1.

CHRISTIAN EDUCATION

I. What is Christian Education?

A. Education
Education is the important and strategic issue facing the Christian in the years to come
as he strives to participate in the Christian reconstruction of the nation. Without the
development of a consciously Christian educational movement, there will be no
reconstruction in terms of the Christian faith. Education is the high ground in the
Christian's battle against the forces of humanism and atheism . Christian can provide
education for his children in accordance with the demands of the Christian faith as a
God-given responsibility.

Therefore , it is very important that Christians be the salt and light of our generation and
aim to develop an understanding of Christian principles relevant to the philosophy and
practice of education. It is particularly important that the church take a positive stance
on the problems of education, that it make a determined and sustained effort toward the
provision of a specifically Christian philosophy and practice of education. It should begin
to promote and facilitate, to the extent of its possibilities, a re-education program on the
responsibilities of Christian parents in this area . Furthermore, the church must consider
the current shortage of provision for Christian education, as it constitutes a mission field
that the church must develop . T he Christian philosophy of education is consciously
based on a distinctive understanding of the Christian faith . The Christian philosophy of
education argued in terms of that understanding at all points that the source for our
understanding of what Christianity is is the only criterion for establishing and the infallible
word of God reveals in the scriptures of the Old and New Testament . The Christian
philosophy of education is based on the sola scriptura conception of the Christian faith.
The Bible is understood as the supreme and governing authority for our understanding
of all things and our understanding of the nature , purpose and method of truly Christian
education.

B. Christian education
Christian education is a channel of communication between the gospel of our Lord Jesus
Christ and unbelievers. Christian education aims to encourage people to gain an authentic
relationship with God through in-depth studies in both the Old and New Testaments to grow
in their relationships with Him.

' 'He who despises advice will have poverty and shame/· But he who keeps correction will
regain honor.// (Proverbs 13:18).

Education has biblical roots in God's dealings with his people ( Gen. 18). The origin of
Christian education is the inspired, authoritative and infallible word of God , written
by the Holy Spirit through human agents (2 Peter 1:20-21) first understanding this / that
no prophecy of Scripture is of private interpretation / 21 because prophecy was never
brought by will human/but the holy men of God spoke as they were inspired by the Holy
Spirit . Modern Christians , religious leaders of various denominations and ministries ,
Bible teachers, ministers of church education, boards or committees of Christian
education , seminaries, theological colleges, and others Agents at various levels must
ensure a contextual approach to the Bible and current relevance. C hristian education
must be accessible to all people and takes place in the church or in areas designated
by the church .
C. Christian Educators and Learners

Christian educators and students rely not only on human reasoning or experience in
pedagogy to produce new understanding in the student. C hristian educators and
learners trust in the Spirit of God who guides all people to truth (Truth - John 14:6; and
truth - John 16:13) with dynamism for change. Philippians 2:13 - " for it is God who works
in you to will and to do ... " and Romans 12 : 1-4 " ... transformation ... "

[John14:6 ESV] 6 Jesus said to him: I am the way / and the truth, and the life / · no one
comes to the Father / except through me.

[John 16:13 ESV] 13 But when the Spirit of truth comes, he will guide you into all truth,
for he will not speak on his own authority/ but will speak whatever he hears/ and will
make you know the things that they will have to come.

[Philippians 2:13 ESV] 13 because it is God who works in you both to will and to do, for
his good pleasure.

[Romans 12:1-2 ESV] 1 Therefore/ brothers/ I beseech you by the mercies of God/ to
present your bodies as a living sacrifice/ holy/ acceptable to God/ which is your reasonable
service. 2 Do not be conformed to this world/ but be transformed by the renewing of your
mind/ that you may prove what is the good will of God/ acceptable and perfect.

D. Christian Theological Education

Christian theological education focuses primarily on post-baccalaureate formal higher

education . T he primary role of Christian theological educational institutions is to provide
higher education for vocational scholars, ministers or missionaries who will serve
religious constituencies.
E. Theological Education

Theological education is a special education that generally results in special service and
Christian leadership within the church and church-related institutions . It is carried out in
theological colleges , seminaries , pastoral institutes and centers for theological education
programs . Theological education includes degree and non-degree programs for the
education of church leaders . In particular, theological education provides the opportunity
for intensive education in three areas : formation, understanding of the Christian faith, and
preparation for ministry .

II. Types Difference and Role of Education

A. Types of education

Christian education has been elaborating and articulating distinctions between three forms
of education that have come to be called formal, non- formal, and informal.

1. Formal

Formal education refers to our efforts to teach explicitly and intentionally in structured and
designated educational settings, such as a Sunday school class, a Bible study, a gathering
of catechumens for instruction , etc.

2. Not formal

By non-formal education we mean those experiences that are intentionally planned and
designed, and that are clearly formative but that are not explicitly identified as
educational. Such experiences may include, for example, worship meetings, service
opportunities inside or outside the church, prayer meetings, fellowship, etc.

3. Informal

Informal education refers to the whole range of interactions and experiences we have that
may not be planned or structured, but are still very formative . Much of this has to do with
issues of ethos and forces of socialization or acculturation that occur with or without our
knowledge or intention .

B. Learning, Education , Training , Relationship

1. Learning

D efferent learning theorists have a difficult concept and diverse positions regarding the
nature of learning. Learning can be defined as " the process that produces the ability to
exhibit new or modified human behavior . " L earning is a process that, unlike schooling, is
not limited to an institutional context . It is possible to learn individually or with the help of
another person. People can learn in a school, but they can also learn if they have never
seen a school . L earning is a lifelong process that can occur anytime, anywhere .

2. Education

Education is a process in which a student comes to understand reality ( vertical and

horizontal relationships) and truth (vertically revealed truth and horizontally communicated
truth) with transformative changes (being and doing). ) . Education can be seen as a subset
of learning. A useful distinction between learning and education is that education is the
deliberate attempt by the learner or another person to control, guide, direct, influence or
manage a learning situation in order to achieve the desired learning outcome . Education ,
seen from this perspective, is not limited to schooling or traditional school curricula or
methodologies. Education , like learning , is a lifelong process that can take place in an
infinite variety of circumstances and contexts. On the other hand, education is distinct from
the broader concept of learning , since education embodies the idea of deliberate control by
the learner or another person toward a desired goal. Educ ation could be considered as
directed learning as opposed to undirected or involuntary learning .

3. Training

Sometimes training is confused with education. Training can be differentiated from the
concept of education on the basis of the development of understanding . Increased
understanding led to reflective thinking about cause and effect relationships rather than
simply responding to a set of stimuli. The development of understanding is inherent to
education, while simple receptive activity is generally associated with training. Education is
essentially a human process, while training can take place at the animal level. Education
may include some aspects of training because training is a subset of education, since
education is a subset of learning.

4. Relationship of learning, education, training and schooling

Figure 1 illustrates the relationship between learning , education, training and schooling .
Education and training are specialized types of learning and
Training is a specialized type of education. Schooling is related to these three forms of
learning in the sense that learning, education and training can take place in the context of
schooling. Therefore , Figure 1 illustrates that most learning , education and training take
place outside the context of a formal school environment.

Learnin
g

Figur e 1.The R e l a tion s hip of S e l ec ted L e arning - R e lat e d C on ce pt s

C. The role of the school in society

1. Agents of the Company

T he school is just one of society's agents for learning , education and training . The family,
the media, the peer group , and the church are some of the other institutions that share this
responsibility. In fact, the school can be a minor partner in the educational process, while
the family and the media play an important role in the lives of most children. It must be
understood that the " teacher " in the fullest sense of the word may not only be in the
school system but also in a speaker, parent, pastor, or peer . Likewise, a television program
or an individual home has a vision of truth and reality and a set of values. It can give rise to
a certain " curriculum" and teaching methodology as educational functions .

2. Complex Educational Environment

The school exists in a complex educational environment. The components of the complex
environment may not be adopting the same message regarding reality , truth , and value.
The complex educational environment undoubtedly weakens the impact of the school as
well as the impact of other educators in society and gives children a misleading message
about their world and what is important in them. life. The school in society must take into
account that learning, education, training and schooling take place in this complexity of
forces and fulfill their function in society.
I II . The Christian perspective of education

A. Christian Perspective

The Christian should start from a totally different perspective . It is the God of Scripture
who has created and therefore who defines man , and He has created man in His own
image . The goal of education is, therefore , to promote maturation in the image of God,
and it is the duty of Christian parents to care for the child, develop his character , and
discipline him in terms of God 's purpose for him. his life.

B. Passages from the Bible

Several Bible passages describe the roles of teachers, including parents and leaders:
Deut.6:5-9, 1 Cor . 11:1, 2 Cor.10 : 8, 1 Thes . 2 : 7-8; 11 - 12, Mark 10 : 42-45, 1
Peter 5 : 2-3 and Luke 6:40 . Although there are numerous ways to categorize roles
of the teacher and leader from a biblical perspective : (1) Teach , (2) Serve , (3) Be in
charge , and (4) Be a role model .

[Deuteronomy 6:5-9 ESV] 5 You shall worship the Lord your God with all
your heart, and with all your soul, and with all your strength. 6 And these
words that I command you today will be on your heart; 7 And you will repeat
them to your children, and you will talk about them while you are in your
house, and when you are walking on the road, and when you lie down, and
when you get up. BY you shall bind them as a sign on your hand, and they
shall be as frontals between your eyes; 9 and you will write them on the posts
of your house, and on your doors.
[1 Corinthians 11:1 ESV] 1 Be imitators of me, just as I am of Christ. [2
Corinthians 10:8 ESV] 8 For even though I boast a little more about
our authority, which the Lord gave us for edification and not for your
destruction, I will not be ashamed;
[1 Thessalonians 2:7-8 ESV] 7 Before, we were tender among you, like a
nurse who tenderly cares for her own children. 8 So great is our affection for
you, that we would have liked to give you not only the gospel of God, but also
our own lives; because you have become very dear to us.
11 Just as you also know how, like a father his children, we
exhorted and consoled each one of you, 12 and
We charged you to walk worthy of God, who called you to his kingdom and
glory.
[Mark 10:42-45 ESV] 42 But Jesus called them to him and said, “You know
that those who are considered rulers of the nations lord it over them, and
their great ones exercise authority over them. 43 But it will not be so among
you , but whoever wants to become great among you will be your servant, 44
and whoever among you wants to be first will be servant of all. 45 For the
Son of Man did not come to be served, but to serve, and to give his life as a
ransom for many.
[1 Peter 5:2-3 ESV] 2 Feed the flock of God that is among you, taking care
of it, not by force, but willingly; not for dishonest gain, but with quick
courage; 3 not as having dominion over those under your care, but as
examples to the flock.
[Luke 6:40 ESV] 40 The disciple is not superior to his teacher; but everyone
who is perfected will be like his teacher.

C. The role of the teacher

l. Teach so that students learn

T he role of the teacher is to teach . What do you think is the most important role of the
teacher in a school? T he answers are: "love children" . "to help them grow", "to be an
example", "to contribute to their lives", etc. While all of these and more are very
important, a teacher is hired primarily to teach, that is, to promote student learning . (1)
The teacher must know the subject and how it should be learned and content to learn.
The teacher must be a lifelong learner and a student of the subject to be taught. The
teacher must study the structure of the subjects to be taught so that the approach and
methods used for learning a particular subject... (2) T he teacher must know the
students and know how they learn best. (3) T he teacher must know how to bring
together the student's understanding and the topic to be learned .
2. At your service

Jesus told His disciples , "All power has been given to Me in heaven and on earth "
(Matthew 28:18), then He told them to go into all the world and preach the gospel .
Every authority in the universe is delegated authority . It has its origin in God himself .
Peter is asking teachers to serve as shepherds of God's sheep (1 Peter 5: 2-3 ). The
teacher needs to serve as a loving shepherd .
[Matthew 28:18] And Jesus came and spoke to them, saying: All authority in
heaven and on earth has been given to me.
3. Be in charge

The concept of the authority of the teacher is archaic. Teacher as authority is no longer
in the modern world. The passage in 2 Corinthians 10 : 8 that affirms the authority of a
leader , a Christian who is influenced by culture may be shy or unwilling to say that one
of the roles of the teacher is the role of authority . . The government considers teachers
to be the legal authority in the classroom, so we are legally responsible for our students .
It is the law of the world . This is one of the reasons why teachers should have civil
liability insurance . The teacher must be in charge and responsible for the care of the
students and the learning environment for building , not for prohibition and control.

4. Be a role model

T eachers were infl uenced by the concept of modeling the well-rounded citizen . The honest
citizen was a respected reflection of the society in which we lived and was thought to be the
best of the best. The teacher is the upright citizen and must be a role model for students as
educators. The Apostle Paul wrote to his readers to be followers "of me, as I am a follower of
Christ " (1 Corinthians 11 : 1).
Because the goal of education is connected to the goal of life, the goal of education
could be for the student to fully develop as an image bearer of God and flourish to His
glory . Table 1 compares the sets of descriptions, the one that declares the glory of the
Lord ( Exodus 34 : 6 - 7) and the one that declares the characteristics that manifest
Christ -likeness in the hope of glory (Colossians 3 : 12-14) . Therefore , the teacher
needs to be a role model of Christ, manifesting the glory of the Lord in our lives .

The glory of the Christ in you , the glory of hope

Lord
(Colossians 3:12-14)
(Exodus 34:6-7)
And Jehovah passed before him and Put on yourselves , then , as God 's chosen
proclaimed: Jehovah ! Jeho va ! strong , ones , holy and beloved , with endearing
merciful and pious; Slow to anger , and mercy , kindness , humility , meekness ,
abounding in mercy and truth; 7 who keeps patience; 13 Bearing with each other , and
mercy for thousands , who forgives iniquity , forgiving each other if anyone has a
rebellion and sin , and who will by no means complaint against another. Just as Christ
hold the wicked innocent ; forgave you , so also
who visits the iniquity of the parents on the you do it . 14 And above all these
children and over the children 's children , things you see uncles of love , that is the bond
until the
perfect.
 third and fourth generation.
Table l. Comparison of the glory of the Lord and the characteristics that manifest Christ-likeness

Christianity is based on a distinctive and unique vision of reality, truth and value. The
educational configuration derived from that worldview arises from those beliefs.
Christian education is a Christian fact more than a mere word . Christian education must
consider the nature and potential of the student, the role of the teacher , the content of
the curriculum, the methodological emphasis and the social function of the school in
the light of the Christian philosophical basis .

IV . A Christian approach to education

A. The Nature of the Student and the Goal of Christian Education

1. Human nature and image of God

The essential thing about the human being from the biblical perspective is that "God
created man in his image" (Gn 1:27) . Humanity is in a unique relationship with the
Creator-God . Due to the fact that we are human beings created in the image of God. It is
a distinction between people and other creatures. The Bible establishes that human beings
were created with the ability to communicate and develop personal relationships with God,
the Creator. The image of God extends to every part of an individual. Human beings were
created in the likeness of God mentally , spiritually, and physically. But humanity has
changed, and this change is the result of the Fall described in Genesis
3 . As a result of humanity rejecting God and choosing its own way, people became
separated from God (Gen 3:8-10), from their fellow men ( Gen 3:11, 12), from
themselves (Gen 3 :13) and the natural world (Gen 3:17 - 19) . The image of God was
corrupted in all its aspects. H umanity is separated from the source of life; and, as a
result, she was subject to death (Gen 2:17 ; 3:19) .

2. The restoration of the image and the redemptive and reconciling role of education

God takes the initiative to help individuals out of lostness and to renew and restore His
image to the fullness of humanity in them (Col 3:10). This is the reason why Christ came
into the world . The first promise of this restoration and reconciliation can be revealed in
Genesis 3:15, where Adam and Eve were granted the initial vision of the Redeemer . This
promise is seen in the sacrificial services of the Old Testament as the Lamb of God who
would die for the sins of the world (John 1:29) . It is the fullness in the incarnation of Jesus
Christ , who came to save fallen humanity from the consequences of sin ( John 3:16-17).
[Colossians 3:10 ESV] 10 and having put on the new, which is being
renewed in full knowledge according to the image of Him who created
it,
[Genesis 3:15 ESV] 15 And I will put enmity between you and the woman,
and between your seed and her seed; It will bruise your head, and you will
bruise its heel.
[John 1:29 KJV] 29 The next day John saw Jesus coming to him, and said,
Behold the Lamb of God , which taketh away the sin of the world.
[John 3:16-17 ESV] 16 For God so loved the world, that he gave his only
begotten Son, that whoever believes in him should not perish but have eternal
life . 17 For God did not send his Son into the world to condemn the world, but
that the world might be saved through him.
The nature, condition and needs of the student are provided in accordance with the focal
point of Christian educational philosophy , and educators should be oriented toward the
goals of Christian education. All students must be seen as individuals who have infinite
potential because students are children of God.
They need to know Jesus Christ as Lord and Savior. T he redemptive, restorative , and
reconciling goals of Christian education are evaluating the value of Christian education. C
hristian education must include the role of the teacher, curricular emphases, appropriate
instructional methodologies, and the rationale for providing Christian alternatives
compared to general public education.

3. Some educational considerations related to the nature of the student

In the Christian perspective, students are the children of God. Each one is a repository
of the image of God. Therefore , each one has infinite and eternal possibilities. The
value of each individual student can be assessed by paying the price of restoration at
the Calvary Cross. The Christian educator needs to understand the conflict within each
human being . The Christian educator realizes that each student is a candidate for the
kingdom of God and deserves the best education that can be offered. The Christian
educator sees the core of the human problem : sin, separation from the life and
character of God . In the fullest sense of the words, Christian education is redemption
and reconciliation . As a result , Christian education seeks a balanced development
between the social, spiritual, mental and physical aspects of the student in all its
activities and throughout its total program . The purpose and goal of Christian education
is the restoration of the image of God in each student and the reconciliation of students
with God, their peers, themselves, and the natural world .
B. The role of the Christian teacher

1. Teaching is a form of ministry

Because the function of Christian education is that of reconciliation and

Restoring the balanced image of God in students, education must be seen primarily as a
redemptive act . Therefore , the role of the teacher is ministerial and pastoral in the
sense that the teacher is an agent of reconciliation. The clearest and fullest integration of
the gift of teacher-pastor is seen in the ministry of Christ . One of the terms with which he
most often addressed Jesus was that of
"teacher" . In Greek, didaskalos, which is more accurately translated as "teacher." Christ
can be seen as the best example of teaching in terms of methodology and meaningful
interpersonal relationships . The gospels from the perspective of Christ as teacher will
contribute greatly to our knowledge of how to operate in the classroom and will put us in
direct contact with the objectives and goals of Christian education .

2. The Christian teacher as an agent of reconciliation

Christian teachers are agents of reconciliation. They are people who go out to "seek
and save what has been lost . " They are people willing to work in the spirit of Christ so
that their students can be in harmony with God through the sacrifice of Jesus and be
restored to the image of God .

A. The development of Christian character

The development of Christian character in students stands as a main goal of Christian

teachers. c. b. Evey related character development to the primary purpose of education
when he stated that “the fundamental objective of Christian education is to bring the
individual to Christ for salvation. Before a man of God can be perfected, there must be a
man of God to be perfected; Without the new birth there is no man of God." In other words,
true Christian character can only develop in the born again person. Character development
outside of that experience may be good humanism or even good Pharisaism, but it is not
consistent with the Christian model .

B. The development of a Christian mind

The goal of Christian education involving the teacher is the development of a Christian
mind . Christian educators were interested in helping students develop a Christian way of
viewing reality and organizing knowledge within the framework of the Christian worldview
. Gene Garrick noted that "not
"There can be a truly Christian mind without the new birth, since spiritual truth is
apprehended and applied spiritually (1 Corinthians 2: 1-16 )."

C. Preparing students for the world of work

Another goal of Christian education is to prepare students for the world of work.
Occupational preparation cannot be separated from the themes of the new birth , the
development of character , the development of a Christian mind, the achievement of
physical well-being , and the development of a sense of of social responsibility. T he
Christian life is interacting with others and with the whole person. C hristian teachers
will strive to allow their students to see so-called secular occupations within the context
of an individual's broader vocation as a servant of God.

D. The final goal of Christian teaching

T he ultimate goal of Christian teaching is to serve God and others . T he life of Jesus was
a life of service to humanity. He came to our planet to give of himself for the good of others
. Its followers have the same function, and the ultimate goal ( that is, the final result) of
education is to prepare or disciple students for that task . Figure 2 indicates that
conversion , character development, acquisition of a mature Christian mind and good
health, and occupational preparation do not end in themselves .

Rather, each is an essential element in preparing an individual for service to his fellow man,
as God seeks to heal the alienation between people that developed in the Fall. T he
essence of Christian love and the character of Christ is service to others .
 Primary Ai m s Secondary Aims Ultimate Aim or
Final Ou t come

1 charcharacter Development 1

Leading young people into a1---+ D evelopment

saving I Jesus Christ
relationship with Service to
heard Christian
mind God and
other
Development of gifts
for social people for
both here
and the
Development of
physical, emotion , hereafter
al and social health

Development far the

"'---+ world of work

Figure 2.Purpo s e s of Christian Educatioo that Ioform Teaching

3. The primacy of teaching

Teaching young people is not only a ministerial act, but it is one of the most effective forms
of ministry. It affects the entire youth population at their most impressionable age. Within the
formal school system, the teacher is the most influential educational professional. It is the
teacher who is in the place where the adult world and the child's world meet . The non-
teaching position, the ideal curriculum , the most modern teaching tools and the
impeccable organizational pyramid are marginal if there are no quality human relations at
the point where students meet the teachers of a school.
C. Qualities of the Christian Teacher

The qualifications of the Christian teacher can be the balanced nature of each individual .
From that perspective, there are spiritual, mental, social, and physical characteristics that
are important qualifications for Christian teachers.

1. Spiritual qualification

The first thing of importance for the Christian teacher is spiritual qualification. That is true
because the essence of the human problem (sin) is spiritual in nature. Furthermore, the
"natural man" suffers a form of spiritual death (Gen 3), and his greatest need is a spiritual
rebirth (John 3:3, 5) .
John 3:3 - 5

3 Jesus answered and said to him: Verily, verily, I say unto you, Except a
man be born again, he cannot see the kingdom of God. 4 Nicodemus said to
him: How can a man be born when he is old? Can he enter his mother's
womb a second time and be born? 5 Jesus answered: Truly, truly, I say to
you, unless someone is born of water and the Spirit, he cannot enter the
kingdom of God.
2. Mental development

Secondly is the mental development of Christian teachers who are continually growing in
themselves . Your literary qualifications are no less important . Because they are inspired
by broader goals and higher motives, they may even have gone beyond the average for
their profession , and will undoubtedly strive to exceed the minimums set by
accreditation agencies. C hristian teachers will be people capable of both seeing and
communicating the subject of their specialty in the context of the Christian worldview.

3. Social Qualification

The third area of development to be sought in Christian teachers is their social

qualification. The social relations of Christ with his "students" in the gospels constitute an
interesting and fruitful study . Some of the social characteristics found in the life of Christ
are tact, patience, sympathy , understanding of the problems of others, the ability to
convey to them a sense of personal interest , the ability to earn their respect and trust ,
firmness when necessary, flexibility , and impartiality.

4. Physical qualification

The fourth sphere of teacher qualification is physical qualification . C hristian teachers

need to benefit greatly from good health. Without good physical preparation it is
impossible to maintain the reflection of the image of Christ . C hristian teachers must be
people who seek physical health and balance in their own lives by following the laws of
health that God has incorporated into the natural world and revealed in His Word .
Christian teachers strive to achieve continuous improvement of their personal qualifications
and it is the same goal they seek for their students: the restoration of the physical, mental,
spiritual and spiritual image of God . socially . This balance found in the life of Christ will
form the basis for your professional training.

D. Curricular Considerations

1. What knowledge is of greatest value?

Christian educators know what knowledge is most valuable because they realize the
greatest needs of humanity. They know that the Bible is a cosmic revelation that transcends
the limited scope of humanity and that not only reveals the human condition but also the
remedy for that condition. Furthermore, they realize that all topics become significant when
seen in the light of the Bible. Christian educators did not focus on the pattern of knowledge
in relation to its center, but on how to apply what they know. Therefore, the challenge facing
the curriculum developer in a Christian school is to move beyond a curriculum that focuses
on fragments and move to a position that clearly and decisively integrates the details. of
knowledge in the biblical framework .

2. The Unity of the Truth of God

A basic postulate underlying the Christian curriculum is that "all truth is the truth of God .
" From the biblical point of view, G od is the Creator of everything. Therefore , the truth in
all fields comes from Him . Not seeing this point clearly has led many to develop a false
dichotomy between the secular and the religious . The dichotomy implies that religion
has to do with God , while the secular is separate from God. From this point of view, the
study of science , history and mathematics was considered basically secular, while the
study of religion , the history of religion l is i a and ethics is considered religious .

Every truth in the Christian curriculum, whether it deals with nature, humanity, society, or
the arts, must be seen in its proper relationship to Jesus Christ as Creator and
Redeemer. It is true that not all truth is covered in the scriptures. For example , nuclear
physics is not explained in the Bible . That , however, does not mean that nuclear
physics is not connected to God 's natural laws and that it does not have moral and
ethical implications since its applications affect people 's lives . J esus Christ was the
Creator of all things. Jesus Christ is not the religious subject that
people have chosen (John 1 :1-3 ; Col 1:16 ) . Christian teachers must apply to the
curriculum that all truths are united by the truth of God.

[John 1:1-3 ESV] 1 In the beginning was the Word, and the Word was with
God, and the Word was God. 2 This was in the beginning with God. 3 All
things were made through him, and without him nothing was made that was
made.
[Colossians 1:16 ESV] 16 For in him all things were created, things in heaven
and things on earth, visible and invisible; be thrones, be dominions, be
principalities, be powers; everything was created through him and for him.

3. The strategic role of the Bible in the curriculum

The Bible is the fundamental and contextual document for all curricular elements in the
Christian school. This postulate is a natural result of a bibliocentric revelational
epistemology . Just as special revelation forms the basis of epistemological authority, it
must also be the basis of the curriculum . "Arthur Holmes in " The Teaching Authority
of the Scriptures " writes "engages the believer in certain focal points and thus provides
an interpretive framework , an overview of how everything relates to God " .

For Christianity, the Bible is both fundamental and contextual. T he Bible provides a
pattern for thinking in all areas. This line of thinking has led many Christian educators
to view the Bible as the integrating point at which all knowledge is brought together for
contextual interpretation. The Bible is the focus of integration of all knowledge
because it provides a unifying perspective that comes from God , the source of all
truth .

Figure 3 shows an integration model; indicates that we must approach each topic in light
of the biblical perspective . The dashed lines in Figure 3 show that there are no specific
divisions between the various themes , much less a false dichotomy between the sacred
and the secular . The double-headed arrows indicate not only the fact that the Bible helps
us understand all the topics in the curriculum, but also that the study of history, science,
etc. , also sheds light on the meaning of the Scriptures . God has revealed himself
through the Bible in special revelation and through the world of nature in general
revelation . We can grasp the meaning of general revelation only in the light of special
revelation, but both illuminate each other since all truth has its origin in God. Each topic
in the curriculum impacts the others, and all become more meaningful when integrated
within the Biblical context .
 B i bl ic al P e r sp e ct i ve

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Figure 3.C u rricu l um Model: The Bib l ea s Foundational and Contextual

4. The contextual role of the biblical perspective

Traditionally , the interpretive function of literary study has been approached in two different
ways , which can be illustrated with drawings A and B in Figure 4 . Drawing A represents a
classroom approach in which the main emphasis is on the literary qualities of the material,
and in which the Bible or ideas in the Bible may be used from time to time as asides. From
this point of view, literature can be studied largely as it is in non -Christian institutions, with
biblical insight as an additional enrichment. Drawing B , on the other hand, represents the
study of literature in the context of the biblical perspective and what the message means in
terms of the universal and personal dilemma of humanity. dad. As such, he sees literature
from the distinctive point of view of Christianity, including the context of the abnormality of
the current world and the activity of God in that world . From this position, the study of
literature in a Christian institution may be richer than similar studies in non-Christian
institutions. Non - Christians are handicapped by the lack of what is most important in
terms of understanding and interpreting the biblical view of sin and salvation. This does not
mean that literary elements such as plot and style are unimportant , but rather that they are
not the most important aspects of literary study within the context of Christianity.
 Literat ur e Biblical Perspective

TO b

Figure 4.The Contextual Role of the Biblical Perspective

5. Worldviews, cultural wars and conflict in schools

One of the challenges that must be faced in developing a biblically oriented curriculum is
the diverse worldviews that permeate contemporary society. It includes postmodernism,
which is not a genuine worldview that exists in the reality that all grand narrative
worldviews are human constructions. Cultural wars and school struggles are of crucial
importance to Christian schools and biblically oriented educators when discussing and
implementing the curriculum . As a result, teacher training programs in Christian schools
must elevate worldview issues of the broader culture to the level of conscious
philosophical discussion .

Essential to the preparation of science teachers is a study in areas such as Intelligent

Design (not to be confused with creationism ). Since the mid - 1980s, design advocates
have argued that Darwinism is neither supported by the facts of science nor
metaphysically neutral . Design advocates have developed a database and logic that
can defend the accepted Darwinian worldview. The cultural impact of Design is due to a
sophisticated group of scholars who have the concept that traditional Creationism is a
failure . Not all Design advocates defend God or religion, but all advocate the need for
Intelligent Design , a perspective that underlies the biblical claim of a Creator .
6. Christianity and the radical reorientation of the curriculum

The Bible provides the framework for a troubled world. T he Bible provides the template
that gives interpretive meaning. It is from this perspective that the Bible is the focal point of
integration of all our knowledge .

Mathematics , for example, like Christianity, is based on unprovable postulates. Beyond

that, assumptions such as the order of the universe and the validity of empirical
observation are metaphysical and epistemological assumptions. Metaphysical and
epistemological presuppositions are the basis of science, but many modern people
reject them, in both Western and Eastern cultures . It is essential that these
assumptions of scientific and mathematical reality are evident to students. Students
often take these assumptions of scientific and mathematical reality as facts and are
"invisible " to the average student who has grown up in an era that has placed
unconditional faith in science and mathematics instead. from in the Creator. This
integration is most natural at the elementary, secondary, and introductory college
levels , as courses at these levels provide the intellectual context for advanced courses
such as theoretical mechanics and advanced calculus.

Christian math and science teachers will also creatively use the natural points of
integration between their subject and their Christian faith. For example, mathematics
certainly has points of contact with the Christian faith when dealing with areas such as
infinity and the existence of numbers in other parts of daily life, from music to
crystallography and astronomy . The world of mathematical precision is God's world, and
mathematics is not outside the pattern of God's truth.

7. The balanced curriculum

The integration of the curricular program beyond the scope of the integration of specific
subjects in a Christian school is more important.

The Christian school must provide a balanced curricular program for the development
of the various aspects of students who need to be restored to their original position as
beings created in the image and likeness of God.

The neglect of the balance between physical and mental development has its deep
roots in past history , particularly in Greek idealism. Greek philosophical thought
brought with it not only an anti-physical bias from the Western educational world , but
also a bias against the recognition of useful vocations as valid educational endeavors.
In the first centuries of the Christian church, there were
an amalgamation of Greek thought and Christianity with something very non-Christian that is
traditional in Western education.

The biblical position is not anti - vocational. Jesus was educated as a carpenter, and Saint
Paul acquired the art of making tents , although in his youth it seemed that he would not
have to depend on his trade to earn a living. Likewise , the Bible is not antiphysics. God
created the physical world and said it was “ very good ” (Genesis 1:31). There is no
separation between soul and body in the Old and New Testaments. On the contrary, the
Bible provides the concept of bodily resurrection (Dan. 12:2; 1 T is. 4:13-18). Paul definitely
notes that the body is truly the temple of God and that what people do with their bodies
should glorify their Maker (1 Corinthians 6:19, 20; 10:31 ). (6:19, 20; 10:31).
[Genesis 1:31 ESV] 31 And God saw everything that he had made, and, behold,
it was very good. And there was evening and morning the sixth day.
[Daniel 12:2 ESV] 2 And many of those who sleep in the dust of the earth will
awaken, some to eternal life, and others to shame and everlasting contempt.
[1Thessalonians 4:13-18] 13 Nor do we want you to be ignorant, brothers,
about those who sleep, so that you may not grieve like others who have no
hope. 14 For if we believe that Jesus died and rose again, even so God will
bring with Jesus those who have fallen asleep in him. 15 Therefore we say
this to you in the word of the Lord: that we who are alive, who remain until
the coming of the Lord, will not precede those who have fallen asleep. 16
For the Lord himself will descend from heaven with a shout, with the voice
of the archangel, and with the trumpet of God; and the dead in Christ will
rise first. 17 Then we who are alive, who are left, will be caught up together
with them in the clouds to meet the Lord in the air, and so we will always be
with the Lord. 18 Therefore encourage one another with these words . yes
[1 Corinthians 6:19-20 ESV] 19 Or do you not know that your body is a
temple of the Holy Spirit, who is in you , whom you have from God, and that
you are not your own? 20 For you were bought with a price; Therefore
glorify God in your body and in your spirit, which are God's.
[1 Corinthians 10:31 ESV] 31 So if you eat baby , eat or do something else,
do everything for the glory of God.a. Informal and null resumes.
The educational experience of the Christian school is obviously broader than the subject
matter developed in the formal curriculum and taught by teachers in the classroom . The
school also has an informal curriculum with a significant impact. This informal curriculum is
sometimes called an extracurricular program. Within the informal area there are a
multiplicity of organizations and activities, such as clubs, musical groups, athletics, work
experiences, school publications , etc. These informal curricular aspects of the Christian
school must be harmonized with the purposes of the institution and integrated with the
Christian message , just like the formal curriculum , if the school is not to give a message .
dichotomous to its students, constituents and spectators .

In the informal curriculum , both teachers and students need to search the Bible for
those principles that provide them with guidance . The faculty and student body then
apply these principles to both the selection and implementation of all programs and
activities in the Christian school . Such an approach will enrich the informal curriculum
and enhance our individual lives and our schools to make attitude and practice integrate
the message of salvation .

The null curriculum includes areas that lack content, topics, points of view and
procedures . The null curriculum does not usually use the arts, games, and critical
analysis . On the other hand, the implicit or informal curriculum uses these areas and
procedures . The null curriculum simply does not attract their attention . B ut, the null
curriculum is there and operational in the situation but unnoticed . T he null curriculum
is important because it contributes to its effect on the total educational program.
Everything in a Christian educational program is done because there are justifiable
reasons .

9. Education in values

The values taught in a Bible -based school system will not be exclusively related to
individual valuation, but will also be reflected in the social community as a whole.
Sometimes Christian schools raise the issue of the way the government uses power, the
self-interested motivation of big business and workers , and the plight of the poor .
According to the Old Testament prophets, Christian education will raise significant
questions related to social justice in an unjust world because biblical assessment has to do
with both the public and private worlds of believers . . C hristian educators must constantly
keep in mind both the crucial nature of values education and the problem of ethical
relativism in their schools.
10. Maintain a Christian approach

All activities in the Christian school must be Christ- centered , without a doubt, in
accordance with both the first great commandment and the Ten Commandments
(Matthew 22:37; Exodus 20:3). Paul noted that there are things that are lawful but not
helpful for Christian growth (1 Cor 10:23). The Christian institution needs to develop as
the integration of the Christian approach into its formal or informal curriculum. We must
never forget that there is a controversy between the forces of good and the powers of
evil within our epistemology, metaphysics , axiology and our individual lives in the
Christian curriculum. This conflict between Christ and Satan is also evident in the
curriculum . T he Christian school is a battlefield in which the forces of Christ are being
challenged by the legions of Satan. The result will be determined by the position that the
Bible occupies in the Christian school. If our schools are to be a true Christian education ,
then the biblical perspective must be the foundation and context of our entire school.
[Matthew 22:37 ESV] 37 Jesus said to him, “You shall love the Lord your God
with all your heart, and with all your soul, and with all your mind.
[Exodus 20:3 KJV] 3 You shall have no other gods before me.
[1 Corinthian 10:23 ESV] 23 Everything is lawful for me, but not
everything is convenient; Everything is lawful for me, but not everything
edifies .
E. Methodological considerations

An important determinant of the teaching and learning methodologies of any philosophy

of education are the objectives of that philosophy and the epistemological-metaphysical
framework . C hristian teachers must find unique and original ways to teach in the same
sense that Christianity is a unique faith and Christ is a unique person. Obviously,
Christian educators need to use many of the same methods as other teachers. They need
to select and emphasize those methodologies that best help them help their students
develop Christ - like characters.

1. Education , thinking and self-control

Because humans can think reflectively, humans can make meaningful decisions regarding
their own courses of action and destinies. S tudents in the Christian school must be
educated to think for themselves rather than simply training the skill. As animals are trained,
human beings created in the image of God are educated. It is true that there are some
formative aspects in the human learning process . However, these training phases usually
take place when the person is very young or has a mental disability. It
The ideal is to move as quickly as possible, with any student, from the training process to
the more reflective educational process .
If the goal of Christian education is the restoration of the image of God in fallen
humanity, then the goal of Christian discipline is self-control rather than control by
others in both mind and body. conduct. God is seeking the development of human
beings who relate to Him because they see the beauty of His path and have consciously
chosen to unite their wills with the will of God . Humans have experienced the world,
reasoned from cause to effect regarding the direction of their lives, and chosen the
responsive love of God.
A possible model that can be used to illustrate the relationship of external manipulation
with internal control for moral development is shown in Figure S. This model illustrates
the relationship between internal and external control and the weaning process that is a
goal of Christian education . Self -control is the goal of Christian education before young
people abandon the guidance of their parents and teachers . If young people have the
self-control to live a Christian life, they can internalize the principles , relationships, and
values of Christianity in their lives.

...----------------- . Pomt of MOía l Maturity (Self controlled)

E x t erna! Control and T ra ini ng Aspects

Point at Which an Individual

Internal! Control and Education

Begins to Aspects
Rhea are ..,e;...

Ch rono l og i calAge

Figure 5. A Deve l opmentalMode l ofDiscipline

F. The social function of the Christian

l. The centrality of education in cultural transmission
Education is an important function in any society because all young people must go through
some type of educational experience before they are ready to assume responsible positions
in society. Therefore , the future of any society is determined by its current youth .
Furthermore, the direction that young people will take in that society will be, to a large extent,
determined by their education. He
control of educational institutions and the content taught in the institutions has , therefore ,
been an ongoing social problem.

George S. Counts has pointed out that shaping educational policy is protecting the path
that leads from the present to the future . Over the centuries, since special educational
agencies were first established, kings, emperors and popes, rebels , reformers and
prophets appreciated the strategic position of the school. Therefore , between those
opposing forces found in all complex societies, a struggle for control of the school is
always evident . Each group or sect strives to transmit to its own children and the children
of others that culture it esteems; and each privileged class seeks to perpetuate its
privileged position in society through education.

2. T he conservative roles of Christian education

The Christian Church, in its biblical form , can be seen as both a conserving social
force and an agent of social change. He is conservative in the sense that he seeks to
transmit the immutable truths of Christianity through time, but he is reformer in the
sense that he sees himself as the agent of a just God in a world of sin.

Christianity is a revolutionary force and has something better to offer both individuals
and entire societies. Transformation, metamorphosis, conversion, death and rebirth are
some of the words that have been applied to the dynamics of Christianity in its impact on
the lives of individuals and the social order in which they live. Therefore , Christian
education and the Christian school must be seen in terms of the conservative and
revolutionary roles of Christianity. The conservative function of Christian education is
twofold: (1) to transmit the legacy of Christian truth, and (2) to provide a protected
environment so that transmission can take place among young people. Christian values
are imparted to young people in their formative years through the formal curriculum and
the informal aspects of the educational context of the peer group and extracurricular
activities .

The Christian church and Christian believers have the unique role of being in the
world, without being of the world (John 17:14-18). T his apparently contradictory
position remained a challenge for the church from the time of Christ. Historically , we
can find two extremes: (1) The hermits and ascetics, who separated themselves from
contemporary society, and (2) Those who have accepted the norms of non-Christian
culture in such a way that they are indistinguishable . of that culture . No extreme meets
the implications of Jesus' paradoxical statement . However, both sides of the paradox
can be found in Scripture.
[John 17:14-18] 14 I have given them your word; and the world hated them,
because they are not of the world, any more than I am of the world. 15 I do
not pray that you take them out of the world, but that you keep them from
evil. 16 They are not of the world, just as I am not of the world. 17 Sanctify
them in your truth; Your word is truth. 18 As you sent me into the world, so I
have sent them into the world.

Seen from that point of view, the function of the Christian school is not to be an
evangelizing agency to convert unbelievers who may be a secondary result, but to be an
agency that helps young people find Jesus Christ. isto and their lives for J esus. Implicit in
this function is the clear understanding that if the majority of the student group in a school
does not adopt Christian values, then the effect of Christianity in the school will be greatly
mitigated. Therefore , the conservative function of Christian education is to provide a
protected atmosphere for the nurturing of Christian youth, and an atmosphere in which all
values , skills and aspects of knowledge can be taught from the perspective of Christian
philosophy.

3. The revolutionary roles of Christian education

Beyond the conservative function of Christian education is its revolutionary role. T he

great commission of the gospel of Christ was for Christians to go into all the world, to
make disciples of all nations and to teach others to observe all that He had commanded
(Matthew 28:19, 20). The preaching of the gospel changes people's lives and this, in
turn, disrupts social and private relationships (Matthew 10 : 34-39) as people seek to
live lives in accordance with the imperatives of the gospel. and the Christian
philosophical perspective .

The Christian school has a role to play in the revolutionary task of Christianity . It is
preparing young people to become evangelizing workers . That does not mean that
everyone will be educated for employment in the church . However, Christian schools
must educate them as witnesses of God's love, regardless of who employs them . As
such, the Christian school can be seen as an arena for Christian activism and
missionary work. Christian schools provide not only the knowledge underlying the
evangelistic imperative of the church , but also practical and guided activities in the
broader community. C hristian schools encourage students to develop the skills
necessary to meet people with the message of Jesus and perform their individual roles
in the context of God's church on earth (1 Corinthians 12 : 14-31) . The Christian school
should be the nursery where reformers are born and raised . These
Reformers would come out into society from school and burning with practical zeal and
enthusiasm as leaders in society.

In summary, the social function of the Christian school has both a conservative and
revolutionary aspect. Blending those two roles helps students develop a Christian who can
exist in the world but not be included in the world. The acquisition of a good position and a
comfortable income may be byproducts of Christian education, but they are not the center
of Christian education . In essence, the function of the Christian school is to educate young
people for service to God and their neighbors, rather than to train students for position and
income .