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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.

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

Brian V. Hill
How Learners Respond to the Teaching of Beliefs and Values
(pp. 101-113)

DISCOURSE CONCERNING THE teaching of beliefs and values is often muddied because the two terms tend to be used interchangeably. It is argued that a preliminary stipulation of these and other terms which described various key moments in the process of teaching values, taking into account the interplay of psychological and ethical variables, will enhance the possibility of developing an effective and justifiable pedagogic model in values education. 

Keywords: values education, psychological and ethical variables, beliefs, teaching.

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David E. Purpel
What Matters
(pp.115-128)

 DAVID PURPEL, PROFESSOR EMERITUS in the School of Education of the University of North Carolina at Greensboro, delivered the keynote address at a conference hosted by the Kuyers Institute in October 2007. Entitled “Reimagining Educational Excellence,” the conference explored how the call of Micah 6:8 can reframe our visions of educational excellence. Dr. Purpel’s presentation, “What Matters: A Riff on Micah 6:8,” is reproduced here in slightly edited form.

Though it overtly emphasizes technique and process, education holds a hidden curriculum—the implicit values and attitudes that are being communicated to students. A concern for excellence too often ends up mirroring the culture’s preoccupation with consumerism, hierarchy, and competition and winning, merely serving the individualistic ends of social and economic advantage. Micah, on the other hand, urges us to seek justice, loving-kindness, reverence, and joy. A truly excellent education forms students who are morally responsible, dwell in community, seek justice, and care for others.

Keywords: values, attitudes, individualism, hidden curriculum, Micah, justice, moral responsibility.

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Cathy E. Freytag
Reimagining Excellence in Inclusive Education: Transforming Edict to Ethic
(pp.129-143)

THE CURRENT QUEST for educational excellence in the United States is characterized by numerous well-intentioned caveats accompanied by several challenging barriers. In the present paradigm, the curriculum is preeminent; norms of excellence are predetermined; and an individualistic, competitive, “one-size-fits-all” approach prevails. In a reimagined ethic of excellence in inclusive education, teachers are challenged to look first to the needs of students (i.e., individual students with and without disabilities, as well as the collective community of learners) and to consider how educators and students might work collaboratively to receive and express learning in a range of responsive ways. To realize such an ethic of excellence, teacher education programs at Christian colleges and universities should equip inclusive educators to be collaborative advocates and change agents characterized by love and caring service.

Keywords: individualism, competition, inclusive education, collaborative work, teacher education.

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Laurie R. Matthias
Professors Who Walk Humbly with Their God: Exemplars in the Integration of Faith and Learning at Wheaton College
(pp.145-157)

DESIRING TO FULFILL their institution’s mission to integrate faith and learning, faculty members at Christian colleges and universities often face a special challenge. While they attempt to jettison the anti-intellectual label often associated with evangelicals through their scholarship, they are also pursuing excellence in their roles as spiritual models for their students. Research conducted among seven professors who exemplify the integration of faith and learning at Wheaton College revealed a common characteristic: humility. In spite of their considerable professional accomplishments, all participants demonstrate a humble admission that they do not have all of the answers—doctrinally, philosophically, or academically.

Keywords: institutional mission, faculty members, integration of faith and learning, Wheaton College, humility.

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Neil Holm
Classroom Formation & Spiritual Awareness Pedagogy Based on Bonhoeffer’s Life Together
(pp. 159-175)

BONHOEFFER’S Life Together describes disciplines for Christian formation. Based on communal life, these disciplines assist Christians to take seriously Christ’s call to discipleship. This article describes the disciplines of dispersion and community, reading Scripture, prayer, solitude, discernment, service and confession. Disconnected from contemporary Western life, they seem to bear little relationship to spiritual awareness pedagogy contemporary classrooms. The article considers some classroom processes akin to Joyce and Weil’s Personal Family and Social Family models of teaching that contribute to spiritual awareness pedagogy that eventually enables children to embody these disciplines as Christians who take their call to discipleship seriously.

Keywords: formation, classroom, spiritual disciplines, Bonhoeffer, Life Together, spiritual awareness pedagogy, Personal Family and Social Family models of teaching.

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