INTRODUCTION:

The purpose of Christian education is to tell God’s story about living in His Kingdom, and
preparing hearts, hands and minds for service. God reveals to us that He is our Lord, the creator
of all things. The Christian education seeks to teach about the world God created, how our faith
is woven into each area of learning, and how to find purpose and meaning through God’s Will
for our life. Education in and of itself is a great challenge. To move people from the known into
the unknown successfully is the call of every teacher. To accomplish this same task in the
Christian realm is an even greater challenge, but the rewards are eternal and to know Christ and
to follow Him are the greatest goals in life. In this class we are going to discuss the growth of
Christianity through Christian Education.

1. Definition of Christian Education

1.1. Christian:The original Greek word for Christian is“Christianos” which comes
from the two Greek words “Christ and tian.” The word Christ means “anointed” and
tian means “little.” So, the word “Christian” literally means “little anointed ones.” A
Christian is someone whose behavior and heart reflects Jesus Christ. Followers of Jesus
were first called “Christians” in Antioch. Acts 11:26 says, they were called “Christians”
because their speech and behavior were like Christ.
1.2. Education:The word “Education” is initially derived from the Latin educare,
meaning “to educate” or “to train”. This Latin word in its turn is probably still more
remotely derived from two other Latin words, e and duco. Taken together, these words
mean: “I lead out of.” “Education”, therefore, means a “leading out” leading something
out of a person.
1.3. What is Christian education: Christian education comes under practical
theology; Christian education generally means Sunday school or education entire
congregation. Christian education meant for the entire community. Second definition
propane by Philosophers based on the need of education in society. When we come to
Christian education, we see more understanding from a secular background and
understanding are relevant in Christian education.

2. The Nature and purpose of Christian Education: A Brief Historical Survey

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God was developing the salvation history. God is the first teacher. He utilized the means of
education to make himself known to people. He commanded them for education. He reveals
himself to give commandment. God used law to educate people. Nature philosophy or purpose
of religion was given Christian Education originated from the fertile soil of the Bible. The
biblical revelation of God’s dealing with His covenant people Israel and the examples of Jesus
and His apostles form the seedbed for what we know today as Christian Education.

The Bible as God’s living Word can recharge Christian Education at its base. The scriptures are
the authoritative Words from God rather than a means of stifling the human spirits allows us to
become all that God intended in His creative process. Christian education as an important
function of the church. Christian Education is one of the main functions of the church which
include worship of the Living God, the proclamation of the gospel of our Lord Jesus Christ to
the lost people, serving the needy and fellowship.

2.1. Education in Hebrew- Judaistic tradition

In order to understand the history of Christian education we need to go back to OT background

or Jewish/Hebraic/Israelite faith to find out historical survey of Christian education. The
Hebrew word hanak “to educate” or to “train” comes from a root word meaning to dedicate or
consecrate. This verb used in Proverbs 22:6 “To Train up a child in the way he should go, even
when he is old, he will not depart from it.” The richest of the words for teaching are the one
from which we get the word Torah. It is derived from a word meaning “to shoot, throw, or
cast.” Instruction is viewed as direction from God and by the Hebrew people as the substance
of their teachings, a light and a guide to life. Christian Education does not deny the roots of its
Heritage. From the earliest times the Hebrews were called “The people of the Book” God was
manifest both in history and in the law. God taught to the Hebrews faithfully that they should
put their confidence in God.

2.1.1. Patriarchal Period (Abraham to Joseph Gen 12-18)

God chose Abraham so that he might teach his children and households after him and help his
descendants to know God and transmit Gods ways. At that time means of education was natural
and informal. Abraham studied the movement of stars. Issac obedience shows that Abraham
was about to sacrifice him. That time law was not given. Vocational responsibility was learned
by watching parents and they slowly built altars to worship God. Children learned culture and
covenant relationship. Moses was instructed by his mother. Thus, Children began the cultic and

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covenantal relationship (Gal. 3:24). After exodus, God gave the law. Law was known as the
school master (Gal. 3:24). This law guided social, corporate, individual life of people. Main
purpose of giving Law was to educate and instruct Israelites on right conduct, knowledge of
God; will of God who he is and what he expects etc. (Deut. 27:26).

 Family: (Deut. 4:9-10, 6:4-9,10,11:19, Exo. 12:26-27 Here, we find parents have taken
commandments very seriously. Teaching in home was Gods basic plan for the family.
There were no schools until they returned from captivity. Education was in the means of
religious education. In the family Gods will was to be made known to the child and
must have been resulted in practice. In Jewish family recitation of shema was important
(Deut. 6:4-9). This was the foundation to all Hebrew and Jewish beliefs. The shema
taught them about the nature of God. The child made Shema by heart and as soon as
child has to recite it. Mother Played important role in teaching. By observing household
duties and dietary. Father had intensive responsibility to see that children were
observing the Law on daily life. By the age of 12-16 a Jewish boy was known as “ Mar-
vitza” (Son of Commandment). In short, he was supposed to observes the Law in his
life. The methods of teaching were storytelling, memorization, recitation and through
various kinds of visual aids. The knowledge and practice of law was must in the life of
Jewish person. Ability to repeat was seen having knowledge.
 Priests: Priest were representatives of people before God and they were known as
national teachers. They read the Torah one in seven years ( Duet 4:10-30). They
performed various duties;
 Duties of Priests:
1. To advice people: By performing sacrifices and ceremonies they communicating the
will of God.
2. To teach people how to worship: Every sacrifice, simple ceremony, symbols and rituals
were the basis to give the feeling and attitude of God.
3. To train new Levites concerning the sacrifice, rituals, ceremonies, festival duties
4. To interpret Gods will for human being and teach people how to live together
5. To heal

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  Prophets: They were presentative to God on behalf of people. They were known as
conscience of Israel and soul of Jewish faith. Prophets were necessary to bring people
to right conduct. They were stern guardians of individuals. They regarded, guided and
taught people on national conduct and statesmanship and revealed true nature and
character of God. They were also known as soul of Israel and brought God’s message to
people. They objected wrong behaviour, denounced oppression, injustice and also spoke
to leaders and kings, demonstrated and taught through symbolic lessons. (Jer.13:1-
7,18:1-10).
The education during prophet’s time was centred on God. They pleaded people to
repent, turn from sin and led them towards vindication and reconciliation. They made
people understand righteousness is right of God and they also taught to observe
religious festivals and rituals. Prophet taught about creation, Day of atonement, love,
hope, judgment and required people to renounce idol worship and wickedness. They
spoke against social events. They were also known as soul and conscience of Jewish
faith. They provided knowledge about various matters related to both religious and
secular life. Festivals are the places where teachings go on. The real meaning behind is
that communicate about God to children.
Education during prophet’s time was centred on God. Education brought nature of
God’s love and judgment, communicated holiness and righteousness of God. The
highest aim was righteousness in the sight of God. They also brought their knowledge
that being hindrance was a kind of sin. They taught goodness of character which can be
obtained with education and obedience. Trust in God was sufficient for all situation of
life. They also sought the day of the Lord, the coming of Messiah. When the Israelites
failed prophets helped to revive them. Thei aim was not individual but corporate.
 Synagogues: As Jews realized their disintegration, they became conscious of their
identity, which in turn provoked them to preserve their national and religious identity.
They in diaspora met in groups in houses and rooms later it developed to synagogues as
a means for teaching and worship. The synagogues were central place for instructions
on the law as well as of Worship. In Synagogues Law was read, interpreted and the
Lessons from prophetical writings were brought out. The Mosaic Law was fundamental
unit of instruction, core of teaching and learning.

To train the people in the faith, the Old Testament Law and Prophets and the traditions. The
Objectives of educational Idea and practices were about recognized about History Israel and
serving to God. The Israelites were called to understand themselves as the people of God and to

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come to know how they may serve the Lord who had called them. Thus, the primary aim of all
the educational activity was religious (Gen 18:19). The aim was to train the young to know and
serve the Lord (Deut 6:7; Prov 1:7) so that throughout their life they would not depart from this
way (Prov 22:6). Thus, religious education centered its attention on the Torah and aimed at
educating the Jews for living. It was not merely an education to make a living but was
concerned with persons and character forming. Generally speaking, the boys were taught the
necessary skills of agriculture by their fathers, and the girls were taught domestic skills by their
mothers. But, as education in Israel meant education in living and serving God, attention must
be drawn to the necessity of reading and understanding the law; hence the question of literacy
in OT times.

The most important characteristic of Jewish education was the whole religious ethos and
intention of the system. Consequently, the Jewish education lacked scientific character, in fact
it was pre-scientific. But the Hebrews knew many practical trades and skills, building, mining,
metallurgy, wood and stone work (Exod 35:30). The point of significance is this there were no
schools to teach these trades. The trades were learned in apprenticeships. As far as we know,
there were no schools of music, architecture, sculpture, painting, arts or the theatre, etc. The
place that music plays in the worship in Israel suggests that at least this art must have been
developed by systematic instruction, but there is no evidence for this. Most of the cultural arts
here mentioned were associated with the heathen religions and were developed in Greek and
Roman. culture. Just as the Jewish educational system ignored the arts, so it ignored also the
development of philosophy.

The law was integrated into every area of Jewish life. Its impact is seen in relationships, the
political life of the nation and pertinent areas such as divorce and sexuality. The Government of
Israel was strong supporter of education (2 Chronicle 17:7-8) and Levitical priests were chosen
to be the public teachers for the nation (2chronicle 17:9). One of the reasons Levites were
exempt from agriculture work and military service was so they might devote their time to study
and thinking. God used the Levitical feasts to communicate truths about Himself to His people.
A major function in the synagogue was teaching, which was mainly the use of questions and
answers also called interlocutory method.

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 3. THE GREEK EDUCATION:
3.1. Origin of Greek Education: Education in ancient Greece had its roots in the
Homeric era, c. 8th century BC, where a rudimentary form of schooling, which
emphasized the value of competition and heroic exploit, was imparted to young boys by
their fathers or guardians. However, it was in the Classical period that the education
system underwent a transformation. In Athens, this era witnessed the emergence of
renowned philosophers and educators such as Socrates (c. 470-399 BC), Plato (428-
348 BC), and Aristotle (384-322 BC), whose ideas profoundly influenced the
educational landscape. The purpose of Greek education involved both the theoretical
and pragmatic. The goal of the individual was to become a charming person with
graceful manners, well educated in how to think for himself with good moral character
and citizenship. The school at Athens followed this philosophy. In Sparta, however, the
schools emphasized the more practical side, such as preparing to work for the state and
for military service. This method of education was carried out by discipline training and
by question and answer. Greek education was established by men such as Socrates,
Plato, Aristotle and Isocrates. Even though the Greeks integrated their religion into
education, their primary focus was centered on mankind. Their training was to be of
one mind through thinking and one’s body through physical activity.
3.2. Components of Ancient Greek Education

Ancient Greek education was divided into several key components, each contributing to the
comprehensive development of young individuals.

 Physical fitness was highly prized in ancient Greece. The gymnasium, from which the
term “gymnastics” is derived, played a central role in the education system. Here, boys
engaged in activities like wrestling, running, and the pankration (a form of combat
sport), which not only promoted physical health but also instilled discipline and
camaraderie.
 Education in music and the arts was also considered essential. This encompassed the
study of poetry, music theory, and musical performance, typically involving the lyre a
stringed instrument similar to a lute. Music was believed to have a harmonizing effect
on the soul, fostering emotional and intellectual development. The study of drama,
including the works of 5th century BC playwrights like Aeschylus, Sophocles, and
Euripides, also held a prominent place in Greek education.
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  Mathematics, including geometry, was another integral part of the education system,
so too literature and poetry. The study of epic poems such as the Iliad and the
Odyssey exposed students to moral and ethical dilemmas, heroic ideals, and the
complexities of human nature. Mastery of the language including accurate verbal
reasoning (dialectic), was also fundamental.
3.3. Training for War: The Spartan Agoge

Greek education began when the child was seven years old. From that age forward a child was
considered a ward of the State until death. Established sometime in the 7th or 6th century BC,
the Agoge, from the verb “to lead,” was the rigorous and highly distinctive educational system
in Sparta, designed to Mold young Spartan boys into formidable warriors and dutiful citizens.
Only boys were educated, except in Sparta where some of the girls were also given a bit of
education. Boys entered the Agoge at the age of seven and remained until they reached 18. Its
primary focus was on physical conditioning, military training, and instilling unwavering
loyalty to Sparta and its laws; an extreme form a military boot camp. Boys were organized into
age-based groups called “agelai” (“packs”) each overseen by an older boy, and they lived in
communal barracks. Discipline, austerity, and toughness were integral aspects of the Agoge,
and fighting within the packs was actively encouraged. Physical training included activities
like wrestling, boxing, running, and, as they got older, combat skills and mock battles, with
an emphasis on endurance and pain tolerance. The aim was to produce soldiers who were
physically superior, mentally resilient, and fiercely dedicated to the Spartan way of life. They
were taught to endure hardship, obey orders without question, and prioritize the collective
good over individual desires.

3.4. The Philosophical Schools at Athens

Ancient Athens was a thriving hub of intellectual activity during the 5th and 4th centuries
BC and beyond, giving rise to various philosophical schools that profoundly influenced
Western thought. These schools were diverse in their approaches to understanding the world,
ethics, and the nature of reality. Three of the most prominent philosophical schools in ancient
Athens were Plato’s Academy (387 BC) Aristotle’s Lyceum (335 BC) and the Stoa, founded by
Zeno of Kition around 300 BC.

When the child turned seven, he had to leave home to go to school where he was taught to
read. The children were expected to memorize many pages of literature. Then they were

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taught grammar, writing, mathematics, music (or the muses, which included art,
sculpture, music and other branches of culture), and finally gymnasium and martial arts.

This system was adopted by the Romans and later by the Church, and is today the
foundation for the educational system in practically the whole world.

 The Greek system: is that which prevails today and is reflected in nearly all the
curriculum material that is available.
 first of all, removes little children from their home and fixes their attention on teachers
who only try to control them.
 Second, it requires them to memorize material that neither interests them nor will likely
ever be useful to them.
 Third, students will never have time to delve (deeply enquiry information) into
subjects that really do matter to them because the system does not respect the
individual.
 Fourth, they will be filled with a sense of caste, the longer they remain in the system,
the more privileges will be theirs, and they will be eternally examined, evaluated, but
never found acceptable.
 Fifth, instead of feeling human dignity, they will feel like peons of the State for life.
 Sixth, they will only know how to act, what to say, do and think, when someone tells
them what and how.
 Seventh, their faith in God will be treated as superstition and they will have to make
room for the lies upon which are based the theory of evolution, and which affects their
sense of responsibility in matters of health, ecology, love to their fellow man, and much
more.

4. CHRISTIAN EDUCATION DURING APSOTOLIC TIMES IN THE NEW

TESTAMENT

Christian education had its beginning with Jesus. This is not to ignore the Past, but Jesus
brought unique freshness to the teaching task. He came from God, and He taught God’s
message as one having authority. Jesus was a teacher and He used teaching as the chief vehicle
of communication. Christianity takes its educational cues from a cluster of sources. The New
Testament teaches, in the Great Commission of the Lord Jesus Christ (Matthew 28:18-20) that

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believers are to go and make disciples of all nations after which they should be baptized in the
name of the Father, and of the Son, and of the Holy Spirit and taught to observe all that He had
commanded them.

4.1. The Educational System in Galilee:

Christian Education in the New Testament begins with the life and teachings of our Lord Jesus
Christ. Jesus being born and brought up in a Jewish religious education system of His days.
There were synagogues, schools in which boys first learned to read and memorize the
scriptures. Although Jesus did not go through formal education, He became a great teacher, a
self-appointed one. As a teacher, Jesus taught the people the things of God. His teaching was of
the informal type rather than the formal. He made a practice to adapt Himself to the situation
and to the state and need of the people who listened to Him. He was regularly engaged in
teaching in the synagogues, temple, by the road side, at the sea shore, homes and wherever He
went about, He taught the people. Jesus whole purpose of teaching was to teach the people to
have a ‘new life’ through the experience of ‘being born again’ and to open up the whole issues
of the kingdom of God for men and women who accept His teachings.

From the very beginning, the Christian church organized the importance of definite educational
training. Their work consisted of a threefold ministry that is teaching preaching and
administration. The church also gave importance on education as the means of propagating the
Gospel of Jesus Christ. Christian education in the early church was training for church
membership. Men and women who desired to become Christian and become a part of God’s
church as one of the members were required to learn the meaning of Christian faith and its
application to one’s life. The early Christians education was corporate behavior of Christians in
worship, fellowship, and learning. It’s involved the apostles teaching, prayers, observance of
the Lord supper and compassionate caring first to the saints then toward all others. In the early
church, teaching and learning were carried out in the family, the synagogues, the temple and
the schools. In the early church the home continued to be the primary place for informal
teaching of biblical truths and their applicable to life.

4.2. Three Stages of Education During Jesus’ Time:

Bet Sefer, Bet Talmud, and Bet Midrash. Each stage included a specific age group of Jewish
boys (girls participated in Bet Sefer, although among different authors, there is a disagreement
regarding at what age children participated in which stage of education) and selected content of

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education that participants should master. Also, each stage had its own specific methodology of
learning.

4.2.1. First School: Bet Sefer “House of the Book” (Ages 6-10yrs) In the Jewish culture
of Jesus’ day kids were taught the Torah (first 5 books of the Bible) in the local
Synagogue (church) in Galilee, beginning at the age of 6. By the time they were
about 10 years old, they had memorized all of the Torah the first five books of
the Bible. Jewish religious education that is, the ‘Torah’ or the Law. The Torah is
referred to as the divine teaching as much of the Hebrew religious life was built
around reading and studying the Torah. The Law of Moses was especially the core
of the Jewish education through which the people were taught about various aspects
of life, such as home, dress, food, conduct, property, human relationship, social life,
moral and ethical code, reverence and worship of Jehovah. Education for most
students (and certainly the girls) ended at about age ten when they stayed at home to
help with the family. Boys were to learn the family trade and girls from their
mothers. At this point, a boy would participate in his first Passover in Jerusalem.
4.2.2. Second School: Bet Talmud “House of Learning” (Ages 10-14yrs)
Here, they studied all of the Hebrew Scriptures (Our Old Testament) and memorized all
of them between the ages of 10-14. During this time, students also learned the
Jewish art of questions an answer. Instead of answering with an answer, they were
taught to answer with another question. In this way, students could demonstrate both
their knowledge and their great regard for the Scriptures. They were taught to always
be curious about the Scriptures. Look at how Jesus was described as a young boy in
Luke 2:46-47“After three days they found him in the temple courts, sitting among the
teachers, listening to them and asking them questions. Everyone who heard him was
amazed at his understanding and his answers.”
4.2.3. Third School: Bet Midrash “House of Study”
For the few who did there was still another set of classes called “Bet Midrash.” The
Rabbi would grill you and ask you all kinds of questions because he was trying to find
out if you were gifted enough to be his follower. He wanted to know if you knew
enough, but even more importantly, if you could be like him in all areas of your life. If
you were smart enough and knew your Scriptures well enough to make it this far, you
were given the opportunity to go to a rabbi (teacher) to seek further education. formal
setting for imparting religious education. The formal setting of learning at home was
incomplete without formal education outside of the family or home. Thus, the

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 emergence of ‘synagogue’ and the elementary and secondary school such as BETH
HASSEPHER (House of the Book) and BETH HAMMIDRASH (House of Study).

The teaching environment was first of all the home. From the earliest nomadic times, the
Hebrew family or home was the centre of learning, with the parents being the first teacher to
the children. Education was mostly informal and orally transmitted. The father, as the head of
the family/ home was responsible for the religious instruction in the home. It was the home that
provided the major setting for nurture.

5. CHRISTIAN EDUCATION DURING THE MEDIEVAL PERIOD:

The growth of schools in the middle of 11th century were spearheaded by the Church.
However, by the start of the 12th century, schools became independent of ecclesiastical control
since more and more people want to be educated and not necessarily to end up serving the
Church. Making education available to the laity facilitated in spreading the Christian doctrine.
The activity of the church in educational continued to increase throughout the Middle Ages.
The church gradually assumed the role of Major educator and introduced its own type of
education. Thus, the church became a source of stability and security in the midst of the great
change and flux of that time.

The most important school established by the church during the Middle Ages were the
cathedral schools and the Monastic schools (St. Anthony of Egypt is considered to be the
founder of Christian monasticism. He was one of the earliest desert hermits committed to an
ascetic life and inspired many to join him.). The original of the cathedral schools was due to the
decline of catechetical schools and the need for some kind of school to take their place. The
need for highly trained clergy in the church to counteract the arguments of the intellectuals and
the need for clergy to minister in the Cathedral as well as in the churches resulted in the
opening of the cathedral schools.

The activities in these schools were distinctively religious were in nature. The schools were
developed to instruct the boys destined for clergy. Parents were encouraged to send one of their
children (boy) in the family to these schools to become s minister clergy in the church. Later,
all children who were to become priest were to enroll in these schools. The curriculum of the
school’s centre on the seven liberal arts such as grammar, rhetoric, logic, arithmetic, geometry
and music and astronomy. The school also helped in enabling the learners to develop the spirit

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of free inquiry and discussion about knowledge which later led to the emergence of the
Renaissance and the reformation.

The Catholic Church played a significant role in education during this period. Most schools
were “ecclesiastical, “meaning they were related to the Catholic Church. Monastic and
cathedral schools were established by the Church to train future clergy and monks. Education
centered around religious studies, reading and writing Latin, and studying scripture. The
Church viewed education as a means to maintain its authority and perpetuate its teachings.
These schools became great sources for retaining and spreading knowledge. Ancient and recent
writings were copied by hand and stored in their libraries. In school, students learned to read,
write, and speak Latin fluently, as it was essential for understanding religious texts and
participating in religious ceremonies. Religious education encompassed the memorization and
interpretation of Bible passages, the lives of saints, and theological concepts. Students were
taught moral and ethical values based on Christian teachings. They learned about the
sacraments, the Ten Commandments, and the principles of Christian living. Reformed
theologians affirm the historic Christian belief that Christ is eternally one person with a divine
and a human nature. Reformed Christians have especially emphasized that Christ truly became
human so that people could be saved.

5.1. Martin Luther:

Martin Luther (1483–1546) was a leader in the Protestant Reformation, a man used by God to
call the church back to His Word. Luther defended the Bible as the highest authority in all
matters, and it is because of this that he believed in Christian education. Luther is a fascinating
character gifted in his use of words, and we therefore do well to spend time reading his works.
This enabled the people to read the word of God by themselves.

Teachings of Martin Luther: Jesus Christ is the image of God’s love for us. Calling upon the
saints or begging for their help must not be done “Because there is only one peacemaker and
intermediary between God and man: Jesus-Christ is the only Saviour, the only Sovereign-
Sacrificed, Propitiatory and Intercessor with God.”

 Sola Scripture: God’s Word brought by the Scriptures, i.e. the Bible, precedes all
declarations of the Church, be it proclaimed by a Pope or a council, which means that
the Bible alone should be followed and listened to. The Word, within everyone’s reach,
can prompt faith in man. It cannot be confiscated or controlled by clerics.

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  Grace alone: Sola gratia

Man is radically a sinner and cannot save himself through his own strength, through
praiseworthy deeds or through mortification. He is pardoned, thus saved through God’s
grace, because Christ was crucified see the Epistle of Paul to the Romans. Grace frees man
from a pointless search for his salvation through his efforts and merits.

 Faith alone: Sola fide : It is the acceptance of God’s love, and it gives access to God. It
justifies man and leads him to doing good: “like an iron heated by fire” he who
“understands the eternal presence of God in a secured faith, gets imbibed, absorbed,
bathed in light and virtue.” He who lives by faith accomplishes deeds and admits God’s
love: “In the life of a man of faith, good deeds are not ours but are accomplished by
divine energy through us.
 Against on Indulgences:
He wrote the 95 theses challenging the wealth of the church, the way to salvation, the
authority, and indulgences. Moreover, his four concepts of sola fide, sola scriptura,
priesthood of all believers, and all work is sacred challenged the very structure of the
religion that the church was built upon. His belief of only faith alone could save one
from purgatory, which nullified the need for indulgences. He proves this by quoting the
Book of Romans and the New Testament, which was the passage God made him point
to. He was able to justify faith alone by proving if one believed in Jesus's messages one
was saved, because believing one was saved only with works while not believing in
God was not the way to salvation (Justification by Faith)

Christian Religious education during the reformation period played an important role in
imparting Christian education. Both the protestant and the Roman catholic churches utilized the
same form of carrying out Christian religious education at home, at worship place, in pastoral
teaching and preaching. However, in the later period, educational system was carried out at two
levels: On the upper level, education was imparted in order to enable the students to become
future leaders both in the society and in the church by preparing people with higher studies at
the university level. On the lower level, there were vernacular schools through which the
children were taught to read and write.

Christian education was imparted through the protestant churches by means of preaching,
catechisms (Doctrine of religious teaching) and moral guidance by church leaders and
Christian parents. The growth and development of Christian religious education during the
reformation periods took place under the influence of great figures called the reformers. The

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impact of Christian religious education can be traced to the thought and vision of the following
individual.

Martin Luther believed that the teacher was only second in importance to the minister. He
revolted against the oppressive and unbiblical practices of the Roman Catholic church which
led to the great reformation and the emergence of Protestantism. It was Luther who brought
Christian religious education to the common or the lay people. Luther’s approach to the
interpretation of the Bible and his concern for the education of the common people
established his significance in the history of Christian religious education.

5.2. John Calvin:

Calvin also emphasized the importance of Christian Religious education as one of the main
instruments to lead the people toward God. As an educator, Calvin also contributor much in the
field of Christian religious education in terms of helping the church to develop rudiments of
education which included a system of elementary and secondary schools, founded primarily to
attain religious objectives but not confined to narrowly religious curriculum. Calvin
considered the scriptures as the foundation of all learning but for evangelism, ministry
formation and for the service to the state.

Calvin considered the scriptures as the foundation of all learning. Calvin also wrote
Catechetical guides for the instruction of small children. He emphasis the importance of
teaching children to sing the songs of the church, trained them not only in sound learning
of Christian doctrines but also in terms of life styles such as mannerism, morality and
proper use of God given common sense.

What Did John Calvin Believe?

 Calvin believed that salvation is only possible through the grace of God. Even before
creation, God chose some people to be saved. This is the bone most people choke on
predestination.
 For Calvin, God was above all else sovereign. Like all the Reformers, he hated the way
Catholicism had degenerated into a religion of salvation-by-works. So Calvin's

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 constantly repeated theme was this: You cannot manipulate God, nor put Him in your
debt. If you are saved, it is His doing, not your own.
 He believed God alone knows who is elect (saved) and who isn't. But, Calvin said,
a moral life shows that a person is (probably) one of the elects. Calvin himself was
intensely moral and energetic, and he impressed on others the need to work out their
salvation not to be saved but to show they are saved. This emphasis on doing, on
acting to transform a sinful world, became one of the chief characteristics of Calvinism.
 Calvin suggests the chosen ones will never lose their salvation, although they might
deviate from their ideal path, since humans are bound to sin, only God can save
them.
 The Christian Church is found where the Word of God is preached, heard, and practised
by believers, united by the faithful administration of the sacraments.
 In the Calvinist view, the church of Rome betrayed the teachings of the apostles and
forerunners of the first centuries. Luther and the other reformers are the restorers of the
bond broken by papacy, through the false doctrines promoted and the abuses
committed. Thus, the “Protestant” and the “Reformed” are not the bastards of
Christianity, but its true representatives.
 The sacraments instituted by Christ are two the Holy Supper and the Baptism. Even
though he did not believe that Christ was incarnate in the bread and the wine, as
Catholics claim, Calvin believed that in a miraculous way the body and blood of the
Saviour were present in the Eucharist more than in just a symbolic way, as Zwingli
believed.
 The double predestination: In his main work, the Institutio Christianae Religionis,
Calvin claimed that God has established, since the foundation of the world, by decree,
two realities: those who will be saved and those who will be convicted. Thus, according
to this radical and exaggerated interpretation of the biblical testimony, our existence is
conditioned by this divine arbitrariness.
 The conclusion of God’s double choice from the beginning is also the fruit of Calvin’s
experience. In his own life he realised that an unseen and mysterious hand had pushed
him on roads unsuspected and unseen by his nature. Without understanding why, God
chose him, the sickly, fearful, and unworthy John, to carry out His plans. This
providential rule seemed to Calvin proof that, in His wisdom, God had so established
things from the beginning.
6. CHRISTIAN EDUCATION CONTRIBUTION TO INDIA

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Christian Religious education is the ‘seed’ through which Christianity grew in India. It was the
western missionaries who brought the ‘seed’., the word of God, and sowed it in our soil. They
brought with them the two basics set of missionary equipment the Bible and the Hymnbook. In
order to educate the people with knowledge of God. Thus, the birth of Christianity in the Indian
soil. Besides Christian religious education system. The missionaries both the protestant and the
Roman catholic church established schools at the primary, elementary and higher levels for
education. Some of the evil practices of Hinduism are casteism, women oppression, child
marriage, etc.

6.1. Caste system in India: The invaders were the Aryans, classified people groups
according to their tribe, profession and language. The Aryan society had four groups of
Varnas. These were occupational groups based on skill. These four groups were:
Brahaman, Kshatriya, Vaishya, and Shudra. Brahamans were learned men who
performed rituals. Kshatriyas were the warriors. Vaishyas were mainly agriculturists,
artisans, and merchants. Shudras served the other three. This division became like a
hierarchical system in their lives. It had been developed and connected with Hinduism
throughout their history. Each caste has its own duty and responsibility. Since they
believe in reincarnation, they are faithful in their own caste life. Tribal origin was
founded by caste. Most native people were kept in the low castes by the invaders.
Among them, the lowest people are called as untouchable people.
6.2. Sati: Hindu widow who burns herself after her husband’s death believes that
this sacrifice will lead ultimately to blessing and happiness on her family. It was a very
powerful belief that it was a difficult matter to deter them. It was abolished by William
Bentinck. He made an order declaring ‘sati’ as illegal and criminal.
6.3. Dowry: A bride is required to bring money to the bridegroom for the wedding.
Unless the bride brings the proper amount, it will be the cause of divorce or the suicide
of the brides.
6.4. Women’s oppression: The status of woman was very low and they were
considered to be slaves to men.
6.5. Superstitious practices: A lot of these practices are unscientific and enslaved
the poor and downtrodden. Hinduism had shaped Indian society and the mentality for
thousands of years and all the aforementioned evil practices had the religious sanction
and sanctity.
6.6. Eradication of the Social Evils: Christian missionaries from the beginning of
their mission work attempted to abolish the social evil practices and anti-social systems

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 in India sati, strangling and robbery of travelers, female infanticide and human
sacrifices, purdha and polygamy. They were grossly immoral though these were
associated with religion. Missionaries realized that only social reforms could not help
the people in their plight, and they convinced that education would be the most
effective and lasting instrument for the liberation of people.

8. The Concrete Impact of Christian Education

1. Christian education helped to lay the foundations for a wider and deeper fraternity based on
love, justice, forgiveness and solidarity.

2. The Christian message has helped to unite the different peoples of the Indian Subcontinent,
made them aware of their self-worth, opened up a wider horizon as large as the globe.

3. An area where the church has made notable contribution is the education of the indigenous
people the Adivasis and Tribals.

4. Due the dedicated service of the Christian mission/church in the field of education and
production of literature, the literary rate in most parts of the subcontinent especially South and
the North East India are commendable compared with the national average.

5. Statistics reveal that 85 percent of the health care institutions run by Christian
Church ,Mission are in the villages. This is the real meaning of the Christian life and mission to
be at the service of the least and the last.

6. Indeed, for the tribal people, Christianity became a liberator from spiritual and social
demons. 7. Christian mission/church in India has played a unique role in contributing to the
Indian culture. As India is composed of various cultural traditions, their contribution to the
Indian culture varies from one state to another.

8. One of the important things that the Christian missions emphasized was the humanization of
life in all aspects of all people regardless of caste, religion, race and region. Hence Christian
gospel is a source for humanization.

9. It was mainly women belonging to the bhaki tradiditon who stepped forward in
selfexpression of Indian Christianity. The contribution of Bhakti poets represents a permanent
treasure of devotion and theology for the Indian church. H.A. Krishna Piker (1827 -1900) in

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Tamil Nadu, Narayan Vaman Tilak (1862 -1919) in Maharashtra, Purushothan Chowdary in
Andhra Pradesh and others were some of the prominent poets.

9. THE CHURCH STRATEGIES FOR CHRISTIAN EDUCATION

The world is becoming a global village. All ministry is increasing becoming cross cultural,
whether at home or abroad. Yet the person who desires to obey Jesus’ command to teach all
nations faces unexpected challenges. In order for the church around the world to fulfill Jesus’
command, a revival must take place. The greatest hindrance to fulfilling the Great commission
is not lack of money, personal, or cross-cultural skills, but lukewarm churches with a dulled
passion for the glory of God. In psalm 67 challenges us to have God’s perspective of the world.
Only when we have passion in our hearts for the glory of the Lord will we be truly motivated
for cross cultural teaching. Today in the world make no claim to new life in Christ. Most of
them have never clearly heard the good news. The task of world evangelization will be
enhanced if basic principles of cross-cultural teaching can be better understood. About a
million people in the world are at least nominally Christian. A good focus for Christian
education is to teach problem solving. Problems in the Christian life grow out of practical
difficulties but require theoretical insights for solutions. The church that Jesus Christ is
building in this world is still His primary means of reaching the world with His “good news”.
At the same time, people resources and programs must be properly organized and coordinated
for the church to carry out effectively its educational mission of guiding persons to maturity in
Jesus Christ (Ephe. 4:13).

9.1. The Pastor’s Role in Christian Education:

Paul says the pastor-teachers are to “prepare God’s people for works of service” (Eph. 4:12a).
Or, as the King James expresses it: to “equip the saints.” The word “prepare” means “to mend,
to complete, to fit out, to make one what he ought to be.”

9.1.1. The Pastor’s Role as Equipper:

Preparing God’s people for service is one of the few thing’s pastors are basically mandated to
do. Ephe.4:11-12 clearly states that Christ gave Pastors to the church specifically to prepare
Gods people for works of service, so that the body of Christ may be built up until we all reach
in the faith and in the Knowledge of the son of God and become mature, attaining to the whole
measure of the fullness of Christ. Equipping Gods people for service is clearly the key to Christ
great goal for the church, expressed as attaining to the whole measure of the fullness of Christ.

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The Local church pastor is the key person in the equipping process and the pastor goal must
always be to train others, who in turn can train other ( 2 Timothy 2:2)

The Lord’s call to every believer is to serve him and others. Each believer has gifts given by
the Lord to enhance the work of the Church. Human nature’s call, however, is to personal
convenience and personal comfort. The pastor-teacher lives in the gulf between the Lord’s will
and individual human wills in the church. He calls out the called and equips them to use their
gifts effectively.

As Smart said, “The pastor who refuses to get involved in the personal aspects of teaching is
like a farmer who simply scatters seed and refuses to do anything else to encourage a
successful harvest.”

Robert Carter wrote “the pastor-teacher sees the goal of his ministry to be, not teaching a
great lesson to people, but teaching people to be great.”

According to Michael S. Lawson, “A Christian philosophy of teaching begins in the Bible and
forms part of the larger concept of Christian Education. The word of God offers more than the
content of Christian teaching; it provides the essential philosophy framework as well.”

An adequate philosophy of Christian education must be rooted in the mission of the church.

9.1.2. Biblical Preacher & Teacher (2 Timothy 4:2)

If a pastor does not maintain their trustworthiness as a steward and teacher of God’s word and
the foundational truths of the Christian faith, everything else can quickly fall apart. Pastors are
called to be the primary preachers and teachers among the congregations they lead, and this is
the primary mode by which they fulfil their calling to equip the saints for the work of ministry.
This includes upholding sound doctrine (Titus 1:9), and is part of a pastor’s responsibility to
equip the saints (Ephesians 4:11-12).

A common misconception about pastors is that they are the people who do ministry, and the
congregation receives the ministry of the pastoral staff. This confusion is understandable,
especially among new believers, when you consider that pastors are paid to do the work of
ministry leadership. But the Bible calls pastors to equip Christians to do ministry.

9.1.3. Shepherding the flock (1 Peter 5:2-3)

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Jesus is the ultimate, good shepherd who leads the sheep that are God’s people. But pastors are
called to follow behind Jesus as shepherds of the sheep, too. Sheep are not very bright animals,
and it can be tempting to be offended that the Bible refers to people as sheep so often. When it
comes to matters of faith and right living, we wander around and make foolish decisions just
like sheep often do when they aren’t led to where they need to go. Jesus is the ultimate
shepherd, and the pastors who lead our churches are called and equipped to follow in his
footsteps, keeping the sheep in line and protecting them from running off cliffs or committing
other acts of foolishness.

Of course, sometimes this means that the sheep get frustrated at their shepherd Christians
sometimes get frustrated at their pastors but that does not negate the call of the pastor to do the
hard work of leading the sheep.

9.1.4. Providing Spiritual Counselling (James 5:14)

The pastor is the chief counsellor and conflict resolution agent of the local church, including
crisis and grief support (Romans 12:15) as well as conflict resolution (Matthew 18:15-17).
Often, lead pastors who do not have extensive counselling training will hire other staff
members (who may or may not be pastors) to help in counselling work, especially when it
comes to more complex counselling matters that may require partnership with physicians. But
it is the responsibility of the pastor to care for the souls of the people in their church, and
counselling is as much, if not more, a part of that work as preaching and teaching.

9.1.5. Prayer & intercession (1 Timothy 2:1-2)

All Christians are called to pray for one another, of course, but the pastor is not exempt from
this call. It pleases the heart of God when the pastor prays for their people. Also, because being
a pastor can lead to some interpersonal conflict within the church, the pastor who prays for
their congregation is less likely to become bitter when conflict does arise. Prayer on behalf of
congregants is important for the role it plays in petitioning God and the role it plays in
softening the heart of the pastor.

9.2. Role of Christian Education and Missions:

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The work of the missionary in both situations involves communicating new concepts and
helping people acquires a new understanding. Evangelism and discipling are based on
instruction. The response involves learning in its total sense a learning that can only be fully
achieved through the new birth and the enabling of God’s spirit. Missionaries face other
problems in their ministries that require sound Christian education. The great need is for
missionaries, trained in the basic principles and philosophy of biblical Christian education, who
are able to apply those principles to any culture. Christian education then is vitally linked with
mission enterprise, both in evangelism and nurture. It is to be a maturing church in which the
believers grow together into Christ’s image live according to His pattern and carry out His
mission.

Missionaries trained in Christian education are needed for research in indigenous patterns of
education and for developing new but culturally relevant instructional practices for families
and churches in emergent realigned life styles that have no usable traditional pattern to fall
back on. The Christian education missionary must be alert to recognize how his insights.

Baptists played a major role in educating India. They brought new hope in social, political
spheres and from the beginning missionaries had considered it as a moral duty to educate the
native. They hoped to promote education as preparatory step for the reception of the gospel.
They established elementary schools where students were taught to read and write in their own
language, later missionaries gradually opened Sunday schools, village schools, orphanage
charity schools, English schools, industrial raining schools, medical and paramedical schools,
teachers training schools and theological colleges. For women education girls school were also
opened. The main purpose of this education was making men sense. Christian education or
education or education from Bible was essential in these institutes.

Their role is also observed by analysing aims and objectives.

1) The first and foremost aim was character building which led to formation of social
groups
2) Communicate basis religious attitudes: Teachers communicated their faith in their
classes and thus raised the standard of values among pupils. Fr. Fletcher writes that in
elementary school’s pupils understood and accepted the virtues of honesty, gratitude
and obedience from Christians schools and teachers.

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 3) Moral Teachings: Moral Teaching or moral education is always equated with scripture.
Short passages were to be read in formal classes. Moral lesson were brought out to
shape up the character and standards of students for which Bible is used.
9.3. The Christian education on Sunday School:

Sunday School was started by Robert Raikes in Gloucester, England in the year 1780 and
started this noble work for the children with the purpose of imparting knowledge to them and
with a view to improve their moral condition, teach them to read and write and to bring them
into contact with the Gospel. One of the important activities in the field of Christian Religious
education since the Reformation is the Sunday School movement. As far as history of Christian
religious education is concerned, it is contributed in many ways for the development of church
education among the children in particular. And one of the main strategies used to reach out to
the children was through Sunday school.

Sunday still remains the day on which most people choose to worship the Lord and seek
instruction in His word. Originally started Sunday school to teach lower class children to read
and write and later to teach the word of God to both the unchurched and the churched. Today
Sunday school has been identified as the church at Study, involving people in the word of God
and training them to study it together.

9.3.1. The Goals of Sunday School:

1. Initially, it started with the aim of imparting secular instruction to the children,
especially the destitute. Secular instructions like, reading, writing, good moral living,
secure obedience and understanding the values of life were given.
2. To teach the word of God: In the other words, the main purpose of the Sunday school
was to teach the word of God to the learners, so that they come to know the Lord and
have personal experience with Him.
3. To foster social growth: This was another goal of Sunday school in order to provide an
opportunity for men and women, including the children, for social awareness and
responsibilities in the given society.
4. To give the right philosophy of life: It aimed to help individual to build the right
philosophy of life in terms of establishing right attitude toward the total environment
and to facilitate the individuals as know the will of God.
5. To build Christian character: it also aimed to build Christian character in each
individual. It sought to foster each individual to live daily for Christ in the power of
God.
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9.3.2. The Characteristics of Sunday School:
 It is a school that meets on Sunday: Sunday is still freer than other days of the week
for many people and offers opportunity for the church to gather together for the purpose
of instruction in the word as well as for worship. Even churches with innovative
approaches to worship and program structure provides some Sunday educational
experience for children and often for youth and adults, prior to or following the
morning worship time.
 The Sunday school is a school: Its main purpose has been instruction and it has
committed itself to a systematic teaching of the Bible. In no other education ministry of
the church do so many age levels receive such a systematic approach to the scriptures.
The Sunday school can teach not only biblical truths and general doctrine but can also
stress the distinctive doctrines of each church. It is committed to the Great Commission,
both in evangelizing and in edifying or “teaching them to observe all that I command
you” (Matt.28:20). Children who think literally and concretely need to be taught Bible
Truths in that way, whereas youth and adults, who can deal with more abstract concepts
can study the same Bible truth at a more mature level.
 The Sunday school has been and is essentially a lay movement: The Local Pastor of
a local body of believers can capitalize on the lay aspect of the Sunday school as he
seeks to put into operation the pattern of Ephesians 4:11-12: He gave some as pastors
and teachers, for the equipping of the saints for the work of service, to the building up
of the body of Christ. The pastor serves as the equipper or facilitator, teaching and
training believer to do the work of the ministry specifically teaching in the Sunday
school. The Sunday school has further served as a training ground for church
leadership.
 The Sunday school is evangelistic in its ministry: Boys and girls, youth and adults
throughout the history of the Sunday school have found Jesus Christ as savior through
the ministry of faithful teachers. Though Sunday school seeks to reach entire families
for Christ and to teach all members of the family, it also opportunity for evangelism and
teaching of children whose parents do not attend church or Sunday school.
9.4. Vacation Bible School

The origins of VBS began in New York City’s streets in 1898. Mrs. Virginia Hawes noticed
that when schools let out for the summer, “the streets and open squares in a near section of the
East Side swarmed with idle and sometimes unruly children.” Hawes decided that something
needed to be done so she began the first Daily Vacation Bible School where she offered Bible

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stories and great kindness. Children sang hymns, made crafts, memorized long passages of
scripture and studied the Bible together. Hawes wrote of the pupils in 1900, “They often
surprised us by questions about Scriptures that showed they understood and reasoned about the
Word of God. A great many questions were asked about living the Christian life and trying to
do His will.”

From the early days of VBS, the gospel has been foundational and available to people of all
nationalities. Dr. Robert Boville continued the evangelistic tradition of VBS in 1901 when he
launched a VBS movement, first nationally and then internationally. By 1916, VBS was
“accepted as one of the established, most blessed means of sowing the gospel seed in places
where otherwise it might never fall.” At first vacation Bible schools were interdenominational,
but in the 1920’s most denominations became invested in VBS work. In 1922, a young pastor
in Georgia, Homer Grice, decided to hold their first VBS in their new education building. In
1924, Lifeway, then known as the Baptist Sunday School Board, made Grice a job offer.

Grice became Lifeway’s first VBS curriculum producer with only a desk and a chair. He hired
writers, developed curriculum and set to work. Grice said the Holy Spirit inspired him with a
vision for VBS to reach the multitudes. From there, VBS became a force used by God each
summer to reach thousands upon thousands of children for Jesus! Through the years, Vacation
Bible School has continued to bring the gospel to children all over the world. Many of those
children have put their faith and trust in Jesus Christ and have grown up to become Godly men
and women who follow Jesus as adults. Virginia Hawes, Homer Grice, and many other godly
people like them have served through VBS to evangelize millions. Vacation Bible School
continues to be used today to reach children, teens and adults with the gospel of Jesus Christ

9.4.1. Purpose of Vacation Bible School

 While at VBS, children encounter stories from the Bible, meet new children, have a
good time with friends, and experience new and fun activities. They learn Bible verses,
act out Bible stories, sing fun educational songs, watch and participate in skits, create
crafts, participate in recreation, take part in hands-on mission projects, discover science
activities, and have a snack or a meal.
 VBS provides an opportunity to teach children about Jesus so that they can learn ways
to be like Christ. “Jesus matured in wisdom and years, and in favor with God and with
people” (Luke 2:52). Children grow in wisdom as they experience teachings from the
Bible; they grow in divine favor as they discover more about God and God’s amazing

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 love for them, and they develop in favor with other people as they learn life application
skills while interacting with them.
 VBS offers the church fun and creative methods of teaching Christ-like values and
relationship-building skills. It is an excellent outreach tool into the community a way to
invite those who do not normally attend to come into the church, get involved, and
build relationships with others and with Jesus Christ.
 Vacation Bible School (VBS) is an annual staple for many churches around the world,
drawing children and families together for a week of fun, learning, and spiritual growth.
While some may see it as just another summer activity, its significance stretches far
beyond mere entertainment. It serves as a vital tool for children’s discipleship and is
often the single largest outreach event the church will do in a calendar year. VBS
presents the gospel, fosters community, and deepens faith for all who are involved,
including kids, teens, parents and volunteers.
 VBS also serves as a valuable support system for parents. It allows them to connect
with other families in the church community, fostering friendships and a sense of
belonging. Parents can find solace in knowing that their children are spending time in a
safe and nurturing environment, surrounded by caring adults who share their values.
This sense of community extends beyond the VBS week itself, providing ongoing
support and encouragement throughout the year.
 From the perspective of the church, VBS plays a crucial role in fulfilling its mission of
spreading the Good News of Jesus Christ for salvation and teach a biblical worldview.
It serves as a pillar of outreach, welcoming families from diverse backgrounds into the
church community. Through VBS, churches can engage with children and families who
may not otherwise attend regular services, offering them a glimpse into the teachings of
Christianity in a fun and accessible way.
 VBS provides churches with an opportunity to showcase their commitment to serving
the needs of their community. Many VBS programs incorporate service projects or
outreach opportunities, teaching children the importance of missions, giving, and
compassion towards others. Whether it’s collecting donations for a local food pantry or
organizing a clean-up project in the neighbourhood empowers children to make a
positive impact on the world around them, embodying the spirit of Christian service and
stewardship.
10. ROLE OF FAMILY IN CHRISTIAN EDUCATION:

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The role of the family in Christian education can be understood in the area of spiritual life and
growth, discipline, family relationship and other activities which are normal to a Christian
family. One can say that a Christian family has the advantage over the educational institutions
in the matter of primacy. Before, a child enters the formal kindergarten school, the home can
become a place for instruction and guidance to that child. It can shape the child habits,
attitudes, characters, and moral values.

The following are some of the activities through which Christian education takes place in the
family. It is obvious that the place to begin Christian education is the family or the home. It is
the first learning place for children to learn and adapt to the basic principles of Christian
religious education. In other words, the first seed of Christian education is sown from the
home, therefore, the home, where a family lives together, plays an important role in Christian
education. Family can be defined as the composition of related persons like father, mother, sons
and daughter, living under one roof of a house having basic common interests, life styles,
language and cultural background. It is the oldest institution on the face of the earth.

Christian education is not only helping people to know people, but helping people to know
christ. It also helps to transform the attitudes and behavior as expected by law. Deut. 6:4-9,
God holds Christian parents responsible for their Christian education. The first influence child
gets is from home. Home protects child from all kinds of danger. Bad friendship, bad literature,
bad TV program all can enter home. Home play’s major role in shaping the value of children.
Family and parents must create an atmosphere which influence and develops all values of
child.

10.1. Worth of the child in the family: Children are given to us as gift from the Lord. They
belong to God. We are responsible to children as stewards. We also know that children
bring joy to the family and society. Child has a dignity and right to deserve that dignity. It
is the task of parents to raise the children though it is a difficult task.
10.2. Value system of the family: Values are attitudes which become standard to judge one
self or one character, attitudes and behavior. Value system of the family should be
according to biblical values. Values are thought not taught. Through behavior we have to
inculcate values in child which can taught orally, to create commitment, dedication and
establish values in his life.
10.3. Spirituality and Christian family: Spirituality is understood in many ways. Spirituality
is viewed as our actions and behavior which connects us to God. Spirituality is an inner
connectedness, where with horizontal and vertical relationship is established between
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 God and human being, based on the scripture. Spirituality is viewed as against aesthetic
philosophy; aesthetic things is a kind of denying God.
10.4. Prayer: Because prayer is communicating with God, it helps us build our relationship
with him. It is important aspect of Christian religious education in the family is Prayer.
God desires that His people communicate or talk with Him through prayer. In fact, prayer
is more than talking. It is a communion fellowship and petition. Through prayer and
praise, adoration, thanksgiving is made before God and forgiveness is received from Him.
Children are taught simple prayers by their parents so that, by the time they grow up, they
learn to communicate talk fervently with God. The Home can become the training ground
for effective prayer life.
10.5. Family worship: Worship serves as a means of expressing our thoughts about God to
God. A right attitude that acknowledges who God is and His right to receive our praise
and adoration is essential in worship. Worship is adoring God for himself, thanking Him
for all His goodness to us, and in His presence adjusting our will. Since the family is
ordained and blessed by God, it is imperative that the home family should be a place for
worship. Informally and in free atmosphere the family learns to praise and honours God
through songs, prayers, and meditation. This way, the family is fulfilling the chief end of
men and women to grow in relationship with the living God. Through worship, a family
is expressing Christian fellowship with God and with one another. Thus, the importance
of family worship.
10.6. Reading the word of God: Bible is another important practice of a Christian home. It is
through the word of God that we gain knowledge of God and His purpose for the people,
including one family. The word of God becomes a guiding principle for the family.
Therefore, teaching the children the Laws of God and the truths from the bible are
important part of Christian religious education in the family attention on the word of God.
A consistent study of God’s Word is essential for the growth of adults in the spiritual
realm. The involvement of the students in the discovery of God’s truth as revealed in the
Scriptures will prepare those adults for positions in the future as teachers, pastors,
evangelists, and leaders in the local church.
10.7. Fellowship: Fellowship is the relationship that we have with one another as Christians. It
is based on the relationship we have with Jesus Christ. Fellowship builds friendships. The
early church really was a close-knit group. They were all together and had everything in
common. I believe that the reason that the early church had such good relationships was
because of their commitment to Jesus and to each other. Fellowship builds good

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 friendships in the church then you need to get involved with things in the church. You
cannot expect good relationships to be built if you are not “fellowshipping” with other
Christians. Fellowship builds friendships, but it takes time, energy, and effort.

True fellowship goes beyond mere social or recreational activities which may be used as a
means of gathering people together and helping them feel comfortable within a group to the
building up one another through expressions of concern, prayer and shared time, utilization of
gifts and abilities and development of warm Christian Fellowship. Such fellowship can take
place at any age level. Even children can develop a sense of community through activities that
promote cooperation rather than competition.

10.8 Expression Service: Expression service focuses on the need for each individual believer
to act upon his knowledge and faith. It can take a variety of forms believers can speak of their
faith, teach, visit, serve, as deacons or deaconess, assist in the administration of the local
church, train others, demonstrate hospitality care for the sick in the congregation, pray, or lead
a Bible study. Not only are possibilities for service numerous within any local body of
believers, but also all ages, children, youth, and adults can be involved.

10.9 Evangelism: Evangelism means preaching, announcing, or otherwise communicating the

gospel, our salvation. It’s delivering the message that Jesus Christ is not only the Son of
God but also gave His life as a sacrifice for our sins. In doing so, He ensured eternal life for
anyone who believes. Evangelism, the presentation of the gospel, is a major aim of Christian
education as well as a biblical imperative. It is not considered one of the major elements, but it
permeates all four. Instruction, worship, fellowship, and expression service can all be used in
the evangelization efforts of the church to win others to Jesus Christ.

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