CHRISTIAN EDUCATION

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[Race Course] 6. THE CURRICULUM ------------>

The Biblical Principle:
The Bible is Basic to the
total Christian School curriculum.
It is the Standard for determin-
ing truth and error in all
areas of the curriculum.

a. The Basic Concept 1 Biblical Studies [Foundation] 2 Social Studies 3 Language Arts 4 Humanities 5 Natural Sciences 6 Physical Education & Health 7 Business [Vocational] b. Specific Disciplines

(1) Biblical Studies
(a) Integration

Special Revelation of God

1 Bible
2 Theology (Doctrine)
3 Christian Philosophy of Life (b) Specific Objectives

(i) To give a Bible overview.
(Deut. 30:11-13)
(ii) To lead students to respond to Bible
truths in their daily lives. [Application]
(iii) To teach important facts of Bible
geography, history, and customs.
(iv) To acquaint students with a back-
ground and main emphasis of each
Bible book. [Order of books of the Bible]
(v) To provide a basic understanding of
major Bible doctrines.
(vi) To lead pupil in an understanding of
a Christian world view.
(vii) To secure a commitment to the fun-
damentals of the Christian faith.
[Not just a creed]
(viii) To challenge pupils to develop a
personal Bible study and devotional
time. [Read & Pray--assign a time]
(ix) To help students hide key portions
of Scripture away in their hearts.
[Bible memorization]
(x) To show pupils that the Bible is the
integrating factor in the total
curriculum.

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(2) Social Studies
--What is wrong with the term "social science"? [It is humanistic.]
"The hypothesis that man is not free is essential to the application of
scientific method to the study of human behavior."
--B. F. Skinner
This statement by Skinner tells us that before we study man (social) in a
scientific manner (science), we must presuppose that man is not free--that is, is
a creature of nature bound to unchanging and predictable laws of nature. Skinner
is saying that if man is free (as the Christian view believes) then the random
nature of his behavior will rule out a scientific study of man.
As Francis Schaeffer [neo] has said, the Christian sees man as possessing both
freedom and dignity. Therefore, we should not view any study of man as a science.

(a) Integration

GOD
Special and General Revelation
Biblical View of Man

1 History of Man
2 Geography [Garden of Eden]
3 Sociology
4 Psychology
5 Civics (b) Specific Objectives

(i) To teach a Biblical philosophy of
history.
(ii) To help students recognize a proper
view and improper views of the role
man's environment plays in his life.
(iii) To give a Biblical view of the
Christian's relationship to society.
(iv) To show the destructive effects of
sin on our society.
(v) To teach the Biblical view of social
institutions, especially the family.
(vi) To impress upon the students a Biblical
concept of world missions.
(vii) To give Biblical reasons for social
problems along with Biblical remedies.
(viii) To present a Biblical view of gov-
ernment and the Christian's responsi-
bility to government.
(ix) To help the student understand a
Scriptural view of man, his problems,
and solutions for those problems.
(x) To teach the student important facts
concerning his history-- Christian
and American.

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(3) Language Arts [communication skills]
(a) Integration

GOD
Special and General Revelation
Biblical View of Man

1 Grammar
2 Foreign Languages
3 Speech
4 Composition (b) Specific Objectives

(i) To equip young people to read and
understand the Bible and other im-
portant Christian literature.
(ii) To prepare students to communicate
effectively with fellow Christians
and non-Christians alike.
(iii) To point out the connections between
a language and the world view which
influenced its development.
(iv) To aid Christian pupils to develop
an ability to effectively verbalize
their faith in Christ.
(v) To help students acquire a know-
ledge of foreign languages which
will help them as Christians.
(vi) To enable pupils to glorify God
through grammar and composition skills
which reflect a high level of
excellence.
(vii) To develop basic public speaking
abilities.
(viii) To help pupils to discover any
spiritual gifts in writing or speak-
ing which could be developed for the
service of Christ.
(ix) To show how sin has affected man's
ability to adequately communicate
with other men.
(x) To trace the origin, purpose, and
future of human languages from a
Biblical perspective.

(4) Humanities
(a) Integration

GOD
Special and General Revelation
Biblical View of Man and Values

1 Literature
2 Music
3 Art (b) Specific Objectives

(i) To teach students an appreciation
of God-honoring music and art.
(ii) To point out how music and art have
been distorted by humanistic in-
fluences.
(iii) To help students appreciate proper
kinds of literature and to expose
them to the God-honoring classics.
(iv) To challenge gifted students to
consider art, music, or literature
as a possible vocation under God.
(v) To use the Humanities to teach
crucial issues related to the Christ-
ian life.
(vi) To develop literary, musical, and
artistic skills and provide outlets
of expression for them.
(vii) To point out to the students that all
gifts are given to us as stewards and
to emphasize our responsibility to
God in their usage.
(viii) To trace historically the connection
between world views and cultures.
(ix) To give the Christian student a broad
background which will expand his
sphere of influence.
(x) To show utter emptiness of those who
are lost and alienated from God.

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(5) Natural Sciences
(a) Integration

GOD
Special and General Revelation
Biblical View of the World

1 Biology
2 Mathematics
3 Chemistry
4 Physical Science
Genesis 3:17-19; Romans 8:19-22
(b) Specific Objectives

(i) To study the Universe as God's handiwork.
(ii) To point out the effects of sin upon the
world.
(iii) To help students understand the nature of
the Universe as an open, but orderly, cause
and effect system.
(iv) To show God's future plan for His Universe.
(v) To teach the merits and limitations of the
scientific method.
(vi) To supply an absolute moral ethic to con-
trol science and its power.
(vii) To explain the "laws of nature" as methods
which God uses to sustain the Universe.
(viii) To reveal specific fallacies of scientists
who are humanists.
(ix) To emphasize the divine origin of the Un-
iverse and the living creatures which in-
habit it.
(x) To explain the fact and importance of the
universal flood of Genesis.

(6) Physical Education
(a) Integration

GOD
Special and General Revelation
Biblical View of Man

1 Health
2 Physical Education
3 Athletics
I Corinthians 6:19-20
(b) Specific Objectives

(i) To stress the nature of the body as the tem-
ple of the Holy Spirit, with the proper im-
plications of that fact.
(ii) To lead students to marvel at the fact of
man's body as God's intricate handiwork.
(iii) To explain the stewardship of our bodies as
instruments of God's service.
(iv) To inculcate a Biblical view of sex.
(v) To condition the bodies of Christian youth
so that they might be more effective in-
struments now and in the future years.
(vi) To teach basic techniques of physical exer-
cise so that pupils may continue this pro-
cess of physical conditioning throughout
their lives.
(vii) To instill in the students' thinking and
practice a Christian philosophy of sports.
(viii) To use sports and recreational activities
as tools for character building.
(ix) To point out the relative unimportance of
physical conditioning as compared to con-
ditioning in godliness.
(x) To reveal many evidences of a "body-centered
philosophy" which is popular in our society
and to show the dangers of this thinking
for a Christian.

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(7) Business
(a) Integration

GOD
Special and General Revelation
Biblical View of Man

1 Typing
2 Bookkeeping
3 Shorthand
4 Economics (b) Specific Objectives

(i) To aid students in developing basic busin-
ess skills which will equip them to function
adequately in the business world.
(ii) To stress the importance of excellence for
the Christian in the use of any of these
skills.
(iii) To instill values of right and wrong which
will guide the students in their business
practices.
(iv) To show the merits and fallacies of various
systems of economics from a Biblical per-
spective.
(v) To equip all students with the basic busin-
ess skills which any citizen needs to fun-
ction adequately in our world.
(vi) To explain the ministry which a Christian
can have in business through his life and
testimony.
(vii) To convey a Biblical concept of and attitude
toward money.
(viii) To teach basic principles of Christian
stewardship.
(ix) To challenge gifted students to consider
bookkeeping and secretarial vocations with-
in the framework of a Christian organization.
(x) To set forth a Biblical view of credit,
loans, and investment.

*** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** ***
c. Conclusion
1 Biblical
Studies 5 Natural
Sciences 3 Language
Arts 6 Physical
Education

[These 7 parts should be on the road to] Spiritual Maturity.
4 Humani-
ties 2 Social
Studies 7 Business

Curriculum means much more than workbooks, textbooks, and notebooks.
Curriculum means "race course." Christian curriculum includes all
planned experiences (both "curricular" and "extracurricular") which
are designed to bring the pupil to spiritual maturity.

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7. INSTRUCTIONAL METHODOLOGY -->

The Biblical Principle:
The Bible allows
for and even demands a variety & balance
in teaching methods.

a. Types of Instructional Methods --There are two basic types of instructional methods:

(1) Pupil Involved a. Problem Solving | f. Student Panels & Debates___ | ___b. Projects \ | / P u p i l e. Creative Art & Writing___/ | \___c. Role | Playing | d. "Buzz" Groups
When these methods are
used exclusively, this
practice ordinarily
reflects what kind of
view of---
(a) The child?
He is 'good'.
(b) The teacher?
He is a guide.

(2) Teacher Controlled Lecture | | T e a c h e r / \ / \ Audio-visuals--film strips Dictation--note keeping
When these methods are
used exclusively, this
practice ordinarily
reflects what kind of
view of---
(a) The child?
He is a blank tablet to be filled.
(b) The teacher?
He is a reservoir of facts.

b. Historical Trends in Methodology Pupil Involved---. .---Teacher Controlled | | <--' '-->

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1. Socrates (Humanist) 469-399 B.C. Questions method---------------------------- 2. Imitation & Memory methods 400-1400 A.D. (Early Middle Ages) Facts must be mastered. 3. Lecture Period 1400--on (lack of text books) ------------- 4. Erasmas 15th & 16th Centuries Informal Talking------ 5. John Locke 17th Century Cohersive Learning (Punishment) ------------ 6. Comenius Later part 17th Cent. 5 Senses of Education (sight, sound, smell) --------------- 7. Rousseau 18th Century Freedom of Learning (Let them learn what they want to.) 8. Pestalozzi 1st Hand Experience method Horace Mann 19th Century Father of Secular Education 9. Hebart Aperception 19th Century Content Centered ---------------------- 10. Progressive Experience 11. John Dewey method

c. Christ--the Master Teacher
Pupil Involved Methods:
1. Questions
2. Problems
3. Projects Teacher Controlled Methods:
1. Lectures
2. Preaching
3. Story-telling

d. Criteria for Selection of Methods
--Here are five criteria to use when considering the choice of a teaching method

The Goal.
The Teacher.
The Pupil.
The Time.
The Resources. What am I trying to teach?
Who is teaching?
Whom am I teaching?
How long do I have to teach this lesson?
What is available? [How much money you got?]

8. DISCIPLINE -->

The Biblical Principle:
The Biblical view of the child demands
a system of discipline which shows loving
respect for the child as the image of
God but is firm in view of the child's
nature.

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  a. Three Views of Discipline:
(1) Extreme Authority (2) Loving but Firm (3) Permissive ========================================================== Sees child as-- /\ Sees child as-- Neutral (Beast) / \ Basically 'good' -------- (child supposedly Sees child as-- cannot do wrong) God's property but in a sin- marred condition.

  b. Goal of Discipline
Discipline [before: sad child] ---Christ-likeness---> [after: happy child] Be Christ and Spirit disciplined [Three Types of Goals: (1) Revenge (2) Reputation (3) Peace & Quiet]

The word "discipline" comes from the
same root word as "disciple."
In a Christian educational setting,
the goal of discipline should be to
produce disciples of Jesus Christ.
This goal is consistent with the three
aspects of Biblical discipline.

  c. Three Aspects of Biblical Discipline
"And, ye fathers,
provoke not your child-
ren to wrath: but bring
them up in the nurture and
admonition of the Lord." --Eph. 6:4

"nurture"-- "admonition"-- [(paideia) Two connected meanings: [(nouthesia) See (1) & (2) below] See (3)]

(1) Instruction & Correction This is the same word used in Acts
7:22 for "learned" and in Acts 22:3
for "taught[.]"
Although we often think of Proverbs
as the book of corrective discip-
line, the instruction aspect of
discipline is the primary thrust
here.
(2) Correction This same word is also used
in I Cor. 11:32 for "chas-
tened[,]" in Hebrews 12:5-11
for "chastening," and Luke
23:16, 22 for "chastise[.]"
The word is broad enough
to include corporal discip-
line but does not always im-
ply that.
(3) Counsel The Greek word used here also
is translated "admonish" in
Rom. 15:14, Col. 3:16, I Thes.
5:12, and II Thess. 3:15.
"admonition" is the word used
in I Cor. 10:11 and Titus 3:
10.
The word implies a personal
confrontation where the per-
son being counseled is con-
fronted with his problems
with view to a future change

[Positive Aspects of Discipline: (1) Hear (2) Hearken (3) Listen]

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  d. Three Levels of Disciplinary Control
(1) Preventive
Helpful Hints:
(a) Clearly define class rules.
(b) Thorough teacher preparation.
(c) An air of confidence.
(d) Communication through eye-contact.
(Proverbs 20:8)
(e) Non-emotional warnings.
(f) Arrangement of seating.
(2) Corrective
The battle can largely be
won or lost on the first level.
However, corrective measures
are sometimes necessary.
Corrective discipline pro-
grams vary from school to
school. Whatever the discip-
line system used, consistency
is a necessity. Discipline
must be consistently carried
out through the entire school.
It should also be administered
consistently by each individ-
ual teacher. To violate either
of these, leads to confusion and
frustration on the part of the
child.
Below are two examples of
corrective disciplinary measures:
(3) Expulsion
In cases where constant attempts
to help a rebellious student have
failed, where important moral rules
have been violated, or when the
authority of the school has been
openly challenged, the student should
be expelled to prevent him from
spreading his rebellion or ruining
the Christian testimony of the school.
See Proverbs 22:10. Also, this
practice is consistent with the New
Testament local church practice of
"excommunication." See I Cor. 5:1- 7.

(a) Demerit System (b) Corporal Discipline

HOW I ACT
Demerits --hullabaloo 3 Loud talking Loud singing Unnecessary noise --out of order 3 Throwing objects Littering --work not in 3 --intentional disobedience 10 --attitude 5 Insolence Sarcasm --courtesy lacking 2 Insults Rudeness --talking 3

For example, a student accumula-
ting 10 demerits in the semester
makes a visit to the principal's
office. The first visit may
necessitate either a lecture or a
few swats with the paddle. When
25 demerits have been accumulated
during the semester, the parents
are called in with the student
for a conference. Fifty demerits
per semester would invoke a three-
day suspension, and 100 demerits
in any semester would mean auto-
matic expulsion from the school.
--Dr. Robert Billings
Proverbs 13:24;
19:18; 22:15;
23:13-14; 29
Hebrews 12:3-11

While corporal discipline does have a
strong Biblical basis, this process should not
be abused. Spanking should be reserved as a last
resort and in cases of over rebellion to school
authority.

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9. EVALUATION -->

The Biblical Principle:
Christian school or Home schools should evaluate
student progress.

a. Methods of Evaluation

--Student evaluation must include each of these four areas of the student's life:
   mental, physical, social, and spiritual. Accurate student evaluation becomes
   more difficult at each point of the following list:
(1) Mental Evaluation [5 types of tests]
(a) IQ Test (Potential or Native Ability) (b) Aptitude Test (Skills, knowledge and interests) (c) Achievement Test (Mastery of subject matter) (d) Diagnostic Test (Habits or abilities) (e) Prognostic Test (Future Success or Failure)

(2) Physical Evaluation
(a) Physical education tests (b) Health records (c) Physical checkups (d) General health condition

(3) Social Evaluation
(a) Cooperation (b) Participation (c) Friendliness (d) Number and quality of friendships

(4) Spiritual Evaluation [Pastor involved]

IF the overall goal of Christian education is Christlikeness or spiritual
maturity,
THEN the most important [& most difficult] evaluation in Christian education is the measurement of
growth toward that goal.

-- Sometimes spiritual growth is so subjective that it is difficult to measure.
However, an evaluation of spiritual growth in the lives of the students is a necessity.
How else can a school determine its effectiveness in the process of developing disciples?

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(a) Methods of Spiritual Evaluation:
(i) Interest in attending schools of Higher Education. (ii) Involvement in Christian service activities. (iii) Changes in kids attitudes and behavior. (iv) Personal spiritual life development. (v) Spiritual stability of students after Graduation.

(b) Spiritual Failures
A Christian school (faculty and administration)
should have a two-fold attitude toward "spiritual
dropouts."
First, there should be an honest concern when
students and graduates turn their backs on all that
they have been taught in the Christian school.
Every "spiritual dropout" should cause a school to
evaluate its faithfulness and consistency in the
ministry of Christian education.
Second, when failures are obviously not because
of a neglect on the part of the school's leader-
ship, the teachers and administration must not try
to bare the responsibility of the student's sin.
Remember--God does not hold Christian leaders respon-
sible for being successful--only faithful--.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - --- - - - - - - - - -
b. The weak Student
   Two Crucial Questions:
(1) How much education does a Christian young person need? Answer: As much as he/she needs to fulfill God's will for their life. A Basic Education is enough when it fulfills our ability to function in the world in which we live in order to do God's will.

(2) What do we do with the Christian young person whose mental inabilities disqualify
   him from a "college prep" Christian high school?
--THREE POSSIBILITIES:
(a) Vocational School. (b) No college. (c) Develop a Christian Vocational Education.

Vocational education is very expensive. However, in many local churches, there are
Christian businessmen who represent most major professions and occupations which are
legitimate for Christians. The Christian school can work with these men in order to
establish an "on the job" vocational training program which is under the direction of
Christian leaders.
Young people of high school age who are approved by both the administration and their
families could take the basic academic courses at the school in the morning and participate
in the vocational program in the afternoon.

#50

10. CULTURE -->

The Biblical Principle:
Our Culture should reflect a strong impact
made upon it by Bible principles.

Definition: The products of a civilization. Includes the civilization's aesthetic creations, architecture, customs, governmental structures, etc. Every culture is an externalization of the civilization's dominant religious world view.

a. Three Types of Culture

(1) Christian --> Distinguishing Marks: (a) Just legal system [based on Biblical law]. (b) High moral view. (c) God centered aesthetics. (d) Family based society. (e) Dominance of Biblical Christianity.

(2) Pagan/Christian --> Distinguishing Marks: Mixture (a) Mix of Biblical law & humanistic law. (b) Double standard of morality. (c) Combination of Christian & pagan art. (d) Only tolerance of religious views. (e) Conflicting views concerning the Family, the Individual & the State.

(3) Pagan --> Distinguishing Marks: (a) Humanistic law & many injustices. (b) A low view of morality. (c) Aesthetics reflect a godless view of life. (d) Suppression of Biblical Truth & Biblical Life. (e) Anarchy view of society. [Do your own thing.]

Where does
America
stand
today? __ Christian?
   __ Pagan?
   __ Mixture? Answer: Between (2) & (3).

T.S. Eliot reflected our dilemma in these words written in 1939--
"I believe that the choice before us is between the formation of a new
Christian culture, and the acceptance of a pagan one."

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b. The School and Culture

--A school's educational philosophy is judged as conservative or liberal largely
according to what that school does with its society's "cultural heritage."
(1) General Educational Views Concerning Culture

THE EDUCATIONAL PHILOSOPHY CONTINUUM

Liberal Conservative

Attitude
Toward
Culture

Attitude
Toward
Culture

1. Reconstructionism:
is a militant tool
of social & cultural
change. 2. Progressiveism:
equip people to
adjust to the changes
of society. 3. Essentialism:
Idealism & Realism;
We need something
new. 4. Parentalism:
Truth is changeless
& worthy of trans-
mittance to another
generation.

(2) Christian Educational View of Culture
--The Christian school can influence the culture of our society in two
basic ways:
(a) Christian Attitude Toward Society

Liberal View: Ascetic View: Biblical View:

Society is totally unaf-
fected by sin.
Thus, a Christian func-
tions just the same as a non-
Christian in the world.
Thus, there is no need for
any kind of unique Christian
education to prepare youth
to face their society. Society is so affected by
sin that a Christian's degree
of holiness is determined by
his degree of isolation from
society.
Thus, the Christian school
serves only as a "hot house"
to isolate the child.
There is no positive im-
pact to be made by Christians
upon our society. Society is affected by sin.
The Christian child does
need shelter from dangerous
humanistic influences.
However, the Christian
school also serves as an
instrument for equipping
Christians to have an impact
upon all legitimate areas
of our society and its
culture.

(b) Christian Attitude Toward Cultural Heritage

  (i) We should discern the ungodly elements within our culture.
(ii) We seek to eliminate the ungodly elements from our culture.
(iii) We should also discern the Godly elements within our culture.
(iv) We ought to transmit these Godly elements to future generations.
  Thus--- As much as possible influence our culture and future cultures for
   the glory of God.