Relevant bibliographies by topics / Christian education

Academic literature on the topic 'Christian education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Christian education"

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Mau, Marthen. "Christian education and political education for Christians in Indonesia." Jurnal Pendidikan Agama Kristen (JUPAK) 3, no. 2 (June 29, 2023): 17–34. http://dx.doi.org/10.52489/jupak.v3i2.144.

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The problem that usually occurs is that some political people consider it dirty, unclean, unclean, evil, and sinful, but that opinion is not true. Usually, unscrupulous politicians who abuse their authority in politics for the benefit of themselves, their families, and groups, thus ignoring the public interest. Therefore, the purpose of this research is to encourage Christian educators to teach Christian education and political education for the benefit of the general public; as well as to open the horizons of thinking for Christians and the public as a whole. This paper uses qualitative methods through literature studies to produce an understanding of Christian and political education correctly so that it can make everyone happy. So, the results found are that if Christian educators are increasingly loyal to teaching Christian education and political education in the right way, then everyone who is taught will continue to do the right thing too.
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Choi, Bongdoh. "A Study on Praxis Education for Culturalization In Christian Education." Korean Society of Culture and Convergence 45, no. 6 (June 30, 2023): 683–93. http://dx.doi.org/10.33645/cnc.2023.06.45.06.683.

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The aims of this study was for today's existing value system and social order are changing due to multi-dimensional religions and cultures in the multi-cultural era, and a new paradigm of Christian education is required due to these changes. To address this demand, this study looked at the relationship between church and culture in a cross-cultural way in Christian education. The right Christian faith can be established only in a responsible relationship with the reality that Christians are in, and it can never be achieved in the pursuit of personal godliness away from reality. This researcher suggested Praxis education that values community culture through the culturalization of Christianity, Praxis education that values the culture of service, and Praxis education that values the culture of Shalom as Praxis education methods for the culturalization of Christian education. The subject of this kind of Praxis education is a relationship in which the instructor teaches the learner and the learner teaches the instructor, rather than demanding responsibility only from the instructor. This means that all members of the community become instructors and learners, teaching, learning, and growing together. Therefore, this study aims to help Christians become members of the kingdom of God who can think, discriminate, and respond with a sense of responsibility to social, political, and economic issues in daily life from a Christian perspective.
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Miller, Matthew R., and JohnMark Bennett Beazley. "Christian Spiritual Formation in the Classical School." Journal of Spiritual Formation and Soul Care 11, no. 2 (November 2018): 230–40. http://dx.doi.org/10.1177/1939790918796834.

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Classical Christian education has ancient roots in the Christian church. In recent days, Christians have attempted to recover this classical tradition. Many cite the intellectual rigor vis-à-vis public schools as the reason for choosing classical Christian education. However, intellectual rigor is only one part of the classical tradition. More importantly, classical Christian education seeks to develop morally upright Christians. This education forms the character of Christians so that they may live faithfully in the world. This article describes how classical Christian education works at Highlands Latin School in Louisville, KY. Specifically, the implementation of the classical curriculum in middle school Latin and Greek courses is addressed with an eye toward spiritual/moral formation.
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Biaf, Raymon Imanuel, and Ezra Tari. "Peran Guru Pendidikan Agama Kristen Dalam Mengembangkan Kepedulian Ekologi Pada Generasi Muda Kristen." Scholars 2, no. 1 (June 29, 2024): 57–68. http://dx.doi.org/10.31959/js.v2i1.2377.

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the increasingly alarming ecological crisis demands efforts to build awareness and concern for the environment, especially among the younger generation of Christians. This study aims to determine the role of Christian Religious Education teachers in shaping a generation of Christians who care about the ecological crisis. Using a qualitative approach with descriptive methods, data collection was conducted through interviews, observations, and filling out questionnaires. The results showed that Christian Religious Education teachers have an important role in shaping a Christian generation that cares about the ecological crisis, which is realized through (a) Integration of ecological material in Christian Religious Education learning, such as the concept of creation, stewardship, and human responsibility towards nature (b) Exemplary teachers in behaving environmentally friendly and educating students to care about the environment (c) Development of environmental awareness-based activities and cleaning activities in the school environment and its surroundings. This study suggests that Christian Religious Education teachers should consistently integrate ecological issues in learning and provide examples of environmentally friendly behavior, as well as develop extracurricular programs that can foster environmental awareness in the Christian generation. The findings of this study confirm the significant contribution of Christian Religious Education teachers in developing ecological awareness in the younger generation of Christians. Keywords: Christian Religious Education Teacher; Christian Generation; Ecology
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Olusola Fasipe (Ph.D), Emmanuel. "ADULT CHRISTIAN EDUCATION: A TRAINING OF KINGDOM WORKERS." International Journal of Advanced Research 9, no. 04 (April 30, 2021): 246–54. http://dx.doi.org/10.21474/ijar01/12680.

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Christian adult learners are to be trained to demonstrate Christlikenessand become agents of change in the society where there is the decadence of morality and godliness. Sadly, many Christian institutions that engage in adult education are not preparing their students to function as agents of change in a corrupt society. Instead, most Christian institutions have concentrated on the development of adult learners both intellectually and theologically. The purpose of adult Christian education is to train workers for the kingdom of Christ. Upon completing their training, adult Christians are to be sent to the world as transformation and development agents. They are to engage in good moral conduct as the redeeming salt and light of the world and respond to violence and injustice in society. Therefore, adult learners teachers should be aware that adult Christians teaching and training should not focus mainly on training intellectuals but must also include moral education and spirituality.
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Estep, James Riley. "Philosophers, Scribes, Rhetors … and Paul? The Educational Background of the New Testament." Christian Education Journal: Research on Educational Ministry 2, no. 1 (May 2005): 30–47. http://dx.doi.org/10.1177/073989130500200102.

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Of increasing interest to New Testament scholars is the educational background of Paul and the early Christians. As evangelical educators, such studies also engage our understanding of the Biblical and historical basis of Christian education. This article endeavors to ascertain the early Christian community's, and particularly Paul's, assessment of education in first-century A.D. Greco-Roman culture as one dimension of the interactions between the early Christian community and its culture. It will (1) provide a brief review of passages in the New Testament that reflect or interact with the educational community of the first-century A.D., (2) Conjecture Paul's assessment of education in Greco-Roman culture, with which early Christians interacted, (3) Itemize implications of Paul's opinion on Greco-Roman education for our understanding on the formation and history of Christian education, and finally (4) Address the need for further study of the subject.
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Cram, Ronald H. "CHRISTIAN EDUCATION IN THEOLOGICAL EDUCATION." Religious Education 87, no. 3 (June 1992): 331–36. http://dx.doi.org/10.1080/0034408920870302.

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Wilhelm, Gretchen M., and Michael W. Firmin. "Character Education: Christian Education Perspectives." Journal of Research on Christian Education 17, no. 2 (November 12, 2008): 182–98. http://dx.doi.org/10.1080/10656210802433384.

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Moore, Zoë Bennett. "Christian Education and Ministerial Education." British Journal of Theological Education 8, no. 1 (March 1996): 3–12. http://dx.doi.org/10.1080/1352741x.1996.11674064.

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Asrinia Susanti Riu. "Alkitab Sebagai Dasar Utama Guru PAK Dalam Mengajar." Sepakat : Jurnal Pastoral Kateketik 9, no. 1 (April 28, 2023): 61–72. http://dx.doi.org/10.58374/sepakat.v9i1.134.

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The Bible is the main source of knowledge for every believer, especially for children in education. However, there is a tendency that Christian education prioritizes an educational model that emphasizes humanitarian philosophy so that it tends to no longer make the Bible the main source of Christian education. In obtaining data for writing this article, the author used a qualitative method with a literature review approach. The Bible is a material that should be given to children or society. This means that the teaching of the Bible itself does not only talk about the formation of morality and spirituality, but can also give weight to the main source as Christian education. The Bible is used as the main basis for teaching Christian Education in churches and schools that have a Christian curriculum. This is because the Bible is considered a holy book that contains the basic teachings of Christianity and is the highest authority for Christians. Therefore, in teaching Christian Religious Education, a Christian Religious Education teacher is required to use the Bible as the main source in providing explanations and teaching about the teachings of Christianity.
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Dissertations / Theses on the topic "Christian education"

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Harkness, Allan Grant. "Intergenerational Christian education: Reclaiming a significant educational strategy in Christian faith communities." Thesis, Harkness, Allan Grant (1996) Intergenerational Christian education: Reclaiming a significant educational strategy in Christian faith communities. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/50519/.

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Christian education in Protestant Christian faith communities is under scrutiny because of its perceived ineffectiveness in equipping Christians for relevant mission in postmodern Western society. The dominant model of education within most Christian faith communities is an age­-segregated individualistic one, based on the traditional schooling approach to education. This study demonstrates that not only is this model failing pragmatically, but that key elements of the model are at variance with biblical and theological affirmations of the Church concerning the function and principles of education within those communities; and that elements of secular education theory also expose its weaknesses. The study argues that intergenerational Christian education (IGCE) processes in Christian faith communities are a significant and normative strategy to achieve the goals of education, for both individuals and corporate faith communities. The study demonstrates that IGCE processes are normative in the New Testament; have substantial support from the social sciences and current educational theory; are integrative of the major theoretical foci of knowledge, personhood and community in Christian education; and are complementary to, but take primacy over, homogeneous­age group strategies. Criteria to distinguish IGCE are formulated and consequent curricular issues for Christian educators are outlined.
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Gane, Jennifer Helen. "Fourth century Christian education." Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/1623.

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This thesis explores Basil’s Ad Adolescentes as the composition of a highly educated bishop who was well grounded in classical paideia, but also deeply influenced by the thoughts and writings of his Christian predecessors. Despite the long-running debate about the appropriateness of a classical education for a Christian, the reality of the Fourth Century meant that officials and clerics alike had been trained by means of traditional literature. In a world where Christianity was no bar to public office, the common educational experience became important since a mutual appreciation of paideia enabled magistrates, bishops and orators to relate to one another regardless of their religious convictions. Consequently, the sons of Christians attended school fully aware of potential career opportunities in the secular sphere, since faith and office appeared no longer at odds. It was in this climate that Basil composed Ad Adolescentes, addressing himself to Christian youths embarking on higher education with a range of possibilities before them. In this thesis Basil’s text is analysed and discussed by a combination of thematic introduction and commentary: the thematic chapters consider the subject, purposes and specific and broader contexts of the Ad Adolescentes and the previous scholarship on the work in this regard; the commentary explicates relevant details in the text and offers close analysis which supports interpretations offered in the introduction. Chapters 1 and 2 consider the views of previous scholars on the text and the educational context relevant to Basil’s audience. The subsequent two chapters address the question of literary influence and the traditional methods employed in the interpretation of classical texts by both Christian and pagan educationalists. The final introductory chapter explores the propaedeutic nature of the text and identifies the manner in which Basil sought to synthesise lessons from traditional literature with homiletic themes, in anticipation of the secular and Christian responsibilities available to his audience.
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Zandman, Herm Jan Gerhard. "Physical education in holistic Christian education : a Christian ethical perspective / Zandman, Herm J.G." Thesis, North-West University, 2005. http://hdl.handle.net/10394/824.

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The historical-literary phenomena and all the facets of research have been carefully tested against Biblical principles and indices. During the journey through historical-literary material and in the quantitative and qualitative research that has been undertaken, the striving has continuously been to test each phenomenon, event and research data against the fundamental, Biblical principles that were enumerated in the second chapter, i.e. . The Bible makes a clear case that the whole person needs to develop and be developed for holy service; . God Himself is interested in the body as part of the entirety of the person He created and demonstrates and teaches through His Word against dualism; . Included in the sixth commandment regarding murder is the principle that one should not harm one's own body in any way, but rather nourish it (Vorster, 2004:123). . Christ and the apostles demonstrate in many ways the necessity to serve God as a whole person; . To be fit for service includes being fit to live before God as a well-balanced spiritual, emotional, cerebral and physical being; . Man's fallen-ness has led to imbalance, causing disfuntionality in stewardship and in training for stewardship; . Physical education, as declared in the central theoretical argument and as reasoned throughout the thesis on the basis of Biblical-ethical principles, should be regarded as essential to development of vicegerents under Christ.
Thesis (Ph.D. (Ethics))--North-West University, Potchefstroom Campus, 2005.
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Kirk, Cheryl Lynn. "Christian education in a digital world, the use of the computer in Christian education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55442.pdf.

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Hunsaker, Terry. "Bible storytelling and Christian education." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Simpson, Amy E. Noblit George W. "Christian privilege and public education." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2242.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of the Arts in the School of Education." Discipline: Education; Department/School: Education.
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Millis, Brian David, and n/a. "Faith, Learning and Christian Higher Education." Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061019.120201.

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Responding to the absence of readily available models in Australia for thinking about Christian higher education, this thesis investigates what might constitute its foundational principles and distinctive character. The thesis considers the Western Christian tradition, the history of the university, and the contemporary experience of Christian higher education in the United States to identify models for thinking about Christian higher education. It is argued that a central issue to be addressed in developing a distinctively Christian approach to scholarship is the relationship of faith and reason, an issue to which the Christian tradition offers a range of approaches. The question of faith and reason has a wider cultural significance since, it is argued, Western culture is fundamentally constituted by the relationship of Jerusalem and Athens, in which the inherent tensions do not obscure an ultimate commitment to the unity of truth. In contemporary debates over Christian higher education, the concept of faith-learning integration is a central issue. Given the variety of definitions and models proposed, the thesis considers the approaches which have been adopted in the Christian tradition. The approaches of Philo and the Church Fathers to classical learning are considered, with extended attention given to the 'faith seeking understanding' model attributed to St Augustine. Drawing upon Neoplatonism, Augustine's theory of illumination explained why true knowledge was dependent upon divine revelation. Augustine's approach also held that 'all truth is God's truth', and justified the appropriation of classical learning as analogous to the Hebrews 'spoiling Egypt' at the time of the Exodus. The Augustinian approach offers significant insight into the role of the will and the affections in knowing, and justifies belief as a reliance upon authority. While Augustine's is not the only model that might validly be termed 'Christian', and is not without its problems, it is a model which still has much to offer to Christian higher education today. The Augustinian approach has a profound historical significance since it established the epistemological framework for western Christendom throughout the middle ages. In responding to the criticism that the term 'Christian university' is an oxymoron, the thesis also considers aspects of the history of the medieval and Reformation universities, seeking to establish the extent to which it is possible for the university to be regarded as a Christian institution. It is argued that the university did not arise out of the rediscovery of Aristotelian philosophy, and that it is indeed possible to regard the university as a Christian institution for much of its history. The possibility of a Christian university today is thus not inconsistent with the history and institutional character of the university. The contributions to thinking about faith and learning and Christian higher education of Thomas Aquinas, Martin Luther, John Calvin, and John Henry Newman are also discussed. One of the critical tasks of Christian higher education generally, and of a Christian university specifically, is the synthesis or integration of faith and learning, of which both Augustine and Thomas Aquinas were exemplars. It is argued however that, while the Thomistic approach can validly be termed 'Christian', it has been more successfully pursued in Catholic institutions than in their Protestant counterparts in which a central authority to regulate the boundaries of the domains of faith and reason is absent. A critical issue for Christian higher education today is that of secularising pressures, and thus the recent history of the secularisation of Christian higher education institutions in the United States is also considered. It is argued that the secularisation of these institutions was due particularly to the view of faith and learning which they had adopted. The study concludes that the 'worldview' approach advocated by Abraham Kuyper offers an approach to scholarship which is both resistant to secularisation, and consistent with the Christian tradition, particularly as expressed by Augustine and Calvin.
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Woodward, Jonathan David II. "Spiritual Formation in Christian Higher Education." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595350622682958.

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Wissmann, Cheryl. "Linking creative drama with Christian education." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Lim, Cheong San. "Christian education utilizing cartoon & animation /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3112969.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2003.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 221-230).
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Books on the topic "Christian education"

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Poitras, Linda R. Christian education. Hazelwood: Word Aflame Press, 2013.

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Luetz, Johannes M., Tony Dowden, and Beverley Norsworthy, eds. Reimagining Christian Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2.

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Alford, Delton L. Music in Christian education. Cleveland, Tenn. (1161 Parker St., Cleveland 37311): Continuing Education Program, 1985.

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Tye, Karen B. Basics of Christian Education. Ashland: Chalice Press, 2009.

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Luetz, Johannes M., and Beth Green, eds. Innovating Christian Education Research. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8856-3.

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Ann, Daniel Eleanor, and Wade John William 1924-, eds. Foundations for Christian education. Joplin, Mo: College Press, 1999.

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Baptist Union of Great Britain. Christian Education Resource Directory. Didcot, Oxfordshire: Baptist Union of Great Britain, 1991.

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Daniel, Eleanor Ann. Introduction to Christian education. Cincinnati, Ohio: Standard Pub., 1987.

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Johnson, Philip C., Ph. D. and Tatham Paul, eds. Perspectives in Christian education. Mukilteo, WA: WinePress Pub., 1997.

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1938-, Everist Norma Cook, ed. Christian education as evangelism. Minneapolis: Fortress Press, 2007.

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Book chapters on the topic "Christian education"

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Gibbs, Paul, and Alison Beavis. "Christian Pohl." In SpringerBriefs in Education, 65–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39785-2_10.

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Sullivan, John. "Christian Scholars." In The Christian Academic in Higher Education, 51–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69629-4_3.

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Sullivan, John. "Christian Universities." In The Christian Academic in Higher Education, 167–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69629-4_7.

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Cracknell, David. "Christian Leadership in Education." In Christian Faith, Formation and Education, 229–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62803-5_15.

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Norsworthy, Beverley, Tony Dowden, and Johannes M. Luetz. "Learning and Loves Envisaged Through the Lens of James K. A. Smith: Reimagining Christian Education Today." In Reimagining Christian Education, 3–15. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_1.

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Stanton, Graham D. "Making Sense of the World: Reimagining Bible Engagement in Christian Education with Teenagers in Light of Maxine Greene’s Aesthetic Pedagogy." In Reimagining Christian Education, 135–43. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_10.

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Hey, Sam. "The Wesleyan Quadrilateral as an Aid to Formation in Tertiary Education." In Reimagining Christian Education, 145–61. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_11.

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O’Brien, Graham James. "Reimagining Reflective Practice as Lifelong Learning for Professional Development Within Christian Ministry." In Reimagining Christian Education, 163–74. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_12.

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Ayling, Debra. "Measured Reflection to Assist in Dealing with Conflict: Can an Educative Approach Improve Reflection and Cultivate a Healthier Classroom Community?" In Reimagining Christian Education, 175–96. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_13.

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Rhonda Ransford, K., and Ann Crawford. "Narrative Possibilities and Potential for Understanding a Twenty-First Century Christian Spiritual Journey." In Reimagining Christian Education, 197–206. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_14.

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Conference papers on the topic "Christian education"

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Pakpahan, Gernaida, Frans Pantan, Wiryohadi Wiryohadi, Donny Chandra, and Sadrakh Sugiono. "The strategy of Survival Theology in Christian Education at Christian Religious Education Institute." In Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.17-11-2021.2318666.

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Woodward, Jonathan. "Spiritual Formation in Christian Higher Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685984.

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Siahaya, J., M. Patora, H. Soegijono, H. L. Setiawan, and D. Pujarsono. "Bridging Christian and non-Christian Relationships through Dialogue: Church Leaders’ Perspective." In International Conference on Theology, Humanities, and Christian Education (ICONTHCE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220702.003.

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Selanno, Semuel. "Prenatal Life Education Based on Family Christian Religious Education." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302145.

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Betakore, Yoel, Ekawati Wulansari, and Fredik Boiliu. "Student Spirituality Formation through Christian Religious Education." In Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.11-10-2021.2319606.

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Sianturi, Evelyna, Dewi Dharma Hardi, G. M. Effendi Sihotang, Leonardo Berutu, and Shinta Dharma Hardi. "The Restoration of Christian Families." In International Conference on Theology, Humanities, and Christian Education (ICONTHCE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220702.061.

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Aritonang, Hanna Dewi, Bestian Simangunsong, and Adiani Hulu. "Love Your Enemy: A Christian Response to Embrace Others." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.240.

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This article addresses the issue of conflict between religious communities that cause enmity amid society. Hostilities must be overcome and resolved in accordance with the call of Christianity to live in love and peace. The study used the qualitative paradigm as the method of the research and the descriptive-analyses as the writing method by describing the research problems based on data collected from related publications.One of the powerful messages of Jesus's teaching is "Love your enemies." It’s one of the greatest challenges in life. Jesus Christ gave an important doctrine about loving the enemy because love is more powerful than evil, hurtful deeds. Loving the enemy means canceling hostilities and violence, but instead, it promises acceptance of each other. The title of this study is "love your enemies": A Christian Response to Embrace Others. As the title of this study is "love your enemies," the reason for the selection of this article is because the author sees that "loving the enemy is a commandment from God that must be obeyed. This research question emphasizes how to realize "loving the enemy" amid hostility. This paper argues that Jesus's command to love the enemy is a proper Christian lifestyle choice in the midst of hostility. We use CS Song thoughts, which elaborated with other scholars' views on theology, loving, and embracing others. The purpose of the research was to gain understanding and build a theological reflection on Jesus' commandment to love the enemy. In this article, we first briefly discuss the portrait of life among religious people in Indonesia. Secondly, we discuss the conflict between religious people in Indonesia. Finally, we apply the command of Jesus to love our enemy as a Christian lifestyle in the midst of hostility to construct harmony amid hostility. We propose the command of Jesus to ‘love your enemy’ as a response to establishing sustainable peace by embrace others. Finally, the Christians must become a loving community because God so loved us, and we also ought to love and embrace others.
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Tuegeh, Novalyn, Dicky Kansil, and Demsy Jura. "The Influence of Friedrich Schlieiermacher’s Thinking in Christian Theology and its Relationship with Christian Education." In Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.11-10-2021.2319614.

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Simorangkir, Nisma. "Development of Teaching Materials on Christian Religious Education." In 1st International Conference on Education, Society, Economy, Humanity and Environment (ICESHE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200311.021.

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Boiliu, Noh Ibrahim, Evi Deliviana, Maglon F. Banamtuan, Donna Sampaleng, and Harun Y. Natonis. "Methodological Dialogue Between Christian Religious Education and Psychology." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.059.

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Reports on the topic "Christian education"

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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1349.

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Martin, Kathi, Nick Jushchyshyn, and Claire King. Christian Lacroix Evening gown c.1990. Drexel Digital Museum, 2017. http://dx.doi.org/10.17918/wq7d-mc48.

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The URL links to a website page in the Drexel Digital Museum (DDM) fashion image archive containing a 3D interactive panorama of an evening gown by French fashion designer Christian Lacroix with related text. This evening gown by Christian Lacroix is from his Fall 1990 collection. It is constructed from silk plain weave, printed with an abstract motif in the bright, deep colors of the local costumes of Lacroix's native Arles, France; and embellished with diamanté and insets of handkerchief edged silk chiffon. Ruffles of pleated silk organza in a neutral bird feather print and also finished with a handkerchief edge, accentuate the asymmetrical draping of the gown. Ruching, controlled by internal drawstrings and ties, creates volume and a slight pouf, a nod to 'le pouf' silhouette Lacroix popularized in his collection for Patou in 1986. Decorative boning on the front of the bodice reflects Lacroix's early education as a costume historian and his sartorial reinterpretation of historic corsets. It is from the private collection of Mari Shaw. The panorama is an HTML5 formatted version of an ultra-high resolution ObjectVR created from stitched tiles captured with GigaPan technology. It is representative the ongoing research of the DDM, an international, interdisciplinary group of researchers focused on production, conservation and dissemination of new media for exhibition of historic fashion.
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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
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Riley, Jennifer, Trevor Wight, Peter Archer, Steve Calder, Lois Haultain, Sarah Oakey, Jennifer Thompson, and John Swinton. Educating for Inclusive, Caring Communities: What kind of education do clergy and ordinands require in order to include and care for people living with dementia and their carers and supporters? University of Aberdeen, December 2023. http://dx.doi.org/10.57064/2164/22617.

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The Educating for Inclusive, Caring Communities report delves into the critical role that clergy and church leaders play in fostering inclusivity and support for individuals living with dementia and their carers within Christian communities. Through the Educating for Inclusive, Caring Communities project, we have explored how Theological Education Institutions (TEIs) in the UK and Australia currently prepare their students for dementia ministry and identified strategies for enhancing this aspect of their training.
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Mallard, Timothy S. Consider the Call: A Vocations Resource Manual for Army Chaplains, Chaplain Assistants, and Directors of Religious Education (From a Christian Faith Perspective). Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada399172.

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Mosalam, Khalid, and Amarnath Kasalanati. PEER Activities 2018—2020. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, November 2020. http://dx.doi.org/10.55461/pwvt2699.

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The Pacific Earthquake Engineering Research Center (PEER) is a multi-institutional research and education center with headquarters at the University of California, Berkeley. PEER’s mission is to (1) develop, validate, and disseminate performance-based engineering (PBE) technologies for buildings and infrastructure networks subjected to earthquakes and other natural hazards, with the goal of achieving community resilience; and (2) equip the earthquake engineering and other extreme-event communities with new tools. This report presents the activities of the Center over the period of July 1, 2018 to June 30, 2020. PEER staff, in particular Grace Kang, Erika Donald, Claire Johnson, Christina Bodnar-Anderson, Arpit Nema and Zulema Lara, helped in preparation of this report.
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Kapriev, Georgi. COVID-19: Crisis, Social Panic, Religious and Academic Life in Bulgaria. Analogia 17 (2023), March 2023. http://dx.doi.org/10.55405/17-5-kapriev.

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This paper reflects on the effects of the COVID-19 pandemic on religious life in Bulgaria, especially in the Orthodox Church, and on the sphere of academic teaching. The picture that emerges against the background of the moderate COVID-19 measures and the non-closure of churches is rather disturbing, given the aggressive attacks by non-believers against ecclesial practice. It testifies to widespread superstition and deep theological ignorance even among those who designate themselves as ‘Orthodox Christians’. The compromise of university education during the COVID-19 panic and the radical changes to the social way of thinking go—as a basis of the perplexity of the social mind—hand in hand with the destruction of the democratic world order by Russia’s war against Ukraine.
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Funk, Steffen, and Felix Mittermayer. Biological oceanography and fishery science practical at Sea in the framework of the SeaRanger educational programme, Cruise No. AL607, February 10th – February 16th 2024, Kiel (Germany) – Kiel (Germany), SeaRanger. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2024. http://dx.doi.org/10.3289/cr_al607.

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This cruise was conducted as part of the educational training of fishers in the framework of the transdisciplinary SeaRanger program which is scientifically accompanied by the Institute of marine ecosystem and fisheries Science (IMF) at the University of Hamburg (UHAM), the Christian-Albrechts University Kiel, Centre for Ocean and Society (CeOS), the Thuenen-Institute for Baltic Sea fisheries (TI-OF), and the German Centre for Integrative Biodiversity Research (iDiv) in the framework of the joint project SpaCeParti (Coastal Fishery, Biodiversity, Spatial Use and Climate Change: A Participative Approach to navigate the Western Baltic Sea into a Sustainable Future; Grant no. 03F0914) funded by the BMBF. In order to give the fishermen as realistic an application of the standard monitoring techniques as possible, the trip was planned in such a way that the training part was integrated into a scientific monitoring programme focussing on the spawning activity of fish in the Belt Sea. By sampling a standardised station grid contributing to the joint long-term sampling efforts in the Western Baltic Sea which are internationally coordinated by the WBCF (Western Baltic cod Forum), the fishers learned how plankton, fish and water samples are taken, preserved, and analysed and gained a comprehensive insight into the hydrography and fauna of the western Baltic. Similar to the previous cruise AL606 in January 2024 conducted by the IMF no cod larvae and generally less larvae compared to previous years were observed in the Bongo 500 μm net samples from the Plankton grid stations, potentially indicating a delayed spawning activity of fish in the Belt Sea potentially related to the comparably low water temperatures in winter 2023/24. (Alkor-Berichte ; AL607)
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Mosalam, Khalid, Amarnath Kasalanati, and Selim Gunay. PEER Annual Report 2017 - 2018. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, June 2018. http://dx.doi.org/10.55461/fars6451.

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The Pacific Earthquake Engineering Research Center (PEER) is a multi-institutional research and education center with headquarters at the University of California, Berkeley. PEER’s mission is to (1) develop, validate, and disseminate performance-based engineering (PBE) technologies for buildings and infrastructure networks subjected to earthquakes and other natural hazards, with the goal of achieving community resilience; and (2) equip the earthquake engineering and other extreme-event communities with the 21st -century tools that define the current digital revolution. This reports presents the activities of the Center over the period of July 1, 2017 to June 30, 2018. PEER staff, in particular Grace Kang, Erika Donald, Claire Johnson, Christina Bodnar-Anderson, and Zulema Lara, helped in preparation of this report. Key activities of the past academic year include the following: -Continuation of major projects such as Tall Building Initiative (TBI) and Next Generation Attenuation (NGA) projects, and start of work on the major project funded by the California Earthquake Authority (CEA). The TBI was completed in 2017, and NGA projects are nearing completion soon. -Addition of University of Nevada, Reno (UNR) as a core institution. -Re-establishment of the PEER Research Committee. -Issuing a Request for Proposal (RFP) from TSRP funds and funding 17 projects as a result of this RFP. Together with the ongoing projects, the total number of projects funded in 2017 is 24. -Organization of several workshops focused on Liquefaction, Structural Health Monitoring (SHM), High-Performance Computing (HPC), Bridge Component Fragility Development, Physics-Based Ground Motions, Hybrid Simulation, and Research Needs for Resilient Buildings. -Rollout of TBI seminars and HayWired activities as part of outreach. -Conducting a blind prediction contest with robust participation and instructive findings on current modeling approaches. -Organization of the PEER Annual Meeting with participation of 240 attendees -Continuing participation in board of directors of international organizations such as Global Alliance of Disaster Research Institutes (GADRI) and International Laboratory of Earthquake Engineering (ILEE). Going forward, PEER aims to hold more focused workshops, form new committees, and draw on existing resources and experience on PBE to systematically move towards Resilient Design for Extreme Events (RDEE).
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