In Search of Kingdom Living

The school is first and foremost a social institution that is centered on the methods of life. Learners are brought to subjects gradually arising from occupations in social use, moving from simple problems to more complex issues. Much like Dewey, I “reject the compartmentalized curriculum and emphasis on recitations… in favor of experienced-based active learning” [1]. Educationally, I subscribe to Dewey’s approach of pragmatism which would “encourage learners to be open and willing to accept the challenge of change” [2]. I temper this pragmatic view with the balance of the beatific vision – these two perspectives remain in tension to uphold a balanced approach of teaching for the school. Biblically, I believe this tension is the balance between faith and works (Ephesians 2:8-10, James 2:18). As such, the school curriculum should always be seeking this balance of knowing and doing. In other words, the school is marked by holism.

The role of the teacher is vital within the school. The teacher “is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him properly responding to these influences” [3].  It is through a process of dialogue that a real relationship can develop between teacher and student. I affirm Freire’s dialogical pedagogy which “gave dignity to the student, placing the teacher at his or her side – with the task of orienting and guiding the educational process – as someone who is also seeking, like the student” [4].
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[1] Gerald L. Gutek, Historical and PHilosophical Foundations of Education (Upper Saddle River: Perason, 2005), 338

[2] Ibid. 342

[3] John Dewey – My Pedagogic Creed, 4

[4] Moacir Gadotti, “Paulo Freire: dreaming of a world of equality and justice,” Media Development/3, vol XLIV (1997): 29