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Although some scholars have explored the experiences of racially minoritized doctoral students in large research universities, few have studied the racial dynamics of doctoral education in smaller ...

A renewed alignment with the church’s historic ministry of catechesis necessitates a comprehensive understanding of the God-centered, experiential, lifelong, communal, and mission-centered nature of catechesis. Ancient church practice of educating the affections, in contrast to post-Enlightenment intellectual indoctrination, requires mystagogical immersion of the human heart and life in the love of God. Mystagogical catechesis prevents the formation of superficial faith through pedagogical practices that: recognize the liturgical nature of faith and life; engage the whole person; aim for the heart; envision the journey; provoke wonder; and cultivate worship.

Weidman, Twale and Stein’s (2001) model of graduate student socialization has served as a theoretical starting point for understanding the experiences of doctoral students. Although a number of scholars have critiqued the model for failing to account for the unique experiences of different student groups, none has specifically approached the model with Evangelical Christian doctoral students in mind. Building on the literature on Evangelical Christian students in secular higher education, this article offers a reconceptualization of Weidman et al.’s (2001) model that accounts for the unique experiences of Evangelical Christian doctoral students in secular higher education. This revised model, called reconciliatory socialization, serves as a conceptual framework by which to conduct empirical research on the experiences of Evangelical Christian doctoral students in secular settings.

Equipping the saints for ministry is a primary work of the local church. However, the task of constructing equipping ministries requires theological and contextual reflection. This article argues that as theological educators, we must teach our students to exercise practical theological methods in order to develop an effective ministry of equipping. The article will first explore the underpinnings of practical theology, culminating in a closer look at the model posited by Richard Osmer. Engaging Osmer's model, the article will engage a case study to show how practical theology aids the congregational leader in formulating theologically faithful and contextually relevant equipping ministries.

From Here to Maturity: Overcoming the Juvenilization of American Christianity. By Thomas E. Bergler. Grand Rapids, MI: Eerdmans, 2014. 192 pp., $20.00 (paperback).Thomas E. Bergler, in his award-wi...

The use of developmental theory in Christian education, though invaluable, has led to several insufficiencies in practice, namely intergenerational fragmentation, a diverted focus from scriptural engagement, and the tendency to box people in according to their developmental capacity. We propose that the church's historic method of educating believers, catechesis, is a preferable educational framework that re-centers Christian education around the historic faith, brings generations together, renews focus on Scripture, and rigorously challenges believers to continuously grow in their faith.

While Christian higher education has focused on adapting business models to increase enrolment and thrive in a competitive academic market, Patrick Allen and Kenneth Badley believe that such instit...

Story has been shown in Christian education scholarship to be an effective pedagogical tool. However, story has become even more vital to Christian education in the postmodern world. This article explores how narrative pedagogy, a pedagogical approach that seeks to transform personal narratives with the narrative of the Christian faith, can prove to be an effective pedagogical approach that forms identities, strengthens communities, and transforms congregations. The article will also examine practical ways teachers can use narrative pedagogy in the church's educational ministries and encourage scholars and practitioners to explore the possibilities of narrative pedagogy in Christian education.

For the past two decades, dialogue regarding the integration of faith and learning in Christian higher education has revolved around how Christian faith informs scholarly endeavors, neglecting to d...

While the modern church remembers Dietrich Bonhoeffer for his theological prowess, leadership in the Confessing Church, and co-conspiring to assassinate Hitler, few remember him as a theological ed...