Collegio De Santa Catalina De Alejandrea

Ed2 Teaching Profession

A Christian Philosophy of Education

A Project Submitted to:

Mr.Orlando Alonzo
In partial fulfillment for the Course

ED2

Christian Philosophy of Education

By
Fernan Conrad C. Abuso

Dumaguete City,Ph
December 23, 2022
I. ABSTRACT

The Christian philosophy of education is directly in contrast to the public

philosophy of education.Due to this philosophical differences, the goals, objectives, and
purposes of Christian schools (Education) are different from those of the Public schools.It
is important that the stakeholders, teachers, and instructor of the schools understand the
basis for the Christian philosophy of education and it’s implication.

The Christian philosophy of education calls for an educational process that puts the
Bible at the center and asks the student and the teacher to evaluate all they see in the
world through the eyes of God.It is purposed to return both learners and instructor to
God’s honour I their lives, for the purpose of education is to mold life; build a character
with a sense of honoring the Lord.

In these sense realizing Christian education in modern pedagogy primarily brings

instructors and learners to the knowledge of God. The teaching of good character,
qualities and moral principles provides a framework for successful life, skills, social well-
being, and protection from certain behavioral consequences. Through education, most
simply stated, is teaching about God’s creation and his providence.

II. INTRODUCTION

Christian education promotes using knowledge to glorify God and minister to

others.Students should learn to obey and serve God more fully so that they may minister
to others more effectively.Student must learn to walk in the truth and through faith
manifest the fruit of the spirit in good works.
Education, as defined by American scholar and biblical thinker Noah Webster,
“comprehends all that series of instruction and discipline which is intended to enlighten
the understanding, correct the temper, form the manners and habits of youth, and fit them
for usefulness in their future stations.” Webster’s definition is itself a demonstration of
the chief aim of Christian education—a biblical world view. The Apostle Paul, in his
treatise on the value and authenticity of Scripture, explains that “All Scripture is
inspired by God and is useful for teaching, for correction, for reproof, for training in
righteousness, so that the man of God may be adequate, equipped for every good work.”
(II Timothy 3:16-17) This scripture and definition reveal the very heart of education and
form the foundation for the philosophy of education at Dayspring Christian Academy.
The major tenets of this philosophy:

1. The Development of a Biblical World View is the Goal of Christian Education

“And do not be conformed to this world, but be transformed by the renewing of your
mind, that you may prove what the will of God is, that which is good and perfect and
acceptable.”
Romans 12:2

The Bible is the primary source for all learning. It provides, through principles of truth,
the foundation from which the learner can reason to every subject and area of life. The
fear of the Lord is the beginning of wisdom. (Proverbs ) The Bible does not provide the
necessary fact base required to gain knowledge of most subjects. However, knowledge of
Biblical principles is absolutely essential to develop understanding and wisdom –the high
orders of learning and application—in any given subject.

2. Christian Character Development is Primary in the Education Process

Education works from the internal to the external. First, the heart of man must be
regenerated then his mind must be renewed, and finally, he will “walk in a manner
worthy of his calling.” Christ opens the doorway into the Kingdom of God for the
individual. The sanctification process that ensues occurs in the character realm first and
foremost, and is a lifelong progression. Lasting external change and growth comes only
by way of internal character growth.

“And not only this, but we also exult in our tribulations, knowing that tribulation
brings about perseverance; and perseverance, proven character; and proven character,
hope…”
Romans 5:3-4

3. Academic Excellence is an Expression of Worship of Almighty God

“Great are the works of the Lord;

They are studied by all who delight in them.”
Psalm 111:2

As the foundation in Christian character is being laid, the academic capacity of the
student is addressed and developed. Each child is an expression of God’s Principle of
Individuality. He is seen as an individual created in God’s image, unique and possessing
certain gifts and qualities that set him apart from all others. As his strengths and
weaknesses are identified, the education process both affirms and stretches him, calling
him up to excellence in every area of life so that he may effectively exert Christian
influence in his life spheres.

4. Christian Education Requires a Christian Philosophy, Curriculum, and

Methodology
Education is comprised of three basic components: philosophy, curriculum,
and methodology.
Likewise, each and every subject that is studied has a unique philosophy
(presuppositional truths),
curriculum (content) and methodology (application). Philosophy gives rise to both the
curriculum and the
methods used in studying (teaching and learning). It is the relationship of these three
components that
provide both the means and the ends for mastering a given subject or topic.
III.METHOD
There are many aspects and phase in Christian Philosophy of Education in a way
that you had sent to us through Google classroom Namely : Perennialism, Essentialism,
Progressivism, and Reconstructionism.

1. Perennialsim

For Perennialists, the aim of education is to ensure that students acquire

understandings about the great ideas of Western civilization. These ideas have the
potential for solving problems in any era. The focus is to teach ideas that are everlasting,
to seek enduring truths which are constant, not changing, as the natural and human
worlds at their most essential level, do not change. Teaching these unchanging principles
is critical. Humans are rational beings, and their minds need to be developed. Thus,
cultivation of the intellect is the highest priority in a worthwhile education. The
demanding curriculum focuses on attaining cultural literacy, stressing students' growth in
enduring disciplines. The loftiest accomplishments of humankind are emphasized– the
great works of literature and art, the laws or principles of science. Advocates
of this educational philosophy are Robert Maynard Hutchins who developed a Great
Books program in 1963 and Mortimer Adler, who further developed this curriculum
based on 100 great books of western civilization.

2. Essentialism

Essentialists believe that there is a common core of knowledge that needs to be

transmitted to students in a systematic, disciplined way. The emphasis in this
conservative perspective is on intellectual and moral standards that schools should teach.
The core of the curriculum is essential knowledge and skills and academic rigor.

Although this educational philosophy is similar in some ways to Perennialism,

Essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. It should focus on
facts-the objective reality out there--and "the basics," training students to read, write,
speak, and compute clearly and logically. Schools should not try to set or influence
policies. Students should be taught hard work, respect for authority, and discipline.

Teachers are to help students keep their non-productive instincts in check, such as
aggression or mindlessness. This approach was in reaction to progressivist approaches
prevalent in the 1920s and 30s. William Bagley, took progressivist approaches to task in
the journal he formed in 1934. Other proponents of Essentialism are: James D. Koerner
(1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985).
3. Progressivism

Progressivists believe that education should focus on the whole child, rather than
on the content or the teacher. This educational philosophy stresses that students should
test ideas by active experimentation. Learning is rooted in the questions of learners that
arise through experiencing the world. It is active, not passive. The learner is a problem
solver and thinker who makes meaning through his or her individual experience in the
physical and cultural context. Effective teachers provide experiences so that students can
learn by doing. Curriculum content is derived from student interests and questions. The
scientific method is used by progressivist educators so that students can study matter and
events systematically and first hand.

The emphasis is on process-how one comes to know. The Progressive education

philosophy was established in America from the mid 1920s through the mid 1950s. John
Dewey was its foremost proponent. One of his tenets was that the school should improve
the way of life of our citizens through experiencing freedom and democracy in schools.
Shared decision making, planning of teachers with students, student-selected topics are
all aspects. Books are tools, rather than authority.

4. Reconstructionism

Social reconstructionism is a philosophy that emphasizes the addressing of social

questions and a quest to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social reform as the
aim of education. Theodore Brameld (1904-1987) was the founder of social
reconstructionism, in reaction against the realities of World War II. He recognized the
potential for either human annihilation through technology and human cruelty or the
capacity to create a beneficent society using technology and human compassion. George
Counts (1889-1974) recognized that education was the means of
preparing people for creating this new social order.

Critical theorists, like social reconstructionists, believe that systems must be

changed to overcome oppression and improve human conditions. Paulo Freire (1921-
1997) was a Brazilian whose experiences living in poverty led him to champion
education and literacy as the vehicle for social change. In his view, humans must learn to
resist oppression and not become its victims, nor oppress others. To do so requires dialog
and critical consciousness, the development of awareness to overcome domination and
oppression. Rather than "teaching as banking," in which the educator deposits
information into students' heads, Freire saw teaching and learning as a process of inquiry
in which the child must invent and reinvent the world. For social reconstructionists and
critical theorists, curriculum focuses on student experience and taking social action on
real problems, such as violence, hunger, international terrorism, inflation,
and inequality. Strategies for dealing with controversial issues (particularly in social
studies and
literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based
learning
and bringing the world into the classroom are also strategies.
 Therefore the following methods of Educational Philosophy that is mention above
was the method that is used when we talks about the Methods of Educational
Philosophy.
Secondly in Christian Philosophy of Education there is a very crucial element that
precisely need to consider in order for you to have a successful teaching in Christian
Schools and as an example of this is COSCA.
The most crucial element of a Christian Philosophy of Education is to, on a daily
basis, through the imparting of knowledge and through example, point our student’s to
Christ. It is sacred calling to teach.It is the one of the spiritual gifts listed in Romans 12.

IV. RESULTS

Base on the references and RRL I had been through the two months pass a Christian
philosophy of education that is not evidenced in both a Christian curriculum and a
Christian method of teaching will fall short of its objective to build a biblical world view
into the learner. Ones’ view of God, humanity, the heart and mind, and the child has
everything to do with how one practices the art and science of teaching. Teachers can
negate the effect of a Christian philosophy and curriculum by following secular
humanistic practices in the classroom that are steeped in behaviorism and the theory of
evolution.

• Teaching is a relationship first and foremost. The teacher-pupil relationship is based in

Christian
love and is crowned with mutual respect. “But the goal of our instruction is love from a
pure
heart and a good conscience and a sincere faith.” I Timothy 1:5
• The teacher is seen as a living curriculum before her students. “A pupil is not above
his teacher;
but everyone, after he has been fully trained, will be like his teacher.” Like 5:40
• Discipline and order play major roles in the efficiency and effectiveness of the
teaching-learning
cycle.
• Teachers must stay current with teaching-learning theories while maintaining a
biblical filter
through which to qualify them. “All truth is God’s truth.”
• The Christian Idea of the Child recognizes the inherent value of each individual as
well as his
uniqueness. Teachers recognize these personality and learning style differences and
adapt their
teaching methods so that every student has the opportunity to grow to his full potential.

V. DISCUSSION
 But for most and foremost this is my discussion of this Research paper about
Christian Philosophy of Education Teaching in a matter of Christian Schools a Teacher
must have an OBJECTIVE. Educational Objectives Address the Whole Child (Romans
12:1-2; Ephesians 4:11-16) This will made a big impact upon a learners Vocabulary and
his/her perspective in future life.

A. Spiritually, in that the child is provided instruction, opportunity, and modeling in:

o loving God,
o loving his neighbor
o developing a prayer life
o rightly dividing the Word of God
o reasoning from the principles of God’s Word to all of life
o owning and articulating a biblical Christian world view
o embracing the Great Commission
o walking in purity of thought and action
o identifying with a local church

B. Academically, in that the child is provided instruction, opportunity, and modeling so

as to:

o be equipped with a well rounded, liberal arts education

o attain excellence in scholarship in the various subject areas
o think critically, from cause to effect
o study effectively
o be fit for usefulness in his future station, whether at college or in a vocation
o be able to articulate thoughts and persuade others
o understand world cultures
o exhibit technological savvy

C. Socially, in that each child is provided instruction, opportunity and modeling so as to

promote:

o The Fruit of the Spirit

o Modesty
o Diplomacy in dealing with others
o Civility and good manners
o A giving heart
o Respectfulness, compassion, and helpfulness toward others
o Honoring of father and mother and others in authority
o The biblical standard of heterosexuality; the biblical injunction against homosexuality
o The biblical view that marriage is between one man and one woman and is sacred
o Global awareness in view of the world
o Sensitivity to cultural and ethnic diversity
o Active support of the school as an alumnus
o Patriotism and good citizenship
D. Physically, in that each child is provided instruction, opportunities and modeling so as
to:

o Maintain a healthy and fit body

o Treat his body as the temple of the Holy Spirit
o Be well groomed and modest in presentation
o Disciplined in healthy life-habits
o Remain sexually pure according to biblical standards

As far as I can Remember we the sovereign Catalinans has implore the aid of what
our beloved Teacher taught on us since day1.

In summary, Christian education has the unique capacity to assist parents in their
God-given mandate to “raise their children up in the nurture and admonition of the
Lord.” (Ephesians 6:4) This education takes place in the context of a biblical philosophy
and a Christ-centered curriculum by loving and mature Christian teachers who minister
to the whole child using Christ-honoring and effective methods.

VI. REFERENCES

https://online.mc.edu/degrees/education/christian-philosophy-of-education/

https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1009&context=cpe

https://phdessay.com/philosophy-of-christian-education/

https://online.mc.edu/degrees/education/christian-philosophy-of-education/

https://aquinas101.thomisticinstitute.org/an-introduction-to-the-summa?
gclid=Cj0KCQiA5NSdBhDfARIsALzs2EBku08IQHk6SWAfdCMN8jxLmnokmGIYnuE5CkRytTZp06rf2ilW-
bAaAvqjEALw_wcB

https://cityonahill.com.au/christianity/?gclid=Cj0KCQiA5NSdBhDfARIsALzs2EBQ80ZEMWa1pkjalNQJzB9m-
omVmna_06_13EQl7hdh-S_Fsp4uVMkaAhiJEALw_wcB
VII. BIODATA

Name : Fernan Conrad Cafe Abuso

Mobile : +639510555712

Email I.d : abusofernan@gmail.com

Father’s Name : Fernando S. Abuso

Mother’s Name : Conrada C. Abuso

Gender : Male

Date of Birth : November 10, 2002

Marital Status : Married

Religion : Roman Catholic

Address (current) : Bishop’s Residence Brgy. Bagacay Dumaguete City 6200

Address (permanent) : Brgy. Jugno, Amlan Negros Oriental 6203

Date : December 23, 2022

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Signature