This book presents nine biblical themes in essays authored by veteran educators who surprise and affirm readers with personal accounts of how these themes shaped their practice in education. Culture, faith, and praxis often inform one another, and in an era of increased scrutiny and criticism of education, educators hold tremendous power in shaping the education of students by incorporating these values into daily practice. A cycle of improvement follows purposeful attention to biblical principles, and provides educators with the means to reclaim and reshape our profession. When teachers are willing to examine their practice in light of biblical themes and values, learning becomes meaningful and lasting. Often that learning goes beyond the formal educational process. Educators serve as role models, and the experiences we provide for our students shape who they become and how they view life. A faithful educator encourages positive dispositions of the heart, mind, and spirit. The charge and responsibility of developing the hearts, minds, and spirits of those who enter our classrooms, and the magnitude of the call to teach these students, requires faithful recognition of these biblical themes.

With the decline of traditional Sunday school and education programs in recent years, many Christians have not learned the fundamental doctrinal content of the faith. In this text Gary Parrett and Steve Kang set forth a thoroughly biblical vision for intentional teaching of the Christian faith that attends to both the content and process of educational and formational ministries.

Faithful Learning aims to fill a gap in Christian higher education by providing a theology primer accessible to Christian educators who may not have any formal theological training and by illustrating how Christian doctrine intersects with various academic disciplines. The intended audience for this book is current and future faculty, staff, and administrators in Christian higher education. The author envisions this book as one that directors of faculty development might purchase en masse to give to new and current faculty or use in faculty trainings.

In the wake of the terrorist attacks on September 11, 2011, discussions on ties between Islamic religious education institutions, namely madrassahs, and transnational terrorist groups have featured prominently in the Western media. In the frenzied coverage of events, however, vital questions have been overlooked: What do we know about the madrassahs? Should Western policymakers be alarmed by the recent increase in the number of these institutions in Muslim countries? Is there any connection between them and the "global jihad"? Ali Riaz responds to these questions through an in-depth examination of the madraassahs in Pakistan, Bangladesh, and India. In Faithful Education, he examines these institutions and their roles in relation to current international politics.

For more than fifty years, Lutherans and Catholics in the United States have listened to the word of God in dialogue with one another. The conversation has borne great fruit in overcoming past misunderstandings, prejudices, and even at times enmity between the two communions. It has fostered mutual appreciation, respect, and significant agreement on what were once thought to be irreconcilable doctrinal differences. But as major changes in church and society accelerate, the process by which communions make judgments and teach them to the faithful is of vital importance. Faithful Teaching is the twelfth dialogue of the U.S. Lutheran-Catholic Dialogue. It seeks greater mutual understanding of the two communions' respective processes of faithful teaching. It is offered in the hope that such understanding will contribute to our common efforts to witness more faithfully to the gospel of Jesus Christ in the world. In challenging times, the call to continue to preach and teach the gospel together resounds with new urgency.

Christian scholars and teachers everywhere are exploring ever more fully the relationship between Christian faith and the various academic disciplines. In this book, leading voices in the Christian academy provide a solid theological foundation for understanding the aims and practice of faith-and-learning integration, especially within church-related institutions, and also discuss some major challenges and opportunities facing Christian higher education in the twenty-first century. --From publisher's description.

Conrad of Piacenza was a nobleman, living in a medieval castle in Italy. One day, he went out hunting with his servants, and a fire broke out in the forest. What happened next would change his life forever. In St. Conrad and the Wildfire, children of all ages will discover the power of truth and forgiveness. Introduce children to St. Conrad through Maura Roan McKeegan’s moving retelling and Patty Borgman’s magnificent illustrations that bring the saint to life.

Do various members of the church--regardless of their generation, gender, race, sexual orientation, country of origin, and whatever their doubts are about official church teachings and policies--have any role in determining, safeguarding, and assessing the authentic teaching and praxis of the faith of the church? This has always been a haunting question in the life of the Christian church, though only recently acknowledged, because of the long-standing role of male clergy of European descent with a Eurocentric outlook who held hierarchical offices and determined official doctrines and moral and disciplinary codes. There have been controversies that bear on these matters over the course of the church's history. But it has only been over the last fifty years that the question has received increasing attention among Roman Catholics in terms of the baptismal anointing of the Spirit that bestows the gift of the sense of the faith on individuals and the collective sense of the faithful. This gift provides discerning skills to recognize, receive, and imaginatively and practically apply the living faith in history and society. This book explores these issues from historical, sociological, systematic and theological ethical perspectives, infused by the contributions of world Christianities.

This book brings together selected lectures presented at the Education, Formation and the Church conference held in Kampen, August 2018. The key issue tackled by all contributors is how we can properly understand formation in the formative contexts of school and Church. The urgency of the topic is experienced by many people committed to the faith development of children and young people. Changes in society bring uncertainty and anxiety to churches, schools and families. Some Christian communities are inclined to protect their members from the perceived negative influences of the post-Christian age, while others equip them with tools to become virtuous disciples of Christ in modern society. These all are faithful efforts that seek the best for the future generation. Different responses to the challenges in society affect the various contexts in which formation is at stake, including schools, youth work, catechism and the training of pastors. The reflections in this book are intended to support people involved in these contexts in their future efforts. Scholars working in the domains of education and practical theology share their perspectives. Contributors are Bram de Muynck, Roel Kuiper, David I. Smith, Trevor Cooling, Bernd Wannenwetsch, Hans Schaeffer, Maarten Kater and Ferdi Kruger.