School of Education and Behavioral Studies


Mission and Purpose Statement

Azusa Pacific University is an evangelical Christian community of disciples and

scholars who seek to advance the work of God in the world through academic

excellence in liberal arts and professional programs of higher education, which

encourage students to develop a Christian perspective of truth and life.


Course Description

This senior seminar course prepares students to understand and express a Christian perspective on issues critical to the education profession. Biblical, theological and philosophical themes relating to education provide a base, while historical biographies and examples supply a context in which students generate a distinctively Christian response to contemporary problems facing education.


Education 496, The Senior Seminar (3)

Faith and the Education Profession

Fall 2000


Course Instructor

Mark Arvidson, Ph.D.

133 West Campus

Associate Professor

School of Education and Behavioral Studies

Phone: 626/815-5459 or 626/815-5370

FAX: 626/815-5416


Required texts:

Colson, C & Pearcey, N. (1999) How Now Shall We Live? Wheaton, Illinois: Tyndale House.

Sproul, R.C. (1986). Lifeviews. Grand Rapids, MI: Fleming H. Revell.

Schaeffer, F. (1982. A Christian Manifesto. Wheaton, IL: Crossway Books.

Lewis, C.S. (1984). Mere Christianity. New York: MacMillan.

Course Opportunities

In Reflection. Students will broaden and deepen their professional knowledge with the extensive collection of readings from the course textbooks and other assigned articles. These readings will accompany and supplement ongoing class discussions on the related topics. The emphasis of this component is a personal integration of the major ideas or themes of the material and evidenced by a written reflective response at the end of each class session. These activities provide essential foundational background for approaching the senior thesis component of the class.

In Assimilation. One small group presentation will be completed addressing biblical, philosophical, and theological themes related to education and the Christian’s role in society.

In Interaction. Besides participation in ongoing class discussions each student will present a senior thesis to the class. Two designated students who review the senior thesis paper will prepare and deliver individual brief responses, proposing questions and recommendations for the author.

In Research Application. Students will be introduced to on-line research strategies and accessing resources on the Internet. A senior thesis of 5,000 to 7,500 words will be completed offering creative insights from a Christian perspective on a significant ethical, moral or social issue facing the education profession. Paper preparation will follow a carefully planned research strategy.

Scholarship Assessment

Each student is expected to be present and prepared to participate in the discussion over assigned topics and materials during each class session.

A Excellence evident in preparation for and attendance in class sessions, curious and retentive mind, unusual ability to analyze and synthesize material, with a positive attitude making productive contributions to the learning community in the classroom. Outstanding mastery of the subject: Superior knowledge regarding details, assumptions, implications, history; superior thinking with information relevant to application, critique, relationship to other information.

B Above average student in terms of attendance, preparation, time management, mostly consistent in test taking, and attitude. More than adequate knowledge regarding technical terms, distinctions, ability to begin using information.

C Average or typical student in terms of attendance, preparation, time management, inconsistent test taking, and attitude. Basic knowledge needed to function and carry on learning regarding major principles, central terms, major figures, awareness of field or discipline as such.

D Below average or atypical student in terms of attendance, preparation, time management, inconsistent test taking, and attitude--minimally passing in performance. Serious gaps in knowledge, confusion of concepts and categories, inability to recall basic information.

F Repeat course. Inadequate/insufficient performance. Absence of knowledge, incapable of carrying on a conversation about the subject, misunderstands most concepts, confuses all categories.

Evaluation Criteria for Senior Thesis

Content: effective integration of ideas and creative resolutions

Organization: structure and arrangement of ideas

Mechanics: grammar, punctuation, spelling, physical appearance

The "A" Student - An Outstanding Student (from John H. William of Pepperdine University)

Attendance: "A" students have virtually perfect attendance. Their commitment to the class resembles that of the teacher.

Preparation: "A" students are prepared for class. They always read the assignments. Their attention to detail is such that they occasionally catch the teacher in a mistake.

Curiosity: "A" students show interest in the class and in the subject. They look up or dig out what they don’t understand. They often ask interesting questions or make thoughtful comments.

Retention: "A" students have retentive minds. They are able to connect past learning with the present. They bring a background with them to class.

Attitude: "A" students show initiative. They are active learners. They do things they have not been told to do.

Talent: "A" students have something special. It may be exceptional intelligence and insight. It may be unusual creativity, organizational skills, commitment--or a combination thereof. These gifts are evident to the teacher and usually to the other students as well.

Results: If there are tests given in a course, "A" students make high grades on them usually the highest in the class. At any rate, all there work is a pleasure to grade.

The "C" Student - An Average/Typical Student (from John H. William of Pepperdine University)

Attendance: "C" students miss class frequently. They put lesser priorities ahead of academic work. In some cases, their health or constant fatigue renders them physically unable to keep up with the demands of high-level performance.

Preparation: "C" students prepare their assignments consistently but in a perfunctory manner. Their work may be sloppy or careless. At times, it is incomplete or late.

Attitude: "C" students are not visibly committed to class. They participate without enthusiasm. Their body language often express boredom.

Talent: "C" students vary enormously in talent. Some have exceptional ability but show undeniable signs of poor self-management or bad attitudes. Others are diligent but simply average in academic ability.

Results: "C" students obtain mediocre or inconsistent results on assignments. They have a concept of what is going on but clearly have not mastered the material.

Approximate Assignment Weights

• One preliminary writing sample on distinguishing features of our culture 5%

• One small group presentation on a theme related to education 10%

• Five mini-research papers on thesis topic 15%

• Senior thesis plan proposal 10%

(topic identification, abstract, preliminary bibliography)

• Senior thesis rough draft 15%

• Senior thesis final and defense 25%

• Two formal responses to classmate's senior thesis 10%

• Final synthesis activity 5%

• Active learning in class evidenced through class involvement / reflection log 5%

(full participation, interaction, curiosity and view toward learning)

Related Information Indexes

• Christian Periodicals Index

• EBSCOHOST - many of the journals are in full text. (includes Christian Century)

• Educational Resources Information Center (ERIC)

• First Search

• Guide to Social Science and Religion in Periodical Literature

• Religion Index (ATLA)

• Religious & Theological Abstracts (R&TA)

Recommended Education Journals

• Curriculum Review • Journal of Educational Research

• Educational Leadership • Phi Delta Kappan

• Elementary School Journal • Review of Educational Research

• Harvard Educational Review • Theory into Practice

• Instructor

Acceptable Writing Formats

These resources set the standards and conventions used in writing research papers. Each academic field or specialty usually has a preferred style. The field of Education generally follows the APA format. If you have never written a paper using the following format you will need to purchase the manual or refer to a copy in the library in order to correctly format your paper.

• APA (American Psychological Association)

Publication manual of the American Psychological Association (4th ed.). (1994). Washington, DC: American Psychological Association.


Hacker, D. (1999). A Writer’s Reference (4th ed.) Boston: Bedford/St. Martin’s

Support Services. Any student in this course who has a disability that might prevent him/her from fully demonstrating his/her abilities should meet with an advisor in the Learning Enrichment Center as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure your full participation in the successful completion of course requirements.

Academic Integrity. All students enrolled in this course are bound by the Academic Integrity code printed in the Azusa Pacific University Student Handbook. In sum, do not plagiarize.

EDUC-496 Tentative Schedule

1. September 7 A Christian Manifesto Schaeffer

2. September 12 What is a Worldview? Sproul 1, Colson 2,3

3. September 14 Worldview Survey & Consider Research Strategy

4. September 19 Secularism & Declare Thesis Topic Sproul 2

5. September 21 Existentialism Mini-research Paper #1 Due Sproul 3

6. September 26 Library Research and Preliminary Writing

7. September 28 Humanism Mini-research Paper #2 Due Sproul 4

8. October 3 Pragmatism Thesis Statement and Bibliography Due Sproul 5

9. October 5 Positivism Mini-research Paper #3 Due Sproul 6

10. October 10 Thesis topic discussion

11. October 12 Pluralism Mini-research Paper #4 Due Sproul 7

12. October 17 Small Group Presentation preparation

13. October 19 Hedonism & Generation X Mini-research Paper #5 Due Sproul 8

14. October 24 The Christian and World Economics & Science Sproul 9, 10

15. October 26 The Christian and Art & Literature Sproul 11, 12

16. October 31 The Christian and Government & Education Sproul 13

17. November 2 Education Foundations Rough Draft of Paper Due Barton, Schaeffer

18. November 7 Mere Christianity CS Lewis

19. November 9 Individual Consultation on Rough Draft of Paper

20. November 14 Individual Consultation on Rough Draft of Paper

21. November 16 Thesis Defense Final Paper Due

22. November 21 Thesis Defense

00. November 23 Thanksgiving Day

23. November 28 Thesis Defense

24. November 30 Thesis Defense

25. December 5 Thesis Defense

26. December 7 Thesis Defense

27. December 11-15 Final Synthesis --









Name: _________________________________ Final Score ______/100

Date: ________________

Educ. 496 Senior Seminar Grade (3 units)_____________________________

Percentage Attained from Course Requirements as stated in the Syllabus

1. One preliminary writing sample. (5%)............…………………….....................

a. Distinguishing features of American culture.

  1. Five mini research papers. (15%)…{1___, 2___, 3___, 4___, 5___}……….._______
  2. One small group presentation. (10%)....………………………..........................._______

a. ___________________________________( /10)

4. Four components of thesis development. (60%)…………………….............._______

a. Thesis topic, abstract, and bibliography.............…….....( /10)

b. Thesis rough draft.............................................................( /15)

c. Thesis final draft and defense.................................…......( /25)

d. Two formal responses to classmate’s thesis..........….....( /10)

5. Two final course components. (10%)...........……………….........................._______

a. Final synthesis activity........................................................( /5)

b. Active learning: class involvement & reflection logs……..( /5) Total:______ /100


Instructor’s comments:







Worldview Websites

Christian Websites

Probe Ministries: (research and articles promoting a Christian worldview)

Leadership University: (Biblical truth & contemporary issues)

Summit Ministries: (worldview curriculum & materials)

Christian Answers: (international source of questions & answers)

Touchstone Journal: or

Breakpoint Online: (Chuck Colson commentaries on current events)

Regeneration Quarterly: (culture)

Hollywood Jesus: (film)

Boundless Webzine: (culture)

Communique Journal: (literature and the arts)

Cornerstone Magazine: (culture -- see Imaginarium section)

Roaring Lambs project:

Collection of on-line Christian resources:

Websites not expicitly Christian, but good resources

The Foundation for Economic Education: (ideas that sustain a free society)

Wired Magazine: (technology and culture)

Salon Magazine: (culture)

Motley Fool: (finance -- see their Web boards)

Gadfly: (culture)



Bennett, W. J. (1992). The devaluing of America: The fight for our culture and our children. New York: Summit Books.

Boys, M. C. (1989). Educating in faith: Maps and visions. New York: Harper & Row.

Burgess, H. (1995). Models of religious education. Wheaton, Victor Books.

Clark, G. H. (1946). A Christian philosophy of education. Jefferson, MD: The Trinity Foundation.

DeJong, N. (1969). Education in the truth. Phillipsburg, NJ: Presbyterian and Reformed.

Fowler, J. (1981). Stages of faith : The psychology of human development and the quest for meaning. San Francisco: Harper. [BV4637 .F664 1981 c.2]

Fowler, J.; Nipkow, K. E.; & Schweitzer, F. (1991). Stages of faith and religious development: Implications for church, education, and society. New York: Crossroads. [GST 234.2 S779F7]

Hauerwas, S. & Westerhoff, J. H. (Eds.). (1992). Schooling Christians: "Holy experiments" in American education. Grand Rapids: William B. Eerdmans.

Lewis, C. S. (1947). The abolition of man: How education develops man's sense of morality. New York: Macmillan.

Machen, J. G. (1987). Education, Christianity, and the state (Robbins, J. W.; Ed.). Jefferson, MD: The Trinity Foundation.

Nelson, F. C. (1987). Public schools: An evangelical appraisal. Old Tappan, NJ: Fleming H. Revell Company.

Noll, M. A. (1995). The scandal of the evangelical mind. Grand Rapids, MI: Eerdmans.

Palmer, P. J. (1993). To know as we are known: Education as a spiritual journey. San Francisco: Harper/Collins.

Pazmiño, R. W. (1988). Foundational issues in Christian education: An introduction in evangelical perspective. Grand Rapids, MI: Baker Book House.

Pazmiño, R. W. (1994). By what authority do we teach? Sources for empowering Christian educators. Grand Rapids, MI: Baker Books.

Rushdoony, R. J. (1963). The messianic character of American education. Philadelphia: Presbyterian and Reformed Publishing Company.

Sidey, K. (Ed.). (1989). The blackboard fumble: Finding a place for values in public education. Wheaton, IL: Victor Books.

Sire, J. W. (1990). Discipleship of the mind: Learning to love God in the way we think. Downers Grove, IL: InterVarsity Press.

Sire, J. W. (1990). Habits of the mind: Intellectual life as a Christian calling. Downers Grove, IL: InterVarsity Press.

Wilhoit, J. (1986). Christian education: The search for meaning. Grand Rapids, MI: Baker Books.

Wilson, D. (1991). Recovering the lost tools of learning: A distinctively Christian education. Wheaton, IL: Crossway Books.

Wolterstorff, N. P. (1980). Educating for responsible social action. Grand Rapids, MI: Eerdmans.

Zuck, R. B. (1995). Teaching as Jesus taught. Grand Rapids, MI: Baker Books.


Benson, C. H. (1943). A popular history of Christian education. Chicago: Moody Press.

Eavey, C. B. (1964). History of Christian education. Chicago: Moody Press.

Gangel, K. O. & Benson, W. S. (1983). Christian education: Its history and philosophy. Chicago: Moody Press.

Kliebard, H. M. (Ed.). (1969). Religion and education in America: A documentary history. Scranton, PN: International Textbook Company.

Knight, G. R. (1989). Philosophy & education: An introduction in Christian perspective (2nd ed.). Berrien Springs, MI: Andrews University Press.

Lockerbie, D. B. (1994). A passion for learning: The history of Christian thought on education. Chicago: Moody Press.

Towns, E. L. (Ed.). (1975). A history of religious educators. Grand Rapids, MI: Baker Books.

Ulich, R. (Ed.). (1950). Three thousand years of educational wisdom: Selections from great documents. Cambridge, MA: Harvard University Press.

Vandenberg, F. (1960). Abraham Kuyper. Grand Rapids: Eerdmans.


Aristotle. (trans. 1962). Nichomachean ethics. Indianapolis: Bobbs-Merrill. [B430.A5 O7 1962]

Augustine, St. A. (1938). Concerning the teacher and on the immortality of the soul (Leckie, G. G.; Trans.). New York: Appleton-Century-Crofts, Inc.

Augustine, St. A. (1996). Teaching Christianity. Hyde Park, NY: New City Press. [BR65.A655 E5 1996]

Plato (trans. 1965). Meno. Belmont, CA: Wadsworth. [B377.A5 S4]


Breckenridge, J. & Breckenridge, L. (1995). What color is your God? Multicultural education in the church. Wheaton, IL: BridgePoint/Victor Books.

Bull, B. L. (1992). The ethics of multicultural and bilingual education. New York: Teachers College Press.

Gaede, S. D. (1995). When tolerance is no virtue. Downers Grove, IL: InterVarsity Press.

McCallum, D. (Ed.). (1996). The death of truth. Minneapolis, MN: Bethany House.

School Choice

Skillen, J. W. (1993). The school-choice controversy: What is constitutional? Grand Rapids, MI: Baker Books. [WCampus KF4137.A5 S36 1993]

Textbook Bias

Vitz, P. (1986). Censorship: Evidence of bias in our children’s textbooks. Ann Arbor, MI: Servant Books.

Faith and Culture

Guinness, O. (1994). Fit bodies fat minds: Why evangelicals don't think and what to do about it. Grand Rapids, MI: Baker Books.

Niebuhr, R. (1975). Christ and Culture. New York: Harper. [BR115.C8 N5 1975]

Wells, D. F. (1993). No place for truth or whatever happened to evangelical theology? Grand Rapids, MI: Eerdmans.

Wells, D. F. (1994). God in the wasteland: The reality of truth in a world of fading dreams. Grand Rapids, MI: Eerdmans.

Image of God and the Nature of Persons

Berkouwer, G. C. (1962). Man: The image of God. Grand Rapids, MI: Eerdmans.

Clark, G. H. (1984). The biblical doctrine of man. Jefferson, MD: The Trinity Foundation.

Crabb, L. (1987). Understanding people. Grand Rapids, MI: Ministry Resources Library.

Crabb, L. (1988). Inside out. Colorado Springs, CO: NavPress.

Crabb, L. (1991). Men & women: Enjoying the difference. Grand Rapids: Zondervan.

Crabb, L. (1997). Connecting: Healing ourselves and our relationships, a radical new vision. Nashville, TN: Word.

Machen, J. G. (1947). The Christian view of man. Grand Rapids, MI: Eerdmans.

Niebuhr, R. (1964). The nature and destiny of man: A Christian interpretation. New York: Scribners. [BT701 .N5 1964 v.1 & v.2]

Piper, J. (1990). What's the difference?: Manhood and womanhood defined according to the Bible. Westchester, IL: Crossway Books.

Stevenson, L. (1987). Seven theories of human nature. New York: Oxford University Press.


Middleton, J. R. & Walsh, B. J. (1984). The transforming vision: Shaping a Christian world view. Downers Grove, IL: InterVarsity Press.

Sire, J. W. (1976). The universe next door: A basic world view catalog. Downers Grove, IL: InterVarsity Press.

Wolters, A. M. (1985). Creation regained: Biblical basics for a reformational worldview. Grand Rapids, MI: Eerdmans.


Barton, D. (1992). Education and the founding fathers. Worcester, PA: Gateway Films, Vision Video.

(1983). Jan Amos Comenius: Father of modern education. Worcester, PA: Gateway Films, Vision Video.

Middleman, U. (199?). Worldview videos