Educ310 - Intro To Christian Education 2

Introduction to Christian
Education
EDUC310
Checking your grades...
Review of Week 1:
1. All Christians are educators in some capacity.
2. A teacher is:
a. A servant
b. A guide
3. A learner:
a. Can only receive when at rest
b. Has the goal to grow in knowledge, wisdom, & understanding
[Unknown Artist]. (n.d.). Jesus washing the feet of His disciples [Illustration]. Retrieved from http:
//benjaminehinger.com/wp-content/uploads/2014/08/Jesus-Washing-the-Feet-of-His-Disciples.jpg
Warm-up: A Case Study
I was born near Rome, N.Y. Both of my parents were
Christians and members of the Welsh Calvinistic Methodist
Church.
I received a good training and very early in life had strong
convictions. I realised I was a great sinner and eagerly
sought the way of life, however, I made but little headway,
possibly because my religious teachers took too much for
granted.
I had no adequate conception of the plan of salvation;
my theology being a sort of mixture of grace and works.
Roberts, R. W., & Wheaton College. (2008, September 1). Robert W. Roberts - Call to the Ministry, 1911, Billy Graham Center Archives.
Retrieved from http://www2.wheaton.edu/bgc/archives/docs/Roberts/01.htm
Our church had no revivals and made no special effort to get people saved. The children
having been sprinkled in infancy were considered associate members of the church, and
on arriving at the age of accountability were cathechised and if the questions were
properly answered they were voted into Full membership in the church. So far as I can
remember the question of conversion or the new birth was not mentioned. In this
way nearly all the children born of Christian parents were admitted into the church and
considered Christians.
Roberts, R. W., & Wheaton College. (2008, September 1). Robert W. Roberts - Call to the Ministry, 1911, Billy Graham Center Archives. Retrieved from http://www2.wheaton.
edu/bgc/archives/docs/Roberts/01.htm
I was thus confirmed at the age of thirteen, and was
told that I was a New man in Christ Jesus, however, I
could feel no change of heart and was as miserable as
ever, and daily longed for peace of mind and victory
over sin.
Five years later a series of meetings were held in our
church, in which the way of salvation was made plain
and I accepted Christ as my personal Saviour, rejoicing
in his Substitution and Finished work. This brought
great joy and peace to my mind.
Testimony
Immediately after my conversion I felt a distinct Call to do definite Christian work; I
longed to travel and tell the world the Good News that had set me free; however,
my education being limited and having no particular encouragement, I continued in
secular work untill about six years ago, when I resolved that, come what would I
would obey my Master; and, by grace several hundred have accepted Christ as
their Saviour in my meetings.
I consider the constant yearnings of my heart during the years that I neglected the
Divine call, and the seal of Gods approval on my labors sufficient proof that I have
made no mistake in entering the ministry.
R. W. Roberts [signed]
Nov. 22, 1911
Brainerd, Minn
Roberts, R. W., & Wheaton College. (2008, September 1). Robert W. Roberts - Call to the Ministry, 1911, Billy Graham Center Archives. Retrieved from
http://www2.wheaton.edu/bgc/archives/docs/Roberts/01.htm & http://www2.wheaton.edu/bgc/archives/images/PFs/American-Sunday-School-Union/001.
jpg
Robert & Josephine Roberts Sunday School, 1909
Now when they saw the boldness of Peter and John, and
perceived that they were unlearned and ignorant men, they
marvelled; and they took knowledge of them, that they had
been with Jesus.
Acts 4:13 KJV
Its Who You Know
Now when they saw the boldness of Peter and John, and perceived that they were unlearned and ignorant
men, they marvelled; and they took knowledge of them, that they had been with Jesus.
Acts 4:13 KJV
Its Who You Know
Teaching to the Heart
And the servant of the Lord must not strive;
but be gentle unto all [men],
apt to teach, patient,
In meekness instructing those that oppose themselves; if God peradventure
will give them repentance to the acknowledging of the truth;
And [that] they may recover themselves out of the snare of the devil, who are
taken captive by him at his will.
2 Timothy 2:24-26 KJV
Teaching to the Heart
A bishop then must be blameless, the husband of one wife, vigilant, sober, of
good behaviour, given to hospitality, apt to teach;
1 Timothy 3:2 KJV
http://www.blueletterbible.org/lang/Lexicon/Lexicon.cfm?strongs=G1317&t=KJV
Heritage of Christian Education
Graham, B., & Wheaton College. (1975, August 21). A Case for Christian Education, Sermons to carry at all times, Records of the BGEA: Montreat Office: Billy Graham - Papers, Collection 265, Part II:
Other Sermon Notebooks, 1941, 1949, 1954-2006, Box 17, Folder 106. Retrieved from https://public.share.wheaton.edu/sites/BGCArchives
Gate: Kamin, B., & Harvard University. (2013, August 12). 1881 Gate, Harvard University [Photograph]. Retrieved from http://media.news.harvard.edu/gazette/wp-content/uploads/2013/08/Class-of-
1881.jpg
Inscription on Harvard's 1881 Gate:
"And ye shall know the truth, and the truth shall
make you free." John 8:32
Crest: http://en.wikipedia.org/wiki/Columbia_University
Motto of Columbia University:
For with thee [is] the fountain of life: in thy light
shall we see light. Psalms 36:9 KJV
Crest: http://upload.wikimedia.org/wikipedia/commons/thumb/0/07/Yale_University_Shield_1.svg/330px-Yale_University_Shield_1.svg.png
Light & Truth
Hodge, B. (2007, June 27). Harvard, Yale, Princeton, OxfordOnce Christian? | Answers in Genesis. Retrieved from https://answersingenesis.org/christianity/harvard-yale-princeton-oxford-once-
christian/
Crest: Princeton University. (n.d.). Princeton University Crest [Crest]. Retrieved from https://www.princeton.edu/~oktour/virtualtour/french/Info09-Flag.htm
Princeton University:
Occom Image: http://www.bu.edu/missiology/missionary-biography/n-o-p-q/occom-samson-1723-1792/
Left: Pastor Samson Occom,
Wheelocks first trainee
Course Objectives
Upon successful completion of this course, students should be able to:
Understand and articulate patterns of education in history
Differentiate between major educational philosophies
Explain how an educators worldview reflects in their teaching
Employ Biblical teaching strategies in a variety of teaching venues
Understand the educational role of parents, churches, and church leaders
Educational Philosophies: Idealism
Cohen, L. M., & Oregon State University. (1999). PHILOSOPHICAL PERSPECTIVES IN EDUCATION. Retrieved from http://oregonstate.
edu/instruct/ed416/PP2.html http://sites.bu.edu/ombs/files/2012/11/plato1.jpg
1. Ideas are the only true reality
2. In idealism, the aim of education is to discover and develop
each individual's abilities and full moral excellence in order to
better serve society. The curricular emphasis is subject
matter of mind: literature, history, philosophy, and religion.
(Cohen, 1999)
3. No accountability to God
4. No recognition of role of physical universe in Gods unfolding
plan of redemption
5. Man is the source
Plato, 400 BC
Educational Philosophies: Realism
1. The physical world is the only true reality
2. Teaching methods focus on mastery of facts and basic skills
through demonstration and recitation. Students must also
demonstrate the ability to think critically and scientifically,
using observation and experimentation. Curriculum should
be scientifically approached, standardized, and distinct-
discipline based. Character is developed through training in
the rules of conduct. (Cohen, 1999)
3. No recognition of supernatural
4. No objective standard for truth
5. Man is the source
Aristotle
Educational Philosophies: Existentialism
1. Only an individuals personal experience matters
2. The nature of reality for Existentialists is subjective, and lies within the individual. The
physical world has no inherent meaning outside of human existence. Individual choice
and individual standards rather than external standards are central. Existence comes
before any definition of what we are. We define ourselves in relationship to that
existence by the choices we make. We should not accept anyone else's predetermined
philosophical system; rather, we must take responsibility for deciding who we are. The
focus is on freedom, the development of authentic individuals, as we make meaning of
our lives. (Cohen, 1999)
3. No reason to live beyond experience
4. No objective standard for truth
5. Man is the source Relate this to Jeremiah 10:23!
Educational Philosophies? Consider the source!
And the Word was made flesh, and dwelt among us, (and we
beheld his glory, the glory as of the only begotten of the Father,)
full of grace and truth.
John bare witness of him, and cried, saying, This was he of
whom I spake, He that cometh after me is preferred before me:
for he was before me.
And of his fulness have all we received, and grace for grace.
For the law was given by Moses, [but] grace and truth came by
Jesus Christ.
John 1:14-17 KJV
Digging Ditches in the Classroom
Quality of Education
Soares, T.G., A Professional Reading Course on the Educational Work of the Church. I, The Biblical World, Vol. 43, No. 2 (Feb., 1914),
pp. 123-128, The University of Chicago Press, Retrieved from: http://www.jstor.org/stable/3142669
Are we consciously seeking the development of religious
personality? If not - what are we seeking instead for our
students?

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Introduction to Christian

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