CHRISTIAN EDUCATION

29th Nov 2019

APOSTLES (APOSTOLIC CHURCH)
Nature and purpose
 The earliest Christians (from the upper room), i.e., 120 were not proper Christians
but some were Jews too. They only became faithful followers of JC.
 Later after Paul’s emergence things changed.
 It was therefore apostolic church in nature and followed Jewish practices.
 Later there were conflict if they should follow them all (circumcision, etc.)
 They started to have a distinctive church and they started to have their own authority
and system.
 Developed their own identity.
 Paul also directs what to eat and what not to eat, what to do and what not to do
(Acts)
 The role of education was not worthy to give identity.
 It was not only important but formative also.
 They accepted Jewish scriptures (OT) in Jerusalem and other places.
 Acts 6, there was a conflict in relation to serving the widow…
 Teaching ministry from there emerged.
 Paul known as great teacher.
 The most important duty was to educate the converts for Baptism.
 Teachers were concerned to transmit the truth about Jesus.
 Doctrines, theology came later.
 Baptismal creed were used
 “Jesus is the Lord” is the rudimentary creed (1 Cor. 12:3, 15:3-6).
 Paul believed that teachers were gifted by God (1 Corint. 4:28, Eph. 4:11).
 Paul discussed the charismatic nature of a teacher and…
 Place of Teaching
 Aropacus – Acts 17:22
 Synagogues (Acts 17)
 Agora, rooms, houses (A 20)
 Acts 26 – Courts.
 City in Athens (Acts 17)
 Ship.
 Prison.

Audience:
Jews, Non-Jews
Kings 23.
Ceasar,
Greek, Romans, woman

Discourse
Long Discourse – Acts 20
Acts 13 – Discussion
Acts 19 – Peter Miracles (Handkerchiefs…)
Reasoning (Acts, Romans)
Explaining and proving (Acts 17, 28)
Question and Answer (Rom 2:8)
Dialogue, lecture, Mentoring, testimony 26, letters, Gal –Expositions.
Memorization (early use)
Through Baptism and Lord Supper (Acts 8:32-38)
Worship (especially reading of OT, singing and prayers)
Proclamation of Christ events (Death and Resurrection)

Content of Teaching
Religious living
 In the beginning, early baptismal creed were used in instruction (1 cor 12:3)
 1 cor ….
 Some scholars say that, Gospel might have been in circulation at that time …
 Early Christian writings other than Paul were also circulated within apostolic
church.
 Union of Christians with Christ and His sacrifice were core instructional theme
of Lord Supper.
 II tim 2:2
 Practical Christianity (James – Temptation, Faith and works…)
 Acts 17, 1 cor 15 –resurrection
 Jesus as messiah – Acts 28, KOG
 Righteousness (Roms)
 Spiritual freedom GAL5
 Sanctification Roms 6
 Love of money tim 6
 Food laws 1 cor 8
 Lord Supper 1 cor 10
 Spiritual armour Ephe 6
 New Creation gal
 Teaching..
 Spiritual gifts
 Reconciliation 2 cor 5
 Generosity 2 Cor.
 Laws of Holy living
  Salvation by grace
 Day of the lord 2 peter
 Anti-Christ
 Sal by grace
 2 coming 1 thess
 Slave and master
 Respect for authority
 Immorality
Ecclesiology
Church division
Discipline Corint. and Ephe.
Life unity and maturity
False teachers 1 tim 1
Deacons elders qualification 1 peter
Family life – husband wife ephe 5
Parents children 1 peter
Life of paster or qualifications, relation to church and family.

Purpose of Apostles teachings:

 To spread the Gospels and transform the life.
 To equip people to equip others
 To continue Christianity
 Pastor concern – ethical, moral and spiritual life
 To supervise the church affairs,
 Appoint leaders, deacons,
 To help believers and others from heretics, heresies, false teachings and evil
doers., false doctrines, immoral manners (1 John 2)
 To encourage new converts in faith on the face of persecution, temptation…
 To nurture new converts in the Gospels.
 To explain Jesus as Messiah... to the Proselytes, Jews, Non-Jews…
 To form people in Christian faith and life and conduct.
 Present the system of salvation to the church.
 Form people in Christian docs: duties, grace, faith, righteous, justification,
sanction, redemption, forgiveness…
 To build believers in Christian holiness.
 To reconcile man to God and man to man
 Emphasised the unity in the body of Christ.
 Encouraged gifts for the edification of the church.
 Build up community life where care, growth, responsibility, accountability is
found.
  Equip believers for ministry who will further produce and reproduce more
spiritual mature believers and ministers Thess & Corint.
 These all were before the completion of the first century.

Apostasy and Church fathers came after this…the 2nd century in the Asia Minor and
other parts.

Acts 2:42 – Learning, teaching was the focus of the Early Church.

CHRISTIAN EDUCATION AMONG EARLY CHURCH (POST NT TIMES)

 Later part of 1st cent and 2 till 4th and 5th
 Attempted or tried to instruct new converts and also equip church leaders.
 2nd Century times, Christianity/chucrh encountered persecution (in the sense that the
Jews considered as Christians were considered as a separate sect, termed as
cannibals while they took eucharist, as group who went against the Kings)
 Church became institutionalised and it gave rise to the monarchical apiscope (one
Bishop)
 First decade of 2nd century, as Paul admonished to the fathers not to exasperate their
children but to bring them up in the discipline and in the instruction of the Lord.
 As court by Ignesius of the…
 This demanded that the children should be taught in the scripture and trade.
 Schools were founded outside the city and they were only for the wealthy families.
 So parent were expected to teach their children at home
 Later the church started schools and they were of three types.

1. Catechumenal School
- As adult became a follower of JC, they had the significant need to be taught
bible and docs.
- Most of the converts were Jews only and they were supposed to have adequate
instructions before they could understand the significance of Eucharistic
service.
- Church also required the new converts for several probationary years …..
- In this catechumenal schools the teachers were the elders, deacons, layman
usually in their homes.
- This school was sort of meeting of worship and in this places instruction and
worship was intermingled in the worship service.
- Instruction was part of worship. i.e., through worship education was given to
the new converts.

This worship further consisted of two parts:

 1. Missa Catechumenus/Mass of the Catechumens – New converts were known
as catechumens. This was a teaching service.
2. Missa-Fedelium/Mass of Faithful - Instruction was given before Baptism. Here
the sacrament of Lord Supper was celebrated.

Catechumens were divided into three grades or stage:

1. Hearers Stage – Were supposed to be in First Part (Missa Catechumens). They
were the hearers of the scripture & sermons of the worship.
2. Kneelers – They remained for prayer after the hearers were gone. They received
more instructions and they had to prove by their manner of living that they are
worthy of entering into the 2nd Stage.
3. Chosen – They were supposed to get instructions on doctrinal, liturgy and
ascetical training.
After this only they enter into the sacrament of Eucharist.

Curriculum or Instruction or Content

 They were taught didache (consisted of teachings of the Twelve apostles of Jesus)
and these didache were the manual for moral and church disciple.
 Included Disciples, Teaching, proverbs, ethical teachings of Jesus, especially
Sermon on the Mount, instruction on fasting and prayer, Baptism & Lord Supper,
False teachers, church office, and church fellowship, also contained writings of
great man and people,
 Spiritual and moral development was given importance more than these kind of…
 When their life showed maturity they were considered to enter into Baptism.
 This school continued till 5th century.

PURPOSE OF THE EARLY CHURCH SCHOOL

– Taught individually.
 METHOD –

2. Catechetical school
 AD 180-200 AD.
 This was v. imp..
 Roman and Greek culture had influenced by this time.
 In this schools, Christian of all ages and both sexes were given importance and
were grounded in doctrines and traditions of the church.
 Also served the need of seekers who had many questions to be answered.
 Bishops and deacons who were teaching were not highly educated.
 Even the highly intellectuals also came as seekers.
 The B and D also needed education to be able to teach the seeker so this school
was started.
 Content of this school was philosophy.
 Which was also necessary for Greek righteous/.
 Faith and reason were the content of the philosophical discussion.
 History and Greek literature were present as their content and all these were made
related to theology.
 These schools later develop scholars who could think and write like other
educated teachers.
 They were responsible for systematising theology and many theological works
were produced.
 They also produced great leaders of the church.

3. Cathedral Schools:
 Scholars from catechetical schools were chosen as the students.
 It was adjustcent to the church and the Bishops were teaching in this schools.
 These were to be able to agrue with the intellectuals.
 Episcopy was already established.
 Bishop thought that clergy should be taught too…
 Bishops were the teachers here.
 They were taught docs, scriptures, liturgy and how to conduct mass.
 Adjacent to Cathedral Schools were singing schools.

2 Dec 2019
Reformation Period: Christian Education
 16th Century Reformation
 Three important philosophers during the Reformation period like Zwingli, Calvin
and Martin Luther.
 Monastries declined due to the corruption and mysticisms. And because of
mysticism normalism and individualism developed.
 Common ppl had no education but the rich could gain more education.
 Papacy was corrupt – indulgence, purgatory etc.
 Moral life of the priest and clergy also declined.
 All religious affairs declined.
 Greek – Roman culture gave importance to nationalism and …
 Humanism and normalism grew.
 Uniqueness of human experience as opposed to the traditional religious
functioning.
 Renaissance brought love for art and paid attention to nationalism and thus
religious and spiritual life declined.
 There were discoveries, inventions and scientific developments were more
focussed.
 Three Cardinal Principles of Protestantism/PR
 1. Justification by faith – Standing before Christ by faith.
 2. Supreme authority of scripture – Bible as scripture through faith and not Pope
and that the Bible should be in the hands of every laity.
 3. Priesthood of all believers.

MARTIN LUTHER
 Born in 1483 and died 1546.
 Germany
 Ordained 1507
 Parents strict and legalistic.
 1512 – earned Doctor in Theology…
 He posted 95 thesis on church Pope and spoke against all sell of indulgences.

Idea of Education
 He believed all education is good if they reveal God and it is evil if they hide
God.
 Three vital educational themes of Martin:
 1. Importance of edu., 2. Responsibility of parent towards children.
 3. Responsibilities of Govt. thru education.
 Thus we find that his idea was not only about the Christian group but the whole
of society and the formation of the state/govt., so that the whole society would
experience a good change altogether.
 His purpose of education was to create or develop Christian character in children
and that they would better serve God, church, state and society.
 His concern was that all citizens should read the Bible.

Luther’s Philosophy/Contributions
1. Home
 His educational philosophy rested on domestic training.
 Believe on Ten Commandments – “Honour thy father and mother” and this was
the driving motto.
 He believed that parents to teach children as God has instructed Moses (Deut 4:6-
9).
 He believed that Proper education of children as value.
 Laid emphasis on both the Parents and Civil govt.
 He also believed that parents had both secular and spiritual authority over
children.
 And he also believe that bringing up children in the knowledge of the fear of god
is better …
 Parents adore God if they tach children.
 Four reason of Parents neglect of children:
 1. Parents don’t have desire to
 2. Parents lack piety and uprighteousness.
 3. Parents don’t know how to teach children.
 4. Guardians lack teaching because they are not their children.

2. Teachers
 He believed teachers as co-workers with God and trustee of the community and
the holders of sacred office.
 Teachers were to do more than to train students.
 And the teachers are supposed to take this task with love and care.

3. Government
 When parents neglected teaching, Luther switched to the city mayors to counsel
and asked them to exercise in their office to educate the young people.
 Urged princess to open schools through govt. fund.
 He believed for disciplined leaders, good education is needed.
 Urged the state authorities, to sponsor poor but brilliant children.
4. Schools
 Encouraged to open schools in every town and village, both for boys and girls to
get basic education.
 He believed schools were place for religious and secular leadership.

5. Church
 He believed church should provide proper nurturing of the Word of God.
 He believed scripture teaching for development of good Christina character.

1. Curriculum
 In 1529, he wrote a small catechism for children.
 Also emphasised/included study of Bible language, grammar, literature, poetry,
his., music, maths and nature (but principle subject was Bible)
 Larger catechism was also written – For priest and Pastors.
 Small Catechism - this was known as lay people’s Bible.

2. Bible translation
 He believed on the importance of language and believed in the translation of
Bible.
 He believed that unless Bible is translated from the Latin it will not help in
Christian living.
8. Music.
  Teacher and Pastor should both know music.
 He published congregational book.
 Emphasised on worship and singing of the congregational hymns.
 He believed in the music because music appeals to the heart and when music
touches the heart it is easier for the change to happen.

04th Dec 2019

JOHN CALVIN
 Born in 1509 and died in 1564
 Mother died when he was 3
 Law, religion, classical theology…
 Developed systematic theology
 Became pastor of Geneva Church (Protestant)
 Due to study of Greek testament he attacked RC
 Perfect society is theocracy (design working for glory of God) for him
 Founded schools and promoted edu.

Contribution to Education:
 Established Geneva academy.
 Divided in two schools, founded in 1557.
 1. Publica Privata (for children till the age of 16)
 2. Schola Publica (which served as university, later became the University of
Geneva)
 These schools were controlled y the ministers of the church and teachers who
were employed and agreed to live by the churches’ confession of faith and to
monitor the belief to do that.
 Emphasised discipline in the school – even teachers were not to make mistakes, if
made a mistake they were disciplined by the church. Teachers’ examples were to
instil in the students, those habits, manners, values essential to pleas God.
 He introduced elementary schools and he believed that Church should be
responsible agencies in teaching and transforming society.
 Like Martin L, supported that state should support church to promote compulsory
elementary edu. for boys and girls.
 He introduced Four Fold Apostolic Ministry (this was nothing but offices)
1. Pastors:
 They were supposed to preach and administer the … of the church.
 Preserve dogma/doctrines.

2. Second office was Teachers:

 They were to prepare the students for religious and secular profession.
 They were to train in theology for spiritual and academic life.
 3. Elders:
 12 elders were supposed to be in the church for 1year term – 5pastors…
 Elders were there to discipline and punish.

4. Deacons:
 They were to look after all the charitable works.
 He wrote ecclesiastical ordinances and it was the Presbyterian church polity
through which Council of Elders governed local church.

 He emphasised on adult education.

 Encouraged daily readings and study of the Bible and they were to be instructed
in Bible and Theology.
 He emphasised sound understanding and interpretation of the Bible.
 Adults were to teach children and youth of the congregation and homes.
 In relation to children’s education, he wrote catechetical guide and he believed
they should sing the songs of the church and they should be sound in learning
doctrines, manners, morals and common sense.
 His school in Geneva included Bible, reading, writing, grammar and maths.
 Each day, started with prayer and ended by the Lord’s prayer and thanks.
 Mid-day was for singing
 In his school songs were sung, bible was read, section of Bible was made every
day
 Students were examined publicly/in front of the congregation on their knowledge
of its content.

Home education:
 He gave importance to home in instruction to children.
 If the children failed in exams parents had to bear responsibility for it.
 Catechism learning was basic for church membership.
 Parents had to take vow at the time of children’s baptism.
 Pastors had to make inquiries whether parents were following their duties.
 Parents’ faith were to be communicated through teaching.

Curriculum:
 Scripture centred
 Language, art, etc.

06.12.19
HULDREICH ZWINGLI
 1484-1531
 Born in Switzerland
 Swiss reformation
 22 ordained as Catholic priest
 Joined Luther
 Educational efforts:
 Desired to reform the society
 Emphasised to the edu of the youth
 Earlier children were the focus but …
 To emphasis Christian conduct
 Believed church was responsible for the edu.
 Emphasized on both boys and girls edu alike.
 Edu should be according to Christ and based on Christ teachings
 Also wrote Christian edu./ instructions which was utilised during process period
to instruct the pastors and the people.
 Set up theological inst. Trained many ministers.
 This institution resembled or exemplified the atmosphere the NT community,
where lecturers and student joined together to seek the truth and respect for
student.
 He also believed that church should be responsible agencies in teaching and
transforming the society.
 Gave importance to the Scriptures and emphasized that relationship as the
foundation of learning experience.
 He wanted to eliminate the financial abuses of the church life.
 He wrote a book of short essay on the edu. of youth which reveals his views on
edu.
 He transformed city both theologically and educationally.

 [State was responsible but in these educational edu only rich people could go. So
the church wanted to emphasis on education the remaining common people so
that they can transform the society. Luther and few others, they did not
emphasised on education of women.]

Three Main purpose

 Holistic edu for all – either city school or church school.
 1. Physical, mental, social and spiritual emphasis/focus
 2. Educating for service to God, Church and State.
 3. Developing Christian character
 4. Compulsory education for all
 Luther influenced CE by leading Protestantism, translating the Bible into
German.
 He stressed edu of Home as Primary and impor.
  He also emphasised for the education of common ppl.
 All of the prepared curriculum by writing catechism, letters to mayors and elders
by writing hymns and ordinances for CE, as well as for worship.
 Almost all of them emphasised learning of language and theology for right
interpretation of the word of God, and for right conduct and behaviour in
Christian life and in secular life.
 This could have influenced the society to eradicate and immorality.
 By their contribution they have preserved the dogmas, creed, doctrines and
Christian belief.
 Three of them have emphasised edu. of ministers, chaplains, elders, deacons for
Church Ministry.
 Calvin established 4 academies (for pastors and ministers).
 This served the proper function of Church administration and affairs.
 They were all committed, had vision and understood that for Christian life, faith
and conduct and for the Lordship of Christ all could be achieved by exerted
efforts of education in the church and in the public sphere.

[08.01.20]
Factors Influencing the Learning
What is Learning?
 Learning is a process by which the individual acquires diff types of knowledge,
develops beliefs, habits and forms attitude that are necessary in life. It is a
permanent change in behaviour for better or worst.
 It is a progressive adjustment and improvement which is simple in ..
 Modification of behaviour
 Learning is change that comes through practice or experience.
Characteristics
 Learning is always goal oriented.
 Learning is an active process.
 Learning is individual
 The rate is differed from person to person
 L takes place due to the interaction with the environment
 L is universal
 L is also an organising of experiences.
 It is transferable in its nature
 Formal and informal in a confined situation
 L is measurable.
 Maturation governs L.
Factors influencing Learning
1. Personal Factors
 Age:
 L capacity varies with age.
 Learning does not stop at 16 or 18 but increases up to age of 23 and hurls and
declines after 40.
 It is rapid btn age 10-30
 Remain stagnant till 25 and declines after 40.
 If the education is high, decline rate is slow. If low, decline is faster.

 Sex:
 Male/Female
 There is no primary diff in the …
 Boys more mechanical (mindset) and girls are more of clerical.
 Girls are more on verbal learning capacity.

 Intelligence: Intelligence effects L.

 The more intelligent the faster they learn.
 I means it is a learning capacity to reason or solve problems with speed and
accuracy.
 IQ is effected by heredity.

 Previous Achievement:
 Previous performance has a positive influence on learning – If good or positive
then the Learner is encouraged to do more.

 Interest:
 Main factor of learning.
 If the topic is interesting then the learning is faster.

Motive:
 There is no L without motivation.
 Motive influences the learning
 Motive is affected if there is no interest.
 Incentives – Children should not be enticed with giving things like sweets but
through clapping and such.

 Learning Readiness:
 Mental and physical maturation
 Eg: Unless the child is ready to hold a pencil s/he cannot start learning.

2. School Factor:
 Organisational set-up.
 Time table – This should be thought psychologically balanced.
Hard subjects in the first period.
 Demographic Factors: Number of students (25 – 35 max.). No affects the
learning.
 Teacher-Pupil relationship: Mentally
 Competition: Positively encouraging. Group is positive. Individual unhealthy.
Parents’ pressure is negative.
 Participation of the Learner: Participation on the part of people
 Selection of subjects: Based on talent on gifts or talents should be looked for.
Choice of subject motivates learning.
 Learning Methods: Diff. Methods, approaches may affect the learning.
According to the age and objectives approaches should be opted.
Audio-visual where all the senses of the person is utilised… the learnig is more
and permanent.
3. Physical Condition:
 Pleasant environment (Consegent)
 Environment
 Noise, poor light, ventilation, sitting arrangement…
4. Temper Factor:
 Attitude - Positive attitude will influence learning.
 Personality- Personality of the Learner.
 Mental Health – Mental retardation will have lesser learning.
 Mental tension or illness will hamper the learning.
 Mental ease is best for learning.
 Anxiety will not help accelerate the learning.
5. Home Factor:
 Parents’ attitude.
 Socio-economic status of the parents also effects.
 Intellectual-Cultural socio-
 Condition like step mother father also effects the learning.
 Good values of parents also helps and facilitates the learning.
[10.01.20]
Cognitive Development
Cognitive development is when the ability of reasoning - how mind functions thoughts,
ideas develop or how it is internalised in the mind.

Jean Piaget – It is progressive reorganisation of mental process as a result of biological

maturation and environmental experiences. (Everything around a person effects the
human mind).

What is human mind?

Three aspects:
 1. Cognitive Structure
2. Cognitive Function
3. Equilibrium
First two things takes place/ functions through the word Schema and Thema
Schema is a rational structure of mind.
Cognitive ability is an aspect of mind.
Schema is understood as a sucking ability…and has ability to suck.
Schemas are unit of one’s cognitive structure in a shape of potentialities to perform
particular class or type of behaviour.

Different schemas are formed like sucking, touching etc. It is formed as a result of the
child’s interaction with physical world and these are the basic unit of functioning.
Cognitive functioning is done in two ways –
1. Assimilation – It is matching between already existing cognitive structure or
schema and environment (through senses).
2. Accommodation – It can be understood when matching does not take place, the
child (mind) makes accommodation.
3. Thema works in the equilibrium – When the child is able to differentiate
properly, equilibrium has taken place.
Stages of Cognitive/Intellectual Development
Jean Piaget – Four stages
This development is taking place with the interaction of social and physical
environment the mind is developing.
1. Sensory Motor/Reflexive Thinking: 0-2 years.
This stage aka Operation of mind.
Through muscle action things work.
No language formed in the mind.
Child uncoordinated reflexes takes place like sucking, healing…first four months.
The uncoordinated reflex action gets organised.
They are coordinated into simple schema in the mind.
This schema/potentialities are organised in the mind and they are becoming as
knowledge – looking aspects of differentiating in the mind takes place.
This further helps the child to perform behaviour.
They are able to have object permanence after 8 months.
Before this, no object permanence (No picture of the object).
This stage, the child is internalising from his senses – taste (bitter or sweet),
sound, picture/sight, etc.
 2. Pre-Operational Stage (Intuitive Stage): 2-7years, doodlers stage/early childhood.
Mind perceives the knowledge by senses.
Motor knowledge works help to internalise things.
Mind organise the knowledge according to the symbols of an object.
Person is learnt to detach their ideas from the physical world.
This stage the child is ego centric and the child cannot take the view of others.

a.) 2-4 years known as pre-conceptual.

Period of rudimentary concept formation.
Early part of this stage children identify objects by their names and put them in
certain classes. Eg: All man are daddy.
Their (mind) mode of thinking is illogical, more imaginative, far from reality, the
stick becomes the horse.
Cannot distinguish between living and non-living. Dreams become real and
concrete.
b.) Intuitive Phase (4-7 yrs) – Advanced level than the precious level. Intuitive
and not according to the logical thinking. In this stage, there is absence of
conservation or reversibility. Eg: Same amount of water put in a different
container, will not be able to differentiate or think they are of different amount
(conservative).
[13.01.20]
3rd Stage: Concrete Development Stage
 7-11 years
 This stage is a major turning point in the life of the child.
 Child develops conservation.
 Numbers, mass, shape, weight is understood in this stage.
 Ego-centrism starts to disappear (Able to take the views of other person).
 Limited abstract thinking (even if they do abstract thinking, they can only do only
when the things are present/can think only when the object appears).
 Sort out serialisation and categorisation of any kind – fruits, equipment, etc.
(Earlier reversibility wasn’t there.)
 Can do a little deductive (general to specific) and inductive (specific to general)
thinking.
 Appreciate others views.
 Reasoning is at concrete level.
4th Stage: Formal Operational Stage
 11+ years
 This is till adulthood.
 Can think about abstract concepts (Starts in this stage only) – (No deep thoughts
or concepts should be given )
  They can do their own hypothesis, theory development, understand and solve
problems of any kind is possible, systematic problem solving, critical thinking are
all possible in the stage. Before this there is no possibility of understanding
abstract but only concrete.
 They can think abstractly.
 Deductive and inductive reasoning is also possible.
 Abstract thinking also includes abstract reasoning and this reasoning can be
capacity where they can observe and evaluate.
 There are four functions of the mind: They fuse/they can have percept, symbols,
concepts and hypothesis.
 Even of the things do not exist in the reality they can still think/imagine.
Implication of Jean Piaget
 Assimilation and accomotation is fgoing on in the mind.
 This developmental stage can help in educational line or edu development to
decide on knowledge and also preparing curriculum according ro the age and
cognitive development.
 Participatory teaching learning process: At this stage, people should be involved
with participation and not just learning through listening. Physical and active
participation involvement has to be applied in education.
 Teacher’s role is facilitator. S/he is facilitating the student. In thenmind of the
learner.
 Teaching should be collaborative (group learning/activities as well as
individualistic activity).
 For children, do not use multi-symbolic abstractions but only in this stage can be
possible and not on any other previous stages.
 Use story telling as a tool for children. No abstract but only concrete and visual
aids should be used for children.
 Adolescence – Self directive (they choose what they want to learn), self-
motivating, etc. Consider to use the method of adult learning. Ask them what to
learn or a good teacher can pick the right learning too.
 Interactive learning should be used (conversational).
 Adolescence has lot of misconceptions, wrong philosophies, experiences, etc. and
thus they should be guided into Biblical aspects.
 Questions should be thought provoking and not factual.
 Focus on transformation and less transmission.
 Jean never said this is the final cognitive development. As there conclusion as he
did research only on a male children and not female. And there is a need to
research on the female children.
 Lessons should be prepared according to the age group.
 Encourage problem solving process (bringing out solution) based on the age
group (teenagers’ and adults’ problems are different).
Moral Development
  Lawerence Kholberg (1927-84).
 Ability to reason whether any action is right or wrong is moral development.
 Kholberg developed his moral development based on Jean Piaget’s idea.
 Eg: Sick wife. Poor husband. Needs to get medicine. Shopkeeper takes advantage
of the situation and raises amount. Husband has no money while wife is in a
verge of death. Breaks the shop and steals. Moral Reasoning??
 The moral development has three main stages:
1. Pre-Conventional Level/ Pre-Moral Level -
Stage 1: Obedience and Punishment:
 (4-10 years/3-11 years)
 By Cognitive development, a child has no abstract thinking.
 Each level has two stages.
 1st stage Pre-Conventional Stage – At this stage Moral code or morality is
shaped by standards of adults (Parents as caregiver).
 And the consequences following breaking any rule depends upon the
physical punishment (pain or reward). Eg: Punishment is given the child will
refrain from that particular action as there is pain but look for reward as
pleasure is presented.
 Pain and reward therefore, provides the child to reason and follow the rules
accordingly. Both parents should discern and decide on which action is
wrong or permitted.
 Action is discerned as right or wrong by way of either punishment / reward,
physical consequences (Individual focuses on the direct consequences of
their action on themselves).
 The more the punishment, the severe the action is understood.
 Eg. Should I choose to cheat in ethics exam – one action is “yes, because I
want to pass but I will not cheat, I will be punished by the institution or the
teacher.”
Stage 2: Self-Interest:
 8-11 years
 It is characterised or understood as acting in one’s own best interest.
 At this stage, the person is said to judge the morality of an action based
on how it satisfies the individual needs. Eg. A man steals money to feed
his children.
 At this stage, the person do not consider his reputation, relationship,
gratitude or justice.
2. Conventional Morality:
 10-13 years or 12-25 years
 Here, authority is outside.
 Action is judged by comparing to society’s view (is it complying the society’s
norm).
 It is characterised by society’s conventions concerning right or wrong.
  At this level, an individual follows the society’s norm even when there are no
consequences.
 Rules are not questioned.
 Moral decisions are dictated by outside authority, i.e., law, rules, guidelines,
etc.
 Loyalty is important.
Stage 3: Good Boy/Good Girl/Orientation:
 12 – 17 years
 In this stage, the child will get approval by others.
 Good Inter-personal relations. Eg. Should I cheat on ethics exam? What my
friends or elders or parents think about me? To be realised or present
themselves as good person they would not do it.
 The key to right is opinion of the respected other (to be liked by the other
respected person and get approval by them they will not do the wrong
behaviour)
 Reasoning may judge the morality of an action by evaluating behavioural
action.
 To maintain relationships the person will not do the wrong thing.
 This cares for respect, gratitude.
Stage 4 - Maintaining of Social Order:
 18-25 years
 Individual is aware of the wider rules and regulations.
 Concerns to obey rules to uphold laws to avoid guilt.
 There is a respect for laws, dictums and norms of the society.
 If one violates law, everyone would like to violate (Larger concern).
 Feeling of obligation of duty to uphold the duty and rule.
 If someone violates the rule, it is a wrong behaviour.
3. Post Conventional Stage Level:
 Principal Level
 25 plus years.
 In this level, the Post-conv morality is individual moral autonomy.
 In the previous stage, the rules and regulations of the state was applied by
here, the ,,,,, it is marked by growing realisation that individuals are separate
and entities from society (i.e., I have my own identity even if I am in a
society) and the individual’s own ideas may take president over the state’s
views.
 Here, individual may disobey rules inconsistent with their own principles. Eg.
Human rights as liberty, justice, etc., may choose any of them. Trans-genders.
Ahimsa. Anti-Slavery. (MG, JC, Martin Luther King)
Stage 5 – Social Contract:
 25 plus years
 Laws are considered as social contract.
  Those who don’t promote general welfare should be charged whenever they
are required to meet the greatest good of the greatest number of people in the
society.
 Democratic principles are of this stage.
 These principles are developed not based on the personal interest or calling to
selfishlessness and the reason beyond the limitations of law.
 It is based on the idea of justice.
 Personal interest is for the good of others.
Stage 6: Universal Principles
 People develop their own moral guidelines which may fit or may not fit
the society.
 Democrats, justice, people stand on this.
 Activist are of this nature (Human Beings violation is not good for the
society).
Christian Responsibility:
 Right values, morality, norms, attitude and such should be taught from the
Biblical principles to the children today.
 In a time where Christian values are term as not valuable, we must deliberately
work to infuse these values in the lives of the children, youth and people today.
15.01.20
Emotional Development/ Psycho-Social Development
 Erik Erikson
 This is known as Psycho-social because it is made up of two but the main word is
psyche.
 Psyche is a rational dimension of a person and social is relational dimension of a
person.
 Every human being has emotions and it plays a role in the development of
personality.
 Personality is a character and behaviour which reacts in certain circumstances.
 Personality is also physical.
 Emotions are of two kinds – positive emotions are like pleasure, happiness. These
give rise to good behaviour. Negative emotions have negative impact. Fear,
anger, jealousy. And they are harmful to the individual.
 People develop both positive and negative in a person.
 Environment effects the personality development. Depending on the infusing
traits of the environment, the personality of an individual is developed. Through
the Environmental interaction it develops.
 Erik Erikson related phycho-social to that of Christian education to reshape and
reconstruct the child-person. TO have a positive phycho-social development in
the child.
  An individual emotional characteristics and his behaviour gives direction to his
personality. Both positive and negative emotions have great effect on the
individual’s personality.
 Emotions comes from a Latin word Emovere meaning Stir up or excited state (of
our mind).
8 stages given by Erik Erikson (paper notes).
Stage 1: Infancy (0-18 months) –
 The understanding of self or selfhood is related to the relationship they have with
the parents or the caregiver.
 If the child is well-handled (timely the needs are met. Eg: if the child is feeling
cold then put on warm clothes, hungry feed..), well-nurtured and love, the child
develops trust and security.
 The caretaker should be responsible for consistent reliable parental love.
 Understanding of self develops along with this.
 Absence of love, care, meeting their needs, etc., then the child develops negative
side which is mistrust.
 Confidence issue has to do with background delay.
Stage 2: Toddler (2-4)
 Basic features is will.
 Developing self autonomy.
 Self-reliance/responsibility, self-confidence.
 Learns to think, act, etc. Self-directed ideas and Self-confidence, self-esteem
develops.
 Learn skills, washing plates, hands and feet, try to walk, run pull handle objects,
etc.
 Safety measures has to be taken to protect them from dangers ()
 If children are denied of autonomy then it will develop the sense of dependence
and not independence. For independence we have to allow and not be
overprotective, harsh, restrictive, over the child.
 If not then shame, doubt will be developed. Shame will not allow one to be
confident in the society and limit our growth.
Will and self-sufficiency is developed.
Stage 3: Early Childhood (4-6)
 Initiative vs. guilt
 Develop self-worth, main virtue is purpose.
 Play age,
 Healthy growing child learn new things, imaginative, broaden their skills, fantasy
(acting like a mother and father), taking initiatives, leadership abilities are
developed..
 If such initiatives are not made to grow they develop fear and guilt.
  Children become more dependent on the parents (children who always remain
with parent). Therefore parents should not restrict from autonomy.
 Too much power which they exert experience disapproval.
Stage 4: Childhood (6-11 years)
 Industry vs. Inferiority
 Goes to school, learns to help parents…
 Sense of industry/desire to do things.
 They become a good asset to the society and govt.
 Sense of hard work develops in this stage.
 This develops from free play to structural play which helps them develop the
rules and nature of team work (subtly happens).
 Each stage has to be successfully completed in the child. If not, the next stage
becomes a disaster.
17th Jan 2020
Stage 5: Adolescence (12-18 years)
 Identity vs. Role Confusion
 They develop understanding of self (the question of ‘Who am I?’ – gender is
fulfilled)
 Physical changes becomes troublesome to them as less understanding is given to
them thus confused with many wrong infos with them. Western culture has a
confusion and end up with the wrong identity. Parents dealing with children
should also be mindful of.
 Not to develop a proper identity is because of the unsuccessful completion of the
previous stage.
 Self and fidelity should be developed.
 They do various kinds of experiments and develop along with it.
 If the teachers and parents do not explain or teach.
 Strong support system and peers support.
 Someone to inspire them.
 They are open to explore.
 More active in defining themselves and especially by way of ideals they define
themselves and start behaving. Otherwise they are not developing their self in a
proper way.
 If this self-identity is not successfully understood and developed in them then
there will be identity confusion/crisis.
Stage 6: Young Adulthood (18-35 years)
 Intimacy vs. Isolation
 This intimacy can be with a friend or a partner.
 Merging the self with the other person.
 Self-identity will further help to establishe a relationship.
  They seek to live and find a satisfying relationship.
 Deep relationship otherwise emotional and physical isolation births.
 Not intimacy but isolation comes.
 Never mix or interact or mingle with anyone.
 Period of getting married.
 In colleges,
 Virtue of love.
Stage 7: Middle Adulthood (35-65 years)
 Generativity vs. Stagnation
 To care for others is the virtue.
 Self-fulfilment
 Concern for others, senses of self or self-skilfulness must be importantly in a
person so that they can help others or contribute to others.
 They occupy most of the position in the society.
 Focus on productive work for the society or family.
 They are generous in giving themselves what they have.
 They are responsible and contribute in building the family. Through love, care
and advices, etc.
 Pass stages should be successfully completed so that generosity develops and not
stagnation.
 They are not interested in other person (Mid-life crisis) if they did not
successfully grow from the previous stage.
 Relationship becomes bad to worst.
 Life becomes heavier for them.
 They do not bother about the death if they got developed their life well (and in
Christian development).
Stage: Late Adulthood (65+ years)
 Integrity vs. Despair.
 Full of skill and wisdom.
 Wisdom as Chief.
 New thinking (knowledge, ideas, ).
 Who has developed honesty, disciple, experiences.
 Culmination of personal and social experiences which gives way to develop self-
integrity.
 A mature adult develops and can adjust if the previous stages were successfully
completed.
 At 65 lots of adjustments comes and therefore if developed well on the previous
stages then it becomes easier for a person (even) at this stage.
 Adjustment comes when integrity is developed well (with God in life).
 People reflect their life at this stage.
  If they are not satisfied of their life they lived then they fall into despair and
discouragement. If they have not lived their life honestly or not done their
responsibilities. And if they have not lived well with the Lord.
THE ROLE OF CHRISTIAN EDUCATION. CRITICISM.
 Erik is critiqued as he does not talk about any Christian values.
 He simply talk about general values.
 This helps the teachers to facilitate in the teaching process.
 To understand the person and attitudes and develop a teaching situation where the
personality is shaped well.
 Self-Esteem – if this will not appear in a parent/teacher then the child him/herself
will not reflect it.
 There are lots of problems in people wherever parents could not shape the
children.
 These stages are stage-wise therefore the teacher and parent should be able to
help the children likewise to bring up proper children for the Lord (as Christians).
 Raring children has a lot of responsibility and commitment in it.
 It is a sacred and of great responsibility to rare and grow children.
 Fragmented personality is due to sin. Sin has entered and there are negative
emotions and virtues and thinking on a person. Thus, we need to commit to the
Lord.
20.01.20
FAITH DEVELOPMENT
 James Fowler (Born 1940, died 2015)
 Infancy Stage: Primal or Undifferentiated Age (0-2 yrs)
 Experience the love of parents
 Intuitive Projective: Children follow the mood/move and faith of the parents,
examples.
 They only know only things and phrases like – thank you, Jesus loves you, etc.
 God is non-human image
 Imagination emerges through stories and gestures and other symbols and there are
in abstract form.
 They all have a lasting impact in their mind.
 Understanding of God take shape by the parent’s emotional bond (parent care,
love).
 Little understanding f fact and fantasy (they easily believe things told to them).
 Symbols and images – there is
Mythical literal faith (8-11yrs)
 Known in the cognitive development:
 They can reason but not abstract reasoning.
 Child take the belief of other than the parents (the faith community).
  Faith is generic (universal) term for Fowler …only comes the difference when
Jesus is in it.
 They are sequentially occurred.
 Able to differentiate btwn reality and fantasy.
 God is like man.
 Sense of right and wrong also develops.
 Right is whatever is rewarded and wrong is whatever is punished. Eg. God
punishes those who disobey and bless if obedient.
 Stage 3: Synthetic Conventional Faith (12-22 years)
 Early teens.
 Can do all kinds of transaction, theory, hypothesis.
 This is the stage where they conform to their gang.
 Understands or takes abstract ideas to determine meaning in life.
 Experiences of the past can be considered for now and for future.
 They are able to see things or perspective of others.
 It is also an intimacy stage or relationship establishing stage. They play great
roles.
 They are able to conform to the expectations and judgements of others.
 Their faith is shaped by the concept of what they believe, and they have a hunger
for the relationship with God.
Stage4: Individual-Reflective Faith (18-35)
 20-25 yrs - Early adulthood/late teens, 26-35 late adulthood.
 Early young adulthood.
 New belief and past believe are reverbed into individualised system of faith.
 Person take responsibility for one’s own commitment for their own works and
faith.
 They examine and evaluate the past.
 They doubt the past, question the traditional beliefs and assumptions.
 Eg: When their parents do not practice their faith, the individual may question the
parents or the church for what they believe.
 By critical examination of their belief they create their own belief.
 Eg. Holy Communion can be developed in their own way of understanding.
Stage 5: Conjunctive: Middle Adults (35-65 yrs)
 Faith is examined (their faith from many angles and perspectives simultaneously
examined)
 At this Stage, there is a commitment for the justice of others of various races,
ages.
 They also help others to develop their faith.
 They are also a generous stage.
 They also appreciate religious rituals (baptism) and think they are important. But
still they think inadequate sign of state. That they are limited in the way they
contribute. (and that faith can be more broader than that)
  Person nurtures an identity that identifies beyond race, class or ideological
boundaries.
 They form worldview which is balanced and inclusive. Because they can reason
and understand life.
 They understand relations of Responsibility and failure, suffering and cost goes
together.
Stage 6: Universalising faith (60-80 yrs onwards)
 Deep sense of being rooted in the transcendent. They get connected to God
deeply.
 All religion are true – Gandhi
 Supreme stage of spiritual truth.
 They root their lives with oneness with all people.
 They stand for the sake of universal justice and ideals of love for all people.
 There is increase openness to all truths.
Implications
 Faith in Jesus Christ is not accounted for this stage.
 Jesus C is the factor to make the difference in the teaching and learning process
so that all the transformation to take place.
 Sanctification and restoration of JC is taken place in our life with the presence of
JC/HS. Thus, through the process of sanctification, the light of restoration takes
place in and through JC with the power of the HS. And through this process
alone, an individual have the experience of transformation and live the faith. And
thus these stages of process and development should be understood and taught
accordingly by inculcating in the Christian education.
 Christian faith is Knowing and doing – Fowler.
 CE helps to put faith in the theories they learn about Christian life. To face and
deal day to day struggles of life.

Suggested Readings (Books):

 Limatula Longkumer – Christian Education for Transformation
 S.K. Mangal – Advantage Psychology
 James R. Estep and Jonathan H. Kim – Christian Formation Integration Theology
and Human Development.

20.01.20
MODERN PERIOD AND RELIGIOUS EDUCATION
Introduction
 Protestant Reformation marked the beginning of Modern Period.
  Philosophical and psychological concepts of education started to develop.
 Renaissance also contributed in the origin of the CE.
 Renaissance (rebirth of learning) gave a new outlook to education. And also gave
rise to humanism.
 Humanist perspective: People thought living should be pleasurable. Also gave an
idea of social reform, democratic ideals, preservation of church and production of
a better world.
 Philosophical and psychological concept influenced the theory of C-Religious
edu.
 To understand the nature of edu during modern period, we need to know the
philosophical and psychological development/movement.
 Philosophies like naturalism (nature and laws – child is also naturally learnt as
they grow. They should learn naturally without books.)
 Idealism: Spiritual and intellectual (mental) is better/more than material. Mind
and ideas are more important than this physical body. Everything is in the mind.
 Realism: Believes that reality exists apart from mind or perception. (means reality
is outside and experiencing the reality from the senses). There are reality already
present and one gets it later.
 Experimentalism: Experiments everything. No traditional thing can be accepted.
 Existentialism: Centre of existence is man, rather than truth, laws, principles etc.
 Pragmatism: Man creates his own value. What works good (to self) is truth.
 They all consist on idea of man, ethics, knowledge, values…
 Philosophies helps in the aims of the edu.
 Philo – how to solve the problems of the world, to bring peace in the world and
man. So, they give ideas.
 There were educators during the modern times who know something about the
nature of the person. Before the modern times, the perspective of edu was from
the educators own whereas in the modern times, it was concerned on the
educatees’ perspectives.
Educators and their views on Education
 European Educators
 Edu. & Religious Edu.
 Children/students were looked to as a Tabula Rasa (blind slate, empty vessel).
1. John Amos Comenius (1592-1670) – propounded Tabula Rasa.
 Divided first 24 years of life in 4 categories:
 A. School of the Mother (Infancy)
 B. Vernacular School
 C. Latin School (Gymnasium)
 D. University Education
 He believed child is a gift of God and should be moulded and trained for life.
 He compared child with a growing tree/animal or like nature.
  He believed that child learning should include morals and virtues. Like
temperance, cleanliness, decorum, respect, obedience, honesty, service and
humility.
 Child should also be trained in work ethics, have command over speech, should
know courtesy, patience.
2. Jean Jacque Rousseau (1712-1778)
 He wrote a book known as Emile and Sophie.
 They were two imagery boy and a girl where he projected how to teach a boy and
a girl.
 He believed in the god given/ innate goodness of man in a book Emile, how to
teach an ideal man.
 He believed child should learn and develop naturally.
 Eg: he should be taken out in the nature, in the forest, to learn naturally, free form
the corruption of society.
 He did not believe in the original sin.
 Five stages of education of children.
 1. Infancy (Birth to 5years): Child should be taught naturally from and in the
nature.
 2. Childhood (5-12 years): Training in the use of senses (seeing, tasting,
touching,). Should not be encouraged to read books. Allowed to read Robin
Rousseau books (books on nature).
 3. Early Adolescence (13-14 years): For him a student should be a worker and a
thinker.
 4. Late Adolescence (15-18 years): Child is capable of learning the questions,
how to control the passions (as they are increasing to be interested on sex). How
to develop civic relationship. By this stage, a child does not know that there is a
soul (psyche) – who he/she is.
 5. Young Adulthood (18-20 years): Learn how people live. Let them go for
exposures and explore to learn.
During this period, church and state got separated, so there were church and state
schools too. In state or govt. schools the church related teachings were stopped. In the
church school, these teachings were taught. He developed educational system/theory
which were applicable for the church.
3. Johann Heinrich Pestalozzi (1746-183)
 Education should be organic. Means intellectual, moral and physical education
integrated and draw out self-power inherent in human being.
 Education means development of abilities through activities in physical field, by
encouraging manual work and exercise, in moral field by encouraging habit of
moral action, and in intellectual field by eliciding correct use of senses in
observing concrete things.
 Children should be taught through activities because they are active.
  For him learning is similar to journey and teachers should move from known to
unknown, simple to complex. (Start from something children knows, not which
s/he doesn’t know).
 He also emphasised object lesson because from object concepts are developed.
 Teacher should participate with chid in his activities, should know the child, and
education should be child centred and not subject-centred.
 Education should be related to child development.
 He also emphasised education mother. This leads in moral learning justice, faith,
love in the home in a natural way.
 He doesn’t believe in original sin but he believes that god is against sin and
human being needs his grace.
 Teachers should develop natural gifts through learner will realise their potentials
by God’s grace.
 He emphasised self-activity method, exercise and intuition.
 For him, Kingdom of heaven is within sense experiences, exercise and self-
activity.
21.01.20
4. Johann Friedrich Herber (1776-1841)
 Aim of education is personal moral development
 The one who can assimilate the info and then freely form moral and ethical
conclusion are the best educated people (listening the word of God and practice
them).
For him, education has three parts:
1. Government: The teacher, control and self-control for future learning.
2. Discipline: Development of personal will in the student.
3. Instruction: Means bring that which is to be learnt.
These three aspects are fulfilled in five stages.
1. Stage 1: Preparation – Student is prepared for learning, by moulding recalling
past experiences/incidences.
2. Stage 2: Presentation – Presentation of lesson
3. Stage 3: Association – Associating it with something to life.
4. Stage 4: Generalization – And bringing it to some kind to general conclusion.
Means applying to situations or laws or rules etc.
5. Stage 5: Application – Student experience what they have learnt in the past.
Teacher is an enabler. Awakening the learner. Helping them in analysis and
synthesis. So that they can make their own judgement which is just and moral.
Teachers must apply rules of psychology in education. Developing the learner.
 In CE specifically, in religious education the person should be enabled to make
moral or ethical judgements. He also believe that CE should be given early in life
 in order to foster religious conscience. Bible history, family, idea of fatherhood
all they should be included in CE.
5. Horace Bushnell (1872-1876)
 Known as the author of the Christian nurture in America
 He had independent idea of CE.
 His thesis was, “The child is to grow a Christian and never know himself as being
otherwise.”
 He understood that a Christian parents should nurture child in such a way that
they will never realise he was never a Christian.
 He believed true conversion is a growth process in a Christian environment from
infancy and articulated at home and church by example.
 Parents should live their faith before child is born.
 Advocated child baptism.
 Faith has to be passed down.
 He believed that parent’s character is a stream, a river going down upon children
hour by hour.
 He believed child is closer to god.
 Love of mother reveals God’s love.
 Parents should seek to praise children and not give harsh treatment.
 Not to judge the child because it brings low self-esteem.
 Children should be nurtured (cleanliness, birthday celebration…)
 Family discipline should be made.
 Family worship, prayer, should be maintained.
6. Friedrich Wilhelm Augustus Froebell (1782-1852)
 Father of Kinder-garden school
 He believes God is the God of universe so God is the core of Education.
 Aim of Education is relationship with God.
 Education is the exposure to the presence of the divine in Universe.
 This education should begin in childhood.
 He believes, children are good by nature and early education is important.
 Teacher has to nurture the goodness of the child and teacher could unfold and
blossom in realised potential to the child.
 For him, play is important for child and for highest phase of development.
 His play material divided in two varieties:
 1. Divine Gifts – For him, these are objects whose forms were both fixed and
symmetrical (sphere, cubs, cone, rectangle, square).
 2. Divine Occupation – Objects that the child could mould and change or use to
alter other material (clay, cardboard, etc.)
 Along with these, he advocated singing, dancing, drama, etc. With this a child
can learn about universal unity or how individual can influence universe and
develop socialisation skills.
 He opposed memorisation and child should develop creativity and perception.
  He tried to unify home and school. They should be complimentary to each other.

NATURE AND PURPOSE OF CHRISTIAN EDUCATION DURING

MISSIONARY MOVEMENT
 Right after reformation pietism, puritanism and many societies and association
took place.
 Thomas came to India, then Jesuits and Protestants came to India.
 In between British came to India.
 William Carrey also came to India in between.

Relationship between Cognitive Development and Religious Development

(Christian Education: Understanding the Learners – page 166)
 Goldman on Religious thinking (he doesn’t mention as spirituality)
1. Irreligious (0-3 years):
 Learns through imitation and observation. Eg. Learn the religious development
thinking like, prayer mode (silent), singing.
 Children are ego-centric.
 Parents should have family devotion and prayer food.
2. Pre-Religious Stage (5-9 yrs):
 Intuitive reasoning.
 Little mastery over the language in terms of relational but not concept.
 God is in an anthropomorphic term. God is understood in a human form, elderly
man sitting and commanding, or like father and mother, Santa Claus.
 No abstract theology can be taught to them.
 Curious and amazed for everything.
 Parents should be loving and meeting their needs. So that, when they are able to
comprehend God bit by bit they will be able to relate with God with those
experiences.
 Whatever they understand, they yet don’t know if they are right or wrong.
3. Sub-Religious Stage (7-11 yrs):
 It corresponds with Piaget’s Concrete Operational Stage.
  We should bring things to them to explain and experience the facts of the things
inn mind.
 Child experience God in a fairy tale manner.
 Biblical stories should be told in a magical or fairy tale story kind.
 Truth should be made accurately. They will not agree with any other ideas once a
teacher gives a view to them.
 When questions are asked answer sensitively and in truth.
 When they attain the age of 11 they will discern and reason on stuffs like fairy
tale were only fantasies.
 The rejection of religious stories as fantasy very often results in total rejection of
religion throughout the third stage of development.
4. Religious Stage (12+ yrs):
 They can handle abstract thinking.
 Piaget’s view is that all kinds of thesis and hypothesis, back and forth and
abstract ideas can be taught to them.
 Intellectual talks can be done at this stage.
 In CE teachers should manipulate the
Criticism:
1. God is not talked about directly. But the concept of God is made developed in the
mind.
2. Goldman chose Biblical passages which were controversial to experiment with
children – That child cannot tale or interpret the metaphorical thought or ideas.
3. Children are ego-centric and cannot relate to another but this does not directly
mean that they are unable to….

Needs and Its Impact on Motivational Behaviour

 Human being have god given needs, drives and desires. These urges needs to be
satisfied and when they are satisfied, behaviour is reflected.
 Like air, water, food, care, etc.
 Psychologists’ views –
1. Motivation:
 Things people do, the answer is, why and how are behaviour.
Motivation maybe regarded as something which prompts, compels and energises
an individual to act and behave in a particular manner and in a particular time.
(Your sin will catch you). For attaining some specific goals or purpose. What is
actually the responsible for motivation? These are;
Needs: They are general wants and desires and every human being strives for the
satisfaction of his basic needs. There are two kinds of needs.
a. Biological Need (Body): Food, water, air clothing, shelter, sex, etc. Demands
of senses that give rise to the mind that needs satisfaction (Eg. child wants to
see an object…).
b. Socio-psychological Needs: They are associated with Social, Cultural and
Environment of an individual and they are acquired through social learning.
The need for freedom and gaining independence.
c. Need for security: Child wants the security of parents and adults wants the
security of love, job, etc. Home gives that security. They may make mistakes
but they should be able to sustain emotionally and such training and teaching
should be made by the parents. Eg. Accepting them when they go through
mistakes with good constructive criticism, incase, they tried drugs/drinking, or
fail into wedlock, etc. The security should be built in the security that comes
from God.
24.01.20
d. Need for Love and Affection: Everyone needs love and affection and this
give security. Motivates a behaviour in a positive or negative way.

e. Need to achieve: Gives us satisfaction and makes us happy. The desire to

become someone or something and this motivates the behaviour.

f. Need for Recognition and Social Approval: We all have the desire for
recognition and approval. Old or young, everyone has the tendency for the
social approval. We must see that the child should get such approval and
appreciation.

g. Need for Company: Human beings are called social beings. Nature is
intrinsic in human.

h. Need for self-Assertion: The desire to rule or dominate is in everyone. Nature

of domination is in both man and women too.

i. Need for Self-Expression or Self-Actualisation: We have a craving for

expression for our self. Who we are? To express what we have as talents or
potentialities? We all have God-given talent and potentials and we want to
express and self-actualise them.

j. Need for Release from Guilt/Removal Guilt Feeling:

k. Need for Law and Order: Helps person to behave according to law and
order.
 l. Need to Cultivate and Deepen One’s Sense of Mystery: There is a desire or
longing for God. To be connected with the Lord. Through spiritual teachings
this desire is satisfied and fulfilled. And hence, behaviour is made proper
through this. Many fail also, when they go in search for God and they have
failed to find the right God to depend on. Here, desire is termed as motivation.

m. Psychological motive, maternal motive, physical motive, …

1954, Abraham Maslow, Motivational behaviour may satisfy in …

Hierarchy of Motive is measured by him.
Pyramid in ascending order (below/ground to top):
Physiological, Safety needs, Belonging and love, Esteem need, and Self-actualisation.
If need is not satisfied then behaviour is de-motivated and vice versa.
Drives and urges gives rise to desire and needs and if they are satisfied in proper then
the behaviour will appear good and also satisfaction met.
In education if an individual has to be well developed then these needs has to be
satisfied. Starts with the lower need (basic needs).
The satisfaction of the student’s need have to be taken place, and the teachers need to
check and be met.

29th Jan 2020

William Carey Formation of Mission on Education
 Stared schools and medical facilities.
 He wanted to liberate the Indian mind.
 Trusted in the sovereignty of God.
 He believed hundred percent sovereignty of God and hundred percent
responsibility of man.
 1813 any missionaries could come.
 Religious education, churches establishment, social change, literary contribution,
etc. were few of his contribution to the Indians.
 Serampore Trio were exceptional in Bengal.
 Together they laboured for reforms based on Christian values and ideas.
 They addressed the spiritual and social needs with spiritual nad social needs.
 They already had prior experience so they could contribute well.
 Trio had three educational principles:
 1. Institutional Development
 2. Vernacular Language
  3. Pubication/Translation
They brought world of literature to common people with these three principles.
Vernacular language became text book to use in the schools.
1. Institutional approach:
 Prominent characteristics – Educational.
 Boarding and charity schools for poor native boys (1764).
 European and Anglo-Indian girls used to study.
 In 1811, later these schools were known as Badshalas. In these schools, subjects
like Sans, pers, Bengali, verna , history, geo, moral and natural history.
 These schools helped educate the children of converted chrsitians.
 1794 – Girls school. Upper class did not attend these schools.
 Serampore college 1818, theological faculty – Art and Theological field. They
wanted to train leaders for the Church and also as a potential missionaries. In arts
section there were hindu teachers too. Art and science edu were taught to non-
Christian students.
 They could lead, raise and administer the leaders of the churches.
 Many became teachers, public became aware, love for education, truth and
justice.
 Many superstitious things became eradicated through education.
2. Vernacular instruction:
 Women got educated.
 The native schools which was for Christian community teachers were Christians
and second was missionary schools with humanitarian concern for the non-
Christians.
 Text book on science were translated in Bengali.
 Curriculum consisted of Indian…..
 He believed that vernacular teaching was more effective for communication and
so the teaching more clear.
 Sanskrit was important in India just as Greek was.
3. Publication/Translation
 Books were translated in Bengali.
 He brought press from England.
 Bible was translated and printed in 47 translation.
 Even Hindu text and tracts and journals were printed.
 Socio-eco, history, agriculture were enhanced. Grammar and dictionaries were
also translated and published.
 He worked for the prospectus of the Serampore College.
 The purpose
 Published articles on superstitions.
 Awakened the youth for missionary work.
 Published scientific books in vernacular language (even in Bengali which became
text books in Bengal).
  Consciousness, mind development, widow edu, were brought to many Hindus
and Christians and to the Indians as a whole. Thus, his contributions remarkable
at every level.
Extra Class (Afternoon):


Nature and Purpose of Religious Education in India before Carey

 1813 was important year.
 Home mission were not concerned about the conversion but more of quality
education.
 The nature of Christian education became different and reduced to weekly lecture,
and gave more of the secular education.
 Method of instructions shifted from Bible to public lectures in auditorium.
 One conversion was to result in closing of the school by the home mission board
(they wanted trade and business and not to do conversion) so they were afraid to do
so.
 Reading of Biblical readings were reduced and moral lessons took the shape (Moral
Science from Scripture).
 Moreover, the home mission schools did not fund much for the Christian schools.
Thus we will find that even the Christian mission had done lots of social work than
that of conversion mission.
 Christian Schools also taught scientific knowledge and lesser of Biblical.
 The higher class people started questioning Christianity and made Hinduism above
Christianity.
 When conversion was not there missionaries were there to educate and focus on the
lower caste people and also help through the social works.
 Missionary’s wives were instrumental in giving education and doing social work for
the people.
 By bringing European education they wanted to Christianise but in return the
Hindus started questioning.

03.02.20
USE OF BIBLE IN CHRISTIAN EDUCATION
 Important for CE
 Brings spiritual enlightenment, basic form of Christianity, basic content for CE.
 It is a self-disclosure of God, source of faith, inspiration of God’s word.
 Reveals God’s plan for salvation of human beings.
 It contains the truth which has inherent capacity to regenerate human and society.
 Bible doesn’t prove God but it witnesses God.
 Today, Bible is also considered as the source for management and principle and it is
viewed from different perspectives. Theology from the Bible such a contextual
realities (subaltern).
 Bible is written with/in different literature. Literature is defined writing in prose or
verse regarded as having permanent work through its intrinsic excellence.
 We have to know the different/various types of literature that Bible contains. They
are:
 1. History: 1 & 2 Samuel, 1&2 Chronicles, 1&2 Kings, Nehemiah, Ezra, Esther, and
Acts etc.
 2. Wisdom: Psalms, Proverbs, Ecclesiastes, Job. It contains morals, values,
instructions, common senses, …
 3. Poetries: Songs of Solomon, Revelation (15?), Luke (Mary Magnificent), Psalms,
Philippians,
 4. Gospels: Matt, mark, Luke, John. They talk about the Life and work of Jesus C.
 5. Parables: Short imaginative power packed stories. They bring only one spiritual
truth, that is true to life. Jesus only used parables and noe other, domestic, family
life, business and political affairs.
 Allegory: Bring out many spiritual truths by comparing with another thing, like in
John 15 (Vineyard). It is an extended metaphors (where we compare one thing with
another thing). Spiritual truths are drawn out of it. They should not be used in the
churches as there have been lots of wrong theologies being brought about.
 Prophesy: Fore-telling and forth-telling. Isaiah, Ezekiel, Jeremiah, Hosea, Joel,
those eschatological…
 Epic: They are sacredly literatures, long narratives, Genesis, half of exodus,
numbers – Written in poetry, prose, even Deuteronomy.
 Laws: Are commandments to be followed – Leviticus, Deuteronomy. Rules for life,
expression of God’s nature, will and covers the socio-ethical aspects of life,
agricultural aspects,
 Apocalyptic: Daniel, Ezekiel, Zachariah, Revelation
 Simile: Literary device and makes a comparison between two things: like/as
Kingdom of God.
 Dialogue: it is a long talk.
 Riddles: Judges 14:13-14, 15,16, Ezekiel 7:1
 Genealogy: Matthew 1, Genesis 3 & 4, Deuteronomy.

 III. Different Approaches to Bible

 1. Factual Approach: Means, “This is a Bible. Learn it.” Memorise it and know it in
your mind. According to this, facts of the Bible known by the learner. The lives and
the values of the learner s not given focused.
 2. Functional Approach: It is a transformative approach. The learner is transformed.
The person’s values, behaviour, behaviour and personality. Christian faith is taught,
practice and lead their faith in life.
 3. Biblical Hermeneutical: Interpretation of the word of God. This is an
interpretation approach. It means the meaning of the bible in the past is brought to
the present.
 Words of God is powerful it can transform lives of the people.
05.02.20
DESIGNING CURRICULUM APPROPRIATE TO THE STAGES OF
COGNITIVE, MORAL, FAITH, EMOTIONAL DEVELOPMENT
 Curriculum – comes from the Latin word curro which means race course (horse
race), where the teacher and the learner cover a route together.
 Also understood as the body of content that students learn in his or her educational
period.
 A.V. Kelly (secular scholar) - It is all the learning which is planned and guided by
the school, whether it is carried out on in a group or individually inside outside
school.
 W.C. Wykoff – It is selected educational procedure used to further the achievement
of the aim of education. He also says, curriculum is planned and programmed by
which the church seeks to fulfil its educational imperatives.
 Curriculum is experience under guidance towards the fulfilment of the purpose of
Christian education.
 Curriculum is nothing but a syllabus to fulfil the plan of the Christian education
theory into practice.
II. PURPOSE OF CURRICULUM OF CHRISTIAN EDUCATION
 To confront individual with the eternal gospel and to nurture within them a life of
faith, hope and love which is in keeping with the gospel.
III. Curriculum Theory
 Curriculum theory consists of principles that act as sound guide to curriculum
practice. These are principles which is derived from culture, individual, Christianity,
education, theology, church life and work. These principles are also derived from
various disciplines like psychology, philosophy, sociology and context. These
disciplines are conditions of curriculum and these disciples have knowledge and
become principles which gives guidance in making the curriculum.
 Christian educators seek information from these foundation and these foundations
are in the form of questions.

1. Where does Christian Education Communication transaction take place?

Context: Worshipping, witnessing, and working of the people of God.

2. What is in the curriculum or what does it communicate?

Content or Scope: Bible, It is also the whole field of relationship, God’s creation of
man and creation and how history has something to do in the light of gospel.
 3. Why is the need of curriculum?
Aim: To fulfil the aims of CE and it is nothing but the mission of the church.
Salvation of the human soul, build the KOG, humanisation, etc.

4. How does the transaction take place?

Method/Process

5. Who has to do it?

Church comm., Church Teacher, Church itself is the teacher too.

6. Who is the learner?

 Church is the congregation individual.
IV. CURRICULUM DESIGN
 It is a course of design by the professional who are specialised in curriculum.
 A. Notions: Three notions are present to understand CD
1. It is an arrangement of selection of an order earning outcome. It is organising
learning outcomes, intended to be learning through instruction.
2. An arrangement of learning selected and ordered learning experiences.
3. Scheme for providing and planning learning experiences.
 B. Sequence: It is deciding on activities and experiences. It also means ordering of
learning experiences so learner builds on previous experience and move to broader,
deeper or more complex understanding. It also means what you want the student to
know.
 C. Organising Principle: It is a process to translate the content into student’s
learning experiences intentionally and making learning experiences sequential
successive after curriculum goal has been set.
 D. Continuity: What happens inside the learner as he or she has new experiences.
V. STEPS IN CURRICULUM DESIGN
1. The learner’s developmental stages are to be kept in mind.

2. There is a relationship between psychology-Curriculum.

2.1. It should be people or child or youth centred.
2.2. It should be according to the mental development.
2.3. Interest of the learner.
 A. Diagnosis of Needs of the Learner:
 Fast, slow, disabled/differently abled.
 B. Formulation of Objectives: There is an overall or over-arching objective – which
is the mission of the church or aim of CE.
 Specific objectives are day to day objectives which eventually fulfils the overall
objective.
 This objectives helps in selection of the content and method. It is based on learner
that one has to choose the method.
 C. Selection of Content
 D. Organisation of Learning Experiences.
Book:
*Advanced Education Psychology –

14th Feb 2020

METHODS
Telling Method, Showing Method, Doing Method, Group Method are the methods of
Audio-Visual Aids.
Method comes from Greek word methodia meaning going away together with
somebody, which means, teachers and students go together towards the end or purpose
of education or particular lesson.
I. Importance of Methods:
1. Methods are ways and means to arrive at goals of CE.
2. Methods are chosen according to the nature of objectives.

II. Types or Classification of Methods:

1. Teacher Centred Method: Teacher is prominent, speaking, handling things by
teacher. This method should be used less. Learners end up learning less because
learners are used less. Story-telling, symposium, etc.
2. Learner Centred Method: Learner is involved.

III. Interest or Develop Stages of the Learner:

 Audio-Visual Aids: Includes two things – Sight and Sound.
 Showing Method, Listening Method,
 Audio-Visual Aids supplementary tool, provides freedom, something to look and
move and learn.
 Clarity, Retains learning is maximum, sense gates are opened, maximised and
stays longer.
 Helps in concentration.
 Motivates the students and 60-75% retention takes place.
 Makes earning more permanent.
 Motivates for self-activity. Learner is active.
 Continuity of thought. It provides efficiency, indepth and variety or creativity in
learning.
 For the teachers, if they are a good performer they can use these aids appealing,
real and effective.
  It breaks the barrier of communication and distance.
Different types of Audio-Visual aids: Puppets, Photographs, art work, slides, videos,
projectors, TV, Radio, Cartoons, flashcards, drama, role-play, skit, mobile, tablet, video
clips, diagrams, maps, charts, computer, plat pictures, chart pic, blackboards, exposures
and demonstrations.
Advantage: Full use of tech facilitates learner. Enhances learning, helps student to
grasp well, the concept in an enjoyable way, it makes the class learning more interactive
and interesting.
Disadvantage: Technical Hindrance, Device breakdown, incompetency of the
instructor, time schedule (where it is utilised, takes time, Proper selection and
presentation within limited time).
 All students cannot be provided with the device.
 Apathy of teacher (doesn’t want to use).
 Indifference of students – slow and fast learner.
 If no proper training or practice or planning then might go wrong.
 Writing skills decline.
 Cheating in exam can go on.
 Moving into different sites.
 Lack of focus.
STORY TELLING:
Story telling arouses attention. Helps learning maximum with visual aids. In a telling
method, children identity with the character of the character of the story and also brings
clarity and can be good for urban and rural and also good for adults and children like
wise.
For children the story has to have a conclusion and for adults we can leave for them to
close the story.
Inspires the learning and builds imagination and good for thinking and creativity. When
feeling in the story are described well then the child receives more experiences.
Limitations: Bad story telling cannot kindle emotions or not inspire the learner. The
learner is passive and is a teacher-centred method.
LECTURE METHOD:
Are of different kinds. Lot of material completed in little time. Good for infos. Can be
planned easily. But coherency and humour is important for lecture. If audio visuals can
be added then it’d be more effective. There can be Q&A. Can enhance better if hand-
outs are given. Power-point presentation can be more effective too.
Limitation: If not prepared well or lack of coherency and humour.
Teacher centred method. Chalk/marker lecture, power point lecture method, slide
lecture, guided notes (dictating), lecture demonstration (equipment involved), Lecture
discussion, etc.

17th Feb 2020

DOING METHOD
 Effective for all age group.
I. Types of Doing Method:
 Learning by doing
 Learning by play
 Learning by Experience
 Learning by self-education
 Aka. Expression works
 Project works
II. Importance of this Method
 1. Child Centred.
 Talents and gifts are brought out to the fullest.
 Thus education should be involved with all this should be inculcated.
 2. Activity Centred
 3. Inner Nature of Child is developed – The Inner must be exposed.
 4. Gives importance to senses – Senses are trained.
 5. Child is given loving attention.
 6. Making education joyful and pleasant.
 7. Laws of Learning.
 7.1. Law of Readiness
 7.2. Law of Exercise/Repetition
 7.3. Law of Effect (Result: Helps more learning)
 7.4. Law of Freedom of Child (move, touch, smell, etc.)
III. Expression Work: This method is also called Expression Work. Expression is
intelligent, individualistic response to the impressions where the lesson is made. When
the child learns, he exposes or expression what he or she has learnt and for which the
teacher uses the environment (objects) and the learning is for life.

What is learning by doing?

John Devey, Gandhiji, has also propagated this method.
Kindergarden, Montesary are basic learning education/
Here there is the psychological traits is utilised.
Learning by Play:
It gives Freedom, Contentment, inner and outer rest, Peace with the world, Helps
release energy, physical and mental energy. Encourages sensory and perception
experience (Sensory means what comes out of sense, perception means whatever feeling
is experienced in the mind).
Learning by self-Education:
Montessori - At his own way and at his own rate through which knowledge is
constructed.
Manual work – Gandhi mentions about craft work, art work, etc. When children do
work themselves …..

Certain Principles of Learning by Doing/Values of Doing Method

 Children/Learner enjoy expressing themselves.
 Expression or practical helps the truth to take root in the life and so bring change
in Contact.
 It helps develop certain attitude which is necessary in social life to interact with
people.
 Truth not given practical expressions are lost.
 Principle of Freedom: Children work actively if they are given the freedom to
choose what they want to do.
 Principle of Self effort -
 Principle of cooperation –
 Principle of setting goals – Children are given opportunity bit by bit to reach the
goal.
 Develops individuality – the child comes to know himself – who am I, what are
my talents, gifts, potentials?
 Confidence also develops in the child and finds joy and happiness.
 Reward should be given and not punishment to the learners because severe
punishment hinders the learning but mild punishment is proper when required.
Freedom should be encouraged.
 This has a sense training – senses are gateway to knowledge.
 It also provides auto-education which helps the child for spontaneity of the child.
 Social development – child learns by doing, attitude, values, democratic values,
social interaction skills, etc.
 Learning by doing reduces caste or class differences.
 Motor Education: Exercises of muscles, skills develops to handle machines.
Project Method – Limatula Lkr.
Implication to CE –Apply and also encourage the Church to support these methods and
teachers training for more effective and lasting for all age group.

18th Feb 2020

GROUP METHOD
1. Sharing method
2. Discussion method
3. Debate
4. Dialogue
5. Role play
6. Project
7. Drama, etc.

 When Symposium includes with discussion it is also a group method.

 In group method – Age is important to differentiate topics to be ushered.
 Bring out Bible verses to close the discussion (controversial or issues you
discuss).
 Outcome and effects should be addressed.
 In a group, the relationship or attitude of each individual in the group should be
noticed or observed. The group dynamics should be taken well care of.
 The leader of the group should correctly direct and lead the discussion or debate
and not confuse the talk. The leader should end with a summary and
acknowledgement.
 Dialogue: To make the education more interesting. The teacher has to be prepared
of what to be discussed and who to partake in the dialogue. The summary and
outcome of the dialogue should be well noted and addressed.
 Drama: Formal and Informal drama. Informal dramas - Monologue and skit are
(no costume). Formal drama – utilised basically for the children or youth and for
greater group.
 Role Play: Enactment of a father-son relationship role play. Those who are in
problem should not be asked to so the role-play. And after the role play
discussion is done. Reflection should take place and the teacher can help in
finding who need to be corrected.
 Project: They work together - 1 month to 3 or proceed till 6 months too.
 Drama: There are people who are acting and there are those who are observing.
Teaching and learning takes place in this manner. Teacher has to be well prepared
and age wise and background wise who they are should be studied.
 Educational Values from Group Method: Gain Democratic learning – we learn to
love, care, values, understanding and even patience. Attention is also captured
and if preparation is done well, these methods are effective and learn more.
Behavioural ways, changes comes in person, clarify their concepts, and
 socialisation occurs. Some build up their confidence through small group (and
some does with the larger).
 Implication to CE: Rural, urban or differently abled group.

 Audio-Visual Aids should or can be supplemented alongside every method.

 Story telling can be used for all age groups but the kinds or types of story and
telling should be appropriated with the age.

 Teacher-Centric Method and Learner-Centric Method.

 When we choose a method, developmental stages are important.

- Methods helps in evaluation, objective, content.
- Methods are the instruments or are pattern of behaviour or vehicle where the
teacher is communicating and relating the lesson to the learner.
Things to keep in mind:
- Learner, Social, political, religious, eco background of the learner and also the
age. When we say learner, it is the context we have to keep in mind.
- Methods - According to the learner the choices of methods can be made.
- Content - The content can be made or chosen according to the learner.
- Sometime method can be chosen first and then the content or vice versa.
- Objective - Are we going for factual information (Cognitive) or for
behavioural (Affective).
- Varieties of methods should be chosen.
[19th Feb 2020]
ORGANIZING AND ADMINISTERING OF THE EDUCATIONAL PROGRAM
OF THE CHURCH (V.Imp.)
 Any institution has both the aspects.
 We need to understand the dynamics of the church.
 Church is an assembly. Gathers of the people, church is called to proclaim and to
edify the members towards a goal.
 The goals and purpose of the church are fulfilled through various ministries –
Pastoral care and counselling, Mission, evangelism, education, peace and justice
(they are the sub-systems of the church).
 Church is a divine body.
 Organisation and Administration are important function and structure to achieve
its purpose or carry out its enterprises (Healing, Deliverance, educational,
evangelism ministries.) Organisational structure functions through the
administration.
 Church as an Organisation has an administrative function.
 Church organisation involves hierarchical structuring/positioning of
responsibilities, division of labour, etc.
  Through this structure and function church fulfils the purpose of the church.
Various ministries of the church are assigned to fulfil the purpose of the church.
 This structure may depend on the size of the church.

Organisation:
Refers to mechanism which enables man to live together. It carries two distinct
meaning. They are:
1. In terms of Structure refers to a system whose parts are related to and are
dependent on one another.
2. In terms of Process, it is a process of bringing together physical, financial and
human resources and establishing productive relations among them for the
achievement of specific goals (bringing human resource together in an orderly
manner and allocating duties to different people in an acceptable manner so they
can perform activities to accomplish the stated goal). In other words, organising
means, organisation helps people work together effectively towards
accomplishing of specific purpose.
3. Organising is harmonisation or adjustment of specialised parts for the
accomplishment of the common purpose.
Administration:
Latin word administrare which means ‘to serve’. It is a means to achieve the purpose of
the institution. It means administration exist to serve the church through providing
processes, structure and experience through which community of faith cam accomplish
its basic mission. Church has a mission and it derives its mission and its purpose from
few things –
1. Scripture,
2. Theology,
3. Doctrinal Concepts,
4. Tradition,
5. Needs of the world,
6. Contemporary Society and
7. Needs of the people and also the presence and direction of the HS.
ORGANISATIONAL DEVELOPMENT/HOW ORGANISING TAKES PLACE
7 steps of Organising
1. Planning: Means identify the goals of the organisation (Church). Intentional
moving organisation or church towards achievement of this goal.
Here they think of the resources
2. Organising: Management process of providing the structure and resources to
implement church program.
 3. Staffing: Providing human resources. Done by appointing people in different
positions. Some are paid and some not.
4. Leading: Having a vision. Having delegation. Motivation to accomplish the
work. Coordination (maintaining the network of relationship between persons).
Communication (passing of info for effective operation), Service (commitment
for the well-being of the organisation, achievement of its mission and
development of its mission).
5. Controlling: Assessing and monitoring the progress. And completion of the goal
and objectives.
6. Deciding: Decide the problems that come across.
7. Communicating: Linking people and process towards the purpose or goal of the
church.
Principles of Organisation
1. Organisation should be simple in the light of the objective. Clear relationship
between the departments and unity.
2. It should be flexible: More programs should be introduced beyond the traditional
programs.
3. Grading: According to the needs of people grouping the people.
4. Democratic: Of the people, by the people and for the people.

20.02.20
Importance of Organisation
 Helps in administration
 Specialisation – According to the division of work, there are suitable people
allocated with the work.
 Clear authority – knows responsibilities and knows the leader (SS Teacher knows
that CE Director is the leader, CE D knows that Pastor is the overall incharge).
 No Duplication of works – All departmenatal prog and work are separated.
 Clear and easy communication is laid out.
 Growth and Clear-Cut understanding (Diversification)
 Adoption of New tech probs.
 Prevents corruption – Financial Distribution
Administration is a process through which an organisation defines its purpose and
moves in coherent and comprehensive manner to plan and implement actions through
maximum utilisation of its personal and resources. It is to achieve the purpose of the
institution/CE programme of the church. Christian Administration exist to serve the
church through providing process, structure and experiences through which community
of faith can accomplish its basic mission.
The imp thing in admin is this that goal must be clarified and that is the first function of
the administration i.e., clarifying the mission of the church.
Stages in administrative process or function:
1. Planning – Should be done by capable persons.
2. Organising – It should be done according to the principles of organisation.
3. Staffing – Putting responsible persons into the needed department with training.
4. Executing – Putting into practice the objectives of the group.
5. Supervising – Oversight and directing. Should be done by someone who knows
the aim of the planner of the church or the department. A person who has
authority and insight to suggest changes.
6. Co-ordinating – Bringing harmony among the various educational programmes
and avoiding unnecessary overlapping.
7. Publicising – What, Where, When, are the activity?
8. Evaluating.
The administrator involves members in developing and carrying out each of these
stages using appropriate leadership style. Administrative process seeks to equip the
church to minister the needs of the church (individual and corporate) need of the
people.

21.02.20
CHRISTIAN EDUCATION IN EMERGING CONTEXT
 CE is to address the contextual realities.
 CE should be and is universal because God is a universal God.
 CE should not be exclusive in terms of mission, but that of inclusive.
24th Feb 2020
Nurturing Christian Faith Commitment in an Inclusive Framework
 Framework is where we are not exclusive but to look on the faith of other people.
To take into account that others are also created by God Himself.
 Samson Prabhakar – CE is not supposed to be exclusive but an Inclusive activity.
We also need to have plurality mindset.
 Nurturing is a process of involving people in a way of life through faith in Christ. It
involves hearing … we are encouraging a way of life. (Vimal Paulous and Limatula)
 Oikodomie – edifying or building up. It is an act of considering the world as house
of God or whole creation.
 We enable ppl to give and teach to care, mould people to have towards other faith.
 Nurturing means to take care or feed other people of other faith, later to become
positive other faith.
 Commitment means willingness to give your time and energy in
something/someone you believe in.
 Christian faith – It is an experience of living in a dynamic and new personal
relationship with God through the transforming and indwelling power of Jesus in
our body and life.
 Faith means Commitment to Jesus to follow through life and body.
Samson Prabhakar has 3 Assumptions:
1. CE and Faith Formation:
 He proposed CE for faith formation - CE is an activity of Faith Formation for
Transformation.
 Work for justice peace evangelism, edu, worship, preaching, etc, which nurtures
and constructs our faith formation. Thus our understanding of faith formation is
to build these values but for Samson is to have faith in Jesus Christ is for
Knowing God and not only accepting JC as the Lord and Saviour but of Knowing
God and living the faith in personal relationship with God, Knowing means
experiencing Him and involving whole persons and Faith formation is a lifelong
process and Journey with Christ in Christ and to Christ. It is also a lifelong
growth in the knowledge, service in love of God. It is informed, build up by
scripture, tradition and reasons.
 What does Bible say? - Exo - God revealed Himself. Faith formation has already
taken place in the OT, God had help developed faith in the lives of the people.
 Also God showed signs, plagues, fire, cloud, burning bush, etc.
 NT John 3:16.Faith Formation in CE is an activity of helping people in trusting
God.
 The Faith which is noun or faith in Christ has different dimensions – Faith means
trusting God, doing, and believing. Faith is a concept and faith is a verb.
 Edu for Faith Formation involves Faith Learning. FL means the learners are
transformed in the way they respond to the world. The perspective towards this
world and also the challenges of faith life is transformed. FL means change of
attitude.
 Does our worship reflect concern for the poor and Dalits?

2. CE is an activity of empowerment.
 Biblical understanding: It is HS who involves in transformation to the
people and the world. Transformation in Christian is but transformation
should be in the people of faith.
 Social Empowerment: John 14:20, Jer 31:33, Ephe 17:19 - To develop
involvement in development program. We are salt and light – supposed to
transform the corruption of the society.
 Empowerment takes place through education.
 Theological edu. should build theological students to the idea of
transformative perspective.
 Through workshop, engaging in social works, etc.
  Pol. Empowerment: Representation in Pol parties and institutions and
enhance voice for the voiceless. Helping poor and Dalit to speak for
themselves.
 Awareness and Helping on Human Rights.
 Eco - Empowerment: Micro finance (loan) for cottage industries etc. for
financial sustenance.
 Self-help groups – NGO’s.
 Religious empowerment: Bible Study, workshop, Sunday School, etc.
 CE is an activity of Mutual Enrichment: Encourage dialogue with other
faith, cultural enrichment from other people, respect for each other to live
in peace and harmony.
26th Feb 2020
FOSTERING THE UNIQUENESS OF CHRIST, MISSION OF THE CHURCH
IN PLURALISTIC CONTEXT
INTRODUCTION
 In human history especially of Christianity and Judaism – the Divinity and
Humanity of Christ was discussed.
 New Age Movement has emerged and they do not believe in Jesus Christ as
divine (as Son of God).
 1 John 2:18-22 – Anti-Christ.
 Mark of Moksha – only Jesus claims that fact that I am the way. No other religion
or even gods claims that I am the Moksha. Not even Krishna claims so, but rather
says that there is another greater coming. No one has claimed the salvific power
but Jesus alone.
 We live in the context of plurality so should the mission of the church be more
equipped to deal so.
 Ideologies have developed to bring all the religions together and this has
developed as a knowledge.
 Other nations also faces multi-religious milieu and thus desire to work out for a
peaceful inter-relation or rather merging as one and living likewise.
 War among religions – Concept of religion has divided R-people.
 1. Separatism: Separate yourself – locating religion in a geography. Eg: Middle
East – Islam, Nepal – Hindu, India – trying to make Hindu.
Leader objects procelytism – where we cannot convert people.
 2. Pluralism – truth claims – every religion has some kind of truth and no religion
can claim truth as absolute to their own single religion alone. Thus the gospel of
Christ becomes difficult. NO one way to faith or salvation.
 3. Egalitarianism: All are equal. All religion are different ways to God.
Christianity is an extraordinary way to God.
 4. Syncretism: One religion, one faith, one world, uniting together and find one
common ground.
  6. Inclusivism: One religion is unique but other non-Christian religion are still
definitive and revelation of God.
 7. Exclusivism: Only one religion is truth and other religion are not true.
 8. Pluralistic Inclusivism: Every religion is an approach which is totally open to
receive insights from other religion. One religion cannot be a closed religion but
every religion should be open to everyone. Diverse religious resources or faith as
the common ground for all.
II. UNIQUENESS OF CHRIST
 How do we understand the uniqueness of Christ?
 How do we claim the uniqueness of Christ?
1. Uniqueness of Christianity: Based on the great events of Creation and redemption.
Many proofs have been brought out – many archaeologists have proven the existence of
Christianity and Judaism (even the clouds of fire??).
2. Bible claims as both man and God as God created the
 Both person united in one person.
 Incarnation was unique.
 Micah 5:2, Gen 3:15, Is 7:14, Gen 4:26, Ps 22,
 Through Noah’s son Shem, Abraham, Tribe of Judah (Gen 14:10) 2 Sam 7:12.?
 Davidic line.
3. Virgin Birth: Matt 1:21-23
4. Unique in Life: Miracles, Healing, etc.
 He accepted that He was the Messiah. He did not come as a King but from a
normal carpenter’s family.
 Unique Son of God – Possessed Authenticity, attributes and authority of God.
 He came from the Father, Son of God, understood as God, fulfilled the Grace, and
begotten son of God.
 Death: Predicted and knew His own death, Darkness of the earth, temple curtain
torn, He forgave others.
 Resurrection: He predicted and knew His own resurrection John 2:19
 Unique Ascension: After instruction He ascended to Heaven.
 He was unique in His incarnation of God in human flesh.
 He had only one incarnation and He is the Only One Incarnation of God.
 One God many revelations is out of Human mind.
 Christianity is God search for Humanity but other religions are Human search for
God. This also makes the uniqueness of Christian God.
III. APPROACHES TO CE IN MULTIFAITH PLURALISTIC CONTEXT.
 However, how should we live peaceably in this multi-ideological
religious/pluralistic context?
 What should be the Nature of the CE and mission of the Church?
1. Mono-Religious Model
From the aim of education to the application – all should have an exclusivistic
view – do not condemn others and respect other religious group but how to
present the uniqueness of Christ.
2. Multi-religious Model
This approach teaches all religions and
3. Inter-Religious Model
 Respect the religion of other people and enrich each other.
 Accept the good values from other religions. Let us be enriched and let them be
enriched from us too.
4. Theological Education
 Learn more about other religion.

IV. TASK OF CE
 Samson Prabhakar says;
 Equiping the learner – first language we need to speak
 Religious education – we have second language i.e., to respect other religious
people.
 Limatula says - Grounding and overflowing.

V. RETHINKING THEOLOGICAL MISSION

 New theology to conceive with dialogue for peace justice and harmony without
forcefully convert others and without arrogance deal with them and interact.
 Exclusivism is inclusivism.

THE ROLE OF CE IN FIGHTING SOCIAL INJUSTICE (CASTE,

PATRIARCHY)
I. Introduction
II. Biblical Fountation
Old Testament
 Deut 26:
 Job 34:17
III. Caste and Its Impact
 Hierarchical in nature
 It is division of labour
  Oppressive in nature
 Pollution and Purity
 Higher caste segregating the society
 Lower cast cannot go higher but the higher caste can do anything
Paulo Fredrick approach on Edu:
 He believed that all human society is divided into oppressed and oppressor.
 Traditional edu is giving rise to the two lobby (pouring knowledge to a learner) in
the world. So he proposed an alternative educational system.
1. Philosophy of Edu:
 Based on Bible.
1. Faith, 2. Love, 3. Hope, 4. Humility. On these four base, he
 Faith – Trust in yourself: Humans beings are capable (or have
potentialities) of changing their own situation.
 Love – Love for victim.
 Hope – One day the dehumanised condition can be turned or made into a
humanised condition.
 Humility – Ask or take the help from other persons.
 He believed in three things. And on these beliefs he build his educational
concept.
1. Humanisation is the basic human vocation.
2. People are capable of changing the reality or oppressive situation.
3. Education is never neutral, it is political (it can be used to liberate
people).
2. Aim of Education (in the Society):
1. Humanisation
2. Liberation
3. Transformation
3.
Paulo Friere’s Methodology:
His contents does not begin from the Bible but from the struggles of the people.
a. Conscientization – Needs to awaken the interest of the learner.
b. Praxis - Praxis is a critical action and reaction of persons in the historical reality. It is
a life commitment and engagement in the context of injustice oppression exploitation. It
is joining theory and practice in a balanced way by integrating life experience in
education process. Act and reflect on it.
c. Problem solving – Problem is taken an analysed. Then offer solve.
d. Dialogue – Student and teacher are in dialogue among themselves. Teacher not in
authoritative manner but helps the learner, facilitates the learner by helping in their
struggle.
e. Social Enquiry Method – (later)

 Involved, engaged and active in their transformative process. The teacher only
facilitates the learner in the process.

JOHN DEWEY EDUCATION

 Born in England. Father of Experiential learning or Progressive edu as he
propagated it.
 Progressive Edu includes ideas and practices that aim to school more effective
agency.
 He is against traditional idea of education.
 Traditional education is transmission which is not transformative in nature.
 His philosophy of education – democracy of edu.
 Demo means education in relation to society.
 Democracy is a way of govt. that allows the members in availing organised
civilisation.
 Democratic system aims at development at moral self-directing individuality. It
means edu should be such that learns morally and also initiates the individual to
do something in/for society.
 The Aim of Edu is:
1. Edu is life and not for life.
2. Love for learning – meaning edu should not be forced but knowledge
should satisfy the experience of the person.
3. Self-Control – It is the creation of the power of self-control.
4. Proper recognition of leisure – what to do in free time and how to keep the
learners engaged in leisure time. Should be utilised for service for others.
5. Growth and development – The educator should guide the child according
to the abilities and powers he or she has. Learner should be guided in a way
that his/her talents are guided and nourished and encouraged.

Methods of Education of John Dewey

 Learning by doing method – Teacher guides the learner or child for the activities
by which the child develops his own abilities and qualities. By learning and doing
child earns best.
1. Project Method: It is individual or collective engaged in some activities. This
activities help in development of self-confidence, self-reliance, originality, and
it also promotes purposeful activities which brings spirit of cooperation and
various other values (care, compassion, leadership values).
2. Participation in collective activities: This is to develop the social spirit of the
child. A group of work is assigned by the teacher and when one program is
completed they are guided by the teacher to choose the next one.
  Edu should be child centred or interest and efforts of the child is considered.
 Children should be given freedom to formulate their programs, choose their
themes and continue to work on it.
Gender Justice: Mutual Partnership
 Women and men distinguished through discrimination.
 Women oppressed.
 Through gender justice we need to realise the potentials of women.
7th March Class Missed
[09.03.20]

SUNDAY SCHOOL MOVEMENT

[Check Personal Assignment]
CURRICULUM DEVELOPMENT
1800-1825 the British and American S in India – Long memorisation of Scriptures.
Broadly graded lessons were introduced and by 1876, a curriculum called the Uniform Lessons in
periodical form so that it will be available to all SS in the world. Later they were known as
international lessons. And this was provided to any,,,,
Prof. William made more systematic study of SS of diff age group. He produced a series of lessons
from the life of JC for ….
1900, the first volume…reprinted in monthly pamphlets and later in a book form.
Special features of ISSU
1. Recognises the HS as the teacher and transformer.
2. Promote learning by discovery
3. It enables individual, cultural and social transformation.
4. Encourages a teacher to be a pro-creature of the human spirit.
5. Challenges the transform to be co-agents of transformation in the spirit.
Syllabus has four themes – God JC Church and CLife. Later, Creation, eco concerns also got
incorporated in the syllabus.
Evaluate ISSU
Gives focuses on giving importance…
Supported the SS all over India.
They provides teachers’ training.
Curriculum is prepared according to the needs, interest and age of the learner.
Also emphasises on the issue of justice and sacrificial love and integral creation which is the need of
the hour.
They are not very open for the other religious groups (other faith groups).
11.03.20
VBS
 It is an extra extended education done for the children. Concentrated time is given to the
children.
 Children of different faith are also welcomed.
 Conducted for 10 days or a week.
Reasons:
 Dependable of educational ministry as it has an evangelism is present.
 Not only the on-going children attend but also children on vacations can join too.
 Short term event but resides long term results lasting in the mind.
 Opportunity to share Gospel.
 It is an event we can customised – Theme, place, curriculum, etc.
History:
 1894 – Hop Dalle in Alionis.
 40 students taught for 4weeks.
 1898 – Virginia St. Clare – gave the name as Everyday Bible School.
 During this time Dr. Robert came to know about this harvest ministry and he also
recommended in 5 Baptist churches and around 1000 schools were involved that time.
 1922 – Robert founded World Vacation Bible Association of
 1923 – First printed curriculum was brought.
 1917 – The Association was renamed International association of Daily Bible schools.
 1907 – This became affiliated with to Inter council of Religious Edu.
 Hist. in India
 1937 – The World Gospel – South India Bible School which gave rise to VBS movement in
India.
 1952 – Govilpatti south Tamil Nadu – 75 children 8 teachers a session was held and a talented
team of B. Samuel, Theodre Williams , Mrs. Mary Hamilton and Ms. Edid Morgan nurtured
the …and since then VBS has been travelled across the nation and neigh – Sri Lanka, Malaysia,
and others, - The main purpose was “Learn More About God”
 To nurture life in Christian ideals
 Supplement the parental instruction and training of Children home culture of character.
 To Supplement the SS ministry
 To provide a concentrated Bible Study Course with a pre-determined aim – There is enough
time to teach to illustrate, to evaluate the learners’ response and then to set new goals.
 To evangelise not only those who regularly attend schools but the new children in the
community perhaps who have never attended church or people of other faith.
Features:
 Informal and spontaneous worship is conducted according to the age groups – testimonies,
prayers, sharing and thanksgiving are part. Learners are kept engaged to keep listening to the
Bible stories and learning together and memorising verses.
 Christian fellowship – where spiritual and fellowship is experienced.
Regarding the curriculum
 Basically Bible centred.
 Provides evangelism, stewardship, service, fellowship and worship.
 Age of people are kept in mind to choose the Bible passages.
  Before making curriculum, they find out what the SS offer and does something different.
 Creating writing, poetries, art, choruses, visual aids, paper, modelling, clay and such are
provided.
 Juniors – Newspapers are also utilised.
 Field trip – means of broadening the minds and availing first-hand experience.
 Curriculum and VBS Directors handbook are available.
 Attendance award are also given.
 Badges, certificates, awards are given.
 VBS prayer fellowship is also present which has given birth to Friend’s Vacation Prayer Mate.
Evaluation:
 Positive - Good for children.
 Extra nurturing is provided.
 Negative – It is only for our own people. How can we transform the society is not clear? Or
how far are we an evangelical through this school? Are some questions we need to find and
answered.
 Sometimes the themes are difficult for them to relate and apply.
 If no innovative method then it cannot be as meaningful as it should/can be.
CHRISTIAN EDUCATION OF THE EVANGELICAL FELLOWSHIP OF INDIA (CEEFI)
History
 Formed in 1962 – When there were very less Bible teaching in the school.
 Aim – procuring Christian material to be used in the SS Education.
 Functions under EFI.
 Objective of CEEFI
 To teach the Bible
 To present JC as saviour and Lord
 To relate Bible to learners’ life.
 To train and inspire the teachers.
 To assist in the growth of the Church
 To meet the needs and interest of the various age groups
 Prepare lessons according to the age groups.
 Contributions:
 Publishes books for use in SS and other Christian education programs.
 Publishes CEEFI syllabus according to the needs and
 Publishes quarterly a youth fellowship guide – especially for senior…
 Organises seminar – Christian religious organisations.
 Short term training for SS teachers.
 Bible content centred and less of social.
 More exclusive. Thinks for the churches and believers.
 Challenge – What could be the method or approach in the present context with our present
govt.? DO they need to become inclusivistic?
12.03.20
AISSA
 NCCI – National Christian Council of India
 1982, during the All India SS held at Sigadahbad started.
 1987 First Conference at Christian Education Centre Kerala (AISSA).
 14-16 Nov 2001,
 4th ICSA Inter Church Association
 AISSA Syllabus –
 1. God speaks through the prophets
 2. Stewardship
 3. Stories of life and Love (Christian Life)
 4. Growing Mission (Mission – What Jesus started)
 5. Growing Ministry (Ministry – Medical, NGO’s,)
 There is No direct reference of Bible as a content.
 Objective of this Organisations:
 1. Help SS become effective channels of CE in the Church
 2. To strengthen the existing SS.
 3. To plan and carry out intensive program for C. Educators and
 4. To prepare and publish new curriculum, teaching aids, booklets for different aspects of the
 5. To offer staff service to Churches in organising seminars aiming at promoting the cause of
Christian Education.
 6. To advice and equip church bodies …
 7. To promote SS movement in R and U Ares.
 8. To learn from each other and for promoting SS and also inculcating Christian Unity through
its various training programs.

 Certificate for 10 days
 Regional intensive training for SS teachers in EWNS for 3 days for teacher.
 Rural SS teachers training program.
 Empowerment of native and indigenous women’s ministry.
 Consultations on current challenges of CE.
 AISSA maintains …between NCCI member churches, other Christian organisations and
oversees partners periodically through its round table consultation and communication
network.
 A curriculum for SS children – On being God’s people in God’s world.
 They also publish SS teachers training manual, occasional News Letters, Christian edu.
Booklets on contemporary issues.
 They also have The Indian Christian Educator quarterly.
 Provides resource persons with expertise in different areas of training.
 They also education SS workers in the area of HIV/AIDS awareness, violence and Child
Rights.
 They motivate member churches to begin SS in each congregation.
 Empowerment of rural-urban women in evangelism and Christian nurture.
 AISSA is an agent for promoting international Bible Reading Association.
 Promote devotional daily Bible reading notes – Words for Today & Light of our Path.
Evaluation:
 AISSA has been an important agent in promoting SS among its churches.
 Also take effort to form SS association within denominations.
 Their contribution towards the society cannot be avoided.
 Samson Prahbhakar – AISSA seems to put/give equal emphasis both to the content of the Bible
and to the context of the learner. Theologically AISSA curriculum appears to be more liberal
and ecumenical.
 They believe that God is present not only within the church but also outside of it.
 They does not seem to emphasize salvational aspect but of social equality of human beings and
social justice which are more inclusive in its approach. More of inclusivistic approach.
 It also take the socio-pol-eco issues, cultural and global issues as a part of Christian education
concerns.
  www.aissa.in
Social Inquiry Method
 It is a method of Social Inquiry.
 Some steps:
1. Careful Study of the student’s surroundings and everyday life.
2. Codification session where key factors of life are drawn in picture.
3. Student are asked to look at picture as a problem. And consider that as an individual
problem and then a collective problem.
4. Student use their knowledge to make plans for change.
5. Identify the problem, produce the code, analyse the situation and resolve by bring solution.