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Learning beyon d the classroom

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Liberty Garing
Liberty Garing

The document discusses several sources from which students learn outside of formal educational settings. It focuses on three main sources: what students hear from peers, media, etc.; what they read from various publications; and what they see from television, movies and other visual media. It then analyzes the "curriculum" contained in these outside sources, including ideas like naturalism, hedonism, syncretism, pragmatism, existentialism, postmodernism and the denial of absolute truth. The document argues that students are constantly exposed to these worldviews even outside of school.

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What comes to mind when you think of education?
School buildings? Libraries? Textbooks? Curricula? Teachers?
But does education take place outside of such formal settings?
Students are virtually suffocated with ideas when they leave the confines of the school building. For many their education has just begun when the last bell rings each day. In fact, many students use whatever mental energy they have to learn only those things that interest them outside of school.
What are some of the sources from which students learn?
EDUCATIONAL SOURCES: PARENTS After years of ministry among youth ,students want to learn from their parents
The result is that children who are raised in such a home will usually compare what they are taught outside the home with what they are taught in the home. And the lessons they learn from parents outweigh other lessons.
One of the most important directives for the ancient Jews applies to parental responsibility for the education of their children.
Deuteronomy 6:4-7, the revered Shema, states that "(5) You shall love the LORD your God will all your heart and with all your soul and with all your might. (6) And these words, which I am commanding you today, shall be on your heart; (7) and you shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up." This strategic passage was reemphasized by the Lord Jesus (Mark 12:28- 30).
What a student learns outside of class should begin at home.
EDUCATIONAL SOURCES: WHAT IS HEARD, READ, AND SEEN Where and by whom is a student educated outside the school and home?
Since we are concentrating on education outside the classroom, it's important to realize that students are constantly being educated, whether they are aware of it or not.
Education does not just apply to some type of formal education; it is very much a part of daily life.
So where do we find the teachers?
THERE ARE AT LEAST THREE OTHER SOURCES: what is heard, what is read, and what is seen.
First, what is heard?
The point of this illustration is that the wondrous nature of nature had provided a teachable moment. God's creation abounds with such opportunities to observe the variety He has given us. And such moments are part of our daily lives.
But most students hear from more obvious sources: peers, radio, television, movies, music, etc. These sources provide a profusion of ideas. They are teachers. And just as in the formal classroom, the student should be listening carefully to see if the lessons should be considered, discarded, or believed.
The second source focuses on what is read.
Some studies indicate that people are not reading any longer. This is curious in light of the growth of enormous bookstores filled with many obscure and weighty titles. Be that as it may, the printed word still has an impact. Most students give some attention to reading. Words still have meaning, in spite of the efforts of those who would use words to say that words are meaningless.
The last of our sources concerns what we see.
Since a large percentage of students spend an enormous amount of time viewing television, movies, magazines, and other media, this is a major educational element. Images abound in their lives. This challenges the student to be especially alert to the multitude of ideas that come through her eyes and into her mind.
THE CURRICULUM One of the major elements of a formal education is the curriculum. Regardless of the educational level a student attains, his formal education includes variety. The same is true outside the classroom. The education he receives there includes a varied curriculum. And that curriculum can be found in varied places, from conversations with those with whom he works, to his magazine subscriptions, to the movies he rents.
Let's consider several ideas that generally are found in the educational curriculum outside the classroom.
MAN IS THE MEASURE OF ALL THINGS First, man is the measure of all things. That is, man is the focus of what is taught. This course is called naturalism. God either doesn't exist, or He may as well not exist because He has nothing to say to us that has meaning. Thus man is left alone to create meaning, value, morality, religion, government, education, and all other aspects of life. This is probably the most influential way of thinking in this country.
PLEASURE IS THE HIGHEST GOOD The second portion of the curriculum is based upon the idea that pleasure is the highest good. This course is called hedonism. Perhaps one of the more obvious places to find this is in your local grocery store.
The "textbooks" that are found in the magazine rack near the checkout island contain this message in abundance. The articles, advertisements, and pictures emphasize the supremacy of pleasure above virtues such as self-control and sacrifice. Take a moment sometime just to scan the articles and emphases that are highlighted on the front covers of these magazines.
For example, the contents of a recent teen-oriented publication for girls include: "Look Hot Tonight," "Stud Shopping Tips," "Love Stories: Secrets of Girls Who Snagged Their Crush," "Hunky Holidays: Meet the 50 Most Beautiful Guys in the World," and "The Ultimate Party Guide." All these titles revolve around the idea that pleasure is the highest good.
TRUE SPIRITUALITY HAS MANY SOURCES Third, true spirituality has many sources. This course is called syncretism. Current spiritual emphases have led many students to believe that it doesn't matter what path you take as long as you are on a path. A trip to a large book store will demonstrate this.
For example, you can find many books that contain many ideas about angels, but most of them have nothing to do with biblical doctrine. Or you can find a section dedicated to an assortment of metaphysical teachings, none of which align with biblical teaching. When confronted with such variety the student can be tempted to believe that true spirituality can be found in many places.
WHAT WORKS IS GOOD The fourth idea is that what works is good. This course is called pragmatism. This is a particularly attractive part of the curriculum for Americans. And this certainly includes the American Christian student. But it's a deceptively attractive course
These first four parts of the curriculum are naively optimistic. They describe either present or future existence positively because of supreme confidence in man and his abilities. Other portions of the curriculum are not so optimistic. In fact, they can be frighteningly pessimistic at times.
THERE IS NO MEANING A fifth aspect of the curriculum denies meaning. This course is called existentialism, and sometimes nihilism. The "big" questions of life are asked, but no answers are found. Then the response is either total denial of hope, which should logically lead to suicide, or living by simply acting in the face of absurdity.
THERE IS NO TRUTH The last portion of the curriculum is closely connected to what we have just discussed. This course can be called postmodernism. We are living in a culture that increasingly denies an encompassing paradigm for truth. This can be demonstrated by considering what Francis Schaeffer meant by the phrase "true truth." That is, there is no "big picture" to be seen and understood. We only have individuals and communities who have their own "little truths." And nothing connects those truths to something bigger than themselves and more lasting than what might work at the moment. This can be heard, seen, and read incessantly.
RESPONDING TO THE CURRICULUM Man is the measure of all things! Pleasure is the highest good! True spirituality has many sources! What works is good! There is no meaning! There is no truth! These are the ideas that permeate the education a student receives outside the classroom.
Learning beyon d the classroom

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Learning beyon d the classroom

  • 1. What comes to mind when you think of education?
  • 2. School buildings? Libraries? Textbooks? Curricula? Teachers?
  • 3. But does education take place outside of such formal settings?
  • 4. Students are virtually suffocated with ideas when they leave the confines of the school building. For many their education has just begun when the last bell rings each day. In fact, many students use whatever mental energy they have to learn only those things that interest them outside of school.
  • 5. What are some of the sources from which students learn?
  • 6. EDUCATIONAL SOURCES: PARENTS After years of ministry among youth ,students want to learn from their parents
  • 7. The result is that children who are raised in such a home will usually compare what they are taught outside the home with what they are taught in the home. And the lessons they learn from parents outweigh other lessons.
  • 8. One of the most important directives for the ancient Jews applies to parental responsibility for the education of their children.
  • 9. Deuteronomy 6:4-7, the revered Shema, states that "(5) You shall love the LORD your God will all your heart and with all your soul and with all your might. (6) And these words, which I am commanding you today, shall be on your heart; (7) and you shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up." This strategic passage was reemphasized by the Lord Jesus (Mark 12:28- 30).
  • 10. What a student learns outside of class should begin at home.
  • 11. EDUCATIONAL SOURCES: WHAT IS HEARD, READ, AND SEEN Where and by whom is a student educated outside the school and home?
  • 12. Since we are concentrating on education outside the classroom, it's important to realize that students are constantly being educated, whether they are aware of it or not.
  • 13. Education does not just apply to some type of formal education; it is very much a part of daily life.
  • 14. So where do we find the teachers?
  • 15. THERE ARE AT LEAST THREE OTHER SOURCES: what is heard, what is read, and what is seen.
  • 16. First, what is heard?
  • 17. The point of this illustration is that the wondrous nature of nature had provided a teachable moment. God's creation abounds with such opportunities to observe the variety He has given us. And such moments are part of our daily lives.
  • 18. But most students hear from more obvious sources: peers, radio, television, movies, music, etc. These sources provide a profusion of ideas. They are teachers. And just as in the formal classroom, the student should be listening carefully to see if the lessons should be considered, discarded, or believed.
  • 19. The second source focuses on what is read.
  • 20. Some studies indicate that people are not reading any longer. This is curious in light of the growth of enormous bookstores filled with many obscure and weighty titles. Be that as it may, the printed word still has an impact. Most students give some attention to reading. Words still have meaning, in spite of the efforts of those who would use words to say that words are meaningless.
  • 21. The last of our sources concerns what we see.
  • 22. Since a large percentage of students spend an enormous amount of time viewing television, movies, magazines, and other media, this is a major educational element. Images abound in their lives. This challenges the student to be especially alert to the multitude of ideas that come through her eyes and into her mind.
  • 23. THE CURRICULUM One of the major elements of a formal education is the curriculum. Regardless of the educational level a student attains, his formal education includes variety. The same is true outside the classroom. The education he receives there includes a varied curriculum. And that curriculum can be found in varied places, from conversations with those with whom he works, to his magazine subscriptions, to the movies he rents.
  • 24. Let's consider several ideas that generally are found in the educational curriculum outside the classroom.
  • 25. MAN IS THE MEASURE OF ALL THINGS First, man is the measure of all things. That is, man is the focus of what is taught. This course is called naturalism. God either doesn't exist, or He may as well not exist because He has nothing to say to us that has meaning. Thus man is left alone to create meaning, value, morality, religion, government, education, and all other aspects of life. This is probably the most influential way of thinking in this country.
  • 26. PLEASURE IS THE HIGHEST GOOD The second portion of the curriculum is based upon the idea that pleasure is the highest good. This course is called hedonism. Perhaps one of the more obvious places to find this is in your local grocery store.
  • 27. The "textbooks" that are found in the magazine rack near the checkout island contain this message in abundance. The articles, advertisements, and pictures emphasize the supremacy of pleasure above virtues such as self-control and sacrifice. Take a moment sometime just to scan the articles and emphases that are highlighted on the front covers of these magazines.
  • 28. For example, the contents of a recent teen-oriented publication for girls include: "Look Hot Tonight," "Stud Shopping Tips," "Love Stories: Secrets of Girls Who Snagged Their Crush," "Hunky Holidays: Meet the 50 Most Beautiful Guys in the World," and "The Ultimate Party Guide." All these titles revolve around the idea that pleasure is the highest good.
  • 29. TRUE SPIRITUALITY HAS MANY SOURCES Third, true spirituality has many sources. This course is called syncretism. Current spiritual emphases have led many students to believe that it doesn't matter what path you take as long as you are on a path. A trip to a large book store will demonstrate this.
  • 30. For example, you can find many books that contain many ideas about angels, but most of them have nothing to do with biblical doctrine. Or you can find a section dedicated to an assortment of metaphysical teachings, none of which align with biblical teaching. When confronted with such variety the student can be tempted to believe that true spirituality can be found in many places.
  • 31. WHAT WORKS IS GOOD The fourth idea is that what works is good. This course is called pragmatism. This is a particularly attractive part of the curriculum for Americans. And this certainly includes the American Christian student. But it's a deceptively attractive course
  • 32. These first four parts of the curriculum are naively optimistic. They describe either present or future existence positively because of supreme confidence in man and his abilities. Other portions of the curriculum are not so optimistic. In fact, they can be frighteningly pessimistic at times.
  • 33. THERE IS NO MEANING A fifth aspect of the curriculum denies meaning. This course is called existentialism, and sometimes nihilism. The "big" questions of life are asked, but no answers are found. Then the response is either total denial of hope, which should logically lead to suicide, or living by simply acting in the face of absurdity.
  • 34. THERE IS NO TRUTH The last portion of the curriculum is closely connected to what we have just discussed. This course can be called postmodernism. We are living in a culture that increasingly denies an encompassing paradigm for truth. This can be demonstrated by considering what Francis Schaeffer meant by the phrase "true truth." That is, there is no "big picture" to be seen and understood. We only have individuals and communities who have their own "little truths." And nothing connects those truths to something bigger than themselves and more lasting than what might work at the moment. This can be heard, seen, and read incessantly.
  • 35. RESPONDING TO THE CURRICULUM Man is the measure of all things! Pleasure is the highest good! True spirituality has many sources! What works is good! There is no meaning! There is no truth! These are the ideas that permeate the education a student receives outside the classroom.