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Subject : Introduction to Christian Education

Class : N B D III, 2nd semester, (2012 – 2013)
Faculty : Rev. (Mrs.) Rachel Bagh

I. Introduction 01.11.12

1. The Definition, Scope and objectives of Education

The word education is derived from the Latin word “educare”. The word education or concept of
education is like a diamond, it has got different colors when we look at from different angles.
Meaning:
Educare : To nourish or bring up, or to draw out or to rear or to lead out.
Education : The act of teaching or training.
Another concept is that we can divide the word by E and duco. E means ‘out of’ and duco means to
lead. When we combine all the above we get the meaning of education.
Educationist Pestalozzi says ‘education is natural harmonious development and progressive
development of man’s inmate power’.
Gandhi says “with education I mean an all-round drawing out of the best in child and man” i.e body,
mind and the spirit.
Definition: “education is the deliberate and systematic influence extended by the mature person upon
the immature through instruction, discipline and harmonious development of physical, intellectual,
aesthetic, social and spiritual powers of the human powers of the human beings, according to the
essential hierarchy by and for the individual and social uses and directed towards the union of the
educant (pupil) with the creator as the final end”.
This definition includes all aspects of hereditary and environment. It takes into account the ultimate
unity; it ignores or excludes the informal form of education.
According to Gandhi, drawing out means against the banking or pouring. Gandhi believed nature has
endowed children and youth with tremendous vitality youth, joy and vigor and there is a God given
curiosity to know things for themselves and the task of education is to use this power and vitality. We
came across this definition with “all round” aspect.
Wider definition of education
William H Patrick says “education is life and life is education. It means life the whole is education, i.e.
from birth to death human beings learn or process of development takes place from infancy to maturity.

Lodge says all experience is said to be educative. E.g., experience the taste of banana while eating,
mosquito bite, flying in aero plane, falling in love, failure of love etc. are the examples of getting sort
of knowledge. Everything we do or whatever is done for us by others to bring us close to the perfection
of nature educates us.
Narrow definition

All modes of influences that have been deliberately planned, chosen or employed by the community
for the welfare of younger generation to modify the behavior of the child, making different from what
he would have been different from education.
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We can also say that education is instrument of social change. Social change means changes in attitude,
habits, culture, behavior, customs, manners, relations and values of people. It is also change of ways
of living. It is also about the changes of social structure and social reforms. Social change may also
refer to development, from agriculture setup to mechanical set up and from mechanical setup to
technological set up.
John V says “education is the fundamental method of social progress and reforms. It gives social
knowledge and skills for achieving progress”.
6.11.12
Characteristics of Education

As education is a process of modification of behavior of natural tendency and drawing out of the best
in child and man. It is the self-realization and deliberate process and also a lifelong process.
It is tri polar process, i.e. educator, student and society some say it is only bi polar i.e. educator and
student. Education is psychological and sociological process too.
As a process it has certain characteristics. Characteristics of the process are seven. They are;

I. Why to educate? : Aim

II. Whom to educate? : Child
III. Who is to educate? : Educator
IV. Where to educate? : School
V. What to educate? : Curriculum
VI. How to educate? : Method of teaching
VII. When to educate? : Motivation

Education is completed with all these processes.

Aims or objective of education

Aim: Aim is the preview of the end of the activity, words like goals, objective, purpose, intention,
motive and these belong to the family of words. All these words have concepts connected with actions
and activity. Any activity must end somewhere and the preview of that end is turned as “aim”.
But John Duei has a different opinion. He says things are always changing, and how can we fix aim?
There are basically two aims in education Individual aim and social aim.

1) Individual aim: Individual aim finally gives the expression to country’s or society’s expectation.
Governments or politics take interest in education. They also express or recognize duties of societies
and also provide interest centered education. For this government utilizes the experienced persons.
Government provides individual freedom. Central government is basically involved in providing
guidance, advice and provides experts and utilizes their skills. Emphasis is laid upon an education
which makes the child a free thoughtful, dutiful and noble, generous citizen of a free country.
Psychologically every individual is unique and has got the ability to contribute to social progress in his/
her own way. Education helps an individual to realize him/herself and self-realization. This is possible
by having individual aim of education.
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2) Social aim of Education: According to social aim of education society or state is superior to
individual and social aims regard an individual only as a tool for society and of society. Through
education individual influences society. Social aim means growth of social sense and cooperation
among individuals. Man is a social being he lives in it and satisfies his needs like love, acceptance,
belongingness etc. in society. It is society which civilizes individual and teaches lessons of citizenship.
Patriotism, spirit of tolerance, citizenship etc are the result of social aim. Synthesis between individual
and social aim can be established. Aristotle said individual and social aims are complementary to each
other. This gives rise to ideal nations where both benefit each other. Individual can make society
prosperous.

Other Aims of Education

1. Vocational aim: Money is needed for livelihood, survival, and for leading good life. This is possible
only through education and it is self-dependent.
2. Education for intellectual development: Man needs knowledge, far righteousness, power of
discernment, judgment and understanding and this is possible through maturation of the power of
thinking, imagination and memory. Education helps to inherit it.
3. Aim of character formation: All societies want their individual to follow the norms, morals, values,
religion, rules etc. and confine to that.
4. Aim of the expert knowledge: Man wants to be skillful, so education should be given for expert
knowledge. A balanced and creative education which teaches rights and duties is also necessary.

5. Aims of Self-realization: The knowledge of self, its innate powers and their development is the
meaning of education. Development of all these are education.
6. Aim of preservation and development of culture: Culture always changes and is influential. The
Struggle is to preserve which culture - the much ancient or modern? According to Gandhi culture is not
the product of the intellectual work but the quality of the soul permeating all aspects of human behavior.

7. for harmonious Development: All aspects of personality are taken into account in education so that
physical, spiritual, intellectual, emotional dimensions are developed in a child. There must be a balance
between all these developments.
Physical development: Greek saying says that “sound mind in sound body”,
7.11.12

Scope of education
Philosophy: It is referring to the educational thought. Educational thought actually refers to philosophy
of education and then to educational practice as a process. Education carries the idea of theory in
practice. Philosophy gives the theory. In relation to philosophy in Indian context we have combination
of western and eastern philosophy of education. We have been struggling whether to follow western or
eastern philosophy. The philosophy in eastern is changed and now we totally apply western philosophy
in our lives and education. Philosophy is concerned in three areas;
Epistemology : knowledge
Metaphysics : reality being
Eschatology : values and beauties
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Truth or knowledge: Another area is truth or knowledge. No single person or school can claim that he
is having truth and knowledge. No one can say there is only one thing ‘truth’ that exists. Truth is
changing likewise knowledge also. Truth is based on word of God. We cannot put boundary for truth
and knowledge. It takes into account the culture.
Culture: Culture keeps changing. Culture influences human nature and religion. Culture influences the
outside factor. Modernization and humanization also influence the human nature. Education deals with
body, mind and spirit of human beings. Its dimension is moral spiritual and intellectual.

2. The Development of Education in the Indian Religious Traditions.

Tradition refers to beliefs, customs, practices, opinion etc. handed down from generation to generation,
what our heritage speaks about (education) and what our Indian tradition (religion) believes. To
understand Indian religious tradition national leaders defined education from Indian context by
referring to religious terms and vocabularies. Some of the words help us to understand the meaning of
education based on our tradition, they are as follows;
1. Shiksha : means education. The word shiksha is derived from the Sanskrit root word shas which
means to discipline, to teach, to instruct, or to control. It means understanding of education in Indian
tradition.
2. Vidya : It is derived from the Sanskrit word vid which means to know. It also means knowledge.
In Indo Aryan literature there were four words used which helps us to understand the meaning
i) Skish : To learn, to recite. This is in the context of vedic hymns. In Brahmanic Upanishad there is
another word;
ii) Adhyayana: means to go nearer which means the idea is that the student goes to teacher for education.
iii) Upnayana: It is an initiation ceremony which means taking near. Parents in ancient India take
their children to the guru for education.
iv) Vinaya : To lead out or train in a deliberate particular way. This is an action in which the inborn
faculties are led out or trained in a particular way or an action in which one leads oneself in a particular
manner.
The first meaning – skish- is identical with the word education; upanayana and vinaya express the
formation of character and destruction of ignorance respectively.

Kalidas used the word prabodha to expresses the result of education which means awakening or
enlightenment. The Indian concept of education in past was considered as pursuit of the truth and basic
unity of truth had several manifestation but essence of truth was one.
Meaning of Education in Hindu scripture
Rig-Veda : Education is which makes man self-reliant and selfless.
Upanishad : Education is for liberation and the end product is salvation
Bhagavat Gita: Nothing is more purifying on earth than knowledge
Sankaracharya :Education is self-realization
Kautalya : Education is training for the country and love for the nation
Yagna Valakya(Legislator): Education as a means to develop man of character and usefulness in an
individual
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Vivekananda (vedantic philosopher): He Perceives education as the manifestation of divine perfection

already existing in man. It means formation of character increase in strength of mind and expounding
of intellect.
Radhakrishnan: “Education according to Indian tradition is not merely a means to earning a living, is
not only a nursery of the thought or a school of citizenship, but it is an initiation into the life of the
spirit, a training of the human soul in pursuit of truth and practice of virtues. It is a second birth divtyam
janam
J C Aggarwal quotes Lord Matson and says that though India was origin for education at no period of
history India was enlightened through education. University of Nalanda had 8500 students and 300
class rooms.
The Aim of Education in Religious Tradition
The aim was to prepare different classes of people for the needs of life.
Education was not state controlled but was controlled by Brahmins. Teachers were honored by kings,
behaved like parents. Student and teacher lived together. Student behaved as the member of the family
of the teacher. Attitude of student was complete submission. Teacher was considered as Brahman or
supreme divine soul, Vishnu, Shiva incarnate.
Curriculum: Curriculum varied according to vocational needs of different classes, Brahmins were
taught Vedas, Kshatriyas were taught war frame, Vaisya were taught about trade and sudras were given
training in agriculture.
Method: Method of instruction was recitation followed by explanation, questions and discussions. The
idea of Dharma also had influence and was part of education. Religion influenced the concept of
education that cultivated habits of honesty, obedience, truthfulness and temperness. Buddhist tradition
of education was primarily monastic in its outlook and context aimed for religious development. In
Islam primary education was given in Madrasas followed by religious education. In Indian context
religion and education was interlinked and religious and spiritual union with absolute beings aimed at
moksha lined with vocation on the basis of cast. We cannot separate religion and education in Indian
context.

3. What is Christian Education? 8.11.12

Christian education comes under practical theology. Christian education generally means Sunday
school or education of entire congregation. Christian education means education meant for the entire
community. Second definition proponed by philosophers based on the need of education in society.
Few have defined it in terms of child centeredness. When we come to Christian education we see more
understanding from a secular background and understandings are relevant in Christian education. It is
the effort to make available for our generation the accumulated knowledge of Christ. The focus of
Christian education enlarged from 15th Century onwards.
John Lockhm (1632) one of the educationists criticized all in make powers. John said education is a
process gained through observation, hearing and doing and self-development
Plato: Harmony of the soul is education.
John Amos Homnious : Education is learning through senses.
William Jones : Experiences are more important brought out correctness of any event through
experience.
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John Dwi : Re organizing or reconstructing experience. When we come to understand of Christian

education, it is the center body of Christian.
Why we call it Christian education or educational ministry the church?

It is education of Christians. We believe in Christian education because we live in a secular country

where there is no particular religion as such. Since we cannot give any kind of education in a college
or school it started Christian education in church premises. Every religion has the freedom to transmit
the knowledge to next generation. It makes difference because our God is interested in humanity,
salvation and society. Unlike in the west, in India we have to differentiate Christian education from
school education.

Rendolf Miller says “Christian education operating from within the Christian tradition and with a
degree of theological responsibility. It begins with the fact that we have a gospel and that Christian
education begins when we are confronted with it. It is an education with social process but community
is the Christian home on the one hand and the church as the redemptive fellowship at the other hand.
This education takes care of the others in community. Community means fellowship of redemptive
group of people. The Centre of Christian education is God not man.
Task of Christian Education
1. To bring individual Christians into the right relationship with God, Jesus Christ and with the fellow
men so that by the grace individual may do the task to which he/she is called. The task of individual
believer is ministry of reconciliation. Each believer is called to do the ministry of Nazareth manifesto
and great commission. (Deut. 6: 4 – 9. Luke 4: 16, Mt. 28: 19). The education which God has started
through Israelites fulfilled through Jesus Christ and assigned us to continue the teaching of Jesus Christ,
so teaching ministry has to be there in the church.
2. To educate the church and build the church: Church exists to be the light and salt to the nations. It
means creating awareness of social needs and necessity of active involvement in social issues as
Disciples of Christ.
3. To create awareness of social needs and necessity of active involvements in social issues as disciples
of Christ.
Definition : According to Vimala Paulose “Christian education is the harmonious all round
development of the individual stressing the means of helping persons grow in the pattern of Jesus
Christ. It aims to provide such experiences and learning situations that will enable individual to live
true Christian life following Christ’s teaching and in full obedience to him”.
Purposes of Christian education;
1. To lead each person into a decision to live as a Christian. It answers the question that who he/she
is? Who others are? What the world is like? And where we are going?

Who you are : a believer

Who others are : fellow believers
What the world is : world is created by God. People misused the world out of greed.
Where we are going : to the kingdom of God
This light has to come in the congregation
2. To make man whole
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When there is a personal encounter with Jesus Christ, then the person becomes whole man. Purpose of
Christian education is to bring holiness and also have an integrated personality. This goal of integration
is to become like Christ or become matured. Interaction of personality means the body, mind and soul.

Objectives of Christian Education

1) To foster in growing person a consciousness of God as a reality in human experience and a sense of
personal relationship to him.
2) To develop in growing persons an understanding and appreciation of the personality, life and
teaching of Jesus Christ as it may lead us to experience of him as savior and Lord. To establish loyalty
to him and his cause, (for which Christ died) and manifest it in daily life and conduct.
3) To foster in growing persons a progressive and continues growth of Christ like character.
4) To develop in growing persons the ability and disposition to participate in and contribute
constructively to the building of a social order throughout the world.
5) To develop in growing persons the ability and disposition to participate in the organized society of
Christians (Church).
6) To develop in growing persons an appreciation and of the meaning and the importance of Christian
family.
7) To lead growing persons into a Christian interpretation of life and the manner and the universe, the
ability to see in it God’s purpose and plan, a life philosophy is to be built on this interpretation.
8) To effect in growing persons the assimilation of the best religious experiences.
9) To develop in a growing person a sense of good citizenship.
10) To develop consciousness for evangelism.
We as family need to know our roles. We need to develop good family based on Christian principles.
Christian education helps to edify body of Christ to nurture in faith. Basic purpose of Christian
education is to help in ministry of reconciliation.
Principles of Christian Education 13.11.12
1. God centered: All the learning and teaching is centered on God alone not on any other literature
2. Christ centered: Because it is God centered it has to be Christ centered because God has revealed
himself in Jesus Christ
3. Child centered: curriculum is constructed according to developmental stages of personality of
children and their development.
4. Bible centered: Bible becomes the source and the content of Christian education. Bible is the only
source for Christian education. Theology helps as it expounds and explains Bible to us. No other
scripture becomes content or course in Christian education.
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II. The Nature and Purpose of Christian education : A Brief Historical Survey

1. Education in Hebrew - Judaist tradition

In order to understand the history of Christian education we need to go back to O T background or
Jewish/Hebraic/ Israelite faith to find out historical survey of Christian education.

Hebrew Before and after exile

When world history was developing, God was also working busy developing the salvation history. God
is the first teacher. He utilized the means of education to make himself known to people. He
commanded them for education. He revealed himself to give commandment. God used law to
educate people. Nature of philosophy or purpose of religion was to provide education. His aim was
make himself known to other people. The particular Jewish race was given norms laws and
commandments. He structured socio, ethical, religious, spiritual life of Jewish people. Deut. 6: 4 – 9
was the basis. Through their life God wanted other people and nation to know God. The greatest
commandment he gave to people is basic of Jewish faith which was to be passed on to generations
through traditions and rituals and festivals.

Agencies
Nature of philosophy or purpose of religious education in Hebrew Judaist period
1. Primitive period (Before Abraham)
It is the period when God dealt individually with peoples. God has basically spoken to individuals and
God dwelt with people. It happened before the period of Abraham. The head of the family was the
agent of education. They learnt about God through nature. Nature of education at that time was -----
-----------. The main purpose of primitive period was that God wanted people to accept and do what
God told them to do.

2. Patriarchal period (Abraham to Joseph; Gen 12 – 18)

God chose Abraham so that he might teach his children and households after him and help his
descendants to know God and transmit God’s ways. At that time means of education was natural and
informal. Abraham studied the movement of stars. Isaac’s obedience shows that Abraham might have
trained his child. Obedience was taught. It was not mentioned that Isaac objected when Abraham was
about to sacrifice him. That time law was not given. Vocational responsibility was learned by watching
parents and they slowly built altars to worship God. Children learned culture and covenant
relationship. Moses was instructed by his mother. Thus children began the cultic and covenantal
relationship (Gal. 3:24)

After Exodus, God gave them law. Law was known as the school master (Gal 3 : 24). This law guided
social, corporate, individual life of people. Main purpose of giving Law was to educate and instruct
Israelites on right conduct, knowledge of God, will of God who he is and what he expects etc. (Deut.
27: 26). There were various kinds of Laws (Exodus 21: 1 – 26).

Judgment type: commandment contains nature of judgment, rules governing social life, and worship.
The life of Jewish people was governed on this basis.

3. Family (Deut. 4: 9 -10, 6: 4 – 9, 10, 11: 19, Ex 12: 26 – 27)

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Here we find parents have taken commandments very seriously. Teaching in home was God’s basic
plan for the family. There were no schools until they returned from captivity. Education was in the
means of religious education. In the family God’s will was to be made known to the child and must
have been resulted in practice. In Jewish family recitation of shema was important (Deut 6: 4 – 9).
This was foundation to all Hebrew and Jewish belief. The shema taught them about the nature of God.
The child made shema by heart and as soon as child wakes up child has to recite it. Mother played
important role in teaching. By observing household duties and dietary she communicated the nature
and will of God. Mother had the role of teaching and dictating. Father had intensive responsibility to
see that children were observing the Law on daily life. By the age of 12 – 16 a Jewish boy was known
as “Mar – vitza” (son of commandment). In short he was supposed to observe the Law in his life. The
method of teaching was storytelling, memorization, recitation and through various kinds of visual
aids. The knowledge and practice of law was must in the life of Jewish person. Ability to repeat was
seen as having knowledge.

4. Priests:

Priests were representatives of people before God and they were known as national teachers. They
read the Torah once in seven years (Duet. 4: 10 – 30). They performed various duties;

Duties of priests

i) To Advice people: By performing sacrifices and ceremonies they were communicating the will of
God
ii) To teach people how to worship; every sacrifice, simple ceremony, symbols and rituals were the
basis to give the feeling and attitude of God
iii) To train new Levites concerning the sacrifice, rituals, ceremonies, festival duties.
iv) To interpret God’s will for human being and teach people how to live together.
v) To heal

5. Prophets 14.11.12

They were representatives to God on behalf of people. They were known as conscience of Israel and
soul of Jewish faith. Prophets were necessary to bring people to right conduct. They were stern
guardians of individuals. They regarded, guided and taught people on national conduct and
statesmanship and revealed true nature and character of God. They were also known as soul of Israel
and brought God’s massage to people. They objected wrong behavior, denounced oppression,
injustice and also spoke to leaders and kings, demonstrated and taught through symbolic lessons. (Jer.
13: 1 – 7, 18: 1 – 10). The education during prophet’s time was centered on God. They pleaded people,
to repent, turn from sin and led them towards vindication and reconciliation. They made people
understand righteousness is right of God and they also taught to observe religious festivals and
rituals. Prophets taught about creation, Day of Atonement, love, hope, judgment of God and asked
people to turn to God. They spoke about God’s love, hope, judgment and required people to renounce
idol worship and wickedness. They spoke against social events. They were also known as soul and
conscience of Jewish faith. They provided knowledge about various matters related to both religious
and secular life.
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Festivals are the places where teachings go on. The real meaning behind is that communicate about
God to children. Education during prophets’ time was centered on God. Education brought nature of
God’s love and judgment, communicated holiness and righteousness of God. The highest aim was
righteousness in the sight of God. They also brought their knowledge that being hindrance was a kind
of sin. They taught goodness of character which can be obtained with education and obedience. Trust
in God was sufficient for all situation of life. They also sought the day of the Lord, the coming of
Messiah. When the Israelites failed prophets helped to revive them. Their aim was not individual but
corporate.

6. Synagogues

As Jews realized their disintegration they became conscious of their identity, which in turn provoked
them to preserve their national and religious identity. They in diaspora met in groups in houses and
rooms later it developed to synagogues as a means for teaching and worship. The synagogues were
central place of instructions on the Law as well as of worship. In synagogue Law was read, interpreted
and the lessons from prophetical writings were brought out. The Mosaic Law was fundamental unit
of instruction, core of teaching and learning.

House of Book or Beth Hasepher : In 5 B C, boys were required to memorize large portions of Law.
During 1st century B C the elementary schools developed alongside synagogues to give instructions
in reading and writing. All pupils were students of scripture. These instructions were known as house
of book or Beth Hasepher.

Beth Hamudrash: Beth Hamudrash was school for adults. During that time teachers were trained to
teach the scattered Jews about the Law and covenant.

The scattered Jews understood people of God, duties, confessed their sins and entered into covenant
relationship with God and worship was restored. Temple was for worship and synagogue was for
learning. Synagogue service substituted temple worship. Law and writing of prophets were read. All
people were students.

From the age of 5 Jewish boys studied in the school, later attendance was compulsory. There was a
ratio between teacher and student. If there were more than 35 students in class assistants were given.
Teachers were without pay and they considered teaching was God’s work and they were highly
respected. Main method of teaching was repetition and memorization. Pentateuch/Leviticus was
memorized. Book of Leviticus helped them to learn purification and holiness. These schools had three
ideals;

1. Nationalistic ideals: this help in making all education as a religious nature and this was the goal of
Jewish nationality. They felt the need to restore the Mosaic Law compulsorily.

2. Religious Ideals: This was inherent in nationalistic ideals. God was center of the education and it
has two aspects

(i) Full knowledge of the law and

(ii) Strict obedience of the law

3 Universalized Jewish Education: Their main aim was every Jew might become a channel through
which knowledge of God and his will would be transmitted to others.
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The importance of synagogue

It helped preserve Jewish identity, national identity and Jewish faith through instruction, worship and
study. Beth Hamsdrash was basically for Jewish man where they could read, contemplate, discuss on
law. This was known as adult education. It helped Christianity to spread to Roman world (Acts 17).
Synagogue became important place where disciples of Jesus Christ chose to spread the teaching of
Jesus Christ. In synagogues proselytes - those who from non-Jewish background, received Jewish faith
were added to Christianity. It became channel in the place of Christianity. Worship and leadership
also developed. The scribes and rabbis were raised and they became leaders and scribes copied the
written Law. The way synagogue had the administration was women were allowed to study in the
synagogue.

2. Education in the New Testament period (Jesus and Apostles)

What was the content of Jesus’ teaching? 21.11.12

Social, practical, eschatological, spiritual, familial, Faith, Kingdom of God, relationship between
father and son, obey commandments, righteousness, social issues, sermon on mount, new
interpretation of law, Prayer, forgiveness of sin, un importance of sacrifice

What were his methods of teaching?

Parables, discussion, debate, preaching, teaching signs, miracles, healing forgiving sins, loving,
casting out demons, , metaphors, object visions, coin, sheep tree, fruit, vine, mustard see etc,
touching, action, washing feet , authoritative speaking, dialogue, monologue, question and answer,
riddles (Jn 3 ; 18) , comparison, poetry, personal touch, stories, His own lie was an eg

Who were his pupils?

Sinners, tax collectors, women, Pharisees, prostitutes, fishermen, intellectuals, Samaritans, gentiles,
Rich, young, children, sick, untouchable, scholars

What was the purpose of his teaching?

Kingdome of God, salvation, eternity, understand father through him, to make understand God the
father and Holy Spirit, righteousness, repentance, reconciliation between god and man. He desired
attitudes and conduct should be acceptable to God’s will

To equip people (training of 70)

Why Jesus was called master teacher?

➢ His authority came from God

➢ He knew the needs of his people
➢ His proclamation and practice went hand in hand
➢ His teaching was good news
➢ He transformed the lives of the people
➢ He himself is the truth
➢ Individual was important for him
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➢ Had a purpose or aim

➢ He began his teachings from where people were in their experiences
➢ He interpreted law in its message
➢ He is the content and source of teaching
➢ His teaching was not burdensome

3. Christian Education during Apostles time and in the Early Church. 27. 11. 12
Through apostles’ teaching the distinct identity of Christianity emerged. Before that Christianity was
under the heading of Judaism. Because of their teaching, Word of God spread and salvation was
extended to gentiles also. In the beginning of apostolic period, church was exclusively of Jewish.
Apostles were the source of authority in the church and they were the people who settled down the
disputes (Acts 15). Apostles played an important role in teaching the church members. The confession
that “Jesus is our Lord” is the basic doctrine for developing Christian education. Apostles teaching
continued till 4th Century A D.

This period when Paul appears in scene was when he comes to Jerusalem for study. During this time
when Paul became apostle he educated many through his journey. He traveled to many countries.
People who were known as Christians were Jews. Christian identity emerged with Judaism. Their
teaching was important and accepted. Through their teaching Christian identity developed. Doctrines
and confessions were developed through teaching. Doctrines were in a crude form not refined till
second century. Through teaching, gospel was extended to gentiles. In the process of salvation
teaching was important

Methods of Teaching/Education

Paul is known as the great drive. This time church was exclusively Jewish. They were following O T
tradition of customs, circumcision, Jewish dietary and laws. Paul, Barnabas, Peter and Mark were
called apostles. Apostles were source of authority. Church looked up apostles to teach and settle
various disputes. They influenced church people through their teaching. Teaching ministry took
priority over authority and on customs and tradition. Teaching ministry gave shape to Christianity. At
this time confession that “Jesus is Lord” was the basic doctrine. During that time many things were
not in writing. Writing circulated after death of Paul in A D 70. Writings were also source of teaching
for Christian education.

Apostles Paul and Barnanbas visited many places and established the churches. Basically Paul is
known as great teacher. Method of teaching in the beginning was not clear. Since early Christians
were economically poor and with the limited resources and evidence, the method of instruction or
teaching adopted by Apostles is not clear to us. They did not have enough financial resources to
produce Bible in Printed form. In the beginning memorization was heavily used. Baptism and Lord’s
Supper were the main source of teaching. Baptism was understood as baptism of the John the Baptist.
Baptism was seen as proclamation of Christ event and identifying an individual with Christ and body.
Lord supper was considered as union of Christians with Jesus Christ and his sacrifice.

Worship:
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Worship was another source of teaching. In the beginning it was Jewish worship through reading
scripture, singing and praying. False teaching and attacks from other sects like Gnosticism were threat
to the early Christianity. Apostles had to correct the false teaching for the benefit of the Christian
believers. Their main purpose was helping the people to know the salvation of Christ. Apostles had to
instruct people regarding that. Their purpose was also helping them grow in the belief, grace and
knowledge of Jesus Christ and preserve the faith. Apostles used the methods of dialogue, discussions,
debate, discourse, miracles, reasoning question and answers, lecture, testimony, letters, expositions,
metaphors, symbols arguing, evangelism and mentoring and also by appointing elders to enhance
Christian education during early period (Act 18).

Content of Teaching of Apostles

Basically content centered on ecclesiastical, ethical and doctrinal.

• Resurrection
• Jesus as Messiah
• Kingdom of God
• Righteousness
• Spiritual freedom
• Sanctification (Rom 6 - 8)
• Food laws (1 Cor. 8)
• Lord supper (1 Cor. 10)
• Worship
• Use of Gifts
• Resurrection of people (1Cor. 15)
• Reconciliation to God, between man and man (2 Cor. 11)
• Imitating Christ
• Christian life (gal 2)
• Rules for holy living (Col. 3)
• Generosity (2 Cor. 8,9)
• Salvation and grace not by law Galatians
• Life by faith not by flesh
• How to please God (1 Thess. 4)
• Holy Spirit
• Second coming
Social and political;

❖ Submission to authority
❖ Slave master relationship (Eph. 6)
❖ Loving each other (1 Cor. 13, 1 John 3 : 11)
❖ Respect for the authority
❖ Immorality (1 Cor. 6)
❖ Marriage (1 Cor. 7)
❖ Suffering (1 Peter)
❖ Familial
❖ Husband wife relationship
Ecclesiastical;
 14

❖ On church division (1 Cor. 1- 3)

❖ Church discipline (1 Cor. 5, 6 Eph. 1)
❖ Discipline
❖ False teachers (1 Tim 1 –3)
❖ Worship (1 Tim. 2)
❖ Qualification of deacons( Tim 3
❖ Deacons, Widows, elders and slaves
❖ Anxiety
❖ Future day of the Lord (2 Peter. 3)
❖ Patents mother and children
❖ Rules for Christian house hold
❖ How a young man should be
❖ Life, unity and maturity
Purpose of Christian education in Apostles time

Purpose was pastoral care and concern on ethical, moral and spiritual aspects.

▪ To supervise churches’ affairs

▪ To appoint leaders, elders to guide people
▪ To help believers, others to be saved from heretics and firm them in Christian faith.
▪ To encourage new believers or new converts affirm their faith, at the time of persecutions or
trials
▪ To explain Jesus as messiah
▪ To firm people in Christian life and conduct (Book of Titus, Hebrews)
▪ To present basic system of salvation to church
▪ To firm people in Christian doctrines, and duties like sin and salvation, grace, truth, faith,
Justification, sanctification, death and resurrection
▪ To build up people in Christian belief and holiness, unity of the church as the body of the Christ
▪ To encourage to practice spiritual gifts
▪ To practice special gifts and build up mature Christians
▪ To build up mature solid Christians
▪ To build up the community life, where care, growth, responsibility and accountability is found
▪ To equip believers for ministry
▪ To produce and reproduce more spirituality matured Christians and believers.
▪ To bring unity of the church

Evaluation:

If these kinds of teaching takes place our church will be strong. It concentrates on faith, life, conduct
and behavior which Apostles are taught. Many expect early Christianity to come back. Church is
becoming institutionalized instead of establishing people in Christian faith and life. At the same time
of teaching they were extending salvation to others. In today’s context institutionalized Christianity is
in danger as it lacks proper teaching. There is loss of identity, loss of members and false teaching. At
this context it is necessary for the church to evaluate itself and take Christianity to early roots of
apostolic times.
 15

Christian Education during Post N T times 28.11.12

During this time there were converts from pagans, from lower strata and intellectuals. Thus there was
a need for teaching them. Various types of schools have been developed by Christians and leaders to
meet the demand.

I Catechumenal school:

By this time Jewish influence was ceased. Greater emphasis was given to teaching of Jesus Christ.
Worship consisted of two parts, within this two parts instruction was emphasized;

i) Missa catechumenorum - Mass of catechumen, people involved in teaching instruction

ii) Missa – fidelium – Mass of faithful, people who participated in Lord’ supper and prayer

Christianity rapidly spread through converts and they took the message of Christ. Most of the
emperors became Christians by 3 A D. Pagan converts could not understand much about new faith.
They needed intensive instruction, so catechumenal schools emerged. They were the first formal
school. This was the school of education of early church. Children of believers, adults and gentiles
participated in this school. Catechumenal, the formal education was completed in three stages,
children over a period of 2 – 3 yrs., for young, and old. After the completion of study they were
considered as the full members of the church. The three stages are;

1 Hearers. They were the hearers of the word. They were also known as missa catechumen. Scripture
was read and explained to them. They could also hear the sermons and elementary doctrinal
teachings were given to them

2 Kneelers: According to some sources they are known as missa fidelinn. This group was allowed to
hear the word of God and could also stay for prayers followed by sermon and explanation

3 chosen: To them intensive doctrinal liturgical instructions were given. This prepared them for
baptism and full membership of the church. They were also given ascetic training.

Teachers in the schools were bishops, priests, elders and laymen.

Methods of teaching were in the form of question and answers. Students could ask questions.

Curriculum of this group was that they were taught didache. Didache was manual on fasting and
prayer. There were also instructional manual. These instructional manual was used to teach baptismal
candidates. Another curriculum or content was Sermon on the Mount, moral instructions of proverbs,
ethical teaching of Jesus Christ, and teaching of apostles on Christian moral and church discipline.
Then they developed another school known as Catechetical school

II. Catechetical School:

It originated in Alexandria. This school intended to give higher education to bishops, deacons and to
train church leaders. Most of the converts were from lower strata, but intellectuals also followed this
school system. This intellectual had many questions and they wanted answers for their questions. At
that time bishops and deacons were not highly educated to convince them. For that they needed
training. This school was represented as scientific school to give advance knowledge to the people.
Later this kind of school was opened in Antioch, Jerusalem, caesura and cartage. These schools
 16

developed scientific approach to Christianity. This prepared the way for advance study and theology.
The subjects were divided into two

i) Trivium : Trivium consisted of grammar, Rhetoric and dialectic

ii) Quadrivium : Quadrivium, consisted of mathematics, genealogy, music and astronomy. Most of
the content was philosophical.

The schools later produced scholars who could think and reason like other educated teachers of Greco
Roman culture. Christianity was counted with philosophical teaching. Reason and faith were
discussed and these schools were responsible for systematizing theology. Thus many theological
works were produced. The main purpose was to equip the class and classes with that kind of training.

III. Cathedral School:

Another school was known as cathedral school which was adjacent to Cathedral. Cathedral was the
place where bishop resides. This school was established for the need of highly trained clergies for the
church to argue with intellectuals. Scholars for this school were chosen from catechetical school. By
this time episcopacy was established. Bishop’s residence was known as cathedral. The churches which
do not have bishops were known as Free Church. Bishops felt the clergy should serve in cathedral
church. This clergy was highly trained and required to know scriptures, liturgy, doctrines, how to sing
songs and to conduct mass. Those who were going to be pastors were trained by bishops in cathedral
school. During that time parents were encouraged to send one child to hearer school to become a
pastor or clergy. Later these schools were closed down and cathedral school remained. These types
of schools are schools of post N T and later led to development of monastic and seminary type of
schools and also led to the development of universities.

4. Christian Education during the Reformation 29 11. 12

Introduction

For common people basic education was from house. In 6th century monastic schools developed. 9 –
12th century period was dark period when Christianity was developed. Later church developed to
upper part to the barbarian Greeks and Roman paganism emerged. Christian life was not active. There
was later lack of moral education after Constantine declared the state as Christian kingdom.
Educational Christian life was not there in any spheres. By 13 – 14 century there was a decline in those
areas in life of church which was prominent once. Worship was in Latin. People were in darkness.
Bishops and clergies were manipulating church wealth. At this context there emerged Lutheran
theology. Martin Luther revived Christian education. The understanding Christian education was on
the basis of Bible.

Christian education During Reformation

Reformation basically belonged to 16th century. Church at that time was at that peak of corruption.
Martin Luther was in front row who wanted to change and led protestant movement. This was a
period of renaissance movement or enlightenment period. This period 14 to 16 century witnessed a
renaissance in learning. Martin Luther came across the point of justification by faith. For him there
were three cardinal principles which later known as protestant principles

✓ Justification by faith
 17

✓ Supremacy of scripture

✓ Priesthood to believers

Martin Luther (1483 – 1546)

Martin Luther was born in Germany when society as a whole was corrupt. Martin Luther had concern
for society. He felt that there is a need of change from school level itself. In 1512 he earned doctorate
in theology. He believed in the supremacy of the scripture.

Luther’s idea of education / Philosophy of Luther’s education

He believed all education is good if revelation of God is emphasized. All education is bad if they hide
God. Schools in those days were Christian schools and there was no difference between secular and
religious education. The philosophy of education emerged from theology. Schooling should be
compulsory and state supportive and he proposed universal education for children of both sexes. He
wanted to provide Christian education for children. Purpose of school was to develop Christian
character and principles in children who would better serve God, church, state and society. His
concern was not only for children but for youth and adult also. He emphasized all of them to read
Bible. He emphasized next to preaching teaching was closest to the heart of God. Important ingredient
of theology was discipline. He was also a strong believer of obedience on the part of both children at
home and students in classes. He also had a concern that strict obedience must be tempered with
modernization of love. He revolted against severity of discipline where sometimes children were
beaten to death for failure to learn or behave properly.

The root of Martin Luther’s educational philosophy was domestic training. Family government was
the root of all other governance and if the root is bad he argued the trunk cannot be good. Children
should be brought in the fear and the knowledge of God and it was more successful than pilgrimage,
masses and building of churches. To Luther, mothers were found worthy once they educate their
children. He emphasized the use of imaginary, illustration and memorization.

Luther did not believe in informal overload but rather concerned that comprehension is a major role
of educational approach. He emphasized discipline in school and stressed that students’ habit and
values are essential to please God. He argued state should give compulsory universal education for
all. Luther believed children should not be presented with controversial materials but should be
taught positively to the truth, understanding of God and Christian theology. He believed learning
should be interesting, re enforced by concrete and communicated through demonstration rather than
abstracts. He also emphasized the need of female education. His chief concern was not for personal
development but for the good role in the family.

Contributions

Luther published several books. He wrote letters to the mayor and elder men of cities on behalf of
Christian schools in 1524. In 1530, he also wrote book on sermons on the duty of sending children to
school. These were his protestant manifestation of education. He also wrote manual for catechism -
later known as layman Bible which was used for the learner clergy and general public. He also wrote
larger catechism for higher clergies. He translated Bible during 1524 – 1531 and this shaped German
 18

language. In preaching and worship use of vernacular was emphasized. He printed songbook in 1529,
believed singing is essential for expression and communion with God. He emphasized the study of
Greek and Hebrew Language for the better interpretation of the Bible. In his view school masters
should have the ability in all aspects and school teachers were placed as coworkers with God. In his
view animals were trained but only humans are to be educated.

Education method was oral by use of catechisms and other practical approach. Luther influenced
Christian education by leading Protestantism, translating Bible and calling attention to the education
needs of common people.

John Calvin (1509 – 1564)

John Calvin was born in France, his mother died at the age of three. His education was on the religion,
Law, classical humanism and theology at the University of Paris. He was an important person in the
protestant reformation especially among those who contributed to the development of systematic
theology. He became the pastor at Geneva of a protestant church in 1534. Later he was expelled from
Geneva in 1538, but came back and established theocratic, authoritarian leadership

Contributions

Due to his study on Greek text he attacked Roman Catholic doctrine. He focused his school and
promoted education. He wrote catechetical guide for children. He emphasized home training. His first
school was known as private school for children up to 16 years, and public school was known as
universities. Contribution is totally to the society. These schools were controlled by the church.
Teachers were employed with church agreement to live with the confession of church. He also
emphasized discipline in the school. Even teachers were not allowed to make mistakes and actions
were taken against them by church if any mistake was made by teachers. Teachers were to be
examples in values and to please God. He was in value that state should support husbandry
education. Adult education encouraged daily reading of Bible and study of the Bible. He instructed in
study and interpretation of Bible and adults were there to teach children in homes and congregation.
He organized secondary schools for ministry and service to state. Psalms, public prayers, reading from
selected Bible passages were repeated every day. His university in Geneva became center of literary
and theological education in Europe.

Children Education: Regarding children education he made catechetical guide for children. He wanted
children should learn and sing in churches and they should learn doctrines, manners, morals and
common sense. He opened a school in Geneva - which had two parts (i) private schools for children
up to 16 years and (ii) public school (served as university). Public school started with prayer ended
with Lord’s Prayer and thanks giving. For him the scripture was foundation of all learning. Psalms were
sung. The catechism which he wrote was taught by pastors. He gave importance to home. If children
failed in exams, parents had to bear responsibility. Parents had to take vow at the time of baptism
of children to teach them. Pastors were supposed to make enquiry whether parents teach children at
home. Parents had to teach children to pray for meals and before retiring for the bed. Parents’
conduct was determined in growth of the children. Teachers and parents had to be exemplary.
Teachers were to be experienced, prudent and able to give advice. Life of the teachers is to be a
witness for church and society. Calvin emphasized instruction on theology. He has opened school
instructing pastors, theologians and adults. He wrote a book called “institute as theological
interpretation”. He was not in favour of women joining to learn theology.
 19

Ulrich Zwingli (1484 – 1531)

Born in Switzerland at the age of 22 he was ordained as a catholic priest. He wrote on education for
youth. He emphasized on Christian conduct. He posted 67 articles where he declared his spiritual
freedom from the Catholic Church and identified differences with Luther. He also preached and
appealed for catholic reformation. He was the supporter of humanism. The Anabaptist movements
had their origin as the followers of Zwingli.

8. Nature and purpose of Christian Education during the Missionary Movements in India
Education in India during Pre-colonial period 05.12.12

British Raj provided aid to nursery, primary, elementary high school, technical school, colleges and
theological centers. Christian theological enterprises had wide spread impact in the nation. All India
Association of Christian Higher Education was one of the means through educational enterprises
flourished and is still responsible for Christian education even today. This higher education which was
promoted was part and parcel of mission of church.

Formal education was male dominant of upper class level of Indian community. It was Charles Grant
who first identified the faults of Hindu society. He believed that education was the key and argued
govt, should encourage schools in which English should be means of education. They and many others
thought that only through Christianity civilization could be imparted. He organized an essay
competition on “best means of civilizing the subjects of British Empire in India”. By this they tried to
defuse the light of Christian religion throughout eastern world. Hence the idea was that to propagate
Christianity through education. It was the renewal of charter of the East India co. in 1813. The door
to missionary activities was opened. British took special interest in education to introduce useful
knowledge through religious and moral empowerment, with this number of missionaries increased in
India. By 1813, 36 missionaries increased to 130 and 8 missions came into being. Which means early
missionaries saw education as means to spread Gospel. On this issue of missionary methods school
planting was accepted as mission method.

Alexander Duff believed that western culture can be conformed in India through education. Change
the Indian thinking through western thinking was the nature of social change in pre-colonial period.
Alexander Duff proposed higher education in English medium with science and English literature.
There was a mutual understanding that only the higher class or high caste people could be educated
who would be Indian in blood and color, but English in taste, opinion, moral and intellect. This
particular understanding is known as down ward filtration theory.

Hence in this pre-colonial period modern missionary movement attempted to offer education as a
means of social change with high hope that English education will raise a bridge class influenced by
Christian values. Macaulay commission of 1833 clearly inducted the downward filtration theory. This
means extending education to special class to support politico administrative machine who would be
interpreters between the ruling British and the Indian subjects.

Aims of Education

The modern missionary movement attempted to make following changes

 20

1 Offer education as a means of social change and modernization: There was also a strong theological
motivation to change India. India was considered as dark or heathen country. There was a strong
sense of belief in divine providence that God intended to bless India through British rule.

2. Abolish Ideology: Alexander Duff and his colleagues wanted to explode Hindu hold on India, but
opposite happened. High caste Hindus rather rejuvenated the Hindu way of life providing clarity of
faith and consolidation of self-identity.

3. William Carey had a different intention on two ends. By opening Serampore College, he wanted to
form the native brethren to usefulness, fostering every kind of genius, and cherishing every gift and
grace in them.

During Colonial Period (After 1833)

This was a period when colonial mission was progressive. The reformulation idea or aim of pre-
colonial period diminished. By 1854 Woods dispatch reflected missionary ideas in many ways which
was discussed under Sir Charles Woods, the then president of Board of control to government of India.
This woods dispatch is known as the corner stone of Indian education. It claimed that govt. followed
a policy of absolute religious maturity and neutrally. There was a heavy debate on the civilizating and
Christianizing impact on the British machinery.

Aims

The main aim of this education policy was to advance the character of the persons with development
of higher mental activity. From here British were in control of the destiny of India and educational
work was reviewed in India. The Much credit goes to missionaries.

The main recommendations of Woods dispatch were;

o Education dept. should be set up in each province

o Universities should be set up in Calcutta, Madras and Bombay which will have chancellor and
Vice Chancellor
o Grant in Aid should be adopted
o The special institute for training teachers should be setup.
o Importance should be given to education of women
o Voluntary religious education in govt. institutes should be given
o Diffusion of European knowledge in terms of Arts, science, philosophy and literature.
o It also intended education masses by providing grants.
Missionaries had taken great efforts in education work. The Scottish missionaries took special interest
in starting college for higher education in major cities. Villages were also primary concern in their
education work. National Christian council (N C C) and international Christian council organized
Lindsay commission to study the role and mission of Christian higher education. The report of Lindsay
commission in 1831 explained three fold aim of education;

1. Conversation, 2. Diffusion, 3. Training for Christian leadership which paved the way for the social
uplift of Christian population

British govt and mission succeeded in education of boys and girls at the elementary level. There was
another commission set up in 1882 called Hunter commission. Many of the aims of Woods Dispatch
 21

were not followed. Though many universities were opened by govt and private agencies they did not
allow enrolment of women. In 1877 the Calcutta University opened the university for women,
followed by Madras and Bombay. Govt. also did not carry out grant in aid so missionaries were hit
hard by it as they were running various English Medium schools and colleges. So they set up an
organization in London for agitation. Then Lord Rippen appointed 1st Indian education commission in
1882 with Sir William as chairman. This commission had various issues like should govt. withdraw
from direct education or what should be the policy of government on education.

The following recommendations were made by Hunter commission

• It anticipated a diversified instruction at the secondary, tertiary and women education

• Grant in aid policies were implemented and high schools in district levels were opened
• J C Aggarwal writes in his book, handing over the educational enterprises from govt to
missionary bodies was a main debatable issue.
• Many gentlemen and officers were not in favour of transfer but transfer took place.
• Various primary and secondary schools were opened to give education to the children.
• The aim of university education was to train self-reliant, tolerant broad minded citizens.
Post-colonial period

Post-colonial period sought the unity of churches. There was an assumption that there would be
greater unity among churches of CS I, C N I, Methodists, Lutheran, Armenian, Marthomite but unity
could not be achieved . Various Para churches union E F I, I M A, CEEFI missions and institutes were
emerged. Even to unite churches new churches were emerged. Theological education flourished
under board of theological education of senate of Serampore and ATTA. This supported churches at
ministry level. Churches, Para churches, institutes were taken up the roles in nation building as nation
was on the way of freedom.

IV. Understanding the Learners 08.01.13

Learning: Every human being is in learning process.

▪ Learning is a process by which an individual acquires different types of knowledge, develops

beliefs, develops various habits and form attitudes, that are necessary to meet the demands of
life in general. In other words, it provides a permanent change in behavior as a result of learning.

▪ It is also defined as progressive adjustments and improvement and this improvement is revealed
in the behavioral change of the child.

▪ Learning is that activity by virtue of which we organize our responses with new habits.

▪ Leaning is the modification of behavior through experience and training.

Some of nature and characteristic of learning:

1. Learning is not inherited rather it is acquired in nature.

 22

2. It depends directly on environment and potentialities which are inherited.

3. Maturation governs the learning. Maturation means physical and mental. At least a child should
know how to hold the pen.

4. It is a goal directed activity in which teacher and learner both should have the knowledge of goal
or outcome.

5. Learning is creative and active where learner participates in it. When learner participates it is active
learning.

6. Learning is intellectual. It relates to mind and mind relates to learning. A village person learns rather
through stories, in urban setup it is PowerPoint presentation that helps learning. So learning helps in
all round development. It also takes into account the all-round development. It involves four types of
human personality: mental, physical, social and emotional.

Learning is a fundamental process of life and it is related to individual and social needs.

1. Factors influencing learning

1. Age: Age is a factor that affects or influences the learning. Learning capacity vary according to age.
Some subjects can easily be understood in childhood. Mental development doesn’t stop at 16 or 18
but increases up to 23 but declines after 40. But that decline depends upon previous education that
he has received. If a person’s previous education is high decline will be slow. In other word, higher
education means low decline and lesser education means higher decline.

2. Sex: Generally it is said that boys score more in mechanical thing while girls score in clerical.

3. Intelligence: Intelligence depends upon hereditary. If parents are uneducated I Q of the children
will be less. It is a mental capacity to reason and to solve the problem with the speed and accuracy
and to adjust to the new environment. Individual intelligence is classified according to I Q. This higher
IQ person will learn fast. Intelligence depends on genealogy. Educated person will have intellectual
children.

4. Previous achievement: If a child or person has background, knowledge of something he will have
more interest to know more. It motivates him for greater learning. If a child gets poor grade it is
possible that s/he goes into depression and lose interest. If the topic, context or subject is not
interesting the learning also will not be enhanced.

5. Motive: No learning can take place unless it is motivated both from outside and inside. Purpose
less learning is not of use. In the absence of motivation the child doesn’t show any interest. In the
case of adult the need of adult motivates our interest help us to learn. In the area of motive incentives
counts, rewards should be in term of praise not conditional like gifts or sweets. Incentives may help
but decide what kind of learning the child acquires.

6. Reward and Punishment: Punishment is a negative reward; other factors influence learning is use
of appropriate method, environment, audio visual aid, practical learning, Physical condition like
sound, cleanliness, ventilation, etc. Distraction – noise, overcrowding etc. make situation
uncomfortable.
 23

7. Attitude: Every individual has a positive attitude. With that attitude, he will learn quickly and
effectively.

8. Competence: Competency should be used positively effectively to comprehend knowledge.

9. Personality of the leaner also important. If a particular student has particular philosophy s/he may
not agree with teacher. Some have fixed personality they cannot accept others views.

10. Mental health: mental tension, conflict, illness, mental diseases etc. hamper learning.
Concentration needs mental peace. Mental peace influence many factors like fear tension
carelessness.

11. Intellectual, cultural, socio-economic, status, hereditary, etc. leaves its effect on generation.

12.Cultural values influences positively. If a family holds good value, the child can out will social status
and follow the footsteps. Social climate, sound happy environment make learning easier.

13 Facilities: it means sanskaras, values, morals, etc., positively count towards learning.

3. Stages of growth and development in relation to learning. 9.01.13

Introduction

Certain understanding on the development stage is required to enhance the smooth process of
learning in different stages and growth. Learning is related to human being because human being is a
learner. Human development is the area which human beings take longer period to become
independent. Developmental Psychology is an area of study which is concerned with ages and stages.
The term development in this sense is progressive series of changes that occur as a result of
maturation and experience. There are factors which govern development in general, in a series of
development. Factors which influence or govern development are:

(i) Maturation: Maturation is an innately governed sequence of physical changes that does not
depend upon particular environmental events like growth of nervous system, bones, glands etc. These
are automatically developed. These changes represent a continuation of growth process.

(ii) Environment: It is another factor that guides development. Each culture and family is responsible
in rearing a child. Toilet training, in western culture a child is trained very easily.

Significant factors about development

1. Maturation

Maturation and learning play important role in development. To what extent any skill like walking or
speaking develops, and how it develops through maturation and its appearances depend upon
experiences or environmental conditions. Maturation can be accelerated or hampered by the quality
of the environment. For e.g., a child walks, when walking apparatus are provided. Those parents who
provide good environment to child enhance speedy development. In relation to development, human
development follows a definite and predictable pattern like a child walks by the age of one. There are
orderly pattern of physical, mental, speech and intellectual development and each phase of
development has characteristic patterns of behavior. That is why certain age group has certain
behavior. Development involves qualitative changes. This means development does not consist
 24

merely of adding inches to one’s height or ability. Development is a complex process or integrating
many structures and functions.

2. Antagonistic process takes place in development.

Growth or Evolution, Atrophy or involution: Both begins at birth or conception and ends at death. In
the early part of life growth predominates, later part decline dominates. Adult behavior and
personality characteristics are shaped by events occurring during early years of life. “Child is the father
of man”, this reflects continuity between childhood and adulthood. Maturation is related to changes.
Maturation and learning are inter related and they cause development. Development is not only a
physical change, it also influences by leaning from outside. Maturation and learning both contribute
towards development. Psychologists have tried to relate how development in human beings takes
place or how does mind development takes place.

Types of Development

a. Cognitive Development (Related to mind or functions of brain):

This development has to do with learning. In order to understand mind development or inter
development we need to understand certain functions of brain. Brain is the vehicle of mind and
auxiliaries of mind are five senses. Through senses impressions are received in unending streams and
transmitted to the central of the mind to be dealt with. These impressions are called sensations
because they receive from senses such as taste, touch, see, hear, smell etc.

Perceptions: Our awareness of quality of thinking is called sensation. Brain interprets the stimuli and
sends back response. Spoken words are heard, understood and responded. This act involves
perception. “Perception is the experience of object and events based on the information provided by
senses”. Perception is our experience in relation to life pattern, auditory perception like mother’s
sound, understanding mother’s touch, etc., slowly perception develops in growth and impression and
expression are created in mind.

Ideas: The thing which is perceived is termed as percept in mind; in general way it is called as idea.
Every new image perceived, through touching, smell, etc., adds to our stock of knowledge and
intended to train our power of perception to our higher degree of competence. In Christian education
we are concerned with perception that we are creating in the mind of the child.

Imagination: There is another power of mind that has right to recall the stored knowledge or treasure.
This is called imagination. With imagination memory is another function of mind.

Memory: It shows the excellence in reproducing past experience exactly in the form they were
originally received. While imagination shows its excellence, it transmutes its stored images into fresh
stage or acts. Through imagination Child perceives, and develops thoughts. For a child a stick can
become a horse. Imagination is a great instrument of education and it makes it into beliefs. If a child
reads a story, he imagines himself as a hero into it. By doing those things it becomes truth for them
and their reasoning powers are increased. Child imagines that animal speaks and later constructs on
beliefs and truths. When later reasoning power is increased, child comes to reality.
 25

Attention is a power of retention. When the new knowledge comes it is assimilated. Assimilation is
imagination reflected into reality and accommodates what is only required and real. Assimilation and
accommodation keeps on going in the mind.

Zean Piaget, the Swish psychologist developed four stages of cognitive development and how mind
experiences functions.

1. Sensory motor stage ( 0 – 2 age group): During this stage a child is busy in discovering senses to
motor like touching, continuously working with hands and legs. What is receiving through senses,
motor behavior, through countless experiments and experiences, he begins to separates himself to
external reality. He becomes aware of the relationship between his action and their efforts. The
important discovery in this age is object permanence, which means object is having an image in the
mind of the child. Child knows where the toy is kept in the house. Child does not use any symbols or
language. When the child starts talking at the age of two, child slowly understands verbal symbols.

Self-centered: Child knows the thing exist and slowly develops ability to separate himself with other.
We need to help child to know God’s creation. Basic point of this stage is that they are self-centered;
they separate themselves from eternal reality. The basic thing is that they have the image of object in
mind. They don’t socialize much, they like presents, toys etc.

2. Pre operational stage ( 3 – 6 yrs.) 10. 01.13

In this stage child develops ability to understand and use words. There is an increase in use of
vocabulary and words are internalized. Because when they start speaking socialization takes place.
They acquire words and want to use it. Language can represent objects. By image and words also they
can imitate actions and behavior. They can internalize and recall what person says. They are still ego
centric but decrease due to socialization. Child talks to self and others also. By imitating they are
learning different roles. While mother is giving bath they are giving bath to doll. They have difficulty
to take others views. Achievement fact is development of conservation concept. They cannot
understand relational terms and serialization. Still long and short thinking is dominated by visual
impressions. At this stage their memory power will be very high. We should make use of their ability
in Christian education by making them memorizing the Bible verses. They don’t have time concept.
Dreams are events for them and they imagine stones and animals speak to them while they are
playing.

3. Concrete operational Stage (7 – 11 yrs.)

At his stage conservation concept is achieved. They can classify things according to size, shape,
shorter, longer etc. They can form mental picture and they can involve in drama and can solve simple
problems. They develop clear idea of past events, historical events but their reasoning ability is
dependent on concrete visual objects. They can go to friend’s house but cannot draw route map on a
paper. They can separate self from others; can socialize with people and friends. They also understand
rules of sports and games. Playing influences a lot in their life. Morality, impartiality, cooperation and
fairness attitudes and behavior develops in them.

4. Formal operational Stage (12+)

Formal pattern of thinking develops in this final stage of cognitive development or mental functions.
By this time they can do abstract thinking. They can generate solutions, solve problems can also see
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what is possible to be done. They can use verbal symbol to represent other symbols. They understand
statements and can do various kinds of abstract thinking. They don’t need object for abstract
reasoning and can do hypothetical reasoning. They can come to specific from general or from
generalization they can come to specific with all things above.

What are implications in Christian education in constructive development? Or why these stages are
required?

Children should be divided according to age group in order to teach them meaningfully.

All concepts of higher level of thinking cannot be taught to them as they cannot understand terms.
e.g. justification by faith, sin and salvation. All these concepts should be avoided in teaching. In short
all conceptual things should be avoided below three years. Always give good picture of God not scary
pictures.

Curriculum should be carefully prepared. Efforts should be taken to impress the mind of the child. We
shall make use of their memory power and help them to memorize Bible verses later he may be able
to relate it in life.

Method should be child centered. Cognitive development helps them to know.

Active body is the ground of knowledge, so there should be various kinds of activities. Time should be
divided accordingly.

Education is not pouring of knowledge to children, but helping a child to advance from, one stage of
reasoning to another stage.

Assimilation and accommodation in cognitive development;

Assimilation is existing knowledge of new information. Accommodation brings change in assimilation

account to new knowledge. Child can learn and accommodate new things. In case of adult it is very
difficult to accommodate.

b. Moral Development 11.01.13

With moral development the findings of Lawrence Kohlberg is attached. He has brought out six stages
of moral development. Moral development has to do with right or wrong ethics or its choice or how
this ability develops. It has close relation or connection with the cognitive development because
selection of right and wrong is done on the basis of reasoning and reasoning takes place when
cognitive development takes place. It has three main levels such as Pre conventional level,
conventional level and post conventional level.

I Pre conventional Level or Pre moral stage (6 – 10)

This level is further divided into two;

1) 1st level 1st stage: Punishment and Obedience Orientation (6 – 8 yrs.)

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Here is a question will I get punishment? At this stage an individual or child responds to culture
through family whether right or wrong good or bad, but learns to evaluate this by reference to the
consequences they produce. There are good and bad culture. They understood right or wrong when
they get punishment or when their action is judged.

2) 1st level 2nd stage: Instrumental Relativists orientation (8 -10 yrs.)

The main question of this stage is what it is for me. This is the stage I do this, you do this for me. For
e.g you scratch my back and I will scratch yours. They behave according to individual needs. Fairness
is understood in equal treatment. Equalization, impartiality, interest in games play important role.
This is the stage which says I followed rules you do justice for me. They account for individual point
of view and judge actions based on how they serve individual needs. Right action is that which brings
reward. In this stage reasoning shows limited interest in the need of others hence concern for others
is not based on loyalty and respect.

II Conventional Level (10 – 15)

It is also further divided in to morality of conventional role conformity and Law and order orientation.
This is also known as interpersonal relationship orientation. It is also further divided into two stages.

3) 2nd level 3rd stage: Good boy/ girl morality (10 -12 age group)

They try to maintain good relationship by getting the approval of others. They ask questions like what
do others expect from me, what I am supposed to do? How can I please others? How can I do
according to the expectation of adults? Child can please others by doing what others expect from
them. They expect appreciation and complementary. They judge the mortality of action by comparing
them to society’s views and expectations. It means moral development is focused on living up to social
expectations and roles. In this stage individual confirms to the standard of others (family members).
Right actions are those which are approved by others and they seek approval by being nice. They do
things what is nice and pleasing to others. It is a nice boy/girl orientation. Right sense is developing in
child in this stage.

4) 2nd Level 4th stage: Law and order Orientation (12 – 15 yrs.)

This is an orientation of what does law says or what is my duty, what are norms, laws and duty that I
have to follow. By following these, child understands which law child has to follow. Child discerns
what is my duty and observing the law by developing morality. Child is concerned doing one’s duty
shows respect for authority and confirms to social orders in which one is raised. Child is supposed to
obey and fulfill the duty and by knowing the rules sense of morality is developed

Moral judgment of doing right are based on fixed and unchanging rules that everyone is bound
to obey without questioning. For e.g. no one can steal or not to enter the house of others if no one is
there even if door is opened. The ‘right’ is understood and followed by doing one’s duty in society,
upholding social order and maintaining the same for the welfare of the society or group. If one person
violates the law perhaps everyone would.

III. Post Conventional level

(Most important level, unique people belong to this section), this level also has two levels. It is a
morality of self-occupied moral principles.
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5) 3rd level 5th stage social contract and consensus orientation (15+)

This stage brings the question what is the group agreement and what is my personal obligation in this
matter. There is a growing realization that an individual is a separate social entity from society and
that individuals own perspective may take precedence over society’s views. Group may have some
norms but individual have different views. People often have differences in values, opinions and
beliefs and others. Rules and laws are important and members of society should agree upon the
standard. People opt for differing values, opinions and benefits of others. Any association or group
has rules and resolutions and members have different views. Right actions are those which conforms
to these laws and rules agreed by some kind of social contract. Rules can be changed by consent but
everyone has to take obligation to follow it. Individual defines morality in terms of its inherent validity.
E.g. quota system

6) 3rd Level 6th Stage: Universal, moral, ethical principle orientation (30 +)

In this stage orientation is what is my principle that has a universal significance? (Eg. Slave system,
Nelson Mandela and Gandhi came under this category). In this highest stage people follow the
internalized principle of justice even if it conflict with rules and laws. Laws are valued as they are
grounded on justice and commitment to the law and justice carries with it an obligation to do and
also to disobey unjust laws.

Educational Principles

We cannot ignore the moral development of Kholberg because values are upheld due to rules and
laws and these rules and laws correspond to biblical laws. It helps educators to understand leaner’s
morality or moral thinking or reasoning and guides learner towards right morality according to biblical
values or kingdom values. Students are encouraged to make moral, just, right decisions in order to
please God and be a good citizen of the country. Christian education helps in it producing right, just
good morality in the life of participants or believers. Curriculum makers also should keep this in mind.
Many times content or curriculum is good but moral reasoning or decisions are ignored. If
educationists know this moral development they can contribute in building good people useful for
Christian ministry and country.

Reference Books and articles:

The philosophy of moral development

Paul Robert: foundation issues in Christian education Vaasino

Rolen G : Developmental psychology,

Article in dictionary: Pastoral care and counseling by Rodegency J Hunter

Akitho Sumi : Understanding nature and purpose of Christian education

Moris K Hollen : Psychology and introduction to human behavior

Article: Developmental needs and effect on motivational behavior

Article: Use of Bible in Christian education

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21.1.13

c. Faith Development
Proponent of faith development is James W Fowler. According to him “faith development is a process
of becoming rather than something as person possess. This process of becoming continual growth
goes through stages that are;

Hierarchial means complex and qualitative nature,

Sequential: means appearing one after the other in the life span.

Invariant: means following the same order for all persons

Universal: It means applying to all cultural and societal settings.

Thomas Groom says “our task is to nurture people with the help of God’s grace in their ability to be
in faith. Christian education enables people to be in faith. Being and becoming a person in Christian
faith is a process of formation and maturation”

What is this faith?

1) Faith is primary: There is a primary faith. Primary faith is the basic disposition by which a person
makes, maintains or transforms human meaning.

2 Faith is active knowing: Faith is an activity of knowing constructing and interpreting experiences.
Faith is not static.

3) Faith is Relational: Relational faith is a tri polar relationship with human, environment and God

4) Faith is both rational and passional: Faith is both cognitive (rational) and affective dimensional
activity related to feeling and emotions.

5) Faith is human universal: Human universal faith is intrinsic activity of human being, it may implicit
or explicit or inside or obvious

Stages in Faith Development

1. Intuitive / projective faith ( 4 – 7 yrs. ) : In this age meaning is made and trust is established
intuitively and by imitation. Children at this stage reflect faith of parents or incorporate it. Mother is
the inspiration to develop truth and faith.

2. Mystic or literal faith (7 -11 yrs.): This is an affiliative faith stage in which person becomes more
conscious to join and belong to his or her immediate group or faith community. The child takes on the
belief of persons other than parents

3 Synthetic Conventional faiths (12 – 18 yrs.): In this stage a person’s experience is extended beyond
the family and primary social group. They confirm to the faith of the gang, beyond the family. It is a
conventional stage because person anxiously responds faithfully to the expectations and judgment of
those social group or significant others.
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4. Individuating / Reflective faith ( 18 - 30 yrs.): In this stage person develops personal responsibility
for commitment, life style, beliefs, attitudes, interpreting, guiding and reacting to experiences. In this
stage person doubts, questions, rejects the traditional beliefs and they themselves develops individual
value system.

5. Paradoxical or Conjunctive faith (30 – 40 yrs.): It involves a re - appropriation or re analyzing for

the self of past patterns of commitment and ways of making meaning. This is mature faith stage.
People incorporate the integrity of others and responds to an identification beyond own race,
community or ideological boundaries. They integrate traditional positions as their own and many a
times they doubt others views and out of all these they make meaningful whole.

6. Universalizing faith (40+) It is a transcendental stage where a person engages in spending and
being spent in order to transform present reality in the direction of transcendent actuality. This is a
rare faith stage. They are few spiritual giants e.g. Billiagram. Faith at this stage is universal in which
individual identities beyond self with God as a felt reality. It means their faith is so high quality as if
they are one with God and don’t shake in their faith.

Its implication to Christian education

The curriculum should be prepared in such a way that faith in Jesus Christ must develop beyond all
other faith and they should have trust in God. Initially child accepts parents’ faith, then community
faith, later they make their own faith and stand firm in their faith. Christian faith has to be inculcated
and incorporated in child so that when they grow they will have strong foundation.

4. Developmental Needs and its effect on motivating behavior

Human beings have inbuilt urges, drives, desires aspirations and ambitions. All these make them to
act in certain ways or behavior. There are also external objects or expectations from society or home
which motivates them to certain pattern of behavior. These stimuli from within or without are driving
forces and they are known as needs. The drives and urges may be both negative and positive. Desires
and needs are thought of as forces that urge positive action. But fear and dislike create negative forces
and result in negative behavior and hinder to gain experience. Positive forces have accompanying
feeling of pleasure; sense of overcoming and sense of satisfaction after the needs are met. These
forces set the stage for further development but negative forces result in action that causes regret
and frustration. If the child feels satisfied in effort and approach child tends to grow smarter and
energetic and enthusiastic. Children come from different background as a group. We have to see that
how they can be motivated positively to show positive behavior. In Sunday school we have to see
from which background they are coming. Needs are God’s inbuilt equipment for learning human
nature. Christian education should meet the basic needs of different people and ages. Human needs
are vital, indispensible and urgent requisite. There are organic needs like food, protection, safety and
social needs. Both needs are to be met to survive. Lack of social and personal need bring lack of desire
to live. When needs are met, there develops integrated personality.

4. Developmental needs and their effect on motivating behavior 22.1.13

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1 Need for love and acceptance

Human beings need to love everyone. Human beings want to love and to be loved. This results in
happy, prospective and productive personality. Children need love by way of praising, care,
appreciation, patience, kindness. This makes children more active and they develop interest in doing
things. They need forgiveness, recognition and motivation. Same thing happens with adults also,
they need appreciation, recognition and acceptance. Love is the basic need of the human being. This
results in positive and productive behavior. In adolescence the absence of appreciation makes
negative behavior in them, doubts, fear, negative feelings are outcome of not being loved. This not
only results in suicidal tendency but also results in violent behavior aloofness, jealously, drug
addiction etc.

2 Need for law and order

Universe is governed by law and order, nature is subject to law and man is not outside this. We
observe that man’s nature and behavior look for law. Therefore at home rules have to be set. At
home there should be norms, law and order to govern the behavior of the child. A child who is
raised with such rules and regulations will have integrated behavioral balance within the society. In
the absence or failure of rules and regulations, crime increases. Personality becomes unstable and
untrustworthiness develops. In the absence of law and order there is no clear cut behavior. Most of
the crimes happen in the society are from lower level of the society. Child’s ethics are important in
the development of personality of a child or person.

3) Need for freedom to grow

There is a need for opportunity to exercise God given freedom, free will choice and this freedom is
essential for human growth for positive acceptable behavior. Excessive punishment, curtailing of
freedom, too much restraint and restriction and curbing of intellectual curiosity may result in
frustration.

The home and environment must provide freedom. Child needs to be allowed to experience
freedom to think and act within God’s will. How much freedom is to be given is a question mark.
Freedom has to be governed. Family environment has to be comfortable and ease for them
otherwise child’s personality will be curved.

4. Need to cultivate Deepen sense of history

Every soul longs for God and he or she search for God, the creator of universe. As searching progress
continues child is aware of God’s holiness and self-sinfulness and ask for forgiveness and
acceptance. God is human social and heavenly. As men respond to search they come to know the
holiness of God, their sinfulness and then relate to God. They become source of life. Christian
education is an environment to connect people with God.

5 Need for satisfaction / achievement

There is a need of satisfaction which comes after completing something. If child is given puzzle and if
it is solved, it gives positive influence and child is encouraged and motivated. Likewise if the problems,
duties and expectations are successfully completed, there is an interest to do best further. Many times
due to lack of parents knowledge confidence disappears. Absence of confidence behavior may be
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flexible or unstable and lack of satisfaction leads to deep sense of insecurity, aloofness and lack of
confidence. In home also help parents need to help them to complete the work.

6) Need for release from Guilt

No man is without sin. Conscience pricks everyone, prayer and forgiveness releases from guilt. If the
guilt is not released it makes the person physically and mentally sick and unstable. God promises us
abundant and joyful life. This also further influences the behavior. People need spiritual healing to
release guilt especially in the case of youth and teenage. The only resource to release guilt is
forgiveness and forgetting the past. Secular counselors advise to forget the past to get released from
guilt.

7) Need for Safety

There is a need for protection and safety from danger of any kind, even from evil, accident, cheating,
there is a need for safety in both economic and social aspect. A sense of safety, security and protection
are to be created in child’s mind. A child should always feel a kind of psychological, physical and social
security. That results in them a kind of protective behavior, balanced personality there by contributing
a healthy generation to the society

8) Esteem Need

The need of esteem and for being wanted is because one is good worthy and able. The individual must
feel that he is admired for qualities and skills he has. Each person needs to feel he is worthwhile, that
he has something of value to give to others and people seek their advice. This results in self-
confidence and self-esteem. Children should be positively encouraged never condemn and blame
them. This negative approach will result in anger, inferiority and despair. Most of the delinquent
behavior and teenage crime is due to lack of self-esteem. Teacher also must take care of these things
in class rooms to see that children are positively reared. Every child is to be encouraged with positive
outlook and praised in order to be confident in what they do. Every parent does not have that
background to deal with child positively.

2. Theology and Christian Education 24. 1. 13

Relationship

Theology is the explanation of Christian faith and Christian faith is learned through Christian
education. Through education believers come to know about theology and faith. Theology and
Christian education are closely connected each other. Without Christian education theology does not
exist and without Christian education theology also does not exist. It is the Christian education which
does the implementation. Both are closely related to each other. Theology helps us to understand
God’s intention for humanity. It is through education children are able to know God. Christian
education is both transformative and transitive according to vision and plan of God. It is Christian
education that helps people to know and experience God in our life.
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Christian education and theology are closely related to each other and influences each other. Christian
education has foundation on Christian theology on which it functions. Christian education is a religious
kind of education and theology influences education process. Theology is made of two words theo
means God and logos means word. In other word it is discourse, or knowledge of God

Michael J Anthony defines theology “as that discipline that strives to give coherent statement of the
doctrines of Christian faith, based primarily upon scripture placed in the context of the culture in
general”. Theology is a finished product. It is also an ongoing process.

“Theology is a body of doctrine comprising the content of faith”.

Donald Butler says “the task of theology is to infer the explicit meaning of faith from events of
revelations and from the literature of revelation” i.e. Bible.

“Theology is an affixed body of truth which is to be passed on from one generation to other”.

“Theology is rational interpretation of religious faith, practice and experience”.

Thomas Groom says “Christian theology in the strictest and technical sense of the ------------ is the
discipline that articulates and understanding the meaning of God in our lives based on an in-depth
and systematic investigation of both the Christian faith tradition and lived experience faith”.

Samson Prabhakar :“Theology is an ongoing attempt of the church to articulate the faith in relation
to the time and place where church exists”. The nature of theology is that there cannot be “the”
theology only. There is no ‘one’ or ‘the’ theology. There are so many theologies. Bible is the source of
developmental theology but there are people who begin from reality and then turn to Bible.

What is Christian Education?

Christian education is systematic ordered, nurture of Christian life. It is a process of social and spiritual
transformation and transmission of belief, knowledge, values etc. It is a traditional approach. In
progressive approach it stresses on expositions, instructions, indoctrination devpt. of understanding,
attitudes and values with the concept of belief of particular tradition.

James Relaystep : Christian education is encountering Jesus Christ. Christian education is a process
through which individual is enabled to encounter Jesus Christ, walk in his steps and witness him
through the power of the Holy Spirit.

Relationship between Theology and Christian Education

Education is a process which includes aims, content, method, teacher and learner. In all these areas
of curriculum theology is the guiding element.

1. Foundation for Christian education

Christian education requires theological foundation. The theory of Christian education is built upon
the theology. Christian education is a religious education of Christians hence it needs theology. It
helps the teachers to understand the aim or concern of Christian education. It means theology helps
the teacher to understand the intentions of God for the learner and mission of the church. Hence
teacher is able to fulfill God’s intention in the life of the learner.
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2. Content of Christian education

Theology is the core content of Christian education. It provides content and norms for the teaching.
By this content, Christian education helps people to be transformed, experience love, and grace of
God forgiveness or abundant life. Theology also gives church’s aims and the content. The aim of
Christian education is derived from mission of the church. Mission of the church further becomes over
all aim of Christian education. It is theology that explains to us the God’s intention and aim. Theology
becomes the point of reference for what is to be taught and how to be taught. Theology also
determines the method of education. It also becomes norms for critical evaluation of Christian
education. The task of the teacher is to communicate content or gospel according to different age
levels.

3. Christian education as doing theology

Theology is incomplete unless it is practically implied. Christian education is the place through which
doing theology takes place. It is a doing theology because theological concepts, biblical expositions,
God’s intentions or relevances are made clear by theology through Christian education in the lives of
learner or believer. Christian education is concerned with revealed truth in Jesus Christ. The purpose
of Christian education is to bring people into right relationship with God. Hence theology provides
purpose of Christian education. (The purpose of Christian education is the purpose of God)

4. Mode of relationship

Akito Sumui said theology and education both are necessary and both are inseparable. Theology is
useless without education and Christian education is dangerous without informed sound theology.
Theology refers with implication of faith as mediated through experiences of God’s revelation.

What are the Modes?

1. As a tool / technique: Theology supplies material. It is a tool to bring learner to God, right
relationship with God, fellowmen and creation.

2. Big brother and little sister relationship: On the basis of hierarchy, theology is higher like a big
brother and Christian education is as little sister and subordinate to it.

3. Both as mutual partner: Both are dynamic and not static both cooperate with each other and both
need each other. Theology explains faith. Christian education promotes lived Christian faith in the
world.

4. It is also two way street: Theology explains Christ’s story and vision and Christian education is doing
theology. Both work together, inform each other and transform each other.

5. It has preserving roles : Theology keeps alive the reality of God, who makes his will known to
creation and makes his word speak through Jesus, prophets and Bible. Hence doctrines are important.
So theology does a preserving role and Preserving is done through Christian education in the lives of
the learner in today’s changing world, turmoil violence, and crime.
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V. Use of Bible in Christian Education 29.01.13

Introduction

Bible is viewed as inspired word of God, literature, word of God, holy book, historical book, God’s
salvation plan, revelation of God, God’s communication to mankind, God’s last word to humanity
through Jesus etc. Therefore Bible is the basic core and foundation of Christian faith.

Use of Bible in Christian education is imperative and without questionable. Bible has been placed
prominent place in Christian ministry because Bible is the foundation of Christian education and
ministry. It is also source of content, aims and methods of Christian teaching. It is necessary that we
understand nature of Bible as literature. Therefore how we use Bible or what prominent place Bible
occupies in Christian education depends on how we view Bible.

1 Orthodox view of Bible: They believe it is a revealed and authoritative written word of God and
God’s message to mankind. Through Bible God communicated to man. It is his message.

2 Liberal View: George A Coe and William C Bower have modified the role of Bible in Christian
teaching. According to them God is one who acts in our world today as he acted in the biblical world.
So he should not be sought in the Bible. Bible is a record of human experiences. For such people use
of Bible in teaching aims enrichment of human experiences, and attain higher meaning of their
experiences. Out of this thinking religious education turned developmental aspect of psychology in
which experience could be guided and learner could be helped to grow and live in their ability
meaningfully.

3 Still there are other group of Miller and Schallet says Christian faith is rooted in Christian revelation
of sovereign God who stand outside of history and who discloses himself in Jesus Christ. These
educationists saw man’s sinful state and man’s need to know God. Hence God’s revelation is
channeled through Bible.

Approaches to the Bible

There are three approaches to the Bible

1. Factual or Literal approach

In this approach people accept infallibility of every word. They reject historical scholarship and they
fully concentrate on Bible. According to this view Bible is approached as a blue print of reality, both
celestial (from above and terrestrial (From below this world). They fully concentrate on the Bible. This
blue print consists of set of rules and specifications for good life. According to this Bible is set of
standard which we try to confirm in our lives. It is a kind of law we need to obey. This approach is
highly individualistic. This approach is liberal approach to Bible. This approach also includes imparting
of facts like knowledge, setting, facts, people, geography etc.

2. Functional approaches

Those who adopt this approach believe that each part of Bible is to be seen in its appropriate historical
context or setting. When Bible is used to help transform people or themselves or to meet Jesus or
God, this is functional approach to Bible is adopted. In this approach Bible is used purposively to help
learners to be helped to make adjustments of present and current social living. It is concerned with
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ongoing Christian faith or lives of persons and groups. This approach uses Bible as message of God.
The functional approach further gives rise to hermeneutical approach

3. Hermeneutical Approach

In this approach teacher helps student in interpreting the text for himself or herself. Teacher does not
impose own interpretation to students. In this approach the text of the Bible is related to one’s
existential context or situation. It helps learner make teachings of Bible relevant for current problems
of life and need, in other words relevant for life situation.

A. Place of Scripture in Christian Education

To know the place of scripture in Christian education we first need to know the nature and purpose
of the scripture. Bible is God’s self-disclosure or self-revelation to human kind communicating his
sovereign will in human language to the end that human mind may be regenerated through grace
and be conformed to the image of God’ son Jesus Christ. O T is a progressive, historical, ethical and
prophetic record of the revelation. N T continues this revelation through son Jesus Christ.

I. Place of Bible in curriculum

1 Bible provides historical records of God’s revelation

2 It provides content of curriculum
3 It tests and measures all truth by its authority and principle
4 It guides thinking
5 It provides structure which forms the substance of Christina theology
6 It provides base whereby integration and co relation are made possible in the curriculum.

II. Bible in Education

There are two types of Education

1. Traditional education: It emphasis transmitive preparation for life. This includes literal approach
where facts and values in Bible are simply transmitted.

2. Developmental education: This kind of education focuses on the people’s total current
development through interactions between his or her personality and his or her environmental
circumstance. This education concerns itself with creative experiences in living. The purpose in this
education is to learn change and grow. Teacher is helper so it is not mastering a book or Bible rather
an activity completed and this is a functional approach. According to this type learning experiences
are activity moving towards an end (when person has encountered Jesus Christ). An activity is taking
place when we are transformed.

III. Bible as content in education

Ralph D Heim says there are three things in content

1. Subject matter: It is content outside pupil

2. Intellectual content or knowledge content

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3. Total mental content: The total mental content is actually content aspect vs technique aspect of
cognitive affective and executive mental process.

A common demonstrator between these three is substance in other words substance vs operation

Traditionalists or traditional educationists are concerned with substance matter only while
developmentalists are concerned with technique and how it has been communicated. Both the
traditionalists and developmentalists use Bible content in respective ways and both are required in
our education. Bible is the living word of God. It can transform the people. Transmission and
transformation both are necessary. Developmentalists use Bible in a functional form and Christian
educators must know what is to be transmitted to learn and the method that will be used and will be
one in which the learners recreate the experience. There is content. This content is communicating
which is used for transformation. Method is important to communicate especially in Sunday school,
discussion, drama, role play etc

1. Types of Literature in the Bible

Bible is used as content in the methods of teaching for that we should study the literature, because
curriculum preparation is based upon literature.

Various literary forms or types of literature in the Bible

Literature means writing in pros or verse regarded as having permanent worth through its intrinsic
excellences. Likewise Bible has various kinds of literature having values for human life.

1. History or Narratives

These are stories and epics. They include books like Genesis, Exodus, Numbers, Joshua, Ruth, Samuel,
chronicles, Ezra, Nehemiah. In N T, Book of Acts also gives some history of the early church; gospels
have history of Jesus life. We need to see that these are history and it can be taught and related to
certain level of pupils only not to students of lower age.

2. Wisdom literature

These literatures are maxims, phrases and sayings. They are related to life. They include book of
proverbs, Job and Ecclesiastes. In these books instructions for successful living are given or
perplexities of human existence are contemplated. This literature focuses on questions about
meaning of life, practical living and common sense. We need to use this literature for adults and
youths not to children. This literature warns us of evil nature, desires and end of wicked living.

These literatures are of three types,

i) Proverbial: they are sayings which also state rules for personal happiness and welfare

ii) Speculative wisdom literature: They are in the form of monologue or dialogue, (Ecclesiastes, Job).
They deal with meaning of existence and relationship between God and man. This literature is
practical and empirical.

iii) Poetry: These are pros and rhymes, psalms, Song of Solomon and lamentations. Certain poetries
are obvious and clear. They allow high level of confidence.
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There are three types of poetry;

a) Terse; in this type lines are short and contains only two to three lines.

b) Parallelism; e.g. Oh! My people hear my teachings, listen to the words of my mouth, my heart is
not proud, Oh Lord! My eyes are not haughty

c) Imaginary poetry; e.g.; ‘The Lord is my shepherd I shall not want’ these poetries are various types
in nature like Grief psalm, (psalm 69), Complaint psalm, confession for sin and praise.

Poetry literature is kind of lyric, epic, prophetic and dramatic. These lyrics are personal expression of
deeply held emotions, e.g. poetry of prophets. They appeal to the will of the hearers. These poetries
seek to persuade and convince. There are poetries which has expression of thanks. (e.g. Exodus 15
for miraculous escape). The Biblical authors stimulate our imagination as they fill the listeners mind
with images. They also give partial glimpses of God and of his relationship with creatures.

3. Gospels

Gospels means good news. In classical literature the word designates reward for good tidings. Thus
gospel indicates messages itself. Originally it is announcement of victory but later they are applied to
other messages of Joy. Gospel tells us that God in Jesus Christ has fulfilled his promise to Israel and
that a way of salvation is open to all. Gospels are power of God shown in death and resurrection of
Jesus Christ. So it can transform the lives of people. It also reveals righteousness of God and leads to
salvation who believes. Gospel is word of truth. It is by the response of faith that gospel comes with
saving power. (Heb. 4: 2, 1 Cor. 1; 21 – 23)

4. Parables and allegories

Parables and allegories are putting things side by side. They are regarded as forms of teaching which
presents the listener with interesting illustrations and from which moral and religious truth can be
drawn. Parables are protracted short descriptive stories, usually having one single truth or answer to
a single question while allegory denotes more elaborate tale in which many implications are found.
Parables give one spiritual truth. Parables of Jesus contain messages and they are appropriate form
of communication for bringing human the message of kingdom of God. They are means of
enlightenment and they are persuasive, intended to bring the hearer to the point of decision, e.g seed
and growth, unleavened bread, rich fool, lost sheep.

5. Law

Good portion of narratives are written in Law (from Exodus 20 to Deut. 31). It is written in the form
of legislation. They consist of moral duties, ceremonial duties, civil and social duties etc. They are in
the form of dos and don’ts commands. These literatures govern or influence social, ethical and
spiritual life of people

6. Prophetic Literature

It refers to past, present and future. They contain warning and encouragement concerning the future.
Though they are in the form of foretelling and forth telling they are to govern the life in present. This
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was to help people govern the life in present so that they can be aware of future. This literature calls
for repentance and holiness. All major and minor prophets contain this lit..

7. Metaphors

Metaphors are those sort of symbols through which the nature of one thing is explained. These truths
are divine truth explained in metaphor, e.g. Bride and church, salt of earth, light of nation etc.

2 & 3, Designing and methods of curriculum appropriate to the stages of development

Designing curriculum appropriates to stages of cognitive development, moral development, faith
development and appropriate method of teaching.

What is curriculum?

Definition: Simple meaning or word for curriculum is “syllabus to be covered”.

Curriculum is a body of knowledge to be transmitted. The Latin term for curriculum means “race
course”. It is a path travelled by pupil and teacher.

D Campbell Wyckoff says “curriculum is a plan by which the teaching and learning process may be
systematically undertaken”.

Curriculum is experience under guidance towards the fulfillment of the purpose of Christian
education. This does not include the entire social situation within which person acts and with which
he is interacting but rather that part of it which is consciously planned. Curriculum is the source of
acquiring educational aims. It also means Christian education is translated into curriculum or the aim
of Christian education is realized through curriculum.

Methods

Methods are instruments used by the teacher to communicate to the learner the knowledge, ideas
or truth under consideration. Methods are means to arrive at goals or objective of Christian
education. Methods are to be used according to the age groups and developmental stages. As
curriculum is prepared developmental psychology comes as great assistance to make curriculum
according to cognitive, moral and faith development. Developmental psychology provides the
description or stages of growth (in area of cognitive, moral and faith. It has also contributed a lot in
the forming of curriculum according to stages of growth.

a. Cognitive development 30. 01. 13

Cognitive development has four stages;

1. Sensory motor stage: Through senses child is gaining knowledge

2. Pre operational stage: Child is able to differentiate things which are already there

3. Concrete operational stage: There is no reasoning power. They do reasoning by observing.

Child does things in terms of concrete reasoning

4. Formal operational stage:

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Cognitive development stage is a stage through which;

a) Ability to differentiate things

b) Develop the reasoning capacity

c) Child can do all sort of problem solving

5. Stages of moral development, and

6 stages of faith development are developed.

Curriculum Development or method of designing curriculum in Cognitive Development

In this stage they focus their attention on how individual process formation and how they monitor
and manage thinking. We cannot ask about conceptual thinking to the children of lower age. Learning
is rooted in the subject matter where teacher uses lot of problem and improves thinking skills for
youth and adults while teaching and learning. The teacher or curriculum maker should follow four
stages of cognitive development.

According to Zean Piaget child does not passively exhort the knowledge but it is constructed. Child’s
mind is active in the process of learning. That is how the method should be child centered where
child’s mind is constructing knowledge. In cognitive development language skill and perceptual or
motor skill is also developed. Hence the curriculum should be activity oriented. Action songs, learning
by doing activity must be employed. Objet lessons should be provided i.e. visual aids also should be
used and after age of 12 conceptual thinking and reasoning takes place. Deeper truths of Christianity
can be communicated through various lessons and themes from Bible.

Method: At child hood learner interacts with what he already knows and he is not a passive leaner
hence the banking type of education is avoided. Educator should direct learning so that learner acts
on mental and physical level and knows the fact and concept from the active learning. This method
of education should be active discovering of reality. At his time educator needs to identify the needs
of the learner. Storytelling, rhymes action songs, games all should be utilized as a method of
education. Method also should be child centered.

Curriculum: Curriculum should also be prepared according to growth of the child. Variety of sensory
motor experiences should be allowed, like smell, touch hear etc. Real events and concrete objects
play important role in learning. Learning should be in physical environment rather than books, T V.
Education should arouse the curiosity of the learner through planned activities. Learner oriented
curriculum should be prepared separately for children, youth and adults according to developmental
stages. Learner centered curriculum is focused on student’s need, abilities interest and learning style.

Teacher as a facilitator of learning or method of teaching

Discussion, debate, brain storming must be used and cooperative learning must be encouraged.
Children should work in teams on problems and projects. Especially for youth, art, writing poetry,
short story, discussion, debate of their level can be used. Music is important method which capture
their attention. Book report, field trip, inductive study and research method and making its report can
be used as method of teaching. Adults are different in their view of self. They are aware of their needs
and learning and they learn accordingly. So the content of the adult learner must come from the
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challenges of the reality of life, their problem and struggles of life. Discussion, debate, role plays, open
ended dramas are useful in facilitating learning. Evangelism, outreach and witnessing sharpen their
spiritual life.

b. Moral Development

Moral development is character development. The word moral comes from the Latin word “more’
which means customs. They are rule of morality operated in the social context. They mean pursuit of
good life. Moral development also has three stages;

1. Pre conventional stage (6 -10 yrs.)

The sense of right and wrong is developed by punishment or reward. Children learn in sharing and
distribution. At this stage no sense of loyalty or goodness for other is developed. Child does what
pleases to him. The sense of right or wrong is developed in child according to the acceptance of adults.

2. Conventional stage (10 – 15 yrs.)

In this stage they maintain the value of society. Whatever community decides or moral conduct or
peer group decided are followed. By this time sense of justice is developed and they are able to
understand, perceptive the intention of others. By doing one’s duty concept of justice is developed in
them.

3. Post conventional stage (15 +)

Person maintains some standard of social sides and upholds universal and moral principles.

Method of Designing Curriculum

Curriculum maker should use Lawrence Kohlberg’s developmental approach and idea of moral
development to design educational program suitable for different age group.

First stage guides that parenting in the home and teachings lay good foundation by having rules dos
and don’ts for the development of morality. Moral judgment results in mortal action. Parents should
be consistent in their dealing. Punishment should be such that enabling them to learn behavior as
right or wrong.

In second stage child should know what is right or wrong of one’s and others. Right sense of stories
of moral laymen should be presented. The teaching should guide learners to make moral decisions
which make them to be aware of their moral responsibility towards society.

In third stage stories of great men who fought for the justice and truth and their biographies should
be read to encourage them. Help them analyze the society and its corruption, injustice and also help
them apply universal moral principle to bring justice to society.

Cooperate endeavors, activities, decision making, problem solving should be emphasized rather than
indoctrinating. Curriculum should provide active learning and not passive learning. Involvement
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exposure, discussions of various kinds of debate should be employed to give shape in the moral life
of various kinds and to bring changes in attitude.

Curriculum should be learner oriented. Methods should be learner catered. Curriculum should
provide active learning. Field trips, exposure, discussion debate to be conducted to bring attitude
change. Teacher at this level is guide and counselor. Lecture method is not to be used often. The
role of Christian community is of value and important as they practice biblical morality. All
individuals differ on moral development. Christian educator must know that not all developed
morality can be taught at the same time. There is a difference in judging moral development.
Christian education program should be designed accordingly

Method of Teaching 30.01.13

Children should receive training and knowledge in settling issues and solving problems either through
justice or conventions. Children should be trained in justice, customs and traditions. They are also to
develop their moral judgment. Reality of injustice should be exposed to children. Moral education
should be on just community with peer group problem solving on real or imaging issues. Teacher is
facilitator both in discussion group and corporate learning. Teacher does not impose ideas and views
upon them. The universal moral principles should also motivate the educator to encourage the learner
to critically analyze the society, - its injustice and challenges the wrong- and to encourage them to
apply universal moral principles to bring justice in the society. Adults are to be given situation where
they can critically analyze the injustice and challenges.

Why moral judgment should be explored by teachers rather than content of moral judgment?

There are lots of challenges on moral values and issues which are portrayed by media where morality
is challenged. In curriculum biblical morality has to be re enforced by Christian education through
debate and discussion.

C. Faith Development

Faith development is one which is attached with development. According to James Fowler Everyone
has some kind of faith event though one is no religious they trust on money, will power, resources
etc. Fowler understands faith to be unity of our knowledge (as a noun and verb), doing and feeling.
Faith is core element of personality. Ronald Goldman connected cognitive development and faith
development. He believed that religious thought or faith require thinking. This comes in formal stage
of cognitive developmental and thinking. Fowler has brought out six stages of thinking.

1. Intuitive projective faith (4 – 7 age groups): In this stage faith is developed by the influence of the
example of immediate adults and by imitating, moods and action of immediate adult. In this stage
concepts of faith like trust, courage, love etc. are developed.

2. Mystical or Literal faith (7 – 11 age groups): In this stage imagination plays active role. Child literally
takes the stories, beliefs and practices of the community where they belong. Children learn by
observing adults and faith is in the form of fantasy. At this stage faith of the community is accepted
and owned.

3. Synthetic conventional stage (12 – 18 yrs.): At this stage children struggles as faith becomes more
complex, and what other adults hold as norm is crucial for them. They struggle to comprehend
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everything. They move beyond from family to peer group. It is a conformist age of faith. i.e they
conform to peer group.

4. Individuating or reflective faith (18 – 30 yrs.)

At this stage person begins to take seriously the responsibility towards commitment, life style, belief,
attitudes. In this stage faith is debated, questioned and rejected and they seek for own identity by
doing so. What others hold does not take into account and they take responsibility for the self.

5. Paradoxical or conjunctive faith (middle age group 30 – 45 yrs.)

They recognize the integrity and truth of others without denying truths of one’s own. Past is reclaimed
in a new way if they have failed. People of other caste, race or color are viewed as enrichment to life.

6 Universalizing faith

They look at life and faith beyond themselves. They have deep insight into ultimate meaning of life
and they live it, e.g Gandhi, mother Teresa. Some people remain in stage two and three and they
don’t move at all.

Method of Curriculum in faith development

Christian education is a faith formation. Faith is not only subject or noun but also verb. It means faith
is not something having knowledge but faith must be seen in doing. The content of faith in Jesus has
to be developed. So it results in active faith or doing faith. God is giver of faith and it is the task of
Christian education or human being to develop that faith into maturity and faith should be made lived
the faith or lived reality. Faith is the way in which people organize their life. Children should be taught
that they are God’s gift loved by God and by us as children of God. It means Christian education should
provide environment that will help develop in faith and grow in faith.

Discussion, debate, Bible study all develop faith in God. Adult also learn from others to put faith in
day to day life.

Role play, drama, Christian movie, fellowship groups are helpful and it all helps to grow in Christian
faith for good and better life in Jesus Christ. Christian faith has three aspects; believing, trusting and
doing. Worship, baptism, sacraments all develops the faith of adults and they learn together. To
develop faith, starting point in Christian education should be life experiences of individual. Curriculum
makers should keep this in mind when thy make it. Christian education should be grounded in
relational, experiential and reflective way of knowing. It should be informed by using life situations of
Christians, the story of faith, from Christians before us and by the vision towards which that story
points.

Method of Teaching

For children their developmental, scripture and authentic Christian education program must be
developed. Adult Christian education program requires special attention. Resources should be person
centered providing Christian reflection, worship, fellowship group all help adults to live in their faith
formation and practice.
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III. Christian Education Agencies in India

1. Indian Sunday School Union (I S S U)

It was felt that each child has the right to know God and every church has the responsibility to teach
Christian aspect that could bring harmony among Christians and others in India

Objective/Aim: To bring churches together for the formation of Christian education.

Purpose: purpose was to learn, grow, believe and do in the pattern of Jesus Christ.

Mission : ISSU takes Bible as the text. God’s action in Christ as the forth in the wealth of historical
and intellectual activity gained from the interaction between the text and the divine human
understanding of Christ, resulting in bringing a person to the fold of Christ is the mission of ISSU.
In other words the mission of ISSU is holistic and harmonious growth helping a person making good
Christian life, active for both the church and self, extending God’s love to him, witnessing his sacrificial
love to the world through humanity and unity in spirit in a more compassionate world.

Publication: Their lessons are arranged in four heading. Sunday school materials cover four areas;
God, Jesus Christ, church and Christina life.

Special Features

Holy Spirit is recognized with transformer and teacher

Discovery of grace learning

Individual, cultural, moral and social transformation is enabled.

Major biblical passage and theological themes are covered.

Facilitates en counter with God

The teacher is encouraged to be the provocateur of the human spirit

The transformed is challenged to be the co-agents of transformation in spirits

Evaluation

ISSU is consensus with socio economic challenges in reality.

It is transformative in nature

Relevant in Indian context

It is not strictly Bible centered, but has concern for the social

It meets the need of pluralistic society in terms of teaching

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2. Christian Education Department of the Evangelical Fellowship of India (C E E F I )

C E E F I teaching of the Bible

Bible is inspired word of God presenting Jesus Christ as Savior and Lord to the learners relating the
Bible to the context of the learner.

Aims and objectives

Assisting the Church in her mission and ministry

Teaching that Bible as the inspired word of God

To present Jesus Christ as savior and Lord to the leaners

Relating the Bible to the lives of the learners

To make each group benefit according to their needs and interest

Prepare curriculum according to age group

Evaluation

CEEFI is Bible centered

It is exclusive in nature.

This is good for Christian formation for new converts and for the transmitting aspect.

Negative aspect

They ignore all aspect of Biblical hermeneutics

Gave no room for the learners to think critically and understand the person and work of Jesus Christ
in present context.

Socio-economic, political and cultural issues and contextual issues have no place at all.

Indian literature and art has nothing to do with syllabus

According to Samson Prabhakar CEEFI is conservative, exclusive and separatist in its approach, to
Christian faith in India

Understanding the ministry plays important role in the area of Christian education. When teaching is
involved learner is important person. Knowing learner means the capacity of the learner.
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4. Vacation Bible School ( V B S)

V B S Curriculum : The material or course to be selected is judged objectively on the basis of Bible
content and types of aspect of evangelism, stewardship, service fellowship and worship. The need of
the pupils is the primary factor in choosing the text. It also tries to relate with what they are already
studying in Sunday school.

Features of V B S

• Learners are engaged in listening to Bible stories and memorizing scripture verses

• Informal and spontaneous-worship are conducted according to age

Objective of V B S

▪ To supplement the Sunday school ministry

▪ To offer balanced programs of Christian education

▪ To provide concentrated and co related Bible study course with a pre-determined aim

▪ To evangelize not only those who regularly attend Sunday school but new children of the
community, or of other faith also who perhaps never attended the Sunday school.

Methods of Teaching

o Creative writing: writing of poem, stories, prayer etc.

o Art: Drawing, they are provided rayon’s, chalk, chart paper clay etc

o News paper: Junior groups are particularly instructed to obtain information in finding facts and
report and set up information in orderly form

o Field Trips: Trips are organized to broaden and strengthen the pupils understanding of a particular
lesson in the course

Contributions

✓ V B S: Directors handbook, pictures, attendance, award, are to be introduced theme related badges
and certificates,

✓ V B S prayer fellowship resulted in formation of F M P B

Evaluation

It strengthens the education ministry

They prepare curriculum according to the need of the student.

They use innovative methods

Give free environment in which freedom is given which enhances learning

Instrumental in evangelizing children of other faith

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V B S teachers’ workshop helps to run VBS function effectively. At Present VBS is increasing
effectively all over India.

Criticism

It emphasis too much on Bible

It is very spiritual in nature conditioning or manipulating the mind of the children

AISSA

AISSA was started in Bengarapet near Bangalore. It is an organization of N C C I. It is ecumenical in

nature

Themes of AISSA syllabus

God speaks through prophet, stewardship, stories of life and love (Christian life), the growing
mission and growing ministry.

Activities of AISSA

Organizes National Sunday School teachers training certificate course for 10 days

Regional intensive training for Sunday school teacher in North, East, West, South and North East
India

Three days intensive teachers training program

Rural teachers training

Empowerment of native and indigenous women ministry

Consultation on current challenges in Christian education

They work with member churches of NCCI

Christian organizations’ and overseas partners’ round the table consultations

Contributions

Newsletters, teachers training manual, Christian Education booklets on contemporary issues, and
quality publication

Provide expertise on training on HIV /AIDS, child abuse and child rights

Rural and urban women empowerment

According to Samson Prabahakar “AISSA aim gives equal emphasis both to the content of the
Bible and context of the learner.
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Theologically it is ecumenical; it believes God is not only present in the church, but outside also. It
does not emphasis individualistic salvation, rather human beings from dehumanizing

Takes global issues in Holistic approach

IX. Issue of Christian nurture in the context of religious pluralism 28.02.12

3. Fostering an Understanding of the uniqueness of Christ and the mission of the church
appropriate to the pluralistic context in India.
When we nurture for inclusive community we are in problem because we are living in a secular
country. Ideologies give rise to communalism. Communalism gives the idea that we are exclusive in
nature. Church has divine entity, divine purpose. Aims and objectives are divine. In this context
church takes up educational ministry and continues which God has commanded us. We have to
define ourselves who we are, church has to define us

In India when church wants to do educational ministry church faces lot of problem. Those who
understand church as exclusive, they understand the uniqueness of the church. The question is how
we can do truthfully do Christian education.

Methodology of Christian education for a pluralistic context

For this particular area Samson Prabhakar has proposed

Nurturing in Christian faith

Fostering the uniqueness of the Christ

Christianity is threat to caste structure. Conversion means loosing Hindu majority. In this light of
particular aspect inclusive Christianity says we are to give Christian education where people of other
faith also respect.

Since our country is a secular country we can propagate and practice any religion of our choice and
interest. In the light of this issue nurturing or faith formation and transformation education should
be given. It is not only to be transimitive but transformative also. When it comes to issue of religion
we cannot accept pluralism. Accepting pluralism means we are neglecting the uniqueness of Christ.

2. Nurturing Christian faith and commitment in an inclusive frame work

If we adhere to the uniqueness of church conversion and evangelism becomes relevant. To
understand the uniqueness of church we have to abide the missionary work of westerners and
teachings of Paul. The mission of the church is to be understood in terms of go and preach. Now we
understand church’s mission from Nazareth Manifesto (Luke 4). Mission is one that spread the good
news. There is also difference in mission and missions. Mission and ministry are the same. Various
organizations and their works are known as missions; in this ministry laymen are involved. Missions
includes ordained ministry. When one gets ordination s/he is assigned to do certain things. There are
various functions through which body of Christ is edified. Ministry and ministries or mission and
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missions are to be understood in the context and firstly, provide the needs of the people and then
give the gospel. But at present the mission of church is understood from the classical understanding
of mission of church that theology comes in the form of systematic theology. There is another
theology known as contextual theology like feminist theology, black theology and liberation theology.
Systematic theology emerged only from the Bible. Contextual theologies are very much concerned
with socio, economic, political background. Unless these discriminations are removed we cannot
experience kingdom of God. The dehumanization and suffering must be transformed to
humanization. Through the involvement in political and social action we can bring humaniziation.
Socio economic tenets depend upon theology. We can develop mission and theology and bring a
kind of similarity. The mission of Christian education is mission of the church. Mission of church is also
mission of Christian education. Our understanding of mission of church is same as of mission of
Christian education. Missionaries forcefully converted people in relation to win the souls for Christ.

Ecumenicals are different in theology; they say conversion is not required. Their mission of church has
different understanding. India has pluralistic society. Pluralistic religion means accepting other
religion as a means of salvation and to realize the truth. The aim of Christian education is to present
Jesus Christ as savior and redeemer and the curriculum is prepared accordingly to the mission of
education. We Christians are divided in groupings as inclusivists and exclusivists. Inclusivists are those
who care for the uniqueness of Christ. If you want to enter in a dialogue first understand that other
religions are also means to approach God. We need to accept plurality to enter into dialogue. It is
different from national perspective. If we are preaching about the uniqueness of Christ then the Hindu
feelings are hurt and Christianity is threatened by their opposition. Still people don’t want to take the
fact that origin of Christianity belongs to east and Christianity was brought in India from east. The
reason for believing Christianity is a product of west is that because Christianity was brought in India
by westerners.

Issues of Christian nurture means how can we nurture Christian education when we get an
opportunity to share about Jesus Christ. Everyone has worried about their identity; we have to teach
people to abide by the teaching of other religion because Jesus Christ is concerned about poor, and
inferior. J Nehru told don’t persecute Christians; if we persecute they will increase.

Book : Samson Prabhakar; Christian Education for inclusive community

VIII. Organizing and administering the Educational programs of the church

7. Training the Leaders for Christian Education Programme

Why leadership important in the church?

To educate and nurture people

To guide people
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To assist pastor in church and ministry as pastor always cannot concentrate on all aspects. Everyone
is called to minister. Leader is one who exercises his/her influence over others in a shared direction.
Leader is the one who helps other to go where they want to go.

Autocratic Leadership: Autocratic leadership is authoritative, one person dictates and directs. All do
not like it; everything is done according to the will and wish of the leader.

Democratic leadership: In this leadership representatives represent people by taking others views
and suggestions. S/he leads the group where group wants to go.

Quality of leadership

Obedience to God

Having good knowledge of scripture

Ability to interpret

Uses democratic process

Quality of a leader for Christian Education Program

1 Teacher or leader should hold intelligent Christian belief or informed belief based on Bible and must
be formally hold the belief.

2 Christian leaders should have the capacity to lead. He should have the insights power, technique
and skill.

3 worthy of administration

i) Manner – voice, physical appearance should be adequate enough

ii) Teacher should be committed

In church areas of Christian leadership 5.3.13

First and foremost area of education is Sunday school and study group. Broader area of leadership is
in the area of administration like how to hold and supervise committees, how to maintain register
and conduct election etc. Importance of Leadership in church affairs is obedience of God and good
knowledge of Bible.

Areas of Christian leadership

The main task or concern of a Christian leader is to give training of the leaders for Christian education
and Christian ministry. The main area in the field of education is Sunday school. We have study groups
which are involved in education ministry, leadership in counseling area, vocational counseling and
crisis counseling.
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Administrative area is another field where leadership is required. He is responsible for the overall
administration like supervision, administration, organizing committee meetings, keeping account and
conducting elections.

For meaningful functioning of the church, pastor needs assistance from congregation. Everyone is
called to minister. People are given various kinds of gift; help them utilize it for the education and life
of the church. Leadership is required and varied according to ministries.

Leadership Training for the teacher

There are various strategies and ways through which we can develop Christian education;

Annual in service leadership training; There need to be a curriculum for teachers training program.
Some organizations like ISSU have 3 months, and 6 months programs providing CEEFI training and
Sunday school training.

There should be periodic conventions and seminars. Those who selected improve and develop their
knowledge by attending these seminars. The director must see that teachers attend these programs.
Directors must check certain things like whether materials and equipment are available or not.

Planning and conducting training workshop and conference

I How to plan ahead planning workshop

i) For whom the workshop has to be held.

Ii) Training needs of the people

iii) Choose any one workshop program

iv) Choose a suitable time place

v) Search and seek for the cooperation of local pastor

vi) Assign responsibilities to one or two teachers

vii) Advertise by posters, announcements and letters

viii)Be sure about finance

ix) Display of books relevant materials, papers, diary and workshop

x) Prepare program sheet

II Conducting workshop

i) If it is locally organized the people should come well ahead of time

ii) See necessary things are done in the introductory sessions

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a) introduction of leaders and delegates

b) Introduce themes

c) Ask to take notes

d) Encourage them to buy books.

e) Divide the delegates according to group

f) Maintenance of time and punctuality

g) Ask the delegation to involve in the evaluation of program it can be done by certain format.

h) A program sheet to be prepared and the program should go on according to the time table

i) Recruiting people: Teachers training is also described as continuous training cycle, here we face
three problems

1 Misuse – using unqualified workers

2 Disuse – Use of great majority of the church member who involved in the work of the church

3 Abuse - some church members are overburdened with work

j) Conduct ability survey; It can include finding out new things

k) Make needs known from pulpit, notice, bulletin, newsletters newspaper, personal interview and
can make the needs known.

l) Make the approach person centered

m) Show the job description, allow the workers to decide the time

III Whom shall we train?

Every church member is responsible to do some service to God. From childhood parents should help
children develop service minded qualities; there should not be any partiality. Youth always have the
tendency to contribute to the church.

In adulthood people are well trained and well qualified

IV) What does training program include?

1) Priority should be given to scripture. Therefore church should provide courses in Bible study,
which will include books from Bible, doctrines, theology etc. Church can also have adult bible
classes in Sunday school, Bible study can be conducted anywhere in the church.
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2) Church history, church mission and knowledge about church should be given in order to
understand false teaching.

3) Psychology

Courses on psychology should be conducted to enhance the counseling.

4) Organization and administration

Church member needs to know how to conduct administration

5) Teaching methods through media

Technologies like computer, PowerPoint etc. should be used

6) Witnessing evangelism

Evangelism classes should be based on according to present condition and context

7) Church music: Choirs, church music can make enhance church program

8) Training for specialized agencies: Training agencies for youth to conduct, family counseling,
adolescence counseling etc

9) Training for V B S, peace, justice and counseling

X. Educational Ministry of the church in the Field of Secular Education 6.3.13

Introduction

Initially evangelization was not the purpose of East India co. With the British administration schools
were established to equip and educate people in order to serve in the government. They educated
certain kind of people. With the arrival of missionaries they realized that through education
evangelization could be done. They realized that the recipients’ food and dress should be Indian but
the education system was to follow pattern of British. When the Europeans came, the elite people
who got job in schools were sent outside for higher education. This education rather ended into
consolidation of Hindutwa. Through these schools lots of social evils were eradicated. This was also
the aim of evangelization. Primary aim was to prepare them for administrative level. Then after
independence a lot of secondary schools were established. Higher secondary education was
established at many places. Missionary movement has contributed greatly to the education program
and nation building. Nation building was done by developing the moral character, capacity and skill
building. Missionary education has contributed much to the nation. Educational ministry of church
has contributed to the secular field of education.
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1. Role of Christian education in Primary and secondary level

British and European idea of education for India had ulterior motives. They wanted to bring European
education or service in to the Indian masses to educate the certain elite groups to serve in the
administration. European education brought enlightenment, but at the same time it also enlightened
the Hindu elite groups who could later consolidate themselves and they upheld the tenets of
Hindutwa. The idea behind the education was to make the country Christian as they thought they will
continuously rule. So they thought let Indian be Indian in dress and food but European in taste and
mind.

With that purpose educational activities were enhanced and primary schools were opened.
Missionaries planned to teach modern science and similar subjects and moral values along with
religious teachings with a view to eliminating the blind beliefs and superstitions in the native Indian
society. Many missionary societies started their activities to form new social and religious order but
they failed to some extend in their goals because missionary activities were not appreciated and there
was an opposition to evangelize. Keeping the multi-dimensional purpose in mind the education
activities were carried on and the purpose was evangelization i.e, preaching and social upliftment i.e
liberating. These missionaries began educating Indians and incidentally became the pioneers and
promoters of modern Indian educators. They became leading academic institutions in the country
with both secular and Christian affiliations. So education was understood as a tool to evangelize, bring
social change and social upliftment .

Summary

Through education the nation and society experienced a social upliftment. The main purpose of East
India Co was evangelization. In between elementary schools were opened. Grant in aid was given.
Teachers were given training in England. Their aim was to evangelize Indian minds through education
but it did not happen rather it became the consolidation of Hidutrwa in India. Missionaries began
educating Indians and incidentally became the pioneers and promoters of modern Indian education.
Leading academic institution both secular and religious came to existence with Christian affiliation
and this ended in the nation building.

Role of Christian Education by Missionaries 07.03.13

Baptists played a major role in educating India. They brought new hope in social, political spheres and
from the beginning missionaries had considered it as a moral duty to educate the native. They hoped
to promote education as preparatory step for the reception of the gospel. They established
elementary schools where students were taught to read and write in their own language, later
missionaries gradually opened Sunday schools, village schools, orphanage charity schools, English
schools, industrial raining schools , medical and paramedical schools, teachers training schools ad
theological colleges. For women education girls’ schools were also opened. The main purpose of this
education was make men sense. Christian education or education from Bible was essential in these
institutes.

Their role is also observed by analyzing aims and objectives.

1) The first and foremost aim was character building, which led to formation of social groups
 57

2) Communicate basic religious attitudes: Teachers communicated their faith in their classes and thus
raised the standard of values among pupils. Fr. Fletcher writes that in elementary schools pupils
understood and accepted the virtues of honesty, gratitude and obedience from Christian schools and
teachers.

3) Moral teachings: Moral teaching or moral education is always equated with scripture. Short
passages were to be read in formal classes. Moral lessons were brought out to shape up the character
and standards of students for which Bible is used.

2. Role of Christian Education in the field of tertiary education or college level

The missionary college education meant advanced instruction and most sophisticated presentation
of Christianity to a select audience of higher mental level. Since 1854 many colleges were opened in
Bombay, Calcutta and Madras. Such education was supposed to bring deeper spiritual formation in
the recipients and products from such schools were supposed to form the pillars of the coming
Christian church. The Christian institution not only catered the Christian education and secular
education, simultaneously they raised Christian leaders also. It contributed the growth of the leaders.

Joseph Bara describes development of tertiary or college education in four phases;

First Phase (1818 – 1830): During this period first college, the Serampore College was launched by
British Baptist trio; William Carey (1761 – 1834), Joshua Marshman (1768 – 1837) and William Ward
(1769 – 1823). This college was opened for all.

Second Phase (1830 – 1850): This period deals with instrumentation of western education for
Christian teaching by Scottish missionary Alexander Duff at Calcutta. Serampore missionaries opened
their colleges to all classes and sections while alexander Duff admitted only high class Hindus, By
educating upper cast they wanted to bridge the gap between administrative officials of English and
native administration.

Third Phase (1850 – 1900): The prominence of English literature, philosophy and of western scientific
knowledge continued but emphasis was on evangelization i.e diffusion of Christian knowledge and
principles into Hindu thought of pattern. That is how St. Stephen Delhi College came into existence.

Fourth Phase (Late 19th Century onwards)

By this time missionaries geared up to respond to many ideas and forces coming up from Hindutwa
and Muslim community. It was this period independence was sought and achieved. There was a need
of nation building. Through Christian colleges consolidation of community building took place. At the
same time the missionary church metamorphasised or transformed into national church by 1923.

During this period they sought God’s presence and guidance of Holy Spirit in receiving and relocating
the vision that led to the establishment of institutions of higher learning. This intended to strive
towards establishing a new just society. English education has contributed major portions in
upliftment of adivasis, Tribal and women in India. Before that these groups were harassed and
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deprived of their rights by the high cast people in the Indian society. With the coming of British and
Europeans the face and political life of the society changed.

British thought if the local people are not educated they may remain rebellious. So with the dawn of
education came the realization of their present position as well as the lawful rights and privileges.
This is effective side of realization.

Mission schools and colleges have produced excellent workers for all fields and the majority of the
political leaders and institutional heads learnt from these mission schools. Various types of Christian
education provided skills like teachers training, technical, weaving, agricultural, nursery school etc. so
in the area of development Christian education contributed towards socialization and also in the area
of economic development.

4. b Group Dynamics 14 3 13

Group works give better knowledge. It brings change in attitudes and makes life easier. Group
dynamic is applied to all kinds of group activities, but it is focused to a study of forces at work, engaged
for common task.

Group dynamics indicates two things;

1) It denotes the group center activities

2) It identifies all psychological inter relationships in a group and group behavior.

This is used with adults and has been proved as effective means to impart Christian education. Within
group individual seeks to satisfy their own urges. Adults have concepts of themselves, their needs and
they tend to reject any threat to their security. But if adults are in group that accepts them as they
are, then they tend to accept other persons with in the group. This acceptance or belongingness
breaks down the barrios of communication. This brings to people Christian experience of redemption.
It means in a small group people freely share, express and learn from others. This helps them to grow
in themselves and have better meaning of life. In a group or in a formation of group accepting others,
understanding each other, forgiving each others are the heart of Christian religion.

Historical account

Since 1920 onwards social scientist started gathering information about group of life that is size,
ability to solve problems and its effect on productivity. In 1930’s this research were designed under
Ronald Lappet and Ralph white, and it was found that democratic type of leadership in a small group
was more productive and provided more interpersonal relationships, personal growth and group
maturity.

Relationship of group dynamics and the church

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Church exists in relation to God and for God but God transcends all methods of communication. There
are 3 points which understand assumption of the church and group dynamics have general
agreement.

1) Every individual has dignity and self-worth. Though people differ in ability personality and interest,
they have equal rights and they deserve equal respect. Each individual is free to participate according
to his/her ability; each is expected to respect the feeling of others and to work cooperatively with
others for common good. Group dynamics also affirm these principles. Church upholds the dignity of
man. Man was created or made in the image of God. Thus man needs to be respected and respectful.
One person cannot violate the dignity and respect of others. Each individual is valuable in the sight of
God. This is the central affirmation of the church according to John 3:16.

2) Man has the capacity and responsibility to plan his corporate life. Group dynamics functions on the
assumption that man has the capacity to apply his intelligence to the problems at hand to create a
better life for him and that man can control his/her human relations. The church is not so optimistic
about man’s ability (because church believes man is a sinful person) to create a good life, yet church
works to bring about better social life by involving in political affairs.

3) Man finds his deepest satisfaction and develops his/her interest and finest potentialities in a group.
The healing, elimination of man’s fear, anxieties and frustrations comes out in a group were he is
respected and accepted. Family as small unit in communities is such places were this emotional
aspects of human beings are taken care of and controlled. For e.g. HIV patients. If HIV affected people
work with HIV patients as counselors or helpers as caretakers then the result will be more effective.
As the body of Christ, church is confident about the transforming and transmitting power of the group.
Matthew 18:20 says “where 2 or 3 people come together in Christ name, he is present there “. Holy
Spirit causes individual to work for or in the body of believers in koinonia or fellowship of the church.
In the fellowship one Is nurtured and a new life is formed. According to, Galatians 5:22 the fruits of
spirit are found in such groups.

The use of group dynamics in Religious Education in the Church

The utilization of group dynamics can be seen in 4 major areas.

1. Teaching

Group dynamics is used in teaching with affirmation that the learning is broadened with change in
attitudes, values and behavior of the learners. For this there are certain underlined factors observed
in using group dynamism.

i) Class or group should decide curriculum or subjected material. Teacher helps clarify students their
needs and interests. After this they should decide on the course or educational experiences. Group
should do some researches and form working group or committees about the topics or problems and
report it to the group.

ii) Teacher is a stimulator, guide, coach, and friend. His responsibility is to create atmosphere in which
learning will take place. Teacher’s responsibility is to accept individuals as they are with their fears,
potentialities, frustration and criticism
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iii) Teacher is to see the possibilities and opportunities for mental and emotional growth. The specific
use of group dynamics depends according to age, social class, maturity, educational goals and
educational attainment of the class. Group dynamics is used with methods related to group process,
for e.g. role play and drama etc.

2. Group work/Group task/ Group process

It is task oriented. Group starts the discussion about the nature of the task or problems by defining it
in their own terms, and then they work on the problems, contribute on experience and knowledge.
Special form of group process is called workshop. A work shop is a place where something is made
and new ideas are brought. Those who do this are peers, each with talent and common interest.
Workshop meets daily or for a certain period. Some formal lectures or presentation can be scheduled
in workshop.

2. Group work

Group work can be conducted with the interest and support of youth fellowship. It is a program where
group plans and leads activities. Leader helps set their goals and proposes that. It should be clear and
each one should understand their role in the church.

3. Leadership

Leadership can be related in two ways; -

i) Leadership is the function of the group. It is a role played by many, at different times for the welfare
of the group. Leader is the central person.

ii) Leadership as to serve the functions

There are different functions and responsibilities a leader can play .Different responsibilities

can be divided among different leaders like taking leadership in workshop, food serving, receiving
the delegates, accommodations etc.

4. Evaluation

When group work is undertaken witnessing group dynamics and evaluation is must. Evaluation is the
process of analyzing the outcome of the program which is usually done at the last.

VII. Role of Family in Christian Education 19 03 13

We need to understand Christian education in terms of family. Christian education is not only helping
people to know people, but helping people to know Christ. It also helps to transform the attitude and
behavior as expected by law. Because of this, various agencies have been established in church like
Sunday school, youth fellowship and women fellowship to help people know Jesus Christ according
to the expectations of the lord. This is the ministry, function and mission of the church. Mission of the
church is to save the soul through educational ministry. Family is the unit of society and church. If
anything has to be done it has to be done at the grass root level. The concept of family has high value
in the sight of God. It is the family that brings God’s character to children. Heavenly father is revealed
to children through earthly father. God’s relationship with Israel was considered as father and son
relationship. The attributes, the pattern of Christian family or home is revealed or portrayed in O T
 61

Deut. 6:4-9 & in proverbs Ch. 1. God holds Christian parents responsible for their Christian education.
But we also find fathers who didn’t play proper role. e.g.- children of Eli and Samuel.

Mothers taught children at home. The first influence child gets is from home. Home protects child
from all kinds of danger. Bad friendship, bad literature, bad T V program all can enter home. Home
plays a major role in shaping the value of children. Family and parents must create an atmosphere
which influences and develops all values of child.

1. Worth of the child in the family

Children are given to us as gifts from the Lord. They belong to God. We are responsible to children as
stewards. We also know that children bring joy to the family. They believe that child is created in the
image of God. Child deserves love and acceptance both in the family and society. Child has a dignity
and right to deserve that dignity. It is the task of parents to raise the children though it is a difficult
task. Majority of Indian parents are not educated. So it is the task of the church to educate their
children, help them learn by imitation and reputation and create and environment in the family for
them to grow.

2. Value system of the family

Values are attitudes which become standard to judge oneself or one’s character, attitudes and
behavior. Value system of the family should be according to biblical values. Values are thought not
taught. Through behavior we have to inculcate values in child, which can be taught orally, to create
commitment, dedication and establish values in his life. We cannot help a child to grow with values
and develop the inherited values if we continue to criticize the child. Nature of prayer, value of team
work, value of relationships, value of encouragement, value of honesty and Value of respect are to be
developed and created in the child. If the child learns all these values it will help to improve his/her
behavior in the society, church and family. Teach children the value of accountability towards money.
If child is deprived of money or greedy for money, both will affect the inculcation of the child

Value of truthfulness

Parents need to teach children the importance of practicing, honesty, sincerity and integrity Parents
should encourage them to be truthful and abstain from telling lies.

Nature of service

If the child is encouraged to practice service minded approach, attitude of help and service, that will
develop the personality of the child. Likewise value of faith, value of forgiveness and value of morality,
integrity and value of gentleness and modesty in conduct and behavior also should be taught to child

3. Spirituality and Christian family

Spirituality is understood in many ways. Spirituality is viewed as our actions and behavior which
connects us to God. Spirituality is an inner connectedness, where with horizontal and vertical
relationship is established between God and human being, based on the scripture. Spirituality is
viewed as against aesthetic philosophy; aesthetic thing is a kind of denying God.

Challenges of secularism are denial of secularism. It should be spirituality of parents and adults which
should attract children to the spiritual life. We have to guard our children from denying the spiritual
life
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4. Family worship and Christian Education

Individualism encourages private devotion. What I feel is justified is a morality. Family worship must
bring the presence of God in children. Worship helps to bring the presence of God and unity in the
family and among family members. Family has to perform the following functions;

i) It should give interpretation and direction of the entire coordination.

ii) Realize the sense of transcendent on God through family worship.

ii) To direct the energy of the child in God’s direction.

Christian education in Christian institutions 21.3.13

Caste, poverty, and patriarchy all these issues are causing lot of unrest in the society. It violates the
human rights, So Christian education has to be meaningful and relevant. In what ways we can make
it better should be analyzed;

X. 3. The role of Christian institutions in fostering justice, peace and integrity of creation

Siga Arles has written a paper on “transit missiology”. In his paper he makes it clear that the church
has a definite biblical mandate, to work for the welfare of the world and biblical human community to
establish safety and goodwill.

For him transit missiology carries this challenge for peace and justice for all. He says transit missiology
has to locate the right method to establish peace and justice within our world order.

The areas which are in need of peace are; individual, community, nation, human, nature, relation of
human and God, exploited and hurt and also peace to wrong. All creatures come under this category.
The Christian educational ministry has tremendous role in establishing peace. Educational ministry
has to help us remember whose people we are, discern what we are and what we are to do in this
world. In the world full of exploitation, oppression, injustice and, absence of peace, we have to have
social education which comes in groups with human social situations. Christian organizations
institutions and seminaries can play a vital role in bringing peace, justice and integration.

Peace and Justice

Peace: Peace refers not simply an absence of war. Peace is a condition to be realized by individual
and society, so it is inner as well as social (outside). According to Ian and Harris, the Hebrew concept
“Shalom” implies wholeness, prosperity, wellness, welfare, security and happiness. These are all
contains peace. In contemporary world understanding of peace varies within country, culture and
nation. Peace varies even in the religious groups.

Justice

Justice is of two types

i) Retributive justice: It refers to criminal justice system or legal system. In this justice system, crime is
the violation of law and state. Justice establishes claim through administrative penalty. Administrative
penalty is between the victim and offender.
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ii) Restorative Justice : According to this, crime is violation of people and their relationships. Justice
identifies needs and obligation. So that the right can be done through a process that encourages
dialogue and involves both victim and offenders. Restorative justice tries to restore justice which was
offended. It sees relationship is restored, offender and victim are reconciled.

Christians should do justice, but should not demand justice. What we need is given but grace of Lord
cannot be obtained. Only justice can be given. It is grace of God which meets our need. We
Christians do not demand justice but demand only grace, for us grace is needed more.

Justice is required to experience peace.

Christian educators are busy with developmental psychology. Even our Christian educational
institutions are not fostering social reformation. It is also found there is diversity between social
action and pastoral ministry. Social service is a charitable work.

All parish ministries don’t encourage social action. However educating church, need to develop a
pedagogy (Teaching methodology), that is dynamically linked with liturgy, worship and praxis –
practice in practical life. Congregation needs coherent pedagogy which empowers ministry in church
and society.

Components in Peace and Justice

I. Pedagogy (Liturgy and Practice)

It is also known as teaching methodology to foster peace and justice.

1. Worship:

What is the relationship between worship and education?

In this method lexionary is transformed or changed with inclusion of social aims. These aims should
be liberating and reconciling.

2. To foster peace and justice:

We need to promote culture and peace. The culture of peace has to impress itself on persons,
groups, communities and societies, nation and states and the entire world. It also should be a
practical process that imparts in all area of human life and activity. In practice, it implies various
level of interaction, a culture of peace, developing alternative means of violent conflict and
resolution without conflict.

At every level nonviolent conflict resolution is required. This has to take place in schools. It has to
take roots in culture of people. A proposal for culture of peace was provided to the “International
conference on education” in Geneva, at center of W C C in 1994. It has made following suggestions;

1. Training and practice of conflict resolutions and mediations in school system among staff and
students and through community involvement to the rest of the society.

2. Linkage of school activities and ongoing activities in the community to participate in the
development. School one which promotes culture should not be alienated.
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3. Incorporation of curriculum of information (what is happening) about social movements for

peace and non-violence.

4. Developing sense of communities not only to all people, but also to all life on the planet with an
aim of preserving the culture.

5. Systematic review of renovation of curriculum to ensure an approach to ethnical, racial and cultural
differences which contributes to the enrichment of the common good for all.

6. Systematic review and renovation of teaching of history. An emphasis should be given to non-
violence and social change (Nelson Mandela, Luther etc.)

7. Teaching science in terms of its relation to culture and science, as a tool for peace and cooperative
development.

8. Justice, necessary and an essential component for any authentic and stable peace.

Hence, the education for justice will seek to increase people’s knowledge of injustices and
inequalities, and it helps create a critical consciousness which turns grievances and guilt into hopeful
and constructive action.

II. Freedom

Authentic freedom is an essential for social justice and must be understood in social context.

III. Harmony

Harmony is the result of dignity and identity that justice and freedom brings. The culture of peace
must embrace both vision and process to become a movement. Working for harmony should become
a mission.

Method for Peace and justice in Christian Institution 22.3.13

This is known as peace education and this peace education can be implemented in the schools to
foster peace and justice. Peace education is both philosophy and process. As philosophy it upholds
the value of trust, care, love, empathy and belief in the transformative power of non-violence
approach.

As a process it involves the skills of the problem solving and its inherent component of listening,
dialoguing, seeking, and mutually acceptable beneficial solutions.

The role of educator in the peace of education

Educator uses the philosophy and process in formal curriculum and hidden curriculum. In the
curriculum, above mentioned things must be mentioned.

And he --------- begins with where students are, especially with regard to understanding peace.
Educator is model as well as mentor, educators have key role in developing condition to seek
compassion and non-violence.
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Educators should also prepare an environment that allows peace loving, instinct of young people to
flourish. This concern could be concern for other human being also and for aversion to violence. This
may lead to desire for harmony and freedom with o others.

What is learning?

During teaching and learning educators should take special interest in the learning environment and
children needs to learn ways of peace. Peaceful and warless world cannot be dreamt alone with
information and intellectual virtues, but with self-discipline, making aesthetic approach to education
for developing man’s and women full humanity also. The learning has to be intentional and planned.
It should create trusting environment between teacher and learner. Teach within truth finding
process. Student is not passive recipient of knowledge but student is a subject who can be engaged
in bringing peace and transformation.

Principles of Peace education

There are five principles of peace education

These principles provide democratic learning experience in the class room environment for setting up
peaceful class room where students practice and learn behavior conducive to create peaceful human
society, this can be used at home, schools and community learning situation.

1. Building a democratic community

In this principle people have to learn to live without resorting to destructive violence. In Global
community People learn to live with each other to achieve those goals. Program should be based on
people’s interest and experience. Teacher works with students to determine class rooms’ limits and
agreed upon accepted behavior. In this principle everyone is encouraged to share their own
experience with violence.

Adult share and discussion: Teacher guides the discussions and seeks that everybody’s points is heard
or listened. Educators show warm love, care and concern for students.

Method in this democratic principle is dialogue - share conflicts and search for peace. Teacher also
shares own experience and offer options, opinions as hypothesis. Teacher helps students discover
their own joy of learning, and also discovers ethos for caring self, others and world.

2. Teaching

Teaching is cooperation. Teaching takes place in a cooperative atmosphere. This can be done by
following ways;

i) Forming skills: In this kind of skills, students work with each other and develop in them an attitude
of cooperation.

ii) Functioning: In this managing the group to complete the task, maintain effective working
relationship.

iii) Formulation: Formulation is a different understanding of material being studied. It is also the
gathering other views and contributions.
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iv) Fermenting: Fermenting is analysis of what group has accomplished. It is critiquing material,
integrating variety of different points of view. This is also to reach high level of conclusion with
demands, with intellectual rigor and debate.

The above four points are to manage conflict

III Developing Moral sensitivity

Caring for others and being sensitive is the basis of morality. Each one depends upon other for the
completion of the task. Moral sensitivity is a sensitive approach and care for others. This promotes
sensitivity for cultural and ethnic differences. The highest stage of morality is non violence. Educators
have to develop this kind of moral values in class rooms. This can be done by setting up class rooms
that are respectful to others and concerned. It is a class room where need and interest are taken care
of.

IV Promoting Cultural thinking

Thinking is the urgent or important work of the species that has responsibility for its survival. Problems
of war, terrorism, communal riots have reached to their current level because people on power are
not thinking strategically. Maths and science can be dealt in a different way, while real life problems
are rarely settled in rational manner. Real life problems can be settled in mutual understanding.
Students need to understand the problems of human beings and needs to do problem solving. At
cognitive level problem solving cannot be done but it involves love, care and concern.

V. Promoting self esteem

Peace education aims to overcome powerlessness, so that students can successfully address the
problem created by conflict. In these sorts of solving the problem, past experiences to resolve conflicts
helps like ability to cope up stress, feeling, optimism, self-confidence, and feeling of responsibility for
the well-being of others.

Fear makes people powerless. Sharing this with peer group empowers them with self-esteem. People
can be empowered in various ways. This can be done through, service, learning, internship
opportunities for advising and counseling

Educating for peace and justice (Second methodology)

In the education process following major three steps are involved;

1. Creating awareness: (1st step)

i) In this process of awareness, teacher needs to create an awareness of own giftedness. Teacher
should enable the learner to foster own talents.

ii) They need to be aware of peace, justice and issue

iii) Awareness of human and consequences. Our people need to know any problem which comes and
need to realize that behind each problem there is a decision or a hidden agenda.

iv) Manipulation, propagate through media

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Why evil and injustice exists?

We know Christians cannot tolerate injustice. Likewise Christians cannot stop injustice also. Our
people should know the reason for injustice. They need to be aware of church teaching, what church’s
position on social issue is and the strategy of how social changes take place.

2. Concern (2nd step)

a) Concern is an effective goal. Generating compassion and feeling has to be done through various
ways, through biblical, liturgical, contemplating prayers and fasting.

b) Be in touch with the advocates of justice. There are people who are very clearly with their
personality and potentiality. Those people can be invited to speak by being touched by the act of
injustice and violence.

3. Launching Action i. e behavioral role engaging into action (3rd step)

a) Action of direct service, as well as social or structural change. This can be work of mercy. Structural
changes lead to social action.

b). Action that focus on local issues at local level and global level.

c). Action that can be done within home or school

Within action – Issue to start with

1) Start issue that speaks to participants’ felt needs. If the participants have some problem starts with
that.

2. Start with issues that victimize the participants.

3. Start with a limited number of issues

4. Whenever possible allow participants to help determine which issues are to be studied which will
also help them in making decisions.

Liberation methodology of Paulo Ferro

1. Conscientization : Within conscientization the task is to make people become conscious of their
reality of suffering

2. Praxis – Praxis is an action and reflection methodology of an act

3. Problem posing methodology

In this step the problem is exposed and solution is searched.