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Editors, Management Group, Editorial Advisers

Editors:
Dr. John Shortt
Dr. David I. Smith

Management Group:
Rupert Kaye (Association of Christian Teachers)
Dr. Andrew Marfleet
David Morton (The Stapleford Centre)
Andrew Palfreyman (Association of Christian Teachers) 
Dr. John Shortt
Dr. David I. Smith (Kuyers Institute for Christian Teaching and Learning)
Phil Whitehead (The Stapleford Centre)

Editorial Advisers:
Professor Harro Van Brummelen - Trinity Western University, Canada
Dr. Allan Harkness - Asia Graduate School of Theology, Singapore
Dr. Susan Hasseler - Calvin College, USA
Professor Brian V. Hill - Murdoch University, Australia
Rev. Dr. William K. Kay - University of Wales, Wales
Dr. D. Barry Lumsden - University of Alabama, USA
Samson Makhado - Association of Christian Schools International, South Africa
Dr. Mark Pike - University of Leeds, England
Dr. Signe Sandsmark - Norwegian Lutheran Mission, Norway
Dr. Pablo J. Santana Bonilla - University of La Laguna, Tenerife, Spain
Dr. Elmer J. Thiessen - Medicine Hat College, Canada
Professor Michael S. Totterdell - Manchester Metropolitan University, England
Professor Keith Watson - University of Reading, England

NOTES FOR CONTRIBUTORS

To read the JECB Information and Instructions for Contributors click here.

To read the JECB Bibliographical Citation Guide (the ‘house style guide’) click here.

To read the JECB Peer Review Policy click here.

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Trevor Cooling
Curiosity: Vice or Virtue for the Christian Teacher? Promoting faithfulness to Scripture in teacher formation
(pp.87-103)

MOST OF THOSE with responsibility for preparing Christian students for the ministry of teaching will agree that enabling them to be faithful to biblical teaching is a fundamentally important aim. It is suggested that two models of being faithful can be identified. The first emphasises faithful replication, the second emphasises theological contextualisation. Traditionally a replication model has been promoted but in this article it is suggested that the contextualisation model is to be preferred. Building on this suggestion, it is argued that the virtue of theological curiosity should be promoted in the formation of Christian teachers.

Keywords: realism, contextualisation, curiosity, interpretation, teacher formation.

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Stephen Kaufmann
The Role of the Holy Spirit in the Educational Thought and Practice of Charlotte Mason
(pp.105-119)

CHARLOTTE MASON WAS a late Victorian writer and educator whose work is currently enjoying renewed interest among Christian and home schools in several countries. She wrote at a time when many of the claims of faith were being challenged by the claims of science. She resolved these sometimes competing claims by appealing to the work of the Holy Spirit as the author of both faith and science. Furthermore, she based her innovative pedagogical views on the belief that children were spiritual beings capable of both intellectual and spiritual communication with the Holy Spirit.

Keywords: Charlotte Mason, Holy Spirit, faith, science, education.

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Jan Gormas
A Search for Intellectual, Relational and Spiritual Integrity: Secondary Mathematics from a Christian Perspective
(pp.121-138)

THE AUTHOR POSITIONS mathematics as a socially constructed discipline created and maintained through collaborative consensus. The focus on decontextualized symbolic manipulation has transformed the richness of contextualized mathematics from a tool to model aspects of creation to a scheme of logical algorithms that often hold no ultimate meaning for secondary teachers or students. The result is bondage to textbook explanations, exalting acquiescence and indifference. A Christian worldview points to liberation and new life, using mathematics to collaboratively uncover our perceptions, build new understandings, while investigating and exposing the structural beauty and purposes of God’s creation and the directional misuses that have distorted our understandings and uses of mathematics.

Keywords: Christian perspective, secondary mathematics, social constructivism, social justice.

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John Westwell
Teaching Mathematics: It’s time to tell some new stories
(pp.139-151)

A NUMBER OF mathematics educators have called in recent years for a ‘humanising’ of the teaching of mathematics and even of the subject itself. One important way in which this can be done is by recognising the importance of story in human life and understanding in general and in mathematics teaching in particular. Using as an example the story of Florence Nightingale and her rose statistical diagrams, three ‘stories within the story’ are identified: the ‘human-story’, the ‘mathematics-story’ and the ‘knowledge-story’. A way of making use of these within the mathematics classroom is suggested and areas for further research are identified.

Keywords: mathematics, humanisers, story, Florence Nightingale’s roses.

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