Christian Education Essay

I. The Definition of command1. We roll that in its approximately basic meaning, direction is the triune god instilling His virtue to mankind. (Genesis 127-31 sing 191-9 948,9 magic trick 11-9). We cut across that schooling is al nonpareil mental or physiologic activity associated with discipline the thoughts and experiences of some other adult male beings. (Psalm 11999). 2. We stomach that rich personment is the action or process by which a mortal comes to admit and use gods equity, and the fosterage is acquire to think beau ideals thoughts after Him and to see things as He sees them. (Isaiah 558,9 John 519,20). We reject that gentility is b arly the action or process by which a person acquires acquaintance or skills. 3. We roam that pedagogics is bearinglong and that it incorporates every thought, experience, and activity of man. (Deuteronomy 67-12 1118-20 Isaiah 2924 Matthew 913 2432 fix 1328 1 Corinthians 46 1431). We cover that education is confined to formal schooling in conventional classroom settings or to tutorial descents. (Matthew 51-48 61-34 71-29 1129)II. The Purpose of gentility4. We bear that the think of education is both to get a line graven image and to bring students into conformity with His revealed will. (Luke 2427 John 717 1421, 23,24). We sweep that the sole purpose of education is to bring by dint of human perfection and discretion of the poppycock world. 5. We bank that the last-ditch purpose of education should be to orient human beings Biblic each(prenominal) in bothy toward the knowledge of perfection, humanity, and the rest of Gods creation, in order to prepargon them to take their places in family, Church, and federation to the glory of God and in the service of delivery boys land and their fellowman. (2 Kings 228-2326 Malachi 44-6 Matthew 2026-28 Acts 1630-34). We defy that the last purpose of education should be human self- get downment and self-fulfillment. (Acts 237-4 7).III. The temperament and case of God in Education6. We affirm that God is the Creator and sustainer of all things and is the Source of all verity. (Genesis 11-27 Psalm 5522 119151 1211-8). We discard that human beings, society, or the external world are sources of accuracy in and of themselves. (Psalm 141). 7. We affirm that God created, sustains, and will consummate all things through His Son, the Lord delivery boy the Nazarene. Therefore, education must focus on the Person of rescuer Christ. (Hebrews 13 Colossians 115-17). We deny that education that omits reference to Jesus role in this world is education at all. (John 146). 8. We affirm that the Holy Spirit of God teaches and enlightens every believer in Jesus Christ and leads that person into all accuracy. (John 1426 1526 1613).We deny that human beings can dislodge or understand all truth through human trial alone. (Romans 311,12)9. We affirm that the existing person-to-person God has communicated truth to all mankind through personal revelation of Himself in Jesus Christ and through propositional, communicatoryized revelation of Himself in the Old and New Testaments of the leger. (Genesis 151 171 Exodus 32-15 Isaiah 61-8 Mark 97 Luke 322 2427 John 11,2 1228 Acts 94,5 Hebrews 12,3). We deny that the psyche person is capable of teaching all truth from within himself or from human instructors and lay schooling materials. (John 715,16 1 timothy 63-5)IV. The Nature of Truth and Reality in Education10. We affirm that truth is what is known to God about Himself and all of His creation, and that it is absolute, eternal, and objective. (Deuteronomy 324 sing 2510 573 119142,151). We deny that truth is solely what is known to one or more separates or to mankind collectively, and that is relative, temporal, or subjective. (Romans 125 33,4 2 Thessalonians 29-12) 11. We affirm that the existing, personal-infinite God has chosen to reveal truth to us both through spare revelation, which is c ommunicated to us by means of the Bible and Gods Son, Jesus Christ, and through general revelation, which is communicated to us by means of His rational and nonrational creation and that education should entail the pursuit of encyclopaedism, which is derived from all of these sources of revelation. (Genesis 128 219,20 Daniel 437 John 114,17 146 2 herds grass 316,17 Hebrews 11,2). We deny that truth is bring only in human beings, in genius, or in a combination of the two, and that a persons sole purpose in education should be to get hold of learning apart from Gods revelation. (I Kings 1724 1 John 227).12. We affirm that in Gods design all of the particular elements of the macrocosm are united into a meaningful self-coloured that it is one purpose of education to help learners to find relationships among these elements and, thus, to find their meaning and that Biblical revelation is the ultimate criterion for this meaning. (Genesis 11-31 Psalm 191). We deny that the particula r elements of the universe exist without rationality, order, and meaningful relationships derived from the Supreme God. (Genesis 31-24) 13. We affirm that true creation originates with God and is spectral and eternal, as salutary as material and temporal, and that the sate of education is carry through when it embarrasss all true reality. We deny that true reality originates with mankind that it is limited to what is material and temporal and that the satiate of education is complete when it is limited to the education of material reality. (I John 227).V. The Content of Education14. We affirm that granting immunity of interrogatory is central to mans nescient desire for truth, and that all truth is Gods truth. Therefore, we encourage question into all fields of knowledge not forbidden in the Bible. (John 831,32 2 Corinthians 317). We deny that public and private schools ought to restrict freedom of probe into religion by teachers and students so long as that investigat ion does not interfere with the current duties of teaching and learning. 15. We affirm that freedom of inquiry and academic freedom have a legitimate place in the pursuit of truth and in the framework of the learning and teaching process. (John 832,36). We deny that academic freedom implies the pay off to disobey or negate the Scriptures as the embodiment of Gods truth in this world, or to violate a contractural agreement with an employer. (James 314 519) 16. We affirm that all curriculum content must be integrated with and taken by Gods truth as revealed in the Bible. (John19 Romans 120 2 herds grass 315-17). We deny that there is any real separation between secular and sacred truth, and that secular learning should be treated in isolation from Gods revealed truth. (Philippians 48,9).17. We affirm that scientific investigation is a valid and conveyful means of analyse the universe and of discovering its orderly operation. (Genesis 114 Psalms 191,2,4,6,7,8 10419 Daniel 221 Matthew 162,3 Luke 2125,26). We deny that scientific investigation is incompatible with any truth revealed in the Bible, and that scholarship education may rightly reject or ignore all non-empirical sources of truth. (Romans 119,20) 18. We affirm that God is the Author of all true morality that true morality is ground on absolute truth and enduring principles of right and wrong, as revealed in the Bible that there are honorable absolutes that apply equally to all people everywhere and that one purpose of education should be to help students to discover these unchanging Biblical standards of right and wrong and to reflect on the logical consequences of departing from these standards. (Exodus 201-17 Deuteronomy 77-11 Matthew 517,18 Romans 119,20).We deny that students should be taught that neutrality with check to ethics is each affirmable or desirable in any sphere of human activity that people can choose what is right behavior for themselves without regard to the absolute st andards of moral behavior revealed in the Bible that ethics is situational and that ethics can properly be based on the assumption that truth and morality are relative and changing. (Deuteronomy 2814,15 308-10 Matthew 519,20 Romans 125-32 2 Thessalonians 24, 10-12 2 Timothy 32,70 43,4).VI. The Nature and Role of the Learner19. We affirm that a human being has outlay because he has been created in the image of God. (Genesis 127 Romans 829,30). We deny that a person has worth merely because he exists or because he says it is so. (Psalm 3316 531-3 Proverbs 1215 149). 20. We affirm that every human being is created in the image of God and is, therefore, in need of development in the uncanny areas of existence as well as in the intellectual and physical areas, and that true education of the whole person must include attention to all threesome aspects of human life. (Genesis 126). We deny that human beings are merely higher animals without consciousness or spirit, and that any educati on that addresses only the intellect and body, while ignoring the spiritual aspect of human beings, is appropriate to their nature. 21. We affirm that, though we are created in the image of God, because of the fall of Adam we are born sinful and need to experience salvation through the redeeming work of Jesus Christ in order to nark our full potential. (Romans 58,10).We deny that we are born perfect and uncorrupted, and that we are inherently good by nature and in need of education alone to achieve our highest potential and to attain a state of fulfillment. (Romans 310-12,23). 22. We affirm that education must include the assumeation of sin as a concomitant of human behavior. (Acts 238 Romans 128-32 323-25 623). We deny that textbooks and curricula should ignore the fact of sin or rebellion against God in human behavior. (Luke 37,8 Romans 612)23. We affirm that people who are restored to a proper relationship with God must receive instruction from the Word of Godthe Bibleconcern ing the rights and responsibilities of this privileged position, and that providing such instruction is one of the most important responsibilities of education. (Proverbs 99). We deny that people can learn the rights and responsibilities of the Christian life without studying the revelation of Gods truth in the Bible. (2 Timothy 314,15) 24. We affirm that students have the right to attend to and to apply effort to a learning assign. (Proverbs 2312 Colossians 323 2 Timothy 215). We deny that students are absolved from cooperating with a teacher and from workout personal effort to learn. (Proverbs 512,13 64-11 134 204)VII. What Education Should Produce in Learners25. We affirm that education ought to cultivate in students the quadruple basic skills of cognition, communication, imagination, and valuation. (2 Corinthians 105 Ephesians 429 Philippians 48,9). We deny that complete education can occur without attention to these four skills. (2 Timothy 215,16 313 43,4). 26. We affirm th at education ought to promote development of the learner in at least three areas, viz., spiritual and moral growth, academic growth, and personal and social development. Examples of specific results in each area follow 26.1 In spiritual and moral growth, learners should (Psalm 14310 Romans 109 1 Corinthians 216 Colossians 323 1 Thessalonians 47 2 Timothy 316) 26.1.1. consider the Bible Gods inspired Word and develop attitudes of cheat and respect toward it. 26.1.2. know the basic doctrines of the Bible.26.1.3. have a desire to know and obey the will of God as revealed in the Scriptures. 26.1.4. make a decision to receive Jesus Christ as saviour and Lord. 26.1.5. develop an understanding of a Christians role in the Church. 26.1.6. develop the mind of Christ toward right and wrong conduct. 26.1.7. develop self-discipline and responsibility bases on submission to God and all other self-confidence. 26.1.8. develop a Christian world cerebration.26.2 In academic growth, learners shoul d (Philippians 48,9 Colossians 223 316 2 Timothy 215, 316,17) .26.2.1. reach their full academic potential. 26.2.2. gain a thorough command of the complete processes used in communicating with others, such as reading, writing, speaking, and countening. 26.2.3. develop a thorough comprehension and command of science and mathematics. 26.2.4. develop an appreciation for and understanding of the humanities. 26.2.5. develop the use of good study habits.26.2.6. pursue independent study and perform independent research. 26.2.7. be able to reason logically. 26.2.8. use comminuted thinking and Biblical criteria for evaluation. 26.2.9. develop good citizenship through understanding and appreciating the Christian basis of freedom, human dignity, and acceptance of authority. 26.2.10. develop understanding of and appreciation for Gods world and mans responsibility to use and go along it properly. 26.2.11. develop an appreciation of the fine arts through study and personal expression. 26.2.12 . develop physical skill and coordination through participation in physical education and athletic activities26.3. In personal and social development, learners should (Isaiah 5413,14 Matthew 619-21 194-6 John 1334, 35 Romans 814-17,31,32 1 Corinthians 613,15,19,20 710-16 927 Ephesians 13-6 515,16,22-33 61-4 Colossians 210 1 Thessalonians 48-12 2 Thessalonians 310-13 1 Timothy 610,17 Hebrews 135) 26.3.1. develop a healthy personality based on properly understanding and accepting themselves as unique individuals created in the image of God. 26.3.2. learn to respect others because they are also made in Gods image. 26.3.3. become contributing members of society, realizing the interdependence of one person on another. 26.3.4. appreciate time as a God-given commodity and the individuals responsibility for using it rough-and-readyly. 26.3.5. develop a Biblical view of work and the prerequisite attitudes and skills for success in employment. 26.3.6. develop Biblical attitudes toward matin g and the family. 26.3.7. develop physical fitness, good health habits, and wise use of the body as the temple of God.26.3.8. develop a Biblical attitude toward material things.VII. The Nature and Role of the Teacher27. We affirm that a teacher is a presenter of Gods truth and a guide to its breakthrough by students through the ministry of Gods Holy Spirit. (Isaiah 3020,21 Jeremiah 315 1 Corinthians 124-11,28-31 Colossians 128,29). We deny that any teacher can, without the cooperation of the Holy Spirit, guide others adequately to an understanding of Gods truth. 28. We affirm that a teacher who is a good example in the spiritual realm must consciously and deliberately have accepted Jesus Christ as personal Savior and Lord. (1 Timothy 411,12). We deny that a teacher who denies Jesus Christ as personal Savior and Lord can be a suitable example in spiritual government issues. (2 Timothy 35-7). 29. We affirm that a teacher is one who models the learning process by being a seeker of Go ds truth as revealed in the Bible and by applying that truth to his own life. (Ezra 710 Jeremiah 2913 Luke 640). We deny that a teacher should avoid seeking Gods truth or should seek the truth solely in ways others than through the Bible and a personal relationship with Jesus Christ and God the Father. 30. We affirm that teachers must know the content or subject bet to be taught. (Luke 44,8,12,16-22 1 Timothy 62-5).We deny that it is possible to teach adequately without a thorough knowledge of the subject matter to be learned by students. (1 Timothy 17 2 Timothy 21,2). 31. We affirm that teachers must create conditions that result in learners desire to learn. (Luke 246,47,49,52). We deny that it is possible to produce adequate learning in students who are not motivated to learn. (Proverbs 512,13,22,23) 32. We affirm that verbal communication used by teachers must be understood by and have the same meaning for both teachers and learners. (Ephesians 429 2 Timothy 113). We deny that i t is possible for teachers to produce adequate learning in students when they use language or ideas outside students daily life and language. (Ephesians 429) 33. We affirm that teachers must teach what is unknown through what is already known by learners. (Mark 1112-14,20-24). We deny that it is possible for learners to learn adequately that which is not based on previous learning or experience. (Matthew 626-31).34. We affirm that teachers should give students the opportunity to produce in their own minds the ideas or truths, and to become skillful at performing for themselves the acts or skills, to be learned. (Luke 91,2,6 101,9,17). We deny that teachers should require students to acquire knowledge or skills without back up original thinking and applications of what they learn to other situations. 35. We affirm that teachers should confirm and running play learning by review, repetition, and practical application, where necessary. (Luke 2444 John 2115-17). We deny that learning is adequately established generally by having students go once through a learning experience and then be tested for a mark or grade. (Matthew 1415-21 1532-34). IX. methodology of Education36. We affirm that there is a variety of teaching and learning methods that may be appropriate for specific curriculum content with a particular learner or class of learners. A limited list of examples follows 36.1. Demonstration (Matthew 69-15 Mark 641)36.2. Involvement of students in learning (Mark 67-12)36.3. Discipline and correction (Mark 1115-17 2 Timothy 315) 36.4. Discovery (Mark 1466-72)36.5. Familiar Illustrations (Luke 64) 36.6. Individualized instruction (John 32-21 45-26 Luke 191-8) 36.7. Lecture, formal teaching (Luke 620-49 1 Timothy 413) 36.8. Memorization (2 Timothy 315)36.9. Practice (Matthew 10 Luke chs. 9,10 1 Timothy 54)36.10. Questions and answers (Matthew 1613-18 Luke 639)36.11. Repetition (Matthew 1621 1722,23 2018,19 261)36.12. Review (Luke 2444)36.13. Small group activit y (Matthew 171-9 Mark 67-12 Luke 101-11) 3614. ocular aids (Matthew 2219-21 Luke 1319)We deny that there is one teaching method that should be used consistently to the exclusion of others. 37. We affirm that learning is most effective for all learners when more than one instructional climate is used, such as visual, auditory, and kinesthetic modalities. (Matthew 1427-33). We deny that learning is effective for all learners when one instructional modality is used exclusively. X. Responsibility for Education use OF PARENTS38. We affirm that God entrusts children to their parents for their nurture and education that parents have both a right and a duty to raise their children in a manner consistent with Biblical standards of responsible moral conduct and that parents have the right, therefore, to educate their own children at home or to delegate the task to schools. (Deuteronomy 49 6,7 1119 Proverbs 620,21 Ephesians 64)We deny that civil government or any other entity has legitimate authority to supersede parents in the nurture and education of their children, and that governing agencies have legitimate authority to compel students to attend public schools. (1 Timothy 54)39. We affirm that parents have both a right an a duty to teach their children about biological reproduction and sexual health and morality. (Genesis 3522 494 Leviticus 2010-21 Deuteronomy 66,7 2222-30 2317 Proverbs 620-29) We deny that civil government on any take has legitimate authority to usurp parents responsibility to teach children about sexual urge and reproduction or to establish mandatory sex education classes for children.ROLE OF SCHOOLS40. We affirm that it is a schools responsibility to assist and to cooperate closely with parents in every aspect of a students education. (Mark 917-27). We deny that schools have no responsibility to assist and to cooperate with parents in the education of their children. 41. We affirm that it is the responsibility of the schools to be sensitive to the wishes and values of parents with respect to the content and methodology of their childrens education. (Philippians 35,6). We deny that it is the right of schools to decide arbitrarily and unilaterally what values system shall be the basis for the content and methodology of their students education. 42. We affirm that a school is an extension of the home, existing to supplement parents primary responsibility to educate their children. (Ephesians 61-4 1 Timothy 34,5). We deny that schools have the right to supplant parents primary responsibility to educate their children.