Biblical Philosophy Of Education That Is Built Around My Own Personal Philosophy

The Jews viewed the Gentiles as inferior and hopeless in any redeeming qualities. The Jews, seeing themselves as privileged in God’s sight, were unwilling to hear that Paul was preaching to the Jews and Gentiles alike (Romans 1:16-17). Today, racial profiling and bigotry exist to an even greater degree. Each culture, has the belief that their version of the law is correct, so everyone else should align with them. People are separated by cultural differences and are willing to fight for their beliefs. God sent Paul to tell the Gentiles that the good news applied to them also in Romans 1:3-7. Just as the issues in Paul’s day influenced the people then, today’s society is influenced by television, Hollywood, and social media. Man has idols whose culture may or may not be based in the one true God. Godly culture is pushed farther and farther away in lieu of a “me “centered culture. Reality is that sin is sin (Romans 2:12-14).

In today’s society it is hard to be a teacher; especially, in a secular school. The students in this setting need Christian teachers more than anything. The children today need to have a teacher that has biblical values and understands just how important it is to live by these values. Before stepping foot into a classroom, a teacher really needs to understand that each child’s worldview will make a difference as to how the teacher leads her instruction and how the students processes the instruction that is given to them. We are there to encourage our students to take a good look at them self and really examine what they believe their worldview is. This being said, we really need to understand what a worldview is, why integrating our worldview into the classroom is so important, what it really means when someone talk about integrating, and how a teacher can begin to develop worldview integrative activities in a secular and Christian school environment.

Education plus God equals success. While this statement is true, the job of incorporating the truth about God into everything taught is becoming increasingly more difficult. Schultz charted public education’s view of reality, truth and value throughout the history of the United States to show how an unbiblical worldview has increasingly taken hold of society, the educational system and

With reference to Peta Goldburg’s (2012) Transforming religious education: Implications from the Second Vatican Council, the following discussion will review and critique the important religious education approaches that has had an impact on the Catholic schooling system for the past fifty years, and also help shape the contemporary classroom we teach in today.

| * Read Introduction and chapters 1, 2, 3, and 6 (pp. 13-42 and 64-74) in the textbook, Foundations of Christian Thought: Faith, Learning, and the Christian Worldview. * Lecture: What is a Worldview? How is a Christian Worldview Distinctive?

When it comes to the education of children, there are numerous fundamental factors, to mention a few: parents, teachers, the student himself, curriculum, methodology, culture, and the Holy Spirit. Students must first take responsibility for their own education and desire to learn. Even though this key educational factor is not a prerequisite for learning, all students must eventually hunger for learning or it will never take root in their lives. Responsible teachers must use responsible materials and methodology in order for purposeful education to have a lasting impact. Teachers must use their divine calling and materials that “are not sugar-coated, censored, vacuous and dry, nor merely politically correct” (Holtrop) to challenge this current generation of students. While secular humanism views children as inherently good, we know that scripture teaches that all mankind to be innately evil, a

What needs to be taught in the classroom is absolute truth. It should be taught with zealousness for the achievement of the great commission Matthew 28:19-20: “therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.”

Early educators considered religion and politics important. Now paranoia about inappropriate indoctrination prohibits such topics. The implication that teachers would seek to indoctrinate students and that those students would be unable to discern their own opinions via critical thinking, points toward a huge lack of confidence in both teachers and students. The urge to control every facet of the educational process inhibits the process of learning and great progress could be made if teachers could simply be empowered to teach all pertinent information. Trust in the relationship between students and teachers would let teachers teach, and children learn.

The book of Romans teaches us a considerable amount about various topics of the Christian life. How we should view the natural world, human identity, relationships, and culture are some of the main ones. This essay will discuss the foundations found in Romans which are essential in the formation of a biblical worldview. The letter Paul wrote to the believers in Rome indicates God’s creation is a demonstration of His existence and power (Romans 1:20-21). Romans takes us from our total inability to walk in good works, to God’s faithfulness in justifying, sanctifying, and glorifying us by our faith through his grace.

Lewis’ essay relates to this course as Theology provides a perspective on understanding creation, the transcendent power, and humanity around us. He acknowledges that multiple viewpoints exist from the inside and outside perspectives. Also, one cannot ignore or discount specific inside experiences as it helps us think about something. Therefore, in Theology 205, there will inevitably be many ways to understand life, our purpose, and the people we are becoming. We are also covering the Bible in depth, so some of us will look “at the beam” if they have never read it, while others will look “along the beam” if they are familiar with its interpretations. The students who will look along the beam are those who are Christian or Jew, since they already use the Bible as some guidance in life. In contrast, those who look at the beam are ones who are new to this subject, those willing to view this course from a new lens, and those who do not practice Christianity or Judaism.

Educators need to understand the impact of religion on the lives of their students. According to Gallup poll data, nearly 95% of teens believe in God and 86% believe that Jesus Christ is either God or the Son of God (Gallup & Lindsay, 1999 as cited in Ream, 2003). These and other similar statistics demonstrate the importance of considering religion when dealing with young people. Ream

As Christian educators, we are called to promote and support learning in those areas. True teaching is a sharing of realities, likening the teaching process and weaving connections between their teachings and understandings themselves and the world around them. If we do not make connections for the students to the world around them, many times these precious gifts graced upon them will be overlooked or passed by because the young minds may not be able to recognize them. Some areas of observation might be seen as open doors to see or perceive and understand something of God and His motion as reflected through the created world and the Bible. Other areas might be seen as open doors to respond, apply, express and practice in ways that are consistent with biblical values. When these areas are discovered and embraced, many times they can address the major developmental needs in the spiritual, intellectual, physical, social, and emotional realms of the student’s life. Identifying these areas is helping the students begin their walk with the Lord and their own calling.

Achieving high grades and doing well in school has previously been attributed to knowledge of Biblical learning. In his article “The relationship between Biblical literacy, academic achievement, and school behavior…,” William Jeynes talks about how a study was completed by 160 students who were grades 7th through 12th. The student’s Biblical knowledge was tested. The end results proved to be that the students with the highest level of Biblical knowledge also had the highest grade point averages and portrayed the best behavior of students from both public and Christian schools (p. 102-106).

​It is essential that societies adapt social structures to ensure that all children, irrespective of age, gender, or disability, can enjoy basic human rights without discrimination (Artiles & Hallahan, 1995; Sheilah, 2011; Weintraub, 2005). This applies to education systems which need to make changes including new, innovative approaches to fit the specific needs of children with disabilities (WHO, 2011). Influencing culture and changing minds in regard to human dignity must be established and taught as a foundation for life (Robsob & Evans, n.d.). Christian schools have a unique opportunity to do this by integrating Scripture and biblical philosophy into a developmental curriculum aimed at reflecting the image of God in the life of every student and teacher. This will, in effect, impact the culture of the

A considerable amount of research has been carried out on what should be taught in religious education, and how it should be taught in classrooms. REDCo was one research carried out in eight European countries with students from the age of fourteen to sixteen, this research really got me interested in the content being taught to students, as they expressed their own attitudes