There are four issues this post will introduce that are important for all teachers in grades Kindergarten through 12th grade. However, they are especially vital for those of committed faith to Jesus Christ. The first is the changing rights and responsibilities of committed Christians in public school. The second issue is the use of paradigms (ways of thinking to explain or predict) that validate the faith in God of students without crossing the line into establishing religion in the view of the education code. The third issue is the Christian view of earning the right in students' eyes to lead them in the classroom. Finally, there is the issue of working relationships with administrators, colleagues, and parents or care givers.
Yes, books have been written about each of these topics. They have been the subject of college courses. The unique feature of these four issues is that they can all be related to the living faith relationship between a Christian teacher and his or her Lord and Savior. In the public school there is a hostile environment to "religion" and the expression of religious belief. It is possible to separate the appearance of religion from state, but it is impossible to separate faith from state.
It is impossible for the Bhuddist teacher in public school to think and act other than as a Bhuddist for an indefinite period of time. They may not invite pupils to their place of worship, but they act upon what they actually believe every waking moment of their day. The same is true of the Muslim teacher, the conservative Jewish teacher, the agnostic or athiestic teacher, and of the committed Christian teacher. How could it be otherwise? It is in fact impossible to separate faith from state and if it were attempted by law, then the law would be a form of genuine persecution that violates the US Constitution's first amendment: "Congress shall make no law establishing religion or denying the free exercise thereof."
Therefore, the rights and responsibilities of Christian teachers as well as of other religious faiths, has been outlined in law. All teachers should be aware of these. However, the issue here goes beyond the concept of agreement of law and the subject of religion. The issue presented here goes to the way of thinking a teacher expresses in the classroom to their students. Law may be used to direct teachers to teach contrary to their faith. How shall we address this aspect of the issue? The answers are not easy but need to be explored.
The issue of using paradigms follows from the first issue. This has been going on from the begining of formal education. The communists of the 19th century identified the major role of public education to be "socialization" of students. The Puritans of Massachusetts had in mind to teach children to read for the purpose of reading the Bible. All societies wish to pass more than facts and skills to their children. They also want to teach values. What values? Ah, the values in which we have faith. In today's pluralist American culture, there is conflict among these values. How can ways of thinking (paradigms) be used to support faith in God without teaching "religion"? The answers are not easy but need to be explored.
The most difficult issue for any teacher is often discipline in the classroom. We educators know that learning cannot be optimized in an unruly class environment. Teachers have legal authority to carry out their responsibilities. However, they also need the moral authority that comes from the willingness of the students to be led. Fortunately, the Bible has the ways of thinking to avoid much rebellion and to supply much bonding. These too, need to be explored.
Finally, it is my contention that Dr. Dobson and his colleagues are correct when they have said that we can only do two things during our waking hours. We can either relate to some one or we can achieve some thing. I believe that all achievement can somehow be attributed to relationship to another person. That is the essence of education. And, that principle is the basis for the absolute need for teachers to know excellent ways to relate to their administrators, colleagues, and the parents/care givers of their students. Thank the Lord, there is the "paradigm of other" This paradigm needs to be explored to get the best answers on this issue.
Obviously, more explorations on these four issues will follow.
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