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2015 Conference: Faith and Teaching: Virtue, Practice, Imagination

Seeing education in terms of virtues (and vices) focuses attention on questions of formation that are easily relegated to the background when we see primarily through a lens of course objectives and outcomes. A focus on virtues also implies attention to the kinds of practices within which they might flourish, and to the possible role of Christian practices as a framing factor. Seeing education in terms of virtues, formation, and practices is itself an act of educational imagination that draws upon the history of Christian imagination regarding the self and its growth and telos. Join us for this exciting conference!


Grant Received to Study Technology Change and Christian School Identity

With the help of the Issachar Fund, the Kuyers Institute for Christian Teaching and Learning has secured $358,000 in funding for examining technology and Christian education. The funding allows a three-year research study based at Holland Christian Schools and involves faculty from both the economics and the education departments at Calvin College along with Kuyers Director David Smith. The purpose of the study is to explore how rapid technological change interacts with the Christian goals, beliefs, and practices of a faith-based school, an area in which there has been very little research despite the current pace of change in educational technology. We hope to generate insight and resources that can both help Holland Christian Schools gain additional insight into their own work and provide guidance for other Christian schools facing similar changes.

Templeton Foundation Awards Grant to TCF and Partner Kuyers Institute

In partnership with The Colossian Forum, the Kuyers Institute for Christian Teaching and Learning is pleased to announce receipt of a $200,000 grant from the John Templeton Foundation. The funding makes possible a planned three-year project to create new online resources and training opportunities designed to help science teachers to develop effective teaching strategies at the intersection of faith and science. Rather than articulating particular positions on issues at the faith/science interface, the project will focus on how teachers can make the most fruitful pedagogical choices when helping students to engage with ideas arising from the existing literature on faith and science.

Over the course of three years, this project will develop and deploy an interactive website that will include a multi-layered bank of teaching strategies, training materials, and brief related essays. It will draw on the contributions of experienced teachers to create, evaluate, and communicate effective teaching methods. As a standalone site, it will extend the reach of the innovative websites and and will be developed in a similar style. Work on the project will begin early in 2014.