As the editor and contributing author, Miller et al. (1995) divided Theologies in religious education, into three parts, an entire 13 chapters. Although, “ethics does not necessarily require religious grounding” (MacKinnon, 2012, p. 4) each author’s scholarship reads as a qualitative research study, in some form, the study also aligned with philosophical ethics—divine command theory or the prescribed natural law, to include significant references to ethical terminology as right, good, ought, and virtuous. Consequently, three of the studies were profound in content as qualitative research. Those approaches were (a) feminist method—Feminist theology, (b) narrative design—Narrative theology, and (c) phenomenon study—Black theology. Miller et al. (1995) Theologies of religious education represented a collection of authors whose practice is academia. In further analyses, each author’s point-of-view is also a collected mix of metaethics, moral theory, and philosophical interpretation. Further, the authors’ writings contained similar archetypes: doctrine, pedagogy, differentiated instruction, community focus, and social change; were used to draw connections between the obvious and implied theories for closing the gap in theologies and religious education.
Theology
For substantiating their point of view, integrating theology, and closing the gap of theologies in religious education, each author’s contexts relied mostly on their consciences, ethical theory, ethos of the early Presbyterian Church, and the seminal work of Calvin (trans. 1948), Pradervand (1960), theologian Aquinas (1920), and philosopher Aristotle (trans. 1976). In like manner, the historical facts were annotated, and demonstrated the denominational foundation for theology...
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...rmed Churches throughout the World holding the Presbyterian order.
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Aristotle, Thomson, J. A. K., & Tredennick, H. (1976). The ethics of Aristotle:
The Nicomachean ethics. Harmondsworth: Penguin.
Calvin, J., & Beveridge, H. (1949). Institutes of the Christian religion: Vols 1-2. London.
MacKinnon, B. (2012). Ethics: Theory and contemporary issues, 7th ed.
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Miller, R. C. (1995). Theologies of religious education. Religious Education Press.
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(Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for
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In Charles Colson and Nancy Pearcy's essay, "Worldviews in Conflict," the authors evaluate the shifting culture context of today's society and how Christianity fits into this situation. The essay compares the differing views between Christianity and today's worldview, and informs the reader on how to engage today's culture. "Worldviews in Conflict" is a reliable source because its authors, audience, publication, and purpose make it
Schultz also stressed the importance of a biblical worldview in the teacher. As the leader in each classroom the students will adapt their teacher’s beliefs, values and finally actions. If they are taught by a teacher who holds a dualistic view of dividing the sacred and the secular, or a postmodern or modern worldview, it will adversely affect the ability of that child to develop Christ centered wisdom based upon the Word of God. Schultz, in referring to the education of children, stated “anything that hinders their moral and spiritual development is the epitome of child abuse.” (2006, p. 163). As such, our curriculum, teaching methods, and moral example, must all reflect a biblical worldview that will evangelize and discipline each student to know and love Jesus Christ.
Within mainstream society it seems as if there is not a great deal of emphasis on the contributions made by theologians in society, as well as contributions by theologians to religious thought. Particularly in Christendom, ecclesiastical assemblies are so consumed with vain ideas of worship, and content on hearing biblical messages that capitulate to their personal desires, that theological studies are often neglected. Yet the contributions theologians have made in society, and the impact these contributions have had on religious assemblies have been pivotal in guiding religious discourse on subjects such as ethics, morality, and social transformation. It is for this reason, that in this essay an attempt will be made to analyze three essays from three world-renowned theologians of the 20th century. The theologians are Dietrich Bonhoeffer, Dr. Martin Luther King Jr., and Walter Wink, all of which have produced the essays used for this analysis, and have written works that have completely challenged status quo religion, and changed the landscape of Christendom forever.
“Education is the kindling of a flame, not the filling of a vessel” This quote by famous Greek philosopher, Socrates touches upon educations purpose as an instrument used in the creation and cultivation of a desire for knowledge. Higher education provides for an opportunity where emerging adults can find the tools needed to further develop and question the world in which they live. In relation, Dr. Sharon Parks’ theory of faith development explores this important period. This paper seeks to examine her notion of meaning and how it can be used and facilitated within a core curriculum.
In the United States, the average child goes through public funded schools that have a basic curriculum. According to the Texas Education Agency, some of the subjects include science, mathematics, social studies, English, and more. Nowhere in the subject is religion included. The basic curriculum is made in order to give students skills, knowledge, and to help develop the minds of the future. In science class, evolution is taught either briefly or detailed. It is taught because it is a popular theory that did not seem to choose a certain religion. So why believe that religion and science can be taught together? The evolution of Earth and the universe can be believed in any way an individual chooses.
This great “Father of the Church,” wrote a handbook on the three theological virtues: faith, hope, and love. The Enchiridion on Faith, Hope, and Love was written in the year 420. It is a brief handbook on the proper mode of serving God, through faith, hope, and love. It is easy to say what one ought to believe, what to hope for, and what to love. But to defend our doctrines against the slander of those who think differently is a more difficult and detailed task. If one is to have this wisdom, it is not enough just to put an enchiridion in the hand. It is also necessary that a great eagerness be in the heart.
Calvin, J. (1960). Institutes of the Christian religion (F. L. Battles, Trans.). philadelphia: westminster. (Original work published 1556)
Evans, C. Stephen. Critical Dialog in Philosophy of Religion. 1985. Downers Grove, IL. InterVarsity Press. Taken from Philosophy of Religion - Selected Readings, Fourth Edition. 2010. Oxford University Press, NY.
McNeill, John T., and Ford Lewis Tr. Battles. Calvin: Institutes of the Christian Religion. Phil.: Westminster, 1960. Print.
"EXPLORING THEOLOGY 1 & 2." EXPLORING THEOLOGY 1 2. N.p., n.d. Web. 02 May 2014.
Webarchive.nationalarchives.gov.uk, (2014). [ARCHIVED CONTENT] Key stage 2 | Religious education | Subjects | Key stages 1 & 2 | National Curriculum. [online] Available at: http://webarchive.nationalarchives.gov.uk/20100202100434/http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/religious-education/keystage2/index.aspx [Accessed 22 Apr. 2014].
...s distributed in Theology 101 at the University of Notre Dame, Fremantle on 22 April 2008.
To attempt to address these questions, Gundry compiles a collection of responses from the views of five scholars representing the Weslyan (Melvin E. Dieter), Reformed (Anthony A. Hoekema), Pentecostal (Stanley M. Horton), Keswick (J. Robertson McQuilkin), and Augustinian-Dispensational (John F. Walvoord). Each contributor provides an overview and introduction to their specific evangelical position and at the same time compare and critique as they response to the other views presented. This is an excellent study as it helps to clarify the essentials as well as the distinctiveness of each position.
Imagine what the world would be like if all schools taught religion. I think that the world would be a better place, especially if all students believed in what they were learning about. However, what if schools were forced to teach children about all religions equally? I think that it would cause a lot more confusion. People wouldn’t know which of the religions to believe in. Dan Dennette is an America philosopher, an evolutionist, and is also known as one of the “Four Horsemen of New Atheism.” Dan Dennette has been in several broadcasted debates, has received several awards for his research and understandings, and has been made more famous through his Ted Talk, called “Let’s teach religion- all religion- in schools.” In his Ted Talk he tries
Shortt. (1997, June). Christian Education Does Mean Something. Retrieved January 20, 2012, from Transforming Teachers: www.transformingteachers.org