By Robin Hom and Jenny Lee
Chinese Christian Schools believes that the purpose of Christian education is not to keep the darkness away from the light, but to bring the light of Christ into a sin-darkened world. Light naturally emanates from its source and eliminates darkness except in those areas where a wall or an obstruction has been constructed to keep the light in. Hence, Christian education, by removing sin and ignorance, has the effect of removing barriers so that light can shine into all areas of the world.Since light overcomes darkness, there is no need to fear when Christian education comes in contact with non-Christian society.
Since light overcomes darkness, there is no need to fear when Christian education comes in contact with non-Christian society. As long as the light of Christ is proudly held forth, darkness cannot prevail. This is the general principle by which Chinese Christian Schools serves as a Christian school ministering within a largely non-Christian community.
High Academics and Christian Education
Philosophically, we believe that all truth is God’s truth and that therefore there is no conflict between high academics and Christian education. Our preference is to find materials that teach at the appropriate rigor from a biblical perspective. More often than not, we find the text that most closely reaches what we are looking for, and we adjust our teaching to compensate for any pedagogical or philosophical shortcomings. We reject the premise that, since much of today’s academia has an anti- Christian bias, one must compromise one’s faith in order to achieve academic excellence. Daniel and his friends were trained by the Babylonians and yet—without compromising—were 10 times wiser than any of the king’s advisors.
Mediocrity cannot be tolerated in scholarship, regardless of whether it is in the study of English, math, science, or Bible. Students must have access to the best teachers and the best available materials, regardless of the publisher. Students must also be prepared to think for themselves, defend their faith, and make their own choices. Therefore, we welcome opportunities to debate within the marketplace of ideas, and we trust that truth will win out.
The key to maintaining high academics and a biblical worldview is the teacher. Teachers must be skilled enough in their field to know what is absolute truth and what is philosophical bias— whether it be Christian or non-Christian. They must have enough academic integrity to welcome debate, honestly investigate what they don’t know, and admit when they are wrong. Their lives must prove that strong Christians can be knowledgeable and successful in their field without compromising their faith.
Assimilating Non- Christians into a Christian Environment
Ministering to non-Christians does not change the goals, methods, purposes, or culture of our school, because the non- Christians are coming to us to receive what we have to offer.
It should not come as a surprise that non-Christians would want to attend a school where there is academic rigor and an expectation of excellence. Ministering to non-Christians does not change the goals, methods, purposes, or culture of our school, because the non-Christians are coming to us to receive what we have to offer; we are not pursuing them to give them what they want. Therefore, the most important understanding is that a student and family must comply with the rules, procedures, and programs we offer, or they will be asked to choose a school that is aligned with their wishes.
This understanding is openly discussed with families and students before enrollment. Our Christian beliefs, practices, philosophy, and school rules are fully disclosed and openly discussed so that there will be no surprises after a student enrolls. Students in middle and high school must agree to attend, or we will not enroll them, regardless of their parents’ wishes. We encourage students and parents to sit in on classes and observe the school in action for at least half a day before enrolling.
After a child is enrolled, we want that student to see genuine Christian living modeled by the teacher other students. We match the new student with a current student who can help with the transition and help forge friendships. We do not apply overt pressure for students to conform, but there is positive peer pressure on students to assimilate them into the school’s culture. Moreover, discipline is applied fairly and consistently to all students, leaving no student with grounds to complain of favoritism or partiality.
A culture of mutual respect is engendered in the school and classroom for those who do not share the same faith. Those who do not believe are not disparaged, and students are taught to respect and, if possible, not to offend others. This sensitivity and respect gives the school the moral standing and the right to demand the same respect from those who do not hold to the Christian faith. No students are forced to pray, worship, or express a view contrary to their conscience; however, if they decline, they must do so respectfully. And all students are required to know and understand biblical teachings, although no student is required to believe in them.
The greatest influence on non-Christian students is transparent and genuine teachers and peers.
The greatest influence on non-Christian students is transparent and genuine teachers and peers. Our philosophy maintains that you cannot have too many strong, relational Christians in your faculty or student body, and we do everything we can to keep strong Christian models within every group of students. About 80 percent of our students are from non-Christian families, including ones with outspoken atheists, biker moms, avowed Communists, and practicing Sikhs, Buddhists, Catholics, and Seventh-day Adventists. To the glory of God, about 95 percent of our students will make a voluntary profession of faith before leaving our ministry.
Assimilating Low-Performing Students into an Academic Environment
Chinese Christian Schools does not possess a “magic bullet” or any secret to academic success. Our program does not include additional school hours, special curriculum, homework hotlines, or special incentives. Our formula is simple: give students high expectations and the support they need, and they will achieve. Place students in an environment where all the other students are working hard and achieving their goals, and they will soon learn and understand what it takes to succeed.
The key to helping students begins at the initial interview. Students and parents are assured that they can succeed, but they also understand that the responsibility falls on them, not the school. The school will provide the teachers, materials, and environment, but all students have to be willing to do the work and the parents have to provide the necessary support.
Students are assigned to classes where they can succeed. Students who have taken responsibility for their own learning and have earned success will be motivated to rise to the next challenge. Success breeds success, and genuine pride and accomplishment bring confidence and motivation. A supportive environment of teachers and students helps students who need assistance.
Finally, we teach students to celebrate development of potential, not individual accomplishment. Students therefore compete with each other, not against each other. They are taught to push each other to do their best, develop their full potential, trust God for the results, and thank Him for any accomplishments earned.
The Meantime Volume 6 Number 2