About Lutheran Education Journal

    The Lutheran Education Journal is the oldest continuously published journal of education in North America. It was, and remains, a journal of the faculty of Concordia University Chicago, an institute of higher learning in the Concordia University System of the Lutheran Church-Missouri Synod (LCMS).

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From Where I Sit…The Enterprise of Learning

Welcome to the Enterprise! Otherwise known as the Lutheran Education Journal. With this issue we are beginning our one-hundred-fifty-fifth year of continuous publication.  This is something to celebrate! One-hundred-fifty-five years of educating teachers for Lutheran schools. One-hundred-fifty-five years of writing about education and about teacher education, all from a Lutheran perspective. Something more to celebrate. […]

A Final Word…The Teacher as Missionary

When we think of a missionary we might imagine a person from one country sent to proclaim the Gospel in some far-off land. Or we might think of a pastor who is called to start a new congregation in a place where none exists. So we pray for and support those so called by God […]

Words for Thought…Engagement and Choice

Editor’s Note: LEJ’s long-term General Editor, Peter Pohlhammer, is about to make a courageous and meaningful career change. In Spring 2019 Peter will enter Congress Park School in LaGrange Park,, not as a parent, not as a grandparent, but as a student teacher. In fall 2019, Peter will join the ranks of teachers planning to […]

Teaching Diverse Learners…A World of Different Learners

In this column on “Teaching Diverse Learners,” I ask the reader to problematize the concept of difference. As practitioners, we rightfully spend a bulk of our time focused on meeting the needs of our students through the implementation of appropriate strategies, and as theorists we aim to understand what works and what does not, and […]

Literacy in the Classroom…Empowering Community Partners

It is imperative that those responsible for teaching children to read have a deep understanding of a theoretical framework supporting this process, along with the content knowledge, and instructional strategies that sustain this development in young children. In fact, studies have highlighted consequences for students placed in classrooms of teachers who lack critical content knowledge […]

Book Review: Restoring the Soul of the University

Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age by Paul L. Glanzer, Nathan F. Alleman and Todd C. Ream, 2017. Downers Grove, IL, Intervarsity Press. ISBN (print) 978-0-8308-5161-4; (digital) 978-0-8308-9163-4 For decades, Glanzer, Alleman, Ream and others have examined multiple facets of Christian higher education, delving into such aspects […]

The Essential Nature of Affective Education

Values and Social-Emotional Development Abraham Maslow contended that after facing issues of survival and safety, humans address additional value and social-emotional needs. These include love and acceptance, leading toward self-actualization. He included acceptance, affection, confidence, self-expression, and creativity as human needs. For many children, these needs may be difficult to fulfill. While, some youth are […]

Agency as Advocacy: Addressing the Needs of the Whole Child by First Empowering the Whole Teacher

Editor’s note: The following article first appeared in the 2016 Winter issue of the Journal Whole Child (http://publications.catstonepress.com/i/763890-winter-2016/15?). It is re-printed with kind permission of the IL ASCD. To educate is, in short, to set out to create and sustain informed, hopeful and respectful environments where learning can flourish. It is concerned not just with […]

Improving Student Retention, Engagement and Belonging

One of the major challenges currently facing higher education is student attrition. The United States has the highest college attrition rate among the world’s most developed nations. The U.S. is falling behind in educational attainment and achievement at a time when education is critical for upward mobility (Harvard Graduate School of Education, 2011; O’Keeffe, 2013). […]