Dean G. Blevins, Sr. Editor
Web version ISSN: 15360156

By way of introduction, Didache: Faithful Teaching, is an interdisciplinary academic journal offered on-line that explores the intersections of Christian conviction, culture and education for the Church of the Nazarene and other international Wesleyan communities in higher education. This new journalistic endeavor is a project of the Resource Institute for International Education (RIIE: Church of the Nazarene) designed to foster a conversation among our diverse international communities of higher learning, each seeking to educate in various academic disciplines but all guided by Christian conviction shaped through a Wesleyan heritage. With this international context in mind our editorial focus will be upon articles and resources that explore intersections between:

• an emphasis on Christian faith and practice,
• an awareness of cultural influences, and
• the exploration of educational practice and administration.

Intentionally our hope is to resource smaller communities around the globe who have little access to scholarly sources and who may find this journal helpful in shaping their education endeavors. We also hope to include research from quality scholars and educators from around the world who have little opportunity to publish in other settings. Ultimately the journal will include research articles, insights from the practice of teaching and learning, book & resource reviews, as well as opportunities for journal participants to discuss on-line (moderated) topics of interest.

Greetings and welcome to our next edition of Didache: Faithful Teaching Vol. 7:2. This edition offers an interesting array of articles addressing intersections between Wesleyan education and various contexts of ecclesial ministry in contemporary culture. The edition opens with a detailed and very interesting treatise by L. Bryan Williams concerning academic freedom and ecclesial oversight, an issue facing many of our institutions particularly in USA and Canada. Following this work we are treated to two different articles providing biblical and theological insight on the nature of Wesleyan education. Andrey Khobnya, a graduate of Nazarene Theological Seminary, offers a detail treatment based on his Master of Arts thesis reviewing theological and pedagogical aspects of Proverbs chapters one through nine. Tom Noble also offers an introduction to John Wesley originally drafted as a resource for conversations with persons within the Reformed tradition. Ramón Sierra expands this theological dialog by raising issues about the nature of the term “evangelical,” particularly in Latin American contexts.