CHRISTIAN EDUCATION

#27

(3) Expanded Biblical View as Seen by Peter

I Peter 2:13-17

"13 Submit yourselves to every ordinance of man for the Lord's sake: whether it be to the king, as supreme;
14 Or unto governors, as unto them that are sent by him for the punishment of evildoers, and for the praise of them that do well.
15 For so is the will of God, that with well doing ye may put to silence the ignorance of foolish men:
16 As free, and not using your liberty for a cloke of maliciousness, but as the servants of God.
17 Honour all men. Love the brotherhood. Fear God. Honour the king." Insights:

1. The law is for the punishment of evildoers and
2. the praise of them that do good.
3. Practical purpose of law abiding is to put to silence the ignorance of evil men.
4. Give honour to government leaders. We honour the position but not necessarily the person.

(4) Human Government and Education .----------------GOD-------------. | | | Divinely Established | | | Institutions: |_______ _|___________ |_________ |1 Home | |2 Civil | |3 Local | | | | Government | | Church | Biblical Authority '-------' '-------------' '---------' for Education: Deuteronomy 6 None Matthew 28; { } {Ephesians 4} -----.----- ----.---- |_______________________________| Education | Child

#28

NOTE:

There is abundant Biblical evidence to support the role of the
home and the [local] church in education. However, the Scriptures are
silent concerning any authority given to the state in the area of
education. Our United States Constitution is also silent concerning
government's role in education. At the time the Constitution was
drafted, the government recognized that education was a home-church
matter and was not a legitimate responsibility of human government.
Today, not only has government (both state and federal) gotten
involved in education, but they are even making serious strides toward
total control of education.

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
b. Relationship of Church and State (1) Reasons for No State Control of Churches

The Christian citizen of the
United States has two reasons
for opposing state control of
churches:
(a) Constitution

(b) Biblical

Matthew 22:21

"Render therefore unto
Caesar the things
which are Caesar's;" "and unto God the things
that are God's."

(i) Pay taxes for legitimate function of government
(Romans 13; Matthew 22:21)
(ii) Prayer (I Timothy 2:1-2)
(iii) Respect (I Peter 2:13-14)
(iv) Obedience to legitimate civil law (i) Children

(ii) Church

#29

(2) Rise of State [Assuming] Control of Churches Evidence: (a) Asserted ownership of the child. METHOD --> Compulsory school attendance laws. (b) Asserted ownership of the [local] church. METHOD --> tax or license.

(i) Courts' View of
Local Church Related Christian Schools
Free Exercise Protection
[for the church. The day school is not covered.]
(ii) Proper View of
Local Church Related Christian
Schools
Free Exercise Protection
[for both the church and the day school.]

(iii) Evidences that the Court Does Have the Proper View of Your School

1 Separate Corporations.
2 Different Statements of Faith & Standards.
3 If it operates, primarily, for financial gain. 4 Unwillingness to continue your
school if it does not pay.
5 Whether teachers in day school are
part of the church staff.
6 Whether you have a price on the
school ministry and not on other
ministries.
7 Are you taking financial aid from the government?

#30

c. Popular Forms of Human Government

Theocracy Monarchy / Dictatorship Democracy Republic

GOD over the People. King over the People. People ruled by majority opinion. People are ruled by an accepted constitution based upon Biblical law.

Evaluation: Ideal but practically it doesn't work because of the sinful nature of man. Evaluation: Depends solely on the character of the king / dictator. Normally leads to tyranny. Again sinful nature of man corrupts -- power corrupts. Evaluation: Purely humanistic. It results in national instability. Anarchy comes...then tyranny. Evaluation: Provides stability. An excellent form of government when the constitution is based on Biblical principles.

Which was the
United States at
its founding? ¨ Theocracy ¨ Democracy
¨ Monarchy / Dictatorship n Republic

¨ Theocracy n Democracy
¨ Monarchy / Dictatorship ¨ Republic Which is the
United States lean-
ing toward today?

3. THE CHURCH

The Biblical Principle: The local church is responsible not only for evangelism
but also for Christian Education.
Teaching is a church function.

The Book of Acts reveals that teaching was an important local church
function. The New Testament Epistles also stress the necessity for educat-
ion through the church.

#31

a. The Local Church's Role in Education
God [the Father]
|
Christ, the Chief Shepherd
|
Holy Spirit
|
Pastor (local shepherd)
I Peter 5:1-4; Romans 8:26
|
Pastorial Staff (Titus 1:5)
|
.
/ \
The Local /        \ Church
/           \
/          \
.---------------.
Home / Day School -----------|############|----------- Sunday School
|############|
|############| --> Evangelism --> Education
|############|
Camps -----------|############|----------- Youth Ministry
|############|
Vacation -------|____________|------- Training
Bible I Timothy 3:15 Unions
School |
|_________________ _________________|
'
King James Bible

#32

b. God's Basic Plan for Christian Education of Children
(1) The Pattern GOD --> (a) The [Local] Church [via the pulpit] --> equips the --> (b) Parents [in the pews] --> who nurture & fulfill their responsibility to their --> (c) Children (2) Here are three reasons in favor of this concept: (a) The Home has the primary responsibility for education. (b) Education in the Book of Acts & the Epistles was geared towards Adults. (c) This is the most productive plan in the long run. (3) And here are the implication of this concept for our local church ministries: Our primary concern in our local churches is to build strong families through the pulpit and the classroom. (a) Preaching on the Home. (b) Strong Adult Sunday School Program. (c) Training Hour Classes. (d) Counseling.

4. THE TEACHER

The Biblical
Principle: Christian Education is only as Christian
as the Education Philosophy and
Practice of the teacher.

There are two issues related to the Christian school teacher which we need to deal with:

#33

a. The Christian Teacher's World View (1) Secular/Christian Views Contrasted

(a) Secular View:
At a "CHRISTIAN SCHOOL ADMINISTRATOR'S WORKSHOP" a professor of a university,
addressing the principals of Christian
schools, brought out three main points that
one should look for in selecting a teacher.
The points given were as follows:
(i) Does he (the applicant) have
creative ability?
(ii) Is he friendly and under-
standing?
(iii) Is he competent (masterful)
and strict?

This is manifestly a secular approach
to the important problem of selecting
teachers.
(b) Christian View:
If one of the Christian school leaders
had spoken on this subject, the outline
no doubt would have been quite different.
We could expect such points as the
following:
(i) Besides being a good disciplinarian
and qualified as a teacher, a teacher
applicant of a Christian school should
have a working knowledge of the Book of
Books.
(ii) One should be faithful in his
presentation of the Biblical view of
life in both teaching and moral dis-
cipline. If a teacher would be fruit-
ful as a Christian teacher, he (or she)
must have in mind the words of our Lord
"I am the vine...for without [apart from] me ye
can do nothing."
(iii) In his non-professional life and
conduct, the applicant should live an
exemplary life, morally and religious-
ly.
(iv) The Prospective teacher should
also be someone who is qualified to
sit on a courtroom witness stand and
testify on behalf of our Christian
school concerning a Biblical philosophy
of life and education.

(2) Importance of this Christian World View

An outspoken voice for Christian education in recent decades was Mark Fakkema.
The quotations from Fakkema on the following page emphasize the importance of
teachers who possess genuinely Christian world views.

#34

Every teacher not only has a philosophy but is daily imparting his (her)
philosophy to the pupils. Not to have and not to teach a philosophy is to teach the
philosophy of not having a philosophy.
Know this: The teacher's philosophy today--whatever that may be - is the pupils'
philosophy tomorrow. If this is not the case, the teacher is not teaching. Every
philosophy posits an ultimate--a life's goal or objective.
In discussing the teacher's view of life we must call attention to a common error.
Many teachers who are Christians readily admit the fallaciousness of instilling non-
Christian, evolutionistic and atheistic viewpoints. But in the daily routine of school
work certain phases are regarded as inherently secular or neutral. Those who do this do
not possess the Christian view of life.
****************************************************************************************
Being committed to a philosophy which makes all things (creation and providence)
revelational of God, we teachers must interpret all things as revealing God's glorious
attributes. We must do this not as a matter of assignment but as a matter of truth--
all things are God-related.
Nonrational creatures reveal God's attributes, but we who are created in God's image
must be revelational of God Himself. Hence, our viewpoint must be reflective of God's
viewpoint. Our mental perspective and outlook upon life and upon things in general must be
analogous to God's perspective and outlook. Our vantage ground must ever be holy ground.
Not to maintain this is to deny our image relation to God--our childship of our Heavenly
Father.
Basically our calling as teachers is to witness regarding the God-revealing character
of creation and providence. However, our witness must be purposeful. Our witness has not
come to fruition until our pupils begin to see God's Self-disclosure all around them.
Instructors tend to look upon intellectual teaching as their first and chief respon-
sibility. This they should not do. Whenever moral irregularities arise, moral training
should have precedence over intellectual teaching. Moral training is the soil in which
alone the intellectual plant can grow. Intellectual teaching without a moral (religious)
incentive is adding power to irresponsibility.
**** **** **** **** **** **** **** **** **** **** **** **
We read in Ps. 24:1, "The earth is the LORD'S, and the fulness thereof[.]" (This fullness
includes all.) Again, we are told in Rom. 11:36: "of him [God], and through him, and to him,
are all things:", (These "all things" include all studies.) Shall we contend with
Scripture (2 Cor. 10:5) that we must bring "into captivity every thought to the obedience
of Christ;" and at the same time maintain that there are areas of thought which should
not be made subject to Christ? Shall we on the one hand, affirm that we must love God with
"all our mind"; and, on the other hand, defend the position that we should exercise our
mental faculties in certain areas without reference to God? Shall we stand committed
theoretically to a philosophy that make God central, and in our actual teaching program
set limits to the centrality of God?
According to the law of the land, secular education is a must in all tax supported
schools. According to the law of God, all secular teaching stands condemned. He who
contends for secularity is setting his "eyes upon that which is not[.]" In all areas of our
varied teaching program we must either be for or against God. There is no middle ground.
Said our Lord, "He that is not with me is against me:"

#35

(3) Secularly Educated Teachers in Christian Schools

--Does all this mean that no teachers with secular educational backgrounds should
   be hired for Christian schools?
ANSWER: Not necessarily. Occasionally, Christian teachers whose education was in
secular schools turn out to be those teachers
with the most genuine world view.

IF: THEN:

*First-- Saved (must be).
*Second-- Growing in the Lord.
*Third-- Must understand the Christian Philosophy of Education.
*Fourth-- Proper attitude - I want to learn.
*Fifth-- Agree to your requirements. *First-- Assign reading of the Philosophy of Christian Education.
*Second-- Assign tapes to listen too.
*Third-- Seminars on Philosophy of Education.
*Fourth-- Take a course on it.
*Fifth-- Challenge teachers to study the Bible on Education.

--The Christian school administrator is responsible for controlling the educa-
tional philosophy of his school. With this in mind, he should be careful to see that
every teacher on his faculty understands, believes, and practices a Biblical educa-
tional philosophy (even those who graduated from Christian colleges).

(1) Traditional Education
View of teacher:
Strong authority figure.

CHARACTERISTICS
(a) Classroom- Formally Structured.
(b) Class- Passive [Not a lot of distractions].
(c) Instructional Methods-
Teacher Dominated [Take charge].
(d) Curriculum- Content-Centered.
(e) Child- A Jug to be filled.
(2) Progressive Education
View of teacher:
Only a guide. <-- This will not work.

CHARACTERISTICS
(a) Classroom- Non-Structured [Chaos].
(b) Class- Very active.
(c) Instructional Methods- Pupil Involved.
(d) Curriculum- Experienced-Centered.
(e) Child- Basically 'good'...
We are unfolding the child.
Allowing to express themselves.

#36

(3) Christian Education
View of teacher:
Authority who Guides the student.

CHARACTERISTICS:
(a) Classroom- Variety of setting--
Formally Structured.
(b) Class- Passive & Active [when called upon].
(c) Instructional Methods-
Teacher & Bible & Text book
[Lecture method].
(d) Curriculum- Life related in content.
(e) Child- A marred [depraved] image of God.

5. EDUCATIONAL OBJECTIVES

a. The Basic Objective --------->
Colossians 1:27-29 answers three important
questions concerning Christian education.

The Biblical Principle:
To produce people who are like
Jesus Christ.

(1) The Basic Objective Identified--Christlikeness

Colossians 1:27-29
"27 To whom God would make known what is the
riches of the glory of this mystery among the
Gentiles; which is Christ in you, the hope of
glory:
28 Whom we preach, warning every man, and
teaching every man in all wisdom; that we may
present every man perfect in Christ Jesus:
29 Whereunto I also labour, striving accord-
ing to his working, which worketh in me
mightily."
I. What is our ministry?
A. Positive teaching.
B. Negative warning.

II. Why are we in this ministry?
(v. 28) Present every man
   perfect in Christ Jesus.

III. How is our ministry to be carried out?
A. Strenuously [with every
   effort we
   have got].
B. Empowered by the Spirit of God.

*Our basic objective is central to the entire process. See also Ephesians 4:11-13. (This passage indicates that a final result of the process of spiritual maturation is Christlikeness.) [There is a higher goal than academics.] (2) The Basic Objective Carried Out (a) In Every Aspect of the School Program 3 Steps (i) Process starts with a Spirit-filled Teacher. (ii) As he/she works through various subjects in the curriculum. (iii) To produce Christ-likeness in the Life of the Student.

#37

2 Bible --> Christlikeness
   (KJV)     (pupils)

Christlikeness <-- 6 Language | 3 Social --> Christlikeness
(students)    Arts |    Studies

1
Christian
Teacher
(Spirit-filled)

Christlikeness <-- 5 Natural | 4 Humanities --> Christlikeness
   Science |

(b) In Every Aspect of the Student's Life
"I beseech you therefore, brethren, by the
mercies of God, that ye present your bodies¹ a
living sacrifice, holy, acceptable unto God²,
which is your reasonable service.
And be not conformed to this world³: but be ye
transformed by the renewing of your mind⁴,
that ye may prove what is that good, and
acceptable, and perfect, will of God."
--Romans 12:1-2
"And Jesus increased in wisdom⁴
and stature¹, and in favour with God²
and man³."
--Luke 2:52

Christ-like { [ ¹ PHYSICAL ]
[ ² SPIRITUAL ]
[ ³ SOCIAL ]
[ ⁴ MENTAL ] } { [ ¹ PHYSICAL ]
[ ² SPIRITUAL ]
[ ⁴ MENTAL ]
[ ³ SOCIAL ] }

Conclusion: (i) Fact No. 1 Producing Christ-like students. (ii) Fact No. 2 Christ was mature in the 4 areas of life; So should we be. (iii) Fact No. 3 We should be concerned that our students mature in all 4 areas.

#38

b. Development of Educational Objectives
--Most Christian schools have never considered what their educational objectives
are or how they derived them. Here is a very simple plan for developing educational
objectives which are consistent with your Christian philosophy of education.

(1) Christian World View

Time for review! What are
our Christian views of these
five crucial areas of thought?

(a) God-- He is the Ultimate Being; The Source of all reality. (b) World-- Orderly: open to supernatural intervention. (c) Man-- Image of God in a sin-marred condition. (d) Truth-- Absolute & Objective... Special & General Revelation. (e) Values-- Eternal & Unchanging because they are grounded in the Nature of God.

(2) General Educational Objectives

Out of these five areas of
our world view our educa-
tional objectives are
derived.

(a) God (i) To develop in minds of students a proper view of God. (ii) To lead students to know God personally and intimately. (iii) To guide students into a life of obedience to God and His will. (b) World (i) To teach students concerning the world as God's handiwork. (ii) To show God's sovereignty in His creation. (iii) To prepare students to fulfill their "dominion" responsibilities. (c) Man (i) To teach a Biblical view of man--his origin, nature, history, and destiny. (ii) To help students to learn how to communicate more effectively with others. (iii) To develop an appreciation for a study of man's literacy and artistic works. (d) Truth (i) To show students the unity of all God's truth. (ii) To aid the student in learning how truth is known. (iii) To develop in the student an ability to discern truth and error. (e) Values (i) To point out that values are rooted in an eternal God. (ii) To lead pupils to know good and evil and to pursue that which is good. (iii) To help pupils develop an appreciation of the arts.

(3) The Curriculum

[Go to next POCE section.]