The Faith-Learning Process

"Keys To Integration In
The Faith-Learning Process"

Children will one day be just like the significant others in their lives as they were growing up. As ACSI expands the teacher training in the former Soviet Union, we are finding a generation of young adults that are just like their parents and teachers. These young adults were taught that God did not exist. All things are relative. There are no absolute standards. You are a result of evolution. As children, they heard this from their parents and their teachers. The children grew into adulthood, having adapted and conformed to the world view of their parents and teachers.

With the dismantling of the Berlin Wall, a domino effect was set into motion in 1989 that has impacted all former Soviet bloc countries, especially in the area of education. With this chain of events, every fabric of society has unraveled. For the past seventy years, the Marxist ideology of scientific atheism has been the foundation of all educational thought and practice.

A new day has dawned! The strategies and ideologies of the former regime have been totally discredited. The very proponents of this single line atheistic propaganda, from government officials to educational leaders, to the common person in the street are quick to point out that the real crisis of the day is moral and spiritual.

Teachers plead, "tell us the truth." "We have been lied to, we have been deceived, we don't know what to believe." Hearing their pleas, high-ranking Russian education officials have extended invitations to the Association of Christian Schools International to assist in the training of 200,000 public school teachers and administrators in Christian ethics, morality, and the philosophy of Christian school education in the Russian Republics. These Russian public school educators teach 21,000,000 students!

Consider the words of Evgeniy Kurkin, a leader in the Ministry of Education of the Republic of Russia:

"It is true that our country has many problems; however, the greatest problem we have is that God does not live in our land any longer. Seventy years ago we closed him our of our country and it has caused so many problems in our society we cannot count them. It has undermined and caused great caverns to run beneath our society and made it collapse. We must put God back into our country and we must begin with our children."

Leaders today in Russia and other former Communist countries recognize that after 70 years of experiencing and expounding a totally humanistic, Godless lifestyle, their societies are morally bankrupt. In order to rebuild their society, they now understand that they must teach Biblical values to their children.

Over the next five years, teachers and administrators for ACSI-member schools will seek to teach Christian school philosophy and Christian ethics to a quarter million Russian public school teachers. We have been asked to start Christian schools. We have been asked to re-write the curriculum for the Moscow Public School System! 85-95% of the teachers attending the Teacher Convocations are accepting Christ as their Saviour. They take The Jesus Film from Campus Crusade back to their public school classrooms and show the video to their students and parents. Many of the students and parents are accepting Christ.

Elderly grandparents with tears in their eyes explain to us that they have been praying for their children and grandchildren for 70 years!

In the United States there is a serious problem facing parents, though many are unaware. Christian parents who send their children to public schools are exposing their children to most teachers who are the product of humanistic influences. By weight of law, Jesus Christ has been removed from the educational system. Public school teachers, who believe in Christ, are restricted in sharing their faith and teaching truth from an absolute standard. Most textbooks and other curricular materials are thoroughly humanistic and secular. References to God or the faith of historical figures have systematically been removed.

Most parents do not comprehend that education is not philosophically, morally, and spiritually neutral. What teachers teach and how teachers teach affects the students. According to Luke 6:40 the students will become like their teachers. If the teachers do not model a Christian life style and incorporate Biblical teaching, then their students will become just like them. We are witnessing this first hand now in Russia and will soon see this in America. Children coming from at least nominal Christian backgrounds will be educated in an environment where Christ, if he does exist, is not relevant to the students.

Adding to the problem is the fact that church leaders and Christian parents are not prepared to integrate Bible teaching and school subjects. They do not know their views, their world view, is largely humanistic.

Also, most textbooks and curriculum materials are predominantly secular and humanistic. They are not value-free as the publishers claim.

What then, is this thing called "Christian School Education" which the Ministry of Education in Russia now desires for their public schools? What then, is this thing called "Christian School Education" which is at the very heart of this teacher convention?

One positive definition of Christian education is (transparency)An education which brings all truth into living relationship with the truth of the Scripture, for the purpose of enabling people to glorify and serve God. A Christian education is not secular concepts wrapped around a chocolate coating of Christianity. In other words, a Christian education is not adding Bible verses to secular concepts.

Integration in the faith-learning process refers to "the teaching of all subjects as part of the total truth of God, thereby enabling the student to see the unity of natural and special revelation."

There is a difference between integration and correlation. Correlation seeks common relationships while integration unites them into an integral whole.

Why Is Integration Essential?

What one believes is expressed in education. Education cannot be expressed in a vacuum. All education is ultimately value-oriented. All cultures educate their children with the predominant values held by that culture. All schools are religious schools! No truth, no fact, or educational philosophy can be neutral or value-free. Religion is very broad and inclusive. What, then, is religion? It consists in one’s deepest convictions about God, about man, about one’s self, about the world, and about the future.

For the Christian, it is necessary, it is imperative to view all of learning in light of Scripture. If education gives children the wrong information, if education gives children the wrong point of view – it will cause them to sin. If their education does not make Jesus central to all learning, children will grow up in a world where Christ is not relevant to their daily living. COL 1:16 "For by Him all things were created, both in the heavens and on earth, visible and invisible, whether thrones or dominions or rulers or authorities–all things have created by Him and for Him."

Christian teachers can claim as Paul described himself in II COR 10:5 "We are destroying speculations and every lofty thing raised up against the knowledge of God, and we are taking every thought captive to the obedience of Christ."

Integration of faith and learning is essential because all learning is rooted in (faith) and grows out of it. All of life is lived out of a (faith position.) Education, in the fullest sense of the word, is a (religious) process.

We assume answers to questions about what is ultimately real, and in turn, operate our personal and our professional lives on these assumptions.

Metaphysics, a branch of philosophy, demands that we know what is (ultimately real). In metaphysics, we examine the nature of existence, the study of people, conceptions of and about God, and the nature, origin, and development of the universe as an orderly system.

The value systems we operate under are built upon our conceptions of what is ultimately real.

What is true? How do we know? What are the sources of knowledge? These are all epistemological questions that concern the nature, sources, and validity of knowledge and truth. Teachers in Russia plead, "tell us the truth." "We have been lied to, we have been deceived, we don't know what to believe."

Epistemology is a major branch in philosophy. Epistemology is a primary determinant of educational (beliefs) and (practices.) Epistemology (how can we know anything) stands at the very base of human thought and activity. Assumptions about the importance of various sources of knowledge will certainly be reflected in personal and educational emphases.

Web of Circularity

Now we have a real dilemma. It is not possible to make statements about (reality) without first having a theory for arriving at (truth.) BUT, a theory of truth cannot be developed without first having a concept of (reality.) We are, therefore, caught in a web of circularity. The conclusion is, therefore, all people live by faith in (the basic beliefs) they have chosen.

Christian school education is based upon a distinctive and unique view of (reality), of (truth), and of (value.) The educational configuration stemming from this world view (biblio-centric world view) grows out of those beliefs.

Christian school education must view the nature and potential of the student, the role of the teacher, the content of the curriculum, the methodological emphasis, and the function of the school in light ot its philosophical undergirding.

Needs of Teachers

How do I determine, in each subject area, what Biblical concepts are relevant to that subject and what implications grow out of these concepts?

How can I communicate these truths to pupils?

Where can I find help in determining Biblical concepts, finding appropriate curriculum materials, and learning to communicate the truth?

Dr. Kenneth Gangel from Dallas Theological Seminary shares six principles for integrating faith and learning.

Six Principles for Integrating Faith and Learning

A Commitment to the (Authority) of the Bible.
A Recognition of the (Timelessness ) of the Bible and the Holy Spirit. (John 16:13-15)
A Clear (Understanding) of the Nature, Source, and Dissemination of Truth. All truth is God’s truth. Wherever truth is found, if it is genuine truth, it is ultimately traceable back to the God of the Bible.
A (Curriculum ) which is totally constructed upon the Centrality of Special Revelation.
A Demand for the Development of a Christian (World) and (Life ) View.
A (Bibliocentric) Education that extends to all Areas of Student Life.

Practicing the Integration of Faith and Learning

1. Use a Biblical sieve to filter everything we have (learned, read, and heard.)

a. Use our eyes as a ("Rejection Valve")

b. "How much of what we believe has been formed from (mass media)?"

c. "What was the (theological world-view) of my teachers and professors?"

d. "Is my (culture) in close union with Biblical Christianity?"

2. Become an amateur (theologian.) Read outside of your academic discipline.

3. Classroom devotions and chapel are not integration of faith and learning.which requires (truth-searching) in depth.

Two people helped me to shape my understanding of how Biblical concepts related to school curricular subjects. Both are now with the Lord: Dr. Charles Schauffele of Gordon-Conwell Theological Seminary and Dr. Ruth Haycock of Baptist Bible College.

Dr. Haycock suggested the following general principles in integrating the Bible and learning:

1. Teach the (Bible) content thoroughly; teach it as fact.

2. Include Christian topics where they fit in the regular (school curriculum), not as something special and separate. Examples: Christian literature as part of Spanish and Language Arts, Bible geography as part of Geography of the World.

3. Seek out (Bible) truth related to each subject area and teach it without (moralizing.)

Share relevant truths found in Scripture through your personal reading.

Make helpful books and articles available.

Talk with and listen to Christian scholars in general studies areas; circulate cassette tapes.

Use Christian curriculum materials for pupil and teacher use.

Language Arts - General Biblical Concepts

The Bible itself is great literature -- as to style, content, source; God produced it. 2 Timothy 3:16; 2 Peter 1:21

God is a communicates with man. Hebrews 1:1,2; 2 Timothy 3:16

God is the source of all truth; we must examine other writings in the light of Biblical teaching. Psalms 119:89; John 17:17

God originated languages. Genesis 10:1-9

God has given the ability to communicate with one another and with Him. Exodus 4:10-12; Isaiah 50:4

Man's literature and speech reveal his inner attitudes. Proverbs 18:4; Luke 6:45

Language Arts - Reading

Reading is of great value. Deut. 17:18-20; Mark 2:25; Rev. 1:3

Reading or hearing God's Word requires obedience to it. Ex. 24:7; Psalms 119:11; James 1:22-25

Reading and listening are ways of growing in knowledge; therefore, we should do them well. Psalms 19:7,8; 1 Tim. 4:13; James 1:19

Reading should contribute to wholesome thinking. Phil 4:8

Language Arts - Writing

God considers writing very important. Deut 6:9; 1 John 2:1

God Himself wrote. Ex. 31:18; 32:16; 34:1

Writing should be clear and legible. Hab 2:2

Only handwriting has enabled us to have the Word of God in written form and to benefit from the heritage of past generations. Ex. 17:14; Luke 22:37

Language Arts - Speech

We are responsible to God for what we say. Ex. 20:7; Matt. 12:36,37; James 3

Our ability to speak and write partially determines our effectiveness for God. Neh. 8:7,8 Rom. 10:14,17

Our speech greatly affects other people. Prov 10:11,12,21; 11:13; 16:24; 27:9; James 1:19; James 3

The Holy Spirit guides and empowers the speech of the believer who is in His will. Jer. 1:9; Matt. 10:19,20; 1 Cor. 2:1-8

We should take seriously what we tell God. Job 1:5; Ecc. 5:2,4,5

Language Arts - Listening

We should listen to God's Word with respect. Ecc. 5:1; Neh. 8:5

We are responsible to hear and obey parents. Deut. 21:18-21; Prov. 15:5; Eph. 6:1

We are responsible for what we choose to listen to. Prov. 19:27; 20:19; 21:13

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