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Influence and contribution of Christianity on education
Influence and contribution of Christianity on education
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A.A. Baker is writing this book to warn and encourage its readers to thoughtfully consider multiple factors before starting a Christian school. The author gives insightful topics to prayerfully reflect upon when making determinations as to the direction a school chooses to go such as class sizes, teachers, standards, curriculum, philosophy, leadership, and finances.
Baker discusses in several chapters how to successfully promote and grow one’s school and avoid destructive pitfalls. Proper expansion with model examples and financial stewardship methods are given all under the foundation of successfully beginning a Christian school.
The author, A.A. Baker, repeatedly states the importance of not starting a Christian school unless God calls one to do so. (p16) The biblical mindset needed to begin a Christian school is a fundamental aspect to its success- success as measured by its purpose: evangelizing children. (p23)
Baker also points out a major weakness many Christian schools find themselves in –cowering to progressive ideals to generate higher attendance. (p59) This idea that lowering standards or expectations will help the Christian school reach more students has had adverse effects on the very essence of why the school was started. Baker maintains that the best way to grow a school is by
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While Pensacola Christian certainly is exceptional in its training of teachers and leaders, it is not the only means and more information about other avenues of receiving this training could have been given so training could be obtained closer to an individual’s home or in a more convenient manner. (Chapter 7) Another area of weakness is that more data could have been used to support both the positive and negative aspects of the decision making results. Too many variables could have been the result of only one such
Connecting people to the success of the district is one matter, but asking them to support it financially is another. The district is growing in size and is in need of new facilities and internal academic structures to support the growth. As the district continues to grow she is challenged with ensuring that the schools continue to interact with each other and do not return to the independent silos they were when she arrived. Ms. Hall realizes that she is the internal and external face of the district. She takes that very seriously and therefore, tires to view challenges as opportunities and successes as building blocks and
That broader conception of school allowed those schools to better support the students and address social issues that prevent students from accessing their full potential. This conceptual shift can only be spurred by a clear vision of “good education”—which then caused an improvement in their community’s education
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.
We expect that this program will decrease office referrals and suspensions, increase attendance, and increase the number of students participating in service learning at a statistically significant level. In addition, we expect that Parent-Teacher Association attendance and parental awareness of good character will increase. Also, we anticipate an increase in involvement in schools of the faith and business communities, a fusing of character and religious teachings within the faith community, and an increase in the in-kind and financial support of the schools from the business and social community.
According to MacCullough (2012), knowing key worldview questions and biblical answers, a teacher is more prepared to integrate biblical worldview activities into their lessons. Moreover, this can be accomplished with ease in Christian schools by integrating the Bible and lessons from the Bible into the lessons being taught. For example, MacCullough (2012) talks about student processing activities and how one story opened up a whole discussion on God and how as humans we can talk to God and that He talks to us through the Bible. Additionally, Dr. Sam Smith talks about those in public schools and how they can integrate biblical principles. He affirms, “We believe you can integrate biblical principles in the public school best by living your life as a model of Jesus Christ and by doing what you do well” (Smith, 2012). This is encouraging for those who choose to work in a public school because, although they are restricted in what they can say, they are still able to integrate a worldview. This can be done by letting Christ shine through them to their students. Similarly, this approach can and should be done in both public, private, and Christian schools. Letting Christ shine through should not just be for those times teachers are in a Christian environment, but in every situation that teachers encounter in their daily lives.
Over the course of this class we were required to read, “Foundations of Education”. Which has shed light on the knowledge of how schools are ran, and some of the obstacles that are presented in the midst of daily operations. With that being said some chapters from the book are represented in the Student Improvement Plan of Chapel Hill High School. The chapters of the book are listed as followed. Chapter 1 Motivation, Preparation, and Conditions for the Entering Teacher, Chapter 3 Global Origins of American Education, Chapter 4 Pioneers of Teaching and Learning, Chapter 6 Philosophical Roots of Education, Chapter 7 Governing and Administering Public Education, and Chapter 12 Providing Equal Educational Opportunity also Chapter 13 The Changing Purposes of American Education. Chapel Hill High School is a school that’s providing “The Chapel Hill High School Mission is to provide a learning environment in which every student will experience success, achieve his or her fullest...
Gary Collins, a Christian counselor, helps individuals to comprehend their full potential using a God-centered way of coaching. He believes that, through coaching, an individual builds up a vision for their life and a desire for a good future. The book aids coaches to acquire skills that they require to help others, to emerge winners during difficult and challenging moments in their life. The book is also designed to develop Christian coaches’ in questioning, listening and responding. These can help Christian coaches to assess themselves and build up a strategy for their work. Collins rewrote the second edition in order to simplify his coaching methods. The second publication develops his practical skills as a new head in the world that is changing quickly, which includes how to use diverse situations, insights based on the Bible and customized forms among others.
People who support the teaching of religions in public schools argue that it is essential for the students to learn the background of many religions in order to understand the cultural issues that materialize in the world today. Samuel Ayers and Shelly Reid are two educators at schools in Texas and they agree with this statement. They argue constant...
Christian education is for this project. Christian education is the training of special agents of the kingdom of God and the consummation of creation.” (pg.139) I found it fascinating that Plantinga describes ‘us’ within the Christian education system are called or elected to help God regain and restore His earth here with Christ. We have to remember, “no matter what our primary occupation we cannot let it become a preoccupation.” Plantinga helped me to reflect on my current life, my current job, and my current Christian education. I found that when we let these other aspects of our lives, whether it be bills, work or exams, we often allow reality to fade into the background. Or perhaps we could look at it this way: Our lives get so busy and hectic that we tend to put God on the back burner. Christian education whether in a university or biblical studies at home will give us guidance through our hectic lives, renewing our minds and keep us in close connection with our Creator and the rest of His Creation. Plantinga sums up Christian education as “for the kingdom of God. It equips us to be agents of the kingdom, models of the kingdom in our own lives and communities, witnesses to the kingdom wherever we go in the world.” (pg.143) When we ‘put on the full armor of God’ we not only protect ourselves from this fallen world but we are also able to project God’s glory to all those who we encounter.
Standard 1 of the Florida Principal Leadership Standards (2011) describe the priority of the school leader as, “effective school leaders demonstrate that the student learning is their top priority through leadership actions that build and support a learning organization focus on student success”. Our number one priority and focus is and always should be our students. They are the reason behind our professions. It is the faculty the ones who should be supported by the administrators. The leaders should celebrate their success, encourage them, support their assertive instructional decisions, and motivate them each day to create the right conditions for learning. The principals must plan to project growth the most accurate possible, employing all the help that they could get for this challenging task. Students should not be affected because qualified teachers are not available. Strategic schools use the resources at had to relocate, and alleviate the human resources problems.
Transforming School Culture Essay School culture is created by the educators that work within the school. In the book, Transforming School Culture, Dr. Anthony Muhammad, has focused on 4 groups noted throughout schools including the fundamentalist, believers, tweeners, and survivors (Muhammad, p. xiv). In this essay, we will focus on some of these educational groups identified by Dr. Muhammad such as leveraging the believers, supporting the tweeners, and transitioning the fundamentalist, while also taking a closer look specifically at the culture of the school I work in and how I as a leader can promote change in the school. Beginning with the educational group the believers, this is a group “committed to the learning of each student and operate under
Family Friendly Church Assessment The Family Friendly Church Assessment provides helpful information to congregations looking to take their family ministries to a new level. Assessments work with the pastors and include listening groups of congregation members that explore the current ministries and future visions of family and children’s ministry. Assessments last for three days, provide a report of the findings of the assessments, and include a year of follow up assistance. The Family Friendly Church Assessment begins with a general reflection on church culture and youth ministry culture in general It includes complete reviews of the history and culture of the congregation itself.
In 2009 there was a journal published about a study that “assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior” by William H. Jeynes (Jeynes 36). The hypothesis was that the deterioration of the behavior among our students was caused my the removal of a moral education through our educational institutions. So they compared the academic achievement and behavior of random students in public high schools and compared them to those from private religious high schools to see if there was a connection. Their findings were that the more Bible literate a student was, the less behavioral problems they had and the higher their grade point average was. They believed that the teachings of the Bible made students follow better learning practices, so the sc...
There are many certificate and diploma programs in Religious Higher Education, but there has not been any research done into these programs and their effectiveness. There has been research into other educational certificates, such as vocational certificates, but not specifically religious educational certificates (Bosworth, 2010; Clark, 2002). It is the goal of this study to determine the ultimate applicability of religious education certificates and diplomas to the real world and the job market. The Certificate in Ministry and Diploma in Ministry at the South Texas School of Christian Studies will be the focus of this study. This institution has offered an 18-credit hour Certificate in Ministry (18-hours of Bible, Theology and Practical Ministry courses) for thirty years. They have recently added a 60-credit hour Diploma in Ministry to their degree offerings. It is the purpose of this study to determine if this degree has any practical applicability for gaining employment in the area of the degree as compared to those without any formal education or students with a bachelor, master or doctoral degree in the field of Religion or Theology.
Sometimes it doesn’t seem like God cares. It is easy to get upset at God and blame Him when things don’t go like we think they should. In the lessons that follow, we will examine the life of a man named Joseph. One bad thing after another seems to take place in his life. Through it all, however, Joseph trusts and obeys God. When we get to the end of the story we see that God was there all the time working in his life.