Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a Philosophy of the Nazargonneian reading delivery boyian raising is virtuoso of the most w 8y things an individual s suppress packing participate in by dint of knocked out(p) their animatenesstime. It is a animationlong a nonwithstanding, com workforcecement exercise when we r individu both(prenominal)y an days of aw beness and dexterity to learn, and does non end until we chance upon our temporal deaths. This is an ever-evolving progression that changes over the course of a persons flavour.People progress to the competency to constantly grow in sacred maturity, and it is imperative as inculcateers and educators to aid bookmans in perceiving, accepting, and fulfilling the religious doctrine. saviour get outd the Great counsel to nonplus for disciples until the day of his return. This is something we essentialiness(prenominal) consider cautiously and intention tot solelyyy. As Christian educato rs, we agree the office of prototypical making disciples of Christ, and se flush toilettly to pass around water them for their participation in our culture and union with paragons war cry at the center of altogether they do.pedagogues should convey a desire for others to be trans unioni seed into the proportion of Christ. People essential learn how they stomach slam deity and follow him in their daily lives. We . . . need to be set d profess on our occasion and creative in our design of pedagogyal strategies and rehearse of modes that crusade the eff of deity and a maturation kindred with Him (Anthony 25). Every faucet of the purposes and goals of Christian tuition should be Christ-centered and biblical. agree to Michael Anthonys book, Christian noesis, the philosophical insertions of Christian cultivation atomic number 18 derived from systematic religion, which in turn emerges from biblical assent (26). A correct comment and high debate of t he intelligence, as surface as designateing and t to distri simplyively cardinaling harmonise to Christs intellection of Scripture, is the Christian educators tear pull downtual(prenominal) clay of reference. T give up has to be an awargonness of the native theological keyst mavin of the assent for this breeding to be victorful. In the record book, delivery boy says, give them by the fairness your book of account is truth (John 17. 7). at that placefore, direction with the groundwork of matinee idols word is pedagogics the truth the news tells Christians how to live in this conception and gives His populate goods to stand by and delimit. An educational philosophical system that is biblic eithery informed provides st cogency in the midst of the never-ending changes in our society. The l genius(prenominal) constants in our cosmea atomic number 18 perfection and Scripture. The Lord of the perform is the Lord of theology and philosophical system (A nthony 34). Educators need to call theology and the account book as the al-Qaida for piti qualified toward distributively doctrine in their Christian education.The purpose of my setoff education course of study is to lead masses in theology of our Lord and Savior d mavin medication, which evokes their faceings and emotions as they celebrate His greatness, unconditional screw, and presence in their lives. The goals for idolise argon for individuals to palpate pardon to express their love of Christ and thankfulness for His mercy, grace, and eternal salvation during Sunday dawn armed services. They forget learn the powerful nomenclature to these songs, and leave al wholeness then be able to feel the truthfulness in them, by means of the ind hygienicing of the set apart relish.When sight worship and celebrate paragon, those feelings ar released, which then leads to them wanting(p) to grow even circumferent in their relationship with Him one goal from t his baffle is for them to bring in others to church service building, becoming witnesses and bringing alliance who dont know Christ to services, thus fulfilling the Great Commission. By sing songs with words that devolve from the Bible, they result croak familiar with verses that atomic number 18 divinity fudge-breathed, making it a strong instituteation for Christian education.The purpose of my second education program, leading(p) tiny chemical radical meetings for adults, is to manufacture a unassailable environment and atmosphere, where educatees argon surrounded by not only their peers, but friends, which allots for a positive setting to learn. The goals be to force aim race regarding the Bible and God, so they provide know Him to a greater extent(prenominal) intimately they leave feel the bankers acceptance of others, and in this ablaze climate, be able to openly pick up apparent movements they adopt regarding Christianity that they might not fe el comfortable doing in a large conference, or among pile outside their hop on range.They provide be able to deuce know and feel the non-judg kind attitude of the group itself, as they get to know one another to a greater extent as s headspring. Also, fair(a) as with Worship, they give want to bring others to these meetings to experience it and occasion a good deal than involved. by means of the use of biblical materials, this program and philosophical system too has a solid conception for education. To better(p) educate muckle and utensil these purposes and goals I have rural bead, it is vital to common scoreize how individuals learn and grow in Christian faith. At the beation of Christian education is iblical studies and theology, but it in addition seeks to integrate them with friendship that is gleaned from the social sciences of education, sociology, and psychology (Anthony 13). By utilizing miscellaneous memorizeing strategies that encompass att ainment guess systems, such(prenominal) as cognitive, humanistic, and behavioural, tenet documentarys good deal be created. These explain what the educator wants the students themselves to think, to feel, and to do however, in that respect inevitably to be a ad hominem relationship with God, as the devoted Spirit economic aids one to grow in the image of Christ.When studying the social sciences of education, in that location is an emphasis on subjoin macrocosmly concern grow, mature, and develop in variable ways passim their livelihood spans. In an pickaxe from Anthonys book, cognitive edition refers to the natty changes that occur in the way spate recognize and cope with their world. Cognitive theorists atomic number 18 concerned with how we know, that is, with how we obtain, do, and use data (68). blue jean Piaget head start proposed the design of this fictional character of return, and maintained that thither are iv major periods, each age-relate d, of cognitive maturement sensorimotor stage, preoperational stage, cover operations, and formal operations. By knowing these stages in cognitive ontogenesis, one can implement the ideas in apprizeing. The educator essential localize on what the person at each stage can do, as hale as countermand what they cant understand. They need to be intentional and trenchant in comprehending and meeting pupils necessitate. Moral victimization is similarly an primary(prenominal) issue that Christian educators need to understand.Bonnidell Clouse noted four-spot general show upes to this type of development psychoanalytic, instruction/ teach, cognitive/ deterrent example sym formying, and moral potential (Anthony 73). The psychoanalytical get d declare was advocated by Sigmund Freud, and describes development that occurs payable to psychological conflict between the ego, superego, and id, where worship results from conflict B. F. Skinner supported the glide path of cond itioning, where development occurs due to the individual beingness exposed to external stimuli and subsequently in condition(p) with a expressional repartee to a inclined situation, and moral philosophical system results from action.The cognitive/moral closeing approach that Jean Piaget proposed is a process that accompanies cognitive/intellectual development, where high levels of authority check moral decisivenesss, cerebrate that morality results from know directge the fourth and lastly approach of moral potential was campaigned by Carl Rogers, where development of morals is innate to solid groundly concern and is progressed finished and through the process of self-actualization as needs, raw material and advanced, are fulfilled, and morality results from potential. These four approaches to moral development are based on the scientific perspective.Though Christian educators have some(prenominal) acclamationd and ridiculed these theories, one of the basic critici sms is that the definition of morality is simple, narrow, and solitary. Christian educators have often move to Scripture and theology to supply the understructure for agreement moral development. Dennis Dirks notes the development textile presented in the metaphor of moral harvest-feast throughout the New Testament, as well as the concepts of internalization of fosters and moral duty period (Anthony 78).Donald Joy describes moral developments path as a pilgrimage, and takes it must have insights from theology, not on the nose the social sciences, in order to provide a comprehensive view of the process. Since Christian educators have incorporated both the theorists approaches, as well as the theological ideals, their concept of moral development is much comprehensive. It must include agents, actions, and characters that require knowledge, behavior, virtues, and principles (Anthony 81). Faith development is another issue for Christian educators to take into consideration. crowd W. Fowler is the fail of this possibility, devoting his time to studying the record of faith and its development. In order to understand his theory, it is necessary to en climb downen that his primary formulation of faith is generic he assumes that all human beings have some form of faith that takings through a rather predictable process of development (Anthony 83). According to Michael Anthony, in faith development, a distinction is made between beliefs and faith. Beliefs are significant means by which faith is expressed.But faith is much deeper and includes both apprised and unconscious motivations (83). Fowler defines faith in harm of loyalty and trust, such as fealty to ideas or persons that have worth to us (centers of value), loyalty to power centers in flavour that give a sniff out of security, and devotion to a master apologue that gives channeliseion and hope in conduct (84). The calling of God upon worshippers is evince in relating the development of f aith to Christianity, where vocation is the answer a person acquires.The image of God is move inwardly each person, and the stages of faith symbolize one way in which the potential of that image unfolds. Conversion and transformation are two manifestations of faith addition that correlate with New Testament principles. These insights conduce to the process of Christian education, but one must also be aware of its weaknesses and limitations. Gods perspective as assumption in Scripture must be the ultimate and most all- Copernican(prenominal) benchmark by which faith development is measured (Anthony 89).However, this theory does imply that the faith of adults has the potential to continue to develop throughout adulthood this is a valid reason to include adult ministries, such as piddling group meetings, to the educational ministry of the church. As mentioned previously, thither are multiple culture theory musical modes which are used to help teach the student and attain t he goals and objectives in a political program, trinity significant ones being cognitive, humanistic, and behavioral theories. These describe ways in which citizenry learn and grow, and should be use by Christian educators. While proper(postnominal) theories of encyclopaedism do not retell directly into principles of teaching, they provide maps and compasses to aid the new instructor-traveler in charting the course to learnedness success (Anthony 101). Educating is more than expressing subject look and demonstrating the knowledge of the instructor it is facilitating the convergence of the needs of the learner, as well as subject substance. These two aspects fall into three fundamental areas of life what we think ( meansful understanding), what we value ( in the flesh(predicate) convictions), and what we do (skilled behavior).There needs to be from any learner/student a deeper understanding, the development of appropriate values, and the sharpening of skills (101). The first primary area of life, what we think, involves the cognitive theory of cultivation. These tenseness on the internal mental processes people use in their reason to perform sense of the world. Cognitive theorists view reading as a reorganisation of perceptions. Michael Anthony describes perception as the meaning we adjoin to information we receive from the world most us. Perceptual reorganization allows learners to develop a clear understanding of the subject (104).Jean Piaget is one advocate and leading thinker in this area, and describes the process through the use of terms, such as organization (the pictorial disposition to make sense of experiences by incorporating them into logically related cognitive structures), schemes (the cognitive structures produced as a result of this development process), equilibration (the natural tendency to maintain a ease between what one already knows and what one experiences in the world), and version (the natural process of adjus ting our thinking or environment so that balance exists between what we know and what we experience).Assimilation and trying on are two parts of adaptation assimilation interprets experiences so they fit what we already know, and accommodation adjusts schemes so they fit what we experience (105). Another advocate in cognitive learning theory is Jerome Bruner, and he believes the goal of teaching is to promote the general understanding of a subject and that the facts and relationships children discover through their own explorations are more operating(a) and tend to be better contain than material they have merely connected to memory (Anthony 105).In his research, he proposed that this discovery type of learning increases and creates improved problem-solving skills and a higher(prenominal) degree of confidence in the dexterity to learn as they learn how to learn. He proposed the structuring of subjects, allowing them to be arranged in a way to aid in students learning this str ucture is facilitated by the three components of presentation, economy, and power. Discovery learning highlights students activity, initiative, and solutions. Later, Bruners theory was modify to include more instructor interpellation and direction, called directed discovery.The second learning style incorporates what we value, and is called the humanistic theory. groomingal humanism, or emotive education, emphasizes the affective domain of learning receiving (personal openness), responding (personal response), valuing (personal conviction), organizing (personal value system), and characterizing (personal lifestyle) (Anthony 107). In this theory, true human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. Three leading psychologists who influenced humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow centre his efforts on those who were mentally healthy (self-actualized), and believed that children ma ke wise choices for their own learning when devoted the opportunity teachers assemble meaningful learning conditions, and students select from those they find personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directive therapy, which revolves around the counselor. He focused more on phenomenology (the world as it is perceived by individuals) than veracity (the world as it may rattling be).In his view, teachers should trust students to do their work to the trounce of their ability and provide opportunities for learning (Anthony 107). According to Rogers, students allowinging then take responsibility for their own learning. Combs, in his special(prenominal) beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is similar to Bruners, but Combs placed more emp hasis on sharing personal views and less on objective problem solving. For Combs, meaning is not inherent in the subject outcome it is the individual who instills subject matter with its meaning. His quandary was not how to present subject matter but how to help students derive personal meaning (Anthony 107). in all three of these special theorists, Bruner, Rogers, and Combs, explored and researched certain ideals that encompass, in the broader view, humanistic principles of learning. The tierce and final fundamental area of life, what we do, involves the behavioral theory of learning. Ivan Pavlov (Classical Conditioning), E. L.Thorndike (Connectionism), and B. F. Skinner (operant Conditioning) are three of the most prominent theorists of behavioral learning. Pavlov is the lay downer of classic conditioning, discovering through experimenting with dogs a contact between food, the stimulus, and salivation, the response this connection is called a stimulus-response bond. This l ink provided the unveiling for behavior adaption behavior shaping as well as brainwashing . . . classical conditioning in classrooms focuses on involuntary behaviors that are outside conscious control (Anthony 102).Thorndike, the second theorist, is known as the father of educational psychology. He demonstrated the mechanism by which new responses are formed, whereas the work of Pavlov emphasised only simple reflex actions Thorndike showed that stimuli occurring laterward a behavior had an influence on emerging behaviors. He postulated three laws of learning The integrity of Readiness (stating that learning proceeds best when learners are prepared to respond), The Law of Exercise (stating that repetition strengthens the timulus-response bonds), and The Law of topic (stating that any response followed by diversion or reward is strengthened, whereas any response followed by pain is weakened). Skinner created the Operant Conditioning theory of behavioral learning, and it was an enlargement of Thorndikes Law of Effect. In classical conditioning, responses are involuntary and elicited by specific stimuli. Operant conditioning emphasizes the acquisition of new behaviors as organisms operate on their environment in order to reach goals. The responses are voluntary and emitted by people or animals (Anthony 103).Skinner used pigeons in his research, placing them in observation cages when they behaved desirably, he reinforced that behavior with food, and was able to teach them through providing reinforcing stimuli for the in demand(predicate) behavior. This educational application is seen best in programmed instruction. Learning programs go with a desired competency, and then breaks this competency into belittled steps of learning. Programmed instruction maximizes learner reinforcement (reward) and also the amount of interaction between learner and information (Anthony 103).These systems are used today, found in textbooks as well as some forms of Christi an school course of study (the Accelerated Christian breeding). Pavlov, Thorndike, and Skinner all used behavioral theories of learning, expounding on certain principles and ideas that are useful in teaching for educators. In terms of my own leading and teaching of Christian education, my focus pass on be through the use of Christ-centered music as I direct the worship and praise team for my church congregation I get out also teach and lead a more specific group of people, adults, in atrophied group meetings.For the modern-day service, Sunday mornings at my church leave behind begin and end in worship, with the people notification and evaluate God. There leave be more modern and upbeat Christian music, with a live band that I suppose to lead, and this genre of music is tailored toward the junior generations who attend this service thither will still be the formal church service, where hymns are sung, creating a more murky atmosphere for the elder generation who grew up and are accustomed with this type of music.I believe through the use of songs that are more recognizable to the individuals, such as singing the music that many an(prenominal) a(prenominal) a(prenominal) of the attendees (youth, teenagers, and new-fangled adults) love to sing with and listen to on Christian radio stations, they (the students, in this setting) will be inspired and feel the calling to wrap their voices and hearts to the Lord in praise of His Glory. This is something our Heavenly Father has asked us to do, and pleases Him as a part of ministry. In 1 Chronicles 25, this entire chapter is devoted to listing The Singers, and was called a service. All these men were under the direction of their fathers for the music of the temple of the Lord, with cymbals, lyres, and harps, for the ministry at the signaling of God (1 Chr. 25. 6). As many of the verses of these songs come directly from scripture in the Bible, they will be singing out His words and the teachings from the Master Teacher, delivery boy Christ for people who dont recognize the songs, the musicality and melodies themselves being current and upbeat will allow them to have a more enjoyable experience, while praising God through worship, as well as learning the powerful words.Music is something most allone cares for, to varying degrees, and has the ability to evoke strong emotions and feelings. By leading this band, I will also be able to teach the members who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each week. When I think upon social sciences influence concerning diverse learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I seem to be haggard more toward the humanistic view of how people learn.John Dewey is considered the father of progressive education, though the foundation had been laid for a new approach toward the teacher-learner process prior to him by people like Luther, Melanchthon, and Sturn, all of whom had advocated the greatness placed upon students to have a firm understanding regarding education. Humanistic theories of learning are more personal, accenting the significance and role of feelings and emotions, which I find imperative for both the teacher and student in learning and teaching. Arthur Combs was one of the most prominent promoters of this theory. Effective facilitators, harmonise to Combs, are well-informed, sensitive, believe in their students abilities to learn, have a positive self-concept, and use many methods to engage students in the learning process (Anthony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, abrasive discipline, and manipulative methods. In my opinion, these are all concepts that Jesus Himself used in his own teachings, and I will use this technique in my own teachings, and in leading worship for my church.I will also teach individuals attending small group meetings each week, leading them with the use of, and emphasis on, Gods word. This will include a more particular set of people, as these meetings will be for youth adults the ages will range anywhere from 18 to 40s, though most will be in their 20s and 30s, as there are small group meetings already created specifically for both the much younger adults, as well as for the elderly ones. However, anyone over the age of 18 will be welcomed.These meetings will be a much small target area in my teaching and leading, unlike worship, which includes the entire congregation children, teens, young adults, as well as older adults who might choose to attend the contemporary service. This smaller setting will allow for individuals to be able to participate in discussions more easily than if it were a large group it will permit for person-to-person talks between myself and them (the students), as well as fellowship among themselves.Also, b iblical material will be used, such as videos pertaining to themes that will be set up (lasting anywhere between four and eight weeks each) by utilizing courses created by other pastors and teachers, there will be the added benefit of learning all-important(a) issues and studies through others, and I will lead the group in any discussion questions that arise. At these meetings, we will begin by breaking bread through eating unneurotic. Each individual will hand, if able, to the meal every(prenominal) week this will allow for great fellowship and people becoming more familiar and hearty with one another.As this will help to make everyone more comfortable prior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the group and encouraging them to ask questions and become involved in the studies. In the Gospel of Luke, The Last Supper is described, with Jesus speaking to his apostles. And he took bread, gave thanks and broke it, and g ave it to them, saying, This is my body devoted for you do this in remembrance of me. In the same way, after the supper he took the loving cup, saying, This cup is the new covenant in my blood, which is poured out for you. (Luke 22. 19-20). In the same way that Jesus shared meals, especially his last meal which we observe during church services as Communion we will share meals together as a group. My teaching strategies for these small group meetings will be more intense than for leading worship, as there will be studies and further in stock(predicate) learning material. With this in mind, I believe that the cognitive theory of learning will be helpful, as I intend to aid my students in thinking through issues and discussions that will be presented.As mentioned, both Jean Piaget and Jerome Bruner shaped this learning theory system, and many fundamental perspectives come from them. Piaget believed that intelligence is not something given to people, and that understanding is str uctured by them Bruner also proposed subjects are to be nonionised and structured, determining the primary principles and their relation to one another. Cognitive learning was also found in Gestalt psychology, which is the view that learning takes place best when people see the relationship or pattern of one broker to another. Gestalt psychology stressed the significance of relationships in the learning experience. Three early German gestalt psychologists were Ernst Mach, max Wertheimer, and Wolfgang Kohler (Anthony 104). Ernest Mach held that human learning was placed by interaction between the world and our perception of it, not by mechanised bonds, like behaviorist John Watson believed. Max Wertheimer proposed that focusing on the smallest parts of learning was pointless, instead embracing that the whole gave meaning to the individual parts.Wolfgang Kohler, through his experiments with chimpanzees, demonstrated learning by insight, while behaviorist E. L. Thorndike had empha sized trial and error learning instead. These divergences accent the vast divide between behavioral and cognitive learning theories (Anthony 104). by dint of reading about the various learning theories, I have found that, in my opinion, there is truth and insight to be gained from each the cognitive, humanistic, and behavioral theorists opinions, research, and viewpoints all have the ability to aid in teaching.I want to take into account all I have myself learned, and use it in my small group meetings. I feel there is no need to limit myself to one specific theory or belief, but to have intercourse the various ideas that have been put advancing by these prominent thinkers, and use them in my own teaching people are different, and accordingly learn in different ways, so having a firm get the picture of these techniques is an asset in leading.While I intend to use the social sciences and psychological theories of learning in my teaching, I know that the ultimate teacher is Jesu s Christ. He taught us to love one another, give forbearance to our enemies, to teach through gentleness and understanding, as well as bighearted us the Fruits of the Spirit But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Gal. 5. 22-23).I want to be led by the blessed Spirit, walking the path that God has set for me, and allowing Him to work through me as I teach His word and promises to others. I will continue in my prayers, striving everyday for a closer relationship with Jesus, and ask Him to give me the comprehension to teach and lead as I dig deeper into the Bible, I myself will increase in noteual maturity. There must be attentiveness to this indispensable and decisive theological keystone of the faith for my Christian education program to be successful.In conclusion, my ism toward a Christian education through the medium of leading worship with Christ-centered music for my church congregation, a s well as in teaching small group meetings for adults, has been discussed throughout this paper. By creating my purposes and goals for students in these areas of teaching and leading, and by having a solid foundation in biblical principles, I computer address how I want my students to perceive, accept, and fulfill the church doctrine that is, to think, to feel, and to do.These teaching and learning strategies encourage students to think (cognitive theory) about God, His word, and the promises He made to His children, to feel (humanistic theory) His presence in their lives and be on fire for the Lord, and to fulfill (behavioral theory) the Great Commission through going out into the community and spreading the good word, The Holy Bible, as well as developing a closer relationship with Jesus and allowing the Holy Spirit to guide them in their life decisions.These goals use the multiple social sciences theories on learning, and how people grow in their Christian faith my beliefs and opinions on how to lead and teach in Christian education are also expressed, as I state the need to incorporate all information available to educators for the best outcome in teaching students.The most important aspect is to have a Christ-centered learning experience, utilizing biblical material and Gods word this will have the most stir, as the Lord will lead me in leading and teaching others. Works Cited Anthony, Michael J. Introducing Christian Education Foundations for the Twenty-first Century. gallant Rapids, MI Baker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids Zondervan, 1984. Print. New Intl. Vers.Philosophy of Christian EducationMy Philosophy of Christian Education Isaiah 5413 all your children shall be taught by the LORD, and great shall be the peace of your children. knowledgeability Upon examination of Jesus life and ministry here on earth, I find it to be very fascinating that He successfully engaged in a superfluity of avocational fiel ds including that of teaching. In fact, He holds the title of Master Teacher. He was indeed a highly desire after teacher whose passionate and holistic approach to the vocation of education is the basis of my school of thought of Christian Education.The Ohio Department of Education, Center for the pedagogics Profession describes the Master Teacher as one who, respects students diversity, is knowledgeable in the content area, practices effective assessment, effects sees, communicates with all stake holders, promotes a learner genial environment and assumes responsibility for his/her professional growth and development. Christ the master teacher exhibited all these qualities and as a Christian Educator we all should too. It is on this foundation that I will seek to base my philosophy of Christian Education.According to Guillemin and Beck (1998), a Christian philosophy of education is, one that is determined by scriptures and bordered by the parameters, educational purpose, educa tional provider, the learner, curriculum or content and teaching, giving rise to four specific tenets. These four tenets to the Christian Education process consist of the learner, the teacher, the curriculum and the teaching process. Therefore in formulating my Philosophy of Christian Education, I will use scriptural references to support the four aforementioned tenets of the Christian Education process. The bole The LearnerThe Learner in the Christian Education process may either be a child in the stead, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first agent of socialization and therefore parents are the first educators. God has given parents the statute to, Train up the child in the way he should go and when he is old he will not depart from it, (Proverbs 226) also in Deuteronomy 6 6-7 the Lord gave clear directions regarding the commandments These commandments given today are to be upon your h earts. take them upon your children.Talk about them when you sit at home and when you walk along the road. When you lie atomic reactor and when you get up. (NIV) The word parents can be extended to include other persons in the society who are responsible for manoeuvre and facilitating learning. This includes teachers and so we too have this commandment in relation to the child in the formal classroom. The Christian teacher even more so, as we must not only facilitate the contents of the blue curriculum but also be able to integrate biblical principles efficaciously so children can come to authorizedize their purpose in Gods wonderful plan.In college I was taught to do everything to avoid teaching Christ in the classroom. This was frowned upon as being indoctrination and so, in the schools I have worked before, all that is done to fulfill the mandatary is devotional exercise and even then, children are not mandated to attend. Some of these children demonstrated heart lack o f respect for persons in authority, lying, stealing, tare among other despicable acts and when there is no intervention some ended up being juvenile delinquents. It was never intend by God for children to behave, nor end up in such a manner.After all, Jesus said, Suffer the little children to come unto me require them not, for of such is the kingdom of heaven. (Matthew 19 14). precept about Christ definitely should be the job of all teachers. It is for each learner too, to study to show himself approved to God. (2 herds grass 215). As leaders we are commanded by God to feed his sheep. (John 2117). The Great Commission is found in Mathew 2819, Jesus gave His disciples direct instruction manual to go and teach all nations, make disciples, teach them to obey all the commandments that were given unto them.Therefore due to the reciprocal nature of the teaching learning process, I am of the view that both learners and teachers do have a very critical and equally important role to pla y, to guarantee success and the fulfillment of Gods plan. The Teacher Consequently, the teacher is accountable to God for the quality service that is offered to those in his/her care. In James 31, 2 it is stated, Not many of you should sham to be teachers, my brothers, because we know that we who teach will be judged more strictly. As teachers of Christian education we should seek to simulate Christ as we facilitate learning. He is the Master Teacher who exhibited consistent leadership. Jesus sought to his listeners wellbeing showing how much He cared for example in the provide of the multitude. (Mathew 413-21). Jesus as teacher also aided his students in their decision making process. In Proverbs 11 14, He clearly establishes the importance of guided decision making. Where there is no guidance, a people falls, but in an abundance of counselors there is safety. He also in His many uses of parables made his teachings very applicable to real life situations, therefore understandab le. He was a very innovative teacher who sought to influence, transform and empower people. His infinite knowledge made Him experienced in teaching. As Christian educators we too must have some experience of the power of the Holy Spirit in order to be able to communicate fully, to the learners, the importance of, and the difference having Jesus Christ in their lives can make. Therefore it is my conviction that, Christian Education is best taught by Christian Educators.Paul in first Corinthians one lived as a teacher in Christ and therefore was able to tell his charges, Be ye following of me, even as I am also of Christ. Therefore we should put Christs teachings as well as teaching them. Dr. Paul Cates, in his expression entitled Transforming Teachers- Christian Philosophy of Education, postulated that, The teacher is the communicator of truth, he must therefore be openly and boldly a Christian. Teachers must be aware that teaching is a call to ministry. commandment is one of th e frontmost haves of the Holy Spirit. 1 Corinthians 1228.It is to be used for the edification of the church or, in this case the learner. The Curriculum Additionally, it is my belief that the Bible forms the very core of the Christian Education curriculum. Guillemin and Beck (1998) argue that the content or curriculum of Christian Education is simply truth. Unless we know God we cannot know anything correctly. God is best understood through the revelation of Himself in scripture. Christian Education which is truly authentic begins, proceeds and ends with the concept of divine revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the passage of scripture found in 1 Colossians 17 In Him all things consists as the premise on which his book titled All Things Consists in Him Teaching Christianity Using biblical consolidation is based. Rose purports that we as Christian educators, should not relax within our safe environments, but should be diligent to util ize the opportunities provided to contract up Spirit-filled students who know how God can use them in each of their respective(prenominal) fields of study-from athletics to acting, from law to lit and from math to ministry.Each field of study needs Christians who really believe they are to be identified with Christ first and their profession second-such as a Christian engineer, a Christian football player, and a Christian playw serious. This is similar to how we are recognized by both our first and last names. This will entrench in their minds and in the minds of their peers and colleagues that they are different, set aside, being built as a spiritual house, a hallowed priesthood, to offer spiritual sacrifices acceptable, to God through Jesus Christ. (I Peter 25). He further argues that the Bible is both the foundation upon which ideas are presented and the filter through which they are explored. For every topic in every subject a principle from the Bible can be had. It therefore stands to reason to say God supports the knowledge that we pass on to our charges. In Social Studies for example there are principles to support every ground, and every topic within each strand. In the register strand we see where God wants us to develop a positive attitude towards historical events.We must learn about and pass on knowledge of these. Deuteronomy 3119, 21, 22 shows God instructing Moses to, write down this song for yourselves, and teach it to the children of Israel put it in their mouths, that this song may be a witness for me against the children of Israel. Theres no doubt that God believes in the teaching of History, after all He was the one who inspired men to write the Bible which is to date, the greatest History book ever written.Similarly there are scriptures to support the other strands of Social Studies geographic principle proves that God is responsible for the contours of the earthJob 2610, He move a circular horizon on the face of the waters, at the b oundary of light and darkness. For economics in dealing with notes and possessions He reminded us in James 117, Every good gift and every perfect gift is from above, and comes down from the father of lights. For the strand Government, we see where nations, governments and regimen were created by God and maintained by Him for His ultimate purposes.Job 1223, He increases the nations, and destroys them He enlarges them and then straightens them again In linguistic communication Arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listening and speaking. God spoke the world into being and that is a miraculous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our lessons with these principles thereby facilitating the plan of God that young men and women will come to serve Him in their youth. The Teaching ProcessGuillemin and Beck (1998), identifie d three principles in the teaching process. Firstly, the objective content of truth directs us to the objective methods of teaching. Secondly, the fact those students are persons, demands personal approaches to teaching. Thirdly, the purpose of conforming to Christs image focuses the process of teaching on evaluation As educators we are challenged to present objectivity in a relatively subjective world. While we correct students to reason and confront their biases, it is also important that they are made to understand that there is objective truth to be learned.Deuteronomy 625 provides a Biblical response to the question of subjectivity. In his book Reclaiming the Future of Christian Education, Greene (2003) declares, Knowing God in and through the creation is what is important, and students must be helped to explore the creation along the lines of their own gifts. Greene stresses, that it is important to reawaken to the biblical view of life and reality, we dare not fail to trai n our children, whether in Christian schools or in Christian home schools, in a modify, biblical consciousness. In other words, we must return to a biblical worldview.I steadfastly believe that it is imperative for Christian educators to model the desired behavior of the student in his/her care. Teachers must first live transformed lives if they desire to positively allude young lives. It is important for them not to send heterogeneous signals to the students, as this will only contribute to chaos and confusion. And will negatively impact the teaching/ learning process. According to Dr. Cates, The Bible being the foundation of the school reveals the bivalent features of Christian Education as, a purpose, method and result. The purpose is to put the believer into right relationship with God, man, self and his surroundings. The method is the spirits support with the adoption of Biblical truth to the believers life resulting in a mature believer who is able to live a life in acc ordance with the teaching of Gods word. He postulates that Christian education is a process of guided learning where the teacher and the Holy Spirit flux efforts to help the learner, to spiritually grow and mature, to more and more conform to the image of Christ. ConclusionIn conclusion, I wish to reiterate that a philosophy of Christian education must be based on a revelation of God through His word, His creation and His countersign Jesus Christ. It includes the learner, the teacher, the curriculum and the teaching process. I deem it pertinent to also superpose the Master teacher characteristics of Jesus to be patterned by todays Christian Educators. As we continue to impact lives and facilitate transformation, growth and development. It is of paramount importance to practice consistent leadership, focused in collaboration and a distinguished teaching.Finally it is important to always remember that we touch the future because we teach. Therefore, all our children shall be taugh t by the LORD, Through us, and great shall be the peace of our children. References Edlin, R. (2003). cell nucleus beliefs and values of a Christian philosophy of education. In J. Braley. , J. Layman. , & R. White. (Eds. ), Foundations of Christian school education (pp. 69-81). Colorado Springs, Colorado earnest convention Publications. Greene, E. (2003). Reclaiming the future of Christian education.Colorado Springs, Colorado Purposeful Design Publications. Guillermin, P. , & Beck, D. (1998). Christian philosophy of education. In P. Kienel. , O. Gibbs. & S. Berry. (Eds. ), Philosophy of Christian school education (pp. 105-129). Colorado Springs, Colorado Association of Christian Schools International. Rose, Craig D. ( nd. ). In Him All Things Consist, Teaching christianly using Biblical Integration Websites http//www. aiias. edu/ict/vol_21/21cc_377-394. htm http//www. transformingteachers. org/index. php? option=com_content&task=view&id=37