Christian Education Defined (pt.4)

Epistemology

Knowledge. How can something thought to be an absolute be portrayed in so many various ways by teachers who are “committed” to giving the truth for the students to learn? Once again, the answer lies in one's philosophy of education. The teacher is in many ways similar to an editor for the news media: he must decide what is to be taught and what must be left alone. Just as important is the level of emphasis placed on the topics that are taught.

Not only is knowledge often threatened by its presentation, but also by its perception. What forms true knowledge? First of all, the Christian must place the Bible and its accounts as absolute, inerrant truth. Neither personal preference nor current theology can be allowed to determine what is Biblical truth. Bible history and prophecy can both be taught as absolute knowledge because of their ultimate author, God, Himself.

Perhaps the two areas of classroom study in which know­ledge has been maligned the most are Math and English. Rules that govern these areas have been discarded by modern educators for a number of reasons, one of which proves the anti-Christian philosophy of secular education. In relation to human nature the Bible and most intellectuals disagree and this spills over into the classroom. Just as man's sinful human nature is inclined to sin,  ignore God, and live in disorder and rebellion (Proverbs 17:11),  so is academics, man tries to please himself and seem well off” by ignoring rules. The Pragmatist believes that truth is truth only as long as it works; therefore, as man becomes less in tune with an absolute God, many guidelines in life are eliminated because modern man cannot work within the context of “old-fashioned” rules (Mullenix 13 February 1990).

How one teaches history, especially government, also demands on his perception of truth. The highpoint of history is not American independence, but the cross of Calvary; the key figure in history is Jesus Christ.

Government and the Christian is an interesting study. I believe that the Christian must refrain from teaching the “advantages” of a democracy. In a democracy, each person does what he feels is right, as seen in Judges 2:11 and throughout the Bible; always it leads to trouble. The Bible does not necessarily condone a specific form of government (except theocracy), but the example in the personal life is that of a master and servant (Baker 1979, 38).

Science is a friend of Christianity that has in recent years been turned into a foe because many scientists try to dis­prove the Bible. True science and the Bible will never disagree, so the Christian educator need not be afraid of science. Evolution can be believed only if the Bible is rejected as truth. As a Christian, I firmly believe in the Biblical account of creation.

With all of the different interpretations of knowledge, how should a Christian educator decide what merits his time? He cannot rely on the title or the style of textbook, he must judge all by the Word of God.

Christian Education Defined (pt.3)

Philosophy of Christian Education, con't.

Metaphysics

Metaphysics is the philosophical term used to incorporate all that is considered to be real. Throughout history the two primary sides in the debate of metaphysics have been on opposite extremes.

Idealists believe that in its most basic sense, the nature of reality is spiritual instead of physical (Mullenix 30 January 1990). They place the emphasis on what we think we see, not on what we see. Because the mental is more real that the material, idealists believe that the purpose of education is to induce greater harmony between the student and the spiritual, or as they prefer, the universe (Oryshkewych 1966, 90). The chief problem with this is that, even if the teacher has a proper concept of the spiritual realm, and that is not very often the case, the education has little or no practical value.

The opposing viewpoint belongs to the realists, who believe that the physical world is all that really matters. There have been variant forms of realism throughout history, but as a rule they are persuaded that what can be seen is truth. Usually they rely on either reason or experience or observation and testing to determine what is to be considered part of reality. Because God cannot be observed or physically experienced, He is not believed to exist. In education, science is stressed as a way to discover what is real. This type of education would tend to lead the students to materialism and a here-and-now mentality because of observation and experience.

Neither idealism nor realism is the proper approach for the Christian educator. I believe that the Bible clearly teaches that both realms, the spiritual and the physical are a part of reality, as such.  John 4:24 says that “God is a spirit;” and therefore, the spiritual must exist because the infallible Word of God simply assumes that He is. God, nor the human writers, felt as if they had to prove His existence. Genesis 1:1 proclaims that God created the physical world as we know it: both worlds, spiritual and physical in one verse.

There are many similar examples of this fact found through­out the Bible. Just a few are the act of salvation, the indwelling of the believer by the Holy Spirit, and the believer's home in heaven, as we cannot see heaven, but we know it exists.

Just as the Christian’s view of metaphysics differs from that of everyone around him, so his view of metaphysics relation to education is different also. I believe that the chief difference between Christian education and public education is the handling of God; is He exalted as Colossians 1:18 commands, or is He ignored as secular humanism demands? A Christian school that is Christian in nature as well as name ought teach the truths of God with all the emphasis of the normal academic subjects. God, creation, salvation, all must be taught as truth in a Christian school, because the Bible gives them as truth, not theory. Above all, the Christian must realize that the Scriptures provide ultimate truth, not reason, experience, observation, or experimentation.