• Volume 12-1 - Spring 2008

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• Volume 9-2 - Autumn 2005

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• Volume 8-2 - Autumn 2004

• Volume 7-1 - Spring 2003

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• Volume 6-1 - Spring 2002

• Volume 6-2 - Autumn 2002

• Volume 5-1 - Spring 2001

• Volume 5-2 - Autumn 2001

• Volume 4-1 - Spring 2000

• Volume 4-2 - Autumn 2000

• Volume 3-1 - Spring 1999

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• Volume 2-2 - Autumn 1998

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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.)

Jason M. Morris, Richard Beck & Albert B. Smith
Examining Student/Institution Fit at a Christian University: The Role of Spiritual Integration
(pp.87-100)

THE PURPOSE OF this study was to test three core constructs of Tinto’s (1993) Model of Student Departure and a Spiritual Integration construct in a Christian university of higher education. This was done in order to examine the relationship between a student’s spiritual integration and Tinto’s constructs of academic integration, social integration, and goal and institutional commitment. In addition, this study attempted to determine the level of importance of spiritual integration and Tinto’s constructs in accessing student persistence. Survey research and quantitative data analysis were utilized. This study found that spiritual integration functioned in isolation as a significant and robust predictor of retention with the population of students tested.

Keywords: student retention, spiritual integration, Tinto’s model, predicting student persistence.

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Michael Hand & John White
Is Compulsory Religious Education Justified? A Dialogue
(pp.101-112)

RELIGIOUS EDUCATION (RE) currently enjoys the status of a compulsory curriculum subject in state schools in England and Wales. There is, at present, a broad consensus among policy-makers on two distinct justifications for compulsory RE: (i) that an understanding of religious individuals and communities better equips pupils for life in a multicultural society; and (ii) that the study of religion is morally educative. The authors of the present paper agree that neither of these justifications is adequate. In his contribution to a recent volume on the school curriculum, Hand sets out an alternative rationale for the study of religion in schools, which he calls the possibility-of-truth case (Hand, 2003). The following dialogue explores the adequacy of Hand’s argument.

Keywords: Religious Education, compulsory, arguments for existence of God.

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Tanya Weber
Art Education Needs No Justification!
(pp.113-128)

A RECENT SURVEY of Christian school administrators in British Columbia reveals problems in their reliance on secularized foundations for educational theory, an unbiblical or narrow understanding of the nature of knowledge and experience, and a suspicion of the arts by the Protestant Christian community. In spite of the vast body of apologetics arguing for maintaining the visual arts in schools, there is surprisingly little literature addressing why Christian schools, in particular, might question the hierarchy of a curriculum that suppresses the visual arts entirely or limits its access to a small group of ‘talented’ students.

Keywords: art education, visual arts, curriculum, Christian schools.

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Penny Thompson
Indifference and Essentialism in Religious Education
(pp.129-139)

THIS PAPER ARGUES that religious education in England and Wales has fallen into the twin traps of indifferentism and essentialism as a direct result of moving away from the committed teaching of Christianity in the early 1970s. The two attainment targets for Religious Education (RE) set by the Qualifications and Curriculum Authority (QCA) are considered. The first results in indifference and the second in essentialism. It is argued that the solution is to recover, in the main, the committed teaching of Christianity which can be done in a way that preserves an element of openness and debate in the teaching. Surveys of parental opinion are quoted in support.

Keywords: Religious Education, indifference, essentialism, commitment.

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