Abstract
Education cannot occur in a philosophical void. Rather, every educational institution promotes a particular philosophy. If Christian leaders and parents want to see a Christian society tomorrow, they must place their children in Christian schools. Wright grounds this philosophy of education in Scripture citing numerous passages from the Bible and works of Garrick, Gutek, Heuss, Kienel, Pai, and Rowe.
Training Christian Leaders for Tomorrow
While our government prohibits its schools from endorsing a particular religion, it is impossible to educate a child properly in a philosophical void. “Philosophy is a set of principles that determine thought and conduct” (Rowe, 1990/1999, p. 15). Schools must teach students to think and have some basis for conduct to be effective. From a Christian’s perspective, education must have a biblical foundation. Worldview, philosophy of life, the purpose of schools and learning, educational practice, teacher-learner relationships, and diversity issues (Information Services, 2010) must be grounded in Scripture so as to maximize the student’s potential to learn while building the faith of the individual.
Teaching Christian children from another philosophical foundation clouds their judgment and causes mental and spiritual confusion. This practice impairs children’s desire to learn for two reasons: 1) The new philosophy takes precedence over their parents’ philosophy and 2) the new faithless philosophy brings no joy of learning because there is no reason to learn. “But without faith [it is] impossible to please [him]: for he that cometh to God must believe that he is, and [that] he is a rewarder of them that diligently seek him” (Hebrew 11:6, KJV). Further, faithless philosophy causes children to view their parents as fools professing a false faith and practice.
Martin Luther believed teaching children the Christian faith was prerequisite to academics, believing children had plenty of time to go to school after they came to Christ. Further, he asserted schools were necessary for cultivating a literate citizenry, preparing ministers, interpreting Scripture, and defending the faith (Gutek, 1972/1995). His belief echoes the Scriptural mandate for parents to take responsibility for educating their young in Deuteronomy 6. Parents should not abdicate their role in teaching their children, but should
home school or place them in Christian schools. Doing so will ensure our society will have Christian leaders, educators, and parents tomorrow.
Finally, the Church must take a more active role in providing access to Christian education for Christian parents. Many low- and middle-income families do not have access to Christian education because of their inability to pay tuition on top of the taxes they pay to support the government schools. Christian schools should never deny a Christian family enrollment due to inability to pay. Rather, Churches should consider supporting Christian schools in the same way they do other missions. This practice would ensure adequate funding for families needing scholarships.
Worldview & Philosophy of Life
True education is a process where a student develops “Spiritual and moral maturity, knowledge of truths and facts, ability to think rationally, practical capabilities and skills, productivity in accomplishment of goals, commitment to traditional values, and adjustment to the challenges of life” (Rowe, 1990/1999). Therefore, worldview and philosophy of life are critical values for an educational institution.
God created man in His likeness, but the human race fell, inherited Adam’s sin, and became alienated from God. Therefore, man is corrupt and incapable of living righteously (Gen.1: 26-27; Rom.3: 22-23, 5:12, 6:23; Eph.2: 1-3, 4:17-19). Further, salvation is the gift of God by grace and received by personal faith in the Lord Jesus Christ (John 1:12; Eph.1: 7, 2:8-10; I Pet.1: 18-19).
The sixty-six books of the Old and New Testaments are the complete and divine revelation of God to man. In addition, the Scriptures are inerrant, God-breathed, and therefore
are the final authority for faith and life. Further, the source of truth is God; and God, through Jesus Christ, provides purpose and meaning to life (II Tim.3: 16-17; I Pet.1: 20-21).
God has revealed truth to us through the creation of the universe (Genesis 1-2; Ex.20: 11); covenants recorded in the Old Testament (Genesis 3:15; 6:9; 7:1; 9:9, 26, 27; Exodus 19:5; Leviticus 26:44, 45; Deuteronomy 4:8; Psalm 148:20); and the doctrine of grace recorded in the New Testament (Romans 3-4; Galatians 3). The physical universe bears witness of Creation, recorded by the prophet, Moses. History testifies to truth through the Old Testament covenants with Adam, Noah, Abraham, and Moses and the advent of Jesus Christ. God fulfilled all as promised.
Jesus Christ, the eternal Son of God, became man without ceasing to be God. He was conceived by the Holy Spirit and born of the virgin Mary, in order that He might reveal God and redeem sinful men (Isa.7: 14; Luke 1:35; John 1:1-2,14; II Cor.5: 19-21; Gal.4: 4-5; Phil.2: 5-8). Jesus Christ accomplished man’s redemption through His death on the cross as a vicarious sacrifice. This act, as well as His literal, physical resurrection from the dead was prophesied by the prophet Isaiah and recorded in historical texts by the Apostles (Acts 2:18-36; Rom.3: 24-25; I Peter 2:24; Eph. 1:7; I Peter 1:3-5). The Lord Jesus Christ then ascended to Heaven, witnessed and recorded by His disciples. Since previous prophesies have been proven, there is no reason to doubt that Jesus Christ is now exalted at the right hand of God, where, as High Priest, He fulfills the ministry for mankind (Acts 1:9-10; Heb.9: 24, 7:25; Rom.8: 34; I John 2:1-2).
The Holy Spirit (HS) convicts the world of sin, of righteousness, and of judgment. HS is the supernatural agent in rebirth. HS actively adopts, indwells, and seals those who believe Jesus Christ is Lord and Savior (John 16:8-11; Rom.8: 9; I Cor.12: 12-14; II Cor.3-6; Eph.1: 13-14). Further, HS is the Divine Teacher who assists believers to understand and apply Scripture
(Eph.1: 17-18, 5:18; I John 2:20, 27). Finally, the Holy Spirit uniquely uses evangelists, pastors, and teachers to equip believers so they can lead others (Rom.12: 3-8; I Cor.12: 4-11, 28; Eph.4: 7-12).
Philosophy of Schools & Learning
The Bible teaches that parents are ultimately responsible for the education and development of their children (Deuteronomy 6:6-9). “Thus says the Lord, do not learn the way of the nations…For the customs of the peoples are delusions” (Jeremiah 10:2, 3). Solomon warns children, “Cease listening, my son, to the discipline and you will stray from the words of knowledge” (Proverbs 19:27). The purpose of the school is to assist parents with their God-given responsibilities to teach and train their children and to assist children in discovering their unique talents while developing their identities in Christ. The school will guide and establish learning experiences that will help each student become a mature, responsible, and productive Christian person.
As we strive to meet the needs of the twenty-first century learner, we must keep flawed educational philosophies from taking root in our schools. We need sound educational doctrine supported by scientific research, but one dangerous philosophy is Naturalism. This politically popular belief exalts nature as the source of human growth and learning. Naturalistic teachers are permissive and allow students to plot their own course of learning (Heuss, 2006). While it is true that we naturally grow and learn, true education must have a purpose larger than the individual’s interest. Naturalism is an antinomian (anti-law) position that really involves no teaching at all and leads to self-seeking values in children. It is experimental experientialism. Naturalism in education contributes to non-biblical perspectives of God, Creation, values, and ethics (Johnson, 1995).
Educational Practice
The Christian school is committed to providing quality education and academic excellence in every field of study. Every subject taught is Christ-centered and Bible-based. Truth originates with God. Therefore, the Bible must be the basis for true education. From the Bible, we learn that: 1) Jesus Christ is the source of truth and knowledge (Col. 2:3); 2) Jesus Christ is the creator of all facts (Col. 1:16); and 3) the Bible is inerrant, complete, and all embracing (Tim. 3:16, 17). Jesus is the Lord of all creation, and every area of life is to be subject to His Lordship. The curriculum used by the Christian school will aid students in developing a Biblical worldview in which the Lordship of Jesus Christ is preeminent.
Basic educational goals are as follows:
• To give glory to God in all things
• To develop spiritual servant/leaders
• To develop an understanding of one’s unique responsibility to God
• To help students make the most of their capabilities and make accommodations for their limitations
• To encourage creativity and curiosity
• To equip students to communicate effectively in reading, writing, speaking, and listening.
• To provide a well-balanced education with academics, fine arts, and athletics
• To teach students to make constructive use of leisure time
Teacher-Learner Relationships
Since the Bible is the academic and administrative foundation for the Christian school, educators and students must acknowledge and submit to its authority. Further, school families must also be committed to uphold Scriptural principles at home and school in faith and practice (Garrick, 1978/1986). First, administrators and teachers function as guides to advance the Spiritual and moral growth of the learners. This process requires mature Christ-like behavior of school personnel and parents. Students develop attitudes of love and respect from the models they observe. Second, teachers are responsible for helping students develop a proper self-image. The way students portray themselves directly affects how they see God and others. Teaching students with low self-esteem to engage in positive instead of negative self-talk establishes a life pattern that produces success. Further, teachers can have a positive effect on student achievement by the way they portray their students to others. Finally, education is learner-centered. The reason for the existence of the Christian school is to enable students to become productive Christian leaders and parents for tomorrow. Teachers must integrate learning with the Word of God because Scripture is the final authority for faith and practice.
Diversity
The Christian faith is the most diverse religion in the world. It should be so because Christ commanded believers to “Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost” (Matthew 28:19). The Christian school must reflect this diversity. School personnel must first understand the dynamics of various cultures. Second, staff must accept how those dynamics affect attitudes and communication within the school. For example, teachers must ensure underrepresented populations have equal voice in the school so everyone experiences the acceptance and love of Christ. Third, school leadership must maintain a heightened awareness of cultural issues involving the school. Finally, educators in the Christian school must be sensitive to language and socio-economic diversity in students and families they serve. The Population Reference Bureau (2001) cited the following statistics:
• 19.5 million people in the U.S. age five or older who did not speak English well
• Children ages 5 – 17 accounted for about 15 percent of the population who had difficulty speaking English
• Children with this difficulty have difficulty succeeding in school
• By 2025, Hispanics in the U.S. will rise to 18 percent while whites will decline to 62 percent
• 38 percent of school-age children live in low-income families with more than 16 percent live in poverty
(Pai, 1990/2006)
No doubt, immigration has a large effect on the culture of American education. In fact, immigration is the single most influential factor changing American education today. One way Christian educational leaders can prepare for an increasing divergent culture is by providing or seeking diversity-training opportunities for their staff.
Conclusion
In training Christian leaders for tomorrow, Christians must understand their children need the leadership and curriculum of a Christian school. Education does not take place in a philosophical void. Further, faithless philosophies breed confusion and discontent in students, making it necessary for Christian parents to place their children in Christian schools. Churches must fund scholarships so low income families have access to Christian education. All aspects of the school community must view Scripture as the ultimate authority. Finally, Christian educators must prepare for an increasing divergent culture in their schools.
References
Garrick, G. (1986). Developing educational objectives for the Christian school. In P. Kienel (Ed.), The philosophy of Christian school education (5th ed., p. 71). Whittier, CA: ACSI. (Original work published 1978)
Gutek, G. (1995). Religious reformation and education. In A history of the western educational experience (2nd ed., p. 141). Long Grove, IL: Waveland Press. (Original work published 1972)
Heuss, R. (2006). [Historical relationship between schools and society]. Unpublished class Presentation.
Information Services. (Ed.). (2010, Spring). Educational philosophy paper instructions. (Available from Liberty University, https://www.liberty.edu)
Johnson, P. (1995). Reason in the balance: The Case against naturalism in science, law, and education. Downers Grove, IL: InterVarsity Press.
Pai, Y. (Ed.). (2006). Cultural foundations of education (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc. (Original work published 1990)
Rowe, H. (1999). Introduction. In True education (pp. 7, 15). Lewisville, TX: Accelerated Christian Education. (Original work published 1990)
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