Our View of True Education
Definition and Goals of Education: We believe that true education proceeds from a proper understanding of God and our relationship with Him. As individuals created in God’s image, we are endowed with the power to both think and act. Thus, true education will develop the whole person, not just the intellect: students will be prepared to use their knowledge and talents to serve God and others. As educators, then, we must go beyond simply transmitting content to empowering students to expand knowledge independently, think critically about the world, and act unselfishly to help others and solve problems. At its best, education is a collaborative partnership between students and teachers rooted in mutual respect and the understanding that all parties are working together to carry out God’s will.
Processes of Education: Fundamental to achieving these goals is direct interaction between teacher and student. A vital element of the learning process must be active, continual engagement. Students build understanding not by passively receiving facts, but by actively investigating, discussing, and reflecting on ideas. Such engagement brings to light misconceptions and gaps in knowledge, which are then addressed through feedback, peer exchange, and further experimentation. True mastery comes not from memorization, but from creating, breaking down, and reconstructing understanding. In this way, education becomes a lifelong transformative journey, one that shapes both intellect and character. By combining love, respect, and grace with best practices, evidence, and excellence, we aim to foster habits of mind that inspire lifelong learning and service.
To sum up, our teaching philosophy rests on three pillars:
- Christ-Centered Learning Communities: As Christian educators, we strive to create purpose-driven, collaborative learning communities where each member is valued as being endowed by God with purpose and significance.
- Christ-Centered Processes: We believe real teaching happens through personal connections and conversations (Christ’s methods), which in turn create intrinsic motivation for students. Thus, we see learning as a caring, collaborative, and relational process between teacher and student.
- Christ-Centered Content: We aim to offer meaningful, purpose-driven learning that values past perspectives, critically engages present issues, and prepares students to meet future challenges. Thus, we seek to impart knowledge of God, his world, and our place and calling in His creation. Beyond imparting knowledge, we seek to lead students to wisdom–the use of knowledge and disciplinary skills to solve real-world problems, respond with empathy, and meet practical needs.
Our Guidelines Governing the Use of AI
Our AI policy is grounded in our shared philosophy, which centers on whole-person education. For us, purposeful education consists of collaboration through community, empowerment through developing and exercising critical thinking, and preparation for service through character development grounded in Christian values.
We recognize that AI is a tool that has become part of the world we are preparing students to serve and that students must have some knowledge of AI, along with critical tools for navigating its use. In keeping with the above philosophy, we employ the following guidelines to evaluate the appropriateness of its use in our courses.
- Critical thinking, values, and discernment should be taught prior to and in conjunction with the use of AI.
- Where use of AI interferes with critical thinking, Christian values, or other course goals, it should not be used.
- Where use of AI augments or assists target skills and goals, it may be used, within guidelines delineated by the instructor/department.
- Both at the start of and throughout the semester, instructors should engage students in dialogue about appropriate and inappropriate uses of AI.
- At all times, faculty and students should strive to uphold honesty and academic integrity, disclosing when and how AI was used.