Education and Divine Revelation

About the Book

From the Preface

In recent years not a great deal of writing has been done in the field of Christian education theory. This seems to be true for both liberal and conservative thinkers. On the other hand an investigation of past writings will show some efforts on the part of educators in the field to find an integrating principle, some kind of motif or centralizing principle which would serve as the foundation for theory and guide for practice.

An attempt was made in this work to summarize such efforts and to throw them into a comparative light with an orthodox and evangelical position in Christian education. Thus, the comparative format of the work would appear evident. A search in the first sources of these positions will be indicated in the references.

Chapter One was devoted to the subject of the search for an integrating principle. The current situation in the disciple itself, in the literature and on the field, was surveyed to point up the need for this principle. Section Two of this chapter surveyed the various evidences from the history, the scholars and practice on the field. This showed who is grappling with this problem. Section Three showed the sources utilized by various schools of thought and action. The last section made an attempt to resolve this problem by pointing up the advantages offered by a revelational approach. Chapter Two focused exclusively on the concept and guidelines provided to Christian education theory and practice by divine revelation. The concept of revelation itself was defined. The chapter concluded with a statement on the crucial role that epistemology has in developing any Christian education theory, followed by a statement on an evangelical and biblical concept of revelation.

Chapter Three was designed to focus attention on the implications of divine revelation for building Christian education theory. A discussion was provided on the need, nature and demands for theory. An effort was made to show the place that revelation has in theory development. An evangelical position was compared to other theories and suggestions made whereby the construction of theory development. An evangelical position was compared to other theories and suggestions made whereby the construction of theory could take place based on the premises of divine revelation.

The implications of such actions have for various types of Christian schools were indicated.

Chapter Four revealed the direct impact that divine revelation has on general Christian education and practice. Definitions of the educational processes necessary to operate a Christian school were indicated.

Chapter Five gave attention to the implications that revelation has for institutional Christian education practice. Suggestions were made in this chapter on how to utilize the principles of revelation in the local church, Christian day schools, Christian liberal arts colleges, and the theological seminary.

A survey and comparative study of this nature makes it necessary to consult many sources. For suggestions and contributions made, the writer is grateful. For permissions to use many quotations, I am grateful. For any mistakes and shortcomings, I take full responsibility.

About the Author

Dr, Herbert W. Byrne has worked in Christian ministry for over 40 years serving as pastor, evangelist, classroom teacher, college administrator, lecturer in Christian education, and has worked in over 30 different denominations in the United States and Canada.