Professional Documents
Culture Documents
Adventist Education Today
Adventist Education Today
Adventist Education Today
TODAY
by
Ruth and Philemon Amanze
ISBN: 978-978-949-921-8
Published by
Babcock University Press
Ilishan-Remo, Ogun State, Nigeria
Tel: +234 (0) 805 829 9445, 0703 523 4005
Email: bupress@babcock.edu.ng
Printed in Nigeria
Table of Contents
PREFACE.............................................................................................. 10
CHAPTER ONE ..................................................................................... 12
INTRODUCTION ......................................................................................12
Harmonious Adventist Education: .....................................................13
Adventist Education and Good Citizenship: Prospects and Progress 14
Identification and Definition of Terms: .............................................15
Good citizen: ......................................................................................15
Adventist ............................................................................................15
Seventh-day Adventist Church ..........................................................16
Obscurantism .....................................................................................16
Work Study ........................................................................................17
Good citizenship ................................................................................17
Education ...........................................................................................19
Christian Education ............................................................................20
SDA Theology of Education ..........................................................20
CHAPTER TWO .................................................................................... 22
SCHOOLS OF THE PROPHETS16 .............................................................22
Home School ......................................................................................22
Leaders produced through Home Schools .........................................22
JOCHEBED ..........................................................................................18
Schools of the Prophets .....................................................................19
Qualification of the Teachers.............................................................20
Location of the Schools ......................................................................20
Work study programme in the schools of the Prophets .......20
5
Subjects ..............................................................................................21
The true object of education is to restore the image of God in the
soul.....................................................................................................22
Dignity of Manual Labor ....................................................................26
Objectives of the Work-Study Program......................................26
CHAPTER THREE .................................................................................. 27
HISTORICAL CONSIDERATION OF ADVENTIST EDUCATION ...................27
Battle Creek College ...........................................................................29
Background to SDA Philosophy of Education ....................................30
SDA Theology of Education ................................................................31
CHAPTER FOUR ................................................................................... 33
OBJECTIVES OF ADVENTIST EDUCATION ...............................................33
Introduction .......................................................................................33
Gods Instrumentality to Make Himself Known to Man ....................34
Highest Attainments of Science and Moral Culture ..........................34
To Counteract Influences of Public Education ...................................34
Established to Teach Sciences and Instruct in Bible and Practical
Subjects ..............................................................................................35
The Reason,Mental and Physical Culture.......................................35
Object to Show Harmony of Science and Religion ............................35
College Founded to Train in Self-Control, Application, and SelfReliance..............................................................................................36
Object to Educate Beyond Book Knowledge .....................................36
To Separate Youth from Influence of the World ..............................37
To Guard Against Corrupting Influences............................................37
Established to Gain Training Different from that Given by Common
Schools ...............................................................................................38
6
PREFACE
This book, ADVENTIST EDUCATION TODAY: Graduates from our
institutions are shinning as light in a world of
darkness which is both definitive and interpretative
has grown out of over four decades of combined
practical educational and ministerial experiences of the
authors, involving the proclamation of the everlasting
gospel of Jesus Christ to redeem and restore the youth
of this generation In recent years, innumerable
conferences, seminars and workshops have been held
at local, national and international levels on various
aspects of education. Much has been written on the
same theme in ecclesiastical magazines, academic
journals, books as well as on daily newspapers. Some
may question, therefore, whether there is any need for
yet another book on the subject of education in general
and Adventist education in particular.
Our society known for its secularism, modernism
and the disappearance of religious morals is being
inundated with various educational principles via
the internet, radio, television, satellite and through
other mass media on a daily basis. In spite of these,
iniquity abounds in our educational institutions while
godliness remains a scarce commodity among the
professed people of God. Is the problem with the
principles of education being presented, the educators
who share these principles, students who listen to these
messages, or with the methodology of education? Are
the educators in our contemporary time teaching like
the Master Teacher, Jesus Christ? Are our educational
institutions being administered in line with divinely10
CHAPTER ONE
INTRODUCTION
As the Graduating Class this year, we need to express
our gratitude for the wonderful opportunities that we
had experienced in this institution.
Adventist
education offers a world class education based on
Redemption and Restoration as shown in our motto.
This Redemption is anchored on Jesus Christ; the Best
Teacher this world ever had (Matt. 7:1-29). The
Wisdom we seek here comes from God (James 1:5, 3:1718; Job 28:28). As you make this smooth transition into
another level of your educational pursuit, I am sure
that the solid foundation you received here had already
prepared you for greater academic achievement in the
very near future. You are highly privileged to have
attended this great citadel of learning.
Appreciation: Our thanks go to all the staff, faculty
and the management of this Adventist institution for
equipping and preparing us to be good citizens here
and in the hereafter. We also extend to our parents and
guardians our heart-felt appreciation. You all have
remained committed to our education, but more
importantly, you have remained committed to us. You
dragged us out of our beds each morning, made sure
we were fed and clothed for school. You herded us out
of the door to the bus stop or drove us to school
yourselves. You helped us with homework and also
paid our tuition, boarding and other fees. You have
12
9. Lessons from
Graduates
King
Josiah
for
Adventist
https://www.reference.com/world-view/mean-good-citizen2f135d85a92f4b97, http://www.sanchezclass.com/goodcitizen.htm,
15
http://www.incredibletruth.org/who-is-ellen-g-white.html
D. A. Delafield. Ellen G. White and the Seventh-day Church. (Mountain
View, California Pacific Press Publishing Association, 1963,) p. 51
8
George W. Reid. Handbook of Seventh-day Adventist Theology.
(Hagerstown, MD: Review and Herald Publishing Association, 2000), p. 3
9
Ibid
10
Roger W. Coon. The Great Visions of Ellen G. White. (Hagerstown, MD:
Review and Herald Publishing Association, 1992, pp. 15-2 3
18
7
15
CHAPTER TWO
SCHOOLS OF THE PROPHETS16
The Lord himself directed the education of Israel. His
care was not restricted to their religious interests;
whatever affected their mental or physical well-being
was also the subject of divine providence, and came
within the sphere of divine law. God had commanded
the Hebrews to teach their children his requirements,
and to make them acquainted with all his dealings with
their fathers.
Home School:
The mighty works of God in the
deliverance of his people, and the promises of the
Redeemer to come, were to be often recounted in the
homes of Israel; and the use of figures and symbols
caused the lessons given to be more firmly fixed in the
memory. The great truths of God's providence and of
the future life were impressed on the young mind. It
was trained to see God alike in the scenes of nature and
the words of revelation. The stars of heaven, the trees
and flowers of the field, the lofty mountains, the
rippling brooks,--all spoke of the Creator. The solemn
service of sacrifice and worship at the sanctuary, and
the utterances of the prophets, were revelations from
God.
Leaders produced through Home Schools
1. Moses in the lowly cabin home in Goshen
through his mother, Jochebed (see the
information about this godly mother below);
16
with deep gratitude that she entered upon her now safe
and happy task. She faithfully improved her
opportunity to train her child for God. She felt
confident that he had been preserved for some great
work, and she knew that he must soon be given up to
the influence of the royal palace of Egypt where he will
be surrounded with influences that would tend to lead
him away from God. All this rendered her more
diligent and careful in his education than in that of her
other children. She endeavored to imbue his mind with
the fear of God and the love of truth and justice, and
earnestly prayed that he might be preserved from
every corrupting influence that will surround him.
She kept the young Moses as long as she could, but
was obliged to give him up when he was about twelve
years old. From his humble cabin home he was taken to
the royal palace, to the daughter of Pharaoh, "and he
became her son." Yet even here he did not lose the
impressions received in childhood. The lessons learned
at his mother's side could not be erased from his mind.
They were a shield from the pride, the infidelity, and
the vice that flourished amid the Egyptian palace 18. At
the appointed time, Moses presented the Lords
message to Pharaoh. He approached the king of Egypt
with courage and appealed that the Israelites be
released from their bondage to go and serve their God.
At Gods appointed time, the Exodus commenced.
Schools of the Prophets
Further provision was made for the instruction of the
young, by the establishment of the schools of the
18
Ellen G. White, The Voice in Speech and in Songs, pp. 353, 354
19
knows what is best, and who plans for the good of his
creatures. The path of transgression leads to misery
and destruction; but wisdom's "ways are ways of
pleasantness, and all her paths are peace." [Proverbs
3:17.]
Dignity of Manual Labor: And now, as in the days of
Israel, every youth should be instructed in the duties of
practical life. Each should acquire a knowledge of some
branch of manual labor, by which, if need be, he may
obtain a livelihood. This is essential, not only as a
safeguard against the vicissitudes of life, but from its
bearing
upon
physical,
mental,
and
moral
development. Even if it were certain that one would
never need to resort to manual labor for his support,
still he should be taught to work. Without physical
exercise, no one can have a sound constitution and
vigorous health; and the discipline of well-regulated
labor is no less essential to the securing of a strong and
active mind and a noble character.
Objectives of the Work-Study Program:
Every
student should devote a portion of each day to active
labor. Thus habits of industry would be formed, and a
spirit of self-reliance encouraged, while the youth
would be shielded from many evil and degrading
practices that are so often the result of idleness. And
this is all in keeping with the primary object of
education; for in encouraging activity, diligence, and
purity, we are coming into harmony with the Creator.
26
CHAPTER THREE
HISTORICAL CONSIDERATION OF
ADVENTIST EDUCATION
The Seventh-day Adventist educational system is
considered the second-largest Christian school-system
in the world today.19 This had not always been the
case. After the October 22, 1844 Disappointment, the
believers were not very keen on embarking on many
projects including education. In spite of that, as early as
the 1850s, Seventh-day Adventists have advocated for
an educational system that would take care of the
training of their children.
Indeed, in 1853 Martha
Byington (daughter of the first General Conference
President, John Byington) commenced a church school
for the children of five families in Bucks Bridge, New
York. This school had new sets of teachers for the three
years it was in existence20. Following the works of
Martha, in 1856 Seventh-day Adventist schools were
established in Battle Creek21. It was in the early 1870s
that the Seventh-day Adventist Church began to
develop a denominationally-based school system to
educate their young ones. Education was to commence
at the home where the basic values of the mental,
19
https://en.wikipedia.org/wiki/Seventh-day_Adventist_education
Floyd Greenleaf. In Passion for the World: A History of Seventh-day
Adventist Education. (Nampa, Idaho: 2005) 16.
21
Don F. Neufeld, ed. Seventh-day Adventist Encyclopedia. Vol. 10.
(Hagerstown, MD: 1996), 123.
27
20
22
24
25
CHAPTER FOUR
OBJECTIVES OF ADVENTIST EDUCATION
46
CHAPTER FIVE
ADVENTIST PHILOSOPHY OF EDUCATION
The birth of the Seventh-day Adventist Church dates
back to the early 1860s. Its gestation period covered
decades. The roots go beyond the Dark Ages, Apostolic
and New Testament era and to the Old Testament
period. This Church came into existence after all the
others have done their work. It is a world-wide Christian
Church Organization that is established in 216 countries
with 18,200,235 baptized members and a representative
of over 25 million-strong Adventist family members.
SDA are among the fastest-growing churches in the
world now. This Church operates 7,579 schools and 627
health and medical institutions and has 63 publishing
houses. At the same time the church is doing oral work
coupled with publications in 947 languages and dialects
around the globe.26 Other current statistics of the Church
on the educational sector are as follows:
WORLD EDUCATIONAL STATISTICS
1
B
C
D
7,579
114
44
2,050
5,371
1,807,687
26
Philosophy
The Seventh-day Adventist philosophy of education is
Christ-centered.
Adventists believe that, under the
guidance of the Holy Spirit, God's character and
purposes can be understood as revealed in the Bible, in
Jesus Christ, and in nature. The distinctive
characteristics of Adventist educationderived from
the Bible and the writings of Ellen G. Whitepoint to
the redemptive aim of true education: to restore human
beings into the image of their Maker. Seventh-day
Adventists believe that God is infinitely loving, wise,
and powerful. He relates to human beings on a
personal level, presenting His character as the ultimate
norm for human conduct and His grace as the means of
restoration.
Adventists recognize, however, that human motives,
thinking, and behavior have fallen short of God's ideal.
Education in its broadest sense is a means of restoring
human beings to their original relationship with God.
Working together, homes, schools, and churches
cooperate with divine agencies in preparing learners
for responsible citizenship in this world and in the
world to come. Adventist education imparts more than
academic knowledge. It
fosters a
balanced
development of the whole personspiritually,
intellectually, physically, and socially. Its time
dimensions span to eternity. It seeks to develop a life of
faith in God and respect for the dignity of all human
beings; to build character akin to that of the Creator; to
nurture thinkers rather than mere reflectors of others'
thoughts; to promote loving service rather than selfish
49
56
57
CHAPTER SIX
ADVENTIST EDUCATION UPHOLDS
DIGNITY OF LABOR
Since the agencies of education are basically the home,
the church and the school, we would x-ray here what
should be imparted to the child at home and in the
school concerning the dignity of labor. The home is the
primary and most basic educational agency. The father
and mother are the first teachers for the child. The
foundation laid at home has a great influence on the
childs education latter in life. In view of this, what
type of training should parents and teachers give to the
children at home and in Adventist schools
respectively?
Our country is blessed with abundant human and
material resources. It is also a nation whose cities,
towns and villages are filled with job seekers
possessing
different
degrees,
certificates
and
qualifications. Many of these who are privileged to be
employed see that as the golden opportunity to enrich
themselves by embezzling, misappropriating and
defrauding their employing organizations. It seems
that the level of employment corresponds with the
magnitude of corruption as evidenced in recent
newspaper and magazines publications among other
mass media. Why do we have this absurd paradox
from many of our educated working class citizens?
People want to make it by all means at the expense of
the dignity of labor. Is it possible those people have
not learnt the lessons of economy, value of money, self
58
60
Subject/Studies
E.G.Whites
Book
S/N
Subject/Studies
E.G.Whites
Book
1.
2.
3.
4.
Accounting
Agriculture
Art
Astronomy
Ed 29
Ed 33, 11
Ed 41
Ed 21
35.
36.
37.
38.
Life of Christ
Light
Manufacturing
Marriage
5.
6.
Baking
Bible
39.
40.
Meteorology
Mineralogy
7.
8.
9.
10.
11.
Biography
Biology
Blacksmithing
Bookbinding
Botany
CT 310
Ed 17, 169,
180, 185
Ed 269
Ed 21
CT 310
CT 310
Ed 21
Ed 28
Ed 21
FE 38
FE 62, 103,
2T 298
Ed 21
Ed 21
41.
42.
43.
44.
45.
12.
13.
14.
Building
Business
Child Training
Ed 37
Ed 29, 135
Ed 276
46.
47.
48.
Missions
Nature
Oceanography
Philosophy
Physical
Training
Physiographic
Physiology
Plan of Salvation
15.
CT 215
49.
Poetry
16.
Common
branches
Cooking
50.
Diet
51.
Principles of
Education
Printing
Ed 30
17.
18.
Domestic science
FE 41, 74,
CT 289, 312,
Ed 38, 197,
204
FE 37, 74, Ed
52.
Psychology
Fe 266
67
Ed 269
Ed 17, 21, 22
Ed 21
FE 192
FE 59
Ed 21
Ed 196, 200
Ed 28, 126,
FE 186
Ed 47, 159
CT 310
19.
Dressmaking
20.
21.
Economics
Ethics
22.
Flocks and
Herds
Gardening
Geography
Health
History
216
Ed 248, FE
41, 75
Ed 37
Ed 29, FE
115
Ed 33
53.
Reading
Ed 47
54.
55.
Sanitation
Science
Ed 38
FE 186
56.
Social Studies
Ed 269
Ed 20
Ed 269
Ed 38, 195
Ed 47, 238,
269,
FE 192, Ed
47, 192
Ed 216
57.
58.
59.
60.
Sound
Speech
Spelling
Statesmanship
Ed 21
FE 267
CT 218
Ed 56
61.
Ed 29
Ed 66
62.
Technical
Knowledge
Trades
Ed 196, 200,
204
63.
Ed 196, FE
75, 147, 149,
150
Inanimate
Creation
Instrumental
Music
Ed 21
64.
Treatment of
Common
Diseases &
Accidents
Typewriting
Ed 38
65.
Vocal Music
32.
Language
66.
Vocations
33.
Laws of Nature
CT 208, FE
256, 468
Ed 22
Ed 38, 519,
167, 168,
198, FE 97,
487, 547
FE 72
67.
Voice Culture
68.
Zoology
23.
24.
25.
26.
27.
28.
29.
30.
31.
34.
Household
economy
Human
Engineering
Hygiene
68
Ed 29, 217
CT 310
FE 97, 147,
214
Ed 21
E.G.Whites
Book
Benevolence
Ed 56
CT 524
Courtesy
Dignity
Faith
Fidelity
Leadership
Obedience
Ed 55, 240; CT
93
Ed 55
Ed 47
Ed 56, 58, 61
Ed 46
Ed 47
Salesmanship and
colporteur ministry
Self-disciple
Ed 53
Ed 56
Ed 55
Ed 218
Ed 44, 138, 139
Prayer
Principles of dress
Ed 47
Ed 246, 248
Purity
Reading
Ed 56
FE 548
Steadfastness
Tact
Temperance
Thoroughness
Tithing and
stewardship
Wisdom
Genetic (Laws of
heredity)
Poultry
69
Ed 57
Ed 56
Ed 276
Ed 245, 246
CHAPTER SEVEN
WHY IS ADVENTIST EDUCATION UNIQUE
AND IMPORTANT?
Adventist institutions
are distinctive
because of carefully
guided principles,
outlined by God,
through Ellen White
75
CHAPTER EIGHT
ADVENTIST EDUCATION PRODUCES
CITIZENS FOR TWO KINGDOMS
Adventist education prepares her students to become
citizens of two kingdoms. Students are groomed to
possess two kinds of unique qualities that would
qualify them to become citizens of the heavenly
kingdom ruled by God and earthly kingdom governed
by man. The heavenly qualities are possessed by all
New Jerusalem citizens through the power of the Holy
Spirit. These are those characteristics that make these
citizens live holy lives in a world of sin. A good citizen
is controlled by strict faithfulness, fidelity, self-sacrifice,
sincere performance of duties, and right ordering of
loyalties. Wide ranging commonsense, knowledge and
devotion are important qualities of a citizen. A good
citizen should have enough commonsense so that
he/she may be able to understand important problems
concerning the society where he or she is living. All
these cannot be achieved in a day: it is the product of
good home training, right modeling and a harmonious
patriotic heritage. If a child hears only stories of
betrayal, diabolic activities, yahoo-yahoo, 419,
kidnapping, bombing, Boko Haram, corruption, exam
malpractice, and cheating, he or she is unlikely to
imbibe any good qualities. Remember, train up a child
in the way he should go.
There are many vocations which if correctly performed
contribute to our national progress. Industries,
educational
institutions,
health
and
medical
76
33
81
CHAPTER NINE
ADVENTIST EDUCATION: THE WAY
FORWARD
Adventist education fulfills its objective as citizens are
prepared for effective service in this world and for
greater service in the world to come. The Seventh-day
Adventist Church, the proprietor of all Adventist
schools in the world, encourages a high standard of
Christ-like behavior by all Adventist students in
particular and all believers in general. The twelfth
chapter of the Seventh-day Adventist Church Manual
calls this Community Relationships. Below is the
complete official text:
While our citizenship is in heaven; from
whence also we wait for a Saviour (Phil. 3:20,
RV), we are yet in the world as an integral part
of human society, and must share with our
fellows certain responsibilities in the common
problems of life. In every community where
they live Seventh-day Adventists, as children
of God, should be recognized as outstanding
citizens in their Christian integrity and in
working for the common good of all. While our
highest responsibility is to the church and its
commission to preach the gospel of the
kingdom to all the world, we should support
by our service and our means, as far as possible
and consistent, all proper efforts for social
order and betterment. Even though we must
stand apart from all political and social strife,
82
3.
87
CHAPTER TEN
LESSONS FROM KING JOSIAH FOR TODAYS
ADVENTIST GRADUATES
Josiah is a Hebrew name that means God Healed. Josiah
was the son of King Amon and his mother was called
Jedidah. His birth had been prophesied by a prophet,
during the reign of King Jeroboam. Josiah was the king
of Judah from around 640 to 609 B.C35. His reign in
Jerusalem is recorded 2 Kings 2223 and 2 Chronicles
3435. Josiah was a godly king and known as one of
the worlds youngest successful rulers. He was eight
years old, when his father Amon was murdered in a
palace revolt. The coup plotters were arrested and
killed by the people, who subsequently proclaimed
Josiah king. A highlight of Josiahs reign was his
rediscovery of the Law of the Lord. The Bible
introduced Josiah by saying:
Josiah was eight years old when he became
king and he reigned in Jerusalem thirty-one
years. He did what was right in the eyes of
the Lord and walked in the ways of his father
David, not turning aside to the right or to the
left ( 2 Chronicles 34: l-2).
In the eighteenth year of his reign, he raised money to
repair the temple, and during the repairs the high
35
David Mandel, The Complete Whos Who in the Bible. (Florida: Bridge
Logos, 2004), p. 381
88
Conclusion
May all our educational institutions bearing the name
of Seventh-day Adventist be to the world what Joseph
was to Egypt, and what Daniel and his three friends
were to Babylon. It is true our schools have multiplied,
but Gods purpose in their establishment remains the
same. It is equally important to reiterate that the aim of
Adventist education is to restore fallen human beings
into the image of God as revealed in the sinless life of
Jesus Christ. Only through the guidance of the Holy
Spirit can this be accomplished. An education of this
kind provides a balanced development of the whole
person that involves the spiritual, physical, intellectual,
social and the emotional wellbeing that spans a
lifetime. By following divinely revealed educational
principles, homes and schools can cooperate with
divine agencies to prepare learners to be good citizens
in this world and in the everlasting world to come.
May God bless our land with Adventist graduates who
would lead His people with commitment, conviction
and character.
94
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(1968)
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http://www.llu.edu/inf/legacy/LegacyBhtml
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relist.html
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97