Can an education be both classical and Christian? Many parents ask this question every year, unknowingly echoing an age-old question. Tertullian, an early church father, was perhaps the first to consider whether these two ideas are compatible when he asked, “What has Athens to do with Jerusalem?” The church fathers continued to wrestle with the question for centuries, most concluding that all ideas that are taken captive for Christ may be used profitably by Christians. Examining this ongoing conversation about classical, Christian education will serve to answer many of our own questions today. Then, we will be able to consider that our understanding of classical, Christian education today depends more on the medieval church schools than it does on the schools of the Greeks and Romans.
Alexandria, Egypt served as a center of learning in the centuries following the conquests of Alexander the Great in the fourth century BC. Alexandria’s famous library attracted many scholars, so it was a natural location for some of the church’s early catechetical schools. Philo , a Greek Jew living in Alexandria, had already written many works demonstrating the unity of Greek philosophy and Judaism (The Great Tradition, 154). Clement of Alexandria (c. AD 150-215) continued the conversation by demonstrating that the study of Greek philosophy was profitable for Christians. He describes philosophy as a “preparatory science for Christianity” which leads a person to contemplate wisdom and prepares his heart for the coming of Christ (169 ). Clement also concluded that philosophy prepares the mind to be precise in reasoning out issues of faith and thus prevents the Christian from being deceived by false teaching. Clement also elevated rational...
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...efend their faith. In Challenge I – IV, training in theology becomes more rigorous as students refine their Biblical worldview by comparing Scripture to philosophy. Logic trains students to think clearly about contemporary issues and to form persuasive arguments about virtuous, Biblical choices and actions. In a medieval school, teachers and students regarded theology as the mistress science which governed all of the branches of knowledge. In Classical Conversations, we seek to recover that understanding of theology as we train students to seek God in chemistry, history, philosophy, and the fine arts. Older students will study logic to form careful arguments grounded in a Biblical worldview and rhetoric to deliver those persuasive arguments. The result of all these labors will be a deeper understanding of God’s attributes and will result in echoes of praise.
Schultz also stressed the importance of a biblical worldview in the teacher. As the leader in each classroom the students will adapt their teacher’s beliefs, values and finally actions. If they are taught by a teacher who holds a dualistic view of dividing the sacred and the secular, or a postmodern or modern worldview, it will adversely affect the ability of that child to develop Christ centered wisdom based upon the Word of God. Schultz, in referring to the education of children, stated “anything that hinders their moral and spiritual development is the epitome of child abuse.” (2006, p. 163). As such, our curriculum, teaching methods, and moral example, must all reflect a biblical worldview that will evangelize and discipline each student to know and love Jesus Christ.
Nichols, John. The. The Very Fundamentals of Christian Faith. Core 9 Lecture - "The. Shen Auditorium, Rensselaer, Germany.
In conclusion, teachers who share their worldview with their students and encourage them to also expand and develop their own biblical worldview are giving their students a whole integrated education. The hope of a teacher should be that what their students learn will carry them through life by always seeing everything through the lens of God’s
"EXPLORING THEOLOGY 1 & 2." EXPLORING THEOLOGY 1 2. N.p., n.d. Web. 02 May 2014.
The Wesleyan quadrilateral is still relevant today as it provides a method for discovering the things of God, ourselves, and lets us know who God really is. For the purposes of this reflection paper, I would like to summarize the four components of the Wesleyan Quadrilateral and then reflect personally upon each term as how it relates to the Christian theologian. The first component of the Wesleyan Quadrilateral is scripture. The term scripture used in the Wesleyan Quadrilateral refers to God’s word. God’s word is found in the Bible.
...s distributed in Theology 101 at the University of Notre Dame, Fremantle on 22 April 2008.
The readings we have read and talked about during class discussions have questioned faith and how God works. Every reading has had their own perspective on the topic. Some believe knowledge is related to faith while others do not. A large group of these readings all have religious views but also some differ. They show all of us how not everyone has the same faith and practices as others. In this writing I will be talking about the readings No Greater Love and Frankl.
Authority of Scripture reconciles the community with God and can transform our lives. To participate in the fuller blessing of understanding, it is important to view Scripture with historical and literary sensitivity, interpret theocentrically, ecclesially, and contextually. I realize each of these can be overwhelming to the average person who is seeking direction for a specific concern in their life. Therefore, Migliore reminds us, interpreting Scripture is practical engagement in the living of Christian faith, love, and hope in a still redeemed world. When we listen carefully to the voices of the past, from a worldwide culture, and guided by the Holy Spirit, we will open ourselves to those transformational opportunities.
The Bible student, laymen, or pastor will find the principles presented by Fee and Stuart helpful despite the weaknesses presented. The author’s contribution on how to interpret each of the different genres is especially beneficial. The Bible Student will have more knowledge of how to interpret God’s Word when finished with the work. Fee and Stuart achieve their goal helping the reader not only with interpretation, but with application.
The thesis of this essay is that philosophy is at an important crossroads at the end of the twentieth century in its role as paideia—philosophy educating humanity. An unprecedented challenge and opportunity for philosophy today is to mediate, and enhance understanding of the relationship, between science, ethics and faith. A central question arises: What can philosophy contribute to the emerging dialogue between science and theology? The emerging science-theology dialogue is characterized by complexity and considerable confusion regarding proper methodologies, goals, and possible interactions. There are at least three major schools, model...
Sire, J. W. (2000). Habits of the mind: Intellectual life as a Christian calling. IL: InterVarsity Press.
Education from the Church has initiated structural learning which brought a gradual end to the barbaric era (Dark Ages). The Church’s legacy gained them the medieval reputation of society and this has influenced the reputation of the Church today.
The desire to study God’s word to obtain a personal connection is a pursuit for many believers. Beginning a course to study and engage with the word at a collegiate level can be overwhelming and intimidating. Even though one may read the word countless times during their lifetime, understanding the reading material academically and historically is a different concept to master. Personally, I was apprehensive about my overall ability to retain the information and comprehend the context of the scientific and historical aspect of God’s word. However, Tarwater wrote in a manner that was engaging and invited me into the historical importance of the words and understanding God. From beginning to end, Tarwater
Douglass, Susan L. “Teaching About Religion.” The World in the Classroom 60.2 (2002): 32-36. Web. 5 Dec. 2013.
First and foremost, I will always be focused on the fact that it is my responsibility as a teacher to “cause my students to learn”. I cannot teach my students content unless I have prayed and asked God for illumination and for an “appliers heart”. It is important that I understand the content and application before I teach this to my students which should result in a life change for them. Application is the main reason for God’s revelation and it is my responsibility to share this with my students. My ultimate goal is to illustrate how scripture can be used in daily