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I Don’t Care
(What you want, what you really, really want…)
In the mid-nineties, the Spice Girls had a hit song called “Wannabe,” which contained the refrain, “I’ll tell you what I want, what I really, really want. So tell me what you want, what you really, really want…” The tune was catchy and spoke of the nature of friendship and relationships, but it also provided an apt commentary on our Western culture. Burger King’s tagline is “The way you want it.” Chik-fil-A stresses, “It’s our pleasure to serve you.” Sam Walton, founder of Wal-Mart, used to say, “There is only one boss, the customer.” Slogans that tout the importance of customer satisfaction abound in our culture today. It’s how businesses succeed in building a loyal customer base. Further, as someone who has been in small business himself, a satisfied customer is what you ultimately want, and the businessman should strive to give his or her customer what they “really, really want.”
Yet, churches are not businesses. Nevertheless, church leaders fall into the trap of thinking of themselves as businesses. Surely, when attendance goes up, revenue tends to go up. When attendance drops, revenue drops. Yet, while the purpose of a business is to generate revenue, the purpose of the church is to build Christ’s kingdom. And these, my friends, are two very different goals. Nevertheless, churches often circulate surveys and other questionnaires asking the people in the pews what they want in a pastor, what they want from the pastor, what they want as part of the worship service, and what kind of programs the people want…what they really, really want.
The problem is that the church is a Kingdom, or at least, the local church is meant to be a microcosm of the Kingdom of Heaven. And, Kingdoms have Kings. In the case of the church, these Kings are not mere figureheads like the King of England, but it has a real King with real rules and commands, and the King expects His citizens to obey said rules. In fact, the King has established offices in His Church to ensure that His laws are taught to His citizens, that they are trained and equipped to carry them out, and to discipline said citizens when the citizens refuse to submit to His authority.
Who is this King over the church? It is Jesus Christ the Lord. Who are His ministers? They are Elders, Deacons, and Pastor-Teachers. Deacons are charged with ensuring that the poor, the widows, and orphans are cared for and treated with equity. Elders are charged as overseers over the body, and Pastor-Teachers are given the awesome responsibility to teach and equip the citizens of Christ’s Kingdom for ministry, so that the people are also able to live their lives as disciples, obeying all that the King has commanded.
And so, within the Kingdom of Christ, what is important is not what the people want, what is important is what the people need to train them to be good and productive citizens of the church. Of what value, then, are polls and questionnaires? What is important is not citizen satisfaction, but the satisfaction of the King. In fact, the citizens will discover, if they submit to the will of the King, that they will find far more satisfaction in the things that satisfy the King than in the things that they think will satisfy themselves.
And so, what you (or I) might want (or think we might want) is irrelevant in the life of the church. The only thing that is relevant is what Christ wants. And so, as a Pastor-Teacher in the church, I really don’t care what you want, what you really, really want; I care what Jesus wants, what He really, really wants.
Missing the Mark
“Certain people have missed the mark and have turned to fruitless talk, desiring to become teachers of the Law, neither understanding what they say nor the things that they confidently assert.”
(1 Timothy 1:6-7)
If sincere faith in God is the goal, those who strive toward fruitless talk are those who have missed the goal — they have missed the mark or the standard for which they are to aim. The word that Paul uses here, ἀστοχέω (astocheo), means to go astray from a moral or spiritual standard and is a synonym with the word ἁμαρτία (hamartia), which is commonly translated as “sin.” Whether the straying is intentional or unintentional, it is still straying and is thus a sinful action.
One of the questions that floats around Christian circles is the question of whether it is sinful to have, hold, or teach a false doctrine. The answer to the question is, “Yes, it is.” Why is it sinful to be in error on a doctrine? Simple, it is missing the mark, even if it is unintentional. Unintentional sins still are sins, as testified to by passages such as Leviticus 5:17. Does that mean that someone is going to hell for a false doctrine? If they are born again, no, of course not. Salvation is by God’s grace through the faith that he places in His elect. Then again, there are doctrines that lead to death for they lead to people trusting in their own works or in the work of the church for their salvation. Trusting in anything or anyone apart from Jesus is a false doctrine that will lead you to be amongst those to whom Jesus will say, “Depart from me you workers of lawlessness, I never knew you” (Matthew 7:23; also 1 John 3:4).
Clearly, those in Paul’s view are not committing unintentional sins for they wish to be known as teachers of the Law even though they do not understand what the Law says nor what they fervently assert to their hearers. Teachers must be trained so that they teach well and do not condemn themselves as well as their hearers (James 3:1). The sad thing is that such still takes place today. There are many who build doctrines simply on their own speculations rather than on the Scriptures. There are those who wish the reputation of being a teacher but do not have the skills to teach. And, worse yet, there are those who have received some training in orthodox theology, but desiring to make a name for themselves, they invent novel applications of theology that lead them into heterodoxy and endless, useless speculation. This, Paul condemns in his letter. I wonder, how stern would his letter to the churches in America be, were he to address us.
Foundational Biblical Principles to Classroom Management
Some initial thoughts as to some Biblical principles that ought to shape the way Christian schools and Christian teachers order their classrooms. These thoughts are not meant as exhaustive, but instead are meant to be a Biblical foundation upon which a philosophy of Christian education can be built.
1. The interaction with students, from instruction to discipline, must be built on the principle that students bear the image of God (Genesis 1:26), and though that image was twisted and deformed as a result of the fall through the entrance of sin and death (Romans 5:12), the image of God was not lost in the fall (Genesis 9:6). Thus, a large part of the role of Christian education is that of “straightening” the fallen person—helping to restore the person in such a way that they accurately reflect the image of God. As Christ is the perfect reflection of the invisible God (Colossians 1:15), it is into the image modeled for us by Christ that we seek to direct the transformation of our students. The life and well-being of the child is seen by scripture in a special way (Psalm 127:3; Matthew 19:14; Mark 9:42). How we handle sin in the classroom as well as education in the classroom must be seen in this context, and teachers are to understand that they are to be held to a higher standard than others (James 3:1).
2. Education is a divinely ordained responsibility of parents, but particularly that of the Father as the covenant head of the household (Ephesians 6:4; Genesis 18:19; Deuteronomy 4:10; 6:7, 20-21; 11:19; 32:46; Psalm 78:5; 2 Timothy 1:5). It is also noted in scripture that the Levitical priests were to come alongside of the parents for the purpose of educating their children (Leviticus 10:11; Deuteronomy 33:10; Judges 13:8; 1 Samuel 12:23; Ezekiel 44:23; 2 Chronicles 15:3) as part of the larger covenantal community of believers (Exodus 6:7; Leviticus 26:12; Matthew 2:6; Romans 9:25; 2 Corinthians 6:16). There are also occasions where others within the covenant community who had particular gifts and skills were gifted to teach (Exodus 35:34). While it is recognized that God’s people can learn things from non-believers (1 Kings 5:6; Acts 7:22), the Bible presents teaching as an activity to be undertaken by the covenant community. Though the Levitical Priesthood has fallen away and been replaced by Christ (Hebrews 7), all believers are now priests (1 Peter 2:9; Isaiah 66:20-21) and thus responsible to fulfill the Levitical functions which are not a part of the sacrificial system as that role has been fulfilled by Christ alone (Hebrews 10:10-14). Hence, Christian parents must not only seek to oversee the education of their children, but they also have a Biblical mandate that the education of their children is done by Christians, and not by non-believers. In turn, teachers must be mindful that they are serving as proxies for the student’s parents, not as replacements and are to instruct in such a fashion as to honor the parents for whom they are acting.
3. The teacher must understand that the Biblical end of education is to equip the students to obedience to God’s commands so that their days may be long in the land (Deuteronomy 5:33; 11:9). Hence, children are also commanded to honor their parents (which implies an honoring of their instruction) so that their days may be long in the land (Exodus 20:12). The Biblical idiom of “living long” does not so much refer to long physical life in the land as it refers to the life and essential health of the covenantal community of the faithful in the land which God had given them. This language, though, is later applied to the church (Ephesians 6:3) under the auspices of living faithfully in the world. To accomplish this, teaching is to include the law for righteous living (Exodus 24:12; 2 Kings 17:27) and also instruction in more mundane areas (2 Samuel 1:8; Exodus 35:25; Isaiah 28:23-29). In addition, scripture mandates the teaching of the history of God’s acts (Exodus 12:14; 2 Samuel 1:18; Psalm 66:5). Thus, teaching that is scriptural (and hence mandated to be done within the community of faith) is teaching that covers every discipline of life and is designed so that the believer may walk in reverence and obedience to the commands of God (Deuteronomy 14:22; Micah 4:2; 1 Peter 1:16). The implication of this marks Christian teaching as being something distinct from secular (the Greek model) education. For the heathen, religion and faith have no bearing on one’s thinking, philosophy, or ordinary life; for the Christian, knowledge of God lived out in faith is everything—there is no aspect of life that religion is not meant to touch and inform. Hence, the Christian classroom needs to reflect that principle.
4. Discipline is a God-given tool by which education is furthered (Hebrews 12:5-11; Psalm 50:16-23; Proverbs 12:1; 13:24; Revelation 3:19). It is designed to keep children from vicious teachings and error, to suppress feelings of bitterness of students who have been wronged, to punish wrongdoing, and to show the repulsive nature of sin and the pains that are associated with it. Said discipline should be non-preferential and balanced to suit the infraction. Discipline also should not be designed to break, humiliate, or discourage the child from a pursuit of a God-honoring life. It should be firm, but delivered with a spirit of kindness and not vengeance or anger. Ultimately discipline should build up not only the student being disciplined, but the entire class as well. Finally, once discipline is administered, the student is to be considered as justified as to the law of the classroom and should be reinstated to the covenantal community of the class in question without lingering reminders of said sin.
A few final thoughts about the childhood education that Jesus would have received:
- Synagogue schools were funded by the parents of the children attending. The education of poor students was funded by donations given in the temple or at Sabbath worship.
- Teachers were salaried by the synagogue and were not allowed to accept money from wealthy families lest favoritism be given.
- Teachers were forbidden from losing their patience with students for not understanding concepts, but were expected to be able to make them plain to all.
- Kindness was encouraged and schools used the strap in discipline, not the rod.
- Parents were prohibited from sending their children to schools in other communities for the purpose of eliminating rivalries and to maintain the educational level of the town.
- Leviticus was the first book taught to children (particularly Leviticus 1-8).
- Other passages of scripture that were found in Children’s primers were: the Shema (Deuteronomy 6:4-9; 11:13-21; Numbers 15:37-41); the Hallel Psalms (Psalms 113-118); and The Creation and Flood narratives (Genesis 1-11).
- To the Jew, the study of scripture was of greater importance than any other study they could pursue. The culture considered it profane to even learn a trade apart from a study of the scriptures. The study of trades did not replace scriptural study, but flowed out of scriptural study.
Part of a Traditional Jewish Morning Prayer:
“These are the things of which man eats the fruit of the world, but their possession continues for the next world: to honor the father and mother, pious works, peacemaking between man and man, and the study of the law, which is equivalent to them all.”
(Peah 1:1)
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