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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.

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Marshall Gregory
Pedagogy and the Christian Law of Love
(pp.9-25)

LOVE IS FOUNDATIONAL for all teachers, who need a version of love that evades sentimentality and yet respects its recipients, that challenges students and yet mediates toughness with charity.  The law of love expressed in the Judeo-Christian tradition helps teachers critique empty forms of love at the same time that it helps them employ productive forms of love in the classroom.  We can choose love only if we humble ourselves sufficiently to look through, rather than at, the tricky lens of pride and passion and see love residing out there, beyond ego.  The proper love between teachers and students, the love that Jesus commands us to most fundamentally, is neither eros nor philia but agape, which underwrites all other loves. This love offers three distinct advantages to teacherly practice: it enables us to distance ourselves from the entanglements of personality; it offers us a way of understanding the kinds of challenges we extend to our students; and it gives us a way of positioning our teaching in relation to other professional goals and activities.  Teachers who rely on the energy of pedagogical passion sometimes mistakenly think that because agape operates on principle rather than on personality, it must be either cold or uninterested in individual students.  However, agapic teaching can indeed be passionate, but its passion derives from a vision of the ends of good teaching and an understanding of human nature - of both teacher and student - because it stems from religious convictions that can be matched with specific Christian doctrines.

Keywords: love, agape, standards, sinfulness, teacherly practice, ends of education.

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Harriet Harris
Teaching in a Theology Department in a Secular University: Reflecting on the Spirituality of Learning
(pp.27-40)

THIS PAPER SEEKS to address two things I have sensed from lecturing in a theology department in a secular university. First, most students who choose theology expect to engage with a discipline that deeply affects life. This is so whether or not they profess religious belief. Second, they are disappointed when their course does not live up to that expectation. It would strain the discipline of theology to suppose that it is indifferent to the transformation and redemption of life. So how can theology departments educate people within a secular environment with the sorts of goals suited to redemptive transformation? It is proposed in this paper that because education itself has transformative effects, learning is a spiritual practice. Rather than worrying about ‘sacred’ versus ‘secular’ disciplines, and confessing versus non-confessing practitioners, we might consider how best to practice the spirituality of learning with respect to everyone. If teaching in theology departments were to become unashamedly transformative in its concerns, more students might find theology to be the discipline they were hoping for when they chose their degree course.

Keywords: spirituality of learning, theology, secular, transformation.

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Mike Goheen
Who Turned Out the Light? Educational Light in a Dark World
(pp.41-55)

THE PHILOSOPHERS OF the eighteenth-century Enlightenment confessed with great confidence that they had discovered the light of the world. In the luminescence of human reason the problems of the human condition could be resolved. However, at the beginning of the twenty-first century, it is clear that the light of the Enlightenment is failing to illuminate our path to the better world it promised. Our educational systems, shaped as they were by the Enlightenment, mirror this broader cultural crisis. In this time of growing darkness the call of God’s people is to reflect the true light of the world for the public life of our culture. For those called to the educational sector of cultural life the light of Christ must illumine their endeavours, witnessing to the true end of history. In this article I explore what this might mean with reference to Philippians 2:14-16.

Keywords: postmodernity, witness, syncretism, Kingdom.

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Harrow Van Brummelen
A Response to Clarence Joldersma’s ‘Educating for Social Justice: Revisiting Stronks & Blomberg’s Idea of Responsive Discipleship’
(pp.57-60)

HARROW VAN BRUMMELEN responds to Clarence Joldersma’s article (Educating for Social Justice: Revisiting Stronks & Blomberg’s Idea of Responsive Discipleship, JECB, 5:2 (Autumn 2001), pp.105-117).

Keywords: Clarence Joldersma, education, Christian perspective, social justice, shalom, gift, philosophy of education.

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L. Philip Barnes
Working Paper 36, Christian Confessionalism and Phenomenological Religious Education
(pp.61-77)

IT IS NOW over thirty years since the publication of the Schools’ Council, Working Paper 36: Religious Education in the Secondary School. It is widely regarded as one of the most influential documents on British religious education in the post-war era. The aim of this paper is to reassess and re-evaluate Working Paper 36’s central arguments: (1) its critique of Christian confessionalism in education; (2) its advocacy of a phenomenological approach to religious education; and (3) its strategy for developing tolerance among adherents of different religions or none. I conclude that the central arguments of Working Paper 36 are much less robust than is believed by many contemporary commentators on religious education.

Keywords: Religious Education, confessionalism, phenomenology, tolerance.

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