Category: Bible

Be Kind to Yourself and Trust God (Not Yourself)

Posted on by Kelly Hayes in Bible, Biblical Integration, Encouragement, Holy Spirit, Uncategorized

The end of the school year is coming. This can lead to excitement and anticipation for some. However, it can also lead to feelings of disappointment and frustration for others. Why didn’t we cover everything I wanted to cover? Why wasn’t my class as transformative as it could have been? Why is a particular student struggling so much or for so long? Why haven’t I been able to meet every need?

Academic disciplemakers feel a burden to make a difference. And it can hurt when our best-laid plans end up being less than perfect in practice. When the finish-line is in view, we sometimes realize that the past year wasn’t the best race we’ve ever run. High standards are good, but they sometimes mean that we don’t meet the mark that we have set for ourselves.

If you are the discouraged and disappointed teacher, I want to speak to you for a moment. I want to share specific truths from the Word of God for you:

1) God’s perfect plans are never thwarted by imperfect people.

I am encouraged that “the plans of the Lord stand firm forever, the purposes of his heart through all generations” (Ps 33:11). I may fail, but He will not. He says, “I make known the end from the beginning, from ancient times, what is still to come. I say, ‘My purpose will stand, and I will do all that I please’” (Is 46:10). God will do all that He pleases in me, through me, and in spite of me. Thank God for his perfect faithfulness.

2) We don’t see the whole story.

God told Samuel, “The Lord does not look at the things people look at. People look at the outward appearance, but the Lord looks at the heart” (1 Sam 16:7). We see so little. We don’t know how God is working in hearts. We don’t know all the ways that He is drawing people to Himself. But we know that He is. The Author only writes good stories.

3) God will use you. And He will use you well.

Jesus told the Apostles, “You will receive power when the Holy Spirit comes on you; and you will be my witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth” (Acts 1:8). This is a multi-layered promise. He promised that they would: a) receive power from the Spirit, b) be witnesses, c) be his witnesses. We are not first-century Apostles, but we are Spirit-filled, Spirit-empowered believers. We are witnesses. We are his. God used normal fishermen and tax-collectors to turn the world upside down in the first-century. And He is using his people today as well. 

So, did things go the way you hoped this year? Maybe not. Have you struggled? Perhaps. Were you frustrated at times? Probably. But know this: God is never frustrated because his good plans cannot be stopped. He is working in and through you. And He is not doing a poor job.

I’d encourage you to meditate on these truths as you listen to “Be Kind to Yourself.” Be reminded of God’s love for you.

Talking to God More and Students Less: Prayer and Integration

Posted on by Kelly Hayes in Bible, Biblical Integration, Prayer

In Paul Miller’s The Praying Life, he speaks about prayer and parenting. It took the first seventeen years of parenting for him to really realize that he couldn’t do it on his own and he needed to pray. He summed up that realization saying, “I did my best parenting through prayer. I began to speak less to the kids and more to God. It was actually quite relaxing” (47).  

Teachers are not parenting their students, but I think Miller’s point still applies. Could it be that we do our best teaching and discipling when we speak less to the kids and more to God? I think this is profound. It reminded me of what another Paul said in his letter to the Colossians:

…Since the day we heard about you, we have not stopped praying for you. We continually ask God to fill you with the knowledge of his will through all the wisdom and understanding that the Spirit gives, so that you may live a life worthy of the Lord and please him in every way: bearing fruit in every good work, growing in the knowledge of God, being strengthened with all power according to his glorious might so that you may have great endurance and patience, and giving joyful thanks to the Father, who has qualified you to share in the inheritance of his holy people in the kingdom of light.

– Col 1:9-12

The Apostle Paul was active in the life of the Colossian church. He was writing to them. He didn’t stop speaking. He didn’t stop teaching. But look at all the ways that he described how he prayed for them! Here is a break-down of how he prayed. He asked:

…continually. He didn’t stop. 

…God to fill them with knowledge of his will.

…God to fill them with wisdom and understanding from the Spirit.

…that those things (knowledge and wisdom) would help them live a pleasing, worthy life in the eyes of God.

…that they would break fruit in every good work

…that they would grow.

…that they would be strengthened according to the mighty power of God.

…that they would have endurance and patience.

…for gratitude and joy.

What would our classrooms look like if we prayed for our students that way? Would our integration feel more urgent? Would our academic discipleship be more empowered? 

What if we spoke to our kids less and God more? What if we pressed more deeply into the truth  that He is faithful to finish what He started in them (Phil 1:6)?

Parables for Language Learners and Integration from the Biblical Text

Posted on by Kelly Hayes in Bible, Biblical Integration, Communication, Planning, Spanish, Uncategorized

Recently, I’ve been exploring the idea of organizing biblical integration by starting with Scripture itself. Rather than bringing Scripture into the course concepts, I am intrigued by the possibility of bringing concepts out of the Bible itself. Why? Because the culture that forms many of our students is changing.

Even evangelical culture and church-adjacent culture is becoming more and more detached from the Bible, the biblical worldview, and biblical literacy in general. This means the task of integration must change. We must respond to the needs that are presenting themselves. In the past, it may have been easier to focus on applying Scripture to a topic/subject because students had some exposure to and understanding of Scripture. However, that exposure and understanding seems to be becoming more limited and cursory (in many cases). If this is true, academic disciple-makers will have to engage the Bible differently (perhaps more directly) in order to help the students think more biblically. 

To be clear, I am not suggesting that we should be trying to teach our subjects from the Bible. I am saying that we might consider trying to teach about our subjects from the Bible. The Bible is not a textbook for poetry, pre-calculus, or public speaking. But it does have something to say about humans, appreciation, and art. It does have something to say about order, structure, nature, and reality. It does speak clearly about speaking clearly. 

Just to be extra clear: I can’t teach a student to play guitar from the Bible, but I can use the Bible to teach that student about beauty, hard work, and the role of music amongst the people of God. The Bible doesn’t teach music, but it does teach about music. The Bible can’t make a guitarist. But the Bible can shape a musician.

Let’s consider this with a case study on language learning. A super-star Spanish teacher at my school recently asked some questions about this and I thought it might be good to share with a wider audience. Here is where I would start if I were integrating a Spanish 3 class by starting with a biblical text.

The Bible is not a Spanish book. However, it does teach about culture and communication.

In Acts, there are discussions of cross-cultural communication between Jewish and Greek people and ideas. In the Gospels, the parables are great examples of effective cultural understanding mixed with story-telling. And the Sermon in the Mount shows Jesus’ mastery of understanding where people are coming from (“You have heard it said…”) and then speaking thoughtfully into that context (“But I say…”). Perhaps Luke 15 for Spanish Language Learners or The Sermon on the Mount for Cultural Engagement would work well. 

The teacher could have the students take note of Jesus’ understanding of Jewish cultural things (like receiving an inheritance). This could “translate” to the importance of understanding the cultures of those around us (particularly Spanish speakers). Students could learn the vocabulary of the parable/sermon (and potentially some syntax) as well. Additionally, they could have a project where they read/teach the passage to younger kids in Spanish. 

These activities could be great integration opportunities. They could show how Jesus notices and loves those around Him. And they would naturally (not artificially) get students in the biblical text in Spanish. And it would prepare students for real-world experience (like missions trips to Honduras or other local connections with Spanish speakers).

Basically, a structure like this could help Spanish learners learn to love their neighbors and to speak/read Spanish at the same time. This certainly is not the only way to integrate. But I think it could be effective. And I think it might work in many areas. 

As I have said before, this is just an experiment. But it might be a fruitful one. We shall see.

Mark for Worship Leaders and Luke for Historians: Integration Ideas

Posted on by Kelly Hayes in Bible, Biblical Integration, Encouragement, Planning

I am trying something new: working to try to integrate a class by starting with the Bible rather than with the class material. Instead of trying to show how my class material connects with the Bible, I will try to show how the Bible connects with my class. This is a subtle shift, but it may prove significant. We will see. In this post, I will explain why I chose to interact with Mark’s Gospel for my class. And I will discuss how Luke’s Gospel might work well for history classes. Finally, you can see a draft of the first chapter of Mark for Worship Leaders. It’s still a work in progress, but it might help you to think about how you might apply these principles in your class. 

Finding the Right Book for Me

Mark for Worship Leaders makes sense for many reasons, but my primary reasons for choosing to engage with Mark were: 1) Jesus’ description of leadership and 2) Mark’s descriptions of Jesus’ awesome words and ways. Mark 10:42-45 says,

Jesus called them together and said, “You know that those who are regarded as rulers of the Gentiles lord it over them, and their high officials exercise authority over them. Not so with you. Instead, whoever wants to become great among you must be your servant, and whoever wants to be first must be slave of all. For even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many.”

Mark’s Gospel naturally, intentionally, and implicitly teaches much about leading like Christ. I want my team to serve like that. We also see Jesus demonstrating his power, wisdom, knowledge, and love. All of these things should press readers toward worship. In other words, it seemed to be a perfect fit for worship leaders. That is why it will likely work well for me and my class. 

Finding the Right Book for You

The Gospel of Mark could certainly be used fruitfully for students of other subjects as well. But in this method of integrating, finding a section of Scripture that is a natural, unforced fit is step one. For example, if I were writing _______ for Historians, Ι would choose Luke. Why? Because Luke was a historian. He spoke with eye-witnesses. He purposefully conveyed particular events and not others. Some scholars make the case that Luke is the preeminent New Testament historian. Walking through his historical account of Jesus would bring important ideas to the front of mind. For example, Luke believes that God is active and involved in history. He believes in the validity, accuracy, and inspiration of the Old Testament scriptures. He carefully and intentionally lays out his presentation of history for the benefit of his readers. And he supports the event of the resurrection with historical details. We also see Jesus’ use of history in Luke. The Lord interacts with Law and Prophets. So, could students in a Christian school benefit from reading through Luke with an eye toward history and historical method? I don’t see how that could be anything but beneficial.

If you teach another subject, what book/section would work well for your subject area? Think about your area in the way that I have thought through worship-leadership and history. What sections of Scripture lead to natural, smooth, unforced engagement with your topic? 

How Does It Look? Here is the first chapter of Mark for Worship Leaders. How does it look to you? Do you think it will work well? Is something missing? Am I approaching something incorrectly? All feedback is helpful. You are investing in my students when you help me make this as good as it can be.

A (Crazy?) Integration Experiment

Posted on by Kelly Hayes in Bible, Biblical Integration, Planning

I am trying something new. I am planning to try to use systematic, careful Bible-reading to accomplish biblical integration in one of my classes next year. Let me explain.

I teach a praise-band class. This is a mix of leadership, music, technology, and theology. I have integrated regularly in a more typical fashion, but I find myself wanting my students to learn how to use the Bible to really think in biblically-integrated ways themselves. I want the Bible to govern all their thinking in every area. So, I am putting together Mark for Worship Leaders to be used in our class. The idea is to walk through the Book of Mark with an eye for specific applications to the work that worship leaders do. I am inclined to think that this could work in any broad area: Exodus for Scientists. Psalms for Writers. Luke for Historians. But I want to try it out for myself in my context. Here are some clarifications as I get started:

  1. I do not believe that the Bible says different things to different people. The Book of Mark is the same Book of Mark for scientists and historians and worship-leaders. But different readers might rightly apply what the Bible says in different ways. 
  2. I do not think that this is how biblical integration must (or even should) always be done. I just want to explore if it can be done well. 
  3. I do think this could be done poorly. Mark for Pet-Store Managers would be too narrow. And Mark for Electric Guitarists would be similarly problematic. It is also possible to force an artificial framework onto the biblical text. Faithful exegesis is still required.
  4. I do not expect this to replace playing music or working on technology, etc. in my class. I want this work in Mark to inform and shape those activities. This will be a tool that I use in class, not as the only part of class.
  5. I do believe that exposing students to the Bible in regular, accessible ways is a good thing in and of itself. And if it illuminates the rest of the class-content in a way that develops biblical understanding, it is a magnificent thing.

So what will this look like here on this site? For the next several weeks, I will be posting sections of my work in Mark for Worship Leaders here. Why? First, I would love to hear feedback from you regarding whether or not you think this is working. And second, I would love to provide you with food for thought so that you might consider, “Hmmm, could I do this in my class?” Could an art teacher put together a systematic reading of Genesis 1-2 about God’s creative work? Could a history teacher look closely at Luke’s historical methods and observations in writing Luke/Acts? Could a math teacher create something for their class from Proverbs’ points about perseverance and doing hard things?

This might broaden the way that teachers and students think about biblical integration. Instead of just trying to integrate courses, lessons, or units (like the American History, solar systems, or Jane Austen), students would be asked to consider subjects in larger/wider ways (like science/discovery as a whole, or storytelling in general).

Or… this might not work at all. That’s why I am calling it an experiment. Look for the first section or Mark for Worship Leaders soon. 

The Teacher as Evidence of God’s Power: Biblical Integration

Posted on by Kelly Hayes in Bible, Biblical Integration, Encouragement

Teachers strive to set a godly example for students. We want to say, with Paul, “Follow me like I follow Christ!” (1 Cor 11:1). However, we often (always) fall short of the standard. When Jesus teaches, “Be perfect, therefore, as your heavenly Father is perfect,” we realize that this is a ladder with the lowest rung infinitely out of our reach (Matt 5:48). And this is not an obscure idea that we have misinterpreted, but a central theme that runs throughout the whole text of the Bible. Here it is fleshed out with more detail:

As obedient children, do not conform to the evil desires you had when you lived in ignorance. But just as he who called you is holy, so be holy in all you do; for it is written: “Be holy, because I am holy.” (1 Pet 1:14-16).

Be perfect. Be holy. And do it for, and like, the all-perfect God. This standard is too high for us. The ladder is out of reach. But thankfully, it is not out of reach for Christ. His ability to meet this standard and to raise us up to it should motivate us to praise Him:

Praise be to the God and Father of our Lord Jesus Christ, who has blessed us in the heavenly realms with every spiritual blessing in Christ. For he chose us in him before the creation of the world to be holy and blameless in his sight. (Eph 1:3-4).

He chose us to be holy. It is his plan. I can’t do it, but He can. And He will:

In all my prayers for all of you, I always pray with joy because of your partnership in the gospel from the first day until now, being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus. (Phil 1:4-6).

How does this work? How can I do this impossible thing (be perfect and holy)? How will God finish this work in us? 

Augustine offers clarity in a prayer which says, “Grant what Thou commandest, and command what Thou dost desire,” or “Father, command what you will and grant what you command.” God tells us to be godly and then, through his power, he gives us the ability to be godly. He grows us. He lifts us up. He polishes us. He refines us. His means, methods, and timing might not always appear linear or logical to us, but they are good and they are for our good.

So what kind of example can we offer our students? Not perfection in ourselves, but someone who is being perfected. We are testimonies of his power in our weakness. We are pictures of progress through his caring might. 

We are evidence. Evidence that He is alive because He is alive in us. Evidence that He is powerful because He is powerful to change us. Evidence that He is kind and forgiving because we celebrate his kindness and forgiveness toward us.

We are saved by grace. It is his work. And we are sanctified by grace. It is his work. 

There are many helpful apologetics for God’s existence, goodness, activity, and power. But we must not neglect this one: our students can see Him working in us. Here are some starting point activities that might help you showing them how He is working in you:

  • Apologize to your students when you have messed up. Humble apologies without self-justification are so rare. Why? Because true humility is a gift from God.
  • Share some of your storyline. Tell students about a struggle (in an appropriate way) and tell them about your journey toward holiness. You can share even if you are not there yet.
  • Ask students to pray for you in the midst of a struggle or challenge. Let them know and see that you need the power of God in your life.
  • Discipline in a way that leads to “seek and trust God,” more than “be good boys and girls.” Growth over laws. Repentance over box-checking. 
  • Share your goals: “I really want to become more gentle and meek so that I can represent Christ better,” or “I am praying that God will help me to listen more,” or “I am actively seeking to be thankful every day.”

Why might activities like this make an impact on our students? Because they teach that He will supply what He commands. And He will get all the glory. As Augustine said:

You he crowns with compassion and mercy; and even if your merits have preceded you, God says to you, “Have a good look at your merits, sort them out carefully, and you will see that they are my gifts” … When you depart from here you will receive according to what you deserve, and you will rise again to receive what you have achieved. Then God will set the crown, not so much on your merits as on his gifts. Whatever he has given you, if you have kept and preserved it, he will recognize.

So we can tell students, “Follow me as I follow Christ.” What we are saying is, “Follow me in growth, in progress, in sanctification. And He gets the glory.”

Academic Discipleship for Greatness: Biblical Integration

Posted on by Kelly Hayes in Bible, Biblical Integration, Encouragement

What do we want our students to become? Reading the Christmas account in Scripture, I saw a clear answer to that question in a description of John the Baptist. In Luke 1:14-15, an angel tells Zacharias about his future son: “He will be a joy and delight to you, and many will rejoice because of his birth, for he will be great in the sight of the Lord.”

This is what we want our students to become: great in the sight of the Lord. Not great in the sight of peers. That would be fine. Not great in the sight of certain institutions. That would be nice. Not great in the sight of the general public. That would be good. But there is a bigger, better, higher goal: great in the sight of the Lord. This means that our schools must be invested in discipleship. 

If this is the goal, we should be able to examine all of our activities, processes, and expectations to see if they assist in helping the students reach the goal. Now, I am not saying that academic elements are unimportant. Schools have an academic responsibility and exist for academic reasons. But Christian schools exist for academic discipleship. This must be our focus, our obsession, our singular aim. Therefore, I think it is wise to ask: Is [this activity/process/expectation] accomplishing a discipleship aim? 

Again, I am not saying our schools must be Sunday Schools. I am saying that our schools must be Christian schools. 

Let’s get back to the angel’s description of John: “He will be a joy and delight to you, and many will rejoice because of his birth, for he will be great in the sight of the Lord.” What made John a joy to his parents? What made his birthday a joyous time for many? Well, it wasn’t his style or diet. His prophet-uniform and crunchy proteins were not mainstream. It wasn’t his circle of friends. He seemed to grow up to be somewhat isolated. It wasn’t the fact that he was loved by all. Religious people didn’t like him and a powerful politician jailed and killed him. John was a joy to his parents and to others because he was great in the sight of the Lord. 

What kind of greatness are we teaching? Standardized test scores matter. Social skills matter. Influence can be meaningful. Skills are crucial. And the list could go on and on. But we know what we are after. We want our kids to be great in the sight of God. That is all that really matters. That is the end-all-be-all. And joy flows from that. 

So let’s check our practices. Let’s check our goals. Let’s check our motivations. And let’s adjust, refresh, and retune so that, when we return from Christmas Break, we are even more prepared to help our students grow in informed godliness. We want them to be great in the sight of the Lord.

Read and Remind: Basics for Biblical Integrators

Posted on by Kelly Hayes in Bible, Biblical Integration, Encouragement

Today, a fellow teacher shared some of what she was gleaning from her personal Bible study. She had been reading, was challenged, and decided to share. Her email was thoughtful and encouraging. As she closed, she wrote this:

“Love how God can give new insights and conviction through a passage that I’ve read many times.  Very thankful for His patience with me…He has to remind me of some things over and over!”

Her experience here should be normative for all Christians. And it can be quite helpful for teachers in particular. Here is her point reworded: God teaches us through his Word. Often, He isn’t giving us something new, but a new perspective or better grasp on something we already know. God reminds us. God convicts us. God deepens our understanding. And this happens through the Word. 

God demonstrates regular, consistent, incremental, patient care for our growth. And, as teachers, that should be our posture and practice toward our students. God reminds me. God is patient with me. God slowly deepens and develops my understanding. Therefore, I must do this for my students. Peter wanted this for the people under his care as well:

“I will always remind you of these things, even though you know them and are firmly established in the truth you now have. I think it is right to refresh your memory as long as I live in the tent of this body, because I know that I will soon put it aside, as our Lord Jesus Christ has made clear to me. And I will make every effort to see that after my departure you will always be able to remember these things (2 Pet 1:12-15, emphasis mine).

We must do this work of reminding by bringing them the Word. I know that God uses his words to shape me. And I know that they are his means to shape them. Am I comfortable letting God be muted in my classroom? Am I willing to allow my coursework to only engage with a gagged God? (Of course, God is able to speak for Himself. We have no power over his abilities. But we know that He has chosen to speak to us through the Bible. Therefore, if we want to hear God speak, we must open his Word.)

Paul said it like this in Romans 10:14-15: “How, then, can they call on the one they have not believed in? And how can they believe in the one of whom they have not heard? And how can they hear without someone preaching to them? And how can anyone preach unless they are sent?” 

How can your students believe? Hear the Word. How can they hear? You tell them. This is true for your students who are believers and non-believers. They need to hear. They need to be reminded. They need to be patiently encouraged. They need the Word to be in your mind and heart. They need it to be on your lips. They need it to be in your coursework. They need it to be in your classroom. They need it. 

How do I know? Because I know we need it too. 

So what is your next step? Read. Read the Bible yourself. Fill your mind and heart with the Word. Then, it will overflow. You will start reminding others. A colleague did it for me today. And I am praying that we will all do it for our students as well. 

Idolectomy: Teacher Identity, Christian Schooling, and the Bible

Posted on by Kelly Hayes in Bible, Culture

Surgery is conducted in order to save. The goal is removing something bad, fixing something good, making something right. The end in mind is health. However, the process is painful. Before healing comes hurting. The surgeon cuts. We see God acting as surgeon in the life of his people in the Old Testament: 

Come, let us return to the Lord.

He has torn us to pieces

    but he will heal us;

he has injured us

    but he will bind up our wounds (Hos 6:1).

Calvin rightly pointed out that the human heart is “a perpetual factory of idols.” This isn’t just a problem “out there,” but is a problem wherever humans dwell—including Christian schools. So we need a surgeon to remove the idols growing from our hearts.

Thankfully, the Word of God is a sharp scalpel in the hands of a Great Physician. But before we can get to the surgery, we need to complete the diagnosis.  

Tim Keller asks and answers a key question to get the ball rolling: “What is an idol? It is anything more important to you than God, anything that absorbs your heart and imagination more than God, anything you seek to give you what only God can give.” Many Christians, perhaps especially those serving in Christian schools, would say that nothing is more important to them than God. However, our words might not align with reality. I once heard (and have echoed) a teacher who said that we can take inventory of what we care most about by examining how we spend our time, money, energy, and emotions. We can’t just follow our words; our actions might lead us more readily to the truth.

A good case study in this regard is politics. Political identification/division in the USA has grown in recent years. While it is not wrong to be involved and invested in the political process, finding our ultimate identity in politics is not right. William Wilberforce can serve as an illustration here of living out Christian faithfulness in the political sphere. He worked in the political system to bring out change for the glory of God and the good of people. So politics is not bad, but, as Keller said elsewhere, idolatry can come from turning a good thing into an ultimate thing. So let’s make this personal (I know that’s a little dangerous in regard to politics). Leaning on some ideas from Adam Mabry’s book, Stop Taking Sides: How Holding Truths in Tension Saves Us from Anxiety and Outrage, here are a few questions that might help us think about whether or not engagement with politics has become an idol:

  • Are we more conservative/progressive (in a political sense) than we are Christian?
  • Do we invest more time into political ideology than biblical theology?
  • Do we pay more attention to political happenings than the biblical text?
  • Can we evangelize for a particular political stance more easily than we can for Christ?
  • Can we quote a political leader more smoothly than the Bible?
  • Do we relate more easily with others in our political party than with other Christians in a different political party?
  • Do we get more passionate about politics than the gospel? 

Now, the point here is not to get into a long discussion on politics. Instead, it is to use politics as a case study to help us see how things can easily become ultimate things: idols. These idols could be relationships, hobbies, money, entertainment, reputation, family, and more. Notice that none of these things are necessarily bad on their own. 

Students become like their teachers (Luke 6:40). So what do my students see in me? Do they see me investing more energy and time and thought and passion into things other than knowing God and his Word? Do they see my identity as a child of the living God or as something else? 

How do we graduate good future-spouses? Excellent employees? Ethical leaders? Compassionate, principled politicians? Kind friends? We teach them the Word. Then God uses the Word to bring about change in them. John Piper says it like this:

Give yourselves to this word of God in the Bible. Use it to know yourself and confirm your own spiritual life. If there is life, there will be love and joy and a heart to obey the word. Give yourself to this word so that your words become the word of God for others and reveal to them their own spiritual condition. Then in the wound of the word, pour the balm of the word.

Piper is talking about surgery—the wound of the word. In order to serve our students best, we need idol-removal surgery. This idolectomy will be painful. It will require us to change. It will require us to repent. It will hurt. But it will be good.

The first of Luther’s 95 Theses says, “When our Lord and Master Jesus Christ said, ‘Repent’’ (Mt 4:17), he willed the entire life of believers to be one of repentance.” 

I know that I need to repent of making good things into ultimate things. I need God to remove my idols. And I am praying that God will do it for all of us. And I am praying that our students would see Him change us so that they see that we don’t build our identity on politics, relationships, finances, or any other earthly thing. They need to see us repenting so that they can learn to repent. They need to see us building on the rock rather than the sand so that they can learn to build on the rock as well. They need to see that God is a powerful Surgeon who “injures us” and “binds up our wounds” (Hos 6:1).  

And how does He cut? With the sharp Word (Heb 4:12). Our identity must be shaped by the Book. It is the scalpel in the hand of God. 

Do We Trust the Bible?: Christianity and Christian Schooling in America (Part 4)

Posted on by Kelly Hayes in Bible, Biblical Integration, Culture, Uncategorized

In 2 Kings 22, the Bible speaks about a country that finds the Scriptures. The Word of God had been lost, but religious activity had continued without it. There was still a temple. There was still a high priest. But no Word. And then—one day—they found it and read it. What was King Josiah’s response? He tore his clothes in anguish because he understood something scary: “Great is the Lord’s anger that burns against us because those who have gone before us have not obeyed the words of this book; they have not acted in accordance with all that is written there concerning us” (2 Kings 22:13b, emphasis mine). God was angry at the nation because they had neglected his Word. They didn’t reject it. They neglected it.

Upon renewing attention to the Word, things changed. 2 Kings 23:3 tells the next step in the story: “The king stood by the pillar and renewed the covenant in the presence of the Lord—to follow the Lord and keep his commands, statutes and decrees with all his heart and all his soul, thus confirming the words of the covenant written in this book. Then all the people pledged themselves to the covenant” (emphasis mine).

What turned the nation around? Attention to the Book. If Barna did a survey of Judah while the Book was lost, I think it might have looked quite a bit like this one from ACU.  So what role can Christian schooling play in turning our nation around? Well, we can’t change hearts. But we can direct people to the Book that does. Christian schools can play the role of Josiah by putting the Word back in the spotlight. 

Tony Merida tells his high school students, “If you want to hear God speak, open the book. When you open the Word of God, you open the mouth of God” (The Christ-Centered Expositor, 50-52). Our schools should take this to heart. We must trust that God’s Word is God’s voice. And we must trust that his voice is powerful to change things. 

So I must ask: Do we trust the Bible? When people say that we do, I think we usually mean that we trust that the Bible is true and authoritative. However, I am curious if we trust the effectiveness of the Bible. Do we trust the Bible to do its work in the lives of our students? Do we believe that the Word form worldview in the lives of our students?

Let’s get a tiny bit technical for a moment: The Word of God is living, active, and sharp (Heb 4:12). The biblical worldview is not. You can’t make someone a fisherman by giving that person a fish; you have to give them a fishing pole. You can’t form a biblical worldview by giving them worldview alone; you have to give them the Bible. The biblical worldview is an outcome. It is born when a person starts to see the world through the lens of Scripture. How does this worldview form? By interacting with the Scriptures. But do we trust the Bible to do what the Spirit who authored it says it will do? 

Below are three truths about rightly interacting with the Bible. With those in mind, we will be in a good position to consider some potential ideas to adjust Bible curricula to better accomplish our goals. 

1) We need to trust the power of the Bible. 

This year, my wife and I have been using the book The One-Year Praying through the Bible for Your Kids to help us pray for our children each night. Reflecting on 1 Thessalonians 2:13, Nancy Guthrie discusses what it means for the word of God to continue to work after it has been shared: 

“What does it mean to believe the Word of God is what accomplishes the work of God in the lives of our children? Certainly it means that we do our part to expose our children to the Word of God. But it also means that we trust the Word of God to do its work in them. We trust the Word to convict, convince, and challenge them. It may not happen in our preferred time frame or in our preferred way, but we trust it to work” (283).

While Guthrie is writing about the children in our homes, her point also applies to our schools. Are we trusting the Word to do the work? Or are we leaning on something else?

2) We need to trust that the Bible is for our students. 

There is a big difference between a class about the Bible and a class of the Bible. Let me give an example. We all know that there is a canyon-sized gap between a class about playing guitar and a class of playing guitar. In the first class, the teacher might hold a guitar and point some things out to the students. The teacher might even play the students a song. In the second class, students have guitars of their own. They are making noise… and sometimes music. The second class is much more messy and loud. But it is also the one that will lead to students knowing how to play. 

Teachers rightly have the desire to make every lesson organized, clear, and assessable. But the Bible is not always so clean and clear. It is not a systematic theology book. We might have a concordance, but the Book wasn’t written with an index. But the fact that the Bible is not systematic does not mean that it is flawed. God perfectly gave us what He wanted us to have. And He gave it to us in the way that He wanted us to have it. 

Though it can be easier and simpler to teach about the Bible, we must do the hard, messy work of teaching the Bible itself. We can explain. We can share context. But we must be careful not to replace the Bible itself with teaching about the Bible. Students won’t be able to play guitar if we don’t put guitars in their hands. Students won’t be able to read the Bible if we don’t put the Bible in their hands. 

This does not mean that we give them the whole thing all at once without any developmentally-appropriate framing. We still need to use wisdom. We are not going to give the details of David and Bathsheba to first graders. 

Think of it like this: Learning ukulele can help students learn guitar. You can give a plastic baby-fork to a young child. It’s not an all-or-nothing situation. Even with the ukulele, the student is still making music. Even with a dull plastic fork, the toddler is using utensils. They are in it. Really in it. In an appropriate, healthy way.

In the best possible ways, we should give our students real Bible. They need classes where they are in it. Might younger students need to live in the Gospels for a while? Maybe. Should we save Song of Solomon for later in the sequence? That makes sense. There is nothing wrong with playing ukulele if it is what they need to prepare for the full guitar. But if the students are just getting material about the Bible (or with sprinkles/nuggets of Bible), we are showing that we might not trust that the Bible is for them. We know that we trust that the Bible is for our kids when we actively, expectantly give it to them. They need to be in it. Even when it is messy and challenging.

3) We need to trust that the Bible forms worldview.

We do not need to choose between teaching the Bible and the biblical worldview. When we teach the Bible, a biblical worldview follows. When Josiah read the Bible, idols were destroyed. Ingesting the Word affected his worldview. This still happens. It is God’s plan for changing us. 

Let’s get practical! How can Christian schools enact this? The simplest, easiest idea might be to employ a Bible curriculum that is text driven. These do exist. However, there is another option: use the Bible as the textbook for Bible classes. This might be wise because students can learn to study the Bible without workbooks and other study-resources that they will likely not employ after graduation. If we use the Bible as the textbook for a reading-focused Bible class, students can build habits that will translate beyond the classroom. They can keep going long after they leave out classrooms. Here are some basic starting points:

  1. High school. Read-the-Bible-in-Four-Years Plan. Devotional plans to read the Bible in one year abound for personal use. They take about 12 minutes per day on average for proficient readers. So what if we allotted 15 minutes per day in a high school setting over four years? We could read the text, do an inductive study, consider worldview implications and applications, and pray from the text each day. Over 440 days, students would graduate having considered the entire Bible and built serious Bible-study muscles. In addition, there would be room for 280 days of assessments, discussion, projects, and focused worldview conversations.
  2. Middle school. Read-the-New-Testament-in-Two-Years-Plan. Proficient readers can read the New Testament by reading six minutes per day for 180 days. Middle schoolers might not be there yet. So what if they read for 10 minutes per day for 200 days? They could read the entire New Testament in two years and still have 160 days for assessments, discussions, projects, etc. 
  3. Middle or high school. Read-the-New-Testament-in-One-Year-Plan. 20 minutes per day would do it with room for lots of conversation and assessment.
  4. Elementary. Bible-story-time. For younger students, the teacher can read the Gospels and Acts to students in 800 minutes. This could be a great time to choose an easy-to-understand translation and read for 5 minutes per day. In one year, these books would be covered. For older elementary students, the learners could do the reading for themselves (or read along with the teacher). 

But what if a Christian school is already committed to a worldview curriculum in Bible class? It is still possible to simply devote a few minutes per day of Bible reading. For example, if a school uses something like Summit’s curriculum in high school, they could still devote 12 minutes per day to Bible reading. This would at least allow those students to have direct contact with Scripture itself in Bible class. While this might not be ideal, it might be a step in the right direction.