Principle 16 - Does my classroom model and promote self-sacrifice and generosity?

1. How serious are we about self-sacrifice and generosity?

How important are the human qualities of self-sacrifice and generosity to us as Christian educators? Truthfully! How often would we say to another Christian “You need to be more sacrificial.” Or, “you know, I think you could be more generous towards other people.” In fact, as teachers, how often might we have a quiet word to a student we see acting selfishly? Now, I’m not suggesting that we run around to our students, friends and family saying this regularly, but as educators we do need to have a close look at the messages our schools give out about self-sacrifice and generosity. Let’s all agree that we’re not going to start a new compulsory unit of study called “Self-sacrifice and Generosity – 101”. But how important are these special qualities to us as Christian teachers in any educational context? How are they modelled in schools? Do we demonstrate that they are valued, and recognized? 

If you teach in an independent school, perhaps look at the student leadership. Are they the people who are most likely to be known for their servanthood, self-sacrifice and generosity? As well, how significant are the awards ‘Dux of Self-sacrifice’ or ‘School Blue for Servant-hood’ on school Speech Day? While this is said tongue in cheek, there is a serious point to my comment. Count the sporting prizes handed out at your graduation or speech nights, as well as the academic prizes. I’ll lower the bar a little, how many citizenship prizes were there? Check these against the sporting prizes. You might counter my comments by saying, “but we don’t want to promote such acts of self-sacrifice and generosity lest that breeds pride.” But of course, the same could be said of academic and sporting achievements. I’m talking about balance, priorities, and focus here, for this will reflect in some way the things that are most important to our schools.

It would be interesting to be able to ask all of my readers what has been your hardest lesson to learn, and alternatively the easiest? Where would ridding ourselves of a tendency towards self-promotion, self-protection and self-fulfillment come in the list? The world seems to scream the message, "talk yourself up!" How many times have I heard “If you don’t promote your gifts who will?” Or, “you’re doing too much, slow down, drop one or two of your church activities, do something for yourself for a change.” Whether it’s television advertising, Facebook posts, television talk shows, university graduation addresses, school promotional material, or prize giving ceremonies at schools and universities, the messaging is often in the opposite direction to self sacrifice.

2. What is our primary purpose?

As I write in my book ‘Pedagogy and Education for Life’, I believe that God’s ultimate purposes for us are that we know him, love him, serve him, and bring glory to him. Indeed Romans 12:1-2 commends us that in view of “the mercies of God” we are to present our 

“… bodies as a living sacrifice, holy and acceptable to God, which is your spiritual worship. Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect.” 

Some might respond by saying “hang on Trevor our students are just kids, give them a break, most adults we know (and their teachers) struggle to live such lives of sacrifice.” While this is true, my point goes to the heart of what we prioritize, what things shape the very ethos of our schools. In fact, how ‘Christian’ are our schools, and what are the signs, practices and priorities that demonstrate that they are?

We need to be careful as teachers and school leaders to ensure that our words and our actions as teachers and school communities demonstrate where our hope rests in life? Do we encourage our children to imitate Jesus in service, self-sacrifice, and generosity towards others? Is this the basis of community in the Christian school?

3. Aligning our School Practices with the Bible's Teaching

In the education world, competition seems to be expected, and is a key means to promote effort. Seeking to do well and to succeed is not wrong, but if it becomes an unhealthy obsession, where our students need to win and succeed at any cost, we know their efforts are wrongly motivated. To do well is good, but to do so simply to be better than others is not. How we encourage our students to have a right attitude toward success at school and to seek God’s glory, not our own, is an important matter for all teachers. As I say in chapter 9 of my book:

Our students need to be encouraged to support other students who need help, to be humble when they do better than others, and to be generous in how they contribute to group projects and non-individual assignments and activities. Whether participating in academic, sporting, cultural, or community service activities, we should encourage our students to support the work and efforts of others, not just their own (p. 153).

Above: Students volunteering and caring for others (Wiki Commons)

Finally, as Christian teachers, we must always look to Christ as the example to whom we need to focus our attention. We are in a sense servants seeking to encourage servanthood in our students. Our schools need to demonstrate this with actions, not simply words on a school website.  

“For even the Son of Man came not to be served but to serve, and to give his life as a ransom for many.” Mark 10:45

Principle 13 - How do we evaluate the ends towards which our pedagogy is directed?

Aristotle

The greatest challenge we face in seeking to create authentic Christian education is to keep ‘higher’ purposes at the centre of education. Ideally, parents, teachers and students should have a degree of shared understanding and agreement about the purposes for learning. Sadly, many parents and even teachers of faith, can have very narrow goals for school learning. Far too often goals seem to value material success and the attainment of power and influence in the world as paramount. More rarely do we observe the telos of learning based on a desire for a specific type of character, and evidence of virtues or faith in God rather than self. Ancient moral philosophers like Aristotle and Plato argued that the ability to make moral judgements was connected to some accountability for one's actions, not just what is best for the individual. The purpose of education in today's schools is often seen primarily as success in material or worldly terms, and choices are often focussed on what will be best for me! Will you get into the best course, at the right university? In turn, will this give you the best chance of employment that will deliver the right lifestyle? Thankfully, some parents, teachers and school principals still sense that education should offer more than just worldly success.

In 'Pedagogy and Education for Life' I argue for a radical change in direction and emphasis in schooling. The model of schooling that dominates most nations is one based on individual success, primarily centred on exams, that in their own way shape what constitutes curriculum. If we are to broaden our understanding of the signposts of educational success for our schools, we must continue to evaluate the attitudes and priorities we hold. These inevitably tend to shape what we do, and the emphasis we give to specific practices and signposts of success. Are the things we do in our schools pointing our children toward the ‘good’? Or are we distracted primarily by the values of the world? What shapes our view of the future, and how are we shaping our children and students’ views of their hoped-for futures?

However, parents like teachers, can lose sight of the fact that life isn't simply shaped by success at school and whether students get the exam marks for entrance into the 'right' course, in the 'right' university. Sadly, it is far too easy to become captured by worldly success, school rankings, state test results and so on. One of the greatest conduits to developing conceptions of schooling in such narrow terms, is an over-emphasis on externally moderated exams. To be fair, schools also value other non-academic activities, and celebrate success in sport, the arts and civic achievements. But at the end of the day, far too often school success seems to be measured based on individual achievement rather than team effort and good outcomes of a community of learners.

We need a radical change in direction and emphasis in schooling. The model of schooling that dominates most nations is one based on individual success, primarily centred on exams, that in their own way shape what constitutes curriculum. If we are to broaden our understanding of the signposts of educational success for our schools, we must continue to evaluate the attitudes and priorities we hold. These inevitably tend to shape what we do, and the emphasis we give to specific practices and signposts of success. Are the things we do in our schools pointing our children toward the ‘good’? Or are we distracted primarily by the values of the world? What shapes our view of the future, and how are we shaping our children and students’ views of their hoped-for futures?

Six Key Questions Every Principal, Teacher and Parent Should Ask?

The following questions might serve as a helpful way to discuss these issues with colleagues.

Do we have a right balance in our projected purpose and vision for our students, classes and the school? 

What are our goals for teaching and learning, and how do we assess individual and group achievement? How does the education we offer shape character, confidence, a sense of self-worth, and a hope for the future?

What do the stories we tell about our schools, their aims, and the things we celebrate say about us and that school in terms of priorities?  

How do we inspire and direct our students? Are the stories we tell our students and children designed to reinforce a view of the world that is dependent on individual success, personal effort and a self-obsessed attitude to life, that reflects a quest for status, security and status?

What posture do we adopt toward success and the way we define it?

How do we as parents and teachers deal with failure? What might we teach them about the way failure can shape character, open up other possibilities, redirect our motivations for the ‘good’? Is failure only ever seen as bad, or do we accept that from failure can emerge new learning, character building and potentially new opportunities and directions?

What are the expectations we project to parents?

As teachers, what do we signal to parents about the things that matter in the way we recognize achievements at school? I’m tempted to ask all schools to list the things that the school collectively celebrates and acknowledges? Perhaps, simply examine school newsletters, websites, school brochures and promotional videos and so on. What are the things that are applauded most at school assemblies and in speeches from the Principal? How often do we share stories of ‘self-sacrifice, and triumph in adversity? Do we speak of how failures can be turned into success and so on? What do we acknowledge and celebrate most as a school? Who is acknowledged beyond the sporting heroes and the highest achievers on internal and external exams?

If we are in leadership and appoint staff, how do we assess their view of the purpose of schooling and its end goal?

A number of years ago, I took the time to analyse the websites of a number independent schools. I was rather shocked at what they said about themselves. Schools might take the time to assess print material, websites and promotional videos to see if it is easy to see what the telos is for the school.

How easy is it to discern the way the school celebrates ‘character’?

It is helpful in speaking of ‘character’ to reflect on the work of Alasdair McIntyre who in ‘After Virtue’ explores character at some length. In defining and discussing ‘character’, Macintyre fuses role and personality. What characters are seen, admired and held up as worth emulating as “moral representatives of their culture”. And of course, characters to be admired “express bodies of moral belief in their actions”. What are the characters we admire most in our schools? Who or what type of person are the “objects of regard”.

Summing Up

One of my major themes within my book is that our faith-based schools have lost connection with the ultimate purposes for which they were created. In the process, we may well have formed good schools that stand proudly against secular schools with no faith basis and different views of the world. However, many schools have lost connection to the ‘ends’ for which they were first created. What will make our schools outstanding ‘Christian Schools’, rather than just excellent schools producing good academic outcomes? It is not simply how well our teachers are able to impart knowledge of the curriculum. No, it will be based on a specific ‘teleology’ informed by our faith and the purposes for life and existence that God’s word teaches in Scripture. As schools, teachers and parents, we must assess and evaluate our students and our schools based on more than exams and other forms of worldly measures of success. It is far too easy to drift into shallow measures of success. For example, the number of doctors and lawyers produced, major academic achievements, the number of sporting heroes, public figures of note, people of high net worth and so on. Instead, we need to evaluate the ends toward which our pedagogy is directed shaped and informed by the Scriptures.

   

One of my favourite quotes from John Piper in his book 'Desiring God' reflects his biblical understanding of what God desires most for us, and it isn't simply worldly success.

“God is most glorified in us when we are most satisfied in Him”

That is, we will find true happiness and contentment in life when we seek God, honour God and desire him above all other things.  I will finish with another of my favourite quotes from Piper.

“It is about the greatness of God, not the significance of man. God made man small and the universe big to say something about himself” (John Piper,  'Don't Waste Your Life').

 

Do My Classroom and School Encourage Service to One Another? Principle 3

In my previous two posts, I introduced the first two principles within my pedagogical framework, each framed as questions. My third question encourages us to think about the way classroom life encourages our students to serve one another. 

How do your classroom and school demonstrate and encourage service to one another?

Service is not something that can be simply taught as curriculum content. Rather it is a reflection and outcome of the whole of life. An early influence on my thinking in this area was the work of Douglas Barnes. As a young postdoctoral fellow at Indiana University in Bloomington Indiana, I was introduced to the work of the work of this English scholar. Barnes was not a Christian but he wrote a small book that was quite influential. I read it while I was conducting research in schools in Indianapolis in the 1980s.

My research was situated in elementary classrooms, and my focus was the nature of community life. I was particularly interested in the influence of language on learning in the classroom, home and communities. Barnes book 'From Communication to Curriculum' offered a refreshing insight into the relationship of the language of classroom to learning. At the heart of Barnes' thinking was the premise that education is "...embodied in the communicative life of an institution, the talk and gestures by which pupils and teachers exchange meanings even when they quarrel". His thesis was that learning language is not simply a cognitive process, it is acquired in an embodied, whole of life way. We learn language (in fact we learn anything), as we are immersed in a rich web of social relationships.  Likewise, we learn about and acquire human qualities such as 'service' in the context of community.

This may not seem profound in 2018, but for a young academic with a brand-new PhD in cognitive psychology, who had only just 2 years before become a Christian, it resonated deeply with my lived experiences as a teacher, father and researcher. What Barnes' work helped me to grasp was that education must be much more than filling young minds with knowledge, ideas, facts, values or even a specific worldview. Rather, it is as much an embodied experience as an intellectual activity of mind. As such, the whole of life of a community is critical when we try to grapple with what school pedagogy might look like. As James K.A. Smith has put it in his book 'Desiring the Kingdom: Worship, Worldview and Cultural Formation', Christian formation and discipleship are "Educational projects in the most holistic sense: the goal isn't just to equip knowers, but to form doers."

What I have learned in varied educational contexts over the last 30+ years conducting research in classrooms and educational institutions is that while the curriculum we structure, the content we deliver and the activities we plan collectively have an impact on shaping knowledge and learning, there is more! Teaching and learning are not simply dependent on the transfer of content and knowledge into young heads, or the planning of effective teaching and learning activities that transfer knowledge and skills. Rather, teaching, learning and curriculum are embodied activities that impact on our formation as knowers, doers and people. Part of the way learning is embodied is in the rituals and practices of classroom life.

Above: Group work (Wiki Commons)

Hence, as a teacher we can't 'teach' children to serve one another. Being prepared to put the needs of another before one's self runs smack in the face of self-interest. And so, as the teacher and her students live together in the classroom, they commune with one another and 'grow' together as they interact and commune within a particular context or community of practice (a concept I've discussed in previous posts). God made us to learn and 'grow' in knowledge of him as we commune with him.  Likewise, he shapes us within varied communities of practice and life. Gatherings of people influence the way we see the world and how we act. If these gatherings have God at the centre we are formed as we relate to one another under God. These are 'places' where are encouraged to seek the good of the community, not simply self. Within community, we learn to "Love your neighbor as yourself" (Matt 22:37–40). Such qualities are not learned intellectually, but as we learn and commune together.

As teachers and school leaders we are to act in ways that foster community by encouraging all members to serve one another in word and action. The teacher in God’s service is the primary (but not sole) example to their students. Our students also serve as examples to one another. Service and servanthood should be the mark of all teachers, and are of central importance to any classroom within a Christian school. God the Servant King who took on 'the very nature of a servant' made us to be servants to him, but also to one another. Jesus, of course, is the perfect example of service, having given his life for us (Phil 2:7; Matt 20:25–28).

As teachers, our example is a critical part of what it is to be a Christian teacher, as we demonstrate what service looks like, as well as shepherding and watching over our students. But of course, their example to one another is just as powerful. We become servants as we receive the fruit of servant-hood from others.

In my next post we will consider the fourth principle in my framework: 'Developing a right view of work and effort'.