The Challenge of Christian Education: A Reformed Perspective, Part 5
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Glory be to God!
Christian Education in whatever manner it is implemented and executed (home school, private school, classical school, co-opt, or at the kitchen table in addition to their public school education), is a worthwhile necessity that displays a unique spiritual antithesis to the run of the mill secular education being offered for the so-called common good.
But God gave children to the parents, not the government or to a village. We do, however, have the freedom and responsibility to carry out directly or by delegation the education of our children for their good and for the glory of God. How to we accomplish this?
By seeing Christ, the Christ of Scripture, in all of education!
Sharing about how scratching the surface on the applicability of God’s truth to profound issues of human existence, it seems to me, is necessary if we want tot develop in our students a biblical worldview. Teachers must bounce ideas off of each other. We must collaborate. We must hold each other accountable. In his Basic Concepts in Christian Pedagogy, Jan Waterink writes as follows: “it is the task of the elementary school to do everything in its power to have [a] comprehensive view of the revelation of God…developed in the child by the time he is approximately twelve to fourteen years of age…” and we can only “assist the child in doing this… by [correcting] his impressions”9 concerning the world and truth because the whole world is God’s and God’s truth is all truth.
God is not neutral, after all, about anything that sets itself up to be believed as truth. Education has a non-neutral character. One is either promoting faith in God and His Truth as the Israelites were or working against it as the Canaanites were. But our task is compounded if the teacher herself (or himself) fails to realize the implications of a Christian worldview for education. That’s why we must sharpen each other as iron sharpens iron. No one knows it all.
For far too long, God has been marked “absent” in education. This should not be so in Christian schools or in Christian homes. The presupposition that there is a God and that he has revealed himself in the Scriptures of the Old and New Covenant makes all the difference in the world. All educational experiences and curriculum, therefore, ought to be contextualized on this Biblical basis. Reformed thought sees this as the beginning of wisdom for a genuinely Christian Education.
Thus, a genuine philosophy of Christian Education, echoing Reformed theology, provides a strong framework within which all involved in the educational process can make choices about how to think and act biblically. Thinking and acting Biblically is the means by which to please the King’s will, to flourish as humans, to subdue the Earth, and to bring every thought captive to the obedience of Christ in whatever students study and do. Seeing Christ in all of Education establishes that God’s Truth is all Truth, and should be imparted God’s way. A biblical philosophy of Christian Education, echoing Reformed theology, demands that precept and practice harmonize to the glory of God and for the good of the students. In so doing, the benefits will be palpable to the community, the Church, and the world.
Conclusion
The fortunes of a Christian worldview are many.
Christian education challenges both students and teachers to recognize Christ’s Lordship and significance in every realm of knowledge. Reformed thinkers, our fellow Christians of the past and present, spur us on to that end to help us see the applicability of God’s Word to God’s world. It is a beautiful portrait with layer upon layer of masterstrokes designed to reflect the light of God’s glory and truth. As we ponder tough questions, we come to appreciate and take joy in the rational, biblical basis we have for the unity between truth and life. We are inviting students to do the same, clearing the obstacles as much as possible that obscure their sight from looking to God alone for salvation. Ultimately, we are all learning to joyfully take up the tools of their education, to paint their own life’s portrait, as it were, and live out their different callings in the context of faith and allegiance to Him alone.
As educators, we gratefully and humbly carry out our tasks, sometimes crying and sometimes laughing, sometimes half-heartedly and sometimes with caffeinated enthusiasm, sometimes falling short and sometimes being disappointed, and forgiving ourselves and others while seeking forgiveness from our King knowing that if our great God is for us, who can be against us?
The Christian worldview, as Reformed thought envisions it, is the only framework that provides coherent answers to the profound questions of human existence. Questions that are introduced to children at a very young age and are continually revisited and addressed inadequately – No! Contrary to the Lord of Truth! -- throughout their education. A distinctly Christian education is the only context offering neither a candy coated despair, nor a candy coated delusion. Christian teachers only need subjugate their own God-limiting education by drawing from the arsenal of rational scriptural considerations to promote God’s kingdom through education to our students.
Many people will disagree with our efforts. Many will oppose our endeavors. But no matter the opposition from without or our own inadequacies from within, the important thing is to have our God’s approving eye upon our service for Him. Loving God with all our minds means we recognize that His Lordship over all things, visible and invisible, is the most satisfying thing for Christian educators. For in so doing, we are satisfied by God Himself while savoring His grace in granting us the privilege to enjoy unity in all truth for all of life.
We have the unique opportunity to give our students a glimpse of the applicability of the triune God’s Word to His world in the subjects they study.
Who else can say that?
The End
Listen to Episodes 1 & 2 of Urban Puritan!
1Cornelius Plantinga, Engaging God’s World: A Christian Vision of Faith, Learning, and Living (Grand Rapids, MI:Eerdsmans Publishing, 2002), xiv.
2Kirsten Olsen Lanier, “Food For Thought,” Teacher Magazine, August/September 2000, 69.
3Gordon H. Clark, A Christian View of Men and Things (Jefferson, MA: The Trinity Foundation, 1991), 25.
4Herman Bavinck, In the Beginning (Grand Rapids, MI: Baker, 1999), 16 quoted his Reformed Dogmatics.
5Psalm 76:10
6 Any similarities purely coincidental.
7Clark, A Christian View, 320
8Clark, A Christian View, 321
9Jan Waterink, Basic Concepts in Christian Pedagogy, (Grand Rapids: Eerdmans Publishing, 1954), 128, 129.
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