Happenings Along the Walk

Well, the World Series has begun. Of course, Texas is going to win, but I guess I will allow the Series to continue so that we can watch.

Not only is the Series underway, but the Keystone Christian Education Association (KCEA) volleyball tournament is next week. The Emmanuel girls will be attending with the intent of collecting the school's first volleyball championship. I am as sure of their victory as I am of the Ranger's victory, but again, I will allow the games to be played. This year's team is not as powerful as last year's, but it has just as much potential when the team works together. We have been up and down this year; however, when we play well we play really well. I guess we shall see how things turn out. After all, tournaments are all about match ups.

School has been moving along smoothly. The staff is experienced; they know their responsibilities and a fine job of getting them done. The student body is full of angels that never err and never settle for mediocrity. Every school should wish they had students like we have here. (At least the statement about the teachers was correct.) Honestly, we do have a great student body. The staff and students make the school run what it is. 

The annual benefit auction raised almost 2x what is has done is previous years. That was a tremendous blessing. We have seen God bless in so many ways so very many times. It is incredible to see how He continually meets the needs of the school and of my family. Our God is our great provider. I look forward to seeing what He does in the coming days and how He will accomplish it.

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).

Walking through Turmoil

No, not our turmoil. As we were readying for the new school year, we felt the DC earthquake. By the end of that week we were receiving the fringe effects of Hurricane Irene. What a week, at least for weather bugs. Then, this week we welcomed Tropical Storm Lee and the resultant flooding (13 1/2 inches of rain in one week). All we needed was a blizzard, a volcano, and forest fire to complete the natural disaster list.

The earthquake: In our location it was weak. At first, I thought that a large truck was idling outside the office, but when I noticed the computer monitor shaking, I realized it was more than that. It was a rather cool feeling, but then we had no loss or damage.

Hurricane Irene: Honestly, I was disappointed. Eight years in Pensacola; seventeen years near the Texas Gulf coast and now I get a "hurricane" that was a glorified rain storm. Of course, I did not have to deal with damage or power outages. That does make a difference.

In between the quake and the cane, the 2011-2012 EBCA school year began. It began so smoothly it did not even register as a disaster (of course, the kids may have different ideas). God has been very good; we started the year with 94 students, up from the 87 we were anticipating. We have all of the needed faculty in place.

Then this week we were visited by Tropical Storm Lee. It absolutely dumped rain on the central PA region. The Hershey area was hit hardest, but the region as a whole was hammered. Again, God was good -- no loss or damage to our stuff. Here is a picture of the Hummelstown/Hershey Pizza Hut -- just a little water.

And so we move on, undeterred by earthquake, hurricane, floods, or the opening week of school. God continues to bless and to not only meet our needs, but also to exceed our wishes. He is a great and mighty God who loves us and cares for us.

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.

Howdy

What a wonderful summer. We have seen God bless in a variety of ways. Justin works every Saturday. We were able to go to Washington DC for an extended weekend (Thur pm - Sun afternoon). We visited/did:
Friday

• Washington Monument - Going up and looking around was great. God gave us a nice, sunny sky.
• US Forest Service - I have walked by the building probably 50+ times over the years. Finally, I stepped in. We saw Smokey and the Visitor's Center. It was a quick, yet unique stop.
• US Capitol - Rep. Platts' staff was very gracious and gave us a tour. The gallery lines were long, so we did not visit either of them, but everything else was wonderful to see.
• Union Station - We ate (twice actually) at the large food court in Union Station.
• Old Post Office - The Old Post Office is a cool place to visit. I usually go to see the view from the clock tower, a National Park site itself. It is the second tallest public viewing location in the city.
• Ford's Theater - There was no scheduled tour, nor a play taking place, but we were able to take the self-guided tour of the museum and theater.
• Bureau of Engraving and Printing - We saw money being printed and received the tour, but alas, no free samples.
• Marine Corps Evening Parade - We concluded the day at the 8th & I Marine Barracks to see the Marine Corps Band and the Drum & Bugle Corps. It was awesome!

Saturday

• Rosslyn Metro Station - We hopped off the Metro to rise the escalator at the Rosslyn Station. It is one of the tallest escalators in the western hemisphere.
• National Museum of American History - We visited a couple of Smithsonians and this was the first. We saw some of the unique symbols of America's culture and history.
• National Museum of Natural History - I usually refer to this as the Museum of Evolution. It does have a lot of great things to see, as long as you keep in mind that the dating system is seriously flawed. i like looking at the Upper Michigan copper and the stone from the island of Yap.
• Sculpture Garden - In all of my trips to DC, I have never stepped foot inside the fences of the Sculpture Garden until this trip. I may never do so again, as I am not much of a modern art type of guy. Relaxing, but not me.
• National Air & Space Museum - We like to walk and see the planes, rockets, and missiles. It is a fun place to visit and see the progress "we" have made in air travel.
• Tourmobile - We went back to Union Station to dine and then took the Tourmobile's Twilight Tour. I love riding around to see the city and especially the monuments lit up against the night sky. It makes for a long day, but it was a wonderful day.

Sunday

• National Air & Space Museum Udvar-Hazy Center - Typically referred to as the Air & Space annex, it has some great displays. an SR-71, the Space Shuttle Enterprise, the Enola Gay, and an air traffic control tower.

Then it was time to head home to catch the evening service back at Emmanuel. God gave us a great weekend and great weather to tour. We were not able to take a long or expensive vacation, but we were able to take a couple of days and spend time together as a family. God has given me a great family and He allowed us a wonderful time together.

See the photos here.

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.