Introducing Christian Education: Foundations for the Twenty-First Century

by Michael J. Anthony

(Book Review)

Baker Academic

Published in 2001

Doctor of Education – Specialization Christian Education

Course number of the textbook: EdD600

Peter Andrew Rivers

Student Number 19 – 00011175

Newburgh Theological Seminary and College of The Bible

Date of Submission: 18th September 2019

Introduction

As Kevin E. Lawson observes, the primary objective of Christian education is to

encourage individuals to establish a steady relationship with God to lead holistic lives. Christian

education also assists people to develop good interpersonal interactions within their communities

and fostering cooperation through increased understanding of biblical teachings. However, the

changing societal values and attitudes during the twentieth century have necessitated a re-

evaluation of the message in Christian education. The book “Introducing Christian Education:

Foundations for the Twenty-First Century” edited and co-authored by Michael J. Anthony is a

comprehensive response to the emerging challenges to Christian education during the twenty-

first century. The summa consists of works by leading scholars such as Dennis Williams,

Jonathan Thigpen, Richard Leyda, Klaus Issler, James Riley Estep Jr., and Kevin Lawson among

others who have made considerable contributions towards Christian pedagogy.

The editor and contributing authors offer detailed insights into Christian education in the

contemporary United States and provide submissions through the perspectives of changing

cultures, biblical metanarratives, and Scripture. The book consists of thirty-one chapters that are

divided into six sections that focus on common thematic areas. The first section of the book

focuses on the historical, philosophical, theological, evangelism and discipleship, and cross-

cultural perspectives in Christian education foundations. The second addresses developmental

issues that range from the life span development aspects to spiritual formation, while the third

section focuses on the pedagogic implications of Christian education. The third section discusses

learning theory, teaching-learning process, and learning styles as well as the Holy Spirit and

Jesus as a teacher. The fourth section presents organization models applied in Christian
education as well as the legal and ethical concerns in Christian ministry while the fifth section

addresses the application of Christian education in families. The final section of the book is on

specialized ministries such as counselling, recovery, and home schooling among others. In effect,

this paper offer a book review on “Introducing Christian Education: Foundations for the Twenty-

First Century” and analyses how it addresses some of the issues in contemporary Christian

pedagogy.

Book Review

First Section

Lawson’s chapter traces the history of Christian education from Biblical times and its

transformations through time into the twentieth century. Initially, Christian pedagogy was

informal and taught in homes before scribes assumed the responsibility of interpreting and

teaching the Torah after the Exile for many years. One of the most important points raised by

Lawson is that Jesus introduced new teaching approaches that enhanced his followers’

comprehension of the Scripture. Another critical issue noted by Lawson, in his submission, is the

decline of educational institutions in the church due to increasing institutionalism and

subservience to church hierarchy due to widespread illiteracy. The advent of the printing press,

as the author observes, played a significant role in facilitating reforms in Christian education

from the fifteenth century as information became increasingly available. However, Lawson

acknowledges that drastic societal and technological changes, such as industrialization and the

Internet, continue to create new challenges as well as opportunities in Christian education. For

instance, Lawson concludes by observing the rise of focused educational ministry areas.

On his part, Warren Benson contends that biblical theology is the basis of systematic

theology that establishes the philosophical foundations applied in Christian pedagogy. Warren’s
observation that theological studies are integral in enhancing the comprehension of Christian

education as the author’s assertion that the biblical principles are true, transcultural, relevant, and

contemporary is vital to the Christian educators. Furthermore, the suggestion that Christian

pedagogy should focus on encouraging learners to use theology in guiding their thinking is on

point because it facilitates holistic transformation among the students pursuing Christian

education. As Klaus Issler avers, theological understanding is crucial in comprehending life

issues, developing a Christ-like nature, and becoming divinely ordained. Thus, having the Holy

Spirit is vital in establishing a relationship with God and redeeming humanity in addition to

providing the gifts that assist Christian educators in performing their work. Consequently,

Christian education curricula should include Holy Spirit-mentored and interactive-community

focused elements.

The book also provides a detailed assessment of the challenges that arise from

multiculturalism and changing demographics in the United States. Breckenridge aptly points out

that cross-cultural concerns arise due to interactions between individuals from diverse

backgrounds and the inadvertent exclusion of some demographic groups from the church. Root

argues that marginalization of various groups leads to severe consequences in the church and on

Christian pedagogy. Moreover, Breckenridge rightly points out that people from different

backgrounds have varied attitudes, values, and experiences. Nonetheless, the author also notes

that educational ministries can inform and change attitudes among individuals because it

enhances socialization processes and interactions among different subcultures. Breckenridge

offers insightful recommendations on how educational instruction can address the issue of

multiculturalism in the church. For instance, the author suggests the adoption of diverse
pedagogical approaches and learning styles for their students, careful understanding of abstract

concepts, and evaluating educational methodology based on the students’ ethnic heritage.

Second Section

The second section focuses on developmental issues and begins by discussing the life

span development that encompasses all the transformations that occur throughout an individual’s

lifetime. Pullman’s chapter highlights the importance of human development theories in

understanding the nature of interactions among people. Such theories are essential to Christian

educators, especially in culturally diversified institutions, because they offer an approach of

understanding social problems from different perspectives and sustain harmony among people

with diverse backgrounds. Some of the theories discussed include intellectual-ethical, cognitive,

social learning, and psychodynamic theories. The author correctly observes that none of the

identified theories is enough to explain the diverse issues and needs of people, and this

necessitates the adoption of multi-theoretical approaches in addressing the challenges in

Christian education. Decision-making processes and the reasoning that informs them are of

utmost importance to stakeholders in the Christian education systems due to the nature of

questions that must be factored in moral decisions.

Different societies hold various beliefs and opinions considered morally acceptable or

wrong, and this can affect their approaches to Christian pedagogy. Estep Jr. and Kuest’s chapter

discusses some of the moral development models as well as the perceptions of Christian

educators towards such theories. One of the most significant suggestions offered by Estep Jr. and

Kuest is the need for Christian educators to glean insights from social sciences and Scripture

with the authors arguing that this helps in enhancing their comprehension of moral development

and moral decision-making processes as well as improving the effectiveness of local ministries.
 One of the premises of the faith development theory is that everyone has faith that offers

meaning to their experiences while also attracting people to deeper commitment and

understanding. Faith is a central tenet in the development of Christianity, and it calls for

unquestionable trust and loyalty to God. The analysis of James W. Fowler’s faith development

theory by Dirks is comprehensive and addresses crucial issues related to faith in the twenty-first

century, especially the competing worldviews of the concept. Dirks poignantly asserts that faith

development among Christians effectively occurs in situations where believers engage in various

aspects of church life. The suggestion is important because it concisely highlights the importance

of unity among believers in contemporary Christian ministry characterized by multiculturalism

and affected by internal disagreements. Faith development and spiritual formation are almost

synonymous concepts that add meaning to each other.

Nick Taylor’s chapter offers a compelling discussion on the issue of spiritual formation

and its significance among the Christians using biblical references. As Matthew 5:48 states, “Be

perfect, therefore, as your heavenly Father is perfect.” Christians can only achieve the perfection

indicated in the verse through spiritual maturity. The author’s argument that spiritual formation

is a dynamic and ongoing process that occurs throughout an individual’s lifespan is important

because it implies that people always have new things to learn to enhance their spirituality.

Moreover, Taylor points out the need for Christian educators must assist others in achieving

spiritual transformations to ensure unity in Christ.

Third Section

After providing detailed insights into the historical background of Christian education

and the holistic development among individuals, Michael Anthony’s book delves into the

epistemological significance of Christian education. Yount begins the third section of the book
by presenting various learning theories broadly categorized as humanistic, cognitive, and

behavioural for application by Christian educators. I concur with the author’s suggestion that

teaching should entail assisting the learners’ in merging their convictions, meaningful

understandings, and skilful behaviours. Moreover, effective Christian education requires teachers

to apply different learning theories based on existing educational situations or needs. As noted

previously, the contemporary Christian education occurs in challenging environments due to

various factors that include cultural dissimilarities and changing societal attitudes among others.

Christian educators applying the learning theories discussed by Yount can also refer to Jesus

Christ who also faced unprecedented challenges and resistance from authorities during his

teaching activities. In his submission, Pazmino aptly suggests that contemporary Christian

educators should refer to the persons, content, and context of Jesus’ teachings because it helps in

revitalizing their perspectives in current settings.

Ward’s chapter attempts to offer insights into the existing connection between learning

and teaching as well as some of the strategies of improving the outcomes of the teaching-

learning processes. The author contends that understanding how learning occurs as well as the

role of teachers and learners is crucial in enhancing teaching and learning outcomes.

Additionally, Ward observes the increasing significant changes in the learning environments

throughout the world, and teachers should continually seek new learning experiences to remain

relevant in contemporary Christian epistemology. Newton warns educators against undermining

the role of the Holy Spirit in the Christian pedagogy process. As John 14:26 states, “But the

Helper, the Holy Spirit, whom the Father will send in My name, He will teach you things, bring

to your remembrance all that I said to you.” The verse asserts the importance of the Holy Spirit

in guiding Christian education. Moreover, Newton insists that comprehending the breadth and
depth of the Holy Spirit’s involvement in the pedagogy will encourage the educators in engaging

Him in all learning processes.

While Yount presented various learning theories that can be applied in Christian

pedagogy, LeFever’s chapter focuses on the learning styles adopted by different students in

Christian classrooms. The author argues that respecting students’ favoured learning styles

increases their appreciation of Christian education and strengthens their discipleship. The most

significant assertion in LeFever’s submission is the point that students approach learning

differently despite being in the same educational settings. Cunningham suggests that Christian

educators should adopt creative strategies while teaching in response to the rapidly changing

learning environments as well as the diversified students’ needs. The author argues that

developing teacher-learner relationships and enhancing commitment can assist educators in

delivering their pedagogic content creatively. The book describes some of the considerations and

methods that educators can apply to improve their creativity while teaching as well as some of

the barriers to creative pedagogy.

Fourth Section

The learning theories and styles cannot succeed without proper leadership,

administration, and organization in institutions offering Christian education. The fourth section

focuses on explaining various organizational models as well as administrative and leadership

issues that could affect the successful implementation of Christian pedagogy. The Bible has

countless references to the issues of leadership, organization, and administration, which form a

crucial component in Christian education. As Cannister points out, the Bible mandates believers

to manage resources faithfully and responsibly, and the organizational management function is

critical to educational ministry. The author contends that organization is essential in ensuring that
people focus their efforts towards meeting their objectives. Cannister’s chapter also discusses

various organizational models applicable in Christian ministry. One of the interesting discussions

in “Introducing Christian Education: Foundations for the Twenty-First Century” is the

complexities of leadership and education in small churches.

Simpson suggests that the misconception that small churches are miniatures of the larger

establishments is among the leading causes of conflicts and ineffectiveness in leadership as well

as education in such institutions. Instead, the author points out that small churches have unique

features that distinguish them from larger churches. Thus, Simpson advises Christian educators

to appreciate the uniqueness of the small congregations and avoid approaching their management

as large churches. The administration and operation of all organizations, including the churches

and Christian schools, require the identification and recruitment of individuals motivated towards

achieving specific goals. Williams asserts that the Bible contains several passages that compel

believers to train and equip more people with knowledge in God’s commands and advance the

Christian ministry. The author also highlights some of the challenges encountered during the

recruitment of volunteers in Christian ministry and proposes the adoption of the recruitment

strategy used by financial planners to overcome the identified problems. Williams accurately

observes that many church ministries fail due to their failures to train volunteers. Training is

essential because the positions in churches and church ministries have diversified requirements,

and the volunteers must understand their responsibilities to perform maximally. Williams also

highlights the necessity of motivating the volunteers in their work to avoid disruptions in the

Christian ministry.

Gorman focuses on the significance of small groups in religious institutions and points

out the increasing number of individuals joining small groups across the United States. By
understanding the reasons why people join small groups, Gorman asserts that churches can

succeed in adapting to the changing environments and enhance their relations with their

congregations. The author also encourages church leaders to adopt servant leadership to enable

them to be attentive and meet the needs of their followers. The fourth section of the book ends

with a focus on ethical and legal issues that affect church education as presented by Garland.

Despite the commitment of churches to promote Christianity and spread the gospel to

nonbelievers, Garland acknowledges that legal and ethical issues will always remain inevitable

in church ministries. As such, the author advises church leaders to acquaint themselves with the

law and seek regular updates that would assist them in preventing liability risks.

Fifth Section

Section five of “Introducing Christian Education: Foundations for the Twenty-First

Century” focus on undoubtedly the most important social institution, the family. Elshof’s chapter

begins by acknowledging the importance of the home in facilitating family life education

anchored by a strong commitment to God and supported by biblical theology. The author

observes that parents have a crucial role in educating, training, and guiding their children’s

spiritual growth through choices and daily routines in the families. Elshof notes that the church

also helps in modelling healthy church families and provides biblical backgrounds to assist the

reader in comprehending the themes for family life. Additionally, the author summarizes the

trends in family life that have occurred during the last six decades to create an understanding of

some of the contemporary problems affecting family life education. The author maintains that

church ministries must break the cycle of dysfunctional families through various interventions

such as family enrichment and corrective counselling among others.

face neglect due to the misplaced priorities from their parents in modern times. In referring to

Genesis 1:28, Anthony accurately observes that children are an integral component in God’s

design because they ensure humankind’s continuity. The Old and New Testaments have several

other references to children and their importance to society. Anthony notes with serious concern

the significant increase in family conflicts, single-parenting, blended families, child abuse and

neglect, and dereliction of parental duties during the twenty-first century. Nonetheless,

understanding the age-specific characteristics of the children can help in appreciating their

unique needs and preventing conflicts with the children. As Anthony suggests, the changes in

children ministry require Christian educators to assume the roles of disciples and faith modellers

to raise a generation of faithful hearts. After discussing childhood education, Anthony’s book

then shifts its focus to the youth who constitute the most complex component of contemporary

society due to the unpredictability of adolescent development. All church educators know that

teenagers are most likely to be influenced by changing trends in their communities, and this, in

turn, affects the success of youth ministry.

Rahn, in his submission, proposes the adoption of sociological methods and person-

centric approaches that factor in the impact of peer influence and changing needs among

teenagers to enhance the effectiveness of youth ministries. The author rightly points out that

planning around issues that the youth consider essential and applying strategies such as teen-

friendly or youth-targeted worship models and disciple-making are crucial to realigning the

youths’ focus on Christian education. While the youths are preoccupied with current issues, the

adult population is concerned with future events and uncertainties. As Davis puts it, adults are

also interested in gaining some meaning and satisfaction from their accrued experiences in
addition to making themselves available to meet their offspring’s’ needs. The author contends

that the primary objective of adult ministries is to transform the lives and minds of the adult

population and guide them to spiritual maturity. Davis identifies some of the models used by

various churches in their adult ministries, and the author rightly acknowledges that each

approach has inherent strengths and weaknesses. In effect, Davis provides significant insights

into some of the principles that guide adult ministry for the rapidly expanding demographic

group.

Ministering to multi-generational audiences is understandably a significant challenge to

contemporary Christian educators due to the varied preferences, attitudes, and opinions of such

congregants. Nonetheless, the educators and church ministers can reach out to their audiences

effectively by acknowledging and understanding such differences in the different demographic

categories. Black presents a revealing discussion on the generational perspectives that aims at

delineating the distinguishing features and tendencies of the identified generations in the twenty-

first century. Although the author acknowledges that the characterizations of the various

generations have limitations, Black’s observation of the inherent differences among the

identified age sets is crucial in modern Christian ministry.

Sixth Section

Section six of provides insights into some of the most critical specialized ministries in the

church in modern times. An increasing number of Christian families are dysfunctional due to

inadequate social support to assist them in coping with their changing socioeconomic

environments, which necessitates interventions, such as counselling and Christian ministry.

Welch’s submission affirms the necessity of the counselling ministry in contemporary societies

due to the troubles affecting families and their corresponding impacts on individuals. The author
appropriately points out that biblical principles should be the foundation of Christian counselling

instead of applying secular theories. Welch rightly observes that Christian counsellors should

make the church a refuge where troubled individuals find psychological healing and spiritual

wholeness, and this requires them to expand their understanding of Christian education.

Anthony’s chapter focuses on the issue of single adulthood that continues to increase

throughout the United States and other developed nations. Anthony presents a biblical

perspective of single adulthood, and the author interestingly points out the Scripture does not

identify single adulthood as a punishment. The author further discusses some of the perceived

benefits of single adulthood. Additionally, Anthony insists on the need to evaluate the intricacies

of single adults to identify the appropriate programs for specific single adult groups.

Leyda’s chapter discusses the significance of camping experience in Christian education.

The author suggests that Christian camping is essential because it helps in facilitating maturity in

Christ among the attendants through enhanced discipline. Leyda highlights some of the benefits

of Christian camping and encourages Christian educators to establish innovative camping

approaches that meet the needs of specific target audiences. Leyda provides a detailed

assessment of the philosophy associated with Christian camping and highlights some

considerations for creative Christian camping. The chapter also identifies some of the challenges

and opportunities available in Christian camping. One of the most significant observations

presented by Leyda is that Christian camping creates many teachable moments to all the

participants.

Gaffney’s chapter, on the recovery ministries, primarily focuses on rehabilitative efforts

to individuals affected by various issues that complicate their lives. The Bible contains several

references and metanarratives that are relevant to the issue of recovery, and Gaffney discusses
some of the passages in the Bible to support his submission on the topic. Recovery ministries are

vital to diverse categories of individuals, and the author discusses programs or recovery

interventions used in contemporary settings. I consider the author’s recommendations for support

groups relevant to modern Christian educators because the primary objective of recovery

ministry is to help in alleviating the suffering of afflicted persons. Failure to consider such

guidelines may aggravate the suffering rather than bring the affected persons closer to

Christianity.

Letterman’s chapter delves into the condition of public education in America and offers

insights into some of the concerns raised against the system. The author also presents discussions

on home schooling and Christian pedagogy that are considered as the most viable alternatives to

the public education systems. Regardless of the environment or curricula that parents enrol their

children in, Letterman insists on students undergoing teachings that flourish them in God’s ways.

The last chapter by Jonathan Thigpen focuses on the parachurch movements, which plays crucial

roles in Christian evangelism, although they rarely receive significant attention from the

mainstream media. Thigpen provides a background of the parachurch movement and different

parachurch categories available in the United States and closes by evaluating some of the

challenges facing the parachurch institutions.

Critical Assessment

Overall, the book is well-formatted in thematic sections containing different chapters that

make it easy to read. The book is divided into six sections that contain chapters or articles that

cover common thematic areas. Each of the chapters consists of an introduction, biblical context

or background, and discussion of models and theories. The chapters also offer in on the

applications of contemporary Christian education. One of the crucial features of Michael J.

references to support their assertions. The summa contains submissions by prominent scholars in

Christian education from different institutions, and this makes the presented information

authoritative and reliable for contemporary Christian educators. Moreover, the book is

comprehensive and attempts to address almost all the pertinent issues affecting contemporary

Christian education, including the legal and ethical aspects. As such, I consider the book a

reliable source in Christian pedagogy and a must-read both for the educators, parents, and

students alike.

Application of the Book

The primary purpose of Christian education is to motivate individuals to establish lasting

relationships with God and lead fulfilling lives as well as enhancing the interpersonal

interactions with other community members. Nonetheless, Anthony’s book highlights the need to

reassess Christian education due to the changes in societal values and attitudes that have

occurred during the last century. The book is also informative and well-planned as the editor

divided the book into different thematic areas to enable the reader to focus on topics of interest.

As a lecturer and elder in the Presbyterian Church, I consider the book a useful resource because

it has enhanced my understanding of the strategies that can assist me in implementing Christian

education in my church. I would also recommend the book to my students because it offers

comprehensive information on the issues affecting the successful effectuation of Christian

pedagogy as well as the approaches that can help in overcoming the identified barriers.

Conclusion

The primary objective of Christian education is to encourage people to have dependable

relationships with God and lead holistic lives in addition to fostering cooperation within
communities. The changing societal values and attitudes have created a new need to reevaluate

Christian pedagogy, and Michael Anthony’s “Introducing Christian Education: Foundations for

the Twenty-First Century” attempts to address some of the challenges that face contemporary

pedagogy. The book consists of contributions by leading scholars in Christian education, and

each chapter provides historical background as well as biblical narratives or verses to support the

authors’ assertions. The book is comprehensive and attempts to address all the crucial issues

affecting contemporary Christian pedagogy, and the authors offer insightful recommendations on

how to overcome the identified challenges.

Anthony, M. J. (2001). Introducing Christian education: Foundations for the twenty-first

century. Grand Rapids, MI: Baker Academic.