Master Learning and Innovation

Module 1: What is Christian Education: A Practices Approach

• Philosophy of Christian education. Starting from observations of the practice of Christian education in the Netherlands, the student will be introduced to views on Christian education. We will also reflect on current developments in education, their roots and their applications, such as constructivism and performativity, and challenges of present-day thinkers: Martha Nussbaum, Noddings, Biesta.
• ‘Practices’ Approach to Christian education. A proper vision of Christian education only makes sense when it can be observed in practice, therefore we will study the practice-oriented approach of Christian education as introduced by Smith & Smith, 2009. This module will help participants to enrich their practice (or the practices they serve) with insights of Christian pedagogy. How can a teacher make his/her teaching distinguished as Christian? 

Module 2: Religious and Moral Education from a Christian Perspective

• Pedagogical and Educational Approaches of Religious Education. There are different perspectives on the aims and methods of Religious Education, character formation and citizenship. There is always a context to understand, either the anthropology of the teacher, the development stages of a child, the cultural context of a child, school and society, or whatever else.
• Formation of Christian committed character. Christian Formation isn’t an isolated educational process, but a process that interacts with a lot of actors and factors that are of influence and therefore can be used to achieve the goal of Christian Education. This module builds further on the concepts of the first content strand about the insights of Christian pedagogy.
• Religious Atmosphere and Teacher’s Calling. The context of culture and religious atmosphere influence religious education. Also, the actions of Christian educators depend on their interpretations of some anthropological issues relevant for education (Imago Dei, Sin, Redemption, the Christian image of God and The Kingdom of God). Although we desire all pupils to become Christians, there is the concern that transmitting content does not guarantee the formation of committed Christian graduates or of Christian characters. We end with a framework of a biblical view of the teacher as a person and their knowledge, Christian identity, spirituality and way of walking with God in the Classroom. 

Module 3: Christian Leadership, Ethos, Curriculum and Development in Education

• Innovation and change in education. Theory and practice of school development. Lessons will be drawn from organizational change theories and its application to Christian Education.
• Curriculum development. How to shape and improve the curriculum of your school. We will learn from traditional principles and from the latest developments such as ‘gamification’, the use of smart boards, flipped classroom and distance learning. We reflect on educational sciences from a Christian perspective.
• Leadership and quality assurance. How do you deal with government standards? How do you give account to parents and school boards? 

Module 4: Transforming Society: Social Justice, Diversity and Tolerance in Christian Education

• Agents of social change. In many countries Christian educators have a strong desire for more justice in their society. We will reflect on the role schools and individual educators have as agents of social change. From the perspective of world citizenship education we will see that this matters for all teachers, whether they live in developing countries or not.
• Biblical principles of social justice, equality and hospitality. We firstly try to understand the impact sin, injustice and violence is having on students and their families. The biblical concepts of ‘Kingdom of God’, ‘justice’, and ‘shalom’ will be at the foreground. Secondly, we try to understand the biblical principles of social justice, equality and hospitality.
• Practical insights. We will derive practical insights from the Christian anthropology of inclusiveness and diversity, the idea of hospitality and ideas on special needs students and inclusive education.

Credits / Certificate

The modules are structured within three strands that each contribute to the module’s theme:

• The content strand involves theological, philosophical and historical sources on Christian education, with reference to current debates in education.
• The innovation/research strand is about developing innovations within your own context based on practice-oriented research.
• The personal development strand is a tutorship aimed to guide you in your current role in your institution with regard to educational innovation and integrating knowledge and practice.

1. Teacher leaders are teachers with a vision of good quality education
   Teacher leaders are professional leaders with a mind set to learning in their own teaching/educational practice. They have a well-founded view on good quality education, based on knowledge of (cultural) historical and philosophical sources, academic literature, specialist literature and practice-oriented research in their own practice.  
2. Teacher leaders develop and implement new practices
   Teacher leaders develop new practices (innovations) that contribute to good education. They first do this on a small scale in their own teaching/educational practice and then by involving others in their innovations.  
3. Teacher leaders work together with colleagues to innovate
   Teacher leaders work together with colleagues to implement innovations and research these by means of practice-oriented research. Teacher leaders actively contribute to their organization’s policies. To do this, teacher leaders use innovation expertise.  
4. Teacher leaders can share their innovations
   Teacher leaders demonstrate and share their innovations and the practical knowledge they have gathered, systemized and, through research, critically reflected on for the use of others.

Courses will be taught by an international team of professors from around the world, including:

• Professor John Choi (South Korea);
• Professor Trevor Cooling (United Kingdom);
• Professor Pavel Hanes (Slovakia);
• Professor Dana Hanesová (Slovakia);
• Julie McGonigle (United Kingdom) and
• Professor Bram de Muynck (the Netherlands).

Funding your study