Confucius, Aristotle, Aquinas, And Erasmus

What is the role of a teacher? What is the role of a learner? How does a teacher in a classroom apply their faith, beliefs, and view of the world into their classroom? How does this worldview affect the outcome of the curriculum that is developed and taught to their students? This paper will explore these questions and how the ideas of world view and personal truth affects an educator’s development of curriculum as well as influence the role of the teacher, learner, society, and family.

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.

It is the will of God that His children bring into fruition, sustain, and promote successful Christian schools. In order to carry out this mission, it is essentially important that the foundations be laid upon the Eternal Rock, His Word, and His spiritual principles. Only such a foundation guarantees a solid and firm structure which will withstand all present trials and endure all future endeavors and uncertainties. Only upon such a foundation can the Christians rest reassured that God’s authority will be the properly exercised, His knowledge communicated effectively, and His love transmitted with compassion to the pupils. As per Dr. Combee’s words,“God has a plan for victory in education through the truth He has revealed to us about human nature. “ (pg. 174) The sinful human nature does desperately need God and His principles, to both build a strong character and to construct academic stature.

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

2. Confucius came after the collapse of the Chou Dynasty and China was in constant violence and war. After the destruction of china, two schools emerged. The legalism and Confucianism. The Confucianism believed a good government was accomplished by maintaining a good tradition by personal standers of virtue, respect for the family, venerations of the ancestors, etc.

This emphasizes the importance of proper teacher education, objectivity, and transparency. In order to effectively teach this class, instructors must have a general knowledge of the religions highlighted in the course. This could be achieved by partnering with the Wake Forest Divinity School. This relationship would allow high school teachers to learn about teaching religion objectively while also giving them background knowledge and a mentor to contact if questions should arise. In order to alleviate parental concerns, educators should be transparent about course material. Also, teachers should be informed of the laws that delineate the appropriate way to teach religion in public high schools. Overall, when approached academically, it is the duty of educators to inform students about topics that affect the community, such as

“The Jews are irreligious, atheistic, immoral bunch of bastards.” (President Richard Nixon, 1972). Throughout history, the Jewish community has been a target of constant discrimination and prejudice as a result of their historical interaction with the Christian Messiah. Often labeled as “God-killers” and portrayed as the faction who prevented the ultimate saving of humanity, governments and social groups have often used Jews as a scapegoat to deflect any political and/or social turmoil that might exist. Robert Grosseteste, a prominent philosopher of the twelfth century, heavily nurtured this sense of hate and abhor towards the Jews of England. In his letter to Margaret de Quincy, Countess of Lincoln, we see Grosseteste’s compelling desire

This paper aims to discuss Christian philosophy versus Christian worldview and explain how they are directly related. It will also describe what the author of this paper believes the truth about society is and their vision for a better society. The paper will also identify the roles of the teacher and leaner and finally discuss the roles of the society, government, church, and family in the development of curriculum.

I believe that the religious atmosphere, or culture, of a learning environment is crucial for the success of the learners. “The atmosphere and relationships in the school are as much the focus of the Catholic school as is the formal religious education.” (Church Document Quotes) The importance of my root belief, Make God known, loved and served, encompasses so many aspects of the culture for learning. If we, as school leaders, along with our teachers and students are always making God known, loved and served, it means that we are being respectful of one another. By having the foundation set for loving and respecting self, others and the world, we ensure that

One thing the reader should pay close attention to is the times of social and political unrest in China during Confucius’s life. There were many wars and changes in government and in dynasty’s throughout his life. He was often confused and torn by how society always seemed to go to war and violence as the solution to their problems and unrest. It is amazing that he was able to develop his concepts and philosophies of education and in life during such turmoil in society. That is one thing the reader should pay close attention to. Another thing the reader should look out for is the journey Confucius took across China. His hoped to learn more about other countries traditions, cultures, governments, and ways of life through his travels. Even though

In the beginning, Dr. Mark A. Chancey borrowed a report from Texas Freedom Network Education Fund. This report from TFNEF is focusing on 25 Texas public schools offered Bible courses in the 2005–2006 school year, utilizing materials from the previous five academic years. By this evidence, the author notes that the public school Bible courses in Texas always have challenges on the following two aspect: First is the Academic and Legal Appropriateness which including failed or only meet the minimal academic standards for “teachers’ qualifications, curriculum, and academic rigor; and secondly, the Preservation of Religious Freedom which promoting one faith perspective over all others; and push an

Confucianism was structured around respect for family and society. Confucianism was an important belief, particularly for the scholar-officials. Confucianism existed during a time of warfare and chaos of China. Confucius’s philosophy was created to bring back peace and stability. He said that a wise ruler governed through honest examples, not force. Confucius lived around 551 B.C. to 479 B.C. Even after Confucius died, his followers kept spreading his thoughts and beliefs. He educated people that they could get virtue through education. He taught a similar version of the “golden rule”, to treat others like you would treat yourself. Confucius taught children that they should always respect their parents.

As we go through our day by day lives in a very secular world, I believe it is very easy to question ourselves as Christian educators. We ask ourselves if we are doing our jobs exactly to God’s calling. Are we striving to teach the truth? And with that, what is truth? According to Gaebelein in his book The Pattern of God’s Truth, “All truth is God’s truth.” As educators we are called upon to cultivate “Christlike minds” (Moreland). This is quite the task, especially given our surrounding circumstances and constant secular environment. Not only are we, as educators surrounded by this secularism, but our young, adolescent students are as well. So, how do we accomplish such as task of guiding

Separated by more than 8500 kilometers but only 52 years, two seminal thinkers have shaped the moral philosophy of their respective cultures. While Western ethical theory has been deeply influenced by Plato’s Republic, Eastern ethical theory has been deeply influenced by Confucius’s Analects. David Haberman describes the Republic as ‘one of the most influential books of all time’ (86). And Bryan Van Norden compares (with considerable fervor) the Analects to ‘the combined influence of Jesus and Socrates’ (3).

Many Christian schools and Christian homeschooling families hastened a “classical” curriculum approach to teaching and learning, believing it to be the best form of education.