Beautiful In White Lyrics

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Not sure if you know this But when we first met I got so nervous I couldn't s eak In that very moment I found the one and !y life had found it's missing iece So as long as I live I love you will have and hold you "ou look so #eautiful in white $nd from now to my very last #reath %his day I'll cherish "ou look so #eautiful in white %onight What we have is timeless !y love is endless $nd with this scream I say to the world "ou're my every reason "ou're all that I #elieve in

with all my heart I mean every word So as long as I live I love you will have and hold you "ou look so #eautiful in white $nd from now to my very last #reath %his day I'll cherish "ou look so #eautiful in white %onight &ooooh oh Na na na na na "ou look so #eautiful in white %onight $nd if our daughter's what our future holds I ho e she has you're eyes finds love like you and I did "eah' I wish she falls in love and I will let her go I'll walk her down the aisle She'll look so #eautiful in white((((( "ou look so #eautiful In white So as long as I live I love you will have and hold you "ou look so #eautiful in white $nd from now to my very last #reath %his day I'll cherish

"ou look so #eautiful in white %onight )"ou look so #eautiful in a white tonight) *iscuss these lyrics(((

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Integrating Learning' /aith' and Practice

in Christian 0ducation

Part I

By George 1( $kers and +o#ert *( !oon

%he single most im ortant concern of Christian schools should #e the integration of learning' faith' and ractice in every as ect of the curriculum( %his involves a great deal

more than 2ust giving li service to the #lending of religion with other disci lines( It must #e more than merely a lofty statement in the student hand#ook( %he curriculum must rovide o ortunities for students and teachers to ractice Christian witnessing and outreach together( %he accom lishment of this goal re3uires com letely dedicated Christian teachers who communicate harmonious s oken living messages a#out the gos el(

G&$L, %he ur ose of this study is to understand #etter the meaning of' need for' and rocess of integrating learning' faith' and ractice in every as ect of Christian education(

%0+!IN&L&G", %hroughout this unit IL/P will #e used to re resent Integrate' Integrating' or Integration of Learning' /aith' and Practice(

&B40C%I50S, When you have com leted this unit' you should #e #etter a#le to,

6(

Give a scri tural #asis for the integration of learning' faith' and ractice(

7( 8se the Bi#le to identify im ortant themes or conce ts that should #e taught as art of Christian education(

9( +elate the integration of learning' faith' and ractice to the doctrines of the great controversy' redem tion through Christ' God's commandment of

love' the a#undant of life' and the gos el commission(

:( Give e;am les of ways the school can rovide o involvement in Christian service(

ortunity for student

<( *escri#e how the formal curriculum' the informal curriculum' and the hidden curriculum differ from one another(

=( Identify commonly taught conce ts in the formal secular curriculum that are contrary to Christian rinci les(

>( 8se the Bi#le to identify selected instructional methods a Christian schools(

ro riate for

?( Illustrate how various e; eriences can #e used in different su#2ects to develo values and attitudes(

@(

Show the relationshi of IL/P to the rinci le of instructional consistency(

6A( *escri#e how the rinci le of moving from the concrete to the a#stract can #e used to assist in develo ing #eliefs and values from a message(

66( IL/P(

*escri#e the ways in which the teacher's e;am le and methods affect the

67( *iscuss the relationshi of humanism' relative values' theism' and a#solute values to the IL/P(

&+G$NIB$%I&N, %his instructional unit is divided into three ma2or sections entitled, C6D 8rgent Needs and Critical IssuesE C7D What Is IL/P and What !akes It WorkF $nd C9D IL/P in $ll the Curriculum( %he first half of this unit will include the first two sections mentioned a#ove with selected illustrations of IL/P( %he second half' a earing in the Summer' 6@?A' issue of the 4&8+N$L' will #riefly review Part I and then systematically resent e;am les of ways to integrate learning' faith' and ractice in ma2or areas of the curriculum( %hought 3uestions' suggested e;ternal reading' s ecial assignment' and selected rinci les of instruction that others have found useful in IL/P are used throughout the unit( %o get the most from this study' answer the 3uestions' do the e;tra reading and the assignments' and lan ways to use the selected rinci les of instruction to integrating learning' faith' and ractice with your students( We ray that every teacher who com letes this unit will do so not 2ust to fulfill a re3uirement' #ut to #ecome a #etter

gos el teacher as well( 8rgent Needs and Critical Issues

%eachers Led #y the S irit

$re you one of God's teachersF Ins iration tells us' )the Lord will acce t as teachers only those who will #e gos el teachers) C/undamentals of Christian 0ducation' (<7>D' and we can meet this challenge as God grants us wisdom and hel ( We are offered the following assurance, )If any of you falls short in wisdom' he should ask God for it and it will #e given him' for God is a generous giver who neither refuses nor re roaches anyone) C4ames 6,<' N(0(BD(G

Christian teachers should hel their students to understand this romise and should challenge them to ut it into ractice( If we studied together in a seminar how to integrate learning' faith' and ractice' we would #egin #y raying for the 1oly S irit to aid us in understanding 1is Word and in ro erly a lying what we studied( Such an a roach creates an atmos here for success( Before you read farther' you may wish to ask God for s ecial hel and wisdom to integrate Christian faith and ractice into learning(

/or a school to #ecome infused #y God's S irit so there will #e a com lete integration of learning' faith' and ractice re3uires teachers who ut s iritual riorities first and are sensitive to the leading of the 1oly S irit( $ salient e;am le of what ha ens when a faculty reverses riorities occurred at our first $dventist college( $ genuine revival came to the cam us of old Battle Creek College( %he teachers' reoccu ied with academic rigor' insisted' )We've got to get #ack to the #ooks' #ack to our lesson lans( We have too many units to cover #efore the end of the year, we 2ust can't afford this interru tion() !rs( White wrote one of her strongest testimonies a#out this attitude( In contem orary terms' her message was, )%he 1oly S irit aid you the highest honor #y coming to your cam us( "ou could have throttled #ack and ha ily turned that time over to let 1im do 1is work( But you were so concerned that the students would get carried away' that they never that a chance to get on #oardH) She considered it one of the darkest cha ters of Battle Creek College( %he faculty were so secular in their riorities that they had forgotten to make first things first(

IIIIIII

G Bi#le te;ts in this article marked N(0(B( are from %he New 0nglish Bi#le( J %he *elegates of the &;ford 8niversity Press and the Syndics of the Cam#ridge 8niversity Press 6@=6' 6@>A( +e rinted #y ermission(

%he Source !akes a *ifference

$ fifth-grade teacher was hired #y a school that lacked the Bi#le study hel s currently availa#le( %he only reference works this teacher had were the Bi#le and Patriarchs and Pro hets( So' daily' he took his students through the cha ters of the &ld %estament' with com lementary reading from Patriarchs and Pro hets( 5igorous discussions arose as they read aloud together( %hese discussions led to the students writing one- age thought a ers for the teacher' some of which were shared with the class( %he discussions continued outside school hours as well--on the #us and in their homes( $t one of the school #oard meetings the #us driver said' )I can't figure it out( I have #een driving a #us here for eleven years( %his year these students instead of the usual 2oking and horsing around' are talking and de#ating a#out matters #rought u in their Bi#le class( %hey even talk with me a#out it( What in the world is going on hereF)

$ doctor' whose daughter was in this class' res onded' )"ou know' I've #een on a different side of the situation' and I too have #een wondering( I have o#served a dramatic transformation in my 66-year old daughter' who has suddenly #een 'turned on' to s iritual things and is #eginning to see life in its larger significance( I have concluded it's #ecause she's involved in ins ired literature()

When young eo le study the Bi#le' they lug into the creative energy that called the worlds into e;istence( %hat Word #egets ower and im arts life Csee 0ducation' (67=D( It has a dynamic' transforming' refining' and enno#ling influence(

0llen White never intended that the Bi#le should #e 2ust another su#2ect in the curriculum( It was to redominate and infuse all other su#2ects( $ ma2or issue in Christian education today is whether the Bi#le is the integrating core or 2ust one more li#eral-arts offering Cour version of moral hiloso hy in the )humanities) carried over from the

medieval universityD( Is the Bi#le sim ly laced alongside 0nglish' math' science' social studies' and vocational and fine arts in the general studies ackageF

Wisdom from God

%he 1oly Scri tures are the erfect standard of truth' and as such should #e given the highest lace in education( II 0ducation' ( 6>(

It is the word of God alone that gives to us an authentic account of the creation of our world( %his word is to #e the chief study in our schools( II /undamentals of Christian 0ducation( P( <9=(

%he word is the great lesson #ook for the students in our schools( II I#id(' ( 9@A(

%he word of God should have a lace--the first lace--in every system of education( $s an educating ower' it is of more value than the writings of al the hiloso hers of all ages( KI#id(' ( <:7(

%he youth are in need of educators who will kee the rinci les of the word of God ever #efore them( If teachers will make Bi#le rece ts their te;t#ook' they will have greater influence over the youth( %hey will #e learners' having a living connection with God( K Counsels to Parents' %eachers' and Students' ( :9A( CItalics su liedD(

%here must #e schools esta#lished u on the rinci les' and controlled #y the rece t' of God's word( $nother s irit must #e in our schools' to animate and sanctify every #ranch of education(((( We may see the S irit of the Lord diffused as in the schools of the ro hets' and every o#2ect artake of a divine consecration( Science will then #e' as she was to *aniel' the handmaid of religionE and every effort' from fist to last' will tend to the salvation of man' soul' #ody' and s irit' and the glory of God through Christ( K /undamentals of Christian 0ducation' ( @@( CItalics su lied(D See also age <6=(

%he natural and the s iritual are to #e com#ined in the studies in our schools( KI#id(' ( 9><(

Christ is the greatest %eacher this world ever knew' and it is not the leasure of the Lord 4esus that the su#2ects of 1is kingdom' for whom 1e died' shall #e educated in such a way that they will #e led to lace the wisdom of men in the forefront' and delegate to the wisdom of God' as revealed in 1is holy word' a lace in the rear( KI#id(' ( 97?(

4esus and 1is love should #e interwoven with all the education given' as the very #est knowledge the students can have ( ( (( Bring the Prince of life into every lan' every organiLation( "ou cannot have too much of 4esus or of Scri ture history in your school( K %estimonies' vol( <' ( <?>(

%he teacher who has a right understanding of the work of true education' will not think it sufficient now and then to make casual reference to Christ( With his own heart warm with the love of God' he will constantly u lift the !an of Calvary( 1is own soul im#ued with the S irit of God' he will seek to fasten the attention of the students u on the attern' Christ 4esus' the Chiefest among ten thousand' the &ne altogether lovely(-/undamentals of Christian 0ducation' ( <7?( !aking the Bi#le the %e;t#ook for 0ach Course

&ne message ersists as an unmistaka#le theme in the 0llen White writings on Christian education, /ocus on essentials for the #uilding of strong Christian character and the roduction of com etent evangels Clay and rofessionalD for the finishing of God's work on earth--and #e sure that the whole rocess is well grounded in the Word of God(

0llen White often s eaks a#out the use of the Bi#le as the chief source of study in our schools( %he conte;t of these revalent statements clearly indicates that !rs( White means the Bi#le to #e the controlling influence of the school' through all the educational e; eriences of the student( %his does not mean' however' that the Bi#le is to #e the only te;t#ook ever used( Nowhere in the Ins ired Writings have the authors discovered a mandate for such a narrow view of curricular sources in $dventist education( %he Bi#le is not declared to #e the sole reference te;t for chemistry' for com uter rogramming' or whatever( Wherever ossi#le' the underlying Bi#lical rinci les are to #e highlighted and connections with ultimate s iritual realities made( $llusions to and illustrations from Scri ture indicate that the teacher--#oth in and out of the classroom--has acce ted the Bi#le as his ersonal guide( %he sincere and rudent em loyment of Bi#lical referencing in a teacher's rofessional and ersonal life can #e a dynamic and credi#le statement to students a#out a teacher's ersonal commitment( %his com#ination illustrates the hidden

curriculum of the school( %his natural a lication of the Bi#le gives a faculty great influence and ower with students' and constitutes the real ur ose of Christian education( %he Bi#le as a Source for Instruction and Curriculum

%he Bi#le has much to say that should affect #oth what we should teach CcurriculumD and how we should teach CinstructionD( %his section #riefly illustrates some assages of Scri ture that contain information a#out how or what we should teach as well as how to make an assignment(

/ollowing are a few scri tural conce ts that have im lications concerning what should #e taught,

6( $ ly knowledge and rinci les to evaluate and distinguish what is good( )But test everything, hold fast what is good) C6 %hess( <,76D' +(S(5(D( )By all means use your 2udgment' and hold on to whatever is good) CPhilli sD( M )%ry hard to show yourself worthy of God's a roval' as a la#orer who need not #e ashamed' driving a straight furrow' in your roclamation of the truth) C7 %im( 7,6<' N(0(B(D(

7( *evelo no#le thought( )/inally' #rethren' whatever is true' whatever is honora#le' whatever is 2ust' whatever is ure' whatever is lovely' whatever is gracious' if there is any e;cellence' if there is anything worthy of raise' think a#out these things) CPhi( :,?' +(S(5(D(

9( *evelo good work ha#its( )Whatsoever thy hand findeth to do' do it with thy might) C0ccl( @,6AD(

:( 8nderstand and maintain rinci les that lead to good health( )*o you not know that your #ody is a tem le of the 1oly S irit within you' which you have from GodF "ou are not your own, you were #ought with a rice( So glorify God in your #ody) C6 Cor( =,6@' 7A' +(S(5(D( )So' whether you eat or drink' or whatever you do' do all to the glory of God) Ccha ( 6A,96D' +(S(5(D(

<( $ ly Christian understanding to living victoriously( CSee !atthew < and =' +omans > and ?' and the #ook of 4ames(D

=( Share the knowledge of God with others( )Be always ready with your defense whenever you are called to account for the ho e that is in you) C6 Peter 9,6<' N0(B(D(

>( *emonstrate love for others' as well as for oneself' #ased on an understanding of God's love C!att( 7<,96-:=D(

?(

*evelo one's a#ilities to the ma;imum otential( CSee !att( 7<,6:-7AD(

/ollowing are some illustrations from Scri ture that suggest methods of teaching,

6( *raw lessons from stories and illustrations as Christ did in 1is teaching( C/or scri tural reference' study a num#er of Christ's ara#les(D

7( %each on a one-to-one #asis( C/or e;am le' see the stories of Nicodemus and Bacchaeus(D

9( Be sensitive and alert to the s ecial needs of individuals( C+ead the story of the widow who touched Christ's garment' and stories of how 1e related to children(D

:( 0ncourage students to work together( Christ sent 1is disci les out tow #y tow Csee !ark =,>D( $ study of the 2ourneys of Paul and other a ostles usually shows they worked in grou s of twos or more(

<( 8se audio-visual techni3ues( C+ead a#out the ta#ernacle in the wilderness' 4eremiah #reaking new 2ars' and 0Lekiel lying on his side(D

Confrontation at Conservative Christian College' 8(S($(

$s you know' there is considera#le de#ate today in Christian education( !uch of that de#ate is within the laity' some of whom are concerned that Christian education er se doesn't really e;ist( %here is a grou who feel that the church school system has actually #een mas3uerading' that what is called Christian education is' in reality' only a good secular education with ecclesiastical window dressing--with tacked-on worshi s' tackedon Bi#le classes' tacked-on cha els' revival weeks and weekend services( %he lay mem#ers feel that essentially Christian education is 2ust a good rivateN u#lic schooling with religious modifications( Critics charge that all su#2ects are taught 2ust as they would #e in any good u#lic school' e;ce t that in the Christian school you have )the good guys u front) and may#e a more select student grou ( %hey maintain that church schools are 2ust roviding a good rivate education in a religious environment--that it's the social im act of the religious climate Ceveryone is ChristianD that makes all the difference( !any laymen--and a new grou of rofessionals in churches of all denominations--are #eginning to raise the 3uestion( )Is this enoughF)

IIIIIII

MBi#le te;ts in this article credited to Philli s are from 4( B( Philli s, %he New %estament in !odern 0nglish( +evised 0dition( J 4( B( Philli s 6@<?' 6@=A' 6@>7( 8sed #y ermission of !acmillan Pu#lishing Co(' Inc(

$ enetrating article in a recent issue of Christianity %oday discussed the ro#lem under the title' )"ou Can't $lways %ell a School #y Its La#el() %ake the case of )Conservative College' 8(S($() C$ctual name withheldD( %his is a small !idwestern' Christian li#eralarts college that' e;ce t for its theology' could easily #e an $dventist school--every conservative in its Christian standards and cam us life style( %he teaching of Bi#le is mandated in the core curriculum Ccom rising a#out 6A ercent of the total credits re3uired for graduation' a#out the same as for other li#eral-arts Christian schoolsD(

&ne s ring the de artments were giving the 8ndergraduate +ecord 0;am and the Graduate +ecord 0;am to find out how well their students were doing after si;teen years

of education' and to see whether the seniors were ready for graduate school and what their strengths and weaknesses were( Since the Bi#le de artment never artici ates in such national e;aminations' the faculty thought' Could we not devise a test to find out whether our seniors really have mastered the great ideas in the Bi#leF %hey develo ed a very sim le test consisting of one or two 3uestions' and gave it to their student theologians--the young men who were in the reseminary curriculum--as well as to their seniors who were not ma2oring in Bi#le(

%he 3uestion for the em#ryo reachers was, )8sing your Bi#le' indicate how you would lead a erson to 4esus Christ() %he 3uestion they gave to the general student grou was, )8sing your Bi#le' identify and document the great themes of the gos el() %he Bi#le faculty e; ected that anyone who had s ent si;teen years in a Christian school should #e well a#le to handle either 3uestion( %he results of the test were a confrontation with reality when the faculty discovered that #oth grou s of students had random #its and ieces of information from the Bi#le' and could given many roof te;ts and recite religious catch hrases that they had #een given( %hey could also 3uote Bonhoeffer' Barth' and Bu#er and some of the other great theologians( But when it came to the great conce ts of the gos el and how to use the Bi#le to witness--when it came to #eing owerful in the Word of God and in knowing how to use it as their sword--they were strangely silent(

%hese test results created an awful moment of truth for the whole faculty' not 2ust the Bi#le de artment( %heir students were #eing tested on the raison d'Otre of the institution( 8nderstanda#ly' the faculty searched their souls' asking' )What has #een ha ening in our schoolF Why has there not #een the understanding and ersonal a lication of Bi#le conce ts that we assumed would take lace in our students()

It was an agoniLing moment of truth for the faculty( %hey finally concluded that something was seculariLing their young eo le during the rocess of getting a Christian education( %he faculty first e;amined the curriculum and then turned their attention to their teaching methods( $nd they found the ro#lem, Bi#le was #eing taught only in the Bi#le de artment' and that' they realiLed' was not enough( %heir students were neither getting a Christian worldview nor learning how to )think Christian() %hey concluded that their cam us was s lit--divided #etween the sacred and secular--and their students were getting a distorted view of reality( %hese students were #eing s iritually undermined right in their classes( $fter much study and rayer' the teachers' as a grou ' etitioned the dean to re3uire that every sylla#us show how' in any given course' the Bi#le could #e consistently utiliLed to resent a Christian worldview( 0ach sylla#us had to detail how the su#2ect would #e used to discover' understand' and glorify God( !oreover' the faculty added a new com onent in the checklist for the annual rofessional evaluation, they

authoriLed the administration to evaluate their effectiveness as Christian teachers in that larger s iritual framework(

$ recent letter from the dean of that college credits this e; erience as a turning oint in the history of the institution--the year the faculty #ecame truly committed to making the school a faith-nurturing esta#lishment' a roducer of Christian evangels rather than 2ust res ecta#ly well-educated rofessionals for society in general( !any other evangelical schools noted the e isode with more than casual interest' for the ro#lem was familiar to them as well(

1owever' many of these schools are still asking themselves' )*o we have the kind of vision and singleness of ur ose to attem t such a cam us-side reorientation and turnaroundF *o we #elieve in the ower of the Word dee ly enough to #uild on it and to let it do its work with our studentsF What is to #e our curricular seed#ed, the Book' or the 'great #ooks'F)

&#viously this issue e;ists not 2ust at the college level( %he seculariLation ro#lem is at every level in Christian education, elementary' secondary' and graduate school' regardless of denominational s onsorshi ( %his instructional unit will e;amine the ro#lem of seculariLation closely and show how each teacher in the school can function as a Bi#le teacher( Indoctrination $#out Indoctrination

1ave you #een indoctrinated into #elieving it is wrong to indoctrinate--that you should 2ust resent the facts in an un#iased way and not attem t to influence the youth in their choicesF *o you #elieve that man's rational mind' unaided' will make the right choice for himF If you answer affirmatively' you are a roduct of the secular humanistic a roach to learning( What ty e of government does man's reason lead toF 0;amine closely the rule#y-reason de#acle during the /rench +evolution Cthe +eign of %errorD' the genocides of NaLi Germany' the ogroms of Communism' and the slaughters in Indochina( We have a mandate from the Bi#le to indoctrinate in the right manner Cnaturally Bi#lical indoctrination does not include #rainwashing' coercion' or violenceD( Christian indoctrination laces a high value on critical thinking( )%est everythingE hold fast what is good) C6 %hess( <,76' +(S(5(D( It oints eo le to God and 1is Book as a source of wisdom(

Putting religious sni ets and ictures on the #ulletin #oard in your classroom is a art of the total religious environment( But what ha ens after the #ell rings is vastly more im ortant( %he 3uestion is' *o you divide your classtime' saying' in essence' )%he first five minutes we will have religious devotions and the ne;t forty minutes we will study this su#2ect 2ust as it would #e studied in any secular school)F %hat's a time #arrier( It doesn't make much difference how religious the ritual' if' when it is over' the class is thoroughly secular' naturalistic' or humanistic for the remaining time( "ou have affected a dichotomy, a se aration #etween learning' faith and ractice( We must recogniLe that a good environment--even with )the good guys u front)--is not enough( When some young eo le graduate from a Christian academy and go to a State college' they find to their sur rise that their favorite rofessor is a full-#lown agnostic or atheist who is gracious' kind' loving' hel ful' and altogether su ortive( $nd the Christian young erson' in confusion' says' )I always thought that only Christians ossessed these 'fruits of the s irit(' )Perha s many of the eo le from his years in Christian schools were tense and unha y' always finding fault' and disci lining him in a negative way( What a crisis this sets u in later life when )the good guys u front) turn out to #e atheists or agnostics who are more ersona#le and understanding than were his Christian teachers( /or a young erson' this can #e a devastating revelation( It is not enough for Christian teachers to #e 2ust )the good guys u front') saying their Christian witness for outside the classroom( In order to make the school truly Christian' a dee ly s iritual atmos here must ervade every as ect of the student's school e; erience( Sometime in the future' our students will assess our total im act as Christian teachers( 1ow will we fare when that memory test comes to themF

In Part II we will #e talking a#out futurism as a curricular themes in S*$ education' in view of the ordeal facing Christians who are o#edient to Christ through the great time of trou#le 2ust ahead( In that awful hour' how tragic will #e the fate of false she herds-including teachers--who have #etrayed sacred trusts( /or the Christian teacher' this is a so#ering thought(

What Is IL/P and What !akes It WorkF

Surely the Bile must #e the rimary source for our initial understanding of the integration of learning' faith' and ractice( )%he unfolding of thy words gives light) CPs( 66@,69A' +(S(5(D(

8nfortunately' the commonly used hrase )the integration of faith and learning) can lead some to focus on the integration of s iritual knowledge with secular knowledge'

neglecting the added dimension that ractice su

lies(

%his hrase' %he Integration of Learning' /aith' and Practice' has a scri tural #ase in +omans 6A,6> and 4ames 7,7=( +omans 6A,6> states, )We conclude that faith is awakened #y the message' and the message that awakens it comes through the word of Christ) CN(0(B(D( 4ames 7,7= indicates, )$s the #ody is dead when there is no #reath left in it' so faith divorced from deeds is lifeless as a cor se) CN(0(B(D(

5isually' this can #e summariLed as follows,

%he im ortance of the relation of faith or #elief to action is often overlooked' with the result that our instruction a#out Christian living #ecomes ivory-tower theory( %he relationshi #etween learning' faith' and ractice is consistent with the ta;onomy of the affective domain CPrathwohl' 6@=?D develo ed as a result of studying the ways eo le ac3uire #eliefs and values( %he five levels of the affective domain are,

6(

+eceiving

7(

+es onding

9(

5aluing

:(

&rganiLing

<(

CharacteriLation of a value or a value com le; through living(

$n analysis of these five levels shows the first ac3uiring' to corres ond to the scri tural conce t of the message( %he middle three' res onding' valuing' and organiLing' relate to the scri tural conce t of develo ing #elief or faith' while the fifth' characteriLation' corres onds to the transformation of the #elief CfaithD into action CworksD(

We cannot sim ly give a message Cste 6' roviding the message so it can #e receivedD and e; ect that it will #e automatically transformed into ractice( %he devil #elieves and trem#les C4ames 7,6@D' #ut does not live a Christian life( %eaching values in such a way that they will most likely #e transformed into a life style re3uires the use of ste s 7' 9' and :(

Ste 7 indicates that o ortunity must #e given each individual to res ond to the message' such as through a discussion( %hrough this rocess of clarification the meaning of the message #ecomes clearer' and the individual laces a value Cste 9D u on the message' either #y re2ecting or #y acce ting it( If he acce ts the message' he may re3uire further interaction with others to hel him determine how the new value relates to those reviously held( /inally' the acce tance of the new value results in read2usting' or even re2ecting' old values so that the new values #ecome a art of his total value system Cste :D(

Ste <' the transformation of the value into a life style' still remains( While the conviction that #rings this transformation is the work of the 1oly S irit C4ohn 6=,>-69D' the erson must #e rovided with o ortunity to demonstrate this transformation in Christian actions(

5alues are often incom letely understood until they are racticed( %his makes it im ortant to find ways for students to ut Christian values to work in the school setting( /ailure to do this can result in a curriculum that is teaching only theoretical Christian #eliefs( 8ntil essential values are #etter understood through ractice' the Christian will find it difficult to develo a more com lete set of Christian #eliefs and resulting life style(

%rying to hel students develo Christian values without roviding o ortunity for them to ractice these values can #e com ared to a erson alone on a desert island who takes a corres ondence course on love( %he theory may #e effectively resented' #ut until he has the o ortunity to a ly the message a#out love to his relationshi with others' he can never fully understand the conce t(

$nother analogy of teaching values without o ortunities for ractice is teaching a swimming course' using a te;t#ook with written theory and ictures of the strokes and having students discuss and demonstrate the strokes on the side of the ool #ut never

getting into the water( %hen' for the final e;amination' these students who have never #een in the water are re3uired to 2um into the dee end of the ool and swim to the o osite end( %hose who succeed ass the courseE the remainders drown(

%hese analogies hel us to understand #etter the conce t of develo ing Christian character and the te;t found in 4ames 7,7=' )/aith divorced from deeds is lifeless as a cor se) CN(0(B(D( /or Christian schools and educators to #e truly successful' lans must #e made for all as ects of the integration of learning' faith' and ractice(

%he Bi#le !essage, the Source of Christian Belief

$n analysis of how to a ly instructional rinci les to Christian education is limited until essential #eliefs are identified(

/or the Christian' the ultimate e; ression of #eliefs and ractices Cthe messageD is found in the teaching and life of 4esus Christ as descri#ed in the Bi#le( In this conte;t we are going to e;amine five #eliefs #ecause of their im ortance to what and how we teach( %hese five #eliefs are that,

6(

%here is a conflict #etween Christ and Satan' #etween good and evil(

7(

%here is redeeming ower through Christ(

9(

God's commandments are #ased u on love(

:(

Christian living is ositive(

<(

We have a commission to s read the good news(

Leading 3uestions and illustrations will #e given to stimulate your thinking a#out ways of

integrating these #eliefs into the classroom(

Conflict #etween Christ and Satan( %he conflict #etween Christ and Satan is gra hically illustrated in the tem tations of Christ in the wilderness C!att( :,6-66D( %he s ecific nature of the great controversy #ecomes a central focus when Satan offers to give Christ everything in this world if 1e will #ut #ow down to recogniLe him( In each of the tem tations' Christ uses Scri ture to overcome Satan successfully(

!any issues related to the great controversy should affect almost every area of a Christian curriculum( *evelo conce ts a#out the great controversy that should #e included in your classes(

Classes in world history consider events from the time of Ba#ylon to the resent( In these classes students usually study individuals who molded the modern world #y their teachings or actions( $mong these are, Socrates' Genghis Phan' Na oleon' $le;ander the %reat' 1itler' !ar; and Lenin' !ilton' +ousseau' 5oltaire' Pant' *ewey' and *arwin( Who had the greatest im act on historyF *o these classes study 4esus Christ' 1is teachings' and 1is im act on historyF +ecently this 3uestion was asked of a num#er of ersons who graduated from Christian academies and colleges( Less than one in five who had taken a world history class studied seriously the historical influence of 4esus Christ(

Christian teachers should' with their students' consider ethical issues related to the great controversy( Is the golden rule ractical in #usinessF What are the results of selfishness in terms of ollutionF Is there such a thing as an unreasona#le rofitF What are the im lications of genetic )engineering)F Should we li3uidate the retarded so they won't re roduce' as was done in NaLi GermanyF 0very Christian school should #e encouraging students to e;amine these 3uestions( Christian education seeks hel from divine revelation in finding answers to these 3uestions(

+edem tion is a free gift from God( !any young eo le are overwhelmed #y what they #elieve to #e God's re3uirements for Christians--the standard seems unattaina#le( &f course' without God's hel ' this is true( 1ow often do you talk with your students a#out the gift of redem tion and the role God's S irit lays in hel ing us #e successful ChristiansF $re you thinking nowF Well' that's fine for Bi#le lass' #ut how does this relate to my articular disci lineF %eachers must remem#er that there is not only a s oken message #ut also a living message(

$ teacher's life can communicate the ho e to #e found through the gift of 4esus Christ and the ower of 1is S irit( 1e can witness to students a#out the ersonal victories he has gained as a result of raying for and receiving the ower of God's S irit in his life( Witnessing encom asses more than what ha ens in front of the classE it also involves situations in the teacher's office and home' on cam us' and on the #all field(

%he conce ts of redem tion through Christ' and the availa#le ower to overcome evil through God's S irit are clearly resented in the Gos els and in the writings of Paul Ce(g(' 4ohn 9,6=E 0 h( 7,?-6AD(

Christians sometimes fail to understand that a successful Christian life is achieved only through asking and receiving God's ower to overcome evil( Paul' at a high oint in his Christian e; erience' recogniLed the infinite distance #etween his #est efforts and the demands of God's holy law( In +omans >,7: and 7<' he wrote,

!isera#le creature that I am' who is there to rescue me out of this #ody doomed to deathF God alone' through 4esus Christ our LordH In a word the' I myself' su#2ect to God's law as a rational #eing' am yet' in my uns iritual nature' a slave to the law of sin CN(0(B(D(

$fter recogniLing that man is hel less on his own to overcome sin' Paul goes on to assure us that receiving God's S irit can lead to a victorious Christian life Ccha ( ?,@-66D(

Can a teacher consciously lan to have this message of assurance in Christ ermeate his or her teachingF %his message of assurance needs to #e resented in many ways' #oth in a teacher's life and in his teaching(

1as the humanistic idea that man must make it on his own contri#uted to a teacher's saying' )*on't hel 4ohnny( 1e must get it on his own)F Such an attitude not only reinforces the idea of man's individual sufficiency #ut often revent 4ohnny from getting

the hel he needs' and kee s other students from e; eriencing the 2oy of hel ing their eers(

Positive living( 0verything that Christ asks of a Christian results in his ultimate well #eing' and conse3uently' a ha ier life( %he Christian life is u lifting and ositive( Christ indicated( )'I have come that men may have life' and may have it in all its fullness') C4ohn 6A,6A' N(0(B(D( %his teaching is e;tremely im ortant #ecause Christians often a roach their religion in terms of what they don't do( In reality' it is the many things that Christians do that make them ha ier and that should #e stressed in Christian education( It is im ortant to re lace evil with good' as illustrated in Christ's ara#le of the man cleansed of an unclean s irit CLuke 66, 7:-7=D(

$s teachers' we must convey e;citement concerning the a#undant Christian life when we teach a#out, the Christian familyE good food and healthful livingE rovidential guidanceE wholesome recreationE the 2oy of serviceE en2oying the design and #eauty of God's creationE Christian fellowshi E the Sa##ath restE eace of mindE self-worthE a clear conscienceE faith in God's romisesE en2oying u lifting art' music' and literatureE creating or erforming art' music' or literature for Gods gloryE and victorious living through Christ(

God's commandments of love( %he #est summary of Christian #elief that leads to ositive living is Christian's )new) commandments to,)

)'Love the Lord your God with all your heart' with all your soul' with all your mind'' %hat is the greatest commandment( It comes first( %he second is like it, 'Love your neigh#our as yourself(' 0verything in the Law and the ro hets hangs on these two commandments) C!att( 77,9>-:A( N(0(B(D(

Christian education and character develo ment center u on this ideal( %o love God is to love 1is character of love( %o love one's neigh#or as oneself im lies' first of all' a ro riate self-love' including an understanding of and res ect for oneself( In that conte;t' love for one's neigh#or #ecomes truly meaningful( %hese commandments also hel the student understand the worth of every individual' showing how every erson is his neigh#or( %he ur ose of Christian education is to rovide knowledge within the

conte;t of a value system #ased u on love( Christian teachers should #e e; erts in loving eo le Ces ecially studentsD(

%he effect of God's law of love in the Christian life is illustrated in the story of the good Samaritan CLuke 6A,7<-9>D' and again in the 2udgment scene' where Christ indicates, )'I assure you that whatever you did for the hum#lest of my #rothers you did for me(') C!att( 7<,:A' Philli sD( %o the Christian motivated #y love' education is a re aration for service' as well as for eternal life(

Let's share the good newsH When an individual finds something that is really great' the first thing that he does is to share what he has found with those he loves( If the gos el #rings the Christian the ha iest and #est way of living and he loves his fellow man' surely he will want to share it with all the world( When #orn-again Christians share the good new' their s oken and living messages com#ine to witness with consistency and e;citement(

%ransforming the !essage Into /aith

We cannot assume that 2ust #ecause the message is resented' it will automatically #e transferred into faith and' further' that faith will #e transformed into a ractice( %his section considers some of the ways to hel transform the message into faith( When a erson first hears a message' it is often unclear( Interactive discussion with others can assist the clarification rocess( In order for interaction to #e effective' a erson must hear the same gos el from the s oken word as he erceives in the lives of the Christians with whom he interacts(

5alues clarification, a mi;ed #ag( Something should #e said at this oint a#out values clarification and its relationshi to IL/P( %he integration of learning' faith' and ractice is foundational to Christian education and involves much more than values clarification( %he integration of learning' faith' and ractice has #een a #asic hiloso hic conce t since the early #eginnings of our church' as evidenced #y many S irit of Pro hecy references( $ warning should #e sounded a#out values clarification, !ost of the values clarification e;tant today is #ased on humanistic relativism' which assets that values come from within eo le and that values are ragmatically derived from within society( %he foundation of values clarification is e;istential hiloso hy( Its remise is on the humanistic conviction that man is the measure of all things( %his hiloso hy assumes that man can rationally determine what is #est for him' and' given enough time' his #asic

goodness will see him through( It im lies that man is erfecti#le through education( +eally now' if that is true' who needs the Bi#leF &r GodF %he values clarification that emerges from )I think) or )I feel) is vastly different from values clarification that emerges from a )%hus saith the Lord()

Sometimes Christian teachers talk a#out values clarification as if they can #orrow the rocedures the secularists and humanists em loy and use them )as is) in Christian education to hel our youth find themselves( %his rocess is #ased on the assum tion that all values are relative' that they change from age to age' with each society and culture having its own values( In essence this hiloso hy im lies that there are not moral a#solutes( $lthough Seventh-day $dventist educators are indeed involved in values clarification ours is from a distinctly Christian oint of view( "oung eo le must #e taught to #ring every su#2ect u to the conscious level and e;amine its assum tions and su#terranean resu ositions' deciding either )%hat's not Christian) or )%hat is Christian() %hey must learn to e;tract the religious im lications of a given hiloso hy--to #e a#le to discuss the key issues and then act on their Christian convictions( Seventhday $dventist teachers are dee ly involved in values clarification' #ut their involvement in it must #e #ased on Bi#lical revelation' not on internal discovery(

%he char #elow indicates the standard values-clarification a roach' with the s ecial ada tation Csee ste <D recommended to ada t it to Christian ur oses(

5alues Clarification for the S*$ 0ducator

6(

What is the underlying issue hereF

7(

What res onse o tions are o enF

9(

What are the conse3uences of each o tionF

:(

What values are re resented in these o tionsF

<(

Which of these values are Christian' checked against criteria of,

a(

1oly Scri tures

#(

0llen White's counsels

c(

&fficial church counsels Cwhen availa#leD

=(

Which value shall I riLe and act u onF

>(

Conclusion, & tion Q selected(

Classroom instruction can use to advantage the rinci le of moving from the concrete to the a#stract to hel #ridge the ga #etween the resentation of the message and the formation of #elief or faith(

!oving /rom the Concrete to the $#stract

It is usually #est to move from concrete e;am les and illustrations to generaliLations and a#stractions( If generaliLations are stated first' they should #e 3uickly followed #y concrete e;am les( Studies of human growth and learning indicate that in learning' children must first deal with concrete ideas and o#2ects( &nly as they #ecome more mature can they deal with formaliLed reasoning' generaliLation' and a#straction(

%he rinci le of moving from the concrete to the a#stract can #e used in any class or situation where a story or illustration is a ro riate( /or e;am le' instead of merely telling a story in Bi#le class' the teacher should encourage a lively discussion( %hus her students' rather than 2ust ac3uiring facts' can #egin to solidify their #eliefs a#out the rinci le illustrated(

%ransforming /aith into $ction

We now come to a critical transition( It is not enough for a erson to give sim ly ver#al assent to a value( %he final test is whether he #elieves it so much that he is willing to live it( While the ma2or motivation to live in accordance with Christian faith comes from the 1oly S irit' teachers can hel #y encouraging students to e; ress their faith in action( %eachers should artici ate with them in such witnessing activities( Christian schools and educators should #e alert to many o ortunities that are availa#le for students to ractice Christian living(

$n effective way of hel ing #egin this transition is for a teacher to use the rinci le of vicarious e; erience' allowing a erson to artici ate vicariously in others' ractice of Christian #eliefs( &ften this can initiate the rocess that leads a erson to ractice the #elief himself( )By #eholding we #ecome changed()--Christ's &#2ect Lessons' ( 9<<(

%eacher soften com lain a#out the difficulty of making instruction as e;citing as %5 rograms or the movies( 1owever' if one understands the attractions of the media' then he can sha e instruction' using the same rinci le that makes %5 and movies e;citing( %his rinci le can #e summariLed as follows,

%he rinci le of vicarious e; erience( When a erson sees' reads' or listens to characteriLations of human e; erience' he e; eriences' to a greater or lesser e;tent' the emotions related to those e; erience( 1e identifies with one or more of the characters and ersonally relates to the attitudes' #eliefs' and values ortrayed in the e; erience(

0ffective use of the rinci le of vicarious e; erience makes the teacher a skilled storyteller and often hel s his students ac3uire this a#ility as well( /or students with a history teacher who effectively uses this rinci le' the su#2ect #ecomes a se3uence of e;citing stories( Students not only learn a#out the historical events #ut also come to understand #etter the emotions' motives' and #eliefs of those who made history( In Christian schools' then' history #ecomes the drama of the great controversy(

Social studies classes thus #ecome involved in the a lication of laws' learning how law is used to rotect the innocent or convict the guilty( Students gain insight into where laws have #een effective' and where they have #een ineffective( &ften students can #e given academic credit for finding and resenting stories that illustrate a rinci le #eing considered(

%o meet Christian o#2ectives effectively' the illustrations must #e meaningful to the students and must resent u lifting e; eriences( Students who have ro#lems may #enefit from selecting stories of famous eo le who overcame similar ro#lems(

%his rinci le of vicarious e; erience can #e incor orated into almost any class where dramatiLation' the study of #iogra hies' or other stories a#out human e; erience are a ro riate( While it is es ecially effective in oetry' literature' music' and history' it can also #e used in science and mathematics through #iogra hies of individuals who made ma2or contri#utions to these files( %he selected #iogra hies of Christians can descri#e their feelings and emotions as they sought to understand God #etter' articularly during their conversion to Christ( +eading their #iogra hies makes it ossi#le for the student to e; erience the frustrations' the #reakthroughs' the elations' and the s iritual awareness of a Christian scientist as he seeks to understand God #etter through the study of science' and #rings to mind 0instein's famous line )God does not lay dice with the universe()

By reading a#out scientists whose research directed them to seek ways to hel mankind' the student can vicariously e; erience the 2oy of the researcher who discovers a new cure or vaccine that can #enefit the human race( %his is a way of vicariously e; eriencing the 2oy of Christian service(

In contrast' it is ossi#le to e; erience the remorse of an individual whose discovery later came to #e misused' to the detriment of mankind( $ well-known e;am le is *r( $lfred No#el' the develo er of nitroglycerin and dynamite( 1e was so consciencestricken over their destructive use that he set u a fund from the rofits of these items to romote the use of science for the #enefit of mankind Cthe No#el riLeD(

In a Bi#le class vicarious e; erience can occur when a student has an o ortunity to share a witnessing e; erience( %horough his testimony the class can vicariously e; erience #oth the difficulties and the 2oys of witnessing and share in the e;citement a new convert e; eriences( $lso' having students testify as to what Christ means to them may encourage others to take the same ste and commit their lives to Christ(

& en-ended stories can #e used to teach vicarious decision-making( In using this techni3ue the teacher resents a story or issue where some form of moral decision must

#e made( $t this oint' the students can #e asked to write an ending' indicating the ty e of decision they feel should #e made and why( Students can then resent their decisions' and the class can discuss what they consider the #est decision to #e(

Is there an inner-city mission near your schoolF Sometimes it is hel ful for students to take field tri s to see the results of sin and to o#serve the redeeming service of the mission in the lives of those who acce t God( %his e; erience can resent a stark contrast to the ty e of sin so many may have o#served in motion icture or %5' where sin is often ortrayed as glamorous and without conse3uences( %his e; erience may serve as an im etus for student involvement in inner-city work' such as conducting #ranch Sa##ath schools' Story 1ours' and tutoring rograms(

In the affective domain' vicarious e; erience can #e similar in its effect to analogous ractice in the cognitive domain( %o some e;tent' vicarious e; erience calls for the same thought rocesses and emotions the students would have if they were actually artici ating in that #ehavior( When Christ s oke of the relationshi #etween hate and murder' #etween 2ust and adultery' 1e #rought into focus the relationshi #etween one's thought and one' #ehavior( In other words' the rere3uisite to action is thought' which if often triggered #y attitudes' #eliefs' emotions' or feelings( %he dictum that we #ecome changed #y #eholding' and the admonition to think only on those things that are ositive' #eautiful' and virtuous' take on new meaning when vicarious e; erience is considered(

In summary, 0ffective use of the rinci le of vicarious e; erience means that the teacher will select illustrations with which the student can easily identify( $fter resenting the story' or having several students resent it' the teacher uses the story as a s ring#oard for discussing issues and values(

Live it--you'll like itH While vicarious e; erience can #e a owerful techni3ue to encourage eo le to #egin living a Christian life' it is not enough( Christian schools must rovide am le o ortunities for actual e; eriences of Christian service( /ollowing is an e;am le of a rogram develo ed #y Christian teachers and their students in one of our schools( %his rogram has had a rofound effect on the lives of many outside the school as well as on the students and faculty(

%his school develo ed a rogram where#y the ractice of Christian living has #een incor orated into its curriculum in a variety of ways' including a course on #eing a teacher's aide( In this course students from the seventh and eighth grades hel teachers

with younger students( %eachers have commented that this e; erience has hel ed students think a#out their e;am le to younger students and has hel ed them e; erience the 2oy of communicating what they have learned to others who need hel ( Positive changes have #een o#served in the attitude and a earance of some young eo le artici ating in this rogram(

&ne uni3ue and e;citing form of Christian e; erience resulting from this rogram is a class called Christian witnessing( $t first the class did not have a nameE it #egan when a few of the young eo le got together with one of the teachers and decided that they wanted to have a minicourse with the o#2ect of hel ing others( %he young eo le chose the name' develo ed the guidelines for the course' and erformed all the organiLing and record-kee ing activities(

When the course first met' there were only four students( %hey #egan #y doing various things for other eo le' including hel ing elderly neigh#ors( %hey also visited various individuals who needed encouragement( %hey develo ed a rule that state that they would not acce t any ay for their services( %he e;citement of these young eo le was contagiousE resulting in the class #ecoming so large it was difficult for all of them to go laces at one time( In a #rain storming session with their teacher' the students decided they would devote most of the class eriod to making and sending get-well cards' sym athy cards' or other cards of encouragement to individuals they felt might #enefit from such interest( %he class also decided they would raise all the money for the materials to make the cards and to #uy the stam s( %hey elected a secretary and a treasurer to kee track of the activities' and together they coo eratively structured the entire rogram(

Cards are sent to individuals whose names are taken from lists in news a ers' such as o#ituaries' hos ital admissions lists' or from stories a#out eo le who have had some unfortunate e; erience( $dditional names are rovided #y students and faculty(

%he work of this card ro2ect has #een organiLed on an assem#ly-line #asis with students assigned to artwork' addressing' fund raising' follow-u ' et cetera( %he Christian witnessing class has grown and so has their ro2ectE sometimes more than a hundred cards are sent in a single day' and during the most recent 3uarter Cat the time this article was writtenD' the class sent more than two thousand cards( In addition to this ro2ect' the class was also involved in a num#er of other Christian outreach activities(

Some students have taken this nine-week class as many as seven times' and it is not unusual for a student to take the class three or four times while he is in the seventh and eighth grades(

"ou may ask' )Well' what is the result of all thisF) %he teachers have o#served many ositive changes in these young eo le as they have #ecome more concerned a#out others( %eachers have noticed im roved handwriting and #etter 0nglish usage( %he class is now receiving from two to ten res onses a day from those who a reciate what is #eing done(

%he idea of minicourses such as Christian Witnessing stemmed from the concern of a seventh- and eighth-grade math teacher #ecause some of her students did not like mathematicsE conse3uently' she felt limited in ways she could relate to them while teaching only mathematics( She chose an informal course on macramR to #ecome more involved with her students( $ num#er of the girls #ecame very interested in macramR' and as they worked they #egan to talk a#out many things( Su#se3uently' the class siLe increased and included #oys( %hrough the hel of this teacher' many students #egan e; eriencing success in macramR that they had not had in mathematics( Because of the interaction with their teacher' they also #egan to work harder at achieving in math(

%his informal class led the teacher and her students to discuss how they could have more )fun) classes( 0ventually the curriculum was reorganiLed so that all the #asic classes--Bi#le' math' language arts' and social studies--were com leted #y noon( $fter lunch' students could choose from a variety of miniclasses' including various as ects of hysical education Cone of these classes had to #e taken three out of four 3uartersD' gardening' macramR' crocheting' knitting' rug making' 3uilt making' gourmet cooking' home re air' small-motor re air' #ell choirs' other ty es of music activities' hotogra hy' lum#ing' electricity' and Christian witnessing(

"oung eo le in this school have #ecome so interested in their classes that attendance ro#lems are almost none;istent( $s class mem#ers and teachers tell a#out needy eo le' students often volunteer to hel ( +ecently one rather flam#oyant young man rivately asked the teacher if' as art of his outside re3uirements' he might read to an old lady who was #ecoming #lind( %he teacher said that as this young man #egan s ending at least an hour a week reading to the woman from the +eview' the Bi#le' or the Sa##ath school lesson' he #egan to change in ositive ways( Later the young man discovered that he was s ending more time than he lanned( 1e indicated( )Well' since I'm 2ust on my way home and I will #e goofing off anywayQ She really a reciates my

coming()

We could write a #ook a#out the wonderful res onses these young eo le have received( !any of these res onses have entourage the students to #e continually aware of their Christian e;am le( &ne man who was waiting to have o en-heart surgery recorded a cassette with a #eautiful allegory descri#ing what it meant to him to have a card of encouragement( None of the students knew who had written the card' #ecause all cards are signed from )%he Christian Witnessing Class() When students first learned that the man was going to have an o en-heart surgery' they had rayer in many of their classes for him( Concern for his condition after the surgery was so great that the teacher had to limit hone calls to the hos ital(

Some of the students organiLed a fund to #uy a lant for the heart atient and drew names to see who would deliver it( When two young men delivered the lant' the man said' )I know who you areE you are from the Christian witnessing class()

+ecently the class heard from a man whose wife had 2ust died( %he card had #een an encouragement to him' and he asked whether some of the young eo le would lease write again( %hree of the young girls from one of the classes wrote to this man' who then sent a #eautiful res onse to each of them' indicating a desire to #ecome #etter ac3uainted with the young eo le(

Class mem#ers have #ecome involved in visiting or writing eo le with terminal illnesses( %he res onse of those individuals who died in Christ has given these young eo le an e; erience that most would never have had elsewhere( %hey have received letters indicating now im ortant it is to know that fellow Christians are caring and raying for someone in need(

%he a#ove e;am le of the s ecial curriculum develo ed in one school and the Christian witnessing class illustrates the conce t of a total involvement #y a school and its teachers in the integrating of learning' faith' and ractice( $lthough these teachers integrate a Christian message in their formal classes' they also interact with students' thus demonstrating ositive living messages( Interest has now s read from the seventh and eighth grades to the fifth and si;th grades( /aculty and students are studying how more grades can #ecome involved in this e;citing rogram( Who knows' this might work its way u into college level' too( %he rinci le is foundational, all students need ractice in their religious learningE college students could also #enefit from such e; erience(

Living !essages

When a message is transformed into Christian action' the result is a new' living message( %hus' we have com leted the cycle that #egan with the message' transforming it into faith and transforming that faith into Christian living( Little s oken doctrine may #e needed to transform a life if this doctrine is accom anied #y living e;am les and the ower of the 1oly S irit(

&ne summer while attending graduate school in $riLona' I took my little girl to a new Sa##ath school( I was shocked to see' with the kindergarten children a 9A-year-old man attem ting to sing the songs' do the finger lays' and take art in the rogram( !y first res onse was one of e;treme ity( 1owever' as I watched this man each week as he came with is aged mother' he a eared to #e one of the ha iest individuals I had ever seen( With his very limited voca#ulary he e; ressed his com lete love and trust for 4esus' who was going to do for him something he could not do for himself( 1e seemed to realiLe that he was not like other eo le' #ut that 4esus would eventually make this all right( $s the summer rogressed' I realiLed that as a result of the loving e;am le of his mother and other Christians' he had erceived a message( %his message' through the ower of the 1oly S irit' transformed him into a radiant e;am le of God's ower of love( +ather than itying this mongoloid man' I grew to admire his sim le faith( /or the many eo le what came in contact with him' he was a #eautiful living message of Christian love and faith( $s we study this e;am le' we see #oth the ower of the living message on those who associate with this mongoloid and the resulting ower of the message e; ressed through his transformed life(

8nfortunately' living messages can #e a ower for evil as well as for good( %his contrast and the awesome res onsi#ilities teachers and arents have to convey ositive living messages are #eautifully conveyed in the following oem,

Children Learn What %hey liveS

If a child lives with criticism' he learns to condemn(

If a child lives with hostility' he learns to fight(

If a child lives with ridicule' he learns to #e shy(

If a child lives with shame' he learns to feel guilty(

If a child lives with tolerance' he learns to #e atient(

If a child lives with encouragement' he learns confidence(

If a child lives with raise' he learns to a

reciate(

If a child lives with fairness' he learns 2ustice(

If a child lives with security' he learns to have faith(

If a child lives with a

roval' he learns to like himself(

If a child lives with acce tance and friendshi '

he learns to find love in the world(

%eachers rovide #oth s oken and living messages( Schools that are serious a#out involving the integration of learning' faith' and ractice in the curriculum must e;amine every as ect of their rogram' including their methods of teacher recruitment( %he authors are ac3uainted with a num#er of confederated Christian college in $merica that follow an interesting teacher recruitment rogram( %he ros ective teacher is first scouted #y the de artment( !em#ers or the de artment invite him to cam us for a grou interview' with this o ener, )We know you have your doctorate in TwhateverU and that you've successfully taught high school Tor 2unior collegeU( So we're not going to ask you

a#out your academic credentials( We've investigated all that( What we would like to know is' *o you know the LordF *o you feel you have a vi#rant Christian e; erienceF %ell us a#out your devotional life' your rayer life( 1ave you ever won a soul to ChristF What is your hilology of educationF *o you really see yourself' then' in a ro hetic' role' not merely a rofessional roleF We would like to know your teaching methods to hel accom lish the s iritual mission of our institution( 1ow will your su#2ect #e taught differently here than it would #e #y any u#lic school teacher at a State schoolF

)What do you do outside the classroom to make Christ magnetic and irresisti#ly attractive so young eo le want to acce t 1im into their livesF) Some teachers' we were informed' came in confidently' #ut had to end the interview( %hey 2ust weren't re ared for that line of in3uiry(

$ church schoolteacher was a#out to #egin his day's work when the conference resident une; ectedly dro ed in on him( %he children were still coming in as he walked in the door( %he adults had a 3uiet moment together' and then the resident 3uietly asked' )4im' what will you do today that could not #e done 2ust as well #y any good' committed u#lic school teacherF)

%he teacher re orted' )I was diLLy' stunned' I don't know how I got through that day( I was reeling from the im ort of that 3uestion( I #egan looking at all the things I had #een doing and I asked myself' Could I indeed #e re laced #y a good' committed u#lic school teacher who loves his su#2ect and who loves young eo leF %hat conference resident had asked me the most significant 3uestion ever directed to me as a Christian teacher( $s a result' I've made some real changes in my teaching()

$voiding !i;ed !essages

Since there can #e #oth s oken and living messages in the integration of learning' faith' and ractice' there is the ossi#ility that these messages will not #e the same( Surely inconsistency--and hy ocrisy--turns young eo le off more than anything else( Such inconsistencies occur not only #ecause of differences #etween the s oken and living message #ut also #ecause of inconsistencies within the instructional rocess( %hus teachers must lan instruction so that their messages instructional techni3ues are consistent( %o accom lish this' study should #e given to the relationshi #etween curriculum and instruction

%he integration of curriculum and instruction( It is im ossi#le to se arate curriculum Cwhat is taughtD and instruction Chow something is taughtD' for #y the way one teaches' something is taught( %hus the teacher's e;am le and method of instruction contri#ute or detract from the integration of learning' faith' and ractice(

Not long ago two ministerial students re ared to take a final test( &ne' feeling confused a#out one of the teacher's statements' asked the other student for hel ( %he student res onded' )1e was sort of vague on that' I'm not sure I understand either() %he teacher' overhearing what had ha ened' checked the articular 3uestion and found that the first student' indeed' did not com rehend the meaning( 1owever' the other student' as evidenced #y his test a er' understood erfectly( %he rofessor wondered what was ha ening and #egan to reflect on what he was doing( 1e finally realiLed that #ecause he was grading on the curve' he had esta#lished a learning environment that re3uired some students to do oorly in order for others to do well( Conse3uently' he was teaching his ministerial students' who should have #een learning to share and serve' to withhold information and not to #e hel ful( %his is 2ust one e;am le of how the methods teachers choose can teach values--in this case' negative ones(

In integrating learning' faith' and ractice' as in other crucial activity' failing to lan is' in effect' lanning to fail( In the IL/P no element can #e left to chance' es ecially ractice( %eachers cannot 2ust ho e that their students will have o ortunity to ut into ractice the Christian insights gainedE they must actually lan and rogram the whole learning se3uence to involve ractice( So' if the teacher is really serious a#out this' surely the Bi#le class a#ove all others deserves an accom anying lanned la#oratory(

%he rinci le of instructional consistency( %he terminal #ehavior descri#ed in the instructional o#2ective' the #ehavior for which instructional cues are rovided Cthrough #oth s oken and living messageD' and the #ehavior evaluated must all #e the same #ehaviorH

5iolation of the rinci le of instructional consistency results in frustration and decreased learning and is viewed #y many students as a form of hy ocrisy' es ecially when teachers are dealing with s iritual values( When we say our class or school o#2ectives include the develo ment of certain moral or s iritual #ehavior #ut we fail to rovide instruction or ractice in these areas' what does this say a#out our )hidden curriculum)F *o we thus im ly to our students that we really don't mean what we say a#out Christian develo mentF *o we im ly that we lack the courage to ste out in this long-neglected

as ect of true education' or that we really don't know how to accom lish this o#2ectiveF Whichever' this sort of dichotomy is erceived #y thinking students as a form of hy ocrisy(

Wra -8

Let's e;amine what may #e some criticisms of the integration of learning' faith' and ractice( Some may feel that the moment religion is ermitted to #ecome integrated with learning' learning is diminished so that it has lost its toughness and its integrity and no longer constitutes a good' solid education( &n the #asis of that kind of thinking' some Christian teachers honestly #elieve that they must teach religion and other su#2ects se arately in order to kee learning )res ecta#le() %he sim le hiloso hic re#uttal says no su#2ect is insignificant or value-neutral( %he only significance anything has is its ultimate significance( &ur Christian view of reality defines that ultimate significance as an eternal one' for we see education as a re aration for the ne;t life( Conse3uently' all ultimate 3uestions #ecome religious 3uestions( Instead of the meaning su#2ects matter #y introducing the religious dimension--making the connections #etween the seen and the unseen--teachers actually elevate the disci line to its highest level of significance( Confidence in that truism is a mark of the Christian teacher(

IL/P, Inventory for the Christian %eacher

6( +ealiLing that my students will within five or ten years ro#a#ly forget @< ercent of what I have #een trying to teach them' have I conce tualiLed what must #e overtaught in order to ensure the residual < ercent I ho e will remain with them for lifeF *oes this < ercent have a s iritual dimensionF

7( 1ave I identified the #asic hiloso hic-theologic themes that undergird my academic disci line' lifted them to the conscious level with my students' and dealt with them from #oth natural and su ernatural as ectsF CPresu ositional thinking' with s iritual focus(D

9( *o I see myself as a riestly- ro hetic ty e of teacher whose mission is to give s iritual meaning to life with the younger generationF *o I see teaching as my vehicle for youth evangelism--realiLing that I must use my su#2ect field as a #ridge to

GodF CBasic attitude, )Students' what is this telling us a#out our heavenly /atherF)D

:( $fter the o ening rayer Cor devotional thoughtD' how much )air time) do I give GodF Is there an artificial artition #etween the sacred and the secular in my class that offers my students a fractured' disunified view of realityF C*o I thus im ly' )"ou can kee God in 1is lace and avoid overly com licating your life' 2ust like we do here in the school)FD

<(

+egarding faith,

a( 1ow often do I give my u#lic' ersonal witness that God has #een good to me' has answered rayer' and has wonderfully involved 1imself in my life' andNor familyF C!essage, )"ou too can trust God()D

#( *o I really see the otential of my students' #elieving sim ly and sincerely that none of them is #eyond God's miracle-working ca a#ilityF

=( *o I organiLe my assignments and e; loit discussions to lead students into their own integration of learning' faith' and ractice in connection with my courseF C0ducation is the res onsi#ility of #oth sides of the desk(D

>( *o I really #elieve in the su ernatural as a dominant' ever- resent realityF *o I live and teach in reference to it' and discus it comforta#ly with my studentsF C&r am I awkward and ill at ease in that realm--a stranger to that domainF Could students inter ret that silence as my ersonal statement a#out God and 1is involvement in our worldFD

?( Who's )on center stage) in my classroom, God or manF C$m I merely a humanist' who is involved with a man at work in his world' or a theist' studying God at work in 1is worldFD

@( $m I so immersed in Scri ture that it is the automatic source of my illustrationsF

6A( *o I honestly #elieve that integrating learning' faith' and ractice is the fullest e; ression of academic res ecta#ility--lifting my su#2ect matter to its highest level of ultimate significance--or do I see this integration as an academic distortion of sortsF

66( +egarding ractice, *o I recogniLe that all our dealings together in God's community of faith here on earth constitute our la#oratory in #rotherly love' in re aration for the society of heavenF &r do I reside over the devil's ideal way of life Ccom etition' self service, )Look out for Num#er &neH)D to the e;clusion of God's ideal way of life Ccoo eration' unselfish service, )No honour referring one anotherQ)DF %o what e;tent am I su#liminally reinforcing social *arwinism Cthe law of the 2ungle' a lied to societyDF

67( If the faculty of my school were to get really serious and e;cited a#out the matter of ractice as a crucial element in the curriculum for develo ing Christians and ro ose to allocate significant time #locks in the school day or week to rovide for our students' would this ro osal get my vote of a roval--or would I consider it an e;tracurricular activity that would interfere with the real #usiness of a schoolF Would I refer to relegate the ro osal somewhere to the eri heryF

69( +egarding ractice, *o I only talk a#out Christian witness and outreach' or do I actually 2oin my student sin some organiLed and ongoing evangelistic endeavor that touches our community and country for GodF What kind of teaching model do I give my students in this res ectF $m I truly a )gos el teacher)F

$s you review your answers to this inventory' you may recogniLe that you have #een neglecting this most im ortant dimension of your cam us youth ministry( Perha s you are now re ared to rethink the whole matter' review your commitment to God's lan for Christian education' and make some )midcourse correctional maneuvers) Cto use a s ace terminologyD( We suggest that you talk it over with the Lord, 1e will guide you in suing your academic s ecialty to hel your students discover 1imE you will see how you may #e )instant in season' out of season) in teaching students a#out the unseen Cthe realD world' and the ultimate realities of lifeE then you will #e a#le to lead your students in active' Christian outreach(

Looking $head

In Part I' we have considered conce ts' issues' and ro#lems connected with the integration of learning' faith' and ractice in Christian education' discussed their relationshi to #asic instructional theory' and dealt in a very general way with the curriculum( In Part II' which will a ear in the Summer' 6@?A' issue of the 4&8+N$L' we'll reca this overview' further study faith nurture and the informal curriculum' and e;amine #y su#2ects the ers ectives and methodologies a ro riate to the ma2or academic disci lines--including Bi#le( C/aith and ractice need to #e integrated into the learning e; eriences of the Bi#le class as much as any other' erha s even more soHD

BIBLI&G+$P1"

$kers' George 1( )Bench !arks, %each the Word') %he 4ournal of $dventist 0ducation' /e#ruary-!arch' 6@>?' ( :'< C$ com ilation of 0( G( White 3uotations dealing with the relationshi of the Bi#le and its rinci les to curriculum and instruction in the Christian school(D

IIIII( %he integration of /aith and Learning( $ Bi#liogra hy( +eligion education Bi#liogra hy No :( Berrien S rings' !ich(,) *e artment of 0ducation' $ndrews 8niversity( CIn addition to a large general section' this com rehensive #i#liogra hy cites u#lications and teaching media in 7A academic su#2ect areas with more than 9' AAA citations in all( $vaila#le through the 8niversity Bookstore(D

IIIII( )%he !easure of a School') %he 4ournal of $dventist 0ducation' *ecem#er' 6@>>-4aurary' 6@>?' ( >-@' :9-:<(

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Pnittel' /rank( )%he College's +ole in Integrating /aith and Learning') %he 4ournal of $dventist 0ducation' *ecem#er' 6@>?-4aurary' 6@>@' ( <->' :>(

Prathwohl' *avie +( Ced(D( %a;onomy of 0ducational &#2ectivesE $ffective *omain( New "ork, !cPay' 6@=?(

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&tt( 1elmut P( )%he +ole of +eligion in 0ducation' ) %he 4ournal of $dventist 0ducation' &cto#er-Novem#er' 6@>?' ( 7A' 76' 7=(

Ward' Cedric( )1istorical Inter retation in the Writings of 0llen White') %he 4ournal of $dventist 0ducation' $ ril-!ay' 6@>@' ( <->' :A-:7(

White' 0llen G( Counsels to Parents' %eachers' and Students( !ountain 5iew' C$, Pacific Press Pu#lishing $ssociation' 6@69(

IIIII( 0ducation( !ountain 5iew' C$, Pacific Press Pu#lishing $ssociation' 6@A9(

IIIII( /undamentals of Christian 0ducation( Nashville' %N, Southern Pu#lishing $ssociation' 6@79(

IIIII( %estimonies for the Church( @ vols( 6?<<-6@A@( !ountain 5iew' C$, Pacific Press Pu#lishing $ssociation' 6@:?( 5olume <(