By Harold Klassen, July 2000
There are vast differences in people’s understanding of each term in the title so it is appropriate to briefly describe the perspective of this paper to eliminate uncertainty or confusion. The definition of education will be directly related to Jesus Christ so it is authentically Christian. The philosophic presupposition is that ultimate reality is intimately related to the triune God who has revealed Himself through His created world—the spiritual and physical universe, His written word—the Bible, and the living Word—Jesus Christ. Because the scope of this paper is limited, the implications of this perspective will be considered instead of arguments for this presupposition. The unity and consistency of a perfect God’s self-revelation requires that the Bible be accepted as the infallible measure of the accuracy of the perception we have of God from our environment or from our personal relationship to Him. Thus the strengths of mysticism and pragmatism are preserved while their limitations are avoided by depending on the Bible as the final authority in all matters which it addresses. This paper, therefore, quotes the Scriptures as justification for the concepts that are presented.
“…a Christian educational institution engaging in the teaching-learning craft. We encourage study, discussion research and collaboration between students and scholars in pursuit of theological truth with academic excellence. …a place for learners to engage in spiritual-intellectual growth in an environment that encourages study, reflection, curiosity, discourse and collaboration through the in-depth pursuit of wisdom.” (https://www.facebook.com/comeniusinstitute)
"Information will never satisfy us because we were made for more and his name is God and he is wisdom."
By Jonathan Patrick in the Fall 2015 Issue: Health Beyond The Hospital
This article originally appeared on Septermber 1, 2015 in Comment,a publication of CARDUS: www.cardus.ca.
For better or ill, my academic meanderings have brought me to a career where I spend the majority of my time building mathematical models to aid health-care managers in solving complex scheduling and capacityplanning problems. In other words, I try to convince health-care managers, on the strength of my word, to adopt often counterintuitive policies based on complex mathematical models they cannot hope to understand—and that doing so will provide better care for those who need it. Think of it as bringing Walmart's supply-chain sophistication to the world of health care. But what makes my work most difficult is not solving equations, or even explaining them. Rather, those I seek to convince are largely driven by a utilitarian ethic that uses mathematics to justify ends that, in my mind, contradict the proper goals of medicine.
"Where is the Life we have lost in living? Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?”