For teachers, parents, grandparents, of students going into grades
1-12,and students going itno grades 7-12 students.
This dialog relates to Josh and Shawn McDowell's book see and a
Christian Perspective on the Alberta Social Studies Curriculum. See Developing a Christian Worldview in Alberta. For more information or if you are
unable to make July 4th session, send an email to factsc@gmail.com.
This is part of our Teke it Home Alberta - Summer 2012 Drop in Program. Click on link to learn more.
All activities are free and open to anyone. They will take place in room 108 at Beulah Alliance Church West Campus 178th Street and 98a Avenue.
Registration and Orientation July 4th at 6:30 pm Unshakable Truth Introduction starts at starts 7pm.
Monday, June 11, 2012
Thursday, December 8, 2011
Christian Worldview and Alberta Grade 8 Social Studies
See Developing a Christian World View in Alberta
The following is taken from Social Studies, Grade 8, 2007 Program of Studies.
Comments and links in blue are added in relation to a Christian Worldview
8.2 Origins of a Western Worldview: Renaissance Europe
General Outcome
Through an examination of Renaissance Europe, students will demonstrate an understanding and
appreciation of how the exchange of ideas and knowledge contributed to shaping the worldview of the
Western world.
Specific Outcomes
Values and Attitudes
Students will:
8.2.1 appreciate how Renaissance Europe formed the basis for the worldview of the Western
world (C, TCC)
8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews (C, I)
In a pluralistic society Christians need to teach their worldview alone side other worldviews. They need to distinguish between religious (all religions are true) and cultural pluralism (several cultures can coexist by respecting each other and agreeing to common values). Christians need to participate in the discussion of what these values are. (see Brian Stiller's book "Jesus and Caesar").
8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal
context (C, TCC, LPP)
Christians can use Church and Biblical history to demonstrate this. They also need to identify that Biblical truth is transcendent (true for all time, all people and all places), shapes culture and is experienced differently by different cultures.
Knowledge and Understanding
Students will:
8.2.4 examine, critically, the factors that shaped the worldview evolving in western Europe
during the Renaissance by exploring and reflecting upon the following questions
issues:
Critical thinking for a Christian needs to first focus on a commitment to absolute truth as embodied in God, seen through Jesus Christ and revealed in the Christian scriptures. Josh McDowell defines commitment as "Not just knowing what you believe but knowing why you believe it and experience it in you life". see Power Point on Teaching Truth in Today's Youth Culture
• What was the Renaissance? (TCC, LPP)
• How did the Renaissance spark the growth and exchange of ideas and knowledge across
Europe (i.e., astronomy, mathematics, science, politics, religion, arts)? (TCC, ER, PADM,
GC)
Christians can look at the affects of the Renaissance and Reformation on both the Protestant and Catholic churches.
• How did the physical geography of Renaissance Europe affect trade and competition among
European countries? (LPP, TCC)
• How did increased trade lead to the emergence of powerful city-states (i.e., Florence,
Venice, Genoa)? (TCC, CC, ER)
• In what ways did thinkers and philosophers influence society in the development of a
humanist worldview during the Renaissance? (GC, I)
Christians need to look at the development of humanism and post humanism and how it influences the way we view truth. For example, truth evolves so there is no absolute truth but truth is created by each culture and individuals in that culture so "what is true for you may not be true for me" and what is true in one context may not be true in another.
• In what ways were the Age of Discovery and the rise of imperialism expressions of an
expansionist worldview? (TCC, PADM, LPP)
Christians need to look at missions and the spread of the gospel from this point of view, identify what is cultural and what is Biblical and learn from history.
• In what ways did exploration and intercultural contact during the Renaissance affect the
citizenship and identity of Europeans? (C, I, GC, LPP, TCC)
How did it affect their view of heavenly citizenship and Christian identity?
The following is taken from Social Studies, Grade 8, 2007 Program of Studies.
Comments and links in blue are added in relation to a Christian Worldview
8.2 Origins of a Western Worldview: Renaissance Europe
General Outcome
Through an examination of Renaissance Europe, students will demonstrate an understanding and
appreciation of how the exchange of ideas and knowledge contributed to shaping the worldview of the
Western world.
Specific Outcomes
Values and Attitudes
Students will:
8.2.1 appreciate how Renaissance Europe formed the basis for the worldview of the Western
world (C, TCC)
8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews (C, I)
In a pluralistic society Christians need to teach their worldview alone side other worldviews. They need to distinguish between religious (all religions are true) and cultural pluralism (several cultures can coexist by respecting each other and agreeing to common values). Christians need to participate in the discussion of what these values are. (see Brian Stiller's book "Jesus and Caesar").
8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal
context (C, TCC, LPP)
Christians can use Church and Biblical history to demonstrate this. They also need to identify that Biblical truth is transcendent (true for all time, all people and all places), shapes culture and is experienced differently by different cultures.
Knowledge and Understanding
Students will:
8.2.4 examine, critically, the factors that shaped the worldview evolving in western Europe
during the Renaissance by exploring and reflecting upon the following questions
issues:
Critical thinking for a Christian needs to first focus on a commitment to absolute truth as embodied in God, seen through Jesus Christ and revealed in the Christian scriptures. Josh McDowell defines commitment as "Not just knowing what you believe but knowing why you believe it and experience it in you life". see Power Point on Teaching Truth in Today's Youth Culture
• What was the Renaissance? (TCC, LPP)
• How did the Renaissance spark the growth and exchange of ideas and knowledge across
Europe (i.e., astronomy, mathematics, science, politics, religion, arts)? (TCC, ER, PADM,
GC)
Christians can look at the affects of the Renaissance and Reformation on both the Protestant and Catholic churches.
• How did the physical geography of Renaissance Europe affect trade and competition among
European countries? (LPP, TCC)
• How did increased trade lead to the emergence of powerful city-states (i.e., Florence,
Venice, Genoa)? (TCC, CC, ER)
• In what ways did thinkers and philosophers influence society in the development of a
humanist worldview during the Renaissance? (GC, I)
Christians need to look at the development of humanism and post humanism and how it influences the way we view truth. For example, truth evolves so there is no absolute truth but truth is created by each culture and individuals in that culture so "what is true for you may not be true for me" and what is true in one context may not be true in another.
• In what ways were the Age of Discovery and the rise of imperialism expressions of an
expansionist worldview? (TCC, PADM, LPP)
Christians need to look at missions and the spread of the gospel from this point of view, identify what is cultural and what is Biblical and learn from history.
• In what ways did exploration and intercultural contact during the Renaissance affect the
citizenship and identity of Europeans? (C, I, GC, LPP, TCC)
How did it affect their view of heavenly citizenship and Christian identity?
Thursday, October 27, 2011
J12 Jesus at Twelve
J12 Home Page
- Bedroom Bible College Manual;Link
- 21 Day Jumpstart Living the Seven Words of Jesus - 21 days in a row!
Friday, October 21, 2011
Alberta Kindergarten Catholic Religious Education
From: Kindergarten Catholic Handbook for Parents, 2011
Spiritual Development
A young child’s way of being “religious” is to play, to be creative, to be curious, and to express
wonderment. Through these natural childhood activities children explore traces of God, the
“marks” of God present all around them as they grow, learn and experience life. The essence of
children’s spirituality is their response to life.
In the uninhibited excitement that Kindergarten children feel toward nature, they are drawn
toward a loving Creator. Their experiences of God are “sensed” through touching, smelling,
tasting, seeing and hearing, rather than through intellectual explanations.
Young children come to know Jesus through their experiences of seeing people valued and
celebrated. They recognize themselves first, and then their families, friends and classmates as
made in God’s image. Later, they are able to experience Jesus as the perfect image and likeness
of God.
In a Catholic school, the spiritual development of a child in Kindergarten occurs through
activities that are affective, to support positive feelings toward themselves and others; and
sensory, to relate directly to the good things that God has created....
In a Catholic school, children are affirmed and encouraged as they make their own journey
toward God and greater participation in the Church.
Religious education crosses all the seven learning areas described in the Kindergarten Program
Statement.
Religious Education
The Kindergarten religion program, “In God’s Image,” consists of 8 modules containing 33
themes that can be sequenced by the teacher to best respond to the particular needs and interests
of each class.
The “Me” module celebrates the child through such topics as feelings, senses, capabilities, needs
and family. The “Earth Times” module celebrates the wonder of the earth through activities
related to the seasons. The “Community” module celebrates caring through discussion, by
making friends and by helping. The “Changes” module invites children to experience support
and comfort at such times as the birth of a sibling or moving to a new house. The “Plants” and
“Animals” modules celebrate creation through activities with trees, flowers, bugs, pets and other
animals. The “Special Days” module suggests activities for celebrating such events as birthdays,
Mother’s Day and Father’s Day. The “Church Times” module is a sequential set of lessons that
invite children to celebrate the Christian story as it unfolds through Advent, Christmas, Lent and
Easter.
“In God’s Image” uses the existing special moments and experiences of young children and
affirms their religious importance. Throughout the day, the children are encouraged to see
“traces” of God in all of their experiences.
Spiritual Development
A young child’s way of being “religious” is to play, to be creative, to be curious, and to express
wonderment. Through these natural childhood activities children explore traces of God, the
“marks” of God present all around them as they grow, learn and experience life. The essence of
children’s spirituality is their response to life.
In the uninhibited excitement that Kindergarten children feel toward nature, they are drawn
toward a loving Creator. Their experiences of God are “sensed” through touching, smelling,
tasting, seeing and hearing, rather than through intellectual explanations.
Young children come to know Jesus through their experiences of seeing people valued and
celebrated. They recognize themselves first, and then their families, friends and classmates as
made in God’s image. Later, they are able to experience Jesus as the perfect image and likeness
of God.
In a Catholic school, the spiritual development of a child in Kindergarten occurs through
activities that are affective, to support positive feelings toward themselves and others; and
sensory, to relate directly to the good things that God has created....
In a Catholic school, children are affirmed and encouraged as they make their own journey
toward God and greater participation in the Church.
Religious education crosses all the seven learning areas described in the Kindergarten Program
Statement.
Religious Education
The Kindergarten religion program, “In God’s Image,” consists of 8 modules containing 33
themes that can be sequenced by the teacher to best respond to the particular needs and interests
of each class.
The “Me” module celebrates the child through such topics as feelings, senses, capabilities, needs
and family. The “Earth Times” module celebrates the wonder of the earth through activities
related to the seasons. The “Community” module celebrates caring through discussion, by
making friends and by helping. The “Changes” module invites children to experience support
and comfort at such times as the birth of a sibling or moving to a new house. The “Plants” and
“Animals” modules celebrate creation through activities with trees, flowers, bugs, pets and other
animals. The “Special Days” module suggests activities for celebrating such events as birthdays,
Mother’s Day and Father’s Day. The “Church Times” module is a sequential set of lessons that
invite children to celebrate the Christian story as it unfolds through Advent, Christmas, Lent and
Easter.
“In God’s Image” uses the existing special moments and experiences of young children and
affirms their religious importance. Throughout the day, the children are encouraged to see
“traces” of God in all of their experiences.
Thursday, October 20, 2011
Click to See Posts in This Page
Click to See Older Posts in This Page
Click to See All Posts in This Page
