Biblical Worldview and Education

Introduction

            As Christian educators, establishing and fully understanding a biblical worldview is an essential component of living a faithful life because it has implications for all settings. Often times, public schools shy away from teaching religion in any form for fear of persecution, however, the integration of faith is required for a comprehensive education. The integration of religion and education is almost contradictory in terms because it implies the bringing together of two separate realms. Through the unifying lens of the biblical worldview, seen through creation, the Fall, and redemption, education and Christianity actually walk hand-in-hand. The biblical worldview concept will be explored and defined and applied toward Christian philosophy of education and its implications for educational practice. 

Biblical Worldview

            The biblical worldview is a comprehensive framework of one’s basic beliefs and behaviors about all things (Schultz & Swezey, 2013). There are three key elements of the biblical worldview discussed by Donovan Graham (2009). The Creation is seen when God created the universe with the intention to have people live, rule, and reign with him throughout eternity. Even though humans were created as his imperfect image bearers in our physical manifestation and our ability to love, we still do not understand his plan (Graham, 2009; Schultz & Swezey, 2013). The Fall was seen in Genesis by detailing Eve’s choice of wisdom over faith, unleashing chaos, humiliation, and perversion. With the Fall, there became alienation from God, ourselves, others, and from creation itself (Dixon, 2016). As it stands all things could be seen as marred and imperfect, however, that does not end the Christian’s pursuit toward godliness (Graham, 2009; Dixon, 2016). The Redemption was seen in the sacrifice God made for us, absolving humans of all their sin. Through Christ, we may live redemptively by reflecting God’s caretaking nature and redemptive character (Graham, 2009; Schultz & Swezey, 2013).

             As people we search God’s word for themes and concepts that guide us in our search for principles that are so basic in nature that they control all further inquiry into the subject that follows. This is what Graham refers to as controlling beliefs because we tend to behave within the framework of these beliefs. On the contrary, he explains that professed beliefs are those thoughts, themes, and concepts that we say we believe (2009). As imperfect humans, it seems obvious that our beliefs and our behaviors may not always be congruent. However, as Christians God implores us to not only “talk the talk, but walk the walk.” 

Christian Philosophy of Education

             According to Proverbs 18:15, “An intelligent heart acquires knowledge, and the ear of the wise seeks that knowledge” (ESV). While the Bible is certainly not a textbook, it does provide the lens and perspective for which we base all learning on (Graham, 2009). First, it’s reasonable to state that since God created all things, there is no distinction between what is sacred or secular. God acting as the complete unifier, it is impossible to view a comprehensive education with strict dichotomy (Edqueda, 2014). Secondly, for a Christian educator the very definition of learning is based on implications from the Bible. It provides, through His righteous truth, the foundation from which the learner can reason to every single facet in life. Education is a process encouraged by God and knowledge of biblical principles is pertinent to develop the highest order of learning and application in any subject (Graham, 2009). A Christian worldview is especially important for educators in that educators tend to impart their values, norms, and ideals to students that end up guiding their future behavior (Esqueda, 2014). 

             Next, in Timothy 3:16-17, Apostle Paul stated, “All Scripture is inspired by God and is useful for teaching, for correction, for reproof, for training in righteousness, so that the man of God may be adequate, equipped for every good work (ESV).” Learning is considered the acceptance of something as true through the heart causing an impact on subsequent behavior (Graham, 2009). Therefore, the Bible clearly states that the heart is the source of all human behavior and learning methods should consider that pertinent relationship to be effective (Graham, 2009). Through this school of thought we can determine some basic notions that learning requires the involvement of a person, it occurs at a level that engages the whole person, and it requires the student commit to something as a truth and act upon it. In other words, education is not automatic, rather a process that must be sought out and obtained (Graham, 2009).

             Lastly, the Christian teacher guides and nurtures students through instruction and personal moral example by living in conformity with God’s will (Graham, 2009; Esqueda, 2014). In embodying the traits of God- active and purposeful, rational, creative, moral, free and responsible, and faithful, imperfectly, it’s necessary to remember that our beliefs are inherently hopeful. Christian educators work in hope, not pessimism, and are humbly reminded that only God controls the universe completely (Schultz & Swezey, 2013). While our best efforts at Christian integration of faith and learning are a work in progress at best, we must be vigilant in that quest.

Implications for Educational Practice

          According to Graham, “Education must have an impact on the learner or it serves no purpose” (2009, p 73). As we begin to consider the learner within the educational context, it is pertinent to distinguish three main ideas that give all Christians their framework for education. First, the Lord created all humans as his imperfect and finite image bearers. Secondly, we were separated from God through Adam’s sin and the Fall. Lastly, God acted through Jesus to redeem people from their fallen grace (Graham, 2009). All of these ideals are inherent in the very profession of education. The Lord is seen as active and purposeful, rational, creative, moral, free and responsible, and faithful (Graham, 2009). While his attributes are infinite and unattainable for the fallen, God’s creations are nothing to stick your nose up at. The direction toward a Christ-driven life realizes our purpose.

           In the works of God, he is both active and purposeful. Nothing the Lord does is done by chance and without purpose. Educational institutions and educators can either enhance the realization of these characteristics or thwart them. It is impossible to be made in God’s image and not have purpose (Graham, 2009). Rational thought is a hallmark of the Lord’s work in that he operates reasonably and by natural law and order. While we work as educators to reflect this natural order, we do so in a limited and distorted way. God is creative in all his godly works, and humans are not much different. While we are imperfect, humans have the ability to create ideas, technologies, and skill sets to assist God in providing dominion over the world (Graham, 2009). In terms of morality, the Lord loves mercy, heals, hates evil, and is selfless. While humans are certainly a far cry from the morality inherent in the Lord, it is definitely something we should strive to embody in any way we can. The Lord is free and has the responsibility to do anything he wishes as the Great Creator. As humans, we do have free thought and the Lord holds us responsible for our choices. However, as Christians, we are always dependent on the all mighty Lord for his direction. Lastly, the Lord and his people are faithful. While the level in which God has faith is unattainable, humans can be seen as faith-full in that we are creatures of faith who make commitments to something as truth and then act accordingly (Graham, 2009). In addition to the abovementioned characteristics, Christian educators must also recognize their dependence on God and model humility in their works (Dixon, 2016).

            These very truths and characteristics should guide future educators in laying their educational framework. To not consider each of these traits would limit the effectiveness of teaching practices and thwart student emotional, spiritual, and even academic growth.  

Conclusion

            Jesus said to him, “Receive my instruction, and not silver; and knowledge rather than choice gold. For wisdom is better than rubies; and all the things that may be desired are not to be compared to it (ESV).” The biblical worldview provides a comprehensive framework that can be applied to all subjects and all facets of life. Through creation, God created the world and all things were given a purpose, a function, and normative order. The Fall was seen in one of human’s greatest sins, the need to control when Eve first plucked the apple from the Tree of Knowledge. Redemption can be seen in God sacrificing his son to die for our sins (Graham, 2009). By teaching redemptively we are able to bear witness to the character of God in culture. To discuss education without the consideration of the biblical worldview, Christian philosophy of education, and its implications for practice would lead to ineffective teaching practices, vapid curriculum, and less than righteous role models.

References

Dixon, R. M. (2016). Biblical worldview and the teacher-student relationship Presentation. Retrieved from < https://www.acsi.org/Documents/Professional%20Development/PD%20Forum/RM_Dixon_PDForum_Session1.pdf>

Esqueda, O. J. (2014). Biblical worldview: The Christian higher education foundation for learning. Christian Higher Education, 13(2), 91-100.

Graham, D. L. (2009). Teaching Redemptively: Bringing grace and truth into your classroom (2nd ed.). Colorado Springs, CO: Purposeful Design Publications.

Schultz, K. G., & Swezey, J. A. (2013). A three-dimensional concept of worldview. Journal Of Research On Christian Education, 22(3), 227-243.