EDUC 504: BIBLICAL WORLDVIEW & EDUCATIONAL PHILOSOPHY
In the Bible, we are given a pattern of education through the teaching
of our Lord. Through Jesus’ example we see that, first and foremost,
education should be founded on the eternal truths of the Word of God. The
purpose of a true education is to grow in the knowledge of God and to live
the life that He has called us to live, by developing the God-given talents
and abilities that He has given, in order to excellently do the good works
that He has planned, for His glory and others’ good. Secondly, education is
to be relational. Jesus walked with and lived among His disciples. Education
should also be experiential. His disciples experienced life with Christ and
practiced His teachings alongside the Lord. Lastly, in addition to being
centered on God’s Word, cultivated through relationship and experiences,
the truths to be learned must be communicated through stories and
discussions that are captivating to the hearers.
In A Christian Philosophy of Education (Bartlett, 2007), Bartlett
summarizes the purpose of education by echoing the words of Solomon:
“The end of the matter; all has been heard.<Fear God and keep his
commandments, for this is the whole duty of man.” (English Standard
Version, 2001, Ecclesiastes 12:13). This verse highlights the first principle
stated in my thesis: education must be founded upon the knowledge of God
and His commandments. The goal of education is to train disciples who
understand what God has done for them in the sacrifice of Jesus Christ and
what God requires of them in His Word. Cox and Peck (2018) elaborate on
this idea of discuipleship as the essence of true education. In fact, Christian
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EDUC 504: BIBLICAL WORLDVIEW & EDUCATIONAL PHILOSOPHY
Education as Discipleship Formation (Cox & Peck, 2018) highlights the
critical state of American education and its effect on Christian homes as
over 80 % of Christian children are educated in the public school system
which is opposed to discipleship and instead embraces secular humanism
(Cox & Peck, 2018). Furthermore, a large and growing percentage of
children reared in Christian homes walk away from the faith in their
adulthood. Therefore, clearly essential purpose of education, discipleship,
has been stripped from American education. We must return to that
purpose because it is of an eternal impact. In fact, to emphasize the eternal
importance of education, the authors cite the expertise of Webster who
defined education as the foundation upon which success of the law and the
Gospel rests. In this light, education is foundation to the development of
one’s soul, and not simply one’s intellect or temporal understanding.
Additiionally, and in a similar vien as the first principle, education is
to cultivate one’s God-given talents for His purposes, His glory and others’
good. As Bartlett (2007) stated in his article, each person has a God-given
purpose in life. Bartlett expands upon the ideas proposed by Rick Warren in
The Purpose Driven Life (2002) by stating that the purpose of education is
to prepare each student to excellently use the gifts and talents that God has
given them. To equip these students to fullfill their ordained purpose is
more important than simple memorization of facts and attainment of
government mandated educational standards (Bartlett, 2007). In the
Scriptures, we are taught that each person is equipped uniquely as seen in
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EDUC 504: BIBLICAL WORLDVIEW & EDUCATIONAL PHILOSOPHY
1 Corinthians 12 and Proverbs. “There are different kinds of gifts, but the
same Spirit. There are different kinds of service, but the same Lord. There
are different kinds of working, but the same God works all of them in all
men. Now to each one the manifestation of the Spirit is given for the
common good” (New International Version, 1984, 1 Corinthians 12:4-7).
Although, not a Christian philosopher, Howard Gardner picks up on this
idea of unique gifting in his theory of Multiple Intelligence. Gardner posited
that typical school experiences focus primarily on logical-mathematical and
verbal-linguisitic intelligneces however there are numerous other highly
valuable forms of intelligence including interpersonal, musical spatial,
bodily-kinestetic etc (Gardner, 2006). Furthermore, Proverbs 22 shows that
one’s education should be tailored to one’s specific gifts and unique
purpose. Train up a child in the way he should go [teaching him to seek
God’s wisdom and will for his abilities and talents], even when he is old he
will not depart from it. (Amplified Version, 2015, Proverbs 22:6) Alternately,
the Amplified Classic Version translates the parenthetical section as “in
keeping with his individual gift or bent”. (Amplified Classic Version, 1987).
Therefore, an education that is of any true value, must equip a person to
follow the unique God-given call on their life.
However, one must ask how is such an education to be conducted?
Again, the Scriptures point us to God’s design for teaching. Throught the
example of Jesus, we see that teaching is relational, experiential, and
enriched with stories and dialogue. As we see in John 1:14 “ The Word
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EDUC 504: BIBLICAL WORLDVIEW & EDUCATIONAL PHILOSOPHY
became flesh and dwelt among us…” (English Standard Version, 2001). Our
Lord lived among His disciples and developed deep relationship with them
as He taught them. Vygotsky, a secular educational philosopher, picked up
on this idea of education within the context of relationship in his theory of
sociocultural context. Vygotsky posited that education is a social process
and that one’s cognitive development is heavily influenced by one’s social
interactions (Kozulin, 2003). Jesus did not come and live in the desert alone.
He came and lived among His disciples so that we could see that the heart
of God the Father is to develop relationship with His people. God has made
us as relational beings. We are to live within community. Similarly,
education happens within the same context: in community and relationship,
student with teacher, parent with child, master practioner with apprentice
etc.
Furthermore, education is experiential. 1 John 1:1 states “That which
was<from the beginning,< which we have heard,< which we have seen with
our eyes,< which we looked upon and<have touched with our hands,
concerning the word of life…” (English Standard Version, 2001). The
disciples experienced life with the Lord. They touched, saw, heard as He
lived with them and taught them. Similarly, just as education is relational,
that naturally necessitates that it is also experiential. In other words,
learning is not simply an intellectual, cognitive pursuit. It happens through
experiences. It involves all of the senses as we see in that verse. It is
immersive. Hedlin (2010) focuses primarily on adult education, however the
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EDUC 504: BIBLICAL WORLDVIEW & EDUCATIONAL PHILOSOPHY
principles of the experiential learning hold true for education at all stages.
Hedlin states that education should be applied to real life through a variety
of means including practicums, internships, and field-experiences. Hedlin’s
premise is that education is solidified through application and practice of
that knowledge. This solidification of understanding through
doing/experiences is founded upon the Judeo-Christian value system. AS
opposed to other religions that value a contemplative or meditative
acceptance of truth, Jewish tradition values doing as a sign of
understanding/true learning. Rabbi Jacobs (2002) summarizes this principle
of the Jewish faith as “understanding leads one to doing” or “study leads to
action” (Jacobs, 2001). Indeed, the Scriptures establish that principle of
action for us in James 1:22 “But be doers of the word, and not hears only,
deceiving yourselves” (English Standard Version 2001, James 1:22).
Therefore education must include hands-on experiences for our students.
We must allow our students to be doers, and not simply hearers of whatever
we are asking them to learn.
But, what about what they hear? Does the a biblical philosophy of
education include the communication of subject matter? I believe that it
does. In keeping with the teaching of our Lord, I believe that education
must include stories and discussions that are captivating and relatable for
the hearers. An education that is experiential and relational does not negate
that education also involves communication. In fact relationships and
experiences necessitate communication. As Johnson-Miller (2013) states
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EDUC 504: BIBLICAL WORLDVIEW & EDUCATIONAL PHILOSOPHY
“Life is a conversation.” (Johnson-Miller, 2013, p. 379). That fact that Our
Lord is called The Word is not by chance. Words in all forms-- reading
writing speaking-- are highly important to our existence. Education
therefore must include stories, discussions, and critical conversations.
Johnson-Miller emphasizes the great importance or magnitude of
conversation in teaching by highlighting the transformative process that
occurs when we converse with one another. By this author’s estimation,
without conversation, there would be no transformation and no meaning in
life. The Scriptures again establish the use of dialogue as an impotant tool
in teaching in Isaiah 1:18 and Acts 17:2 which both use the term “reason
together” or “reasoned with them” meaning to discuss and settled a matter
or to argue, explain or prove. God Himself calls us to reason together with
Him and settle the matter of our sin, to recognize it from His viewpoint and
see our need for His plan of salvation. Paul reasoned with the Jews in the
synagogue, explaining to them from the Scriptures, debating and
persuading them of the truth. This is a model of conversational education
that ought to be followed.
In conclusion, my biblical framework of education includes that the
core of education must be the Word of God. Education is first and foremost
about the pursuit of understanding God, as well as His creation and His
design and intent particularly for each of us. Education should equip
students to pursue their God-given calling, utilizing their gifts and abilities
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References
Amplified Classic Version.(1987). BibleGateway.com.
https://www.biblegateway.com/versions/Amplified-Bible-Classic-Edition-AMPC/
Amplified Version. (2015) The Lockman Foundation.
https://www.biblegateway.com/versions/Amplified-Bible-AMP/#vinfo
Bartlett, J. C. (2007) A Christian philosophy of education of a public school educator.6Christian
Perspectives in Education, 1(1). https://digitalcommons.liberty.edu/cpe/vol1/iss1/7
Cox, W. F., & Peck, R. A. (2018). Christian education as discipleship formation.6Christian
Education Journal,615(2), 243-261.6https://doi.org/10.1177/0739891318778859
English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/
Hedin, N. (2010). Experiential learning: Theory and challenges.6Christian Education
Journal,67(1), 107-117.6https://doi.org/10.1177/073989131000700108
Jacobs, J. (n.d.) Do first, understand later. My Jewish Learning.
https://www.myjewishlearning.com/article/do-first-understand-later/
Johnson-Miller, B. C. (2013). Conversational teaching and christian transformation.6Christian
Education Journal,610(2), 378-391.6https://doi.org/10.1177/073989131301000209
Kozulin, A. (Ed.). (2003). Vygotsky's educational theory in cultural context. Cambridge
University Press.
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