Trinity Oaks Christian Academy

Philosophy of School Disciplines

If I speak in the tongues of men and of angels, but have not love, I am only a resounding gong or a clanging cymbal. If I have the gift of prophecy and can fathom all mysteries and all knowledge, and if I have a faith that cona move mountans, but have not love, I am nothing. If I give all I possess to the poor and surrender my body to the flames, but have not love, I gain nothing (1 Corinthians 13:1-3).

Paul writes to Timothy, "The goal of our instruction is love” (1 Timothy 1:5). Truly, our vocation as educators’ centers upon the transmission of truth, knowledge and understanding yet to over-emphasize transmission tempts the educational community into relying on rote, didactic learning to the extent that the student is over-shadowed by the content. In the Christian community, dogma and indoctrination stifle the abundant life and wisdom that God intends for us to posses in ever-increasing portions.

The Christian school has been given the privilege and glorious opportunity to participate as educators within God's original purpose: to grow in truth, wisdom and understanding in authentic, relevant and personal ways (Luke 2).

Our ultimate purpose is to build up the whole person (Ephesians 4) - the heart, mind, and soul. That is why Paul's gentle admonition to Timothy - "the goal of our instruction is love" - is the focal point of our educational philosophy fully cognizant of our equal responsibility to prepare the next generation to be literate and productive citizens.

Bible:
Jesus says, “I am the way, the truth and the life. No man comes to the Father except through me” (John 14:6). We believe the way to life is contained in the Holy Scriptures. The integration of Truth leads students into the Way and the Life (John 15:1-10, John 3:16-21).

God has blessed us with His words, the Bible (Psalm 119). As students incorporate biblical truth into all other areas of the curriculum and their daily lives (Romans 8:28-29, Romans 12:1-2), they will be prepared to discover their gifts and further God’s kingdom, sharing His message of hope with the world (Philippians 4:8, John. 10:16).

Gro’ Zone:
At Trinity Oaks Christian Academy, chapel (Gro’ Zone) is regularly scheduled throughout the year to bring students into a deeper understanding of a relationship with Jesus and His truth (Romans 10:9-13). Gro’ Zone aspires to create “spiritual moments” in the lives of every student (and staff member) where God can be worshipped and His Word creatively applied (Psalm 100:1-2). Christian educators come together to instruct students in creative and practical activities that will strengthen their maturing faith. Gro’ Zones are God-honoring, child-sensitive, participatory and relevant to student concerns (Ephesians 3:17-19).

Language:
God is the originator of language and He communicates to us through language (Hebrews 1:1-2; Romans 10:17). As students learn to appreciate this gift, they find that it reflects God’s order and is the foundation of expression in all other subjects (1 Corinthians 14:33,40). As a student matures in language skills, he will be empowered to become an effective witness for the gospel of Jesus Christ in both speech and writing (Acts 6:4,7, Luke 10:16). Children are brought closer to the image of God as the revealed living and written Word (John 1:1).

Mathematics:
To understand the universe, we must understand the complex order and systems of mathematics, which are central to and permeate the natural order of God’s creation. His creation is blessed with structure and order through nature, art, and the perfect congruity of the stars. As students appreciate God’s mathematical laws, they will develop a deeper relationship with God. A heart of praise and thanksgiving will flow from an appreciation of God’s unchanging world of mathematic universals.

Music:
God has endowed us with musical gifts that allow us to connect with Him, express ourselves, and communicate with others. We encourage the worship of God through the application of musical skills by instilling in students a love of music and allowing them to creatively participate in and experience different musical genres (Ephesians 5:19-20, Psalm 100:1-2, Psalm 108: 1-3).

Physical Education:
Physical education enables students to understand the importance of caring for their physical bodies that were formed in the image of God (Genesis 1:27). The Holy Spirit dwells in the bodies of believers (1 Corinthians 3:16). God made us exactly as we are, the way He wished us to be (“and it was very good” Genesis 1:31). In physical education, we learn teamwork, sportsmanship, discipline, and the joy of accomplishment, along with life habits that encourage good health (Romans 12:1-2).

Reading:
The supreme aim of education is to teach the child to read and understand the Scriptures. Through phonics, comprehension, and vocabulary, the child will decipher and internalize the printed word (Deuteronomy 17:19). Reading stimulates interest and appreciation of the things of God and is the basis for all other subjects, broadening the student’s discovery of God’s world (1 Corinthians 2:12,13).

Science:
Science for the Christian is the study of God’s creation. Exploration and discovery of the principles of life, physical and earth science should lead to knowledge and appreciation of the Creator. Understanding God’s created order allows mankind to apply the knowledge of science in faithful stewardship to benefit all in a world God lovingly provided as our temporary home. Faith grows as students learn to accept that God’s creation is replete with divine mystery.  

Social Science:
God is in control of all governments and nations (Psalm 22:28, Daniel 4:17, Romans 13:1). As such, history is His Story, the unfolding of His plan to bring glory to Himself. He has created man in His image to serve Him and to share His Story with all the nations. Each individual has unique relationships to other people: in families, communities, state, nations and the world. A focus will be on the relationship between individual and national actions and God’s righteousness (Proverbs 13:34). Past actions can be examples for the future, using God’s standards as a comparative tool for human actions in various cultures and societies around the world (1 Corinthians 10:11). The understanding of God’s actions in the past should result in increased faith and praise in the hearts of our students (Psalm 107).

Technology:
In order to be effective communicators in an increasingly global community and to fulfill the Great Commission (Matthew 28), Trinity Oaks Christian Academy seeks to prepare and equip students to communicate in a world that is ever-growing in its reliance upon technology. Through exposure to keyboarding and current computer applications, Trinity Oaks will focus on responsible, discerning, and God-honoring uses of technology. As technological advances bring the world into closer communication, students will be introduced to the responsibility of using technology as a means of spreading the Gospel and ministering to others.

Core Knowledge in Christ
By
Dr. Gary B. Arnold, Ed D. (former Head of School)

Our purpose is simple: to guide the faith and the intellect of our families to a point of a maximum development and achievement, all the while centered upon the revealed Word of God. Without the living presence of Jesus Christ in all that we do or say, Trinity Oaks Christian Academy ceases to have a valid purpose. Jesus Christ is our singular reason for learning and service. Without Jesus, we do not have the right to pursue our mission. The Scriptures are clear: Jesus Christ is the source of all wisdom and truth; He must penetrate and permeate everything we teach and learn. But questions remain: What is the content we teach and learn? Where does the course of learning begin? To what end does the course lead?

Different schools, even Christian schools, address these questions in different ways. At Trinity Oaks Christian Academy, we have come to a thoughtful place on the map that loosely aligns itself with the “core knowledge” stream of E.D. Hirsch, William J. Bennett and a few other leading conservative thinkers.

“In a good school, the principal and teachers share a common vision of what their students should know. The vision is spelled out in a clear specific curriculum that states what children are expected to learn each year. The curriculum puts academics first. It sets high but attainable standards. It teaches fundamental skills and general knowledge about people, ideas events and terms – knowledge that becomes a foundation for deeper, more sophisticated studies in high school and college.

Learning focuses on these basics: reading and writing, math and science, history and literature, and an introduction to the arts. A good school also teaches children how to think for themselves, to respond to questions, to solve problems, to pursue an argument, to weigh alternatives. It helps them develop these habits of mind and traits of character that are prized by our society, preparing them for entry into the community of responsible adults.

None of this is to say that all schools should teach exactly the same things. No single curriculum is appropriate in all parts of the country as big and diverse as ours. Nevertheless, all communities require some common ground. … The point is that every good school has a clearly conceived and articulated sense of itself. Each institution must decide - and tell parents – what it considers an educated child to be and what knowledge he should possess... A good plan of study (course of study, curriculum) marks the points of significance so that children are not wandering aimlessly over the academic terrain.”
(The Educated Child, p. 93)

There are many resources that may be of help as we re-articulate a core curriculum. Regardless of specific resources, “a critical goal is for elementary pupils to become broadly familiar with important people, terms and ideas so that later, when they hear or read about them, they have a frame of reference, a satisfying sense that ‘I know something about that!’” (ibid, p. 97)

It should be firmly stated that we are not holding “core knowledge” or any other human philosophy or methodology to be divinely inspired or inherently superior. However, in human culture, methods of instruction are situational and eclectic. Though essential, the content may vary in importance. The grand design of the Christian worldview, however, is nonnegotiable. When our students encounter content, it must be seen through the lens of a Biblical worldview. Hence, T.O.C.A. can offer families a wonderfully orchestrated blend of select, core knowledge immersed and grounded in Christ. When Jesus is Lord, Christians are free to choose and use most any reasonable method to investigate and learn the core knowledge of our society, heritage and faith. We can broadly scan and utilize teaching methods from the educational field with confident liberty.

Above and beyond this liberty, in a good Christian school, there must be appreciation and application of Paul’s maxim: “the goal of our instruction is love.” (I Timothy 1:15) This summit principle of biblical love (agape) keeps us in touch with an education that is “R.E.A.L.” - Relational, Experiential, Applicable and Learner-sensitive (The Dirt on Learning, 1999) - all the while enriching a core knowledge pursuit. The path of core knowledge immersed and grounded in Christ and His agape keeps us both truth-centered and child-sensitive.

Another expression relevant for our work is “informed, traditional.” We are informed practitioners of the teaching-learning process. We aspire to be aware of the modern research base, its philosophical biases and contemporary methods, including technology. At the same time, we cling to a traditional understanding of the teaching-learning process. Assuming there is a body of knowledge to be mastered, the transmission of this core knowledge between generations is essential. Christian educators cannot construct, re-construct or de-construct the meaning of civilization at will. We inherit it and are responsible for its transmission and preservation. To succeed at the task, and to be good stewards, we need to know and understand how the brains of our children operate for the optimal transmission of knowledge and the maximal understanding of ideas.

In board discussions of our identity and vision, we have called ourselves, in effect, a Christian preparatory school. By this we mean that we are preparing our students for a rigorous secondary education and we are preparing them for Kingdom service, to be young ambassadors for Christ in their local sphere. We believe a broad exposure to core knowledge with Christ at the center coupled with a multitude of methods will enhance our students’ preparation.

Finally, we believe the role of the teacher is even more powerful than the textbook. This is one thing that differentiates us from the home-school and the public school. As Gaebelein wisely states in the classic Pattern of God’s Truth, you cannot have a Christian education without a Christian teacher. A master integrator can lead a student into truth in dynamic ways from a variety of source material. Ultimately, it is the relationship and interplay between Christ, teacher and student and the heart, mind and soul that will validate our mission and vision.

As Christ drew children to Himself, our love and sensitivity for individual children in our classrooms will draw children to Him. Let us continue to pursue an informed, traditional curriculum that honors Christ and respects the child for the sake of the family and the Kingdom.