Mary Kate Morse, "Enhancing the Learning and Retention of Biblical Languages for Adult Students", Teaching Theology and Religion 7, no. 1 (2004): 45-50.
The benefits and limitations of technology in biblical language pedagogy are described, along with insights into adult learning, retention, and application, gained from cognitive psychology and neuroscience. In the final section, the author suggests ways to decrease affective hindrances to adult language study.
Keywords: Biblical language teachers, reducing anxiety and maximizing value of learning Hebrew and Greek, how technology can support learning, adult learning and retention, cognitive psychology
"The Pastor as Teacher"
differentiates between the pastor’s roles as a teacher and a preacher and gives greater importance to the teaching role.
John H. Westerhoff, "The Pastor as Teacher", Journal of Christian Education and Information Technology 4 (April 2003): 5-22.
Historically, the pastor’s roles of teaching and preaching have gone hand in hand. In this article the importance of the pastor as the primary biblical and theological educator of the church congregation is stressed. His responsibilities as teacher exceed his responsibilities as preacher.
Keywords: pastor as teacher, preaching, teaching, teaching role
Erica Brown, "An Intimate Spectator: Jewish Women Reflect on Adult Study", Religious Education 98, no. 1 (2003): 65-81.
Jewish adult women increasingly are taking advantage of unique study opportunities previously closed to them. This article is the result of a survey directed at adult Jewish women in every denomination who came back to the classroom as adults. It aims to assess why they returned, what their educational expectations are, and how those expectations have been met. The results should prove instructive to institutions catering to the unique needs of this population.
Keywords: survey, adult Jewish women who returned to the classroom
Lisa D. Grant, "Connection and Caring: the Role of Educational Leadership in Adult Jewish Learning", Religious Education 99, no. 2 (Spring 2004): 167-184.
This article explores how the role of educational leadership can significantly enhance adult Jewish learning experiences through an in-depth examination of the position of site director at the Florence Melton Adult Mini-School, a two-year program of adult Jewish learning operating at more than sixty sites across North America. Applying the literature on moral leadership that is shaped by an ethic of caring, the author shows how these site directors care for their learners and build learning communities. The article explores how the site directors shape, support, and sustain the learning process at this particular program and considers how the role of educational leadership can enhance and enrich adult Jewish learning in other venues.
"Cognitive Complexity and the Learning Congregation"
suggests that cognitive complexity is not necessary for the membership of a learning congregation as a whole and suggesting ways such congregations may carry out fourth-order structuring for conventional thinkers while inviting and nurturing movement toward this complex level of cognition.
Elizabeth Price, "Cognitive Complexity and the Learning Congregation", Religious Education 99, no. 4 (Fall 2004): 358-370.
Do congregations that become learning congregations require a certain level of cognition? Members and leaders of learning congregations know themselves to be co-creators of the congregation's culture and shapers of its decisions and life, engaging in and reflecting on the shared practice of ministry. These congregations find that education occurs when problems are identified and solved, assumptions are examined, and mental maps are clarified. Cognitive theory would assume that a complex level of cognition is required of persons who make up such a congregation. This article challenges this assumption, suggesting that cognitive complexity is not necessary for the membership as a whole and suggesting ways congregations may carry out fourth order structuring for conventional thinkers while inviting and nurturing movement toward this complex level of cognition.
Isolde Driesen, Chris Hermans, Aad de Jong, "Towards a Typology of General Aims of Christian Adult Education ", Journal of Empirical Theology 18, no. 2 (2005): 235-263.
This article deals with the variety of general aims of Christian adult education in a pluralist society. The authors propose a theoretical framework of possible aims to Christian adult education. This framework consists of two dimensions: a formal dimension consisting of the goals or orientations of Christian adult education, and a material dimension that concerns the content of the (religious) identity formed by the education process. Based on these two dimensions a typology of aims to Christian adult education is presented. This typology proved to be very helpful in describing the mindset of Christian adult educators within the Catholic Church in the Netherlands. The empirical research shows that these educators have a positive attitude with regard to educational orientations of self-direction and transformation. Educational aims focussing on the supra-personal aspect of religious identity are largely rejected. This may give rise to tensions considering the institutional context in which Christian adult educators carry out their work.
Keywords: Christian Adult Education, Pluralism, Educational Orientations, Identity Development
Pamela Harvey, Catherine Sinclair, Martin Dowson, "Teacher Motivations for Postgraduate Study: Development of a Psychometric Scale for Christian Higher Education", Christian Higher Education 4, no. 4 (October-December 2005): 241-264.
This study investigated teachers' motivations to undertake professional development, in particular where postgraduate study is involved. Specifically, the study involved the development, design and implementation of a psychometric instrument to measure Christian teachers' professional development motivations. Influential factors identified in the Continuing Professional Education literature, and the Motivation Psychology literature (specifically from Expectancy-Value and Goal theories), were operationalized in the psychometric survey. The resulting instrument, the EMAPS Scale (Educators' Motivations and Attitudes towards Postgraduate Study) included 18 factors. Results of the study indicate that the subscales (factors) of the EMAPS Scale are substantially reliable (most alpha reliabilities being in excess of .80). Also, Confirmatory Factor Analysis indicate support for the factorial validity of most of the items and factors in the EMAPS Scale (with goodness-of-fit indices meeting criterion values in most cases). However, one section of the EMAPS Scale did not demonstrate substantial validity. For this reason further research with additional samples is warranted.
The Alpha course is possibly the most widespread and best-known evangelizing initiative of recent times. Billing itself as an introduction into ‘basic Christianity’, Alpha is a programme that has been adopted worldwide by tens of thousands of churches. This paper overviews Alpha’s attitude towards one of the most controversial debates in the Church today, the so-called ‘gay issue’. The paper, largely based on literature research and a national survey, will explore the broad controversy in the churches and argue that how it is approached through the Alpha programme provides an insight into contemporary views in Christian constituencies.
John M. Hull, "Money, Modernity, and Morality: Some Issues In the Christian Education of Adults", Religious Education 95, no. 1 (Winter 2000): 4-22.
If we take seriously cultural or neo-Marxian theories of periodicity, it becomes possible to identify educational problems that affect the formation of men and women as church leaders. These include the impact of money on contemporary spirituality, self-deception, and other forms of coping with social injustice. Primary and secondary forms of false consciousness are described, and the article concludes with suggestions about curriculum and method in the training of Christian professionals.
Allan G. Harkness, "Intergenerational and Homogeneous-age Education: Mutually Exclusive Strategies for Faith Communities?", Religious Education 95, no. 1 (Winter 2000): 51-63.
Interest in intergenerational educational strategies in faith communities raises the question of their relationship to the prevalent homogeneous-age group process. This concern is addressed by considering the validity of generational differentiation, by answering two commonly expressed concerns about intergenerational education, and by examining the relationship of developmental theory to education. The conclusion drawn is that intergenerational and homogeneous-age group educational strategies in faith communities should be considered complementary, but with intergenerational approach taking primacy over the age-segregated approach.
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