A dog-trainer taught me one of my most valuable lessons on education: know who you are educating. This took place in my first series of training lessons with my dog CJ. Why was my dog so bad? Barking out orders for desired behaviors did not work, and turning up the volume had little effect. Did my dog lack a bit in the IQ department — or did I lack understanding of a dog’s capabilities?
Dogs are not as dumb or as smart as we think, we were told; they understand words, but only a limited number of single word commands. Sharp, single word commands had a dramatic effect on her training. CJ rose to the top of her class.
The trainer knew dogs and thus how to train them. She knew dog-owners and thus how to educate them.
Imagine constructing an entire educational system based on flawed assumption of whom you are educating.
It is remarkable to note that the success of schools is not determined by material resources. The “what” and “stuff” of education is only secondary to sound education. What is primary is our perception of whom we teach.
So…who is man and how can we best educate our children? This is a worthy question which can be answered by each of us to some degree. Educators from parents to professors will find that their educational philosophy is radically affected by their perspective on who man is (anthropology).
The Three Aspects of Man
Pope John Paul II’s Theology of the Body reminds us that in order to understand who man is, we must remember from whence he came, and what his destiny is. As Catholics, we must not forget that through divine revelation we understand man in ways others do not. We know that man has a fallen nature, and this fallen nature is not the norm. We are NOT all right.
JPII reminds us of the three aspects of man: Original Man, Historical Man and Eschatological Man. Original Man is the term he uses for man before the fall; the man that was supposed to be the norm. He uses Historical Man for man in our current fallen state (which includes redemption). Eschatological man is what man’s destiny in heaven is.
Historical man (apart from redemption) is all that is available for educators who choose to study mankind in a completely materialistic way. With this limited perspective, materialists have devised systems of education that are inherently flawed. What is the effect when fallen man with his darkened mind, weakened will and disordered appetite becomes the norm?
Education theories based on materialistic perspectives are limited due to their limited understanding of man. One result was the flawed system developed by communist Russia in the last century. Since man is only capable of freely living out his fallen nature, (which can be ugly), his very freedom needs to be controlled. The result of controlling man’s freedom was to treat him like an animal. In such a system, there was plenty of training, but little education.
Western culture has devised a different, but equally flawed educational system based on materialistic understandings of man. Our western reaction to the limited perspective on man includes relativizing truth, normalizing our fallen nature and preaching tolerance. This is a deadly combination in education.
Relativizing Truth, Normalizing Deviancy and Demanding Tolerance
Relativism accepts everybody’s perspective on truth to be equally valid. Since there are no objective rules, even the deep questions of life become mere opinions to be expressed and shared with others. The dark side of this attitude, (as Pope Benedict aptly points out) is that it leads to a dictatorship. Once one is convinced that objective truth does not exist, then whenever objective truth rears its ugly head, it is to be squashed — who are YOU to force your truths on me? Since all truth is relegated to opinion, statements of valid objective truth can only be defined as the opinions of persons with inflated egos. Anything but relativism is thus dismissed — a dictatorship. Relativistic thinking is intolerant of any other type of thinking.
Normalization of our fallen nature assumes that our darkened mind, weakened will and disordered appetites are the norm. These fallen characteristics become the basis of our expectations. How can we possibly stop laziness when it is the norm? High ideals become wishful thinking since we are “only human”. Indulging in our lustful passions is perceived as a release. How can we possibly stop teens from experimenting with their sexuality when disordered passions are accepted as normal drives?
Relativistic truth coupled with normalization of deviant behavior is a recipe for disaster unless we convince everyone to practice extreme tolerance. How else can we possibly keep from anarchy when objective truth is dismissed and people are expected to wallow in their fallen natures? This leads to chasing our tails as we tolerate everything except intolerance.
Faith’s Enlightenment of Who Man Is
Pope JPII’s TOB reminds us of the way out. We develop a better educational system, when we understand who man really is — especially when redemption is brought into the picture.
The better we understand who man is, the better opportunity we will have to develop a sound educational system. We realize that understanding man happens not only through study in a historical context, but it is also revealed through the truths of our faith.
One important revealed truth is that truth itself is objective. There are ethical norms for our behavior. The splendor of the truth gives us a standard from which we can measure our subjective perspectives.
Our faith also reveals that fallen man is in fact NOT the norm. There is a high and holy calling that we feel within our very being. As JPII explains, although the fall has happened, there is an echo within each of us of our original design. We feel the struggle between who we are, and what we were created to be. Furthermore, we have access to the grace of redemption. This grace helps us to restore what was lost. Our minds are enlightened, our wills are strengthened and our appetites become more ordered.
When we allow our minds to become enlightened by the truths of the faith, we realize that it is uncharitable to be overly tolerant. Charity demands that we act when others participate in destructive behavior.
The Christian perspective on education thus has inherently higher expectations based on what the true norm for man is and the objective nature of truth. The virtues that lead to true freedom and happiness can be emphasized. Pitfalls in the moral and spiritual life can be recognized and avoided. We understand our fallen-nature — but we also understand the path toward wholeness.
Implications for Education
The implications for education are immense. All educators have an inherent vision of man . Each individual school has unique programs that are based on the collective vision of man that is shared. Even state boards and national councils develop their philosophy from their vision of man .
The more limited this vision of man is, the greater is the probability that the resulting educational philosophy will be flawed. The closer the vision of man gets to the true nature of man, the greater probability that our philosophy will be sound.
Christian Educators in the Public System
The U.S. public educational system consciously tries to keep religious views separated from the public schools, BUT this does not translate into a materialistic mandate. Although public institutions in the U.S. are a-religious, many of the teachers are not. Schools in atheistic countries positively encourage a materialistic ideology. In the U.S. however, materialism is just one competing ideology within the marketplace of ideas.
Christian educators within the public system thus perform an extraordinary service for students, pubic schools and thus society. By actively engaging in professional discussions and decisions, they can help develop sound philosophies based on the more wholesome perspective that our faith gives us.
Thankfully, many strong Christian men and women continue to answer the call to teach within our public system. The importance of these teachers cannot be overstated, especially given the destructive nature of many of the competing ideologies found in education.
There should be a conscience effort within the Church to help Christian teachers better recognize and articulate the inherent philosophical advantages our faith gives us. Educators must also recognize the inherent dangers found in philosophies based on a limited perception of man. They will thus be better equipped to help create sound philosophies within the confines of the public system.
The Effect of a Christian School in Society
The Christian school is everything the public school is and more. With the more complete conception of man, the Christian school can feed not only the student’s mind and body, but also his spirit. Utilizing the principles of the Gospel, the Christian school can avoid the pitfalls that come from more limited perspectives. Expectations that conform to redeemed man with all of its hopes and dreams become the basis from which decisions are made.
Christian schools utilize the tenants of our faith to help form philosophies at the institutional level. This includes the more complete perception of man. This does not preclude utilizing sound educational research. Educational philosophy is developed utilizing sound educational principles considered in light of the Gospel. Each Christian school becomes a unique expression of this by those involved. Our faith provides limits for what is unhealthy and libraries of collective wisdom ready for use.
Institutions can be witnesses of the Kingdom in the world just as individuals are. Just as the Christian educator can be a light in the public school, Christian Schools can become a light in the educational establishment. Just as Christian students can be a light to their team-mates, Christian teams (athletic or academic) can be a light to their communities as they carry the name of Christ. Christian school administrators and teachers can participate in public dialogue with their colleagues at the local, state and national level and thus provide a Christian witness to educational policies.
The Catholic School
The Catholic school, with access to the fullness of the Christian faith, is given the greatest opportunity as a Christian school, and thus carries the greatest responsibility. Students are given access to the sacraments which provide the primary means of grace for redemption. Catholic schools therefore have the added advantage of helping students to not only become enlightened through knowledge, but to become sanctified through grace.
Forming educational philosophies and policies through the lens of faith, the Catholic school will naturally teach families the more adequate anthropology that leads to the abundant life found in Jesus Christ.
Faith Enlightening Education: Implications of Teaching from an Adequate Anthropology
This begins a series of articles that will be one attempt to take the wisdom of the Church, and apply it to the various forms and institutions of education. Christ reveals man to himself. From this solid foundation let us build a more genuine educational system.
References:
Benedict XVI (April 2008), Meeting with Catholic Educators .
Congregation for Catholic Education (1988), The Religious Dimension of Education in A Catholic School .
Congregation for Catholic Education (1997), The Catholic School on the Threshold of the Third Millennium .
Vatican Council II, Declaration on Christian Education: Gravissimum Educationis .
West, C. (2003). Theology of the Body Explained . Boston: Pauline Books and Media
