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Van Brummelen, Harro 1986. Telling the Next Generation: Educational Development in North American Calvinist Schools University Press of America/ Institute for Christian Studies.
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Van Dyk, John 2007. The Maplewood Story: Fostering a Reflective Culture in the Christian School. Dordt College Press.
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Vryhof Stephen C. 20014. Between Memory and Vision: The Case for Faith-Based Schooling. Grand Rapids: Eerdmans.
Wolterstorff, Nicholas 1980. Educating for Responsible Action. Grand Rapids: Eerdmans.
Websites:
Transfoming lives
Called to teach
Kuyers
John Shortt
Transforming Teachers
Organisations:
http://www.christian-teachers.org.uk/
http://www.stapleford-centre.org/
http://www.nice.edu.au/
EurECA
Association of Christian Schools International
Journals
Journal of Education and Christian Belief
Christian School Education
Journal of Christian Education
A Journal of the International Christian Community for Teacher Education
Update(s):
Here are a few suggestions regarding Herman Bavinck’s Reformed educational philosophy:
Essays on Religion, Science, and Society. Edited by John Bolt. Translated by Harry Boonstra and Gerrit Sheeres. Grand Rapids, MI: Baker Academic, 2008.
See the essays on "Trends in Pedagogy" and "Classical Education," chs. 12 and 13, respectively.Brederveld, Jakob. Christian Education: A Summary and Critical Discussion of Bavinck’s Pedagogical Principles. Grand Rapids, MI: Smitter, 1928.
(NB: This book is a translation of Bavinck’s Verzamelde opstellen op het gebied van godsdienst en wetenschap (Kampen: Kok, 1921).)
Jaarsma, Cornelius Richard. The Educational Philosophy of Herman Bavinck: A Textbook in Education. Grand Rapids, MI: Wm. B. Eerdmans publishing company, 1935.
Nicholas Wolterstorff:
- Educating for Life: Reflections on Christian Teaching and Learning
- Educating for Responsible Action
- Educating for Shalom
Harro van Brummelen, Telling the Next Generation: Educational Development in North American Calvinist Schools University Press of America/ Institute for Christian Studies, 1986
Thanks to various thinknetters and commentersfor the updated suggestions.
3 comments:
This might be way out of left field, but how about a book that is a resource for Christian parents concerned about how public school goes against their own beliefs? "Ben's Big Bang Botheration" is the first in a planned series called "Today in Science Class." Ben has always like science, until his teacher insists that everything came from nothing; no involvement from God. He questions and then realizes it's OK to bring his doubts to his parents and begins to see why God truly is the most logical explanation for the existence of our universe. The book -- and the rest of the series -- counters theories taught in public schools that are contradictory to a God-created universe. It's very relevant in today's public school classrooms.
A wonderful book list for reformational orientation to the teaching profession's task. Thank you very much, once again, dean Steve!
I'd add Harro van Brummelen's Telling the Next Generation, a history of curriculum theories and developments of Christian parent-controlled schools in Canada with many borrowings from counterpart thinkers and practioners in the USA. Especially, Van Brummelen sets Bavinck's Principles of Education (which were a mainstay in North America, but which also blocked openness to and development of key insights into Bavinck's old book (almost a foundational document for Christian schools of Reformed inspiration in the Netherlands). One gets a very different view of Bavinck's educational value in Jaarsma's wonderful study. But nowhere have i seen in the English-language literature what influenced Bavinck to write his Christian Educational Principles they way he did. That is, Bavinck was strongly influenced by a successor to Kant' s chair in philosophy in Germany. That figure was Johann Friedrich Herbart (1776-1841).
If I may, I quote at length from the Wikipedia article on Herbart:
"Principles of Education
"Herbart’s pedagogy emphasized the connection between individual development and the resulting societal contribution. In Platonic tradition, Herbart espoused that only by becoming productive citizens could people fulfill their true purpose: “He believed that every child is born with a unique potential, his Individuality, but that this potential remained unfulfilled until it was analysed and transformed by education in accordance with what he regarded as the accumulated values of civilization”.[2] Only formalized, rigorous education could, he believed, provide the framework for moral and intellectual development. The five key ideas which composed his concept of individual maturation were Inner Freedom, Perfection, Benevolence, Justice, and Equity or Recompense.[3] ...
continuing ... "According to Herbart, abilities were not innate but could be instilled, so a thorough education could provide the framework for moral and intellectual development. In order to develop an educational paradigm that would provide an intellectual base that would lead to a consciousness of social responsibility, Herbart advocated that teachers utilize a methodology with five formal steps: “Using this structure a teacher prepared a topic of interest to the children, presented that topic, and questioned them inductively, so that they reached new knowledge based on what they had already known, looked back, and deductively summed up the lesson’s achievements, then related them to moral precepts for daily living”.[4]
"In order to appeal to learners’ interests, Herbart advocated using literature and historical stories instead of the drier basal readers that were popular at the time. Whereas the moralistic tales in many of the primers and readers of the period were predictable and allegorical, Herbart felt that children would appreciate the psychological and literary nuances of the masterpieces of the canon.[5]
"Though he died in 1841, his pedagogy enjoyed a renaissance of sorts in the mid- nineteenth century; while Germany was its intellectual center, it “found a ready echo in those countries such as the United Kingdom, France, and the United States in which the development of Individuality into Character appeared particularly well attuned to the prevailing economic, political and social circumstances”.[6] The combination of individual potentiality and civic responsibility seemed to reflect democratic ideals.
"Though the emphasis on character building through literary appreciation diminished somewhat after the movement toward utilitarianism following World War I, Herbart’s pedagogy continues to influence the field by raising important questions about the role of critical thinking, and literary appreciation in education."
Bavinck needed a resource in order to combat the rise of Rousseauvian ideology in the Dutch educational debates. Herbart was ready at hand with many valuable insites, but the reliance on Herbart coupled with the necessity of polemic against the ideas of Rousseay meant that Bavinck was not able to adequately and critically appreciate the later contriubtions of American educational philosopher, John Dewey. Nevertheless, following Herbart's establishment of the discipline of philosophy of education (howbeit in his own case dependent on a version of idealism), Bavinck may well be thawt of the undergirding drive in the Christian Reformed Church toward producing PhDs. I do think at one pointl the CRCNA had more PhDs per capita than any other denomination in the USA.
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