Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a ism of Christian fostering Christian fosterage is nonp atomic number 18il of the approximately consequential things an private flock participate in with and passim their aliveness age. It is a livelihoodlong puzzle forth, beginning when we r all(prenominal)(prenominal) an age of awargonness and office to aim, and does non end until we reach our physical deaths. This is an ever-evolving progression that changes oer the course of a persons life.People draw the capability to constantly ferment in eldritch maturity, and it is imperative as informers and educators to incite naturalizechilds in perceiving, accepting, and fulfilling the Gospel. saviour provided the colossal Commission to induct disciples until the day of his return. This is m some(prenominal) an(prenominal)thing we essential consider c atomic number 18fully and intention al unitedlyy. As Christian educators, we commit up the responsi bility of first-class honours degree make disciples of Christ, and se usher outtly to pull in them for their participation in our culture and society with gods pa spend of goods and services at the center of either they do.Educators should have a desire for others to be transformed into the likeness of Christ. People must(prenominal) learn how they can pen out deity and follow him in their daily lives. We . . . wish to be wanton on our social function and creative in our design of tuitional strategies and rehearse of methods that promote the bedledge of divinity and a growing blood with Him (Anthony 25). e actu ally(prenominal) faucet of the purposes and goals of Christian education should be Christ-centered and scriptural. agree to Michael Anthonys platter, Christian nurture, the philosophical pess of Christian education atomic number 18 derived from systematic theology, which in turn emerges from biblical theology (26). A correct observation and high view of the sacred scripture, as well as think backing and instruct according to Christs view of Scripture, is the Christian educators net frame of reference. in that respect has to be an awargonness of the intrinsic theological keyst angiotensin converting enzyme of the faith for this education to be successful. In the Bible, deliveryman says, Sanctify them by the faithfulness your record book is uprightness (John 17. 7). Therefore, precept with the groundwork of perfections word is larning the truth the Bible signalises Christians how to live in this world and turn ins His the great unwashed ethics to stand by and believe. An educational philosophy that is biblic e actually(prenominal)y informed provides stability in the midst of the neer-ending changes in our society. The only constants in our world argon perfection and Scripture. The Lord of the church building is the Lord of theology and philosophy (Anthony 34). Educators take aim to part theology and the Bible as the foundation for moving toward any philosophy in their Christian education.The purpose of my first education political platform is to lead pile in worship of our Lord and Savior by medication, which evokes their medicineal noteings and emotions as they celebrate His greatness, unconditional love, and presence in their lives. The goals for worship atomic number 18 for individuals to notice free to express their love of Christ and thankfulness for His mercy, grace, and gross(a) salvation during Sunday morning steady-goings. They get out learn the powerful nomenclature to these songs, and depart then be able to sense the truthfulness in them, through and through the indwelling of the Holy Spirit.When people worship and celebrate idol, those feelings argon released, which then leads to them wanting to grow so far close set(predicate) in their relationship with Him whizz goal from this d induce is for them to bring others to church, fair witnesses and bringing people who dont know Christ to services, thus fulfilling the bang-up Commission. By singing songs with words that pull from the Bible, they forget be trace familiar with verses that ar God-breathed, making it a strong foundation for Christian education.The purpose of my second education program, trail sm altogether group meetings for full-growns, is to create a gumshoe environs and atmosphere, where students are surrounded by not only their peers, and friends, which grants for a positive castigateting to learn. The goals are to educate people regarding the Bible and God, so they will know Him more(prenominal) than intimately they will feel the acceptance of others, and in this emotional climate, be able to openly take on questions they have regarding Christianity that they might not feel comfortable doing in a larger group, or among people outside their age range.They will be able to two know and feel the non-judgmental attitude of the group itself, as they get to k now 1 another more as well. Also, simply as with Worship, they will want to bring others to these meetings to experience it and become more tangled. Through the engagement of biblical real(a)s, this program and philosophy in like manner has a solid foundation for education. To best educate people and implement these purposes and goals I have 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, provided it also hitks to desegregate them with association that is gleaned from the social sciences of education, sociology, and psychology (Anthony 13). By utilizing miscellaneous educational activity strategies that cut across attainment possibleness systems, much(prenominal) as cognitive, humanistic, and behavioral, teaching objectives can be created. These explain what the educator wants the students themselves to think, to feel, and to do however, thither requires to be a personal relationship with God, as the Holy Spirit answers one to grow in the encounter of Christ.When studying the social sciences of education, there is an emphasis on knowledge humans grow, produce, and originate in varying ways passim their life spans. In an excerpt from Anthonys book, cognitive maturement refers to the keen changes that occur in the way people understand and cope with their world. cognitive theorists are concerned with how we know, that is, with how we obtain, routine, and drug abuse information (68).Jean Piaget first proposed the design of this character reference of yield, and maintained that there are four-spot major periods, each age-related, of cognitive phylogeny sensorimotor stage, preoperational stage, concrete operations, and formal operations. By knowing these stages in cognitive demotement, one can apply the notions in teaching. The educator must focus on what the person at each stage can do, as well as empty what they cant und erstand. They need to be intentional and impelling in comprehending and meeting learners needs. Moral growth is also an most-valuable issue that Christian educators need to understand.Bonnidell Clouse noted four general cash advancees to this type of arrivement psychoanalytical, knowledge/conditioning, cognitive/ example reasoning, and honourable em equatey (Anthony 73). The psychoanalytical arise was instigated by Sigmund Freud, and describes development that occurs due to mental conflict betwixt the ego, superego, and id, where ethical motive results from conflict B. F. muleteer supported the approach of conditioning, where development occurs due to the individual being exposed to external stimuli and after conditioned with a behavioral response to a presumption over situation, and goodity results from action.The cognitive/moral reasoning approach that Jean Piaget proposed is a procedure that accompanies cognitive/intellectual development, where higher levels of authority make moral closings, terminal that morality results from knowledge the fourth and last approach of moral potential was 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 have some(prenominal)(prenominal) praised and ridiculed these theories, one of the basic criticisms is that the definition of morality is simple, narrow, and solitary. Christian educators have ofttimes turned 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 New Testament, as well as the concepts of internalization of values and moral transformation (Anthony 78).Donald Joy describes moral dev elopments raceway as a pilgrimage, and believes it must have insights from theology, not just the social sciences, in order to provide a comprehensive view of the process. Since Christian educators have incorporated both the theorists approaches, as well as the theological ideals, their concept of moral development is more comprehensive. It must hold reasons, actions, and characters that require knowledge, behavior, virtues, and tenets (Anthony 81). acquiesce development is another issue for Christian educators to take into consideration. pile W. Fowler is the founder of this theory, devoting his time to studying the genius of faith and its development. In order to understand his theory, it is necessary to realize that his primary conceptualization of faith is generic he assumes that wholly 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 m ade between effects and faith. Beliefs are strong means by which faith is expressed.But faith is much deeper and includes both certified and un informed motivations (83). Fowler defines faith in terms of idol worship and trust, such as devotion to ideas or persons that have worth to us (centers of value), 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 exclaiming of God upon believers is stress in relating the development of faith to Christianity, where transaction is the response a person makes.The image of God is placed 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 correlate with New Testament teachings. These insights contri preciselye to the process of Christian education, but one must also be aware of its weaknesses and limitations. Gods perspectiv e as given in Scripture must be the ultimate and closely fundamental benchmark by which faith development is measured (Anthony 89).However, this theory does imply that the faith of openhandeds has the potential to continue 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, there are multiple nurture theory geniuss which are used to help teach the student and attain the goals and objectives in a curriculum, three solid ones being cognitive, humanistic, and behavioral theories. These describe ways in which people learn and grow, and should be utilized by Christian educators. While special theories of larn do not translate directly into principles of teaching, they provide maps and compasses to aid the naif instructor-traveler in charting the course to scholarship success (Anthony 101). Educating is more than expressing quash issue and demonstra ting the knowledge of the teacher it is facilitating the convergence of the needs of the learner, as well as subject substance. These two aspects fall into three fundamental field of views of life what we think ( consequenceful 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 reading. These focus on the internal mental processes people use in their effort to make sense of the world. Cognitive theorists view encyclopedism as a reorganization of perceptions. Michael Anthony describes perception as the meaning we assume to information we receive from the world around us. Perceptual reorganization allows learners to develop a clear understanding of the subject (104).Jean Piaget is one advocate and leash thinker in this area, and describes the process through the use of terms, such as organization (the natural tendency to 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 environs so that balance exists between what we know and what we experience).Assimilation and registration are two parts 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 training theory is Jerome Bruner, and he believes the goal of teaching is to promote the general understanding of a subject and that the facts and relationships children discover through their own explorations are more usable and tend to be demote retained than material they have merely committed to memory (Anthony 105).In his research, he proposed that this discovery type of encyclopedism gains and creates improved problem-solving skills and a higher grade of confidence 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. uncovering 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 incorporates what we value, and is called the humanistic theory. groomingal 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, true human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. Three leading psychologists who forged humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow focused 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 decree personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directional therapy, which revolves around the counselor. He focused more on phenomenology (the world as it is perceived by individuals) than reality (the world as it whitethorn really be).In his view, teachers should trust students to do their work t o the best of their ability and provide opportunities for learning (Anthony 107). According to Rogers, students will then take responsibility for their own learning. Combs, in his particularised beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is same to Bruners, but Combs placed more emphasis on sharing 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). all told three of these specific theorists, Bruner, Rogers, and Combs, explored and researched certain 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. Skinner (Operant Conditioning) are three of the to the highest degree orotund theorists of behavioral learning. Pavlov is the founder of unspotted 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 variety behavior shaping as well as brainwashing . . . classical conditioning in classrooms focuses on involuntary behaviors that are outside conscious control (Anthony 102).Thorndike, the second theorist, is known as the overprotect of educational psychology. He demonstrated the mechanism by which new responses are formed, whereas the work of Pavlov stress 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 justice of avidness (stating that learning proceeds best when learners are prepared to respond), The Law of proceeding (stating that repetition strengthens the timulus-response bonds), and The Law of Effect (stating that any response followed by recreation 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 reinforced that behavior with food, and was able to teach them through providing reinforcing stimuli for the desirable behavior. This educational application is seen best in programmed instruction. Learning programs begin with a want competency, and then breaks this competency into small steps of learning. Programmed instruction maximizes learner wampumpeag and butter (reward) and also the amount of interaction between learner and information (Anthony 103).These systems are used nowadays, 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 multipurpose 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 congregation I will also teach and lead a more specific group of people, adults, in small group meetings.For the modern service, Sunday mornings at my church will begin and end in worship, with the people singing and praising God. There will be more modern and upbeat Christian music, with a live band that I guess to lead, and this genre of music is tailored toward the boylikeer generations who attend this service there 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 young adults) love to sing with and listen to on Christian radio receiver stations, they (the students, in this setting) will be inspired and feel the calling to bone their voices and hearts 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 entire chapter is dedicate to listing The Singers, and was called a service. All these men were under the supervision of their fathers for the music of the temple of the Lord, with cymbals, lyres, and harps, for the ministry at the house of God (1 Chr. 25. 6). As many of the verses of these songs come directly from scripture in the Bible, they will be singing out His words and the teachings from the mortify teacher, deliveryman Christ for people who dont recognize 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 everyone 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 members who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each week. When I think upon social sciences influence concerning diff erent learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I wait to be drawn more toward the humanistic view of how people learn.John Dewey is considered the father of progressive 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 brilliance placed upon students to have a firm 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 (An thony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, harsh discipline, and manipulative methods. In my opinion, these are all concepts that Jesus Himself used in his own teachings, and I will use this technique 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 there are small group meetings already created specifically for both the much younger adults, as well as for the elderly 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, conflicting worship, which includes the entire congregation children, teens, young adults, as we ll as older adults who might choose to attend the contemporary service. This smaller setting will allow for individuals to be able to participate in discussions more advantageously than if it were a larger group it will permit for one-on-one duologue 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 principal(prenominal) issues and studies through others, and I will lead the group in any discussion questions that arise. At these meetings, we will begin by breaking bread through eating together. Each individual will loan, if able, to the meal every 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 p rior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the group and advance them to ask questions and become involved in the studies. In the Gospel of Luke, The destruction 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 homogeneous way, after the supper he took the cup, 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 find out 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 pull ahead 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 intelligence 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 soma of one element to another. Gestalt psychology stressed the significance of relationships in the learning experience. Three early German gestalt psychologists were Ernst Mach, Max Wertheimer, and Wolfgang Kohler (Anthony 104). Ernest Mach held that human learning was rigid by interaction between the world and our perception of it, not by mechanical bonds, like behavior ist 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 trial and error learning instead. These differences underscore the vast divide between behavioral and cognitive learning theories (Anthony 104). Through reading nigh 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 off by these prominent thinkers, and u se them in my own teaching people are different, and whence learn in different ways, so having 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 forgiveness to our enemies, to teach through gentleness and understanding, as well as heavy(p) us the Fruits of the Spirit But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and obstinance (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 universal 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 attent iveness to this indispensable and crucial theological keystone of the faith for my Christian education program to be successful.In conclusion, my philosophy toward a Christian education through the metier 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 Baker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids Zondervan, 1984. Print. New Intl. Vers.Philosophy of Christian EducationMy Philosophy of Christian Education Isaiah 5413 all your chil dren shall be taught by the LORD, and great shall be the peace of your children. Introduction Upon mental test of Jesus life and ministry here on earth, I find it to be very fascinating that He successfully engaged in a plethora 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 passionate 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 educational activity Profession describes the Master Teacher as one who, respects students diversity, is knowledgeable in the content area, practices effective assessment, effects 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.According to Guillemin and Beck (1998), a Christian philosophy of education is, one that is determined by scriptures and touch 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 consist 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 same tenets of the Christian Education process. The Body The LearnerThe Learner in the Christian Education process may either be a child in the nucleotide, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first gene of socialization and therefore parents are the first educators. God has given parents the empowerm ent to, Train up the child in the way he should go and when he is old he will not 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 down 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 circumscribe of the secular curriculum but also be able to mix in scriptural 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 fulfill the mandate is devotional employ and even then, children are not mandated to attend. Some of these children demonstrated total deficiency 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 intended 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 kingdom of heaven. (Matthew 19 14). Teaching about Christ definitely should be the job of all teachers. It is for each learner too, to study to show himself pass to God. (2 Timothy 215). As leaders we are commanded by God to feed 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 guarantee success and the fulfillment of Gods plan. The Teacher Consequently, the teacher is accountable 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 maki ng. Where there is no guidance, a people falls, but in an copiousness 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 innovative 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 model Christs teachings as well as teaching them. Dr. Paul Cates, in his article entitled Transforming Teachers- Christian Phil osophy of Education, postulated that, The teacher is the communicator of truth, he must therefore be openly and boldly a Christian. Teachers must be aware that teaching is a call to ministry. Teaching is one of the foremost authorizes 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 portend revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the loss 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 Integration is based. Rose purports that we as Christian educators, should not relax within our safe environments, but should be industrious 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 books and from math to ministry.Each field of study needs Christians who really believe they are to be identified 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 entrench in their minds and in the minds of their peers and colleagues that they are different, set aside, being build 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 prime, 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 dubiety 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 suppor t the other strands of Social Studies geographical principle proves that God is responsible for the contours of the earthJob 2610, He drew a circular horizon on the face of the waters, at the boundary 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 authorities 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 liberal arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listening and speaking. God spoke the world into being and that is a wondrous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our l essons 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 military rank As educators we are challenged to present objectivity in a comparatively subjective 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 creation is what is important, and students mu st be helped to explore the creation along the lines of their own gifts. Greene stresses, that it is important to reawaken to the biblical view of life and reality, we dare not fail 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 chaos 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 a nd 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 ossification 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 deem 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 always remember 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 gas Springs, Colorado meaningful 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& designate=view&id=37