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The Wiley Handbook of Christianity and Education
William Jeynes (Edited by), W Jeynes (Author)
9781119098348, Wiley
Hardback, published 31 August 2018
704 pages
24.6 x 17.3 x 3.6 cm, 1.202 kg
A comprehensive source that demonstrates how 21st century Christianity can interrelate with current educational trends and aspirations The Wiley Handbook of Christianity and Education provides a resource for students and scholars interested in the most important issues, trends, and developments in the relationship between Christianity and education. It offers a historical understanding of these two intertwined subjects with a view to creating a context for the myriad issues that characterize—and challenge—the relationship between Christianity and education today. Presented in three parts, the book starts with thought-provoking essays covering major issues in Christian education such as the movement away from God in American education; the Christian paradigm based on love and character vs. academic industrial models of American education; why religion is good for society, offenders, and prisons; the resurgence of vocational exploration and its integrative potential for higher education; and more. It then looks at Christianity and education around the globe—faith-based schooling in a pluralistic democracy; religious expectations in the Latino home; church-based and community-centered higher education; etc. The third part examines how humanity is determining the relationship between Christianity and education with chapters covering the use of Christian paradigm of living and learning; enrollment, student demographic, and capacity trends in Christian schools after the introduction of private schools; empirical studies on the perceptions of intellectual diversity at elite universities in the US; and more. The Wiley Handbook of Christianity and Education will be of great interest to Christian educators in the academic world, the teaching profession, the ministry, and the college and graduate level student body.
Notes on Contributors ix Acknowledgments xv Introduction 1 Part I Major Issues in Christian Education 3 1 The Movement Away from God in American Education 5 2 The Two Biological Parent Family, Christianity, and Economic Prosperity 43 3 The Christian Pastoral]Artisanal vs. Academic Industrial Models of Education in America 67 4 Engaging Questions of Purpose: The Resurgence of Vocational Exploration and Its Integrative Potential for Higher Education 95 5 Why Religion and Religious Freedom is Good for Society, Offenders, and Prisons 119 6 The Integration of Faith Tradition and Teaching in Christian Higher Education 141 7 A Christian Mentoring Program for Character Education of African American Teens and Young Adults from Detroit 165 8 Character Education Traced Throughout American History 201 9 Publicly Funded Charter Schools with Religious Ties 233 Part II Christianity and Education Around the Globe 257 10 Faith]based Schooling in a Pluralistic Democracy 259 11 The Teaching of the Holocaust in American Evangelical Christian Schools 279 12 Learned Piety in a Place of Freedom: A Brief History of Liberal Education in Europe, 1200–2000 297 13 Religious Liberty and Educational Pluralism: Abraham Kuyper’s Principled Advocacy of School Choice 325 14 Christianity and Education: A Brazilian Perspective 355 15 Latinx Parental Expectations in the Home: Educación and the Assets of Religiosity, Family, and Community 365 16 Church]based and Community]centered Higher Education: Case Study of an Alternative Strategy for Delivering Faith]based General Education to the Poor Around the World 381 17 “Small Things with Great Love”: Apostle Peter’s Wisdom for Christian Educators Around the World 399 Part III Humanity at a Crossroads in Determining the Relationship Between Christianity and Education 417 18 The Supreme Court, 1st Amendment Religion Clauses, and Education: An Overview 419 19 Using the Christian Paradigm of Living and Learning to Rethink the Extravert Ideal 441 20 The Dog that Didn’t Bark: Enrollment, Student Demographic, and Capacity Trends in Christian Schools after the Introduction of Private School Choice 477 21 School Choice, Worldview, and Secularism’s Blindness 513 22 Education in a Catholic Key 537 23 Minority Male Attainment: Cultivating Spiritual, Social, and Emotional Development 559 24 Defining our Terms: Why the Vision for the Pluralistic University Depends upon a Clear and Rigorous Understanding of Pluralism 577 25 Christianity and Higher Education: Empirical Studies on the Perceptions of Intellectual Diversity at Elite Universities in the United States 601 26 Religion, Adolescent Wellbeing, and Educational Outcomes 631 Index
Kenneth Calvert, Hillsdale College
William Jeynes, California State University, Long Beach and the Witherspoon Institute, Princeton
David W. Robinson, George Fox University
Michelle C. Louis, Azusa Pacific University
Byron R. Johnson, Baylor University
Perry L. Glanzer, Baylor University and Nathan F. Alleman, Baylor University
Lou Selzer, Metro Detroit
Jamie Kay Jakubowski-Tungyoo, California State University, Long Beach and William Jeynes, California State University, Long Beach and the Witherspoon Institute, Princeton
Daniel Hamlin, University of Toronto and Harvard University
Charles L. Glenn, Boston University
William Jeynes, California State University, Long Beach and the Witherspoon Institute, Princeton
Fred W. Beuttler, University of Chicago
Wendy Naylor, University of Chicago
Paulo Romeiro, MacKenzie University, Brazil
Daniel D. Liou, Arizona State University, Eric Ambroso, Arizona State University, and Rene Antrop-González, Metropolitan State University Minnesota
Robert Osburn, Wilberforce Academy and Amanda Forbes, Trinity Education
Mary Poplin, Claremont University
Charles J. Russo, University of Dayton
Betty J. Talbert, Biola University
Dick Carpenter II, University of Colorado, Colorado Springs and Rebecca S. Keith, University of Colorado, Colorado Springs
Craig S. Englehardt, Baylor University
Timothy R. Scully, University of Notre Dame, Sean McGraw, University of Notre Dame, William C. Mattison, University of Notre Dame, and Louis A. DelFra, University of Notre Dame
Osie L. Wood, Jr. and Monica Cole-Jackson
Robert Osburn, Wilberforce Academy and William Jeynes, California State University, Long Beach and the Witherspoon Institute, Princeton
Mark Brow, University of Illinois at Chicago
Tommy M. Phillips, Mississippi State University
Subject Areas: Education [JN]
