Herman Bavinck's introduction to meeting of the "Association of Reformed Schools in the Netherlands" (1915)

A provisional translation from "Verslag van een korte inleiding naar aanleiding van Spreuken 4:1–13, uitgesproken op de Algemene Vergadering van het Verband tussen Gereformeerde Scholen in Nederland." De School met den Bijbel (5 August 1915).

MINUTES of the General Meeting of the "Association of Reformed Schools in the Netherlands," held on Wednesday, May 12, 1915, at the Arts and Sciences Building in Utrecht.

Opening. 

The Chairman, Prof. Dr. H. Bavinck, opens the meeting shortly after eleven o'clock. 

According to the attendance list, there are 40 persons present. 

After singing Psalm 119:8, the Chairman leads the assembly in prayer, reads Proverbs 4:1-13, and adds the following remarks:

The reading provides us with a complete program of education; all principles of education are encompassed within it. The aim of education as indicated here is the formation of the mind, not merely as a faculty but as the understanding acquired through education, synonymous with wisdom. In Proverbs, wisdom is not only discussed as intellectual understanding but also as moral insight. It is both theoretical and practical in nature. It is wisdom also in relation to our conduct. Secondly, the means are indicated: instruction, teaching, law, and oral instruction. It is the subject matter derived from all laws, firstly from God's Law, but also from all His ordinances. Above all, from His Word, but also as far as it is known from history and nature. Through tradition, it has come down to us. We have to expand it and pass it on to future generations. Thirdly, there is mention of the way: discipline. The Hebrew word for discipline means, in a broader sense, instruction, admonition. The essence of discipline does not lie in punishment; that is merely incidental. Discipline is instruction, as opposed to teaching; it is encouragement, and motivation, and thus encompasses not only intellectual but also moral guidance. Discipline comes from the teacher, but the son must grasp it, and keep it. Thus, there must also be action on the part of the child. The child must be attentive with heart and soul. Fourthly, the reading points out the high significance of wisdom. It is called an ornament, a crown, a pleasant addition. It is a "wreath". Thus, it also has an aesthetic side; it refines, it truly beautifies; it also governs form. Finally, the fruit is mentioned. Wisdom guards against error. It gives life, a long life on earth. According to the Old Testament meaning, this is not merely existence but even more, joy in life. Wisdom brings happiness. Thus, this passage from Proverbs gives us a comprehensive program for education.

Regarding the state of the Reformed School Association, there is no reason to boast, yet given the circumstances, there is cause for gratitude.

Our agenda does not offer a particularly extensive program. Nonetheless, it allows for enjoyable discussion. I warmly welcome you all.

Herman Bavinck

An educational creed

In a world of diverse religious traditions and influences on life there is a need for a Reformed understanding of God's kingdom for learning. To that end the following educational creed will be the confessional basis for ARIHE.

1. In harmony with the ecumenical creeds and the historic Reformed confessions, we affirm:
God has manifested himself in creation, in the incarnation of Jesus Christ, and in the Scriptures of the Old and New Testaments.
Holy Scripture, God's own word, is of infallible divine authority, without error in all its teaching. It is to be believed in all that it affirms, obeyed in all that it requires, and embraced in all that it promises.
2. The origin, meaning, and purpose of creation, including humanity, consist of covenantal dependence upon the Creator, rootedness in Jesus Christ, and life through the Holy Spirit.
3. Because human life is religion, the calling of humanity always to acknowledge its Creator entails that life, including academic pursuits, unfolds itself since Adam's fall either obediently as service in Christ to the God of the Scriptures or disobediently as bondage to the idols of the sinful human heart.
4. In making possible true knowledge and in giving rise to a knowing activity of the human heart enlightened through the Word and by the Spirit, the Christian religion plays a decisive role in the understanding of everyday experience and theoretical pursuits.
5. Christian scholarship, in obedient response to the God-given cultural mandate, may explore all created reality and should promote an integrative understanding and faithful ordering of everyday life in the human community.
6. Although, through God's grace, scholarship which rejects God's Word as the ordering principle of life provides valuable insights into the structure of created reality, nevertheless, faithful Christian scholarship calls for reformation of all knowledge and instruction by letting Scripture direct thought and by bringing it into obedience to Jesus Christ.
7. Academic freedom, made possible by voluntary submission of the entire Christian academic community to the Word of God, must be protected against internal constraints as well as from external domination of non-academic institutions.

Aims for a Christian mathematics education

It has been said that the most incomprehensible thing about the world is its comprehensibility. Mathematics is only possible because God has created an ordered, law-full, universe that is comprehensible. Part of the task of mathematics is to describe the wonder of God's good creation and thereby reveal some of the invisible attributes of God e.g. his faithfulness. Mathematics is also integral to the fulfilling of the creation mandate to open up and develop the creation. Mathematics is an important tool to help us steward and unfold the potentialities of the earth. Music, art, science and economics are four subjects that would be severely impoverished without the aid of mathematics.

Mathematics is a collective term for a number of related fields: arithmetic, geometry, topology, statistics, probability, ... . All of which investigate and open up the two most basic aspects of reality: the numerical and spatial. (Applied mathematics also deals with a third aspect: the kinematic.)

Maths is a human activity therefore, it comes replete with human limitations: it is fallible, corrigible, culture- and value-laden. However, it is based in creation - it is not arbitrary or the product of social agreement. This is where a Christian view of maths diverges from the social constructivist view. This Christian view of maths does justice to both epistemological subjectivity and ontological objectivity.

Mathematics is based in created reality. It is not neutral; religious beliefs shape mathematical theories.



Mathematical education aims

Hence, mathematics education should:

1. Be placed in a historical and cultural context.
    This will help to expose the myth of mathematical objectivity.

2. Be rooted in reality and everyday applications.
    This will help show mathematics as a tool for unfolding and developing the creation.

3. Be integrated with other subjects.
    Mathematics deals with the two most basic aspects of reality, the numerical and the spatial, these aspects are basic to all other curriculum subjects. The integration with other subjects, particularly science, reveals the role of mathematics as a tool to help fulfill the cultural mandate.

4. Describe the beauty and order of creation and to help students understand creation.

5. Reveal some of the attributes of God (Rom 1:20; Ps 19:1). Particularly the faithfulness of God to   his creation exemplified in his laws and the lawfulness of creation. Without this mathematics would be impossible.

6. Enable us the be better stewards of God’s creation.

7. Provide fun and enjoyment.

8. Focus on understanding rather than rote or memorisation.

9. Recognise that each student is created in God's image and that each student is unique.
    Differentiation will be important.  We all learn in different ways and at different rates, this should be taken into account. 

A model for mathematics - all activity takes place within a worldview. Hence epistemological subjectivity, but ontological objectivity. History and application play important roles (Adapted from an original diagram by Revd Richard Russell.)



Resources for a Christian approach to mathematics
Resources for a Christian approach to education

Science textbook critiques

Some years ago I did some work on critiquing science textbooks from a Christian perspective.

Here are two of them. The first is on two Accelerated Christian Education modules. I don't know if they have changed in the intervening years, so the critique may or may not still be valid. The other is on Science in Process - this textbook was a bit of a flash in the pan - when the emphasis was on doing science.

(The views represent my thoughts in 1994 - not necessarily now.) 



Review of Accelerated Christian Education science booklet


Review of Science in Process UK Science textbook

IAPCHE website gets a facelift

Sir Ken Robinson - a new education paradigm, one that doesn't kill creativity

Beyond Numbers by K A Loop - a review

Beyond Numbers
A Practical Guide to Teaching Math Biblically
Katherine A. Loop
Fairfax, VA: Christian Perspective, 2nd edn 2011
ISBN Second Edition: 978-0-9773611-3-7
Available here

'Teaching Christianly may well be the hardest job in the universe' according to John Van Dyk [1]. Teaching maths Christianly may be even harder!

Katherine Loop's view of mathematics changed when she read James Nikel's seminal book Mathematics: Is God Silent? She agrees with Nikel that God is not. Many Christians think that God is silent, that maths is neutral and that it is eternal or at least exists in the mind of God. And this, sadly, includes many Christian mathematicians. Loop does not succumb to these myth and she presents much good introductory material here to subvert them.

Loop starts by rightly emphasising the created-ness of mathematics. If God creates all things then that must include numbers, addition and the rest. 

She writes:

Math is not a neutral subject. God’s invisible qualities are clearly seen in math. If we are not worshiping God in math, we are unconsciously worshipping the creation, in this case, math itself. We are exchanging God’s truth for a lie. Our attempts at neutrality only harm us and open up our hearts to worldly, independent thinking. p 27.

The strength of the book is its simplicity and accessibility. That is also its weakness as some of the arguments are glossed over and they wouldn't convince a skeptic, but then that probably isn't the aim of the book.

She examines some erroneous ways of teaching maths 'biblically'. These include adding in a Bible verse - she rightly points out:

 Simply adding Bible verses or thoughts to our math lessons does not make math biblical. Math still comes across as independent from God.

She discusses some common textbook approaches to division and shows how they are lacking and then develops her own approach using 'cookies' and splitting them (dividing) them into groups and then concluding:

Guess what? Because God holds all of creation together so consistently, if you take twelve objects and put them into three piles, you will always end up with four objects in each pile! God’s consistency makes it possible for us to do division without actually touching the objects we are dividing. Just as we did with multiplication, we can memorize our division facts and be confident they will always work because of God’s faithfulness. (p. 32)

The book is obviously geared to a North American context. This is obvious by the use of terms like math and cookies but also for example we have statements such like 'Most students learn the long division method without really understanding why the method leads to the right answer.' This rote learning approach is very much frowned upon in the UK (not to say such a pragmatic approach doesn't exist this side of the pond), the emphasis in the UK is not on learning by rote but more on understanding and encouraging students to use their own methods - and this approach is advocated by those who aren't Christians as well as Christians. Such an approach that Loop rightly criticises is merely bad maths pedagogy.

In one place (p. 35) she states:

But a biblical math presentation will always introduce the concept as a practical tool dependent on God’s continual faithfulness. [my emphasis]

This is stated rather than justified. In what way is this biblical? And why always? What if there is (at present) no practical application to the maths? What image of maths does this give us? Is it merely a tool - an instrument? This approach could lead to a utilitarian view of maths.

To be fair, in a note she does clarify this:

Just presenting math practically does not teach math biblically. What a tragedy it would be to know how to use math practically while remaining blind to the One who makes practical math possible! Yet practical math is the natural outcome of a biblical view of math.

So, practical maths is necessary but not sufficient for it to be a Christian approach.

For Christians teaching maths in a home school or Christian school context this book will be invaluable. For those teaching in a non-Christian context it will be useful, but the ideas and explicit Christian approach will need to be made more implicit. It does raise the important question can we teach Christianly in a state school without mentioning God? The other question left unaddressed is, could a Moslem teach a Moslem approach to maths using this method? (For example by using the name Allah instead of God on p. 32) If so what implications does this have for this as a distinctively Christian approach?

I'm puzzled why Loop continually refers to this approach as 'biblical math'. I much prefer the term Christian maths. The danger with the term 'biblical math(s)' is that it could encourage an encyclopaedic fallacy approach to reading the scriptures. What is the biblical value of pi? 3 if we are to go by I Kings 7:23-26. Does it mean that we should return to measurements in span and cubits? But again I'm being pernickety.

I have perhaps been overly critical - but I hope in a constructive way. There is much wisdom in this book. The emphasis on God as the creator of maths, the ways maths reflects God's faithfulness, maths as a tool for understanding (and I'd want to add developing) the creation, that maths is not neutral is excellent; they are all important truths.

She makes some good suggestions for teaching maths. These include:

• show how the concept reveals God's character/ design
• teach using a real-life principle 
• use the concept practically
• use the history of maths to show how the concept has been used in the past.

The book deserves a wide audience. It will be a shame if that potential audience is put off by some of the un-subtleties and unsubstantiated assertions. That said, however, Loop's book and her many practical suggestions may well help make teaching maths Christianly a little easier.

[1] Letters to Lisa: Conversations with a Christian Teacher - back cover.

Contents

1. Where did Math Come From, and Why does it Work?     1
2. Math Points us to God     7
3. Math’s Practicality     11
4. Math Is not neutral!     19
5. Harm to the Heart     25
6. Adopting a new Heart Toward math     29
7. Preparing to Teach math Biblically     45
8. Teaching math Biblically
9. Ready, Set, Now What do I do?     61
10. Curriculums and resources     67
11. Overcoming the difficulties     83
Parting Thought     87
Appendix A: Idea notebook     89
Appendix B: Bibliography     95

Resources for a Christian approach to (school) education

Badley, Ken and Harro Van Brummelen 2012. Metaphors We Teach By: How Metaphors Shape What We Do in Classrooms. Wipf and Stock.

Bandstra, Alan 2014. Beyond Control: Heart-Centered Classroom Climate and Discipline. Sioux Center, IA: Dordt College Press.

BavinckHerman  2008.  Essays on Religion, Science, and Society. Edited by John Bolt. Translated by Boonstra Harry and Gerrit Sheeres. Grand Rapids, MI: Baker Academic. 

Beech, Geoff 2015. Christians as Teachers. What it Might look Like? Wipf and Stock.

Berkhof,  Louis and Cornelius Van Til 1990. Foundations of Christian Education: Addresses to Teachers. (Ed. D.E. Johnson) Philipsburg: P&R. (Taken from Jaarsma, 1953)

Blomberg, Doug 1978. The Development of the curriculum with relation to the philosophy of the cosmonomic idea. PhD Thesis. University of Sydney.

Blomberg, Doug 1999. 'An "epistemology of teaching"'. Philosophia Reformata 64: 1-14.

Blomberg, Doug 2007. Wisdom and Curriculum: Christian Schooling After Postmodernity. Sioux Center, IA: Dordt College Press.

Blomberg, Doug and Ian Lambert (eds.) Reminding: Renewing the Mind in Learning. Sydney: Centre for the Study of Australian Christianity

Brederveld, Jakob. 1928. Christian Education: A Summary and Critical Discussion of Bavinck’s Pedagogical Principles. Grand Rapids, MI: Smitter.

Bussema, Ken 1984. "Developmental considerations for a theory of instruction." Pro Rege 13 1:2-16 

Bussema, Ken 1993. "Perspectives on developmental psychology." Pro Rege 22 1:1-8. 

Cooling, Trevor & Margaret Cooling, 2013. Distinctively Christian learning? Cambridge: Grove Books.

Cooling, Trevor 1994. A Christian Vision for State Education, SPCK.

Cooling, Trevor 2010. Called to Teach: Teaching as a Mission Vocation,  Grove Books. 

De Boer, Peter. 1983. Shifts in Curricular Theory for Christian Education. Grand Rapids, MI: Calvin College Monograph.

de Muynck, Bram,  Johan Hegeman and Pieter Vos (editors) 2011. Bridging the Gap: Connecting Christian Faith and Professional Practice. Dordt College Press/ IAPCHE.

DeBoer, Peter (ed.) 1993. Educating Christian Teachers for Responsive Discipleship. University Press of America.

DeGraaf, Arnold 1968. The Educational Ministry of the Church. Craig Press

DeGraaf, Arnold and Jim Olthius (editors) 1973. Joy in Learning: An Integrated Curriculum for Elementary School. Toronto: Curriculum Development Centre.

DeJong, Norman (ed). 1984. Christian Approaches to Learning Theory. Lanham, Md: University Press of America.

Edlin, Richard J. 2014. The Cause of Christian Education (4th edition) Sioux Center, IO: Dordt College Press.

Edlin, Richard J.and J. Ireland (eds.), 2006. Engaging the Culture: Christians at work in education. Blacktown, NSW: National Institute for Christian Education.

Fennema, Jack 1978. Nurturing Children in the Lord: A Study Guide for Teachers on Developing a Biblical Approach to Discipline. Philipsburg: Presbyterian and Reformed.

Fennema, Jack 2005. The religious nature and Biblical nurture of God's children: A guide for parents and teachers. Sioux Center, IA: Dordt College Press. 

Fowler, Stuart 1987. Christian Educational Distinctives. Potchefstroom: Potchefstroom University for Christian Higher Education. 

Fowler, Stuart et al. 1990. Christian Schooling: Education for Freedom. Potchefstroom: Potchefstroom University for Christian Higher Education.

Fowler, Stuart, Rationality, Certainty and Education. African Journal for Transformational Scholarship. 1(2)

Fowler, Stuart, The Foundations of Christian Education. African Journal for Transformational Scholarship 2(1)

Glanzer Perry L. and Nathan F. Alleman 2019. The Outrageous Idea of Christian Teaching. Oxford: Oxford university Press.

Gousmett, Chris 1997. Education in God's World,

Graham, Donovan 2009. Teaching Redemptively: Bringing Grace and Truth into Your Classroom. (2nd edn) Colorado Springs: Purposeful Design.

Greene Jr. Albert E. 2003. Reclaiming the Future of Christian Education, Purposeful Design Publications; 2nd edition.

Habl, Jan 2011. Lessons in Humanity: from the life and work of Jan Amos Comenius. VKW.

Hull, John 1993. Christian Education and the Deep Structure of Schooling. Doctoral thesis. University of Toronto.

Hull, John E.  2023. Education for Hope: A Course Correction. Friessen Press

Hulst, John B 2009. Building a Worldwide Network: IAPCHE 1975-2002. Dordt College Press.  

Hulst, John B 2012. Christian Education: Issues of the Day. Sioux Center: Dordt Press

Hulst, John B. 1987. "Creativity in Christian education." Pro Rege 16 (2):15-22.

Jaarsma, Cornelius Richard. (ed.) 1953. Fundamentals in Christian Education: Theory and Practice. Eerdmans.

Jaarsma, Cornelius Richard. 1935. The Educational Philosophy of Herman Bavinck: A Textbook in Education. Grand Rapids, MI: Wm. B. Eerdmans publishing company.

Joldersma, C.W. & Stronks, G.G. (eds.) (2004). Nicholas Wolterstorff. Educating for shalom. Essays on Christian Higher Education. Grand Rapids/Cambridge, UK: Eerdmans.

Kuyper, Abraham 2019. On Education. Lexham Press.

Lambert, Ian and Suzanne Mitchell (eds.) 1997. The Crumbling Walls of Certainty:Towards a Christian Critique of Postmodernity and Education.  Sydney: Centre for the Study of Australian Christianity.

Lambert, Ian and Suzanne Mitchell (eds.) Reclaiming the Future: Australian Perspectives on Christian Schooling. Sydney: Centre for the Study of Australian Christianity.

Latinga Nick (editor) 2008. Christian Higher Education in the Global Context. Dordt College Press/ IAPCHE. 

Hollaar, Lee 1994. "Christian education: Yesterday's dream, today's experience, tomorrow's vision." Pro Rege 23(1):18-26. 

MacKenzie, Pam et al. 1997. Entry Points for Christian Education. London: Care for Education. 

Mechielsen, Jack (ed.) 1980. No Icing on the Cake: Christian Foundations for Education Brookes-Hall. 

Miedema, S. 2009. Nicholas P. Wolterstorff’s Philosophy of Education: Christian, Open and Critically Committed. Journal of Christian Education, os-52(1), 23–32.

Newell, Ted 2019. Education: A Student's Guide. Series edited by David S. Dockery. Crossway Books.

Oppewal, Donald (ed). 1992. Voices from the Past – Reformed Educators. Grand Rapids: Calvin College Press.

Palmer, Parker J. 1983. To Know As We Are Known: Education as a Spiritual Journey. San Francisco: Harper & Row.

Peetoom, Adrian  1993. “From Mythology to Mythology: Dutch-Canadian Orthodox-Calvinist Immigrants and Their Schools.” Master’s Thesis, University of Toronto.

Prinsen, Peter 2000. “That Old Dutch Disease: The Roots of Dutch Calvinist’s Education in Alberta,” PhD Thesis. University of Alberta.

Roques, Mark  1989. Curriculum Unmasked: Towards a Christian Understanding of Education. Monarch.

Roques, mark and Steve Bishop 2022. Stewardship Epistemology. Findings 2

Russell, Richard 1999. History of educational theory and practice: turning points Bridgehead for Education.

Sandsmark, Signe 2000. Is World View Neutral Education Possible and Desirable? A Christian Response to Liberal Arguments. Carlisle: Paternoster Press.

Sewell, Keith2000. Reformed or Evangelical? A Question for Christian Higher Education. Association for Christian Higher Education in Australia.

Shortt, John 1991. Towards a Reformed Epistemology and its Educational Significance.  PhD Thesis. University of London Institute of Education. http://www.forthosewhoteach.org/my-phd-thesis/

Shortt, John and Trevor Cooling 1997. Agenda for Educational Change Apollos.

Smith, David I. 2001. Does God dwell in the detail? The daily grind of Christian teaching, lecture 2001.

Smith, David I. 2003. Biblical Teaching. Christian School Teacher, Spring 2003.

Smith, David I. and James K. A. Smith (editors) 2011. Teaching and Christian Practices: Reshaping Faith and Learning. Grand Rapids: Eerdmans.

Smith, David I., 2018. On Christian Teaching – Practicing faith in the classroom. Grand Rapids: Eerdmans.

Smith, David I.and John Shortt, 2002. The Bible and the Task of Teaching Stapleford Centre. Online: http://www.forthosewhoteach.org/wp-content/uploads/2018/01/Btt-Whole-Book.pdf

Spears Paul D. and Steven R. Loomis 2009.  Education for Human Flourishing. (Christian Worldview Integration Series). Downers Grove: IVP Academic.

Steensma, Geraldine 1971. To Those Who Teach: Keys for Decision Making. Signal Mountain, TN: Signal.

Steensma, Geraldine J. and Harro W. Van Brummelen 1977. Shaping School Curriculum: A Biblical View Signal.

Stronks, Gloria & Clarence Joldersma (ed.) Educating for Life: Reflections on Christian Teaching and Learning. Grand Rapids, MI: Baker Academic, 2002

Stronks, Gloria 1995. "Myths and realities in Christian education." Pro Rege 23 (3):1-10. 

Stronks, Gloria and Doug Blomberg, 1993. A Vision with a Task: Christian Schooling for Responsible Discipleship Baker.

Thiessen, Elmer John 2001. In Defence of Religious Schools and Colleges. Montreal: McGill-Queen's University Press.

Van Brummelen, Harro  1995. Stirring heart and mind: Teaching for Biblical values. Pro Rege 23( 3):11-18. 

Van Brummelen, Harro 1986. Telling the Next Generation: Educational  Development in North American Calvinist Schools University Press of America/ Institute for Christian Studies.

Van Brummelen, Harro 2002. Steppingstones to Curriculum: A Biblical Path. Colorado Springs: Purposeful Design.

Van Brummelen, Harro, 1992. Walking with God in the Classroom. Burlington, Ont: Welch. 

van der Laan H. 1979. Out of Concern for the Christian School. PUvCHO, Potchefstroom (Series F)

Van Dyk, John  2000. The Craft of Christian Teaching: A Classroom Journey. Sioux Center: Dordt College Press. 

Van Dyk, John  2007. The Maplewood Story: Fostering a Reflective Culture in the Christian School. Dordt College Press. 

Van Dyk, John 1997. Letters to Lisa. Sioux Center: Dordt Press.

Van Nierk 2000. Belief and education: the role of religious ground motives in the history of education

Vriend, John et al. 1972. To Prod the “Slumbering Giant”: Crisis, Commitment, and Christian Education. Toronto: Wedge.

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.
(NB: This book is a translation of Bavinck’s Verzamelde opstellen op het gebied van godsdienst en wetenschap (Kampen: Kok, 1921).)

Brederveld, Jakob. Christian Education: A Summary and Critical Discussion of Bavinck’s Pedagogical Principles. Grand Rapids, MI: Smitter, 1928.

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.