Christian Liberal Arts Education And Vocation Analysis

Critical examination of the four liberal arts breadth areas, in their natural state, demonstrate that each area of study brings value and purpose to life. It is important to focus on developing weaknesses to gain fulfillment while using strengths to help others succeed.

LaFayette High School’s core curriculum is the basic Math, English, Social Studies, Science, and 2 years of a foreign language, which expands a general knowledge of basic subjects needed for further education. Covenant’s core curriculum, not only includes these subjects, but also strongly emphasizes spiritual and intellectual growth in order for each student to thrive as a Christian and be the person God wants us to be. Davis expands on this by stating, “Liberal arts skills prepare us to work together to discover and develop the potential God built into creation” (pg. 68). Core classes at Covenant also incorporate courses such as “The Christian Mind” and multiple courses teaching about the Bible. That is incredibly different from LaFayette High School, where teachers were discouraged from even mentioning Christianity outside of a history class simply establishing a background over the world’s major

“We serve Christ in college by developing the talents he has given us to serve Him even more effectively for the rest of our lives” (pg. 20). Additionally, Davis indicates that “Both our talents and our opportunities are gifts from God for the purpose of serving Him faithfully” (48). Covenant does not offer Honors courses because the students at Covenant are all attending in order to receive an education that will allow for a growth enabling the Will of God. “We are all called to pursue an education that will enhance our ability to use our talents to glorify God and serve others” (pg. 70). In contrast, LaFayette High School depicted that the students taking Honors courses would have a greater chance at future success. However, Covenant emphasizes that earning an education is not merely for monetary gain; an education is earned to transform ourselves into the people God intended us to be. “We should not pursue liberal arts training so that we can be managers and leaders. We should pursue the training because it develops the talents God has given us” (pg.

The education of children has existed since the beginning of time as parents have taught and molded their children into the young adults they desired them to be. Initial training of children was not in a formal setting, although history would see numerous settings, purposes, and methodological changes. Philosophies of education have also changed through the years as various voices have seemed to grasp the purpose of educating the next generation, thus laying out objectives to reach those goals of teaching children.

God calls us to serve and to do everything with love (1 Peter 4:10, 1 Corinthians 16:14). As a Student Affairs (SA) professional, my main goal is to help students discover their calling and equip them to better serve the world while integrating their faith. Smith (2004), states why it is important to serve as a mentor during a critical adult faith development stage. In The Council for the Advancement of Standards and Higher Education (CAS), CAS has incorporated faith, spirituality and religion into the standards and competencies that they advocate for individuals working as educators in the student affairs field ( Smith, 2004). In the CAS masters-level graduate program for student affairs standards (2004) the authors spoke to the essential need to incorporate spirituality.

There are many benefits to getting a Liberal Arts degree in today’s economic market. It is a message to your employer that you are willing to take on new information, and learn more then what is necessary to succeed. It shows initiative and the ability to expand your horizons beyond yourself. In a Liberal Arts education there is more purpose then just learning the career field of choice. It is a program that teaches critical thinking and self-thought. It teaches the student how to learn and teach themselves, to achieve more than just memorization of facts.

The third area is BPI’s understanding of the importance of a liberal arts education over vocational training. Lagemann points out that there is a temptation to forgo a liberal arts education over vocational training due to the cost and commitment required for completion. That being said, a liberal arts education can provide fundamental values necessary in any employment setting with the added value of self-actualization and a foundation for personal purpose.

The word “Christian” in Colorado Christian University is more than just a belief shared amongst the Faculty and Student Body. It is the foundation on which all aspects of the educational experience are built. Beginning with a strong Statement of Faith, which aligns with core beliefs of the National Association of Evangelicals, the University proclaims its belief “in the Bible as being the only authoritative Word of God, that God exists in the Father, Son and Holy Spirit, as well as belief in the salvation and resurrection that is only found in Christ Jesus” (Statement of Faith at Colorado Christian University, n.d.).

We are at a trying time in our human history. We find ourselves at a moral, cultural, and political crossroads. With much of the landscape of influence being shifted year-to-year, or even day-to-day, we must, as individuals, recognize the importance of placing Christian values at the forefront of our thinking. Being as close to Christ-like as we humans can be must be essential in the way we think, the way we treat others, and the way we invest our very selves in causes that serve His name. In my previous three plus years here, as well as before, I believe that I have embraced these qualities and am ready to expand my horizon to the collegiate level.

According to Littlejohn and Evans (2006), “The purpose of Christian education is always twofold, we want our students to grow spiritually, intellectually, and socially, and we want them to foster similar growth in society” (p. 18). This sums up the Christian liberal arts philosophy. Therefore, a Christian liberal education should be useful and practical. The goal of every Christian is to be like Christ and to serve others just like Christ did. While a traditional liberal arts scholar serves others out of duty to community, a Christian liberal arts scholar serves out of love for the Lord. So, the Christian liberal arts education should build the human person by fundamentally changing who they are and what they, preparing and equipping them for the good work.

Why Christian liberal arts education? This question is something that has been asked for many years now. For me the answer to this question is because I am able to become educated on all aspects of life whether public or personal and become closer to God at the same time. Liberal arts education promotes students to have a solid ground on all liberal arts subjects regardless of their major as they are able to become critical thinkers and adopt to change. The purpose of a liberal arts college is not to only educate us but make us into well rounded people. Liberal arts college majors are interdisciplinary and can provide students with different ways of looking at things by introducing different subjects.

Religious studies courses focusing on Christianity can benefit from reading Dashiell Hammett 's The Maltese Falcon. Why? Because religious studies can incorporate other studies as well. For example, sociology can be used during religious studies courses to study why people believe in a specific deity or how religion can affect the behavior of individuals. Psychology can be incorporated as well because religion can have both negative and positive psychological effects. An example is how religion can be used to persuade people to do both good and bad things depending on how it is taught and interpreted. Focusing on the aspect of the deadly sins in The Maltese Falcon this novel can be used a tool to diagnose and assign each character an aspect of sin to represent. This would give students a book other than the bible to use as a reference to the behaviors that are associated with the seven deadly sins.

I find it difficult to pinpoint one specific experience that will influence my journey and goals at Colorado Christian University. I believe God has set me on a whirlwind path that has led me to the decision to be a nurse. He’s walked with me through experiences that have been heart aching and experiences that have filled my heart with amazing joy. All of these experiences have shaped me into the woman I am today and filled my heart with a longing to serve others. I will say however, that being a mother has changed my life in unimaginable ways. It has taught me more about God’s love in five years than the prior twenty eight. There are three specific ways I believe being a mom will influence my journey at CCU; trusting God with my whole heart throughout every circumstance; the

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.

Winsomely presented, B.B. Warfield is well known for his scholarship with no exception seen here, In The Religious Life of Theological Students. Here as seminary students, we must chiefly be Godly men, apt to teach with the added passion of devotion driven by our love of God. As a result of our love for God, we are encouraged to have in our vocation a devotion with zeal and piety. We are to be as Warfield puts it; God-made, meaning a minister is called, shaped and developed divinely by God’s decree and power thereby being made worthy through the process of God’s call upon their life.