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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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Bert Roebben
Spiritual and Moral Education in/and Cyberspace: Preliminary Reflections
(pp.85-95)

THE EXPLICATION OF the hidden discourse of religiosity in the internet can contribute to the construction of a powerful learning context for moral and spiritual education in the realm of media culture. This is an urgent task for education in Christian perspective. In this contribution we examine the idea that the Internet brings about an alternative awareness of reality ('sensorium') through which people may be able to develop a new religious affinity. The question is how this phenomenon should be treated in the framework of the spiritual and moral education of adolescents and young adults. Our position is that a ‘new media literacy’ should become a central theme of modern education. We offer an evaluative scheme in order to chart the boundaries and possibilities of the Internet for an effective learning process. Transethical, theological and educational considerations are substantial in this regard. Finally some concrete recommendations are made for the use of the Internet in the classroom.

Keywords: spiritual education, moral education, internet, cyberspace, transethical, theological, sensorium.

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Doug Blomberg
A Problem-Posing Pedagogy: 'Paths of Pleasantness and Peace'
(pp.97-113)

SCHOOLING REMAINS DOMINATED by the modernist paradigm, in which theoretical understanding is elevated above other ways of knowing, not only in respect to content but also to methodology. A Biblical wisdom perspective suggests an alternative approach, in which concrete experience is the context of learning and active engagement by learners in situations of puzzlement its motor. This hypothesis is tested in the context of philosophical and psychological explorations of related options. These contribute important insights, but are considered inadequate to the extent that they remain within the theory-practice polarity. When a variety of ways of knowing is acknowledged, the gifts of individuals can be nurtured in a cooperative environment.

Keywords: problem-posing, pedagogy, wisdom, curriculum, theoretical.

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Leslie J. Francis, Michael Fearn, Jeff Astley & Carolyn Wilcox
The Relationship between Christian Commitment and Motivation to Study Religion at A-level: a preliminary investigation
(pp.115-122)

A SAMPLE OF 304 A-level religious studies students completed the Francis Scale of Attitude toward Christianity together with an index of motivations to study religion. The findings suggest that at A-level there is more interest in the religious studies approach than in the approach of theology. However, the students who are considering studying religion at degree level are much more likely to be motivated by faith-based considerations.

Keywords: commitment, motivation, religious studies, theology, A-level.

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David G. Attfield
Three Phases of Religious Education: Learning, Evaluation and Commitment
(pp.123-135)

RELIGIOUS EDUCATION IS analysed into three phases: Learning, Evaluation and Commitment. What has to be learned has logical priority and is to be understood in terms of a basic conception, in several dimensions, of world-faiths, abstracted from the living religions a pupil meets. What is learnt can then be evaluated, both as a personal life-option and/or as one making factual claims about the universe. On the latter alternative evaluation becomes the application of truth-criteria and a scheme of such criteria is set out and defended. Pupils finally need to know what is involved in proceeding from belief to a substantive faith commitment, if they should so desire. Teachers should also encourage pupils in a commitment to religious reflection as a life-long quest.

Keywords: religious education, learning, evaluation, commitment, truth-criteria, reflection.

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John Shortt
Fundamentalism and Evangelicals - and Education (review article)
(pp.137-151)

THIS REVIEW ARTICLE outlines the contents of Fundamentalism and Evangelicals by Harriet Harris. It deals in particular with her account of a 'fundamentalist mentality' which, she says, has a widespread and powerful influence upon evangelicals. In response, it is proposed that commitment need not mean a deficiency in openness to criticism. It is also proposed that the theme of Reformed Epistemology that focuses on God speaking through the scriptures provides a way towards a more adequate view of the Bible and approach to apologetics than those which Harris criticises. The article concludes with some remarks on the significance of this discussion for thinking about education.

Keywords: fundamentalism, evangelicalism, commitment, Reformed Epistemology, self-authenticating revelation, apologetics.

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