Christian Education

"[C]ould it be that the indifference to and ignorance of the basic elements of the Christian faith are themselves functions of a widespread belief that these things are not important?"

“The man or woman who has been told they have cancer will hang on every word their specialist speaks to them. They will not go into the consulting room looking for entertainment; their situation is too serious to waste time on trivia” The Moral Dimension

On Laying Up Treasures

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Among the recent criticisms of Bob Jones University, one of the strangest is that the university’s teachers are poorly paid. One critic even prepared a chart showing faculty salaries from independent four-year colleges and universities throughout South Carolina, locating Bob Jones University at the bottom of the salary scale. The (anonymous) critic took this lack of munificence as such an obvious scandal as not even to require comment.

Plenty could be said about the survey itself. Comparisons of this sort are rarely as helpful (or, in this case, as damaging) as they are meant to be. The variables are simply too significant for direct evaluations to be made.

A larger issue is at stake, however. The fact is that the published salaries at Bob Jones University are not greatly out of line with faculty salaries at most Fundamentalist institutions of higher learning (especially if regional cost of living is taken into account). Professors in Fundamentalist institutions are paid far less than their peers in comparable secular colleges and universities.

This situation extends further than just Fundamentalism. Many broadly evangelical schools do not pay their professors much more. I have degrees from two large, evangelical seminaries. In one of those institutions, a tenured professor told one of my classes that, in order to support his family, he had to make $10,000 to $15,000 of outside income every year. A recent reporting instrument shows that institution paying an average salary of only $25,000 per year, less than the reported average for the Bob Jones faculty.

While average salaries are low for Christian professors, they can be even lower for pastors. Many pastors receive no more compensation than professors at Bob Jones. In fact, many receive substantially less. Smaller churches frequently offer salary packages that virtually require pastors (or their spouses) to work outside jobs.

The people who take these positions—these professorships and pastorates—are obviously not taking them for the money. Some other concern is in play. That concern can be expressed in various ways: ministry, serving the Lord, the care of souls. Jesus called it “laying up treasures in heaven.”read more

Christian Education's Greatest Challenges, Part 2

Republished, with permission, from Voice magazine, Jan./Feb. 2012. Read Part 1.

Perhaps the weakest part of our local churches’ Christian Education (CE) program is in the area of teacher training. So many churches appoint people and turn them loose without training them in the ministry they are asked to assume.

The CE workers are handling the Word of God. Do they know the Word? Do they know how to teach? Do they know something about the age group they’re teaching as well as some details about the administration and organization of the program in which they’re working? All too often they don’t.

When Paul wrote to Timothy in 2 Timothy 2:2, he gave Timothy the process for developing a strong ministry. Paul wrote, “Don’t build this work around yourself. This is not your work alone. You build the church by involving other people. You must train other people in the things that I have taught you, and in turn they will become good teachers also.” This is the greatest need we have in Christian Education today.read more

Christian Education's Greatest Challenges, Part 1

Republished, with permission, from Voice magazine, Jan./Feb. 2012.

The Bible places great emphasis upon the need of the local church to educate its adults nd children in the Scriptures. Christ Himself was a teacher (“teaching in their synagogues,” Matt. 4:23; “taught them as one having authority,” Matt. 7:29) and the title “Teacher” was used for Him at least forty three times in the Gospels. The apostles taught (Acts 5:21, 42; 11:26). Paul commanded the Ephesian elders to teach “the whole counsel of God” (Acts 20:27). He testified to the Colossians that he admonished and taught every man (Col. 1:28). The Romans who were gifted to teach were urged to concentrate on teaching (Rom. 12:7). Elders of the church must be able to teach (1 Tim. 3:2). Timothy was to give particular attention to reading, exhortation and teaching (1 Tim. 4:13). The heart of Timothy’s ministry was to be teaching training, with the goal that the teachers he trained should train others as well (2 Tim. 2:2).

The ministry of Christian education within the local church is a crucial ministry! And I believe the greatest need we have in local church Christian education are teachers who are devoted, knowledgeable, competent, Spirit filled leaders seeking to sincerely serve the Lord through their teaching ministry.

But any pastor can attest that finding teachers like this is not easy, keeping them seems even more difficult, and training them is especially difficult (if it is even attempted in the church). But recruiting, motivating and training workers are the three greatest challenges in local church Christian education.read more

How Important is a Seminary Education? Part 2

libraryRead Part 1.

A seminary’s practical theology department addresses how the academic categories affect church ministry. Students need instruction in preaching, counseling, personal evangelism, and pastoral practice. Philosophical and practical ministry questions regarding missions, youth, senior citizens, music, and a whole host of other areas in church life receive attention.

Because the seminary classrooms do not come equipped with baptisteries, communion equipment, potential counselees, or unsaved people who need to hear the gospel, most seminaries expect and require their students to pursue internships with their local church where real life ministry takes place. While students in seminary receive helpful instruction about practical issues, no amount of teaching can replace the actual doing. Seminaries know this, and they pursue partnerships with local churches to help their students fill in the gap between the theoretical and the actual in ministry.

Besides the benefit of learning significant aspects of biblical, theological, and practical ministry knowledge from trained experts in these fields and in addition to developing skill for the doing of ministry in a local church, students who attend graduate school receive the intangible benefit of maturity. The typical student enters seminary at the age of 23; most would consider someone in this age category as a novice (and therefore unqualified for pastoral ministry, 1 Tim 3:6). The seminary experience provides many opportunities for the development of character and maturity. Issues related to the wise use of time and money, the practice of leadership, the art of learning how to think critically while encountering ideas contrary to one’s own, and the ability to accept critique from professors and fellow students all help to develop growth.

Knowledge, practical experience, and maturity constitute the skills aspect of seminary training, but aspiring pastors also need to advance and grow in their personal relationship with God. The popular catch phrase for this educational component is “spiritual formation.” I refer to it as heart training.read more

How Important is a Seminary Education? Part 1

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Bill and Mary have put off their estate planning for too long. If they were to die unexpectedly, they have some definite ideas about who should serve as guardians for their three children, how their assets should be disbursed, and how their estate could avoid probate hassles. Since neither Bill nor Mary is a legal expert, they have contacted Preston, a recent college graduate, to formulate an estate plan for them. Preston took a class in business law, and he is planning on entering law school after he pays off his school loans. Though Preston has never drafted a will before, Bill and Mary appreciate that he will do this service for a quarter of the cost that a trained lawyer would charge. They have known Preston for many years, and they know he will do his best. Would you agree with Bill and Mary’s decision to hire Preston?

Or consider another scenario. Your child has severely inflamed tonsils, a high fever, and a violent cough. Upon entering the local clinic, you and your child meet with an elderly woman who examines your child and declares that she needs to perform a tonsillectomy on him. You ask for her credentials, expecting to meet with your regular family doctor for the procedure, but she claims that your doctor has given her permission to operate. Even though she has no medical degree, she thinks that tonsillectomies are quite simple to do. She ought to know, she says, because she took anatomy in college and has watched a lot of training videos. Will you place your son under her knife?

Situations like these appear nonsensical to us because rarely would one seek legal or medical services knowing that the practitioners have not received proper training in graduate institutions. We expect lawyers to attend law school and to prove they know the material by passing the bar exam. We expect doctors to attend medical school and to pass the medical board exam.

So what should we expect of those who serve in pastoral ministry? Do pastors need training in graduate school (seminaries)? Should they pass a doctrinal exam of some sort? Assuming spiritual care of souls is at least as important as physical care of bodies or legal care of estates, is it not reasonable that spiritual shepherds gain the training necessary to perform their tasks with skill and wisdom?

Indeed it is. I hope to show that seminary education has great value not only because it is culturally and practically wise (as the comparison with medicine and law implies) but even more because it helps develop and hone the skills and the heart necessary for doing the work of the ministry.read more

Survey: "Christian schooling makes a difference—and ... different kinds of Christian education produce different results"

Reader comments suggest the Christianity Today infographic incorrectly portrays the homeschooling results.
Cardus Education Survey

The Christian School

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Christian primary and secondary education (sometimes called “Christian Day School”) became popular among fundamentalists during the 1970s. While some have alleged that the Christian school movement was a response to racial integration,1 it was more likely a reaction against the increasingly vicious secularism of public education. For a generation, many Christian parents sent their children to Christian schools, even when the cost of tuition meant significant financial sacrifice.

Over the past decade, however, most Christian schools have begun to decline. Administrators speculate about the reasons, but at least a few seem pretty obvious. These are generalizations that will not hold in every instance. Certain tendencies, however, can be observed more often than not.

First, Christian schools have not typically produced a better academic product than public education. True, the average test scores from Christian school students are higher than those of public school students. That is partly because public schools are required to accept students (including special education students) whom Christian schools uniformly reject. Take the top ten percent of graduates from the typical Christian school, and compare them to the top ten percent of graduates from the typical public school, and you will likely find that the public school graduates are better prepared.

A second reason that Christian schools are in decline is because they do not generally produce a better quality of Christian. Granted, the environment of a Christian school does shield its students from the most brutal influences of the secular school environment, such as rampant drug use and open promiscuity. It also grants Christianity a normative status, so that a student’s faith is not overtly and constantly under attack. Nevertheless, graduates of Christian schools do not seem to be noticeably more spiritually minded than Christian graduates of public schools. The real test is in what happens to Christian school students after they graduate. How many of them are walking with the Lord five years later? The proportions do not seem markedly higher for Christian school alumni than for other Christians of the same age.read more