditional forms of education.
Models of Ministry Internship for Colleges and Seminaries
Authors: Leyda Richard J.
Published: March 2018

Schools preparing students for vocational ministry have used a variety of models to situate students in fieldwork placements. This article will categorize such designs by their relationship to the academic setting as well as by their duration. Some of the most common models of ministry placements, including their advantages and disadvantages, will be discussed along with detailed considerations concerning evaluation and selection. Two additional considerations related to placement and the models will be explored followed by a brief mention of some current trends in program design.
Moving toward Center: Where Field Education Realizes the “Best of Both”
Authors: Copp Vicki D.
Published: March 2018

This article maintains that neither churches nor theological institutions alone prove adequate to accomplish the task of preparing ministers. Field education, as collaboration between church and institution, can utilize the best of both contexts to prepare “reflective practitioners.” In order for this to happen, field education must move toward the center of the curriculum rather than be relegated to the margins. This article addresses the critical areas that enable this move.
The Supervisor as Mentor-Coach in Theological Field Education
Authors: Parker Shane
Published: March 2018

This article examines the role of the field education supervisor as it relates to function and process. It is the writer's contention that observed emphases in supervisory paradigms, as these are appropriated in the arena of theological field education, may be largely descriptive of two primary responsibilities: mentoring and coaching. This treatment explores the development of the roles of “mentor” and “coach” as a means to clarify and extend the task of overseeing students in theological field education.
The Use of Technology in Field Education for Christian Education Programs
Authors: Wozniak Gary
Published: March 2018

Field education has been utilized with classroom instruction for many years in Christian education programs. The oversight of these students by Christian education faculty has been limited by time and distance. The use of technology has some clear advantages of improving the oversight of these interns by alleviating some of the problems of time and distance and as a result improving the field education outcomes of the field-based educational process. This article will examine the value of using technology in field-based education, problems and concerns of using technology in field-based education, specific learning methods that can be used in field-based education, and several recommendations that will help implement technology into field-based Christian education programs.
Book Review: The Five Smooth Stones: Essential Principles for Biblical Ministry
Authors: Mohler James W. , Kimber Thomas
Published: March 2018

Below, 15 books are reviewed, presented in the following general order: foundations, children/family ministry, youth ministry, adult ministry, teaching-learning process, leadership/administration, and spirituality/spiritual formation—although reviews may not appear for each area. We invite readers to consider reviewing a book for CEJ. Guidelines are available in downloadable documents at www.biola.edu/cej . A list of each area and responsible editors appears after the last review.

In this addition, we express appreciation to Dr. Norma Hedin and her team for compiling the excellent textbook review section in the area of foundations of Christian educational ministry.
Adolescent Attachment, Christian Youth Workers, and Frequency of Bible Study
Authors: Belsterling Ron
Published: March 2018

This research considered whether or not the frequency of Bible teaching relates to attachment relationships between teens and their youth-workers. Bible study and attachment were also considered relative to their relationships to adolescent psychosocial adjustment. Teaching teenagers from the Bible coincides with youth-workers cultivating more successful attachment relationships with young people. Those taught most frequently, demonstrated higher levels of attachment relationships. Bible teaching and adolescent attachment to a youth-worker also related to a teenager feeling less lonely.
We Get who we are: Cultural Adult Faith Produces Cultural Adolescent Faith
Authors: Peters Rebecca
Published: March 2018

The “Notes Section” of the Christian Education Journal provides an opportunity for people in the field of Christian education to provide responses to articles in previous issues of the journal and to share more personal reflective articles that provide stimulating ideas for readers to think about. In this issue, Rebecca Peters reflects on how recent research on adolescent spirituality compares with research from half a century ago, and what we might learn from that comparison.
Epistemological Assumptions in Evaluation: The Intersection between Philosophy and Practice in Youth Ministry
Authors: Severe Michael K.
Published: March 2018

Evaluation is ubiquitous, value laden, often implicit, and closely tied to improvement and effectiveness. A two-tier qualitative method was used to uncover the practice and understanding of evaluation among youth pastors. Overreliance on indicators, such as stories and simple observation, tended to reinforce assumptions in practice. Evaluation was pervasive, powerfully guided perception, and steered outcomes more powerfully than philosophy of ministry. Evaluation framed the way youth pastors saw the world.
Six-Year Outcome Effects of Former Timothy-Award Recipients
Authors: Firmin Michael W. , Clemans Andrew
Published: March 2018

We conducted 24 interviews in a phenomenological qualitative research study in as part of appraising the perceived residual outcomes of the AWANA program. Our sample consisted of individuals who were Timothy award recipients 6 years prior to the data collection. Two prominent themes were evidenced through analysis of the participants' transcripts. The first centered on the former Timothy recipients' cognitions concerning the people with whom they interacted during their AWANA experience. These related to the relationships they recalled from their AWANA days. The second theme focused on the memorization that was accomplished in order to receive the Timothy award. Overall, participants believe it was a worthwhile endeavor and profitable for their long-term spiritual development.
Cross-Cultural Field Education: A Transformative Learning Experience
Authors: Marmon Ellen L.
Published: March 2018

Seminary field education offers students a hands-on way to connect theology and practice. When that practice occurs in a cross-cultural setting, students and faculty need an educational lens to guide their experiences of teaching and learning. Mezirow's Transformative Learning Theory informs and forms the process of exploring ministry in unfamiliar settings that are right next door.
Spiritual Formation in Theological Distance Education: An Ecosystems Model
Authors: Lowe Stephen D. , Lowe Mary E.
Published: March 2018

This article sets forth a model of student spiritual formation in Christian distance education that integrates the biblical concept of spiritual development that takes place within the spiritual ecology of the church as the body of Christ with Bronfenbrenner's Ecology of Human Development theory. The ecosystems model views spiritual formation as an ecological phenomenon whether the ecosystem exists in physical, spiritual, or cyberspace environments, thereby offering evidence for the possibility of student spiritual formation in Christian distance education settings regardless of physical proximity.
Experiential Learning: Theory and Challenges
Authors: Hedin Norma
Published: March 2018

Christian educators make use of the various approaches to experiential learning in their classrooms, in their institutions as a whole, and in their field-based assignments for students. This article introduces the reader to the foundational issues of experiential learning, including definitions, theoretical roots, experiential learning models, and unique processes related to experiential learning.
Redefining Camp Ministry as Experiential Laboratory for Spiritual Formation and Leadership Development
Authors: Ribbe Rob
Published: March 2018

This paper critiques contemporary Christian camp ministry, outlining its strengths and weaknesses, and suggests a paradigm to address the needs of individuals and churches in our rapidly changing culture. A philosophical framework that utilizes the principles of temporary community, experiential education, and the outdoor environment is discussed. A case is made for utilizing camp ministry as a vital equipping center for the development of future leaders for the church and society worldwide through creative partnerships between camps and Christian colleges.
Integrating a Service and Learning Paradigm in a Christian Education Environment
Authors: Mullen Steve
Published: March 2018

This article introduces the concept and practice of service-learning in higher education in America. Following a brief overview of the history of service-learning, the following definition of service-learning is proposed: a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ- centered, faith based perspective in order to enhance student learning, to foster civic responsibility, and to develop servant leaders. Building on this definition, the article considers arguments for and against service-learning, identifies principles of best practice for service-learning pedagogy, presents guiding principles when organizing/constructing service-learning courses, and introduces various models of service-learning The article culminates with the question, “Should degree programs in Christian education integrate a service-learning component in the degree plan?”
How We Learn from Short-Term Mission Experiences: A Grounded Theory Modification of the Joplin Model
Authors: Linhart Terence D.
Published: March 2018

Numerous models exist that help us understand how experiential education “works,” yet their foundations vary and often do not connect well to actual learning processes. Models should prove most helpful, reflecting research-based historical practices of how people learn through experience. This paper presents grounded theory research that develops and proposes a modification of the Joplin model that provides a more accurate model of how North American adolescents learned from their experiences while on a short-term mission trip.
The Prime Experience: Practical Research and Immersion in Ministry Effectiveness
Authors: Fetters Luke S.
Published: March 2018

In the mid-1990s, Huntington University revised their traditional, undergraduate Bachelor of Science ministry preparation program to include Practical Research and Immersion in Ministry Effectiveness, more commonly known as PRIME. PRIME is a 7-month, full-time practical ministry assignment that allows students to integrate cognitive input, ministry experience, spiritual formation, and critical reflection. This integrated model is consistent with Ted Ward's split-rail fence curriculum model, which is expanded in Fred Holland's two-track model. The Ministry and Missions Department at Huntington University conducted an alumni survey in 2007 that revealed common PRIME learning outcomes.
Book Review: Formational Children's Ministry: Shaping Children Using Story, Ritual and Relationship
Authors: Carr Jane , Welch Teresa D.
Published: March 2018

In this section 15 books are reviewed, presented in the following general order: children/family ministry, youth ministry, adult ministry, foundations, teaching-learning process, spirituality/spiritual formation, and leadership/administration—although reviews may not appear for each area. We invite readers to consider reviewing a book for CEJ. Guidelines are available in downloadable documents at www.biola.edu/cej . A list of each area and responsible editors appears after the last review.

Note: Jim Mohler, who had been serving as Book Review Editor for the CEJ, stepped down from this role in Spring 2009 to focus energy on treatments and recovery from cancer. Our prayers are with him for a complete recovery. Jane Carr, Associate Professor of Christian Education at Talbot School of Theology, Biola University, now serves as our Book Review Editor. You can reach her at: reviews.cej@biola.edu
Allēlōn: Reciprocal Commands and Christian Development
Authors: Lowe Stephen D. , Lowe Mary E.
Published: March 2018

The “one another” (allē;lōn) imperatives found in the New Testament provide a way for Christians to more accurately explain and understand how “the whole body, being fitted and held together by what every joint supplies, according to the proper working of each individual part, causes the growth of the body for the building up of itself in love” (Eph 4:16). The reciprocal nature and outcome of the interactions between and among members of the body of Christ parallels the way in which developmentalists describe the reciprocal development that occurs when developing persons interact with one another across a variety of social encounters. The article will explore how developmental interactionists describe developmental reciprocity, how the New Testament “one another” imperatives mirror this reciprocity in the body of Christ, and how knowledge of such reciprocal interactions helps us better understand the ingredients necessary to facilitate our own and one another's spiritual development.
Viewing Biblical Narratives through a Literary Lens: Practicing Narrative Analysis on Matthew 16: 16–20
Authors: Corcoran Henry Andrew
Published: March 2018

In this essay, following a brief look at the history of narrative theology the theological context of narrative analysis, I intend to teach Christian educators, including laypersons, how to use several of the major concepts of narrative analysis in their study of the Bible. In this article I apply those concepts to a disputed text, Matthew 16:16–20. I then assess the principles of narrative analysis by comparing how Matthew and Mark use the same narrative sources in the writing of their gospels. Finally, I offer an opportunity to practice narrative analysis with a passage from the Gospel of John.
Christian Education and Spiritual Formation: One and the Same?
Authors: Steibel Sophia R. G.
Published: March 2018

Christian education as an academic discipline is under scrutiny due to the rising influence of spiritual formation. Churches are replacing Christian educators with pastors of spiritual formation. However, there are many ways in which these approaches overlap. This article seeks to identify how selected voices among Christian educators of the 20th century—John Westerhoff, III and James E. Loder, Jr. in particular—and contemporaries have unpacked the motif of spiritual formation. It argues that Christian education and spiritual formation are complementary but distinct disciplines and seeks to identify ways Christian educators can endorse spiritual formation with integrity.
Christian Education is More than Formation
Authors: Pazmiño Robert W.
Published: March 2018

This article considers Christian education as being spiritual in nature if it is faithful to its Christian roots, but encompassing more than an exclusive emphasis upon formation to include in explicit ways the crucial areas of both shared information and anticipated transformation in the lives of persons, churches, and communities. The reliance upon spiritual formation alone as an educational paradigm can squelch the place of the prophetic ministry and rigorous study. Christian education that is holistic seeks to share information, to nurture formation, and to explore the transformation God seeks to bestow upon Christian faith communities in the third millennium.
A Theologian Addresses Current Theological Issues Impinging on Christian Education
Authors: Allison Gregg R.
Published: March 2018

A systematic theologian offers a theological aggiornamento (bringing-up-to-date) of two critical doctrinal areas that affect Christian education: (a) the doctrine of Scripture, with particular attention to recent challenges to the inerrancy of Scripture; and (b) the doctrine of humanity, with particular focus on the latest findings from neurophysiology and current evangelical reworkings of the doctrine of theological anthropology. For each doctrinal area explored, implications for Christian educators are indicated and discussed.
Baptismal Theology and Practices and the Spiritual Nurture of Children Part I: Early and Medieval Church
Authors: Lawson Kevin E.
Published: March 2018

Baptismal theology and practices have always had a major influence on the educational efforts of the church, either setting expectations for those who are to be baptized or establishing requirements of instruction for children following their baptism. This article addresses the changes in baptismal theology and practice during the early and medieval church eras and their influence on the educational ministries of the church, particularly with children. A second article reviews changes from the Reformation to the present and provides a case study of how Horace Bushnell's views of the spiritual nurture of children are grounded in his theology of baptism. 1

1 These two articles are based on a paper presented at the 2009 Children's Spirituality Conference: Christian Perspectives, held at Concordia University, River Forest, IL. The audience was faculty, researchers, graduate students, and ministry practitioners from a variety of Christian traditions, including Catholic, Mainline Protestant, and Evangelical Protestant. A version of this paper is forthcoming in a book on children's spirituality. It should be available in 2011.
Baptismal Theology and Practices and the Spiritual Nurture of Children Part II: Reformation to the Present
Authors: Lawson Kevin E.
Published: March 2018

Baptismal theology and practices have always had a major influence on the educational efforts of the church, either setting expectations for those who are to be baptized or establishing requirements of instruction for children following their baptism. The first article in this series addressed the changes in baptismal theology and practice in the early and medieval church and their influence on the educational ministries of the church of these eras, particularly with children. This second article reviews changes in theology and practice from the Reformation to the present era and their impact on the church's ministry with children, providing a case study of theological reflection by Horace Bushnell on baptism and the spiritual nurture of children. It closes with recommendations for ministry with children today in light of baptismal beliefs and practices. 1

1 These two articles are based on a paper presented at the 2009 Children's Spirituality Conference: Christian Perspectives, held at Concordia University, River Forest, IL. The audience was faculty, researchers, graduate students, and ministry practitioners from a variety of Christian traditions, including Catholic, Mainline Protestant, and Evangelical Protestant. A version of this paper is forthcoming in a book on children's spirituality. It should be available in 2011.
Sin and Christian Teaching
Authors: Esqueda Octavio Javier
Published: March 2018

To fully comprehend our vocation as Christian educators, it is essential to recognize the realities of sin and grace. In spite of a culture that tends to lessen sin, Christian teachers are messengers of redeeming grace to their students. However, a clear understanding of the relationship between sin and grace is necessary to fully appreciate the grace of God and the goal of Christian education. This article discusses the doctrine of sin and its implications for Christian teaching.
Book Review
Authors: Carr Jane , Lawson Kevin E.
Published: March 2018

In this section 12 books are reviewed, presented in the following general order: children/family ministry, youth ministry, adult ministry, foundations, teaching-learning process, spirituality/spiritual formation, and leadership/administration—although reviews may not appear for each area. A list of each area and responsible editors appears after the last review in this section. We invite readers to consider reviewing a book for CEJ. Guidelines are available in downloadable documents at www.biola.edu/cej under Publications Policy on the drop down menu.
Discipleship as Theological Praxis: Dietrich Bonhoeffer as a Resource for Educational Ministry
Authors: Himes Brant
Published: March 2018

This article offers Dietrich Bonhoeffer as a resource for educational ministry by placing him in conversation with what Richard Osmer calls the normative task of practical theology. In response to the practical theological question “What ought to be going on?” in a given ministry context, Bonhoeffer answers: “Discipleship.” Bonhoeffer's concepts of revelation, ecclesiology, and Christology inform a distinct theology of discipleship that culminates in his notion that “religionless Christianity” is the very possibility of discipleship. In addition to Osmer, Bonhoeffer's ideas are interpreted in relationship to Ray Anderson, Andrew Root, and Darrell Guder.
A Case Study of Children's Responses to Bible Stories
Authors: Short Sharon Warkentin
Published: March 2018

This qualitative research explored the question “What meanings do children make of the Bible stories presented in Sunday school?” It consisted of a 3-month case study of one elementary Sunday school program. Data included field notes, audio recordings, photographs, and artifacts. Analysis of the data suggested five main categories of children's responses to Bible stories: (a) prompted or prescribed meanings, (b) associative meanings, (c) original and creative meanings, (d) dissenting or contradictory meanings, and (e) imposed but resisted meanings.
“Getting a Life:” Vocational Discernment in the Post-Christian World
Authors: Setran David P.
Published: March 2018

In post-Christian American culture, emerging adult vocational discernment has become a more protracted and complex process. If ministers are going to utilize this discernment process for emerging adult spiritual formation, they must address two significant domains. First, this culture tends to produce a dualistic and compartmentalized vision of vocation, constricting the fullness of the Christian story. Second, the culture has deified choice, threatening vocational commitment while blinding emerging adults to the already-present action of God. This article addresses these challenges and discusses the theological and practical means by which the Church can foster a renewed vision of vocational faithfulness. While the cultural scripts for vocational living emphasize a narrowed vocational sphere and the expansion of options, the Christian narrative points to a different posture: vocation rooted in purpose and providence.
Book Review: Seeing children, seeing God: A practical theology of children and poverty.
Authors: Carr Jane , Long Lisa Milligan
Published: March 2018

In this section 18 books are reviewed, presented in the following general order: children/family ministry, youth ministry, adult ministry, foundations, teaching-learning process, spirituality/ spiritual formation, and leadership/administration—although reviews may not appear for each area. A list of each area and responsible editors appears after the last review in this section. We invite readers to consider reviewing a book for CEJ. Guidelines are available in downloadable documents at www.biola.edu/cej under Publications Policy on the drop down menu.
A Study of Childhood Grief and the Church's Response
Authors: Pond Kim
Published: March 2018

The objective of this article is to assist Christian educators as well as the Christian community as a whole in understanding the characteristics of childhood grief by noting the information obtained in a qualitative study composed of past childhood grievers. The participants were young adults between the ages of 18 and 22 who had lost a significant familial or relational figure when they were between ages 6 and 12. The overall purpose of the investigation was to identify constructive ways in which to support childhood grievers as they work through the grieving process.
Four Congregations that Practice Intergenerationality
Authors: Ross Christine M.
Published: March 2018

This article summarizes the findings of a phenomenological qualitative research study that examined intergenerationality in faith communities through interviews with fifteen leaders in four congregations that practice intentional intergenerational ministry. The article describes the four congregations' journeys toward intentional intergenerational ministry, the role of leadership in intergenerational ministry, perceived congregational benefits, guidance for implementing intergenerationality, and cautions regarding obstacles to implementing intergenerational ministry.
The Relationship between Youth Ministry Participation and Faith Maturity of Adolescents: Testing for Faith-Nurturing Characteristics in Youth Ministry as a Mediator Using Multiple Regression
Authors: Choi Karen
Published: March 2018

Relationships among level (i.e., frequency) of youth ministry (YM) participation, faith-nurturing characteristics of YM, and faith maturity were examined in 742 second-generation Korean American adolescents (SGKAAs) in 7th through 12th grade from 13 Korean American churches in California. Using Baron and Kenny's (1986) framework, this study tested the hypothesis that faith-nurturing characteristics of YM mediated the relationship between the level (i.e., frequency) of YM participation and faith maturity of adolescents. The significant relationship between the level of YM participation and faith maturity was significantly reduced in magnitude when faith-nurturing characteristics of YM were included in the model, providing evidence in this sample that faith-nurturing characteristics of YM were a partial mediator. The implications for YM are discussed. The present investigation demonstrates how multiple regression analyses can be used as one possible method for testing mediation effects involving YM and adolescent faith maturity.
Reading the Old Testament as Story: A Pedagogy for Spiritual Formation
Authors: Brisben David , Klein Amelia
Published: March 2018

Since the middle of the 20th century, noted Old Testament scholars and theologians like Bernard Anderson, Hans Frei, Craig Bartholomew, and Michael Goheen have raised the concern that the contemporary church not only has lost reading and understanding the Old Testament as story, but that this loss has hindered its spiritual formation. While affirming their concern, qualitative research composed of interviews, narrative descriptions, and questionnaires of 138 college-aged students who largely identify with the Evangelical tradition will be presented showing that when the Old Testament is recovered as story, God is encountered, transformation is experienced, and faith is developed.
Active Learning Techniques in the Christian Education Classroom and in Ministry Contexts
Authors: Coley Kenneth S.
Published: March 2018

This article presents results of an ongoing mixed method study involving doctoral students' perceptions of the use of Active Learning Techniques (ALTs) in both the on-campus classroom and in their particular ministry contexts. Respondents (N=58) include a wide range of ministry positions including senior pastors; ministers of youth, children, and music; and ministers of education. All received instruction in the use of ALTs in their doctoral studies and these approaches were modeled in teaching episodes. Participants in the study report using ALTs successfully in a local church setting.
When is it Appropriate for Children to Participate in the Lord's Supper? A Perspective from Developmental Theory
Authors: Moon Hwarang
Published: March 2018

After the Fourth Lateran Council (A.D. 1215), the church, with the exception of the Eastern Orthodox Church, restricted the participation of children in eucharistic celebrations based on the exegesis of 1 Corinthians 11:29 regarding “recognizing the body of the Lord” and Roman Catholicism's emphasis on the doctrine of transubstantiation. It has long been common for adults to believe that children lack the degree of cognitive ability necessary to give a confession of faith in order to receive the Lord's Supper. After the publication of Christian L. Keidel's article “Is the Lord's Supper for Children?” in 1975, however, many Reformed churches in North America began to reconsider age-appropriate participation of children in the Lord's Supper. Because there is no mention of the Lord's Supper for children in the Bible or in any historical documents from the first to the third century, scholars have been unable to establish clear guidelines for acceptance or refusal. Therefore, researching children's religious thinking in relation to cognitive development is essential in deciding the matter of their participation in the Lord's Supper.
Pastor as Shepherd-Teacher: Insiders’ Stories of Pastoral and Educational Imagination
Authors: Siew Yau Man
Published: March 2018

The role of pastors in vibrant churches is established in the literature, but the nature of their influence as shepherd-teachers has not been probed. This case study looks at how a senior-pastor shaped congregational culture, impacting educational vision and adult faith formation at a Congregational church in New England. Through careful listening to stories of pastors and church members and participation in various faith events, the researcher sought insider perspectives to the research question. The study revealed an effective pastor as a servant shepherd-leader who has earned the trust of his congregation over many years and who possesess a pastoral imagination to respond appropriately to unique faith contexts. The study also suggests that an effective pastor is an adaptive shepherd-teacher who views faith formation as integrated within the total life of the congregation and creatively shapes core ministries into faith-forming experiences. This ethnographic study, applied in congregational contexts, emphasizes the importance of Christian education in the theological curriculum for the formation of shepherd-teachers. It also teaches seminary students that effective pastoral ministry always begins with attending to the rich and textured stories of the people they serve.
Biblical Online Education: Contributions from Constructivism
Authors: Thorne James A.
Published: March 2018

The biblical educator is interested in a pedagogy that provides a paradigm supported by biblical theology for those engaged in the online education enterprise. Constructivism provides student-centered knowledge, truth-oriented perception, individually transformed information, and an actively constructed worldview. The following essay analyzes the constructivist paradigm as it is employed in biblical education online both from a biblical perspective and as it relates to the art and science of providing biblical education online. The conclusion is that Constructivism provides a helpful paradigm for biblical online education.
Moocs: Disruptive Innovation and the Future of Higher Education
Authors: Flynn James T.
Published: March 2018

Massive Open Online Courses (MOOCs) are one of the latest innovations in higher education. They represent a classic example of a phenomenon called disruptive innovation. This article traces the origins of MOOCs and the reasons for their rapid development in digital education. MOOCs may or may not survive in their present form, but by considering the issues they seem designed to confront, those who work in higher education can gain valuable insight into what forces are shaping the future of the field and how we can proactively engage in that shaping process.
Book Reviews
Authors: Carr Jane
Published: March 2018

In this section 15 books are reviewed, presented in the following general order: children/family ministry, youth ministry, adult ministry, foundations, teaching-learning process, spirituality/spiritual formation, and leadership/administration—although reviews may not appear for each area. A list of each area and responsible editors appears after the last review in this section. We invite readers to consider reviewing a book for CEJ. Guidelines are available in downloadable documents at www.biola.edu/cej under Publications Policy on the drop down menu.
The Powers of Evaluation: The Understanding and Practice of Evaluation in youth Ministry Communities of Practice in Illinois
Authors: Severe Michael K.
Published: March 2018

Evaluation is a powerful tool for improvement yet is often perceived as simply a rearview mirror into the past. A two-tier qualitative method was used to uncover the practice and understanding of evaluation among youth pastors in Illinois. Reliance on indicators, such as stories and observation, tended to reinforce assumptions in practice. Evaluation was pervasive, powerfully guided perception, and primarily implicit.
Rote Learning: A Revived Strategy for Religious Instruction
Authors: Smelley Joel A.
Published: March 2018

This article is designed to explore the use of rote learning as a viable solution as an educational method. Argued herein, it is a viable method of teaching and learning if it is used within the framework of catechism, a method of teaching using the question-and-answer format. Important considerations such as the definition of rote learning, the benefits and limitations of rote learning, and the use of catechism in the home and church as a means to lead to meaningful learning are addressed. The catechism is a useful tool for presenting the gospel and passing along the faith once for all delivered to the saints to the next generation.
Perception and Experience of Transformative Learning and Faculty Authenticity among North American Professors of Christian Education (NAPCE)
Authors: Kang Hokyung Paul
Published: March 2018

Perception and experience of transformative learning and faculty authenticity among Christian education professors in North America were explored in this qualitative research. Through convenient purposeful sampling, 19 professors from North American Professors of Christian Education were recruited for this study and, ultimately, 16 professors participated in the whole research process. The findings from the research study consist of Christian professors’ experience and perception of transformative learning and faculty authenticity, and through the qualitative research analysis three components to “pedagogy of authenticity” were derived, namely (a) integrity; (b) facilitating disorientation; and (c) relational teaching.
Transformed by the Transfiguration: Reflections on a Biblical Understanding of Transformation and its Implications for Christian Education
Authors: Kang S. Steve , Feldman Michael
Published: March 2018

How can we develop a biblical framework for understanding transformational education? The New Testament provides some keys for doing so. In this article, we look at the verb metamorpho through its uses by the New Testament authors in both the Gospels and in the Epistles. God provides an image and an invitation to his people to be transformed when Jesus Christ is transfigured before Peter, James, and John. Why was Christ transfigured, and how is it significant for transformational education today? How then can the apostles help us understand what this transformation looks like in our lives and the educational ministry of the church?
Conversational Teaching and Christian Transformation
Authors: Johnson-Miller Beverly C.
Published: March 2018

Teaching that cultivates Christian transformation requires conversation, not just as a small component in the teaching process, but conversation as the overarching pedagogical framework and catalyzing force of transformational learning. This article aims to demonstrate the necessity of conversational teaching by discussing the meaning and magnitude of conversation as a force for learning and change; the progressive recognition of conversational epistemology in history; and how conversational teaching maximizes the interdependence of conversation and cognition as well as the social nature of knowing in relationship with God and all other aspects of life and faith. Reflections on life-changing encounters with Christ illustrate the transformational power, meta-components, and specific practices of teaching via conversation.
Transformational Teaching Insights from Neuroscience
Authors: Blevins Dean
Published: March 2018

The current intellectual and social interest in neuroscience invites Christian educators to engage this complex and sometimes disparate field for the sake of transformative teaching and learning. Recognizing that neuroscientists differ over the nature of transformation—as educators differ on a definition of transformative learning—should not detract from neuroscience's contribution to transformative teaching within Christian education. This article contributes to the conversation by charting a “neurological” approach to resources for transformative teaching and learning. The article maps the field of transformative learning, provides neuroscience insights that support transformative teaching through cognitive, emotional and social domains of neuroscience, and discusses approaches to neuroscience that explain the very processes of transformation within Christian education.
The Christian Story and our Stories: Narrative Pedagogy in Congregational Life
Authors: Espinoza Benjamin D.
Published: March 2018

Story has been shown in Christian education scholarship to be an effective pedagogical tool. However, story has become even more vital to Christian education in the postmodern world. This article explores how narrative pedagogy, a pedagogical approach that seeks to transform personal narratives with the narrative of the Christian faith, can prove to be an effective pedagogical approach that forms identities, strengthens communities, and transforms congregations. The article will also examine practical ways teachers can use narrative pedagogy in the church's educational ministries and encourage scholars and practitioners to explore the possibilities of narrative pedagogy in Christian education.
Catechesis, Developmental Theory, and a Fresh Vision for Christian Education
Authors: Espinoza Benjamin D. , Johnson-Miller Beverly
Published: March 2018

The use of developmental theory in Christian education, though invaluable, has led to several insufficiencies in practice, namely intergenerational fragmentation, a diverted focus from scriptural engagement, and the tendency to box people in according to their developmental capacity. We propose that the church's historic method of educating believers, catechesis, is a preferable educational framework that re-centers Christian education around the historic faith, brings generations together, renews focus on Scripture, and rigorously challenges believers to continuously grow in their faith.
Training and Teaching Methods of Volunteer Teachers
Authors: Heflin Houston , Platt Meredith , Roberts J. Kyle
Published: March 2018

This article presents partial results from a self-report questionnaire of volunteer adult Bible class (Sunday school) teachers from Protestant churches across the United States. The survey questions sought to reveal the current teaching practices and methods of volunteer teachers as well as to identify the training needs of these teachers. Respondents (n = 121) were from 11 denominations in 15 states and were predominantly male. This article describes the results found about the number of years respondents have been teaching, frequency of teaching each year, hours they spend preparing to teach each week, size of classes they teach, type of curriculum they use, frequency of particular teaching methods, and types of training they have previously had and would welcome in the future. There was a mild relationship (r = .302, p < 0.001) between the total number of teaching methods used and the total number of training experiences teachers had experienced. Implications for equipping volunteer teachers are discussed.
Is a Christian Identity Compatible with an Ethnic Identity? An Exploration of Ethnic Identity Negotiation Influences and Implications for Multiethnic Congregations
Authors: Gushiken Kevin M.
Published: March 2018

The ethnic landscape of the United States is changing dramatically. This increased heterogeneity is prompting churches to wrestle with issues of diversity, giving rise to multiethnic churches. This article explores ethnic identity negotiation among migrants to the United States and its relevancy for multiethnic churches. The specific influences that encourage or discourage ethnic identity are described. In understanding these influences, multiethnic churches will better be able to encourage ethnic identity in a diverse community. Ministry implications and educational considerations for multiethnic churches areprovided as starting points for congregational engagement and discipleship with individuals of different ethnicities.
Perceptions of Christian Women Leaders in Church-Related Organizations
Authors: Scott Halee
Published: March 2018

Research suggests that one's perceptions of an ideal leader do not always match one's perceptions of an ideal woman. The roles are incongruous. This study used a causal-comparative methodology to examine role congruity theory within Protestant evangelical nonprofit organizations in order to discover whether or not role incongruity posed as an obstacle for women leaders. Participants completed one of the seven versions of the revised Descriptive Index, in addition to providing basic demographic information. Similar to previous research, results indicated that role congruity emerged as an obstacle for women. Unlike previous research, role congruity emerged as an issue for men as well. Furthermore, male managers differed more from successful middle managers than did female managers.
Lessons from the Early House Church for Today's Cell Groups
Authors: Atkinson Harley T. , Comiskey Joel
Published: March 2018

As the apostles proceeded to carry out the Great Commission (Matt 28:18–20), they utilized a two-fold approach of meeting in the temple courts for large-group meetings and in the homes for more intimate small-group encounters. Very quickly, the house church became the definitive expression of church in the early Christian movement. In the wake of the Apostle Paul's missionary journeys, numerous churches sprang up and virtually all of the New Testament churches mentioned in the letters of Paul were in private homes. The house church remained the most significant context for early church worship, fellowship, and Christian education up to the early part of the fourth century, when Constantine legitimized Christianity. At that point in history, basilicas replaced the house church along with the small-group style of worship, ministry, and teaching. This article will explore the early house church as a model of small-group meetings and how these gatherings served as the context for the ongoing life of the early church.
300 Years of Small Groups—The European Church from Luther to Wesley
Authors: Bunton Peter
Published: March 2018

This article provides a survey of several types of small groups established within Protestantism in the centuries subsequent to the Reformation. The article examines how Reformation and post-Reformation church leaders, such as Luther and Bucer, the Puritans, Reformed and Lutheran Pietists, Moravians, and Methodists employed small groups. Observations are provided on those factors that contributed to their success and lessons are suggested for the use of small groups and cell groups today.
Book Reviews
Authors: Carr Jane
Published: March 2018

In this section 16 books are reviewed, presented in the following general order: children/family ministry, youth ministry, adult ministry, foundations, teaching-learning process, spirituality/spiritual formation, and leadership/administration—although reviews may not appear for each area. A list of each area and responsible editors appears after the last review in this section. We invite readers to consider reviewing a book for CEJ. Guidelines are available in downloadable documents at www.biola.edu/cej under Publications Policy on the drop down menu.