Dr. Lynn Swaner has done unprecedented and comprehensive research on flourishing in Christian education. In this speech, she made strong connections between the “Big Story” and student flourishing. She discovered three aspects of spiritual formation happening in Christian schools that highly correlated with Christian school alumni continuing to walk with God: community engagement, Christ-like teachers, and responsiveness to special needs. She gave encouraging examples of how she has seen these aspects practiced in our schools.
It is a risk to try new things, to move in new directions, to love that deeply. But we have reached a time in history where by not innovating we are running a greater risk than staying our current course. Dan Beerens and Erik Ellefsen, MindShift: Catalyzing Change in Christian Education Since the financial crisis of 2007-2008, Christian schooling in … Read More
In this talk, Dr. Justin Bailey suggests that the greatest contribution Christian education can make is to prepare students to become skilled interpreters of our world. Our job in Christian schools is to help students recognize that, while they inhabit a world tainted by sin, they can lead others toward faith, love, and hope through postures of curiosity, discernment, and presence.
The time period from the mid-1980s through approximately 2010 saw Calvinist/Reformed Christian educators further define and apply their approach to educating Christianly in response to a changing world. During these years, movement leaders sought to define both what being Reformed means and the essence of Calvinist/Reformed day school education.
When I think of a Christian education leader who combines the best of prophet, priest, and king leadership, my mind turns to Ron Polinder. Formed by the routine and discipline of farm life and educated in K-18 Christian schools, Ron is someone whose life and career passionately reconciles his deep faith with his vocational practice. Along with many others, I … Read More
In this post we will delve into the philosophical and curricular aspects of the movement, highlighting key individuals, particularly from the years leading up to the early 1990s. One could make an argument that these years were a key time in the Calvinist Christian day school movement in terms of articulating belief, uniting around a philosophical direction and identity, and at the same time assessing the effectiveness of the movement as leaders looked to the future.