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Abstract

Schools are stepping-stones for members of society in the ‘search for meaning’. This article explores the concept of full potential as applied to students and the relationship with theological anthropological perspectives for seeking meaning using Groome's shared praxis within academic achievement. For Christian schools the criteria of being biblically anchored, transformative in action and holistic in educational practice are proposed as aids to guide the process of helping students to achieve self-actualization and spiritual transformation concurrently. Challenges concerning school ethos and culture, curriculum and pedagogical practice arise when integrating faith and learning for individuals and communities. Applications for Christian schooling include seeking complementarity, teaching for excellence and developing effective Christian ambassadors to a postsecular society.

Keywords

academic achievement self-actualisation spiritual transformation praxis motivation complementarity

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Educational and Biblical Perspectives for Academic Achievement in Christian Schools

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