The Great Commission of Education is intended to call on all Christian educators to reach out to
ALL children and adolescent in the Christian and public schools. Christian educators should want the
world to see God’s grace and glory through all students, (Ackerman, 2012). As Christians, we should
follow His word when addressing who we should reach out to in regard to educating. Scripture states
which population should be welcomed was discussed in Luke 14:12-14. Jesus says. “When you give a
luncheon or dinner, do not invite your friends, your brothers or sisters, your relatives, or your rich
neighbors; if you do, they may invite the poor, the crippled, the lame, the blind, and you will be blessed.
Although they can not repay you, you will be repaid at the resurrection of the righteous.”
I believe, many of our Christian schools forget the foundations their schools are built on. At
times, they become more concerned with friends, brothers, relatives, rich neighbors, and academic
merit. Some Christian schools forget they should be concerned about “the poor, the crippled, the lame,
the blind.” Being more concerned for those who struggle should be of their importance. Job 29:14-16
depicts an image of caring and acceptance. Job states, “I was eyes to the blind and feet to the lame. I
was father to the needy; I took up the case of the stranger.” Sustaining the depiction of being “the
best” is one of the most important concerns of a Christian school. Creating schools that stand above all
other schools and demonstrate excellence in their craft of education is of most importance to Christian
schools. Making the decision to either be and maintain their elite statuses or care for “the least of
these” and teach ALL students had become a pertinent decision for most Christian schools. They
describe their school success by their students’ scores on achievement tests, entrance exams, college
entries into elite and ivy league colleges, or the success rate of their students and the fact that not only
do all of their students graduate, but how many of them continue their education beyond high school
and attend college.
Having worked, volunteered, and having my children educated in both education environments;
I believe teachers in both sectors depict differences within their teaching styles and expectations. In the
public-school sector, I noticed teachers tend to show more compassion, sympathy and care for the end
success of their students. In Christian schools, I believe, after various observations, some teachers may
not feel responsible for their final product, the student (Ackerman, 2012). I believe, some of these
teachers also feel intimidated or fearful at times when the school accepts struggling diverse students.
Teachers also feel a sense of anxiety because they now feel as if their jobs are judged much more
closely when then schools accept struggling students who are not already molded or refined from
previous structured schools and teachers. But, educators must remember if we concern ourselves with
having only elite students in schools, then we will often create a sheltered environment for these
students.
Thus, depriving youth and adolescents of the experiences with coming in contact with diverse
population and the struggles of the world. Which creating ill-equipped disciples of Crist in the world. I
am a firm believer of not placing kids in a bubble and sheltering them from the world and all aspects.
Who wants to shelter their children from the world’s truths and then after graduating high school and
turning 18 years old, they see what they have missed and go on an exploration of the unknown. Which
sometimes leads them to the world of gluttony. From drugs, alcohol, unprotected sex with various
partners, diseases, and the list goes on.
I am a firm believer that all administrator, teachers, educators, and all pertinent school
officials should work very hard in order to help all students be successful, and they must
challenge their own thinking about the different type of learners they may encounter. Educators
must also believe that ALL students deserve a chance at success in their classrooms, regardless
of the students’ backgrounds, learning styles, and or disabilities (Ackerman, 2012). We should
not only reach out to those who fit in a “box of a good student” or even meet all of the world’s
standards or perceptions of “the best”, but we should challenge ourselves as educators and strive
to teach a child to be successful in whatever path they choose and to always remember to
persevere while allowing God to be your head and guide your learning path. Kirk points out how
an environment or heredity plays pertinent part of a student’s development. And how it is the
role of educators to change the environment of the child through instruction, but the role of
heredity is often ignored when considering the student’s disabilities and capabilities. In a public
secular setting, teachers often consider a student’s home environment, but will then lead to more
of the blame game and express how it is a child’s home life of why the perform or misbehave at
school (Kirk, et., al, 2015). Thus, allowing this student to fall between the cracks of education
and receiving supplemental assistance with exceptional child education. In a secular
environment, educators usually refer to research and scientists’ beliefs on different learning
techniques and teaching approaches during their difficult times.
Lastly, as Christians, let us please not forget how the bible summarizes the importance of
valuing individuals regardless of their ability, but also remember “…But God has put the body
together, giving greater honor to the parts that lacked it,25 so that there should be no division in
the body, but that its parts should have equal concern for each other. 26 If one part suffers, every
part suffers with it; if one part is honored, every part rejoices with it. 27 Now you are the body of
Christ, and each one of you is a part of it. 1 Corinthians 12: 24-27
Ackerman, B. (2012). Guide to differentiated instruction for Christian educators (1st ed.).
Lynchburg, VA: Beth Ackerman.
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). [].
Retrieved from: www.cengage.com/global
www.kingjamesonline.org/Bibleversus.com
