D R T b b i S ttl

Christian Education – A Reformed ImperativeChristian Education – A Reformed ImperativeDr. Ron Taber was born in Seattle Washington on March 10, 1942 and raised in Cashmere, WA, the oldest of six children. He loved farming, but the study f hi t t l hi h t At th f 26of history stole his heart. At the age of 26

he received his PhD from Washington State University in American Studies. Ron taught at Perdue and Ithaca colleges,

k d i G D E ’worked in Governor Dan Evans’ administration, and began a construction company in Washington. He retired at the age of 38 and moved to a farm in the

t t f Fl idwarm, sunny, state of Florida.During his college days Ron left the faith and considered himself an atheist. When he was 48 years old the Lord brought him back. All the years of denial were washed away in a moment. He attended Reformed Theological Seminary in Orlando, Florida and was mentored by Dr. Ronald Nash. Ron lived his life for God and was a bold Christian, not ashamed of the Gospel of Jesus Christ. Ron returned to Washington State politics, worked for the Christian Coalition, and ran unsuccessfully for State Superintendent of Public Instruction (SPI) and then for Congress. His theme for the SPI campaign was “Let My People Go.” At the age of 58, struggling with cancer for f f f Sfour years, while he was singing, he fell into a peaceful sleep and was with the Lord on Sept 6, 2004. His life was a testimony to the power and mercy of God

Christian Education – A Reformed ImperativeChristian Education – A Reformed Imperative

Western Reformed SeminaryTacoma, WA. April 19-20 and 22-23, 2010

Solano Portela of Mackenzie Presbyterian University - Brazil

Christian Education – A Reformed ImperativeChristian Education – A Reformed Imperative

Our Roadmap

1. Monday, April 19: “The Need for a Reformed World and

Life View – Guiding our thoughts with Psalm 19″Life View – Guiding our thoughts with Psalm 19

2. Tuesday, April 20: “Distinctive Characteristics of

Ch i ti Ed ti ”Christian Education”

3. Thursday, April 22, “Christian Education and Culture”

4. Friday, April 23, “Doing Christian Education in a non-

Christian Setting”

•Secular Education

R li i s Ed ti n•Religious Education

•Christian EducationChristian Education

4

Teaching nder the Concept of aTeaching under the Concept of a Unified World and Life View

5(a Christian Weltanschauung)

KeyChristian Education – A Reformed Imperative

S l Ch i ti

KeyConcept

Secular Education

Christian Education

Unified World andWorld and Life View

(Christian(Christian outlook on life)

Coherent andBits, Pieces and Chunksof IsolatedKnowledge

Coherent and HarmoniousKnowledge

It is in the BIBLE that we find this UNIFIED World and Life View

Psalm 19

UNIFIED World and Life View

1 2Psalm 19(A Christian Worldview)

Verses1 to 6•CreationH

Verses 7 to 10•A Law that rules Creation

3

•Harmony •The role of man

Verses 11 to 14•Moral considerations•Concepts of:

“Sin” “Correction” and

7

Sin , Correction and “Glorifying God.”

What doesChristianEducationhave to dowith this?

Psalm 19

1 2Verses1 to 6 V 7 t 10

19

Verses1 to 6•Dominion over Nature•Dominium delegated

to Man•Acquisition of

knowledge is a

Verses 7 to 10•True Knowledge cannot

be divorced from the Law of God

•Knowledge of Creation’s structure is essential to

3

knowledge is a legitimate task

structure is essential to an understanding of life

Gen 1:28

Verses11 to 14•How these truths reflect in practical life

•The Moral context of the learning process•A Creation affected by sin

8

•Purpose in life – Glorifying God

N t Ch i tiNot every Christian teacher and certainly, not every Christian parent is fully aware p yof the implications and differencesand differences encompassed by a true Christiantrue Christian Education.

9

A survey done As a Christian y

among Christian teachers of

Educator, do you see a problem?

teachers of “Faith Based In which

area are

Schools” and th h l i

area are there such problems?

other schools in Brazil about: a about:Textbooks and W ld i

10Worldview

A Survey of Christian Teachers

18% 12%1. How would you classify y ythe school in which you t h?

70%teach?

Christian School, which applies the principles of ChristianEducationNominally Christian, but shows little difference from a secularschoolSecularSecular

A Survey of Christian Teachers2. Do you use secular textbooks i l ?

43%7%

in your classes?

7%

50%

Partially Totally I don't use textbooks

25

3 Wh h A Survey of Christian Teachers

20

3. Which textbooks have problems

Reading and Literature – 24%

15

have problems and contrast with your

10

with your Christian convictions?

5

0Read-

ScienceBrazil-

ian ArtWorld

Math PhysicsChemis-

OthersGram-

Music

24 14 11 10 9 9 7 6 4 3 3

ingScience ian

HistoryArt

HistoryMath Physics

tryOthers

marMusic

%

A Survey of Christian Teachers

Absence of God and his work of

providence

4. Rate the greatest difficulty

providence

greatest difficulty that you have with secular textbooks (1 to 4)?

1 DistortedWorldview

2 DegradedMorality

3 ForcedScientific View

4 Wrong politicalviews

5. In your estimate, the A Survey of

13%

estimate, the teaching of EVOLUTION...

Christian Teachers

87%

It is a pr blem (c nflicts with the Bible)It is a problem (conflicts with the Bible)It Doesn't represent a problem (Doesn't conflict with the Bible)

6. Since I have to use A Survey of

35%

secular (non-Ch i ti )

Christian Teachers35%

10%

Christian) textbooks, I do the

50%

10%5%

I do the following:

I try to compensate, showing how they conflict with Christianity

I i f h hi f Ch i i W ld iI reinforce the teaching of a Christian Worldview

I let the students draw their own conclusions

I trust that parents and the church will reinforce the Christianconvictions of the students

Summary:

Our teachers are troubled andtroubled and confused. They do not have the propernot have the proper teaching tools. The b d i dburden imposed on them is more than they can handle.

Back to Basics!17

The search for a What is Christian The search for a precise definition Education?

Impartation ofKnowledge

Training NaturalGod-given Gifts

That 1 Man is not a neutral beingconsiders

thesebasic

i

1. Man is not a neutral being.2. God created man to serve Him.3. Man is a religious being.4. Every secular teaching will have some

premisesy g

anti-Christian philosophy.

Let us examine these fourLet us examine these four premises in more detail

EACH ONE

1. Man is not a neutral being.

OF THESEPOINTS CAN BE

COMPARED,BETWEEN

SECULAR AND

g

2. God created man to serve

HimSECULAR ANDCHRISTIAN

EDUCATION. 3. Man is a religious

being4. Every secular

t hi ill h beingteaching will have some anti-Christian

philosophy

A – Man is not a neutral being

Secular EducationSecular Education Christian EducationChristian EducationMan is born in sinPeople are born naturally inclined to evil

Man is a morally neutral being

inclined to evilStudents must be subject to guidance, correction and discipline

People are a product of their environmentStudents must be left and discipline

Man is studied through objective propositions revealed by the Creator in Hi W d

to their natural leanings and drivesMan is studied His Word

Rom 3:23; 3:10-18; Eccl 7:20

Man is studied deductively and subjectively, through observations of his Romans, chapters 1 and 2observations of his behavior

Christian Education – A Reformed ImperativeChristian Education – A Reformed Imperative

Man is not a neutral being

Romans 3:23:For all have sinned and fall short of the glory of God

Romans 3:10-18:As it is written: “There is no one righteous, not even one; there is no one who understands, no one who seeks God. All have turned away, they have together become worthless; There is no one who does good, not even one.Their throats are open graves; their tongues practice deceit."The poison of vipers is on their lips.Th i th f ll f i d bittTheir mouths are full of cursing and bitterness. Their feet are swift to shed blood; Ruin and misery mark their ways, and the way of peace they do not know There is no fear of God before their eyesknow. There is no fear of God before their eyes

Ecclesiastes 7:20; Romans 1 and 2

B – God Created Man to Serve Him

Secular EducationSecular Education Christian EducationChristian EducationThe chief end of man is to serve GodThi h ldThe purpose of man is This awareness should be imparted to Children from an early ageE fi ld f k i

The purpose of man is the pursuit of his own happinessThere is no greater Every field of work is

legitimate, when pursued within this overall context and

There is no greater objective for man, except, possibly, the overall good of overall context and

purposeRom 11:36; 1 Cor 10:31Colossians 1:17 18

overall good of humanity itself

Colossians 1:17, 18

Christian Education – A Reformed ImperativeChristian Education – A Reformed Imperative

God Created Man to Serve Him

Romans 11:36:For from him and through him and to him are all things To him be theFor from him and through him and to him are all things. To him be the glory forever! Amen.

1 Corinthians 10:31:So whether you eat or drink or whatever you do, do it all for the glorySo whether you eat or drink or whatever you do, do it all for the glory of God.

Colossians1:17-18:He is before all things, and in him all things hold together. And he is g g gthe head of the body, the church; he is the beginning and the firstborn from among the dead, so that in everything he might have the supremacy.

C – Man is a religious being

Secular EducationSecular Education Christian EducationChristian EducationMan was created a religious being. This is part of his natural

tit ti

Religion is treated as an “option” for man

constitutionThe biblical approach to all areas of knowledge is in harmony with this

Many times, religiosity is presented as being a vestige of the “animal nature” something that a o y t t s

characteristic of man, and it is essential to an integrated view of lifeThe proper usage of

nature”, something that will be overcome by human development and progress The proper usage of

knowledge (wisdom) is only possible under the fear of the Lord.P 1 7 G 9 6 d

progressThere is no relationship between wisdom and the fear of the Lord Prov 1:7; Gen 9:6 and

Rom 2:15fear of the Lord

Christian Education – A Reformed ImperativeChristian Education – A Reformed Imperative

Man is a religious being

Proverbs 1:7:Proverbs 1:7:The fear of the LORD is the beginning of knowledge, but fools despise wisdom and discipline.

Proverbs 15:33:The fear of the LORD teaches a man wisdom, and humility comes before honor.

Genesis 9:6:…for in the image of God has God made man.

Romans 2.15:They [unbelievers] show that the requirements of the law are written

th i h t th i i l b i it d th ion their hearts, their consciences also bearing witness, and their thoughts now accusing, now even defending them.

D – Every secular teaching will have ti Ch i ti Phil h

Secular EducationSecular Education Christian EducationChristian Education

some anti-Christian Philosophy

Recognizes the need of re-studying all areas of knowledge removing the

Objectivity in the presentation of facts, is

i knowledge removing the influence of non-Christian philosophiesP t th Bibl t

a misnomerIts teaching will show the distorted religiosity

Presents the Bible not as something to be inserted in the curriculum, but as a key factor of

of Godless ManIntegration of knowledge cannot be a key factor of

integration and knowledge.P 14 7 M tt 12 34 d

knowledge cannot be present. It lacks the true philosophy – the Philosophy of the Prov 14:7; Matt 12:34 and

Jude 10Philosophy of the Christian Faith.

Christian Education – A Reformed ImperativeChristian Education – A Reformed Imperative

Every secular teaching will have some anti Christian Philosophyanti-Christian Philosophy

Proverbs 14:7:Stay away from a foolish man, for you will not find knowledge on his lips. p

Matthew 12:34:You brood of vipers, how can you who are evil say anything good? For out of the overflow of the heart the mouth speaks

Jude 10:Yet these men speak abusively against whatever they do not understand; and what things they do understand by instinct, like nreasoning animals these are the er things that destro themunreasoning animals—these are the very things that destroy them.

Look how anti-Christian philosophy finds its way into the textbooks

The most important contribution of the Hebrews was, doubtlessly, their monotheistic religion: Judaism But before it reached the monotheistic phase

finds its way into the textbooks

monotheistic religion: Judaism. But before it reached the monotheistic phase (a belief in a single God), the religion went through several stages.

At first, the Hebrews adored rivers, fountains, wells, trees and mountains that, according to them, were inhabited by spirits (elohims). , g , y p ( )Subsequently, they went through a phase of monolatry. Monolatry is the exclusive adoration of a single God, without, however, denying the existence of other gods.

Th th i th t di t ith M lThe monotheism that, according to some, arose with Moses, only became fully defined between the 7th and 6th centuries BC, through the efforts of great prophets like Isaiah, Micah and Amos. The religious revolution of these prophets consisted in affirming monotheism. They preached that t ese p op ets co s sted a g o ot e s ey p eac ed t atJehovah was the only universal God. They also preached the practice of goodness and of justice. Micah stated: "And what does the LORD require of you? To act justly and to love mercy and to walk humbly with your God."

The Hebrew religion was also salvationist or messianic—that is, it believed in the coming of a Messiah (savior of the people).

História Geral, Francisco de Assis Silva, Vol. I, pg. 37

It is astonishing isn’t it?It is astonishing, isn t it?

Thisis not

Some Christian Schools

ChristianEducation

Schools

Natural Science

Exact Science

Bible Language

Social Science

Thisis

Christian Education

ChristianEducation

Education

Exact NaturalExact Science

Natural Science

LanguageSocial

Science

Areas of Greater VulnerabilityY

Penetration of Anti-Christian Philosophynt ris

tian

ng

Am

oun

f ant

i-Chr

teac

hin

of

Subjects or

Ex ct Huma-

Subjects orFields of

KnowledgeX

ExactSciences

Humanities

Areas of Greater VulnerabilityY

ExactS i

Humanities

Y

Sciences

Penetration of Anti-Christian Philosophy

Sociology

X

BasicMath Grammar Geography Science History

Sociologyand

ReadingPhilosophy

1 The need to discern what we read see hearThree Important Points:

1. The need to discern what we read, see, hear and teach: Heb. 5:14; Rom 12:1-2.

But solid food is for the mature, who by constant h i d h l di i i huse have trained themselves to distinguish

good from evil.2. Recognizing danger in school textbooks: Matt g g g

12:34.You brood of vipers, how can you who are evil say anything good? For out of the overflow of the y g gheart the mouth speaks.

3. It does not mean cultural isolation: there must be the comprehension that every truth isbe the comprehension that every truth is God’s truth: 1 Tim 4:4.

For everything God created is good and nothing is to be rejected if it is received with thanksgivingis to be rejected if it is received with thanksgiving.

Educating: whose Responsibility is it, anyway?1 Parental Responsibility:1. Parental Responsibility:

The Bible presents the responsibility of educating as being primarily given to PARENTS. Bibl 1 Ti 5 8 P 22 6 E h 6 4 D t 6 6Bible passages: 1 Tim. 5:8; Prov. 22:6; Eph. 6:4; Deut. 6:6 and 7; Psalm 78:1 to 4Love allied to the task of providing integrated training for one’s hild i i l bl h l ti hichildren is an irreplaceable human relationship

2. The Role of the School:It receives its mandate from the ParentsIt is the result of their becoming organized in order to better fulfill their responsibilityp yThe complexities of modern life demand considerable help and organizationAn extension of the homeAn extension of the homeAcademic excellence is an obligation before God

The Teacher: a unique and important roleThe Teacher: should have professional and academic qualifications, but

this is not sufficient… The teacher should:1. Be a person committed to living a faithful life of service to God. 2. Have a balanced and integrated personality, in order to transmit stability. 3. Have excellent qualifications to be a living testimony of one’s best being

placed at the Lord’s service. 4 B h h / h i i i d b h d4. Be aware that he/she is a person commissioned by the parents, and not

their substitute. 5. Know the true significance of that which is Christian Education,

formulating the teaching within the structure of biblical integration.formulating the teaching within the structure of biblical integration.

Teachers are the key to the success of the Christian School. Any attempt to start a truly Christian school should begin with the y y grecruiting and hiring of teachers who understand the philosophical-Christian foundations of Christian Education. Let us not forget that we have been ”exercised" in evil (2 Peter 2:14) and that we have to be “deprogrammed” and be trained in the Wordand that we have to be deprogrammed and be trained in the Word of Truth.

God’s Sovereignty, Science and Christian Education - CWLV

• “Love for science in that higher sense, … aims at unity in our cognizance of the entire cosmos, [and it] is effectually secured by means of our Calvinistic belief in God's fore-ordination (113).”

• “But if you now proceed to the decree of God But if you now proceed to the decree of God, what else does God's fore-ordination means than the certainty that the existence and course of all things, i.e., of the entire cosmos, instead of being a plaything of caprice and chance, obeys l d d d th t th i t fi ill law and order, and that there exists a firm will which carries out its designs both in nature and in history? (114).“

• “… it forces upon us the confession that there must be: stability and regularity ruling over y g y geverything. Thus you recognize that the cosmos, instead of being a heap of stones, loosely thrown together, on the contrary; [it] presents to our mind a monumental building erected in a severely consistent style (114) ”

CALVINISMO –Abraham Kuyper, 2002

consistent style (114).• If “… you abandon this point of view,

then it is uncertain at any moment, what is to happen. If this were so, you could count upon nothing. There

37

yp ,Presbyterian

Publishing House, Brazil: (CEP)

is no interconnection, no development, no continuity; a chronicle, but no history (114).”

“G d ll l f h h

God’s Sovereignty, Science and Christian Education - CWLV

“God is present in all life, with the influence of His omnipresent and almighty power, and no sphere of human life is conceivable in which religion does not

i i i d d h G d h ll b maintain its demands that God shall be praised, that God's ordinances shall be observed, and that every labora shall be permeated with its ora in fervent and

l Wh ceaseless prayer. Wherever man may stand, whatever he may do, to whatever he may apply his hand, in agriculture, in commerce. and in industry, or his mind, in th ld f t d i h i i the world of art, and science, he is, in whatsoever it may be, constantly standing before the face of his God, he is employed in the service of his God, he has t i tl t b hi G d d b ll h strictly to obey his God, and above all, he

has to aim at the glory of his God. ” (53)CALVINISMO –

Abraham Kuyper, 2002 yp ,Presbyterian

Publishing House, Brazil (CEP) Lectures in Calvinism (Stone Lectures)

Th k d thChristian Education – A Reformed ImperativeChristian Education – A Reformed Imperative

Thank you, and may the Lord bless all of you!

www.solanoportela.net

y

http://tempora-mores.blogspot.com/mores.blogspot.com/

My e-mails:solano@terra.com.br

solano@mackenzie com brsolano@mackenzie.com.br