God's Word at the Heart of Christian Education

Schultz (1998) defined Kingdom education as “a life-long, Bible-based, Christ-centered process of leading a child to Christ, building a child up in Christ, and equipping a child to serve Christ” (p. 29). Based on this definition, Christian education is not merely a version of the public school in which an evangelistic campaign happens to be occurring. All aspects of the environment and curriculum must be distinctly Christian in nature and purpose. Schultz pointed out that "Kingdom education does not stop once a person comes to Christ. Once a child is saved, it is then necessary to build the child up in Christ." (p. 31)  Paul referred to this principle in Colossians 2:7 when he wrote that it is important to be 'rooted and built up in him, and stablished in the faith' (KJV). Immediately following this verse, Paul warned Christians to beware and not be ruined by philosophies and empty teaching that is based on the traditions of this world and not on the principles of Christ.

In other words, Christian education goes far beyond a moment of salvation surrounded by instruction in humanistic theories of academic content. Christian education encompasses the discipleship of the child’s spiritual growth including an understanding of the spiritual dimension of daily life, immersion in intellectual study based on biblical truth and principles, and a focus on the application of all learning to the fulfillment of the Dominion Mandate.

Scriptural mandates concerning the raising and teaching of children indicate that the primary outcome of Christian education should be knowledge of God (Ephesians 6:4, Deuteronomy 6, Psalm 78). Because God makes Himself known through special revelation (His word) and general revelation (His creation), comprehensive Christian education must include the study of both biblical texts and academic instruction in topics addressing aspects of creation. In contrast to humanistic education, however, academic instruction is not merely for the accumulation of knowledge or the future employment of the individual. Rather, the purpose of this academic study is first to know and love God through an understanding of His creation, second to use academic knowledge in the pursuit of the Great Commission, and third to fulfill the Dominion Mandate by applying this knowledge to the management of creation.

The teaching of academic subjects such as mathematics and history must overtly serve the above-mentioned biblical charges, rather than transmitting knowledge in a vacuum of assumed neutrality. As Spears and Loomis (2009) pointed out, “It is not uncommon to see people separate or compartmentalize their lives into these secular-sacred categories,” suggesting that Christians ought to work “first and foremost within the context of God’s created universe” (p. 30). Rushdoony (1981) also decried the assumed neutrality of information, claiming, “Before there is a fact, there is a faith. The faith interprets and determines the facts” (p. 129). 

A Christian school must teach its curriculum within the context of the faith, applying academic study to a deeper knowledge of the Creator and His creation and affirming the duty of students to use their minds to make disciples and subdue the earth. Christian schools that teach academic content outside of this context promote atheistic or humanistic goals in their students, whether intentionally or not, because the purpose of gaining this knowledge is for the personal benefit of the student rather than for God’s purposes. Content learning devoid of knowledge of the Creator is insufficient. Any academic instruction in a Christian school must recognize God as the source of the truth in a subject, emphasize His purposes in the utilization of the knowledge, and focus on the elements of God’s character that the academic study communicates. Any lesson taught will acknowledge, ignore, or deny God, and the mandate of the Christian school is to constantly acknowledge and magnify Him in every lesson.

Postmodern education “serves the purpose of guiding students to create truth that is in accord with their individual belief systems” (Schultz, 1998, p. 27). In contrast to postmodern philosophies of education propagated in humanist institutions, Christian schools must instill in students a foundation of absolute truth, especially the truth of the Bible.  

Pazmiño (2008) stated, "Truth is the essential content of Christian teaching – truth as revealed in Christ and in Scripture through the ministry of the Holy Spirit, and truth as discerned in all creation. . . . Love is the medium through which this truth is effectively communicated. . . . Christian teachers must faithfully live out a concern for both truth and love in their teaching and the experience of students." (p. 233)

The postmodern denial of absolute truth is an example of worldly thinking to which Christians are warned not to conform, and the transformation by the renewal of the mind (Romans 12:2) comes only through dependence on the Holy Spirit to guide a believer into truth. As such, an important element of Christian education must be instruction in the fallibility of the human mind apart from the guidance of the Spirit. The renewal of the mind comes not merely through academic knowledge but through learning how to interpret knowledge with biblical discernment. That is why Schulz adamantly stated, “It is imperative that both Christian schools and homeschool families make certain that God’s Word remains the cornerstone of their educational efforts, or else they will experience the same demise as most secular schools” (p. 123).

Scripture defines elements of good character and conduct, and this is not up for individual interpretation based on personal beliefs, nor can a person choose which biblical mandates to obey and which to ignore. Christian education then must include instruction in the Ten Commandments (Exodus 20:1-17), the deeds of the flesh and the fruit of the Spirit (Galatians 5:16-25), and the Sermon on the Mount (Matthew 5-7).  Formal, systematic behavioral instruction based on rewards and punishment, however, is insufficient. God judges the heart (1 Samuel 16:7, Hebrews 4:12), and students must also understand the work of the Spirit in developing inner virtue. As Graham (2003) warned, “Teaching students as passive recipients of knowledge is not very effective in producing people who truly live the Christian life. It only produces people who can talk about it in someone else’s language” (p. 74). Students can learn to recite Bible verses and mimic appropriate behaviors, but if love for God and neighbor is not their motivation, they have entirely missed the point of the lesson.

Imago Dei and Discipline

Any consideration of the purpose and methods of education must include the nature of the learner. Graham (2003) states:

The Bible teaches clearly that (1) human beings were made in the image of God, (2) we were separated from God through Adam’s sin, and (3) God acted through Jesus Christ to redeem a people from among our fallen race. Thus the biblical doctrines of the creation, fall, and redemption form the basis for our understanding of the nature of the learner. (p. 77)

The learner, created in the image of God, will exhibit attributes of God (active and purposeful, rational, creative, moral, free and responsible, faithful), but these attributes will manifest imperfectly due to the fall and the finite nature of man (Graham, 2003, pp. 78-87).

Rushdoony (1981) pointed out the difference between discipline and punishment, defining discipline as “instruction and guidance into an orderly way of life which becomes second nature to the person involved” (p. 121). Methods of discipline in a Christian school must communicate to students a message consistent with biblical instruction. Teaching a child that he is made in the image of God, and then punitively punishing him without regard to dignity or restorative discipline can deafen the child to the redemptive message. Similarly, preaching the sin nature of the child without emphasizing the gift of grace and the power available through dependence upon the Spirit can discourage sincere efforts in pursuing obedience to God’s commands. Graham (2003) wrote, “To discipline is to create an environment in which students can make wise choices from within, not simply be rewarded or punished from the outside” (p. 45). A Christian school that implements redemptive discipline teaches the child what it truly means to reflect God’s image.