Posted in Non-Traditional Schooling

History, the Autobiography of God

What is History?

The best place to start is to define history.  According to the Noah Webster’s 1828 American Dictionary of the English Language, history is— 

• An account of facts, particularly of facts respecting nations or states; a narration of events in the order in which they happened, with their causes and effects; and/or an account of the origin, life and actions of an individual person.

More simply put, history is (1) a narration of the events of nations and states in the order in which they happened, (2) with their causes and effects, (3) as well as details of their origins.  History is also (4) the details of the origin, life, and actions of individuals. 

“For God has allowed us to know the secret of His plan, and it is this: He purposed long ago in His sovereign will that all human history should be consummated [completed] in Christ.

Ephesians 1:9-10 [Phillips]¹ 

In eternity past, long before Adam and Eve had ever sinned, God in His omniscience—knowing all things—knew that humanity would fall requiring the sacrifice of His Son for redemption.  And at the time when Eve heard the curse that was being handed down; in God’s mercy, she also heard the promise that one of her offspring would crush the head of the serpent [that ancient serpent of old, the devil].  “And I will put enmity between you and the woman, and between your offspring and hers; He will crush your head, and you will strike his heel." Genesis 3:15 [NIV]

Jesus Christ is the focal point of all history.  He is our redemption for sin—buying us back from the consequences of sin separating us from God.  Although, due to our sin, we must experience the first death of our physical bodies, we do not experience the second death of eternal separation from God.  And God, in His ultimate mercy provides us with our new body, free of defect and the consequences of sin. 

Ancient history looked forward to the coming of the Messiah—Jesus Christ.  Modern history looks backward upon Calvary.  Creation also waits for its redemption.  “The Creation waits in eager expectation…that the Creation itself will be liberated…and brought into the glorious freedom of the children of God.  We know that the whole creation has been groaning as in the pains of childbirth right up to the present time.” Romans 8:19-22 [NIV]³

If history is Christ, “HisStory”; than it is beneficial to follow a “narration of events” as it relates to Christ—a timeline commencing from the beginning of “time”…  The Principle Approach⁴ has succinctly identified 10 links on a Christ-centered timeline of the history of mankind.  It begins, of course, with the beginning of time at Creation and continues through to the present, tracking the westward movement of the Gospel of Jesus Christ. 

It is through this Chain of Christianity that subjects are unified but yet retain individuality in their separate spheres.  It is through a principled approach to education that all subjects gain their life and breadth and are not simply dreary subjects to accomplish before setting out in life.  It is through such an education that we develop a true Christian education and not a secular education simply peppered with scriptures.

What is Christian education?  Christian education is devoted to cultivating the heart of a child beginning with the internal decision of salvation and progressing toward a growth in the child’s self-government, by the leading of the Holy Spirit, so that they are responsible and accountable to the internal demands of God’s law written on their hearts.  It works from the internal to the external—from character and conscience to behavior and actions. 

Staying faithful,

Karen

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Posted in Non-Traditional Schooling

The Origin and Unity of Educational Subjects-Why Should We Care?

Why is it important to understand the origin & unity of subjects in education?

First of all, the individuality and uniqueness of subjects is easier to identify than their origin and unity; although they are more individual and unique than we may think.  But, what about their origin?  What about unity?  Let’s first address their unity; and in finding what unites them, we lay the foundation for discovering their origin.

What is unity?  Well, unity is “the state of being one; oneness…unity is a thing undivided itself, but separate from every other thing.” [1828 Noah Webster’s American Dictionary of the English Language]  So, simply stated, when something is united, it is undivided.

Secondly, let’s determine what we mean by subjects or subject matter in defining “education”.  The subject matter we seek to teach our children is, of course, for the purpose of their education.  “…Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations...” [1828 Noah Webster’s American Dictionary of the English Language]  In education, we seek to provide our children with subject matter that is of good and redeemable value intended to enlighten the understanding…

So we come back to our first question; how are ‘subjects of education’ ‘unified’; that is, undivided?   Haven’t we generally seen all subjects as fairly unrelated?  What does science have to do with history, and what does history have to do with language, etc.  But even if they are unified, how does this change how I teach?  And, lastly, why does it matter?

The last shall be first—why does it matter?  We’re all very familiar with the Scriptures of John 1:1-3a—In the beginning was the Word and the Word was with God and the Word was God.  He was in the beginning with God.  All things came into being by Him…”   And, John 14:6—“Jesus answered, ‘I am the way and the truth and the life, no one comes to the Father but through me.’”  Accordingly, all things were made through Christ and the only way to the Father is through Christ.

 If all things were made through Christ and the only way to the Father is through Christ, then isn’t everything that is good and of redeemable value through Christ?  Anything that we seek to teach our children that is good “intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations”, be it mathematics, language, science, history, etc., must have its source and origin in Christ because “all things came into being by him.”  Not to say that the subjects haven’t been affected by the fall of man…but that is part of the teaching and learning process starting at the origin of a subject and progressing through the changes as life digressed in a fallen world.

So one of the reasons that all subjects, which are ‘intended to enlighten the understanding’, are unified, is because they originated in Christ—when all things came into being through Him as reflected in God’s Word.

How does that change our teaching?  If we are to teach our subjects in line with the truth, it is good to begin at the beginning showing their origin and unity in Christ, just as God’s Word begins at the beginning.  Then we will be teaching our children a deeper understanding of the things of the Lord.   And I love how Noah Webster’s definition of education ends—“…To give children a good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties.”  [1828 Noah Webster’s American Dictionary of the English Language]

Staying faithful,

Karen

Posted in Non-Traditional Schooling

What are real and living books?

  We owe it to every child to put him in communication with great minds that he may get at great thoughts; with the minds, that is, of those who have left us great works…Charlotte Mason

 Teaching Living Curriculum

            “Teaching Living Curriculum” is about teaching with “living” books.  But what are “living books”?  It is a concept you’ll hear often in classical circles.  A “living book” is any literature or work that captures a time period or individual and makes it or they “come alive”.  You begin a journey into the strengths and weaknesses of men and women. 

            George Washington becomes more that the 1^st President of the United States but a man of deep spiritual conviction.  Where can we learn about his compassion for his men at Valley Forge, but through his words:  “For the want of shoes their marches through frost and snow might be traced by the blood from their feet, and they were almost as often without provisions as with them.” ¹   Where can we learn about his dependence in God? “Many…gave testimony of Washington frequently visiting secluded groves to lay the cause of his bleeding country at the throne of grace.”² Lastly, when God miraculously met the needs of the soldiers at Valley Forge, where do we learn Washington’s viewpoint?  “The hand of Providence has been so conspicuous in all this, that he must be worse than an infidel, and more than wicked, that has not gratitude enough to acknowledge his obligation.”³

            Benjamin Franklin becomes more than an inventor.  He mentions little of his inventions in his autobiography but his heart was passionate about statesmanship.  He desired little or no compensation for his inventions but felt they were for the benefit of mankind.  What great strengths to teach our children. 

            We can also teach by weaknesses.  Although Ben Franklin was a great statesman, he was with his family very little.  It cost him strained relationships.  He failed to balance family and work.  However, John and Abigail Adams, were placed in that same situation and were able to come through still as a tight family through their utter dependence on God.

            I would much rather my children choose heroes according to their character strengths like David Livingston, missionary to Africa, and Abraham Lincoln.  I would much rather they learn to judge a person’s character by reading about the “strengths and weaknesses” of people; so that hopefully, they can look at our “heroes” of today and admire good character, statesmanship or even a homerun record but not ungodly character traits.  Who do you want your children to emulate?  Saturate them with biographies of godly men and women. 

            Other benefits to teaching with living books is that the information is retained so much better when a student is actually interested in what they are reading.  Living books also make it possible to teach multiple grade levels utilizing the same subject matter, simply with books at their grade level.  Living books can promote great reading habits.  They can be fiction or non-fiction…real individuals or characters…anything of literary value.

            So how do you get started with a living curriculum? 

One Good Book at a Time

¹Bankcroft, George, History of the United States. 6 volumes. Boston: Little, Brown, and Co., 1878, pg. 153; 156; 158. ; ²Ibid, pg. 156;  ³Ibid, pg. 158