Review of Harro Van Brummelen's Walking with God in the Classroom
01 Jan 1999-
About: The article was published on 1999-01-01 and is currently open access. It has received 24 citations till now.
Citations
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Dissertation•
01 Jan 2019
98 citations
Cites background from "Review of Harro Van Brummelen's Wal..."
...van der Walt (1994) Grace within nature Grace above nature Grace alongside nature Grace against nature Grace transforms nature...
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Dissertation•
28 Nov 2008
75 citations
Cites background from "Review of Harro Van Brummelen's Wal..."
...Traditionally, tertiary education operated from an academic traditionalist orientation (van Brummelen, 1988)....
[...]
Dissertation•
01 Jan 2013
TL;DR: In this paper, the authors identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded.
Abstract: The Special Character of New Zealand protestant integrated evangelical schools is that spiritual ethos, the ‘god-factor’ that distinguishes these schools from secular schools. The thesis set out to identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded. Sixty two semistructured interviews undertaken in six of these schools were recorded and transcribed. Analysis by themes enabled a consideration of the participants’ own defining of Special Character, the values the schools espoused, the means by which their Special Character could be preserved, and the tensions and anomalies encountered as evidenced in the data. It was found that while there is considerable complexity in the vast variety of perspectives of the participants, there is, nonetheless much evidence of a homogenous group of schools that work closely together, with common understanding of what unites them – namely, an acceptance of the inerrancy and authority of the Christian scriptures for all of life, living and learning. It might be concluded from the findings that because of the complexity of the views expressed there is no clear definition of Special Character in these schools. But in the spectrum of participant articulation of perceptions, Special Character is both the content and the context of education. As to the content, all of the curriculum was seen to be subject to and consistent with an evangelical understanding of the Christian scriptures. Similarly to the context, the ethos was generated by an evangelical Christian staff who modelled and taught a Christian lifestyle in a relationship with the Christ of the Bible, and who encouraged the students to adopt that same lifestyle and relationship, adopting the biblical values that derive from a biblical worldview. Relationships were seen to be of paramount importance for upholding and defining Special Character. Participant voice indicated that they preferred to think of themselves as teaching in Christ-centred schools and their work as God-directed. They claimed their work was preserved by constant vigilance and constant vision-casting concerning their Special Character.
36 citations
Cites background from "Review of Harro Van Brummelen's Wal..."
...Although Warren (1995) and Wagner (1999) provide strong argument for contemporaneity, media ecologist Gordon (2010) was scathing in his comments on the shallowness and superficiality of the current worship malaise....
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TL;DR: In this article, a sufficient case can be made for the explicit teaching of values but only on a theistic foundation, arguing that values education is too individualistic, relativistic, and ultimately subversive of a serious moral commitment.
Abstract: In recent years, a growing demand by educators, governments, and the community for the teaching of values in public schools has led to the implementation of values education. As acknowledged by the 2010 Living Skills Values Education Program, values education is an essential part of schooling. In the public school system, there have been attempts to construct and implement a values-based curriculum that reflects a naturalistic or social morality. Despite prudential credibility to values education, no naturalistic theory has within it a sufficient moral obligation with which to persuade humans from their natural self-interest. As it stands, values education as taught in schools has a grounding problem—it cannot point to a sufficient basis for validation. Values education is too individualistic, relativistic, and ultimately subversive of a serious moral commitment. This article argues that a sufficient case can be made for the explicit teaching of values but only on a theistic foundation. The discussion con...
36 citations
Cites background from "Review of Harro Van Brummelen's Wal..."
...The type of pluralism I speak of here is ideological pluralism as defined by Van Brummelen (2009)....
[...]
...As a result, some people have adopted the view that “all truth is elusive, subjective and relative” (Van Brummelen, 2009, p. 260)....
[...]
TL;DR: The authors examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education and uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools.
Abstract: This article examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education. Various schools take different views about how aspects of religious belief should be taught and how Christian or Muslim belief should be related to the wider curriculum of the school. While some of the schools have attempted to integrate, for example, evangelical Christianity throughout the whole of the curriculum, others have been content to have the religious teaching as a separate component of the curriculum. This paper uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools. Through a series of case studies of schools and curricula it examines the nature of the curricula and their possible effects on children.
35 citations
Cites background from "Review of Harro Van Brummelen's Wal..."
...They argue that science is not neutral and that a distinctively Christian view needs to be put forward in teaching science (Van Brummelen, 1988; Clouser, 1991)....
[...]
References
More filters
Dissertation•
01 Jan 2019
98 citations
Dissertation•
28 Nov 2008
75 citations
Dissertation•
01 Jan 2013
TL;DR: In this paper, the authors identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded.
Abstract: The Special Character of New Zealand protestant integrated evangelical schools is that spiritual ethos, the ‘god-factor’ that distinguishes these schools from secular schools. The thesis set out to identify the perceptions that school administrators, parents, teachers and students have concerning their Special Character with a view to establishing a clarity of understanding as to the selfperceptions, the modus operandi, the values espoused, the opportunities which these schools represent and the basis on which their understandings and values are founded. Sixty two semistructured interviews undertaken in six of these schools were recorded and transcribed. Analysis by themes enabled a consideration of the participants’ own defining of Special Character, the values the schools espoused, the means by which their Special Character could be preserved, and the tensions and anomalies encountered as evidenced in the data. It was found that while there is considerable complexity in the vast variety of perspectives of the participants, there is, nonetheless much evidence of a homogenous group of schools that work closely together, with common understanding of what unites them – namely, an acceptance of the inerrancy and authority of the Christian scriptures for all of life, living and learning. It might be concluded from the findings that because of the complexity of the views expressed there is no clear definition of Special Character in these schools. But in the spectrum of participant articulation of perceptions, Special Character is both the content and the context of education. As to the content, all of the curriculum was seen to be subject to and consistent with an evangelical understanding of the Christian scriptures. Similarly to the context, the ethos was generated by an evangelical Christian staff who modelled and taught a Christian lifestyle in a relationship with the Christ of the Bible, and who encouraged the students to adopt that same lifestyle and relationship, adopting the biblical values that derive from a biblical worldview. Relationships were seen to be of paramount importance for upholding and defining Special Character. Participant voice indicated that they preferred to think of themselves as teaching in Christ-centred schools and their work as God-directed. They claimed their work was preserved by constant vigilance and constant vision-casting concerning their Special Character.
36 citations
TL;DR: In this article, a sufficient case can be made for the explicit teaching of values but only on a theistic foundation, arguing that values education is too individualistic, relativistic, and ultimately subversive of a serious moral commitment.
Abstract: In recent years, a growing demand by educators, governments, and the community for the teaching of values in public schools has led to the implementation of values education. As acknowledged by the 2010 Living Skills Values Education Program, values education is an essential part of schooling. In the public school system, there have been attempts to construct and implement a values-based curriculum that reflects a naturalistic or social morality. Despite prudential credibility to values education, no naturalistic theory has within it a sufficient moral obligation with which to persuade humans from their natural self-interest. As it stands, values education as taught in schools has a grounding problem—it cannot point to a sufficient basis for validation. Values education is too individualistic, relativistic, and ultimately subversive of a serious moral commitment. This article argues that a sufficient case can be made for the explicit teaching of values but only on a theistic foundation. The discussion con...
36 citations
TL;DR: The authors examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education and uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools.
Abstract: This article examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education. Various schools take different views about how aspects of religious belief should be taught and how Christian or Muslim belief should be related to the wider curriculum of the school. While some of the schools have attempted to integrate, for example, evangelical Christianity throughout the whole of the curriculum, others have been content to have the religious teaching as a separate component of the curriculum. This paper uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools. Through a series of case studies of schools and curricula it examines the nature of the curricula and their possible effects on children.
35 citations