Tuesday, May 26, 2009
Monday, May 11, 2009
Teaching Goals
There is so much to think about in chapters 2 and 3. First, the biggie: “It is not possible for one human being to educate another,” DeMille says. I agree. I think that true education lies in the appreciation of a thing. I can inspire appreciation, I can share my appreciation, but I cannot create it in another. Appreciation comes from within and grows through knowledge. Therefore, each individual is responsible for his own learning. However, I, as a teacher, can inspire and share, and that is my job. Great teaching must be my pursuit.
How can I be a great teacher? That is the most pressing question I want to answer as I go through this book. However, for now, I continue to work on character – both of my children and myself. Learning takes hard work, sometimes grueling, sometimes tedious, and sometimes frustrating. It will take a measure of character to choose a painful or difficult path over an easy one solely because it is worthy. Developing character is a life-long work in all of us.
What are my goals? I think I might call my philosophy in education Discipleship Education instead of Leadership Education. A disciple is a learner and I think that is what I want to produce: life-long learners with ears especially open to the Word of God. Using DeMille’s template (actually, I didn’t change much) my educational goals are:
1. To train my children in character that they may first have an honest and transparent heart that strives to do all that they put their hand to with excellence, remembering that whatever they do, do all to the glory of God.
2. To perpetuate freedom, both spiritual and physical (To know what freedom is, to know what freedom is not, to know what it cost, to know how to maintain it)
3. To teach them how to think, to ponder, to question, to investigate
Education ought to be important to us. I remember reading Veith (I forget which book) where he said our society was hugely image-centered and entertainment-centered, and, as a result, we are quickly rushing toward a day when there will be very few thinkers/philosophers/scientists. The few educated men will become the elite and thus rule over the ignorant masses, which will be easily swayed because they do not know any better.
How can I be a great teacher? That is the most pressing question I want to answer as I go through this book. However, for now, I continue to work on character – both of my children and myself. Learning takes hard work, sometimes grueling, sometimes tedious, and sometimes frustrating. It will take a measure of character to choose a painful or difficult path over an easy one solely because it is worthy. Developing character is a life-long work in all of us.
What are my goals? I think I might call my philosophy in education Discipleship Education instead of Leadership Education. A disciple is a learner and I think that is what I want to produce: life-long learners with ears especially open to the Word of God. Using DeMille’s template (actually, I didn’t change much) my educational goals are:
1. To train my children in character that they may first have an honest and transparent heart that strives to do all that they put their hand to with excellence, remembering that whatever they do, do all to the glory of God.
2. To perpetuate freedom, both spiritual and physical (To know what freedom is, to know what freedom is not, to know what it cost, to know how to maintain it)
3. To teach them how to think, to ponder, to question, to investigate
Education ought to be important to us. I remember reading Veith (I forget which book) where he said our society was hugely image-centered and entertainment-centered, and, as a result, we are quickly rushing toward a day when there will be very few thinkers/philosophers/scientists. The few educated men will become the elite and thus rule over the ignorant masses, which will be easily swayed because they do not know any better.
Saturday, May 02, 2009
Taking Ownership
Thomas Jefferson said,"If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be." As I study history, the truth of this statement is confirmed, and Oliver Van DeMille suggests that because of this, nothing less than an excellent education is acceptable.
What has really struck me is this: I need to be a great teacher. Students must be responsible for their own education because true learning does not take place unless the student is actively pursuing it. Regurgitation happens, yes. But true learning is realized when we take knowledge and make it ours. My lofty job as a teacher is to inspire the student to want to engage in that pursuit. This, I believe, will come with much patience and biblical training. Learning, after all, being at times painful, requires self-discipline. This is the high-calling of the teacher and shepherd: to lead our students to a life of self-discipline that they may be prepared to fulfill God's will for their lives-whatever that may be.
Now to think on how to practically work that out with my students. It surely will take much prayer!
What has really struck me is this: I need to be a great teacher. Students must be responsible for their own education because true learning does not take place unless the student is actively pursuing it. Regurgitation happens, yes. But true learning is realized when we take knowledge and make it ours. My lofty job as a teacher is to inspire the student to want to engage in that pursuit. This, I believe, will come with much patience and biblical training. Learning, after all, being at times painful, requires self-discipline. This is the high-calling of the teacher and shepherd: to lead our students to a life of self-discipline that they may be prepared to fulfill God's will for their lives-whatever that may be.
Now to think on how to practically work that out with my students. It surely will take much prayer!
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