Worldview Principles of Education
1. God is omniscient.
That is, God knows all things.
“In (Christ) are hidden
all the treasures of wisdom and knowledge” (Colossians 2:3). “In
the beginning was the Word, and the Word was with God, and the
Word was God” (John 1:1). Man could not think had not God
created His mind. No man can ever think a thought that God has
not thought of before he did. Therefore, no thought of man can
ever surprise God. Most Biblical theologians have concluded that
the image of God of Genesis 1:27 is man’s mind.
that man learns has already been known by God.
No more important statement can be made about education.
Education is seeking God’s thoughts in whatever area that man
pursues. The beginning of knowledge begins with the
knowledge of God, else everything learned has a false nature
about it, even though that knowledge in isolation from any
reference to God may be greatly pragmatic. (Link)
God has revealed His
mind to us in the 66 books of the Protestant Bible.
Do not let the familiarity of this truth slip by too easily. The
Creator of the universe, who is omniscient, who knows everything
fully and completely in a way that no son of Adam ever will, has
spoken to us! He has given us the only
source of truth that we
will know in this earthly life. Thus, the Bible is the most
important book that we will ever study.
“The end of learning,”
Milton, “is to repair the ruin of our first parents by regaining
to know God aright, and out of that knowledge to love Him, to
imitate Him, to be like Him.” Quoted in Clark, A Christian
Philosophy…, vii (below). “… A revival of godliness will
always produce a revival of learning,” (Douglas Wilson,
Antithesis, I(4):35, “Apologetics and the Heart”).
This Biblical education
is far more comprehensive than many Christians might perceive
initially. Biblical education includes Bible study, theology
(including systematics), and everything in worldview
(much of which is on this website). It is not the simple Bible
teaching that many Christian schools and colleges have in their
curriculum. In too many areas, such as, civil government,
economics, law, sociology, crime and punishment, and mercy
ministries, Christians speak and behave with little difference
from the non-Christians. For example, the foundation of law in
the United States descended from English Common Law which was
the implementation of the Law of Moses. Few Christians of any
age seem to know this fact of history and law.
Some Christians have
bought the notion that tradition and “classics,” apart from a
compete Biblical education and worldview, are adequate for
primary and secondary education.
“The chief end of man is
to glorify God and enjoy Him forever” (the First Question of the
Shorter Catechism of the Westminster Confession of Faith). Our
God will “have no others before Him” (First Commandment). Thus,
this notion is seriously erroneous. The moral power of God’s
instructions to mankind directly from His Word, or its logical
deduction thereof, is infinitely greater than His word being
diluted through the moral instruction of men divorced from His
The highest goal of
Christian schools should be to give students the best tools
possible to study and learn the Bible.
If the Bible is the only truth that man will ever know, then the
Bible should be any student’s most important object of study.
Most, if not all Christian educators, struggle with what to
include or exclude in the curriculum. If study of the Bible
is not their highest priority, no other education matters!
The Bible tells us truly and practically what is necessary to
obey God, love our neighbor, and love God with all our “heart,
soul, mind, and strength.” No other study can accomplish these
2. Education is simply
learning some knowledge or skill that one did not know before.
In fact, one could say that most education that occurs is not
within a formal process. Skills include not only motor
functions, but methods of reasoning, such as, logic, scientific
inquiry, and rational thinking. See Logic, etc. below.
3. “Education” has
become synonymous with formal education: primary, elementary,
college, and graduate.
There is the conditioned attitude that once a person has
finished high school, college, graduate school, or ____________
(fill in the blank), his or her education is completed. Sure,
there may be some knowledge required for a job or other
activity, but basically one’s education is done. This attitude
is wrong. Actually, once one finishes the “ticket” to job
requirements, which is what formal education primarily is
(beyond “reading, writing, and arithmetic”), then one’s attitude
should be that I am free at last to study what is really
important (as what is discussed among these summary principles).
One example is the
oversold value of college education.
4. This notion of
completed education is perhaps the most deadening blow to the
Church and the Kingdom of God.
There is virtually no expectation of Christians in their
churches to know more than a simple understanding of the Gospel
(and sometimes that is not even required). Sure, there are
“Bible studies” and Sunday School, but there is no defined
curriculum for the church member (Christian) to achieve.
Seminaries have established curricula for ministers, and some
“full time Christian workers,” but “laymen” have no such course
of study. No wonder that the church in the United States and
other parts of the world is virtually irrelevant to
social justice and can
only offer “fire insurance.”
Yet, never in the
history of the Church have Christians had the resources that are
These include the Internet, books, CDs, audio tapes, distance
education, etc. A Christian can get a virtual seminary education
without ever leaving home!
Even so, considerable
discernment is needed.
In a real sense, there is too much material available. Materials
with great-sounding labels can be superficial and even
Biblically erroneous. Christians who want to engage in serious
study should consult their elders and other mature Christians.
Why waste time studying that which is not the most Biblically
based? Many of us can point you to only a few books that will
give a lifetime of information.
5. Education should be
a life-long and continuing process.
Every business man and professional knows that in some sense to
be and stay successful, he must “keep up” or pursue continuing
education. For Christians, first, there is the notion of
completed education above. Second, after one has been in church
for decades and begins to be part of the “elderly,” then an
observer can see the resignation and lassitude set in. This
attitude seems to say, “I have been there, done that, and there
is nothing else to learn. Anything new is for these “young
always be learning new truths of Scripture.
I have observed Christians over as many as four or five decades
who have really “learned nothing new.” At least, they have
learned nothing new of any consequence. I make this conclusion
from the books that they don’t carry, their lifestyles, their
answers to Biblical questions, and the Sunday School classes
that they attend and accept as sufficient for their “education.”
While every Christian is certainly not gifted to be a Biblical
scholar, our God has given us a book, the study of which is
I would contend that
one’s faith and one’s worship is truncated by a limited study of
The fault lies primarily with those pastors and church leaders
who design or oversee instruction in their churches through
sermons, Sunday School, conferences, and other teaching
activities. In general, Christian in these churches have not had
the role models and examples set before them that is needed to
direct and inspire ongoing Biblical instruction. Of course,
there are those Christians who do have opportunity and do not
take advantage of it.
The active and educated
elderly should be one of the great resources of the Church.
These elderly may be the greatest untapped resource in the
modern Church. Many have retired, their children are gone, and
many have financial resources. They have time and usually more
than adequate finances. Yet, they languish in churches by their
own sense of “retirement” and neglect by the younger people. The
anti-Church crowd has their “gray panthers.” What Reformation
would occur through the educated gray panthers of the modern
Church? I pray and work towards this end!
No person, regenerate
or unregenerate, can achieve his full potential without
continuous formal and informal education.
6. Education is
Virtually no one would consider, especially in this information
age, that he or she could learn everything that there is to
know. So, any area of study is chosen on the basis of value to
the person. All considerations of value are religious. All
choices are religious as they either promote or detract from the
Kingdom of God.
I should re-iterate
here that “religion” and philosophy along with many other words
(cosmology, first principles, axioms, etc. —see “Synonyms” at
synonyms or equivalent to “religion.” James Dewey, who is
considered the father of American primary and secondary
education, was a pragmatist who consciously and intentionally
promoted his philosophy in his educational programs. His
philosophy consciously denied any existence of God, so his
atheism has penetrated all levels of public education in this
country. Unfortunately, it has penetrated the curricula of many
Christian schools and home schoolers.
The study of
epistemology, logic, metaphysics, and ethics (its derivation) is
absolutely necessary to formal education with its basics being
introduced and taught by the end of high school.
Many Christians are lost in philosophical discussions about how
Christianity fits into the way man thinks in terms of these
concepts. Therefore, they are virtually useless in the world of
ideas and ethics except as evangelists (more “fire insurance,”
converting people to a partial “gospel.”) Biblical Christianity
has the strongest and only coherent philosophical arguments of
any religion in the world. However, Christians are commonly
weaklings in true “apologetics.” (Most apologetics that is
called by that name is not true apologetics. See our
7. College education
needs to be re-evaluated thoroughly by Christian parents.
There are many dangers associated with college attendance today.
(A) Children face a freedom of choices for which many may not be
ready in their lack of maturity. Living away from parents and
among peers influences them to make many unrighteous choices.
(B) They face a barrage of philosophical attacks about their
faith from professors for which few have rarely been prepared.
(Of course, this lack of preparation only reflects the
superficial and narrowness of teaching by Christian parents,
churches, and even Christian schools.)
(C) College education
is an enormous expense with questionable spiritual value. There
is no doubt that a college degree gives a person an advantage in
the marketplace of employment. Numerous studies have shown that
fact. However, it is almost exclusive the degree itself that is
the “ticket,” not the education received. There are few
professions which actually use what is learned in college,
unless one become a teacher himself. (See “Training to be a
teacher below.”) Education has become a filter for certain
attitudes and beliefs, not a agent for inculcation of truth.
(D) College students
face a myriad of temptations away from parents and other adult
eyes and under the peer pressure of a hedonistic lifestyle. Many
lives are ruined for a few moments of supposed pleasure.
So, let’s look as this
scenario. Christians send their children into a strongly
dominated humanistic and hedonistic culture away from their
control at enormous expense (usually involving considerable
debt) for an education that is largely useless (except as a
“ticket” to employment). This situation, then, is a serious
disconnect of Biblical values. Even sending children to a
“Bible college” is no “bargain.” Socially, many of the same
pitfalls are there. In addition, few “Bible colleges” teach a
full-orbed Biblical worldview, and many even teach a large
degree of secularism under the pretense of being a “Bible
school.” See Coalition on Revival,
“The Christian World View of
Revitalizing Christian Colleges and Seminaries.”
Dr. James Bartlett in
Biblical Concourse is
putting together an alternative to college, similar to the
program that home schoolers have developed around the country.
For a history of
college education, which began as a requirement for church
ordination, see the reference below.
8. Training to be a
knowledge and skills are required to be a teacher? Perhaps, an
example would best get this idea across. Let’s consider that
someone wants to teach mathematics in high school. What
knowledge and skills are necessary for them to teach (apart from
the simple and narrow requirement of an B.S. - Bachelor of
Science)? The answer is that this teacher would need to know
their subject matter quite well, be able to teach it so that
students would understand, and be able to control (discipline)
So, why do teachers
need the many hours of college credit in psychology, sociology,
teaching methods, history, etc. to teach mathematics?
Once the preparing teacher knows their subject matter to be
taught, everything else can be learned in “on-the-job-training”
under the tutelage of an experienced teacher. How many great
teachers in particular areas for which they are gifted are never
able to teach because they cannot or do not want to take all the
other peripheral subjects? This situation may be a major reason
that there is a shortage of teachers who truly have a talent or
gift to teach children.
presently study psychology.
Psychology comprises a large part of college requirements for
students preparing to be teachers. At the college graduate
level, there is very little difference between the courses for a
Ph. D. in psychology, compared to that of an Ed.D. Virtually
all psychology is based in thoroughly humanistic and anti-God
philosophies. And, many Christian schools require their own
teachers to have these same credentials! See our Worldview
Area of Psychology (link).
9. What American
education is not.
In the light of what Scripture says about education and what is
said in these Summary Principles, American education is not:
the student to earn a good income.
our American system of government and political
freedom (except as it involve re-learning the
Biblical principles that founded this country).
young people a trade.
encourage the never-ending search for the truth.
To put the
student in harmony with the cosmos.
the consciousness of students and train them for
students for prospective careers.
integrate the races.
for the social adjustment of the child.
ahead of the Russians (or the Japanese) in
from Clark, A Christian Philosophy…, page ix,
The failure of American
public "education can be seen in the goals above. The most
primary and important question for any person is, "What meaning
is there to life?" If there is no meaning, then nothing,
including education matters. So, education that does not
address this issue is simply dealing with trivialities—things
that do not really matter.
10. The only unity of
knowledge that can be found is where the Bible is the fully
functional authority of every area.
This was the original idea of “university.” Virtually all of the
universities in the West were founded with the idea that the
Bible gave this coherency. The idea of the Bible as the only
source of truth and unifying knowledge can be found on this site
The only thing about
which the various educational philosophies for the last century
have any unity is their opposition to Christianity.
(Idea from Clark, A Christian Philosophy…, page ix; also
see John Dewey above).
11. Education is not
only what is read or formally taught, but the speech and
behavior of the teacher, as well.
Many parents recognize that children are far more influenced by
what the parents say or do, rather than what they formally
teach. Such teaching and training was used by Jesus in His
short earthly ministry with His disciples. (As the Gospels
record, He taught formally also in the Sermon on the Mount and
the Olivet Discourse, for example.)
discipline in the classroom.
Orderliness and quiet in the classroom are necessary to
effective instruction. How this is achieved is beyond summary
principles. However, many classrooms today are anything but
orderly and quiet, even in Christian schools.
12. Public education is
not a “good” in itself, as highly educated people may be thieves, murderers,
and merciless dictators.
There is no doubt historically that Christianity after the
invention of the printing press, more than any other philosophy,
promoted public education for everyone to be able to read the
Bible in their common language. Yet, public education without
Biblically moral instruction can cause great harm, as well.
“Educated nations cause more evil than uneducated nations.”
(Clark, A Christian Philosophy… , page 10) Adolph Hitler
was able to write Mein Kampf; Karl Marx wrote Das
Kapital; and John Dewey wrote and lectured about public
education which made a culture ripe for the sexual promiscuity
and prevalent abortion that we experience today. See
13. For the most part,
home schooling among Christians is a positive movement.
Home schooling avoids the secular humanism of the public
schools. It allows a designed curriculum (within the laws of the
state!) in which special subjects, such as, Greek, logic, and
Christian history, can be taught. It promotes family cohesion.
It reinforces the morality of Biblical values in discipleship
from parents to children. And, more.
however, often does not have a comprehensive worldview or
The great error of modern Christians is to think, first, that
the gospel is simple, and that they need only a basic
understanding of it. Another great error, is that the Bible can
be comprehensively understood without systematics. In the New
Testament, faith, law, repentance, love, justice, righteousness,
etc. are not simple concepts. Much harm has been done to the
Kingdom of God because of this understanding that is often wrong
because it is superficial. More on this discussion can be found
in the following books.
epistemology, no other knowledge, study, or life activity has
any reason to be pursued.
While every person does not necessarily have to face the
question, “How do I know (for sure, with any certainty), what I
know?,” leaders and teachers who are Christians should. They
need to know how to “fit” Biblical Christianity into the world
of ideas and competing philosophies and religions.
15. The idea of
“vocation” needs to be recognized and brought to the forefront
of the education of children.
“Vocation” simply means “calling.” Placed into the framework of
the Kingdom of God, vocation is the work to which God calls His
own. Let me re-state that. Vocation is the work to which God
calls His own.
There is too much focus
in the modern Church on “full-time ministry”
being the only avenue open
to young people who want to devote themselves fully “to the
Lords’ work.” For example, perhaps the greatest need among
modern Christians, are philosophers. These men and women would
argue overtly and covertly for the Christian faith in the world
of ideas and literature. They would teach Christians in their
areas of work to think and practice their professions
Biblically. Then, there is the need for lawyers, who understand
law as did our American founding fathers. Then, there is … you
fill in the blank! There are great needs in all areas of
Children have markedly
Early in the lives of
their children, parents should begin to notice what activities
their children like and are willing to spend long hours in
participation. Slowly and without force, they should provide
opportunities for learning and practice in these areas.
* I distinguish between
gifts and talents. (Spiritual) gifts are for use in building up
the Church and natural talents (which are also gifts of God) are
for use outside the Church in God’s common grace to all mankind.
All talents and gifts should be for the Glory of God.
16. Freedom of inquiry
is necessary to increase
man’s understanding of God and His world and should be pursued,
as opportunity, financing, interest, and ability present
opportunity. However, freedom of inquiry should not include
areas which violate Biblical morality. And, there should be no
State funding of research activities. Again, the only true
university can be found in knowledge that is founded upon the
17. The State has no
role in public education at any level.
(A) The role of the State is quite restricted, primarily that of
Romans 13:1-7. (2) Since we have already seen that “education is
inescapably religious.” Any function of the State is also
inescapably religious. Therefore, any education that the State
provides is inescapably religious and its concepts will be
taught within its system. What is taught in modern schools has
many examples of this religious nature.
Parents need to
evaluate carefully whether their children should be in public
first glance, private education may be too expensive and home
schooling not a practical option. But, with innovative thinking,
cost-cutting in family expenses, prayer, and consultation with
others will virtually always find an alternative. God does not
want His children educated from “the tree of knowledge of …
evil.” Consider this quote:
education is the parochial education for scientific
humanism. (Joe R. Burnett, The Humanist Magazine,
18. Christian schools
need to re-examine their cost structure.
Christian schools have often modeled themselves after public
schools with their requirements for teacher “certification” and
“education.” They provide for the full range of sports
activities. They provide for labs and other expensive equipment.
And so on.
Christian schools need
to re-examine their curricula.
Many Christian schools are not very different from public
schools except that they teach some Bible studies. All
students who graduate from Christian high schools should be
able, from memory, to give several distinctives of a Biblical
worldview in at least 15 different areas of knowledge.
(Worldview areas may be grouped differently by different
teachers and group, but there is a central core in every list.)
If a Christian school or home school does not achieve this goal,
it is not truly a Christian (Biblical) school.
The Bible is explicit,
and even stark, in its description of the two areas of mankind
and knowledge that exist on planet earth: light and darkness,
good (God) and evil (the world, the flesh, and Satan), and those
bound for heaven vs. those who are bound for heaven. If a
Christian school or home school does not reflect this stark
reality, then it is not a Biblical school and not consistent
with the word, “Christian.”
Christian schools need
Why not have debates with secular schools about creation and
evolution, the evidences for the existence of God, the Bible as
the only truth available to man, the limitations of science, and
the influence of Christianity on the culture of the West, to
name only a few? Why not teach students to write letters to
editors of local papers, magazines, and other publications on
various issues? Why not bring in speakers who have developed a
worldview or ethical system in their profession, as role models
and for what they have developed.? And so on. Our great God has
an infinite mind, why are Christians so stultified in their
creativity? We should be the most creative people on earth!
On the one hand,
repeated studies have shown that the size of classes has no
correlation on the student’s ability to learn subject matter.
While this fact is not a Biblical truth, it is an empirical
study that has been validated more than once. That the size of
the class does not matter in this way may be used to cut the
costs of Christian schools.
On the other hand,
discipleship is an integral part of teaching.
Perhaps, Christian schools can implement large classes for
subject that are more didactic in nature, while preserving close
relationships with student in other areas of study.
19. Whether there
should be prayer in public schools should not even be a question
or concern for Christians!
This question is an example of how wrongly Christians think
issues is whether there should be public schools at all.
20. You are what you
read and value; you read what you value.
Yes, our God is infinitely creative and imaginative without
learning. But, Christians are not. Christians are virtually
irrelevant to the problems of the world because we, first, do
not even recognize how our faith has answers. Second, we have no
idea that we should apply the Bible to these problems. Third, if
we do recognize the first and second, we have no idea how to
apply the Bible to these problems. Why are God’s people so
irrelevant? Because of our education: past, present, and future.
We are what we read, and we read what we value. (For more on
“you are what you read, see the website below.)
One act alone could
bring about the next great reformation: turn off your television
sets and use that time to read the best books on Biblical
theology, worldview, and history.
(Add this change to the “gray panthers” above!)
21. Children should
experience physical labor, “learn to work with their hands,” and
be taught a trade or livelihood.
As we have briefly seen, education is not just “book learning,”
it is learning to live life fully in the service of God. Jewish
tradition has required that a father teach his son a trade. This
requirement is Biblical, as well. “Let him who stole steal no
longer, but rather let him labor, working with his hands what is
good, that he may have something to give him who has need”
(Ephesians 4:28). “For even when we were with you, we commanded
you this: If anyone will not work, neither shall he eat” (II
Thessalonians 3:10). And, there are many other verses from
Proverbs and elsewhere, about being industrious and providing
for one’s family.
All these obligations
require income, and income virtually requires a trade.
Of course, teaching includes making opportunity for a son to
become an apprentice or going to school or college to learn a
trade. (One could make the case that even a son who inherits
sufficient money to live without working should work somewhere.
Money and time have the potential for profligate living. “Work
out your salvation in fear and trembling” is sufficient for
What about a daughter?
Fathers were to provide a dowry to a daughter. In today’s world,
a dowry might be a college education or another trade that a
daughter could work, if she does not marry or becomes a widow.
There are also rather explicit instructions for the Church’s
role in helping women (I Timothy 5:3-16).
All the details about
training for children and their futures is too complex to
discuss here. Our concern here is education of children.
Biblically, parents are responsible to provide the spiritual and
pragmatic education that will allow their independence at the
proper time to leave home and form their own families.
A last word about
working with hands.
These verses (I Corinthians 4:12; I Thessalonians 4:11) seem to
imply that physical labor is “good for the soul.” I am not sure
that physical labor can be made an absolute requirement under
parental responsibility, but certain lessons are taught
experientially from work that is menial and unskilled that
cannot be taught otherwise. Today’s world includes cutting the
grass and other odd jobs around the house and yard that are
beyond the practicality of always being able to hire someone to
22. While “all truth is
God’s truth,” this phrase is frequently used to elevate
theoretical and experimental knowledge (that is not truth) on
the level of Biblical truth, especially by Christians who are
psychologists, scientists, and other professionals.
Thus, it is essential that students learn what truth is and what
is not before they finish high school. See my discussion on this
"All truth is God's truth."
23. Most churches are
neither teaching Biblical basics nor the full Gospel.
The full Gospel includes individual (A) salvation (past,
present, and future), (B) discipline (preaching, teaching,
sacraments, and investigation of overt sin—process of Matthew
18:15-19), and (C) a Biblically complete worldview and ethics.
Most churches leave out the fullness of what salvation is, the
process of dealing with overt sin, and worldview and ethics.
Thus, they are teaching and preaching only about one-half of the
Biblical basics include
the specifics of Hebrews 6:1-2: “Therefore, leaving the
discussion of the elementary principles of Christ, let us
go on to perfection, not laying again the foundation of
repentance from dead works and of faith toward God, of the
doctrine of baptisms, of laying on of hands, of resurrection of
the dead, and of eternal judgment.” I wonder how many churchmen
today can give a clear explanation of those “elementary
24. Perhaps, the role
of preaching should be re-examined.
Not every person who attends worship services at church also
attends Sunday School or other educational programs of the
church. On this basis, ministers should re-evaluate the content
of their messages so that it presents the “elementary
principles” of Hebrews 6 and the full Gospel
defined above. With two sermons morning evening on Sunday and
years of attendance by members, this broader coverage should not
be difficult. Also, congregants should be encouraged to take
notes on sermons and discussion in Sunday School and other
places could reinforce this more comprehensive teaching.
25. Methodology: facts,
definitions, logic, rationality, and axioms.
Over the past several decades, there has been an educational
theory that facts and memorization are tedious and limit
creative thinking. Actually, the opposite is true. The more
options and knowledge that a student has, the more options he
has from which to choose and to build from one or more ideas
into a new idea.
The following are so
brief as to make scholars cringe, yet they need to be introduced
here because they are a large part of what is wrong with the
education of Christians today. These matters are developed more
fully on other areas of this website.
I think that one of the most amazing aspects of human existence
is that social interaction takes place as efficiently as it does
without the explicit references to definitions. This common
discourse, however, disguises the necessity of definitions for
more important matters. Few Christians today, and I suspect many
pastors, as well, could give exact definitions of law, love,
faith, hope, regeneration, revelation, etc. Thus, Christianity
flounders because of the lack of study of what these words
really mean. Early in their studies, children should be taught
the meanings and derivations of words and the necessity of their
accuracy in important matters.
There are many synonyms for axioms which include first
principles, presuppositions, postulates, basics, and
assumptions. Students need to know that these concepts are not
reasoned (different from being reasonable), but accepted on
faith. This process is taught in some of the sciences, such as,
geometry, calculus, and physics, but it is true in every area of
knowledge. Knowledge is based upon faith (in these first
principles), but students usually hear that knowledge is
different than faith. This teaching has separated
Christianity into the upper and lower stories about which
Francis Schaeffer wrote. Such error has been severely
destructive to both Christians in their personal lives, their
ability to affect their culture, and argue coherently for
Logic is the only method of reasoning that can derive truth from
other truths. For example, “Trinity” does not appear in the
Bible, but it can be logically derived from statements of
Scripture. Then, this word that does not appear in the Bible
becomes a test of orthodoxy, that is, a test of whether one
is truly a Christian or not! (I am aware that logical reasoning
from false presuppositions produces false conclusions, so that
logical truth is dependent upon these starting principles.
Fact or facts.
As Francis Schaeffer said, there are no “brute facts,” that is,
facts that are true in themselves. Facts are always tied to
first principles, so facts are always product of faith. See
No doubt I have left
out some other basics. But, these should be sufficient to
identify some of the major deficiencies in modern education.
Learners to our last days. "Then let every one of us,
being warned by this sentence of the angel, acknowledge that he
as yet cleaves to first principles, or, at least, does not
comprehend all those things which are necessary to be known; and
that therefore progress is to be made to the very end of life:
for this is our wisdom, to be learners to the end." (John
Calvin in his commentary on Zechariah 4:11-14)
Clark, Gordon C. A
Christian Philosophy of Education. The Trinity Foundation,
Education, Christianity, and the State. The Trinity
Rushdoony, Rousas J.
The Messianic Character of American Education.
Rushdoony, Rousas J.
The Philosophy of the Christian Curriculum.
College level courses
patterned after home schooling.
"You Are What You Read" -
History of college
education, beginning with the Church, and its secularization
Dennis Prager on
morality and education