Contents Preface............................................................................................................ 7 Chapter 1 Orientation............................................................................................ 10 1.1. Purpose of Christian education..................................................................... 12 1.2. Guided by sources................................................................................. 16 Chapter 2 Teacher and Student...................................................................................20 2.1. The teacher.......................................................................................22 2.2. The student......................................................................................26 Chapter 3 Curriculum, pedagogy and didactics...................................................................34 3.1. The curriculum...................................................................................36 3.2. Knowledge and wisdom...........................................................................43 3.3. Pedagogy.........................................................................................45 3.4. Didactics........................................................................................ 47 3.4.1. Things are full of mystery................................................................... 48 3.4.2. Human beings have been created in relationships..............................................50 3.4.3. The heart is touched..........................................................................50 3.4.4. A human being lives in the presence of God...................................................52 3.4.5. Insights and skills have to take root............................................................53 3.4.6. There is a variety of gifts..................................................................... 55 Chapter 4 The school as a community............................................................................ 58 4.1. Being a Christian teacher in a community......................................................... 60 4.2. The Christian school.............................................................................. 61 4.3. The principal.....................................................................................66 The Essence of Christian Teaching 5
Chapter 5 Not all education is alike...............................................................................70 5.1. Teacher in primary education......................................................................72 5.2 Teacher in secondary education....................................................................73 5.3 Teacher in a school for secondary vocational education..............................................77 5.4 Training teachers.................................................................................79 Final remarks.................................................................................................... 82 Bibliography.....................................................................................................84 Notes............................................................................................................. 88
Preface Christian teachers cherish their ideals. But what ideals are essential for genuine Christian education? The Essence of Christian Teaching aims to answer that important question. In this preface we give some clarifying notes in order to inform Christian educators more precisely about the background and character of the book. The Essence of Christian Teaching is an adaptation of the Dutch original, Essenties van christelijk leraarschap, which was written in the Dutch context of Christian education. We realize that the situation differs from, for instance, Christian teaching in China or Africa. Thanks to our work in other countries around the globe, we are highly aware of the cultural bias of our text. However, we believe that the key principles of Christian education, derived from Scripture and the Christian tradition, transcend cultural differences. The previous edition of The Essence of Christian Teaching received a positive response, and we saw the need to publish an international version. We tested its usefulness by presenting an earlier draft to a group of readers from non-dutch contexts. That process has resulted in this book. The book provides a conceptual framework for Christian education. It addresses the following topics, among others: On which values do Christian teachers base their education? Apart from the Bible, which sources are available as inspiration for Christian teaching (e.g., the Westminster Confession, other books on Christian education such as those written by Augustine or Calvin), and how can they be put to good use for the practice of education? What distinguishes Christian education from other approaches? What about the relation between teacher, student, and the content of education? With reference to the last point, what kinds of learning situations do teachers create for their students, and what is characteristic of a Christian presentation of the content of education? How can teachers explain and model a Christian worldview? This book is not a theoretical work that scientifically underpins Christian education, and it is not intended to be used as a manual that directs the day-to-day practice The Essence of Christian Teaching 7
of teaching. Even the conceptual framework is not a blueprint; it consists of essential building blocks of Christian education, which challenge the readers to rethink and deepen their practice of teaching in their own situation. Therefore, we have written in line with our ideal: namely, that Christian teaching aspires to open windows. We do not know exactly what will be achieved by our teaching. We cannot, for example, exactly foresee to what extent our students will integrate Christian thoughts into their individual worldviews. As Christian teachers we certainly will explain what we are trying to achieve, but at the same time we will be aware of the formative character of education. Just as a lesson in school is never 100% finished, the same can be said of this book. However, we have strived to formulate the essentials. As the title suggests, we have not been able to explore every detail that is important for Christian education. Readers will find concise formulations that ask for more clarification. The phrasings are meant to challenge critical engagement that leads to fruitful conversations. The original version of this book owes its inspiration to many Dutch participants in discussion meetings about what matters in Christian education. Their names are mentioned in the original edition. Many people from outside the Netherlands helped us to provide an English text fitting for readers from other countries and continents. We say thanks to colleague Jaap Braaksma, who clearly revealed our cultural bias during a try-out of chapter 1 in China. Our gratitude goes also to Phill Moon (Christian Schools Trust, UK), Stephen Kaufmann (Covenant College, USA), and Graham Yoko, Rob van der Kooi, and Gerrit Heino (all three connected to Mukhanyo College, South Africa). Thanks to their careful reading, we were able to correct a number of cultural issues. We were honored with the offer of the Association of Christian Schools International (ACSI) to support the release of this book. We are thankful for the critical and friendly reading by their representatives Gavin Brettenny, Paul Madsen, Laci Demeter, Mike Epp, and David K. Wilcox. The comments and suggestions we got from them were of incredible importance. Last but not least, we want to thank our colleague Sjoerd van den Berg (International Network of Christian Education) for being the linking pin to all the people mentioned and for his encourag- 8 The Essence of Christian Teaching
ing support during the months of preparation. We hope that this book will be useful for discussions in schools and in training teachers in many different places around the globe. The goal is not something like one size fits all for Christian education worldwide. Cultural differences should be a treasure, not stumbling blocks. On the other hand, the principles of education discussed in this book, derived from Scripture and other relevant sources, are not limited to one culture, but can be applied across cultures. Discussions about Christian education can develop and stimulate teachers in their own communities. We hope that this book will be helpful in the ongoing process of reflecting, developing, and applying Christian teaching. The Essence of Christian Teaching 9
CHAPTER
TEACHER AND STUDENT The Essence of Christian Teaching 21
David takes the newspaper out of his briefcase, turns over a few pages, and holds up an article for the students (grade 12) in social sciences. The article describes how the government is piling on more and more safety measures. When I read this, I wondered what was behind this. Why are they taking more and more safety measures? As I see it everything has become less safe, says one of the students. Of course it s because of all the foreigners, a second joins in. Maybe we are afraid of risks? a fourth one wonders. Well, I think we are intent on controlling these risks, keeping them in check. Each one has a contribution to make. Together with the students David, through a biblical perspective, tries to get more clarity on this part of social reality and the significance it has for both the students and himself. 2.1. The teacher Always a student As Christian teachers we relate daily to our students. At first sight it would seem as if there is a huge difference between teacher and student. However, that does not hold true in all respects, for Christian teachers always remain learners. This implies the readiness to study the Bible. It serves our own personal benefit, but not only that. It is stimulating to search for biblical guidelines to the issues presented by being teachers or arising from the subjects that we teach. Being a student for the whole of life also has to do with the desire to develop the gifts we have received from God. We want to be able to react in a better way to situations that come up in class. Therefore teachers should broaden their insights and enlarge their pedagogical and didactical repertoire. The same applies to the knowledge of the subject or subjects which we teach. Teachers need to keep themselves informed of the subject they are teaching. This brings about an open, enquiring, and learning attitude. In addition, there is the awareness that there are constantly new things to discover in the world. As 22 The Essence of Christian Teaching
Christian teachers we are involved in what is happening in the world. We attempt to understand and interpret social developments. This concerns our own citizenship, and in this way we also contribute to the development of our students into Christian citizens. Christians also learn from one another. An awareness of the worldwide Christian church prevents us from seeing no further than our own country, circle, or congregation. 15 By always remaining students like this, we are better equipped to perform our duty as teachers. Self-image: humble, responsible, and confident Year after year, teachers work with people who know less, can do less, and have less experience of life than they have. Unless we take care, it is easy to start believing too firmly in ourselves. Christian teachers are aware of this danger. We know our own heart and are aware that we can overestimate ourselves. A sound self-image prevents Christian teachers from overestimating themselves (Romans 12:3). It is a gift from God to be allowed to teach others. But it should not lead us to the arrogant conviction that we can grasp all of reality. Faithful teachers know the final end of the journey, but not all questions about the journey have yet been answered. Both in the sphere of teaching methodology and practice, as well as in the knowledge of our subject, our understanding will always be imperfect. This relates to the insight that a Christian teacher is responsible to God. Teachers have influence on their students. How do we use that influence? Jesus warns against the abuse of our influence on children (Matthew 18:6). According to the Bible, the apostles dealt with false teachers who wanted to lead the church astray; these false teachers attempted to lay a different foundation than that of the crucified Lord. That is a mirror for every Christian teacher. Eventually our work with the students will be tested (1 Corinthians 4:10 15). Christian teachers are humble and responsible. Simultaneously they are confident. We do not have all possible wisdom, but we do know that Wisdom is a Person: the Lord Jesus Christ. 16 We have to live in His presence, and so do our students. Because we consider the Bible as the revelation of Christ, we are looking for lessons for our own life and for our work. From the essence of the Gospel we may sometimes make clear statements during The Essence of Christian Teaching 23
Natural attention Then he came and sat with us. He really listened to what we said and to our opinions. When he himself had a certain opinion, he simply took to the Bible. He didn t say: this is how it is. He really listened and helped us by subtly pointing the right direction. Corstian, older boy from a senior school of general secondary education 18 the lesson in the classroom, either commending or disapproving. We also are confident when it comes to the content of our subject. Following Christ makes Christian teachers conscientious in performing their work, like the angels in heaven. 17 Part of this means that we keep abreast of the knowledge of our subject. So as teachers we should show to be professionals in our work. The students have in front of them a person who speaks with authority, not only due to the authority of the teaching position, but also because the teacher has a sound knowledge of the subject matter. Presence and attentiveness As Christian teachers we are on a journey together with our students. Coming together is essential for everything that happens inside the school. Our engagement with students falls under the great commandment of loving our neighbor. Young people made in God s image whom the Creator has brought across our path. However, the relationship between teacher and student is not simply that of the neighbor in general. In our duty as teachers the students are entrusted to us as our special neighbors. Being aware of this, we have an open attitude towards our students and we are there for them. Our availability takes on several chracteristics: Open-mindedness. We see our students in the first instance as a human beings, created by God. This gives us a view of the uniqueness of our students. Each one of them has received unique gifts from God. Therefore we do not allow our engagement with students to be led by prejudice, schemes or models, or a computer system in which data about students are kept. 19 Involvement. We are interested in what keeps students engaged and what they contribute during the lesson. We steep ourselves in their world and discover what they find meaningful. In our reactions we attempt to do justice to every student. Sensitivity. We try to latch onto the things that are important to a particular student at a particular moment. Moreover, we look for a 24 The Essence of Christian Teaching
good balance between endorsing the student and correcting the student. We sense when either of these is needed. And, however important realizing teaching goals may be, sometimes we give priority to something else, because we sense that the students have difficulty with it at that moment. 20 Charity. As Christian teachers we take heed of all students. Those students who take a lively part and are able to keep up, we usually experience as the ordinary students. But there also are students who need specific help. These may be students who have difficulty following the lesson, as opposed to those students who have grasped everything and need an extra challenge. We must also be aware of students who do not really belong in the group or who have been socially or emotionally hurt. Everyone who needs our help is entitled to our charitable attention. Patience. A special manifestation of love of neighbor in Christian teachers is patience. This is connected to the self-esteem we mentioned earlier. A shepherd will not disturb the flock unduly in the lambing season, for that could mean the death of the young animals. With students it is no different. As a result of the above-mentioned sensitivity and an eye for the uniqueness of students, we will know when we have to demand something from a student and when we should practice patience. Moreover, we realise that formation is a matter that takes time. As their guides we take the lead, take our students along with us, but fully understand that it takes a long time before they know the scenery and the destination of the journey the way we ourselves know it. Still, this need not cause us to become downhearted or impatient. We may do our work in the expectation that God will bless it. Thus we live in dependence and in the faith that the Lord in His grace wants to use our work. 21 Confidence. Christian teachers have confidence in their students. Although we know that they (and we ourselves!) are sinners, we express the high expectations we have of them, even when the opposite comes to the surface. A Christian teacher has a realistic, but not a pessimistic view of mankind. Dependability. Dependability not only denotes speaking the truth, but also doing as we promise and being on our guard against inconsistency. Nothing is more confusing to a student than a teacher who is one way in this moment and the next moment quite different. An example of this is a teacher who in keeping order one day permits anything and the next day cannot tolerate the most trifling matter. The Essence of Christian Teaching 25