GRANT Surname Meaning and Origin

GRANT Surname Meaning and Origin The origins of the Grant surname are uncertain, but the following theories are the most widely accepted: A nickname from the Anglo-Norman French graund or  graunt, meaning tall, large- derived, in turn, from the  Latin grandis- bestowed due to the individuals size, or to distinguish two bearers of the same personal name, often different generations within the same family (e.g. grant denotes the elder or senior).Clan Grant says that tradition suggests that the name comes from Sliabh Grianais - the moor above Aviemore, believed to be the first land in Scotland occupied by the Grant progenitors. Grant may also be a spelling variant of the German surname Grandt or Grant Surname Origin: Scottish, English, French Alternate Surname Spellings: GRAUNT, GRAWNT, GRANTE   Where in the World is the GRANT Surname Found? According to Forebears, the Grant surname is most prevalent in the United States (used by over 156,000 people), but most common in Jamaica (where the surname ranks as 10th most common) and Scotland (ranked 29th). Grant is also common in Guyana (46th), New Zealand (49th), Canada (88th), Australia (92nd) and England (105th). Historical surname distribution data from Scotland identifies the areas where Grant was most common in 1881 as Moray, where it was the most used name, as well as Banffshire (2nd most common), Nairn (6th), Inverness-shire (9th) and West Lothian (10th). WorldNames PublicProfiler identifies the Grant surname as being especially popular in Donegal, Ireland, as well as Australia, New Zealand and most of northern Scotland.   Famous People with the Last Name GRANT Ulysses S. Grant -  U.S. general and commander of the Union armies; 18th U.S. presidentCary Grant - British-American film actorHugh Grant - British actorAmy Grant - American singer-songwriterAnne Grant - Scottish poetJedediah Morgan Grant - leader in The Church of Jesus Christ of Latter-day SaintsNatalie Grant - American singer-songwriter Genealogy Resources for the Surname GRANT Clan GrantExplore a wealth of resources made available by Clan Grant, including history, genealogy, gatherings, membership and more. Grant DNA ProjectJoin over 400 individuals with the Grant surname who are interested in combining Y-DNA testing with genealogical research to help identify various Grant genetic lines and ancestries. Trace your Scottish roots back to Scotland and beyond with the steps outlined in this Scottish genealogy guide. Learn how to locate your ancestors county and/or parish in Scotland, plus access vital records, census records and parish records in Scotland. Grant Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Grant family crest or coat of arms for the Grant surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. FamilySearch - GRANT GenealogyExplore over 2.9 million historical records and lineage-linked family trees posted for the Grant surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. GRANT Surname Family Mailing ListsRootsWeb hosts a free mailing lists for researchers of the Grant surname. DistantCousin.com - GRANT Genealogy Family HistoryExplore free databases and genealogy links for the last name Grant. The Grant Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the popular last name Grant from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.    Back to  Glossary of Surname Meanings Origins

Business report Essay Example | Topics and Well Written Essays - 2250 words

Business report - Essay Example Amazingly, even if the processing industries die out, packaging will not follow the same suit because there are products which need packaging in their raw state. This aspect sets a clear detachment of packaging from the manufacturing. Manufacturing only accentuates the packaging industry operations. Packaging is itself a wide and complex industry. It takes different forms. This is because products to be packaged are different. For this reason, you find that the industry is as diverse as the products to be packaged. Liquids cannot be packaged the same way solids like biscuits are packaged. The magnitude of the product to be packaged is also considered when it comes to packaging. As the cost of packaging trickles down to the cost of producing the entire product, then size is a key feature which if ignored it would result to unknown costing mistakes. This report presents a detailed business report on a plastic bottle manufacture. Bottling is a giant industry. Basically, many liquid proc essors have often opted for bottling to package their output. The convenience which comes with bottling lacks an equivalent. Plastic bottling is accommodative to many forms of liquids and hence many manufacturers result to it. Any investor who wants to invest in the most dynamic industry then needs to embrace plastic bottle packaging industry. It is a sector where the rate of return is high and risks involved are minimal. Actually it is the only industry which violates the principles of investment of the higher the risk the higher the profit. The report analyses possibility of entrance into the market. It gives details of the market analysis and its interpretations. All costs involved have been analyzed. These costs include the Fixed and variable costs. Budgeting is a key element in the financial management of any organization and this report includes a budgetary estimate which comes with production of these plastic bottles. The stocking aspects have been taken into account also to ensure that the best policy is adopted in the implementation of plastic bottles production. Production of these bottles call for technical inputs. This report presents a link between the manufacturing principles and how the actual production is carried out. Some of the aspects captured in this report are the jobbing, designs and how quality and continuous improvement are sustained. In addition, there is some focus in to the way models are produced and justified for use in the final product production. It is a report which upon the implementation of the recommendations suggested bottling will be turned into a multibillion making industry. Bottling is added value by inclusion of the modern technology in the production. The world is going green and the bottling industry has to follow the suit. For this course, the production will concentrate on production of biodegradable plastic. This implies that there has to be specialties in the making of the bottles and it is these specialties tha t are making these bottles unique from what has been there previously in the market. Market Analysis for the

Briefly discuss the functions of NAT, ICS, and WINS as well as their Essay

Briefly discuss the functions of NAT, ICS, and WINS as well as their uses - Essay Example It does the access control to resources between computers on the either sides of the firewall. NAT also conserves the number of public addresses used within an organization, considering the economic and security aspects Windows Internet Name Service (WINS) is the Microsoft’s NetBIOS name resolution service for the TCP/IP networks. WINS helps the users to access the resources with NetBIOS names in the remote network. WINS supports NetBIOS over TCP/IP (NetBT). Internet Connection Sharing (ICS) is a feature implemented in Windows Operating system to share a single Internet connection present in one computer with the other computers on the same local area network. ICS works with the help of Dynamical host control protocol of (DHCP) and network address translation (NAT).This Internet connection sharing is done by using a device with Internet access such as 3G cellular service, broadband via Ethernet, or other Internet gateway as the access point for the other devices

Managers should adapt their leadership style according to the context Essay - 1

Managers should adapt their leadership style according to the context - Essay Example This discussion will attempt to describe various reasons that compel managers to ensure that their leadership skills are properly integrated in the context of their organization’s activities. It will also describe ways by, which managers can adapt their skills in to the context of their activities and other issues that are associated with this aspect of leadership. The corpus of organizational performance has changed overtime; this has compelled various organizations to hire managers with proper leadership skills to facilitate their success in the current competitive global business platform. Organizations are becoming more hierarchical while others are showing a more collaborative aspect of operation. However, the most challenging issue emanates from the fact some organization tend to hire managers with leadership skills that do not suit their mode of operation (http://hbr.org, n.d). This has compelled most managers to be exposed in a scenario where they have to integrate their leadership skills in to the activities of the new organization and ensure they are workable. Adaptation into a new working environment is an imperative skill that is required in all working environments. This is owing to the fact that frequent economic changes may compel one person to shift from his job position to another new job position. Managers may also be transferred from one organization to another therefore creating a need for them to be in a position to adapt to their new working environment. This is an imperative leadership skill that managers must possess. Additionally, managers are organizational leaders charged with the responsibility to supervise and guide organizational activities while leading other sub-ordinate staff members. The sub-ordinate staff members are made of people with different perception on how certain issues have to be undertaken. Moreover, organizations are also

Defining And Understanding Resilience

Defining And Understanding Resilience Drawing on material from the module, critically discuss the extent to which theories relating to resilience inform our understanding of an aspect or aspects of contemporary social work. Resilience is described by Fonagy, et al ( 1994) as an ability to achieve a normal standard of development, within a challenging situation. Within contemporary social work practice therefore, support should be provided to enable children and young people to develop and be resilient when faced with adversity and trauma in their life. Rutter (2000) argues that a childs ability to be resilient when faced with hardship, is comparative as opposed to being conclusive. A child or young persons level of resilience is not a predetermined personal quality, individuals are therefore not either weak or strong. The ability to be resilient to trauma subsequently changes in relation to the situation the child is in and the protective factors which may, or may not be, in place. I will explore this further in respect of the psychosocial theories concerning resilience and vulnerability and the defensive aspects which might underpin this. I will also discuss how an increased understanding of these can be constructively applied within modern social work and the need for development of resilience in social workers, practising within a bureaucratic environment. From a psychoanalytical perspective, Freud (1923, cited in Glassman, 1995) proposes that psychological states are determined in the very early stages of life, arguing that a persons level of resilience or vulnerability may be set in place prior to the Oedipal stage. Therefore, by the end of the childhood development period, reactions such as apprehension and fear, alongside other emotive forces and mechanisms of defence have already been imprinted into a specific individual model (Thomas, 1996). A child experiencing the divorce of his parents for example, may develop polarised split views of each parent for example having positive feelings towards the mother and negative towards the father, as a method of coping with the situation (Rutter, 2000). When a situation as an adult occurs which is causing similar emotive reactions such as anxiety, an individual may fall back on this prefigured defence mechanism of splitting their views very distinctly, without perhaps analysing all of the i nformation fully. Masten Powell (2003) argue that primary structures recognised as qualities of human functioning are adaptive and have significant importance in building resilience throughout a diverse range of traumatic and frightening circumstances, for example the forming of attachment relationships which provide a sense of security. Bowlbys (1969) theory of attachment argues that the establishment of a definite connection to a primary care giver, is a significant and valuable initial relationship. Object relations theory which explores the relationship between mother and child proposes that for a child to feel positive about themselves, a warm, stable relationship is required. Bowlby (1988) proposes that a secure attachment will support a child to make confident enquiries of the world around them, developed from having a strong feeling of integration within an encouraging social structure. Attachment can be divided into secure and insecure attachments, and contains both empirical and hypothetical implications. Throughout practice therefore, a model of insecure attachment for example, can be applied in observing a childs behaviour and their possible inability to form relationships. An insecurely attached individual may have a combination of juxtaposed views such as reliance and closeness, alongside an anxiety of possible criticism and dismissal ( Holmes, 1993) . In practice therefore, an understanding of an individuals lack of connection with other people and difficulties in coping with an adverse situation can begin to be understood further within the attachment theory framework. Henderson et al ( 2007) propose that in respect of young people, the transition from childhood through to adolescence and into adulthood, is greatly strengthened by being part of a group and experiencing a sense of connectedness, as opposed to loneliness. A strong sense of ones own abilities and potential can be bolstered by being part of a social network, and also support a childs perception of school as being a constructive and positive part of life (Glover, 2009). The theory of attachment can be applied in practice not just from a psychoanalytical approach, through analysis of learned behaviour and unconscious processes, but also from a behavioural perspective which may argue that an inadequate attachment to a primary caregiver, explains the difficulty experienced in forming friendships during school years for example. Practitioners should remain mindful, however, that there are children who with a great deal of family encouragement and wider social support, still struggle to have the ability to endure the adversity and stresses which may occur in their lives (Rutter,1999). Therefore, whilst psychological theories such as Bowlbys attachment theory can aid understanding of behaviour each individual is effected by the structural factors impacting on their lives. Skeggs ( 2001) argues a sociological view, postulating that class has a significant impact on access to education for example, due to economic resources and as such restricts an individuals opportunity to develop and move forward with their lives, in a way they might wish to. Giddens (1991), in contrast, argues that people have a great deal of agency and control over their lives and therefore have the ability to make changes within their experienced structure of society. Giddens (1991) argues that we live in a post traditional society in which young people do not fall back on traditional roles which were executed by previous generations. Whilst this level of agency enables greater autonomy it may also add to the vulnerability felt by young adults, some of which may struggle more than others due to factors such as racism, stigma and disability (Banks, 2006). It could be argued therefore, that young people are attempting to move forward in life with very little sense of direction. In a postmodern society the propensity for insecurity of children is almost built into their lifestyle. Eriksons ( 1965) theory of development supports this view, arguing that cultural and social circumstances, rather than inner drives, should be evaluated. This will enable an understanding of a individuals behaviour to be gained and issues which are having a damaging effect, to be addressed. The field of child psychology which is concerned with life events, analyses the context in which the child is experiencing the significant incident. The resilience needed to cope with a life event such as divorce is ongoing. As argued by Rutter (2000) there may be particular turmoil surrounding the life event, but there is a potential for the effects of this trauma to continue throughout all other aspects of life. For example having to move home and therefore change schools, form new friendship groups and cope with the feelings of loss if a parent is no longer maintaining regular contact with the child. Therefore, whilst the divorce if the significant life event the long term loss and vulnerability felt by the child is much broader than this. A child who is experiencing a difficult home situation because of the breakdown of a parental relationship, can shield themselves from some of the mental and emotional anguish of their home life through the formation of a close relationship with an adult who is external to the immediate family unit. Howe (1995) postulates that extended family members such as aunts or uncles who positively acknowledge and nurture their abilities and unique characteristics will encourage and enable the child to form a confident and positive perception of the self, away from their traumatic situation. Achieving a feeling of ownership and confidence in ones own abilities can support the development of coping mechanisms. Fonagy, et al (1994) concur with this, arguing that in regards to building a level of resilience, the development of a strong, close relationship with a supportive adult provides an effective protective factor. In respect of contemporary social work, it is the practitioners role to support a child or young person who does not have a stable network of social support (Charles Wilton, 2004), through enabling access to recreation and social activities as necessary. However whilst this may provide support to form a social network and become part of a friendship group within a structured environment, the provision of encouragement does not have to be as definite or predetermined. The introduction of reliable, regular routines into a childs life may assist greatly in the formation of a sense of identity and well being, as recognised by Sandler et al (1989). For example, recurring daily practices in home life in respect of stories at bedtime for young children or eating meals together at a regular time. All of which help to form a feeling of stability and organisation, encouraging a sense of belonging, attachment and security. If a practitioner can apply this theory when working with a family expe riencing trauma it may serve to provide a sensation of familiarity in a life which may, in all other ways, be in turmoil. Within adult care social work also, exploration of early childhood relationships, presence of attachment and occurrence of significant life events, can be carried out, in order to fully understand how an individual has come to a particular point in their life. For example, Bowlbys (1969) study of adults in prison involved therapeutically working back through their lives, to a point in which their childhood attachments could be identified. An understanding of the construct in which the adult is existing, will enable a practitioner to gain deeper understanding, provide appropriate support and to ensure anti-oppressive practice occurs, supporting empowerment of the service user (Dominelli, 2002). Henderson, et al ( 2007) execute a biographical method in their research carried out with young people regarding their perception of well being, enabling a holistic analysis of their lives to be obtained. The benefits of this study are that the researchers tried to comprehend what the young people really understood as being imperative to their well being, through the discussion of life events which had occurred throughout the research process. Whilst the methods used by Henderson et al ( 2007) could be applied positively within social work practice in order to gain understanding of an individuals specific circumstances, practitioners should be mindful of not overlooking the complexities of situations by using the information disclosed in respect of significant life events as a straight forward method of explanation of why a young persons life has transpired the way it has. Kenny Kenny (2000) identify the possibility for patriarchal and authoritarian practice, in the application of psychosocial theories. The notion of resilience itself is subjective and therefore practitioners should be aware of their own opinion of what constitutes sinking or swimming and ensure that this personal view does not influence their judgement of a situation or an individuals capabilities ( Walker Beckett, 2003). The level of power, therefore held by social workers is vast and should be applied carefully and with an awareness of and respect for, diversity of family structures and relationships within the assessment process (Dominelli, 2002). The qualitative methods executed by Henderson et al ( 2007) in respect of gaining a biography of each participant over time, support the view of Giddens ( 1991) who argues that the self is a reflexive project. Giddens (1991) view of late modernity argues that adulthood is constructed and therefore the most significant method of establishing identity as adults, is the development of self narratives. This view is also proposed by Frosh (1991) who argues that through the development and reflexive nature of narrative construction, an individual will form the skills to endure adversities which he argues can persist throughout life. The construction of a personal narrative and the effects of life events on this, is therefore an ongoing process throughout child and adulthood. This is reflected in the research of Fonagy et al (1994) who identify that mothers presenting as resilient, provided an accurate model of the characteristics of their relationship held with their own mother. This capac ity to possess a consistent paradigm of their personal maternal attachments, which may be positive or negative, created a higher likelihood of establishing strong, secure attachments with their own children. Giddens (1991) postulates that fateful moments occur in individuals lives which shape the way their lives continue. This may be empowering or destructive dependant on the event, the timing of the event and how capable and resilient the individual is to deal with it. For example if a child experiences illness and as a consequence is unable to attend school the effects of this event can be ongoing. Being unable to sit exams, missing lessons etc, impact on their ability to integrate into friendship groups when they return to school which may result in being bullied and a change in their perception of school. The ongoing effects of this could be truancy and a lack of engagement in studying, in order to obtain qualifications and progress into further education ( Henderson, et al, 2007). In practice, gaining an understanding of an individuals narrative may present details of critical moments in their life enabling a deeper understanding of their experiences and resilience to dealing with d ifficulties . To conclude, it is clear that resilience does not represent a distinct personal attribute or quality. Children and young people may demonstrate resilience in regards to particular anxieties and traumas but feel unable to cope with others ( Rutter, 1999). Within social work practice, therefore, it is essential to evaluate how a child is placed within their family unit and also within wider society. As discussed by Gilligan (2004), the presence of other siblings, how the child functions within the family model and their relationship and interactions with family members, are significant, contextual and influential elements of a childs life and their capacity to be resilient. The impact of external environmental factors such as positive relationships with other adults, being part of a friendship group and feeling happy at school all act as protective factors in mitigating the negative elements of their life and promoting their resilience ( Werner Smith, 1992). Within the practice of contemporary social work therefore, attention should also be paid to the level of resilience held by practitioners, working with individuals in traumatic situations whilst existing within their own personal construct of relationships, family and past life events. It is imperative that practitioners are self aware in respect of their own ability to cope with the situations in which they are practising. This is an element which can at times be overlooked in regards to people working in supportive roles, who are often perceived as being highly resilient to the effects of trauma ( Coulshed Orme, 2006). In modern social work there is great emphasis placed on value and proficiency both in respect of time and finances and efficiency of practice (Rogers, 2001). The significance of emotion and resilience can frequently be underestimated within the bureaucratic schema in which social workers practice. Psychosocial theories of resilience therefore, can be applied not just in working with service users but in attempting to maintain resilience of practitioners. Word Count 2472

Organic Foods: America is Making Healthier Food Choices Essay -- Nutri

Many people in America believe that we should eat healthier foods. However, a large portion of the advertising created for food in America is focused on unhealthy foods and products, many of which are nutritionally poor and easily accessible to much of the population. This results in a contradictory ideal towards improvement of health, where individuals will constantly eat unhealthy foods and struggle to lose the weight that they will knowingly gain. If people in the modern American society were to focus more on consuming organic foods and products, people would be healthier, reducing high medical costs and improving the overall well-being of Americans. The benefits of organic foods should also be introduced to children in schools so they will be given the choice to shape their own eating habits for the future. The use of harsh chemicals in large-scale crop production is a common issue with non-organic crops. Intended to prevent pests and insects from destroying crops, pesticides and insecticides are often absorbed by the crops and are ingested by humans. Paige Parvin, a writer for Emory Magazine, addresses this issue in her article â€Å"Poison Apples†. In a study done by Chensheng Lu, assistant professor of Environmental and Occupational Health at Emory University’s Rollins School of Public Health, focused on suburban children being exposed to organophosphate pesticides in food, a chemical linked to nerve gas that is used in farming (Parvin). Lu states, â€Å"What really surprised us is that the outcome reflects the hypothesis that by switching to organic produce, there would be no exposure to pesticides,† he says. With a simple change from eating nonorganic products and gradually introducing organic foods into the diets, similar to th... ...issued by nations on GMO’s and any possible need for their use in mainstream food markets, due to lack of testing and the assurance of any negative side effects associated with consumption of these modified foods. Spears, J.F, Klaenhammer, T.R, and Petters, R.M. Genetic Engineering of Food, Feed, and Fiber: Understanding Genetic Engineering. North Carolina Cooperative Connection Service. N.d. Web. 5 Mar 2011. This article was chosen for the positive outlook towards genetic engineering of crops, which help create more crop yields, longer lasting crops and specific variants of a crop resistant to pests and diseases. Though beneficial to the Earth, the lasting complications of ingesting genetically modified foods are a highly contestable topic in America, leading to the holistic and organic food movements.

Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a Philosophy of Christian Education Christian education is one of the most important things an individual can participate in throughout their lifetime. It is a lifelong process, beginning when we reach an age of awareness and ability to learn, and does not end until we reach our physical deaths. This is an ever-evolving progression that changes over the course of a person’s life.People have the capability to constantly grow in spiritual maturity, and it is imperative as teachers and educators to aid students in perceiving, accepting, and fulfilling the Gospel. Jesus provided the Great Commission to make disciples until the day of his return. This is something we must consider carefully and intentionally. As Christian educators, we have the responsibility of first making disciples of Christ, and secondly to prepare them for their participation in our culture and society with God’s word at the center of all they do.E ducators should have a desire for others to be transformed into the likeness of Christ. People must learn how they can know God and follow him in their daily lives. â€Å"We . . . need to be clear on our purpose and creative in our design of educational strategies and use of methods that promote the knowledge of God and a growing relationship with Him† (Anthony 25). Every faucet of the purposes and goals of Christian education should be Christ-centered and biblical.According to Michael Anthony’s book, Christian Education, â€Å"the philosophical foundations of Christian education are derived from systematic theology, which in turn emerges from biblical theology† (26). A correct observation and high view of the Bible, as well as thinking and teaching according to Christ’s view of Scripture, is the Christian educator’s ultimate frame of reference. There has to be an awareness of the indispensable theological keystone of the faith for this education t o be successful. In the Bible, Jesus says, â€Å"Sanctify them by the truth; your word is truth† (John 17. 7). Therefore, teaching with the groundwork of God’s word is teaching the truth; the Bible tells Christians how to live in this world and gives His people morals to stand by and believe. An educational philosophy that is biblically informed provides stability in the midst of the never-ending changes in our society. â€Å"The only constants in our world are God and Scripture. The Lord of the church is the Lord of theology and philosophy† (Anthony 34). Educators need to use theology and the Bible as the foundation for moving toward any philosophy in their Christian education.The purpose of my first education program is to lead people in worship of our Lord and Savior through music, which evokes their feelings and emotions as they celebrate His greatness, unconditional love, and presence in their lives. The goals for worship are for individuals to feel free to express their love of Christ and thankfulness for His mercy, grace, and eternal salvation during Sunday morning services. They will learn the powerful words to these songs, and will then be able to feel the truthfulness in them, through the indwelling of the Holy Spirit.When people worship and celebrate God, those feelings are released, which then leads to them wanting to grow even closer in their relationship with Him; one goal from this experience is for them to bring others to church, becoming witnesses and bringing people who don’t know Christ to services, thus fulfilling the Great Commission. By singing songs with words that come from the Bible, they will become familiar with verses that are God-breathed, making it a strong foundation for Christian education.The purpose of my second education program, leading small group meetings for adults, is to create a safe environment and atmosphere, where students are surrounded by not only their peers, but friends, which allows f or a positive setting to learn. The goals are to educate people regarding the Bible and God, so they will know Him more intimately; they will feel the acceptance of others, and in this emotional climate, be able to openly ask questions they have regarding Christianity that they might not feel comfortable doing in a larger group, or among people outside their age range.They will be able to both know and feel the non-judgmental attitude of the group itself, as they get to know one another more as well. Also, just as with Worship, they will want to bring others to these meetings to experience it and become more involved. Through the use of biblical materials, this program and philosophy also has a solid foundation for education. To best educate people and implement these purposes and goals I have stated, it is vital to understand how individuals learn and grow in Christian faith. At the foundation of Christian education is iblical studies and theology, but it also seeks to integrate th em with knowledge that is gleaned from the social sciences of education, sociology, and psychology (Anthony 13). By utilizing various teaching strategies that encompass learning theory systems, such as cognitive, humanistic, and behavioral, teaching objectives can be created. These explain what the educator wants the students themselves to think, to feel, and to do; however, there needs to be a personal relationship with God, as the Holy Spirit helps one to grow in the image of Christ.When studying the social sciences of education, there is an emphasis on development; humans grow, mature, and develop in varying ways throughout their life spans. In an excerpt from Anthony’s book, â€Å"cognitive development refers to the orderly changes that occur in the way people understand and cope with their world. Cognitive theorists are concerned with how we know, that is, with how we obtain, process, and use information† (68).Jean Piaget first proposed the design of this type of growth, and maintained that there are four major periods, each age-related, of cognitive development: sensorimotor stage, preoperational stage, concrete operations, and formal operations. By knowing these stages in cognitive development, one can apply the concepts in teaching. The educator must focus on what the person at each stage can do, as well as avoid what they can’t understand. They need to be intentional and effective in comprehending and meeting learners’ needs. Moral development is also an important issue that Christian educators need to understand.Bonnidell Clouse noted four general approaches to this type of development: psychoanalytical, learning/conditioning, cognitive/moral reasoning, and moral potential (Anthony 73). The psychoanalytical approach was advocated by Sigmund Freud, and describes development that occurs due to psychological conflict between the ego, superego, and id, where morality results from conflict; B. F. Skinner supported the approach of conditioning, where development occurs due to the individual being exposed to external stimuli and subsequently conditioned with a behavioral response to a given situation, and morality results from action.The cognitive/moral reasoning approach that Jean Piaget proposed is a process that accompanies cognitive/intellectual development, where â€Å"higher† levels of authority make moral decisions, concluding that morality results from knowledge; the fourth and last approach of moral potential was campaigned by Carl Rogers, where development of morals is innate to humanity and is progressed through the process of self-actualization as needs, basic and advanced, are fulfilled, and morality results from potential. These four approaches to moral development are based on the scientific perspective.Though Christian educators have both praised and ridiculed these theories, one of the basic criticisms is that the definition of morality is simple, narrow, and solitary. â€Å"Christi an educators have often turned to Scripture and theology to supply the foundation for understanding moral development. Dennis Dirks notes the development framework presented in the metaphor of moral growth throughout the New Testament, as well as the concepts of internalization of values and moral transformation† (Anthony 78).Donald Joy describes moral development’s path as a pilgrimage, and believes it must have insights from theology, not just the social sciences, in order to provide a comprehensive view of the process. Since Christian educators have incorporated both the theorists’ approaches, as well as the theological ideals, their concept of moral development is more comprehensive. â€Å"It must include reasons, actions, and characters that require knowledge, behavior, virtues, and principles† (Anthony 81). Faith development is another issue for Christian educators to take into consideration.James W. Fowler is the founder of this theory, devoting his time to studying the nature of faith and its development. In order to understand his theory, it is necessary to realize that his primary conceptualization of faith is generic; he assumes that all human beings have some form of faith that proceeds through a rather predictable process of development (Anthony 83). According to Michael Anthony, â€Å"in faith development, a distinction is made between beliefs and faith. Beliefs are significant means by which faith is expressed.But faith is much deeper and includes both conscious and unconscious motivations† (83). Fowler defines faith in terms of loyalty and trust, such as devotion to ideas or persons that have worth to us (â€Å"centers of value†), loyalty to power centers in life that give a sense of security, and devotion to a â€Å"master story† that gives direction and hope in life (84). The calling of God upon believers is emphasized in relating the development of faith to Christianity, where vocation is the r esponse a person makes.The image of God is placed within each person, and the stages of faith symbolize one way in which the potential of that image unfolds. Conversion and transformation are two aspects of faith growth that correlate with New Testament teachings. These insights contribute to the process of Christian education, but one must also be aware of its weaknesses and limitations. â€Å"God’s perspective as given in Scripture must be the ultimate and most important benchmark by which faith development is measured† (Anthony 89).However, this theory does imply that the faith of adults has the potential to continue to develop throughout adulthood; this is a valid reason to include adult ministries, such as small group meetings, to the educational ministry of the church. As mentioned previously, there are multiple learning theory styles which are used to help teach the student and attain the goals and objectives in a curriculum, three significant ones being cogniti ve, humanistic, and behavioral theories. These describe ways in which people learn and grow, and should be utilized by Christian educators. While specific theories of learning do not translate directly into principles of teaching, they provide maps and compasses to aid the inexperienced teacher-traveler in charting the course to learning success† (Anthony 101). Educating is more than expressing subject matter and demonstrating the knowledge of the teacher; it is facilitating the convergence of the needs of the learner, as well as subject substance. These two aspects fall into three fundamental areas of life: what we think (meaningful understanding), what we value (personal convictions), and what we do (skilled behavior).There needs to be from any learner/student a deeper understanding, the development of appropriate values, and the sharpening of skills (101). The first primary area of life, what we think, involves the cognitive theory of learning. These focus on the internal m ental processes people use in their effort to make sense of the world. Cognitive theorists view learning as a reorganization of perceptions. Michael Anthony describes perception as â€Å"the meaning we attach to information we receive from the world around us. Perceptual reorganization allows learners to develop a clear understanding of the subject† (104).Jean Piaget is one advocate and leading thinker in this area, and describes the process through the use of terms, such as organization (the natural tendency to make sense of experiences by incorporating them into logically related cognitive structures), schemes (the cognitive structures produced as a result of this development process), equilibration (the natural tendency to maintain a balance between what one already knows and what one experiences in the world), and adaptation (the natural process of adjusting our thinking or environment so that balance exists between what we know and what we experience).Assimilation and ac commodation are two parts of adaptation; assimilation interprets experiences so they fit what we already know, and accommodation adjusts schemes so they fit what we experience (105). Another advocate in cognitive learning theory is Jerome Bruner, and â€Å"he believes the goal of teaching is to promote the general understanding of a subject and that the facts and relationships children discover through their own explorations are more usable and tend to be better retained than material they have merely committed to memory† (Anthony 105).In his research, he proposed that this discovery type of learning increases and creates improved problem-solving skills and a higher degree of confidence in the capability to learn as they â€Å"learn how to learn. † He proposed the structuring of subjects, allowing them to be arranged in a way to aid in student’s learning; this structure is facilitated by the three components of presentation, economy, and power. Discovery learnin g highlights student’s activity, initiative, and solutions. Later, Bruner’s theory was adjusted to include more teacher intervention and direction, called directed discovery.The second learning style incorporates what we value, and is called the humanistic theory. â€Å"Educational humanism, or affective education, emphasizes the affective domain of learning: receiving (personal openness), responding (personal response), valuing (personal conviction), organizing (personal value system), and characterizing (personal lifestyle)† (Anthony 107). In this theory, true human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. Three leading psychologists who influenced humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow focused his efforts on those who were mentally healthy (self-actualized), and believed that children make wise choices for their own learning when given the opportunity; teache rs assemble meaningful learning conditions, and students select from those they find personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directive therapy, which revolves around the counselor. â€Å"He focused more on phenomenology (the world as it is perceived by individuals) than reality (the world as it may actually be).In his view, teachers should trust students to do their work to the best of their ability and provide opportunities for learning† (Anthony 107). According to Rogers, students will then take responsibility for their own learning. Combs, in his specific beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is similar to Bruner’s, but Combs placed more emphasis on sharing personal views and less on objective problem solving. For Combs, me aning is not inherent in the subject matter; it is the individual who instills subject matter with its meaning. His dilemma was not how to present subject matter but how to help students derive personal meaning† (Anthony 107). All three of these specific theorists, Bruner, Rogers, and Combs, explored and researched certain ideals that encompass, in the broader view, humanistic principles of learning. The third and final fundamental area of life, what we do, involves the behavioral theory of learning. Ivan Pavlov (Classical Conditioning), E. L.Thorndike (Connectionism), and B. F. Skinner (Operant Conditioning) are three of the most prominent theorists of behavioral learning. Pavlov is the founder of classical conditioning, discovering through experimenting with dogs a connection between food, the stimulus, and salivation, the response; this connection is called a stimulus-response bond. â€Å"This link provided the foundation for behavior modification – behavior shaping as well as brainwashing . . . classical conditioning in classrooms focuses on involuntary behaviors that are outside conscious control† (Anthony 102).Thorndike, the second theorist, is known as the father of educational psychology. He demonstrated the mechanism by which new responses are formed, whereas the work of Pavlov emphasized only simple reflex actions; Thorndike showed that stimuli occurring after a behavior had an influence on future behaviors. He postulated three laws of learning: The Law of Readiness (stating that learning proceeds best when learners are prepared to respond), The Law of Exercise (stating that repetition strengthens the timulus-response bonds), and The Law of Effect (stating that any response followed by pleasure or reward is strengthened, whereas any response followed by pain is weakened). Skinner created the Operant Conditioning theory of behavioral learning, and it was an expansion of Thorndike’s Law of Effect. â€Å"In classical conditio ning, responses are involuntary and elicited by specific stimuli. Operant conditioning emphasizes the acquisition of new behaviors as organisms operate on their environment in order to reach goals. The responses are voluntary and emitted by people or animals† (Anthony 103).Skinner used pigeons in his research, placing them in observation cages; when they behaved desirably, he reinforced that behavior with food, and was able to teach them through providing reinforcing stimuli for the desirable behavior. This educational application is seen best in programmed instruction. Learning programs begin with a desired competency, and then breaks this competency into small steps of learning. â€Å"Programmed instruction maximizes learner reinforcement (reward) and also the amount of interaction between learner and information† (Anthony 103).These systems are used today, found in textbooks as well as some forms of Christian school curriculum (the Accelerated Christian Education). P avlov, Thorndike, and Skinner all used behavioral theories of learning, expounding on certain principles and ideas that are useful in teaching for educators. In terms of my own leading and teaching of Christian education, my focus will be through the use of Christ-centered music as I direct the worship and praise team for my church congregation; I will also teach and lead a more specific group of people, adults, in small group meetings.For the contemporary service, Sunday mornings at my church will begin and end in worship, with the people singing and praising God. There will be more modern and upbeat Christian music, with a live band that I intend to lead, and this genre of music is tailored toward the younger generations who attend this service; there will still be the formal church service, where hymns are sung, creating a more somber atmosphere for the elder generation who grew up and are accustomed with this type of music.I believe through the use of songs that are more recogni zable to the individuals, such as singing the music that many of the attendees (youth, teenagers, and young adults) love to sing with and listen to on Christian radio stations, they (the students, in this setting) will be inspired and feel the calling to lift their voices and hearts to the Lord in praise of His Glory. This is something our Heavenly Father has asked us to do, and pleases Him as a part of ministry. In 1 Chronicles 25, this entire chapter is devoted to listing â€Å"The Singers†, and was called a service. All these men were under the supervision of their fathers for the music of the temple of the Lord, with cymbals, lyres, and harps, for the ministry at the house of God† (1 Chr. 25. 6). As many of the verses of these songs come directly from scripture in the Bible, they will be singing out His words and the teachings from the Master Teacher, Jesus Christ; for people who don’t recognize the songs, the musicality and melodies themselves being current and upbeat will allow them to have a more enjoyable experience, while praising God through worship, as well as learning the powerful words.Music is something most everyone cares for, to varying degrees, and has the ability to evoke strong emotions and feelings. By leading this band, I will also be able to teach the members who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each week. When I think upon social science’s influence concerning different learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I seem to be drawn more toward the humanistic view of how people learn.John Dewey is considered the father of progressive education, though the foundation had been laid for a new approach toward the teacher-learner process prior to him by people like Luther, Melanchthon, and Sturn, all of whom had advocated the importance placed upon students to have a firm understanding regarding education. Humanistic theories of learning are more personal, accenting the significance and role of feelings and emotions, which I find imperative for both the teacher and student in learning and teaching. Arthur Combs was one of the most prominent promoters of this theory. Effective facilitators, according to Combs, are well-informed, sensitive, believe in their students’ abilities to learn, have a positive self-concept, and use many methods to engage students in the learning process† (Anthony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, harsh discipline, and manipulative methods. In my opinion, these are all concepts that Jesus Himself used in his own teachings, and I will use this technique in my own teachings, and in leading worship for my church.I will also teach individuals attending small group meetings each week, leading them with the use of, and emphasis on, God ’s word. This will include a more particular set of people, as these meetings will be for young adults; the ages will range anywhere from 18 to 40’s, though most will be in their 20’s and 30’s, as there are small group meetings already created specifically for both the much younger adults, as well as for the older ones. However, anyone over the age of 18 will be welcomed.These meetings will be a much smaller target area in my teaching and leading, unlike worship, which includes the entire congregation – children, teens, young adults, as well as older adults who might choose to attend the contemporary service. This smaller setting will allow for individuals to be able to participate in discussions more easily than if it were a larger group; it will permit for one-on-one talks between myself and them (the students), as well as fellowship among themselves.Also, biblical material will be used, such as videos pertaining to themes that will be set up (la sting anywhere between four and eight weeks each); by utilizing courses created by other pastors and teachers, there will be the added benefit of learning important issues and studies through others, and I will lead the group in any discussion questions that arise. At these meetings, we will begin by â€Å"breaking bread† through eating together. Each individual will contribute, if able, to the meal every week; this will allow for great fellowship and people becoming more familiar and friendly with one another.As this will help to make everyone more comfortable prior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the group and encouraging them to ask questions and become involved in the studies. In the Gospel of Luke, The Last Supper is described, with Jesus speaking to his apostles. â€Å"And he took bread, gave thanks and broke it, and gave it to them, saying, ‘This is my body given for you; do this in remembrance o f me. ’ In the same way, after the supper he took the cup, saying, ‘This cup is the new covenant in my blood, which is poured out for you. † (Luke 22. 19-20). In the same way that Jesus shared meals, especially his last meal – which we observe during church services as Communion – we will share meals together as a group. My teaching strategies for these small group meetings will be more intense than for leading worship, as there will be studies and further available learning material. With this in mind, I believe that the cognitive theory of learning will be helpful, as I intend to aid my students in thinking through issues and discussions that will be presented.As mentioned, both Jean Piaget and Jerome Bruner shaped this learning theory system, and many fundamental perspectives come from them. Piaget believed that intelligence is not something given to people, and that understanding is structured by them; Bruner also proposed subjects are to be orga nized and structured, determining the primary principles and their relation to one another. Cognitive learning was also found in Gestalt psychology, which is the view that learning takes place best when people see the relationship or pattern of one element to another. Gestalt psychology stressed the significance of relationships in the learning experience. Three early German gestalt psychologists were Ernst Mach, Max Wertheimer, and Wolfgang Kohler† (Anthony 104). Ernest Mach held that human learning was determined by interaction between the world and our perception of it, not by mechanical bonds, like behaviorist John Watson believed. Max Wertheimer proposed that focusing on the smallest parts of learning was pointless, instead embracing that the whole gave meaning to the individual parts.Wolfgang Kohler, through his experiments with chimpanzees, demonstrated learning by insight, while behaviorist E. L. Thorndike had emphasized trial and error learning instead. â€Å"These d ifferences underscore the vast divide between behavioral and cognitive learning theories† (Anthony 104). Through reading about the various learning theories, I have found that, in my opinion, there is truth and insight to be gained from each; the cognitive, humanistic, and behavioral theorists’ opinions, research, and viewpoints all have the ability to aid in teaching.I want to take into account all I have myself learned, and use it in my small group meetings. I feel there is no need to limit myself to one specific theory or belief, but to acknowledge the various ideas that have been put forward by these prominent thinkers, and use them in my own teaching; people are different, and therefore learn in different ways, so having a firm grasp of these techniques is an asset in leading.While I intend to use the social sciences and psychological theories of learning in my teaching, I know that the ultimate teacher is Jesus Christ. He taught us to love one another, give forgiv eness to our enemies, to teach through gentleness and understanding, as well as giving us the Fruits of the Spirit; â€Å"But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control† (Gal. 5. 22-23).I want to be led by the Holy Spirit, walking the path that God has set for me, and allowing Him to work through me as I teach His word and promises to others. I will continue in my prayers, striving everyday for a closer relationship with Jesus, and ask Him to give me the wisdom to teach and lead; as I dig deeper into the Bible, I myself will increase in spiritual maturity. There must be attentiveness to this indispensable and crucial theological keystone of the faith for my Christian education program to be successful.In conclusion, my philosophy toward a Christian education through the medium of leading worship with Christ-centered music for my church congregation, as well as in teaching small group meetings for adult s, has been discussed throughout this paper. By creating my purposes and goals for students in these areas of teaching and leading, and by having a solid foundation in biblical principles, I address how I want my students to perceive, accept, and fulfill the gospel; that is, to think, to feel, and to do.These teaching and learning strategies encourage students to think (cognitive theory) about God, His word, and the promises He made to His children, to feel (humanistic theory) His presence in their lives and be on fire for the Lord, and to fulfill (behavioral theory) the Great Commission through going out into the community and spreading the good word, The Holy Bible, as well as developing a closer relationship with Jesus and allowing the Holy Spirit to guide them in their life decisions.These goals use the multiple social sciences’ theories on learning, and how people grow in their Christian faith; my beliefs and opinions on how to lead and teach in Christian education are a lso expressed, as I state the need to incorporate all information available to educators for the best outcome in teaching students.The most important aspect is to have a Christ-centered learning experience, utilizing biblical material and God’s word; this will have the most impact, as the Lord will lead me in leading and teaching others. Works Cited Anthony, Michael J. Introducing Christian Education: Foundations for the Twenty-first Century. Grand Rapids, MI: Baker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids: Zondervan, 1984. Print. New Intl. Vers. Philosophy of Christian Education My Philosophy of Christian Education Isaiah 54:13 â€Å"all your children shall be taught by the LORD, and great shall be the peace of your children. † Introduction: Upon examination of Jesus’ life and ministry here on earth, I find it to be very fascinating that He successfully engaged in a plethora of professional fields; including that of teaching. In fact, He holds the title of Master Teacher. He was indeed a highly sought after teacher whose passionate and holistic approach to the vocation of education is the basis of my philosophy of Christian Education.The Ohio Department of Education, Center for the Teaching Profession describes the Master Teacher as one who, respects students’ diversity, is knowledgeable in the content area, practices effective assessment, effects plans, communicates with all stake holders, promotes a learner friendly environment and assumes responsibility for his/her professional growth and development. Christ the master teacher exhibit ed all these qualities and as a Christian Educator we all should too. It is on this foundation that I will seek to base my philosophy of Christian Education.According to Guillemin and Beck (1998), a Christian philosophy of education is, â€Å"one that is determined by scriptures and bordered by the parameters, educational purpose, educational provider, the learner, curriculum or content and teaching,† giving rise to four specific tenets. These four tenets to the Christian Education process consist of; the learner, the teacher, the curriculum and the teaching process. Therefore in formulating my Philosophy of Christian Education, I will use scriptural references to support the four aforementioned tenets of the Christian Education process. The Body The LearnerThe Learner in the Christian Education process may either be a child in the home, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first agent o f socialization and therefore parents are the first educators. God has given parents the mandate to, â€Å"Train up the child in the way he should go and when he is old he will not depart from it,† (Proverbs 22:6) also in Deuteronomy 6: 6-7 the Lord gave clear directions regarding the commandments; â€Å"These commandments given today are to be upon your hearts. Impress them upon your children.Talk about them when you sit at home and when you walk along the road. When you lie down and when you get up. †(NIV) The word parents can be extended to include other persons in the society who are responsible for guiding and facilitating learning. This includes teachers and so we too have this mandate in relation to the child in the formal classroom. The Christian teacher even more so, as we must not only facilitate the contents of the secular curriculum but also be able to integrate Biblical principles effectively so children can come to realize their purpose in God’s wo nderful plan.In college I was taught to do everything to avoid teaching ‘Christ’ in the classroom. This was frowned upon as being indoctrination and so, in the schools I have worked before, all that is done to fulfill the mandate is devotional exercise and even then, children are not mandated to attend. Some of these children demonstrated total lack of respect for persons in authority, lying, stealing, cheating among other despicable acts and when there is no intervention some ended up being juvenile delinquents. It was never intended by God for children to behave, nor end up in such a manner.After all, Jesus said, â€Å"Suffer the little children to come unto me: forbid them not, for of such is the kingdom of heaven. † (Matthew 19: 14). Teaching about Christ definitely should be the job of all teachers. It is for each learner too, to study to show himself approved to God. (2 Timothy 2:15). As leaders we are commanded by God to feed his sheep. (John 21:17). The G reat Commission is found in Mathew 28:19, Jesus gave His disciples direct instructions to go and teach all nations, make disciples, teach them to obey all the commandments that were given unto them.Therefore due to the reciprocal nature of the teaching learning process, I am of the view that both learners and teachers do have a very critical and equally important role to play, to guarantee success and the fulfillment of God’s plan. The Teacher Consequently, the teacher is accountable to God for the quality service that is offered to those in his/her care. In James 3:1, 2 it is stated, â€Å"Not many of you should presume to be teachers, my brothers, because we know that we who teach will be judged more strictly†¦. As teachers of Christian education we should seek to emulate Christ as we facilitate learning. He is the Master Teacher who exhibited consistent leadership. Jesus sought to his listeners’ wellbeing showing how much He cared; for example in the feeding o f the multitude. (Mathew 4:13-21). Jesus as teacher also aided his students in their decision making process. In Proverbs 11: 14, He clearly establishes the importance of guided decision making. â€Å"Where there is no guidance, a people falls, but in an abundance of counselors there is safety. He also in His many uses of parables made his teachings very applicable to real life situations, therefore understandable. He was a very innovative teacher who sought to influence, transform and empower people. His infinite knowledge made Him experienced in teaching. As Christian educators we too must have some experience of the power of the Holy Spirit in order to be able to communicate fully, to the learners, the importance of, and the difference having Jesus Christ in their lives can make. Therefore it is my conviction that, Christian Education is best taught by Christian Educators.Paul in first Corinthians one lived as a teacher in Christ and therefore was able to tell his charges, †Å"Be ye followers of me, even as I am also of Christ. † Therefore we should model Christ’s teachings as well as teaching them. Dr. Paul Cates, in his article entitled Transforming Teachers- Christian Philosophy of Education, postulated that, â€Å"The teacher is the communicator of truth, he must therefore be openly and boldly a Christian. † Teachers must be aware that teaching is a call to ministry. Teaching is one of the foremost gifts of the Holy Spirit. 1 Corinthians 12:28.It is to be used for the edification of the church or, in this case the learner. The Curriculum Additionally, it is my belief that the Bible forms the very core of the Christian Education curriculum. Guillemin and Beck (1998) argue that; â€Å"the content or curriculum of Christian Education is simply truth. Unless we know God we cannot know anything correctly. God is best understood through the revelation of Himself in scripture. Christian Education which is truly genuine begins, proceeds and ends with the concept of divine revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the passage of scripture found in 1 Colossians 17 â€Å"In Him all things consists† as the premise on which his book titled â€Å"All Things Consists in Him: Teaching Christianity Using Biblical Integration† is based. Rose purports that; â€Å"we as Christian educators, should not relax within our safe environments, but should be diligent to utilize the opportunities provided to train up Spirit-filled students who know how God can use them in each of their respective fields of study-from athletics to acting, from law to literature and from math to ministry.Each field of study needs Christians who really believe they are to be identified with Christ first and their profession second-such as a Christian engineer, a Christian football player, and a Christian playwright. † This is similar to how we are recognized by both our first and last names. This will entrench in their minds and in the minds of their peers and colleagues that they are different, set aside, being built as a spiritual house, a holy priesthood, to offer spiritual sacrifices acceptable, to God through Jesus Christ. (I Peter 2:5). He further argues that the Bible is both the foundation upon which ideas are presented and the filter through which they are explored. For every topic in every subject a principle from the Bible can be had. It therefore stands to reason to say God supports the knowledge that we pass on to our charges. In Social Studies for example; there are principles to support every strand, and every topic within each strand. In the History strand we see where God wants us to develop a positive attitude towards historical events.We must learn about and pass on knowledge of these. Deuteronomy 31:19, 21, 22 shows God instructing Moses to, â€Å"write down this song for yourselves, and teach it to the children of Israel; put it in their mouths, that t his song may be a witness for me against the children of Israel. † There’s no doubt that God believes in the teaching of History, after all He was the one who inspired men to write the Bible which is to date, the greatest History book ever written.Similarly there are scriptures to support the other strands of Social Studies; geographical principle proves that God is responsible for the contours of the earth†¦Job 26:10, â€Å"He drew a circular horizon on the face of the waters, at the boundary of light and darkness. † For economics in dealing with money and possessions He reminded us in James 1:17, â€Å"Every good gift and every perfect gift is from above, and comes down from the father of lights†¦. † For the strand Government, we see where nations, governments and authorities were created by God and maintained by Him for His ultimate purposes.Job 12:23, â€Å"He increases the nations, and destroys them: He enlarges them and then straightens th em again†¦Ã¢â‚¬  In Language Arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listening and speaking. God spoke the world into being and that is a miraculous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our lessons with these principles thereby facilitating the plan of God that young men and women will come to serve Him in their youth. The Teaching ProcessGuillemin and Beck (1998), identified three principles in the teaching process. â€Å"Firstly, the objective content of truth directs us to the objective methods of teaching. Secondly, the fact those students are persons, demands personal approaches to teaching. Thirdly, the purpose of conforming to Christ’s image focuses the process of teaching on evaluation† As educators we are challenged to present objectivity in a relatively subjective world. While we train studen ts to reason and confront their biases, it is also important that they are made to understand that there is objective truth to be learned.Deuteronomy 6:25 provides a Biblical response to the question of subjectivity. In his book â€Å"Reclaiming the Future of Christian Education,† Greene (2003) declares, â€Å"Knowing God in and through the creation is what is important, and students must be helped to explore the creation along the lines of their own gifts. † Greene stresses, that it is important to reawaken to the biblical view of life and reality, we dare not fail to train our children, whether in Christian schools or in Christian home schools, in a transformed, biblical consciousness. † In other words, we must return to a biblical worldview.I firmly believe that it is imperative for Christian educators to model the desired behavior of the student in his/her care. Teachers must first live transformed lives if they desire to positively impact young lives. It is important for them not to send mixed signals to the students, as this will only contribute to chaos and confusion. And will negatively impact the teaching/ learning process. According to Dr. Cates, The Bible being the foundation of the school reveals the threefold features of Christian Education as, a purpose, method and result. The purpose is to put the believer into right relationship with God, man, self and his surroundings. † The method is the spirit’s support with the adoption of Biblical truth to the believer’s life resulting in a mature believer who is able to live a life in accordance with the teaching of God’s word. He postulates that; â€Å"Christian education is a process of guided learning where the teacher and the Holy Spirit combine efforts to help the learner, to spiritually grow and mature, to more and more conform to the image of Christ. † ConclusionIn conclusion, I wish to reiterate that a philosophy of Christian education must be based on a revelation of God through His word, His creation and His Son Jesus Christ. It includes the learner, the teacher, the curriculum and the teaching process. I deem it pertinent to also superimpose the Master teacher characteristics of Jesus; to be patterned by today’s Christian Educators. As we continue to impact lives and facilitate transformation, growth and development. It is of paramount importance to practice consistent leadership, focused in collaboration and a distinguished teaching.Finally it is important to always remember that we touch the future because we teach. Therefore, â€Å"all our children shall be taught by the LORD,† Through us, â€Å"and great shall be the peace of our children. † References Edlin, R. (2003). Core beliefs and values of a Christian philosophy of education. In J. Braley. , J. Layman. , & R. White. (Eds. ), Foundations of Christian school education (pp. 69-81). Colorado Springs, Colorado: Purposeful Design Publications. Greene, E. (2003). Reclaiming the future of Christian education.Colorado Springs, Colorado: Purposeful Design Publications. Guillermin, P. , & Beck, D. (1998). Christian philosophy of education. In P. Kienel. , O. Gibbs. & S. Berry. (Eds. ), Philosophy of Christian school education (pp. 105-129). Colorado Springs, Colorado: Association of Christian Schools International. Rose, Craig D. ( nd. ). In Him All Things Consist, Teaching Christianly using Biblical Integration Websites http://www. aiias. edu/ict/vol_21/21cc_377-394. htm http://www. transformingteachers. org/index. php? option=com_content&task=view&id=37