CHRISTIAN EDUCATION (Part 1)

PROF. BEN ONYEUKWU (REV)

NCE(Eng.) ND/HD (Journalism); BA (Hons) MA, PhD.

Call: +2348037346939  E-mail: profesorbenonyeukwu@yahoo.com

 CHRISTIAN EDUCATION(Part 1)

INTRODUCTION/GENERAL VIEW OF EDUCATION

            Uchenna A. Onuigbo (1997) views education as a conscious and planned manner of assisting the other person, old or young, to understand and behave in a generally accepted way. Education he remarks further, has no universally accepted definition, though it has existed from the creation of man to date. There are as many definitions of education as there are different cultures and societies. Most definitions tend to look at education as social, biological, functional, conservative, or descriptive, depending on the particular role it is playing for the people accepting it. In his three point definition of education N.M. Ozurumba reveals that;

(i)            Education is the training of the mind to adapt to its environment and be able to explore fully the resources of the environment. It includes being literate, that is to know how to read and write.

(ii)           Education is also defined as the total development of the individual mentally, physically, psychologically, morally and socially so as to be able to achieve his optimum and to contribute effectively to the development of his society.

(iii)          Education is further defined as the mental, physical, psychological and social experiences which adjust the mind in such a manner as to enable an individual live an active and meaningful life within his society.

P.C. Nkwocha in citing an educational view opines that Rowntrees (1981) Dictionary of education defines education as “the process of successful learning of knowledge, skills and attitudes, where what is learned is worthwhile to the learner and usually where it is learned in such a way that the learner can express his own individuality through what he learns and can subsequently apply it, and adapt it flexibly, to situations and problems other than those be considered in learning it”. Putting it simply and practically, M. Tayo Poroye (et al) in the book, Essentials of Foundations of Education, Thought and Practice, remark that education is the process by which the young of the human family are prepared for happy and useful membership of the world into which they are born. This view upholds that the entire process is a co-operative experience, and should consist of intelligent participation both on the part of the young or learner and on the part of those that guide and direct them. It is a continuous process of growth and development in all the aspects of one’s being. It is intended to fit one for the type of life that is both satisfying to himself and acceptable to the community in which he lives, grows and works. 

THE MEANING AND MAJOR AIMS OF CHRISTIAN EDUCATION

            Christian Education first and foremost is that education that is punctuated with the principles of the Christian faith. It is that educational process divinely designed to prepare the human race on how to happily live in the world into which they are born without contradicting the principles of the Christian faith. Unlike the other forms of education, Christian education is “theo-centric”, that is, it is God-centered, and in content has an extra curriculum which aims at preparing its prospects also for the life lived in the world beyond as it prepares them for careers for this earth.

            Therefore, Christian Education aims at:

(1)           Preparing the student on how to live and perform his duty on earth without going contrary to God’s will.

(2)           Preparing the same student for future life in eternity, by channeling him towards the holiness principles of God’s words. 

A PHILOSOPHY OF CHRISTIAN EDUCATION

            The philosophy of any field of learning seeks to establish a case on the superstructure of such a discipline. It presses with vigour the principal ideology and percepts associated with the original concept of its proponents. The Christian education by philosophy is not an exception.

            Remarkably, the philosophy of the Christian school education as edited by Paul A Menel has well stated that it is impossible to understand the educational process apart from God Himself.

            To strengthen this position, it is my strong conviction that education without Christ is a worthless treasure in a worthless vessel. This is because to the Christian school of thought, true education can only be achieved through Christ. The true knowledge of Christ gives the true knowledge in educational process. This school of thought further holds that God in whose image man was made did not grant Him independence in His pursuit of knowledge. He remains the God and invisible mentor to every teacher whose line of thought is rooted in Christ in the education industry.

            The Christian foundation of education is the Theo-centric, since it believes that no clear perception if the educational process can be reached without God Himself. This concept, without bias solicits that all forms of education in arts, science, theology, technology, etc take their roots downward on the basis of what God reveals rather than on humanistic concepts. To buttress this point, it suffice here to assert that since theology is the study of God and His word and science in its totality focuses on the study of His works in nature, there is no better way of gaining the knowledge of God’s work in nature than through God Himself who made everything. On this note, it is the opinion of writer of this dissertation that the true knowledge of God will bring about the true understanding of science and that the true understanding of science will eventually lead to a lofty demonstration of arts and technology which will in turn come as by-products of God’s divine revelation.

            Science and technology are the gifts of God to man and not just the product of man’s thinking. All the achievements of man in this regards are the act of God’s benevolence. The beautiful works of man in it becomes important to note here that man can do better in science and technology and in every field of human endeavour if he knows his God in spirit and truth.

            Having highlighted the details of the concept of the philosophy of Christian education, the ground is now prepared for a more realistic and practical definition of the subject matter. According to the founding fathers of philosophy, “philosophy is simply the love of wisdom”. For the Greeks who lived about 500years before the birth of Christ on the Islands of Miletus and Ionia, wisdom consists of the ability to draw meaning from experience to judge experience wisely, to see beyond what merely meets the eyes. Going by this line of thought, the philosophy of Christian education can be defined as that Christian institution which seeks to establish the true meaning of education as based on centuries of historical and devotional encounter with God and in turn judges the experiential contents of such encounter as well as establishing the ideals of the contents as the bedrock in its educational process. Every education, secular or sacred is ideology centered. The ideology and concept upon which the Christian education rests is what is referred to as the philosophy of Christian education.

CHRISTIAN EDUCATION VS CHURCH EDUCATION

            Christian Education is quite different from Church Education. This is because the church education is the great commission teaching ministry as set in motion by Jesus Christ for the purpose of establishing the kingdom percepts in the lives of the believers. This, in effect, should not be confused with the career Christian education. Generally, the career education can be organized by Christian and non-Christian foundation. When career education is organized by a Christian foundation and punctuated with Christian principles, then Christian education is in focus. And, when the career education is organized by, let’s say an Islamic foundation punctuated with Islamic principles of faith, then the Islamic education is in focus. Furthermore, when career education is organized by the government of any state or country, punctuated with the principles and citizenship/career studies of that state or country, the “so called” secular education is in focus.

            Another error in the foregoing is the inability of many to distinguish between the Islamic faith teaching (devotional education) and the career Islamic teaching (intellectual education). The church has a similar problem by mixing up the devotional Christian education and the career Christian education. These are not to be confused, for they are never one. Church education is the teaching commission of Jesus Christ aimed at equipping the adherents and members of His church with the principles of heaven which help them to demonstrate the life of heaven on earth. Whereas the Christian education only employs the principles of the Christian faith in teaching its subject matters. The major differences are that:

(i)            the Christian education is career centered. While the Church education is percept centered.

(ii)           the curriculum of the career Christian education features subject matters like English, French, Mathematics, science economics, craftsmanship, etc while that of the church education has its subject matters as New Birth faith, Holiness, Righteousness etc.         

(iii)          the career Christian education is carried out in the establishment known as school. While the church education is carried out in the establishment called the church through the means of Sunday school, Bible Classes, Seminar as so on.

The Christian school is not just that that teaches bilabial matters. Its programmes must be comprehensive to include programmes or disciplines like, accountancy, political science, public administration, medicine and more, as they are done in non Christian institutions. However, it is important to note strictly that the true Christian school backs-up its programme with church education. This underscores the reason why Christian school with the vision of heaven organize in the process of their academic works activities like chapel services, seminars and other biblical programmes to enhance the understanding of the students on how best to practice their learned careers in the fear of God as they graduate.

CHRISTIAN EDUCATION AND THE STAGES OF HUMAN TRAINING

            The training of every normal human being begins at the very day of his birth. This training, as long as this world is concerned terminates on the day an individual dies. However, it is important to note that this training takes place at various stages of the human life. Experts have put these developmental stages as;

(i)            Childhood

(ii)           Adolescence and

(iii)          Adulthood.

Each of the stages as enumerated here carries special features and experiences that require proper handling if training would be effective. It is based on this fact that the writer considers it as a worthwhile project and to talk of these stages one after another.

(i)            Childhood Education

From the moment a baby is born to the 12th year of that person is considered the childhood stage. Even at sixteen, one could still be considered as a child. At sixteen through seventeen on gets to the puberty or what is known as youthful or adolescence stage. From eighteen years upwards one is then considered an adult.

By childhood education, we mean that training and care that are given to a child from birth to adolescence stage. Two agencies are responsible in the up-bringing of the child, viz; the home and the church. The society maybe considered the third agency in this noble effort. When we consider the society as an institution, we are concerned with the cultural mode. This is where the role of the schools sets in.

At the pre-school age (In Nigeria context 0-5years), the home is outstandingly prominent in the training of the child. The parents being the informal instructors of the child feature in the moral, social, mental and spiritual training of the child. During this period, the basic family and social ideologies are put into the child. Furthermore, the home features considerably in some degrees of mental training of the child. In his moral training, the child is taught how to be upright in behaviour. In his spiritual training, he is directed to know God and keep His commandment. This spiritual training suffers a setback where the parents of the child are heathens. The child’s social aspect of home training is geared towards teaching him the mode of relationship with people in his society and environs. While the mental education for the child at home gives him an ample of the knowledge of what he is to meet in school.

The church principally carries the commission to teach the percepts of God’s kingdom. Since the percepts are all embracing, the church is therefore qualified to give education that would develop the total man, spirit, soul, and body. Like the home, the church curriculum in child training programme school cover the spiritual, social, moral and mental life of the child. In moulding the child spiritually, the church should lay a very strong foundation of the love of God in him, pointing out very clearly that such love should be operated from the energies of the child’s might and strength. The church’s social moulding of the child requires showing him how he should also love and relate with his fellow human beings as himself. The moral dimension of the child’s church training should center on the articulation of God’s ethical principles (rights and wrongs) as we have them in the bible. In the mental or intellectual training of the child, the church should play an advisory role, guiding him on how best he should go about his academics to schools, in the fear of God.

The society through the instrumentality of the school begins to share the responsibly of child up-bringing with the home, in Nigerian context, as from the sixth year of the child. Though in recent times, the school begins this role earlier than stated, since nursery school enrolment may begin at the third year of the child. This is where the problem steps in as the teacher with different ideology from that of the parents will at this time begin to mount up opposition against the family principles instead of complementing them. For instance, a teacher with a low moral profile has no backup for the parental or family training that a child has received at home. Instead, such a teacher with a deficient moral standard would want to impose his negative disposition on the child against the will of the home and parents. This calls for proper care in making a choice of school for the Christian child.

(ii)         Youth (Adolescence Education)

Adolescence is the period of development from puberty to adulthood. This is the period of development spanning between 12 years to the early 20’s during which growing person make a transition from childhood to adulthood. It has been considered as the most important period of human life when the youths emotional and social maturity, as well as major efforts in the direction of achieving vocational and civic responsibilities are reached.

As noted by Kuppuwamy (1981:27), during adolescence, the individual has to achieve a masculine or feminine social role, accept one’s physique and use the body effectively, achieve emotional independence of parents and other adults, achieve assurance of economic independence by selecting and preparing for an occupation, prepare for marriage and family life, develop intellectual skills and concepts necessary for civic competence, achieve socially responsible behaviour, acquire a set values and ethical system as a guide to behaviour. This period had been described as a period of storm and stress, though the value system of adults tend to make it to be so. These cultural patterns are such that adolescents tend to find themselves in social and psychological environment full of constant and continuing restrictions, frustrations and stress for which they are inadequately prepared.

The foregoing calls for the proper or adequate planning of programmes that would meet the needs of the adolescent during this stormy and stressful period of transition into adulthood. The church and the school exist to provide for the child those organized learning experiences which will best develop the concepts, knowledge, skills, habits, attitudes, physical, mental ability, personality and character needed for desirable citizenship in his society. The church through the means of Sunday school prepares biblically based lessons that will realize these objectives. While the school on its part will target same through citizenship education.

(iii)          Adult Education

In their book, Fundamentals of Adult Education, D.E. Nwagbo and G.A.O. Ebiringa remark that there is no generally endorsed definition of adult education. A variety of definitions are proliferated. One good thing is that most of them agree that it is education directed to the adult. Therefore, adult education is the education given to adult members of the society outside the formal system of education. It is non-formal education.

Adult education embraces all forms of educational experiences needed by men and women according to their varying interests and requirements, their levels of comprehension and responsibilities throughout life. The focus is on illiterate adults who are coming face to face for the first time with an organized educative process.

The term adult as used here may include those youths who ordinarily would not be classified as adults but who because of a number of peculiar circumstances – lack of resources to meet financial responsibilities of schooling, negative attitude to education, dislike for formal education or holding of academic learning in low esteem – did not benefit from formal education in their younger days.

In short, adult education refers to education for people (young and old) who missed formal education for one reason or the other. These are people who are old enough to work, vote, fight and marry and who are now desirous to make up for their lack of formal education.