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Submitted: Jun 23 2011 09:21 AM
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HOW TO TEACH RELIGION

Principles and Methods

by

GEORGE HERBERT BETTS

THE ABINGDON PRESS

NEW YORK CINCINNATI

1926

　

　

　

　

　

　

DEDICATED TO THOSE WHO HAVE IN THEIR KEEPING THE RELIGIOUS DESTINY OF

AMERICA--THE TWO MILLION TEACHERS IN OUR CHURCH SCHOOLS.

　
CONTENTS

CHAPTER PAGE

I. THE TEACHER HIMSELF 13

Importance of the teacher--Three types of teachers--The personal

factor in teaching religion--Developing the power of

personality--The cultivatable factors in personality--A scale for

determining personality--The teacher's mastery of

subject-matter--Methods of growth--Fields of mastery

demanded--Service and rewards--Problems and questions.

　

II. THE GREAT OBJECTIVE 30

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.

　

X. MAKING TRUTH VIVID 165

Vividness of impression necessary to lasting value--The _whole_ mind

involved in religion--Learning to think in religion--Protecting

children against intellectual difficulties--The appeal of religion

to the imagination--Guiding principles for the religious

imagination--The use of the memory in religion--Laws of memory--How

to memorize--Problems for discussion.

　

XI. TYPES OF TEACHING 183

The several types of lessons for religious instruction--The

informational lesson--The use of the inductive lesson--The deductive

lesson in religion--The application of drill to religious

teaching--The lesson in appreciation--Conducting the review

lesson--How to make the lesson assignment--Questions and problems.

　

XII. METHODS USED IN THE RECITATION 201

Methods of procedure for the lesson hour--The use of the topical

method--Place and dangers of the lecture method--Securing

participation from the class--The question method--Principles of

good questioning--The treatment of answers--The story

method--Guiding principles in story teaching--The teaching method of

Jesus--Jesus the embodiment of all scientific pedagogy--Questions

and problems.