Hello All,
(Just a general disclaimer that I must insert here at the beginning. I am but a lay person, like most of you. And these weekly “thoughts” are but my own. Not the definitive word on this or any topic. Just my own conclusions derived from my own study and faith in God. The greatest hope I have for these weekly “thoughts” is to have them be a springboard for further study on your part. Not to be a weekly treatise to be blindly accepted. So, please read them with this intent, this motive in mind).
This week’s lesson from “The Adult Sabbath School Guide” is titled “Worship in Education”. Our “Study Guide” for each quarter is the result of a principal contributor (in this quarter’s case, it is not a single person), plus, the “Study Guide” is subject to editing from the editor, Clifford Goldstein (see the first page for identification of the people and parties involved in the creation of each quarter’s “Guide”). I expect it is a daunting task to create such a “Study Guide” that is deemed profitable for all students around the globe. One that takes into account all the differing cultures and backgrounds. One that is suitable for the old and the young, the mature students and the novices. Typically, a principal contributor will submit the whole quarter’s study, which is then subject to scrutiny and appropriate editing. The finished Quarterly may or may not look like the principal contributor’s original work due to the editing. However, the original submittal, usually by the principal contributor, is also available as a separate purchase (see the back cover of the quarterly for the “companion book”, available by “Pacific Press”). I bring this up because it is tempting to elevate the quarterly or the original submittal to the status of doctrine. Which, I’m sure, the authors or the editors of each quarterly would decry. As would EGW. We all have writers and thinkers that we value highly. But each human author would be mortified to think we took their word as “Gospel”. Elevated their every syllable to the level of God’s Word.
I suspect that all of us have, at times, disagreed with the Quarterly. We may even have tossed it across the room in our frustration. Often, the frustration is the product of the Quarterly’s lack of embracing the latest “best thinking” of our denomination. But remember, each Quarterly is called a “Bible Study GUIDE”. It is not a definitive treatise on any topic but only a GUIDE for further and deeper study. Let us always take the Quarterly for what it is… and STUDY. Let us use the Quarterly for its intended purpose. If we do, our frustration will abate and we will come to treasure the Quarterly for what it is. A springboard for deeper learning and understanding.
This week’s topic is no exception. I thought the title suggested the idea of “worship in education”. That true education is realized as an act of worship, too. That the two can go “hand-in-hand”. “True education is the preparation of the physical, mental, and moral powers for the performance of every duty; it is the training of body, mind, and soul for divine service. This is the education that will endure unto eternal life” (Christ’s Object Lessons pg. 330). Sunday’s lesson started with the account of the three “worthies” on the Plain of Dura during the Babylonian captivity. A perfect place to start our discussion on “worship in education”. Those “worthies” and Daniel are the stellar representatives in Scripture of the immense value of “true education” as EGW just described. Yet our Quarterly chose to go another way with the rest of the weekly lesson. Please study the Quarterly! But for today’s “Thought” I will say a word or two on the account of the “worthies”.
The early education of those youth had provided a firm foundation for them. A foundation that was unshakeable. That early education was not indoctrination. But education that had enabled them to THINK FOR THEMSELVES! Here is a most poignant quote from EGW that I have found to be most helpful. I will close this weekly thought with this quote…
“The severe training of youth, without properly directing them to think and act for themselves as their own capacity and turn of mind will allow, that by this means they may have growth of thought, feelings of self-respect, and confidence in their own ability to perform, will ever produce a class who are weak in mental and moral power. And when they stand in the world to act for themselves they will reveal the fact that they were trained like the animals, and not educated. Their wills, instead of being guided, were forced into subjection by the harsh discipline of parents and teachers.
Those parents and teachers who boast of having complete control of the minds and wills of the children under their care would cease their boastings could they trace out the future lives of the children who are thus brought into subjection by force or through fear. These are almost wholly unprepared to share in the stern responsibilities of life. When these youth are no longer under their parents and teachers, and are compelled to think and act for themselves, they are almost sure to take a wrong course and yield to the power of temptation. They do not make this life a success, and the same deficiencies are seen in their religious life. Could the instructors of children and youth have the future result of their mistaken discipline mapped out before them, they would change their plan of education. That class of teachers who are gratified that they have almost complete control of the wills of their scholars are not the most successful teachers, although the appearance for the time being may be flattering.
God never designed that one human mind should be under the complete control of another. And those who make efforts to have the individuality of their pupils merged in themselves, and to be mind, will, and conscience for them, assume fearful responsibilities. These scholars may, upon certain occasions, appear like well-drilled soldiers. But when the restraint is removed, there will be seen a want of independent action from firm principle existing in them. Those who make it their object to so educate their pupils that they may see and feel that the power lies in themselves to make men and women of firm principle, qualified for any position in life, are the most useful and permanently successful teachers. Their work may not show to the very best advantage to careless observers, and their labors may not be valued as highly as are those of the teacher who holds the minds and wills of his scholars by absolute authority; but the future lives of the pupils will show the fruits of the better plan of education” (Testimonies Volume 3 pg. 134).
With brotherly love,
Jim