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Joseph Paulino

Discussion: Early Civilizations and Modern Applications

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Discussion: Early Civilizations and Modern Applications

Education is our weapon. However, it is the weapon of the well informed. It is a dangerous thing to be uninformed. The late Nelson Mandela once said, “An education is the most powerful tool to effective change”. Exploring the History and Philosophy of Christian Education: Principles for the 21st century reminds one that there is nothing new under the sun. The authors provides many historical facts taken for granted today. Their work clears the prism utilized to see one’s experience with modern education. Authors Anthony and Benson open one’s eyes to the idea that there is nothing new about the system utilized to educate our communities.

Education is a topic, which is a barrier for some, and it is a bridge for others. Historians have no shortage of books, journals and many other literatures written on its power. Moreover, an education today is life and death for many. One can experience that struggle in this literature and events outlined in many others. Life and death regarding one’s education has many meanings. One, which comes to mind, is Brown v. Board of Education. However, one can go on and on with examples of pillars’ ultimate sacrifice to be informed. One can discover similar purposes and reasons from the past for educating today.

First, we continue to educate for safety and security reasons. Security has transcended time and place. The Greeks at one point had an educational experience, which was driven by one’s abilities to be a hardened warrior. However, those selected for the opportunity were provided with an education to defend the nation. One finds today, such a system attached to our beloved military. Those that choose the life of service in our military get to experience the education provided in defense of our nation. “It was said that the greatest honor of a Spartan mother was to see her son return from the battlefield carried on his shield, having given his life for the protection of his country” (Anthony & Benson, 2011, p. 51).

Biblical literature also support the quest for all to be educated. Through the numerous passages found, one can learn from the example of many mentioned in the Bible. There are many great examples such as, “An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge” (Proverbs 18:15 English Standard Version). Be reminded that feeding the Kingdom of God requires a commitment to educate. Secondly, Theodore Roosevelt once said, “A thorough knowledge of the Bible is worth more than a college education.” (BrainyQuote, n.d.).

Finally, one is further informed regarding the link in the chain that connects the education process. Reading Exploring the History and Philosophy of Christian Education: Principles for the 21st century makes the connections a lot more visible.

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1 day ago

Thomas Narofsky

Ancient Hebrew Culture and Education

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I selected the ancient Hebrew culture and its informal education system for this discussion board due to COVID-19 and the mandated homeschooling it created. The uncharted territory and complexity of COVID-19 created a dilemma for families and challenged educational leaders to continue the educational growth and development of the homebound students. Learning from the ancient Hebrew educational system may provide three applications for today's learning environment.

The ancient Hebrew educational system, as described by Pazmino (2008) and Anthony and Benson (2003), was family-centered and educational instruction and application took place in the home. The father and mother were instrumental in the teaching and educating of their children. The first subjects were learning to honor and love God and his creation, parental moral instruction, and an understanding of Jewish festivals, rituals, and commandments (Pazmino, 2008; Anthony & Benson, 2003; English Standard Version, 2001, Deuteronomy 6:1-5). The education, instruction, and application was a continuous and lifelong process were Scripture-based to instruct children so that they would grow in wisdom and knowledge and not stray as they grew into adulthood (ESV, 2001; Genesis 18:19, Deuteronomy 4:10; Deuteronomy 6: 6-9, Proverbs 4, Psalms 78:1-8). The father, who was the spiritual head of the household, taught his sons the Sh' ma, the commandments, Jewish rituals, and historic Jewish events along with tradecraft. The mother taught her daughters domestic housecraft.

During the COVID-19 school diaspora challenge, parents and, for some, other family members became home schoolteachers. Like the Hebrew educational system, the home became the center for education, instruction, and application. As a professor at Bellevue University, I became the teacher for my grandchildren. I taught them mathematics, grammar, reading, science, and art. Our grandchildren also attended online zoom meetings with their regular schoolteachers for weekly meetings and social interaction time (Lowe & Lowe, 2018; Campbell & Garner, 2016). Along with the assigned school homework, bible stories and biblical assignments were taught. The COVID-19 challenge created an opportunity to assess how our grandchildren learn and provided three lessons to carry forward with our grandchildren.

First, despite the education provided by the local school, the actual learning and development occur in the home. As described by Pazmino (2008) and Anthony and Benson (2003), the early Hebrew education system was family-centered and regarded instruction and application as a primary role of both father and mother. COVID-19 refocused the role of our grandchildren's parents, my wife, and my role to educate and to care for the grandchildren. Due to the COVID-19 change in the education process, it allowed for daily biblical learning and secular education (Wright, 2020; Maitanmi, 2019). The homeschooling aspect of COVID-19 provided an opportunity to teach the biblical aspect of learning that the ancient Hebrew system incorporated into the daily lives of the Hebrew household. This instruction continues today despite the grandchildren being back in regular school.

Second, learning is continuous throughout the day and not just a set time. As described in the Cartwright (n.d) video, life lessons can occur on purpose and, at times, spontaneously. COVID-19 provided multiple opportunities to teach our grandchildren life lessons (Darling-Hammond et al., 2020; Maitanmi, 2019). Some lessons were on purpose, for example, health and safety in a pandemic and dealing with fear. Moreover, other life lessons were spontaneous, for example, learning to plant flowers and talking about God's creation (Cartwright, n.d). Life lessons allowed for learning and applying character-based learning throughout the day, too (Darling-Hammond et al., 2020; Maitanmi, 2019; ESV, 2001, Deuteronomy 6: 6-9). The ancient Hebrew method of continuous lifelong learning is an essential part of education and development even today. Intentional and deliberate learning provides more significant opportunities in life.

Third, the last applicable lesson from the COVID-19 diaspora and the Hebrew education system was a safe learning environment for the grandchildren while the pandemic was happening. Safety and security are the early Hebrew system of education provided since it was in the home (Darling-Hammond et al., 2020). Despite the anxiety and fear the grandchildren may have had, they felt when COVID-19 sent every student home, and they felt safe and secure at our house. Providing a safe and secure learning environment allows children to learn and not worry (Darling-Hammond et al., 2020). Establishing a learning atmosphere that promotes active engagement and free flow of ideas is vital to learning and retaining knowledge (Darling-Hammond et al., 2020). Through this process of establishing a collaborative learning environment, it encourages a sense of belonging, a shared identity and creates a culture of inclusiveness and trust. Trust is the basis for communication and credibility for a teacher.

The early Hebrew educational system may have several applications for today's learning environment, especially in a COVID-19 pandemic environment. The family-centric style of learning and application is conducive to an environment of home-bound students. The teaching environment provides an additional opportunity for biblical lessons that would not happen in a school teaching secular subjects.

References

Anthony, M. J., & Benson, W. S. (2011). Exploring the history & philosophy of Christian education: Principles for the 21st century. Eugene, OR. Wipf & Stock.

Campbell, H. A. & Garner, S. (2016). Networked theology: negotiating faith in digital culture. Grand Rapids, MI: Baker Academic.

Cartwright, J.B. (n.d.) Presentation: Ancient Origins of Christian Education. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_677134_1&content_id=_43336612_1

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. & Osher, D. (2020) Implications for the educational practice of the science of learning and development, Applied Developmental Science 24(2), 97-140, DOI:10.1080/10888691.2018.1537791

English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/

Lowe, S.D, & Lowe, M.E. (2018). Ecologies of faith in a digital age: Spiritual growth through online education. Downers Grove, IL. InterVarsity Press.

Maitanmi, S.O. (2019) Reflections on Christian Education, Journal of Research on Christian Education, 28(2). 91-93, DOI: 10.1080/10656219.2019.1649401

Pazmino, R.W. (2008). Foundational Issues in Christian Education: An Introduction in Evangelical Perspective. Third edition. Grand Rapids, MI. Baker Academic.

Wright, N.T. (2020). God and the Pandemic: A Christian Reflection on the Coronavirus and Its Aftermath. Grand Rapids, MI. Zondervan.

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