• Volume 12-1 - Spring 2008

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• Volume 11-2 - Autumn 2007

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• Volume 10-2 - Autumn 2006

• Volume 9-1 - Spring 2005

• Volume 9-2 - Autumn 2005

• Volume 8-1 - Spring 2004

• Volume 8-2 - Autumn 2004

• Volume 7-1 - Spring 2003

• Volume 7-2 - Autumn 2003

• 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

• Volume 3-2 - Autumn 1999

• Volume 2-1 - Spring 1998

• Volume 2-2 - Autumn 1998

• Volume 1-1 - Spring 1997

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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.)

John Sullivan
From Formation to the Frontiers: the dialectic of Christian education
(pp.7-21)

THIS ARTICLE LINKS education with discipleship. In both, the first task is developing the human person. This task is incomplete until learners (and disciples) have been encouraged to reach out to others, especially those 'at the margins'. Christian education essentially involves two major movements: formation and work 'at the frontiers'. Both are necessary. Formation without work at the frontiers is inadequate to the gospel imperative to be inclusive; while work at the frontiers without sufficient attention to formation lacks the distinctiveness, specificity or 'salt' of Christian faith. These two movements are analysed and their dialectical relationships and reciprocal effects are explored.

Keywords: Christian education, discipleship, formation, dialectic, reading.

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David W. Anderson
Special Education as Reconciliation
pp.23-35)

THIS PAPER PRESENTS special education as a ministry of reconciliation designed to promote community and to recognize wholeness in the presence of disability. It is offered as part of an ongoing discussion of the need for an inclusive world view founded on Christian principles. Including the excluded – reaching out to those ignored or pushed away by society – was a characteristic of Jesus’ ministry and must be a hallmark of Christian educators and churches. The hope is that the ideas expressed herein will foster collaborative efforts between general and special educators which lead to the creation of positive, caring classroom communities that value and promote unity and equality while also celebrating diversity. Christian teacher training programs must encourage and model an inclusive worldview in which individuals with disabilities are also recognized as God’s image-bearers, and where there is acknowledgment of the abilities and gifts they bring to the classroom community.

Keywords: special education, reconciliation, inclusive, community, inclusive, wholeness.

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Mark A. Pike
The Bible and the Reader’s Response
(pp.37-51)

READER RESPONSE THEORY, the broad range of literary perspectives which place emphasis upon the role of readers and their responses to texts, has contributed important insights to biblical hermeneutics and to pedagogy in literature education. Yet reader response theory does not appear, as yet, to have had as significant an influence as it might upon the way we teach individuals to read and respond to that most important of texts, the Bible. It is proposed in this article that Rosenblatt’s transactional theory of the literary work offers valuable insights that can be applied to both the reading of the Bible and also how it can be taught in a range of contexts, in Christian and state schools, as well as in churches. Consequently, pedagogy informed by Rosenblatt’s reader response theory may offer us a biblical use of the Bible as it can foster the spiritual development of readers by enabling them to engage with Scripture at a deeply personal level. It is suggested that Bible teaching must be responsive to the individual and to society but must, most of all, be responsive to the Holy Spirit.

Keywords: Bible, hermeneutics, reader, response, Rosenblatt, spiritual, teaching

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Chris Sunderland
An approach to Citizenship Education that includes faith as an integral dimension
(pp.53-67)

THIS PAPER ATTEMPTS to offer a way into Citizenship education based upon a philosophical and practical enquiry that acknowledges the importance of beliefs, values and commitments in every human society. It introduces four key conceptual tools, namely story, trust, power and success that together offer pupils and teachers an opportunity to explore the most fundamental human questions concerning knowledge, purpose and social systems. These concepts allow cross-curricular connection and a broad range of practical application that can meet the demands of the Citizenship curriculum.

Keywords: citizenship, education, narrative, trust, power, success, cross-curricular.

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Fedor Nikolay Kozyrev
The Religious and Moral Beliefs of Adolescents in St. Petersburg
(pp.69-91)

STUDENTS AGED 15 to 17 years in state secular and non-state Christian schools in Saint Petersburg were surveyed as to their opinions of religion. The study showed an extremely small proportion of consistent atheists. On average, less than 10% of the surveyed students in state schools answered with certainty that there is no God while just 4% decisively reject religion as such. 80% proclaimed themselves believers but only 2% visit churches at least weekly and very few know the Christian Gospel. The majority of students thought that religion is a personal matter. There were significant differences between the state secular and non-state Christian schools so the survey supports the view that religious education strongly influences opinions and systems of ethical values.

Keywords: religion, morality, adolescents, Saint Petersburg.

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