David Son Advanced Expository Writing On Education When considering the nature of true education, especially from a philosophical

or theoretical point of view, many acknowledge and confess the principle that education should be more than the pursual of a certain course of study. This is especially true for the Christian, whose high calling extends beyond the ordinary cares of this world. As the life is more than meat and the body is more than raiment, so too is an education more than a mere stepping stone towards a particular career. Not disregarding the importance of the temporal needs of career and profession, a true education is seen to deal also with the weightier matters of life: Harmonious restoration of body, mind, and spirit into the image of God; a character refined through trial; and a wholesome and balanced understanding of the Bible are but a few of the end goals of an education that is of a broader scope [and] a higher aim, and all who are students in the school of Christ may find themselves progressing ever nearer to these goals. We observe this progress in many different settings. From quiet country homeschools to the lively classrooms of the nations prestigious universities, all who heed the voice of the Spirit in the lessons of prayer, study, and experience partake

in the education ordained by heaven. Mediated by the unique ministry of the Holy Spirit, the learning experience is omnipresent; No matter where Christians abide, they may learn precious lessons of life from God. This has been a sustaining help for many Adventist students in secular universities. Although studying subjects and being surrounded by environments that have been inoculated with maxims and philosophies that are completely ungodly, they are able to look beyond the false and stand faithful to the truth in their studies. Time set apart in devotion and prayer also guarantees a balance between the spiritual and the temporal in their academic pursuits. This balance between the secular and divine takes a similar form in our Adventist schools. On one hand we have an aspect of education where lessons learnt are character building and eternally focused. On the other hand we have an aspect of education involving a certain course of study towards a more temporally focused career. But because of this separation between career and the Christian walk, Adventist schooling has come to take on an almost dualistic form. In secular universities, this dichotomy is somewhat unavoidable due to the nature of the environment and subjects being taught, but on the campuses of institutions where the whole system and methodology is driven by a philosophy of holism, is this division acceptable?

When we begin to believe that a true education is on a completely different plane than that of a professional or occupational line, we may that spiritual education becoming distinctly separated from the daily occurrences of the classroom. Again, this is certainly acceptable for those studying and working with non-sacred material in a secular setting, and attempts to carry ones religion into the classroom are undoubtedly smiled upon by God. In a secular environment, when surrounded by peoples of different faiths and situations necessitating Christian boldness and when not able to comfortably express their beliefs in the lecture halls, maintaining a walk with God outside of the classroom is absolutely necessary. But in an environment where most of the surrounding population already agrees with ones beliefs to a certain extent, the need to witness and to be involved in ministry is not as strong of a motivation to drive one to come close to God. Addressing these issues, teachers and administrators have attempted in different ways to integrate spiritual education into the academic experience. Required chapels and vespers, corporate prayers at the beginning of classes, and other devotional add-ons have been the means to attempt to incorporate spirituality into the educational process. I must be very careful here to communicate that I do not believe these things

in themselves are negative or faulty: a corporate attitude of unity and accountability of devotion is an absolutely essential part of a Christian institution. However, it is a solid conviction of mine that painting the whitewash of compulsory devotion over the sepulchers of purely academic structures was not the intent of prophetic counsel. Of course, this is not to point the finger of blame entirely to the academic structure of our schools. Because of the nature of professional fields, much of higher education, regardless of religious affiliation, is required to be strictly scholastic. This is visibly evident in the field of medicine; In order for undergraduate students to even be considered for entrance into a medical program, they must provide evidence of having gone through a certain set of subjects in their premedical studies. Because the institutions that accredit these undergraduate degrees are secular, we find that integrating the spiritual balance of a holistic education is incredibly difficult. The best remaining option is to try to add a spiritual element on top of an already secularized program. It is in response to this situation that we find students taking breaks from their schools to go on a mission or to seek formal training of bible study and evangelism. Schools such as AFCOE, ARISE, CAMPUS, and HEALTH provide a learning environment where the goals of true education are an integrated part of the

educational experience. It is a different state of Adventist education, where students can be immersed in a constant state of outreach and ministry, rather than be involved in sporadic weekend activities, and in a continual searching and studying of the Scriptures, rather than a brief morning devotion before studying textbooks. These programs are a saving grace for those seeking after a more spiritual education, but it is a strange and unfortunate thing to have to put a hold on ones occupational calling when trying to experience a spiritually fulfilling education. Notwithstanding the difficulties of working around a system that is firmly founded on accreditation for education towards the working world, there is an undeniable need for us to question the way our educational institutions are run. How do we so structure academia that students, when graduating from our colleges and universities, go into the world with a practical knowledge of the Bible and their faith? How do we, while providing a spiritually vibrant experience through witness and study, provide also the skills and needs that will allow students to move forward professionally in their calling? These are some of the basic questions that need to be addressed before considering the work of educational reform within our church.