books about christian education

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It has become our custom to ask our blog authors for the top books from their reading lists at the start of each new year. This year, as in years past, we received many great recommendations! Here is a selection of favorites (in no particular order), along with a few words on why our authors enjoyed them:

Bandersnatch: C.S. Lewis, J.R.R. Tolkien, and the Creative Collaboration of the Inklings by Diana Pavlac Glyer (2015, The Kent State University Press / Black Squirrel Books)—“Glyer explores the relationships among that unique group of British authors located in and around Oxford, including Tolkien, Lewis, Owen Barfield, and Charles Williams. The story is a powerful study of the way that true friendship refines, molds, and shapes us into something better than we once were.”

Live No Lies: Recognize and Resist the Three Enemies That Sabotage Your Peace by John Mark Comer (2021, WaterBrook)—“‘The problem is less that we tell lies and more that we live them; we let false narratives about reality into our bodies, and they wreak havoc on our souls.’ John Mark shares Jesus’s vision of a flourishing life by examining the three enemies of our soul (the devil, the flesh, and the world) and takes us on a journey to find that our deepest happiness is found in God alone.”

Diary of a Pastor’s Soul: The Holy Moments in a Life of Ministry by M. Craig Barnes (2020, Brazos Press)—“Craig Barnes shares the last year of a pastor’s ministry as he prepares for retirement. Over the course of a year, we walk with the pastor—meeting his family and parishioners, hearing his reflections and deepest desires, and his growing appreciation of the holy moments spiritual leaders experience in the day-to-day calling of ministry.

Christian School Educators Must Read Books New Year 2022

Flourishing Together: A Christian Vision for Students, Educators, and Schools by Lynn E. Swaner and Andy Wolfe (2021, Eerdmans)—“A Christian vision for education is one that equips young people to live the abundant life Christ promises, to be and make disciples. But how can Christian schools be places that actually promote this vision for flourishing? Building on the groundbreaking Flourishing Schools research, Lynn Swaner and Andy Wolfe vividly detail a practical model and framework for what makes a Christian school truly educate Christianly , in such a manner that it is itself an act of worship.”

Find Rest: A Women’s Devotional For Lasting Peace In A Busy Life by Shaunti Feldhahn (2018, iDisciple Publishing)—“This book has been a great reminder that Jesus wants me to come and give my burdens to Him. He in turn fills me with peace and joy overflowing.”

Tempered Resilience: How Leaders are Formed in the Crucible of Change by Tod Bolsinger (2020, IVP)—“Bolsinger, author of Canoeing the Mountains , explores adaptive leadership in contexts ranging from churches to nonprofit organizations. Bolsinger writes: ‘To temper describes the process of heating, holding, hammering, cooling, and reheating that adds stress to raw iron’ so it becomes strong enough for service. Especially during this challenging time, Bolsinger’s focus on developing reflection and relationships in a life of deliberate practice helps leaders to become both stronger and more flexible in seasons of change.”

Disability and the Church: A Vision for Diversity and Inclusion by Lamar Hardwick (2021, IVP)—“Hardwick brings together his experience leading a faith community and his experience as a pastor diagnosed with autism spectrum disorder as an adult. He brings a huge amount of empathy and understanding to the different ways people of all abilities can experience faith journeys and be a part of our faith communities.”

The Rise and Triumph of the Modern Self: Cultural Amnesia, Expressive Individualism, and the Road to Sexual Revolution by Carl R. Trueman (2020, Crossway)—“In this book, Carl Trueman, professor of biblical and religious studies at Grove City College, establishes the decades-long sexual revolution in the historical context of broader societal change to understand self-identity. It is a helpful read for any Christian seeking to understand underlying reasons for changing social mores and to engage with issues of identity.”

The Wonderful Works of God by Herman Bavinck (2020, Westminster Seminary Press)—“Over a hundred years after its original publication, this translation of Bavinck’s Magnalia Dei delightfully explains how the Christian faith is not merely a matter of doctrine, but a recognition that God’s works continue to bear fruit in the present.”

Dominion: How the Christian Revolution Remade the World by Tom Holland (2019, Basic Books)—“British historian of antiquity Tom Holland takes us on a whirlwind tour of the history of Christianity, from 500 B.C. to 2015. Although not a Christian, Holland reaches the conclusion that, as Westerners, we are far more Christian in how we view the world around us than Greco-Roman. A great encouragement of the consistent hand of God doing His work through His people throughout history.”

My Tech-Wise Life: Growing Up and Making Choices in a World of Devices by Andy and Amy Crouch (2020, Baker Books)—“Navigating technology in our family continues to be a challenge as a dad. Written by a father-daughter duo, this book provides concrete ideas on how to help put technology in its proper place in our lives.”

Oliver Twist by Charles Dickens (1998, Tor Classics)—“A return to a classic for pure enjoyment—such amazing characters. I regularly find myself thinking while reading, ‘This is amazing writing.’ I guess that is why he is Dickens!”

Reading While Black: African American Biblical Interpretation as an Exercise in Hope by Esau McCauley (2020, IVP Academic)—“He changed the way I thought about the Israelites as oppressed people through an insightful mix of theology and McCauley’s lived experience. Reading and hearing others’ perspectives on the scriptures enriches all of our understanding and faith.”

On the Spectrum: Autism, Faith, and the Gifts of Neurodiversity by Daniel Bowman, Jr. (2021, Brazos Press)—“This is a creative and beautifully written book about living with autism and what that has meant for Bowman’s Christian faith. His poet’s voice is a joy to read, and he helps the reader to understand and experience a point of view that may be very different from our own—or in many ways, very similar.”

Finding Rest: A Survivor’s Guide to Navigating the Valleys of Anxiety, Faith, and Life by Jonathan M. Seidl (2021, Kregel Publications)—“Reading this book is like sitting across the table from a dear friend as Seidl openly and honestly shares his own mental health journey with humility, humor, and hope. You’ll laugh, you’ll cry, and you’ll walk away feeling seen, known, and encouraged. If you struggle with anxiety, or know and love someone who does, you must read this book.”

Pursuing God’s Will Together: A Discernment Practice for Leadership Groups by Ruth Haley Barton (2012, IVP Books)—“In her book, Barton takes on one of the most common questions in faith-based circles today: What is God’s will? She gives leadership teams a practical guide for following the Spirit’s leading in making decisions—inviting us all into deeper community as we seek His will together.”

Leading Insights: Special Education and Inclusion edited by Lynn Swaner (2021, ACSI)—“Dr. Swaner brings together a mix of voices in Christian education to provide a holistic picture of the calling and possibility for Christian schools in serving students of all abilities. Filled with research, theology, and real-life examples, this book will inspire you to serve all students in your community, and to use the practical tools and ideas it provides.”

Peace Talks: The Good News of Jesus in a Donkey Elephant War by David Drum (2020, J17 Ministries)—“As the United States grows increasingly polarized, pastor David Drum offers a wise and thoughtful approach toward Christ-centered unity.”

Experiencing God: Knowing and Doing the Will of God by Henry and Richard Blackaby (2021, B&H Books)—“In the midst of busyness and divisions as we have never experienced before, this book has brought me back to foundational concepts of Christianity that keep me deeply rooted in Him. Being able to know and do God’s will first begins with us responding to His invitation, hearing His voice, and joining His work.”

About the Author

Introducing Christian Education: Foundations for the Twenty-First Century

As Kevin E. Lawson observes, the primary objective of Christian education is to encourage individuals to establish a steady relationship with God to lead holistic lives. Christian education also assists people to develop good interpersonal interactions within their communities and fostering cooperation through increased understanding of biblical teachings. However, the changing societal values and attitudes during the twentieth century have necessitated a re-evaluation of the message in Christian education. The book “Introducing Christian Education: Foundations for the Twenty-First Century” edited and co-authored by Michael J. Anthony is a comprehensive response to the emerging challenges to Christian education during the twenty-first century. The summa consists of works by leading scholars such as Dennis Williams, Jonathan Thigpen, Richard Leyda, Klaus Issler, James Riley Estep Jr., and Kevin Lawson among others who have made considerable contributions towards Christian pedagogy. The editor and contributing authors offer detailed insights into Christian education in the contemporary United States and provide submissions through the perspectives of changing cultures, biblical metanarratives, and Scripture. The book consists of thirty-one chapters that are divided into six sections that focus on common thematic areas. The first section of the book focuses on the historical, philosophical, theological, evangelism and discipleship, and cross-cultural perspectives in Christian education foundations. The second addresses developmental issues that range from the life span development aspects to spiritual formation, while the third section focuses on the pedagogic implications of Christian education. The third section discusses learning theory, teaching-learning process, and learning styles as well as the Holy Spirit and Jesus as a teacher. The fourth section presents organization models applied in Christian education as well as the legal and ethical concerns in Christian ministry while the fifth section addresses the application of Christian education in families. The final section of the book is on specialized ministries such as counselling, recovery, and home schooling among others. In effect, this paper offer a book review on “Introducing Christian Education: Foundations for the Twenty-First Century” and analyses how it addresses some of the issues in contemporary Christian pedagogy.

Related Papers

Bernie Potvin

Hartwell T P Davis

Among the principle activities of life, there are some that are basic and not complicated. As children we learn to eat, clothe ourselves, and practice basic hygiene skills. Learning to tie a shoe is not particularly complex, but it is a skill that must be learned, and most often with the help of someone else. There are some skills that we learn without much assistance from others, but most of our learning comes from “teaching”. There is a connection between the teacher and the learner. Most of our life-long learning is built upon relationship with others, whether as a parent, student, teacher, or colleague. Relationships that include God will produce learning that incorporates truth and sound knowledge. Relationships that exclude God results in potential deception and learning that will be distorted. The battle to keep God in the schools is not only about ideology, but about whether learning is based on truth or falsehood. Ultimately the effect of what has been learned determines the character and destiny of the learner.

Matthew Vaughan

Journal of Christian Education

Trevor Cooling

As we consider the aspirations we have and the particular contribution that schools in the Christian tradition can make for our students, we must have a vision for promoting discipleship that will at the same time serve our culture by working towards its transformation. This will entail nurturing a thinking faith that seeks out the biblical meaning and its relevance for today's cross-cultural situation in Western countries. This article advocates the valuing of theological curiosity, the pursuit of biblical faithfulness and the practice of contextualizing faith. It draws attention to the implications for curriculum, staffing and the school's relationship with the wider community.

Mike Kersten

This paper discusses models of Christian education for religious schools operating in a pluralistic setting. The question of school identity is crucial in determining the spiritual culture of a Christian institution in diverse settings and this identity is underpinned first and foremost by a school's religious truth claim. Fundamentalist and relativist approaches are presented with an analysis of their similarities, differences, and pitfalls. Finally, a distinctive concept to Christian education is introduced as a viable alternative to these models. Based on dynamic tension rather than absolute resolution, a distinctive truth claim can serve as a foundation for spiritual growth and development.

William K Kay

Abstract: This paper considers the aims or purposes of education from Old Testament times through the New Testament, St Augustine, Luther and into the present era. It shows how Christian education functions within and beyond the church, and considers the transmission of the faith and engagement with secular knowledge and wider society. It considers Pentecostalism and the educational institutions it founded and its later diversification, especially in the United States. It briefly touches on the distinctives of Pentecostal doctrine, experience and mission.

Bryan Froehle

Entries for The Educational Principles of the Catholic Reformation Georgetown University Pastoral Institutes (Catholic Universities) Christian Contributions to Sociology Venezuela and Christian Education Institutional, University, and Seminary Profiles

Juanda Manullang

This study aims to describe Christian education in the family through Christian education strategies in the family such as understanding the nature of the Christian family, Parental responsibilities and the role of family is the place to teach Christian value. The family is the first and foremost educational environment for children in Christianity. Related to develop of children, both physical and psychological starting from the family. This is inseparable from the role as an educator. If the family fails in education of their children, it will be very difficult for others institution outside the family to fix it. The problem that arises now is the responsibility that must be done to prepare children who care about their environment. The early study of religious values is expected to be the first stronghold for children of change. This study is expected to be an input for the world of Christian education specifically to prepare children in the era disruptive era.

Howard Worsley

Education: A Student's Guide (RCIT series)

Edward (Ted) Newell

This book looks at various educational perspectives throughout history to equip educators today for the task of reclaiming Christian education.

Volume 28 - Issue 1

INTRODUCING CHRISTIAN EDUCATION: FOUNDATIONS FOR THE TWENTY-FIRST CENTURY

The publishers describe this book as ‘A Complete Christian Education Resource’. The editor says it ‘represents a significant shift in focus from its predecessor Foundations of Ministry: An Introduction to Christian Education for a New Generation. In addition to revisions and updating there are several new chapters for example on singles ministry, Christian schools, and contemporary para-church agencies.

The book applies the concept of Christian Education in a broad way encompassing for example Christian schools, and the teaching of children and adults in churches.

There are 31 contributors, each contributing one chapter. All contributors write from a North American context. One has a post in Canada, the other thirty in USA.

It is in six parts: (1) Foundations of Christian Education; (2) Developmental Perspectives on Christian Education; (3) Educational Implications of Christian Education; (4) Organisation, Administration and Leadership; (5) Christian Education Applied to the Family and (6) Specialised Ministries. This structure allows treatment of theological, historical and philosophical perspectives, followed by an exploration of the contributions from, for example, anthropology, psychology and sociology. This leads to practical application in the last three parts. Despite this sequence the reader is mostly left to make connections between chapters.

The book is comprehensive but the scope is limited in some ways. For example, chapter 4 ‘Cross-Cultural Perspectives on Christian Education’ is mainly about ethnic diversity as it affects the churches and church schools but not about the wider matter concerning education in a multi-faith society or Christian influence in schools without a Christian foundation. Also, Christian education is described in the Introduction as ‘the process by which those who have experienced a personal spiritual re-birth in their relationship with God partner with the indwelling Holy Spirit to grow in the image of Christ.’ This appears to exclude teaching Christianity to those who do not yet have Christian faith.

The book is limited by relating mostly to the American situation. It utilises American scholarship and there are very few references to British scholars. With so many different contributors some variety of style is inevitable. In addition, some chapters have an obviously Christian approach, even a strongly biblical focus. This is to be expected in the chapters such as that on ‘Theological Foundations of Christian Education’. Other chapters start by describing the writings and theories of various scholars, and afterwards give comments, sometimes only briefly, from a biblical perspective. This in itself is instructive and suggests that as long as there is interaction between biblical and other material then either methodology can be acceptable from a Christian perspective.

There is a healthy recognition of the authority of Scripture and its normative role in Christian education. There is also a helpful emphasis on growth in the Christian community rather than on individualism. In his chapter ‘Theological Foundations of Christian Education’ Klaus Issler says ‘Christian education programs based on truncated conceptions of “spiritual” maturity designed for isolated individuals will do more harm than good’ (39).

I found the chapters on ‘Faith Development’, ‘Spiritual Formation’ and ‘Jesus: The Master Teacher’ especially helpful but that might be due mainly to my particular interests rather than to any particular significance of those chapters over the others.

I was surprised to find that chapter 5 ‘Evangelism and Discipleship’ does not discuss the differences and tensions between evangelism and education.

However, this is a most useful book. It explores the work of several key thinkers such as John Dewey, James Fowler, Lawrence Kohlberg and Jean ‘. Piaget. The analysis is clear and there are many insightful comments from a Christian perspective. When scholars such as these are considered there is a commendable balance between gleaning what is acceptable and unacceptable from a Christian perspective.

Fred Hughes

University of Gloucestershire

THE RETURN OF THE PRIMITIVE: A NEW SOCIOLOGICAL THEORY OF RELIGION

CALLED TO ONE HOPE: PERSPECTIVES ON LIFE TO COME

PORTRAITS OF GOD: A BIBLICAL THEOLOGY OF HOLINESS

THE ENCYCLOPEDIA OF CHRISTIANITY, VOLUME 2, (E–I)

NO OTHER GOD

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Read About Classical Christian Education

100 Level | 200 Level | 300 Level | 400 Level | 500 Level

Book recommendations for all levels of interest

Are you a parent who’s considering classical Christian education? Or maybe you’re a teacher who has been doing this for years? Either way, the handpicked books and guides below will provide you with a wholistic and thorough picture. They are organized into levels based on understandability and importance. Find the book you need based on our descriptions, or read through the whole list.

100 Your first introduction

Lost tools of learning.

by Dorothy Sayers

This essay by Dorothy Sayers played an enormous role in starting the classical Christian movement in America. You can read it for free on our website here. In it, Sayers proposes organizing schools with the classical trivium in mind and studying Latin.

Discover Booklets

by The Ambrose Group

Introduction to Classical Christian Education

by Dr. Christopher Perrin

200 Foundational for new teachers and parents

The liberal arts tradition.

by Kevin Clark and Ravi Jain

This book is a must-read for everyone involved in CCE. It clearly surveys elements of classical education as they were historically and what they mean for classical educators today. The second edition greatly expands on the first. It covers the seven liberal arts themselves as tools of learning, piety as it refers to loving goodness, the types of philosophy (which means love of wisdom), poetic knowledge, and more.

A Case for Classical Christian Education

by Douglas Wilson

Wisdom and Eloquence

by Robert Littlejohn and Charles Evans

This book is good if you are looking for a defense of the trivium (Grammar, Logic, and Rhetoric) as it was once used to train rhetoricians (i.e. speakers and lawyers) in Greece and Rome. The liberal arts equip students to see through current trends, to be creative and flexible in changing circumstances, to have sound judgement, and to communicate persuasively.

Norms and Nobility

by David Hicks

Written in 1981, before many modern classical schools existed, this book closely associates classical education with moral education based on C.S. Lewis’ Abolition of Man . It explains how classical education could be implemented in Christian schools to develop a spirit of inquiry, and character. The chapter on Paideia is especially insightful.

Ancient Voices

by Louis Markos

This short and friendly book looks at the vibrant worldview behind the minds of famous Greek authors. Although not directly about school, this book is helpful for thinking about the heritage of CCE and what the ancient authors would have to say about about education.

300 Read next if you are involved in CCE

The abolition of man.

by C. S. Lewis

Rallying the Really Human Things

by Vigen Guroian

Subtitle: Moral Imagination in Politics, Literature, and Everyday Life

This book explains the damage modernity has done to our moral imaginations–imagination that pictures human dignity and goodness through stories and images. It traces the history of the term “moral imagination” and also looks at older Christian sources. For those who want to know more about moral education or the term “moral imagination”, this book is your book. If you’re looking for a shorter description, see our description here.

Leisure: The Basis of Culture

by Joseph Pieper

Poetic Knowledge

by James Taylor

Modern education was been limited to the transfer of bits of information. In this book Taylor explains that students from Greece through the renaissance were taught much more than information-knowledge. Instead, they relied on the integrated powers of sensory experience and intuition.

The Seven Laws of Teaching

by John Milton Gregory

This book is a standard teacher training text among classical schools. It provides keen insight from a 19th century educator on basic educational techniques. A must read for teachers, but less relevant if you’re not actively teaching.

400 Scholarly works for the invested

Paideia: the ideals of greek culture.

by Werner Jaeger

The Great Tradition

Collected by Richard Gamble

The Marriage of Philology and Mercury

by Martianus Capella

Capella describes the seven liberal arts in an allegory, which made it appealing to later medievals despite the fact that Martianus wasn’t a Christian. He wrote at the turn of the 5th century (contemporary of Augustine) in Carthage (near Augustine). His book is no doubt influenced by the same culture of education in which Augustine was trained, and which the latter advanced in a Christianized form in his famous treatise, On Christian Doctrine.

Classical Education: The Movement Sweeping America

by Gene Veith, Jr. & Andrew Kern

This short book, written in 2001, positions classical education as the answer to failing American education in general. It briefly diagnoses the current educational problem, then sketches how classical education has been implemented by a variety of groups including Catholic and Protestant Christians, great book enthusiasts, homeschool families, and those serving poor and minority students in America and abroad. N.B.: The first edition was subtitled Towards the Revival of American Schooling.

500 A master’s level journey in history

This section’s books are taken from a masters level course offered by Dr. Christopher Schlect at New Saint Andrews College. Consider this program if you want a guide to help you as you work though these ancient sources.

The Envy of Angels

by Stephen Jaeger

Institutes of Oratory

by Quintilian

Quintilian was a first century Roman rhetorician and teacher. He wrote this book, Institutio Oratoria , as a twelve part rhetoric training program, although it also paints a picture of education in general since rhetoric was a key element and goal of what we call the trivium.

On Christian Doctrine (Teaching)

by Augustine

Augustine, a Christian through and through, argues that there is much value in the excellent liberal education that dominated the pagan Roman world (e.g. Logic, Rhetoric). However, he takes great pains to preserve the antithesis between belief and unbelief, and so he urges his vision for a classical education that is distinctly Christian.

An Introduction to Divine and Human Readings

by Cassiodorus

The Didascalicon of Hugh of St. Victor

by Hugh of St. Victor

Hugh of St. Victor wrote in the late middle ages, the 12th century, near Paris. In an outline for all learning, he talks about the four branches of philosophy: theoretical arts (which includes the quadrivium), practical arts, mechanical arts, logical arts (which includes the trivium).

Humanist Educational Treatises

by Kallendorf

The Italian Renaissance in the 15th and 16th centuries produced what we call the humanities. The scholars of the time, the humanists, highly emphasized classic literature in education. This book deals with the ideas that came from their efforts.

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Christian Education: Foundations for the Future

Robert e. clark, lin johnson, allyn k. sloat, kenneth o. gangel, c fred dickason, irving l. jensen, lawrence o. richards, mark senter iii.

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Christian Education

EGW Writings

Chapter 7—The Schools of the Prophets

The Lord himself directed the education of Israel. His care was not restricted to their religious interests; whatever affected their mental or physical well-being was also the subject of divine providence, and came within the sphere of divine law. CE 60.1

God had commanded the Hebrews to teach their children his requirements, and to make them acquainted with all his dealings with their fathers. This was one of the special duties of every parent,—one that was not to be delegated to another. In the place of stranger lips, the loving hearts of the father and mother were to give instruction to their children. Thoughts of God were to be associated with all the events of daily life. The mighty works of God in the deliverance of his people, and the promises of the Redeemer to come, were to be often recounted in the homes of Israel; and the use of figures and symbols caused the lessons given to be more firmly fixed in the memory. The great truths of God's providence and of the future life were impressed on the young mind. It was trained to see God alike in the scenes of nature and the words of revelation. The stars of heaven, the trees and flowers of the field, the lofty mountains, the rippling brooks,—all spoke of the Creator. The solemn service of sacrifice and worship at the sanctuary, and the utterances of the prophets, were a revelation of God. CE 60.2

Such was the training of Moses in the lowly cabin home in Goshen; of Samuel by the faithful Hannah; of David, in the hill-dwelling at Bethlehem; of Daniel before the scenes of the captivity separated him from the home of his father. Such, too, was the early life of Christ at Nazareth; such the training by which the child Timothy learned from the lips of his grandmother Lois and his mother Eunice, the truths of Holy Writ. CE 60.3

Further provision was made for the instruction of the young, by the establishment of the schools of the prophets. If a youth desired to search deeper into the truths of the word of God, and to seek wisdom from above, that he might become a teacher in Israel, these schools were open to him. The schools of the prophets were founded by Samuel, to serve as a barrier against the wide-spread corruption, to provide for the moral and spiritual welfare of the youth, and to promote the future prosperity of the nation by furnishing it with men qualified to act in the fear of God as leaders and counselors. In the accomplishment of this object, Samuel gathered companies of young men who were pious, intelligent, and studious. These were called the sons of the prophets. As they communed with God, and studied his word and his works, wisdom from above was added to their natural endowments. The instructors were men not only well versed in divine truth, but those who had themselves enjoyed communion with God, and had received the special endowment of his Spirit. They enjoyed the respect and confidence of the people, both for learning and for piety. CE 61.1

In Samuel's day there were two of these schools,—one at Ramah, the home of the prophet, and the other at Kirjathjearim, where the ark then was. Others were established in later times. CE 61.2

The pupils of these schools sustained themselves by their own labor in tilling the soil or in some mechanical employment. In Israel this was not thought strange or degrading; indeed, it was regarded a crime to allow children to grow up in ignorance of useful labor. By the command of God, every child was taught some trade, even though he was to be educated for holy office. Many of the religious teachers supported themselves by manual labor. Even so late as the time of the apostles, Paul and Aquila were no less honored because they earned a livelihood by their trade of tent-making. CE 61.3

The chief subjects of study in these schools were the law of God, with the instructions given to Moses, sacred history, sacred music, and poetry. The manner of instruction was far different from that in the theological schools of the present day, from which many students graduate with less real knowledge of God and religious truth than when they entered. In those schools of the olden time it was the grand object of all study to learn the will of God, and man's duty toward him. In the records of sacred history were traced the footsteps of Jehovah. The great truths set forth by the types were brought to view, and faith grasped the central object of all that system,—the Lamb of God that was to take away the sin of the world. CE 62.1

A spirit of devotion was cherished. Not only were students taught the duty of prayer, but they were taught how to pray, how to approach their Creator, how to exercise faith in him, and how to understand and obey the teachings of his Spirit. Sanctified intellects brought forth from the treasure-house of God, things new and old, and the Spirit of God was manifested in prophecy and sacred song. CE 62.2

Music was made to serve a holy purpose, to lift the thoughts to that which is pure, noble, and elevating, and to awaken in the soul devotion and gratitude to God. What a contrast between the ancient custom and the uses to which music is now too often devoted! How many employ this gift to exalt self, instead of using it to glorify God! A love for music leads the unwary to unite with world-lovers in pleasure-gatherings where God has forbidden his children to go. Thus that which is a great blessing when rightly used, becomes one of the most successful agencies by which Satan allures the mind from duty and from the contemplation of eternal things. CE 62.3

Music forms a part of God's worship in the courts above, and we should endeavor, in our songs of praise, to approach as nearly as possible to the harmony of the heavenly choirs. The proper training of the voice is an important feature in education, and should not be neglected. Singing, as a part of religious service, is as much an act of worship as is prayer. The heart must feel the spirit of the song, to give it right expression. CE 62.4

How wide the difference between those schools taught by the prophets of God, and our modern institutions of learning! How few schools are to be found that are not governed by the maxims and customs of the world! There is a deplorable lack of proper restraint and judicious discipline. The existing ignorance of God's word, among a people professedly Christian, is alarming. Superficial talk, mere sentimentalism, passes for instruction in morals and religion. The justice and mercy of God, the beauty of holiness, and the sure reward of right-doing, the heinous character of sin, and the certainty of its terrible results, are not impressed upon the minds of the young. Evil associates are instructing the youth in the ways of crime, dissipation, and licentiousness. CE 63.1

Are there not some lessons which the educators of our day might learn with profit from the ancient schools of the Hebrews? He who created man has provided for his development in body and mind and soul. Hence, real success in education depends upon the fidelity with which men carry out the Creator's plan. CE 63.2

The true object of education is to restore the image of God in the soul. In the beginning, God created man in his own likeness. He endowed him with noble qualities. His mind was well-balanced, and all the powers of his being were harmonious. But the fall and its effects have perverted these gifts. Sin has marred and well-nigh obliterated the image of God in man. It was to restore this that the plan of salvation was devised, and a life of probation was granted to man. To bring him back to the perfection in which he was first created, is the great object of life,—the object that underlies every other. It is the work of parents and teachers, in the education of the youth, to co-operate with the divine purpose; and in so doing they are “laborers together with God.” [ 1 Corinthians 3:9 .] CE 63.3

All the varied capabilities that men possess—of mind and soul and body—are given them by God, to be so employed as to reach the highest possible degree of excellence. But this cannot be a selfish and exclusive culture; for the character of God, whose likeness we are to receive, is benevolence and love. Every faculty, every attribute, with which the Creator has endowed us, is to be employed for his glory and for the uplifting of our fellow-men. And in this employment is found its purest, noblest, and happiest exercise. CE 64.1

Were this principle given the attention which its importance demands, there would be a radical change in some of the current methods of education. Instead of appealing to pride and selfish ambition, kindling a spirit of emulation, teachers would endeavor to awaken the love for goodness and truth and beauty,—to arouse the desire for excellence. The student would seek the development of God's gifts in himself, not to excel others, but to fulfill the purpose of the Creator and to receive his likeness. Instead of being directed to mere earthly standards, or being actuated by the desire for self-exaltation, which in itself dwarfs and belittles, the mind would be directed to the Creator, to know him, and to become like him. CE 64.2

“The fear of the Lord is the beginning of wisdom, and the knowledge of the holy is understanding” [ Proverbs 9:10 .] The great work of life is character-building; and a knowledge of God is the foundation of all true education. To impart this knowledge, and to mould the character in harmony with it, should be the object of the teacher's work. The law of God is a reflection of his character. Hence the psalmist says, “All thy commandments are righteousness;” [ Psalm 119:172 .] and “through thy precepts I get understanding.” [ Psalm 119:104 .] God has revealed himself to us in his word and in the works of creation. Through the volume of inspiration and the book of nature, we are to obtain a knowledge of God. CE 64.3

It is a law of the mind that it gradually adapts itself to the subjects upon which it is trained to dwell. If occupied with commonplace matters only, it will become dwarfed and enfeebled. If never required to grapple with difficult problems, it will after a time almost lose the power of growth. As an educating power, the Bible is without a rival. In the word of God the mind finds subject for the deepest thought, the loftiest aspiration. The Bible is the most instructive history that men possess. It came fresh from the fountain of eternal truth, and a divine hand has preserved its purity through all the ages. It lights up the far-distant past, where human research seeks vainly to penetrate. In God's word we behold the power that laid the foundation of the earth and that stretched out the heavens. Here only can we find a history of our race, unsullied by human prejudice or human pride. Here are recorded the struggles, the defeats, and the victories of the greatest men this world has ever known. Here the great problems of duty and destiny are unfolded. The curtain that separates the visible from the invisible world is lifted, and we behold the conflict of the opposing forces of good and evil, from the first entrance of sin, to the final triumph of righteousness and truth; and all is but a revelation of the character of God. In the reverent contemplation of the truths presented in his word, the mind of the student is brought into communion with the infinite mind. Such a study will not only refine and ennoble the character, but it cannot fail to expand and invigorate the mental powers. CE 65.1

The teaching of the Bible has a vital bearing upon man's prosperity in all the relations of this life. It unfolds the principles that are the corner-stone of a nation's prosperity,—principles with which is bound up the well-being of society, and which are the safeguard of the family,—principles without which no man can attain usefulness, happiness, and honor in this life, or can hope to secure the future, immortal life. There is no position in life, no phase of human experience, for which the teaching of the Bible is not an essential preparation. Studied and obeyed, the word of God would give to the world men of stronger and more active intellect than will the closest application to all the subjects that human philosophy embraces. It would give men of strength and solidity of character, of keen perception and sound judgment,—men who would be an honor to God and a blessing to the world. CE 66.1

In the study of the sciences also, we are to obtain a knowledge of the Creator. All true science is but an interpretation of the handwriting of God in the material world. Science brings from her research only fresh evidences of the wisdom and power of God. Rightly understood, both the book of nature and the written word make us acquainted with God by teaching us something of the wise and beneficent laws through which he works. CE 66.2

The student should be led to see God in all the works of creation. Teachers should copy the example of the Great Teacher, who from the familiar scenes of nature drew illustrations that simplified his teachings, and impressed them more deeply upon the minds of his hearers. The birds caroling in the leafy branches, the flowers of the valley, the lofty trees, the fruitful lands, the springing grain, the barren soil, the setting sun, gilding the heavens with its golden beams,—all served as means of instruction. He connected the visible works of the Creator with the words of life which he spoke, that whenever these objects should be presented to the eyes of his hearers, their thoughts might revert to the lessons of truth he had linked with them. CE 66.3

The impress of Deity, manifest in the pages of revelation, is seen upon the lofty mountains, the fruitful valleys, the broad, deep ocean. The things of nature speak to man of his Creator's love. He has linked us to himself by unnumbered tokens in heaven and in earth. This world is not all sorrow and misery. “God is love,” [ 1 John 4:8 .] is written upon every opening bud, upon the petals of every flower, and upon every spire of grass. Though the curse of sin has caused the earth to bring forth thorns and thistles, there are flowers upon the thistles, and the thorns are hidden by roses. All things in nature testify to the tender, fatherly care of our God, and to his desire to make his children happy. His prohibitions and injunctions are not intended merely to display his authority, but in all that he does, he has the well-being of his children in view. He does not require them to give up anything that it would be for their best interest to retain. CE 67.1

The opinion which prevails in some classes of society, that religion is not conducive to health or to happiness in this life, is one of the most mischievous of errors. The Scripture says: “The fear of the Lord tendeth to life; and he that hath it shall abide satisfied.” [ Proverbs 19:23 .] “What man is he that desireth life, and loveth many days, that he may see good? Keep thy tongue from evil, and thy lips from speaking guile. Depart from evil, and do good; seek peace, and pursue it.” [ Psalm 34:12-14 .] The words of wisdom “are life unto those that find them, and health to all their flesh.” [ Proverbs 4:22 .] CE 67.2

True religion brings man into harmony with the laws of God, physical, mental, and moral. It teaches self-control, serenity, temperance. Religion ennobles the mind, refines the taste, and sanctifies the judgment. It makes the soul a partaker of the purity of heaven. Faith in God's love and overruling providence lightens the burdens of anxiety and care. It fills the heart with joy and contentment in the highest or the lowliest lot. Religion tends directly to promote health, to lengthen life, and to heighten our enjoyment of all its blessings. It opens to the soul a never-failing fountain of happiness. Would that all who have not chosen Christ might realize that he has something vastly better to offer them than they are seeking for themselves. Man is doing the greatest injury and injustice to his own soul when he thinks and acts contrary to the will of God. No real joy can be found in the path forbidden by him who knows what is best, and who plans for the good of his creatures. The path of transgression leads to misery and destruction; but wisdom's “ways are ways of pleasantness, and all her paths are peace.” [ Proverbs 3:17 .] CE 68.1

The physical as well as the religious training practiced in the schools of the Hebrews may be profitably studied. The worth of such training is not appreciated. There is an intimate relation between the mind and the body, and in order to reach a high standard of moral and intellectual attainment, the laws that control our physical being must be heeded. To secure a strong, well-balanced character, both the mental and the physical powers must be exercised and developed. What study can be more important for the young than that which treats of this wonderful organism that God has committed to us, and of the laws by which it may be preserved in health? CE 68.2

And now, as in the days of Israel, every youth should be instructed in the duties of practical life. Each should acquire a knowledge of some branch of manual labor, by which, if need be, he may obtain a livelihood. This is essential, not only as a safeguard against the vicissitudes of life, but from its bearing upon physical, mental, and moral development. Even if it were certain that one would never need to resort to manual labor for his support, still he should be taught to work. Without physical exercise, no one can have a sound constitution and vigorous health; and the discipline of well-regulated labor is no less essential to the securing of a strong and active mind and a noble character. CE 69.1

Every student should devote a portion of each day to active labor. Thus habits of industry would be formed, and a spirit of self-reliance encouraged, while the youth would be shielded from many evil and degrading practices that are so often the result of idleness. And this is all in keeping with the primary object of education; for in encouraging activity, diligence, and purity, we are coming into harmony with the Creator. CE 69.2

Let the youth be led to understand the object of their creation,—to honor God, and bless their fellow-men; let them see the tender love which the Father in heaven has manifested toward them, and the high destiny for which the discipline of this life is to prepare them,—the dignity and honor to which they are called, even to become the sons of God,—and thousands would turn with contempt and loathing from the low and selfish aims and the frivolous pleasures that have hitherto engrossed them. They would learn to hate sin, and to shun it, not merely from hope of reward or fear of punishment, but from a sense of its inherent baseness,—because it would be a degrading of their God-given powers, a stain upon their God-like manhood. CE 69.3

God does not bid the youth to be less aspiring. The elements of character that make a man successful and honored among men,—the irrepressible desire for some greater good, the indomitable will, the strenuous exertion, the untiring perseverance,—are not to be crushed out. By the grace of God they are to be directed to objects as much higher than mere selfish and temporal interests as the heavens are higher than the earth. And the education begun in this life will be continued in the life to come. Day by day the wonderful works of God, the evidences of his wisdom and power in creating and sustaining the universe, the infinite mystery of love and wisdom in the plan of redemption, will open to the mind in new beauty. “Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him.” [ 1 Corinthians 2:9 .] Even in this life we may catch glimpses of his presence, and may taste the joy of communion with heaven; but the fullness of its joy and blessing will be reached in the hereafter. Eternity alone can reveal the glorious destiny to which man, restored to God's image, may attain.— Patriarchs and Prophets, 594-602 . CE 70.1

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New Book: Formation in the Love of Truth: Principles of Orthodox Education (+VIDEO)

Florence, Arizona, June 3, 2024

The book, Formation in the Love of Truth: Principles of Orthodox Education by Archpriest Peter Heers, the founder and head of Uncut Mountain Press, is essential reading for every parent, educator, teacher or priest striving to form their children in the love of Truth and set them free from the shackles of the spirit of this age.

Fr. Peter navigates the reader through the history and aims of compulsory state education, the benefits and challenges of homeschooling, and the vision and pitfalls of the Orthodox academy. What is at stake is not simply education but the faithfulness of our children to Christ in an anti-Christian world.

Fr. Peter writes:

In the West, traditionally, the educators want the students to become a part of this great conversation of intellectuals. That is not our goal. We want to have a great conversation, a truly great conversation, but not because we engage every prominent thinker, but rather because we are engaged by exceptionally inspired discourse of heavenly origins. The boast of Orthodox civilization is not the quantity of the works produced (you often hear that in classical circles in the West), nor the rate by which the ideas are exchanged, but rather the quality of the communion generated and the depth of the meaning attained. That is what we are interested in. It is better to have less but go deeper than to have more, have confusion, and have diversion from the one thing needful. So our end, in Orthodoxy, in educational enlightenment, is not merely to produce good wise men and much less good citizens. If this were the case, we would be impoverished as Orthodox, and the incarnation would be rather unnecessary-if that was the goal of our education. Just as the law was our pedagogue, until faith came, so too, the end of education must be initiation into the Spirit-the beginning of an endless ascent to divine humanity in the Church.

Watch a video trailer for the new book:

Also peruse a free preview of the text here .

Formation in the Love of Truth: Principles of Orthodox Education is now available from Uncut Mountain Press.

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Texas education leaders unveil Bible-infused elementary school curriculum

Elementary school curriculum proposed this week would infuse new state reading and language arts lessons with teachings on the Bible, marking the latest push by Texas Republicans to put more Christianity in public schools.

The Texas Education Agency released thousands of pages of educational materials this week. They have been made available for public viewing and feedback and, if approved by the State Board of Education in November, will be available for public schools to roll out in August of 2025. Districts will have the option of whether to use the materials but will be incentivized to do so with up to $60 per student in additional funding.

TEA Commissioner Mike Morath said the materials are based on extensive cognitive science research and will help improve students' reading and math scores. In 2019, less than half of students met grade-level standards for reading, and that percentage has declined since the pandemic , based on state standardized test scores.

The new materials have prompted criticism, though. The education news site, The 74 , first reported the redesign on Wednesday and included excerpts of lesson plans with biblical references. They also reported that a New York-based curriculum vendor, Amplify, opted out of bidding on a contract after the state sought to insert biblical materials, but not other religious texts, into the curriculum. The state education agency rejected those claims, saying multiple religions are included throughout the curriculum. Because of Texas' size, textbooks that are developed for its schools are often used in other states.

On Thursday, Morath told The Texas Tribune that religious materials are a "small piece of the content pie." His office could not quantify what percentage of each grade's textbook would be devoted to biblical references. The Tribune has not reviewed all materials, which include the state-designed textbooks as well as proposals from 25 different vendors.

But an initial review of the proposed state textbooks shows that religious materials feature prominently, with texts sourced from the Bible as the most heavily used.

"It's a tiny fraction of the overall fraction - it's just where it makes sense to do that," Morath said. "It's a very small but appropriate fraction."

The textbooks mark a shift toward a "classical, broad-based liberal arts education," from a more skills-based curriculum, Morath said.

"You're trying to build vocabulary, build background knowledge so that when kids are reading Steinbeck in high school, they get the references," Morath said.

The instructional materials were unveiled amid a broader movement by Republicans to further infuse conservative Christianity into public life. At last week's Texas GOP convention - which was replete with calls for "spiritual warfare" against their political opponents - delegates voted on a new platform that calls on lawmakers and the SBOE to "require instruction on the Bible, servant leadership and Christian self-governance."

Throughout the three-day convention, Republican leaders and attendees frequently claimed that Democrats sought to indoctrinate schoolchildren as part of a war on Christianity . SBOE Chair Aaron Kinsey, of Midland, echoed those claims in a speech to delegates, promising to use his position to advance Republican beliefs and oppose Critical Race Theory, "diversity, equity and inclusion" initiatives or "whatever acronym the left comes up with next."

"You have a chairman," Kinsey said, "who will fight for these three-letter words: G-O-D, G-O-P, and U-S-A."

Mark Chancey, a Southern Methodist University religious studies professor who focuses on movements to put the Bible in public schools, said there is "nothing inherently inappropriate" with teaching the Bible or other religious texts, so long as it's done neutrally. But he's concerned by some of the proposed curriculum, including lessons that he said seem to treat biblical stories as "straightforward historical accounts."

"It serves a civic good for students to be taught about religion," he said. "But that's different from giving students religious instruction. The question is going to be whether these materials teach about religion, or whether they cross the line into giving religious instruction."

For example: The curriculum promotes lessons on Leonardo Da Vinci's "The Last Supper" alongside the Gospel of Matthew, which centers on Jesus' crucifixion and its atonement for human sin. "These are very strong, central claims of Christian theology," Chancey said. "And students will have questions about that. How are teachers supposed to respond to those questions?"

It's not unforeseeable, he said, for those conversations to lead to even thornier areas that are still divisive even among Christians.

If the state education board approves the materials in November, schools will not be required to use them. But a measure approved by lawmakers last year will offer more money to public school districts that do choose to adopt any of the materials.

Some of that content includes a first-grade lesson stating the Liberty Bell "reminded [ the Founding Fathers ] of how God helped free the Hebrew people in the Bible" as well as a fifth-grade poetry lesson on "A Psalm of David," described as "one of the most popular poems ever written."

Other religions are also included. A second-grade lesson highlights the Jewish celebration of Purim. A fourth-grade poetry unit includes Kshemendra, a poet from India who "studied Buddhism and Hinduism."

Some State Board of Education members told the Tribune they had not yet read through the materials and would decide whether or not to approve the content based on standards they've already established.

Keven Ellis , a Republican state school board member who lives in Lufkin, said the role of the board is to make sure the materials are appropriate for each grade level and that they align with the state's curriculum standards, known as the Texas Essential Knowledge and Skills.

"My focus will remain on approving instructional materials that improve outcomes in phonics, language arts, and math," Ellis said.

State curriculum guidelines spell out that "the instructional material should recognize and not contradict that parents have the right to 'direct the moral and religious training' of their children and the duty to support their children's education.'" Ellis did not respond to inquiries about the religious material.

Staci Childs , a Houston Democrat who sits on the SBOE, said she believes it's okay to include Biblical references as long as other religions are also introduced to students.

"As a Christian, I think it is okay [ to teach the Bible ] as long as you're normalizing the introduction of all religions and all types of mythologies so students have a varied and robust and true depiction of the materials in the text of our past," Childs said. "To only infuse Bible verses and teachings of the Bible is completely insensitive to all the different types of students we have in Texas and a disrespect to the faiths they may acknowledge."

Last year, the state directed the TEA to create its own textbooks when the Legislature passed House Bill 1605 . Lawmakers said the purpose of the policy was to give teachers access to high-quality instructional materials.

A teacher vacancy task force that had convened in 2022 found that teachers spend significant time creating and looking for lesson plans. Lawmakers said the new state textbooks will save teachers time.

In an op-ed published in the Dallas Morning News this week, state Rep. Brad Buckley , R-Killeen, and state Sen. Brandon Creighton , R-Conroe, said the new materials "will provide much-needed relief to teachers by eliminating the need to spend dozens of hours outside of the classroom developing curriculum."

Morath said the materials are designed for Texas students, with references to the state's geography and industries, as well as Texas-based historical figures like Clara Driscoll, known for her historic preservation work rescuing the Alamo from destruction, decades after the pivotal battle at the former Catholic mission in San Antonio.

"We've tried to make it as tightly based on the needs of Texas students as possible," Morath said.

Soon after the materials were released on Wednesday morning, Gov. Greg Abbott released a statement saying he supported the curriculum.

"The materials will also allow our students to better understand the connection of history, art, community, literature, and religion on pivotal events like the signing of the U.S. Constitution, the Civil Rights Movement, and the American Revolution," Abbott said in a statement.

When asked directly if Abbott had any role in developing the new content, Morath answered: "I'm not sure any. This was entirely a project of TEA." Morath added that the governor is keenly attentive to the subject of public education.

"The governor has been very interested in getting back to fundamentals of education for a long time," Morath said, "and so this is some of the lens that we think about, but he's not alone in that perspective."

Before HB 1605's passage, the Texas Education Agency was creating new instructional materials in order to help improve students' reading and math scores. Those materials were piloted in about 400 districts, a TEA spokesperson said. Some had full-scale, district-wide implementation while others tested the materials in a few grade levels.

Morath cited pilot studies in districts like Temple and Lubbock, where students' reading scores increased by as much as 16 points after adopting the newer reading and language arts program.

About 300 people, most of whom are educators, are reviewing all of the instructional materials and will present their feedback to the State Board of Education. TEA did not provide a list of the reviewers but said they were selected by the SBOE.

Members of the public can also weigh in and offer feedback on the materials until August 16 and from there, the materials will go before the state board in November for final approval. If approved, the materials will immediately be available for download.

Chancey, the Southern Methodist University religion professor, said teaching the Bible in any public setting immediately prompts a variety of complicated questions. First among them: Which of the many Bible translations should be used? "The choice of translation brought into the public school has at times proven controversial," he said.

Meanwhile, Chancey said, the proposed instructions on religious liberty in the original colonies seem to be a "tremendous oversimplification," failing to note the persecution faced by other religious groups, namely Quakers and early Baptists. Omitting that, he said, misses the real lesson to be learned from studying America's early settlers: "The dangers of religious favoritism."

The proposed state textbook calls for excerpts of Martin Luther King Jr.'s "Letter From a Birmingham Jail" to be paired with the Biblical story of Shadrach, Meshach and Abednego, whose defiance of the Babylonian leader Nebuchadnezzar is cited by King as an example of civil disobedience. And yet, the proposed curriculum does not appear to include any excerpts on the intended audience or a core theme of King's letter: White moderates and clergy, whom King chastised for critiquing his civil disobedience while remaining "silent behind the anesthetizing security of stained glass windows."

Morath said the excerpt chosen is the one that would be appropriate for a fifth grader, based on their vocabulary and knowledge level.

"We would expect students to return to it in deeper and deeper ways," Morath said. "You have to give him bits of knowledge that build on prior bits of knowledge, and you're steadily giving them more and more and more exposure."

This instructional redesign for public schools comes amid an ongoing embrace on the right of Christian nationalism, which claims that the United States founding was ordained by God, and that its laws and institutions should thus favor their conservative, Christian views. Recent polling from the Public Religion Research Institute found that more than half of Republicans adhere to or sympathize with pillars of Christian nationalism, including beliefs that the U.S. should be a strictly Christian nation. Of those respondents, PRRI found, roughly half supported having an authoritarian leader who maintains Christian dominance in society.

The Texas Tribune is a nonprofit, nonpartisan media organization that informs Texans - and engages with them - about public policy, politics, government, and statewide issues.

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'Parents' rights' groups labeled extremist: SPLC lists a key Florida group as anti-government

The Southern Poverty Law Center is for the first time labeling Florida-headquartered Moms for Liberty and 11 other right-wing “parents' rights” groups as extremist groups in its annual report, released Tuesday.

Moms for Liberty and the other organizations are being designated as “anti-government extremist groups,” based on longstanding criteria, explained the law center's Intelligence Project Director Susan Corke. Corke said the grassroots conservative groups are part of a new front in the battle against inclusivity in schools, though they are drawing from ideas rooted in age-old white supremacy.

“(The movement) is primarily aimed at not wanting to include our hard history, topics of racism, and a very strong push against teaching anything having to do with LGBTQ topics in schools,” Corke said. ”We saw this as a very deliberate strategy to go to the local level.”

The new designations are detailed in the law center's annual 2022 Year in Hate and Extremism report.

The 12 new groups brought the total number of active extremist groups included in the 2022 report to 1,225 nationwide. Of those, the law center designates 702 as anti-government groups and 523 as hate groups. That’s almost flat from 2021 when the law center counted 1,221 extremist groups.

The Southern Poverty Law Center is one of the most widely recognized research organizations tracking hate and extremism in the United States. Being added to its watchlist means almost certain notoriety. Over the years, the center has brought new focus to self-described militias, anti-immigrant groups and outright hate groups. The law center has also sued hate groups and individual extremists in the civil courts, often with great success.

But the law center has also been criticized for designating as extremist some groups that argue they simply take a political position and has defended itself in lawsuits , including from immigration policy groups it has designated as anti-immigrant hate groups. (The organization also is fighting a lawsuit from Gavin McInnes, who founded the Proud Boys and who has argued the center's hate group designation harmed his career.)

Moms for Liberty did not respond to a request for comment Tuesday.

The report also has other findings, including that the so-called “militia movement” declined significantly last year, that antisemitism continues to be a major force animating the extreme far-right and that alternative tech sites aren’t as niche as perhaps might be expected.

Moms for Liberty makes the extremist list

Moms for Liberty's national summit: Trump, DeSantis both slated to speak

The Florida-headquartered Moms for Liberty has hit the headlines across the country since its founding in 2021.

The law center study concludes the group is part of a broader anti-government movement focused on local politics that sprung up during the Coronavirus pandemic.

Founded by three Florida Republicans , the “social welfare” nonprofit group can engage in political activity without disclosing its financial backers.

The group pitched itself as a potent grassroots movement of outraged parents, many of whom weren’t active in school politics until COVID-19 restrictions forced them to pay attention. It has sprouted local chapters in at least 40 states, claims more than 100,000 members and has the ear of the Republican establishment: Florida Gov. Ron DeSantis has championed their efforts to restrict teaching about race in schools and universities. Critics in Florida slam the group for turning schools into a political battlefield .

That influence solidified the group’s position in national politics. At the end of this month, barely two years after the group came into existence, both DeSantis and former President Donald Trump will speak at Moms for Liberty’s national summit in Philadelphia and may now compete to win the Moms for Liberty vote .

'We are war moms': Moms for Liberty dominates school board politics across U.S.

Despite the national profile, these organizations spread conspiracy theories and operate on the myth that educators are engaged in “Marxist indoctrination” of the nation’s children by imbuing them with dangerous ideas about equality and sexuality, the law center said.

While the movement may be reasonably new, it is founded on the same traditional racist, misogynist and homophobic views that brought people out to protest the desegregation of schools in the 1950s and '60s, the law center argues.

“Over the past two years, reactionary anti-student inclusion groups have been popping up from coast to coast, claiming to battle for parents’ rights. Just like their predecessors, their rhetoric takes on marked anti-LGBTQ, racist and nationalist themes, excluding from their parental concern large demographic segments of American society,” the report states. “These groups publicize their fight for alleged parents’ rights while simply attempting to maintain absolute authority on issues they oppose.”

The primary focus of these groups has been twofold: They have fought against curriculums that teach about America’s racist and violent history and have more recently taken aim at any educational efforts to teach children about LGBTQ issues. To attract attention and seek new followers, groups like Moms for Liberty promote the false claim that left-wing teachers and educators are engaged in a conspiracy to “sexualize” or even “groom” the schoolchildren under their care.

It’s a narrative that has had significant success, the law center notes.

Moms for Liberty alone claims to have “flipped” 17 school boards nationwide to parental-rights supportive majorities, the report states. “Almost immediately following elections, many of these boards began making sweeping changes at school board meetings, such as firing superintendents and making curriculum changes,” the researchers found.

“They have just been really successful in leveraging their relationships with school officials, and extremist groups, to put them kind of in a place where they can make sweeping changes for the majority of people when they're actually in the minority,” said Maya Henson Carey, a research analyst at the law center.

The law center’s standard criteria for determining if a group is anti-government is spelled out on its website:

“An anti-government group is an organization or collection of individuals that – based on its official statements or principles, the statements of its leaders, or its activities – believes the federal government is tyrannical and traffics in conspiracy theories about an illegitimate government of leftist elites seeking a ‘New World Order.’”

The law center report notes that at Moms for Liberty’s first national conference, former U.S. Department of Education Secretary Betsy DeVos stated “I personally think that the Department of Education should not exist,” a quote that the group then used on its website.

Moms for Liberty joins the ranks of groups including the Oath Keepers, the Three Percenters and the United Constitutional Patriots, a self-styled militia that “patrols” the U.S.-Mexico border.

The 12 "parent's rights" groups labeled by the SPLC as extremist groups: Moms for Liberty; Moms for America; Army of Parents; Courage is a Habit; Education First Alliance; Education Veritas; No Left Turn in Education; Parents Against CRT (PACT); Parents Defending Education; Parents Rights in Education; Purple for Parents Indiana and Parents Involved in Education. "Nowhere ever have we been anti-government or anti-inclusive," Elicia Brand, who identified herself as the founder of Army of Parents, told USA TODAY in a statement.

‘Militia’ movement cratering

Stewart Rhodes' unhinged life Vegas parking valet, Yale law graduate, unhinged Oath Keepers leader: Who is Stewart Rhodes?

Largely because of a law enforcement crackdown following the Jan. 6, 2021, insurrection, the so-called “militia movement” of armed extremists saw some of the wind taken out of its sails last year, the law center found.

Probably the country’s most high-profile armed militia leader, Stewart Rhodes , who founded the Oath Keepers, was found guilty of seditious conspiracy in a Washington, D.C., courtroom late last year, along with a co-conspirator. Last month, Rhodes was sentenced to 18 years in prison – the longest sentence handed down to a Jan. 6 participant.

“The attention brought by the insurrection has done severe damage to the militia movement, driving away members who no longer want to be associated with the day’s violence,” the law center report states. Researchers found the total number of armed militia groups nationwide decreased from 92 in 2021 to 61 in 2022.

But that doesn’t mean the threat from organized armed groups has gone away, the law center warns. Anti-government rhetoric and beliefs run as deep, if not deeper, today as they have for decades. While organized militia groups may be out of vogue for now, their attraction persists for armed, conspiracy-minded Americans, the report concludes.

“As legal cases run their course through the justice system, militia groups have had to go underground to reorganize and recruit,” it states.

The law center report also includes several recommendations for keeping this trend going, including federal and state authorities using existing legislation that outlaws organized militias to hold these groups accountable and keep them from growing.

The alt-tech space isn’t that alternative

'Heyday' of extremist fundraising Exclusive: Extremists raised $6.2 million on crowdfunding websites in 'heyday' of financing

For years now, since major tech companies started getting serious about enforcing their terms of service and de-platforming extremists in about 2018, a succession of “alt-tech” sites has grown up to cater to extremists, especially on the far-right.

Websites including social media platforms, crowdfunding sites and video-streaming services have grown to accommodate white supremacists and other extremists. And the law center's research shows that these sites aren’t quite as “alternative” as one might assume.

Law center researchers analyzed data estimating the number of people visiting 12 of these sites, including the message board 4Chan and the far-right social media site Gab.

“Five of the 12 sites that the SPLC analyzed regularly ranked among the top 10% of domains in the United States, according to data from the network security technology company Cisco,” the report states.

The growth of these sites has allowed far-right personalities and propagandists to thrive despite being banned from most of the major tech platforms, law center researchers concluded. The report states:

“We found that the majority of 'alt-tech' sites, whose purveyors emphasize minimal or nonexistent content moderation, have developed and sustained a dedicated user base. This stability allows hard-right extremists to resist some of the repercussions, such as loss of audience or funding streams, that result from deplatforming.”

Portersville Christian Class of 2024

The following are candidates for graduation from Portersville Christian School:

Timothy Anning

Gabrielle Bortz

Kara Butterworth

Selah Charles

Naomi du Toit

Macy Fullmer

Matthew Gebhardt

Isabelle Green

Shon Hutsko

Wesley Morley

Caydren Musko

Jackson Myers

Elizabeth Patterson

Cavan Reilly

John Rhoden

Michael Richardson

Riley Spiker

Cadance Steele

Caleb Tresky

Leah Van Gent

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Best Books on Christian Education (24 books)
24 books · 16 voters · list created December 7th, 2012 by Brett. Tags: christian-education , christian-schools , education , learning , schools , students , study Like
Christian Education: A Guide to the Foundations of Ministry
"Highly recommend[ed] to anyone in the field of Christian education and spiritual formation" "Freddy Cardoza has assembled an exemplary team of educators and theologians to compile this text. Each of these authors are subject-matter experts in their fields, and their corresponding chapters represent some of the most cutting-edge research paired with real-life ministry application.
Top Book Picks for Christian School Educators
Bring it to Life: Christian Education and the Transformative Power of Service-Learning by Lynn Swaner and Roger Erdvig (2018, ACSI)—"I just finished the book and it is groundbreaking. We are planning to use it with all our faculty to learn how to become more intentional and deepen our school's approach to serving.".
Christian Education: Foundations for the Future
Books. Christian Education: Foundations for the Future. Robert E. Clark, Lin Johnson, Allyn K. Sloat. Moody Publishers, Oct 22, 1991 - Religion - 640 pages. Whether in the home or in the church or in a Christian school, the challenge of contemporary Christian educators is to meet the academic needs of students while remaining unswerving in ...
Top Book Picks for Christian School Educators in 2022
Leading Insights: Special Education and Inclusion edited by Lynn Swaner (2021, ACSI)—"Dr. Swaner brings together a mix of voices in Christian education to provide a holistic picture of the calling and possibility for Christian schools in serving students of all abilities. Filled with research, theology, and real-life examples, this book ...
Practicing Christian Education: An Introduction for Ministry
This book has reignited my zeal for ministry preparation that has a curricular core of Christian education." -- Karen E. Jones , Veritas Theology Institute, Huntington University "This book provides a comprehensive overview of the most common concepts and theories shaping the practice of Christian education in North America over the past three ...
Excellence in Online Education: Creating a Christian Community on
It is a joy to recommend this fine book." —David S. Dockery, president, International Alliance for Christian Education, and theologian-in-residence, Southwestern Baptist Theological Seminary "When our program was recently recognized as an example of the best practices in distance education, that validation was largely due to the ...
Encyclopedia of Christian Education
Books. Encyclopedia of Christian Education, Volume 3. George Thomas Kurian, Mark A. Lamport. Rowman & Littlefield, May 7, 2015 - Religion - 1678 pages. Christianity regards teaching as one of the most foundational and critically sustaining ministries of the Church. As a result, Christian education remains one of the largest and oldest ...
A Theology for Christian Education
The book states: "Christian education is distinct from other kinds of education in that its aim is the transformation of the whole person into the likeness of Christ (Col. 1 :28). Christian education is the process of accomplishing this aim." A Theology for Christian Education dedicates chapters to examining particular doctrines and their ...
The Wiley Handbook of Christianity and Education
Presented in three parts, the book starts with thought-provoking essays covering major issues in Christian education such as the movement away from God in American education; the Christian paradigm based on love and character vs. academic industrial models of American education; why religion is good for society, offenders, and prisons; the ...
(PDF) Introducing Christian Education: Foundations for the Twenty-First
The book "Introducing Christian Education: Foundations for the Twenty-First Century" edited and co-authored by Michael J. Anthony is a comprehensive response to the emerging challenges to Christian education during the twenty-first century. The summa consists of works by leading scholars such as Dennis Williams, Jonathan Thigpen, Richard ...
Introducing Christian Education: Foundations for The Twenty-first
The publishers describe this book as 'A Complete Christian Education Resource'. The editor says it 'represents a significant shift in focus from its predecessor Foundations of Ministry: An Introduction to Christian Education for a New Generation. In addition to revisions and updating there are several new chapters for example on singles ministry, Christian schools, and contemporary para ...
Read About Classical Christian Education
Written in 1981, before many modern classical schools existed, this book closely associates classical education with moral education based on C.S. Lewis' Abolition of Man. It explains how classical education could be implemented in Christian schools to develop a spirit of inquiry, and character. The chapter on Paideia is especially insightful.
The Great Vision of Christian Education
Christian education reckons with the sobering reality of the Fall — that because of Adam's rebellion as our covenantal head, all of us have inherited a rebellious sin nature and are legally regarded as guilty (Romans 3:10, 23; Romans 5:12, 15, 17-19), and that the creation itself is fallen and in need of liberation (Romans 8:19-22).
Christian Education
LIN JOHNSON is Managing Editor of The Christian Communicator, Advanced Christian Writer and Church Libraries and is the author and co-author of more than 60 books, including Christian Education: Foundations for the Future, Extracting the Precious from 2nd Corinthians, Encouraging Others, and The Book of John from The Smart Guide to the Bible Series. Lin specializes in Bible curriculum and is a ...
Amazon Best Sellers: Best Christian Education
Best Sellers in Christian Education. #1. The Biggest Story Bible Storybook. Kevin DeYoung. 1,352. Hardcover. 59 offers from $18.99. #2. Love and Respect: The Love She Most Desires; the Respect He Desperately Needs.
Introducing Christian Education
Building on the success of his 1992 collection Foundations of Ministry (over 17,000 sold), Michael Anthony offers Introducing Christian Education to fill the need in the C.E. curriculum for an introductory foundations textbook--one that provides an overview and understanding of the broad range of subjects included in C.E.--for college and seminary use.Thirty-one chapters are offered under the ...
Abeka
Education resources for living rooms and classrooms. Comprehensive, biblically-based curriculum, textbooks, teaching aids and more for Preschool-Grade 12, with a proven spiral learning approach. Homeschool Christian Schools Preschools.
Christian Education
CE 66.3. The impress of Deity, manifest in the pages of revelation, is seen upon the lofty mountains, the fruitful valleys, the broad, deep ocean. The things of nature speak to man of his Creator's love. He has linked us to himself by unnumbered tokens in heaven and in earth. This world is not all sorrow and misery.
New Book: Formation in the Love of Truth: Principles of Orthodox
Florence, Arizona, June 3, 2024. Photo: imgix.net A new publication on Orthodox education is now available from Uncut Mountain Press.. The book, Formation in the Love of Truth: Principles of Orthodox Education by Archpriest Peter Heers, the founder and head of Uncut Mountain Press, is essential reading for every parent, educator, teacher or priest striving to form their children in the love of ...
Basics of Christian Education
Books. Basics of Christian Education. Karen Tye. Chalice Press, Jan 1, 2000 - Religion - 152 pages. Congregations are always struggling with what quality Christian education is and how to build and maintain it. In this concise and easy-to-use guide, Karen Tye offers practical help, addressing the vital areas that need attention when planning ...
Texas education leaders unveil Bible-infused elementary school curriculum
The education news site, The 74, first reported the redesign on Wednesday and included excerpts of lesson plans with biblical references. They also reported that a New York-based curriculum vendor ...
SPLC designates Moms for Liberty an anti-government extremist group
0:03. 1:25. The Southern Poverty Law Center is for the first time labeling Florida-headquartered Moms for Liberty and 11 other right-wing "parents' rights" groups as extremist groups in its ...
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Best Sellers in Adult Christian Education. #1. Love and Respect: The Love She Most Desires; the Respect He Desperately Needs. Dr. Emerson Eggerichs. 10,771. Audible Audiobook.
Christian Education Teaching Methods
This book provides pastors, professional teachers, students of religious education or Christian education, theological students and Sunday school teachers with methods of teaching the faith today and opportunities to reflect critically on the methods and approaches they use in the classroom in the changed cultural context of our postmodern world.
Portersville Christian Class of 2024
Portersville Christian Class of 2024. June 06, 2024 Last Updated: June 03, 2024 02:14 PM Special Sections. The following are candidates for graduation from Portersville Christian School: Timothy Anning. Gabrielle Bortz. Todd Bupp.
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