Justin Cook
“Awake. Love. Think. Speak.”: A Narrative Foundation for Secondary School English Curriculum

A SENIOR SECONDARY English curricular commitment to biblical relationality and narrative through Ricoeur’s hermeneutics provides students a learning community where they are invited to awaken to the biblical story, to love each other and creation within their Christ given identity in that story, to think about their own narratives within the context of literature, and to speak in the larger community with voices shaped by that literary understanding, all in response to the "deepest wildest voice" that calls each of them to their offered place in the kingdom of God.

Boya François Marius, Amanuel Abraha Teklemariam, and Winston Jumba Akala
Responding to the Ideals of Lassallian Education in the 21st Century: A Case Study of St. Paul’s Secondary School in Marsabit, Kenya

DE LA SALLE BROTHERS are Christian educators operating in more than 80 countries, including Kenya. The purpose of this study was to find if the ideals of Lasallian education are being realized in the 21st century in Kenya and to establish whether the findings concur with the Lasallian philosophy of education. The study was conducted at St. Paul’s Secondary School in Marsabit using qualitative and quantitative research approaches. The findings showed that in line with the Lasallian philosophy, the Brothers were running the school to reach the poor, teaching Christian values, and carrying out educational and pastoral care activities; furthermore, their students were high academic performers and well disciplined. However, the school admits only adherents to the Catholic faith and depends mainly on foreign donations for its operations, in regards to which some recommendations for improvement are made.

Jan Hábl
Character Formation: A Forgotten Theme of Comenius’s Didactics

THE GOAL OF this brief study is to present Comenius’s notion of character formation as it is outlined primarily in his didactic writings, and to show its relevance for contemporary practice in relation to moral education. The Czech Jan Amos Comenius was a 17th-century Brethren bishop, philosopher, and educator who is celebrated especially for his timeless didactic principles, which earned him the epithet "the teacher of nations." The subgoal of this paper is to explain why Comenius’s concept of moral education has been neglected in Czech modern Comeniological research biased by Communist ideology.

David I. Smith, Herman J. De Vries Jr., and F. Corey Roberts
Using Music and Image to Raise Spiritual and Moral Questions in the Foreign Language Classroom: Exploring the Söhne Mannheims

MUSIC OFFERS TO language teachers benefits in terms of language exposure, cultural information, and multisensory appeal. This article describes how the use of music videos offers potential for exploring spiritual and moral concerns, especially as the intersections between words, sounds, and images are explored. Exploring how (in this case) specifically German voices address faith-related questions with specific reference to their own cultural context may at the same time deepen moral, spiritual, and cultural learning. The examples described are drawn from the music videos release by the German band Söhne Mannheims.