A Christ-Centered Education

Dean Brackley, "Higher Standards" in A Jesuit Education Reader edited by George W. Traub. Chicago: Loyola Press, 2008.

I have been reading A Jesuit Education Reader for a few weeks now and enjoying it. I read this essay this morning and I thought I might share some of its ideas. The author is talking about Jesuit/Catholic Education, but it can be applied to all Christian Education. Basically, the author states that we should pursue excellence in all areas: academic, spiritual, and moral. It is a shame that we usually have one without the others. We usually have a emphasis on academics or the spiritual life, not both. Why not pursue all three? Visiting Spring Hill College, we were told that Jesuits believed in Holistic education: educating the mind, soul, and the body.

First, the Christian college/university "should strive to understand the real world" (190). Ignacio Ellacuria, a Jesuit educator who was murdered in El Salvador "used to insist that reality is the primary object of study" (190). Jesuits believe that we cannot promote the faith or serve the faith without promoting justice for all. This has been a weakness from some evangelicals who believe you can separate preaching the gospel from working for social justice. Students should not graduate from college with little knowledge of the poor, the oppressed, homelessness, and their country's frequent wars. Many Americans are quite ignorant of "vital political issues;" not being able to distinguish between accurate news and fake news.

Second, the Christian college should "focus on the big questions" (190). Wisdom, not information, is the goal of education. Of course, we need to study "obscure insects and obscure authors and master the periodical table of elements" (190). But let us study about the meaning of life and what give life meaning. Let us study about truth, goodness, beauty, and God. "Let the most important questions structure learning--questions about the drama of life and death, about justice, and liberation, good and evil, grace and sin. The cross is at the center of our faith. Christ says we must go outside the camp and suffer. It is at the cross that we receive a better focus for our world.

Third, the Christian college needs to "free us from bias" (190). Teachers must listen to questions students are actually asking. Students must be taught to distinguish fact from fiction. They need to know how to spot sophistry and propaganda. "How are teachers to help students unmask deception today, when war is waged on false pretenses and Fox News claims to be impartial?" Seeking truth includes of being aware of our own hidden biases and interests. "Discovering truth requires reason integrally considered--that is, rooted in experience and practice and nourished by contemplation, affectivity, and imagination" (191). Only a reason "that engages the whole person" will result in wisdom. The use of reason is not enough. Education must engage the whole person. For example, service learning that engages the student in working with the poor and the suffering is part of a holistic education. It is important for students to serve others; to learn more about their world.

Fourth, a Christian college should "help students discover their vocation in life--above all, their vocation to love and serve." Spring Hill College, for example, has a four year plan to help students discover their vocation or calling. It is set up in three parts: first year, second/third year, and final year. Life is more than a paycheck. Christians are called to make a difference in the world. Students need help in discovering why they were put on this earth. They need a purpose for living.

A fifth standard is "economic diversity" for Christian colleges. Nelson Mandela stated that schools must develop students to solve the world's problems. He asserted that their central mission was the pursuit of the truth. He, then stated, that entrance to college should not be determined by our wealth; instead, full access should be given based on the student's ability. The diversity that schools encourage should include economic diversity. Ways needs to be developed that how much money a person has should not determine their access to a quality education.

A sixth standard is "truth in advertising." Christian colleges should welcome people from other faith, including people with no faith. Of course, our schools must be places where our faith studied, debated, and passed on. We should beware if our students are graduating with a first-rate education and a kindergarten faith. On the other hand, we should be ashamed if our schools do not provide a first-rate academic experience.

Lastly, Christian college should "speak to the wider world" (193). The American University in El Salvador calls this the "social projection." This term means that the "university communicates, or projects, social criticism and constructive proposals beyond the campus into the wider society" (193). John Paul II asserted, [Catholic Colleges must] "demonstrate the courage to express the uncomfortable truths, truths that may clash with public opinion but that are also necessary to safeguard the authentic good of society" (194). Christians must proclaim the gospel in word and deed.

Christian colleges have a high calling. They must pursue academic, spiritual, and moral excellence. They must not sacrifice the life of the mind by indoctrinating students, instead of educating them. They must provide opportunities for the students to develop both morally and spiritually as they mature intellectually. Christian colleges need to offer a holistic education.