How to Teach Religion by George Herbert Betts


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Page 1

Two great objectives in teaching--Making sure of the greater
objective--Teaching children _versus_ teaching
subject-matter--Subject-matter as a means instead of an end--Success
in instruction to be measured in terms of modified life, not of
material covered--The goal of a constantly developing Christian
character and experience--Problems for discussion.


III. THE FOURFOLD FOUNDATION 42

What the fourfold foundation consists of: (1) right _aims_, (2)
right _materials_ to reach these aims, (3) right _organization_ of
this material for instruction, (4) right _presentation_ in
instruction--The aim of teaching religion is (1) fruitful knowledge,
(2) right religious attitudes and growing consciousness of God, (3)
power and will to live righteously--Selecting subject-matter to meet
these ends--Principles of organization of material--The problem of
effective presentation--Questions for discussion.


IV. RELIGIOUS KNOWLEDGE OF MOST WORTH 58

Not all religious knowledge of equal value--What determines value of
knowledge--Kind of knowledge needed by child--Developing the
child's idea of God--Harm from wrong concepts of God--Giving the
child the right concept of religion--The qualities by which religion
should be defined to the child--The child's knowledge of the Bible;
of the church; of religious forms of expression--Problems and
questions.


V. RELIGIOUS ATTITUDES TO BE CULTIVATED 76

The meaning of religious attitudes--These attitudes lie at the basis
of both motives and character--Importance of the pupil's attitudes
toward the church school and class--Enjoyment of the lesson hour and
the growth of loyalty--The sense of mastery necessary to mental and
spiritual growth--The grounding of a continuous interest in the
Bible and religion--Growth in spiritual warmth and
responsiveness--The cultivation of ideals--The training of fine
appreciations--Worthy loyalties and devotions--Clearness of
God-consciousness--Questions and problems.


VI. CONNECTING RELIGIOUS INSTRUCTION WITH LIFE AND CONDUCT 91

Religious instruction must carry across to life and conduct--Hence
necessity of finding practical outlet in expression for feelings,
ideals, emotions and attitudes resulting from instruction--The
setting up of certain religious habits--Expression in connection
with the life of the church--Expression in the home life--Expression
in the community and public school life--Expression in worship and
the devotional life--Problems for discussion.


VII. THE SUBJECT MATTER OF RELIGIOUS EDUCATION 109

The Bible the great source-book of religious material--Yet much
material other than biblical required--Principles for the selection
of material from the Bible--Biblical material for early childhood;
for later childhood; for adolescence--Story material and its
sources--Materials from nature--Materials from history and
biography--Picture material for religious teaching--Religious music
for children--Questions and problems.


VIII. THE ORGANIZATION OF MATERIAL 129

Four different types of organization--Organization applied (1) to
the curriculum as a whole, (2) to individual lessons--Haphazard
organization--Logical organization--Chronological
organization--Psychological organization--Three types of curriculum
organization: (1) Uniform lessons, (2) Graded lessons, (3) text
books of religion--Organizing daily lesson material--Typical lesson
plans--Problems for discussion.


IX. THE TECHNIQUE OF TEACHING 148

Teaching that sticks--Attention the key--Types of appeal to
attention--The control of interest--Interest and action--Variety and
change as related to interest--Social contagion of interest--The
prevention of distractions--The control of conduct--Danger points in
instruction--Establishing and maintaining standards--Questions and
problems.

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Books | Photos | Paul Mutton | Wed 24th Apr 2019, 14:28