Monday, June 8, 2009

Leigh's Thesis: Chapter 2 (1)



CHAPTER 2: THE THEOLOGICAL FRAMEWORK THAT INFORMS A CHRISTIAN MODEL OF EDUCATION (part 1)

The church is responsible for equipping families to cultivate Christian culture.

In 2 Corinthians 10:2-5 (NIV), Paul says this:
I beg you that when I come I may not have to be as bold as I expect to be toward some people who think that we live by the standards of this world. For though we live in the world, we do not wage war as the world does. The weapons we fight with are not the weapons of the world. On the contrary, they have divine power to demolish strongholds. We demolish arguments and every pretension that sets itself up against the knowledge of God, and we take captive every thought to make it obedient to Christ.
This verse makes me ask certain questions as an educator. If we are to take captive every thought and make it obedient to Christ, how does this translate into Christian education? What does the Bible have to say about education? Is there such a thing as non-Christian education? What form does the Bible use to instruct? Who instructs whom? How do they teach, and what do they teach? How do today’s Christians educate biblically?

The Bible tells believers that we have been commissioned to complete an important task – to reconcile the world to Christ. We do so be acknowledging that He died for us, that He wants to dwell with us, and that He will return for us. He is even named Emmanuel – God with us. So how does the Bible instruct us to fulfill this great commission of discipling, teaching, mentoring others? What is Truth education and how extensive is it? Does it only require a good Bible study?

In this paper, education is examined through three major premises: the biblical understanding of family as primary educational institution; the holistic view of education as knowledge, understanding, and wisdom; and the idea of theology as habitus, an integration of all of learning with theology as its formative mistress.

These premises answer essential questions about who should provide instruction, what should be taught, and what is the goal of education.

Copyright © 2009 by Leigh A. Bortins. All Rights Reserved

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