By Michael Evans, Assistant Director of ACSI Urban School Services
As schools continue to open their doors to students from diverse spiritual backgrounds, it is critical that school leaders revisit their expectation of where incoming students are spiritually. Effective leaders and teachers must acknowledge and work with students at a variety of different places along each student’s spiritual journey; we are all in spiritual development. For the school that is interested in really strengthening the spiritual lives of its students, intentionality with all students is foremost while becoming less spiritually exclusive.
We certainly know the reality of a student who has made a commitment to Christ, has all the right answers, and enjoys the privilege of having Christian parents. Yet, those factors in a child’s life may or may not display a true picture of that child’s spiritual development. Likewise, the opposite is true: a child with limited spiritual resources in his or her life, lacking a traditional “commitment to Christ,” unaware of the “right” responses, and on the edge with certain behaviors may indeed be more receptive to spiritual realities.
We know well the lesson from the story of David and Samuel: Man looks at the outward appearance—the things that are seen, easily assessed, measured, determined, and addressed; but God looks at the heart—those things that are not as easily visible to man.
Jesus would not have chosen the tax collector, Matthew, had He followed the religious rules of engagement. Certainly there would have been a list of reasons why the Messiah would avoid inviting a tax collector into His inner circle of pupils. Would Matthew pollute the others? Would he be able to lay down his deceitful ways? Could he break company with bad influences? Would he be a problem child for the Master?
If my Bible knowledge serves me correctly, Matthew was not the one who caused the biggest problems. Peter would betray and talk too much, Thomas would not believe, Judas—well, we know about Judas’ issues. But Matthew would serve beside the Lord and be one of His great disciples, a pillar in the early church.
Who are the Matthews in our communities—those young boys and girls whom we need to view beyond the obvious outer appearance and see as God sees them, full of potential and promise?
All students, whether they come to us like a Peter or a Matthew or even as rugged as a Saul/Paul, need a prescriptive plan to encourage, strengthen, and sharpen their spiritual development. And the Christian school is uniquely prepared to engage in that type of spiritual development.
In order to move in this direction, I would suggest that schools and leaders take the following steps:
1. Clearly articulate a biblical core definition of a disciple of Jesus. (What is needed as a follower of Jesus?) Your list might include some of the following characteristics:
- Knowledge of the story of redemption as revealed in the Bible.
- Connection with a group of believers for encouragement, ministry, and accountability.
- Use of spiritual disciplines to grow in relationship with God and usefulness in the kingdom.
- Correct view of salvation, forgiveness, grace, and obedience.
- Willingness to live a life obedient to the Lord in all areas.
Brevity is preferred. Jesus summed up the whole law in two commands. A limited list helps us ensure that we are focusing on the things that really matter and not on the endless list of other items.
2. With the list in mind, take inventory of each student’s spiritual development. We have often used artificial assessments to measure a person’s spirituality—assessments based on such elements as church attendance, memorization of Scripture, Christian parents, a commitment to follow Jesus at some point in life, and good behavior. Here are some questions we might want to use as an inventory:
- On the basis of the biblical definition of discipleship, what are the significant spiritual goals of this child?
- What resources are available to the child and his family to meet these goals?
- What additional resources may be needed to help the child meet these goals?
- In what areas of spiritual development is the child lacking in significant ways?
- What can the school do to encourage the spiritual growth of the child?
- What are the limitations of the school in successfully helping the child?
In this process, be sure to invite parents, pastors, other significant adults, and the child himself into this discussion.
3. Develop a plan, called a spiritual IEP (individualized education plan), to celebrate areas of strength and address areas of struggle. Base this plan for the child on the discovery of the two earlier processes. Allow such a plan to shape his daily instructions and interactions. Questions for consideration include the following:
- How does the plan have an impact on Bible curriculum and instruction?
- How does the plan have an impact on Bible memorization?
- How are spiritual disciplines incorporated in the curriculum—going beyond just head knowledge about God?
- What is the focus of chapel services or devotional times?
- What mentoring (or one-on-one time) is needed to accomplish the goals?
- How do the parents and other significant adults stay connected to the child’s spiritual growth?
- Can service projects and mission experiences support the spiritual goals?
- How can this child be encouraged in having an ongoing, voluntary relationship with Jesus?
Our challenge comes from having adopted a one-size-fits-all mentality when it comes to spiritual development.
Our challenge comes from having adopted a one-size-fits-all mentality when it comes to spiritual development: “All children need to know … All children must … It is mandatory that …” Our relationship with Jesus is much more personal than that. Yes, there are some basics that everyone must know, do, and believe, but we must understand the individual nature of relationship with Jesus.
Again, clarifying Jesus’ expectations of His disciples, working through honest evaluation, and then developing a plan will help us move forward in developing strong disciples of Jesus Christ.
The Meantime Volume 6 Number 2