As the editor and contributing author, Miller et al. (1995) divided Theologies in religious education, into three parts, an entire 13 chapters. Although, “ethics does not necessarily require religious grounding” (MacKinnon, 2012, p. 4) each author’s scholarship reads as a qualitative research study, in some form, the study also aligned with philosophical ethics—divine command theory or the prescribed natural law, to include significant references to ethical terminology as right, good, ought, and virtuous. Consequently, three of the studies were profound in content as qualitative research. Those approaches were (a) feminist method—Feminist theology, (b) narrative design—Narrative theology, and (c) phenomenon study—Black theology. Miller et al. (1995) Theologies of religious education represented a collection of authors whose practice is academia. In further analyses, each author’s point-of-view is also a collected mix of metaethics, moral theory, and philosophical interpretation. Further, the authors’ writings contained similar archetypes: doctrine, pedagogy, differentiated instruction, community focus, and social change; were used to draw connections between the obvious and implied theories for closing the gap in theologies and religious education.
For substantiating their point of view, integrating theology, and closing the gap of theologies in religious education, each author’s contexts relied mostly on their consciences, ethical theory, ethos of the early Presbyterian Church, and the seminal work of Calvin (trans. 1948), Pradervand (1960), theologian Aquinas (1920), and philosopher Aristotle (trans. 1976). In like manner, the historical facts were annotated, and demonstrated the denominational foundation for theology, its practice, and implementation in religious education that is grounded in Presbyterian faith. As it begins, in chapter 1, Little dominated part one with her explanations about the truth of theology as defined by the Presbyterian Church. Additionally, she supported the reformed heritage, theories, actions, beliefs, and methodologies for reformed education, with citations of theorists, theologians, and philosophers from the early 16th century, whose works supported the “traditional reformed and Presbyterian” (Miller et al., 1995, pp. 12-34) movement. In addition, the author explained the theological foundation as triune. Furthermore, the author proclaimed, after Constantine rallied for change, where he brought together the Nicene Council, the Presbyterian, and Catholic creed were conceptualized, and the belief in the triune became doctrine. Moreover, the contributing authors of Theologies in religious education, metaethics, and ethical relativisms were premised on the conceptualized theology of the triune as doctrinal and the approach necessary for establishing God in religious education.
Nevertheless, Little advocated integration of doctrine as she focused and principles of the Presbyterian Church. In part two, she...