The Importance Of Overstreet's Experience In Christian Schools

In reading Bill Davis’ book, In All Things Christ Preeminent, it is evident that receiving an education at Covenant College will be a unique spiritual and intellectual experience. With Christ present in all areas of the school, the structure of the college and what it as an institution aspires to accomplish varies greatly from that of the high school I attended. Based on the Christ-like goals, student body, and instruction of Covenant College depicted in In All Things Christ Preeminent, receiving an education from Covenant seems vastly different from my secular experience at LaFayette High School.

My desire to work in the Catholic School system stems primarily from the ability to share my faith openly in such an environment, however, the Catholic School’s focus on the growth of the whole person, spiritual and academic and its commitment to service in the community and the world are also very important to me.

Going to Catholic school allows me to grow in faith as one body of Christ. Our school, St. John Neumann, allows us to go to mass twice during the school week and on holy days of obligation. Also in our school we have religion class every day. This has allowed me to grow and flourish in my faith. This school has allowed me and my class mates to grow in the body of Christ.

While his work did not engage directly with the topic, a tinge of anti-intellectualism was fostered within the movement this book examined. In Spiritual Mobilization’s magazine, Faith and Freedom, the editor devoted an entire issue to confronting clergymen who supported the Social Gospel, a movement which he claimed was led by, “a small, unusually articulate minority who feel political power is the way to save the world. . .” If the articles of the 1930’s demonstrated a distrust of the “unusually articulate,” the embracing of religious identity and language publicly by the Eisenhower administration had created an atmosphere in the 1950's whereby the Gideons International, Inc. was actively trying to influence curriculum in U.S. schools. Traveling preachers successfully utilized marketing techniques to blend entertainment, education, and religion into a single message. Sadly, that single message forbade the kind of discourse or dissent which fosters intellectual growth. Rather, the libertarian ideologies, which had inspired the original rebellion against the Social Gospel, had come to full fruition in snuffing out dissenters and making commonplace the existence of state-sanctioned

My greatest desire is to not only receive an outstanding technical education but also grow as a conscientious and socially responsible individual. In the next four years, I envision myself in an environment that fosters a genuine sense of family among motivated peers. I want to belong to a school where I can development in my character as well as my Catholic faith, even in the midst of rigorous academic work. I look

Our task is to choose two Jesuit secondary schools and to learn about their approach to the Jesuit teachings and beliefs. The first school, Fordham Preparatory School, is located in the United States. The second school Loyola High School is located in Canada. These schools wouldn 't be here today if it wasn 't for St. Ignatius of Loyola and his creation of the Society of Jesus (Jesuits) in 1540. We will explain the dual purpose of Jesuit education and how both schools incorporate it, the history and general information of both schools, how they compare to Fairfield Prep, and how both schools show compassion.

The ethos of Southwestern Christian University is a wonderful blend of academia and solid Christian influence. Southwestern Christian University (hereafter referred to as SCU) unapologetically advances its "vision for a Christian liberal arts education pursued from the perspective of the Biblical Christian worldview" (Wenyika). In a world "swamped" with education that has been secularized to the point of "Godlessness", SCU stands as a beam of light shining through the darkness to educate and encourage students to be excellent both in Godly character and in daily living. As an online student of SCU, I am honored to be a "torchbearer" among those like myself who have chosen to make Jesus the "Lord" over both, life and education.

The board of education was in Champaign County, Illinois which had let teachers with religious beliefs come into the public schools to provide 30 to 45 minutes of weekly religion instructions for the kids in grades fourth though ninth that was in public schools. Parents had printed cards that they signed authorizing that their children were able to attend these classes, and absences were reported to the school authorities. The ones that did not attend the religious instructions were not excused from any of their regular classes. The teachers were employed by the Champaign Council on religious education at no cost to the schools. They had classes that were offered to the Protestant, Catholic, and Jewish students. Programs were very popular

In which, I too agree with GCU’s values. I was raised in a Christian home but as an adult I do not practice my religion. I still install the same core values in my children and still have faith in God. I like the idea that GCU have strong core values and making difference not in their students’ lives by stewardship, but also empowering the same principles in their students to do the same.

Based on the Christ-like goals, instruction, and fellowship of Covenant College depicted in In All Things Christ Preeminent, receiving an education from Covenant seems vastly different from my secular experience at LaFayette High School.

It’s the late 1980’s, the age of exciting new technology and uncompromising prosperity. A golden time when all is easily attainable in life and nothing is off limits; fast track careers, an abundance of wealth and new expressions of sexual experimentation. It is certainly a time when religion appear to have taken a back seat in the lives of so many young up and coming professionals. In his play, Angels in America, Tony Kushner uses religious imagery and biblical references to help his characters find meaning in modern America as well as a means for convincing the audience that prophecy is possible in secular times and to help illustrate the age-old struggle between religious morals and sexuality in the twenty-first century.

As E. D. White's mission statement says, our school's purpose is to "impart the Catholic faith, promote academic excellence, and enhance self-esteem." By living out this mission statement, E. D. White becomes a strong-knit community of faith, knowledge, and service. Ever since my first day of eighth grade these qualities have been evident through the students and faculty of E. D. White. Every morning when I arrive at school there is a teacher there telling everyone good morning and to have a good day. This simple gesture can brighten someone's day significantly.

The percentage of people who say they believe in God, pray, frequently go to religious services, embrace minimal religious practices or find their faith meaningful has declined over the last 50 years. A growing group of Americans do not believe in God or any organized faith. In fact, unbelief is even fashionable. Religious conviction is perceived as burdensome or an outdated attitude - easily discarded. This is the backdrop upon which 20th century American, Southern Gothic writer, Flannery O’Connor, wrote her books and short stories in the 1950s and 1960s. She, in her short stories and books of fiction, did not describe beautiful rooms or people living happily ever after; she wrote about the human condition in the American South and the state of religious conviction. She wrote about unbelievers, lukewarm souls, narcissists and the spiritually illiterate. She wrote about racists, white trash, busy bodies and poor, beaten down black folks. She wrote about the unraveling of faith where the default mode for her characters was apathy, smugness, desapir or indifference. She believed the South was haunted by religion but as a group were literally swimming in mediocrity, cynicism and emptiness – a rough and tumble nihilism. They might say their faith mattered or attended services, but many were just lying to their neighbors and themselves. To her, they were just checking the box with a faith bordering on tepid and pathetic. She felt, given their current status, they would not know a

Doyle, D. & Wedd, A. (2011). The culture of Catholic schools. Mt Lawley: Edith Cowan University.

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.