“One does not learn anything except by believing something, and -- conversely -- if one doubts everything one learns nothing. On the other hand, believing everything uncritically is the road to disaster. The faculty of doubt is essential. But as I have argued, rational doubt always rests on faith and not vice versa. The relationship between the two cannot be reversed. ”
L. Newbigin.
Education and wisdom are essential to the human condition and all educational philosophies focus on the goal, source and definition of scholarship. We are made to learn, form opinions, believe and apply knowledge to every sphere of life. One’s view of the learning process, as well as the value and goal of education is shaped by an individual’s world and life view. A worldview is the lens by which we make sense of reality. It is the framework or scaffolding for piecing together every small aspect of the human experience. Wherever we find the ultimate concerns of society, we find worldviews. Every formal and personal worldview attempts to provide systematic answers to the great questions of life as well as to determine one’s view and role of education. An individual’s view of God, His world and His man therefore form the backdrop to the social construction and application of learning. Lesslie Newbigin states, “If we consider what is involved in learning to know anything, we will see that knowing has to begin with an act of faith. We have to trust the evidence of our eyes and ears, or, if we are learning a language, or learning science or history or any other branch of knowledge, we have to begin by trusting those who undertake to teach us." With this in mind, the Christian view of education returns us to the pre-modern faith-based paradigm which deconstructs Cartesian skepticism and replaces it with the belief that faith is a precondition for reason.
I believe the goal of Christian education is to create thinking and acting Christians who have a personal faith in Jesus Christ, a commitment to scripture, a joy of life-long learning, an appreciation of truth and beauty as well as the capacity to serve one’s fellow human beings. I believe these goals are best achieved within the context of a liberal arts curriculum, exposing students to a wide variety of knowledge through an expansive study of history, art, music, theology, philosophy and the social and natural sciences. The integration of faith and learning provide the cornerstone to a complete education.
One of the more prominent educational philosophies is Jean Piaget’s theory of social constructivism, postulating that humans generate knowledge and meaning from the coalescing of personal experience and ideas. Using Piaget’s own methodology, I’ll describe a synthesized theory of epistemology in relation to the Biblical worldview.
One of the first questions in our pursuit of knowledge is simply, “what is worth knowing?” For the Christ follower, we find this answer in scripture. We are to know the author and defender of our faith and to understand our place in the world He has created. A subject matter isn’t worth knowing simply for “knowing’s” sake, but only as it directs us back to God, God’s man or God’s world.
A second foundation of education is coming to terms with knowledge itself. What is it? Can it be known and measured? How are facts different from belief and why is this so? Post-Enlightened philosophers bifurcated reason and revelation in the search for truth. Modern man is thus schooled to believe that rational thought and spiritual pursuits are diametrically distinct. Most of the poverty found in educational theories lies in this false dichotomy. Reason alone cannot provide all that can be known about the world and our place in it. Christian education therefore restores the mind, heart and soul into a holistic search for truth combining both rationalism and revelation. Because truth and knowledge flow from the very heart of God, true wisdom exists by utilizing and understanding both logic and revelation.
The theory of human nature is the next variable in the methodological dialogue. What is a human being and what is his ultimate purpose? Here again, the social constructivist and social Darwinism fail to grasp the great spectrum of the human condition. Man is dualistic, made of both matter and spirit, and each side of his existence must be nurtured and challenged. As scripture tells us, man is also made in the image of God, but is prone to evil. Understanding man’s proclivity to self-indulgence and evil must guide our application of educational theory. Failure to grasp this fundamental human condition stifles any attempt at moral education. While Piaget believed children define morality individually through personal struggles and fair solutions, sociologist Emile Durkheim believed morality to stem from social attachment, or immersion in a group or culture. Both theories leaves one wanting: Piaget’s theory is a morality of utilitarianism, while Durkheim fails to grasp that absolute truth comes from a transcendent source, not group thought. Moral education must include more than the adaption to cultural norms, it must also include the knowledge of and a belief in a transcendent source of truth.
Additionally, Piaget’s theory of transmission also needs revising. Jesus’ last command to the apostles prior to his ascension was to “Go and make disciples”. Accordingly, Christ’s command helps us answer the question, “who is to teach and what is the role of the instructor”? Teachers are more than just tutors; they are models and examples of truth. Their respective lives should embody truth, justice, morality, ethics and Christian character. I believe the role of teacher encompasses more than passive facilitation. Christian educators should be expert guides who create intentional educational pathways for students to follow. While students are ultimately personally responsible for their intellectual development, we as educators must actively create the environment, tactics, curriculum and information to lead them into a love of learning. This requires daily instruction, admonition, expertise, wisdom, encouragement and guidance. The greatest compliment a student can bestow on his/her teacher is the desire to be like them. If we are to make disciples, it is imperative that our teachers be worth following.
Breaking down these theories into practical application can very across a broad spectrum, based on individual teacher’s strengths and training, as well as the individual learners aptitude and experience. Piaget was right in forming his stages of cognitive development, discovering correctly that children think and reason differently during different stages of life. I also believe it is imperative to assimilate the knowledge of the Biblical worldview through experimentation and accommodation, allowing students to explore, manipulate, experiment and question in their search for truth and meaning.
In closing, “in a pluralist society such as ours, any confident statement of ultimate belief, any claim to announce the truth about God and his purpose for the world, is liable to be dismissed as ignorant, arrogant, dogmatic” . This is the environment we’ve chosen to enter into as we seek to raise up the next generation of Christ followers. It is imperative that we have an answer both in and out of season, and are prepared to give a reason for the hope that is within is. This hope consists of both rational thought and personal belief, two sides to the human coin of learning…Finally, Christian education should seek to honor God by educating men and women to be servant leaders to a world that so desperately needs them. If successful, Christian education can be one of the great hopes to a world in desperate need of redemption.
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