Abstract

The purpose of this study was to examine the writings of Kenneth Gangel in order to determine how he carried out the task of integration. The study was organized using Harry Broudy's problem areas in education, resulting in the following chapters: aims of education, curriculum, teaching and learning, and organization and administration. This study examined the literature produced by Gangel, his views of Christian education, the extent to which Christian and secular sources were used, the use of key concepts/terms, how consistent was Gangel in his views, the usefulness of Gangel's integrated approach to Christian education, the textbooks by Gangel, and strengths and weaknesses. ;The findings of this study showed that integration as used by Gangel referred to the ability to unite truths in natural and special revelation. Throughout his writings, Gangel used Christian sources extensively especially in his development of the aims of Christian education. In his discussion of organization and administration, however, he referred frequently to secular sources. Several key concepts/terms were used by Gangel. Integration, integration of faith and learning, and biblical integration were used synonymously. Maturity was also a key term for Gangel as he developed his philosophy of Christian education. Gangel was for the most part consistent in his views. His textbooks were analyzed and found to be useful in expressing a distinct approach to Christian education. It was concluded that further research is needed in order to determine to what extent is integration practiced in churches and Christian colleges. Further research is also needed in comparing the similarities and differences between religious educators and Christian educators in the practice of integration