Biblical-Classical Education
“Biblical-classical diverges from the European classical model at the Reformation to flower fully in its American colonial and governmental expression. This stream of classical education would identify its source as Biblical primarily in the Hebrew concepts of knowledge and attitudes towards life in contrast to the Greek and Roman concepts of knowledge and attitudes towards life.”
~Dr. Carole Adams, President–Foundation of American Christian Education (FACE)
Uniqueness of Biblical-Classical Education
Classical education or Christian-Classical has become a familiar term for education. But what is Biblical-Classical education? Simply put, Biblical-Classical education is built upon the foundation of the Hebraic way of teaching and learning. Whereas, Classical education is based on the Greco-Roman model of education.
“…The Hebrew view of education is inseparable from the rest of life. Learning constituted the very core of the Hebrew heritage.”
“All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, thoroughly furnished unto all good works”
(2 Timothy 3:16-17).
Goal of Biblical-Classical Education
The fundamental goal of Jewish parental instruction was to transmit a historical and ethical heritage. The Hebrew and Greek attitudes toward life oppose each other. The object and aim of the Hebrew system is da’ath Elohim (the knowledge of God). The object and aim of the Greek system is gnothi seauton (know thyself).
The Hebrew system begins with God as the only true wisdom-man can never know himself, what he is, and his relation to the world unless first he learns of God and submits to His will. The Greek system starts from the knowledge of man and seeks to rise to an understanding of the ways and nature of God through the knowledge of what it calls ‘man’s higher nature.’ According to the Bible, man has no higher nature except he be born of the Spirit. The whole Bible is based on the Hebrew attitude and approach.
Purpose of Biblical-Classical Education
“The primary purpose of teaching and learning in Bible times was to train the whole person for lifelong, obedient service in the knowledge of God.”
“In Hebrew teaching and learning, the law was made sweet to the child and described as “honey” in the Scriptures. Learning was palatable, nourishing, and wholesome.”
According to Psalm 119:103, “The purpose of instruction was to invite the learner to enjoy the sweetness of studying divine truth.”
~Excerpts courtesy of Carole G. Adams ~
Principle Approach Education, Volume XII,
No. 1 April 2005
Characteristics of the Principle Approach
What sets The Principle Approach method apart?
Its educational method is the manner of consistent and ordered teaching and learning that produces Christian character and self-government, Christian scholarship, and Biblical reasoning for lifelong learning and discipleship.
The notebook method is an essential component of the Principle Approach that governs the teacher and student’s participation in each subject. It establishes a consistent tool and standard of Christian scholarship. The learners are producers as they build their daily record of a subject, taking ownership of the learning process. The notebook method embraces the four steps of learning: research, reason, relate and record. It aids in the Biblical purposes of education by “enlightening the understanding, correcting the temper, and forming the habits of youth that fit him for usefulness in his future station” (excerpted from the Webster’s 1828 dictionary definition of education). The notebook method is the product of the student’s creativity and a permanent record of his productivity. It assists parents and teachers in overseeing progress and visually demonstrates the character development, diligence, and responsibility of the student.
4-R-ing in every subject at every grade level, the student is required to actively participate in his learning by:
1. Researching the subject, word, or study.
2. Reasoning through identifying the leading idea and basic principles.
3. Relating it to other areas of study and the world around them.
4. Recording what he has learned in his notebook using his writing skills and his own ideas, conclusions, and creativity.
Each child’s notebook is a reflection of his unique individuality!
Reasoning from recurring Biblical principles and leading ideas— every study draws out a leading idea related to one or more of the seven rudimentary principles founded upon God’s Word. The seven principles are the documented source of America’s Christian founding and are noted in the above section. For further study on the seven principles of The Principle Approach, we recommend the following resource: The Christian History of the Constitution of the United States of America, Vol. I: Christian Self-Government.
Reflective learning— the student internalizes principles that shape his thinking and behavior from internally to externally and ultimately eternally.
Keyword study— using Noah Webster’s 1828 American Dictionary of the English Language, students study the meanings of words defined whenever possible from the Bible, their original root and etymology, and research the meaning of other words found in the definition. Through this study, students truly understand the word and gain the ability to articulate an idea, acquire mastery of the English language, and learn its application to history and today.
Fine arts and liberal arts emphasis— building the person from the inside out requires the teacher to encourage the student’s creativity, talent, gifts, and inherent skills, seeking each one’s unique purpose in Christ.
The classroom constitution— instills Christian character and conscience by empowering the student to take responsibility for his own learning and the learning environment where he contractually agrees to practice self-government.
Mastery learning— repetition of basic recurring principles at every grade level, continually applying age-appropriate methods to enable the student to internalize and understand his subject of study.