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Importance of individualism
Individualism and its impact
Importance of individualism in students today
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OUR VISION STATEMENT
“Jesus’ Flock Academy exists to produce individuals who are worshipers, disciples, and responsible citizens who will make an impact in the world for God.”
OUR IDENTITY:
A Church-School
Jesus’ Flock Academy Foundation, Inc. is the church in action. It is a church-school, therefore, it works as part of the church ministry. It follows the principles of the Scriptures in all aspects of administration and is submitted to the elders of Jesus’ Flock, Inc. who provides the spiritual and directional covering.
OUR MISSION:
Academic Excellence and Character-Building
It teaches students to see life from God’s point of view to take responsibility for their own learning, and to walk in wisdom. All activities and extra-curricular,
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Through the School of Tomorrow System (Accelerated Christian Education-A.C.E), JFA provides the students with complete preschool elementary and secondary academic programs aimed at preparing them to go into higher education and into business and professional pursuits with confidence and superb educational background.
As a church ministry, JFA gives emphasis to CHARACTER-BUILDING. The A.C.E system is distinctive in its inclusion of wisdom as a deliberate aspect of the learning process, Biblical values and concepts considered foundational to meaningful interpersonal relationships and productive living are conveyed throughout JFA’s program in such a way as to become life-shaping influences. Character training received as a part of the learning experience prepares students to welcome and accept challenges and future opportunities that come their way.
JFA’s mission of academic excellence and character building seeks to fulfill the vision of producing worshipers, disciples, responsible citizens, and individuals who will make an impact in the world for God –
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Individualism is theistic and must be re-affirmed as a basic philosophy of education and life. JFA provides classrooms that enhance maximum individualized learning. Unlike conventional school, JFA puts students of different ages and academic levels in one room called a “Learning Center” where a “supervisor” and an assistant provide help and instruction to compliment the learning process made possible through the use of self-instructional materials of the Accelerated Christian Education – A.C.E (School of Tomorrow). In this way, the responsibility of learning is given to the student.
The individualized system of the A.C.E allows each student to work at his own pace. It therefore caters to all kinds of children – “the fast-learner, the average, and the slow-learner.” The school does not in any way categorize the students as such but identifies the academic and vocational skills and abilities of every child so that he can be given the correct academic program to prepare him for tertiary education and his future station in life.
To say the least, I felt like a failure and that I had wasted people’s time and money. Reading this chapter helped me realize that it is important to learn through a failure (Fagerstrom 126). Failures happen in ministry often, and the way you respond to the failure is important. Chapter fifteen, “Developing a plan for lifelong learning”, is essential for effective leaders. Per Fagerstrom, there are four areas that need constant attention: skill (competency), wisdom and knowledge (learning and thinking), spiritual formation (godliness), and personal development (focus on the word personally)
Christian education is for this project. Christian education is the training of special agents of the kingdom of God and the consummation of creation.” (pg.139) I found it fascinating that Plantinga describes ‘us’ within the Christian education system are called or elected to help God regain and restore His earth here with Christ. We have to remember, “no matter what our primary occupation we cannot let it become a preoccupation.” Plantinga helped me to reflect on my current life, my current job, and my current Christian education. I found that when we let these other aspects of our lives, whether it be bills, work or exams, we often allow reality to fade into the background. Or perhaps we could look at it this way: Our lives get so busy and hectic that we tend to put God on the back burner. Christian education whether in a university or biblical studies at home will give us guidance through our hectic lives, renewing our minds and keep us in close connection with our Creator and the rest of His Creation. Plantinga sums up Christian education as “for the kingdom of God. It equips us to be agents of the kingdom, models of the kingdom in our own lives and communities, witnesses to the kingdom wherever we go in the world.” (pg.143) When we ‘put on the full armor of God’ we not only protect ourselves from this fallen world but we are also able to project God’s glory to all those who we encounter.
Faith plays a pivotal role in our construction of religion. The work of Dr. Sharon Parks analyzes faith development throughout one’s life span but pays special attention to emerging adulthood. Dr. Parks has an extensive academic career which incorporates her attendance of Princeton University’s theological seminary. As well as her attendance of Harvard University’s divinity school where she obtained her doctorate. Through her extensive research in areas such as “developmental psychology, religion, theology, leadership and ethics” (Service Resources, 2014) Parks is able to focus her work on faith development. Her work is influenced by theorists such as Erickson, Piaget, Perry and Levinson but primarily it is based off of Fowlers work in faith development. Her background in teaching and counseling has allowed her close access to seeing students during this important portion of their lives.
Psychology Applied to Modern Life; Adjustment in the 21st Century. (9th ed). Belmont, CA: Wadsworth Cengage Learning. Youth Ministry is Holistic |.
Bowling brings insights from decades of leadership experience in this text as a president of Olivet Nazarene University, General Board of the Church of the Nazarene, pastor, and professor. He is effective leader and is an inspirational speaker and a writer who melds biblical insight with the secular calls.
our mission is †̃Respect others as you want to be respectedâ€TM which was chosen both by pupils and staff. Being respectful and demonstrating good values will ensure that we welcome and promote a
Some of the key ideas that Hartman discussed about in this article were revolved around the concept of teaching and defining what a good character is. Hartman started off his article by talking about generosity, honesty, courage and respect. Hartman also talked about how business ethics courses can help improve students’ character by helping them think about their values (Hartman 69). Hartman also discussed about how many people are “sincere but they are not courageous” (Hartman 73). Moreover, Hartman’s goal was to help encourage students “to consider their strengths and limitations, their opportunities, and what they can and cannot learn to enjoy” (Hartman 72) and “help students understand the importance of that choice and not make it thoughtlessly” (Hartman 79). Hartman answered if good character is teachable throughout his article. As Hartman stated, “We can begin to teach our students the necessary self-knowledge and self-control by encouraging them to reflect on their assumptions about what will make them happy.” (Hartman 71). Hartman illustrated that an “important function is to provide help for students to understand the language of right and wrong, of virtues and vices” (Hartman 75). Hartman believes that a “good character is therefore a matter not only of doing the right thing but also having the right desires and emotions” (Hartman
Back in my high school, one day out of the month was dedicated to student-led clubs. On these so-called club days, most kids will go to any club just to get out of class. Some exclusive clubs, such as the Chess club, would look down on this. These groups would happily kick some kids, but there was one club happy to see everyone who came: the Fellowship of Christian Athletes. The little exposure to Christianity found at this club was all that some kids would get and the moderators of my school’s club knew this. Little by little, this is FCA’s nation-wide goal: to change the world into knowing Jesus Christ. This non-profit organization is responsible for everything from small club meetings in middle schools, high schools, and colleges, to massive summer camps. The Fellowship of Christian Athletes’s website lists the group’s mission which is to present the challenge and adventure of receiving Jesus Christ as Savior and Lord, serving Him in their relationships and in the fellowship of the church to athletes and coaches and all whom they influence (FCA). No matter whether on the court or in a group-led bible study, FCA focuses on this mission.
Gary Collins, a Christian counselor, helps individuals to comprehend their full potential using a God-centered way of coaching. He believes that, through coaching, an individual builds up a vision for their life and a desire for a good future. The book aids coaches to acquire skills that they require to help others, to emerge winners during difficult and challenging moments in their life. The book is also designed to develop Christian coaches’ in questioning, listening and responding. These can help Christian coaches to assess themselves and build up a strategy for their work. Collins rewrote the second edition in order to simplify his coaching methods. The second publication develops his practical skills as a new head in the world that is changing quickly, which includes how to use diverse situations, insights based on the Bible and customized forms among others.
In Glen Shultz’s (2003) book Kingdom Education: God’s Plan for Educating Future Generations he addresses the importance of education in coordination with the family and church in developing and training future generations within a biblical worldview. He describes moral decline, increased crime rates, the disintegration of the family and the church’s inability to be the salt of the earth as examples of the increased secularization because of the removal of God and His word from our schools. The author’s answer for these dilemmas is biblical principles that are consistently taught in the home, church and school. Shultz (2003) compared kingdom education to the three legs of a milk stool “on which an individual can safely rest, regardless of the roughness of the ground (Shultz, 2003, p. 12). Kingdom education is defined through the lens of the kingdom of God where God reigns and is active in all areas in and around our lives. The focus of kingdom education is on biblical principles and is the incorporation of these principles into a child’s home, church and schooling. The purpose of kingdom education is twofold, the acceptance of Christ as a personal savior and the development of the mind for God’s use and glory. The three foundations of home, church and school are discussed in regards to the role each has in relation to kingdom education.
We at GSIS, take after a thorough scholastic program joined with a plenty of co-curricular and extracurricular exercises along these lines guaranteeing that the understudies going out from our school have an edge over the others to confront the difficulties on the planet and end up being beneficial worldwide nationals. The School's Mission Statement states, "Great Shepherd International School attempts to set up every understudy for scholarly, social and individual accomplishment by making a group of enabled and different students endeavoring to be all-inclusive disapproved of natives in an air of common regard, comprehension, and trust." The Management, staff, and understudies are focused on this mission and cooperate to acquire excellent outcomes in the scholastic, co-curricular, additional curricular fields and be joyfully profitable in their extremely lives respectively at this totally and completely private school.
Those aims are as follows: the process of acquiring the knowledge, asking questions and finding answers, the ability to decipher multiple forms of language, the focus on wonder and imagination and creativity, the school itself as community whose members interact and help each other, and the recognition of each
While developing thinking skills is still and aspect of my moral purpose I have added a layer to my purpose; to model the personal and professional skills necessary to teach the students of my district. This purpose is multi-faceted as I hope to treat all students fairly, showing no bias but equity and justice. I hope to display a sense of community supporting the school, district and surrounding communities’ morals and expectations. In short my moral purpose is to teach a strong commitment to the education of our students, parents and other stakeholders while making a positive difference in all the lives I am fortunate enough to come into contact with. Ultimately, my moral purpose is to improve our school system making it more just and equitable providing a safe, education for all
The basis of good character involves being respectful, honest, hardworking, responsible, caring, and understanding. Parents and teachers alike wish for their students to possess good character; but what does “character” mean in the realm of education; and whose responsibility is it to ensure that students do in fact develop good character? The Character Education Partnership (2003, pg. 1), defines good character as involving “understanding, caring about, and acting upon core ethical values”, and thus takes a holistic approach to the development of character in students by developing the “cognitive, emotional, and behavioral aspects of moral life.” Through character education, students can grow to understand core values, learn to develop caring relationships, and grow in self-motivation; thus students grow in character as their understanding and subsequent commitment deepens through varied opportunities to apply values through everyday interactions (CEP, 2003). In theory, a student who possesses good character is a more productive, responsible, respectful, and caring student; yet the question as to whether a student with good character is a better student academically remains.
The point here is to help people understand the difference between what is right and wrong, good and bad, and to use those “good” values throughout their lives. In schools using character education, intentional, proactive, and comprehensive approaches are used to follow the values of good character. The intentional and proactive approach try to develop character, and the comprehensive approach uses every feature of schooling. For example, it would use the environment in and surrounding the school to try and build character. It would also make sure that the bus driver for the school bus is in good standing.