Christian Education Defined (pt.7)

Why Christian Education

Why should we even have Christian schools when, for all practical purposes, public education is free? Are drugs and rebellion the only reasons to place children in a Christian school? I believe that, as in all areas of life, the Bible has the answers within it to govern the education of children. Nobody with any common sense and discernment can deny the fact that secular humanism has gained control of the public school system. The teaching of God and His precepts has been cast out of the public educational system. That is all the reason needed to place children in a Christian school. The problems commonly cited, such as drugs and violence, are no more than the results of secular humanism. One of concerns in regards to Christian education and why people choose it is that the focus is often on what it does not have: drugs, gangs, etc. rather than a focus on what it does offer: Biblical instruction, character training, an emphasis on God. Christian schools should offer protection from the baser elements of society and the elements that seek to destroy our children, but that protection should come through what Christian schools offer by way of a Bible-centered atmosphere.

There is a surprising number of passages in the Bible that relate directly to the education of children. Deuteronomy 6:5-9 says quite clearly that the commandments of God are to be taught to young people. Parents are given the responsibility for education, so they must be willing to sacrifice to enroll their children in a school that teaches in accordance with the parent's beliefs.

Martin Luther believed that Satan was a great enemy of his school because it trained children properly (Kepler 1979, 38). Christian education is not simply an escape from trouble, nor is it a pleasant alternative; it is a necessary part of raising children for Christians. The public school system will not train young people to serve Christ, so it must be expected that Christian young people in that system will be more likely to fall by the side than those in Christian schools (Proverbs 22:6). A teacher who cares is important and may for a period of time be effective in giving out facts, but the student learns more at school than the facts presented in the classroom. The overall atmosphere of a school must make it easy to learn and easy to serve God; only then will the student receive a proper education (Smith 1976, 67). An education that does not include a proper perspective of Jesus Christ is fault, for as Jesus said in John 14:6, “I am the way, the truth, and the life:   no man cometh unto the Father but by me.”

Some of the goals of Christian education are as follows:

Christian education ought be based on the Bible principle of glorifying God (Colossians 1:17). Christian education should help to save children from an ungodly society by being a refresh­ing oasis in the world where young people gain strength and nourishment for life (Smith 1976, 28). Perhaps the most import ant goal, or result, of Christian education is the salvation of lost young people (Smith 1976, 26). Most Christians believe that the school is an extension or ministry, of the church, yet the idea of using it as an outreach for evangelism seems foreign to them. If governed properly, the Christian school can be useful for evangelism because it reaches the entire family (Baker 1979, 25). Christ, in the Great Commission, commanded us to reach the lost, yet we often neglect an outreach with unlimited potential.

Ephesians 4:11-12 provides a Biblical philosophy, a pur­pose, for Christian education. It is “for the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ.”   This cannot be done in or by public education, so we Christians must separate from it and fulfill the will of God (II Corinthians 6:14-18).

Christian education is necessary in the raising of young people. We are to “bring them up in the nurture and admonition of the Lord” (Ephesians 6:4). Out of that same chapter, verses ten through eighteen provides an illustration for the need of an education based firmly on Bible philosophy, while Colossians 3:12-17 lists some of the character traits that a Christian education ought produce in the life of students

In the introduction, Colossians 2:6-8 were quoted. To conclude, I would like to quote Colossians 3:1, 2, 23, and 24.

If ye then be risen with Christ, seek those things which are above, where Christ sitteth on the right hand of God. Set your affection on things above, not on things on the earth.

And whatsoever ye do, do it heartily, as to the Lord, and not unto men; Knowing that of the Lord ye shall receive the reward of the inheritance: for ye serve the Lord Christ.

Many Christian schools are secular schools name of Christian. Christian education should be different because of its beliefs and teachings That is not to say that every Christian school needs to fit the same mold; however, the Bible should be an integral part of the program, not simply an add-on.  Christian educa­tion does not need to rely on new truth. We have the sole authority to base our philosophy upon, the Holy Word of God. Even as we train our students in math and English, we need to train our young people to serve God, to be good citizens, and to reach the lost for Christ.

Christian Education Defined (pt.6)

Methods

I believe that the primary form of instruction is the lecture style. Ezra, after the exile, and Paul in the New Testament gave forth their thoughts and the truths God had given them in lecture manner. Though discussion of the material did take place, the primary means of delivery was a  simple presentation of the material. Other methods should be used, but the lecture method should not be abandoned.

Where the teacher is concerned, according to Ezra 7:10, he must “prepare his heart to seek the law of the Lord, and to do it, and to teach in Israel statutes and judgments.” To be a good teacher, a person must first of all be right with God to be as effective as possible. Next, he must use the Bible and the principles found in it. The teacher needs to spend time in the Bible and have an understanding of God's Word. Finally, the instructor must use the Bible to teach the laws of God in the classroom.

Just as the Christian educator’s philosophy is to be grounded in the Biblical principles, so are his methods. I believe that just as the Bible has the answer for daily living, so it also has the answers for the classroom.

Christian education, in nature, not simply in name, does many things different compared to the secular schools. Of course, the spiritual training and holy living are emphasized. Not all students will be geniuses, not all will attend college, but the groundwork can be put into place for discipleship to God. Oh, there will be students who reject the spiritual emphasis, but if it is given from a loving heart and a godly example they will be few. (Proverbs 22:6) Academics should be stressed over the extra-curricular activities. A well-run sports program may be a benefit, but a sports program is not necessary. I believe that what is necessary is for the sports program to be guided by a godly person who has specific goals in mind, such as the spiritual maturation of participants, not a state championship. Competition does not develop character; it simply exposes it. (I Corinthians 9:24-27; I Timothy 4:8)

Field trips and similar outings are a great way to show the practical uses of principles taught in the classroom. They should not be over-used, reducing their effectiveness, but rather they should be carefully governed; they should come at strategic times. If budget will not allow trips, bring the field to the classroom through internet, video, guest lecturers, and experiments: they will reinforce what has already been taught. Christ often used such ideas as “consider the lilies”( Matthew 6:28).

Christian Education Defined (pt.5)

Axiology (the philosophical study of value)

What is the relation of values to education? Should values be taught at school or should the discussion of values be kept out of the classroom? Are values permanent or changing; are they personal or universal? There are many opinions to these questions, but true answers are few. Even though unaccepted by unregenerate man, the Bible provides absolute guidelines for life. The Bible clearly shows that all men have a sinful human nature, so expressed in Romans 3:23, “For all have sinned and come short of the glory of God.” Ephesians 2:8-9 tell us that good works do not save us and restore our broken fellowship with God. Values as given in God's Word are absolute, set by God Himself; the keeping of God’s rules does not save man, but rather the grace of God (Romans 3:24) when he accepts the substitutionary sacrifice of Jesus Christ (Romans 6:23).

God's laws cross all cultural and societal boundaries. There are many elements that indeed are restricted to particular periods or people (the Levitical Law, for example). However, there are many commands and principles that apply to all people in all places.


The values expressed in God's Word should be taught as permanent, universal truths that all men are to live by. They should be taught as such by Christian educators. Values should be primarily taught at home and reinforced at school, producing moral, godly people. Only with God's help and the help of family can the teaching of values do any good, and then they are useless unless the child knows Christ.


In our Postmodern world, the concept of absolute values is generally rejected; the result is a rejection of God. Yet, in John 14:6, Jesus exclaimed that He was the only way to heaven. If we know the truth, are we not bound to share it with those around us? Postmodernists tend to leave the interpretation of values to the individual, but God declares truth and says that it is of no private interpretation. Again, His Word applies to all people in all places.

Discipline

Discipline is an area that even Christians do not agree upon, so unsaved men and Christians cannot be expected to be in agreement. The teacher needs to be in control of the classroom to establish an atmosphere conducive to learning. Whether it be corporal punishment or restricted privileges, the teacher, or the school, must set rules and stick by them. Most instances of discipline in the Bible refer to the home setting, however the principles of discipline are established in God's Word. Hebrews 13: 7a says, “Obey them that have the rule over you, and submit yourselves.”

Many secular educators think that it is best to let the children do as they please, to become who they are. Unfortunately, many Christians do the same; in so doing they cater to the human nature. God has established a ranking of authority and the student is not at the top of the list.

In the classroom setting, the teacher is to have authority over the student, just as in life itself a person needs to yield himself fully to God (Romans 12:1). Sound, structured discipline in the classroom sets a fine example for the student, for he must ultimately give up control of himself to God and it is best to do so willingly.


Quite simply, discipline is good. When we understand the benefits of discipline, we become more willing to conform ourselves to Jesus Christ.

Materials

The Christian educator must be very careful of the materials he uses. Textbooks designed for secular, public schools, even old books, are written from a completely different perspec­tive than are Christian texts. Secular writers have not experienced the saving grace of God, so their philosophy is full of errors and so are their completed works. They may be well written and factual, but they do not emphasize spiritual things as they ought if they are to be used in a Christian school (Billings 1978, 74).

The administrator of a Christian school should, I believe, be a very discerning reader with great knowledge of the Bible. He must choose carefully the texts that will influence teachers and students.

I personally do not believe that “self-pace” methods in which the student works at his own level of achievement are the best choice for Christian education. If governed closely, they will be effective, but I would not recommend them if another option is available. I believe that although the authors of such texts may mean well, the texts differ philosophically from Biblical standards. In all areas I find in the Bible, God has established a structured ideal; I do not believe that it is right to leave this to the child. The classroom that allows the students to work at their own pace as they desire, seems to me to be a Christian substitute for the academic freedom of the open classroom, the difference being that the students are at least learning because they are in the textbooks. As I understand the Bible’s principles of instructing children, not children teaching themselves (Deuteronomy 6:7; Ephesians 6:4).

We live in an age in which technology is king. It is easy for educators to become so focused on the use of technology that they miss the primary goal: education. We must remember that education is more that leaning to use the latest technological advancement.


Philosophy is the key when choosing materials. We can never ignore the philosophy behind the materials chosen for use in the classroom.

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.

Christian Education Defined (pt.2)

“As ye have therefore received Christ Jesus the Lord, so walk ye in him: rooted and built up in him, and stablished in the faith, as ye have been taught, abounding therein with thanksgiving. Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudi­ments of the world, and not after Christ” (Colossians 2:6-8).

Just as during Paul’s lifetime, so today humanistic philosophies often lead to the ruin of Christians. Today, though, the false teachings are not being put forth by Greek philosophers, but rather by educated professionals whose word often goes unquestioned, even by most Christians. Unfortunately, many people, especially the immature, accept the teachings or philosophies of unbelievers based on the "pedigree" of the teacher without evaluating the teaching by the Word of God.

The modern educational system is designed by intelligent people to reach the objectives they have set for it. Through education, they desire to create a society pleasing to everyone who believes as they believe. The Christian educator ought have an entirely different purpose, one that governs everything he does. He needs to train the students to serve God, teach them to live for God, and supple­ment the home and church. The school is not to replace home and church to create a product that is a benefit to society. The educator who seeks to please God cannot follow the philosophy of unsaved men; they almost always view the components of education in very different ways. 

Some people may ask, “How do you know the philosophy of public education is atheistic; and even if it does not promote God, surely it does not repudiate Him?” To answer that, I turn once more to the Apostle Paul, this time in I Corinthians 2:12-16. For purposes of space, I will quote only verse fourteen:   “But the natural man receiveth not the things of the Spirit of God: for they are foolishness unto him neither can he know them because they are spiritually discerned.” If the natural man can not grasp the things of God and according to Jeremiah 17:9, “The heart is deceitful above all things, and desperately wicked; who can know it,” what can be the result but atheistic philosophy. 

II Corinthians 6:14, 15 is a great prin­ciple for educators to live by: Be ye not unequally yoked together with unbelievers: for what fellowship hath righteousness with unrighteousness? and what communion hath light with darkness? And what concord hath Christ with Belial? or what part hath he that believeth with an infidel?

Many people stop there and complain, they do not finish the passage. Verses sixteen and seventeen are just as important, for they give the command to separate and the promise for obedience.

And what agreement hath the temple of God with idols? for ye are the temple of the living God; as God bath said, I will dwell in them, and walk in them; and I will be their God, and they shall be my people. Where fore come out from among them, and be ye separate, saith the Lord, and touch not the unclean thing; and I will receive you.

As far as I can see, the key verse in the passage, for educators, is not even included in the passage by the men who incorporated the chapter and verse divisions. Chapter seven, verse one clearly provides a Christian response to modern educational philosophy, especially when read in the context of 6:14-17, with current public education in mind. “Having therefore these promises, dearly beloved, let us cleanse ourselves from all filthiness of the flesh and spirit, perfecting holiness in the fear of God.

I believe that what a person believes about metaphysics, epistemology, and axiology will show forth in other areas of the classroom as well. Discipline, materials, methods, erand activities all are rooted in philosophy.


More to come later.

Christian Education Defined (pt.1)

I have decided that I want to take some time to reflect on Christian education, what it is, and why it is important. I may not complete this task in one post, nor complete it in consecutive posts. It is simply something that I feel like doing, so here goes.

As the discussion begins, I feel that a defining of the term "Christian education" is needed. This is not to say that my particular definition is the only possible definition, nor that it is the best stated definition. It is only to say that it is my definition. As a compound term, "Christian education" must be defined as both words and as a term. The full understanding of the term comes from an understanding of the words. For our discussion, I will begin with "education" and work toward the complete definition. The historical definition of education has been "the act of acquiring knowledge." Simply put, that means that we are educating every time we open our mouths to speak and every time we model a behavior. Education is the act of communicating knowledge or behavior to another person. In the formal sense, that act takes place in a school setting. However, it must be noted that most education takes place outside of the classroom. We educate when we mention, when we mentor, and when we model. The best method of education is the combination of all three. Defining education is not truly difficult; what is difficult is limiting the definition so that it is meaningful. Soon we will look at the "Christian" part of Christian education, then we will join the two parts of the term to come to a working definition of Christian Education.