Papers by Daniel J Ribera
The integration of faith and learning is essential to religious schools. Though there are practic... more The integration of faith and learning is essential to religious schools. Though there are practical differences in how faith is integrated, fundamental differences exist in how schools conceive and articulate such integration. Beginning with a review of the historical, political, and philosophical roots of the religious school movement in America, this study examined the beliefs of religious schools about the integration of faith and learning, and how those beliefs work out in the school program. Examples included Catholic, Jewish, Muslim, and various Protestant schools in the United States and Europe. Several integration models were presented. Finally, a model of integration based on the work of the 20th century theologian, apologist, and educator Cornelius Van Til was presented.
Lewis (1952) says that Christian behavior is concerned with three things: first, fair play and ha... more Lewis (1952) says that Christian behavior is concerned with three things: first, fair play and harmony between individuals, or relations between man and man; second, tidying up or harmonizing things inside each individual, or things inside each man; and third, the general purpose of human life as a whole: what man was made for, or relations between man and the power that made him. The heading under which Lewis writes about ethics is Christian behavior, or human action, or what one does with natural inclinations. Lewis likens moral individuals to sailing ships. The fair play and harmony relate to ships not running into one another or getting in each other's way; the tidying up and harmonizing things inside the individual relates to ensuring that one's own ship is seaworthy and has her engines in good order; and the general purpose of human life relates to what course the whole fleet ought to be on.
My purpose in this paper is to consider the biblical mandate for Christian schooling, and more sp... more My purpose in this paper is to consider the biblical mandate for Christian schooling, and more specifically the relationship between the home, the church, and the school in the light of biblical categories. I assume that the Christian family desires to obey the call to raise their children with a biblical world and life view according to the clear directives of scripture passages such as Deuteronomy, Proverbs, etc. In this article I am making a distinction between that call for Christian education and enrollment in a Christian school, which is only one way to obey the command. Important to this argument is the fact that in scripture three institutions have been ordained and the school as an organization is not one of them. DJR
The efforts in the Christian school to effectively integrate faith and learning lead one to consi... more The efforts in the Christian school to effectively integrate faith and learning lead one to consider foundational theories of knowledge. Defining knowledge raises questions about the knower and the known, the relationship between experience and knowledge, and the certainty of knowledge. The purpose of this paper is to examine the literature as it relates to theistic (specifically Christian) and non-theistic epistemologies and their impact on the integration of faith and learning. Kant, Pearson, Russell, and Dewey presented theories that attempted to ensure objective knowledge. Polanyi, Gill, and Palmer supported the view that knowing is always personal. Polanyi’s theory of tacit knowing was especially important. The modern debate has roots in ancient theological formulas regarding the relationship between faith and reason. Kuyper, Bavinck, and Van Til presented a revelational epistemology founded in the Dutch Reformed tradition. Finally, the author examined a model of integration based on these ideas and discussed the implications.
Cornelius Van Til was part of the Dutch reformed or Calvinist day school movement in both the Net... more Cornelius Van Til was part of the Dutch reformed or Calvinist day school movement in both the Netherlands and America. He attended a two-room schoolhouse in an immigrant Dutch community in Hammond, Indiana. During his days as professor at Westminster Theological Seminary he founded an independent Christian school that still serves students on three campuses in suburban Philadelphia.
The establishment of Dutch reformed day schools has an important place in the history of America education. Dutch Christians migrated to pursue religious liberty, and settled throughout America establishing Calvinistic schools. Their motivation was the freedom to educate their children in religious schools not controlled by the government. The establishment of these schools was not a reaction to a public school system that was too traditional or too progressive. It was a decision based on religious convictions, and a philosophy of education that considered faith more essential than anything else.
Dutch reformed schools were founded on principles derived from the Reformation. Though outside the common school and public school movements, they have nevertheless been influential on the American educational landscape. Van Til brings a new perspective to the ongoing traditionalist/progressive debate, suggesting that the differences may be more of a “family quarrel.”
Finally, teachers in Christian schools may appreciate a fresh perspective on the distinctives of a Christian education. The Christian school is not just a public school with some prayer and Bible reading sprinkled on a common curriculum. Van Til addresses what makes a Christian school unique.
In A Spirituality of Character Formation, Ribera presented four affirmations to frame the
discus... more In A Spirituality of Character Formation, Ribera presented four affirmations to frame the
discussion about character education: 1) Character formation is the responsibility of the home,
the church, and the state, 2) Character formation is a spiritual endeavor, 3) Character formation
addresses standards, motives, and ends, and 4) Character formation makes room for ambiguity,
tension, and paradox. In the course of the discussion Ribera interacted with several prominent
voices in the field of character education, namely Alfie Kohn, David Purpel, and Glenn Tinder.
In addition, Ribera made use of a triadic framework of prophet, priest, and king, and integrated
the ethical work of thinkers like: C. S. Lewis, Cornelius Van Til, and Louis P. Pojman.
Christian Educators Journal, Oct 2003
My purpose in this paper is to consider the biblical mandate for Christian schooling, and more sp... more My purpose in this paper is to consider the biblical mandate for Christian schooling, and more specifically the relationship between the home, the church, and the school in the light of biblical categories. I assume that the Christian family desires to obey the call to raise their children with a biblical world and life view according to the clear directives of scripture passages such as Deuteronomy, Proverbs, etc. In this article I am making a distinction between that call for Christian education and enrollment in a Christian school, which is only one way to obey the command. Important to this argument is the fact that in scripture three institutions have been ordained and the school as an organization is not one of them. DJR
Christian Home & School Magazine, Sep 1994
The integration of faith and learning is modeled by this third grade teacher. Sometimes explicit... more The integration of faith and learning is modeled by this third grade teacher. Sometimes explicitly, always implicitly, God is at the center of all that she does and God's creation, governed by the very Word of God, is the curriculum.
Conference Presentations by Daniel J Ribera
A review of the Christian school literature finds a common theme, that is, the search for and des... more A review of the Christian school literature finds a common theme, that is, the search for and description of the distinctives of the Christian school. There is an understanding that the Christian school exists as an alternative to public schools and non-religious private schools for a variety of historical, philosophical, and practical reasons. The literature makes it clear that Christian educators need to clarify their distinctiveness and pass on to the next generation of Christian educators the history, foundations, and vision of Christian education. The purpose of this paper is to examine the literature as it relates to the definition of the Christian school, specifically, the meaning of the expression “the integration of faith and learning,” which is frequently used in descriptions of the distinctive features of the Christian school. In the course of this review the concepts of the religious experience of the faculty, the covenantal nature of education, religious neutrality, epistemological dualism, philosophical antithesis, and the expressions “all truth is God’s truth,” and “thinking God’s thoughts after Him” are explored.
“End of history” hypotheses of thinkers like Nietzsche, Marx, and Fukuyama suggest that history c... more “End of history” hypotheses of thinkers like Nietzsche, Marx, and Fukuyama suggest that history changes or pivots upon a specific idea whose time has come. In contrast, the “end of history” teaching of the Christian scriptures presents Christ as the central focus and ultimate reference point for all of human history. Augustine presented the City of God as a paradigm for a Christian interpretation of history and Kuyper showed a Christian understanding of the relationship between God and the nations. Finally, writings of the Old and New Testaments informed a Christ-centered “end of history” thesis.
Drafts by Daniel J Ribera
Am I doing good? My purpose in this essay is to explore whether a person may find ethical absolu... more Am I doing good? My purpose in this essay is to explore whether a person may find ethical absolutes without reference to God. My premise is that we ultimately need a transcendent source of values. Keep in mind, I am not saying that only theists do good things. In fact, many theists do bad things and many non-theists, including atheists, do a lot of good in the world. My point is that we need some standard that tells us what are the good things being done and what are the bad things. My contention is that we need God to tell us when people, even atheists, are doing good things and when people, even theists, are doing bad things.
I often ask my own students what they think the word good is meant to express when scripture says... more I often ask my own students what they think the word good is meant to express when scripture says “And God saw that it was good.” Answers typically include: excellence, perfection, an ideal, or perhaps good is something that turns out just as God intended. All of these answers may be true, though unsatisfying, either because they are mere synonyms that need to be defined themselves (see “The Definition of Definitions1”) or they make “goodness” some degree of achievement of a standard. This later direction is encouraging, but I want to know the standard toward which the creation in this case is tending.
Thesis Chapters by Daniel J Ribera
Dissertation - The Meaning and Practice of the Integration of Faith and Learning, Jun 2, 2012
The purpose of this study is to explore the distinctiveness of the Christian school, specifically... more The purpose of this study is to explore the distinctiveness of the Christian school, specifically as expressed in the phrase, “the integration of faith and learning (IFL),” and to investigate how experienced teachers understand this expression and how they actually see faith integrated in practice. A multiple case study was conducted using interview methodology. Twenty-eight K-12 teachers participated from eleven Christian schools affiliated with five Christian school associations. Data included participants’ perceptions about what evidence there is that faith is integrated with learning at their school. Participants were asked to report evidence of faith being integral in the life of the school in general, in school and curricular documents, in the classroom environment, and in instruction. In addition, participants were asked about religious neutrality, the idea of the sacred and secular in the curriculum, and whether faith is explicitly or implicit integrated in the curriculum. Theoretical constructs based on the philosophies of 19th century Dutch neocalvinism and 20th century reformed epistemology informed the study, and a framework of curricular integration adapted from recent work in multicultural education served to structure the analysis and discussion.
Dissertation: The Meaning and Practice of the Integration of Faith and Learning, Jun 2, 2012
Title page, Approval page, Copyright notice, Dedication, Acknowledgements, Table of contents, Lis... more Title page, Approval page, Copyright notice, Dedication, Acknowledgements, Table of contents, List of tables and figures, List of appendices, Abstract
Dissertation: The Meaning and Practice of the Integration of Faith and Learning, Jun 2, 2012
A distinctive of private religious schooling is the opportunity to integrate faith and learning i... more A distinctive of private religious schooling is the opportunity to integrate faith and learning in the school curriculum, or perhaps (according to one theological/philosophical construct) it is to recognize how faith is already an integral part of all learning, even all of life. Were it not for the religious perspective, faith-based schools might look the same as many public and private non-sectarian schools. The integration of faith and learning is an essential ingredient that makes religious schools what they are.
A common theme in Christian school literature is the search for and/or description of the distinc... more A common theme in Christian school literature is the search for and/or description of the distinctiveness of the Christian school and the Christian school movement. There is general recognition that the Christian school exists as an alternative to public schools and even non-religious private schools for a variety of historical, philosophical, and practical reasons. Faith-based schools, that is, religious schools in general, and Christian schools in particular, have a unique place in the United States and Canada, in particular, but even more broadly in Europe.
The purpose of this study is to explore the distinctiveness of the Christian school, specifically... more The purpose of this study is to explore the distinctiveness of the Christian school, specifically as expressed in the phrase, “the integration of faith and learning (IFL),” and to investigate how experienced teachers understand this expression and how they actually see faith integrated in practice. The goal is to contribute toward a vision of what it means to integrate faith in the process of teaching and learning in religious schools and how IFL is practiced.
Dissertation - The Meaning and Practice of the Integration of Faith and Learning, Jun 2, 2012
The goal of this research is to explore the meaning and practice of the integration of faith and ... more The goal of this research is to explore the meaning and practice of the integration of faith and learning (IFL) in the context of the Christian school. This research was accomplished following a multiple case study method. The phenomenon being studied was “the integration of faith and learning.” This phenomenon was explored as it was manifested in individual cases, namely, in participants who were K-12 teachers in Christian day schools. Each new case was treated as a replication of the study. Data were gathered primarily through interviews with teacher participants. In addition, I toured and photographed school facilities and classrooms, observed student interaction, hall and classroom displays, bulletin boards, and noted especially visual and artifact evidence for the integration of faith and learning. I also read school and school association literature, especially mission and vision statements, and school and association web sites. Interviews followed a structured question format and the interview questions were based upon these research questions:
1) What are the distinctive qualities of the Christian School?
2) What does the expression, “the integration of faith and learning” mean to the Christian school teacher?
3) How does a Christian school teacher integrate faith in the classroom? Or How does a Christian school teacher practice IFL?
Dissertation: The Meaning and Practice of the Integration of Faith and Learning, Jun 2, 2012
The purpose of this study is to explore the distinctiveness of the Christian school, specifically... more The purpose of this study is to explore the distinctiveness of the Christian school, specifically as expressed in the phrase, “the integration of faith and learning (IFL),” and to investigate how experienced teachers understand this expression and how they actually see faith integrated in practice. The goal is to contribute toward a vision of what it means to integrate faith in the process of teaching and learning in religious schools and how IFL is practiced.
The research was defined by the following research questions:
1) What are the distinctive qualities of the Christian School?
2) What does the expression, “the integration of faith and learning” mean to the Christian school teacher?
3) How does a Christian school teacher integrate faith in the classroom? Or How does a Christian school teacher practice IFL?
To answer these questions data were gathered through a multiple case study. Twenty-eight kindergarten through twelfth grade teachers with five or more years of experience participated in interviews designed to gather data about their understanding and practice of IFL. Participants—15 female and 13 male—represented 11 Christian schools which are affiliated with five Christian school associations in four states. The interviews consisted of eight questions and two follow-up questions. Questions one through four sought to determine that all participants met the study criteria, by establishing that participants are people of faith who affirm that faith could be integral in life and learning.
Dissertation: The Meaning and Practice of the Integration of Faith and Learning, Jun 2, 2012
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Papers by Daniel J Ribera
The establishment of Dutch reformed day schools has an important place in the history of America education. Dutch Christians migrated to pursue religious liberty, and settled throughout America establishing Calvinistic schools. Their motivation was the freedom to educate their children in religious schools not controlled by the government. The establishment of these schools was not a reaction to a public school system that was too traditional or too progressive. It was a decision based on religious convictions, and a philosophy of education that considered faith more essential than anything else.
Dutch reformed schools were founded on principles derived from the Reformation. Though outside the common school and public school movements, they have nevertheless been influential on the American educational landscape. Van Til brings a new perspective to the ongoing traditionalist/progressive debate, suggesting that the differences may be more of a “family quarrel.”
Finally, teachers in Christian schools may appreciate a fresh perspective on the distinctives of a Christian education. The Christian school is not just a public school with some prayer and Bible reading sprinkled on a common curriculum. Van Til addresses what makes a Christian school unique.
discussion about character education: 1) Character formation is the responsibility of the home,
the church, and the state, 2) Character formation is a spiritual endeavor, 3) Character formation
addresses standards, motives, and ends, and 4) Character formation makes room for ambiguity,
tension, and paradox. In the course of the discussion Ribera interacted with several prominent
voices in the field of character education, namely Alfie Kohn, David Purpel, and Glenn Tinder.
In addition, Ribera made use of a triadic framework of prophet, priest, and king, and integrated
the ethical work of thinkers like: C. S. Lewis, Cornelius Van Til, and Louis P. Pojman.
Conference Presentations by Daniel J Ribera
Drafts by Daniel J Ribera
Thesis Chapters by Daniel J Ribera
1) What are the distinctive qualities of the Christian School?
2) What does the expression, “the integration of faith and learning” mean to the Christian school teacher?
3) How does a Christian school teacher integrate faith in the classroom? Or How does a Christian school teacher practice IFL?
The research was defined by the following research questions:
1) What are the distinctive qualities of the Christian School?
2) What does the expression, “the integration of faith and learning” mean to the Christian school teacher?
3) How does a Christian school teacher integrate faith in the classroom? Or How does a Christian school teacher practice IFL?
To answer these questions data were gathered through a multiple case study. Twenty-eight kindergarten through twelfth grade teachers with five or more years of experience participated in interviews designed to gather data about their understanding and practice of IFL. Participants—15 female and 13 male—represented 11 Christian schools which are affiliated with five Christian school associations in four states. The interviews consisted of eight questions and two follow-up questions. Questions one through four sought to determine that all participants met the study criteria, by establishing that participants are people of faith who affirm that faith could be integral in life and learning.
The establishment of Dutch reformed day schools has an important place in the history of America education. Dutch Christians migrated to pursue religious liberty, and settled throughout America establishing Calvinistic schools. Their motivation was the freedom to educate their children in religious schools not controlled by the government. The establishment of these schools was not a reaction to a public school system that was too traditional or too progressive. It was a decision based on religious convictions, and a philosophy of education that considered faith more essential than anything else.
Dutch reformed schools were founded on principles derived from the Reformation. Though outside the common school and public school movements, they have nevertheless been influential on the American educational landscape. Van Til brings a new perspective to the ongoing traditionalist/progressive debate, suggesting that the differences may be more of a “family quarrel.”
Finally, teachers in Christian schools may appreciate a fresh perspective on the distinctives of a Christian education. The Christian school is not just a public school with some prayer and Bible reading sprinkled on a common curriculum. Van Til addresses what makes a Christian school unique.
discussion about character education: 1) Character formation is the responsibility of the home,
the church, and the state, 2) Character formation is a spiritual endeavor, 3) Character formation
addresses standards, motives, and ends, and 4) Character formation makes room for ambiguity,
tension, and paradox. In the course of the discussion Ribera interacted with several prominent
voices in the field of character education, namely Alfie Kohn, David Purpel, and Glenn Tinder.
In addition, Ribera made use of a triadic framework of prophet, priest, and king, and integrated
the ethical work of thinkers like: C. S. Lewis, Cornelius Van Til, and Louis P. Pojman.
1) What are the distinctive qualities of the Christian School?
2) What does the expression, “the integration of faith and learning” mean to the Christian school teacher?
3) How does a Christian school teacher integrate faith in the classroom? Or How does a Christian school teacher practice IFL?
The research was defined by the following research questions:
1) What are the distinctive qualities of the Christian School?
2) What does the expression, “the integration of faith and learning” mean to the Christian school teacher?
3) How does a Christian school teacher integrate faith in the classroom? Or How does a Christian school teacher practice IFL?
To answer these questions data were gathered through a multiple case study. Twenty-eight kindergarten through twelfth grade teachers with five or more years of experience participated in interviews designed to gather data about their understanding and practice of IFL. Participants—15 female and 13 male—represented 11 Christian schools which are affiliated with five Christian school associations in four states. The interviews consisted of eight questions and two follow-up questions. Questions one through four sought to determine that all participants met the study criteria, by establishing that participants are people of faith who affirm that faith could be integral in life and learning.