ASCM	PATRICK C. TAN
Foundations in Christian Education	Professor Ayuk
My Philosophy in CE	January 19,2005

My Philosophy in Christian Education

For centuries man has desired to improve himself and know everything, and even desired to become like gods. In the genesis garden, man’s folly came upon the temptation to know everything and be enlightened. Just as animals have instincts, human has an instinct to acquire knowledge and continuously better himself for the survival of his kind.

Man is the superior being among all creation, for when God created man, He made man in His image, in His likeness. And this attribute separates us by miles from creation. Man has complex soul and spirit, which gives him the ability to rationalize and make a decision for himself that no one could otherwise alter, even God. And even with man’s ability to think and rationalize, man is still prone to sin, to commit mistakes that make his world a worse place to live in by the second. The mind of the man is like an unlit room of treasures and precious stones, which he himself does not even know it exists – this is called ignorance. And one must bring it to light for man to see what he is capable to do – that is education.

Education is the lamp that reveals man’s ability. “Your Word is the lamp unto my feet,” raves the Psalmist. Education must aim to make man not only knowledgeable, but also full of wisdom. Education must direct man’s path to become a better person. And better people, makes a better world. As a spiritual man’s desire to become like Christ, the values of education must be drawn directly from God’s Word and it must conduct itself in a Christ-like context. Education may not necessarily require academic excellence, but must advocate a person’s desire to improve his passion and interest for himself, and for the Body.

Communicating knowledge is crucial to man’s enlightenment. Education can be effectively achieved by means of mentoring. The mentor’s role is to guide the student in the course of his study; stir up the mind of his students, which is ‘drawing our knowledge’ from the learner. Also, the mentor should model what he teaches, as Jesus’ statement, “I do what my Father does.” Modeling is a very effective way of communicating one’s values, passion and cause.

The relationship of the mentor and the student should be more than a formal teacher-student type of relationship, meaning the teacher only teaches without concern for feedback. This relationship should be holistic, meaning the mentor should not be concerned only to teach the course of study, but should also be concerned with the student’s well being. Moments of communicating knowledge must be done in both formal and informal settings. The mentor should be vocal in acknowledging participation and improvements as well as mistakes and failures. The mentor should himself be in tune with God, for this three-point relationship will eventually strengthen the learner’s receptivity to his improvement.

An individual can be educated with a small group of companions learning the same course of study. By being a part of a ‘small group’ of learners, each one can stir up each other’s thinking through inquiries and commentaries. Still with the guidance of a mentor, the father of the group, the students will be able to evaluate their learning, their application and overall development.

Creative communication imparts education at its best. A major fraction of an individual’s source of learning is through visual. Thus, communicating education through visuals, interactivities, case studies, and object lessons can stir up and stuck up into the students’ minds. Jesus used this method of communicating virtues and values through parables.

It is said that experience is the best teacher. Immediately when the lesson is taught, the mentor must allow his students to apply what they have learned. This can be done in a simulated environment, which can be within the small group or outside the circle; or it can be done by immediately directing them to the ‘real world.’ The mentor should not also fail to model it to them the first time, and then allow the students to follow his lead with creativity. Each application time, if possible, should be briefed before the task, and be evaluated after the task. This task of briefing and debriefing activities will help the group see what needs to be improved and what needs to be acknowledged or praised.

Finally, throughout the course of teaching/mentoring, the group must be actively aware of the Holy Spirit’s participation in molding each student. Through prayerful teaching and learning – being aware of the participation of the Divine, the group must rely on the Holy Spirit for wisdom and guidance throughout the course study. This can be achieved through prayer; through intercession of mentors to students and vise versa; through the Word and learning from biblical history. And through this process of learning, participants must gear toward becoming the person of their profession and ultimately, developing the character of Jesus Christ.