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Knowing in the context of distinguishing between good and bad, as well as in practical
issues such as knowing left and right (2 Sam 19:35; Jonah 4:11), relates to the choices
which can be made. Refusing evil and choosing good, in every area of life; moral,
economic, emotional, material.
Watching over and caring for (Ps 1:6; 37:18; Proverbs 27:23) are further meanings
of the word yada. Just as God knows (loves and cares for) those who are His, love and
care for each other and the rest of creation is implied (Proverbs 12:10; James 1:27).
Knowing God bears a responsibility to live according to His word. It is inseparable from
administering justice, and from caring for the vulnerable and powerless.
The biblical definition of wisdom is the ability to make judgements and act on the
basis of knowledge, or to discern modes of action with a view to their results
(Vines Dictionary of the New Testament, undated p1244)
Principles (p.76):
Human beings are created in the image of God, distinct from the rest of creation,
and endowed with certain qualities which reflect the nature and character of God.
Each person is unique, able to choose and act according to individual character,
nature and desires. (p. 77)
Created by God
- A religious being: then the Lord formed man of dust from the ground, and breathed into
his nostrils the breath of life; and man became a living being (Genesis 2:7). God gives
life; God made human beings living beings, not by chance but by design; we breathe the
breath of God. We cannot be partly religious, as is often the view; sacred or spiritual part
of the time, secular the rest. As a religious being, there is an intrinsic desire to worship,
which is seen in the ways in which individuals and communities structure their lives.
Worship is directed either towards the one true God, another human being, or towards
creation (or part of it).
- A creature: a child is not autonomous, but dependent. He or she is also finite. The child
does not gain his or her identity by what he or she does, but from God. All are equal
before God; one is not better than another. Being a creature also means there are
absolutes which are there for the benefit of the created.
- Unique: each child is different with his or her own special characteristics, abilities and
gifts given by God (Romans 12:4-8). Dealing with each child in a way which does not
lead to conformity is necessary.
The general understanding which prevails among educators now is that whatever the ability of a
child, personal worth and value comes before what he or she can do or achieve. (p. 78)
Creating the right atmosphere (p. 79)
A question of methods
We want our teaching to be Christian we must work to tighten the cords binding our methods
(the how) to our aims (the why, as, for example, articulated in a mission statement). (p. 80)
Our teaching methods are chosen within a given context, and all teachers, very often
unconsciously, give consideration to that context when choosing techniques. The context
includes (p. 81):
Whom?
Childrens education includes being socialized into certain patterns of learning. A student from
Korea, having grown used to an education system in his home country where authority is
emphasized and questioning and discussion are not encouraged, would struggle to adapt to a
class where it is not a mark of disrespect to offer ones own ideas. All of us learn how to learn
from our community. (p. 81)
Viewing students (and teachers) as made in Gods image we will seek to pattern our teaching in
ways which are appropriate to those who are (p. 82):
- spiritual
- rational
- creative
- emotional
- responsible and accountable
- embodied
- moral
- created in and for relationship
We will be aiming to foster (and therefore to model in our teaching) qualities such as (p. 81):
- compassion
- forgiveness
- truthfulness
- faithfulness
- love
- readiness to serve
- Patience
Teachers communicate something of who they are. The values which shape a teachers identity
play a significant role, whether acknowledged or not, in students educational experience. (p.
85)
Assessment
It is clear that some kind of assessment and evaluation in education is necessary. It is necessary
if students are to gain a realistic picture of their own strengths and weaknesses, progress and
potential. It is necessary if students are to make informed choices with regard to future study or
work. (p. 86)
The following are examples of the questions which may be raised by such reflection (p. 86):
Do our methods of assessment acknowledge that God has given different gifts in different
measure to different individuals? Or do they exalt intellectual ability over other abilities
and compare students on the basis of their ability in a narrow area?
Do our methods of assessment encourage students to adjust and improve their learning,
or do they discourage by repeated messages of failure?
Do our methods of assessment encourage students to learn for worthwhile goals, or do
they promote a tendency for students to learn for the sake of grades, without regard for
the meaning of what they learn?
PERSONAL REFLECTION:
A school can only be as good as its curriculum, and in a Christian setting, it must be wholistic.
So I as a teacher who knew the truth and share it to my students would be pointless if there is a
problem on the vision and mission of the school, or that they are still confused of what a
Christian curriculum must contain. But personally, I will just live up to my principles and
whatever Gods truth speak to me.