Transformational education

  • Na semana passada viajei por alguns dias. Enquanto eu estava fora, a Dana transformou uma velha mesa de brechó em uma antiguidade maravilhosamente restaurada. Ela trabalhou duro para desmontar, esfregar, lixar e pintar. Sabendo que eu amo montar coisas, ela me esperou para terminar. Quando cheguei em casa, peguei as portas, maçanetas, porcas e pregos e os espalhei para ver o que tínhamos. Eu não sabia como as peças se encaixavam: eu tinha uma ideia básica, mas havia suportes e tiras de madeira que eu não entendia. Como essa mesa deveria se parecer quando estava montada? Eu precisava de ajuda. Eu precisava conhecer o design.

    Quando seus alunos se sentam na sua sala de aula, o que você procura? Quando eles chegam a você, qual é o seu propósito? Sabemos que ensinamos melhor quando temos o fim em mente, quando sabemos para onde estamos indo.

    O Quê? Alinhando-se aos Propósitos de Deus

  • “Serving at risk children: a program that delivers hope where there once was poverty and a dim future, an education that meets children literally where they are at, a staff that wants nothing more than to educate and share about Jesus”

  • “…seeks to cultivate minds and hearts that love God, their neighbor, and all that is true, good, and beautiful”

  • "…specialises in telling real-life stories that unlock Christian faith and get people thinking about Jesus"

  • MelvinArticle2

    What is Christ's real mission for the Church? Is it not to impact culture by driving back the darkness and depravity of sin with the hope and power and revelation of the gospel? Is it not to bring to every broken life the transformation and healing made possible through Jesus' name and the work of the Spirit? …"There is no place of greater opportunity to impact lives and culture for Christ than through schools."

  • We believe that the pervasive presence of technology in our lives justifies a careful examination as Christians seek to appraise all things according to the mind of Christ. Biblical-mindedness requires of us the wisdom to understand how the texts of Scripture speak to the issues of the day.

  • "Teaching for Transformation is a journey.... We are passionate about and skilled at walking with school leadership and teachers—equipping them with the framework, the process, and the core practices needed to undertake this journey that will forever shape individuals and the entire school community."

  • "…a fellowship of evangelical churches in the Reformed tradition" that "…supports the church by providing resources that are trusted and timely, winsome and wise, and centered on the gospel of Jesus Christ".

  • If the "stuff" we do in the classroom isn't changed by Christ, we can hardly call what we are doing Christian education. Godly role-modelling, God-honoring excellence, and God-worshipping chapel services are vitally important, but if the educational core is not transformed by Christ, we will confirm the impression that He is an optional extra in life—an attractive option, but not essential. "Real life," the things that are important, like instruction, methodology, evaluation, and curriculum don't need Him. It's easy to give the impression that leaving Him out of 90% of the school day is OK, as long as He gets a few moments honorable mention in morning devotions.

    Christian education is the process of preparing a person for life in which all elements—purpose, teacher, student, content, methodology, philosophy, objectives, assessment, environment, etc.—are related to Christ and are being transformed by Him. Anywhere He is being revealed as the Creator, Sustainer, Redeemer, and Ruler of His world through the life of His children and through His Word, ministry is being done. Some situations may allow the the instruction to be more overt, but any classroom where a teacher is intentional about representing and revealing Christ by exploring the "what has been made" so that "God's invisible qualities—His eternal power and divine nature" are "clearly seen" (Romans 1:20)—is serving Christ and others.

  • "…exploring how imaginative Christian thinking can transform and enrich every area of life"

  • Teachers are needed

    • 100s of millions have no school teachers at all.
    • “Everyone” is unsatisfied with minimal formal education because education is seen as the only hope for a better future, especially if it includes English.
    • Billions are taught by teachers who believe in false gods, no god, an irrelevant god, or a god that is only interested in a small part of life.
    • Millions of Christian children and youth are becoming like their dedicated, gifted, but godless teachers whose lives communicate that meaning and success in life can be achieved without Christ.

    Teachers make a difference

    Imagine a country where a third of all children are enrolled in schools where they are taught to relate their faith to all of life. Thousands of small schools provide free education, free lodging and free food to poor children for whom there is no hope within the public system. Well-funded flagship schools provide opportunities for large numbers to be well-trained as leaders in their communities and nation. Image the difference such a system makes as foreign believers commit their resources to help needy people. Lives are eternally impacted by teachers who share their understanding of God’s nature and ways.

    Could it ever happen? Is it possible in this secularized world to imagine such a powerful system to impact people? It is happening today in the madrasas (religious schools) of Pakistan and the Middle East as a whole generation of children and young people are taught the Koran and the principles of Islam, and they are changing the political landscape of the world.

    1500 years ago missionary teachers transformed Western civilization as Irish monks taught Europe the Scriptures as central to understanding everything.

    In the past two centuries Christian teachers have been instrumental in opening whole nations to the Gospel by shaping the thinking of leaders.

    The world needs teachers who have been transformed by their relationship to God so that they can be used by Him in transforming students who in turn will become the transformers of their world.

    Transforming Teachers

    Many doubt the relevance of Christ because Christians have only talked about the Bible and allowed anyone else to teach everything else. Teachers are needed who understand that personally knowing the Creator, Sustainer, and Redeemer is essential to understanding His world. God and His Word must be connected to our study of God’s world. Lives will be transformed when God is acknowledged as central to all aspects of life here and now, as well as in eternity.

    All Christian teachers everywhere including parents, pastors, children and youth workers need to be involved. Because so many have learned from their teachers to ignore Christ in their classrooms, teachers need help to become the kind of transforming teachers that will prepare by example and instruction the leaders of tomorrow.

    Jesus told us to make disciples of all nations, teaching them to obey everything He has commanded… so who isn’t called to be a teacher?

    Our Vision

    Children and young people of the world relating all of life and learning to Christ and the Bible—just like their teachers.

    Our Mission

    Mobilizing and equipping teachers around the world who are called by Christ, committed to discipleship, and competent to integrate everything they teach with the truth of God’s Word—Great Commission teachers planting tomorrow’s churches today.

  • You can now read the Visual Valetin English, Spanish or Chinese. PDF copies of both are available for free download.

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  • I had the privilege of speaking at the BJ Press Worldview Conference at the Creation Museum and Ark Encounter last week. I came away from the conference encouraged, challenged and convicted. One of the presentations that brought the most conviction to my spirit was the one given by George Barna. In his presentation he showed where the country was in relation to a biblical worldview. Barna noted that:

    • Only 10% of adults in the country have a biblical worldview
    • When this is broken down by age group, only 1 out of every 25 Millennials (4%) have a biblical worldview
    • A child’s worldview is basically formed by age 13
    • The primary parenting generation [and teaching generation in schools] today is the Millennial generation

    Barna’s premise was that every person, individually, and groups of individuals, corporately, only do what he/she/they believe! This means that today’s children have a much higher probability of developing a secular worldview than a biblical one because their teachers can only give them what they, themselves, possess.

  • As believers we seek to live a fully integrated life, weaving our understanding of the scriptures and the doctrines of the faith into every nook and cranny of our existence. This is a pretty lofty and abstract goal, and it can be difficult to figure out what it means in practical terms. What, for instance, does the doctrine of the incarnation have to say about the way you engage students in the classroom?

  • Missional Christian education (mCe) is our intentional involvement in what God is doing to draw people to Himself through education. We created the term in 2005 to describe some unique situations that demanded our response. Our definition came a bit later as we reflected on what is happening.

  • Whats your church doingAn editorial from CARE UK asks this question, makes some interesting observations, and comes to a challenging conclusion.

    "… it is difficult to see how a church cannot both focus on it's own educational ministry and support those whose 'full-time ministry' is education in the classroom or lecture hall, not least when you consider the significant impact such a calling can have on the lives of countless young people. There is in effect a cameo of society in each classroom and the Christian takes God and His Word incarnate into that context. We ignore them at our peril."

  • Harold Klassen


    基督教学校运动浪潮 优势 劣势
    1. “爱邻舍” 关注他人 二分主义
    2. 门徒训练 圣经的整合 关注“我们”
    3. 宣教性















    基督来,不仅只是为了死。祂曾与我们一样住在这个被罪玷污的世界中,祂来是要给我们盼望,那就是靠着上帝的大能我们能在此时此刻并且在永恒中过那圣洁的生活。他来是要告诉我们敬虔可以在家庭中、在学校里、在木制工艺品店铺里活出来,就如同在某个特殊的事工中一样。祂也期望我们活出同样的这种整全的生活方式,即我们甘心愿意将自己的“所是”和“所做”的方方面面完全降服在上帝美好的旨意中。如果能有这样一所学校,在那里孩子们能够自然地回应 神,并且能够学习如何将自己的学业与上帝祂自己和祂的话语联系起来;在那里不断在基督里成长的老师们可以和那些刚刚在基督里开始新生命的孩子分享他们的见证;在那里藉着在学校中每一天师生的互动而不是老师站在讲台上单向地向学生教导理论上的知识,基督的门徒得以一天天被塑造。我想世上没有比像这样的学校更好的地方了。



    我们需要回顾我们对于教育的理解以及表述。如果主内学校以及装备好的基督徒老师是带着这样的观点——即教育为福音预工、引人归主以及门徒培训提供背景和内容——引人(无论是个体还是群体)进入关系中。那我们必须避免一种倾向,即我们可以通过教育引人归主,使之成为 神家里的一员。唯有上帝的圣灵才可以使人得新生命。我们唯有完全地依赖上帝至高大能的工作,并且也需要这样行出来。我们必须确保我们不是靠着我们自己的力量成全那“上帝所动的善工”。长成“满有基督的身量”——即使上帝有时会使用祂的孩子来彰显何为这样的身量,来鼓励他人朝着这样的身量努力——但是最终这是上帝的“善工”!



    其次是教导, 其非常容易“煽动”我们那存于堕落后本性中的期待——即知道是非就能使我们更像神。更多的时候,知识产生骄傲而非谦卑,因为在我们的有限中我们认为我们所知道的那一点就是一切,我们就是神。上帝创造了整个宇宙来启示祂自己,为得是使凡看见祂所造之物的每个人都能知道祂的永能和神性。我们越多地来研究祂所造的世界,我们就可以越好的认识祂。然而,当我们忽视或拒绝上帝时,我们所看到的仅是自己。我们与上帝的分离会反映在我们与宇宙、他人、甚至是自己的分离中。因此,知识是不够的。





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