big picture thinking

philosophy of education

Statement of Educational Praxis

or Elements Essential to Educational Theory and Practice

A chief reason for the lack of life and power and reality in our … teaching is that we have been content to borrow man-made systems of education instead of discovering God’s system.…Why should [we] borrow a system of education from the secular world? Why should we not derive from God’s revelation our own philosophy, God’s own ways of working that are inherent in the very structure of the universe?¹

Lois LeBar’s comment above, written nearly 50 years ago, voices a similar query that I have: What could a truly humanistic system of education look like? In a manuscript underway I have delved into the roots of education that begins with God’s character and how that critical alpha point is vital to how we go about educating and learning. What I see as the elements essential to educational theory and practice of a complete education system, then, begin first and foremost with its purpose, or telos.

As an alternative to accepting schooling with its dysfunctional trappings as the norm, I argue we need firstly to begin with the character and nature of the Creator. The character and nature of this personal I AM ought to be the fundamental, or proto-, elements that infuse all other elements of education, both its theory and practice, or praxis. Relevant to this argument is the first question from the Westminster Confession of Faith which so aptly asks, “What is the chief end of [each person]?” the response is “to glorify God and to enjoy Him forever.” The profound telos of education is the glory of the God who is there and who is not silent.²

With this in mind education ought to function as a social vehicle of attending to the variety of ways of knowing and honouring God, such as through studying the relationship of architecture to learning and living, for example, or exposing the grievous ramifications of accepted theories taken as factual. And education is also about pursuing activities that build individuals’ gifts and talents, acknowledging them as treasures not to be buried but to be shared for the benefit of others.

With the foregoing as the backdrop, other important elements could form two, co-mingling groups: imperatives and characteristics. Imperatives include the following list with no intended order:

Contest/challenge/defend

Learn/teach/mentor

Experiment/risk

Give

Think/contemplate/meditate

Each of these imperatives implies freedom and responsibility. There is freedom enjoyed in an open nation to explore the cosmos that has the benefits of personal betterment, social improvement and sustainability. They also carry with them obligation, or responsibility, to live a life that honors God and one another. Obligation also extends to the manner by which we engage topics, others and culture. This is where the elements of characteristics guide us. Characteristics include the following list:

Humility/gentleness

Integrity/faithfulness

Love/grace/compassion

Joy

Together these groups of elements inform educational theory by establishing guiding principles, whether for curriculum design and evaluation, program development and implementation, treatment of participants and stakeholders, the architecture of learning environments, or for the pursuit of knowledge and preparation for life. Each of the elements is established on sub-elements. For example, contest or challenge need to be bolstered by the characteristics as well as by other imperatives, such as truth-telling, honoring your neighbor, having a sufficient understanding of a diversity of opinions and ideas, providing a safe environment, and so on.

Educational theory, substantiated as it is by learner needs and styles, multiple intelligences, sub-aims and objectives, schooling and schedules, efficiency and philosophies, also comprises brain and mind studies, psychology of learners and learning, venues for instruction, assessment and evaluation, techniques and time. Teaching and exploring in diverse disciplines exhibits a fragmented view of reality. Education has the opportunity and obligation to approach disciplines systemically. That is, as a connected part of the cosmos. Educational theory guided by a lifelong pursuit of understanding what it means to live in harmony in the world and in the universe will continue to motivate reviewing courses of study, programs, texts, economics, architecture, research, cultural and personal challenges, relevance (taken broadly) – the whole of the infrastructure of learning and formalized education, and remind us of the interconnectedness of all things.

¹Lois E. LeBar, 1958, Education That Is Christian. Westwood, New Jersey: Fleming H. Revell, p. 19-20.

²Francis A. Schaeffer, 1980, He is There and He is not Silent. Tyndale House.