Will Our Children Have Faith

As a “cradle Methodist,” the standards and theological tasks mentioned in Part III of the Discipline are ingrained in how I understand and apply my faith. These aspects of the United Methodist tradition have been a foundation from which I have grown during my formative years. Although I have not always been able to articulate these beliefs, I have learned the power in living them in addition to teaching them. I believe that much of the affirming, teaching, and applying of our standards and theological task that I do in my ministry is out of this same foundation that was formative to my faith. It informs how I preach, the lead Bible studies I lead, how I lead youth group, and my interactions with congregants and the community.

According to Hinks, Methodists were usually more willing to place “the powerful God of Christianity… on the side of social and political justice.” One religious message that Walker conveys through this Appeal that supports this claim, was

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.

Kingdom education has two purposes. The first is universal and involves the call of God upon each child to accept him as Lord and Savior. The second is personal and involves training each child to obey God’s individual call to serve him throughout their earthly life. Schools prepare students to obey God in this world and “to stand before God for eternity.” (2006, p. 168).

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.

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

Presented with the task of assessing someone’s faith development required the answers to three essential questions. How has social learning played a part in the individual’s religious development? How has attachment played a part in the individual’s religious development? Upon answering these questions we must then evaluate the stages of faith development in which the individual is in according to James Fowler and David Elkind. After thorough evaluation has occurred the question pertaining to the role of doubt can then be answered. With these questions in mind, the theory that religious beliefs and adherence to spiritual faith are ultimately tested and proved during adolescence was the driving thought throughout the process of interviewing

Lord willing, these students then become Checking-Things-Out students, desiring and attentive to spiritual conversations and experiences. In these relationships, it is imperative to dig deeper, to answer questions, and to expose students to the gospel through lifestyle or stories of real faith. This open and attentive nature leads to the gospel message falling on good soil and, prayerfully, results in belief and commitment to Jesus Christ.

Brandt’s essay, Do Kids Need Religion?” is based on how someone should answer a kid’s question. When Brandt’s daughter was ten years old, her friends died in a house fire. The parents of Brandt’s daughter’s friends took the death well because they were strong and brave about what happened. They were devoted Catholics and talked about how their two little girls were in heaven. But Brandt is not religious in any way and when her daughter asked what happened to her friends, he told her something that he did not believe in because he thought that these deaths had no meaning and could not justify it. Brandt asks families if they think that their children needs religion. He also asks doctors on their point of view about religion and if kids need it. People who have a religion do not have to worry about what kinds of question their child can ask them because they have their own faith and can confidently answer their question. Brandt essay is mainly towards nonbelievers and wants to know

When these children come to school, they will follow a good leader. They will thrive in a loving environment. For some of these children, we are the only God that they will ever see. By this I mean, we must show the love of God in everything we do, he must be ever present in our daily lives. Some of the children may have never experienced a Christian environment, and they need it more than ever, and it’s our job to provide it for them.

Covenant encourages prayer, reading, and learning about God’s word. As indicated in Davis’ book, “Every member of the community needs to be growing in the Word. This has implications for our individual habits with the Word and for the way we use the Word inside and outside the classroom” (pg 60). Furthermore, according to In All Things Christ Preeminent, “Communal meditation on the Scripture is vital to Covenant’s academic life” (pg.61). In contrast, my experience with peers at LaFayette High School presented a greater challenge as a follower of Christ. Christians were a minority at LaFayette High School and were scrutinized for professing their faith in Christianity. Teachers were also discouraged from spreading the Word of God and faced job termination for doing so. The Fellowship of Christian Athletes (FCA) was the only type of Christian bonding within the school and even then, it was mandatory that it be student lead and

In the chapter 1“Going Viral for Jesus,” for instance, Dean reminds us how important it is, essential, even to talk about faith and Christ in our everyday conversations with our children. There is irrefutable, renewing power in our spoken testimony if only we can find the courage to speak it.

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.

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.

What is faith? Faith is something different to everyone. If you asked a hundred different people, it is possible that you would get many diverse answers. Religious faith and non-religious faith are two very distinct terms. Faith holds an extremely complex meaning when discussing it in the context of religion. Faith is a belief. That holds true to every religious and non-religious person. Every faith involves a decision. It is not about what we claim to believe, but what we actually do believe, that is true faith. Throughout this paper, I am going to discuss Christian faith, how it pertains to daily life and Christianity as a whole. I also intend to delve into George W. Forell's discussion of Christian faith and analyze and