The Curriculum of Religious Education

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The Curriculum of Religious Education

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  • 製本 Hardcover:ハードカバー版/ページ数 535 p.
  • 言語 ENG
  • 商品コード 9780548136744
  • DDC分類 370

Table of Contents

    Present Problems
A New Interest in the Curriculum 25 (2)
The problem
The curriculum question apparently
solved
The solution not lasting
No Permanent Solving of Curriculum 27 (2)
Problems
Changing social ideals require a
changing curriculum
Church school curriculum not yet
determined
Beginnings made
Factors Compelling Attention to the 29 (7)
Curriculum
The discovery of the child religiously
The rise of the educational ideal as
related to religion
The influence of revisions in the
public-school curriculum
The low educational standards and
results of the Sunday school
Magnitude of the Curriculum Problem 36 (5)
Age range to be supplied
Diversity of social groups to be served
Several types of schools to be provided
for
Opposing points of view
What has the Church Done to Meet the 41 (3)
Curriculum Problem?
The church-school curriculum still
chaotic
Ecclesiastical agencies employed
Nonecclesiastical agencies
Summary
Questions for Study and Discussion 44 (1)
References 44 (3)
PART ONE HISTORICAL BACKGROUND
The Religious Element in Early American
Education
Education Made to Serve the Purposes of 47 (6)
Religions
Modern education the child of the church
Early American education governed by
the religious motive
Colonial life organized about religion
Religious qualifications and services
demanded of teachers
Religious and Ecclesiastical Background 53 (8)
of the Curriculum
The Horn Book
The New England Primer
Later colonial text books for the
elementary school
Religious objectives in secondary
schools
The goals of higher education
Religious instruction in the colonial
home
The Secularization of Education 61 (3)
Forces that took religion out of the
public school
Religion no longer a function of the
school
Loss of religious influence of the home
Questions for Study and Discussion 64 (1)
References 65 (1)
The Secular Element in Early Sunday School
The Rise of the Sunday School 66 (3)
Forerunners of the Sunday school
Social and moral conditions
Raikes seeks reform through training of
childhood
Factors Influencing the Curriculum of the 69 (4)
Early English Sunday School
Why religion occupied a secondary place
The day of the spelling book
The part played by religion in the
instruction
The Sunday School in America 73 (5)
Soil in which American Sunday school
was planted
Not primarily schools of religion
The church's indifference and hostility
The Sunday school becomes a school of
religion
Questions for Study and Discussion 78 (1)
References 79 (1)
The Doctrinal Element in the Sunday School
Curriculum
Doctrine the Supreme Test in Religion 80 (3)
How the church took over the Sunday
school in America
The battle of creeds
Doctrine embodied in catechisms
The Sunday School Turns to the Catechism 83 (3)
The long history of catechetical
teaching
Catechetical method had educational
sanction
The catechetical method at its worst
Typical Catechisms of the Early Sunday 86 (8)
School
Samples of catechism materials
Attempts at simplifying the catechisms
for children
Simplification not allowed to weaken
doctrine
Home instruction in the catechism
Strong meat for babes
Modern use of the catechism
Questions for Study and Discussion 94 (1)
References 95 (2)
The Bible Made the Center of the Curriculum
The Bible Takes First Place 97 (3)
Preeminence of the Bible in Sunday
school instruction
The catechism forced to give way
Forces that made the Bible the center
The Memorizing Tradition Dominant 100(5)
Early biblical instruction not a
coherent system
Memorizing becomes a craze
Educational value lost sight of
The memory tradition still an influence
The Question Book as a Help to Bible Study 105(5)
Purpose of the question book method
Study cycles proposed
Work of Judson and Fisk
A sample of ``Union Questions''
Influence of the Question Book 110(1)
The question book soon loses favor
The Bible and the later curriculum
Questions for Study and Discussion 111(1)
References 112(4)
The Movement Toward an Organized Curriculum
Beginnings of ``Selected Lessons'' 116(3)
The church awakens to the need for a
curriculum for the Sunday school
Experiments in uniform lessons
Influence of Sunday-school conventions
and associations
The Movement Toward Uniformity Checked by 119(3)
the Advent of Denominational Agencies
Denominations begin to realize the
importance of the Sunday school
Denominational publishing of curriculum
materials begins
Chaos follows denominational activity
Origin of the International Uniform 122(5)
Lessons
Vincent offers a uniform course
The National Series and the Berean
Series compete
Jacobs promotes the uniform lesson idea
Plans mature
Compromise required
Uniform lessons approved by National
Sunday School Association
Origin and Work of the International 127(2)
Lesson Committee
The first Lesson Committee
Change in the constitution of the
Committee
Work of the International Lesson
Committee
The International Uniform Lessons at Work 129(5)
Uniform lessons widely adopted by
various denominations
Criticisms arise
Graded lessons appear
Uniform Lessons on the defensive
Present status of the International
Uniform Lessons
Service rendered by the Uniform Lessons
Questions for Study and Discussion 134(1)
References 135(2)
The Evolution of a Graded Curriculum
Forces Which Led to a Graded Curriculum 137(6)
Indirect forces
Influence of public school
Progressive educators
Growing educational consciousness of
the church
Competition from independent lesson
systems
Direct forces
Influence of Primary Unions
Action by the Lesson Committee
New champions arise for a graded
curriculum
International Graded Lessons Projected 143(4)
The International Sunday School
Association opposes a graded curriculum
Public demands grow more insistent
The final preliminary step
Graded lessons officially approved
The International Group-Graded Series 147(3)
Plan of the Group-Graded Series
Uniform and Group-Graded lessons in
competition
Expanding responsibilities of the
Lesson Committee
Other Graded Series 150(3)
The Completely Graded Series
The Lutheran Graded Series
Constructive Studies in Religion
The Beacon Course
The Christian Nurture Series
Westminster Text Books in Religious
Education
Abingdon Religious Education Texts
Questions for Study and Discussion 153(1)
References 154(1)
The Musical Element in the Religious
Curriculum
Sacred Song Among the Ancients 155(1)
The Rise of Modern Hymnology 156(9)
Luther's hymns
English psalmody
Isaac Watts' hymns for children
The children show their appreciation
Samples of Watts' hymns
Wesley writes hymns for children
Estimate of Wesley's contributions
Children's Hymnology in America 165(5)
The Bay Psalm Book
America goes to England for her hymns
Early collections published in America
Quantity rather than quality
Evangelistic songs make their appearance
Denominational Hymn Books for Children 170(2)
Denominational enterprise
The children of the nation learn to sing
A revival of children's hymnology needed
Questions for Study and Discussion 172(1)
References 173(5)
PART TWO THEORY AND PRINCIPLES
Scientific Method Applied to the Curriculum
What is Scientific Method 178(6)
The scientific attitude of the age
The attitude of mind necessary to
scientific method
No necessary conflict between science
and faith
Scientific method seeks the facts
What the facts mean
It asks what course of action is to be
followed
Scientific Method Applied to the 184(2)
Curriculum
Scientific method applicable to the
curriculum making
Other sciences help in curriculum making
The value of ``team-work''
The Technique Involved in Scientific 186(8)
Method
Locating and defining the problem
The search for data
The forming of a hypothesis from the
facts and relationships assembled in
connection with the problem
The theory stage
When theory becomes law
The practical bearing of the
sociological factor
Advances must start from the present
level of experience
The need for interpreters
Questions for Study and Discussion 194(1)
References 195(1)
Social Origins of Curriculum Materials
Culture Materials a By-Product of Social 196(9)
Living
Social origin of culture
The working capital of the race
Progress springs from necessity
The law of necessity operating to
produce social institutions
The evolution of morality
Religion springs out of life
Needs find religious expression
A corollary
Carrying Culture Materials Over Into a 205(3)
Curriculum
Selection from culture materials
required for a curriculum
The test of values
A transforming body of culture materials
The curriculum to consist of the cream
of racial experience
Empirical determination of the
curriculum unjustifiable
Curriculum Content 208(7)
The Bible first as curriculum content
The Bible the product of religion
The Bible an instrument
Manifold sources of religious materials
Primary and secondary sources of
curriculum content
Questions for Study and Discussion 215(1)
References 216(2)
Agencies that Determine the Curriculum
The Influence of Tradition 218(3)
Factors that enter into curriculum
determination
The sacredness of the old
Ecclesiastical tradition especially
powerful
A guiding principle
Professional Leadership 221(6)
Place and nature of professional
leadership
Leadership of the International Lesson
Committee
Influence of the International Sunday
School Council
Denominational boards and committees
Nonecclesiastical agencies
A need and a danger
The leader must keep close to his people
Public Demand 227(4)
Public opinion as a compelling force
Preparing the way for intelligent
public demand
Leadership that does not dogmatize
The Influence of Public Education 231(2)
Why general education assumes leadership
Principles borrowed by religious
education
Questions for Study and Discussion 233(1)
References 234(2)
Existing Theories Governing the Curriculum
Of What Does a Curriculum Consist? 236(5)
The theory factor in curriculum making
Two types of educational agencies
A question of scope
Narrow scope as defined by the
International Lesson Committee
A broader concept
The governing principle
Objectives Sought Through the Curriculum 241(8)
Every curriculum governed by some aim
The subject matter point of view
The ecclesiastical curriculum
The biblical curriculum
The conduct-character, or
religio-social curriculum
Organization of the Curriculum 249(6)
Theories which govern curriculum
organization
Haphazard organization
Chronological organization
Logical organization
Psychological organization
Questions for Study and Discussion 255(1)
References 256(1)
The Demands of the Individual Upon the
Curriculum
Both Individual and Social Values 257(1)
Relation of individual and social
claims on the curriculum
The claim of the individual on the
curriculum
The Individual's Demand on the Curriculum 258(2)
a Practical One
The curriculum must minister to
fullness of life
Serving actual and attainable goals
The curriculum is to be determined by
the needs of the individual
A Stimulus to Potential Powers and 260(4)
Capacities
Powers at first potential rather than
actual
Stimulus and nurture required
Loss from undeveloped resources
The curriculum a stimulus to development
The Means of Transferring to the Child 264(2)
His Spiritual Heritage
Richness of the spiritual heritage
available
Our children have a right to their
religious heritage
Social and Individual Norms of Conduct 266(3)
Religion establishes norms of conduct
A definition of moral conduct through
the religious curriculum
Awakening the Social Consciousness 269(2)
The individual naturally self-centered
Sense of racial kinship through the
curriculum
Cultivating a Consciousness of God 271(3)
Racial evolution of the God concept
The individual's need of a
consciousness of God
The part of the curriculum in
cultivating the consciousness of God
Helping Form a Life Philosophy 274(1)
Nature and function of a philosophy of
life
How a life philosophy is built
Recognition of Genetic Capacities and 275(2)
Needs
The genetic adaptability of religion
The curriculum must fit the child
Questions for Study and Discussion 277(1)
References 278(2)
The Demands of Society Upon the Curriculum
Insure Active Participation in the Social 280(2)
Process
Society's interest in the curriculum
Society must collect from the individual
Christianize Social Institutions 282(4)
The curriculum transcends immediate
environment
Defining proper relations in the home
Cultivating respect for law
The community spirit and world peace
Provide a Social Bond 286(4)
Nature and need of the social bond
Integrating and disintegrating forces
A many-sided social bond required
Religion as a social bond
The religious curriculum as an
integrating force
Define the Social Ideal 290(2)
What goes into the curriculum defines
social philosophy
Social measure of the religious
curriculum
Represent the Best of Religious Culture 292(2)
Not all religious values genetically
suited to the curriculum
Tests to be applied
Questions for Study and Discussion 294(1)
References 295(1)
The Demands of the Church Upon the
Curriculum
A Generalized Statement of the Church's 296(2)
Demand
Primary and secondary functions of the
church
The primary function of the church to
be fulfilled only through the curriculum
Building the Ideals of the Church Into 298(3)
the Lives of the People
The religious curriculum reflects and
defines the ideals of the church
Progress through variation
Many curricula required
Training an Intelligent Constituency 301(4)
Knowledge of basic facts and principles
of Christianity
Knowledge of the church and its program
Intelligence concerning a particular
denomination
Insuring Spiritual Dynamic 305(3)
Sources of spiritual dynamic
New method required for new zeal
Training for Avocational and Vocational 308(3)
Service in the Church
The call to service through education
Unused resources
Recruiting the Church's Membership 311(3)
The Sunday school as a feeder for the
church
Saving the leakage
Summary
Questions for Study and Discussion 314(1)
References 315(1)
A Summary of Principles
Curriculum Objectives 316(7)
Goals which are definable, attainable,
proved, measurable
Objectives must be personal and
child-centered
Objectives include threefold need of
the individual for knowledge, ideals,
guided conduct
Social aspect of objectives found in a
Christian democracy
Curriculum Content 323(7)
Subject matter to be controlled by its
aims
Needs, capacities, limitations of the
learner a criterion of content
Subject matter to accord with
present-day social needs
Multiform sources of curriculum content
to be used
Curriculum Form and Organization 330(5)
Literary form of curriculum an
important consideration
Educational values conditioned on
mechanical form
Genetic psychology of religion to
govern plan and organization
Pedagogical provisions to represent
best of modern science of education
Questions for Study and Discussion 335(1)
References 336(1)
Criteria of Curriculum Evaluation
Measurement in Education 337(2)
Development of scientific measures in
education
Application of educational tests and
measures
Limitations upon educational measures
Measuring in Religious Education 339(4)
A beginning made
Types of measures
Score Card measures of curriculum values
Providing for cooperative estimate
Plan of the Score Card here used
Limitations of the Score Card
A Score Card for the Evaluating of 343(6)
Religious Curricula
Measures of Content values
Literary technique
Pedagogical provisions to aid the
learner
Pedagogical provisions to aid the
teacher
Mechanical features
Questions for Study and Discussion 349(1)
References 350(3)
PART THREE CURRENT MATERIALS
The International Lesson System
Three International Series 353(2)
Historical sequence of series
Wide use of the International Lesson
System
Denominations which have adapted
International Lessons
The International (Improved) Uniform 355(5)
Lessons
Types of biblical materials used
Distribution among books of the Bible
Limitations of the Improved Uniform
Lessons
Typical lesson content
Bases of comparison
The International Group Graded Series 360(2)
Type of grading used
A diagrammatic comparison
Characteristics of the Group Graded
Series
Topics of Group Graded Lessons for 362(1)
Juniors for 1924
First quarter
Second quarter
Third quarter
Fourth quarter
The International Graded Series 363(3)
Syndicated edition
Editorial supervision
Organization of the series
General characteristics
Mechanical features
Courses for the Kindergarten Division 366(2)
Authorship
Content
Criticism
Primary Division: Grades I-III 368(2)
Title and authorship
Sources of materials
Criticism
Junior Division 370(3)
Grade IV: Stories of the Olden Times
Grade V: Hero Stories
Grade VI: Kingdom Stories
Criticism
Intermediate Division 373(4)
Grade VII: Gospel Stories
Grade VIII: Leaders of Israel
Grade IX: Christian Leaders
Criticism
Senior Division 377(3)
Grade X: the Life of Christ
Grade XI: Christian Living
Grade XII: The World a Field for
Christian Service
Criticism
Young People's Division 380(3)
History and Literature of the Hebrew
People
The History of New Testament Times
The Bible and Social Living
Advanced courses
Summary 383(2)
Sources of content of courses
Preponderance of biblical materials
Criticism of Graded Series
Questions for Study and Discussion 385(2)
Constructive Studies in Religion
The Genesis of This Series 387(2)
Persons and agencies
How the materials were evolved
Plan of series
Kindergarten Division 389(2)
Sunday Kindergarten: Game, Gift and
Story
Religion in the Kindergarten
Primary Division 391(4)
Grade I: The Child in his World
Grade II: Stories of Shepherd Life
Grade III: Walks with Jesus in his Home
Country
Junior Division 395(6)
Grade IV: An Introduction to the Bible
for Teachers of Children
Grade V: The Life of Jesus
Grade VI: Heroes of Israel
Old Testament Story
Grade VII: The Story of Paul of Tarsus
Grade VIII: Studies in the Gospel
According to Mark
Studies in the First Book of Samuel
High School Division 401(4)
Grade IX: The Life of Christ
Grade X: The Hebrew Prophets
Problems of Boyhood
Grade XI: A Short History of
Christianity in the Apostolic Age
Grade XII: Lives Worth Living
The Third and Fourth Generation
Courses for Adult Study 405(1)
Criticism of Series 405(1)
Questions for Study and Discussion 406(2)
The Completely Graded Series
How the Series Originated 408(1)
The Blakeslee Lessons
Completely Graded Series initiated
General plan
Kindergarten Division 409(2)
A Course for Beginners in Religious
Education
Primary Division 411(2)
Grade I: God the Loving Father and His
Children
Grade II: God's Loyal Children
Grade III: Jesus' Way of Love and
Service
Junior Division 413(3)
General plan
Grade IV: Early Heroes and Heroines
Grade V: Kings and Prophets
Grade VI: The Life and Words of Jesus
Grade VII: Christian Apostles and
Missionaries
Intermediate Division 416(5)
Grade VIII: Heroes of the Faith
Grade IX: Christian Life and Conduct
Grade X: The Story of our Bible
Grade XI: The Life of Jesus
Senior Division 421(4)
Grade XII: Preparations for Christianity
Post High School: Landmarks in
Christian History
The Conquering Christ
The Modern Church
Criticism of Series 425(2)
Questions for Study and Discussion 427(2)
The Beacon Course
Plan of the Course 429(2)
Characteristics
Point of view
Beginners Division 431(1)
The Little Child in the Sunday School
Primary Division 432(2)
Grade I: First Book in Religion
Grade II: Living Together
Grade III: Children of the Father
Junior Division 434(4)
Grade IV: God's Wonder World
Grade V: The Bible and the Bible Country
Grade VI: Heroic Lives
Intermediate Division 438(2)
Grade VII: From Desert to Temple
Grade VIII: The Story of Jesus
The Gospel of Jesus
Grade IX
Peter and Paul and their Friends
Senior Division 440(1)
Grade X: Our Part in the World
Elective Courses 441(1)
Summary and Criticism 441(1)
Questions for Study and Discussion 442(2)
The Christian Nurture Series
How the Series was Developed 444(1)
Leaders
Plan of work
Testing the lessons
Plan 445(2)
A fivefold foundation
Plan of organization
Kindergarten Division 447(2)
The Fatherhood of God
Our Father's Gifts
Primary Division 449(4)
Grade I: Trust in God
Grade II: Obedience to God
Grade III: God With Man
Grade IV: God's Great Family
Grammar Division 453(2)
Grade V: The Christian Seasons
Grade VI: Church Worship and Membership
Junior High-School Division 455(2)
Grade VII: The Life of Our Lord
Grade VIII: The Long Life of the Church
Grade IX: Winning the World
Senior High-School Division 457(1)
Grades X-XII: Jesus Christ Then and Now
Our Bible
The Creed and Christian Convictions
Summary 458(1)
Ecclesiastical emphasis
Attempt to center upon child
Educational quality
Questions for Study and Discussion 459(2)
The Lutheran Graded Series
Persons and Plans 461(2)
Educational point of view
Mechanical features
The ecclesiastical year
Pre-School Age 463(3)
In Mother's Arms
Kindergarten grades: Wonderland
Elementary School Division 466(6)
Grades I and II: Workland
Grades III and IV: Pictureland-Grade V:
Bible Story
Grade VI: Bible Readings
Grade VII: Bible History
Grade VIII: Bible Facts and Scenes
High School Division 472(3)
Grade IX: Bible Biography
Grade X: Bible Teachings
Grade XI: Bible Outlines
Summary 475(1)
Questions for Study and Discussion 476(2)
The Week-Day Church School Curriculum
Problems Involved in Making a Week-day 478(5)
Curriculum
Elements of uncertainty
Task seen to be a great one
Nature of the materials
A non-denominational weekday curriculum
Correlations of the week-day curriculum
The Gary Leaflets 483(4)
Plan
Group I (grades I and 2)
Group II (grades 3 and 4)
Group III (grades 5 and 6)
Group IV (grades 7 and 8)
Evaluation
Baptist Week-day Series 487(2)
Close to Sunday school lessons
Criticism
The Westminster Textbook of Religious 489(2)
Education
Plan
Pedagogical characteristics
Difficulties of correlation
Criticism
The Abingdon Week-day Religious Education 491(3)
Texts
Origin
Basic principles
Plan of organization
Why evaluations not attempted in this
discussion
Materials for Teaching Religion in the 494(2)
Home
The Mother-Teacher of Religion
Home Lessons in Religion
The Bible in Graded Story
Kindergarten Division 496(1)
The Beginners Book in Religion
Elementary School Division 497(6)
Grade I: A First Primary Book in
Religion
Grade II: A Second Primary Book in
Religion
Grade III: Everyday Lessons in Religion
The Bow in the Cloud
The Star in the East
Grade IV: Tales of Golden Deeds
Children of Many Lands
Grade V: A Travel Book for Juniors
Out Door Land
Grade VI: The Rules of the Game
Followers of the Marked Trail
Junior High School Division 503(4)
Grade Vii: Jesus Among His Neighbors
Citizen Jr.
Grade VIII: Living at Our Best
Hebrew Life and Times
Grade IX: The Life and Times of Jesus
Senior High School Division 507(5)
Grade X: The Bible: History and Content
Builders of the Church
Grade XI: Jesus' Ideals of Living
The Spread of Christianity
Grade XII: Christianity at Work
Finding My Place
Myself and My Work
Texts for Special Uses 512(2)
Songs for the Little Child
A First Book in Hymns and Worship
The Geography of Bible Lands
When We Join the Church
Shorter Bible Plays
Bible Plays
The Bible Play Workshop
Men of All Colors
Questions for Study and Discussion 514(2)
Other Curriculum Series
The Catholic Curriculum 516(7)
Spread of Catholic education
All Catholic education is religious
education
The prayer class
The confession class
The communion class
The confirmation class
The perseverance class
The Jewish Curriculum 523(3)
Kindergarten division
Primary division
Junior division
Intermediate division
The confirmation class
The Mormon Curriculum 526(3)
Use of the educational method
Sources of religious materials
The Sunday school curriculum
The religion-class curriculum
Index 529