Some few know that, a while back, I returned to school to pursue a postgraduate degree.  It didn’t require much adjustment from me as there are many non-traditional students these days.  I’m not the sort given to feeling out-of-place, anyway.

Passing strange to me was that I could have been the father to many of my professors.  Even now, I laugh when I think of it. The involvement opened my eyes to possible experiences of young people matriculating through the world of higher education.

Now, I’m a public school guy.  By that, I mean that I came through the ranks of the public school system.  I taught for some time in a Christian school, and I support the Christian school movement, but my direct schooling was in the public school.  With its weaknesses, public education is largely what you make of it. There are many committed Christian teachers and administrators in the public system and much input by Christian organizations.

I support public education because of my positive experiences in the environment though I know that is largely a subjective thing.  Having said that, there may be problems with certain philosophies in the educational enterprise.

When I was coming up, I knew little regarding possible conflicts between philosophies of education and my upbringing.  There just didn’t seem to be much. Those that existed were subtle. I think that may be true for many in the public school system even today.  Now, there is a social problem for those wishing to live for Christ in the dominant culture, but that has always existed. I encourage those under pressure to live for Christ as did their faithful forebears.  The school system is a microcosm of the world system.

At the college level, greater problems may arise.  Here, much teaching is humanistic in approach.  It’s fine to acquire knowledge, much of which is valid and interesting, but the humanistic approach to life is quite different from the Christ-centered worldview.  In some areas, there are few conflicts, but that is not always the case. It can be challenging for a Christian young person to maintain their belief system and balance in the community of secular learning.  Age is also a factor.

When my wife finished her college degree some years ago, she remarked to me that it’s different sitting in a classroom as an adult rather than a youth.  Both she and I had occasion to respectfully disagree with professors. I don’t believe many of the truly young are firm enough in their beliefs to have confidence as a student in the face of a master.

Don’t misunderstand, I had professors who were quite thoughtful and considerate, but it is simply true that the philosophical slip shows in presentation and debate.  I believe most educators try to do a good job.   

There is a swift consensus of opinion among the young on many topics.  This may stem from a desire not to seem culturally incorrect. Of course, this is not always the case, but there can be a collective pressure in higher-learning to meet approval.  Worlds may collide. Theological positions and practices are easily misunderstood by the uninitiated and difficult to convey.

Of interest to me is the changeable nature of knowledge.  We speak of the current state as factual, but elements may be supplanted by new information and discoveries.  Learning is cumulative. Many things believed in my youth have been shown to be incorrect in current lights.

Paul wrote to Timothy of those always learning but never landing truth.  Ultimate reality can only be gained through faith, and all truth is God’s truth.  There is no conflict between spirituality and actuality because we don’t know everything- not yet.  That time is to come, and that state, also, reached by faith.

Sterl