Introduction
My first teaching experience was in a Christian school. In retrospect, I recognize that I taught in the same secular way as I had been taught when I was a public school student. What dictates the focus of the classroom is the degree to which the teacher reflects on their teaching and seeks to teach from a Christian world view. Van Brummelen (2009) notes that, "Christian teachers, in both public and Christian schools, often accept common approaches to curriculum without reviewing their world view roots. As a result, their teaching does not fully reflect Biblical views of knowledge, persons, and values." (p. 67).
I am currently teaching in a Christian school and see how my focus on getting my students ready for the Advanced Placement exams has become a priority that replaces Christ in the classroom. I also recognize that I operate under a traditionalist teaching framework that does not modify instruction to fit the unique God given character of each student. Van Brummelen (2009) reminded me that, "Traditionalists often fail to have students unfold and interpret knowledge in ways that reflect the diversity of the unique students in their classrooms." (p. 71). I must take the unique God created personality of each of my students into consideration. If I view each student as uniquely and wonderfully made in the image of God, I will be having a Christ like influence on both my secular and Christian students.
Van Brummelen (2009) describes how, "Biblical love must also characterize the classroom itself. Teachers are attentive to the needs of their students. They are charitable persons who give students meaningful responsibilities in a setting where they nurture respect and support." (p. 76). My experience ...
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Schultz also stressed the importance of a biblical worldview in the teacher. As the leader in each classroom the students will adapt their teacher’s beliefs, values and finally actions. If they are taught by a teacher who holds a dualistic view of dividing the sacred and the secular, or a postmodern or modern worldview, it will adversely affect the ability of that child to develop Christ centered wisdom based upon the Word of God. Schultz, in referring to the education of children, stated “anything that hinders their moral and spiritual development is the epitome of child abuse.” (2006, p. 163). As such, our curriculum, teaching methods, and moral example, must all reflect a biblical worldview that will evangelize and discipline each student to know and love Jesus Christ.
Everyone has a worldview and a way they see life. Christian teachers should be willing to use their own biblical worldview to help the students in class develop a strong set of beliefs by integrating biblical truths into their lessons daily and encouraging their students to apply what they learn in class to not only their biblical worldview, but to their life.
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Synopsis of Article: This article explains the relationship between Education and Psychology and how Psychology plays a dominant role in understanding ideas and the material in Education. It delineates the contribution of psychology to education from the view of society and then from the work of a psychologist. It focuses on natural tendencies in human nature that influence the learning process and also the affect our surroundings have on learning. The article shows how Psychology contributes to methods of teaching and also methods of learning tremendously. It explains the importance of psychologists in making new discoveries and progression in all aspects of psychology and the role these discoveries play in Education. The article also informs us how intelligence stems from our offspr...
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In Glen Shultz’s (2003) book Kingdom Education: God’s Plan for Educating Future Generations he addresses the importance of education in coordination with the family and church in developing and training future generations within a biblical worldview. He describes moral decline, increased crime rates, the disintegration of the family and the church’s inability to be the salt of the earth as examples of the increased secularization because of the removal of God and His word from our schools. The author’s answer for these dilemmas is biblical principles that are consistently taught in the home, church and school. Shultz (2003) compared kingdom education to the three legs of a milk stool “on which an individual can safely rest, regardless of the roughness of the ground (Shultz, 2003, p. 12). Kingdom education is defined through the lens of the kingdom of God where God reigns and is active in all areas in and around our lives. The focus of kingdom education is on biblical principles and is the incorporation of these principles into a child’s home, church and schooling. The purpose of kingdom education is twofold, the acceptance of Christ as a personal savior and the development of the mind for God’s use and glory. The three foundations of home, church and school are discussed in regards to the role each has in relation to kingdom education.
(Larry and Sue Richaards, 2011)” With this verse I think that everyone is created unique by God and had different learning capabilities and styles. For if we were created equal there would not be diverse spiritual gifts or even different eye colors. I also think that to truly incorporate a Christian worldview a teacher must be strive to be like Jesus in possess the Fruits of the Spirit. The fruit of the Spirit are “love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness, and self-control.” Galatians 5:22-23. (Larry and Sue Richaards, 2011) For children learn from their environment around them and in order to understand and gain knowledge fully they mimic the
Although our research project continues—it is far from finished—there were several considerations which brought us to the decision to write this book. First, in none of our publications had we spelled out the theoretical framework within which we have operated. It is consequently, with the relationships of our findings to each other, as well as to broader psychological issues, have not been discussed in a manner satisfactory to us. Second, is about we had a fair amount of unpublished data which we felt could only be evaluated within the context of all we have done. Third, is about we became increasingly aware that our work had important implications for psychological practices and procedures in the public schools. This awareness was due not only to our interpretation of our formal findings, or to the fact that we spent a great deal of time in the school setting, but also to the response of various school personnel who felt that our studies could be of great relevance in the development of testing procedures which would be more meaningful than those currently employed in our schools. The final factor entering into the decision to write this book was our inability, for reasons beyond our control, to remain together as a research team. We have worked intimately together for several years, all of us participating in the over-all
In his book, Steppingstones to Curriculum, Van Brummelen discusses four popular perspectives on curriculum through curriculum orientations. “A curriculum orientation sets out basic worldview assumptions and how these suggest an overall vision for education, a view of knowledge and of the person, and how these affect classroom learning and teaching, and how we go about planning, and the general aims of curriculum” (pg.25). Curriculum orientations provide the teacher with a clear and distinct sense of direction for an educational program. A curriculum orientation is what a teacher teaches to. Each orientation has a different view on what’s important and gives the teacher clear focus. The four orientations are traditional, process/mastery, experimental, and Christian. When planning out curriculum, the traditionalist approach views curriculum as a conveyor of information and ideas. Their focus is on transmission. They focus on building basic skills and reasoning through gaining knowledge in key disciplines. Process/mastery supporters focus on the process. They view curriculum as a controlled and efficient process. Their knowledge and learning emphasis are on investigating, mastering, and applying data in small, defined, manageable steps. Experimentalist view curriculum as a quest for personal meaning. They focus on constructing knowledge. They’re all about learning through experience. They put emphasis on autonomous creation and negotiation of knowledge and meaning. Christians view curriculum as a reflection/ interpretation of God’s truth. They focus on responsibility. Their curriculum answers questions such as how do we foster students’ positive responses toward God, their fellow creatures, society, and themselves. They put emphasis on understanding and unfolding God’s revelation through experience, observation, conceptualization, and
One of the more popular areas of psychology is Educational Psychology. Educational Psychology can be explained several ways. The idea is to study theories and concepts from different parts of psychology and apply them in educational settings. These educational settings may occur in different school settings such as preschool. The goal of educational psychology is to create a positive student-teacher relationship. Educational psychology uses five different types of psychology, behavioral, cognitive, developmental, and social cognitive, and constructivist in this research paper I will be briefly discussing each type of psychology listed above.