Transformational Teaching: Instructional Design for Christian Educators. Kenneth S. Coley, Deborah L. MacCullough, and Martha E. MacCullough. Brentwood, TN: B&H Academic, 2023. 498 pp. $59.99, paper.
Reviewed by Logan Anderson, Ph.D. Student, Theological Studies, Liberty Theological Seminary, Lynchburg, VA.
Kenneth Coley, Deborah MacCullough, and Martha MacCullough have written a work that admirably brings together a biblical worldview with leading educational research. Transformational Teaching is comprehensive, practical, and philosophically grounded, an ambitious effort to serve as a resource for Christian educators across a wide spectrum of contexts. The book is divided into four major sections: philosophical foundations, instructional design, learning communities, and subject-specific application.
Section One: Foundations of a Biblical Pedagogy
The first section (chapters 1–4) lays the groundwork by discussing the philosophy and science of learning. Chapter one offers a strong biblical framework for education and opens with a vital question: Why should Christians teach in a particular way? This emphasis on worldview allows educators to critically engage with secular research while filtering it through scriptural principles (cf. 1 Thess 5:21). The authors’ middle-ground approach to debates like nature versus nurture and theories of learning (e.g., passive vs. autonomous views) is convincing and balanced. They champion a “cognitively active” view that affirms human beings as image-bearers capable of meaningful interaction with their environment.
However, this section’s density may present a barrier to accessibility. While the theory is essential, beginning with such a heavy dose may deter those not already invested in formal education training. The book’s stated aim—to serve all Christian educators—is undercut by this advanced starting point, likely limiting its audience to those already within academic or pedagogical circles.
Section Two: From Theory to Practice
The second section (chapters 5–7) transitions into practical application, covering teaching models and lesson planning. Here the book shines in accessibility and usefulness. Yet two notable issues emerge.
First, the examples overwhelmingly target K–12 classroom environments, leaving out adult education, homeschooling, and church-based teaching. Though the principles are broadly applicable, more direct engagement with non-traditional settings would have enhanced the book’s relevance.
Second, some inconsistency appears in how student agency is treated. In places, the authors acknowledge that students are active participants in their own learning, able to engage meaningfully with material even under suboptimal teaching. Yet other scenarios imply that student learning is entirely dependent on the teacher’s method. For example, a list of ineffective teaching scenarios (pp. 160–61) fails to acknowledge that motivated students may still learn in such settings. Similarly, a “forward feedback” exercise (p. 166) suggests students cannot feel in control of their learning unless the environment enables it—an overstatement that ignores intrinsic motivation.
A smaller point of critique involves Coley’s anecdote about student presentations on Romeo and Juliet (pp. 174–75). He concludes that students prefer personalized presentations over tests or papers because no one requested the latter. But without explicitly offering alternative formats, this conclusion is inconclusive. Most students assume assignments are fixed, not negotiable.
Section Three: Building a Learning Community
Chapters 8–12 address the relational and procedural elements of teaching, including discipline and classroom management. The section is helpful and wide-ranging, with valuable insight into practical concerns. Particularly noteworthy is Marti MacCullough’s reminder that “If you have rules, there must also be consequences!” (p. 236). While this may seem obvious, many educators overlook it in practice.
One weakness is the continued focus on traditional school settings. Higher education, church contexts, and homeschooling are again largely absent. The book seems tailored to Christian schoolteachers, despite its claim to address “all Christian educators.”
Another area of concern is the limited treatment of biblical discipline. While the authors affirm the importance of consequences, they appear to dismiss physical discipline entirely (p. 215). Yet Scripture—particularly in Proverbs—clearly allows for it (e.g., Prov 29:15; 22:15). Though legal constraints may prevent such methods in formal classrooms today, a fuller biblical theology of discipline would have strengthened this section.
Section Four: Disciplinary Application
The final section (chapters 13–22) applies the principles of the book to specific disciplines such as math, science, literature, and Bible. This is a strong and practical section, with advice that will be helpful to educators within these subject areas. While a full analysis is beyond the scope of this review, the structure allows readers to turn directly to their area of interest and find material tailored to their needs.
Conclusion
Transformational Teaching is a valuable resource and, despite some drawbacks, a must-read for Christian educators, especially those in formal school settings. It expertly integrates faith and scholarship and equips readers to think biblically about teaching, learning, and student engagement. Though the book could benefit from greater accessibility and broader contextual application, its strengths far outweigh its limitations. The authors have given the Christian education community a well-researched and thoughtfully constructed guide to faithfully fulfilling their calling as teachers.
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