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Lee, Inn Kyeong. "A Study on a Possibility of Christian Liberal Arts Courses at a Christian University Functioning as Interreligious Education in a Multireligious Society". Korean Association of General Education 15, nr 3 (30.06.2021): 65–81. http://dx.doi.org/10.46392/kjge.2021.15.3.65.
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The purpose of this study is to look for a possibility of Christian liberal arts courses at a Christian University that would function as interreligious education in a multireligious society. This paper is composed as follows: first, the necessity of education about religions will be discussed by examining and interpreting the implications of a multireligious society and the current religious landscape in Korea. Second, religious literacy education and interreligious education for cultivating multireligious sensitivity and interreligious sensitivity are discussed. Third, the possibility of Christian liberal arts courses functioning as interreligious education is proposed by evaluating the case of operating Christian liberal arts courses at K University in terms of religious literacy education and interreligious education.<br/>In conclusion, the Christian liberal arts courses at K University shows a possibility of interreligious education by allowing professors, students, and people of neighboring religions from various religious backgrounds to reveal their religious identity and interact with each other through humanistic approaches in the classroom and <Interview with people of neighboring religions>.
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Edie, Fred P. "Visions, Means, and Ends in Introductory Courses in Christian Education: Role of Christian Education in Theological Education". Religious Education 106, nr 2 (30.03.2011): 122–46. http://dx.doi.org/10.1080/00344087.2011.555653.
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Horner, Jeffrey M. "Academic rigor in Christian schools: The academic effect of Bible courses and integration of faith and learning in secondary education". International Journal of Christianity & Education 24, nr 2 (1.11.2019): 199–217. http://dx.doi.org/10.1177/2056997119882027.
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This study analyzes the correlation between required years of Bible courses and academic rigor at select private Christian schools. These findings, derived from the author’s doctoral research, show a threshold of under 4 years of required Bible courses for optimal academic perception among these schools. This threshold correlates with a medium to strong effect size and demonstrates a tension between academic strength and integration of faith and learning. This finding calls attention to Christian schools’ need to examine their priorities as both Christian and academic institutions. Theological and practical implications include extensions of the doctrine of sovereignty and curricular design.
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Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers". International Journal of Christianity & Education 24, nr 1 (19.12.2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.
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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are able to draw confidently upon their Christian beliefs and values in a way that informs their professional work as educators. This article proposes that the intersection between higher education and schools needs to be navigated more effectively in the preparation of teachers for Christian schooling systems who are responsible for approximately one-third of the student population in Australia. The role of the teacher in Christian educational contexts is explored, drawing on practical theological insights into the teacher as Christian witness. Secular perspectives on effective teaching and learning in higher education teacher training courses are considered in the light of teacher preparation for Christian schooling systems. Approaches to teaching and providing opportunities for students to belong to a community in learning, as well as planning time for students to critically reflect on learning, are proposed as possible examples of how to help prepare teachers for service in Christian schooling systems.
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Veronica, Jessica, Ruth Meiraning Tyas i Tasyalizt Nainggolan. "The Impact of E-Learning for Christian Religious Education Seminar Courses on UPI Christian Students". PASCA: Jurnal Teologi dan Pendidikan Agama Kristen 18, nr 1 (30.05.2022): 83–93. http://dx.doi.org/10.46494/psc.v18i1.166.
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The Covid-19 pandemic situation has changed teaching-learning habits. Learning that is done without face-to-face or e-learning is an alternative teaching and learning activities method today. However, until now distance learning has caused various polemics, one of which is the lack of synchronization between lecturers and students. The Christian Religious Education Seminar course at the Indonesian Education University also has various impacts on students, so this research was conducted to describe the effect of online learning on students. This study uses a descriptive method with a quantitative approach. The population of this study was 121 SPAK Christian students batch 2019, with 37 samples or respondents (31%). Respondents were given a questionnaire containing seven indicators to determine the impact of e-learning. Of the seven indicators studied, only one aspect has a negative effect: reduced focus and student activity during learning activities. The lecture time coincides with the break (lunch), so student focus decreases.
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Miller, Matthew R., i JohnMark Bennett Beazley. "Christian Spiritual Formation in the Classical School". Journal of Spiritual Formation and Soul Care 11, nr 2 (listopad 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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Malahov, V. "Reflections on the Concept of the Optional Course in Christian Ethics". Ukrainian Religious Studies, nr 36 (25.10.2005): 85–88. http://dx.doi.org/10.32420/2005.36.1625.
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The introduction of ethics courses in the middle classes of the school in the present circumstances seems to be useful and important. Since the ideological neutral ethics course, which would not boil down to purely formal, spiritual, meaningless norms, is difficult to imagine now, the idea of a system of electives that, in their totality, would realize the task of ethical education on the basis of world-view pluralism, naturally arises. The general principle behind this approach can be formulated as an affirmation of the ethical education obligation in general through the optionality (hence the variability) of the specific courses offered. At the same time, the choice for each family must be real. A student who chooses such an elective will not be required to take any of the other similarly offered ethics courses
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이은성. "Seeking an Effective Approach for the Personality Education through Christian Liberal Arts Courses in Christian University". Journal of Christian Education in Korea ll, nr 51 (wrzesień 2017): 101–24. http://dx.doi.org/10.17968/jcek.2017..51.004.
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Muhia, Margaret Wambui, Victor Cole i John Kitur. "Contribution of Critical Thinking to Effective Learner Transformation in Teaching of Bible-Based Courses in Chartered Christian Universities in Nairobi County, Kenya". Journal of Education and Learning (JEL) 3, nr 1 (21.06.2024): 19–30. http://dx.doi.org/10.51317/jel.v3i1.533.
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This paper aimed to assess the contribution of critical thinking in teaching Bible-based courses for learner transformation in charted Christian universities in Nairobi. Considerable resources have been allocated to train lecturers in using critical thinking in their teaching methods. However, there needs to be more knowledge regarding the actual impact of this training. Biblical worldview and transformative learning theory underpinned this study. Descriptive analysis was employed to establish the relationship between using critical thinking in teaching Bibe-based courses and learner transformation. A cross-sectional survey research design was used, specifically targeting 63 lecturers who teach Bible-based courses, and the response rate was 100 per cent. The census method was used. Further, regression analysis was employed to examine the relationship between the variables at a significant level of 0.05. There was a significant relationship between critical thinking and learner transformation. This suggested that using essential thinking would lead to the learners' growth in Christian identity as critical thinking in the learning process supports learners in being analytical and rational. It allows students to actively explore, examine, and generate ideas within real-world scenarios significant to the learners. Christian Higher Education aims to produce morally transformed graduates with a Christian identity as agents of societal change. The researcher recommends that Christian Higher Education adopt critical thinking for their learners' knowledge, behaviour, skills, and attitude change.
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Pribowo, Heru, Fidiana Fidiana i Bambang Suryono. "Trinity: Accounting education from a Christian perspective". Jurnal Ekonomi dan Bisnis 24, nr 2 (15.10.2021): 379–98. http://dx.doi.org/10.24914/jeb.v24i2.3995.
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This study aims to explore accounding educatos’ consciousness and understanding regarding accounting education from the perspective of Christian spiritual intelligence. Accordingly, we use a phenomenological approach as the research method. Data is generated through conducting in-depth interviews using epoche to several informants (lecturers of a university in Palangkaraya, Central Kalimantan Province). Data is then analyzed using the transcendental phenomenology approach. The results demonstrate that each informant has spiritual intelligence or divine consciousness. They also expect that these divine or spiritual values can be integrated into current accounting education to enable future accounting graduates not to be misguided when entering the professional lives and applying their knowledge. We also find three (3) values or meanings contained in Christian spiritual values, namely: fear of God, integrity (a reflection) of God, and heaven. Accountants will exhibit these three values if their education already have divine or spiritual values. In sum, our study underscores the importance of integrating spiritual values into the existing courses, not only ethics-related ones, but also accounting-related ones.
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Na, Sam-Jin. "Analysis of Christian Education Courses at Theological Seminaries and Tasks for the Training of Christian Education Professionals in South Korea". Journal of Christian Education in Korea ll, nr 36 (grudzień 2013): 169–94. http://dx.doi.org/10.17968/jcek.2013..36.007.
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Lydon, John. "The Perennial Impact of Salesian Accompaniment in a Context of Detraditionalisation". Religions 13, nr 1 (27.12.2021): 22. http://dx.doi.org/10.3390/rel13010022.
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This article will begin by referencing briefly the notion of detraditionalisation—referencing scholars such as Lieven Boeve, who has written extensively on the issue. By way of contrast, accompaniment constitutes a perennial theme in a Christian context, best encapsulated in the Emmaus story (Luke 22:13–35), when Jesus accompanies the two disciples on what could be described as a journey of discovery. This journey paradigm, which underpins many religious education programmes, constitutes a central feature of the Salesian education vision known as the Preventive System. St John Bosco (1815–1888), the founder of the Salesians, was concerned with the transformation of the lives of every young person with whom he came into contact, resonating with ‘the uniqueness of the individual’, one of the key principles of Catholic education. According to one of his first Salesians, Bosco encouraged them to ‘go to the pump’, to meet young people where they had gathered and to engage in a genuine encounter. This article will explore the extent to which this model of effective presence and encounter reflects, firstly, Jesus as the Shepherd and, secondly, the vision of St John Bosco which involves the teacher/pastoral worker and the accompanied meeting each other and having frequent encounters in informal ways in a variety of environments, marked by openness, trust and availability. Research will be retrieved to exemplify the perennial impact of Salesian accompaniment in Salesian secondary schools in England in which students are, in general, familiar with the Christian faith and its central tenets.
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Zakovych, Mykola Mykhailovych. "Christianity-education-upbringing". Ukrainian Religious Studies, nr 15 (10.10.2000): 88–94. http://dx.doi.org/10.32420/2000.15.1098.
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Under this name, one of the problem groups worked at the international scientific conference "Christianity and the problems of today"The leading group is Professor M. Zakovich, Head of the Department of Cultural Studies at the Ukrainian Pedagogical University named after. M. Drahomanov informed in detail about the existing project of incorporating theology into the courses obligatory in higher educational institutions of all levels of accreditation and about the introduction of the subject "Fundamentals of Christian Ethics" into the program of general education schools (in all classes).-Education-upbringing
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Dessel, Adrienne, Amy Westmoreland i Lorraine M. Gutiérrez. "Reducing Heterosexism in African American Christian Students: Effects of Multicultural Education Courses". Equity & Excellence in Education 49, nr 3 (2.07.2016): 241–53. http://dx.doi.org/10.1080/10665684.2016.1194100.
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Voronchenko, Tatiana. "Literary Education: Christian Values and Confucian Concepts in Upbringing of Students". New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 3 (22.03.2017): 379–86. http://dx.doi.org/10.18844/prosoc.v3i3.1584.
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The purpose of the study is to reveal fundamental Christian values and Confucian concepts in the texts of the writers, to investigate using of these values and concepts in literary teaching and learning process and their contribution to moral upbringing of today’s students. Methodology includes axiological approach. The authors examine literary works of Chinese American writer Amy Tan (USA) and Chinese writer Yu Hua (PRC) that are included in higher education courses in USA and Russia and present special interest for education. Literary education creates conditions for the implementation of Christian values and Confucian concepts that form moral potential of students. The study concludes that humanistic potential of a student’s personality expands by means of appropriation of basic spiritual values.Keywords: literary education; axiological approach; Christian values; Confucian concepts
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Kirubakaran, Sneha, Douglas Shaw, Lawrie McArthur, Angus Miller i Anthony Radford. "Preparing Christian Health Workers for International Work: Evaluating a Short Global Health Course". Christian Journal for Global Health 7, nr 5 (21.12.2020): 21–30. http://dx.doi.org/10.15566/cjgh.v7i5.415.
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Improving global health education to ensure health professionals are prepared and competent in the world’s increasingly interconnected health-scape is a vital need. For many health professionals, global health education is facilitated through short, pre-departure courses in cross-cultural health and development work. There is currently limited literature on both the availability and the effectiveness of such courses. Our research aim was to explore the impact of a short course in global health education, designed and delivered by an Australian not-for-profit organisation, Intermed SA (Intermed). We conducted a short online survey of Intermed graduates, followed by semi-structured interviews with selected participants. The results indicate that Intermed’s International Health and Development course was effective in achieving the course objectives as assessed by graduates, whilst also having a positive practical impact on the graduates’ professional development.
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Spencer, Daniel. "Evolutionary Literacy: A Prerequisite for Theological Education?" Worldviews: Global Religions, Culture, and Ecology 11, nr 1 (2007): 83–102. http://dx.doi.org/10.1163/156853507x173513.
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AbstractScientific literacy in evolutionary theory and scientific methods should be a required component of graduate theological education in the United States, so that pastors and theologians may participate constructively in contemporary debates about religion and evolution. Four areas of deficiency in theological education that should be addressed include the need to (1) reintegrate scientific literacy back into theological education; (2) integrate the history of science and particularly evolution into Christian and church history courses; (3) engage in serious theological encounter with evolution; (4) integrate science into Christian ethics. I suggest that the following texts provide helpful resources for this project: Eugenie Scott's Evolution and Creationism: An Introduction; Edward Larson's Evolution: The Remarkable History of a Scientific Theory; Ted Peters and Martinez Hewlitt's Evolution from Creation to New Creation: Conflict, Conversation, and Convergence; and the work of the Center for Process Studies and John Cobb, Jr in engaging process theology with evolution.
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Payton, James R., i Richard Greydanus. "Non-Western Courses in Institutions in the Council of Christian Colleges and Universities". Christian Higher Education 7, nr 5 (10.10.2008): 371–87. http://dx.doi.org/10.1080/15363750802134899.
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Zubairu, Yisa Segun. "Christian education and sexual immorality in Pauline treaties". International Journal of Multidisciplinary Research and Growth Evaluation 5, nr 2 (2024): 667–74. http://dx.doi.org/10.54660/.ijmrge.2024.5.2.667-674.
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The Nation is saturated with infidelity, secularism, materialism and a general lack of respect for the sanctity of the home. Sexual pervasion is on the increase on daily basis, display of sexual contents pervades the society. Pornography defiles the mind of both adults and the youths by polluting their minds with impure and unholy thoughts; the sanctity and sacredness of sex is eroding in Africa where men desire to have sex with other men, a woman desire to lay with a fellow woman and humans even desires to copulate with animals. One of the greatest challenges is that the role of the Church as an agent of moral education and transformation in Nigeria socio-religious and political system is undermined. The aforementioned issues demonstrate the need for church intervention through Christian education. This paper looks at the role of the church through the agency of education to curb and provides lasting solutions to sexual immoral behaviours that have permeates the fabric system of the African society (especially, Nigeria). The writer adopts historical, descriptive and analytical methods of research for effective achievement of his goal. This paper discovers that, one, Nigeria is bedevilled with blatantly moral corrupt leaders who have nothing to offer in curbing the menace of immoral acts in the country; and secondly, the present situation in Nigeria with regards to fashion and the flaunting of flesh is but one more manifestation of the decay of this country. Therefore, religion plays a vital role in bringing sanity and sanctity to family moral values in the African society. From Christian education perspective, Christian institutions should design courses that will impact the society positively: spiritually, socially, economically and politically.
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Sitorus, Ester, Estimarlina Estimarlina, Bangun Munthe, Tumpal Sirait, Imelda Butar Butar i Nurlianis Siregar. "PENGARUH PEMBELAJARAN OUTDOOR LEARNING TERHADAP KREATIVITAS SISWA DALAM MATA PELAJARAN PENDIDIKAN AGAMA KRISTEN". Jurnal Dinamika Pendidikan 15, nr 3 (28.11.2022): 13–30. http://dx.doi.org/10.51212/jdp.v15i3.162.
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The goal of this research is to determine the impact of outdoor learning on student creativity in Christian religious education courses at SMP Surya Computer Pematangsiantar. The sample size is 66 persons. The descriptive approach is used in this study, and the data analysis used in the hypothesis research is Pearson's product moment correlation, with the data collecting tool being a questionnaire for Variable X (the influence of outdoor learning) and Y. (student creativity). The Pearson Product Moment Correlation Statistical Test was performed to determine the extent to which outdoor learning influences students' creativity in Christian religious education courses. From the test results obtained a correlation test (r) 0.352 with a determination test of 12.25% and to find out whether the correlation coefficient is significant at the real level (α) = 0.05 then a "t" test is held with the test criteria if tcount obtained from the calculation greater (>) than ttable at a significant level of 1 – 0.05 with dk = n – 2 then the hypothesis was accepted and in other cases it was rejected. From the test results obtained tcount > ttable tcount = 3.01> ttable = 1.66, then the hypothesis is accepted. Thus, it can be stated that the significant influence between the influence of outdoor learning on student creativity in Christian religious education subjects is to see how far it is in SMP Surya Computer Pematangsiantar.
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Haswell, Janis, Richard Haswell i Glenn Blalock. "Hospitality in College Composition Courses". College Composition & Communication 60, nr 4 (1.06.2009): 707–27. http://dx.doi.org/10.58680/ccc20097193.
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There has been little discussion of hospitality as a practice in college writing courses. Possible misuses of hospitality as an educational and ethical practice are explored, and three traditional and still tenable modes of hospitality are described and historicized: Homeric, Judeo-Christian, and nomadic. Application of these modes to instructional situations may lead to new and sometimes counter-establishment methods, in terms of course objectives, shared labor of teacher and students, writing assignments, response to writing, and assessment of student work. Perhaps the most radical form is transformative hospitality, which accepts the possibility that host and guest, teacher and students, will all be changed by their encounter, a potentiality that is characterized by risk taking, restlessness, and resistance to educational entrenchments. Traditional hospitality as practiced in writing classrooms does not mark a return to student-centered pedagogies of past decades but does stake out a position that might be considered marginal apropos the current political and educational climate in the United States.
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Netland, John. "“Who is My Neighbor?” Reading World Literature through the Hermeneutics of Love". Journal of Education and Christian Belief 11, nr 2 (wrzesień 2007): 67–82. http://dx.doi.org/10.1177/205699710701100206.
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WORLD LITERATURE COURSES reflect both the academy's and the Christian community's interest in a global education, but what theoretical assumptions inform the teaching of world literature? The oft-cited rationale for cultural diversity may prove insufficient if it leads merely to the assertion of difference as a self-justifying good. This essay claims a richer model of diversity, drawing on biblical themes as well as recent definitions of world literature and cosmopolitanism, to open up a hermeneutical space for transcultural understanding. The essay also argues that the study of world literature in the Christian classroom should be informed by a hermeneutic of charity which directs our reading toward love of God and neighbor.
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GUTHRIE, JANICE. "Christian-Published Textbooks and the Preparation of Teens for the Rigors of College Science Courses". Journal of Research on Christian Education 20, nr 1 (30.03.2011): 46–72. http://dx.doi.org/10.1080/10656219.2011.557562.
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Nurwindayani, Efi, i Lavandya Permata Kusuma Wardhani. "Kiat Membangun Integritas Mahasiswa Kristen di Era Digital Berdasarkan Teladan Daniel". CHARISTHEO: Jurnal Teologi dan Pendidikan Agama Kristen 3, nr 1 (13.09.2023): 16–28. http://dx.doi.org/10.54592/jct.v3i1.143.
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Today's Christian students are in the digital era which is full of integrity challenges. This research wants to describe how to build the integrity of Christian students in the digital era based on the example of the character Daniel. The Christian students in question are Christian students in Surakarta. This research is a theological research using descriptive qualitative method. Data were collected by means of hermeneutic studies from the text of the Bible Daniel chapter 1 and literature. The results of this research are tips for building the integrity of Christian students in the digital era, namely following character education through Christian Religious Education courses on campus, associating in a healthy way through Christian Student Fellowship facilities on campus and religious discipline in order to build spirituality. ABSTRAKMahasiswa Kristen saat ini ada di era digital yang sarat dengan tantangan integritas. Penelitian ini hendak mendeskripsikan kiat membangun integritas mahasiswa Kristen di era digital berdasarkan teladan tokoh Daniel. Mahasiswa Kristen yang dimaksud adalah mahasiswa yang Kristen yang ada di Surakarta. Penelitian ini adalah penelitian teologis dengan menggunakan metode kualitatif deskriptif. Data dikumpulkan dengan studi hermeneutik dari teks Alkitab Daniel pasal 1 dan literatur kepustakaan. Hasil penelitian ini adalah kiat membangun integritas mahasiswa Kristen di era digital adalah mengikuiti pendidikan karakter melalui mata kuliah Pendidikan Agama Kristen yang ada di kampus, bergaul secara sehat melalui sarana Persekutuan Mahasiswa Kristen di kampus dan disiplin beribadah dalam rangka membangun spiritualitas. Kata-kata kunci: integritas; mahasiswa Kristen; era digital
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Siahaan, Meri Fuji. "Implications of a Biblical Christian Worldview: A Case Study of Sociology, Language, Art, and Pedagogy Lecturers’ Teaching Practices [Implikasi dari Pandangan Dunia Kristen yang Alkitabiah: Studi Kasus Praktik Pengajaran Dosen Sosiologi, Bahasa, Seni, dan Pedagogi]". Diligentia: Journal of Theology and Christian Education 5, nr 3 (3.10.2023): 186. http://dx.doi.org/10.19166/dil.v5i3.7339.
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<p>The purpose of this research was to describe lecturers’ practices of integrating a biblical Christian worldview in teaching courses in sociology, Indonesian language, art, and pedagogy (assessment and teaching and learning theories). The participants were the lecturers in one of the education faculties in Tangerang. The data were derived from interviews with five faculty members and collecting their course syllabus. Descriptive qualitative research with a case study approach was employed. The data were described and analyzed in the light of the current literature. The findings showed that those five faculty members have been implementing a biblical Christian worldview in their teaching with a pedagogy of transferring new information. This paper suggests faculty not use a biblical Christian worldview as just intellectual information with a goal of increasing head knowledge but rather use it to reorient students' hearts.</p>
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Muhia, Margaret Wambui, John Kitur i Victor Cole. "(1.2.3) Africa International University, Kenya. Cite this article in APA Muhia, M. W., Cole, V, & Kitur, J. (2024). Contribution of authentic relationships to effective learner transformation in teaching of bible-based courses in chartered Christian uni". Journal of Pedagogy and Curriculum (JPC) 3, nr 1 (18.06.2024): 1–17. http://dx.doi.org/10.51317/jpc.v3i1.530.
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The purpose of this study was to assess the contribution of authentic relationships to effective learner transformation in the teaching of Bible-based courses in chartered Christian universities in Nairobi County, Kenya. A lot of resources have been used in training the lecturers to use authentic relationships in teaching, yet little is known about the training impact. The study was based on transformative learning and Biblical worldview theories. The study utilised a descriptive research design to establish the relationship between the use of authentic relationships in the teaching of Bible-based courses and learner transformation. A cross-sectional survey research design was used, focusing on 63 lecturers teaching Bible-based courses. The data was collected using structured, closed-ended questionnaires, which were given to the respondents. The study used regression analysis to find out the relationship between the variables at the 0.05 significance level. The results showed there was a notable correlation between the use of authentic relationships in teaching Bible-based courses and learner transformation. The use of authentic relationships in the learning process provides an educational environment with minimal power distance between the lecturer and learners. This enables students to actively investigate, analyse, and create concepts within real-life situations important to the learner. The researcher recommends that Christian Higher Education should embrace authentic relationships as one of the ways of achieving their vision and mission of transforming learners' knowledge, behaviour, skills, and attitudes.
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Setiawan, Iwan. "Plurality in Muhammadiyah/Aisyiyah College and Fulfillment of Spiritual Well-Being for Non-Muslim Students". Journal of Islamic and Muhammadiyah Studies 1, nr 2 (23.11.2020): 17–24. http://dx.doi.org/10.21070/jims.v1i2.1064.
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Muhammadiyah / Aisyiyah College (PTMA) is a college that accepts students from various backgrounds, both Muslim and Non-Muslim (Catholic, Christian, Hindu and Buddhist). So it has an obligation to provide religious lessons for all students, both Muslims and Non-Muslims. In practice all students must take the Al-Islam and Kemuhammadiyahan (AIK) Courses. Non-Muslim students are also required to take AIK courses. Whereas Law Number 20 Year 2003 Article 12 Paragraph 1a explicitly states that education units have an obligation to provide religious subjects in accordance with the religion of the students. the same religion, In the implementation there are indeed problems in the practice of giving religious courses to non-Muslim students. Though students who have spiritual well-being or high spiritual well-being tend to have good spiritual. Giving religious subjects is one way to improve spiritual well-being.
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Tamelab, Jovan Octo, i Kristyana Kristyana. "Memotivasi Mahasiswa Melakukan Penginjilan Anak melalui Pendidikan Agama Kristen". DIDAKTIKOS: Jurnal Pendidikan Agama Kristen 4, nr 1 (1.07.2021): 49–56. http://dx.doi.org/10.32490/didaktik.v4i1.49.
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Every person who has faith in Jesus Christ is responsible for evangelizing. This is according to what is written in Matthew 28:19 and Mark 16:15. No exception for Christian Religious Education teachers who also have the responsibility of guiding and encouraging every student to experience an encounter with Jesus Christ. Thus, Stipak students as prospective Christian Religious Education teachers should have an understanding that evangelism is not only during college but a lifelong responsibility. This study focuses on the effectiveness of Christian Religious Education learning obtained by students in motivating evangelism to children. The research methodology used is qualitative research methods. While the data were obtained through observation, interview, and documentation techniques on the object of research, namely Stipak students who took Christian Religious Education Learning courses. From the research that has been done, it is found that students are motivated to do evangelism. The environment where students do activities is the driving force in evangelizing. These environments are family, campus / Stipak, Transformation, and church. With the existence of Christian Child Education learning students not only understand evangelism to children but also understand the importance of caring for children through the proper teaching of Jesus Christ to them. AbstrakSetiap orang beriman pada Yesus Kristus bertanggung jawab untuk melakukan penginjilan. Hal ini sesuai dengan yang tertulis dalam Matius 28:19 dan Markus 16:15. Maka tujuan penelitian ini untuk mengetahui bahwa pembelajaran Pendidikan Agama Kristen Anak yang diperoleh di Stipak dapat memotivasi mahasiswa untuk melakukan penginjilan anak. Metode penelitian yang dipergunakan adalah penelitian kualitatif dengan teknik observasi, wawancara dan dokumentasi pada obyek penelitian yaitu mahasiswa STIPAK yang mengikuti mata kuliah Pembelajaran Pendidikan Agama Kristen. Kesimpulan yang diperoleh dari penelitian ini adalah mahasiswa setelah mengikuti pembelajaran Pendidikan Agama Kristen Anak termotivasi untuk melakukan penginjilan pada anak-anak.
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Min, Kyoung-Shik. "Realities and Challenges of Religion Courses in Higher Education : Focusing on the Case of Yonsei University". Korean Association of General Education 18, nr 3 (30.06.2024): 187–97. http://dx.doi.org/10.46392/kjge.2024.18.3.187.
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Christianity courses at Christian colleges and universities are often aimed at converting students. However, religious education as a ‘liberal arts education’ should prioritize ‘religious studies education.’ This differs from other types of religious education, such as ‘faith education’ or ‘spirituality/character education.’ When this ideal approach isn't feasible due to practical constraints, an alternative could be ‘spirituality/character education’ within an ‘experiential education’ context. Ultimately, religious education should strive for liberal arts principles, which is the main stream of liberal and general education. Liberal arts based religious education involves fostering religious literacy, which includes: 1) understanding the nature and significance of religion itself, as well as diverse religious traditions; 2) identifying religious elements that underlie secular events. This form of education, which requires open dialogue with other academic disciplines like the humanities and natural sciences, can serve as a type of convergence education. To achieve this goal, institutions dedicated to liberal and general education need to be established, with full administrative independence. They must operate without interference from denominational authorities, university boards, or chaplains' offices. Guarantees for the independence of administration, the status of faculty, and academic freedom are essential. Religious education that embraces an interdisciplinary approach is suitable for senior students with a broader academic background. Thus, the curriculum should be adjusted to allow senior students to take religious studies courses. Additionally, there should be a broader range of courses that explore religions other than Christianity. Furthermore, ongoing research into ‘Christianity and liberal arts studies’ as an emerging discipline is essential.
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Miyamoto, Ken Christoph. "Mission, Liturgy, and the Transformation of Identity". Mission Studies 27, nr 1 (2010): 56–70. http://dx.doi.org/10.1163/157338310x497955.
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AbstractThis article considers the significance of liturgical worship for the purpose of overcoming the problem of intellectualism and rationalism that have been prevalent in the modern Christian missions since the 19th century. Despite its centrality in Christian life, worship has been given a marginal place in the discussions of Christian mission. The author, however, maintains that it should play a crucial and powerful role in mission at the age when human identity is increasingly becoming fluid and problematic, as it is capable of producing profound spiritual transformation among worshippers and thus establishing in them a new identity centered on Christ without eradicating “primordial attachments.” This is because liturgy has a holistic nature with its rich symbolism and is able to reach the non-rational level of personality where the primordial attachments operate. The author, who teaches courses in Christianity at a Christian college in Kobe, Japan, takes as his starting point the apparent impasse of Christian higher education in today’s Japan which still operates on the Enlightenment model of mission with its emphasis on knowledge as the foundation of faith. He takes advantage of some insights of recent Ritual Studies to illuminate the identity-forming character of liturgical rituals.
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Surahmiyoto, Triyono. "Standar Kompetensi Lulusan Pendidikan Agama Kristen Berdasarkan Injil Yohanes". HUPERETES: Jurnal Teologi dan Pendidikan Kristen 2, nr 2 (30.06.2021): 175–88. http://dx.doi.org/10.46817/huperetes.v2i2.66.
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Graduate competency standards have been implemented by the government through relevant regulations for all subjects courses at all levels of education. It is necessary to make efforts so that Christian religious education can be organized without losing its essence. One form is his efforts to investigate the competency standards of Graduates of Christian religious education based on the Gospel of John. The goal is to uncover the essence of the standard of competence of Graduates of Christian education. This effort is carried out using hermeneutic methods. As a result, two standard models of competency of religious education graduates were found, namely the standard of competence of religious graduates in the Jewish perspective and the standard of competence of religious graduates in perspective. The implication for the learning of Christian education in Indonesia is to maintain the essence of the substance of Christian religious education, develop proficiency in the presentation of materials especially related to the use of terms and languages, sharpen the skill in observing the environment to create learning opportunities and increase the contribution and active role of educators, learners, parents and the church.Standar kompetensi lulusan sudah diberlakukan oleh pemerintah melalui peraturan yang terkait untuk semua untuk semua mata pelajaran/kuliah pada semua jenjang pendidikan. Perlu upaya agar Pendidikan Agama Kristen dapat diselenggarakan dengan tidak kehilangan esensinya. Salah satu bentuk adalah upayanya menelisik standar kompetensi lulusan Pendidikan Agama Kristen berdasarkan Injil Yohanes. Tujuannya adalah untuk mengungkap esensi standar kompetensi lulusan Pendidikan Agama Kristen. Upaya ini dilakukan dengan menggunakan metode hermeneutik. Hasilnya, ditemukan dua model standar kompetensi lulusan pendidikan agama, yaitu standar kompetensi lulusan agama dalam perspektif Yahudi dan standar kompetensi lulusan agama dalam perspektif. Implikasinya bagi pembelajaran Pendidikan Agama Kristen di Indonesia adalah perlu tetap mempertahankan esensi substansi Pendidikan Agama Kristen, mengembangkan kecakapan dalam penyajian materi khususnya berkaitan dengan penggunaan istilah dan bahasa, mempertajam kejelian dalam mengamati lingkungan untuk menciptakan peluang pembelajaran dan meningkatkan kontribusi serta peran aktif pendidik, peserta didik, orang tua dan gereja.
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Sagan, Oleksandr N. "The introduction of Christian Ethics as a topical issue in Ukraine's religious life". Ukrainian Religious Studies, nr 36 (25.10.2005): 43–48. http://dx.doi.org/10.32420/2005.36.1620.
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Even after 14 years of independence, Ukrainian society has not lost many of its problems, which are rooted in the legacy of Soviet militant atheism. One of the problems that has caused heated debate in religious and educational settings in almost all years of independence is the perception / non-acceptance of the need for religious education by secular school students. Against the backdrop of equally acute property problems related to the return to religious buildings of the Church, disputes about the status and content of religious courses have been leading in relevance for the last five to six years.
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Baranova, Jūratė. "How can Christian love be taught using the ‘spiritual cinema’?" Acta Universitatis Nicolai Copernici Pedagogika 37, nr 1 (19.09.2020): 115. http://dx.doi.org/10.12775/aunc_ped.2019.007.
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The article reflects upon one aspect of multimodal education – the possibility to teach moral matters with films. This possibility was discerned by American film philosopher Stanley Cavell. It was also discussed in detail by American social science teacher W.B.Russell III, The author of this particular article sees some essential similarities and some differences between Russell’s suggested methodologies and stages and the methodology she developed herself and started to use actively from 2002 teaching practical philosophy in some Lithuanian universities in practical philosophy courses. She is using films as an analogy. Educators using this method of teaching with films customarily stress its purpose as being to develop critical-thinking ability and acquire knowledge. But is it possible to use cinema in education for acquiring sensitivity to certain values? For example, the ability to recognize the values of Christian ethics? The article discusses the results of multimodal teaching experiment teaching Christian ethics with two feature films: Ingmar Bergman’s The Winter Light (1963) and Robert Bresson’s Diary of a Country Priest (1951). As the results of teaching experiments were reflected the values of suffering, love and patience discerned by the students.
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Lesilolo, Herly Janet. "Development of Religious Moderation Teaching Materials in Character Education Courses at Public Christian Religion Institute (IAKN) Ambon". Journal of Social Science 3, nr 6 (23.11.2022): 1988–99. http://dx.doi.org/10.46799/jss.v3i6.492.
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The development of religious moderation teaching materials in character education courses at the Ambon State Christian Institute is one form of implementing religious moderation in the Ambon IAKN environment. In addition, this research also aims to deepen and broaden the knowledge of IAKN Ambon students about religious moderation. The type of research is Research and development, using the development model of M. Alessi and Stanley R. Trollip (2001) with four stages, namely, planning, design, development and Disseminate. The results of the study indicate the feasibility of teaching materials for the five main materials assessed by the validator, namely: the mean score of 3.25 which is qualitatively included in the very feasible category. Material validation on the content aspect with an average score of 3.08 with a very decent category. The results of the test with students for the small group obtained 3.16 and for the large group test it was obtained 3.09. The hope in the future is that the development and internalization of religious moderation will not only end in religious moderation teaching materials. However, it is necessary to carry out a follow-up plan with parties who are directly related to the learning process and student development. In relation to this follow-up plan, it can be proposed to, 1) review the IQF so that the values and application of religious moderation are given weight, and 2) research studies and community service can focus on the concept of religious moderation. However, it is necessary to carry out a follow-up plan with parties who are directly related to the learning process and student development. In relation to this follow-up plan, it can be proposed to, 1) review the IQF so that the values and application of religious moderation are given weight, and 2) research studies and community service can focus on the concept of religious moderation.
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Lee, Karen An-hwei. "Poetry as Vocation in a Season of Crisis: The Future of Literary Studies in Christian Higher Education". Christianity & Literature 70, nr 3 (wrzesień 2021): 191–201. http://dx.doi.org/10.1353/chy.2021.0025.
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Abstract: Beyond the foundational learning touted by some liberal arts campuses offering loosely affiliated general education courses, or the narrow view of agency in the world presented by an in loco parentis model of colleges with religious affiliations, our students must go into the world to build up the church and society by serving out the callings upon their lives, both in their vocations and avocations. They should bear a unique stamp as a reflective summation of their experiences, wherever they might attend college—a setting where faith is integrated with learning in a critical analysis of enduring texts and the ideas at work in them.
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CARLEY, NATALIE. "Biblical Counseling in the Spanish-Speaking World". Unio Cum Christo 9, nr 1 (1.04.2023): 163. http://dx.doi.org/10.35285/ucc9.1.2023.art10.
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Abstract Spanish translations of Jay Adams’s pioneering works slowly attracted pastors and counselors in Spain and Latin America to biblical counseling. Beginning before the turn of the millennium, the content of the biblical counseling courses of Westminster / Christian Counseling and Educational Foundation (CCEF) were taught in Mexico, where CCEF faculty books were increasingly translated. As new centers for biblical counseling training arose at Westminster West, California, at Faith Church in Lafayette, Indiana, and through the Association of Certified Biblical Counselors, their international students began to take biblical counseling education to their home countries, many Spanish speaking. Finally, through the internet, biblical counseling training and practice have spread rapidly in Latin America and more slowly in Spain. KEYWORDS: Biblical counseling, consejería bíblica, Christian Counseling and Educational Foundation (CCEF), Association of Certified Biblical Counselors (ACBC), Spanish-speaking, training, seminary
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Park, Eun-Ju. "The Effect and Educational Meaning of Christian Education Courses Using Reflection Journals and Discussions on The Efficacy of Christian Teaching of Pre-Service Early Childhood Teachers". Early Childhood Education Research & Review 27, nr 3 (30.06.2023): 5–30. http://dx.doi.org/10.32349/ecerr.2023.6.27.3.5.
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Negru, Anemari Monica. "DIN ISTORIA ASOCIAȚIEI CREȘTINE A FEMEILOR DIN ROMÂNIA ȘI LIDERELE EI". Revista Bibliotecii Academiei Române 8, nr 15 (30.01.2023): 21–40. http://dx.doi.org/10.59277/rbar.2023.15.02.
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The Women Christian Association was founded in 1919, under the patronage of Queen Mary, with the help and guidance of some foreign secretaries, who arrived in the country after the Great War. According to its Statutes, the aim of the Association was to provide young girls with physical, intellectual and moral education. The headquarters of the Association was in Bucharest, and other branches were opened in Iași, Sibiu, Constanța, Craiova, Arad, Timișoara and Cernăuți. The Association organized dormitories for schoolgirls, tailoring workshops, restaurants, canteens, educational circles, schools, courses, libraries, and summer camps. In its headquarters in Bucharest, Popa Rusu street no. 13, it organized constantly courses, conferences, concerts and even cinema. The Association continued to be active during the Second World War, when it carried out an extensive program of assistance to war refugees from Poland, Bessarabia, Northern Bucovina and Northwest Transylvania. The Association had a Christian flag and the members wore a white uniform with blue ties. Its members, belonging to different social and professional categories, were active and devoted. Among its devoted and dedicated leaders, one has to mention Queen Maria – honorary president – and Princess Ileana - president of the Blue Triangle circles. Maria Filipescu, Natalia Slivici, Ioana Burileanu and Elena Orghidan were active presidents, and Alice Grunau Dimăncescu, Alice Voiculescu, Bucura Dumbravă were special members of the Association.
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Chancey, Mark A. "The Bible, the First Amendment, and the Public Schools in Odessa, Texas". Religion and American Culture: A Journal of Interpretation 19, nr 2 (2009): 169–205. http://dx.doi.org/10.1525/rac.2009.19.2.169.
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AbstractBible courses in public schools are receiving a level of attention not witnessed in decades, and their increased numbers create greater potential for local conflicts and lawsuits over whether they promote religion and violate the First Amendment. Such courses are relatively understudied, and their contents and the paths by which schools decide to offer them are largely unknown. One district that has experienced both conflict and lawsuit over its Bible course is Ector County Independent School District in Odessa, Texas, where a 2005–2008 dispute pitted townspeople and national organizations against each other. This article uses the Odessa controversy as a case study to demonstrate how Bible courses provide a unique window into the confusion found at the intersection of American public education, the study of religion, and church-state relations. Drawing upon school district documents, recordings of school board meetings, journalistic accounts, legal documents, press releases, Bible curricula produced by the National Council on Bible Curriculum in Public Schools and the Bible Literacy Project, and course materials from district high schools, it traces the development of the conflict. It examines the role that appeals to the Establishment Clause and Free Exercise Clause played in the controversy, confusion over what is legally acceptable in public schools, particularly in regard to historicity issues, and the difficulty in developing a genuinely nonsectarian course. It contextualizes the Odessa debate within Christian Right efforts to influence public schools and larger American society, efforts often grounded in the claim that America is a Christian nation. Controversies such as Odessa's illustrate the tensions produced in American society by competing notions of religious freedom and American identity.
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Meng, Kwang-ho. "Ethics Education in Korean Medical Schools". Korean Journal of Medical Ethics 6, nr 1 (czerwiec 2003): 12–20. http://dx.doi.org/10.35301/ksme.2003.6.1.12.
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Ever since two Christian medical schools, one Catholic and one protestant began teaching medical ethics to the students as a regular teaching subject in early 1980s, number of medical schools adopting the medical ethics course has been steadily increased as the importance of teaching medical ethics in medical schools has been stressed in various literatures. However, few data exist describing current practices in medical ethics education in Korea. This study aimed to find out how many medical schools are including ethics education in their curricula and analyze the pattern of ethics education by the type of school, years founded and the class size of the medical schools. Major findings obtained from this study are as follows: 1. All 41 medical schools in Korea were providing ethics course; as a regular course subject in 37 medical schools and as an integrated/special lectures in the rest 4 medical schools. 2. Thirty three medical schools(80.5%) reported teaching ethics in one year only and the rest 8 medical schools reported teaching ethics in more than 2 years. Two medical schools were providing the courses in 5 years. Sixteen medical schools(39.0%) reported providing the courses in the third year of medical course and 12 medical schools(29.3%), in the second year of medical course or in the second year of pre-medical course. 3. Mean number of hours for ethics teaching in 41 medical schools was 29.7±24.1 (range: 5-136), and the mean number of credits was 1.6±1.4 (range: 0-8). 4. Most common content areas taught in Korean medical schools were 'ethical concept'(in 39 medical schools), 'reproductive ethics' and (in 37 medical schools), and 'ethical principles', 'dr-patient relationship', and 'death and dying ethics' (in 36 medical schools). Twenty four medical schools(58.5%) were using course materials developed by the schools themselves or faculties, but 19 medical schools(46.3%) were using the textbook developed based on students learning objectives and published by the Korean Society for Medical Ethics Education. Eleven medical schools(26.8%) were combining other textbooks on medical ethics
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Herawati, Andi Febri, Alfitriani Siregar, Yusrizal Yusrizal, Anita Ade Rahma, Avid Leonardo Sari i Irwandi Irwandi. "Utilization of E-Learning as Media in Indonesian Language Courses in Higher Education Post COVID-19 Pandemic". AL-ISHLAH: Jurnal Pendidikan 13, nr 3 (6.01.2022): 2757–66. http://dx.doi.org/10.35445/alishlah.v13i3.1455.
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The rapid development of technology has increased the demand for information technology-based learning media, which is becoming increasingly necessary. E-Learning, also known as information technology-based learning media, is changing how education is delivered from a traditional to a digital format. At this time, the world is being affected by the COVID-19 pandemic, which is causing restrictions on activities and gatherings and causing difficulties in lectures. Electronic learning, the most widely used learning medium by all groups, is seen as a solution to keep the learning going in higher education, from primary to post-secondary levels of education. The purpose of this study was to investigate the use of E-Learning as a learning medium in the Indonesian language education department of universities following the outbreak of the COVID-19 pandemic. This study uses a qualitative approach with descriptive analysis to implement Indonesian language education learning by taking samples from lecturers who teach Indonesian courses at the Manado State Islamic Institute and Manado State Christian Institute. According to the study's findings, using information technology as a medium of learning in Indonesian language education courses through e-learning is beneficial, particularly in light of the country's ban on face-to-face instruction. Then, the university should continue to develop e-learning to improve the ease and quality of the teaching and learning process, increase student learning effectiveness, and broaden its reach.
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Lew, Grace. "Teaching the Beauty of God in Computer Programming and Design". Perspectives on Science and Christian Faith 73, nr 4 (grudzień 2021): 220–27. http://dx.doi.org/10.56315/pscf12-21lew.
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Even though aesthetics is often not explicitly included in computer science curricula, a review of computer science literature shows that incorporating beauty is beneficial in areas such as programming and design. Beauty in the field of computer science unified with a theological view of beauty forms a faith-integrated perspective with vertical and horizontal dimensions. This article shows that a faith-integrated perspective of beauty in computer science adds transcendent meaning and purposes for incorporating aesthetics as part of a computer science academic curriculum. Some examples are also provided for teaching with a faith-integrated perspective of beauty in computer science courses for Christian higher education.
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Dewi, Resnita, Daud Rodi Palimbong, Roni La’biran i Reski Kambuno. "English Learning Material for Journalism Courses: What are Students’ Needs?" Journal of English Education and Teaching 8, nr 1 (1.03.2024): 64–87. http://dx.doi.org/10.33369/jeet.8.1.64-87.
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This study aims to analyze student needs for learning materials for journalism courses at Indonesian Language and Literature Education, Toraja Indonesian Christian University. Using a qualitative approach, the study collected data through a series of in-depth interviews, surveys, and focus groups with students enrolled in journalism courses. The main objective of the study was to identify specific aspects of the learning material that students consider important, areas they find challenging, and suggestions for curriculum improvement. The results show that students value a combination of theoretical and practical learning, with particular emphasis on real-life case studies, multimedia skills, and the use of social media in journalism. Students also highlight the need for greater interaction with professional journalistic practitioners and field practice opportunities such as internships. Key difficulties students face include understanding journalistic investigative concepts, ethics, and legal aspects, as well as the development of technical skills such as writing, editing, and media analysis. This research suggests the need for a flexible and responsive curriculum that integrates the latest technology, provides teaching materials relevant to industry developments, and strengthens students' practical skills. These findings contribute to the development of more effective journalism teaching practices, which focus on preparing students for real challenges in the journalism industry.
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Филимонов, С. В. "МОЛИТВА ПРАВОСЛАВНОГО ВРАЧА". Innova 16 (wrzesień 2020): 24–27. http://dx.doi.org/10.21626/innova/2019.3/04.
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An Orthodox Christian with a higher medical education, living according to the commandments of God, a full-fledged church life, regularly (at least 1-2 times a month) partaking of the Holy Mysteries of Christ, professing the Orthodox faith in accordance with the Holy Gospel, apostolic rules, rules of the Ecumenical Councils and the Holy Fathers of the Church, by decisions of the Local Church Councils, recognizing the hierarchy (the Most Holy Patriarch, Synod, ruling bishops), attending church on Sundays and holidays, praying in the morning and evening, having or looking for a confessor, being in a married marriage or striving for such, praying for his patients, studying spiritual literature or studying at catechism or theological courses, taking care of both medical and spiritual education, regularly purifying his soul in the Sacrament of Repentance, repenting, among others, of medical sins.
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Grace, Christopher R., i Kathryn Ecklund. "The Perils and Promises of Teaching Integration in Introductory Psychology". Journal of Psychology and Theology 23, nr 4 (grudzień 1995): 296–302. http://dx.doi.org/10.1177/009164719502300410.
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Teaching effectively at a Christian college or university demands excellent skills and particularly so in introductory psychology courses. With an expansive area and a large portion of students taking the class to fulfill a general education requirement, general psychology professors are challenged uniquely. Adding integration issues can overwhelm even the most diligent instructor. Yet, few pedagogical and theoretical resources on the effectiveness of different types of integrative components are available. The purposes of this article are to explore the perils and promises associated with teaching an introductory psychology course and to provide some resources and illustrations that have been found to be effective. The article also serves as an introduction to an integration curriculum incorporated into several general psychology courses at two different universities. An introduction to the curriculum reader is provided in this text, as well as an overview of other materials and topics that lend themselves to integrative discussions. Finally, the efficacy of a laboratory type experience for instilling an integrative component to an introductory class is discussed.
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Bethel, Joyous, Leonora Foels i Ling Dinse. "Round Table Conversations on Oppression, Racism, and Religious Oppression". Social Work & Christianity 49, nr 1 (11.04.2022): 67–86. http://dx.doi.org/10.34043/swc.v49i1.216.
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This study empirically examines the experience of 196 undergraduate students from two universities, one a secular state institution and the other a Christian college, enrolled in courses on human diversity. The students engaged in structured conversations as a vehicle for increasing the students’ understanding of the lived experiences of others. Conversation topics included understandings of racial and religious oppression. The goal of the study was for students to intentionally engage in structured conversations about contentious topics (oppression, race, and religious oppression) to develop an understanding of the lived experiences of others. Quantitative and qualitative data were analyzed, and the findings are presented. The conversation experiences were universally found by students at both institutions of higher education to be overwhelmingly meaningful.
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Mashauri, Mumbere Malonga, i John Mumbere Muthambuko. "Developing English Language Competence through Content and Language Integrated Learning Approaches: Teachers’ Perceptions of the Teaching Practice at the Bilingual Christian University of Congo". Journal of Education and Practice 7, nr 7 (21.11.2023): 1–14. http://dx.doi.org/10.47941/jep.1518.
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Purpose: This study gives an authentic sense to the use of CLIL as teachers experience it at UCBC. The central goal of the study is to describe the experience of permanent, visiting, international and ESOL teachers about the use of CLIL techniques in the process of developing UCBC students’ English competences. The study puts much focus on teachers’ perceptions on their professional development experiences on CLIL pedagogy in their teaching career.
Methodology: The paradigm in which this study is situated is interpretivist and it used a qualitative study design. In fact, the study employed the descriptive approach to explore the perception of ESOL and content teachers regarding CLIL as a teaching technique at UCBC. Also, the descriptive approach helped in understanding how teachers are applying the CLIL technique and how they are adjusting themselves to the bilingual education practice.
Findings: The result of the study showed that (1) teachers did not view themselves as language teachers; they did not know how they could design language objectives in order to incorporate the language items in their English content courses, (2) teachers did not understand how bilingual education pedagogy worked. Many of them did not know academic English and those who did, did not use English to teach their content courses, (3) teachers were prepared for the use of CLIL Pedagogy, but they were reluctant to implement it, (4) UCBC had no accountability policy related to using English to teach content. No one held them accountable for their students’ content learning or language development, (5) teachers did not own the CLIL pedagogy and thought the development of students' English is the work of the English art department alone.
Unique Contribution to Theory, Policy and Practice: The findings will put all the bilingual education stakeholders before their responsibility in the process of making UCBC a true and excellent bilingual academic institution. The authors recommended that UCBC content teachers be provided with a robust bilingual education training and a robust accountability policy. Also, department chairs should implement different decisions taken out of professional development sessions, and they should implement the bilingual education plan already put in place by the bilingual education coaches. Furthermore, UCBC bilingual education program should have strong and achievable outcomes/goals, and/or objectives for each department, and for each class including first undergraduate through fourth.
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Živanović, Nenad, i Zoran Milošević. "Christian Ethics in Theory and Practice of Physical Culture". Physical Education and Sport Through the Centuries 6, nr 2 (1.12.2019): 1–14. http://dx.doi.org/10.2478/spes-2019-0008.
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Summary A definition of physical culture highlights knowledge OF and FOR physical exercise, which enables transformation of personality from what it is into what it can be. This true in itself – that physical culture employs knowledge to achieve it, hides an array of its possibilities. This knowledge can certainly be of various levels and courses and based on different systems of values. And when knowledge is based on different systems of values, then the transformation of personality – from the real into the possible level can develop in one or the other direction that is, in a positive or a negative direction. At a time when money is a measure of everything, one can readily choose the wrong side in which, according to neoliberalism – everything is allowed. There is no place for orthodox Christian ethics in such environment. This is why we wish to remind you that a lack of orthodox Christian ethics in the science and the profession emerging from the science and supported by global ideas which like a tsunami tear down foundations of civilizational values can lead to worrysome collapse of these basic values. Man would lose most from this collapse. Indeed, our profession is focused on man and his bodily movements – exercise. Therefore, theory and practice of physical culture must be supported by orthodox Christian ethics. In theory, it can be found in theo-anthropocentrism whereas it is an open book in the practice of physical education, sports and recreation; the situation is different. It is because of this diversity that we will look at different approaches both in theory and practice of physical culture.
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Shin, Eung-Chol. "The Design and Operational Outcomes of Interactive Creative Innovation Classes Utilizing Blended Learning in General Education Courses at a Christian University". Institute for Korean Christinity Culture 21 (30.06.2024): 187–212. http://dx.doi.org/10.33199/kiccs.2024.21.7.
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Ibrahim, Glory, Heavenlight Luzinge i Gibson Kapanda. "Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania". Journal of Learning for Development 7, nr 3 (19.11.2020): 433–46. http://dx.doi.org/10.56059/jl4d.v7i3.448.
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Objective
The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure.
Methods
A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used.
Results
A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge.
Conclusion
Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.