WHAT MAKES A SCHOOL A GREAT SCHOOL?

Part 2 of 4

What are the unique qualities all great schools share? We have observed that schools may appear to be organizations, but they are in fact organisms – living, breathing, dynamic, growing relationships between teachers and students, among teachers, among students, and so forth.  We can properly conclude that the whole is greater than the sum of its parts.  In other words, a great school is more than isolated great parts.  What makes up the glue that transforms the parts into a great whole?

The first is an overarching MANDATE – a vision that fuels and directs the activity of administrators and teachers. This should be reduced to a very short statement, such as “Know, Love, and Serve Christ”. If we fail to train our students to serve Christ and to lead in the workplace and the churchplace, the fundamentalist strain of Christianity will soon cease to be relevant or matter very much at all.

The second is a clear MISSION – to enroll, educate, and equip tomorrow’s leaders. Attracting these young people is a “marketing” strategy in business terminology: our students are the very best advertisement for our school and word-of-mouth is the most effective recruitment tool.  Providing incentives for our friends to recommend the school to others is appropriate and productive – as long as prospective parents see in our students what they desire for their own children: Godly people of inner character and outer kindness.

Once they enroll, we must provide a solid academic education, and that means something traditional at its core but relevant in its content and delivery. Students need a broad and deep liberal arts education, and the STEM courses are essential if the secondary and even the elementary schools are to be competitive. Upperclassmen, for example, expect dual enrollment offerings. Christian educators need to know what is available to students in the ever-expanding variety of public schools.

Of course we need to insure that our Bible curriculum teaches content and doctrines.   But we had better be emphasizing and integrating a Biblical worldview through which to understand the other courses we teach.  Kids can retrieve this and infinitely more with two clicks on an iPhone.  We must teach them to read critically and to discern Biblically.  Bible worldview must be integrated on every grade level and for every subject (the writer will share his “Blue Papers” upon request), including math, and should culminate in a capstone senior course.  Graduates need such training in order to defend their faith and to attack error.

The fine arts, in particular music, are ministry tools and life skills. We must provide all the instruction possible on every grade level.  Additionally, intramural and interscholastic competition teach Christian conduct in a pressure-cooker unavailable in the classroom.  We need to do more with younger children.  Arts and athletics contribute mightily to a well-rounded, useful graduate.  They help us complete our mission.

Part 1: Mandate (Feb.21)         Part 2: Mission (April 18)          Part 3: Method (Coming soon)         Part 4: Remember the children (Coming soon)

WHAT MAKES A SCHOOL A GREAT SCHOOL?

Part 1 of 4

We have already defined the characteristics of an excellent teacher and one might assume that a great school is simply a collection of great teachers.  Nothing could be farther from the truth: many great teachers do NOT a great school make, and some great schools have few great teachers.  So, what are the unique qualities all great schools share?

Schools may appear to be organizations, but they are in fact organisms – living, breathing, dynamic, growing relationships between teachers and students, among teachers, among students, and so forth.  That being said, we can properly conclude that the whole is greater than the sum of its parts.  In other words, a great school is more than isolated great parts.  What makes up the glue that transforms the parts into a great whole?

The first is an overarching MANDATE – a vision that fuels and directs the activity of administrators and teachers.  For our school, it is simply “Equipping Tomorrow’s Christian Leaders”.

We believe in the depths of our soul that almost all the leaders of the church 20 years from now are sitting in Christian school classrooms and home school study areas today.  For decades our churches, colleges, missionary force,  and day schools have been aging and decreasing in size and number. If we fail to train our students to lead, the fundamentalist strain of Christianity will cease to matter very much.

So we teach them that there is no difference whatever in the value of God’s calling to churchplace vis-à-vis workplace ministry.  We show them this principle in the Bible from the lives of Moses, Daniel, and many others.  We model it by having church members in business and the professions speak in our chapels. We also invite school parents in the professions, and sometimes believers not connected organically with the school, to inspire the kids.  When Christians exercise political influence, we have a much better chance of living quiet and peaceable lives.

Training the next generation of leaders

The next mayor of North Charleston has to go to high school somewhere.  Why not this school?  So does the governor, congressmen and senators, supreme court justices – listen, the president of the United States will go to high school somewhere.  Why not my school?  How literally awesome would it be to have dozens of men and women like Asa Hutchinson in Washington!  The faculty must live and breathe this high expectation for every student, and the kids must embrace it.  This is the first hallmark of a great school.

What is an Educator?

“EDUCATION” – WHAT DOES THAT MEAN?

If, as educators often do, we resort to the dictionary to find out what a word means, we find that  “education” is a combination of two Latin words: the prefix ex (out of) and the verb ducere (to lead).  This is the same verb which gives us “induce”, “reduce”, seduce”, “produce”, keep-calm-teach-on“deduce”, “conducive”, etc.  “Education”, then, means literally “to lead out of”.

From this rather dry information we can deduce 🙂 that “education” consists of four elements:

First, we must have someone who does the leading.  In education, this would be the teacher.  Second, we must have someone whom we lead, which would be student.  Third, the teacher must have something to lead the student out of, which we assume would be ignorance or misinformation.  Fourth, the teacher must have something to lead the student into, which we would again assume to be knowledge.

Biblical Perspective

Christians see the teacher as the depository and model of the Proverbs trilogy of knowledge-understanding-wisdom.  As for the student, we know that he bears the image of God but that it is marred almost beyond perception.  We understand his basic need is to be led out of rebellion against truth and authority.  And we embrace the Biblical goal of transformation into the image of Christ as the result of growth in knowledge-understanding-wisdom.  Otherwise, as Luther predicted, we will simply educate clever devils.

Does the previous paragraph immediately strike you as politically incorrect?  As a whole as well as in the four elements?  Unbelievers see each of these in ways diametrically opposed to those of Christians.  They see the teacher as a facilitator.   They view the student as inherently good.  They consider his problem to be an undeveloped intellect.  And they set self-realization as the goal.

Different worldviews produce vastly different perspectives.

In a previous article we established the intuitive point that “education is inherently religious” and that “religion is inherently educational”.  Here we have defined what “education” is and have identified its essential parts. Following these two introductions, we will address the components of education in four future articles.

Next: What makes a teacher a great teacher?

Religion and Education

Religion is inherently educational, and education is inherently religious.

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Photo Source: Wikipedia

In order to survive and flourish, all religions demand an educational component.  This is true of false religions as well as of Christianity.  Religion is inherently educational.

Militant Muslims

Muslims train and teach their children to become accustomed, willing, and in fact eager to commit the most barbaric acts imaginable to please Allah.  They plan to eliminate all other religions and create a global caliphate.  They intend to begin this themselves and for their children to complete the task.

Judaism and Christianity

Judaism and Christianity are thoroughly educational. Our Lord Jesus could have chosen to come to earth as a scribe, a Pharisee, a tax collector, a farmer, a shepherd, or some other kind of professional or manual laborer.  His choice was to be known as “a teacher come from God”, often called “Rabbi.”

The last words He spoke to us were “Go . . . teach all things”.  This is not “the great suggestion”: it is the great commission.  2 Timothy 2:2 describes this as a process: “the things that thou has heard of me . . . the same commit thou to faithful men, who shall be able to teach others also.”  Paul teaches Timothy, Timothy teaches faithful men, faithful men teach other faithful men, and so on until a faithful link in the chain teaches us.

All Education Systems

Just as important, but much more subtle, all education is inherently religious.  In other words, we educate for a reason.  We educate children in order to perpetuate our worldview, our culture, our religion.

We observe this in literature: every novel, short story, and poem is written with an educational purpose.  That’s why literature is so powerful, for good or for evil.  Art for art’s sake does not exist.

When Nathan had to confront David regarding his great sin, he was putting his life in danger.  He disarmed David by telling him a short story that stirred his righteous indignation.  The king determined the appropriate response, painting himself into a very small corner.

The process simplified is that literature disarms, engages, and persuades.  Jesus told the story of the Good Samaritan precisely for this reason with the same outcome.  He often used parables in this way.

Insightful, alert English teachers play a critical role in Christian education.   How valuable they are!

Education may not appear to be religious and may even insist that it is thoroughly secular.  Me thinks they do protest too much.  Secular humanism is, of course, a religion.

Be not deceived:  Religion is inherently educational, and education is inherently religious.

What is the Purpose of Education? Part 2

Today’s post is a continuation from part 1, which you can read here.

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We finished part 1, with this question and answer:

And that brings us to this most foundational question: What is the purpose of education?  Succinctly, we may state that education is the process of inculcating a worldview in the mind of the student.  

What is the Purpose of Education? Part 1

Martin Luther was born in 1483 in Eisleben, Saxony (Germany).  His parents wanted him to become a lawyer but, in the university, he developed a love-hate relationship with Aristotle: he believed faith was the only way to know ultimate truth, but he also believed faith was rational and could be defended with reason and logic.

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Since his love for God was greater than his love of law, he ultimately left jurisprudence and became an Augustinian friar in 1505.  He had, in fact, rejected the possibility of finding truth by means of any of the infinite variations of rationalism: the reasoning of the majority, the reasoning of an elite group, or the reasoning of his own mind.  After all, there are just two choices on the shelf for acquiring absolute truth: rationalism or revelation.  Since all possible varieties of rationalism have differing internal conclusions, none can be trusted.

iRevolutionize

Day by day we are seeing an ever-increasing use of technology.  The growth in the past few years has been exponential and, not surprisingly, educators have come to an almost Messianic view of iPads and other devices.

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Of course, while seasoned teachers are sifting through the packaging looking for the instruction manual, fourth graders are playing Temple Run II with the ease of duckling on his first swim.  They finger-swipe the front door of the house and stand perplexed that it failed to open (that truly happened).  So, since technology is so powerful and kids so love it, will devices revolutionize education?