• Volume 12-1 - Spring 2008

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• Volume 11-2 - Autumn 2007

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• Volume 10-2 - Autumn 2006

• Volume 9-1 - Spring 2005

• Volume 9-2 - Autumn 2005

• Volume 8-1 - Spring 2004

• Volume 8-2 - Autumn 2004

• Volume 7-1 - Spring 2003

• Volume 7-2 - Autumn 2003

• Volume 6-1 - Spring 2002

• Volume 6-2 - Autumn 2002

• Volume 5-1 - Spring 2001

• Volume 5-2 - Autumn 2001

• Volume 4-1 - Spring 2000

• Volume 4-2 - Autumn 2000

• Volume 3-1 - Spring 1999

• Volume 3-2 - Autumn 1999

• Volume 2-1 - Spring 1998

• Volume 2-2 - Autumn 1998

• Volume 1-1 - Spring 1997

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Editors, Management Group, Editorial Advisers

Editors:
Dr. John Shortt
Dr. David I. Smith

Management Group:
Rupert Kaye (Association of Christian Teachers)
Dr. Andrew Marfleet
David Morton (The Stapleford Centre)
Andrew Palfreyman (Association of Christian Teachers) 
Dr. John Shortt
Dr. David I. Smith (Kuyers Institute for Christian Teaching and Learning)
Phil Whitehead (The Stapleford Centre)

Editorial Advisers:
Professor Harro Van Brummelen - Trinity Western University, Canada
Dr. Allan Harkness - Asia Graduate School of Theology, Singapore
Dr. Susan Hasseler - Calvin College, USA
Professor Brian V. Hill - Murdoch University, Australia
Rev. Dr. William K. Kay - University of Wales, Wales
Dr. D. Barry Lumsden - University of Alabama, USA
Samson Makhado - Association of Christian Schools International, South Africa
Dr. Mark Pike - University of Leeds, England
Dr. Signe Sandsmark - Norwegian Lutheran Mission, Norway
Dr. Pablo J. Santana Bonilla - University of La Laguna, Tenerife, Spain
Dr. Elmer J. Thiessen - Medicine Hat College, Canada
Professor Michael S. Totterdell - Manchester Metropolitan University, England
Professor Keith Watson - University of Reading, England

NOTES FOR CONTRIBUTORS

To read the JECB Information and Instructions for Contributors click here.

To read the JECB Bibliographical Citation Guide (the ‘house style guide’) click here.

To read the JECB Peer Review Policy click here.

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Andrew Wright
New Age Spirituality and the Integrity of Christian Education and Youth Ministry
(pp.9-22)

THE AGENDA OF Christian education and youth ministry has been dominated in recent years by a concern to relate the Gospel across cultural boundaries. Such a relational hermeneutic needs to be supplemented with a hermeneutic of resistance in situations in which the culture of those to whom the Gospel message is addressed is incompatible with the integrity of Christian faith. Contemporary dance culture is identified as just such a context. Its postmodern and New Age credentials may be traced back via romanticism to traditions of esoteric gnosticism fundamentally opposed to the Christian understanding of reality. This is especially the case in its rejection of metanarrative, reliance on the immediacy of experiential sensibility, and failure to achieve an adequate anthropology of being-in-relationship. However, the possibility of a Christian hermeneutic of resistance is undermined by a failure of the church to hold fast to an adequate Christian stance in these areas.

Keywords: youth ministry, relational, dance culture, post-modern, New-Age, metanarrative, gnosticism.

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Susanna Hookway
Citizenship Education and Religious Literacy
(pp.23-35)

CONSENSUS IS INADEQUATE as a basis for values in the framework for Citizenship Education in Secondary Schools in England. In contrast, Religious Education has a distinctive contribution to make through giving students an informed vision based on religious literacy. This is discussed with reference to ‘capital letter words’ which are invested with meaning by coherent world-views. RE gives pupils points of reference beyond consensus, enabling them to understand both their own and other world-views, equipping and motivating them to live as effective citizens. The Warwick Project and the Stapleford Project are evaluated as examples of this contribution.

Keywords: citizenship, religious education, religious literacy, ‘capital letter words’, worldviews, postmodernism, consensus.

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Lindsay Paterson
Catholic Education and Scottish Democracy
(pp.37-49)

CATHOLIC SCHOOLS IN Scotland have successfully helped to integrate the Catholic community into the social mainstream. But this very success forces them to re-examine their social and political role, especially with the advent of the new Scottish parliament. They are no longer a bastion against discrimination, because discrimination has all but vanished. Neither, in a secular and multi-cultural society, can they find sufficient justification as the main institutional means of maintaining a distinctive way of life. But they could find a coherent social purpose in the contribution they make to social capital and, thereby, to renewing Scottish democracy.

Keywords: Catholic education, social capital, democracy.

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Adrian Brown
Annulus Mirabilis or The Hole in the Donut
(pp.51-58)

THIS ARTICLE IS in the form of a fable about issues of relevance to education including meaning and reductionism.

Keywords: meaning, reductionism, Klein bottle, torus, relational.

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John Van Dyk
The Courage to Teach (review article)
(pp.59-65)

THIS ARTICLE IS an extended review of Parker J. Palmer's latest book, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. The contents of the book are surveyed, significant themes for Christian educators are identified and a few critical concerns and lingering questions are raised.

Keywords: self-knowledge, objectivism, integrity, connectedness, community of truth, techniques, metaphors, either-or thinking, inner self.

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Harriet A. Harris
Fundamentalism and Warranted Belief: Response to John Shortt
(pp.67-76)

THESE REFLECTIONS COME in response to John Shortt’s attentive and comprehensive review of my book, Fundamentalism and Evangelicals, for which I am very grateful. In that book, I argued that the conviction that scripture is revealed by God comes through the experience of reading scripture, and is distorted when made to rest on a fundamentalist apologetic intent on demonstrating that the Bible contains no errors. Shortt builds on this argument and proposes that the belief 'the Christian scriptures are revealed by God' is justified immediately, without recourse to prior reasoning or evidences. In this he adapts the arguments of the Reformed epistemologists who defend belief in God as properly basic. It is argued here that these religious beliefs are not significantly like other sorts of belief that have immediate warrant to justify putting them in that category. This discussion has implications for the development and testing of beliefs in children.

Keywords: warranted belief, situated rationality, proper function, credulity, foundationalism, Reformed Epistemology.

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John Shortt
Fundamentalism and Warranted Belief: Response to Harriet A. Harris
(pp.77-79)

I MAKE A few brief comments in response to what Harriet Harris says so helpfully. Taking belief in God as basic is more like taking belief in other minds as basic than doing so with beliefs in everyday objects such as trees. A belief may be held as basic and, at the same time, open to criticism. Foundations may be discovered retrospectively as we walk on them rather than established first as something from which we start to build.

Keywords: commitment, openness to criticism, basic beliefs, foundationalism.

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