Thursday, April 25, 2013

Why I Want to Teach in a Christian School

My motivation to teach in a college-preparatory Christian high school comes naturally from personal experience with Christian education modeled positively in my own life. Having seen the goal of Christian education come to fruition in my life, I desire to help others experience transforming education in the name of Jesus Christ. I am fully committed to helping the Christian educative community raise the next generation of transformed people. I strive to facilitate true learning; transformation of all facets of students’ lives. I desire to come alongside students, allowing a certain level of vulnerability, to spur on the educational process, not just to play the role of an all-knowing teacher. By pursuing education as informing and transforming, I hope to accomplish the goals of Christian education: glorifying God, and bringing his glory forth by the spread of the Gospel of Christ to fulfill the Great Commission and usher in the Kingdom of God.

In addition, I find motivation to teach at a Christian school in two other areas. First, I am motivated not only to be a part of a positive Christian education community in general, but more specifically, to be a part of biblical education. For the most part, this can only be done within the context of a Christian school. Biblical illiteracy is a major issue facing our culture, one which is becoming more and more disconnected from its historical and spiritual roots. One of my specific goals and motivations for working within Christian school setting is to increase students’ level of biblical/theological competency in order that they, the next generation, might be able to reach the world more effectively for Christ and his Kingdom.

The second additional motivation I find for working within a Christian school is that I desire to be in an educational setting that is distinctively Christian while remaining faithful to the pursuit of knowledge and academic excellence. Two slogans used frequently at my alma mater, Gordon College, were “freedom within a framework of faith” and “faith seeking understanding.” As an educative community, we sought out the meaning of these two phrases both as Christians and as learners. Having both a “framework of faith” and a “faith seeking understanding,” I found comfort knowing that my beliefs could be challenged by hard truths and deep questions, yet I had the foundation of core beliefs and the support of an authentically Christian faculty. In turn, as a Bible teacher in a Christian school, one of my goals is to have my classroom be a safe place for students to ask engaging questions. I am attracted to teach at an institution that is intentional about its endeavors; not merely seeking knowledge for the sake of knowledge, but intentionally engaging with various academic fields from a distinctively Christian perspective.

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