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Editors, Management Group, Editorial Advisers

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

Management Group:
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
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.

(To download files, right-click link and select Save As.)

Doug Blomberg
The Practice of Wisdom: Knowing When
(pp.7-26)

THE PERSPECTIVE OF technical rationality, with its focus on timeless, componential knowledge, is ill-suited to deal with the concrete situatedness of teaching. The biblical wisdom literature presents an alternative view of knowing as historical, experiential, responsive to order and tradition, and open to mystery. In this perspective, knowing and loving are closely connected. This perspective on knowledge can illuminate teaching as an uncertain craft involving learning from experience and in context. To seek such an alternative to technical rationality is not irrationalist, but rather involves acknowledging the multi-faceted nature of concrete reality. 

Keywords: technical rationality, situatedness, biblical wisdom literature, knowing, loving, concrete reality.

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David I. Smith
Knowing as Wisdom in Blomberg and Comenius
(pp.27-37)

DOUG BLOMBERG'S RECENT discussions of the biblical wisdom literature present wisdom as multidimensional, timed, relational, focused on connections, open-ended, trustful and playful. This paper surveys the use made of the idea of wisdom in the educational writings of John Amos Comenius. It is suggested that while there are inevitable differences in terms of philosophical framework, there are significant similarities between Comenius' emphases and those evident in Blomberg's work.

Keywords: John Amos Comenius, Doug Blomberg, biblical wisdom literature, philosophical framework.

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Ken Badley, Christina Belcher, Ruth Deakin Crick, Kathleen Hanson, John Hull, Carsten Hjorth Pedersen, Brian Roodnick & Signe Sandsmark
Identifying Christian Schools: How do you tell when you've found one?
pp.39-51)

EIGHT WRITERS FROM six countries in three continents and a range of Christian traditions discuss what it is that makes a school Christian. They discuss the aspects of schooling to which judgements are applied of whether and to what extent a school may be said to be Christian and the criteria by which such judgements may be made. The phrase ‘vaguely Christian schools’ (Signe Sandsmark, January 1996) sparked consideration of three key questions: (i) Is it possible or useful to develop some kind of continuum on which we could place all schools making some claim to be Christian? (ii) What aspects of a school does one examine when judging whether it is Christian or how Christian it is? (iii) To what criteria does one refer when judging an aspect of a school?

Keywords: Signe Sandsmark, ‘vaguely Christian schools’, criteria, continuum, judgements, aspects of schooling.

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James E. Schwartz
Christians Teaching in the Public Schools: What are some options?
(pp.53-64)

HOW CAN CHRISTIANS who are teachers in government-sponsored schools in the USA live a life of faith within the constraints of the First Amendment? Three options are presented: agent for enculturation, Christian advocate / evangelist and Golden Rule truth-seeker. The assumptions, strengths and weaknesses of each of these options are discussed. The third option blends the best aspects of the first two and offers the best hope for authentically living the Christian life in the public school setting.

Keywords: USA, First Amendment, agent for enculturation, Christian advocate, evangelist, Golden Rule truth-seeker.

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William K. Kay and Richard Wilkins
Reading for Readiness
(pp.65-69)

ON THE BASIS of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that religious education ought to be better equipped to present the Bible to children of primary school age.

Keywords: literacy, reading, comprehending, Bible, religious education, primary school.

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