Today’s post is a continuation from part 1, which you can read here.
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.
Every educational curriculum has this purpose.
In a Muslim country such as Yemen, we could infer that the purpose of their education is to produce a soldier trained to eliminate unbelievers, establish a worldwide caliphate, and at death enjoy eternal bliss. In a former Communist Bloc country such as Poland, the purpose of education appears to be identification of propensity and then specialization such as medicine, gymnastics or piano with a rudimentary exposure to the liberal arts. In the United States, a progressive education seeks to graduate an open-minded citizen. The only absolute is that there are no absolutes. We must tolerate anything and everything except intolerance. This bodes ill for those of us who take John 14.6 at face value: there is no way to come to the Father but by Jesus Christ. This is an absolute (i.e., intolerance).
What is the purpose of a Christian education?
It is TO ENGRAVE A BIBLICAL WORLDVIEW IN THE MIND AND HEART OF THE STUDENT. Notice that we used Luther’s “engrave”, which is graphic and strong. Notice also that this worldview is more than an intellectual way of interpreting the world in which we live: it is also a matter of the heart. It teaches how we are to live out what we believe.
How do we “engrave a Biblical worldview in the mind and heart of the student”?
We accomplish this heavenly goal by teaching them to listen and read with discernment. The Hebrew root word commonly translated “discern” is “hear”. Later two such uses are cited. Teaching reading begins with decoding, but that is nothing more than a means to an end, which is reading with comprehension. For the believer, hearing and reading with comprehension is likewise a means to an end: listening and reading with discernment.
Why is that important to us?
Discernment is vital for every Christian. Listening and reading with discernment is the foundation for understanding the workings of God in language, history, math, science, and the fine arts. This is not part of the American culture any more. Teachers must deliberately think ahead and incorporate the Biblical worldview on purpose in their instruction. Christian educators must teach discernment.
And how do we teach discernment?
We lead students into discernment by teaching them to discern good from bad, to differentiate between right and wrong and between the genuine and the counterfeit. When Dr. Mills stated in his devotional that Solomon did not ask for wisdom, the SCACS board to a man was jolted. We read that Solomon’s father David had a measure of this gift (2 Samuel 14.17). When we study the dream and request of Solomon, we find that he asked for discernment, the gift of hearing and knowing good from bad, right from wrong, genuine from counterfeit. He did not ask for wisdom (1 Kings 3.9). Wisdom was the result having his “senses exercised to discern both good and evil” (Hebrews 5.14).
And how do we teach students to discern good from evil?
Really, we do not and cannot do that. The Holy Spirit uses His Word to make our students wise. It is God’s Word that is “a discerner of the thought and intents of the heart” (Hebrews 4.12). We must challenge them to hear, read, study, memorize, and meditate on God’s Word. May it dwell in them richly. Then and only then will they differentiate good from bad, right from wrong, genuine from counterfeit.
These articles are based on a devotional presented to the SCACS Executive Committee on January 8, 2015, by Dr. Huey Mills.
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