Christian education

Vondel A. Smith-Sloan D.Min.

This ethnographic study explored how five, Black, Christian, female public school educators – three teachers, one counselor, and one administrator – practiced principles of Christian faith and exemplified acts of faith in ways that positively affected and impacted their work environment, their students, parents, and peers while remaining cognizant of ethics that give inference to the separation of church and state in public education. The research findings concluded that the five public school educator participants in this study remained unswerving in their practices of the Christian faith while maintaining the appropriate boundaries necessary for working in a high school public educational context.

Melissa S Link D.Min.

The role of Catholic education in the United States is, in part, to form the whole child in mind, body, and spirit. As the universal Church enters its third millennium of existence, magisterial leaders are calling upon communities of faith to discern the mission of Catholic institutions and their role in serving God’s Church and the world. If Catholic schools are to be successful in their mission, it is critical that clerical and lay school leaders align on what is meant by the term “Catholic identity” as well as identify shared characteristics of Catholic identity in faith-based school communities.

With this in mind, several questions are raised: What, exactly, defines the identity and work of a “Catholic” school in contemporary times? Can interpretation of “Catholic identity” differ from one school to another? Who has the authority to set benchmarks for Catholic school identity? In what ways can Catholic identity be quantitatively measured to advance school improvement and deepen alignment to the mission of the Church? To what extent can we really know if our efforts to share the Gospel through Catholic education are successfully contributing to the mission of the modern Church?

This project aims to engage Catholic school leaders in dialogue around definitions of Catholic identity and how school stakeholder survey data can be utilized to set and achieve school improvement goals around deepening the Catholic identity, mission, and culture of schools within the Archdiocese of Chicago.

Albert Clarence Robinson

The purpose of this history of the committee on christian Education of Eastern Synod is twofold; namely, to acknowledge the fine work done by this committee, and to set forth some of its achievements as an inspiration to others who are interested in the cause of Christian education. This committee was the pioneer among the synodical committees on Christian Education in the Reformed Church. Its membership included some of the outstanding men of the reformed church, and its program many of the finest achievements in Christian education. Since the merger of the Reformed church in the United States and the Evangelical Synods this committee as such has been dissolved but its members are continuing the work as an inter-synodical group. No attempt has been made to present a complete chronological history of the work of the committee. In keeping with the purpose this is an interpretive history. Outstanding personalities and events have been included in so far as they were related to the various projects considered. The main emphasis, however, has been placed upon the growth and significance of the committee used in preparing this history.

Arthur William McCraw

The project director firmly believes that churches, as well as church planting efforts, must be indigenous efforts with as little external interference as possible, and for as short a time as is possible. The intent of the equipping project was to introduce the idea of further training to a selected group of pastors and house church leaders. The project was designed to demonstrate a basic overview of the concepts needed to successfully lead house churches in Costa Rica and beyond. This project to equip house church pastors in Liberia, Costa Rica was implemented on May 6 and 7 of 2022. The purpose of the equipping sessions was to expose the selected pastors and church leaders to teachings similar to what they may receive in a seminary situation, in order to encourage them to accept the offer of additional training.

The project was successful in that the material was well received and that the group of pastors acknowledged their need for further training. The pre-tests and post-tests indicated that the students’ knowledge was increased as a result of the equipping sessions. Furthermore, their willingness to sign a commitment card committing to additional training indicated the success of the equipping sessions.

Andrew Missiras

The problem to be explored in this project report is the sequential aspects of establishing, developing and maintaining parish libraries as a means of creating effective networks of communication between the constituent members of a parish church. To understand the nature of the sequential aspects of establishing, developing and maintaining parish libraries, it is necessary to clarify the presuppositions which underlie the statement of the problem and its solution. The term ‘library’, as will be described in Chapter II, is understood to have a conceptual meaning that transcends any definition. ‘Library’ as a concept refers to the function of a learning resource center in a parish church. To call a church library a ‘learning’ center is predicated on the concept that the library is a place where learning happens rather than one in which learning materials are stored. Its function, then, is to advance the cause of learning by providing materials (documents, books, filmstrips, etc.) and services (answering ready reference questions, circulation of materials, etc.) to parish constituents. The emphasis here implies that the bringing of knowledge or information to the parishioner is important, not the collecting or processing of knowledge or information. The character of the parish library changes from collecting library materials to fostering learning so that the parishioner learns how to acquire information. If a parish library is understood to be a ‘learning resource’ center, the focus is on the parishioner and how he can best use the collection of books, magazines, etc. to facilitate his learning process. This is why it is important to clarify the use of the terms used in this project report.

Ruth E. Shaver

“I Wonder…Gaining Wisdom and Growing Faith Through Scientific Exploration” is an intergenerational science curriculum designed to be used in congregations. The goal of this curriculum and the theoretical work underpinning it is to counter the perception that people of faith cannot also be people who possess a scientific understanding of creation from quarks to the farthest galaxies and everything in between. Deepening faith in God and growing scientific understanding of the world around us both begin with the statement, “I wonder…” With this phrase as the common ground between faith and science, Lady Wisdom (Sophia) serves as the guide for hands-on experiments as learners develop an understanding of scientific methods including observation, creating and testing hypotheses, and analyzing results. One original photograph of a fossilized dinosaur footprint is included in the curriculum with the express permission of the photographer, William D. Richards, who took it specifically to be used for this purpose. An analysis of the author’s contextual experience with the curriculum and similar programs, as well as the author’s personal understanding of what mature faith requires as a result of this work, follows the curriculum. There are two appendices: “Faith, Science and Technology Sunday Liturgy” for Sunday, February 7, 2016, produced by the author for “Worship Ways,” a supplemental service of Local Church Ministries of the United Church of Christ; and the author’s sermon for The United Church of Schellsburg United Church of Christ for the same Sunday, “Improbable But Not Impossible.”

Rafael Alvino Vargas

The Church of God of Prophecy is a Pentecostal organization, and it’s believes are based on biblical principles. The COGOP in Peru started in 1953 in the San Cosme community, La Victoria, Peru. It has been 67 years since its beginning, however, educating and growing the church required some important changes to experience some progressive growth. In 2001 the church had around 14,000 members in Peru and realized that growth was not something that happened spontaneously but should be based on a structured formation to prepare pastors, leaders and members in general. Since 2003, and as part of a strategic plan, the COGOP implemented an operative plan to encourage sustained growth; with goals and contextual emphasis, and to respond to our specific needs to reach our immediate, intermediate, and long terms goals. In this thesis we used the RVR 1960 Bible

Peter Van Elderen

This project is designed to articulate a theory of communication for preaching and teaching which will take into account the formidable changes in communication which have occurred in the last thirty years. This is an exploration of the preaching and teaching event especially as it applies to passing on the doctrines of the church using the Heidelberg Catechism. Particular study is directed toward contemporary thought in business, homiletics, and education as they impact content and style of communication in preaching and teaching in the church.

This project demonstrates that technological changes in a post industrial society do not deter the Gospel from being preached and taught in reasoned passionate testimony apprehendable to all who will listen. This project also reveals that the Bible is not without resource for changes in style of communication, but rather continues to offer a message applicable and critical for both life and death in contemporary society.

Arie W Blok

This project is designed to give an overview of catechetical preaching today.

Chapter One looks at the present state of catechetical preaching and the various attitudes toward catechetical preaching. The practice of catechetical preaching is now in decline, both in quality and quantity.

Chapter Two deals with the problems of catechetical preaching. It is often repetitious from year to year and therefore boring. Preachers sometimes brings theological presuppositions to their preaching that are different from the views expressed by the Heidelberg Catechism.

Chapter Three gives us reasons why catechetical preaching can still be useful and relevant. The Heidelberg Catechism provides us with a useful framework of thought and confession. Its emphasis on the promises of God can be a very effective antidote to legalism and cold orthodoxy.

Chapter Four studies and critiques the approaches to catechetical preaching of Peter Y. DeJong, the Dutch Pietists, Heinrich Ott, Eugene Heideman, Shinji Masuda, and Paul Calvin Zylstra.

Chapter Five explores ways in which the Heidelberg Catechism can be preached with Scripture texts so that catechetical preaching will be, at the same time, valid and faithful exegesis of the chosen text and useful exposition of the Heidelberg Catechism.

A method is discussed by which a non-traditional congregation can be introduced to catechetical preaching and the Catechism presented as a reminder of what the Bible teaches.

William R Boersma

Educational leaders have many responsibilities, but what distinguishes those who read this handbook is their desire to care for the congregation's teachers , helping them to grow
and develop their teaching potent i al . This they do by supporting, recruiting, training , and supervising teachers.

There are two paths which the readers could choose to follow through this handbook. They could systematically start at the beginning and proceed to end . Or they could randomly select chapters based on immediate interest and need. Fol l owing this random path, readers may or may not end up reading the entire handbook.

Either approach to reading this handbook is acceptable because of the handbook structure . Each chapter is independent . Even though they are coordinated, each chapter can stand alone. The framework of each chapter is similar. It moves from a general understanding of the topic (Perspectives) to specific suggestions for implementing the topic (Guiding Principles) to three examples of how it might be used in different churches { Models). This is then followed by two concluding sections, Resources and Annotated Bibliography.