| The purpose of this study was to produce a model of educational administration in congregations that is consistent with the commitments and dynamics of Thomas Groome's Christian religious education. In chapter two the commitments and dynamics of Thomas Groome's Christian religious education were articulated as a standard against which to assess approaches to educational administration in congregations and upon which a model of educational administration in churches could be built.;In chapter three various approaches to educational administration in churches were assessed. In their commitments and dynamics they were found to be expressions of what Groome calls "hierarchical dualism." Such approaches were found fundamentally to build upon a foundation of objectivism and intellectualism, and proceed in a linear, rationalistic, and hierarchical fashion.;Chapter four assessed these approaches in terms of Groome's Christian religious education. In this chapter it was demonstrated how administrative approaches that are expressions of hierarchical dualism are inadequate for the administration of Christian religious education. Educational administration in churches that are expressions of Christian religious education must be based upon epistemic ontology and conation, and move in a dialectical, artistic, and mutual manner.;Chapter five envisioned a model of educational administration in churches that is based upon epistemic ontology and conation, and moves dialectically, artistically, and mutually. The model dialectically moves through processes of listening, contextualization, envisioning, formgiving, and enactment. |
