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Christian education

Educating Royalty

 We must teach our children to be Kingdom heirs—not just laborers in the marketplace

****

“Who are you?” a university student once asked me.

Odd question, I thought. I’d handled countless student questions, but this one caught me unprepared.

“Uh . . . I’m a professor,” I answered weakly.

“No!” he shot back. “I don’t mean what do you do, but who are you?”

His question unsettled me. Like most North Americans, I’d been carefully, though not intentionally, catechized since a lad at my parents’ side that the first and most important question we ask adults at first meeting (after getting their name) is, “What do you do?”

I’d learned that catechism lesson well, repeating it literally hundreds of times in all kinds of social settings over the years. But that catechism had left me quite unprepared to answer this more fundamental question about my personal identity separate from my place in the market.

That grieved me because, as a Christian, I had been better versed in the catechism of secular pragmatism than in Lord’s Days 12 and 13 or the Scriptures. And I knew I wasn’t the only one.

The answer that changes everything

The Spirit himself bears witness with our spirit that we are children of God, and if children, then heirs—heirs of God and fellow heirs with Christ.... – Romans 8:16-17a

As I have reflected on that encounter over the years, I’ve realized that the biblical and covenantal answer to the question, “Who are you?” is a glorious one that stands in stark contrast to the secular myth that our employment or “career” defines us. Of course, our work and callings as Christians in the marketplace are important. Providing for our families is a great privilege and responsibility. But the priority of work in both our lives and the education of our children is almost certainly misplaced and overemphasized today in Reformed circles.

Our Calvinistic work ethic and sense of vocation – serving the Lord in all things – are a glorious heritage, but in our 21st century context, they have become largely indistinguishable from the middle class idolatry common among our unbelieving neighbors (i.e., having “another object in which men place their trust” ).

In fact, over 30+ years of university teaching, evenly divided between secular universities and Christian colleges, I can testify that the one question all parents – Christian and non-Christian alike – ask about higher education is, “What kind of job can my kid get when he/she graduates?”

Intended or not, that question reveals deep worldview priorities. And such a question is certainly not the fruit of careful, prayerful parental reflection on what it means to educate covenant children as heirs of Christ who will seek first the kingdom.

By contrast, the Scriptures never identify God’s covenant children as people with jobs who happen to hold to a particular religious tradition. Instead, the Bible repeatedly calls us heirs of a kingdom, the adopted sons and daughters of the King of the universe. We are not just Christians who happen to have various jobs or work to do. We are royalty (Rom. 8:14-17, Eph. 1:3-6, I Pet. 2:9).

We will reign over all creatures with Christ eternally (Heid. Cat., Q. 32). We are the adopted children of God and fellow heirs with Jesus, with all the privileges of the sons of God (Luke 2:11, Acts 10:36, I Tim. 6:15, Rev. 19:16; Heid. Cat., Q. 34). We are princes and princesses of the King of kings!  We are royal heirs! 

And that answer to the question, “Who are you?” changes everything!

Like young Prince George, the baby heir to the throne of England and the United Kingdom, a day mustn’t pass that we wonder who we are, why we are being educated, and what we are being prepared to be and to do. We are heirs to a throne and a Kingdom far greater and more glorious than the one in England. The House of Windsor pales in comparison to Jesus’s realm and our divine inheritance! How much more, then, should we, who are heirs of the King of kings and Lord of lords, prepare ourselves and our children to be thoroughly and faithfully educated in everything it means to be a son and daughter of the Creator, Redeemer, and Lord of the Universe. Thoroughly and faithfully educated in everything it means to be royalty.

What does that look like?

If we understand we are educating royalty, how should that impact how we teach, and what we expect?

Then we will understand there is no time for the wicked nonsense about “sowing wild oats” or setting a low bar of expectations for our children. That is the rebellious spirit of prodigals who forget who they (and their children) really are. Those who are in line to take their places in Christ’s kingdom as princes and princesses must expect more of themselves and of their children. “To whom much is given, much is required” (Luke 12:48).  Because we are royalty in Christ, God has king-sized expectations and blessings in store for us and our children – if we have eyes to see and ears to hear.

The entire book of Proverbs is Solomon’s instruction to his royal heirs to

know wisdom and instruction, to understand words of insight, to receive instruction in wise dealing, in righteousness, justice, and equity; to give prudence to the simple, knowledge and discretion to the youth – let the wise hear and increase in learning, and the one who understands obtain guidance, to understand a proverb and a saying, the words of the wise and their riddles (Prov. 1:2-6).

Such an education must provide much more than an awareness of fragmented facts or specialized work skills for a place in the job market. Again, that’s not to say that facts and skills are not important. Nor is it to say that we should suddenly trade pragmatic, nose-to-the-grindstone sweat of our brows for pious sounding spiritual platitudes.

The issues are

  1. where does the education of Christ’s royal heirs fit in our list of priorities and
  2. what should that education look like.

Priorities: We are royalty. So start acting like it. 

Have you forgotten the exhortation that addresses you as sons? "My son, do not regard lightly the instruction of the Lord, nor be weary when corrected by him. For the Lord instructs the one he loves, and corrects every son whom he receives." It is for instruction that you have to endure. God is treating you as sons. – Hebrews 12:5-7

Those who are fellow heirs in Christ know that His regal ways are not the power-grabbing, lording-it-over-others, self-seeking ways of the ungodly. Far from it. Christ ascended to His Father’s throne only after sacrificing everything for His people and His creation. He gave himself away. His royal way is the way of selfless love and sacrifice. He died that we might die to sin and death. He lives that we might live in glory forever. Sacrificial service for the sake of the kingdom is the mark of true kingship, true royalty. It characterizes our Lord Christ. And it must characterize our Lord’s true heirs in their lives and in their education.

As Christ’s royal heirs, we dare not be content to prepare ourselves or our children merely to be cogs in the economic machinery of our secular consumer culture. Even the ancients understood that slaves are only trained to perform tasks. They have no rights of inheritance, no deeper identity. A slave’s identity is his work.

But free citizens and royalty, who will dedicate themselves to the advance of the kingdom, must be educated deeply for the day when their royal leadership and service is expected. Similarly, we are called to a higher purpose and bear greater responsibility for how we live and prepare our children for their royal callings.

Unfortunately, we have, as the author of Hebrews suggests, forgotten the divine exhortation to educate our children in the nurture and instruction of the Lord (Eph. 6:4, Heb. 12:5ff). We have forgotten in part because we have forgotten who we are.

A Royal education: Recovering the Lost Tools of Learning

This memory lapse is most evident in how we educate our children today. Education, even that which purports to be Christian, is now often devoted primarily to the goal of producing good little workers for the secular labor force, efficient widgets for our economy’s production line, and little more.

That falls far short of the biblical expectation that Christian children be saturated in the instruction of the Lord and grow up knowing what it means to be royal heirs of Christ the King. An education bearing the name of the King ought, at the least, to offer His royal heirs...

1. A comprehensive and integrative understanding of God’s world and of how all things cohere in the Lord Jesus Christ (Eph. 1:4-11). 

Such an education will give children the “big picture” of how all things, all spheres of creation, are interrelated in the glory of their Creator.

The university itself was a Christian invention in the Middle Ages (the earliest established between A.D. 1100 and 1200), designed to give students an integrated Christian vision and foundation for all future learning. That was the original purpose of the classical liberal arts (meaning, the arts of a free citizen). For almost a millennium, Christian universities taught the classical liberal arts or the so-called Trivium and Quadrivium:

  • The Trivium, or the Three Ways, stressed the good structure of language (Grammar), the way to discern truth (Logic), and how to express truth beautifully (Rhetoric)—all to encourage a student’s life-long love of goodness, truth, and beauty in words and language, as typified by the Word Himself in John 1:1-14.
  • The Quadrivium, or the Four Ways, encouraged a life-long love of goodness, truth, and beauty in the use of numbers (Arithmetic), numbers in space (Geometry), numbers in time (Music or Harmony), and numbers in space and time (Astronomy), revealing the unity and diversity of creation and of our Triune Creator Himself (Deut. 6:4, “Hear, O Israel: The LORD our God, the LORD is one,” and Matt. 28:19, “Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit”).
  • Together, the Trivium and Quadrivium, the original seven liberal arts, offered students essential insights into the harmony and wholeness of God’s diverse world and into the interrelated truth, goodness and beauty of its Triune Creator. They didn’t give students just the facts or skills for a job, but the tools of lifelong learning from a Christian perspective.

Unfortunately, today’s arbitrarily selected smorgasbord of academic subjects and randomly structured university curricula, following the modern analytic, scientific tradition, tend to do the opposite: they offer fragmented bits of information with no principle of coherence or relationship. But in God’s economy, the whole is always more than the sum of its parts. An education that does not teach us how to see the wholeness of God’s creation, and to equip us to understand how all things cohere in Christ, inevitably misses the big picture about creation and creation’s God. It is a partial, incomplete, distorted education.

Curiously, specialization at the undergraduate level was virtually unknown in North America prior to the late 19th century. University students did not “major” in a narrow academic disciplines or vocational specializations prior to 1879. They couldn’t. “Majors” simply didn’t exist before then. Instead, all undergraduates received a classical, integrated liberal arts foundation. The universities gave them essential tools for learning that applied to all their various callings as sons and daughters, spouses, parents, neighbors, citizens, providers, voters, buyers and sellers in the marketplace, and parishioners. Their work skills and the job training needed to provide for their families were developed outside the classroom in on-site training or apprenticeships done in the context where the work was actually being done. Augustine, Luther, Calvin, Kuyper, C.S. Lewis – all the greatest leaders in our Christian tradition – were so classically educated in the traditional, integrative liberal arts of the Trivium and Quadrivium and practically trained.

But pragmatists of the late 19th and early 20th century sold their Christian academic birthright for a mess of modernist career pottage. They turned schools into egalitarian job training camps for the workers of the world and abandoned the Christian pursuit of wisdom and knowledge in the Lord. The schools dumbed down and the church has grown steadily weaker ever since.

Reversing that trend will require that the King’s royal heirs expect...

2. Truly godly and wise teacher-mentors (Luke 6:40). 

According to Jesus, the teacher – not the curriculum, not the lesson plan, not the technology, not the facilities, not the accreditation, not the tuition rate – is the single most important factor in a child’s education. “A student, when mature, will be like his teacher,” Jesus said. All the other bells and whistles may be nice (though they can often be more of a distraction than a help), but the teacher is key.

Yet, in my experience, Christian parents often know more about a school’s university admission rates, or a college’s career placement rates, or tuition rates, or financial aid plans, or sports programs than they do about the character and spiritual health of the men and women who will actually be shaping the minds and lives of their children in and out of the classroom. Sadly, many Christian school administrators and boards aren’t much better, giving higher priority to paper credentials and standardized test scores and bricks and mortar than to the character and spiritual integrity of their teachers. Of course, academic expertise and standardized testing have their place. But parents, administrators and school promotional literature often stress most what actually counts least from a Kingdom perspective. And such misguided emphases have the potential to catechize generations of parents and children in what is least in the Kingdom.

The teacher is so crucial, as Jesus says, because all education is fundamentally personal. That’s because truth itself is personal. Truth is a person. Jesus said, “I am the way, the truth and the life” (John 14:6). Truth is not some collection of brute facts or scientifically verifiable propositions. It is a living person. Teachers either faithfully represent or embody that Truth before their students or they don’t. Parents or educators who misunderstand this crucial biblical principle put their children and students at grave risk of misunderstanding the Truth and being catechized in lies and ungodliness. No matter how much parents think their child can be a “good witness” in a secular education environment, that child is not the teacher, but the one being taught. And no matter how mature we imagine our children to be (often overestimating), their “cement is still wet.” They are still students seeking to be taught and led into maturity, readily influenced by others older and more experienced. The question is, who will teach them and lead them into what kind of maturity?

Moreover, those who think that new distance learning technologies will provide a quality education without putting their children at risk under ungodly teachers make a similar mistake. Learning godly knowledge and wisdom is not a data download. A student will be shaped by his or her teacher, no matter who that teacher is, no matter how the instruction is delivered.

Finally, the education of the King’s royal heirs ought also to include...

3. The shaping of our desires for the things of the Kingdom 

Therefore I tell you, do not be anxious about your life, what you will eat or what you will drink, nor about your body, what you will put on. Is not life more than food, and the body more than clothing?  ... For the Gentiles seek after all these things, and your heavenly Father knows that you need them all.  But seek first the kingdom of God and his righteousness, and all these things will be added to you. – Matthew 6:25, 32-33

Jesus did not say, “Seek first vocational-technical training, and all that kingdom of God and righteousness stuff will be added later.” Yet to hear parents of university-bound students talk today about their educational goals for their children, you’d think he had. The dominant secular vocational paradigm for higher education has influenced us more on these issues than our Christian schools, our catechism classes, and even our churches. For that, we must repent. Our heavenly Father knows everything we need to live and to thrive, and He will provide them for us by His perfect means according to His perfect timing. He tells us explicitly not to stress over the little stuff. Grasping at college majors and career preparation will not add one penny to our bank accounts, put one more meal on the table, or add one more second to our lives that He has not already ordained. So stop majoring in the minors. Instead, major in God’s priorities: Christ’s kingdom and His righteousness.

What our schools and universities must encourage in our covenant children is a deeply held heart-desire for the things of God and of His Kingdom.

Conclusion

As Calvinists who take the sovereignty of God – the crown rights of Christ – seriously, we cannot, must not, train our children merely to be good little widgets in the secular marketplace who also happen to go to church each Lord’s Day. We vowed to raise them for much greater things at their baptisms.

So, “Who are you?”

  • You are the royal heirs of the King of kings; start acting like it.
  • Your children are royalty; start treating them like it.
  • Your children are inheriting a Kingdom; so start educating them for it.

 A Chinese translation of this article can be found here.
The article was first published in 2019.



News

90,000 legal homicides in Canada since 2016

According to calculations from the Euthanasia Prevention Coalition (EPC), as of September this year approximately 90,000 Canadians have been euthanized since this form of homicide was legalized by the federal government in 2016.

Homicide is defined under Section 222 of Canada’s Criminal Code as an act causing the death of a human being.

The staggering number of euthanasia deaths have been steadily increasing, from 1,018 in 2016, to 15,343 confirmed cases in 2023. Based on the reports available for 2024, the EPC projects there were 16,500 euthanasia deaths that year, an increase of 7.5 percent.

EPC drilled in on BC’s 2024 data and found that 35 percent of the 2,767 euthanasia deaths were approved based on “other conditions.” Of these, 65.9 percent were related to “frailty.” They noted that “frailty” isn’t defined and can encompass euthanasia for a “completed life” – in other words, an elderly person is not sick or dying but simply wants to die.

The increasing numbers, and broad standards for qualifying, are a far cry from what the Supreme Court of Canada ruled in Carter v. Canada (2015), when it allowed euthanasia for a competent adult who

“has a grievous and irremediable medical condition (including an illness, disease, or disability) that causes enduring suffering that is intolerable to the individual in the circumstances of his or her condition.”

Behind each of these statistics is a human being made in the image of God, many of whom left this earth without hope. As ARPA Canada and others communicated to Parliament and to the courts prior to the legalization of euthanasia, as soon as we remove the sacred line of the Seventh Commandment to not murder, it becomes impossible to maintain any other line. Sure enough, Parliament is now considering further expansions of euthanasia for those whose suffering is solely psychological, as well as for children.


Today's Devotional

October 8 - Preach the gospel to these people?

“One of the Cretans, a prophet of their own, said, ‘Cretans are always liars, evil beasts, lazy gluttons.’ This testimony is true.” - Titus 1:12-13a

Scripture reading:Ephesians 4:17-32; Titus 1:10-16

Sometimes, search committees in churches will send pastors a profile of the congregation, with the history and background, and a summary description of the people and their demographics. Imagine getting a church profile >

Today's Manna Podcast

Manna Podcast banner: Manna Daily Scripture Meditations and open Bible with jar logo

That Very Good Friday

Serving #989 of Manna, prepared by C. Bosch, is called "That Very Good Friday".











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News

F.R.E.E.D. – an acronym to help us defend and use our religious freedom

If you're pro-life, you know the value of a good acronym. For years S.L.E.D. has helped us remember there are just four differences between the unborn and us, and none of them would justify killing the unborn. Size – They are smaller but so what? Smaller adults aren't seen as less human. Level of development – The unborn are less developed than adults, true, but so are prepubescent children. Why would that make either of them less human? Environment – The unborn are in a different environment but since when does where we are determine who we are? Degree of dependency - They are highly dependent, but so are people who need dialysis and that doesn’t make them any less human. For years John Stonestreet has wished there was a similarly useful acronym to help Christians remember what to say when it comes to defending our religious freedom. In his May 16 Breakpoint column, he shared how his colleague Shane Morris has done just that with the acronym F.R.E.E. with each letter representing one point in a compelling argument for religious freedom. Forcing – Many in the world still recognize that “forcing people to go against their beliefs for no good reason is a bad thing.” Reason – “Is there a good reason to force a religious person to go against his or her belief in the case you’re discussing? And are there less burdensome alternatives to squashing this freedom, like using a bakery down the street or an adoption agency across town?” Examples – Offer examples that make your point. “Should a Muslim t-shirt designer be forced to create shirts mocking the prophet Muhammad? Should an Orthodox Jewish club at a university be forced to admit Christians as officers?” Equality – Complete the argument by asking, why shouldn’t Christians get the same freedoms we’d give to the Muslim t-shirt maker or the Orthodox Jewish club? It’s a helpful tool, made even better with one addition. Underpinning these four points is the idea that we should do to others as we would want done to us. That’s from the Bible (Matt. 7:12) and that worth noting because, as much as defending our freedom of religion is important, it’s even more important to actually use it. So let’s give God the glory with a fifth point that we can call “D, as in Divine.” That’ll be a reminder for us to show how the core of our argument rests on a solid biblical principle. And in explaining that this is not our insight, but God’s, we can point our listeners to Him. Let's never forget to use our liberty to tell people how they too can be freed....





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Assorted

Why I don’t have a bucket list

Admittedly, to get guilt tripped into a camping trip exposes character weakness on my part. When someone bounds up to you, excited as a kitten encountering his first ball of yarn, and says they have the best idea for a geology fieldtrip, spanning 3 days (“ooh, ooh, no let’s turn it into 4!”), 400 miles, and something like 8 piles of rocks, any person with their wits about them would laugh and say, “Y’all have fun now, I’ll be over here, sleeping in my own bed.” People who camp on purpose, non-ironically, are an utter mystery to me. The more I learn about camping, the more outrageous and certifiable it seems! Did you know that KOA (one of the largest campground empires in the United States and yes, there is such a thing as a campground empire) stands for Kampgrounds of America?? How are we not promoting illiteracy and the overall degradation of our dignity by paying these people to borrow their dirt so we can sleep on it? Did you further know that after you have paid to sleep on dirt out in “nature,” you still are required to either buy or pack in your own wood for building campfires? In the (wait for it...) woods? Yet for the longest time during the diabolical planning of this trip, whose chief stated end was to go and stare at rocks, I could not bring myself to say “no, absolutely not, life is too short.” Which leads me to the character flaw, and my grandmother. ***** In the same week that this trip was scheduled to take place, I received word that my grandmother, my dad’s 94-year-old mother, had suffered a severe stroke. As I write this, I await further word on her condition; things didn’t look good last night. So I have been contemplating my grandmother, someone I have always found to be remarkable and not, perhaps, for the usual reasons. My grandmother was the quintessential farmwife. She raised four children, kept a lovely home, and was known for feeding people well. In many ways, I didn’t truly get to know her until I got married at age 20 and we both discovered that I shared her love of beautiful dishes, and of tables set to appeal to the senses. It was something she was teased about a bit over the years, her large collections of glassware, full sets of tableware, antique bowls and coffee service, but it has captivated me since childhood. She gave me my first everyday serving bowls when my oldest was a toddler – the same ones she used when her kids were little, and then proceeded to gift me antique glassware for my birthday for the next nearly 20 years. The year the glassware stopped was the same year she stopped calling on my birthday; that was, perhaps, the first time a birthday ever made me feel my age. I was blessed with 2 beautiful, intelligent farming grandmothers growing up; my mom’s mom went to the Lord a couple of years ago, and I like to think there are flavors of each of these women’s influences in my own farmwife homemaking. My maternal grandmother was known for ingenuity with the food at hand, with using her abundant garden to set visually peaceful tables, with the sort of minimalism that employs only that which is meaningful. My paternal grandmother was known for overflowing tables (why serve one kind of meat when you could serve three?), and for leftovers that could feed an army, created with simple recipes that everyone loved, served with what I find to be an uncommon blend of elegance and utility. She had no shame in making her mashed potatoes from a box, and paper napkins were a blessing. No one ever left her table hungry. I asked her once to teach me how she cooked various meats, how her meals always taste so good. She shrugged and said, “just a little salt and pepper?” As a person tempted by gourmet magazines, it was an important lesson for me. ***** And this, obviously, leads me to the ill-fated camping trip (not obvious, you say? We should spend more time together). The thing that guilted me into agreeing to this grand adventure of curiosity and literally leaving no stone unturned was the feeling that good mothers, or for that matter, that really interesting people, are the sort who long to travel the world, to always be experiencing new things. They are the ones who cannot simply read about a volcano, they have to climb it! At sunrise! And then go glissading down it, trying all the while to avoid hidden frozen lakes (you think I am making this up. Friend, I couldn’t make this stuff up. I refer you to your friendly neighborhood internet browser to prove the point)! How could I be worth anything at all if my bucket list was not perpetually on the verge of overflow? What does the truth – that I don’t even have a bucket list– say about me, about my value as a mother, as a wife, as a Christian? My grandmother has run well. She has lived an extraordinary life, and why? Because her life has been marked by extraordinary faithfulness to the task at hand. She has steadily built the portion of the kingdom wall God put in front of her. The pitfall I fell into was to believe that true faithfulness had to look different than embracing the life God has given me – it had to look both more “normal” and more exciting. I gave room to the lie that setting a gracious table was inferior to seeing something new, to having an adventure outside my own home. I am kicking myself as I write this... how could I have been so daft as to think that kicking rocks was more full of glory than grilling fresh corn on the cob, that sleeping on dirt had more inherent value than putting clean sheets on my family’s beds? Sitting here in the morning light, having removed myself from the geology fieldtrip, the truth of what it means to live well shines brightly before me. Only what’s done for Christ will last....