This material may consist of step-by-step explanations on how to solve a problem or examples of proper writing, including the use of citations, references, bibliographies, and formatting. This material is made available for the sole purpose of studying and learning - misuse is strictly forbidden.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)....