Innovating Christian Education Research: Multidisciplinary Perspectives

✍ Scribed by Johannes M. Luetz (editor), Beth Green (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 464
• Category: Library

✦ Synopsis

This book reformulates Christian education as an interdisciplinary and interdenominational vocation for professionals and practitioners. It speaks directly to a range of contemporary contexts with the aim of encouraging conceptual, empirical and practice-informed innovation to build the field of Christian education research. The book invites readers to probe questions concerning epistemologies, ethics, pedagogies and curricula, using multidisciplinary research approaches. By helping thinkers to believe and believers to think, the book seeks to stimulate constructive dialogue about what it means to innovate Christian education research today.Chapters are organised into three main sections. Following an introduction to the volume's guiding framework and intended contribution (Chapter 1), Part 1 features conceptual perspectives and comprises research that develops theological, philosophical and theoretical discussion of Christian education (Chapters 2-13). Part 2 encompasses empirical research that examines data to test theory, answer big questions and develop our understanding of Christian education (Chapters 14-18). Finally, Part 3 reflects on contemporary practice contexts and showcases examples of emerging research agendas in Christian education (Chapters 19-24).

✦ Table of Contents

Innovating Christian Education Research
Contents
Contributors
1 Innovating Christian Education Research: Multidisciplinary Perspectives—An Introductory Overview
1.1 Background and Overview
1.2 Book Structure and Chapter Preview
1.2.1 Part I: CONCEPTUAL—Research that Develops Theological, Philosophical and Theoretical Discussion of Christian Education
1.2.2 Part II: EMPIRICAL—Research that Examines Data to Test Theory, Answer Big Questions and Develop Our Understanding of Christian Education
1.2.3 Part III: PRACTICE—Research that Reflects on Contemporary Practice Contexts and Showcases Opportunities for Future Christian Education Inquiry
1.3 Book Focus and Intended Contribution
References
Part IConceptual: Research that Develops Theological, Philosophical and Theoretical Discussion of Christian Education
2 Present Tense. Christian Education in Secular Time
2.1 Our Cultural Moment
2.2 Imagination Rather Than Worldview
2.3 Pedagogy Rather Than Curriculum
2.4 Distinctively Rather Than Uniquely Christian
2.5 Living the Present Tense—As to the Lord
References
3 Thinking as Christian Virtue: Reason and Persuasion for a Fractious Age
3.1 Introduction
3.2 “How to Think”: An Appreciative Precis
3.2.1 The Diagnosis
3.2.2 The Prescription
3.3 The Need for a Christian Contribution
3.4 Sources for a Christian Contribution
3.4.1 Source 1: Virtue Epistemology: The Quest for Virtuous Minds
3.4.2 Source 2: A Theological Ethic of Hospitality
3.4.3 Source 3: The Implied Reader of Canonical Scripture
3.5 Concluding Reflection: Re-Forming Thinkers for a Fractious Age
References
4 Home-Coming: Restoring a Theology of Place Within Christian Education
4.1 Home: Place as a Theological Construct
4.2 Far from Home—Placelessness in Commodified Educational Age
4.2.1 Our Obsession with Spaces and not Places
4.2.2 Placelessness and “Distanced” Education
4.3 Homecoming: Christian Education as an Implaced and Embodied Learning Community
4.4 Place Restores Embodiment and Incarnational Emphases Within Christian Education
4.5 Place Reinforces the Importance of Cultural Liturgies Within Christian Education
4.6 Place Provides an Authentic Context for Celebrating the Now and the not Quite yet
4.7 Conclusion
References
5 Christian Higher Education: Capturing a Personal Passionate Profession
5.1 Introduction
5.2 The Development of a Personal Passionate Profession
5.2.1 LaBoskey’s “Passionate Creed”
5.3 The Personal: Being Imago Dei
5.4 The Passionate: Loving What God Loves
5.5 The Profession: Affirming One’s Call as Imago Dei
5.6 Conclusion
References
6 Towards a Conceptual Model for Biblical Transformative Online Learning
6.1 Teaching for Transformation: What is Transformation?
6.2 Current Online Learning Best Practices
6.2.1 Transformative Learning Online
6.3 Christian Online Learning Strategies
6.4 Towards Biblical Transformative Online Learning
References
7 Dietrich Bonhoeffer and Christo-ecclesial Unity in Christian Higher Education
7.1 Introduction
7.2 Unity as a Counter-Cultural Possibility in a Divided World
7.3 Scriptural and Theological Bases for Christocentric Unity
7.4 Principles of Christo-ecclesial Unity in the Church: Sanctorum Communio
7.5 Principles and Practice of Christo-ecclesial Unity: Life Together
7.6 Implications for Christian Higher Education
7.7 Conclusion
References
8 In Search of a Redeemed and Redeeming Epistemology for Cross-Cultural Educational Research: A Biblical Narrative Perspective on Straussian Grounded Theory
8.1 Introduction
8.1.1 Straussian Grounded Theory Method
8.2 Epistemological Implications in Grounded Theory
8.2.1 GTM’s Early Development in Postpositivism
8.2.2 Transition Toward Interpretivism
8.2.3 An Overview of Straussian GTM’s Procedures
8.2.4 Trustworthiness in Straussian GTM
8.2.5 Research Conclusions in Straussian GTM
8.2.6 Further Action in Straussian GTM
8.3 Possibilities in a Biblical Christian Paradigm of Inquiry
8.3.1 Creation: A Relational Reality
8.3.2 Sin and Power Relationships
8.3.3 Redeemed and Redeeming Fallen Epistemologies
8.4 Discussion: Reconsidering GTM
8.4.1 Rationale
8.4.2 A Humility-Based Epistemology
8.4.3 Spiritual Concerns in the Contextual Matrix
8.4.4 Enlightenment of the Holy Spirit and Prayer
8.5 Conclusion
References
9 Developing a Research and Scholarship Framework: An Australian Christian Higher Education Case Study
9.1 Introduction
9.2 The Ambiguity of the Research/Scholarship Relationship
9.3 The AC Research and Scholarship Framework as a Possible Solution
9.4 Materials and Method
9.5 Broad Results
9.6 Detailed Discussion
9.7 Conclusion
References
10 Christian Higher Education: A Frog in the Kettle or a Light on the Hill?
10.1 Introduction
10.2 Neoliberalism—The Dominant Social Imaginary
10.3 CHEPs—Frog in the Kettle?
10.4 Human Flourishing
10.5 CHEPs—The Light on the Hill?
10.6 Conclusion
References
11 Clarifying Australian Christian School Purposes in the Neoliberal Marketplace
11.1 Introduction
11.2 Church and State Based Schooling in Australia
11.3 Modern Christian Schooling in Australia (Themelic Schools)
11.4 Themelic School Definition
11.5 Neoliberalism and Australian Schooling
11.6 Christian Education and Broader Educational Purposes
11.7 Orders of Worth—Understanding Justifications
11.8 Conclusion
References
12 Do We Live in a Pluralist Society Any More? Christian Education as a Case Study
12.1 Secularism, Pluralism and Religion in Modern Western Societies
12.2 ICCPR Article 18 and Religious Freedom
12.3 Recent Legal Problems for Christian Education
12.4 Sexual Fundamentalism
12.5 Sexual Freedom, Offence and Harm
12.6 Rethinking Pluralism and Faith-Based Schooling—A ‘Turnabout Test’
12.7 Are Christian Schools Too ‘Insular’?
12.8 Concluding Reflections
References
13 A Reason for Revelation: The Place of Sacred Texts in Secular Middle-School Science Curricula
13.1 Introduction: Finding a Place for Revelation in Scientific Reasoning
13.2 International Comparison: A Literature Review
13.3 Sacred Texts in Secular Education: Methodology
13.4 Controlling Variables and Defining Terms
13.5 Mapping the Data and Finding a Place in the Dot-Points
13.6 Interrogating the Results: A Second Look at the Social Nature of Science
13.7 An Inconsistent Pattern: Ethics and Indigenous Integration
13.8 Discussion: Religion Treated as an Outlier
13.9 Conclusion: A Call to Change the Paradigm
References
Part IIEmpirical: Research that Examines Data to Test Theory, Answer Big Questions and Develop our Understanding of Christian Education
14 Distinctively Christian Higher Education as the Wholistic Formation of Students
14.1 Faith and Higher Education
14.2 Goals of Christian Higher Education
14.3 The Context of Excelsia College Within Australian Higher Education
14.4 Perceptions of Student Formation by Academic Staff Employed in Christian Higher Education
14.5 Summary and Aims
14.6 Method
14.7 Results and Discussion
14.7.1 Why Staff Joined Excelsia College
14.7.2 Student Formation Is Wholistic
14.7.3 Student Formation Is Challenged by the Intake of International Students
14.7.4 Responses of Staff to the Challenge of Non-Christian, International Students
14.8 Conclusion
References
15 Art Therapy and Prison Chaplaincy: A Review of Contemporary Practices Considering New Testament Teachings
15.1 Raising Awareness: Incarceration and Modern Prison Ministry
15.1.1 Personal Background
15.1.2 Prison Statistics, Social Problems and Consequences of Incarceration
15.1.3 Rehabilitation: Opportunities and Limitations
15.2 Incarceration and Prison Ministry in the Bible
15.2.1 Prisons: Historical and Etymological Considerations
15.2.2 Prisons: Scriptural Considerations
15.2.3 Prisons: Creative Processes and Rehabilitation
15.3 Synthesis: Intended Research Contribution
15.3.1 Study Context, Rationale and Research Gap
15.3.2 Study Purpose, Expected Benefits, Hypothesis, Research Questions, Aims
15.4 Pilot Study: ‘Change the Design of Your Life’ Program
15.5 Results and Key Findings
15.6 Symbolic Repetition Scale
15.7 Discussion: Project Evaluation
15.7.1 Critical Analysis
15.7.2 Opportunities for Further Research
15.7.3 Research Limitations
15.8 Concluding Synthesis and Selected Recommendations
15.8.1 For Policymakers
15.8.2 For Prison Chaplains
15.8.3 For General Managers and Correctional Services
15.8.4 For Researchers
15.8.5 For Inmates
15.8.6 Summary of Benefits of Christian Education Using Art Therapies
15.9 Glossary
References
16 Cupbearers to the King: Humility, Hope and Hospitality for Formational Practice
16.1 Introduction
16.2 Describe: Archeological Digging
16.3 Discover: The Heart of Learning Is in Relationship
16.3.1 Prayerful
16.3.2 Humility, Hope and Hospitality
16.3.3 Forming
16.4 Deliberate
16.4.1 Celebrate Unexpected Expressions of Hospitality
16.4.2 Communal Reading
16.4.3 Engage Metaphors—Connect Key Ideas to Physical Objects
16.5 Determine
16.6 Conclusion
References
17 The Imaginarium of Narrative in Christian Curriculum Design: A Case Study from Saint Kentigern College, Auckland
17.1 Saint Kentigern College: The Context
17.2 Curriculum Design
17.3 Why Story?
17.4 Case Study 1: Hero or Zero (Year 9)
17.5 Case Study 2: The Four Chairs (Year 11)
17.6 Case Study 3: Stations of the Cross and Walking a Labyrinth (Two Pilgrimage Lessons in Year 12)
17.7 Case Study 4: The Use of Film in Middle and Senior Colleges
17.8 Making Meaning by Imagination
17.9 The Eclectic Imaginarium
References
18 Training Requirements for Entry-Level Ministry-Ready Pentecostal Leaders
18.1 Introduction
18.2 Literature Review—Research Background
18.2.1 Opportunity to Commit to a Higher Standard
18.2.2 Key Characteristics and Competencies of a Leader
18.2.3 Model for Training—Type of Education Qualification
18.2.4 Content in Training—Knowledge and Skills
18.2.5 Approaches to Training—Teaching Style, Delivery Mode, and Time Frame
18.2.6 Intended Contribution
18.3 Research Design, Methodology, and Data Collection and Analysis
18.3.1 Research Study Design
18.3.2 Recruitment and Sampling
18.3.3 Data Collection Method
18.3.4 Data Collection Instrument
18.3.5 Measuring Instrument Validity
18.3.6 Ethical Considerations
18.3.7 Data Analysis Method
18.3.8 Respondents
18.4 Results and Key Findings
18.4.1 Key Characteristics and Competencies of a Leader
18.4.2 Model for Training—Type of Education Qualification
18.4.3 Content in Training—Knowledge and Skills
18.4.4 Approaches to Training—Teaching Style, Delivery Mode, and Time Frame
18.4.5 Biblical Perspective
18.5 Conclusion
18.6 Limitations
18.7 Implications for Theory
18.8 Implications for Practice
18.9 Recommendations for Future Research
References
Part IIIPractice: Research that Reflects on Contemporary Practice Contexts and Showcases Opportunities for Future Christian Education Inquiry
19 Faith, Facts, and Feelings: Christian Persuasion in Our Post-secular Age
19.1 Introduction
19.2 Sifting Through the Sands of Secularism
19.3 The Lost Art of Persuasion
19.4 The Anatomy of Making Decisions
19.5 The Relevance of the Christian Story
19.6 The Reasonableness of the Christian Story
19.7 The Accent of the Christian Story
19.8 Conclusion
References
20 Towards an Embodied Pedagogy in Educating for Creation Care
20.1 Sustainability and Education: Requisites, Challenges and Opportunities
20.1.1 Towards Environmental Sustainability: The Scientific and Biophysical Imperative
20.1.2 Education and Sustainability: A Compelling, Complicated and Contested Relationship
20.1.3 Intended Contribution: Towards an Embodied Pedagogy
20.2 The Biblical Witness: Ode to Creational Physicality and Sensuality
20.3 Church History: Ambiguity, Anthropocentrism and Theanthropocentrism
20.4 Embodied Learning
20.5 Creative Pedagogies
20.6 Experiential Environmental Education: Universities, Seminaries and Churches
20.7 Concluding Synthesis: Issues, Questions and Opportunities
References
21 Priceless Perspectives: Equipping Students to Think Critically About the Abortion Discourse
21.1 Introduction
21.2 A Review of Literature on Sex and Pregnancy Education Programs in Australian Schools
21.3 Intended Contribution
21.4 Perspectives Program Framework and Development
21.5 Methodology
21.6 Results and Key Findings
21.7 Concluding Synthesis
References
22 Towards Intercultural Literacy—A Literature Review on Immersive Cross-Cultural Experiences and Intercultural Competency
22.1 Introduction: Research Background, Inception and Intended Contribution
22.2 Research Rationale: Contemporary and Theological Reflections
22.3 Conceptual Approaches to Comprehending IC
22.4 Methodological Approaches: Identifying Literature for Review
22.5 Synthesis of Key Findings
22.5.1 The Benefits of Cultivating IC
22.5.2 The Nexus Between Cultivating IC, Emotional Intelligence and Academic Achievement
22.5.3 The Benefits of IC on Career Aspirations and Employability
22.5.4 The Duration and Purpose of Intercultural Experiences
22.5.5 Overview of Instruments for Measuring IC
22.5.6 Ethical Considerations
22.5.7 Opportunities for Future Research
22.6 Concluding Reflections: The Timely Benefits of Cultivating IC
22.7 Postscript—Nurturing Intercultural Competency in a COVID-19 World?
References
23 Universal Design for Learning in Christian Higher Education: Inclusive Practices for Students with and Without Disability
23.1 Introduction
23.2 Disability Standards for Education and the Current State of Play in Higher Education in Australia
23.3 Universal Design for Learning
23.4 Three Principles of UDL—Engagement, Representation and Expression
23.5 Implementing UDL in Theological Education
23.5.1 Disability Theology
23.5.2 Practical Suggestions for Implementing UDL in Theological Education
23.5.3 UDL and Inclusive Pedagogy and Practice
23.6 Conclusion
References
24 Sexual Addiction and Christian Education
24.1 Introduction
24.2 Reviewing the Literature
24.2.1 Description of Sexual Addiction (SA) and Symptoms
24.2.2 The Role of the Internet and Pornography in Shaping Sexual Addiction (SA)
24.2.3 Neurology of SA/HD
24.2.4 Childhood Trauma and Abuse
24.2.5 Shame
24.3 Synthesis of Key Findings and Discussion
24.4 Knowledge Gaps, Limitations and Opportunities for Future Research
24.5 Concluding Reflections
References