Instructions and attachments in academic contexts

An educator who possesses a biblical worldview and a Christian philosophy of education means that the instructor views life, life’s purpose, and all of history from the standpoint of the Christian religion. For such an instructor, the Incarnation is the most important moment in all of history, because it is the moment in which God became Man and the beginning of the redemption of mankind was initiated. The biblical worldview incorporates into such a teacher’s perspective the Old Testament conception of human nature: the fall of man, through the first sin; the loss of the kingdom of Heaven; the consequence of sin being sickness and death; and the longing for eternal companionship with God, the Creator of all things. This worldview and the Christian philosophy which goes with it, provides one with a path to moral education as well: it allows one to inform the character and grow in accordance with the dictates of the New Testament—namely, to put off the old man and put on the new (Ephesians 4:22-24). To be like Christ—Christ-like—is the aim of this philosophy, and knowing, loving and serving God in this manner is the method by which this aim is reached. Making this the heart of Christian education is the essence of incorporating the biblical worldview and the Christian philosophy into the educative process. This paper will show how a biblical worldview and a Christian philosophy of education have dramatic implications for educational practice.

As Tackett (2006) notes, a worldview is a framework that provides us with a perspective on life and the world. A biblical worldview is thus a framework that gives one an anchor in reality by framing it within the perspective of the teachings of the Bible. Such a framework contrasts sharply with the many different frameworks of the modern era. The modern era is very subjective and self-centered in terms of how people view the world and their place in it (Bloom, 1987). Many people adopt gender frameworks, politically correct frameworks, feminist frameworks, socialist frameworks, atheistic frameworks and so on. Yet each of these frameworks subtracts from and distracts from the teachings of the Bible, which provide a cohesive and cogent assessment of reality. The Bible reminds us that we are not here to serve ourselves and our own desires but rather to honor and serve the will of God (John 12:26). The Bible teaches us that true happiness lies in union with God—not in material wealth, not in transitory pleasure, and not in thoughts of hatred or revenge or lust. Christ gives the example of fasting in the desert, denying the senses, combating Satan and fighting against temptation. He gives the example of forgiveness and true charity, showing the way towards God through love, compassion, mercy and self-renunciation. He teaches that there are two basic tenets that one should live by: 1) love God, and 2) love your neighbor (Matthew 22:36-40).

The Christian philosophy of education allows one to address metaphysical and axiological issues using the biblical worldview as the starting point. Metaphysical issues allow one to identify a meaning of life—to know, love and serve God so as to be happy with Him in Heaven—or to understand human nature and the concept of supernatural grace and how grace builds upon nature (Brown, 1990). This expression of meaning allows the instructor to orient students towards the one, the good, and the true—as the ancient Greek philosophers expressed the transcendental. In Christian philosophical terms, it allows the teacher to engage in an axiological method that continuously points the student upwards towards the ultimate goal, which is heaven, and which allows all other things on earth to fall into place accordingly—from doing one’s duty to working on one’s character so as to develop virtue.

Implications for the overall field of education are that orienting students to the true meaning of life, as taught by God Himself through the Bible and His Church, is the most important element of education. For my field of service as a content teacher, the implications are clear: I will be able to orient the students to the subject material by way of the Christian anchor. Content will be interpreted from a Christian standpoint and all events and ideas can be seen from the light of Christ. As Brown (2016) shows, equipping minds for a Christian education is a process that requires an understanding of where students are so that they can be better reached, engaged, and taught. Christ knew where sinners were—He understood their situations, and He appealed to them directly, in personal ways, to turn away from sin and move towards God. The teacher must do the same with the student—and that requires understanding the student and also understanding the path towards God.