Running head: ESSENTIAL TRUTHS OF EDUCATION 1

Philosophy of Education: Guiding Students to Reflect Christ

Melody Hrebien

Biola University
ESSENTIAL TRUTHS OF EDUCATION 2

In order to flourish and have a mindset that sets forth goals in the field of education, one

must establish commitments that can keep one accountable when raising up a new generation

and teaching students more about this world. A teacher’s theological commitments,

epistemological commitments, and anthropological commitments all embed what a teacher finds

as important and essential to implement while teaching. Since God is the center of all things, His

attributes are the essence of one’s being that results in a path for teachers to follow in their

personal convictions and values. Thinking through one’s praxis and telos helps one to teach and

see students for who God created them to be. Therefore, one must decide what essential truths

can guide them to be a teacher that models Christ, an educator that encourages learning, and an

innovative leader that transforms curriculum, in order to engage students to discover more about

themselves, God, and creation.

Theological Commitments

God is Wise

God is infinitely wise and superior over all human wisdom and understanding. Due to His

omniscience, He is able to know everything and anything that is both seen and unseen. His vast

wisdom indicates the intentional plan that He established for humanity and the foundation upon

which he created the world (Prov. 3:19-20). His infinite knowledge, as described in Psalms

147:5, has no limitations and is distinctly different from a human’s capability to think

cognitively and efficiently. In addition, the brain is still a mystery today due to its complex

structure, and yet it was devised by God Himself to ensure human’s bodies function properly.

Furthermore, God’s creation itself declares His intricate wisdom where “God’s invisible

qualities- His eternal power and divine nature- have been clearly seen,” (Rom. 1:19-20, New

International Version). God related creation and wisdom when he responded to Job’s pondering
ESSENTIAL TRUTHS OF EDUCATION 3

question by revealing the vastness of His role as Creator and overseer of the world, where it was

emphasized that “with God are wisdom and might,” (Job 12:13, English Standard Version).

God is the source of all wisdom and intervenes to establish His plans and insight on earth.

First of all, God’s wisdom cannot be fully comprehended by humanity. His ways are

unfathomable and “unsearchable,” which indicate that His wisdom is beyond a person’s

capability to understand and has no end (Rom. 11:33, ESV). As a result, He grants His people

wisdom by supplying them with guidance and clarity to make decisions. For example, He

granted Solomon’s request for wisdom and he later became the wisest man on earth (1 Kgs.

4:29-31). Lastly, God knows what is best for His people and knew He had to send Jesus in order

to re-establish order and intervene.

God is Gracious

God is gracious to His creation and demonstrates His favor over humankind. Paul in

Romans 5:1-2 expressed that one is able to stand in God’s grace because one has “been justified

by faith;” this indicates that God’s act of love by sending His son to die on the cross, despite

one’s sinful nature, is an act of grace. By God’s grace, humanity was granted the opportunity to

obtain freedom, a new restored life, and forgiveness through God’s ultimate gift of salvation

(Eph. 2:8-10). Another instance where God shows His grace over humankind is through the

precious symbol of the rainbow. After Noah’s ark and the destruction of the earth, God promised

to never destroy humanity again, which revealed an important act of grace for future generations

to come (Gen. 9:13-16). It is important to note that grace is underserved and granted by God for

His people, in order for humanity to engage in a personal relationship with Him. As a result,

grace allows God to be invested in the lives of His creation, which He finds valuable. God’s

grace is patient with sinners who break His law and is an attribute God commands humankind
ESSENTIAL TRUTHS OF EDUCATION 4

should have with each other. Lastly, His grace is divine and plays an active role in the

sanctification process for both men and women.

God is Faithful

God values commitment with His people and keeps His promises. First of all, because

God’s attributes are immutable His faithfulness remains the same, despite one’s lack of

reciprocation (2 Tim. 2:13). Also, God always fulfills His will and stands by what He says even

if it might seem unrealistic or plausible in one’s mindset. For example, Abraham’s wife Sarah

was barren and old when she conceived Isaac. However, at first, she laughed at the thought of

having a son, because she knew it was impossible (Gen. 18:12). Nonetheless, her doubt and lack

of faith did not stop God from fulfilling His purpose in their life where He promised that

Abraham descendants would be as many as the stars in the sky. Therefore, the completed task

revealed God’s faithfulness to Abraham, as well as to humanity. God also is faithful in pursuing

the lost and making Himself available. His desire for a relationship with His creation, reveals the

active role His faithfulness plays in granting them an everlasting life (John 3:16). Additionally,

God is faithful to meet the needs of His people and provide for them with what they might need

(Phil. 4:19). Thus, His faithfulness reveals the caring aspect of God’s heart and the importance

found in taking care of His creation. In conclusion, His faithfulness shows God’s ability to

prioritize the needs of His children and commit to fulfilling what He has planned here on earth.

Anthropological Commitments

Humans are made in the Image of God

Humanity was made in the image of God to exalt Him, reflect His goodness, and better

represent Him on earth. Genesis 1:26-27 indicates that humanity was made in the likeness of

God. However, during the fall, sin caused one to be separated from God. Nonetheless, one’s
ESSENTIAL TRUTHS OF EDUCATION 5

sinful and broken state does not take away the certainty of one’s image bearing ability, where

according to Hoekema (1986) bearing the image of God is “an unlosable aspect of man,” (p. 32).

In addition, sanctification and the restorative aspect of God’s heart allows for one to be reminded

of one’s constant need for God. This essential truth is a reminder that nothing can separate one

from God’s goodness, because everyone was made in His image (Hoekema, 1986). Also, since

humanity was made in God’s image it is their mandate to learn on this earth to complete the duty

of fully ruling and subduing the earth as described in Genesis 1:26.

God’s intended nature for humanity to learn and discover on this earth reflect one’s

personhood and morality. First of all, since people bare His image they are set apart in their

personhood. For example, Peterson (2001) described this phenomenon by sharing how one’s

ability to reason, experience feeling, and have free will all reflect God’s nature. Furthermore,

Peterson (2001) used the term “miniature creator,” because one still has many capabilities and

qualities that reflect the Creator, despite one’s limitations (p. 99). Also, God gave the ability to

reason in order for His people to search for the truth hidden in His creation and wonder. As a

result, one can navigate this mandate to learn by living in His likeness and living out the intended

purpose God gave humanity in wanting to discover the world around them and all it entails. In

addition, Comenius (1910) explained how God made everyone to share “one blood,” in order to

be united in all things including one’s nature, origin, and the shared gift granted through eternity

(p. 126).

Human Beings are Sinful in Nature

After the fall of humankind, when sin entered the world through Adam and Eve,

humanity continued existing with a sinful nature. This sinful nature causes humanity to act in

evil tendencies that go against God and “impedes the fulfillment of the life of the Spirit in one’s
ESSENTIAL TRUTHS OF EDUCATION 6

being, thought, and action,” (Leloup, 2003, p. 30). According to Leloup, (2003) there are seven

deadly sins and actions of behavior that cause one to distance themselves from God. One sin that

stands out, is one’s pride and ego that derive from one’s nature and evil innate thoughts (Leloup,

2003). Leloup also ties in Paul’s perspective that one’s old self is rooted to fleshly thoughts and

desires where one must purify their mind, actions, and thoughts (Leloup, 2003). Also, St.

Augustine in the account of his life emphasizes the need to seek God because of one’s sinful

nature and guilt that requires one to ask God for forgiveness (1921). In addition, St. Augustine

confessed some of his wrongs, as well as recognized his own wickedness and explained that God

does not create evil (1921). St. Augustine also expressed that humans are given free will and

choose whether or not to participate in evil (1921). This truth indicates that being saved in Christ

does not eliminate one from committing a sin. Instead one must rely on God in order to walk in

life trying to resist sin and temptation. The fact that humanity is sinful is important in

understanding the that one is weak, in need of a Savior, and can be easily corrupted by society.

Human Beings are Dualistic in Nature

One’s body and soul are both essential parts of a person’s being that indicate the two

components of one’s complex nature. This holistic nature is important in order to differentiate

and fully understand how people view the world around them. Spears and Loomis (2009)

revealed Augustine’s view in how one cannot separate both parts and have a proper functioning

human. Also, they make apparent how even Jesus alludes to this theory in Matt. 10:28 where He

distinguished the aspect of the body and the spiritual component of the soul, indicating the value

it has in the Christian lifestyle (Spear & Loomis, 2009). The body plays an active role in one’s

physical matter hear on earth, while the soul connects to one’s internal being and identity in

Christ. Furthermore, the reality found in the death of one’s flesh and physical state determines
ESSENTIAL TRUTHS OF EDUCATION 7

the temporary aspect this plays into one’s humanity as eternal beings. However, one’s soul does

not only reside in the body because it lives on past one’s physical state (Rickabaugh, 2019).

Nonetheless, Rickabaugh (2019), made it clear that dualism can be both supported in scripture

due to its importance of one’s two-part humanity that connect one with God.

Humans are Diversely Created

Human diversity was intended by God and plays an important role in the current society.

Jesus himself picked the disciples from different career fields to do ministry with, which offered

Him different perspectives during His ministry (Connely, 2014). Rhodri Lewis (2011) expressed

that human diversity is a result of “environmental factors,” (p. 273). However, one must not

ignore the intentionality God had in dispersing the languages and creating diversity, in order for

this world to represent the new kingdom to come (Rev. 7:9). Also, human diversity is evident in

both physical and internal attributes of a person where race and genetic factors are able to

distinguish people from one another (Mukhopadhyay & Henze, 2003). As a result, both race and

one’s capabilities play a role in the contributing society where distribution of talents help form

this diverse world, through the collaborative efforts based on unity, as well as teamwork.

Epistemological Commitments

Subjective and Objective Knowledge

The definition of knowledge, as well as of subjective and objective truth, both exist and

contribute to one’s ability to learn. First off, knowledge is often defined as a “justified true

belief,” where one is able to assess reality on the basis of their understanding (Spears & Loomis,

2009, p. 106). The search for obtaining the truth can be connected to one’s search in relation to

God, since He is the truth and all truth derives from Him (Spears & Loomis, 2009). Also,

subjective truth can come from one’s own perceptions and senses that can be challenged by
ESSENTIAL TRUTHS OF EDUCATION 8

one’s view of morality, where moral indifference can affect one’s ability to determine true

knowledge (Gorr & Timmons, 1989). In addition, subjective truth is determined by personal

beliefs and perceptions while objective truth is supported by widely accessible factual evidence

and scientific truth (Spear & Loomis, 2009). Nonetheless, both are required to learn and expand

one’s knowledge, personal convictions, experiences, and background that determine the truth one

wants to live by and believe. However, the truth centered on Christ is objective due to its

certainty and clarity the scriptures offer, as well as the validity of the Word.

Tri-part Knowledge: Technical, Propositional, & Acquaintance

Technical knowledge, propositional knowledge, and knowledge of acquaintance are part

of the tri-part knowledge that play a role in one’s ability to seek the truth. Technical knowledge

involves the repetition of a certain “practice and familiarity,” when doing a certain task or skill

(Spears & Loomis, 2009, p. 78). As a result, the steps in doing that certain skill, like driving a

car, quickly become part of one’s built in ability without focusing on the technicality and details

behind the skills and steps (Spears & Loomis, 2009). In the propositional category of knowledge,

one seeks factual data and logic. In this example, facts about the year, model, and car engine will

offer one more insight on the car and one’s driving ability. Also, many people must pass their

permit test, based on propositional knowledge before being legally able to drive a car, indicating

that propositional knowledge is needed at times to perfect the knowledge learned by

acquaintance. In the last category, knowledge by acquaintance is when one experiences with

their senses. In this case, thoughts and feelings are more involved due to the reality of one’s

perceptions becoming part of the internal process (Spears & Loomis, 2009). Therefore, one as a

driver can experience how much pressure to place on the pedals, how often one should check
ESSENTIAL TRUTHS OF EDUCATION 9

their mirrors, etc. that enable one to put their previous knowledge of driving and cars to good

use, as well as learn what they could not have known without experiencing it firsthand.

Much Knowledge is Accessed Empirically and Rationally

Experiential knowledge is gained through one’s lived out experiences where the

empirical approach reveals the active way one’s whole body through the senses gets involved in

discovering the truth. Many times, one cannot fully understand something as true without

experiencing it themselves with their senses. For example, riding a bike and falling in love might

have factual truths associated with them, but one must learn for themselves how to retain what

they learn and what to do with the information they feel and experience. Also, stimulating

visuals help one’s ability to retain information and seek knowledge in the world around them

because of one’s mental and cognitive processing (Gargiulo & Bouck, 2018). However, in

relation to seeking rationalistic knowledge, ethical truths do not need to be perceived or

experienced in order for it to be true or factual (Gorr & Timmons, 1989). For example, one can

know slavery is wrong without having to sense and experience that truth. Therefore, perception

in experiential knowledge is not necessary to know something is ethically true or not (Jacques,

2017). In terms of the empirical approach one’s ability to observe and acquire evidence can help

add to the validity of evident truths based on the information recorded.

Praxis Section

In the near future, my goal is to serve students in a public-school setting. Although direct

evangelism is rarely an option, there are ways one can implement intentional approaches to best

encourage the student and set them up for success in both their academics and inner character

growth. As a future educator, I plan to have an active prayer life where I can pray for my

students daily at home, pray for any needs I see, and seek for wisdom regarding situations and
ESSENTIAL TRUTHS OF EDUCATION 10

ways I can improve my curriculum. In addition, active assessment of my heart is going to be

necessary if I want to truly show love to all students. I also need to evaluate if any biases are

hindering my ability to teach wholeheartedly. As a result, the Holy Spirit will have access to my

heart in seeing the areas I am neglecting in my teaching and my personal life that need to be

aligned back with Christ. An approach I would implement is the Story Model for Biblical

Integration, because it actively engages students to the material and uses their curiosity to foster

learning. Also, it is an approach that allows students to choose and seek what they learn in a non-

forced manner, where they themselves can make new connections. In addition, stories can help

unfold themes and entrap students to new biblical truths and examine different life themes and

struggles that Coddington emphasizes. Some may include “anger, love, courage, hope, and etc.”

(Coddington, 2018, p.1). In the same way, stories that relate to all subject, including science and

history, can help students see human flourishing and encourage students to “understand the

human condition and who God is,” in the midst of their academics and learning (Coddington,

2018, p. 2).

In terms of classroom management and assessment, the commitments listed will guide

the classroom experience and student’s learning. Since all beings are made in the image of God,

the classroom rules will reflect this truth where respect, attentive listening, and one’s willingness

to keep going will remind students of their innate value that they must have with each other and

with the teacher. Also, because God is gracious this will be reflected in the classroom setting by

giving students multiple opportunities to try again. Despite their mistakes and wrongdoings,

growth and love will fuel one’s learning instead of shame and doubt that comes when one makes

a mistake. Assessments will cater to the student’s individual needs and help enable the way they

process knowledge and the different learning styles expressed in the class. In each subject, the
ESSENTIAL TRUTHS OF EDUCATION 11

truth found in one’s humanity and knowledge will establish clear ways students can grow within

themselves through a variety of academics.

Language Arts

Based on the anthropological commitment that human beings are made in the image of

God, I will incorporate reading curriculum that indirectly allows students to grow in character

through the themes and stories selected. Since reading and stories greatly interest children in the

elementary years, one book titled You are Special by Max Lucado will allow students to seek

approval from their maker instead of others. In this example, the Story model of Integration

helps students “find biblical truth in relationship to elements of a story,” (Coddignton, 2018 p.1).

Also, this story is used to help students one day recognize the biblical truth of having a creator

that care about His creation. Similarly, to the John the Baptist model the audience is catered to

non-believers in hopes they will recognize the importance found in being God’s creation.

Although the author uses wooden people and alludes to important life themes in a fictional

manner students can take away and learn important life concepts from this book. In addition,

other forms of reading and books can allow the students to grow in obtaining virtues that will

reflect their character as they learn patience with family, gentleness on the playground, courage

through lively stories, and more that will challenge students to take action from what they read

even in a public-school setting. As a result, the hidden messages and themes in reading

storybooks will help students understand the standards of being image bearers without focusing

on curriculum that solely emphasizes Christ.

Based on the epistemological commitments of subjective and objective knowledge, they

are both essential in determining the proper rules of writing and conjugation that contribute to a

student’s ability to express oneself. Subjective truth can be encouraged when writing personal
ESSENTIAL TRUTHS OF EDUCATION 12

narrative or with prompts that encourage personal reflection. In addition, fantasy and creative

writing requires fewer rules where a student’s experience and view of life can be reflected in the

way they write. However, when students are following certain writing format rules like spelling,

conjugation, and grammar objective truth directs their ability to write knowing the truth found in

what is correct and incorrectly written. For example, periods and commas need to be used in the

correct fashion where students will practice determining an objective truth about the rules in

writing. Nonetheless, objective truth is also found in personal reflection due to the certainty of

writing about a certain time or season in the year.

Mathematics

Based on the tri-part knowledge and the steps it takes to build upon previous knowledge,

mathematics can be taught in a way where students can learn using their senses and familiarity.

First of all, learning math is a multi-stepped process where one must teach simple concepts and

allow students to experience what they are learning; instead of equipping them to just find the

answer. Using tri-part knowledge can allow teachers to show first hand concepts like

multiplication, fractions, addition, and more in a way that will allow students to repeat the

technical skill with the process of steps involved. After the technical knowledge is mastered,

students can use their propositional knowledge to help solve hypothetical harder math questions,

where the teacher can assess if they are truly learning the content given. Next, the students can

perfect knowledge by acquaintance where they will be able to share the skill and explain it to

their peers. Also, teachers can have students physically see addition and multiplication using

tangible forms that encourage hands-on and kinesthetic learning to help encourage this step of

knowledge of acquaintance.
ESSENTIAL TRUTHS OF EDUCATION 13

The fact that math is an abstract skill and subject the commitment that reflects how much

knowledge is accessed empirically and rationally an important factor to implement in one’s math

curriculum. Math requires one to think outside the box and build skills upon previous

knowledge. However, seeing numbers and learning a formula does not encourage all student’s

learning styles. As a result, it is important for teachers to use diverse recourses. For example,

some may include, blocks, paper cut outs, white board activities, math games, and more to help

students reach that level where their senses are able to easily answer the math question with the

skill learned. For students to continue to think critically, they must experience this abstract

concept of math for themselves. Therefore, having students touch the objects there adding, write

what they are counting, use their bodies to indicate what is being subtracted will all contribute to

a student’s discovery and learning in terms of math. Nonetheless, students can use these

manipulatives to think rationally in world problems and real-life situations that helps them better

understand different life concepts. Some might include being able to share an event amount with

others, how to divide and buy properly in bulk, how to add tax, how to measure the amount

needed for a new carpet and etc. As a result, rational knowledge, especially in concrete formulas,

are needed to make a conclusion to one’s findings in math that can be done with inputting

numbers or with the help of visuals that stimulate one’s ability to rationalize in math.

Social Studies

Because of the anthropological commitment that humans are diversely created, social

studies allow students to asses this truth in the different cultures around them, systems of

government that have been formed, and the beauty found in being able to practice collaborating

with others. Social studies allow students to immerse themselves in different perspectives where

they learn about various people groups and how the society around them functions. Recognizing
ESSENTIAL TRUTHS OF EDUCATION 14

the differences and implementing projects about one’s own ethnic diversity, can help establish a

classroom environment where everyone’s story is heard and the teacher can better asses the

diversity in their own classroom. Also, learning the different events in history and how times

have changed will allow students to see different groups formed and the impacts made in each

era that have contributed to the value found in collaboration. For example, the civil rights era can

show students how it takes a group committed to one another, in order to slowly abolish racism

and bring back unity. Lastly, diversity found in the curriculum of both the United States, world

civilizations, and the world will allow students to explore their personal interests and foster a

heart of compassion for different people groups where they will become more aware of what is

occurring in the world today.

Based on the reality and anthropological commitment that human beings are sinful in

nature, social studies can recount the evil history of humankind while letting students recognize

the good and learn the harsh reality of the wickedness found in the world. Since history is filled

with facts and stories that students learn about their country, including wars, injustice, and

corruption students are able to assess the wrong found in humanity. Many times, projects on

injustices like slavery, women’s rights, pollution, and etc. help cultivate students in learning how

evil the world is and yet how there are various ways in helping one another overcome adversity.

Despite the child’s age, teaching elementary students the importance of community and helping

others during both good and bad times, will shape students in recognizing the evil in the world

and how to combat it. For example, teaching a class about slavery and how community efforts

led by Martin Luther King Jr. shaped the civil rights movement will help students see the evil in

the past, but implement good skills that combat ignorance to help their future.

Science
ESSENTIAL TRUTHS OF EDUCATION 15

Based on the commitment that some knowledge is assessed empirically, science allows

students to engage and discover the world around them. Science consists of many parts, but in

the case of environmental science students need to see and experience the information in order to

properly learn how plants operate, what the components of the earth consist of, and the

importance of wildlife. Science is the perfect opportunity for students to experience hands on

learning in making projects, experiments, and posters that relate to their learning. For example,

astronomy, geology, and chemistry, require visuals for students to understand how the earth

functions and properties of these science subjects. Furthermore, watching a video on hurricanes,

observing an animal’s skull, and seeing how chemical reactions are made will cause a student’s

curiosity and learning to make vital connections. When students work on these classroom

projects and hands on experiments, it will allow them to experience concepts of the earth and

learn first-hand what resistance, gravity, and a variety of scientific theories are.

Based on the anthropological commitment that humans are image bearer’s, students will

learn and engage in what it means to actively help the environment. There are certain concepts

that reflect Christ, but there are also ways where one as an image bearer is responsible to take

care of the planet. As a result, students can engage in Creation and learn aspects of their role and

how one’s trash, the way reproduction effects society, and how food effects the environment, as

well as the human body. Image bearers indicate a responsibility to learn and help flourish in

society. In a public school, students can still be taught how to be good stewards and learn the

importance of family and the quality of life through science and the nature that surrounds them.

In addition, students are given the opportunity to think innovatively to help current situations and

be mindful of the 21st century issues that include pollution, lack of clean water, waste disposal,

and more. Placing an important outlook on science and the environment at a young age will
ESSENTIAL TRUTHS OF EDUCATION 16

motivate future generations to better take care and establish solutions that the earth desperately

needs.

Fine-Arts

Fine arts are a reminder of freedom and expression that depicts the truth that humans are

diversely created. Through the use of art collaboration is encouraged and students can find what

interests them. Music, theatre, painting, film, and more require innovative ideas. Fine arts are

essential in allowing students to recognize their individuality, as well as their unique capabilities

in comparison to their peers. However, this is not a way to compare talents, instead fine arts can

be used to recognize how each student offers a different insight that is important and valuable to

society. In the classroom, art projects that facilitate individual choice and expression will

encourage students to think outside the box and challenge their thinking outside the academic

they are learning. For example, establishing an environment where students can praise each other

or their diverse abilities and seek help from within themselves will reflect a small portion of what

community looks like.

Physical Education

Based on the anthropological commitment that humans are dualistic in nature, physical

education is an important part of education that implement both the body and soul. The soul and

body are important for one’s being because they connect in allowing one to work externally in

their physical state and internally in their mental and emotional state. Therefore, physical

education helps students connect to their bodies and health, as they learn to use their bodies and

have fun doing sports, games, and activities. Also, one’s emotional state and mental health

connect with one’s physical body so it is essential for students to have chance to actively release

tension and trauma. Lastly, physical education can also be implemented in the classroom by
ESSENTIAL TRUTHS OF EDUCATION 17

having hand motions, academic songs that incorporate the body, and giving students a physical

break to stretch and move in-between subjects in the class.

Teleology

The aim of education under the cultural mandate to rule and subdue the earth, is to

cultivate a student’s potential, in order to strengthen their character as they discover the ways

they can be their best selves. In order for educators to cultivate a student’s potential, they can

encourage confidence in their students by showing love as students learn to navigate their

identity in Christ. Also, for education to help students they must establish a learning environment

that caters to the individual student’s needs that cultivates their potential by having lessons that

implement all types of learning in the classroom curriculum. To seek a student’s potential, one

must get to know the student and assess the areas they want to grow academically, socially, and

emotionally. Educators can set individual goal beyond mere objectives in curriculum to see how

the students can grow in their character and academics. According to Dewey (1916), one as an

educator should not impose control over their students; instead one must cater in guiding their

students and resist stimulating disapprovals that can harm the students unintentionally. As a

result, students can be enriched while being challenged to exceed their own expectations, hence

reaching their full potential.

As a subordinate goal, one must equip students with tools to overcome adversity that can

enable them to reach their full potential. Helping students recognize their own weaknesses can

enable them to grow in vulnerability, so that they can combat their insecurities that prevent them

from moving forward. Therefore, education provides a place where both weaknesses and

strengths can be simultaneously targeted and assessed in their environment. However, many

times even as an adult, one’s insecurities can prevent one from truly learning the goodness found
ESSENTIAL TRUTHS OF EDUCATION 18

in life and the ways one can contribute to this society. Although academic skills are obtained in

school, what shapes a student for a lifetime are the ways they can grow in navigating their flaws

and weaknesses. The lack of joy in society reflects the lack of time people are alongside God’s

wonder and the lack of purpose they feel within themselves when life overwhelms them. In

conclusion, having students discover themselves can help them be aware of flaws that will hinder

their future, where the goal is awareness of one’s self not perfection.

Conclusion

One’s philosophy of education can allow growth and clarity in assessing students and

one’s self as an educator. All subjects one can embed truth and knowledge that derives from

God. Despite the challenges faced in a public school, students are able to learn and grow in an

academic setting when teachers create a learning environment that fosters the student’s ability to

excel and recognize their humanity. Proper assessments and classroom management can enable

students to become better communicators, listeners, and innovators. Both actively seeking God

and His direction will allow for a classroom to be led by His wisdom. Therefore, one’s goal is to

simply submit and allow God to begin molding one’s character as a teacher, in order to cultivate

a student’s full potential.

Through this experience, I learned how to be intentional in preparing my heart and mind

for the teaching field. First of all, God’s wisdom is the root to understanding where He grants us

access to learn and discover this life individually. Also, grace is going to be my preferred choice

when evaluating students as I help them in their academic career. The anthropological

commitments listed all embrace what I find valuable to recognize about humanity. Recognizing

our sinful nature, embracing diversity, the importance of the body and soul, as well as the

outstanding truth that we are made in God’s image indicate the ways one can collaborate and be
ESSENTIAL TRUTHS OF EDUCATION 19

of good use to the kingdom. I now realize that one’s perspective of God, humanity, and

knowledge play evident roles in one’s ability to teach and foster learning. In addition, I

recognized that God dictates the way I think and the Holy Spirit is going to lead me in my

journey as a teacher. I also, learned God has instilled a passion in me and has already opened

doors, in the midst of the chaos, to begin privately teaching Spanish in a home setting to young

students. I clearly see that God wants to use me, even if it may seem random, but God is

intentional and seeks out those who trust Him. In conclusion, I look forward to modifying my

philosophy of education and adding new commitments along the way to shape my character and

students.
ESSENTIAL TRUTHS OF EDUCATION 20

References

Augustine, S., & Pusey, E. B. (1921). The Confessions of St. Augustine. Floating Press.

Coddington, Lorelei (2018) The Story Model of Biblical Integration.

Comenius, J. A. Keatinge M.W. (1910) The Great Didactic of John Amos Comenius (2d ed.).

And C. Black.

Connelly, D. P. (2014). The Twelve Disciples. IVP Connect.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education.

Macmillan.

Gargiulo, R., & Bouck, E. (2018). Special education in contemporary society: An introduction to

exceptionality (6th ed). Thousand Oaks, CA: Sage Publications, Inc.

Gorr, M. & Timmons M. (1989). Subjective Truth, Objective Truth, and Moral Indifference.

Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition,

55 (1), 111.

Hoekema, A.A. (1986). Created in God’s Image. Eerdmans.

Jacques Waardenburg. (2017). Classical Approaches to the Study of Religion: Aims, Methods,

And Theories of Research. Introduction and Anthology: Vol 2nd Edition. De Gruyter.

Leloup, J-Y., & Lalrd, M.S. (2003). Being still: reflection on an ancient mystical tradition.

Gracewing.

Mukhopadhyay, C., & Henze, R. C. (2003). Using anthropology to make sense of human

diversity. Phi Delta Kappan, 84(9), 669-678.

Peterson, M. L. (2001). With all your mind: a Christian philosophy of education. Notre Dame,

IN. University of Notre Dame Press.

Rhodri Lewis. (2011). William Petty’s Anthropology: Religion, Colonialism, and the Problem of
ESSENTIAL TRUTHS OF EDUCATION 21

Human Diversity. Huntington Library Quarterly, 74(2).

Rickabaugh, B.L. (2019). Alister Mcgrath’s Anti-Mind-Body Dualism: Neuroscientific and

Philosophical Quandaries for Christian Physicalism. Trinity Journal, 40 (2), 215-240.

Spears, P. D., & Loomis, S. R. (2009). Education for human flourishing: a Christian

perspective. IVP Academic.