• Volume 13-1 - Spring 2009

• Volume 12-2 - Autumn 2008

• Volume 11-1 - Spring 2007

• Volume 11-2 - Autumn 2007

• Volume 10-1 - Spring 2006

• 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

• Volume 1-2 - Autumn 1997

Subscriptions:

Current JECB Subscription Rates
Period	Institutions			Individuals
	UK	USA and Canada	Elsewhere Overseas	UK	USA and Canada	Elsewhere Overseas
One Year	£24.00 GBP	$65.00 USD	£25.00 GBP	£24.00 GBP	$45.00 USD	£25.00 GBP
Two/Three Years, Per Year	£22.00 GBP	$60.00 US	£22.00 GBP	£22.00 GBP	$40.00 US	£22.00 GBP
Secure online payment of subscriptions by credit card is available at www.jecb.org 2/3rds world, individuals and institutions: 50% discount on the ‘Elsewhere Overseas’ sterling (£ GBP) rates listed above.

 To subscribe and/or order back numbers please contact:

JECB
The Stapleford Centre
The Old Lace Mill
Frederick Road
Stapleford
Nottingham
NG9 8FN
United Kingdom

T: +44 (0) 115 939 6270
F: +44 (0) 115 939 2076
E: subs@jecb.org
W: www.jecb.org

Editors, Management Group, Editorial Advisers

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

Management Group:
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
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.

(To download files, right-click link and select Save As.)

Jan Gormas, Robert Koole & Steven Vryhof
Learning as Reconciliation, Learning for Reconciliation: New Dimensions for Christian Secondary Schools
(pp.9-31)

THE AUTHORS INVESTIGATE secondary Christian schooling in light of a biblical calling to reconciliation. This vision involves learning that transforms, inviting students and teachers into vulnerable, yet exhilarating, positions, with visions of increasing interdependency and reciprocity. Responsible freedom to search for truth in community is touted as a necessary ingredient of transformative learning and teaching in secondary schools. This approach advocates curriculum that investigates issues or problems in an integrative manner rather than teaching everything in separate disciplines. The authors also maintain that assessment is crucial since it is here that we communicate what we truly value. Assessment for reconciliation unfolds as transformative learning happens and includes the articulation of further questions and investigations.

Keywords: Christian secondary school, reconciliation, curriculum, transformative, teaching, learning, assessment.

top

Brian V. Hill
Teaching as Reconciliation
(pp.33-41)

© This article is reprinted from the Journal of Christian Education, Papers 56, pp. 8-16, 1976. The article is covered by copyright and is reproduced by permission of the author and the Australian Christian Forum on Education (publisher of the Journal of Christian Education). Further information may be found on the Journal's website <http://jce.acfe.org.au>.

THIS ARTICLE WAS first published thirty years ago and is republished here both in recognition of its seminal use of a biblical concept as a metaphor for the role of the teacher and for the way in which it forms an instructive whole together with the other articles in this issue, adding a further perspective on the use of reconciliation language to describe education. It uses the writing style of the time in which it was written rather than that of the present day but, to maintain the integrity of the article as originally written and published, no alterations have been made.

The article proposes that the biblical concept of reconciliation provides a helpful metaphor for teaching. Three points are identified at which the concept can be specially helpful: first, in bringing the child to terms with society, with the hopes and enmities in himself and others, so that he may develop with a realistic view of his options; second, in achieving a better balance between thinking and feeling in the curriculum; and third, in being involved with, and mediating between, the various groups interested in making educational policy. In these ways, the appropriate professional stance of the teacher is that of a reconciler.

Keywords: metaphors, reconciliation, teacher as reconciler.

top

David W. Anderson
Inclusion and Interdependence: Students with Special Needs in the Regular Classroom
(pp.43-59)

MOVING BEYOND ARGUMENTS from social justice or human rights as a basis for inclusive classrooms, this paper advances a ‘theology of interdependence’ as a rationale for creating the classroom ethos desired in Christian education. A theology of interdependence provides insight into the culture of inclusive classrooms and forms the mainstay for an inclusive education and an inclusive worldview that stress community. Rather than discussing the how-to of inclusion, emphasis is on how-to-be inclusive. True collaboration between general and special education can best be accomplished through a theology of interdependence which communicates that disabled and able-bodied persons can learn from one another.

Keywords: inclusion, community, interdependence, disabilities, special education.

top

Clarence W. Joldersma
Not only What or How, but Who? Subjectivity, obligation, and the call to teach
(pp.61-73)

THIS PAPER ARGUES that the call to teach ought to be conceptualized not so much in terms of subject matter (‘what’) or teaching method (‘how’) but with respect to the subjectivity of the people involved - that is, of the one who teaches and of the one who is taught. Building explicitly on the work of Emmanuel Levinas, the essay develops the idea of a responsible subject as the condition that makes visible the distinctiveness about the call to teach, suggesting that God’s call to teach manifests itself through the face of the student, in the asymmetric relation between the teacher and the student as the other. In doing so, the teacher becomes a responsible subject for and to the student, instead of merely for the subject matter and the methods of teaching. Familiar tensions in teaching illustrate this call to responsibility.

Keywords: Emmanuel Levinas, ethics, calling, responsibility, subjectivity, teaching, irreplaceability, obligation, the face, the other, neighbor, students.

top

John Sullivan
Addressing Difference as well as Commonality in Leadership Preparation for Faith Schools
(pp.75-88)

THIS PAPER ARGUES that, in preparing people for leadership in faith schools, attention should be paid to the differences in their purpose, nature and ethos as well as to what they have in common with all other schools. First, I suggest that leadership is essentially connected to purposes. Then I bring out some of the ways that leadership of faith schools, and more particularly, leadership of church schools, requires priorities and capacities additional to and different from those required in mainstream schools. Third, as an example of the type of separate and specific provision for church school leadership that is needed, there is a brief description of an MA programme which I directed between 1997-2002. Fourth, there is an analysis of some of the tensions and conflicts brought about by the desire of churches to have separate provision of leadership preparation opportunities. Finally, it is suggested that, although there are difficulties that arise when faith schools emphasise their distinctiveness too much, so too there are dangers when insufficient attention is paid to this distinctiveness and when other professional and educational orthodoxies are imposed.

Keywords: faith schools, leadership, distinctiveness, commonality.

top