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A Philosophical Overview of SDA Christian

Education, Christian Curriculum, and Innovative

Best Practice Pedagogy for the Classroom.

Professional Presentation

By

Franklyn Baldeo

For

Teaching & Learning Workshop

April 6, 2018

1

Presentation Objectives

After this presentation you should:

Be familiar with the basic beliefs of SDA Christian

education;

Comprehend the application of these beliefs to the specific

vision, mission, goals, aims, objectives, and learning

outcomes, of the Christian institution (USC);

Recognize how these beliefs are affected and influenced

by our philosophy of education;

Be acquainted with how Philosophy impacts and inspires

best practice pedagogy;

2April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

I want to begin with a simple question:

Is there any difference between:

A “Christian who is a Teacher,” and

A “Christian Teacher”


The Christian who is a Teacher

(The difference between both, is as vast as the east is from

the west.)

Such a teacher, who is a devoted Christian, teaches well,

but does not have that philosophical foundation base that

indicates what Christian education is all about;

The ultimate purpose for that teachers’ teaching, is :

students will learn, pass the examination, to get the best

possible grade;


The Christian Teacher

Exemplifies the Master Teacher – Jesus Christ, in words and

action which are saying and doing the same thing;

Sees every student that comes before him/her as souls to be

saved in God’s kingdom; (sees the work of education &

redemption as one of the same)

Education in its broadest sense is a means of returning

human beings to their original relationship with God;

Views Biblical Christianity as a system of certain basic truths

that God has revealed;

Being a Christian Teacher is a very high calling.5April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

Education, from primary to tertiary, is comprised of three

basic components: (i) philosophy, (ii) curriculum, and

(iii) pedagogy.

Therefore, Christian Education requires a Christian

Philosophy, Curriculum, and Pedagogy.

Likewise, each and every subject / course that is studied

has a (i) unique philosophy (pre-suppositional truths),

(ii) distinct curriculum (content), and

(iii) innovative pedagogy (methodology / application).

Philosophy gives rise to both the curriculum and the

methods used in educating (teaching and learning).

It is the relationship of these three components that provide

both the means and the ends for mastering a given subject

or topic.


Philosophy:

is simply a statement of purposes or relationships to be

attained, or the reasons or motives for activities or goals;

is human’s way of evaluating his/her purposes to

determine whether or not they are good;

is the regulator and controller of your thoughts and actions;

one’s philosophy gets to the heart of (a) who we are,

(b) what we believe, and (c) why we believe it;

influences and sets your “world view.”

your “world view” is the way you see and understand the

world, especially regarding issues that surround education

and religion;

your philosophy of life is affected by your “world view”;

that “world view” also impacts and shapes your philosophy.


There are many philosophies in the world today. Most are

deceptive in the way they seek to captivate the mind and

produce outcomes that would otherwise be shunned.

In the scripture, Paul clearly warns believers to beware of

“vain philosophies” (Col. 2:8 TLB) that are patterned after the

rudiments of the world rather than of Christ.

A Christian philosophy of life is also termed a “Biblical

world view.”

Here is a question:

Should SDA Christian teachers present only Christian

philosophy to guide their practices and teaching?

Why? or why not?


“Philosophy is the beginning point in curriculum decision

making and is the basis for all subsequent decisions

regarding curriculum.” – John Goodland, 2012, p. 31

Philosophy provides educators, teachers and curriculum

makers with framework for planning, implementing and

evaluating curriculum.

“The critical function of philosophy on curriculum assists

educators to “determine what schools are for, what

subjects have value, how students learn, and what

methods or materials to use” (Ornstein & Hunkins, 2009, p. 32)


Since philosophy gives rise to both the curriculum and the

pedagogy (methods) used in educating (teaching and

learning), we shall now take a closer look at the core of the

SDA Education Curriculum.

There are four (4) “P” in the Core of the SDA Education

Curriculum.


The Core of SDA Education Curriculum

Purpose

What is the

Adventist

Worldview?

Plan

How can

Curriculum

reflect this

Worldview?

Practice

How can our

Instruction

reflect this

Worldview?

Product

How can our

Assessment

reflect this

Worldview?

11April 6, 2018

Purpose

Four key concepts (with accompanying essential

questions) emerge from a Biblical Worldview that can be

used as a lens for the SDA curriculum development

process:


PURPOSE

CREATION

What is God’s

intention?

FALLHow has God’s

purpose been

distorted?

REDEMPTIONHow does God

help us to

respond?

RE-CREATIONHow can we be

restored in the

image of God?


Plan

Curriculum plan refers to the four instructional components.


PLAN

Essential

QuestionsWhat overarching

questions provide

focus for the unit?

Content / Big

IdeasWhat main topics

support the concept

or big idea?SkillsWhat precise

skills should

learners be able

to do in

relation to the

content?

Assessment

activities, and

materialsHow will learners

demonstrate their

learning?

These all impact Standards, what learners should know (content) and be

able to do (skills), and serve as the framework for curriculum development.


Practice

Learners progress in many different ways. A natural,

brain-friendly cycle of learning suggests that learners

learn best when they;

(i) can connect to personal experience - Connect,

Why is this information important to learners?

(i) develop a conceptual understanding - Explain,

What do learners need to know, and how can they find out?

(i) practice and apply new knowledge - Apply,

How can learners practice what they’ve learned? and

(i) synthesize to create new ideas – ExtendHow can learners share what they’ve learned?


PRACTICE

CONNECT

Why is this

information

important to

learners?

EXPLAIN

What do

learners need

to know, and

how can they

find out?

APPLY

How can learners

practice what

they’ve

learned?

EXTEND

How can

learners share

what they’ve

learned?


Assessment

Assessment is an integral part of the teaching-learning

process which should be clearly aligned with the stated

curriculum standards and the learning experiences.

The assessment cycle above offers a balanced emphasis

on these four (4) assessment practices.

(i) Pre-assessment - learners demonstrate their prior

knowledge;

Such information is collected to inform instruction.

(ii) Formative concept-based assessment - ways for

learners to demonstrate conceptual understanding;

Such evidence is collected to demonstrate that learners are

understanding the concepts. (not to be used towards assigning

grades)


(iii) Formative skill-based assessment - ways for

learners to demonstrate their skill development;

Such evidence is collected to demonstrate that learners

are applying new skills. (not to be used towards assigning

grades)

(iv) Summative assessment - learners demonstrate newly

acquired knowledge.

Such standards-based assessments are used to measure

learner achievement. (can be used as part of the evaluation

process, towards assigning overall grade)


PRODUCT

Pre-Assessment

Information is

collected to inform

instruction.

Formative

Concept-Based

Assessment Evidence is collected

to demonstrate that

learners understand

the concepts.Formative

Skill-Based

AssessmentEvidence is collected to

demonstrate that learners

apply new skills.

Summative

Assessment Standards-based

assessments are used

to measure learner

achievement.


All SDA Christian educational establishment, through its

curriculum, must not only be a source to provide

information and direction, but it must establish an

environment in which earthly souls may grow, experience,

and develop in those patterns (character) which will make

for wholesome and responsible citizenship not only for this

life, but as well of the heavenly kingdom to come.

The core of SDA Education Curriculum is aligned in its

Vision, Mission, Goals,

Are we versed in the vision, mission, goals of our university?

What about the vision, mission and goals of the Education

Department of the General Conference of SDA ?


VISION (GC-ED)

For every learner to excel in faith, learning, and service,

blending biblical truth and academic achievement to

honour God and bless others.

MISSION (GC-ED)

To enable learners to develop a life of faith in God, and to

use their knowledge, skills, and understandings to serve

God and humanity.


CORE CURRICULUM GOALS (GC-ED)

Learners will:

choose to accept God as the Creator and the Redeemer;

grow in their knowledge and understanding of God’s

creation;

creatively apply their spiritual, physical, intellectual, and

social-emotional knowledge;

demonstrate their commitment to the Creator through

service to others.


Vision (USC)

A Seventh-day Adventist University fully reflecting the

character of God through spiritual, intellectual, physical,

social and cultural development.

Mission (USC)

The University of the Southern Caribbean seeks to transform

ordinary people into extraordinary servants of God to

humanity through a holistic tertiary educational experience.


Goals (USC)

Intellectual Curiosity – Programmes that matter, professors

that care. Explore concepts, solve problems.

Cultural Diversity – A potpourri of faculty, staff and students

from over 38 countries worldwide.

Spiritual Nurture – A holistic education that embodies the

development of mind, heart, soul, and hand.

Moral Integrity – A meaningful philosophy of life which

promotes honourable living, in service to God and man.

Motto (USC)

“Beyond Excellence”


• Every “Learning Outcomes” that are in our course outlines

(whether face-to-face, blended, or fully online), must then

have its origination from USC’s – Vision, Mission, Goals

Learning Outcomes – not objectives

Objectives are what we are aiming to accomplish, as

teachers, to achieve in our class / lesson period;

Learning outcomes are indications that as a teacher we

will be insisting / focusing on learning, to take place in

students; (Blooms Taxonomy of Learning)

That is what teaching is all about.


Teaching is not giving out information to our students

(if that was the case, there would not be any need for

teachers, let them read the textbooks)

Sign of Excellent Teaching

As teachers, we must be facilitators of the teaching-

learning process (not the only source of knowledge);

You will be learning in every class period that you teach.

Your aim must be to have your students become better

than you as the teacher;


• Every Unit / Topic that we teach must be linked to USC’s –

Vision, Mission, Goals & Aims, so that we can be truly

“Christian teachers” integrating our Faith in the Teaching-

Learning process.

• It is not just saying a prayer at the start or end of class, or

even relating some things to the Bible. It is much deeper

that that.

• The SDA Christian philosophy and world view must be

inculcated in our minds and being, only then will we be

able to integrate our Faith in the teaching-learning process;

• This integration also requires that all we do in our

classrooms, must relate back to the vision and mission of

this institution.

• Remember we cannot integrate what we do not have or

possess.


We shall now look at three (3) major issues that

influence our curriculum:

1. Educational Research

2. Professional Development

3. Educational & Instructional Technology.

Baldeo (2011) suggests that these are the Foundation

Pillars from which Best Practices emerge.

These practices are the vehicle from which the

curriculum gets its momentum.


The following introduces a structural framework in the process of being involved in “Best Practice”

I will present a Christ-o-centric view of what I think and believe that SDA Christian Teachers / Educators should be fully involved in as we all determine to take on “Best Practice” in curriculum delivery / practices, as well as part

of our professional developmental process.

These represent

three main

Educational

Pillars that

provide the

educational

foundation for

the framework

that supports

best practice

Encarta

Dictionary gives

the definition of

pillar as, “ an

upright structure

of an

organization

which supports

and strengthens”

Rounded shape

signifies strength

and the support

that these pillars

must give.

31April 6, 2018"A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

Professional

development is

the key to keep us

from getting into

the rut we

sometimes get

ourselves. This is

key to our survival

as Teacher

Educators for the

21st Century.

This is the basis

of our growth, and

if we are not

growing, we are

dying. The best

way to prevent

“burn-out” in the

profession is to be

involved in

professional

development.

In the history of

education there

has never before

been a greater

recognition of

the importance

of professional

development.

Sparks and

Loucks-Horsley

(1990) define

professional

development as

the “processes

that improve the

job-related

knowledge, skills

and attitudes of

school

employees”

(p. 234-235).

32"A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

)We cannot be

teaching in a

technological

age and be

afraid or timid to

be involved in

Informational

and

Educational

Technology.

This is key to

our survival.

“Educational

technology is the

study and ethical

practice of

facilitating learning

and improving

performance by

creating, using and

managing

appropriate

technological

processes and

resources.“

(Wikipedia

Instructional

technology is "the

theory and practice

of design,

development,

utilization,

management, and

evaluation of

processes and

resources for

learning."

(Wikipedia) 33April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

We cannot be doing

or practicing things

by guess. We have

to know and

understand what

Research has

shown in different

situations. We must

not just say

“research says” we

must be able to

quote it and let our

students know that

we are not operating

by guess, but we

are following a set

and organized plan.

Education

professionals are

always learning,

finding out things,

analyzing

information,

adapting their

behaviour according

to information

received, looking to

improve and

adapting to modern

demands. All of this

constitutes research

– whether

professionals want

to call it that or not.

Research can help

teachers to

understand what

works and why, what

the short and long-

term implications are,

provide a justification

and rationale for

decisions and

actions, help to build

a repertoire to help

deal with the

unexpected, identify

problems, inform

improvement and so

forth.


The band being

circular is

significant. There

is no beginning or

end. They all

merge, work and

influence each

other and together

they form the

basis of sound

strategies from

which we should

be operating as

teacher educators

Longman English

Online Dictionary

gives the

definition of

elements as

“statement of

fundamental

ideas or facts as

the basis of

strategies.”

This band

represents the

essential

educational

structure that

holds and

secures all the

components of

education

framework in

place.

These pillars

support a

circular band

composed of six

elements which

inter-relate and

influence each

other

35"A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

The importance

of a philosophy

of education is

that it defines

the purpose and

focus of an

educational

institution. It

becomes a part

of its mission

statement which

in turn defines

what subjects

are taught, how

they are taught

and, perhaps

more

importantly, the

values that are

taught both

implicitly and

explicitly along

with the subjects

being covered.

Philosophy is

the love of

wisdom.

Education is the

spreading of

that wisdom..

This element is

the fundamental

force that makes

our job as Teacher

Educators

worthwhile. This

is what makes us

different and

unique. Knowing

our philosophy of

education, or from

whence it came is

key to each of us

being truly

Christian

Educators36April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

The words

servant and

leader are

usually thought

of as being

opposites.

When two

opposites are

brought

together in a

creative and

meaningful way,

a paradox

emerges. And

so the words

servant and

leader have

been brought

together to

create the

paradoxical

idea of

Servant-

Leadership.

Greenleaf

discusses the

need for a better

approach to

leadership, one

that puts serving

others—including

employees,

customers, and

community—as

the number one

priority. Servant

Leadership

emphasizes

increased service

to others, a

holistic approach

to work,

promoting a

sense of

community, and

the sharing of

power in decision

making.37April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

Modeling

involves

demonstrating

the specific

behaviours and

language

patterns of an

expectation in a

way that

promotes what is

said by us. When

we model

expectations, we

translate and

inspire more

general

expectations,

such as respect,

listening, or other

behaviours.

As we model,

what we say will

be exemplified

in our action and

in our daily

demeanour.

As we model

Jesus Christ –

the Master

Teacher, in our

living, in our

classrooms, our

students will see

Him in and

through us.


Collaboration is

working together

to achieve or

realize shared

goals. It

encourages

introspection of

behaviour and

communication,

and aims to

increase the

success of teams

as they engage in

problem solving.

Collaboration

involves “team

effort”

commitment by

teachers

educators who will

be working

together with

school

administrators,

the school

system, and the

community. It

involves time,

support,

resources,

monitoring, and,

above all,

persistence.

However, the

biggest issue is

time--time for

planning, time

for development,

and time for

evaluating. Each

teacher needs to

study teaching

techniques,

subject area(s), ,

individualization,

accommodation,

and skills for

collaboration in

the classroom.39April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

Reflection

refers to the

ongoing process

of critically

examining and

refining

practice, taking

into careful

consideration

the personal,

pedagogical,

societal

(including

social, political,

historical and

economical) and

ethical contexts

associated with

schools,

classrooms and

the multiple

roles of teachers

(Knowles, Cole

& Presswood,

1994).

Researchers

agree that

reflection can

be summarized

as a natural

process that

facilitates the

development of

future action

from the

contemplation of

past and/or

current

behaviour.

“Reflection on

one's own work is

a key component

of being a

professional”

(Schon, 1993)


Constructivism

is a theory of

knowledge that

argues that

humans

generate

knowledge and

meaning from an

interaction

between their

experiences and

their ideas.

From these

ideas learners

construct

knowledge for

themselves---

each learner

individually (and

socially)

constructs

meaning---as he

or she learns.

Educators should

use cognitive

terminology such

as “classify,

analyze, predict,

and create" to

encourage and

accept student

autonomy and

initiative, and to

use raw data and

primary sources,

along with

manipulative,

interactive, and

physical materials.

Encourage

dialogue, inquiry,

elaboration of first

responses, and to

nurture the natural

curiosity in

students.


Immediately

inside the band

of elements is

an equilateral

triangle which

has three

fronts or faces.

These represent

the three holistic

educational

symbols.


Immediately

inside the band of

elements is an

equilateral

triangle which

has three

fronts or faces.

These represent

the three holistic

educational

symbols. The

arrows from the

broken lines

from the band are

pointing to the

inside suggesting

that these

elements impact

and

influence the inner

components, the

three fronts or

phases.


Immediately

inside the band

of elements is

an equilateral

triangle which

has three

fronts or faces.

These represent

the three holistic

educational

symbols. The

arrows from the

broken lines

from the band

are pointing to

the inside

suggesting that

these elements

impact and

influence the

inner

components, the

three fronts or

phases.

These represent

holistic

education

symbolized by

(a) The Head,


Immediately

inside the band

of elements is

an equilateral

triangle which

has three

fronts or faces.

These represent

the three holistic

educational

symbols. The

arrows from the

broken lines

from the band

are pointing to

the inside

suggesting that

these elements

impact and

influence the

inner

components, the

three fronts or

phases.

These represent

holistic

education

symbolized by

(a) The Head,

(b) The Heart


Immediately

inside the band

of elements is

an equilateral

triangle which

has three

fronts or faces.

These represent

the three holistic

educational

symbols. The

arrows from the

broken lines

from the band

are pointing to

the inside

suggesting that

these elements

impact and

influence the

inner

components, the

three fronts or

phases.

These represent

holistic

education

symbolized by

(a) The Head

(b) The Heart

(c) The Hands


The Head

represents

Educational

Knowledge


The Head

represents

Educational

Knowledge.

The Heart

represents the

Integration of

Faith &

Learning


The Head

represents

Educational

Knowledge.The Hand

represents

Learning

Environment

The Heart

represents the

Integration of

Faith &

Learning


These three

fronts of the

teacher

education

framework

enclose three

educational

components.

Encarta

Dictionary gives

the definition of

components as

“a part of

something that

forms part of a

whole.” These

essential

components of

teacher

education

are represented

by three

concentric

circles50April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

These three

fronts of the

teacher

education

framework

enclose three

educational

components.

Encarta

Dictionary gives

the definition of

components as

“a part of

something that

forms part of a

whole.” These

essential

components of

teacher

education

are represented

by three

concentric

circles

These three

educational

components

are:

1. Community


These three

fronts of the

teacher

education

framework

enclose three

educational

components.

Encarta

Dictionary gives

the definition of

components as

“a part of

something that

forms part of a

whole.” These

essential

components of

teacher

education

are represented

by three

concentric

circles

These three

educational

components

are:

1. Community

2. Teacher

Standards


These three

fronts of the

teacher

education

framework

enclose three

educational

components.

Encarta

Dictionary gives

the definition of

components as

“a part of

something that

forms part of a

whole.” These

essential

components of

teacher

education

are represented

by three

concentric

circles

These three

educational

components

are:

1. Community

2. Teacher

Standards

3. Content


The merging or

intersecting of

the educational

components of

Community and

Teacher

standards leads

to Diversity.

It does not pit

one against the

another for

dominance; it

only allows for

cultural

differences to be

employed to

improve

teaching and

learning. Diversity

represents all

the ways we are

different .It acknowledges

and uses these

inherent

differences to

drive innovation

as a way of

creating better

organizational

performance

and competitive

advantage.54April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

The merging or

intersecting of

the educational

components of

Community and

Teacher

standards leads

to Diversity.

Pedagogy is the art, craft, science,

practice or

process of

teaching whose

principles are

based on sound

educational

theory.

Pedagogy is the

art and science

of how

educators teach

and how

students learn it,

which is the

study of being a

teacher.

Pedagogy also

includes how the

teaching occurs,

the approach

taken to

teaching and

learning, the

methods in

which the

content is

delivered and

what the

students learn

as a result of

that process.

The merging of

Content and

Teacher

Standards

introduces

Pedagogy.


The merging or

intersecting of

the educational

components of

Community and

Teacher

standards leads

to Diversity.

The merging of

Content and

Teacher

Standards

introduces

Pedagogy.

Engagement

occurs when

educators help

"students make a

psychological

investment in

learning. Students

take pride not

simply in earning

the formal

indicators of

success( grades)

but in

understanding

the material and

incorporating or

internalizing it in

their livesThe intersecting

of educational

components of

Community and

Content

generates

Engagement.56April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

The merging of

all three

components at

the center

represents BEST

PRACTICE.

The interaction of

the pillars, the

elements, and

the components

all impact and

influence best

practice. Thus we

can envision

“best practice” as

the core and

center of an

effective,

productive, and

efficient

education

programme.

The term "Best

Practice" has

been used to

describe "what

works" in a

particular

situation or

environment.

When data

support the

success of a

practice, it is

referred to as a

research-based

practice. A Best

Practice is a

technique or

methodology

that, through

experience and

research, has

proven to

reliably lead to a

desired result. 57April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

There is still one

main important

component that

is missing to

ensure that Best

Practice can be

correctly from a

Christian

point-of-view and

is truly Jesus

Christ Centered


The

superimposing of

a cross within

that triangle,

and fortified on

the platform of

faith and

learning,

signifies the

impact and

influence of the

teachings of

Jesus Christ –

the Master

Teacher on

Christian

education.

The statement

...”the cross of

Christ … [as] the

foundation of all

true education”,

(White 1898, par.

7),

as well as the

concept from the

declaration, “In

the highest

sense, the work

of education and

the work of

redemption are

one.” (White,

1952, p. 30),

gives credence to

the cross of

Jesus Christ in

and on Christian

Education.

Best Practice Framework for the SDA Christian Teacher (Baldeo, 2011) 59

Best Practice is grounded and fortified by the Cross, on the

platform of Integrating Faith in the Teaching-Learning

process.

This is the ultimate meaning and practice of what it is to be

a “Christian Teacher”

Let us endeavour to have that connection to the Master

Teacher – Jesus Christ, so we can pattern and emulate in

becoming a genuine “Christian Teacher.”

Thank You


References

Baldeo, F. N. (2011). Primary teacher education in Trinidad & Tobago:

A best practice framework. Saarbrucken, Germany: VDM

Verlag Dr. Muller GmbH & Co. KG. [ISBN: 978-3-639-36910-6]

Goodland, John. (2013) Educational philosophies,

Guskey (1994). Professional development in education: in search

of the optimal mix. ERIC, (ED 369181), pp. 1-36.

Journal of Adventist Education “World view makes a world of

difference.” Vol. 73, No. 2. December 2010/January 2011 (p.

10-15)

Knowles, J. G., Cole, A. L., & Presswood, C. S. (1994). Through pre-

service teachers' eyes: Exploring field experience

through narrative and inquiry. New York: Macmillan College

Publishing Company.

Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundations,

principles, and issues. Allyn & Bacon.

Pearcey, N. (2013) Bulletin for Christian Scholarship. Vol 78, No 1, p.

129.61April 6, 2018 "A Philosophical Overview of SDA Christian Education" - F.N. Baldeo, Ph.D

References (cont’d)

Schon, D. A. (1983). The reflective practitioner: How professionals

think in action. New York: Basic Books.

Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development.

In W. R. Houston, M. Haberman, & J. Sikula (Eds.),

Handbook of research and teacher education: A project of the

association of teacher educators (pp. 234-250). New York:

Macmillan Publishing Co.

White, Ellen. (1898, July 7) The youth's instructor

White, Ellen. (1952) Education. Pacific Press Pub. Assn.

White, E.G. (1875) Fundamentals of Christian education. p. 131

http://www.koersjournal.org.za/index.php/koers/article/view/549/2253


This presentation can be accessed at:

www.fnbaldeo.com/facultyworkshop1.htm


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