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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.

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

Deborah C. Bowen
Literature and Shalom: Teaching Freshman Students to Read
(pp.7-19)

WOLTERSTORFF’S ARGUMENT FOR art as a form of action that enables us to anticipate shalom and Ricoeur’s concept of the narrative intelligence developed in the reader of stories are tested out in a freshman non-specialist English class where the interpretation of literature, covered by the power of prayer, fosters both intellectual and moral virtues.

Keywords: Ricoeur, Wolterstorff, interpretation of literature, prayer, narrative intelligence, shalom.

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Leslie J. Francis and Mandy Robbins
The Relationship Between Denominational Affiliation and Spiritual Health Among Weekly-Churchgoing 13- to 15-year-old Adolescents in England and Wales
(pp.21-39)

THIS PAPER DRAWS on John Fisher’s formative definition of spiritual health as comprising good relationships within four domains (the personal, the communal, the environmental and the transcendental) and uses the operationalization of these constructs proposed by Francis and Robbins (2005). Comparisons are made between the responses of five groups of 13- to 15-year-olds who report weekly church attendance: 1,549 Anglicans, 1,458 Roman Catholics, 830 members of one of the Free Churches, 212 members of one of the Pentecostal churches, and 212 Jehovah’s Witnesses. The data demonstrate significant variations in the levels of spiritual health reported by weekly churchgoers according to denominational affiliation. The conclusion is drawn that denominational affiliation needs to be taken into account alongside frequency of church attendance in constructing a view of the relationship between Christian practice and spiritual health during the adolescent years.

Keywords: adolescents, Christian practice, church attendance, John Fisher, spiritual health.

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Perry L. Glanzer
Why We Should Discard “the Integration of Faith and Learning”: Rearticulating the Mission of the Christian Scholar
(pp.41-51)

DISCUSSION ABOUT THE integration of faith and learning has become a common theme among Christian colleges and universities. Although it has fostered a robust academic dialogue, I contend the language of “integration of faith and learning” needs to be discarded. My conclusion, however, stems not from recent critiques of the integration model. Instead, I am more concerned with the habits of thinking that the language fosters than with the overall integration model (which I will largely defend). I will suggest and defend an alternative language that captures the important theological mission of Christian scholars and retains and expands a basic integration paradigm, while also directly addressing some recent critiques.

Keywords: integration of faith and learning, theological mission.

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Clare Watkins
Discovering a Theology for the Christian Teacher Today
(pp.53-68)

THIS PAPER AIMS to offer a ‘liveable’ theology for the Christian teacher; that is, it seeks to articulate a theology of teaching in contemporary contexts which can serve the spiritual and faith development of Christian teachers in their vocation. A first section gives some brief account of ‘teaching’ in the Christian theological tradition, highlighting certain distinctive features of Christian teaching. In order better to read this tradition in our present contexts, a second section discusses the particular questions facing teaching in late modernity. In the light of what has gone before, a final part to the paper seeks to suggest ways forward for the development of a living theology for the Christian teacher. Here the theologies of baptism and lay vocation, of grace and of evangelization are drawn to the reader’s attention as significant theological themes for Christian teaching today.

Keywords: Christian teaching, liveable theology, spiritual and faith development, vocation.

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