The Nature, Aims, and Values of Seventh-Day Adventist Christian Education
01 Jan 2014-pp 389-406
TL;DR: The Seventh-day Adventist education is a ministry of the highest calling as discussed by the authors, and education is also a priority in the Seventh-Day Adventist Education System (SDA).
Abstract: Given the changes in the educational landscape over the last decade or more, especially in South Africa, educators in the Seventh-day Adventist education system have continued to believe in the distinctive features that define Seventh-day Adventist Christian education. These characteristics have remained constant, and specifically embrace the nature, aims, and values of SDA education. In this chapter I discuss a Bible-based philosophy, particularly a Christian approach to education. I also highlight an holistic approach to SDA education which makes use of the Bible for its fundamental doctrines. The Bible further provides a frame of reference on which SDA education is based. A distinct SDA philosophy of education is discussed as a point of departure for the Adventist home, church, and school to work in unison as a community. Adventist education further contends that education is a ministry of the highest calling and this chapter shows how schools work towards achieving the vision of the harmonious development of the mental, physical, social, and spiritual capacities. The chapter also discusses how curriculum prepares the learners for life-long learning, responsible citizenship, a role in society, as well as instilling a desire to serve the Lord and the church. Finally, it indicates the impact SDA education has on many learners from other religious persuasions, who attend SDA schools.
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05 Jul 2021
TL;DR: In this article, the authors show how the pedagogical model and educational philosophy of the schools of the prophets have impacted the Adventist model of ministerial education and the points in common between both systems.
Abstract: The religious education of the ancient Israelites depended heavily on the so-called schools of the prophets, the establishment of which was considered to be of divine origin. These schools had an educational model characterized mainly by teacher-student treatment, the role of spirituality in education, the inculcation of personal ethics and the use of manual labor by students. Therefore, the purpose of this study is to show how the pedagogical model and educational philosophy of the schools of the prophets have impacted the Adventist model of ministerial education. Special attention will be paid to the writings and role of Ellen White, as well as other proponents of the Adventist educational system. The conclusions will summarize the way in which the schools of the prophets have influenced the Adventist model of ministerial education and the points in common between both pedagogical systems.
1 citations
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Book•
01 Jan 1995
TL;DR: In this paper, the authors discuss the philosophy of education before the Twentieth Century, including the meaning and aims of education, and the role of education in the development of education systems.
Abstract: LIST OF FIGURES PREFACE ACKNOWLEDGEMENTS 1 Philosophy of Education Before the Twentieth Century Socrates and Plato Aristotle Rousseau Pestalozzi, Herbart, and Froebel Summary Questions Introduction to the Literature 2 The Philosophical and Educational Thought of John Dewey Dewey's Philosophical Orientation The Meaning and Aims of Education Dewey's Psychology Dewey's Theory of Knowledge Democracy and Education The Place of Subject Matter Dewey Today: An Assessment Summary Questions Introduction to the Literature 3 Analytic Philosophy Philosophical Analysis in Education The Analysis of Teaching Current Analyses of Teaching Summary Questions Introduction to the Literature 4 Continental Philosophy Existentialism Phenomenology Critical Theory Hermeneutics Postmodernism Summary Questions Introduction to the Literature 5 Logic and Critical Thinking Formal Logic Informal Logic McPeck's View of Critical Thinking An Alternative Approach Summary Questions Introduction to the Literature 6 Epistemology and Education Justified True Belief Foundationalism Truth Nonfoundational Theories of Knowledge Epistemology and Education Constructivism Summary Questions Introduction to the Literature 7 Philosophy of Social Science and Educational Research How Does Science Grow? A Debate in Educational Research Some Examples Summary Questions Introduction to the Literature 8 Ethics and Moral Education Pre-Enlightenment Ethics Enlightenment Ethics Utilitarianism Deweyan Ethics Moral Education Cognitive Developmentalism Summary Questions Introduction to the Literature 9 Social and Political Philosophy The Current Debate Justice and Equality in Education Summary Questions Introduction to the Literature 10 Problems of School Reform Equality Accountability Standards Testing Summary Questions Introduction to the Literature 11 Multiculturalism and Cosmopolitanism Multiculturalism Cosmopolitanism The Educator's Dilemma Summary Questions Introduction to the Literature 12 Feminism, Philosophy, and Education Feminist Critiques of Philosophy Epistemology Philosophy of Social Science Ethics Care and Education Summary Questions Introduction to the Literature NOTES BIBLIOGRAPHY INDEX
1,256 citations
Book•
01 Dec 1989
TL;DR: In this paper, Knight offers a Christian approach to philosophy and relates such an approach to educational practices, and discusses the necessity of developing a personal philosophy of education, one possible approach to a Christian philosophy, and some of the ramifications of such a philosophy for educational practice in Christian schools.
Abstract: Knights textbook surveys the philosophies and philosophic issues relevant to Christian education Teachers, students of education, and other readers will find this book a helpful guide for analyzing educational purposes and practices in the light of their basic beliefs Besides investigating the relationship between philosophy and education and discussing how philosophies have affected contemporary practices in the classroom, Knight offers a Christian approach to philosophy and relates such an approach to educational practices Philosophy and Education is divided into three sections Part I deals with basic concepts in philosophy and the relationship between philosophy and education Part II is a survey of how traditional and modern philosophies have faced the basic philosophic questions and what that has meant for educational practice Part III discusses the necessity of developing a personal philosophy of education, one possible approach to a Christian philosophy, and some of the ramifications of such a philosophy for educational practice in Christian schools
113 citations
Book•
01 Jan 1958
TL;DR: In this article, the goal is to review and renew each participant's approach to educational ministries by critically reflecting on the sometimes uncomfortable relationship between the having of novel/great ideas and pragmatism.
Abstract: The goal is to review and renew each participant's approach to educational ministries by critically reflecting on the sometimes uncomfortable relationship between the having of novel/great ideas and pragmatism. Specifically, participants are hoped to be able to: 1. understand the nature of Christian Religious Education and its theological, historical, and educational contexts; 2. identify their own assumptions about and approaches to Christian Religious Education, and how these are derived from and influence their own personal, social, political, cultural, racial, and religious contexts; 3. critically evaluate these approaches through readings, lectures, small group work, and other class activities; 4. articulate and develop in a written form their own theology of education; and 5. develop skills to create and facilitate communities of learning and teaching, and, through small group work, learn the basics of curriculum development. A participatory and empowering approach to Christian Religious Education will be utilized throughout the course. Each participant is strongly encouraged to have a specific educational setting for praxis.
25 citations
Book•
01 Dec 1992
TL;DR: Religious education in schools religion - education and national identity Islam meeting the challenge Judaism Hinduism the moral teaching of Confucianism and society religion and the State Catholicism and its educational mission Protestantism fundamentalism and education as discussed by the authors.
Abstract: Religious education in schools religion - education and national identity Islam meeting the challenge Judaism Hinduism the moral teaching of Confucianism and society religion and the State Catholicism and its educational mission Protestantism fundamentalism and education.
9 citations