Articles

What Christian Educators Can Do in Public Schools

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What is commonly believed that the People of God Can’t Do in Public School What God Can Do with and through His People in Public Schools Implications
The people of God can’t

pray in public schools.

 

 God’s people can pray without ceasing in public schools.

 

 

 

 

 

 .         pray without ceasing 1 Thess. 5:17

·        The Scriptures do no prescribe public praying

·        Prayer is inward, not outward

·        Nowhere is it recorded where Jesus prayed with someone

·        Jesus practiced praying for people, not with people

·        Prayer is a matter of conversing with God, not with students

 
The people of God can’t share the love of Christ in public schools

 

 

 

 The people of God can show the love of Christ in public schools ·        Let your light so shine before men, that they may see your good works and glorify your Father in heaven. Matt. 5:16

·        Having your conduct honorable among the Gentiles, that when they speak against you as evildoers, they may, by your good works which they observe, glorify God in the day of visitation. 1Pet. 2:12

·        Providing poor children with a life altering education is a good work that honors Christ and shows His love in the same manner as feeding hungry children.
The people of God can’t use a biblically integrated curriculum in public schools (a written curriculum). The people of God can live biblically integrated lives in public schools (a living curriculum). ·        Transformation is not limited to a matter of precept upon precept, but also life on life.

·        There is an abundance of Christian testimonies of lives that were impacted and transformed in public schools.
The people of God can’t lead a child to Christ in public schools. The people of God can be used by the Spirit of God to lead a child to Himself in any place at any time. ·        Being in a Christian school is no guarantee that a child will come to know Christ.

·        Being in a public school is no guarantee that a child will not come to know Christ.
The people of God are limited in what they can do in public schools because God was kicked out of public schools. God is omnipotent and omnipresent He can use His people in any way in any place at any time. ·        The psalmist stated, “If I ascend into heaven, You are there; If I make my bed in hell, behold, You are there.” Psalms 139:8

·        God does not inhabit institutions or buildings; He inhabits His people.

·        Now thanks be to God who always leads us in triumph in Christ, and through us diffuses the fragrance of His knowledge in every place. 2Cor. 2:14
The people of God can’t declare truth in public schools God’s people can live truthful lives by their examples of godliness ·        But he who does the truth comes to the light, that his deeds may be clearly seen, that they have been done in God. Jn. 3:21

·        The truth can be lived in any place at any time

·        Just as a person can live a lie in any place at any time
The people of God can’t do ministry in public schools When God’s people are filled with and led by His Spirit ministry takes place wherever they are. ·       Now thanks be to God who always leads us in triumph in Christ, and through us diffuses the fragrance of His knowledge in every place. (2 Cor. 2:14)

·        that even if some do not obey the word, they, without a word, may be won by the conduct of… (1Pet 3:1)

 

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Christian(s) Schooling 2.0

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A compelling reality confronts Christian educators today that at the same time poses a great challenge and a great opportunity for Christian schooling. The challenging reality is that many Christian schools are struggling due to the lack of resources needed to effectively educate under-resourced and educationally vulnerable children. In all too many instances it is a case of the dying trying to give life to the dying or the under-resourced trying to supply the under-resourced; not much unlike the blind trying to lead the blind—the fate of one inevitably leads to the fate of the other. At the same time, most suburban Christian schools are beyond the financial and physical reach of most low and moderate-income families or inaccessible for other reasons. Read more

Educating to God’s Glory

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God’s educators don’t educate children who are disenfranchised, different, or disadvantaged because they need educating; rather, they educate children to glorify God because He wants us to do so. God’s people have been instructed to order their lives in such a way that everything is done for His glory. When David fought and killed Goliath, he did not do so because Israel needed deliverance. He clearly stated the reason and motivation for his actions.

All this assembly shall know that the LORD… (1 Samuel 17:47) Read more

God’s Heart for Children

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Most of the references to children in God’s word are children in need of help (miracles). There are more than 70 references in over 300 verses to children with needs. They were destitute children, children who were doomed to death, children who were put to death, demonized children, children who were eaten, diseased children, and dead children. Also, most of the references to children in the Bible are children living in single parent homes (fatherless children). Whereas the scriptures make only about a dozen references to children who had no apparent need such as the boy with the fish and loaves that were used to feed the 5,000. Read more

God’s Miracle Workers

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Jesus’ introductory address was about people in need (Lk 4:18, 19); His final assessment will be in reference to people in need (Mt 25:31-46). When He sent the disciples out to proclaim His kingdom, in every instance they were to address people in need.

And as you go, preach, saying, ‘The kingdom of heaven is at hand. Heal the sick, cleanse the lepers, raise the dead, cast out demons. Freely you have received, freely give. (Matt. 10:7) Read more

Biblical Examples of a Three Dimensional Educator

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God’s word is replete with three-dimensional educators.

In the Old Testament God raised up three-dimensional educators to equip His people with what they needed to know, to believe, and to do in worshiping and serving Him

Bezalel was such an educator whom God describe as an artisan.

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TEACHING TO THE FULL

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When it was evening, His disciples came to Him, saying, “This is a deserted place, and the hour is already late. Send the multitudes away, that they may go into the villages and buy themselves food.” But Jesus said to them, “They do not need to go away. You give them something to eat.” Read more

LIVING CURRICULUM

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As an educator, there are two parts to the story of your life—the story that your life is telling to your students and the story that is being written in their lives. One is the story you intend or hope to tell and the other is what is actually interpreted and internalized by them. The same was true of Jesus with His students (disciples). Jesus wrote such a story on His disciples’ lives that even their critics were able to read it clearly. In other words, He left His mark on them.

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PRAISE AND PRAYER

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God had compassion on the city of Ninevah because in it were more than one hundred and twenty thousand persons who cannot discern between their right hand and their left. (Jonah 4:11) They were the ones who moved God to pity and to spare the entire city on their behalf. I asked the Lord what would have happened had Jonah continued his course in the opposite direction. Would the city not have been spared? Read more

THE THIRD DIMENSION IN EDUCATION

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For nearly 50 years this nation has embarked on a concerted effort to educate children with a particular concentration on poor children, children of color, and children who are educationally and socially disadvantaged. These children are summarily referred to as educationally disenfranchised. The nation has spared little expense in its endeavor to address the educational plight of this student population. America’s schools and colleges of education are among the best in the world at teacher preparation and credentialing. This nation reportedly spends 19 billion dollars annually on professional development designed to hone the teacher’s classroom instructions for effectiveness. Despite all this, for educationally disenfranchised children the results leave much to be desired.

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