Innovating Christian Education Research: Multidisciplinary Perspectives

ISBN-13: 9789811588556 / Angielski / Twarda / 2021 / 468 str.

Johannes M. Luetz; Beth Green

Spis treści

Chapter 1. Innovating Christian Education Research: Multidisciplinary Perspectives—An Introductory Overview.- Part I: CONCEPTUAL: Research that develops theological, philosophical and theoretical discussion of Christian Education.- Chapter 2. B. Green: Present Tense: Christian Education in Secular Time.- Chapter 3. M. Stephens: Thinking as Christian Virtue: Reason and Persuasion for a Fractious Age.- Chapter 4. D. Iselin: Home-Coming: Restoring a Theology of Place within Christian Education.- Chapter 5. B. Norsworthy: Christian Higher Education: Capturing a Personal Passionate Profession.- Chapter 6. E. Beech: Towards a Conceptual Model for Biblical Transformative Online Learning.- Chapter 7. D. J. Konz: Dietrich Bonhoeffer and Christo-ecclesial Unity in Christian Higher Education.- Chapter 8. J. R. Leopard: In Search of a Redeemed and Redeeming Epistemology for Cross-cultural Educational Research: A Biblical Narrative Perspective on Straussian Grounded Theory.- Chapter 9. D. A. Austin, D. Perry: Developing a Christian Research and Scholarship Framework: An Australian Christian Higher Education Case Study.- Chapter 10. C. B. Murison: Christian Higher Education: A Frog in the Kettle or a Light on the Hill?.- Chapter 11. J. Greentree: Clarifying Christian School Purposes in the Neoliberal Marketplace.- Chapter 12. J. Dalziel: Do We Live in a Pluralist Society Any More? Christian Education as a Case Study.- Chapter 13. D. M. Benson: A Reason for Revelation: The Place of Sacred Texts in Secular Middle-School Science Curricula.- Part II: EMPIRICAL: Research that examines data to test theory, answer big questions and develop our understanding of Christian Education.- Chapter 14. S. Gowan, M. Miner Bridges: Distinctively Christian Higher Education as the Wholistic Formation of Students.- Chapter 15. S. Tucker, J. M. Luetz: Art Therapies and Prison Chaplaincy: A Review of Contemporary Practices Considering New Testament Teachings.- Chapter 16. A. Butcher, B. Norsworthy: Cupbearers to the King: Humility, Hope and Hospitality for Formational Practice.- Chapter 17. H. Kemp: The Imaginarium of Narrative in Christian Curriculum Design: A Case Study from St Kentigern College, Auckland.- Chapter 18. C. Chapman: Training Requirements for Entry-Level Ministry-Ready Pentecostal Leaders.- Part III: PRACTICE: Research that reflects on contemporary practice contexts and showcases opportunities for future Christian Education inquiry.- Chapter 19. D. Paterson: Faith, Facts, and Feelings: Christian Persuasion in our Post-Secular Age.- Chapter 20. G. Buxton, J. M. Luetz, S. Shaw: Towards an Embodied Pedagogy in Educating for Creation Care.- Chapter 21. J. Robinson, N. Stirling, S. Barendse: Priceless Perspectives: Equipping Students to Think Critically about the Abortion Discourse.- Chapter 22. W. Nelson, J. M. Luetz: Towards intercultural literacy: A literature review on immersive cross-cultural experiences and intercultural competency charts opportunities for future research.- Chapter 23. L. Gosbell: Universal Design for Learning in Christian Higher Education: Inclusive Practices for Students With and Without Disability.- Chapter 24. F. Seyed Aghamiri, J. M. Luetz: Sexual Addiction and Christian Education.

O autorze

Dr. Johannes M. Luetz (BA/USA, MBA/Germany, PhD/Australia) is Research Chair at Christian Heritage College (CHC) in Brisbane, Australia. He has consulted extensively for World Vision International on research projects raising awareness of the growing effects of demographic, environmental and climate change on vulnerable communities in Asia, Africa and Latin America. He was raised in Sierra Leone and Switzerland, cares deeply about poverty reduction, holistic education, justice and equity, and has researched and published conceptually and empirically in these areas. He is a big picture thinker and has interdisciplinary research interests at the science-policy interface. His research has attracted grants, prizes, scholarships, awards and distinctions, including best thesis prize (2006), UNSW UIP Award (2009), UNSW ASPIRE Award (2012) and best paper awards (2017, 2018). Dr. Luetz is an Adjunct Fellow at the University of the Sunshine Coast (USC), Adjunct Academic at the University of New South Wales (UNSW) Sydney and sits on the Editorial Board of Springer Nature journal Discover Sustainability.

Dr. Beth Green is Provost and Chief Academic Officer at Tyndale University, Toronto. Dr. Green is a Fellow of the Royal Society of the Arts and a Senior Fellow at the faith-based think tank Cardus. She has a doctorate from the University of Oxford and is also a graduate of Cambridge and London Universities. Dr. Green has an international reputation for her expertise in religious school ethos; leadership and management; teaching and learning and social theory in education. She regularly publishes her empirical research in international journals, including the British Journal of Sociology and Education and the Cambridge Journal of Education. Her consultancy regularly takes her to Europe and Australia where she advises on effective approaches to measurement, professional development, and pedagogy in the religious school sector.

Blurb

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).