Christian Philosophy of Education

1981 words 8 pages
Christian Philosophy of Education

As we go through our day by day lives in a very secular world, I believe it is very easy to question ourselves as Christian educators. We ask ourselves if we are doing our jobs exactly to God’s calling. Are we striving to teach the truth? And with that, what is truth? According to Gaebelein in his book The Pattern of God’s Truth, “All truth is God’s truth.” As educators we are called upon to cultivate “Christlike minds” (Moreland). This is quite the task, especially given our surrounding circumstances and constant secular environment. Not only are we, as educators surrounded by this secularism, but our young, adolescent students are as well. So, how do we accomplish such as task of guiding
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Teachers should also strive to create understanding in their students of these beautiful differences. By differing teaching approaches, it will acknowledge and affirm the diversity of intelligences and gifts shared between the learners. It is important to accommodate to all the ways the Lord has provided, rather than limiting approaches to one or two. As Christian educators we should behave in an interactive manner with students remembering to function as facilitators and mentors. It is important that the student is encouraged to make his/her own choices and appreciate as well as understand the consequences of those choices. When a student brings up a question it should be valued and addressed constructively and at any time possible biblically. With all these factors, we must go back to the main idea: love. Love the variety in your classroom.
Christian schooling is partly identifiable by its use and views of biblical teachings that reflect on the role of the teacher, the nature of the learner, and the organization and atmosphere of the school. In the book Teaching Redemptively by Donovan Graham, Graham gives scenarios of different “Christian” schools. Most Christian schools today are looked at and understood as very strict lawful environments. It is perceived that rules are created and standards are almost set so high as so no one will succeed. Many
times rewards are given out for high grades. Privileges are based upon the 'good works' of the


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