Education

Jesus was likely educated to the level that Jewish peasantry was educated in his era, perhaps a bit better.  His basic education rested with his devout parents, well assisted by the synagogue.  He likely attended a rabbinical school, and could read.  It was education for life.  Since they were devout, their documentation was bonded with Old Testament Scripture as basic textbook.  Luke’s gospel includes a passage, almost parenthetical, in which Jesus, at twelve years of age, seems ahead of his years in discussing the meaning of biblical ideas.  Even Mary, his mother, doesn’t perceive the moment, and the business of God in the experience. (Luke 2:41-52)  The passage incorporates the key words for this Page. There is also a striking instance in which Jesus demonstrated that he was not only knowledgeable of Scripture, but that he could go directly in the scrolls to the point of interest.  He turned to the unmarked passage in Isaiah (known to modern readers as: Isaiah 61:1-2a).  The effect was electric to the congregation, in the manner, the voice, the intensity registered.  The p0int made here is that Jesus was educated, likely above the level of Nazareth neighbors.  He could read which suggests he must have attended the rabbinic school sessions as a youth and emerging adult.  The main point, for our purpose, is that he warmed to education, a vital attitude for learning.  He was aided by the wisdom present in his parental home.  The best parents took responsibility for the educational opportunities for their children.  Clergy recognized that the most influential persons were educated to the level available to them.  It is little wonder that the commitment of Israel to education has given significant benefit to Jewish generations to the present date.  It has contributed significantly to the survival of the Jews against sometimes impossible odds during the centuries.  Christian education is a staple of the church inherited from the ancient clergy.  It may now be sometimes mismanaged in society.

The lesson has not been lost to other cultures (contexts including religious), and those devoted to what they perceive to be success for their objectives.  It applies all along the line of presumptive ideas and contexts in any society.  Those who do not have the perception and practice are, in general, dominated by others, low in living standards, and marginalized in the world’s cultures.  The point, I believe, has been well made that education is vital for both the individual, and the society in which the individual functions.  A large divide in formal education is that which is humanistic (everything is found in nature, so study and hold to what may be found in nature), and for our purpose, Christian education (which accepts the discoveries found in nature, but perceives that there is something beyond nature, important but different, that guides the meaning of all things).  The best in both contexts goes together (truth and discovery) in both – faith and fact.

To offer a specific value context, Christians establish their institutions.  Congregations have their patternof emphases, so we have Catholic, Protestant, and various sectarian divisions.  For the Christian there are numerous colleges and universities, public, private and theistically oriented that are flourishing.  Part of the story is related to the declensions of value orientation in secular education, based on a loss or deliberate evasion of theistic identity in the processes of those institutions.   Evangelical Christian institutions have emerged with standard education, but add the address of spiritual (value) issues that makes all learning meaningful beyond the time and creative factors of the natural universe.  The context of Christian colleges for including the vital additional dimension to secular education is wrapped up in the phrase: these ought ye to have done, and not to leave the other undone. (Luke 11:42).  Matthew also repeats the phrase (23:23).  Jesus makes the point with his own people, that even in the faith context they have left out important matters.   Christian education is concerned to aid students to meet the requirements of effective service to mankind and the development of faith integrity, not with the primary thought of economic benefit, but with the option of serving God by serving self and mankind.  Other matters are largely left to the machinery of society.  Truth, life modeling and service, with love, relate to Christian purpose and truth.  Education in a Christian context offers authority and meaning to moral force in truth and life.  Education implies first meaning to formation of the mind and life of the student, with professional development a second goal.