Please polish your reflection, outlining your own philosophy of educating in faith; defining and choosing between Religious, Christian or Christian Religious Education; coming up with your own definition, justification and outlining of educating in faith; and making an initial substantial statement towards your theology and practice of education, citing and engaging with as many of the course readings as possible. A good example of how this paper can be done is found in Boys' last chapter and in the final article by Dykstra.

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The general topic of educating in faith has a number of distinct layers or dimensions depending on our perspective. Just to give a few examples, we can look at education in faith from the point of view of theology and doctrinal correctness, we can stress character forming moral and ethical aspects, or we can emphasize heritage and collective memory of experience, for instance, in the case of AACRE (African-American Christian Religious Education). Many of the readings we have discussed throughout this course seem to focus upon a particular dimension of education in faith. This is easy to understand considering that each author had his or her agenda and a specific goal. I believe that my objective at this point is to amalgamate the wealth of information, approaches, methodology and factual knowledge I could access thanks to the course to utilize them in my ministerial endeavours. In this paper I will attempt to demonstrate that most approaches we got to know are mutually complimentary. Additionally, I will show how they compliment each other for a practical purpose of enriching my ministry.

To structure my vantage point and argumentation properly, it may be beneficial to start with the historical context. Mary Boys devoted enough space in her book to trace the roots of modern Christian education. By nature, education always involves an effort to classify, structure and put in order concepts, facts, and methods. According to Boys, modern Christian education was to a great degree a reaction to excessive emotionalism of the revivalist movement. She says: “Religious education evolved in opposition to many of the emphases of the revivalist preachers” (Boys, 39)....
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