Moral development is a part of the healthy adult personality that continues throughout one's life. Churches, as societal institutions, play a vital role in the development of moral reasoning in adults and religious educators can foster it through andragogical methods of learning and teaching. (JOW)

Examines the linkage of spirituality, justice, and cultural evangelization by (1) reviewing the recent efforts to construct a societal spirituality; (2) presenting a theological reflection on these efforts using models; and (3) discussing the implications for religious education. (GEA)

The author responds to reviews by Kai Nielsen and Murdith McLean on his article "Indoctrination and Religious Education."

Basil Yeaxlee believed in the examination of life as the foundation for all learning, in a Christian context. The question of meanings, the purpose of life, and their relationship to education, as well as lifelong learning as a metaphysical quest, are the foundations of his philosophy. (SK)

Discusses how religious studies can be integrated into various approaches to curriculum design. The author examines ways that religious studies can be included in knowledge-based, skills-based, and culture-based curricula. (AM)

Three Christian documents, the "Fourth R" (the "Durham Report" on religious education), "Teaching Christian Ethics," and "The Child in the Church," are used to show that Christians can help young people consider issues in moral education in a balanced way and, thus, arrive at their own conclusions. (Author/RM)

British researcher Ronald Goldman's attempts to apply Piagetian theory to children's interpretation of biblical narratives illustrates that the theory is ill suited to text interpretation. However, there are ways that child psychology can contribute to religious education. (SK)

Focuses on the school's role in transmitting Canada's Christian culture. States that Christianity has been the dominant religion of Canada for centuries and is part of the very fabric of the country. Ponders questions such as (1) When ethnic and religious pluralism exists, should the schools transmit Christian heritage as part of Canadian culture?…

Uses the Archdiocese of New York to illustrate the Catholic Church's successes and failures in religious education. Discusses the archdiocese's efforts to reduce widespread ignorance of the teachings of the Second Vatican Council, including a community needs assessment and a weekend Synod. Highlights religious education needs. (DMM)

Discusses an approach to the study of the Bible through psychodrama. Argues that such an approach makes biblical stories and their characters real by investing them fully with humanity. Concludes that a psychodramatic approach to the Bible is a strenuous exigesis through which it is possible to look past surfaces into an inner world. (SG)

Presents an intellectual view of transcendence in relation to the widening of consciousness. Indicates that the spiritual beginnings of life establish and integrate the human personality, which, when connected to a vital center, gives a fundamental point of reference. (Author/KB)

Identifies four characteristics needed for discipleship in the new millennium: having a solid foundation upon which to live, having a vision of life based on the Gospels, prizing community, and taking responsibility for decisions. (VWC)

Compares the educational philosophies of Hitler and the Seventh-day Adventist Church. While they both emphasize physical health, mental training, and character education, Hitler's motive was to promote a diabolical agenda. The article stresses the importance of reading deeper than mere words and practices to understand any author's philosophy and…

Discusses the Seventh-day Adventist educational philosophy, originated in part by founder Ellen White, who believed the basic goal of Adventist education was derived from what she considered a fundamental Biblical message: restoring human beings into the image of God. The paper concludes that this concept is the best source for a vision to drive…

Presents version 7.8 of the Seventh-day Adventist Educational Philosophy, focusing on assumptions; philosophy; aim and mission; agencies of education; the role of Seventh-day Adventist schools, colleges, and universities (students, teachers, knowledge, curriculum, instruction, discipline, school life, and assessment); and responsibilities and…