Christian Education Journal: Research on Educational Ministry

A renewed alignment with the church’s historic ministry of catechesis necessitates a comprehensive understanding of the God-centered, experiential, lifelong, communal, and mission-centered nature of catechesis. Ancient church practice of educating the affections, in contrast to post-Enlightenment intellectual indoctrination, requires mystagogical immersion of the human heart and life in the love of God. Mystagogical catechesis prevents the formation of superficial faith through pedagogical practices that: recognize the liturgical nature of faith and life; engage the whole person; aim for the heart; envision the journey; provoke wonder; and cultivate worship.

The main purpose of this research was to explore the ways the members of church-based small groups of various denominations in Southern California have experienced transformative learning, and to identify the factors that contribute to that experience. A qualified research was conducted. Purposeful sampling was used and data were collected through semi-structured interviews. A total of 22 people from six different denominations participated. Ten major themes came up as factors that foster transformative learning: relationships, Bible, God, good examples, problems, ministry, Christian literature, willingness, preaching of the church, and church retreats. Implications are presented at the end.

Aristotle considered μίμησις/mimēsis (“imitation”) to be innate in humanity from childhood, pedagogical in nature, and that humans are the most mimetic species (Poet. 4.5–8). This essay investigates the relationship between Christian discipleship and education through the lens of René Girard’s “mimetic desire,” and how 1 Pet 5:1–5 (especially the hapax legomenon συμπρεσβύτερος/sympresbyteros) can be informed by this pedagogical concept. Going beyond mere mimēsis and the imitation of surface-level actions, “mimetic desire” explores how modeled behaviors and desires – whether positive or negative – affect the desires and motivations of others. This is important for ministry as pastors/Christian educators should faithfully model the gospel externally and internally, so their congregants/students may learn to live as good citizens worthy of the gospel of Christ (Phil 1:27).

Erasmus is famous as the humanist scholar who helped shape what became modem education. W. H. Woodward and Erika Rummel have written standard works on his life and teachings, and others offer nuanced analysis. This article hopes to fill a small gap in Erasmus studies in that his “philosophy of Christ”, which finds its roots in the Early Church Fathers, is directly related to his pedagogy.

This project is intended to examine the current phenomena, known as mindful awareness, from a Christian perspective. The purpose of this study was to explore how Christian Scripture meditation was perceived in light of the three factors of mindful awareness—focused attention, awareness, meta-awareness—in the practice of Christian Korean mothers who had greater mindful awareness and empathy. The participants in this study were mothers who attend Protestant churches in South Korea. All participants (n=181) were filtered for mindful awareness and empathy, and the 25 mothers with the greater level of mindful awareness and empathy were interviewed.

To be true to its name-sake, the academic focus of Christian education should be in service to discipleship, not vice versa. Only discipleship formation equips for the eternal transcendent issue of life. Christian discipleship expectations for home, church, and school settings are elaborated under seven biblical mandates: Dominion Mandate, populate the earth, self-governance, the First Greatest Commandment, the two parts of the Second Greatest Commandment (love self and love others), and the Great Commission.

The 2017 SPCE Conference theme provided the occasion to reflect upon both my life and professional journeys in relation to God’s revelation and the essential role of Scripture honoring the 500th Anniversary of the Protestant Reformation and the legacy of Martin Luther for Christian education in the third millennium.