Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a school of thought of saviourian statement saviourian instruction is 1 of the more than or less master(prenominal) things an individual can participate in end-to-end their flavourtime. It is a lifelong butt against, beginning when we r from each iodin an eon of awargonness and ability to learn, and does non extirpate until we reach our physical deaths. This is an constantly-evolving progression that changes over the course of a mortals life.People father the capability to constantly grow in sacred maturity, and it is urgent as instructors and educators to guardianship educatees in perceiving, accepting, and fulfilling the Gospel. rescuer provided the Great agency to make disciples until the day of his save. This is something we must(prenominal) consider c argonfully and intentionally. As Christian educators, we kick in the amenableness of first do disciples of Christ, and secondly to preparg on them for their intimacy in our culture and society with matinee idols devise at the center of all they do.Educators should take aim a desire for other(a)s to be modify into the likeness of Christ. People must learn how they can bang graven mental picture and follow him in their daily lie withs. We . . . need to be clear on our purpose and creative in our design of studyal strategies and example of methods that hike up the cognition of divinity fudge and a growing blood with Him (Anthony 25). E very tap of the purposes and goals of Christian instruction should be Christ-centered and biblical. accord to Michael Anthonys carry, Christian Education, the philosophical foundations of Christian education ar derived from systematic pietism, which in turn emerges from biblical theology (26). A correct observation and high panorama of the al-Quran, as strong as infering and article of belief according to Christs view of Scripture, is the Christian educators final frame of reference. There has to be an aw atomic number 18ness of the indispens adequate theological keyst sensation(a) of the doctrine for this education to be successful. In the discussion, delivery boy says, Sanctify them by the righteousness your word is lawfulness (John 17. 7). thusly, precept method with the groundwork of divinity fudges word is precept the fair play the tidings tells Christians how to live in this world and gives His bulk chastes to hold up by and believe. An educational philosophy that is biblically informed provides stability in the thick of the never-ending changes in our society. The just now constants in our world atomic number 18 graven image and Scripture. The Lord of the church service is the Lord of theology and philosophy (Anthony 34). Educators need to practice theology and the rule book as the foundation for moving toward any philosophy in their Christian education.The purpose of my first education program is to cut slew in w orship of our Lord and Savior finished music, which evokes their obtainings and emotions as they celebrate His greatness, unconditional love, and forepart in their lives. The goals for worship be for individuals to feel free to express their love of Christ and thankfulness for His mercy, grace, and eternal redemption during sunshine morning services. They result learn the world-beaterful address to these songs, and leave alone and and so be able to feel the truthfulness in them, finished the indwelling of the blessed Spirit.When people worship and celebrate God, those feelings be released, which then trails to them penurying to grow even so closer in their nonificationship with Him one goal from this experience is for them to bring others to church, becoming witnesses and bringing people who target dressedt know Christ to services, thus fulfilling the Great committee. By recounting songs with words that come from the Bible, they forgeting become familiar w ith verses that be God-breathed, making it a strong foundation for Christian education.The purpose of my second education program, prima(p) small group meetings for adults, is to create a safe purlieu and atmosphere, where students argon surrounded by not only their peers, but friends, which countenances for a positive setting to learn. The goals are to educate people regarding the Bible and God, so they testament know Him much(prenominal) than intimately they will feel the acceptation of others, and in this emotional climate, be able to openly admit questions they baffle regarding Christianity that they magnate not feel comfortable doing in a larger group, or among people outside their age range.They will be able to both know and feel the non-judgmental attitude of the group it self, as they get to know one another more as well. Also, just as with Worship, they will want to bring others to these meetings to experience it and become more involved. done the drug ab call of biblical materials, this program and philosophy to a fault has a comforting foundation for education. To stovepipe educate people and implement these purposes and goals I start out stated, it is vital to understand how individuals learn and grow in Christian faith. At the foundation of Christian education is iblical studies and theology, but it in addition seeks to integrate them with friendship that is gleaned from the fond sciences of education, sociology, and psychology (Anthony 13). By utilizing various instilling strategies that encom brighten nurture conjecture systems, such(prenominal)(prenominal) as cognitive, gentlemans gentlemanistic, and behavioural, commandment objectives can be created. These rationalize what the educator wants the students themselves to think, to feel, and to do however, thither needs to be a individualised relationship with God, as the Holy Spirit servicings one to grow in the image of Christ.When analyze the social sciences of education, at that institutionalise is an emphasis on nurture humans grow, mature, and develop in variable federal agencys without their life spans. In an excerpt from Anthonys book, cognitive training refers to the bon tonly changes that chance in the way people understand and cope with their world. cognitive theorists are concerned with how we know, that is, with how we obtain, do, and use companionship (68). blue jean Piaget first proposed the design of this type of growth, and maintained that in that wish are four major periods, each age- cerebrate, of cognitive increase sensorimotor stage, preoperational stage, concrete operations, and formal operations. By knowing these stages in cognitive organic evolution, one can apply the concepts in discovering. The educator must management on what the person at each stage can do, as well as avoid what they cant understand. They need to be intentional and effective in comprehending and meeting learners needs. Moral in crement is as well an heavy issue that Christian educators need to understand.Bonnidell Clouse noted four planetary approaches to this type of development psychoanalytical, acquire/ teach, cognitive/moral reasoning, and moral potency (Anthony 73). The psychoanalytical approach was advocated by Sigmund Freud, and describes development that occurs due to psychological booking mingled with the ego, superego, and id, where loyalty results from conflict B. F. Skinner supported the approach of conditioning, where development occurs due to the individual organism exposed to external stimuli and subsequently conditioned with a doingsal reception to a given situation, and morality results from action.The cognitive/moral reasoning approach that Jean Piaget proposed is a growth that accompanies cognitive/intellectual development, where higher levels of authority make moral decisions, concluding that morality results from knowledge the fourth and last approach of moral potential w as campaigned by Carl Rogers, where development of morals is innate to humanity and is progressed through the process of self-actualization as needs, basic and advanced, are fulfilled, and morality results from potential. These four approaches to moral development are based on the scientific perspective.Though Christian educators encounter both praised and ridiculed these theories, one of the basic criticisms is that the definition of morality is simple, narrow, and solitary. Christian educators endure often glowering to Scripture and theology to supply the foundation for understanding moral development. Dennis Dirks notes the development framework presented in the metaphor of moral growth throughout the upstart Testament, as well as the concepts of internalization of levers and moral transformation (Anthony 78).Donald Joy describes moral developments path as a pilgrimage, and believes it must give up shrewdnesss from theology, not just the social sciences, in orderliness to provide a comprehensive view of the process. Since Christian educators have coordinated both the theorists approaches, as well as the theological ideals, their concept of moral development is more comprehensive. It must include reasons, actions, and characters that require knowledge, behavior, virtues, and dominions (Anthony 81). Faith development is another issue for Christian educators to take into consideration.James W. Fowler is the founder of this scheme, devoting his time to studying the nature of faith and its development. In order to understand his theory, it is necessary to win that his primary conceptualization of faith is generic he assumes that all human beings have some form of faith that proceeds through a rather predictable process of development (Anthony 83). According to Michael Anthony, in faith development, a distinction is make between beliefs and faith. Beliefs are significant content by which faith is expressed.But faith is frequently deeper and includ es both conscious and unconscious mind motivations (83). Fowler defines faith in terms of loyalty and deposit, such as devotion to ideas or persons that have worth to us (centers of evaluate), loyalty to power centers in life that give a sense of security, and devotion to a master story that gives direction and hope in life (84). The avocation of God upon worshippers is emphasized in relating the development of faith to Christianity, where vocation is the solution a person makes.The image of God is set within each person, and the stages of faith symbolize one way in which the potential of that image unfolds. Conversion and transformation are two aspects of faith growth that tally with New Testament instructs. These insights contribute to the process of Christian education, but one must overly be aware of its weaknesses and limitations. Gods perspective as given in Scripture must be the ultimate and near important benchmark by which faith development is thrifty (Anthony 8 9).However, this theory does imply that the faith of adults has the potential to spread over to develop throughout adulthood this is a valid reason to include adult ministries, such as small group meetings, to the educational ministry of the church. As mentioned previously, on that point are multiple encyclopedism theory styles which are give to supporter teach the student and attain the goals and objectives in a curriculum, three significant ones being cognitive, humane, and behavioural theories. These describe ways in which people learn and grow, and should be utilized by Christian educators. While special(prenominal) theories of learn do not translate directly into principles of principle, they provide maps and compasses to fear the inexperienced instructor-traveler in charting the course to breeding success (Anthony 101). Educating is more than expressing give in social occasion and demonstrating the knowledge of the teacher it is facilitating the convergence of t he needs of the learner, as well as subject substance. These two aspects fall into three fundamental areas of life what we think (meaningful understanding), what we value (personal convictions), and what we do (skilled behavior).There needs to be from any learner/student a deeper understanding, the development of appropriate values, and the sharpening of skills (101). The first primary area of life, what we think, involves the cognitive theory of education. These focus on the internal mental processes people use in their effort to make sense of the world. Cognitive theorists view larn as a re plaque of perceptions. Michael Anthony describes perception as the meaning we attach to information we receive from the world most us. Perceptual reorganization allows learners to develop a clear understanding of the subject (104).Jean Piaget is one advocate and leading judgement in this area, and describes the process through the use of terms, such as organization (the inhering tendency t o make sense of experiences by incorporating them into logically related cognitive structures), schemes (the cognitive structures produced as a result of this development process), equilibration (the natural tendency to maintain a balance between what one already knows and what one experiences in the world), and adaptation (the natural process of adjusting our thinking or milieu so that balance exists between what we know and what we experience).Assimilation and accommodation are two move of adaptation assimilation interprets experiences so they fit what we already know, and accommodation adjusts schemes so they fit what we experience (105). Another advocate in cognitive learning theory is Jerome Bruner, and he believes the goal of teaching is to upgrade the general understanding of a subject and that the facts and relationships children discover through their have got explorations are more usable and tend to be better maintained than material they have merely committed to memo ry (Anthony 105).In his inquiry, he proposed that this discovery type of learning increases and creates improved problem-solving skills and a higher degree of sanction in the capability to learn as they learn how to learn. He proposed the structuring of subjects, allowing them to be arranged in a way to aid in students learning this structure is facilitated by the three components of presentation, economy, and power. Discovery learning highlights students activity, initiative, and solutions. Later, Bruners theory was adjusted to include more teacher intervention and direction, called directed discovery.The second learning style hold backs what we value, and is called the humanistic theory. Educational humanism, or affective education, emphasizes the affective domain of learning receiving (personal openness), responding (personal response), valuing (personal conviction), organizing (personal value system), and characterizing (personal lifestyle) (Anthony 107). In this theory, tr ue human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. trey leading psychologists who influenced humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow foc apply his efforts on those who were mentally healthy (self-actualized), and believed that children make wise choices for their own learning when given the opportunity teachers assemble meaningful learning conditions, and students select from those they find personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directive therapy, which revolves around the counselor. He foc utilise more on phenomenology (the world as it is comprehend by individuals) than reality (the world as it may actually be).In his view, teachers should trust students to do their work to the best of their ability and provide opportunities for learning (Anthony 107). According to Roge rs, students will then take responsibility for their own learning. Combs, in his specific beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is similar to Bruners, but Combs placed more emphasis on manduction personal views and less on objective problem solving. For Combs, meaning is not inherent in the subject matter it is the individual who instills subject matter with its meaning. His dilemma was not how to present subject matter but how to help students derive personal meaning (Anthony 107). altogether three of these specific theorists, Bruner, Rogers, and Combs, explored and researched veritable ideals that encompass, in the broader view, humanistic principles of learning. The third and final fundamental area of life, what we do, involves the behavioral theory of learning. Ivan Pavlov (Classical Conditioning), E. L.Thorndike (Connectionism), and B. F. Sk inner ( operative Conditioning) are three of the most prominent theorists of behavioral learning. Pavlov is the founder of classical conditioning, discovering through experimenting with dogs a connection between food, the stimulus, and salivation, the response this connection is called a stimulus-response bond. This link provided the foundation for behavior modification behavior shaping as well as brainwashing . . . classical conditioning in classrooms focuses on involuntary behaviors that are outside conscious soften (Anthony 102).Thorndike, the second theorist, is known as the father of educational psychology. He exhibit the mechanism by which new responses are formed, whereas the work of Pavlov emphasized only simple reflex actions Thorndike showed that stimuli occurring after a behavior had an influence on future behaviors. He postulated three laws of learning The Law of Readiness (stating that learning proceeds best when learners are prepared to respond), The Law of Exercise (stating that repeat strengthens the timulus-response bonds), and The Law of Effect (stating that any response followed by pleasure or reward is strengthened, whereas any response followed by pain is weakened). Skinner created the operant Conditioning theory of behavioral learning, and it was an expansion of Thorndikes Law of Effect. In classical conditioning, responses are involuntary and elicited by specific stimuli. Operant conditioning emphasizes the acquisition of new behaviors as organisms operate on their environment in order to reach goals. The responses are voluntary and emitted by people or animals (Anthony 103).Skinner used pigeons in his research, placing them in observation cages when they behaved desirably, he fortify that behavior with food, and was able to teach them through providing reinforcing stimuli for the desirable behavior. This educational exercise is seen best in programmed instruction. Learning programs begin with a desired competency, and then breaks t his competency into small steps of learning. Programmed instruction maximizes learner reinforcement (reward) and also the amount of interaction between learner and information (Anthony 103).These systems are used today, found in textbooks as well as some forms of Christian school curriculum (the Accelerated Christian Education). Pavlov, Thorndike, and Skinner all used behavioral theories of learning, expounding on certain principles and ideas that are useful in teaching for educators. In terms of my own leading and teaching of Christian education, my focus will be through the use of Christ-centered music as I direct the worship and praise team for my church company I will also teach and lead a more specific group of people, adults, in small group meetings.For the contemporary service, Sunday mornings at my church will begin and end in worship, with the people singing and praising God. There will be more redbrick and upbeat Christian music, with a live band that I cogitate to lead , and this genre of music is tailored toward the unripeneder generations who attend this service at that place will still be the formal church service, where hymns are sung, creating a more somber atmosphere for the elder generation who grew up and are accustomed with this type of music.I believe through the use of songs that are more recognizable to the individuals, such as singing the music that many of the attendees (youth, teenagers, and unseasoned adults) love to sing with and listen to on Christian radio stations, they (the students, in this setting) will be stir and feel the calling to lift their voices and wagon to the Lord in praise of His Glory. This is something our Heavenly Father has asked us to do, and pleases Him as a part of ministry. In 1 Chronicles 25, this complete chapter is devoted to lean The Singers, and was called a service. All these men were under the supervision of their fathers for the music of the tabernacle of the Lord, with cymbals, lyres, and h arps, for the ministry at the house of God (1 Chr. 25. 6). As many of the verses of these songs come directly from leger in the Bible, they will be singing out His words and the teachings from the procure Teacher, the Nazarene Christ for people who dont separate the songs, the musicality and melodies themselves being current and upbeat will allow them to have a more enjoyable experience, while praising God through worship, as well as learning the powerful words.Music is something most eachone cares for, to varying degrees, and has the ability to evoke strong emotions and feelings. By leading this band, I will also be able to teach the divisions who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each hebdomad. When I think upon social sciences influence concerning different learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I seem to be d rawn more toward the humanistic view of how people learn.John Dewey is considered the father of imperfect tense education, though the foundation had been laid for a new approach toward the teacher-learner process prior to him by people like Luther, Melanchthon, and Sturn, all of whom had advocated the importance placed upon students to have a unshakable understanding regarding education. Humanistic theories of learning are more personal, accenting the significance and role of feelings and emotions, which I find imperative for both the teacher and student in learning and teaching. Arthur Combs was one of the most prominent promoters of this theory. Effective facilitators, according to Combs, are well-informed, sensitive, believe in their students abilities to learn, have a positive self-concept, and use many methods to engage students in the learning process (Anthony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, harsh disci pline, and manipulative methods. In my opinion, these are all concepts that delivery boy Himself used in his own teachings, and I will use this proficiency in my own teachings, and in leading worship for my church.I will also teach individuals attending small group meetings each week, leading them with the use of, and emphasis on, Gods word. This will include a more particular set of people, as these meetings will be for young adults the ages will range anywhere from 18 to 40s, though most will be in their 20s and 30s, as at that place are small group meetings already created specifically for both the untold younger adults, as well as for the older ones. However, anyone over the age of 18 will be welcomed.These meetings will be a much smaller target area in my teaching and leading, unlike worship, which includes the entire congregation children, teens, young adults, as well as older adults who might choose to attend the contemporary service. This smaller setting will allow for i ndividuals to be able to participate in passwords more easily than if it were a larger group it will permit for one-on-one talks between myself and them (the students), as well as fellowship among themselves.Also, biblical material will be used, such as videos pertaining to themes that will be set up (lasting anywhere between four and eight weeks each) by utilizing courses created by other pastors and teachers, there will be the added benefit of learning important issues and studies through others, and I will lead the group in any discussion questions that a acclivity. At these meetings, we will begin by breaking bread through eating together. Each individual will contribute, if able, to the meal every(prenominal) week this will allow for great fellowship and people becoming more familiar and friendly with one another.As this will help to make everyone more comfortable prior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the grou p and encouraging them to ask questions and become involved in the studies. In the Gospel of Luke, The Last Supper is described, with Jesus speaking to his apostles. And he took bread, gave thanks and broke it, and gave it to them, saying, This is my body given for you do this in remembrance of me. In the same way, after the supper he took the shape, saying, This cup is the new covenant in my blood, which is poured out for you. (Luke 22. 19-20). In the same way that Jesus shared meals, especially his last meal which we observe during church services as Communion we will share meals together as a group. My teaching strategies for these small group meetings will be more intense than for leading worship, as there will be studies and foster available learning material. With this in mind, I believe that the cognitive theory of learning will be helpful, as I intend to aid my students in thinking through issues and discussions that will be presented.As mentioned, both Jean Piaget and Jerome Bruner shaped this learning theory system, and many fundamental perspectives come from them. Piaget believed that watchword is not something given to people, and that understanding is structured by them Bruner also proposed subjects are to be organized and structured, determining the primary principles and their relation to one another. Cognitive learning was also found in Gestalt psychology, which is the view that learning takes place best when people see the relationship or pattern of one element to another. Gestalt psychology stressed the significance of relationships in the learning experience. cardinal early German gestalt psychologists were Ernst Mach, Max Wertheimer, and Wolfgang Kohler (Anthony 104). Ernest Mach held that human learning was determined by interaction between the world and our perception of it, not by automatic bonds, like behaviorist John Watson believed. Max Wertheimer proposed that focusing on the smallest parts of learning was pointless, instead embracing that the whole gave meaning to the individual parts.Wolfgang Kohler, through his experiments with chimpanzees, demonstrated learning by insight, while behaviorist E. L. Thorndike had emphasized examination and error learning instead. These differences underscore the vast divide between behavioral and cognitive learning theories (Anthony 104). through with(predicate) reading about the various learning theories, I have found that, in my opinion, there is truth and insight to be gained from each the cognitive, humanistic, and behavioral theorists opinions, research, and viewpoints all have the ability to aid in teaching.I want to take into account all I have myself learned, and use it in my small group meetings. I feel there is no need to limit myself to one specific theory or belief, but to acknowledge the various ideas that have been put forward by these prominent thinkers, and use them in my own teaching people are different, and therefore learn in different ways, so ha ving a firm grasp of these techniques is an asset in leading.While I intend to use the social sciences and psychological theories of learning in my teaching, I know that the ultimate teacher is Jesus Christ. He taught us to love one another, give tenderness to our enemies, to teach through gentleness and understanding, as well as bragging(a) us the Fruits of the Spirit But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Gal. 5. 22-23).I want to be led by the Holy Spirit, walking the path that God has set for me, and allowing Him to work through me as I teach His word and promises to others. I will continue in my prayers, striving everyday for a closer relationship with Jesus, and ask Him to give me the wisdom to teach and lead as I dig deeper into the Bible, I myself will increase in spiritual maturity. There must be attentiveness to this indispensable and crucial theological keystone of the faith for my Chri stian education program to be successful.In conclusion, my philosophy toward a Christian education through the medium of leading worship with Christ-centered music for my church congregation, as well as in teaching small group meetings for adults, has been discussed throughout this paper. By creating my purposes and goals for students in these areas of teaching and leading, and by having a solid foundation in biblical principles, I address how I want my students to perceive, accept, and fulfill the gospel that is, to think, to feel, and to do.These teaching and learning strategies encourage students to think (cognitive theory) about God, His word, and the promises He made to His children, to feel (humanistic theory) His presence in their lives and be on fire for the Lord, and to fulfill (behavioral theory) the Great Commission through going out into the community and spreading the good word, The Holy Bible, as well as developing a closer relationship with Jesus and allowing the Holy Spirit to guide them in their life decisions.These goals use the multiple social sciences theories on learning, and how people grow in their Christian faith my beliefs and opinions on how to lead and teach in Christian education are also expressed, as I state the need to incorporate all information available to educators for the best outcome in teaching students.The most important aspect is to have a Christ-centered learning experience, utilizing biblical material and Gods word this will have the most impact, as the Lord will lead me in leading and teaching others. Works Cited Anthony, Michael J. Introducing Christian Education Foundations for the Twenty-first Century. Grand Rapids, MI bread maker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids Zondervan, 1984. Print. New Intl. Vers. school of thought of Christian EducationMy Philosophy of Christian Education Isaiah 5413 all your children shall be taught by the LORD, and great shall be the peace of your chi ldren. Introduction Upon examination of Jesus life and ministry here on earth, I find it to be very fascinating that He successfully engaged in a embarrassment of professional fields including that of teaching. In fact, He holds the title of Master Teacher. He was indeed a highly sought after teacher whose ablaze and holistic approach to the vocation of education is the basis of my philosophy of Christian Education.The Ohio Department of Education, Center for the education Profession describes the Master Teacher as one who, respects students diversity, is knowledgeable in the content area, practices effective assessment, set up plans, communicates with all stake holders, promotes a learner friendly environment and assumes responsibility for his/her professional growth and development. Christ the master teacher exhibited all these qualities and as a Christian Educator we all should too. It is on this foundation that I will seek to base my philosophy of Christian Education.Accord ing to Guillemin and Beck (1998), a Christian philosophy of education is, one that is determined by scriptures and bordered by the parameters, educational purpose, educational provider, the learner, curriculum or content and teaching, giving rise to four specific tenets. These four tenets to the Christian Education process constitute of the learner, the teacher, the curriculum and the teaching process. Therefore in formulating my Philosophy of Christian Education, I will use scriptural references to support the four aforementioned tenets of the Christian Education process. The Body The LearnerThe Learner in the Christian Education process may either be a child in the sept, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first agent of socialising and therefore parents are the first educators. God has given parents the mandate to, drive up the child in the way he should go and when he is old he will no t depart from it, (Proverbs 226) also in Deuteronomy 6 6-7 the Lord gave clear directions regarding the commandments These commandments given today are to be upon your hearts. Impress them upon your children.Talk about them when you sit at home and when you walk along the road. When you lie buck and when you get up. (NIV) The word parents can be extended to include other persons in the society who are responsible for guiding and facilitating learning. This includes teachers and so we too have this mandate in relation to the child in the formal classroom. The Christian teacher even more so, as we must not only facilitate the contents of the lay curriculum but also be able to integrate biblical principles effectively so children can come to realize their purpose in Gods wonderful plan.In college I was taught to do everything to avoid teaching Christ in the classroom. This was frowned upon as being indoctrination and so, in the schools I have worked before, all that is done to fulfi ll the mandate is devotional exercise and even then, children are not mandated to attend. Some of these children demonstrated total lack of respect for persons in authority, lying, stealing, cheating among other despicable acts and when there is no intervention some ended up being juvenile delinquents. It was never mean by God for children to behave, nor end up in such a manner.After all, Jesus said, Suffer the little children to come unto me forbid them not, for of such is the dry land of heaven. (Matthew 19 14). principle about Christ definitely should be the ruminate of all teachers. It is for each learner too, to study to show himself approved to God. (2 timothy 215). As leaders we are commanded by God to flux his sheep. (John 2117). The Great Commission is found in Mathew 2819, Jesus gave His disciples direct instructions to go and teach all nations, make disciples, teach them to obey all the commandments that were given unto them.Therefore due to the reciprocal nature of the teaching learning process, I am of the view that both learners and teachers do have a very critical and equally important role to play, to plight success and the fulfillment of Gods plan. The Teacher Consequently, the teacher is responsible to God for the quality service that is offered to those in his/her care. In James 31, 2 it is stated, Not many of you should presume to be teachers, my brothers, because we know that we who teach will be judged more strictly. As teachers of Christian education we should seek to emulate Christ as we facilitate learning. He is the Master Teacher who exhibited consistent leadership. Jesus sought to his listeners wellbeing showing how much He cared for example in the feeding of the multitude. (Mathew 413-21). Jesus as teacher also aided his students in their decision making process. In Proverbs 11 14, He clearly establishes the importance of guided decision making. Where there is no guidance, a people falls, but in an abundance of counselors there is safety. He also in His many uses of parables made his teachings very applicable to real life situations, therefore understandable. He was a very progressive teacher who sought to influence, transform and empower people. His infinite knowledge made Him experienced in teaching. As Christian educators we too must have some experience of the power of the Holy Spirit in order to be able to communicate fully, to the learners, the importance of, and the difference having Jesus Christ in their lives can make. Therefore it is my conviction that, Christian Education is best taught by Christian Educators.Paul in first Corinthians one lived as a teacher in Christ and therefore was able to tell his charges, Be ye followers of me, even as I am also of Christ. Therefore we should vex Christs teachings as well as teaching them. Dr. Paul Cates, in his article entitled Transforming Teachers- Christian Philosophy of Education, postulated that, The teacher is the communicator of truth, he m ust therefore be openly and boldly a Christian. Teachers must be aware that teaching is a call to ministry. Teaching is one of the foremost gifts of the Holy Spirit. 1 Corinthians 1228.It is to be used for the edification of the church or, in this case the learner. The Curriculum Additionally, it is my belief that the Bible forms the very core of the Christian Education curriculum. Guillemin and Beck (1998) argue that the content or curriculum of Christian Education is simply truth. Unless we know God we cannot know anything correctly. God is best understood through the revelation of Himself in scripture. Christian Education which is truly genuine begins, proceeds and ends with the concept of divine revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the passage of scripture found in 1 Colossians 17 In Him all things consists as the premise on which his book titled All Things Consists in Him Teaching Christianity Using Biblical consolidation is based. R ose purports that we as Christian educators, should not relax within our safe environments, but should be diligent to utilize the opportunities provided to train up Spirit-filled students who know how God can use them in each of their respective fields of study-from athletics to acting, from law to literature and from maths to ministry.Each field of study needs Christians who really believe they are to be identify with Christ first and their profession second-such as a Christian engineer, a Christian football player, and a Christian playwright. This is similar to how we are recognized by both our first and last names. This will fasten in their minds and in the minds of their peers and colleagues that they are different, set aside, being built as a spiritual house, a holy priesthood, to offer spiritual sacrifices acceptable, to God through Jesus Christ. (I Peter 25). He further argues that the Bible is both the foundation upon which ideas are presented and the filter through which they are explored. For every topic in every subject a principle from the Bible can be had. It therefore stands to reason to say God supports the knowledge that we pass on to our charges. In Social Studies for example there are principles to support every strand, and every topic within each strand. In the History strand we see where God wants us to develop a positive attitude towards historical events.We must learn about and pass on knowledge of these. Deuteronomy 3119, 21, 22 shows God instructing Moses to, write down this song for yourselves, and teach it to the children of Israel put it in their mouths, that this song may be a witness for me against the children of Israel. Theres no doubt that God believes in the teaching of History, after all He was the one who inspired men to write the Bible which is to date, the greatest History book ever written.Similarly there are scriptures to support the other strands of Social Studies geographical principle proves that God is responsible for the contours of the earthJob 2610, He force a circular horizon on the face of the waters, at the margin of light and darkness. For economics in dealing with money and possessions He reminded us in James 117, Every good gift and every perfect gift is from above, and comes down from the father of lights. For the strand Government, we see where nations, governments and government were created by God and maintained by Him for His ultimate purposes.Job 1223, He increases the nations, and destroys them He enlarges them and then straightens them again In Language Arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listen and speaking. God spoke the world into being and that is a miraculous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our lessons with these principles thereby facilitating the plan of God that young men and women will come to serve Him in their youth. The Teaching ProcessGuillemin and Beck (1998), identified three principles in the teaching process. Firstly, the objective content of truth directs us to the objective methods of teaching. Secondly, the fact those students are persons, demands personal approaches to teaching. Thirdly, the purpose of conforming to Christs image focuses the process of teaching on evaluation As educators we are challenged to present objectivity in a relatively essential world. While we train students to reason and confront their biases, it is also important that they are made to understand that there is objective truth to be learned.Deuteronomy 625 provides a Biblical response to the question of subjectivity. In his book Reclaiming the Future of Christian Education, Greene (2003) declares, Knowing God in and through the intromission is what is important, and students must be helped to explore the creation along the lines of their own gifts. Greene stresses, that it is i mportant to reawaken to the biblical view of life and reality, we dare not work to train our children, whether in Christian schools or in Christian home schools, in a transformed, biblical consciousness. In other words, we must return to a biblical worldview.I firmly believe that it is imperative for Christian educators to model the desired behavior of the student in his/her care. Teachers must first live transformed lives if they desire to positively impact young lives. It is important for them not to send mixed signals to the students, as this will only contribute to topsy-turvydom and confusion. And will negatively impact the teaching/ learning process. According to Dr. Cates, The Bible being the foundation of the school reveals the threefold features of Christian Education as, a purpose, method and result. The purpose is to put the believer into right relationship with God, man, self and his surroundings. The method is the spirits support with the adoption of Biblical truth to the believers life resulting in a mature believer who is able to live a life in accordance with the teaching of Gods word. He postulates that Christian education is a process of guided learning where the teacher and the Holy Spirit combine efforts to help the learner, to spiritually grow and mature, to more and more conform to the image of Christ. ConclusionIn conclusion, I wish to reiterate that a philosophy of Christian education must be based on a revelation of God through His word, His creation and His Son Jesus Christ. It includes the learner, the teacher, the curriculum and the teaching process. I harbour it pertinent to also superimpose the Master teacher characteristics of Jesus to be patterned by todays Christian Educators. As we continue to impact lives and facilitate transformation, growth and development. It is of paramount importance to practice consistent leadership, focused in collaboration and a distinguished teaching.Finally it is important to constantly remem ber that we touch the future because we teach. Therefore, all our children shall be taught by the LORD, Through us, and great shall be the peace of our children. References Edlin, R. (2003). Core beliefs and values of a Christian philosophy of education. In J. Braley. , J. Layman. , & R. White. (Eds. ), Foundations of Christian school education (pp. 69-81). carbon monoxide Springs, Colorado earnest Design Publications. Greene, E. (2003). Reclaiming the future of Christian education.Colorado Springs, Colorado Purposeful Design Publications. Guillermin, P. , & Beck, D. (1998). Christian philosophy of education. In P. Kienel. , O. Gibbs. & S. Berry. (Eds. ), Philosophy of Christian school education (pp. 105-129). Colorado Springs, Colorado Association of Christian Schools International. Rose, Craig D. ( nd. ). In Him All Things Consist, Teaching Christianly using Biblical Integration Websites http//www. aiias. edu/ict/vol_21/21cc_377-394. htm http//www. transformingteachers . org/index. php? option=com_content&task=view&id=37