ASIA-PACIFIC CHRISTIAN COLLEGE AND SEMINARY

#1 Sitio Bangkal, Brgy. San Isidro, Rodriguez, Rizal

Contact number: (02) 334-7617; 0946-9251-942
Email Address: reg.apccs@gmail.com

Lecturer : Mandel John C. Tuang

Schedule : Tuesday, 1:00pm –4:00pm
Room # : 102
Contact Info : johnmandel1992@gmail.com/ 09462796291

Course Name Administration of Christian Education

Course Credits 3 Units
Course Description This course is designed to acquaint the student with the duties of the minister or director of Christian
education in the local church. The emphasis will be upon organizing and supervising the total educational
program of the church.
Contact Hours/Week 3 hours
Prerequisite None
Course Outcomes Cognitive:
(1) acquaint with the origin and foundations of Christian Education;
(2) familiarize themselves with the philosophical foundations of Christian Education;
Affective:
(3) reflect their current practices of Christian education in their own churches in light of biblical
examples from Jesus’ himself.
(4) observe the practice of Christian educator in its respective field;
Psychomotor:
(5) conduct an interview to learn the other church’s practice of Christian education; and
(6) synthesize their new learnings to their own Christian education programs.

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COURSE OUTLINE AND TIMEFRAME
Course Content / Subject Matter
Week 1 A. Syllabus
Week 2 B. Origin of Christian Education (Historical)
Week 3 C. Jesus: The Master Teacher
Week 4 D. Theological Perspective of Christian Education
Week 5 E. Philosophical Issues
Week 6 F. Traditional Issues
Week 7 G. Modern Philosophies
Week 8 H. Contemporary Philosophies
Week 9 I. Midterm Examination
Week 10 J. A Christian Approach to Philosophy
Week 11 K. A Christian Approach to Education
Week 12 L. Administering Christian Education: The Fifth Discipline
Week 13 M. Learning Disabilities
Week 14 N. Prisoners of the System
Week 15 O. Presentation of Paper
Week 16 P. Submission of Synthesis Paper

Alignment of Course Outcome with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

(1) acquaint with the origin and
foundations of Christian
Education;
(2) familiarize themselves with
the philosophical
foundations of Christian
Education;
This is about sharing their own current situation in
On-class recitation relation to the history of Christian education. From this,
they can able to have a picture of Christian education then
and what wisdom can be gained from it.
This more of a review of the philosophies behind one’s
Presentation practice. They will have personal studies about each
philosophy and how it affects one’s teaching practice.

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(3) reflect their current practices
of Christian education in
their own churches in light
biblical examples of Jesus’
himself.
(4) observe the practice of
Christian educator in its
respective field;
(5) conduct an interview to learn
the other church’s practice of
Christian education;
(6) synthesize their new
learnings to their own
Christian education
programs.
Reflection Papers
Verbatim Report
Synthesis Paper
Provided that they have basic foundations of Christian
education historically, theologically and philosophically,
as well as the other’s practice from an educator, they
can now evaluate their own practices and see its
strengths and weaknesses. At the end of it, they can able
to properly address their church’s issues.
This will expose and engage them to other’s practice of
Christian education and learn how effective (or
ineffective) it is.
From the conducted interview and the principles they
have learned throughout the semester, they can able to
improve they Christian education practices with
awareness and clear goal.

LEARNING PLAN
Desired Learning Course Content/Subject Textbook/ Teaching and Assessment Tasks Resources/ Time
Outcome Matter References Learning Materials Table
Activities
(1) acquaint with • Origin of Christian Lecture Sharing personal PPT presentation, 3hrs
the origin and Education experience in
foundations of • Biblical Overview relation to today’s
Christian topic
Education;

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 • Introduction to Pazmino, 19-33. Lecture Sharing one’s PPT presentation, 3 hrs.
Christian Education experience in
• The Old Testament relation to the
• The New Testament Pazmino, 34-45. Lecture, small biblical practice 3hrs.
group discussion
• Jesus: The Master
Teacher PPT presentation,
• Jesus of Matthew Lecture, Quiz
Pazmino, 46-56. presentation
(2) familiarize • Jesus of Luke
with the
philosophical
foundations of • Philosophic Issues PPT presentation,
Christian • Metaphysics Reporting, lecture, Quiz
Education; • Epistemology Knight, 15-38. group discussion
• Axiology

• Traditional Philosophies
• Idealism Knight, 41-66. Reporting, lecture, Quiz PPT presentation,
• Realism group discussion
• Non-scholasticism

• Modern Philosophy
Knight, 67-85. Reporting, lecture, Quiz PPT presentation,
• Pragmatism group discussion
• Existentialism

• Contemporary Knight, 91-130. Reporting, lecture, Quiz PPT presentation,

Philosophy group discussion
• Progressivism
• Essentialism
• Reconstructionism
• Futurism
• Critical Pedagogy

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 • Behaviorism
• The Deschooling
Proposal
• Home Schooling

• A Christian Approach
(3) reflect their to Philosophy Knight, 153-186. Reporting, lecture, Essay PPT presentation,
current • Concerning group discussion
practices of
Metaphysics
Christian
education in • On Epistemology
their own • Axiological
churches. Consideration
• Christian
Philosophy and
Education

• A Christian Approach Knight, 187-238. Reporting, lecture, Essay PPT presentation,

(4) observe the to Education group discussion
practice of • Nature of the
Christian Students and the
educator in its Goal of Education
respective • The Role of the
field; Christian Teacher
• Curricular
Considerations
• Methodological
Considerations
• The Social Function
of Christian
Education

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 • The Fifth Discipline Senge, 3-16. Reporting, lecture, Oral recitation- PPT presentation,
• Systems Thinking group discussion reflection on their
• Personal Mastery own practice
• Mental Models
• Shared Vision
• Team Learning

(5) conduct an • Learning Disabilities

interview to Senge, 17-22. Reporting, lecture, Oral recitation- PPT presentation,
• I am in position
learn the other group discussion reflection on their
• The enemy is out own practice
church’s there
practice of
• The illusion of
Christian
taking charge
education;
• The fixation of
events
• The parable of the
boiled frog
• The delusion of
learning from
experience
• The myth of
management team s

• Prisoners of the System Senge, 23-30. Reporting, lecture, Oral recitation- PPT presentation,
(6) synthesize • The Retailer group discussion reflection on their
their new • The Wholesaler own practice
learnings to • The Brewery
their own
Christian
education
programs.

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Suggested Readings
Course Requirements
Grading System
*Knight, George. Philosophy and Education: An Introduction in Christian Perspective. Michigan:
Andrews University Press, 2006.
*Pazmino, Robert. Foundational Issues in Christian Education: An Introduction to Evangelical
Pespective. 3rd ed. Michigan: Baker Academic, 2008.
*Senge, Peter, The Fifth Discipline: The Art and Practice of Learning Organization. Broadway,
New York: Bantam Doubleday Dell Publishing Group, Inc, 1990.
*Main references
A. Readings/Reflection Papers
B. Synthesis Paper
Attendance 10%
Participation 10%
Reporting 15%
Reflection Papers 30%
Synthesis Paper 35%
Late reflection paper will be accepted but not be graded.
Unless for emergency cases, missed presentation of report will result of failing grades.

Learning Outcomes AdCE

A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze texts (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and the use of new O
technologies
3. Use basic concepts across domains of knowledge P
4. Demonstrate critical, analytical, and creative thinking L
B. PERSONAL AND CIVIC RESPONSIBIILITIES (Values)
1. Examine the contemporary world from both Philippine and global perspective L
2. Takes responsibility for knowing and being Filipino L
3. Reflect critically on shared concern P
4. Contribute personally and meaningfully the country’s development O
C. PRACTICA SKILLS (Skills)

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 1. Work effectively in a group O
2. Use current technology to assist and facilitate learning and research L
3. Manage one’s knowledge, skills, values for responsible and productive living L
4. Organize one’s self for lifelong learning O

ADMINISTRATION OF CHRISTIAN EDUCATION Rubrics

ASSESSMENT RUBRIC FOR REFLECTION PAPER
Criteria Outstanding
(96-100)
Depth of Response demonstrates an
Reflection in-depth reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials to date.
Viewpoints and
interpretations are
insightful and well
supported. Clear, detailed
examples are provided, as
applicable.
Required Response includes all
Components components and meets or
exceeds all requirements
indicated in the
instructions. Each
question or part of the
Very Good
(90-95)
Response demonstrates a
general reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials to date.
Viewpoints and
interpretations are
supported. Appropriate
examples are provided, as
applicable.
Response includes all
components and meets all
requirements indicated in the does not fully meet the
instructions. Each question
or part of the assignment is in the instructions. Some
addressed. All attachments
Good Fair
(85-89) (80-84)
Response demonstrates a Response demonstrates a
minimal reflection on, lack of reflection on, or
and personalization of, personalization of, the
the theories, concepts, theories, concepts, and/or
and/or strategies strategies presented in the
presented in the course course materials to date.
materials to date. Viewpoints and
Viewpoints and interpretations are missing,
interpretations are inappropriate, and/or
unsupported or unsupported. Examples,
supported with flawed when applicable, are not
arguments. Examples, provided.
when applicable, are not
provided or are
irrelevant to the
assignment.
Response is missing Response excludes
some components and/or essential components
and/or does not address the
requirements indicated requirements indicated in
the instructions. Many
questions or parts of the parts of the assignment are

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 assignment is addressed and/or additional documents assignment are not addressed minimally,
thoroughly. All are included, as required. addressed. Some inadequately, and/or not at
attachments and/or attachments and all.
additional documents are additional documents, if
included, as required. required, are missing or
unsuitable for the
purpose of the
assignment.
Structure Writing is clear, concise, Writing is mostly clear, Writing is unclear and/or Writing is unclear and
and well organized with concise, and well organized disorganized. Thoughts disorganized. Thoughts
excellent with good are not expressed in a ramble and make little
sentence/paragraph sentence/paragraph logical manner. There sense. There are numerous
construction. Thoughts construction. Thoughts are are more than five spelling, grammar, or
are expressed in a expressed in a coherent and spelling, grammar, or syntax errors throughout
coherent and logical logical manner. There are no syntax errors per page of the response.
manner. There are no more than five spelling, writing.
more than three spelling, grammar, or syntax errors
grammar, or syntax errors per page of writing.
per page of writing.
Evidence and Response shows strong Response shows evidence of Response shows little Response shows no
Practice evidence of synthesis of synthesis of ideas presented evidence of synthesis of evidence of synthesis of
ideas presented and and insights gained ideas presented and ideas presented and
insights gained throughout the entire course. insights gained insights gained throughout
throughout the entire The implications of these throughout the entire the entire course. No
course. The implications insights for the respondent's course. Few implications implications for the
of these insights for the overall teaching practice are of these insights for the respondent's overall
respondent's overall presented, as applicable. respondent's overall teaching practice are
teaching practice are teaching practice are presented, as applicable.
thoroughly detailed, as presented, as applicable.
applicable.

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 ASSESSMENT RUBRIC FOR GROUP REPORTING
Criteria Outstanding
(96-100)
Participation Participates actively.
Helps direct the group in
setting goals.
Helps direct group in
meeting goals.
Thoroughly completes
assigned tasks.
Actively participates in
helping the group work
together better.
Communication Shares many ideas related to
the goals.
Encourages all group
members to share their
ideas.
Listens attentively to
others.
Empathetic to other people's
feelings and ideas.
Very Good Good Fair
(90-95) (85-89) (80-84)
Participates in group. Sometimes Participates minimally.
Shows concern for goals. participates in Shows a little concern
Participates in goal group. for goals.
setting. Participates in Shows concern for Watches but doesn't
meeting goals. some goals. participate in goal
Completes assigned Participates setting.
tasks. marginally in goal Completes assigned
Demonstrates effort to setting. tasks late or turns in
help the group work Participates in work incomplete.
together. meeting goals.
Completes some
assigned tasks.
Freely shares ideas. Shares ideas when Does not share ideas.
Listens to others. encouraged. Watches but does not
Considers other people's Allows sharing by contribute to discussions.
feelings and ideas. all group members. Does not show
Listens to others. consideration for others.
Considers other
people's feelings
and ideas.

Criterion 4 3 2 1
Effort Produced additional Fully prepared; Minimal preparation; Little or no evidence of
resources for the group; completed all agreed superficial knowledge of preparation; no effort shown
extraordinary effort tasks; competent, but resources; minimal effort
demonstrated not extraordinary

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 Attitude Exceptionally positive and Positive; supportive; Neutral; neither Disparaging; negative,
constructive; encourages mostly constructive encouraging nor withdrawn or belligerent;
other group members and upbeat discouraging; disinterested absent
in the performance of others
Contribution Outstanding contribution; Good quality work; Poor quality work; Poor quality; little, if any,
above-and-beyond; work few revisions or substantive errors; much contribution to group goals
is excellent in form and additions are revision and editing is
substance necessary required

ASSESSMENT RUBRIC FOR SYNTHESIS

CATEGORY 15 points 11 points 7 points 3 points

exceptional introduction proficient basic introduction that weak or no introduction

that grabs interest of
Introduction/ reader and states topic.
Thesis thesis is exceptionally
clear, well-developed, and
a definitive statement.
paper is exceptionally
researched, contains 3
Content knowledge: peer reviewed articles, the
Quality of Research 3 articles relate to the
thesis argument in a
logical manner.
References are correctly
cited
introduction that is states topic but lacks of topic.
interesting and states interest. paper’s purpose is
topic. thesis is somewhat clear unclear/thesis is weak
thesis is clear and and arguable. or missing.
arguable statement
of position.
information relates information relates to the information has little or
to the main topic. main topic, but few nothing to do with the
Paper, is well- details and/or examples thesis.
researched in detail are given. Shows a information has weak or
and from 3 good limited variety of sources. no connection to the
sources. References References are not cited thesis. References are
are correctly cited correctly not cited correctly.

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 exceptionally critical, consistent some connections made limited or no
Content application: relevant and consistent connections made between evidence and connections made
Support of Thesis and connections made between evidence thesis. between evidence and
Analysis between evidence and and thesis some analysis. thesis.
thesis. good analysis. lack of analysis.
excellent analysis.
excellent summary of good summary of basic summary of topic lack of summary of
thesis argument with topic with clear with some final topic.
concluding ideas that concluding ideas. concluding ideas.
Conclusion impact reader. introduces no new introduces no new
introduces no new information. information.
information.

Writing is clear and Most ideas are stated Many ideas require Paper does not meet the
relevant, with no clearly and are clarification and/or are criteria for the
grammatical and/or related to the topic, off-topic or have marginal assignment (too short or
spelling errors – polished with only minor relevance to the incomplete, too long,
and professional. grammatical and/or assignment. Many and/or completely off-
Writing Reference section spelling errors. grammatical and/or topic). Reference
properly formatted. Reference section spellings errors section missing.
adequate. throughout the paper. The
paper is very challenging
to read due to poor
writing flow. Improper
reference section.

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