A Christian Education in the Virtues

It begins with the idea of Christian character education within a theological frame of reference and explains how, in this context, ... It looks at how the virtues relate to each other and how theology helps us understand them.

A Christian Education in the Virtues

A Christian Education in the Virtues examines the connection between human nature and human flourishing. It draws on ancient and medieval sources to explore the formation of the person based on a Christian anthropology, emphasising the communal nature of the virtuous life and provides a richer approach to the question of contemporary character education. The book argues that the only way to understand and construct our character virtues is to have a clear picture of what is the purpose and meaning of human life. It highlights the importance of engaging with moral issues and makes the case that, for Christian educators, human flourishing is inseparable from God’s active relationship to human beings. The book also explores a teleological approach to character education goals. To educate the whole person in the light of an all-embracing Christian worldview is challenged by secular and liberal ideology and is often seen as irrational to the modern mind. Overall, the text seeks to demonstrate that many aspects of a Neo-Aristotelian-Thomist theoretical underpinning for Christian character education holds out a viable option for Christians. It therefore argues the case for the educational potential of Christian character education. This important book will be essential reading for academics, researchers and students in the fields of character and virtue education, religious education and the philosophy of education. The Open Access version of this book, available at www.taylorfrancis.com/books/oa-mono/10.4324/9781003141877, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Teaching Virtue

This book provides a way forward in exploring religious life whilst showing how bridges might be built between diverse religious traditions.

Teaching Virtue

In much of the world, religious traditions are seriously valued but, in the context of religious plurality, this sets educationalists an enormous challenge. This book provides a way forward in exploring religious life whilst showing how bridges might be built between diverse religious traditions. Teaching Virtue puts engagement with religious life - and virtue ethics - at the heart of religious education, encouraging 'learning from' religion rather than 'learning about' religion. The authors focus on eight key virtues, examining these for what they can offer of religious value to pupils and teachers. Individual chapters put the discussion into context by offering a vision of what religious education in the future could look like; the need for responsible religious education; a historical review of moral education and an introduction to virtue ethics. Lesson plans and examples demonstrate how the virtues may be approached in the classroom, making it an invaluable guide for all involved in teaching religious education.

Encyclopedia of Christian Education

Aristotle (1962) divided excellence, or virtue, into two categories: intellectual virtue and moral virtue. ... Character development in Christian education can be based on these virtues because they are transcendent, comprehensive, ...

Encyclopedia of Christian Education

This reference work tells the unique history of Christian education and shows how Christian educators pioneered such institutions and reforms as universal literacy, home schooling, Sunday schools, women's education, graded schools, compulsory education of the deaf and blind, and kindergarten.

International Handbook of Inter religious Education

Within the Christian tradition, the virtues act as a bridging category between the different sources of ethics (scripture, tradition, natural law, experience, church teaching). As a bridge, it unites and integrates the Christian ...

International Handbook of Inter religious Education

This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.

Narnian Virtues

Bedes secondary cohort, about a quarter receive Free School Meals (FSM). 34 Tomney, C. (2021) The Earl ... See also Arthur, J. (2021), A Christian Education in the Virtues: Character Formation and Human Flourishing (London: Routledge).

Narnian Virtues

In this engaging and practical book Mark Pike and Thomas Lickona show how C.S. Lewis’ wisdom for nurturing good character, and his much-loved Chronicles of Narnia, inspire us to virtue. Drawing upon the Judeo-Christian virtues of faith, hope and love and ‘Narnian’ virtues such as courage, integrity and wisdom, they present an approach to contemporary character education validated by recent research. An introduction to C. S. Lewis’ thought on character and faith is followed by practical examples of how to use well-known passages from the Narnia novels as a stimulus for rich character development at home and in the classroom.

Foundational Issues in Christian Education

The five Christian values or, better termed, virtues that I identify to guide teaching follow from the integrated model that emerges in considering biblical foundations. Each of the virtues is related to the five educational tasks of ...

Foundational Issues in Christian Education

For almost twenty years, Foundational Issues in Christian Education has been a key text for many Christian education courses. Its perceptive analysis coupled with clear writing make it a resource without peer. In the book, Christian education expert Robert Pazmiño guides readers through a comprehensive discussion of the interdisciplinary foundations of Christian education, calling all Christian educators to reevaluate the fundamentals of their discipline. "A careful exploration of foundations," writes Pazmiño, "is essential before specifying principles and guidelines for practice." This updated edition includes interaction with professional developments over the past ten years and appendixes that assess the impact of postmodernism as an educational philosophy. In addition, each chapter includes "points to ponder" for personal reflection or classroom use.

Sexual Virtue

Such a teaching might prompt—in some—a sense of moral superiority according to religious identity. We should resist thinking about the infusion of the theological virtues so literally. When Christians awake to the theological virtues, ...

Sexual Virtue

Uses virtue ethics to offer a sexual ethics inclusive of LGBT and straight people, one that challenges the longstanding procreative patriarchal norm. Richard W. McCarty offers a compassionate and inclusive conception of sexual virtue, one that liberates Christians from traditional patriarchal requirements for heterosexuality, marriage, and procreation. Daring to depart from ongoing debates about what Aristotle or Aquinas had to say, this book sets a new course centered on virtue ethics. It employs new insights from the sciences, biblical scholarship, analyses of church traditions, and revisionist natural law thinking. Eschewing simple deconstruction of traditional Christian norms for sexual morality, McCarty offers constructive ideas about what might count as real human goods for people in a wide variety of sexual relationships. Recreation, relational intimacy, and selective acts of procreation are three ends of sexual virtue that promote human happiness and can be appreciated in a broad Christian framework. While primarily referencing the Roman Catholic intellectual tradition, McCarty’s work is also vital and accessible to those from Protestant backgrounds. Addressed to LGBT and straight readers, Sexual Virtue provides a compassionate sexual ethics for our time.

The Future of Protestant Religious Education in an Age of Globalization

Some Christian education has been included in private Christian mission schools, however. ... religion made an important contribution to civil society, teaching members the virtues of tolerance, civility, debate and discussion, ...

The Future of Protestant Religious Education in an Age of Globalization

Global developments have come to shape our lives, economically, culturally, and even religiously. Young people growing up in a global age have to be prepared for living in this age. Economic and technological demands are important, but there also is a need for personal and social orientations that go beyond them. This book provides both insights into the Protestant tradition in education as well as its meaning for the future of the church, for society and for individual persons. It follows an innovative approach by combining perspectives from three different contexts - Germany with its important Protestant starting points in the Reformation, the United States as a country which has been strongly influenced by Protestantism, and South Korea with its comparatively young Protestant tradition. The book is based on a combination of international points of view, on transnational cooperation, on comparative insights, and on making constant reference to a global horizon. Its presentations and ideas not only address globalization as a driving force behind many future developments, but also demonstrate an exercise of global educational thinking. Hyun-Sook Kim is professor of Christian Education at the College of Theology, Yonsei University, Korea.

The Guild and Guild Buildings of Shakespeare s Stratford

texts saturated in Christian teaching on the virtues of being humble and meek, or embodying the Protestant insistence that, without divine grace, fallen man was incapable of meritorious actions, but those which lauded the ancient and ...

The Guild and Guild Buildings of Shakespeare s Stratford

The guild buildings of Shakespeare’s Stratford represent a rare instance of a largely unchanged set of buildings which draw together the threads of the town’s civic life. With its multi-disciplinary perspectives on this remarkable group of buildings, this volume provides a comprehensive account of the religious, educational, legal, social and theatrical history of Stratford, focusing on the sixteenth century and Tudor Reformation. The essays interweave with one another to provide a map of the complex relationships between the buildings and their history. Opening with an investigation of the Guildhall, which served as the headquarters of the Guild of the Holy Cross until the Tudor Reformation, the book explores the building’s function as a centre of local government and community law and as a place of entertainment and education. It is beyond serious doubt that Shakespeare was a school boy here, and the many visits to the Guildhall by professional touring players during the latter half of the sixteenth-century may have prompted his acting and playwriting career. The Guildhall continues to this day to house a school for the education of secondary-level boys. The book considers educational provision during the mid sixteenth century as well as examining the interaction between touring players and the everyday politics and social life of Stratford. At the heart of the volume is archaeological and documentary research which uses up-to-date analysis and new dendrochronological investigations to interpret the buildings and their medieval wall paintings as well as proposing a possible location of the school before it transferred to the Guildhall. Together with extensive archival research into the town’s Court of Record which throws light on the commercial and social activities of the period, this rich body of research brings us closer to life as it was lived in Shakespeare’s Stratford.

Innovating Christian Education Research

42) proposes that the virtues of healthy empathy, a sustainable compassion for others and joining in solidarity with ... it seems to be stating the obvious to mention the critical nature of this to institutions claiming to be Christian.

Innovating Christian Education Research

This book reformulates Christian education as an interdisciplinary and interdenominational vocation for professionals and practitioners. It speaks directly to a range of contemporary contexts with the aim of encouraging conceptual, empirical and practice-informed innovation to build the field of Christian education research. The book invites readers to probe questions concerning epistemologies, ethics, pedagogies and curricula, using multidisciplinary research approaches. By helping thinkers to believe and believers to think, the book seeks to stimulate constructive dialogue about what it means to innovate Christian education research today.Chapters are organised into three main sections. Following an introduction to the volume's guiding framework and intended contribution (Chapter 1), Part 1 features conceptual perspectives and comprises research that develops theological, philosophical and theoretical discussion of Christian education (Chapters 2-13). Part 2 encompasses empirical research that examines data to test theory, answer big questions and develop our understanding of Christian education (Chapters 14-18). Finally, Part 3 reflects on contemporary practice contexts and showcases examples of emerging research agendas in Christian education (Chapters 19-24).

Gospel Virtues

attend a Christian college ? What would a " Christian education ” look like ? In this chapter I will describe education as a practice that forms and is formed by the virtue of faith . First , I will identify what I mean by the practice ...

Gospel Virtues

Virtues are in, but the work of Bill Bennett and others says little about specifically Christian virtues. Jonathan Wilson now recounts the recent rise of virtue ethics and provides a compelling Christian account and justification of them. Wilson engages such key figures as Alasdair MacIntyre and Stanley Hauerwas. Focusing especially on the theological virtues of faith, hope, and love, he not only sets forth a closely reasoned intellectual argument but suggests how an embrace of virtue ethics might change the nitty-gritty practice of the church's education, worship, and hospitality. Accessible, informed, and faithful, 'Gospel Virtues' is important reading for all who care about issues of character and community.

Character and Virtue in Theological Education

Theological Education (Winter 1967): 319–325. Tenelshof, J. “Encouraging the Character Formation of Future Christian Leaders.” Journal of the Evangelical Theological Society 42, no. 1 (1997): 77–90. Timpe, K., and C. Boyd. Virtues and ...

Character and Virtue in Theological Education

Dr Marvin Oxenham expertly uses the genre of the epistolary novel to help the reader understand the nature of character and virtue education and their relationship to theological education. This book will help educators respond to the increasing demands for formational and transformational education and enact concrete virtue related practices. Dr Oxenham draws on a vast array of disciplines, from educational philosophy and political science to theology and andragogy, in this winsome story that explores how global theological education can better contribute to the formation of virtuous students. Written from the perspective of a seasoned educator from the Minority World who engages with correspondence from his friend and peer in the Majority World, this is the honest story of two friends who struggle with their challenges and dreams. Academics will find this book compelling reading that, like good works of fiction, they won’t put down, and, like good reference works, they will return to again and again. This book offers a chance to rediscover an ancient tradition and explore a new frontier in theological education.

Whatever Happened to Religious Education

RE required commitment to these educational virtues and openness to unconstrained exploration . These two virtues were then said to be characteristic of Christian faith . The image of the pilgrim people in the Bible was a type of the ...

Whatever Happened to Religious Education

In this book, Penny Thompson discusses the place of Christianity in Religious Education from 1963. She explores the reasons why the committed teaching of the Christian faith has been slowly undermined, and aims to show that the current state of both theory and practice is incoherent and unsustainable. Her arguments explore the debates and historical developments in this sector, over the past forty years, and convincingly propose that the way forward to is to recover the teaching of Christianity in an open and self-critical way. OFSTED reports that the level of unsatisfactory staffing in RE is now a matter of 'deep concern'. This book seeks to inspire and motivate those who might not be attracted to RE teaching as a profession, and details suggestions which may help to alter this current state of affairs. The author draws on primary sources, her own experiences and interviews with prominent individuals in the profession.

The Outrageous Idea of Christian Teaching

The most common way teachers expressed this outlook involved imitating or modeling Christ, which usually meant exhibiting particular virtues Christ demonstrated (e.g., “servant leadership”; “treating my students with love in my heart”; ...

The Outrageous Idea of Christian Teaching

Hundreds of thousands of professors claim Christian as their primary identity, and teaching as their primary vocational responsibility. Yet, in the contemporary university the intersection of these two identities often is a source of fear, misunderstanding, and moral confusion. How does being a Christian change one's teaching? Indeed, should it? Inspired by George Marsden's 1997 book The Outrageous Idea of Christian Scholarship, this book draws on a survey of more than 2,300 Christian professors from 48 different institutions in North America, to reveal a wide range of thinking about faith-informed teaching. Placing these empirical findings alongside the wider scholarly conversation about the role of identity-informed teaching, Perry L. Glanzer and Nathan F. Alleman argue that their Christian identity can and should inform professors' teaching in the contemporary pluralistic university. The authors provide a nuanced alternative to those who advocate for restraining the influence of one's extra-professional identity and those who, in the name of authenticity, promote the full integration of one's primary identity into the classroom. The book charts new ground regarding how professors think about Christian teaching specifically, as well as how they should approach identity-informed teaching more generally.

The Independent

SAMUEL IVES CURTISS , D.D. in the place of Catholics on the school question is insu- “ If Jew , Catholic , Protestant and ... He married a Men of exceptional intelligence and opportunities for the supernatural or Christian virtues .

The Independent


Evangelical Dictionary of Christian Education

Evangelical Dictionary of Christian Education

Over 850 articles explore the history, philosophy, and theology of Christian education and provide insight into educational methodology, learning theory, and practice.

An attempted reply to the Master of Westminster School W Vincent or Reflections suggested by his Defence of Public Education Second edition revised and corrected

In your communications with young people , give them clear views of the broad discrimination between the virtues of Christians and of Pagans . Let them learn , that the virtues which the better sort of people , who yet are destitute of ...

An attempted reply to the Master of Westminster School  W  Vincent   or  Reflections suggested by his Defence of Public Education     Second edition  revised and corrected


Achieving Academic Integration in a Christian School Setting

The structure of Christian education is made possible by this theocentric philosophy of education. ... found in the power and life of Christ sublimating and integrating all of life expressed in the virtues of love, faith, and obedience.

Achieving Academic Integration in a Christian School Setting


Teaching for Spiritual Formation

A Patristic Approach to Christian Education in a Convulsed Age Kyle R. Hughes ... “And since the virtuous deeds,” Basil explains, “of the men of old have been preserved for us, either through an unbroken oral tradition or through being ...

Teaching for Spiritual Formation

In Teaching for Spiritual Formation, church historian and experienced Christian educator Kyle R. Hughes advances a fresh vision of Christian teaching and learning by drawing upon the riches of the Christian tradition, synthesizing the wisdom of the early church fathers with contemporary efforts to cultivate a distinctively Christian approach to education. Of interest to a wide range of Christian educators, this book examines how the writings of five significant church fathers can illuminate our understanding of the vocation of teachers, the nature of students, the purpose of curriculum, decisions about pedagogy, and how spiritual formation works. Besides reimagining these aspects of Christian education, Hughes also offers habits and practices that can help bring this vision of Christian teaching and learning to life, challenging Christian educators to sharpen their approach to the integration of faith and learning in practical and accessible ways.

Family School and Church in Religious Education

(7) James W. Fowler, following Bernard Hflring, calls for more attention to be given to patterns of Christian character, the 'virtues and affections of the Christian life'. (8) But the moral and ethical dimension has social as well as ...

Family  School and Church in Religious Education