Introduction
Though the study of religion is significant in understanding historical events, different cultures, and the development of the American identity, the Christian foundations of education are not always so definitive and defined. Christians come from a myriad of backgrounds, customizing their understanding of scripture and religious teachings. In order for Christian schools to provide authentic Christian-based education, a defined purpose and concise understanding of a Christian Biblical worldview must be established. The educator who operates within secular foundations, practices outside of their relationship with God. An incomplete Christian education lacks commitment in developing the whole student, limits background knowledge development, and creates a disconnect in understanding the internal forces that work toward a service focused and fruitful life. Through biblical education, and seeking to understand Christian philosophy in education, educators can better prepare students for life’s challenges and personal dilemmas which impact their relationship with the Lord, as well as seeking to understand God’s plan. In Corinthians it says, “Be on your guard: stand firm in the faith; be courageous; be strong” (1 Cor. 16:13 New International Version). Scripture teaches courage and demonstrates faith, elements which are necessary for seeking purpose and fulfillment when met with obstacles and trials.
Key Elements of a Biblical Worldview
A biblical worldview is one that is as unique as the individual seeking to understanding it’s meaning. One’s understanding of religion is dependent upon individual experiences, spirituality exploration, and modeled spiritual expectations. As Graham (2009) explains in our text, it has been suggested that parts of the Bible are meant to be interpreted literally, while other verses are meant to provide an example or evoke thought about a particular scenario. With this contradiction it is difficult to discern when biblical vernacular is meant to be literal or figurative in terms of individual response or action. An authentic biblical worldview embraces the opportunity to explore the differences and continue to be confirmed in faith.
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In its true purpose, a Christina worldview is structured on a profound connection and influence of Creation, The Fall, and Redemption. As God placed the responsibility of the Earth to his children, we are endowed with the responsibility to honor that gift. When tempted with sin, people took away the innocence of what God had created. In understanding our fault through Redemption, the reconciliation of our sins is reflected in living life in honor of God’s love for us and the sacrifice of his only son. Rather than calling on the Lord only in times of crisis or need, a biblical worldview encourages converging all elements of life through, with, and in Christ. In honoring Him, we have accepted our limitations as human beings and seek mercy as we grow with God.
Christian Philosophy of Education
The Christian philosophy of education is rooted within personal development through discovery of God’s plan and purpose for existence. In our text, Graham (2009) explains the meaning of a Christian philosophy of education as, “we are to teach in accord with God’s creational ordinances… that demonstrates His grace in redemption” (p. 1). The purpose therefore is expressed in behaviors which promote and teach a clear Christian vision of living, learning, and serving. Our author continues to expresses the revelation that exists not only in understanding God’s truth but also in know what to do with such knowledge. Value is placed on the total understanding of biblical principles which allow learning to be practiced and not just preached. Value is further found in how the view of the educator influences the application of these principles, as call to action and a response to purpose.
Christian based education is a representation of internal spiritual grace. As echoed in the article by Beversluis (2000), education rooted in Christian philosophy is encompassed in establishing purposeful goals for learning which align with the mission of the school and commitment to Christ. Universally accepted expectations and policies regarding the promotion of a student’s intellectual and spiritual growth create a framework for Christian institutional practices. Moral grow and foundations of faith, therefore, are found cross-circularly and not considered independent of standard teachings of literature, science, or mathematics, but rather an enhancement of educating the whole student. Education, therefore, is an opportunity for spiritual enrichment.
Implications for Educational Practice
Practical application of a biblical worldview would be inclusive of that person’s interpretation of scripture. As this is individual in nature, teachings lose continuity as personal ideologies are expressed. The article by van der Walt and Faculty (2016), expresses the potential divide in worldviews and educational philosophies as the result of a 'grab bag' of Biblical verses and perspectives, arguably not guiding individuals satisfactorily to understand the intricacies of Christian education” (p.5). A Christian philosophy applied to educational practice demonstrates not only behavioral expectations of scripture, but also commits to the larger purpose of experiencing life as intended. A Biblical worldview dependent upon the elements of a Christian philosophy solidifies the purpose of scripture and the purpose of life. Continuity among Christian educators and institutions of Christian learning is vital in supporting the application of Creation, The Fall, and Redemption teachings. To nurture God’s children, they require the opportunity to not just learn about religion, but rather learn within Christianity and the Holy Spirit.
A biblical worldview absent of Christian philosophies creates deficits in foundational learning. Secular practices and Christian philosophies are contradictory in process and purpose, especially in relation to implications for educational practice. Christian education, inclusive of secular philosophies, further disrupts the opportunity to streamline Christian based educational standards. Beyond Christian schools, public school students also deserve an opportunity to develop morally and spiritually. Secular Christian educators are challenged with fostering Christian ideologies within the limitations of school policies. In many ways, Christian students who receive a secular education are more confirmed in faith as their values are tested and questioned time after time. The article by Bartlett (2007) expresses the idea people discover their identity through exploration of scripture while building a relationship with the Lord. Educational curriculum that is rich in Christian worldview supports Christian philosophical intentions, including the discovery of life’s purpose. Institutions of Christian learning must be committed to discovering the meaning of Judeo-Christian practices in the creation of lesson plans, comprehensive school counseling plans, and collaboration with families.
Conclusion
To truly understand motives, perspectives, and passion, one must learn the significance of Judeo-Christian foundations and be confirmed in their contributions to a Christian Biblical worldview. Teaching that is done authentically in His image will never be lacking in purpose, truth, and direction. As the quest to maintain Christian foundations is dependent upon a shared set beliefs and principles, educators must remain dedicated to a unified vision of educational standards. Our passion guides our quest. The influences of personal experience and individual interpretations of scripture, therefore, should be utilized to further explore the meaning of Biblical messages, welcoming the challenge to a strong foundation of faith. A Christian philosophy of education extends beyond the classroom, learning does not end at the sound of the bell. Education is not surfaced based, but rather an opportunity to search for inner strength and peace beyond brick and mortar arenas in a daily attempt to honor God and the gracious gifts that have been given.
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