Horne, H. H. (1931). Religious education: Our aims and our achievements. In H. H. Horne, This new education (pp. 216-235). Nashville, TN, US: Abingdon Press.
http://dx.doi.org/10.1037/14900-013
In military education a distinction is drawn between strategy and tactics. Strategy treats of objectives and tactics of methods of attaining objectives. So in religious education we distinguish between the goal to be reached and the process of reaching it. Goal and process, however, should not be thought of as entirely distinct from each other. If one is going to Chicago from New York by the New York Central, Chicago is the goal and the railway used is the method of reaching the goal. In education, however, we cannot distinguish so sharply in fact between the goal and the process. Rather, the goal is constantly being attained in part by the process and the right kind of process is itself the immediate goal. In setting up objectives in religious education, we are really indicating certain qualities, attitudes, ideas, and responses that should constantly and increasingly characterize the process of right religious growth. Aims are worthwhile results. To be specific as to aims and at the same time as just as possible to the grand aim, we select the three following objectives of all Christian education, namely, that our pupils should act rightly, think rightly, and feel rightly; all as in the presence of God, and all as Christ would have us. The order of these three aims is important. It is action that especially characterizes the lives of growing children. Right action is to be had as basic all Christian training. From right action it is easier for right thinking to follow. And from right acting and thinking is bound to come right feeling. We end this chapter with a series of twenty-five test questions. They are drawn, you recognize, mainly from the Sermon on the Mount. How do you rate yourself? (PsycINFO Database Record (c) 2016 APA, all rights reserved)