Analysis of Christian Character Curricula: Development of Holy Nation Citizens

Abstract

From an initial sample of fifteen Christian character development curricula, ten were selected for more in-depth analysis. Three were eventually chosen as exemplary models of curricula that promote Sermon on the Mount qualities, considered as the ultimate expression of holy nation citizenship expectations.

Character Education in a Muslim School: A Case Study of a Comprehensive Muslim School's Curricula

“…Patience, diligence, faithfulness, and obedience were repeated in seven of the eight programs; responsibility was present in six of the programs; and honesty and forgiveness were present in five of the programs (Cox & Haney, 2002). These terms are similar to the terms used to describe virtues listed by Lickona, Schaps, & Lewis, (2007), in their Character Education Partnership (CEP) document.…”

“…Of course, the argument that comes up in this multi-cultural society is "whose religion?" Christian and Jewish schools are the focus of a few studies on character education (Algera & Sink, 2002;Cox & Haney, 2002;Efron, 1996;Friedman, 1996;Ingalls, 1999Ingalls, , 2002Ingalls, & Malkus, 2002;Simon, 1998); however, studies on character education in Muslim schools are lacking. This study was conducted in a Muslim school with the intent of making a contribution to the field of inquiry on character education in private religious schools as well as a contribution to the general literature on character education.…”

“…Christian schools are concerned with developing students with "Christ-like qualities" or Christian character, or developing students who are "distinctively Christian" (Algera & Sink, 2002;Cox & Haney, 2002). The schools are also concerned with creating an environment "that will foster an appreciation of a student's relationship with Christ" (Algera &Sink, 2002, p.6).…”

Biblical Fidelity of Christian School Textbooks

“…Supportive justification for conducting this critical inquiry comes from findings such as the following: Christian education seems more influenced by the world than the Bible (Cox, 2000; Biblical Fidelity of Christian School Textbooks 183 Cox & Barnum, 2000-2001; the paradigm for Christian education is often taken from its public school (secular) counterpart (Hull, 2003); Christian education is losing its influence on the world (Goheen, 2002); and the highly important dimension of Christian character formation is poorly conceived and practiced in Christian schools (Algera & Sink, 2002;Cox & Haney, 2002). Likewise, Schultz (2002) compellingly makes the case that by and large the term Christian education has lost its intended distinctiveness.…”

“…Overall though, few such studies have examined the issue of textbook usage in Christian schools; all the previously noted studies relate to public schooling. Regarding Christian education, Cox & Haney (2002) examined curricula for forming Christian character and found a number of weaknesses in the method of presentation, method of evaluation, and alignment to Holy Nation citizenship expectations. In his book, The Divine Conspiracy (1998), Willard articulated some key methodological considerations for developing Christ-like curriculum, but no texts or curriculum are known to be intentionally aligned to these considerations.…”