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Christian education

Helping students overcome a fear of failure

The goal of genuine learning isn’t to pass tests

*****

Among the most common mental attitudes hindering the pursuit of a genuine education by young people is fear of failure. When the focus of the student’s attention turns away from the subject matter of a course and how well it is understood and applied, concern will be directed rather to formal considerations like:

• “How much has to be done in order to pass this test?”
• “How many pages must be written for this report?”
• “What will the final grade be on my report card?”

Whether or not one can use algebraic formulas successfully, can write a clear and grammatical sentence, can appreciate the literary merits of Shakespeare, or see the fallacy in materialistic philosophy – all these and similar, educational concerns are lost in the scramble to make sure that one has enough points to pass the course. The worst thing that could happen, in the mentality of many students, is that they would receive an F for a course, rather than that they would have failed to understand a course.

It stands to reason, then, that parents and teachers who want students to receive a genuine, intellectually maturing, personally enriching education – and not simply formal marks on a report card filed away – will aim to overcome the student’s obstructive fear of failure.

Why do students have such fears? Generally because they have not developed successful habits of study (inside and outside the classroom) and are aware of their lacking. They are just not sure how to tackle the challenge of new work, new concepts, and stiff assignments.

How can parents and teachers help students to overcome fear of failure? There are things that can be done. There is no need to throw our hands up in despair, imagining that it is somehow a fortuitous matter of “chance” (fate, luck) that some students do well and others do poorly in schoolwork. Every student of normal ability (i.e., every student who is free of physical or mental handicaps) can do well in schoolwork. As blunt or even as harsh as it may seem at first, we will eventually have to face up to the grim truth that there is no such thing as a (normal) student who cannot do passing work. There are simply some students who will not (choose not) to do passing work. Now they may very well desire to have at the outcome of the course a passing mark. They want that end – BUT without being willing to pursue the means to that end.

The age in which people commonly believed in magic has not passed. It has simply taken on a more sophisticated front. Parents and teachers who believe that (or operate as though) the difference between successful and unsuccessful students is a mystery beyond our control assign good schoolwork, in effect, to magic or chance – beyond any cause-effect explanation. Students who want a passing grade at the end of the course, but who ignore or refuse the means to that end, are hoping for a magical deliverance. We live in a universe where events (effects) have their corresponding causes. There are appropriate causes of good performance in school. This is bad news and good news. The bad news is that students who fail cannot “cop-out” and blame their failure on something beyond their control. The good news is that something can indeed be done to improve a student’s work in school. There is hope because there exist proven methods of achieving success as a student.

What help can we offer them? What are some principles of educational success?

1. Don’t leave things at the Ramada Inn

The first piece of advice which we can give students who fear failure is not to leave things at the Ramada Inn. Let me explain that remark. This last summer my family took a vacation, traveling up the coast to Monterey and San Francisco, then across to Sacramento and Reno. In Monterey we stayed at the Ramada Inn. Imagine that when we left the Ramada Inn we inadvertently left behind the overnight case, only to realize that fact an hour and a half on the way to San Francisco. What a painful discovery that would be! We certainly needed the items in the overnight case, and yet to get the case we would be forced to backtrack an hour and a half on the road.

If this had actually happened to us, what do you suppose we should have done? Well, one thing we could have done is to continue traveling up the road, bemoaning the fact that we were going to be inconvenienced. We could have complained that the Ramada Inn was an hour and a half (now an hour and three quarters) drive back to Monterey. We could have driven on and on, hoping against reasonable hope, that the overnight case which was an hour and half (now two hours) behind us might miraculously catch up with us before we stopped that night. But when all the murmuring and imagination had been indulged, the fact would have been that we knew we had to go back to the Ramada Inn. The trip could not successfully continue until we went back and picked up what had been left behind. The sooner we realized that hard fact, the better for the continuation of the vacation.

The same principle applies to schoolwork. As a course progresses through a semester, more and more new material and new concepts (or skills) are set forth to the student. Later material presupposes the foundation laid by earlier material. Growth in understanding is cumulative. Consequently, when a student does not understand something which has been taught, does not do the necessary homework which has been assigned, does not complete the reading which goes with a unit of teaching and yet continues on in the course, that student is set up to fail the later portions of the course. Understanding the later material depends on a previous understanding or exposure to the earlier material. When something has been left behind, the trip cannot successfully continue.

Students are sometimes funny – unrealistic, really. They figure that they can tune out part of a lecture, omit a reading assignment, or not bother to ask for help when they do not understand something in a course, and then tune in and begin understanding at some later point. But as with vacation travel, so also with schooling. The sooner we realize that we must go back to the Ramada Inn (or to the material, which has not been read or understood), the better it will be for us. Students simply must keep abreast of what is being taught in the course, not hoping to go back later and fill in the gaps in their understanding. And if they do fall behind, then it is important to go back and pick up what as omitted, and so the sooner we do so, the better.

2. Learn how to read

A second rule to be observed for achieving success in school is that students must learn how to read. A shocking suggestion, perhaps, because the assumption commonly held is that high school students already know how to read. But that is held because we erroneously think that reading is merely a matter of knowing how to sound out words, recognize punctuation, and understand basic vocabulary. That is, we are often satisfied simply with the mechanics of reading – getting the encoded message on the page through the eyeballs, into the (reasonably alert) brain. I do not doubt that most (if not all) of our high school students can do this. Reading mechanics – the basics – have been mastered.

But reading has not.

Once the basics have been learned, students need to learn how to tackle a reading assignment in such a way that they understand its meaning, point, and structure. They need to master skills of comprehension and retention. In a word, they need to learn how to analyze and interpret – not simply translate – the message encoded on the page(s) of their assignment.

Let me suggest a proven method of reading. Never plan to read an assignment only once; good readers will read at least twice and usually three times.

1. Read
The first time through should be a quick and casual reading to familiarize yourself with the material and find out the main point(s) the author intended to communicate.

2. Write
The second time through you should take notes for yourself, attempting to outline (roughly) the material presented so that the way in which the author gets to his conclusion is made clear; also write out important lists which may appear in the reading, along with key sentences which express important insights or necessary declarations (as far as the author is concerned).

3. Highlight
Only after these two steps have been accomplished should you go through the assignment again the third time and underline (or highlight) the words, phrases, or sentences which will help you to review and recall the material later. Keep these underlinings to a minimum, for too many such markings will simply force you later to reread most of the assignment again – which defeats the purpose of underlining. By the time these three steps have been completed, the reading assignment will be clearly recorded in the mind.

The reading notes, along with underlinings, will facilitate quick and effective review of the material, which should be accomplished once a week until the end of the term. This method of reading may appear to consume more time initially than the less rigorous style practiced by most students, but in the long run it saves not only time (for instance, rereading the entire assignment every time a quiz is possible) but also emotional energy which is lost over the fear of failure at exam time.

This article was first in two parts in the September and December 1981 issues of The Conqueror under the titles “On Not Leaving Things at the Ramada Inn” and “Learning How to Read in High School.” They are reprinted with permission of Covenant Media Foundation, which hosts and sells many other Dr. Bahnsen resources on their website.

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Christian education

What the Charter says about private schooling

This first appeared in the September 2014 issue. **** Parents who don’t want to send their children to public schools can be thankful for the Canadian Charter of Rights and Freedoms. Although there are aspects of the Charter that have clearly worked against the influence of Christianity in Canada, it does contain provisions that protect the rights of private Christian schools. These provisions may very well be put to the test over the next few years as the media and political elite increasingly see conservative Christianity as a negative influence. Near miss in Alberta In 2012, Alberta adopted a new Education Act. The first version of the Act debated in March of that year contained controversial provisions that appeared to make curriculum in home schools and private schools subject to Alberta’s human rights legislation. This was a problem because most homeschoolers and private school supporters are Christians whose morality conflicts with modern notions of “human rights,” notably the so-called “human right” to homosexual activity. Many Christians choose private alternatives to public education so that their children can avoid being taught the religious distinctives of secular humanism, including the supposed virtues of homosexuality. So, if the government required even homeschoolers and private schools to teach such anti-Christian beliefs, it would clearly defeat the purpose of choosing distinctively Christian education. Thankfully, substantial grassroots activism by homeschoolers and other Christians convinced the government to drop the harmful sections. The new Act was therefore not problematic after all. A privilege granted by the government? Nevertheless, during the debate over the Act, there was extensive discussion about parental rights in education, especially regarding homeschooling and private schooling. Some supporters of private education asserted that parents have a constitutional right to choose homeschooling or private schooling. However, one of the Liberal Members of the Legislative Assembly (MLA) objected strongly to that idea. She was adamant that there was no such right. As the Alberta Hansard records, she claimed to have read the Constitution and then said: "Nowhere in the Constitution or the Charter is there a right to distance learning or to homeschooling or to private schools. Those are accommodations that the province has seen in its authority to be able to say: 'We will allow this. We will offer it.'” According to her, the ability of parents to homeschool or send their children to a private school was simply a “privilege” that the government allows from the goodness of its heart. And she also thought that this privilege should be revoked. This MLA asserted that Alberta’s public education system is wonderful, and argued that people should not be allowed to choose to opt out of that system for private alternatives. Haranguing her fellow legislators she asked, “Why? Why are they allowed to be getting out? Why are we allowing them choice? What’s wrong with the system we have?” She then went on to demand that the government “quit allowing this very good public system to be opted out of by anyone who wants to get out. Defend the system that we have and insist that people adhere to it.” In her view, the government should “insist” that all children attend public schools. She couldn’t understand why the Alberta government would allow parents the “privilege” to choose private alternatives to the public schools. Clearly, there are still politicians in Canada today who think the government has ultimate authority over the education of all children. That’s scary. The truth about parental rights in the Constitution Thankfully, we are not at the mercy of power-hungry politicians. In 2009, retired law professor Dale Gibson presented a paper entitled “Towers, Bridges and Basements: The Constitutional and Legal Architecture of Independent Schooling” at the twentieth annual conference of the Canadian Association for the Practical Study of Law in Education. His paper was subsequently published along with other conference proceedings in a volume entitled The Law in Education: A Tower or Bridge? Gibson was a professor of law at the University of Manitoba from 1959-1991, and a professor of law at the University of Alberta from 1991-2001. During his long academic career, he won numerous awards and wrote a multitude of articles, including articles about Canada’s Constitution. In other words, he is an expert on Canadian constitutional law. In Gibson’s learned view, Canadian parents “have the constitutional right to determine the shape of their children’s education." According to him, there are three distinct provisions of the Charter of Rights establishing that parental right. Parental rights provisions First of all, section 2(a) of the Charter guarantees every Canadian the “freedom of conscience and religion.” Parents have the right to teach their own children in accordance with their religious beliefs. This has already been recognized in Canadian jurisprudence. Gibson quotes a 1986 Supreme Court ruling as stating: "Those who administer province's educational requirements may not do so in a manner that unreasonably infringes the right of parents to teach their children in accordance with their religious convictions." Secondly, section 2(b) of the Charter guarantees every Canadian the “freedom of thought, belief, opinion and expression.” This section also supports parental rights in education. Although it has not been used to defend educational rights, Gibson states, "I believe the general principles underlying freedom of expression, as explained by the courts in other contexts, are capable of supporting the parental right to educate children in independent schools." Thirdly, section 7 of the Charter guarantees every Canadian “the right to life, liberty and security of the person and the right not to be deprived thereof except in accordance with the principles of fundamental justice.” Gibson argues that Canadian jurisprudence supports the notion that the right to liberty includes the right of parents to educate their own children. In particular, one Supreme Court judge has actually written that, “the liberty interest under s. 7 includes the right of a parent to bring up and educate one’s children.” Conclusion In sum, then, contrary to the view of the Liberal MLA mentioned above, Canadian parents do have a constitutional right to choose to send their children to a private school or to homeschool them. This right is rooted in three sections of the Charter of Rights: freedom of religion, freedom of expression, and the right to liberty. It is generally recognized that the government has an interest in the education of children, so there are some limits to parental rights in this context. But Christians need not fear that the government could compel all children into the public schools. Such a move should be decisively thwarted by the Charter of Rights. This first appeared in the September 2014 issue under the title "Educational rights in Canada: What the Charter says about private schooling."...

Christian education

Do we need public schools?

History shows that the West became literate without governmental help ***** I once heard a lady say, “If it wasn’t for the government, none of us would be able to read or write.” She was referring to the fact that the vast majority of children in Canada (approximately 94%) attend public schools. In that lady’s view, if the government had not provided schools, most people would be illiterate. This is probably a fairly common assumption. How would it be possible to have a literate society without government schools? Long ago literacy rates were very low. At the end of the Middle Ages, for example, probably less than 10% of European men were literate, and an even smaller percentage of women. Today literacy is close to universal in all Western societies. So this change from mass illiteracy to mass literacy must have been the result of government schooling, right? Actually, no. Free, compulsory, and universal schooling People today think governmental schools are needed because that’s what they see. Compulsory attendance laws require children to attend school, and the vast majority of these schools are owned, operated, and staffed by the government. Education is largely a governmental quasi-monopoly. And they do not charge any fees to attend, which means schooling is free, compulsory, and universal. In addition, there are a couple of common arguments given for why the government should dominate the field of education. For one, many people are too poor to afford to pay for education. Therefore without schools provided through taxation, their children would not get any education. It is also believed by many that making schooling compulsory is necessary because parents need to be coerced by the government to send their children to school. The government wants all children to receive an appropriate education, but some parents don’t. The assumption is that the government cares more about the educational welfare of children than parents. Edwin G. West The most compelling academic challenge to these arguments has been provided by Edwin G. West (1922-2001), formerly an economics professor at Carleton University in Ottawa. As James Tooley explains in his book E. G. West: Economic Liberalism and the Role of Government in Education, West did not believe there was a need for either compulsory attendance laws or public schools. The historical evidence Most of West’s original research dealt with nineteenth century England. What he found was that schooling was available on a large scale, even for most children from the poorest families. This is significant because the government did not have any role in education before 1833, when it began providing limited funding for a small number of private schools. Before this private schools had essentially educated the vast majority of English children. Interestingly, as West points out, earlier in the nineteenth century (before 1833) the British government was concerned that too many children of lower class families were learning to read! It was afraid that they would read anti-government literature, and therefore took steps to prevent lower class children from becoming literate. As Tooley relates, the "…government used both legal and fiscal actions against newspaper circulation in order to control the reading habits of the masses, including advertising duties, stamp taxes and excise taxes." It is important to take note of this fact: the government was trying to interfere with the spread of literacy that was occurring through exclusively private sector initiative. Left on their own, parents from poor families were eagerly obtaining basic education for their children, even in the face of government opposition. Contrary to supporters of compulsory schooling laws, parents want their children to get the best education possible! They don’t need the government to force them to provide education for their children. Widespread working class literacy West provides all kinds of statistical data from various parts of England to demonstrate the widespread learning that was occurring without government involvement. For example, the evidence suggests that at least two-thirds of the working class was literate by 1840, with that proportion increasing to about 90 percent by the mid-1860s. Keep in mind that this is the segment of the population believed to have least access to education due to financial hardships. The upper and middle classes had even greater educational opportunities. The figure from the mid-1860s is particularly significant because Britain did not begin creating public schools until 1870. The private education sector in England grew dramatically during the 1800s leading to almost universal literacy before a single public school was established. There were subsidies to some private schools after 1833, but most educational funding came from parents and other private sources. The original purpose of creating public schools from 1870 onwards was to fill the small holes that some people believed existed in the private sector. However, once “free” government schooling was available, it began to displace private schooling. Increasing numbers of students opted for “free” education, and many private schools therefore shut down. This process of replacing private education with public education was encouraged by government education bureaucrats and teachers’ associations. Over time, the government schools became dominant. First literacy, then government schools Literacy was virtually universal in England before the government schools came along and displaced the private schools, and West has data from New York State and New South Wales that show a very similar pattern. This historical record leads Tooley to an important conclusion about public education: "What West’s analysis suggests is that in order to promote universal literacy and schooling more generally, the kind of state education with which we are familiar—namely, state-provided, state-funded and regulated schooling—is not required." Some targeted funding to help children of the poorest families may be justifiable, but government provision of education is unnecessary. The original edition of West’s most well-known book, Education and the State, was published in 1965 and led to a firestorm because it challenged widespread beliefs about government’s role in education. A third and expanded edition of the book is currently kept in print by the Liberty Fund in Indianapolis. Despite the availability of his work, many people are unaware of it. But Tooley notes that West’s evidence is unassailable: "To scholars who are willing to go back to the original sources, rather than rely on secondhand historical summaries, there appears to be little real dispute about the ways in which private sources—the churches and philanthropists, and small-scale proprietors—largely independent of any government assistance, were able to bring about literacy and provide schooling for the vast majority, including the poor." Conclusion Contrary to what the lady at the start of this article might believe, government intervention was not a key factor in the spread of literacy in the West. The assumption made by most that the government must provide schools and compel children to attend in order for basic skills to be acquired is nonsense. Parents want their children to get the best education possible and are willing to make big sacrifices to achieve that goal. That is what the historical evidence shows, as demonstrated by E. G. West. Parents are much more concerned about the education of their children than any politician or bureaucrat ever will be. In the absence of government schooling, the vast majority of children would still receive an education....

Christian education, News

How’s this for a graduate profile?

Marcus Schroeder had 4 minutes to call his city to repentance. The 19-year-old was ready. **** As parents, teachers, and students, we put a lot of energy, prayer, money, and time into our Christian schools. So, after it’s all done – after the 12 years are completed – what are we hoping our graduates will be equipped to do? What’s our measure of success? Some schools have a “graduate profile” that highlights certain skills or attitudes it expects every student to leave with. It's great to have that written down, but it’s even better when those expectations are being modeled. And this past summer a 19-year-old down south offered up this different sort of graduate profile. Over the course of just a few days, Marcus Schroeder modeled what a young Christian can do when he’s both well-educated and eager to take on whatever challenges come at him. As Christian activist Jason Storms recounted the story on the Apologia Radio podcast, this teen was one of a couple hundred Christians who demonstrated against the Watertown, Wisconsin’s second annual “Pride in the Park” festival. The July 29 event was billed as: “loads of family entertainment, including a Children’s Dance Party, Drag Story Hour, 2 Drag shows.” A typical drag show will have a guy in a campy dress and perhaps lingerie, gyrating on stage, pretending to be some bimbo-esque sort of woman. This one promised to be family-friendly, so perhaps the gyrating was kept to a minimum. Now we’ve gotten so used to our upside-down world, we might not even be shocked that the gyraters got protected and the protesters got arrested. We should be shocked. As God tells us, our rulers are supposed to pursue righteousness and punish evil (Prov. 16:10-12, Ps. 72). Instead, police moved in on Schroeder as he was standing on the sidewalk outside the event. They arrested him after he used a microphone and speaker to start reading Galatians 5 out loud. As Storms recounts it, the teen was charged with “unlawful use of amplification and resisting arrest.” I don’t know what the city’s noise bylaws allow or ban, but as a viral video of the arrest shows, Schroeder’s resistance amounted to tensing his arms for the first 10-20 seconds of the confrontation as the first officer tried to grab the mike from him. In arresting him, the authorities made a big deal out of what was at worst a minor infraction. Their heavy hand didn’t intimidate the young man. Just days later, Schroeder took the opportunity to address his city council. He didn’t take a long time. What he said was remarkable: “I just wanted to ask a simple question. A Nazi group showed up at the event Saturday, and people were talking about that, and I just wanted for all of us to really think about this: what's wrong with Nazism? Seriously, what's wrong with Nazism? “Because imagine for a moment, that there is no God above us, no hell below us, no heaven to live for, as John Lennon wanted to imagine. If we are truly the result of evolved stardust, and our ancestors were fish, and we're the descendants of monkeys, then where do we find our value as human beings? “What's wrong with Nazism, unless you understand that the God of Scripture says that we are made in His Image, and so to murder innocent people is a violation to God's commands? As a Christian I can say that what the Nazis did in Nazi Germany was completely horrific and that they should have been resisted. In fact, the number one people group that resisted the Nazis were Christians. And the reason why was because they had a worldview that says that people are made in God's Image and that they have worth and value. That's why Nazism is wrong. “But if we're going to reject the Christian worldview then we can't hold on to the fruit that comes from the Christian worldview, while denying the actual foundation. “Intolerance is an interesting word – tolerance/intolerance, hatred/love, bigotry, things like that – because really every culture has something that it's intolerant towards and something that it's tolerant of. I mean there are things like murder and rape and stealing that we are intolerant towards as a society. And so, every society has something that it’s intolerant towards. The question is just what is our object of intolerance, and what is our object of tolerance? “When I showed up Saturday all I did was read from Scripture on the sidewalk. I read from the Bible, Galatians. And, by the way, I wasn't reading Romans 1. I wasn't reading any passage that spoke against homosexuality or anything like that. I was reading a passage from the Bible about love and I was arrested. No reason. Not given any warning. Not told anything about my amplification needing to be turning down. I was arrested and taken into custody simply for reading the Bible on the sidewalk. “You see, as we become more and more tolerant of sexual immorality in our culture, we've become more and more intolerant towards Christian morality. And the more we become intolerant towards Christian morality the more we're going to see lawlessness in our streets. The more we become intolerant of Christian morality, the more we're going to see Nazis, the more we're going to see people who don't hold to a Christian worldview, who think that everybody is a result of animals, and therefore if we are animals then why can't we just act like animals? “We were called a hate group. We were told that we don't want to understand the other side. I just want to set the record straight. I am more than happy to have that conversation with the other side. I did speech and debate throughout high school and one of the things that we were taught in debate is that you can't make an argument for your side until you're able to make the argument for the other side. I've sat down and had hours of discussions with LGBTQ activists. I completely understand the other side; I want to understand the other side. “But drag queens twerking on kids in lingerie is unacceptable and that's something that we have to notice as a culture. We can have our disagreements but there comes a time when we have to understand that we are all going to stand before God one day and we're going to have to give an account for what we have done with the children in our society, the innocent minds and the children who deserve to be protected. Thank you.” Isn’t this… glorious? Marcus Schroeder has been gifted by God with some exceptional talents. It’s just as clear that he’s been gifted with an exceptional education. That’s, then, the goal for our own graduate profile. We can pray that God will so equip us, that we can gift our own children with an education that’ll allow them to take on the world with confidence. Picture above is a screenshot from the Apologia Radio podcast with Marcus Schroeder. ...

Christian education

Math: why are we learning this anyway?

Back in 2021, math teacher David Shuster gave this presentation to the parents of his students at Trinity Classical School in Bellingham, WA. **** How can you and I best work together to help your children learn mathematics? Actually, I don’t really want to talk about that. I think, in pursuit of the “how,” we sometimes lose sight of the “why,” which is something often especially elusive in mathematics. As I’m teaching my students in their proofs for geometry, we need to always work with the goal in mind. If you don’t know where you’re headed, how are you going to get there? My hope is that talking about the “why” of math will naturally illuminate the “how” of math. So that will be the main part of my talk, and then maybe we’ll briefly revisit the “how” towards the end. So, why should we, as Christians, learn math? If there is no good answer to this question, then the student who says “Uggh, I’m never going to use this anyway” is making a good point. Life is short; memento mori!1 Don’t waste your life staring at numbers. Now of course the why of everything is to become more Christ-like. Yet if we look at Christ’s life, it doesn’t seem like there’s that much math in it. “If you have 5 loaves of bread and 2 pieces of fish, and divide that among 5000 people, then the remainder is 12 basketfuls...” The Bible is full of theology and history and philosophy and language and even music. But it seems like the most math you get is those seemingly skim-worthy census counts or tabernacle dimensions in Exodus, etc. It is in there, for eternity Raise your hand if you know what the Ten Commandments are. If you know who Moses is. If you know what the Tabernacle is. If you know who Bezalel is. Well, God was telling Moses about Bezalel and God said, “I have filled him with the Spirit of God, with ability and intelligence, with knowledge, etc.” Now go read Exodus and notice that much of that Spirit-filled ability, intelligence, and knowledge was very mathematical and quantitative. Bezalel spearheaded the building of the Tabernacle which serves, inscribed in the everlasting Word of God, as a reminder that God dwells among His people. Bezalel used math to eternally preach the beauty of the Incarnation of Christ. We may use buzzwords like “financial stewardship,” but we forget the potential significance of practicality. We often forget that the real core of the Christian battle is fought on the ground in the most mundane moments of life. And, as with the behind-the-scenes character who helped build the Tabernacle, those mundane material moments are etched into eternity. Math fosters logic Ok, but what if I don’t want to be a Tabernacle-designer? Ah, ya got me. Let me tell you about the second reason we should study math. It develops principled thinking. Are you glad you can figure out what 2+5 is? What’s the use of learning it? You can just use a calculator. But the language of math forms our ability to think abstractly and recognize patterns. In fact, let’s look at what happens when the mathematical way of thinking is missing. Among the majors in college some odd ones tend to score very low in tests of mathematical and statistical skill: public administration and journalism. Now look where that got us. I’m not insulting anyone. I am saying that we desperately need godly journalists and public administrators who can logically pursue objective truth. In fact, whoever you are, you need quantitative discernment now to even read the news with wisdom. Studying math builds a deep intuition for the objectivity of truth. Math echoes our faithful God I sometimes like to watch grappling matches. And now and then I’ll see a wrestler who is about to get choked, and he just looks so incredibly calm. Calm wrestling. That’s what we do in math class. Uh, except no chokeholds. So often, that calmness allows us to notice openings and turn the tables instead of struggling in a futile and unproductive way. We learn to wrestle calmly even when uncertainty hangs over our heads. Because we know that our reality is upheld by a firm foundation, we know we can learn to love the pursuit of pure truth without fearing that our ground will give way. These characteristics of math are largely due to the structure deeply built into the content of math, which is reflected in its highly structured language. In philosophy, literature, and theology, the grammatical/ linguistic/literary structures, and the argument constructions, rely on consistent ways of moving symbols around to create meaning and to move from truth to truth. And math does a particularly good job of honing in on that skillset because the rigid language develops a keenly patterned way of thinking. Studying mathematics trains a principled pursuit of truth. But does the structure of mathematics become a circular cage? G. K. Chesterton said that: “Imagination does not breed insanity. Exactly what does breed insanity is reason. Poets do not go mad; but chess-players do. Mathematicians go mad, and cashiers; but creative artists very seldom.... Poetry is sane because it floats easily in an infinite sea; reason seeks to cross the infinite sea, and so make it finite....” What Chesterton just described as math and reason is its form in the fallen world divorced from its Creator. But when math and reason are contextualized by the liberal arts and, most importantly, grounded in a relationship with Christ, they take on a different tone. To return to Chesterton again, children have a natural sense of wonder when they see patterns in nature. Why does the sun always rise? Why do apples not cease to fall from trees? There is something miraculous about regularity, even in mathematics. We often take “1+1=2” for granted. Yet the patterns and consistencies of reality do not exist fully ex-nihilo. Rather, each of these consistencies reflects the faithfulness of God. The order and the logic behind the universe must be understood as a creative act of God, as a constant outpouring of His nature. And when we see reason as a creative outpouring of God’s nature, math’s true beauty becomes visible. Rather than having an either/or relationship with imagination, reason joins forces with imagination. And so, because math is God’s creative act, poetry is built into the language of mathematics. Out of His nature, God spoke nature into order, and mathematics is the patterned language that we speak back to Him to echo His faithfulness. Math points to the magic undergirding it all Thus in a fundamental way, math is myth. I don’t mean that it’s false, but I mean that it orients us around the regularities that we can behold but cannot grasp. Therefore we must strive to see poetry in the logical, and logic in the poetical. As we draw connections between different areas of mathematics, we see how the fabric of mathematics is skillfully woven by God to help us behold what is beyond us. For the Christian, reason is that fragile little vessel which allows us to chase the horizon on the infinite sea of poetry. The structure, pattern, the consistency of the mathematical language, this is the rigidity of that little wooden boat we’re in. And this little wooden boat is the interface of the infinite. And as we learn to see God’s order and infinitude reflected in every horizon, mathematics is transformed. For the Christian, math is patterned praise, a cosmic liturgy. And so when all this comes back around to the practical, we can find reason to praise God when calculating our taxes. No, I’m serious: in an ashy wasteland, even the littlest green sprout of God’s truth can be greeted with thanksgiving. So, to reiterate: Math is practical – it has eternal implications. Math is principled – it trains a drive for truth. And math is poetic – it is our way of cherishing and proclaiming the creative consistency that God perpetually speaks into reality. Conclusion Therefore, and this is the part to take notes, please make sure your kids get enough sleep. Make sure they have a quiet space because math is a little bit meditative. Whenever possible, ask them to help compute budgets or sketch out geometry behind fencing projects. Play games, think about riddles. Do regular things with math eyes on. Also consider your own attitude, as a parent, about math. If you’ve had a bad experience with math in school, try to take on the Christian vision of mathematics as something beautiful. Many things in life, attitudes included, can be inherited. Endnotes 1 “Remember death”...

Christian education

Christian education as violation of children’s “human rights”

Christian education

Calvin Hutchinson: from chemical engineering to high school teacher

Christian education, Sexuality

The Sexual Revolution: a glaring gap in our kids’ education?

Christian education

Paul Bartels: from carpenter to high school shop teacher

Christian education

A call to teach

“Inviting applications!” the ad calls out. It goes on to list four teaching positions that need to be filled, and tries to paint an inviting picture of the location and supporting community. The problem is, it is drowned out by many others exactly like it. Look in any Reformed church magazine and you will likely find the majority of the advertising space devoted to one thing: job postings for teachers. What has been an occasional challenge for some schools has broadened to become one of the most pressing challenges for almost every Reformed school in the country, with little hope on the horizon for change. Since each school is independently run, it has been a challenge to get a clear picture of what is causing the teacher shortages and whether there is potential for collaboration by the Reformed community to address and reverse this trajectory. Thankfully, work is already being done behind-the-scenes to change this. Going beyond anecdotal stories LCRSS League Coordinator John Wynia If there is one man who has a finger on the pulse of Reformed education in Canada, it is John Wynia. Wynia’s own education began with homeschooling in his elementary years, a Reformed Christian high school, and an Education degree at Redeemer University. He then served as a teacher at Reformed schools in southern Alberta and southern Ontario, before taking on the full-time position of League Coordinator for the League of Canadian Reformed School Societies (LCRSS) in 2018 where he is still serving today. There is no other position like it in the country, dedicated entirely to coordinating and blessing Reformed school societies in Ontario. I met with Wynia to learn more about the teacher shortage and what‘s already being done. Wynia shared that when he started his role as League Coordinator in 2018, his very first “League Learning Day” with schools in Ontario was devoted to this problem because it had been a huge challenge for a few years already. “Anecdotally it is a problem. You can see it in the advertisements in the various periodicals, the Clarion or Christian Renewal or whatever it may be,” Wynia shared. And it isn’t limited to a particular denomination. “Rehoboth Christian School, the Free Reformed schools, Heritage Christian School, they all reported similar challenges.” Wynia added that even in the case of the schools that are reporting they are fully staffed, it is often because they asked a mom, or a retired teacher, to come back to teach part-time. “They are making do.” The 2018 meeting highlighted the need for better data, to go beyond anecdotal information. And it sparked an initiative called “Teach With Us Ontario” (TWUO). The TWUO team started gathering information from schools about enrollment, the number of teachers, attrition rates (the number of teachers that leave each year), reasons for teachers leaving, and more. They also developed a teacher appreciation program, found a teacher champion for each school, and made a webpage – LCRSS.ca/teachwithus – that featured videos and stories about the blessing of serving as teachers. It didn’t take long before schools from western Canada expressed the same need and TWUO morphed into TWUC – “Teach With Us Canada.” Kent Dykstra, Principal of Credo Christian High School in Langley, BC, served as the primary contact point for gathering data from Reformed schools in Western Canada. Although the data doesn’t account for all Reformed schools, it is likely representative. They found: Enrolment is increasing steadily, from 4,593 students in 2014-2015 to 5,252 this past year in the schools counted. Generally speaking, more students require more teachers. Maintaining the teacher numbers won’t be sufficient long-term if the trajectory of increasing student population continues; There was a slight decrease in the number of teaching staff from 2020 to 2021, and incomplete data prior. The total Full-Time Equivalent Teaching staff was 355.4 in 2021 and 367 in 2020. The attrition rate (percent of teachers leaving the profession in a given year), not including to other Reformed schools, increased from 9.5% to 10.3% in 2021. Wynia explained that these attrition rates are somewhat higher than other professions, and higher than for teachers in the public schools, where it is about 6-7%. Of the reasons for leaving, 4-5% of the total number of teachers leave annually for reasons other than health, retirement, maternity, or going to another Reformed school. A dearth of applications One side of the challenge is making it possible for teachers to stay in the profession long-term. A goal every bit as important is recruiting more people to join the profession, either transferring over from other professions or as their first career. The TWUC team sent out a survey in 2019 and 2021 to grade 11 and 12 students in Reformed high schools, exploring why these students would or would not consider teaching as a career. It found: 37%-42% of students considered a teaching career Far more female students (48%) than male (27%) consider teaching The most important factors cited by students to consider teaching were: “Using my God-given gifts and abilities,” “Desire to pass on a Reformed worldview” and “Desire to make a difference” As for reasons to not consider teaching, the top factors were: “Passion for another profession/career,” “Feeling called to another profession/career” and “Limited opportunities for professional advancement” Although a substantial percent of students consider teaching, these ambitions are not culminating in an abundance of qualified men and women for the job openings for teachers. The opposite is true. From the “Applications per position” chart, courtesy of TWUC, we see that the 37-42% of students with ambitions to teach doesn’t materialize into teachers. Only 4.1-6.3% are graduating from a teacher education program. (The drop off from 2020 to 2021 is likely attributed to Covid restrictions). Another helpful statistic from TWUC’s research is the number of qualified applications that schools are receiving for each position they have open. In 2021, it wasn’t even one application for each opening. Kent Dykstra clarified that a “qualified” applicant doesn’t necessarily mean they even have a Bachelor of Education degree or equivalent. In provinces that allow people to teach without this, these applicants are also deemed to be qualified. When we factor in the reality that new graduates who are looking for a position likely send their application to multiple schools, that leaves most schools high and dry. Adam Kloostra, Principal of Rehoboth Christian School in Copetown, Ontario – which has members from Free Reformed, Netherlands Reformed, and Heritage Reformed churches – shared with me that their school community has very similar challenges. “I've just begun my fourth year as principal, and I can confirm that each time we post a job opening we're only receiving 1-2 applicants on average per posting. We've been seeing this trend for a number of years now and have instituted a "teacher attraction and retention committee." The same is true for Heritage Christian School, which is one of the largest Reformed school in the country, based in the Niagara peninsula of Ontario. Their principal, Brian Kemper, shared with me that “in past years, there were often plentiful teacher applicants. Now, some years pass by and we don't even get one applicant for a teaching position.” Woke universities The huge gap between interest in the teaching profession from Grade 11 and 12 students and the number of applications being received points to some significant challenges. What is happening? As helpful as data is, to get to the heart of this issue it often helps to talk to the people on the ground. An accompanying article “Report from the Front Lines” was graciously compiled by six current high school teachers, in an effort to give their honest reflections on the blessings and challenges of serving in this vocation. The benefit of frank and anonymous data is that it is more likely to cut to the heart of the issue. At the top of the list of “cons” is: “Need to jump through a lot of hoops to get trained. Lots of unnecessary/politicized courses and topics to cover, which can get tiring and demoralizing.” I asked one of these teachers to speak to this further. He shared that when he went through university in the 90’s, although it was no small feat to go through six years of study on his own dime, at least he received a quality education from professors who wanted to teach their disciplines well. The same can’t be said anymore. We won’t even factor in the disruptions caused by the vaccine mandates and other Covid restrictions over the past two years. For the past couple of decades, Canadian universities have become bastions of political correctness. It is one thing to jump through a six-year hoop and get a decent education. It is another to withstand six years of sensitivity training and woke indoctrination. A recent study by the MacDonald Laurier Institute, published this September, bears this out. It found that a staggering 88% of professors on Canadian university campuses identify as left-leaning, compared with only 9% who are conservative. And that tiny minority who are conservative are censoring their own thoughts, out of fear of negative consequences. Reformed Christians have very few options for a quality degree in education that is accredited. One noteworthy institution, which has been making an effort to uphold its Reformed roots, is Redeemer University in Hamilton, Ontario. Reformed Perspective’s “Real Talk” podcast recently interviewed the university’s new president Dr. David Zietsma, in which he detailed, in-depth, his desire to lead the institution faithfully and with a Reformed confessional basis. However, for most Canadians, attending Redeemer would mean moving to southern Ontario and paying substantially more than secular schools (though Redeemer has cut tuition significantly in recent years). Covenant Canadian Reformed Teacher’s College (CCRTC) is another solid option for teacher training. It is also based in Hamilton and has been providing teacher’s training since 1976. They now provide a Diploma in Education and a Diploma of Teaching, and have graduated many students who have gone on to teach in Reformed schools throughout Canada. However, their lack of government recognition – formal accreditation – for their diplomas has meant that graduates have primarily served Ontario schools, one of the few provinces that doesn’t require teachers to have accredited degrees. In recent years, the CCRTC has been going through a rigorous process to achieve accreditation, which would go a long way to attracting students from across the country who desire a solid Reformed teacher’s education. The increasing cost of living Another “con” listed by teachers in the “Report from the Front Lines” article is: “Pay not that good for that much university training – many trades pay better, RN nurses start at around $90k, RCMP make $106,576 after three years, etc., while most teachers start at $50k and max out at $80k.” Although salary was ranked as the least important factor for Grade 11 and 12 students, it doesn’t take long until young adults realize they have massive bills to pay for tuition, living, and potentially also raising a family. These costs have escalated significantly with inflation and a housing market that has more than doubled in price. It is one thing for established teachers in rural communities to continue to get by with salaries of $50,000-$80,000. But it is another thing for those who recently finished six years of post-secondary education with student loans and face a housing market that starts in the neighborhood of $800,000 to purchase a modest family home. As much as someone may want to teach, they have to pay their bills and support their families. At the same time, wages for trades have increased substantially in recent decades. As the teachers shared “5-6 years of university – expensive, especially if you have to move out of town. Lost wages for 5-6 years, and lost years of experience, seniority, working your way up in other careers. Takes decades to catch up to peers (if ever).” Brian Kemper from Heritage Christian School concurs. “Teaching is a demanding calling and wages are not very high. Often, there are teachers who supplement their income with other work/investment opportunities. The high cost of living in the Niagara area is also a significant factor. More people are leaving for other opportunities or to move to other areas.” Reformed schools are supported by families, and in Ontario the entire budget for private schools comes from donations and tuition, as there is no government support. Increasing salaries generally means increasing tuition fees, which are being paid for by families who are also facing the pressures of rising costs and limited finances. “I think there is a desire to find ways to support teachers,” Wynia offered. “The scholarship idea is a start.” However, “the money has to come from somewhere. We are venturing into this territory for the first time. The desire would be there to provide more support. Especially in supporting their education.” “I can speak from experience of living on a teacher’s salary, paying off student loans, trying to buy a house, though prices aren’t where they are now. We have a good life. We don’t get to do all the things that others do. But that doesn’t bother us.” Wynia added that in the church, where there is a lot of affluence, we have to be careful to not lose sight of what the most important things are. Seeking His kingdom first Kent Dykstra, principal at Credo Christian High School, is curious whether increasing the pool from which schools could recruit teachers would really address the teacher shortage: “It probably would attract some teachers. But if we open up the hiring policy, would it not be consistent to open up the admissions policy? And if we open up the admissions policy you might cancel it out because you need more teachers.” At root, it is evident that teaching won’t stand out from other professions because of the ease of getting into the profession or the salary and benefits. Although all professions can be understood as “callings” when we recognize that all the earth is God’s, the calling for men and women to raise covenant children in the fear of the LORD requires the support of an entire church community and won’t happen unless it is prioritized. “We want people to understand the joy of being a teacher and the calling of it” shared Wynia. “We need to have our current teachers and parents and community pass on the beauty and joy of Reformed education and the blessing to be a part of it. We have work to do on that front.” Adam Kloostra, from Rehoboth Christian School, agrees. “They're in it because they love it and they want to be used by God to serve others - so it's far more a calling than a job. We've started to take this approach in our community and amongst our students – we want our students to consider teaching in Christian education as a calling that the Lord may be leading them towards – so we do what we can to show forth positive attitudes towards our positions here. Our behaviour in relation to our calling definitely impacts our student's perception of the calling.” Brian Kemper reminded me that when a school is up front about its identity it will be attractive to those who want to pursue a meaningful career. Heritage Christian, where he serves, is “a Reformed, parental, covenantal school that equips young people with the knowledge, skills, and attitudes for a life of service to Christ and their community. Teacher applicants know who we are, and when they apply for a position here, they get excited about the Heritage that they are joining.” As discussed further in the editorial for this issue, whether it is teaching or a different profession, the key ingredient is a heart that is seeking first God’s kingdom (Matthew 6:25-34). In the broader Christian community there is often a lack of volunteers to serve in positions of church or school leadership. This points to an underlying spiritual problem that can’t be resolved through practical strategies. There won’t be enough kingdom workers if there aren’t enough people seeking His kingdom first. Thankfully, there seems to still be plenty of people willing to serve as volunteers in Reformed schools, which suggests that the problem likely has more to do with the challenge of entering and staying in the teaching profession rather than a lack of heart for Christian schooling. A coordinated strategy Recognizing that practical steps can go a long way, some schools are looking at ways to increase their pay scales or offering scholarships to students pursuing a teaching career. As helpful as these efforts are, it was clear to the leadership of TWUC that a larger-scale and more coordinated effort was needed. Covid delayed the progress of this new national effort till the spring of 2022, when an ambitious strategic plan was developed. The plan settled on five strategies and immediately got to work in making all five a reality: Student scholarships/bursaries: Implement a program providing scholarships/bursaries to eligible students. All school boards would have an opportunity to contribute to fund the program. The hope would be that the fund is self-perpetuating once it is set up. Ads would then be put in Christian publications, to make students aware of the opportunity. Surveys could be done to better determine how important a bursary would be for pursuing teacher training. Mature students’ education: Survey Reformed school societies for individuals who are already in a vocation but may consider becoming a teacher, through a mature student education program. This also involves working with the Covenant Teacher’s College to determine the feasibility of a program for mature students. Local awareness program: Come up with local awareness initiatives, such as developing an outline of talents that a prospective teacher should or could possess, survey Grade 11 and 12 teachers for potential teacher candidates among their students, promote teaching as a second career, establish contact with recent grads from any vocations to promote teaching, and more. Teacher in-training registry: Create and maintain a registry of teachers, including students pursuing a teaching career, to ensure good communication and awareness between schools and potential teachers. Professional development: Design and implement programs to strengthen teaching abilities, including mentorship programs and opportunities for specialization. TWUC hopes to develop these five prongs concurrently and begin implementing them next spring. If anyone is interested in helping, they are encouraged to reach out directly to John Wynia at [email protected]. Other schools have also been working on a coordinated strategy. Daniel VanBrugge, a teacher at Timothy Christian School, a large school with students from local Netherlands Reformed and Heritage Reformed congregations, shared that “in our own NRC schools the vast majority of up-and-coming teachers are ladies. Very few men have made the decision to study for teacher right out of high-school.” In response “at least two communities have hosted an "Own-the-Issue" evening that brings together teachers, school leaders, church leaders, parents, and grandparents to raise awareness that the teacher supply is a community problem that will be best solved by the community coming together (as opposed to just the school board trying to brainstorm and address the issue).” And since Netherlands Reformed congregations have direct oversight over schools, their church leadership has also taken action. “Our educational committee at the NRC Synod level has done a denominational-wide study on the numbers high school students considering, or planning to study for teacher. The issue looks like it will remain. It's an important topic.” Broadening the field In Canada, the provincial government sets expectations for who may teach in schools. Most provinces require a Bachelor of Education degree, in addition to a standard undergrad degree. Ontario is an exception, allowing schools to set their own criteria. Ontario schools are increasingly making use of this freedom. Kloostra shared that “Ideally, when an applicant does come along, they have their B.Ed. - but we have found that this is no longer a pillar we can bank on each time a position opens up. So we have several staff members who don't have their B.Ed. and despite not having it, they're doing great things – right on par with teachers who have spent the 5-6 years accomplishing a B.Ed. Other provinces allow exceptions. For example, in BC a school can hire a teacher who doesn’t have an education degree if they can prove that they advertised the position and didn’t find someone more qualified to fill it. The schools have to repeat the process annually but are generally not met with resistance by the government. This allows schools to broaden the range of who can fill positions, but the lack of stability means that not many people would consider it to be a long-term career. Another option to expand the pool of teachers is to broaden the criteria of which churches or denominations a prospective applicant can come from. For example, instead of restricting applications to a particular denomination, a school could welcome teachers who are members of a NAPARC-affiliated church, or some other criteria that maintains a confessional and orthodox Reformed basis. (NAPARC stands for “North American Presbyterian and Reformed Council” which includes the CanRC, URC, OPC, PCA, and RCUS among its member denominations.) When I asked Kent Dykstra about this possibility, he observed that parents and school members are rightly concerned about the worldview of those teaching their students. “There is some flexibility, and some boards and some communities are using that flexibility that is written in their founding documents. Others are changing their documents to reflect that reality, but there is also some sensitivity.” That said, it may not even help. “I’m curious whether opening up the hiring policy would address the problem. It probably would attract some teachers. But if we open up the hiring policy, would it not be consistent to open up the admissions policy? And if we open up the admissions policy you might cancel it out because you need more teachers.” Financial solutions School societies are understandably very hesitant to increase salaries and benefits because the cost is felt directly by families who are paying tuition, many of whom struggle with paying their own bills. Yet what isn’t often publicly acknowledged is the massive increase in wealth that many Reformed families have experience in recent decades. In the past six years alone, the average Reformed family in Canada has received an extra $1,000-$2,000 in tax-free income every month from the federal government in the name of child care benefits (up to a maximum of $6,639 per child under 6 and $5,602 for ages 6-17 each year, adjusted for income). Others have seen their property values climb into the millions. Lifestyles so easily adjust accordingly. The percentage of a family budget that goes to tuition decreases, especially when compared with what our grandparents and parents contributed. As one very elderly and wise lady shared with my wife when reflecting on raising a family with limited means “after paying for church and school, there just wasn’t much money left for things like shoes.” To be clear, there are many Reformed schools that pay fair, and even generous, wages to their teachers and employees. The fact that other professions have seen massive pay increases does not need to translate into pressure to go beyond what is already fair. A different but related issue that has been raised already in this piece is the “hoop” that teachers have to jump through to become certified – five or six years at secular universities that are offering sub-par educations. There are very few solid Christian institutions, and the two that come to mind require a student to move to Ontario, or pay higher tuition. Some schools have come up with creative efforts, such as providing a slightly higher wage for the first year of teaching, or offering a scholarship to students who are becoming teachers. But as helpful as these are, it is hard to see them actually resulting in more people pursuing teaching. For example, a $5,000 scholarship sounds generous, but it can’t be depended on and doesn’t actually go that far when you consider the cost of six years of full-time studies (including tuition, living expenses, and not being able to work full-time). It would help alleviate the expense, but likely wouldn’t sway someone to proceed if the education requirements are a barrier. One idea that I haven’t heard discussed by schools or TWUC is to offer students who are pursuing teaching a loan (for example, up to $15,000 per year for five years), contingent on them studying at a solid Reformed institution like Covenant Teacher’s College or Redeemer University and maintaining a full course load and good grades. Then, when they take up a teaching position, a portion of the loan can be forgiven for each year of teaching (e.g. a $15,000 signing bonus, with $10,000 being forgiven each year for the next five years). The original pool can be contributed by investors who have the means and want to see more teachers. But the pool can be maintained by school societies who cover the loan repayment. That way, if a school really wants a teacher, they can pay to make it happen. If a school doesn’t struggle with finding teachers, they don’t have to offer to repay any loans. Your ideas welcome What ideas do you have? This article was written to start a discussion in homes and communities across the country. We invite you to share your ideas and insights by sending them to the editor....

Christian education

Report from the front lines: pros and cons of teaching in a Reformed high school

It is one thing to hear from school administrators, boards, and parents about what is contributing to a teacher shortage. But how do the teachers themselves feel about serving in the career right now? What follows are the thoughts of six high school teachers with 104 years of teaching experience between them. It’s worth noting that teachers in different schools or provinces may well come up with different answers. What’s on offer here could provide direction for schools trying to figure out how best to retain current teachers. My hope is that it will also be a great encouragement to those considering the profession. Pros of teaching as a career: Can be very satisfying helping covenant kids grow in the Lord and helping parents fulfil their baptism promises – it’s very meaningful work (Eccl. 5) Often excellent communal support – all pulling together for a good cause – many allies Good support structures in place in daily school work – administration, parent committees, learning assistance department etc. Great colleagues who share the faith and worldview make for a pleasant work environment Job stability, including when the economy is suffering and jobs are harder to get Lots of holidays – off when your kids are off, and in good seasons (like summer months) Easier on the body – manual labourers can get worn out elbows, backs, knees, etc. More noticeable by middle age (assuming teachers take care of themselves) Decent wages – similar to a lot of government jobs – fairly close to public school teachers (about 90%) Benefits can be quite good – comparable to similar careers Indoor, climate controlled, clean, comfortable work environment especially nice in winter months – great resources and access to good supplies Good hours – never have to work odd hours, weekends, awkward shifts, unless you choose to (but there is a lot of work outside of school hours that needs to be done) Can make extra money, do bigger projects, go on long trips in summer holidays Some flexibility in when you want to work (go home sooner and work at home in the evening, e.g.) Good variety – can teach different age groups, courses, etc., and room to change things up over the years Potential for lots of fun – many of the activities or topics are quite enjoyable Kids can be easier and more fun to work with than adults – enjoyable to be around, lively and enthusiastic, great sense of humour – keeps you young (but can be exasperating, too) Freedom to come or go – sign contract yearly or choose to go elsewhere if you want, rarely any long-term commitment. Cons: Need to jump through a lot of hoops to get trained – lots of unnecessary/politicized courses and topics to cover, which can get tiring and demoralizing 5-6 years of university – expensive, especially if you have to move out of town – and lost wages for those 5-6 years, and lost years of experience, seniority, working your way up in other careers, requiring decades to catch up to peers (if ever) Pay not that good for that much university training – many trades pay better, RN nurses start at around $90k, RCMP make $106,576 after three years, etc., while most teachers start at $50k and max out at $80k Exhausting to be working with 20+ students all day – overstimulating and draining making decisions non-stop and trying to attend to them all, and especially hard if you’re an introvert (as quite a few teachers seem to be) Many students are getting harder to teach – less respect, less attentiveness, less willingness to work, more distractions outside of school Multiple students with learning issues mean more adaptations and modifications to ensure they are all included – this can take a lot of time and work Often lots of longer hours – marking, report cards, etc. – especially if there are large classes or if the course or grade level is new Can be pressure to teach new grades, courses, etc., which means you often cannot get familiar with one grade level or one set of courses (esp. in smaller schools or when there is lots of staff turnover) Government curricula changes regularly, forcing rewrites of course outlines, and the various bureaucratic hoops can get tiring and cause disillusionment Can be emotionally draining when you have troubled or struggling students A very public job – everybody in the community knows you and could have opinions about you (either good or bad). ...

Christian education

KINGDOM WORKERS WANTED... for frontline role

THE APPEAL IS REAL: This ad may not be genuine, but it's still been ranked among the best ads of all time. In 1900, British explorer Ernest Shackleton was said to have posted this in London’s The Times newspaper to recruit crew for his 1901 expedition to the Antarctic. The appeal is certainly real: it recognizes that there are things more important than money and a comfortable life. (It misunderstands that the “more important” isn’t fame or honor.) Extensive training required, lower pay, high expectations, few advancement possibilities. Opportunity for eternal impact. **** When I started my undergraduate studies at university, I was on track to become a history teacher. It didn’t take long before I fell off that track. I’m not alone. The feature article in the Nov/Dec 2022 issue includes an encouraging statistic: based on surveys of grade 11 and 12 students that were done in 2019 and 2021 in Reformed Christian schools, about 40 percent of students considered teaching as a career. Yet good intentions don’t necessarily translate into reality. Reformed schools are reporting that the number of qualified applicants that they are receiving dropped from an already-poor 1.2 applications per opening in 2020 to a dismal 0.76 in 2021. Ouch. Canadian businesses are feeling the pinch of a worker shortage this year. But this is nothing new for Reformed schools, which have struggled with a lack of teachers for years now. With many different school communities all operating independently across a huge country, it seemed to the editorial team at Reformed Perspective that the issue of teaching and teacher shortages would benefit from some investigative research and extensive coverage. A common theme Listening to the thirteen individuals who graciously shared their insights with me as I worked on the feature article, I began to see a theme arise: A carpenter shared that he decided to teach and exit his former profession after being told by a client “I don’t really care what it costs, I just want my neighbour to be impressed.” He didn’t want to build structures that are just for showing off. He wanted to do something “with permanent value.” Convicted by a sermon about seeking God’s kingdom rather than his own, his journey led him to serving as a high school shop teacher. Read his full story in the Nov/Dec issue. A successful consultant with a degree in chemical engineering shared “I saw the need for Christian educators, listened to some advice of those much wiser than me, and decided to give teaching another chance. It was the best decision of my life to date.” You can find his testimonial in the Nov/Dec issue as well. Six high school teachers shared their thoughts about the pros and cons of their profession. At the top of the list was “Can feel a lot of satisfaction helping covenant kids grow in the Lord and helping parents fulfil their baptism promises.” While interviewing John Wynia and Kent Dykstra – two of the leaders behind “Teach With Us Canada,” a relatively new effort to address the teacher shortage – I pressed them on the question of the salary discrepancy between teachers and many other professions. They politely pushed back, reminding me that their surveys showed that those who pursue teaching are motivated less by financial gain and more for advancing God's kingdom. A school administrator who devoted many years to serving in Reformed schools before working in an interdenominational school, said he was struck by, and impressed with, how the interdenominational school spoke of teaching as a ministry. This wasn’t something he heard in the Reformed teaching context. What is “kingdom work”? These perspectives challenged me to consider some terms that get thrown around but are rarely defined. Is teaching a calling? A ministry? Kingdom work? Which careers do these terms apply to? Only pastors? The mission statements of Reformed schools make it clear that a teacher’s role is deeply spiritual in nature. But isn’t it dualism to elevate spiritual missions over physical or practical ones? Our Reformed heritage is hesitant to distinguish some professions as “callings” when we know that every task and job can be a means through which we honour God and further His kingdom. I have seen first hand how Christians can faithfully serve in God’s kingdom in many different realms and careers. My dad was a plumber all his life who has blessed countless families (including my own) with his skills and services. A school can’t stay open without plumbing! The same is true of my mom, who cared for our family of ten her whole adult life, never making a penny from her hard work. Likewise, I have seen very honourable people who were motivated to expand their business for financial gain. But their motivation was not selfish. It was for God’s kingdom. Because of their kingdom hearts, I can get paid a salary to work for Reformed Perspective, and many other worthy causes are given the means to exist. Does teaching belong in a special category when it comes to importance in the Christian community? We need more, but not just any Well, next to parents, teachers often have the most influence on our lives. Pastors have commented that they notice the difference of serving in a congregation where the youth attend a Reformed school or not. Where they don’t, the students are further behind when it comes to their understanding of biblical truths. Because of this great responsibility, it is appropriate that the apostle James reminds us that “Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness” (James 3:1). Yet alongside this warning, the entire Old and New Testaments include a consistent and frequent calling to teach. But simply being a teacher (or a pastor, or a stay-at-home mom) doesn’t make someone a kingdom worker either. The role has to be filled with someone who actually uses it to further God’s kingdom and glory. We have likely all seen examples of where a pastor, teacher, or stay-at-home mom can cause great harm to God’s kingdom and glory. However honourable the intentions are with starting a Reformed Christian school, that doesn’t mean that what happens inside is going to be kingdom work. Who we serve, not just where The key, then, to whether we are doing kingdom work, is that wherever we serve, we do so “seeking first His kingdom and His righteousness” (Matthew 6:33). Each of us has to make decisions every day again to put God and His kingdom first. That applies to deciding which career to pursue, as well as how to actually fulfill the vocation we have been given. We can move forward with confidence, trusting that God will take care of us. In regard to the current teacher shortage, the feature article makes the problem and some potential solutions clear. What we now need is a willingness from some of God’s children to step up for service: For some, it could be a courageous transition from a career where they aren’t doing much to advance God’s kingdom, even if it translates into less pay or more instability. For current teachers, it may mean choosing to endure some trials (like large classrooms filled with ungrateful children) with joy (James 1:2). For those who need to choose a career soon, it can be a decision to not waste years trying out a variety of studies and careers to see which feels the most meaningful. We won’t find heaven on earth. It may also mean intentionally forgoing opportunities that offer treasure on earth “where rust and moth destroy, and where thieves break in and steal” (Matthew 6:19-20). For many of us, it may mean cheerfully giving more for school tuition, or as donations to schools, so that they can help cover some of the debt that new teachers incur, and ensure salaries allow a teacher to provide for his or her family. It’ll take courage… and trust When it comes to our choices for careers and how we spend our finances, Reformed Christians have to be mindful of the temptation to be too careful, looking out for ourselves rather than trusting God to provide. As Kevin DeYoung says so well in his book Just Do Something: “We should stop looking for God to reveal the future to us and remove all risk from our lives. We should start looking to God – His character and His promises – and thereby have confidence to take risks for His name’s sake.” He later adds: “We walk into the future in God-glorifying confidence, not because the future is known to us but because it is known to God. And that’s all we need to know.” Speaking for myself, if some of the strategies that are being pursued by the Teach With Us Canada team (see the feature article in the Nov/Dec issue) were in place twenty years ago, I may well have stayed on track and been serving as a teacher today. Yet I’m grateful that the LORD has many places for us to serve, as long as we do so for His kingdom and glory. “To those who by persistence in doing good seek glory, honor and immortality, he will give eternal life.” – Romans 2:7 Mark Penninga is the Executive Director of Reformed Perspective. This first appeared in the Nov/Dec 2022 issue....

Christian education, Theology

Why biblical poetry matters

Skim through any modern Bible and you will notice something peculiar: many pages are laid out as poetry, with appropriate spacing and indents. But have you ever wondered what makes these verses poetic? For most people, this subject remains an enigma, and some will wonder why they should even care. Poetry seems like the wrapping around a present, or the envelope for a card — superfluous and largely decorative. It is the message that is important, and paying attention to the form may be a distraction. Of course, for a believer that should be a flimsy argument. Surely God loves beauty and complexity (Gen 1:31, Psalm 139:14), and although beauty is fleeting (Prov. 31:30), that is no excuse to ignore it.1 It does not make sense when Christians stand in awe of a gorgeous sunset, or we all hang the same poem about footprints on our walls, but we cannot be bothered to learn how the Psalms were composed. Beautiful in any language The astonishing thing about biblical poetry is that it generally translates into any language. The principal technique is not a matter of meter or rhyme: it has to do with the structure of the lines. In most cases, two or more lines run parallel to each other. Consider Psalm 122:7: May there be peace within your walls and security within your citadels. You can see that the terms run parallel. Peace and security mirror each other, as do the walls and citadels. The name for this type of poetry is Hebrew Parallelism. In what follows, we’ll explore how this poetic technique works and why it matters. Robert Lowth’s rediscovery of Parallelism It was the Anglican Bishop Robert Lowth who in the 18th century rediscovered Hebrew Parallelism. For centuries, Christians had been confused about how best to describe biblical poetics. According to Lowth, Hebrew parallelism typically follows one of three patterns: Synonymous Antithetic Synthetic2 Let’s take a closer look at each of these. The example we just looked at is a form of synonymous parallelism. In such cases, the same idea is repeated in similar language. One of the more famous examples of consistent synonymous parallelism is Psalm 114: 1 When Israel came out of Egypt, Jacob from a people of foreign tongue, 2 Judah became God’s sanctuary, Israel his dominion. 3 The sea looked and fled, the Jordan turned back; 4 the mountains leaped like rams, the hills like lambs. 5 Why was it, sea, that you fled? Why, Jordan, did you turn back? 6 Why, mountains, did you leap like rams, you hills, like lambs? 7 Tremble, earth, at the presence of the Lord, at the presence of the God of Jacob, 8 who turned the rock into a pool, the hard rock into springs of water. In this psalm, every verse consists of a mirroring of terms. Lowth felt that parallelism might be compared to the way two choirs can sing back and forth — a type of chant known as antiphony. Lowth speculated that the Jews might have incorporated something similar in their worship. Think of Psalm 136, where the refrain “His love endures forever” is a repeated response. Lowth’s second type, antithetic parallelism, involves a sharp contrast. It is particularly common in the book of Proverbs: A cheerful heart is good medicine, but a crushed spirit dries up the bones. (Prov. 17:22) The poor plead for mercy, but the rich answer harshly. (Prov. 18:23) The idea is that when we reflect on such contrasts, we can grow in wisdom. Finally, Lowth used synthetic parallelism as a catch-all category for anything that is not synonymous or antithetic. Synthetic parallelism typically involves a progression of ideas, so that one thing follows another. Take this passage from Psalm 84: 5 Blessed are those whose strength is in you, whose hearts are set on pilgrimage. 6 As they pass through the Valley of Baka, they make it a place of springs; the autumn rains also cover it with pools. 7 They go from strength to strength, till each appears before God in Zion. While the end of verse 6 may contain an element of synonymous parallelism, these verses are more about developing an idea. In keeping with the focus on pilgrimage, the emphasis is on movement. Two of Lowth’s examples of synthetic parallelism eventually came to have their own names. The first is now usually called staircase or climactic parallelism. Psalm 93:3-4 provides a dramatic example: 3 The seas have lifted up, Lord, the seas have lifted up their voice; the seas have lifted up their pounding waves. 4 Mightier than the thunder of the great waters, mightier than the breakers of the sea— the Lord on high is mighty. The repetition of phrases (like a staircase) creates a crescendo that builds to a climax. In this passage, we can imagine the waves growing in size! Another type of synthetic parallelism is commonly called numerical parallelism. This is a poetic use of counting, something that is used to great effect in Amos 1: 3 For three sins of Damascus, even for four, I will not relent. The same device occurs four more times in the rest of the chapter. The Sharpening Theory Robert Lowth established the basics of Hebrew Parallelism, yet his simple categories were not beyond criticism. Scholars objected that the synthetic category was ill-defined, that the term parallelism may imply too much similarity between the lines, and that parallel structures are not exclusive to poetry, but can be found elsewhere in the Bible as well. The most forceful critique came in 1981 from James Kugel, the author of The Idea of Biblical Poetry: Parallelism and Its History.3 Kugel developed what we might call the “Sharpening Theory” of Hebrew Parallelism. To understand what he meant, it is good to reflect on the nature of proverbs. Proverbs are a bit like riddles. When someone says, “the apple does not fall far from the tree,” it takes us a moment to figure out what that really means. A proverb makes us stop and think. James Kugel points out that in the Bible this quality is sometimes described as a certain sharpness. A proverb pricks our conscience and makes us reflect on the proper way to act. Unfortunately, the fool feels the prick, but does not benefit from it: Like a thornbush in a drunkard’s hand is a proverb in the mouth of a fool. (Proverbs 26:9) If we take these observations about proverbs and apply them to Hebrew Parallelism, then we see that the parallel lines also force us to slow down and consider their relationship. At first, we might observe mostly repetition, but a closer look reveals that there is more to the picture. The unique features of each line stand out in sharp relief. This makes reading the Bible exciting. The following verse provides a good example: Through love and faithfulness sin is atoned for; through the fear of the Lord evil is avoided. (Proverbs 16:6) Is the same thought expressed twice? Not really. Not only do the lines mention different, yet related actions (love and faithfulness; the fear of the Lord), but the verse makes us contemplate the connection between atonement and avoidance of sin. Atonement might make up for past transgressions, whereas avoidance is about future temptations. In this way, the proverb creates a complex picture that encourages the righteous to live wisely. Midrash James Kugel further pointed out that Jewish rabbis who interpreted the Bible preferred to focus on the differences between parallel lines. In the Jewish tradition, the word Talmud refers to a variety of rabbinic texts that came to supplement the Old Testament books. After the return from exile in Babylon (6th century BC), the Jews increasingly developed an oral tradition that interpreted the Torah (the five books of Moses) and added further regulations and customs. Written compilations of the Talmud stem from as early as the third century AD. The act of interpreting the Talmud and the Bible came to be known as Midrash. This word refers to both rabbinic interpretation and an actual written collection of such interpretations. Rabbis who practiced Midrash (especially during medieval times) often came up with ingenious ways to contrast poetic lines that seemed to say the same thing. Let’s look at a couple of examples that Kugel provides. First, we read in Genesis 21:1: Now the Lord was gracious to Sarah as he had said, and the Lord did for Sarah what he had promised . Sounds the same. But at least one commentator suggested that the last “he” might refer to Abraham. A couple of verses earlier (Gen. 20:17), Abraham had prayed on behalf of Abimelek: Then Abraham prayed to God, and God healed Abimelek, his wife and his female slaves so they could have children again. Taking this line into consideration, Gen. 21:1 might be interpreted to mean: Now the Lord was gracious to Sarah as he had said, and the Lord did for Sarah what he, Abraham, had spoken to God about in his prayer, namely to provide fertility. Suddenly the two lines become quite different in meaning. The second pronoun he now refers to Abraham. Here is another example, from the instructions for Passover celebrations: Do not eat it with bread made with yeast, but for seven days eat unleavened bread. (Deuteronomy 16:3) A midrashic reading might note that these are two different commandments—a negative and a positive one. Not only must bread with yeast not be eaten, but unleavened bread must be eaten. It is in part because medieval rabbis were so focused on the differences that a full understanding of Hebrew Parallelism was lost during this time and had to be recovered by scholars such as Robert Lowth. At the same time, the Midrash does remind us not to assume that parallelism is always about exact similarity. The differences are important! A dynamic movement Kugel’s Sharpening Theory has us examine each set of parallel lines on its own terms. Instead of reducing parallelism to a few main types, we look for a wide variety of features. For each verse, the question is, how does the second line (B) extend the first (A)? To use Kugel’s wording, it’s not “A=B” but “A, and what’s more, B.” Instead of Lowth’s three main categories, we can now have any number of relationships between A and B. It is up to each reader to meditate carefully on the subtle similarities and differences between the lines. The scholar Robert Alter, expanding on the work of James Kugel, provides a great description of this relationship between A and B. He talks about a “dynamic movement.”4 The second line should never seem predictable or merely repetitive. There’s something captivating about the way the thought is extended. For Alter, the second line often includes an intensification or focusing of the first thought. You can compare it to seeing something and then getting out the binoculars or microscope to take a closer look. The tricolon (a triple parallelism) in Psalm 100:3 provides a great example: Know that the Lord is God. It is he who made us, and we are his; we are his people, the sheep of his pasture. Each line zooms in a little. Each line makes the thought more specific. This dynamic movement between the lines requires our participation. As readers, we are drawn into the text. If that sounds like a lot of work, then recall that Hebrew Parallelism is also quite slow-moving and unhurried. Each idea is expressed in multiple ways. The effect is somewhat like hearing a choir sing in a cathedral, repeating phrases and letting their voices echo through the cavernous space. This is not to say that an Old Testament psalm is like a Bach aria, but that in both cases the speed and cadence is measured and controlled. Important phrases and ideas come back in new form, so that we do not only listen for individual lines, but we also gradually gain a sense of the whole piece. The big picture Speaking of the composition as a whole, the final step is to put it all together. It is one thing to spot parallel structures, but it requires more practice to discern how the lines work together. For example, Psalm 133 has quite a neat and tidy structure, with two similes (verses 2 and 3a) framed by an opening statement (1) and a conclusion (3b): 1 How good and pleasant it is when brothers live together in unity! 2 It is like precious oil poured on the head, running down on the beard, running down on Aaron’s beard, down on the collar of his robe. 3 It is as if the dew of Hermon were falling on Mount Zion. For there the LORD bestows his blessing, even life forevermore. Verse 2 is a great example of what Robert Lowth called staircase parallelism. This technique is all about movement and intensification. Just as the oil runs down the high-priest’s beard, so the lines flow on and on. The liquid imagery is extended in the comparison to dew. Clearly, the author of Psalm 133 thought carefully about best to match the form of the poem to the content. The poetry helps to express the message. In other words, not only should brothers live in harmony, but the psalm itself has to have a sense of “unity.” Conclusion In addition to Hebrew Parallelism (the main feature of biblical poetry), God’s Word displays many other poetic techniques (personification, chiasmus, etc.). For a long time, Christians have been content to ignore these features, whereas in reality the beauty of the Bible provides an incredible appeal. Why is a passage such as Isaiah 53 so moving? Why do we memorize Psalm 23 or 103? The poetry in these passages does not detract from the truth of scripture, but makes it resonate in our hearts. I imagine many conversion stories also include an element of awe at the sublimity of Holy Scripture. Mission work is enhanced by bringing out those qualities that make the Bible the Great Book. I would therefore encourage Christian parents and educators to know the basics of biblical poetry, not only for their own appreciation, but also so they can teach children to marvel at the beauty of the Bible. Psalm 19 describes how the heavens “pour forth speech” (verse 3), before adding, paradoxically, “They have no speech, they use no words; / no sound is heard from them.” Creation can speak of the glory of God, without using actual words. Indeed, we teach children that Nature displays God’s goodness and faithfulness. But Psalm 19 points out that God’s Word (the “law”) is likewise worth meditating on, and it does contain words and speech. The “precepts of the Lord” are “sweeter than honey” and give “light to the eyes.” The fact that the Psalmist used paradoxes, metaphors, and parallelism to describe his delight in the Word can only mean that biblical poetry is an equally nourishing and eye-opening experience. So, take the time to study and appreciate the poetry of the Bible, not just to know why some lines are indented on the page, but to truly savour the divine artistry of the Word. Dr. Conrad van Dyk is Professor of English at Concordia University of Edmonton, where he teaches everything from medieval literature to children’s classics. Recently he has started creating online literary courses from a Christian perspective (and for a reasonable price). The very first course is a detailed introduction to biblical poetry which you can find at LitCompanion.com. Portions of this course have been used in this article. He attends Immanuel Canadian Reformed Church in Edmonton. Endnotes 1) Quotations from the Bible are from the NIV, with one exception. For Psalm 133, I have reintroduced the word “brothers.” 2) I have used G. Gregory’s English translation (1753) of Robert Lowth’s On the Sacred Poetry of the Hebrews, which is freely available online. 3) See James Kugel, The Idea of Biblical Poetry: Parallelism and Its History (Yale UP, 1981). The examples of Midrash are taken from Kugel, pp. 98-106; the discussion of how A and B relate can be found on p. 8. Kugel’s ideas were developed by S. E. Gilllingham, The Poems and Psalms of the Hebrew Bible (Oxford UP, 1994), who suggests that we tend to see three patterns of parallelism, i.e., A=B (comparison and contrast), A>B (the second line is subordinated to the first), and A<B (where the second line develops the first, for example through intensification or comparison). A summary of Gillingham’s approach can be found in William W. Klein, Craig L. Blomberg, and Robert L. Hubbard, Jr., Introduction to Biblical Interpretation (Thomas Nelson, 2004), p. 289ff. Personally, I prefer Kugel’s less formulaic approach, where each set of lines is treated on its own terms. 4) Robert Alter, The Art of Biblical Poetry (Basic Books, 1985), p. 10....

Christian education, Documentary, Movie Reviews

Truth & Lies in American Education

Documentary 2022 / 69 minutes Rating: 7/10 " is the battle that is going to affect all the other battles. We're all involved in differen...

Christian education

On public schools: evangelism is not discipleship

A few years ago, at a Ligonier Conference, Pastor Voddie Baucham was asked what he would say to parents who were weighing the option of homeschooling ...

Christian education, News

US homeschooling grows by a million

In 1973, there were as few as 13,000 children being homeschooled across the United States. From those small beginnings, the movement has grown over th...

Christian education

Reformed teachers are different... right?

Bobby Knight had a rather unique teaching philosophy: he’d do whatever it took to get through to his young charges, up to and including yelling at t...

Christian education

Why study History?

Things that we have heard and known, that our fathers have told us. We will not hide them from their children, but tell to the coming generation the glorious deeds of the Lord, and his might, and the wonders that he has done. – Psalm 78:3-4 ***** History is important for day-to-day life in ways that most of us don’t know. A shared history unifies communities, and knowing history can inspire individuals to be better people because they can learn from previous generations what to do and what to watch out for. Recently history professor John Fea of Messiah College in Pennsylvania wrote a book about the importance of history called Why Study History? Reflecting on the Importance of the Past. While an aim of the book was to encourage college students to major in history, what he shares would be beneficial to all Christians. Shared history binds us together Fea points out that historical accounts are important to the identity of communities: “We need the stories of our past to sustain us as a people. History is the glue that holds communities and nations together.” The history of our community (whether as a church, ethnic group, or political unit) creates a perception of shared experience with other members of our community. This helps to bind us to one another. The kind of experience we share with other community members will be influenced by how its history is presented. In a national context, competing groups may emphasize different aspects of the past and thus offer different versions of history. In the United States, disputes of this nature have arisen in public schools. Fea writes, “The battle over what American schoolchildren learn about the nation’s past has been a significant part of the ongoing culture wars in this country.” “Past” versus “history” Fea makes an distinction between what he calls “the past” and “history.” The past consists of all the events that have occurred before the present time. This includes the dates and facts about what happened. History, on the other hand, involves the creation of a narrative using information about the past. History is always written by a person, and each historian has to determine which information from the past is important and how it fits together. In this sense, history always involves an interpretive framework provided by the historian – all history is written from a particular perspective or worldview. The right worldview is key That being the case, it is very important to determine whether or not a particular historian works within a good worldview. For example, when a Marxist writes a history of the sixteenth century, he sees economic forces as the primary factors leading to the origin and success of the Reformation. He will discount the specifically “religious” aspects of the Reformation as window dressing for the real action which he believes is in the economic sphere. The Marxist does not even believe in God, so how could he attribute any facet of the Reformation to spiritual activity? It’s completely outside the realm of possibility in his worldview. Thus a Marxist interpretation of the sixteenth century will inevitably miss the most important aspect of the Reformation, namely, the work of God in restoring His truth to the church. A Reformed historian will look at exactly the same information as the Marxist and see an entirely different picture. The Reformed historian will focus on the religious and spiritual nature of the Reformation. Economic forces do matter at various points throughout history but they cannot account for genuine spiritual occurrences and the work of the Holy Spirit in the hearts of people. While there are many learned and thoughtful historians of various persuasions who have written important books, if they didn’t approach history from a Biblical Christian perspective it is possible that they missed important features of their subject. Like a Reformed historian, a Roman Catholic historian may also see the Reformation within a spiritual context. However, his analysis would likely be the opposite of the Reformed view. To him or her, the Reformation involved a schism from the true church. Clearly, the perspective held by any historian will provide the interpretive framework through which he or she evaluates the past. All historians operate within a particular worldview that determines what they will consider to be worthy of including in their account. Leftwing history Leftwing historians, often known as “progressive historians,” understand the importance of history in the life of a community. They also understand the power of historical interpretation as a method of promoting political change. Particular historical accounts can be used as the justification for political action. As a result, they interpret history through an especially leftwing framework as a means to advocate for socialist solutions. Fea explains: As these historians began to speak out against the injustices that they saw in society, they began to articulate a method of approaching the past that was concerned less with objectivity and more with activism. They looked to the past for antecedents to contemporary social problems that might help point the world in the right direction. Their accounts of American history, therefore, focus on the negative aspects and largely ignore the positive aspects. Fea notes, “They wrote books calling attention to the nation’s long history of injustice. Such works were largely one-sided, but that was the point.” If the United States is historically based on racist oppression and capitalist exploitation of the poor, then the way to improve it is through socialism. Government planners can enforce “social justice” through state coercion. This is the leftwing ideal, and it appears more plausible when backed by historical arguments about pervasive evil in the nation’s past. If individual freedom has led to oppression and exploitation, then it must be sacrificed to government control in order to achieve justice. History motivating politics In other words, a particular historical perspective becomes the underlying basis for an associated political agenda. History conducted in this way provides the driving force for a program of political change. The example of the “progressive historians” demonstrates the use of history in a powerful and negative way. But history can also be used to undergird a positive agenda. Fea points out that some American Christians have written history books to boost the case for Christian political activism. For example, if Christianity held a privileged position in earlier periods of American political life (and it did), then Christianity should not be expelled from American political life today. However, Fea also notes that some of these efforts by Christians have been so lopsided as to turn history into political propaganda, much like the progressive historians have done. This is certainly an error to avoid, but it does not discount the possibility of the proper use of history to buttress Christian activism in the culture wars. Sanctification Besides the political role of history mentioned above, history can also motivate us to improve ourselves as individuals. As Fea explains it, The past has the power to stimulate us, fill us with emotion, and arouse our deepest convictions about what is good and right. When we study inspirational figures of the past, we often connect with them through time and leave the encounter wanting to be better people or perhaps even continue their legacy of reform, justice, patriotism, or heroism. Used in this way, history can actually be an aid in sanctification. Conclusion History is important for the role it plays in binding communities together and in motivating political action. It can also help to encourage individuals to improve themselves or inspire them to become involved in a cause. The value of particular historical accounts will be heavily influenced by the perspective of the writer of the account. Only a Christian historian can truly appreciate the role of God in history. It’s hard to love something you know little about. Learning the history of your country can help you to love your country. Learning the history of your church may help you to appreciate your church more too. Whatever the case, it is certain that studying history is a valuable activity. This article first appeared in the November 2015 edition....

Christian education

Should a student’s peer group be so important?

…or can skipping or failing a grade be a very good thing? **** Let me tell you the tale of four students. Danny The first, Danny, had decided to better himself and become more flexible in the job market, given the prevalent economic uncertainty. So he went to the website of the Open University and looked for a course package that would appeal to him. After due consideration, he decided on a subject, whereupon he proceeded with his enrolment. The course involved a number of challenging assignments, all accompanied by due dates, and length and formatting requirements. Danny was not fazed. Full of enthusiasm, he started on the course work. He industriously complied with all the required readings, studied the assignment requirements, and set to work. Long before the deadline he finished the first homework assignment and sent it away. It was less than a week later that he received word back: he had failed his first assignment. Failed miserably. However, the kind lecturer gave many tips as to how to improve the work for resubmission. Disappointed, but not down, Danny set to work again. He carefully followed the lecturer’s suggestions and, with hope in his heart, resubmitted. The result, though slightly better, was still disappointment – Danny hadn’t passed, even on his second attempt. Danny was thoroughly disheartened. After honest and deep contemplation, he decided that he had overreached and that he needed to bite the bullet and quit. Perhaps he should have another look at the courses and take on something more realistic and in keeping with his current abilities… Shaun and Emily The family of little Shaun and Emily moved to a new district. The 7 and 9-year-old embarked on theadventure of a new school. They were kindly received, then tested on their abilities, and placed in a classroom with their peers. It was not long before both children became unhappy and unruly. Shaun could not care less whether he did his homework or not. Emily did not have any homework, because she finished everything in school time. She saidschool was boring. Meetings between the teachers and parents followed. It was agreed that Shaun struggled and required some remedial help. Emily needed no help at all; perhaps she could be given some extra work, expanding her challenges in that manner. The teachers would do their best, but with the large number of students in their care, it would be difficult. At the end of the year, Shaun was promoted to the next grade, even though his progress reports showed failure after failure. Emily was promoted as well, with straight A’s all over her list. Both children looked forward to the summer holidays and nagged their parents for a different school come the new year. The new school year commenced, and the children joined their peers. Shaun was looking at another year of discouragement and remedial treatment. Emily’s motivation was also at a low and she decided to do just what was necessary to get by… When peers aren’t the main concern, then ability can be Peers were not a concern for Danny so when he noticed his course was above his ability; he could simply quit it. He could adjust and find something more suitable. Shaun and Emily were locked in a system from which there was no escape. Shaun was forced to endure the ignominy of failure after failure; Emily was exposed to what she called “kindergarten material” which she considered humiliatingly unchallenging. However, as the Principal pointed out, it was important to keep the children in their peer groups. It would not do to place them with those older or younger than they, as this would stunt their emotional development. Caleb Now meet Caleb (not his real name). He was brought to this little Christian school. Dad and Mum said that Caleb was a problem student in his current school and did not perform well at all. In fact, the larger part of the day he was forced to reside outside the classroom. On his report card the teacher had written about his reading skills that Caleb needed to guess more! Caleb did not want to guess, he wanted to read! This nine-year-old was by now on the level of a six-year-old student, even though there was nothing wrong with his cerebral capabilities. He did not like school anymore. “And then to think how he started so full of enthusiasm,” Mum remarked. The long and short of it was that the Principal and the parents agreed that Caleb would start according to ability with the little ones, moving between different groups fluidly to tap into his present abilities. Being more mature, he would succeed at a faster pace and consequently move through the ranks ever more closely to his peers, all the while tasting academic success. Caleb finished high school within a year of his peers and went on to do a bachelor’s degree in Computer Science at university. As an adult he wrote on Facebook how that little Christian school and its teaching approach had been the saving of him in terms of developing his abilities. Caleb was not forced to sit in class with his peers and be confronted with repeat failure. He was not singled out for remedial (often sensed as humiliating) lessons. He was successful in class and was able to join his peers outside class when playing games (during PE lessons he did join his peers, by the way, and outshone most of them). Why have we made this the priority? In Matthew 23:4 the Lord Jesus accuses the Pharisees of putting heavy and grievous burdens on the people with rules and regulations that they themselves wouldn’t bear. This text had me wondering if, educationalists – with the best of intentions – have placed burdens upon children that they would not place upon themselves! (We can think also of the Golden Rule in Matthew 7:12.) An adult who enters on a course of study will do so within his capabilities. Should there be an error of judgment, the course will be discontinued and, perhaps, a more suitable one entertained. School children, as a rule, are not given that choice in the traditional system. We’ve deemed it as the first priority that they mingle with peers, even when they are to concentrate on cerebral pursuits. And we’ve done so, knowing that intellectually mismatched children who are being set the same challenges can be a hindrance to each other in class time! The discouraged girls might skulk away, or a frustrated boy resort to bravado, while the capable students are irritated by unwanted distractions. The net result is a teacher with a classroom harboring behavioral challenges. When considering the eagerness of the little five-year-olds upon entering “the big school,” it is a shame upon the education system to erode this eagerness by providing systemic failure on the one hand and systemic boredom on the other. Success is achieved by enabling children to punch according to their weight, not above their weight, or below their weight. A good school will strive to place just the right expectation (burden) upon each child’s shoulders, in keeping with capability and maturity, regardless of age. I would submit that many schools, including several Christian schools, unwittingly create educationally disenchanted children with the misguided concept of peer group education, and procuring motivation-eroded people. “One may miss the mark by aiming too high as too low.” -Thomas Fuller (English clergyman, 1608-1661) Dr. Herm Zandman has been both a schoolteacher and truck driver, writing on both, including his book “Blood, Sweat, and Gears.” A version of this article first appeared in the July 25, 2020 issue of Una Sancta. Questions for discussion Dr. Zandman raises the issue of age-based grades and how among adults we based schooling on ability, rather than age. It’s a topic seldom discussed, so to foster that discussion here are a few questions intended for a group setting. Peers, and fitting in, are the reason most kids don’t want to skip or be held back a grade. But this grouping-by-year exists only in school and disappears soon afterward. So are there ways that we can diminish the importance of this artificial grouping? Would skipping a grade be less of a big deal if we did it more often? How could we foster a school environment in which a student, held back a grade, isn’t worried about what his friends will say? In our churches, homeschooling is often viewed as an abandonment of the local covenantal school (which needs as many supporters as it can get). But homeschooling seems to better be able to accommodate children based on their abilities, rather than age. So for the sake of the students who don’t fit into age-based grades, do we need to re-evaluate our attitude towards homeschooling? After all, do our schools exist for the children, or are we now having to send our children for the school’s sake? Parents are ultimately in charge of their child’s education so what are ways that parents can add to the weight their child bears, should that be needed? Is it a matter of extra-curriculars like music lessons and art classes, or a part-time job, or even starting their own “side hustle”? What other options are possible? What are the historic roots of the grade-by-grade schooling that we do? In times past children in one-room schoolhouses might be taught via their “readers.” They would move on to the next level – the next reader – when they were done the previous one. But now age-based grades are the near-universal approach, also in our Christian schools. Seeing as this approach can’t be found in the Bible, might it be worth a reassessment? Are there other possibilities? Is what happened with Caleb, as Dr. Zandman described it, an option that exists in our schools? ...

Christian education

A Christian perspective on 2+2

What does math have to do with God? Many people see no connection. Aren't logic, numbers and geometry the same for Christians and atheists? Math is thought to be the hardest subject to integrate with Christianity. Yet, there are very close links between math and God. Mathematical realism The key question concerns truth. Most mathematicians believe that mathematical truths such as "6+1=7" are universally and eternally true, independent of human minds. They believed that they are discovering properties of, say, numbers, rather than merely inventing them. This view of math dates back to Pythagoras (582-507 BC) and Plato (427-347 BC). They held that mathematical concepts apply best to ideal objects. For example, geometry deals with exact circles, but no physical object is exactly circular – perfect circles don’t actually exist. Furthermore, such things as the number "7" seem to exist at all times or, even, beyond time. This led to the notion that math exists in an ideal world of eternal truth. This is called mathematical realism. Where do such eternal mathematical truths exist? Augustine (354-430) placed the ideal world of eternal truths in the mind of God. He argued that eternal truths could not arise from material things or finite human minds. Rather, mathematical truths must depend on a universal and unchanging Mind that embraces all truth. Only God can have such a mind. Thus math was held to be true because of its supposed divine origin. It was held, moreover, that God created the universe according to a rational plan that used math. Since man's was created in the image of God, it was thought that man should be able to discern the mathematical structure of creation. Indeed, since man was God's steward over creation, man had the duty to study nature and to apply the results towards the glory of God and the benefit of man. Such theological considerations were key factors motivating the scientific revolution. Most founders of modern science, such Kepler, Galileo and Newton, were all driven by their Biblical worldview. Naturalist math Ironically, the very success of mathematical science led to the demise of the Christian view. The universe seemed to be so well controlled by mathematically formulated laws that God was no longer deemed necessary. Such over-confidence in scientific laws led to a denial of biblical miracles. This undermined biblical authority. Consequently, many scientists banished God and embraced naturalism, the notion that nothing exists beyond nature. THE LOSS OF CERTAINTY With the rejection of a divine Mind, there was no longer any place for eternal truth. This, in turn, led to the collapse of mathematical realism. Naturalists came to consider math as just a human invention. But if math is just a human invention, why should it be true? Mathematicians tried to prove the truth of math using the axiomatic method. Math was to be grounded on a set of undoubtedly true, self-evident principles, called axioms, from which everything else could be derived. The axiomatic method had been used with great success by the Greek mathematician Euclid (circa 300 BC). He derived all the truths about normal (or Euclidean) geometry from only 10 axioms. This became the model for the rest of math. Towards the end of the 19th century the search was on for a set of self-evident axioms upon which all of math could be based. Any system that yields a contradiction is, of course, false. A system of axioms that will never yield a contradiction is said to be consistent. A system is said to be complete if all true theorems (and no false ones) can be derived from the axioms. The goal, then, was to find a set of axioms that could be proven to be consistent and complete for all of math. Initially, there was some success. Simple logic and Euclidean geometry were proven to be both consistent and complete. Unfortunately, in 1931 the Austrian logician Kurt Gödel proved that the program was doomed. He proved that any large system of axioms (i.e., large enough for arithmetic with addition and multiplication) will always be incomplete. There will always be theorems that can be neither proven nor disproven by the system. Thus all of math can never be based on a finite set of axioms. Math will always be larger than our human attempts to capture it within a system of axioms. Moreover, Gödel proved also that we can never mathematically prove the consistency of any system large enough for arithmetic. Hence we cannot be sure of the validity of arithmetic, even though we use it all the time! The soundness of math now had to be accepted largely on faith. THE LIMITS OF INVENTION Rejecting theism affected not only the soundness of math but also its content. Classical math was based on the concept of an all-knowing, all-powerful, and infinite Ideal Mathematician. The operations and proofs allowed in classical math were those that could in principle be done by God. It was thought that, if math is just a human invention, its methods should be adjusted accordingly. Only those mathematical concepts and proofs were to be considered valid that could be mentally constructed in a finite number of explicit steps. The "there exists" of classical math was to be replaced by "we can construct." This came to be known as constructive math. It entailed a new approach to both logic and proofs. Classical math is based on what is called two-valued logic. Any mathematical proposition is either true or false. Take, for example, Goldbach's Conjecture concerning primes. A prime is a number that is divisible only by itself and 1 (e.g., 2,3,5,7 & 11 are the first five primes). Goldbach's Conjecture asserts that any even number can be written as the sum of two primes (e.g., 10=3+7; 20=13+7). No one has ever found a number for which it did not hold. But no one has as yet been able to prove it. Classically, this conjecture is either true or false, even though we do not yet know which it is. Constructionists, however insist that there is a third possibility: a proposition is neither true nor false until we can construct an actual, finite proof. The rejection of two-valued logic restricts one's ability to prove theorems. Classical math often uses an indirect method of proof called Proof by Contradiction. To proof a theorem, one first assumes the theorem to be false and shows that this leads to a contradiction; hence the initial assumption is false, which means that the theorem is true. Since such proofs rely on two-valued logic, constructionists reject them. They accept only those theorems that can be directly derived from the axioms. Unhappily, this means rejecting so many results of classical math that one lacks the sophisticated math needed in modern physics. EVOLUTIONARY CONJECTURES If math is just a human invention how did it ever get started? Naturalists propose that evolution has hard-wired our brains to contain small numbers (e.g., 1,2,3…) as well as a basic ability to add and subtract. They conjecture that all our mathematical thoughts come from purely physical connections between neurons. Even if an evolutionary struggle for survival could account for an innate ability for simple arithmetic, it is hard to see where more advanced math comes from. Our ability for advanced math is well in advance of mere survival skills. The evolutionary approach fails to explain also the amazing mathematical intuition of leading mathematicians. Further, if our mathematical ideas are just the result of the physics of neural connections, why should they be true? Such accounts of math cannot distinguish true results from false ones. Indeed, if all knowledge is based on neural connections, so is the idea that all knowledge is based on neural connections. Hence, if true, we have no basis for believing it to be true. In spite of naturalist objections, most mathematicians remain realists. They view new theorems as discoveries rather than inventions. The excitement of exploring an objective mathematical universe is a powerful incentive for research. Realism explains why mathematicians widely separated in space, time, and culture end up with the same mathematical results. Moreover, if math is just a human invention, why is it so applicable to the physical world? Math is indispensable for science. Further, if math is a human invention, one might ask: how did math exist before Adam? Are we to believe that "2+2=4" did not hold, so that two pairs of apples did not add up to four? Christianity and math How does math fits within a Christian worldview? The Bible tells us that man was created in the image of God (Gen. 1:26-30). The divine image included not only righteousness but also rationality and creativity. This involves the capacity for abstract thought, as well as the ability to reason, to discern and to symbolize. Man was created with the innate potential to do math, to help fulfill his role as God's steward (Gen. 1:28). Adam could have confidence in his mental abilities because God created these to function properly. He was the result of God's purposeful plan rather than an evolutionary accident. With Adam's fall into sin, man lost much of his original image. Yet, man's mathematical ability is still largely functional. It seems that we are born with various basic, innate mathematical abilities such as those of logic, counting and distinguishing shapes. JUSTIFYING MATH How can we justify human math from this basis? One could try to ground the soundness of math on the Bible. After all, the Bible frequently uses logical arguments (e.g., I Cor. 15:12-50 or Matt. 12:25-29) and arithmetic operations (e.g., Luke 12:52). Gordon Clark claimed that all the laws of logic could be deduced from the Bible. Similarly, J.C. Keister asserted that all the axioms of arithmetic are illustrated in Scripture. Although such biblical examples may confirm our rules of arithmetic and logic, they fall short of rigorous proof. One must be careful in drawing general conclusions from a limited number of specific cases. Moreover, this method gives no basis for the vast bulk of math that extends beyond basic arithmetic and logic. A better approach might be to ground the truth of math on the attributes of the biblical God. For example, God's character has a logical aspect. God's word is truth (John 17:17); God never lies (Titus 1:2) and is always faithful (Ps. 117:2). God means what he says, not the opposite; hence the law of non-contradiction holds. God's identity is eternally the same; hence the logical law of identity must be eternally valid. Thus the very nature of God implies the eternal and universal validity of the laws of logic. Logic is not above God, but derives from God's constant and non-contradictory nature. God's character also has a numerical aspect: the Biblical God is tri-une, consisting of three distinct persons. Since the three persons of the Godhead – Father, Son, and Holy Spirit – are eternal, so are numbers. Consider further God's infinite power and knowledge. God knows all things. This includes not just all facts about the physical world but also all necessary truths and even all possibilities. As such, God's knowledge surely embraces all possible mathematical truths. Thus math exists independent of human minds. God surely knows whether any proposition is true or false. Hence the usage of two-valued logic in math is justified. God is the source of all being, upholding everything. He even establishes necessary truths and contingent possibilities. God upholds all truths, including truths about math. God surely knows whether any mathematical proposition is true or false. God's knowledge includes that of the actual infinite. The concept of infinity is crucial to the philosophy of math. We can distinguish between potential infinity and actual infinity. Potential infinity is the notion of endlessness that arises from counting. Given any large number, we can always obtain a yet larger one by adding 1 to it. There seems to be no largest number. Potentially we could go on forever. Actual infinity, on the other hand, is the notion that the set of numbers exists as a completed set. Augustine, however, considered actual infinity to be one of the mathematical entities that existed in God's mind. He wrote, "Every number is known to him 'whose understanding cannot be numbered' (Ps. 147:5)." Since God knows all things possible, this must surely encompass also the totality of all possible numbers. A BASIS FOR MATH Modern math is based on set theory. A set is a collection of objects. We can consider the set of all dogs, or the set of all even numbers, and so on. We use brackets {} to denote a set. Thus, for example, the set of even numbers is written {2,4,6...}. Treating each set as an entity in its own right, we can then do various operations on these sets, such as adding sets, comparing their sizes, etc. Remarkably, almost all advanced math can be derived from the nine axioms of modern set theory. Not all math, since Gödel proved that all of math can never be derived from a limited number of axioms. Yet, it does cover all of the math that most mathematicians ever use in practice. So far no contradictions have been found. Can we be sure, however, that no contradictions will ever be found in this system? Gödel, you will recall, proved that it cannot be proven mathematically that the system is consistent. The best we can do is to appeal to the plausibility of the individual axioms. Everyone agrees that the axioms all seem to be self-evidently true when applied to finite sets. Several of these axioms, however, deal with infinite sets. They postulate that certain operations on finite sets apply also to infinite sets. Infinite sets are needed to get beyond number theory (which just concerns whole numbers) to real numbers (such as √2 = 1.414213..., which requires an infinite number of decimals to write out fully). Real numbers are needed for calculus, upon which physics heavily relies. The axioms concerning infinite sets are rejected by constructionists since infinite sets cannot be humanly constructed in a finite number of steps. However, these axioms are very plausible given an infinite, omniscient and omnipotent being. Georg Cantor (1845-1918), the founder of modern set theory, justified his belief in infinite sets by his belief in an infinite God. He thought of sets in terms of what God could do with them. Cantor believed that God's infinite knowledge implies an actual infinity of thoughts. It included, at the very least, the infinite set of natural numbers {1,2,3...}. Actual infinity could thus be considered to exist objectively as an actual, complete set in God's mind. Cantor believed that even larger infinite numbers existed in God's mind. Even today, almost every attempt to justify the principles of set theory relies on some notion of idealized abilities of the Omnipotent Mathematician. The existence of sets depends upon a certain sort of intellectual activity - a collecting or "thinking together." According to Alvin Plantinga, "If the collecting or thinking together had to be done by human thinkers there wouldn't be nearly enough sets - not nearly as many as we think in fact there are. From a theistic point of view, sets owe their existence to God's thinking things together." Plantinga grounds set theory on God's infinite power and knowledge. He concludes that theists thus have a distinct advantage in justifying set theory. A detailed theistic justification of modern set theory has been developed by Christopher Menzel (2001). Ultimately, the consistency and certainty of math can be grounded upon the multi-faceted nature of God Himself. Trust in God generates confidence in math. Bibliography John Byl’s The Divine Challenge: On Matter, Mind, Math & Meaning (2004) Christopher Menzel’s "God and Mathematical Objects" in Mathematics in a Postmodern Age: A Christian Perspective (2001) edited by Russell W. Howell & W. James Bradley Nickel, James Nickel’s Mathematics: Is God Silent? (2001) Alvin Plantinga’s "Prologue: Advice to Christian Philosophers" in Christian Theism and the Problems of Philosophy (1990) edited by Michael D. Beaty Vern Poythress’ "A Biblical View of Mathematics" in Foundations of Christian Scholarship (1976) edited by Gary North This article first appeared in the February 2008 issue of Reformed Perspective under the title, "A Christian perspective on math." Dr. John Byl is the author of "God and Cosmos: A Christian View of Time, Space, and the Universe" and "The Divine Challenge: On Matter, Mind, Math & Meaning." He blogs at Bylogos.blogspot.com Some guidelines in teaching math The goal of Reformed education is to prepare students to serve the Lord (I Cor. 10:3). This entails teaching them to think and function within a Christian worldview. In any discipline one must teach not only the subject matter but how this coheres with other disciplines and finds meaning within the Christian worldview. God's truth functions as a comprehensive unity. Math should thus be taught in terms of various contexts. 1. Mathematical Context In addition to mathematical knowledge we should instill insight into why math works, an appreciation of its beauty and a love for math. 2. Theological Context Math must be connected to the Christian worldview. We should show how Christianity explains mathematical truth, the rational structure of the universe, and our ability to do math. Studying math should be motivated by the love of God and directed to His glory. Studying math tells us something about God (e.g., His wisdom, coherence, boundlessness, consistency, dependability, righteousness). 3. Applied Context We should illustrate how math is an important tool for other disciplines, such as science. Math helps us to fulfill the cultural mandate and to more deeply appreciate God’s wonderful world. We should stress both the strengths and limits of mathematical models: these have to be applied and interpreted in ways that are consistent with Scripture. More generally, math helps to develop logical thinking and analytical problem-solving abilities, skills that are useful in all facets of life. 4. Social context Math teaching can be enriched by linking topics to their historical-cultural context. One could tell interesting anecdotes about pertinent mathematicians, touching also upon their religious motivation. This will bolster also the theological context since Christianity played a large role in the scientific revolution and since most leading mathematicians (e.g., Descartes, Pascal, Newton, Euler, Cantor, Gödel) were theists....

Christian education

Learning like an adult

When school is done your education isn't ***** Students sometimes talk of graduation as being set free. We might be able to empathize, even as this prison-break analogy isn’t that complimentary to the “prison guards” who have been teaching you these last 12 years. But let’s run with that idea for a moment. If graduation means freedom, what will you now be free to do? You’ll be free to never open a book again – you won’t have to read again if you don’t want to. But we all should want to. The freedom a graduate has is not a freedom to avoid, but a freedom to take on. It is a freedom to be able to direct your ongoing education wherever you want it to go. So, instead of a prison-break analogy, it’d be better to compare your education up to this point as being like a car ride. Early on, you were in a booster seat in the back, a little kid along for the ride, going wherever others decided to take you. God gifted you with some great guides so you’ve been taken to some fantastic destinations. But in these early years where you were going was decided mostly for you. As you got older, you started switching seats in the vehicle, moving up towards that front row. More recently, you’ve gotten to practice steering and choosing your own roads, though still with some adult supervision. Finally, when you graduate you’re going to be able to slip into the driver’s seat where you will have the freedom to go where you want to go. And along with that freedom will come the responsibility to make good decisions, make good time, and make sure you actually get where you want to go. To push the analogy, when you graduate and slip into that driver’s seat you will also be free to pull over, shut off the car, and put the whole thing up on blocks. You can make the decision to never learn again. But why would you? There’s a world out there to explore, contend with, and conquer, all to the glory of God. It is our calling and our privilege to go out and investigate sunrises, caterpillars, hummingbirds, craft beers, and whether there really is a better ice cream flavor than peanut butter chocolate. Out in the world some might think that once they’ve graduated they can sit back, relax, take a long snooze, and be done with learning forever. But not God’s people. We know this is only the beginning and we can’t wait to get out there. So what we want to look at is how to learn like an adult; we want to look at what it takes to be a life long learner. And we’ll do so by hitting three points: 1) Why we should be life-long learners 2) The qualities of a life-long learner 3) How to learn on your own WHY WE SHOULD ALL BE LIFE LONG LEARNERS When we’re setting out to do something, it’s always helpful to know the why behind the what. So why exactly should we all be life long learners? 1. Because God calls us to it As David Mathis notes, “Teaching and learning are at the very heart of our faith. To be a ‘disciple’ means to be a ‘learner.’” We serve an infinite God who invites us to know Him better (2 Peter 3:18) through His Creation and through His Word. Because He is infinite, we’re never going run out of glories to uncover, and depths to dig into. But not all of us enjoyed the classroom setting so do we have to be bookworms and academic sorts to learn more about God? Well, reading one book is an absolute must. God has revealed Himself in His Word, and if we refuse to open the Bible, then we’re showing we’re really not that interested in Him. But that doesn’t mean to be Christian you have to have been the sort who got straight A’s in all your. God promises to reveal Himself to any and all who seek Him (Deut. 4:29, Jer. 29:13, Is 55:6). In Psalm 32:8 the Lord promises: “I will instruct you and teach you in the way which you should go; I will counsel you with My eye upon you.” God is for everyone, no matter our grades. 2. To prep ourselves for the challenges ahead In Proverbs God tells us that instruction is more valuable than silver, knowledge better than choice gold, wisdom better than jewels (8:10-11). And in contrast he tells us that those who “despise wisdom and instruction” are fools (1:7). One reason we want to be life-long learners is because we’re going to be faced with a lifetime of challenges. We can take them on all on our own, or if we’re smart, we can ask for help. God gave us His Word, and He gave us brothers and sisters – both those alive today, and others who have long since passed on, but who can be consulted via the books they wrote – who we can ask for guidance. The devil has a lot of tricks, but he always recycling old ones, so when we “talk” with folks who have gone before, we can learn from them how they took on challenges an increasingly hostile government, or what advice they gave on leading your family in devotions, or what passages of the Bible they most often turned to for encouragement. If you’re looking to learn then you can benefit from the lifetime of experience your parents, uncles, aunts, grandparents, older siblings, elders and godly neighbors have lived and are ready to offer. You can learn from them, imitating them in their godliness, and also save yourself some pain by learning from their mistakes…instead of having to make all the same ones yourself. 3. To help and instruct others Do you feel ready to teach your children how to pray? Do you know how to share with others the hope that is in? Are you ready to be an elder and go on home visits counseling younger couples on marital difficulties? Can you advise your congregation’s younger women how they can better love their husbands? If you’re asked, “Why should I be a Christians?” or “Why do you believe the Bible” or “Why do Christians hate homosexuals?” do you have a ready answer? Do you know how often and for what you should spank an errant child? Have you figured out how much to save for retirement? There’s a lot to know so what a wonderful blessing it is when you’re younger that you have an older generation you can turn to for advice and instruction. But not too long from now, and maybe its already happening now, you’ll have people looking to you for advice. Maybe right now you can still rely on the older generation to do some heavy lifting, leading the fight, and all that. But at some point you are going to have to replace your parents. At some point you’re going to be the older generation. And wisdom doesn’t just come with grey hair. If you’re going to be a help to anyone, if you’re going to be a leader for your family, and in your church, you need to be learning how to do so now. QUALITIES OF A LIFE LONG LEARNER As we set out to become life-long learners, what sort of qualities should we be encouraging and developing in ourselves? 1. Go to the ant One quality to start with is to ant-like. In the book of Proverbs two bad guys pop up repeatedly: the fool and the sluggard. The difference between the two comes down to how active they are: the fool mocks and scoffs God’s law; if God says to do one thing, then the fool does the very opposite. Sometimes we can be troublemakers like this, but the more probable temptation for us is probably the sluggardly tendency. The sluggard doesn’t cause much trouble because he doesn’t do much of anything at all. His days are filled with Netflix binges, and long hours with his phone, whether that’s on Instagram or Snapchat, or endlessly checking the latest sports scores. In Proverbs 6 Solomon tells this sluggard sort to “go to the ant” for inspiration and see how “it has no commander, no overseer or ruler” and yet there it is working hard. Nobody is telling it what to do. It’s just going out and doing it all on its own initiative. This same advice is repeated other ways in Proverbs – in 3:3 we’re told to actively tie mercy and truth around our necks and write them on a tablet in our heart. Being ant-like means being self-directed and actively choosing to do what’s right.A life-long learner won’t drift, won’t make dents in the couch. He’ll decide what destination he’s heading for, and then plot out the steps it will take to get there from here. 2. Humble enough to seek correction A life long learner also needs to be humble. In Proverbs, Solomon makes this point repeatedly: the wise love correction, and the fool hates it. Whoever loves discipline loves knowledge, but he hates reproof is stupid – 12:1 Whoever ignores instruction despises himself, but he who listens to reproof gains intelligence – 15:32 Reprove a wise man and he will love you. Give instruction to a wise man, and he will be still wiser; Teach a righteous man, and he will increase in learning 9:9 The fear of the Lord is the beginning of knowledge; fools despise wisdom and instruction – 1:7 Again and again, we’re told, wise/righteous sorts love correct and fools hate it. So which are you? Well, seeing as we’re still this side of heaven, all of us are a mix, maybe really good at taking feedback in one area, and in another, we just don’t want to hear what others have to say. But if you look at something you’re really good at, it’s like this is an area where you welcomed feedback. I just found out that one of my uncles who has been playing organ all his life just signed up for organ lessons again. He’s still looking for correction and instruction because he wants to get better. I make my living as a writer, and I think my English teachers must have still gets the giggles every time they get another issue of the magazine – in high school I didn’t have obvious natural talents in wordsmithery. But I’ve gotten good at what I do precisely because this is an area I have frequently sought, and most often gratefully received correction. If you want to get good at something, you need to be humble. It gets harder to take correction when we tie our own personal worth into something. I’ve coached kids at basketball, and if a kid really identified as being a basketball player, that sometimes made it harder for them to take feedback from their coach – correction was taken as an attack on their self-worth. I know how that feels. Parenting is one of the bigger challenges I face, and when one of my kids publicly misbehaves, that is humbling, because then everyone can see I’m not doing the greatest job here – I want them to believe I’m a good parent, and I feel embarrassed when I get revealed as having some troubles. But I’m not going to get better if I don’t go looking for help. I am not a perfect parent, but I can be a godly one, trying, failing, repenting, and then assured of forgiveness, trying again. A life long learner needs to be humble enough to seek and appreciate correction. 3. The “Wow!” factor A life long learner will also foster their sense of awe. As kids, we’d see a dandelion and in delight pluck it, blow, and watch all the white parachutes float up and away. As adults we see a dandelion and we just wonder where we’ve put the weed-killer. For many adults, the only time that child-like sense of wonder kicks back in is when a baby is born: all those tiny toes and fingers wriggling gets our jaw to drop. But isn’t an adult every bit as miraculous as a baby? And yet, somehow we’ve become blind to walking in amongst all these miracles. In Notes from the Tilt-A-WhirlNate Wilson reminds us of what we’re overlooking. Our world, he writes, is the kind of place “…where water in the sky turns into beautifully symmetrical crystal flakes sculpted by artists unable to stop themselves (in both design and quantity). The kind of place with tiny, powerfully jawed mites assigned to the carpets to eat my dead skin as it flakes off. The kind with sharks, and nose leeches, and slithery parasitic things (with barbs) that will swim up you like a urinary catheter if only you oblige by peeing in a South American river. The kind with people who kill and people who love and people who do both. The kind with people who think water from the Ganges is good for them and people who think eating the heart of their enemy will ward off death, and others who think they can cure their own failing brains if only they harvest enough uncommitted cells from human young. This work is beautiful but badly broken. St. Paul said that it groans, but I love it even as its groaning….I love the world as it is because I love what it will be.” If we’re not amazed, it’s only because we’re not paying attention. So let’s start. LEARNING ON OUR OWN So a life-long learner will appreciate wonder, appreciate correction, and appreciate ants too. That’s why we should be life long learners, and what a life long learner should look like. But how do we actually go about learning on our own? Here are three suggestions. 1. Pick good teachers A life long learner has to pick good teachers. I remember reading, some years back, about a pastor’s wife who wanted to find out what the Bible said about homosexuality. She began her study by reading everything she could by “Christian” homosexuals – for two years she read only what they wrote on the topic, and it was only afterward that she started reading anything by orthodox Christians. B y then it was too late; she wasn’t willing to hear what the Bible really said. As Solomon explains in Proverbs “Whoever walks with the wise becomes wise, but the companion of fools will suffer harm” (13:20) and “Leave the presence of a fool, for there you do not meet words of knowledge” (14:7). Or to put it more colloquially, “You are what you eat.” After that steady diet of trash, she’d made herself incapable of appreciating solid food. When you’re at a Christian school your teachers have largely been chosen for you, but even then, with all the information coming at you from your phone, you make some choices about what sort of teachers you’ll have. So what kind of a diet are you ingesting? Do you have good godly men and women providing insight? Or are you getting a steady diet of whatever it is the world is churning out? If you want to find some good authors and bloggers and pastors to read and listen to, then the best place to start your search is by asking the good teachers you already have – your parents and relatives, your elders and pastor, Christian school teachers – who they would recommend. I’ve included my own list at the end and one key point to remember is that, even with good teachers, they all have their own shortcomings and blind spots. We celebrate the wisdom of Luther every year again on October 31, but we don’t appreciate all he said, especially about the Jews. John Piper is a great resource, but we differ with him on baptism. C.S. Lewis had a real way with words, but he also believed in purgatory. So you, as a learner, still have to assess and weigh what your teachers say – even your good and godly teachers – up against God’s Word. You have to use discernment even with them. 2. Ask good questions And that brings us to point two. To be a good life-long learner you have to ask good questions. Proverbs 18:17 says: “The one who states his case first seems right, until another comes and examines him.” To be able to discern fact from fiction, the opportunity for a good cross-examination can be key – we want to hear from both sides. The questions I ask most often are some version of these two: how can God be glorified in this area? how is the devil active in this area? In whatever we do, we want to learn how it can give glory to God. Whether that’s our recreational soccer team, or a philosophy class at university, or our part-time fast food restaurant job, the more time and energy we’re devoting to an activity, the more thought and effort we should give to learning how we can, here too, worship God with our efforts. The follow-up question is, how is the devil is active in this area too? If we’re heavily involved in our church it might not even seem like we’re in the middle of a spiritual war. But God tells us different. He says the devil is prowling “around like a roaring lion, looking for someone to devour” (1 Peter 5:8). So part of being a life-long learner is learning to see through the devil’s attacks. What temptation are you being confronted with here, what ideas are being pushed at you? It could be as simple as the temptation to laze off when the boss’s back is turned, but whatever it is, it’s important to remember that all of life is filled with opportunities for worship. And we need to remember, too, that the devil is trying to distract and intimidate us from doing so. 3. Read, read, read the Bible! Finally, the most important part of being a life-long learner is diving deeply and regularly into God’s Word. In preparing for this talk I was struck by how much the Bible had to say on the topic and I was only scratching at the surface. The Bible tells us about God, about the purpose behind His creation, and about our own purpose too. If we were to return to our driving analogy one last time, we could compare the Bible to our GPS system. This is our map, and if we’re going to be setting out on our journey as life-long learners, then the smartest thing we can do is look to it for guidance. QUESTIONS FOR DISCUSSION 1. What are some other tips and strategies to help us learn on our own? 2. What other qualities should life-long learners foster in themselves? 3. In Ecclesiastes 12:12b we read the warning: “Of making many books there is no end, and much study wearies the body” and in 2 Tim 3:7 we’re told that it is possible to be “always learning but never able to come to a knowledge of the truth.” Is there a case to be made then, that we should not be life long learners? Why not? Recommended resources In keeping with the theme of threes, three of each…. Podcasts Albert Mohler’s The Briefing The World And Everything In It CrossPolitic Websites ReformedPerspective.ca/resources World.wnd.org Creation.com Authors RC Sproul Edward T. Welch Nancy Pearcey Specific books (for more recommendations see ReallyGoodReads.com) Notes From the Tilt-A-Whirl by N.D. Wilson Can I smoke pot? by Tom Breeden and Mark L. Ward Jr. The Hiding Place by Corrie Ten Boom This article appeared in the January/February 2020 issue under the title "Moving into the Driver's Seat."...

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