Rethinking Christian Education: Methodology

The methodology that I advocate is based upon the Trivium of classical education, recognizing that knowledge is not compartmentalized and that data are not the sum of understanding. Fundamentally, a classical education teaches children how to learn, so that, though the education gained by high graduation is not comprehensive, the student may continue to pursue knowledge with the skills that they have been taught.
Throughout this book, we’ve maintained that the classical education is not intended to teach all subjects comprehensively—history, science, math, language. The classical education is designed to teach the student how to learn. In its constant demand that the student read and then analyze and write about what she’s read, the classical education trains the mind to gather, organize, and use information.

A more exhaustive, how-to resource, and the one on which this methodology is based, is Jessie Wise and Susan Wise Bauer’s book, the Well-Trained Mind: A Guide to Classical Education at Home. The Well-Trained Mind describes, in detail, the traditional classical model—from the preschool years through high school, presenting the goals and attainment of the stages of learning. It is extraordinarily valuable for its detailed resource list. Another primary resource for doctrinal instruction is Dr. Thomas Nettles’ book, Teaching Truth, Training Hearts: the Study of Catechisms in Baptist Life.
Why should we diverge from the modern academic program? An education that coincides with this theology of education must train young people how to understand the universe in light of biblical revelation, how to discern what is good, and how to be disciplined to study beyond the classroom walls. Historically, classical education in its various forms has been recognized as the primary method for teaching individuals how to learn, and it has only been within the past century that people have deviated from the classical model. However, I offer the traditional classical model with a caveat and an alteration: it is usual to include religious studies within the curriculum, but only alongside of all other disciplines. Because the gospel is at the core of a Christian’s understanding of all of life, all academic pursuits must be undertaken with redemption in view.
What is the Trivium of classical education? The Trivium is three primary stages of learning: Grammar, Logic, and Rhetoric. Based more upon level of understanding and comprehension than upon grade level, each of these three stages builds upon the prior. The Grammar stage, which generally extends from early preschool through age nine or ten, focuses on grounding the student in facts and discovery. It is the “building blocks” time. Logic takes the building blocks and begins to secure the mortar that holds the blocks together. This is the time when questions such as “Why?” and “How?” become prevalent. The Logic stage typically occurs from the age of ten through thirteen or fourteen years old. Finally, the Rhetoric stage is the roof and architectural ornamentation for this house that has been constructed. The student now learns how to elegantly and persuasively articulate that which is true and well reasoned and argue against erroneous assertions. As Bauer and Wise state, this will not be a comprehensive education, but rather one that equips the student well for life. What follows is a brief outline of the three learning stages.
Though seemingly obvious, it is important to continually and constantly teach children the Word of God. In the Grammar stage catechizing and Scripture memory are the key. One might question the necessity or benefit of catechizing, but Dr. Thomas Nettles gives a well grounded defense of the catechism:
The practicality of such an exercise can be demonstrated at several points. First, catechizing forces one to redeem the time. There are many good and helpful ways for parents and children to spend time together. Many parents struggle, however, with finding a means of creating spiritual and biblical discussions with their children. The discipline of catechizing draws parents and child, student and teacher, together in the most helpful and edifying of all activities—the submission of heart and mind to the teachings of the Bible. . . . Second, catechizing gives the building blocks from which all Scripture can be comprehended. . . . Marion Snapper calls this the Lodestar hypothesis. In the absence of sophisticated electronic equipment, a maritime navigator must focus on several brilliant and pivotal stars out of the vast and dazzling array of heavenly splendours. The catechism provides these guiding lights. . . . A theologian begins with the first basic principles of faith, which, if learned well, provide the immovable stones which support massive and comprehensive treatments of all the revealed counsels of God. . . . The “grammar” of Christian witness and world-view is Scripture memory and catechism. The “logic” is more catechism and systematic theology. The “rhetoric” is preaching (Acts 18:5), persuasion (Acts 18:4), public debate (Acts 18:28), purposive extended argumentation (Acts 19:8), tactical apologetics, and world-view confrontation (Acts 17:22, 23). . . . The catechism however, helps provide the “grammar” for all of this development. . . . The fourth practical use of a catechism is its witness to our belief that Scripture is consistent, clear, and can be taught systematically.

Learning the story of Redemptive history through the narrative of the Bible. Children should be well acquainted with the major stories of the Bible and know their proper interpretation (not complex, but true). Logic: Continue the Scripture memory and catechism, but build upon what the student has already learned, perhaps choosing a catechism that adds advanced questions. This is the time to begin teaching Biblical theology and systematic theology proper. Scripture should be carefully taught from beginning to end, from Genesis through Revelation. There are several reasons for this. First, God did not give his people his word in the form of a systematic theology (though such a study is highly profitable) nor as an instruction manual; God gave his word as a progressive revelation throughout history of the story of his work of redemption. Secondly, studying Scripture according to the history of revelation will work to prevent many doctrinal errors by requiring the student to read the text justly, not focusing merely on what strikes the student’s fancy. Third, because the student studies Scripture as a unified work, he is better able to understand the primary themes of the Word. The study of systematic and biblical theology should continue through the Rhetoric stage. Apologetics and the study of world religions are then introduced, as the student is able to compare other religions to Christianity and learn to articulate the truthfulness of the Bible.
History provides the foundation for the liberal arts; it is the discipline that connects people and places, art and culture, languages, and even math a science across the ages. History, if taught as more than a series of names and dates, provides the context within which all things have happened, allowing us to see meaning beyond an immediate work or ourselves. Therefore, history should be learned well. As with Scripture, history should be taught from beginning to end, starting with creation and closing with our times. During the history studies, parents should also integrate Scriptural events into the rest of the curriculum, so that children may see that Moses, David, Jesus and Paul lived in this world as real people.
“A common assumption found in history curricula seems to be that children can’t comprehend (or be interested in) people and events distant from their own experience. So the first-grade history class is renamed Social Studies and begins with that the child knows: first, himself and his family, followed by his community, his state, his country, and only then the rest of the world. This intensely self-focused pattern of study encourages the student of history to relate everything he studies to himself, to measure the cultures and customs of other peoples against his own experience.” (WTM 125)

A good goal is to cycle through the history of the world three times, once in every stage of the Trivium. In the grammar stage, a heavy emphasis should be placed on telling the story as a story, so that the student may see that the world is not merely disconnected events, but the orchestration of God’s sovereign pleasure. Secondly, young students should memorize main facts and dates. History can be divided into four sections, one for each year of study: Ancients, Medieval to Renaissance, Renaissance to 1850, and 1850 to the present. This work will provide the foundation for the Logic stage, in which students will begin to ask and analyze why events happened as they did. So too, they will examine the world context in which localized events happened. The focus of the Rhetoric stage will then be the examination of ideas and philosophies throughout history. If people acted for a reason, then what was the ideology that moved them to action? The classic philosophers, historical rulers, and their influence upon the rest of history are observed and the validity of the assumptions assessed in light of the word of God.
Teaching grammar and writing begins almost as soon as a child is born. From their very first weeks, months and years, children hear adults speak and pattern their own speech habits off of what they hear from the adults surrounding them. Parents should begin reading to their children at an early age, and often, giving a wide scope to the words and sentences that their children hear. Throughout these early years, attention must be given to learning the alphabet, proper spelling of words, and, into early elementary age, sentence construction. Books should not be limited only to popular picture books, but should draw from the rich heritage of classic literature – from Aesop to A. A. Milne and many in between. At the latter part of the Grammar stage, a child’s reading may be supplemented with historical, poetical, and biographical works. During the Logic stage, heavy emphasis is placed upon learning English grammar and why words are chosen and placed in their particular spots. A student may then begin composing his own essays, implementing the rules and reasoning that he is learning. Reading should correspond to the period of history that is being studied, and books should primarily be original sources, rather than descriptive works about the era. Throughout the Rhetoric stage, students should continue formally studying grammar, alongside of writing their own essays. In the last two years, students ought to produce at least one major research project, utilizing the research skills, logic and good reasoning, and eloquent writing. As in Logic, reading in this stage will complement the historical era being studied, but with more emphasis on analyzing and articulating the validity of the view presented, discerning good and evil within the text, and the influence it had upon that era and all eras succeeding it.
Math and science will generally follow the modern curriculum, beginning in the Grammar stages with learning and memorizing basic math functions, continuing through the Logic and Rhetoric stages with higher mathematics such as calculus and trigonometry. One alteration that this author proposes is taking a year in the Rhetoric stage to learn Euclidean geometry using Euclid’s Elements; not only does this text give a good grounding in geometry, it also reinforces the logic that was learned in earlier years. In the early years, children will be learning and discovering the principles of God’s created order. This is a wonderful time to instill a sense of wonder and amazement at the intricacy and beauty of physical things. In the Logic stage, students will discover and observe how and why things work. The teenager in the Rhetoric stage shall apply these discoveries to the study of biology, chemistry, and physics.
Foreign language, art and music are also vital to a well-rounded education. Though Latin, sculpture and Bach may not seem practical, they are gifts from God manifesting his love of beautiful things and his graciousness toward people. Though it is common in many schools to delay the study of these things until high school, it is important to begin and establish the study while children are young, especially the study of languages. Because young children are not yet firmly grounded in English, it is much easier for them to learn other languages. Because it is the language of much classic literature and is foundational to English, Latin is a natural choice, but Greek is another good choice. These should be taught every year for the first several years, up through high school. By the Logic or Rhetoric stage, a modern language should be added to the curriculum. Art and music should be studied from two aspects: first, in the Grammar stage, learning basic principles of each—perspective, ratio, melody, harmony, etc. Then, in the Logic and Rhetoric stages, parents should add to that the study of great and influential composers and artists within each era of history, learning the context and philosophies of the men and women who have left their masterpieces to the world.
Finally, a truly Christian education cannot be considered complete, if learning all of these things, children are not taught to see the mercy of God through giving mercy to others. Some churches call this mercy ministry, but it is the visible part of the gospel. Family time is important, but helping widows and orphans and other people in need does not need to take away from that time. Rather, families can reorient their time together to do those very things. Parents who have small children can involve them in helping make a meal to take to a widow or a sick person. Older children might desire to help serve meals to homeless people. Teenagers could volunteer at rescue missions or create their own ministry to help people in need. James says that true religion is to help the orphans and the widows, and children will learn this best through working with parents who demonstrate those qualities through active service.
All of this will tend to educate children well, and prepare them to fulfill the creation mandate to the glory of Christ, but in the end, parents’ hope cannot rest in the impressiveness of the education they have imparted to save their children. Their only hope is that the Holy Spirit will revive dead souls to treasure the Christ who shed his blood to win for himself his people, the church.