Theologian Carl Truman in his book, The Rise and Triumph of the Modern Self, describes this new story as an inflation of "the self" as the primary character, rather than the. And at the final restoration all things will be made right."17 He explains this further in relation to worldview, "The biblical worldview is a way of thinking, desiring and behaving. Awareness—the knowledge of where the student's own worldview was inconsistent, flawed, or in line with the biblical story.
Badley defines them: “Curricular integration – the organization of learning materials to interconnect or unify subjects normally taught as. To identify the basic biblical purpose of the subject or the basic foundational biblical principles related to the subject.” P in PAQ. Gallagher, “The Impact of Coaching on Teachers' Use of Biblically Integrated Instruction” (Ph.D. Dissertation, Columbia International University, April 2016), 16.
Nancy Pearcey writes, "The only way to counter such a comprehensive naturalistic worldview, as Abraham Kuyper said, is to articulate a Christian worldview. Three of the greatest centers of influence in our culture—the university, the media, and the government—are largely devoid of serious religious discussion Frank Gaebelein states in his formative book, The Pattern of God's Truth, “Fact is inescapable; the teacher's worldview, to the extent that he is effective, gradually conditions the student's worldview...In one way or another, every teacher expresses the convictions he lives by.
Elizabeth Lewis Hall et al., “The Other Side of the Podium: Student Perspectives on Integrating Learning,” Journal of Psychology and Theology 37, no. We need to tackle the issues of loneliness and anxiety in young people." The statistics have increased even more in the face of the pandemic. Anti-science – they have come to believe that faith and science are incompatible and the church is not helping to reverse this belief; Repressive - the church is seen as rule-oriented, especially around sexual habits.
Willard adds, “Spiritual formation in Christ is a process that leads to that ideal goal (all six parts aligned with God)—a self that is fully integrated and aligned with God. Seeing anew - the focus is on imagination (the stories we tell ourselves and our students about what we do and why). The practice of transformation – the focus is on shaping how we shape and arrange the material aspects (gestures, postures, images, resources, rhythms, silences, pauses, repetitions and omissions) of teaching and learning. 35.
Marrah, “The Furnishing the Soul Project: A Portrait of the Spiritual Lives of ACSI Students” (Ph.D. Dissertation, Columbia International University. A curriculum that illustrates the great narrative of the Bible—centered on Jesus and redemption, beginning to end; and 3 . .Howard Hendricks says in his book Teaching to Change Lives: “The easiest thing in the world is to just go upside down.
The convergence of the three loves he describes is called the "sweet spot". The sweet spot doesn't come easily; it is a living, living passion for God, subjects and students.
The Teacher Is the Key (Mark 12:28b-31)
While it is ideal for an entire school to aim for these principles together, transformative spiritual formation can be accomplished in a single classroom by an individual teacher. Each principle is under the direct influence of the classroom teacher, allowing teachers in any school to cultivate a transformative classroom. As a result, the deception, deception, or misrepresentation of biblical truth and testimony to students can be more harmful than if the student were in a non-Christian school.
Students Are Image Bearers (Gen 1:26-27)
Christian teachers must be wary of assuming that they themselves are growing spiritually simply because they work in a Christian environment. To paraphrase Romans 10:15, "How beautiful are the tired and sore feet of those overworked and tired teachers who bring good news to God's special children every day!". They may be more aware of a child's rhythms and patterns than other adults in the child's life and are often the first to notice changes and potential dangers.
Regardless of the student's attachment history, they will benefit from a strong, loving connection with their teacher, and these benefits are not just within the classroom. But the impact of a Christian teacher is biblical: "Follow my example, as I follow the example of Christ." (1 Corinthians 11:1) Principle 3: Practices are forming. There is so much that goes into the teaching and learning experience beyond what is traditionally understood.
Because of this, it is essential that teachers use the hidden curriculum (unintended consequences) to spiritually form students. It is hidden because it is not visible to the students, but it should not be hidden from the teacher. A useful way to distinguish between curricula is what is taught and what is learned.
He says, “An account of Christian education that focuses only on the truth of what is taught and does not address the meanings created by how it is taught and learned is incomplete at best.”3 Practices include rituals, traditions, environment ( what students see, smell, hear, touch and taste), how time is structured (is the day rushed?), what words are used and their meaning, inside jokes or understandings, lighting, temperature, furniture arrangement, what are the behaviors. In Humanizing the Education Machine, the authors explain that culture provides “the unset, unscripted, what, when, where, why, and how that helps me fit in.”4 Culture is the “feel” of the classroom—those things that the right brain perceives. . but the left brain may not process. Smith characterizes them as social imaginaries that direct the students' love and desire to something ultimate.5 The task of the Christian teacher is to ensure that something ultimate is the God of the Bible and the life of God's story.
Hesed Community Is Love (John 13:34-35)
Key factors for hesed are unconditional acceptance, no sense of favoritism, genuine concern for the whole person, community based on love and not interests, freedom to express one's true self, expectation that the Holy Spirit will transform. Hesed is sometimes described as, "It's just something I can't put my finger on," or "I can't really explain what's so different." Much of what happens in hesed is based on the right hemisphere and therefore difficult to express. What is striking about hesed is the realization that the intercourse is not common - and will likely be mourned when it ends.
Stories Teach Best (Matt 13:3-9)
Christians participate in the spiritual disciplines, so Christian educators must participate in creating the conditions most likely to produce disciples. If it is God's will for students to know Him, it is crucial to let God lead in the best way to accomplish this. As with the discussion of biblical integration, Christian educators must not see the Holy Spirit as an "addition." In her article, "Educating in the Spirit," Carol Lakey Hess explains what this addition might look like.
Rather than being the center of Christian education, the Spirit is simply involved in the process of enlightenment that education seeks to promote. Christian schools should be places of prayer in and for all aspects of the school's mission. The best guarantee for transformative biblical integration in the classroom is the presence of a teacher who has an authentic relationship with Jesus and is willing to share it with students.
Gallagher, "The Impact of Training on Teacher Application of Integrated Bible Studies" (PhD diss., Columbia International University. Investing in teachers, especially after the 2020-2021 school year(s), is critical to the mission of Christian schools and assurance that he will have the energy and commitment necessary to fight the issues that may be directed at Christian education in the future. I have always done things."
Pupils are formed every day - the question is whether the teachers and pedagogues know what is doing the shaping and how the formation affects the students. Christian Schooling: Telling a Worldview Story." In The Crumbling Walls of Certainty: Towards a Christian Critique of Postmodernity and Education, edited by Ian Lambert and Suzanne Mitchell, 75–98. The Other Side of the Podium: Student Perspectives on Learning Integration." Journal of psychology and theology 37, no.
Furnishing the Soul Project: A Portrait of the Spiritual Lives of ACSI Students.” EdD diss., Columbia International University, 2009. Love Your God With All Your Mind: The Role of Reason in the Life of the Spirit. This study explores how best to create the conditions for authentic spiritual formation in the Christian school classroom.
