“Is your Christian school influential in the lives of your graduates?”
“How do you know?”
“I met one of our graduates the other day in a store and asked her whether she liked our Christian school. She said it really prepared her for college.”
Would that answer from one person be enough to persuade you? How does a school measure the influence of its education beyond graduation? If you were to survey graduates, when would be the best time to get the most accurate assessment? Five years out? A decade? What questions would you ask: achievement in college? Naming key points of a Christian worldview taught at your school? Generosity of time or money? Church participation? Something else?
“…Above all else, guard your heart, for everything you do flows from it. Keep your mouth free of perversity; keep corrupt talk far from your lips. Let your eyes look straight ahead; fix your gaze directly before you. Give careful thought to the paths for your feet and be steadfast in all your ways” (Proverbs 4:23–26).
As leaders of your board, school, family, or classroom, you need to know that there is a battle going on for your credibility and character. In today’s volatile social media environment, every word, action, or random musing is being scrutinized and judged, even those made years ago. Whether you think that is fair or not doesn’t really matter. While we are blessed with God’s forgiveness, the world isn’t as forgiving, and even though we may receive forgiveness from God, consequences often remain for misspoken words or improper actions.
Decades ago, while meandering through a magazine, I stopped at a letter to the editor, entitled something like “Jigsaw Puzzle Education.” The writer was troubled at the state of education, claiming that teachers were not connecting one fact or idea to another. His analogy went something like this: teachers ask students to learn that 2 + 2 = 4, but without any reference to the broader context of life.
He said that this way of teaching is similar to asking students to connect two pieces of a 500-piece jigsaw puzzle without ever seeing the picture on the box. Two facts may connect, but for the students, it has little meaning beyond that. The writer said it would be frustrating for students, seeing no sense in learning the tidbit connection without seeing how it fits in the whole picture.
As you begin your planning for professional development and goal setting for next school year, I would like to revisit the basics of biblical worldview. I invite all of you to assess your school in at least two important areas: to what extent do you intend to integrate worldview principles into your practice, and to what extent are you actually doing so?
“My son will not amount to anything.” Decades ago, when a student’s father said that in anger during our parent-teacher conference, I cringed. He saw it and pulled back, “I guess he will find a job someplace, but school is not for him.” Since then, I’ve wondered many times whether some kids lack the brain power to learn anything beyond the repetition of a task. Michael Crow, the president of Arizona State University, says they can: “I think anyone can learn anything under the right circumstances.”
For Christian schools, this debatable issue has appeared in several places. Some Christian high schools still market themselves as college prep schools, clearly communicating that they make little accommodation for students who may not be interested college prep subjects. More and more, Christian schools have access to programs in the community that train students for trades, with these students, in effect, having dual enrollment in two schools. Many have special education programs that help students with learning differences, including students who learn only elemental parts of various subjects.
Last month, a colleague detailed for me how a surprise edict had come down from administration to his department that outlined a new procedure his department was to follow. “Bart, no one saw this coming. It gives us much more work, without any increase in resources. We don’t even know what problem we are supposed to be solving. You know, it makes me feel like I must be an incompetent teacher who doesn’t know much about what I’m doing.” This colleague is a recognized leader in his field who has traveled the nation giving seminars on his subject area!
Do you see yourself anywhere in this scenario? Which part? I, unfortunately, have been on each side at one time or another. In this blog, I am going to Daniel Pink’s book Drive, and Richard Rohr’s The Divine Dance, to identify some underlying principles I believe are in play here that may provide us some guidance.
The holiday season is upon us, and soon we will be besieged with school events, commitments, family reunions, and the world’s take on Christmas. For me, this season starts with my favorite holiday of Thanksgiving and progresses to the most stressful holiday for me, Christmas. It became stressful when I lost sight of God’s view of Christmas and focused on the world’s view of Christmas. It seems I get focused on trying to find the perfect gift instead of focusing on the most perfect gift ever given. So this year, we’re going minimalist and focusing on important things instead of gifts, concentrating on enjoying each other’s presence instead of each other’s presents.
Whether intentional or not, your school is constantly making theological statements. If God comes alive during chapel and Bible, and is basically ignored in other subject matter, what theological message are we conveying? Are the theological statements that come from your school consistent and complementary, or are they working at cross-purposes?
The question is not whether a school makes statements about God and humanity; it is about the nature and accuracy of those statements. There is power in the combination of a well-articulated mission statement; a clear, common understanding of the biblical Big Story; and a framework for proactively integrating a biblical worldview throughout the entire curriculum and life of the school.
In my last blog, I wrote about the concept of hegemony: “the power revealed by norms, behaviors, beliefs, and practices” of an organization. The hegemony of a place can often be hidden and yet have more power in shaping a school culture than the official stances and statements the leadership uses to promote and define a place. I was heartened to read Joel Westa’s latest Voices blog wherein he talked about the power of culture: “culture eats strategy for lunch.” We’re talking about the same thing. One could say that the hidden hegemonies of a school, once exposed, are the real definers of a school’s culture.
I’d like to continue this theme of hegemony/culture for one more post, and I’d like to do that by taking a deeper dive into thinking about the power of language. The late educational theorist Thomas Greenfield once said, “Language has power. It can literally make reality appear or disappear.”