Lutheran Educator

Thomas Korcok demonstrates how the Wittenberg theologians settled on a liberal arts education as the preferred model for Evangelical Christian elementary schools. He then traces how that model persisted and was adapted as Lutherans moved from Europe to North America. Korcok concludes that the liberal arts model fits our contemporary setting as changes in society today make it ever more important to have an elementary education that is compatible with Evangelical Theology.

This work is developed from studies about the principles of the Christian Lutheran education and the administration of confessional schools in the context of the pedagogic ideas in the south of Brazil (1824-1997). This subject is of general interest, as it can be verified by the selection of articles published in the magazines of the Lutheran Churches in Brazil. This administration encompasses the director, the professor, and the parents, so that they may work together in search for a clear view of the mission, that is, the meaning of the existence of a confessional school. The aims of this research is to clarify questions in the History of Education, as well as in the administration of private and confessional schools. The following problem is raised: What are the Christian principles and the pedagogic tendencies and approaches which orient the administration of Lutheran confessional schools in south Brazil (1824-1997)? A survey of the publications of IELB (Igreja Evangélica Luterana do Brasil) and of IECLB (Igreja Evangélica de Confissão Luterana do Brasil), from 1824 to 1997. The year of 1824 was chosen because that year is considered, because of the German immigration, as the beginning of the arrival of the Lutheran ideas in Brazil. Max Weber?s comprehensive method is used because is adequate for the analysis. One may affirm that the social action management in a Lutheran confessional school continues to be the quest to make the Christian principles concrete.

Many now agree that, at best, ECLA colleges and universities principally educate students so they can discern the material, social, and spiritual needs of others and then respond with committed service and out of a sense of gratitude. In short, the vocation of Lutheran higher education is to educate for vocation. This book traces the history of Lutheran higher education, depicts its chief marks, offers critical perspectives on its aim to educate for vocation, and traces trajectories into the decades to come.

This text describes the distinctive Lutheran aspects of parochial education. An Introduction to the Foundations of Lutheran Education explores the historical context of Lutheran education by examining the events and ideas that have contributed to the development of formal educational endeavors within the LCMS. This books examines the philosophical foundations of Lutheran education through an exploration of the theoretical, philosophical, and theological underpinnings of learning in a religious environment. The author looks specifically at the roles and responsibilities of the LCMS teacher, including preparation, certification, placement, satisfaction, burnout, and attrition--and he explores the organization, governance, administration, and financing of Lutheran education. Developed in consultation with the Concordia University System education faculty, this serves as an introductory text for teacher education.