a] What is it that "matters most" in terms of a
student’s education? Does education from a Christian perspective change "that
which matters most"?
b] White lists nine ‘themes’ which find their source in
"scripture passages that provide foundational directions for life", and includes
with the explanation of each theme a question concerning school purpose. Consider these
questions, reflecting particularly upon the related Scriptures and their implications for
what schools should aim to do, and how teachers can contribute to the achievement of these
aims. Are there purposes that are not represented in this schema? Do any of the themes
appear incongruent with the aims of schooling?
c] Many teachers and school administrators could probably identify with
the "misdirected school purposes" described in this chapter. Why do systems,
schools and teachers take such ‘detours’, if they proclaim to have their
students’ best interests at heart? Can you recognize any such
‘misdirections’ in your own school or practice? Do you agree that they are, in
fact, ‘misdirected’?
d] What measures can Christian educational institutions take to resist
the ‘concerns’ and ‘pressures’ which, traditionally, have resulted in
a shift away from "initial Christian goals" and towards "secular
ones"? What historical examples exist of such a phenomenon, and for what reasons did
such a shift occur? How can Christian institutions continue in their "foundational
commitments", and refrain from becoming "misaligned or unequally yoked" (2
Corinthians 6:14)?
e] In the context of a Christian approach to education, how would you
answer "the students’ perennial question"?