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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.

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Michael W. Goheen
The Surrender and Recovery of the Unbearable Tension
(pp.7-22)

FAITHFUL CHRISTIAN ENGAGEMENT in education means both being at home and at odds with dominant culture. This stance of critical participation should produce an unbearable tension: can one both live in solidarity and dissent? Yet this unbearable tension is often not present in Christian experience — why? This article suggests four reasons: the fragmentation of the Scriptural story, a comfortable cohabitation in a seemingly neutral culture, a Christendom mindset that accepts a privatized role, and an eclipse of the antithesis by an emphasis on creation. The articles closes suggesting that seeing education in terms of witness to God's kingdom may help us recover this tension.

Keywords: Christ and culture, Christian education, Christendom, witness, tension.

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Trevor Cooling
The Challenge of Passionate Religious Commitment for School Education in a World of Religious Diversity: reflections on evangelical Christianity and humanism
(pp.23-34)

PASSIONATE RELIGIOUS COMMITMENT is often viewed as a problem in education because believers are thought to impose their views on others in the belief that they are public truth. This article examines two case studies and concludes that this concern is real. An influential response is to argue that religious commitment should therefore be a private matter. However, using ideas from a significant English report on Citizenship Education, I argue that if teachers can make the distinction between secured public truth and controversial public truth, this difficulty with passionate religious commitment is overcome.

Keywords: Religious commitment, controversial, humanism, evangelical, creationism, public truth, respect, Crick Report.

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Telford Work
Education as Mission: The Course as Sign of the Kingdom
(pp.35-48)

EDUCATION IS AN opportunity for cross-cultural mission on behalf of the eschatological Kingdom of God. The cross-cultural exchange that happened between Jews and Gentiles at Antioch (Acts 11:19-26) was a moment of true education that makes the town a fitting metaphor for educational excellence: an eschatological location at which the old creation meets the new in unpredictable encounters that leave all parties forever changed. A course in any field across the curriculum is an event of situated Christian mission whose devices, relationships, and goals invite the manifestation of the eschatological Reign of God. Awareness of this fact can inform pedagogy fruitfully.

Keywords: mission, education, kingdom of God, cross-cultural, Christian course.

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Margaret S. Edgell
Afrocentric Christian Worldview and Student Spiritual Development: Tapping a Global Stream of Knowledge
(pp.49-62)

A LOCALIZED ETHNOGRAPHY of African Christian students revealed consistently robust Christian faith across all respondents, the core elements of which were rooted in an explicit Afrocentric worldview. These findings support multicultural critiques of classic student spiritual development theory, and point toward further research from a multicultural frame into the many ways that Christian students form their worldviews, form their identities, and act on their beliefs.

Keywords: African, Afrocentric, Christian, critical, ethnography, faith formation, spiritual integration, globalization, higher education, multicultural, qualitative, student spiritual development, worldview.

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Harro Van Brummelen
Reconciliation, Constructivism, and Ecological Sustainability: A Review Essay
(pp.63-71)

THIS ARTICLE REVIEWS and explores the links between Chet Bowers' recent book on constructivist theories of learning and the paper by Gormas, Koole, and Vryhof on learning for reconciliation published in this journal (Spring 2006). The reviewer holds that Bowers' critique of constructivism has merit, but that his emphasis on eco-justice leaves gaps in both the foundations and practices of education. While the biblical concept of reconciliation is more encompassing, the reviewer questions whether it can be the sole chief purpose of education and suggests that Christian educators need to develop a defensible comprehensive pedagogical framework.

Keywords: Chet Bowers, Jan Gormas, Robert Koole, Steven Vryhof, constructivism, ecological sustainability, liberalism, reconciliation.

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