A Theology for Christian Education Review

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A Theology for Christian Education ReviewThis was an excellent book, the author's thesis is to integrate theology and Christian education attempting to not only influence the church in general, but to holistically impact the church. They see theology as a filter to sift through social sciences and allow the methodology to proceed from them. They do not see education and theology as two enemies, but as teaching which needs integrated. Their structural approach toward systematic theology covers a large area of doctrines which impact church and life. The authors fulfilled the purpose of integrating education and theology through the explanation of systematic theology followed by its application.
Regarding the integration of social sciences, the authors did not meet their goal. The arguments in the second chapter adequately laid out five levels of integration and social science. They concluded, if education is going to be Christian it has to see theology as the filter which social sciences are integrated, which produces Christian education. Chapters three through ten cover the various topics of systematic theology, but do not adequately interact with the integration of social science. Chapter eleven is an attempt to move toward a theologically informed approach to education. The authors state the chapter is not a complete "systematic theory of education" because it does not include the "social science theories." They did touch on learning taxonomies, but did not inform the reader that this was a form of integration. At this point, the authors loose one of their primary goals stated to attain Christian education.
The authors argued for integrating social sciences with theology, but never interacted with social science integration itself. This is a significant point considering the authors equated proper integration with true Christian education. The only thing that seems like a plausible reason for avoiding this interaction is the authors may not have agreed on exactly what Christian education should and should not integrate, but this is only a guess.
Approaching Christian education from systematic theology provides a great start for the church. It is an ordered coherent picture of the Christian faith. The authors point out; it is a "means to an end and not the end itself." This reminds the teacher to focus on holistic discipleship and gospel growth and not simply delivering content alone. Helping the learner understand how to inject other areas of theology into Christian education would have strengthened the book. An example of this would be the teaching of biblical theology since it allows the learner to see the metanarrative of Scripture and provides a grid to better understand systematic theology.
The book carries significant value which would benefit any Christian educator. There are many solid evangelical systematic theology texts available, but few provide the application of theology seen in A Theology of Christian Education. It is important for the Christian educator to teach people how to connect orthodoxy and orthopraxy, which the authors do superbly.
They recognize the Glory of God as the central goal in Christian education. This forces an educator to evaluate all areas of ministry in light of God's standards and not their own preferences. Seeing education as holistically encompassing orthodoxy, orthopraxis and orthopatheia encourages balance in teaching.
Regarding curriculum selection, they evealuwated 5 approches. The final chapter interacts with the identity crises in Christian education. Four elements of identification are outlined as: theory, task, target and theology. Each area overlaps with the roles of the teacher as the: theorist, teacher, trainer and theologian. The paradigm seems to adequately capture the role of Christian education and the role of the teacher.
A Theology for Christian Education remains a superb book for educators in all age ranges and should help any evangelical minister of education.
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