• Volume 12-1 - Spring 2008

• 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:
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.

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

Nicholas Wolterstorff
Teaching Justly for Justice
(pp.23-37)

JUSTICE SHOULD BE both a hallmark and a main goal of teaching. Christian theology has tended to neglect the theme of justice and to limit its attention to retributive justice, rather than the more basic primary justice, that justice which has broken down when injustice occurs. Two reasons for this neglect are explored: the idea that love supplants justice in the New Testament, and the tendency for English translations of the New Testament to translate the Greek dikaiosunê and related words in terms of rectitude rather than justice. The relationship of justice to personal worth is explored, together with reasons why teachers should focus both on teaching justly and on teaching for justice.

Keywords: justice, retributive justice, primary justice, personal worth.

top

Glenn E. Sanders
Exposing Students to Intractable Problems: Christian Faith and Justice in a Course on the Middle East
(pp.39-62)

THIS CHAPTER DESCRIBES the planning and teaching of a course on the history of the Middle East at a Christian university, focusing in particular on the way in which a concern for spiritual growth and for engagement with issues of justice shaped the structure and pedagogy of the course. The chapter explores the "inner" and "outer" work necessary to connect justice concerns with spirituality and learning. 

Keywords: engagement, spiritual growth, spirituality, learning.

top

Philip Fountain and Chris Elisara
Being Is Believing? Out-of-the-Box (Subversive) Education
(pp.63-90)

THE WOUNDS OF this world — ecological and humanitarian — require a re-thinking of our educational systems. Building upon a shalom model of education, the authors argue that questions of space and location are critically important to Christian pedagogies. Our education praxis must move beyond the classroom to engage students empathetically in the world around us. Doing so will necessarily be a subversive endeavor. The Creation Care Study Program in Belize is presented as a case study of "study abroad" and field-intensive education. 

Keywords: subversive education, empathy, shalom, Creation Care Study Program.

top

Doug Blomberg
The Formation of Character: Spirituality Seeking Justice
(pp.91-110)

EDUCATION ALWAYS DEPENDS on a view of humanness. Howard Gardner's influential theory of multiple intelligences promotes a broader view of human abilities than that generally favored in schooling, but Gardner relegates ethical, spiritual, and other normative dimensions to the periphery. The paper argues that virtue ethics despite historical Protestant antipathy (which is addressed), provides a more comprehensive perspective, as long as the development of the virtues is seen to be embedded in creation and community. A biblical understanding of spirituality supplies the core that is missing from Gardner's bundle of computational competences, and seeking God's justice is its proper goal. 

Keywords: Howard Gardner, character, spirituality, justice, multiple intelligences, computational competences.

top

Steven H. VanderLeest
Teaching Justice by Emphasizing the Non-neutrality of Technology
(pp.111-128)

THIS CHAPTER EXPLORES the connection between justice and technology and its implications for teaching about technology and teaching technological design. The non-neutrality of technology in relation to issues of justice is examined, and pedagogical strategies are described for making students aware of this non-neutrality and enabling them to incorporate a concern for justice into their design decisions. 

Keywords: technology, non-neutrality, design, justice.

top

Louis B. Gallien and LaTrelle Jackson
Character Development from African-American Perspectives: Toward a Counternarrative Approach
(pp.129-142)

THIS CHAPTER ARGUES that character education, if it is to be effective, must be responsive to the values and narratives of particular cultural groups. It looks in particular at the cultural counternarratives informing traditions of character formation in African-American communities, and argues that these can provide a basis for successful character education. By grounding character education in the history, literature, and cultural and religious values of African-Americans, we are more likely to integrate the psychological, spiritual, and academic development of the next generation of African-American youth. 

Keywords: African-American, culture, character development, counternarrative.

top

Bradford S. Hadaway
Preparing the Way for Justice: Strategic Dispositional Formation Through the Spiritual Disciplines
(pp.143-165)

THOUGH MORAL EDUCATORS cannot make their students virtuous, they can promote certain habits of active learning, analogous to the traditional spiritual disciplines, which can dispose the soul towards the subsequent blossoming of embodied and lived-out justice. The incorporation of a range of these disciplines improves typical service learning courses because each discipline is designed to resist or prune preexisting negative dispositions which could otherwise undermine the transformative power of the service learning experiences themselves. Kant's doctrine of virtue and Merton's account of monastic spirituality are developed to explain and defend this view. 

Keywords: Immanuel Kant, Thomas Merton, moral education, service learning, monastic spirituality, virtue.

top