Monday, February 15, 2010

Bible Colleges: What Differentiating Minds Want to Know

Almost 25 years ago, economist Howard Bowen (d. 1989) concluded that the benefits of a college education were not significantly differentiated by institutional type. In other words, he asserted that simply attending any college mattered much more than which particular college a person attended. He also stressed that society and individuals benefited from higher education far more in terms of non-monetary issues such as emotional development, citizenship, and equality rather than in career or financial returns.

While I would agree with the latter portion of Bowen’s points on the benefits of higher education, I would contend that Christian institutions – and the students whom they graduate – can and must be noticeably distinguished from their secular counterparts. A healthy Christian higher education is one arm of God’s restorative and redemptive activity that shapes fully devoted disciples of Jesus Christ, not just “responsible citizens” or human depositories of knowledge, facts, and workplace skills.

As Guretzki puts it, “Bible colleges embody a commitment to learning and understanding the word of God – the Bible – as central to discovering what it means to be an obedient and thoughtful disciple of Christ in the world.” But what benefit does a Bible college education hold over simply attending church services, Bible studies, or discipleship training schools? The answer is that Bible colleges are actual colleges. Students in these schools study the Bible from an academic and confessional perspective; engaging in scholarly and devotional exercises that help refine their critical thinking skills while also developing a holistic Christian worldview based on an integrated knowledge of the Bible, theology and history along with other general and professional studies.

Students who attend a Christian college can also expect to find smaller class sizes which afford plenty of opportunity for dialogue and access to their teachers. As a result, students often grow closer to their classmates and frequently consider their teachers as mentors. Moreover, the Bible college environment holds tremendous opportunities for its staff and faculty to serve God with distinctive teaching and pastoral gifts. Knight captures the essence of this perspective with noticeably missional language:

Since the function of Christian education is one of reconciliation and restoring the balanced image of God in students, education must be seen primarily as a redemptive act. And if education is viewed in that manner, then the role of the teacher is ministerial and pastoral in the sense that the teacher is an agent of reconciliation. (2006, 210-211)

Some time ago I met with a young man who was coming to the Bible college where I taught to prepare for a future role in pastoral ministry. As he shared some recent family stresses that were affecting his school work, we were able to talk candidly, pray, and even share some tears together (cf. 2 Tim. 1:4). I can’t help but reflect on these experiences and think, “What beats this?!” Both for instructors and students, the path through Christian higher education provides distinctive opportunities to learn transferable life skills along with life-changing biblical convictions in an environment of pastoral care.

References:

“Making the Case, Counting the Cost: The Value of a Christian College Education.” Council for Christian Colleges & Universities, June 24, 2004. http://www.cccu.org/resourcecenter/resID.2353,parentCatID.130/rc_detail.asp, accessed October 18, 2007.

“Howard Bowen.” Answers.com. Encyclopedia of Education, The Gale Group, Inc, 2002. http://www.answers.com/topic/howard-bowen, accessed October 18, 2007.

Guretzki, David. “The Difference?” www.christianity.ca. http://www.christianity.ca/NetCommunity/Page.aspx?pid=3357&srcid=3355, accessed October 19, 2007.

Knight, George. R. Philosophy and Education: An Introduction in Christian Perspective. Berrian Springs, MI: Andrews University Press, 2006.

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