Item description for A Theology for Christian Education by James R. Estep, Jr., Michael J. Anthony & Gregg R. Allison...
Overview What is "Christian" about Christian education; how is it different from non-Christian education? A Theology for Christian Education examines this question in depth and argues that the doctrines of systematic theology should drive the content, purpose, and methods of the educational program of the church. --from publisher description
Publishers Description What is "Christian" about Christian education; how is it different from on-Christian education? "A Theology for Christian Education "examines this question in depth and argues that the doctrines of systematic theology should drive the content, purpose, and methods of the educational program of the c hurch. The book states:
"Christian education is distinct from other kinds of education in that its aim is the transformation of the whole person into the likeness of Christ (Col. 1:28). Christian education is the process of accomplishing this aim."
"A Theology for Christian Education "dedicates chapters to examining particular doctrines and their implications for Christian education. It is the only serious academic text to offer a systematic presentation of the intersection of theology and Christian education from a conservative evangelical perspective.
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Studio: B&H Academic
Est. Packaging Dimensions: Length: 9.1" Width: 6.1" Height: 0.9" Weight: 1.25 lbs.
Release Date Sep 15, 2008
Publisher Broadman And Holman
ISBN 0805444572 ISBN13 9780805444575
Availability 0 units.
More About James R. Estep, Jr., Michael J. Anthony & Gregg R. Allison
James R. Estep is professor of Christian Education at Lincoln Christian College and Seminary in Lincoln, Illinois. He holds degrees from Cincinnati Bible College and Seminary (B.A., M.A., M.Div.), Southern Baptist Theological Seminary (D.Min.), and Trinity Evangelical Divinity School (Ph.D.). Michael J. Anthony is professor of Christian Education at Talbot School of Theology in La Mirada, California. He holds degrees from Biola College (B.A.), Talbot Theological Seminary (M.A.), Golden Gate Seminary (M.R.E.), Southwestern Baptist Theological Seminary (Ph.D.), and Claremont Graduate School (Ph.D.). Gregg Allison is associate professor of Christian Theology at Southern Baptist Theological Seminary in Louisville, Kentucky. He holds degrees from Northern Illinois University (B.S.) and Trinity Evangelical Divinity School (M.Div., Ph.D.)."
Reviews - What do customers think about A Theology for Christian Education?
A holistic approach to Christian education Mar 28, 2010
This was an excellent book, the author's thesis is to integrate theology and Christian education attempting to not only influence the church in general, but to holistically impact the church. They see theology as a filter to sift through social sciences and allow the methodology to proceed from them. They do not see education and theology as two enemies, but as teaching which needs integrated. Their structural approach toward systematic theology covers a large area of doctrines which impact church and life. The authors fulfilled the purpose of integrating education and theology through the explanation of systematic theology followed by its application.
Regarding the integration of social sciences, the authors did not meet their goal. The arguments in the second chapter adequately laid out five levels of integration and social science. They concluded, if education is going to be Christian it has to see theology as the filter which social sciences are integrated, which produces Christian education. Chapters three through ten cover the various topics of systematic theology, but do not adequately interact with the integration of social science. Chapter eleven is an attempt to move toward a theologically informed approach to education. The authors state the chapter is not a complete "systematic theory of education" because it does not include the "social science theories." They did touch on learning taxonomies, but did not inform the reader that this was a form of integration. At this point, the authors loose one of their primary goals stated to attain Christian education.
The authors argued for integrating social sciences with theology, but never interacted with social science integration itself. This is a significant point considering the authors equated proper integration with true Christian education. The only thing that seems like a plausible reason for avoiding this interaction is the authors may not have agreed on exactly what Christian education should and should not integrate, but this is only a guess.
Approaching Christian education from systematic theology provides a great start for the church. It is an ordered coherent picture of the Christian faith. The authors point out; it is a "means to an end and not the end itself." This reminds the teacher to focus on holistic discipleship and gospel growth and not simply delivering content alone. Helping the learner understand how to inject other areas of theology into Christian education would have strengthened the book. An example of this would be the teaching of biblical theology since it allows the learner to see the metanarrative of Scripture and provides a grid to better understand systematic theology.
The book carries significant value which would benefit any Christian educator. There are many solid evangelical systematic theology texts available, but few provide the application of theology seen in A Theology of Christian Education. It is important for the Christian educator to teach people how to connect orthodoxy and orthopraxy, which the authors do superbly.
They recognize the Glory of God as the central goal in Christian education. This forces an educator to evaluate all areas of ministry in light of God's standards and not their own preferences. Seeing education as holistically encompassing orthodoxy, orthopraxis and orthopatheia encourages balance in teaching.
Regarding curriculum selection, they evealuwated 5 approches. The final chapter interacts with the identity crises in Christian education. Four elements of identification are outlined as: theory, task, target and theology. Each area overlaps with the roles of the teacher as the: theorist, teacher, trainer and theologian. The paradigm seems to adequately capture the role of Christian education and the role of the teacher.
A Theology for Christian Education remains a superb book for educators in all age ranges and should help any evangelical minister of education.
Excellent Engagement of Christian Theology Informing Christian Educational Philosophy Jul 29, 2009
This work deals with Christian education and is built from a western perspective. I say western because we deal with the question of God from an Enlightenment and Post-Enlightenment perspective, a viewpoint which helped to formulate and popularize the scientific method as the approach to "true" knowledge (that which is observable). The authors of this book take the common systematic categories such as the Doctrine of God (Trinity), Christology, Pneumatology, Bibliology and Revelation, and so forth, write helpful summaries which are both biblical and historical in the vein of conservative, Protestant teachings, and then suggest and apply those teachings to biblical models for Christian education. I think the book truly succeeds in its attempt to formulate biblical (and practical) models for Christian education. Its methods are informed by Christian theology and allow for secular disciplines like the natural and social sciences to assist in the process of its development.
Though I enjoyed the attention to each systematic category, I think a series with a similar style of engagement that approaches the subject through biblical theology (such as the study of Jesus, Paul, John, Peter, etc.) would also be really helpful. An extended focus on how the teaching/learning models of different biblical figures would be a welcome addition. As another compliment, this book does a good job in citing these types of sources where applicable, such as Roy B. Zuck's work, "Teaching as Paul Taught." I think more works like this, but with a unified cohesive purpose, that of Christian education, would be of immense value for Christian educators in the local body, the Christian home, or the Christian school.
To conclude, I really enjoy the way this book approaches Christian education and believe more work needs to be done in a similar fashion. This work gives the relationship between biblical/systematic theology and Christian education a healthier dialogue and approach. We in the west need to approach our philosophy of Christian education through methods and models such as this. Excellent work.