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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.)

Sharon Hartnett & Frank Kline
Preventing the Fall from the ‘Call to Teach’: Rethinking Vocation
(pp.9-20)

THIS ARTICLE EXPLORES the high rate at which teachers leave the classroom within the first three years of service, the notion of ‘calling’ in this decision to leave, an ethical call to teacher educators to counsel students out if they do not have the dispositions necessary for successful teaching, and the application of the idea of the ‘primary calling’ as distinguished from a ‘secondary calling’ (Guinness) to the profession of teaching. An examination of fulfillment, fit, and the actual tasks performed in teaching provide a realistic view of the classroom that may assist teacher educators and candidates in viewing the profession more realistically, as well as understanding the true nature of calling. This sense of fulfillment, fit, and joy in the work of teaching may result in longer and more satisfying careers as well as preventing painful exits from teaching.

Keywords: call to teach, vocation, primary calling, secondary calling, fulfillment, fit.

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John Sullivan
The Dynamics of Ownership
(pp.21-33)

I EXPLORE THE intersection of different types of affiliation, commitment and ownership in religiously affiliated schools and colleges and the challenges these pose for leaders. Three types of ownership receive attention: proprietary, professional and participative. In the face of a spectrum of responses to the mission, leaders must combine zeal with political wisdom, and advocacy with restraint. They must exercise leverage in order to carry out the mandate entrusted to them but at the same time they need to show sensitivity in order to maintain a healthy, effective and harmonious working atmosphere.

Keywords: ownership, mission, workplace.

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Mark A. Pike
Citizenship Education and Faith Schools: What should children in Christian schools understand and appreciate about a liberal and secular society?
(pp.35-45)

THE DEBATE ABOUT the extent to which faith-based schooling prepares children for life in contemporary society has recently been reopened in the UK. This paper explores the issue and examines what children in Christian schools should learn about the liberal, plural and secularised society in which they live. It also considers, from a biblical perspective, why they should engage in such learning. What young people should understand and appreciate about sexual ethics, the place of rational autonomy as an educational aim, and the relation between faith and learning will be evaluated.

Keywords: faith-based schools, ‘diversity liberals’, faith and learning, aims of education, rational autonomy.

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Steven Loomis & Jake Rodriguez
Sympathy for Warranted Certainty: Universals and the Institution of Education
(pp.47-70)

THERE IS MUCH that human beings are, and should be, uncertain about, but this should not include the most basic truths of reality. The effects of postmodern epistemology have widened the sphere of uncertainty in many domains of knowledge, and intellectual uncertainty and excessive skepticism are pervasive in academic circles (both Christian and non-Christian). Such thinking tends to sanction the kind of pragmatic decision making that legitimizes a view of human beings (and moral principles) as mere interchangeable parts with varying utility. This essay offers a critique of obscurant uncertainty and draws attention to the incremental marginalization of God-based knowledge. It calls for the grounding of educational philosophy in a realist conception of truth given that God, our knowledge of Him, and his knowledge of us are an excellent basis by which to ground human institutions (including the institution of education).

Keywords: John Dewey, educational philosophy, certainty, uncertainty, universals, purpose of education, realism.

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