University of Southern California Dissertations and Theses

A study in the objectives of the local church

(USC Thesis Other)

A study in the objectives of the local church

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Content A STUDY
IN
THE OBJECTIVES
OP THE
LOCAL CHURCH
.3‘ I-
A T h e s is
P r e s e n t e d to t h e D ep artm en t o f R e l i g i o n
U n i v e r s i t y o f S o u th e rn C a l i f o r n i a
I n p a r t i a l f u l f i l l m e n t
o f th e
R e q u ire m e n ts f o r the
Degree o f M aster o f A r ts
By
U ly s s S ta n f o r d M i t c h e l l
June 1933
UMI Number: EP65061
All rights reserved
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Dissertation hubiishincj
UMI EP65061
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candidate’s Faculty Com m ittee and appfoved by
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Research in partial fulfillment of the require
m ents for the degree of
Master of Arts
[retary
Dean
Committee
\haUma'
TABLE OF CONTENTS
CHAPTER - PAGE
INTRODUCTION 1
PART ONE
TEE CHURCH FACES A CRISIS
I . THE DILEMMA OF RELIGIOUS EDUCATION 5
C h r i s t i a n i t y Paces a C r i s i s ................................................. 5
The Modern Temper................................................ 5
Weakness W ith in The C h u r c h . . . .......................................... 10
W h ith er R e l i g i o u s E d u c a t i o n ? .............................................. 18
A l t e r n a t i v e s ................................................ 19
Need o f O b j e c t i v e s ............................................. 19
D e f in in g T e rm in o lo g y ..................."......................................... 21
T able No* 1 ................................................................................ 23
T able No. 2 ............................................................................... 24
P urp o se o f th e T h e s i s ........................................................... 27
PART TW O
THE SCOPE AND FUNCTION OP THE OBJECTIVES
OF CHRISTIAN EDUCATION
I I . THE SCOPE OF OBJECTIVES......................................................... 31
What a re O b j e c t i v e s ? ................................................................ 32
T able No. 3 ........................................ 33
CHAPTER PAGE
The Purpose o f O b j e c t i v e s . ............................... 34
Scope o f O b j e c t i v e s ........................................................ 34
Types o f O b j e c t i v e s .......................................................... 37
U l t im a te O b j e c t i v e s . ................................................... 37
Im m ediate O b j e c t i v e s . . . ............................ ............... 39
I I I . THE FUNCTION OP OBJECTIVES . 43
They Give P u rp o s iv e D i r e c t i o n ................................ 43
They R e s u l t i n P u rp o s iv e A c t i v i t y .................. 44
They P ro v id e I n c e n t i v e s ..................................... 44
They Give S e q u e n c e ............................................................ 45
They D eterm ine Ways and Means.................................. 46
They Serve To Gauge R e s u l t s ................................... . 47
IV. GUIDING PRINCIPLES IN THE SELECTION OP
LOCAL OBJECTIVES.................................................................. 50
B a s is o f S e l e c t i o n ............................................................ 50
To T r a in f o r A d u lth o o d .............................................. 52
To E x a l t th e C h i l d ........................................................ 53
We Must Avoid E x tr e m e s .............................................. 55
C h a rt No. 1 ..................................................................... 58
V. GUIDING PRINCIPLES IN THE SELECTION OP
OBJECTIVES (CONCLUDED)................................................... 61
Method o f S e l e c t i o n . ................................................. 62
The P h i l o s o p h i c a l A pproach............................... 62
The S c i e n t i f i c A p p ro a c h ..................................... 64
CHAPTER PAGE
The E c l e c t i c A pp ro ach ................................................... 68
The Human E q u a t i o n ......................................................... 68
Method o f S tu d y ................................................................ 69
T able No. 4 ..................................................................... 70
PART THREE
THE ULTIMATE OBJECTIVES OF CHRISTIAN EDUCATION
IN THE LOCAL CHURCH
INTRODUCTION
What i s Meant by " U l t im a te ’^?............................................ 77
What Are th e U l t im a te O b j e c t iv e s o f C h r i s t i a n
E d u c a tio n ? ........................................... 78
V I. THE ULTIMATE OBJECTIVES PERTAINING TO THE
INDIVIDUAL....................................................................................... 82
An U ltim a te O b je c tiv e - C h r i s t l i k e C h a r a c te r . 83
The H ig h e s t A t t a i n m e n t................................................... 83
What i s Chr i s t l i k e C h a ra c te r? ............................... 84
The Abundant L i f e ........................................................... 85
C h r i s t E s s e n t i a l t o C h a r a c t e r ............................ 86
Need o f C h r i s t i a n D y n a m ic ..................................... 88
B u i ld i n g C h r i s t l i k e C h a r a c te r i s a P r o c e s s . . . . 89
C h r i s t l i k e C h a r a c te r i s E l u s i v e . . . ................ 90
C h a r a c te r Development Goes Beyond Con
v e r s i o n .............................................................. 90
C h r i s t l i k e C h a r a c te r i s a S t a t e o f Becoming 92
C h r i s t l i k e C h a ra c te r i s I n c l u s i v e .................. 92
CHAPTER PAGE
V I. (C o n tin u ed )
C o n c lu s io n ..................................................................... 94
V I I . THE ULTIMATE OBJECTIVES (CONTINUED).......................... 96
An U l t im a te O b je c tiv e - To S tr e n g th e n th e
C h u rc h .......................................................................................... 96
The C h r i s t i a n C h u r c h .................................................... 96
E s s e n t i a l to th e I n d i v i d u a l ............................... 97
I n d i s p e n s a b l e to th e Cause o f C h r i s t . . . . 99
O ther I n s t i t u t i o n s ........................................................... 100
An U lt im a te O b je c tiv e - To E f f e c t a C h r i s t i a n
S o c i a l O r d e r ............................................................................. 101
The U l t im a te Triumph o f R i g h t e o u s n e s s ............. 101
. C h r i s t i a n i t y Must Be S h a r e d ....................................... 102
What C o n s t i t u t e s A C h r i s t i a n S o c i a l O r d e r .. 103
C h a rt No. 2 ..................................................... 104
C o n c lu s io n to P a r t I I I . .................................................. 106
To B u ild C h r i s t l i k e C h a r a c t e r .................................. 106
To S t r e n g th e n th e C h u rc h .............................................. 107
To E f f e c t a C h r i s t i a n S o c i a l O r d e r ..................... 107
V I I I . CONCLUSION.......................................................................................... 108
INTRODUCTION
These s t u d i e s i n o b j e c t i v e s do n o t e x p lo r e a
nev/ f i e l d as would have b e en th e c ase p r i o r to
1 9 3 0 . Up to th e tim e P a u l V ie th * s O b j e c t iv e s o f
R e l i g i o u s E d u c a tio n were p u b l i s h e d v e ry l i t t l e
s t u d i e d e f f o r t h ad b e en fo c u s e d i n t h i s d i r e c t i o n .
The w r i t e r became i n t e r e s t e d in t h i s n e g l e c t e d
p h ase o f C h r i s t i a n E d u c a tio n i n th e P a l l o f 1929,
and n o t w i th s ta n d i n g th e a p p e a ra n c e o f Dr. V i e t h 's
work t h e f o llo w in g s p r i n g , d e c id e d to c o n tin u e
a lo n g th e o r i g i n a l l i n e . T h is t h e s i s does n o t
p r e t e n d to be an e x h a u s tiv e t r e a t i s e o f th e s u b j e c t
f o r t h a t i s im p o s s ib le in th e space l i m i t s , b u t
i t does r e p r e s e n t a g e n e r a l ap p ro a ch t o th e l a r g e r
f i e l d .
S in ce th e p r e p a r a t i o n o f th e t e x t o f t h i s
t h e s i s th e I n t e r n a t i o n a l C o u n c il o f R e li g i o u s
E d u c a tio n h a s h ad a s p e c i a l com m ittee p r e p a r e
s t u d i e s i n d e p a r tm e n ta l o b j e c t i v e s w hich ta k e
i n t o c o n s i d e r a t i o n th e r e l a t i o n s h i p o f age and
i n t e r e s t to c u r r i c u l a p ro b le m s.
The problem o f t h i s t h e s i s i s t h r e e f o l d :
F i r s t , An a n a l y s i s o f e x i s t i n g c o n d i t i o n s i n
r e l a t i o n to th e c h u rch and th e modern tem per o f
our day; Second, Â s tu d y o f t h e sco p e and f u n c t i o n s
o f o b j e c t i v e s t o g e t h e r w ith a re v ie w o f th e
g u i d in g p r i n c i p l e s w hich must be a d h e re d to i n e s
t a b l i s h i n g a w e l l o r d e r e d s e t o f o b j e c t i v e s ; and
T h ir d , A stu d y i n th e u l t i m a t e o b j e c t i v e s o r th e
f i n a l e f f e c t s o r ends to w a rd w hich we sh o u ld be
w o rk in g . C h ie f among th e t h r e e o b j e c t i v e s i s t h a t
o f th e p r o g r e s s i v e b u i l d i n g o f C h r i s t l i k e c h a r a c t e r .
T h is i n t u r n becomes v i t a l l y r e l a t e d . t o th e o t h e r
two i n r e l a t i o n to th e C h r i s t i a n C hurch and th e
s o c i a l o r d e r .
Most o f th e t e x t was w r i t t e n w h ile r e s i d i n g
i n C hina and t h e r e f o r e r e p r e s e n t s c o n s i d e r a b le
e f f o r t i n c o l l e c t i n g c u r r e n t d a t a , b u t w ith one
or two p o s s i b l e e x c e p tio n s th e s t a n d a r d w r i t i n g s
i n t h i s f i e l d have b e e n c o n s u l te d .
The manner o f d e te r m in in g o b j e c t i v e s i s a t
b e s t p r o b l e m a t i c . N e ith e r s c ie n c e nor p h ilo s o p h y
K
a lo n e o f f e r a s a t i s f a c t o r y method o f d e te rm in g
w hat sh o u ld o r sh o u ld n o t c o n s t i t u t e an o b j e c t i v e .
T h e r e f o r e , t h i s t h e s i s h a s r e s o r t e d to th e o n ly
a l t e r n a t i v e , nam ely an e c l e c t i c m ethod, w hich i n
th e l a s t a n a l y s i s i s n e c e s s a r i l y i n f lu e n c e d by
i i
th e p h i l o s o p h i c and r e l i g i o u s c o n v i c t i o n s o f th e
i n v e s t i g a t o r .
May t h i s o c c a s io n be ta k e n to e x p re s s deep
a p p r e c i a t i o n to Dr. R. J . T ay lo r who as Chairman
o f th e Com mittee h a s g iv e n so g e n e r o u s ly o f h i s
tim e f o r c o n s u l t a t i o n , and to Dr. W. S. Ford and
Dr. John H i l l fo r t h e i r c o n s t r u c t i v e c r i t i c i s m
and a d v ic e .
I l l
PART ONE
THE CRISIS PAGING MODERN CHRISTIAN EEUCATION
CHAPTER I
INTRODUCTORY
THE DILEMMA OP RELXGIOUa P m CAT ION
CHAPTER I
INTRODUCTORY
THE DILEMMA OP CHRISTIAN EDUCATION
A. CHRISTIANITY PACES A CRISIS
1. The Modern Temper
a . S o c i a l l y
(1) U n r e s t
(2) S e c u la r E d u c a tio n
b . R e l i g i o u s l y
(1) P r e v a i l i n g I n d i f f e r e n c e
(2) The C hanging Em phasis
2 . W eakness W ith in The C hurch
a . E c c l e s i a s t i c i s m
b . I n t e l l e c t u a l B ew ild erm en t
I c. L o ss o f Dynamic and C o n v ic tio n
d. Lack o f U n ity
B. WHITHER RELIGIOUS EDUCATION?
1. A l t e r n a t i v e s
2 . Need o f O b j e c t iv e s
a . F a c t o r s Which I n f l u e n c e Choice
(1) I n t e r n a l C o n d itio n s o f th e C hurch
(2) The Community
b . P r o g r e s s Demands O b j e c t iv e s
(1) B ased Upon L o c a l C o n d itio n s
(2) Sim ply S t a t e d
(3) D i l i g e n t l y F ollow ed
3. D e f in in g T erm inology
T ab le No. 1
T ab le No. 2
4 . P u rp o se o f th e T h e s is
CHAPTER I
INTRODUCTORY
THE DILEMMA OP RELIGIOUS EDUCATION
A. C h r i s t i a n i t y Paces a C r i s i s
The s i t u a t i o n f a c i n g C h r i s t i a n i t y i s a w o rld c r i s i s
i n i t s e l f . A n t i - C h r i s t i a n p ro p o g an d a i s becom ing v/ide-
s p r e a d ; more c u n n in g and a g g r e s s i v e . On fo u r c o n t i n e n t s
o p p o s i t i o n to v a r i o u s s e c t s o f th e c h u rc h h a v e assum ed
w a r - l i k e p r o p o r t i o n s .
O th e r a n t i - C h r i s t i a n d e v e lo p m e n ts, l e s s o r g a n iz e d ,
b u t j u s t a s e f f e c t i v e a re t a k i n g h eavy t o l l . They a r e
c h a r a c t e r i z e d by a s e c u l a r a t t i t u d e tow ard l i f e and
r e s u l t i n a s y n c r e tis m o f r e l i g i o n . ^ C h r i s t i a n i t y i s
i n d a n g e r o f l o s i n g i t s i d e n t i t y i n th e b e w ild e r e d maze
o f t h e day.
1. The modern "T em per".
2
Dr. Wm. P e p p e r e l l Montague c h a r a c t e r i z e s t h i s a s
" The Modern ’ Tem per’ " and e x p r e s s e s th e o p i n io n t h a t th e
new c h a lle n g e i s more s e l f - a s s u r i n g , v a l i d , and in e v e ry
r e s p e c t more momentous th a n any p r e v i o u s l y f a c e d by
C h r i s t i a n i t y . T h is o p i n io n i s e n t e r t a i n e d by m ost a l l
^ P e rc y Simmons, "An I n t e l l e c t u a l R ip Van W in k le ," Watchman-
E x am in er, O ctob er 15, 1931.
^ B e l i e f s Unbounded C h a p te r I .
6 .
C h r i s t i a n e d u c a t o r s , w h e th e r o f t h e l i b e r a l o r c o n s e r v a
t i v e s c h o o l.
P e rh a p s th e g r e a t e s t danger f a c i n g th e c h u rc h i s
n o t so much th e te n d e n c y t o arg u e God o u t o f e x i s t e n c e
as to ig n o re Him* M.S. R ic e ^ b a s e s h i s t im e ly book
upon th e q u o t a t i o n o f Canon F r e d e r i c k Lew is D onaldson o f
W e stm in s te r Abbey, i n w hich he sum m arizes th e seven d e a d ly
s i n s o f Modern S o c i e t y :
" P o lic y w ith o u t P r i n c i p l e s ; w e a lth w i th o u t work.
P l e a s u r e w i th o u t C o n sc ie n c e , Knowledge w i t h o u t C h a r a c te r ,
I n d u s t r y w ith o u t M o r a l it y , S c ie n c e w i t h o u t Hum anity,
W orship w i t h o u t S a c r i f i c e . "
a . S o c i a l l y .
Assum ing t h a t s o c i a l t r e n d s a re a m ajor c o n c e rn
to th e c h u rc h , l e t u s g la n c e a t th e moods and tem per o f
s e c u l a r p h a s e s o f l i f e . P o s s i b l y th e p r e d o m in a tin g
c h a r a c t e r i s t i c i s :
(1) U n r e s t .
We a r e a p p a r e n t l y p a s s i n g th ro u g h a t r a n s i t i o n
p e r i o d i n h i s t o r y . Change and u n c e r t a i n t y c h a r a c t e r i z e
e v e ry i n t e r e s t i n modern l i f e . The m asses demand th e "new"
in c o n t r a s t w ith th e o ld and change f o r , t h e sake o f ch an g e.
Some p r o g r e s s i s b e in g made a lo n g p h i l a n t h r o p i c
and h u m a n i t a r i a n l i n e s . At t h e same tim e momentous p roblem s
1
D ia g n o sin g TQ-day. p . 19
7 .
h a v e a p p e a re d . Our n a t i o n h a s made r a p i d m a t e r i a l p r o g r e s s
u n d e r a c a p i t a l i s t i c system , b u t o f t e n a t th e exp en se o f
human v a l u e s . G ross i n j u s t i c e s c ry o u t f o r a rem edy. The
p ro b lem o f m aking a l i v i n g , o f f i n d i n g d e c e n t s o c i a l
e x p r e s s i o n and u p l i f t i n g en v iro n m en t a l l d e s e r v e a h e a r i n g .
S h a l l th e c h u rc h t u r n a d e a f e a r to m i l l i o n s o f men,
women and c h ild r e n in s o c i a l and economic d i s t r e s s ? What
i s th e r i g h t f u l p l a c e o f th e c h u rc h , anyway? To w hat
l e n g t h s would J e s u s go, i f He w ere h e r e , to r e s c u e t h e
o p p r e s s e d and r e c t i f y wrongs? To w hat e x t e n t would He a sk
H is p e o p le to sub m it and sm ile ? C o n s id e r in g th e e n t i r e
f i e l d o f e v a n g e lis m , c h a r a c t e r b u i l d i n g and s o c i a l s e r v i c e ,
j u s t w hat do es th e M aster e x p e c t o f th e church? N e i th e r
o u r m i n i s t e r s o r d e n o m in a tio n a l l e a d e r s a r e c l e a r as to
f u t u r e p o l i c i e s . U n t i l th e y have th o u g h t th r o u g h t o a
c o n c l u s i o n how can a th o ro u g h g o in g s e t o f C h r i s t i a n
o b j e c t i v e s be d rafted ?
(2) S e c u la r E d u c a tio n .
No argum ent i s need ed to show t h a t C h r i s t i a n i t y
and e d u c a ti o n a r e m u tu a l ly d e p e n d e n t. Y et t h e i r i n t e r -
1
r e l a t i o n h a s b e e n n e g l e c t e d l a r g e l y o r ig n o r e d . The g u l f
^G f. J . E. S t o u t , O r g a n i z a t i o n and A d m i n i s t r a t i o n o f
R e l i g i o u s E d u c a ti o n , p. 25
8 .
b etw een c h u rc h and sc h o o l h a s w idened g r a d u a l l y u n t i l
to d a y an e x a m in a tio n o f s u b j e c t s and s u b j e c t - m a t t e r
t a u g h t i n p u b l i c s c h o o ls r e v e a l s c l e a r l y t h e a b sen ce o f
r e l i g i o u s t e a c h i n g . On t h e o t h e r h and i t o f tim e s becomes
r a d i c a l a n t i - r e l i g i o u s I n s t r u c t i o n .
E d u c a tio n and r e l i g i o n have b e en d e v e lo p e d s e p a r a t e l y
2
and we t h i n k o f them s e p a r a t e l y . Out o f t h i s " c o m p art-
m e n t a l i z a t i o n " h a s come s e v e r a l f a c t o r s o f s e r i o u s r e l i g i o u s
i m p o r t .
The p r e d i c t i o n s o f D r. Montague may come true'" u n l e s s
t h e C h r i s t i a n c h u rc h e s awaken to r e c o v e r t h e i r d e c l i n i n g
i n f l u e n c e in e d u c a t i o n a l c i r c l e s . To Y/ithdraw i n t o a r t i
f i c i a l " s o l i t a r y c o n fin e m e n t"^ i s to l o s e o u r u s e f u l n e s s ,
b u t to " p r o g r e s s i v e l y p e rm e ate a l l i n t e r e s t s o f l i f e " ^ i s
to g a in as w e l l as g iv e s tim u lu s and v a l u e . Which s h a l l
i t be?
b. R e l i g i o u s l y .
The modern "te m p e r" te n d s to be u n d u ly c r i t i c a l
o f th e c h u rc h , b u t a t b e s t t h e r e i s enough t r u t h i n c u r r e n t
prop ogand a to cau se g ra v e c o n ce rn in th e C h r i s t i a n r a n k s .
^ C f. P. Nansen, "What I B e lie v e " , Forum. December 1929,
p. 360.
^Sam uel H. M i l l e r , " R e li g i o u s and N o n -R e lig io u s E d u c a tio n "
The C h r i s t i a n C e n tu ry , June 11, 1930
^Wm. P e p p e r e l l M ontague, B e l i e f s U nbounded. C h a p te r I
^Sam uel H. M i l l e r , O p.C i t .
^ I b i d .
9 .
These a t t a c k s c o n t a i n much t h a t i s sound and m orally-
h e a l t h y t o g e t h e r w i t h a g r e a t d e a l t h a t i s f a l l a c i o u s and
d e p l o r a b l e . Hov/ever, q u i t e a p a r t from t h e i r v a l i d i t y th e
a n t i - r e l i g i o u s argum ents p o s s e s s a p s y c h o l o g i c a l a p p e a l
due to t h e i r s p i r i t i n k e e p in g w ith modern moods and te m p e rs .
(1) P r e v a i l i n g i n d i f f e r e n c e .
Empty pews and r e t r e n c h i n g program s e v id e n c e
a l o s s o f i n t e r e s t and a c t i v e p a r t i c i p a t i o n . The g r e a t e s t
dang er f a c i n g C h r i s t i a n i t y i s n o t im m ediate e x t e r m i n a t i o n
a t th e hands o f b i g o te d a t h e i s t s , " b u t slow d e a th from
n e g l e c t by a w o rld t h a t w i l l have p a s s e d by i t . " ^
I f t r u e , th e n w hat a r e th e c o n t r i b u t i n g
c a u s e s ? I s i t th e f a u l t o f t h e r o b o t age w ith i t s n e rv e
w ra c k in g demands? I s i t t h e r e s u l t o f s e c u l a r d e v ic e s o r
a n t i - r e l i g i o u s p h i lo s o p h ie s ? Can we l a y i t to anyone o r
s e v e r a l e x t e r n a l r e a s o n s ? I s i t th e f a u l t o f th e p e o p le
o r h a s t h e C h r i s t i a n Church l o s t i t s draw ing power by
v i r t u e o f i t s own w eak n esses?
(2) The Changing E m p hasis.
A g r e a t d e a l i s s a id a b o u t th e need o f th e
c h u rch a d j u s t i n g i t s e l f to th e c h a n g in g o r d e r , and th e
f a c t t h a t i t i s n o t m e e tin g u r g e n t demands. The ch u rc h
i s a c c u se d o f f a i l i n g to h e l p y o u th make m e n ta l and s o c i a l
a d ju s tm e n t, or o f f a i l i n g to go among t h e m asses m i n i s t e r
in g w here need s a r e g r e a t e s t .
^Wm. P e p p e r e l l M ontague, B e li e f s U nbounded. C h a p te r I
1 0 .
P e rh a p s th e " o u t s i d e r " i s j u s t i f i e d i n a s k in g
f o r a p ra g m a tic r e l i g i o n ; one t h a t can s t a n d t h e t e s t o f
n e e d . The t e s t o f a C h r i s t i a n w ith th e w o rld i s n o t so
much w hat h e b e l i e v e s as how he l i v e s , and w hat he d o e s;
th e q u a l i t y o f l i f e . I t can be s c a r c e l y d e n ie d , how ever,
t h a t h i s l i f e and a c t i o n s a r e l a r g e l y d e p en d e n t upon h i s
b e l i e f s , w hich shape c o n v ic ti o n s and d e te rm in e a c t i o n s .
The a fo re m e n tio n e d s o c i a l and r e l i g i o u s p roblem s
t h a t a r e p r e s s i n g f o r s a t i s f a c t o r y s o l u t i o n a re b u t a few
t h a t sh o u ld be m en tio n ed as c o m p risin g e x t e r n a l demands
upon th e c h u rc h . Much can be s a i d a b o u t th e c h a n g in g
e m p h a sis.^ T here i s much i n t h e modern a t t i t u d e t h a t
i s commendable and much t h a t i s q u e s t i o n a b l e , i f n o t
a c t u a l l y to be condemned.
S u f f i c e i t to say t h a t we a r e b a d ly i n need o f
d e f i n i t e p o l i c i e s i n r e l a t i o n to e v e ry p h a se o f l i f e , and
t h e s e p o l i c i e s sh o u ld become th e f o u n d a t i o n o f our system
o f o b j e c t i v e s . Aims become a im l e s s u n l e s s th e y a r e th e
r e s u l t o f h a v in g th o u g h t th r o u g h t o a c o n c lu s io n a g iv e n
s i t u a t i o n . Upon t h e s e c o n c lu s io n s depend th e advance o r
r e t r e a t o f th e C h r i s t i a n C h u rch .
2 , W eakness W ith in The C hurch
I t i s p o s s i b l e f o r us to d u ly r e c o g n i z e th e r i g h t f u l
t a s k o f C h r i s t i a n i t y and y e t to n e g l e c t th e w e l lb e in g o f
^Cf. E. B. Emme and P .R . S te v ic k , P r i n c i p l e s o f R e l i g i o u s
E d u c a tio n , p p . 1 5 -2 4 .
1 1 .
th e agency r e s p o n s i b l e f o r th e c a r r y i n g o u t o f p e r f e c t e d
p o l i c i e s and o b j e c t i v e s . S uccess i n m e e tin g th e c h a lle n g e
o f our w o rld w i t h o u t, depends upon th e c o n d i t i o n w i t h i n
th e c h u rc h . The m ost c r i t i c a l and im m ediate c h a lle n g e
f a c i n g th e c h u rc h th ro u g h o u t th e w o rld i s to f i r s t s e t
i t s own h o use i n o r d e r .
a. E c c l e s i a s t i c i s m .
T his term s t a n d s f o r a m u lt i tu d e o f " s i n s . " The
Roman C a th o lic and Greek O rthodox c h u rc h e s come i n f o r
th e m ost s e v e re c r i t i c i s m , b u t by no means a re th e
P r o t e s t a n t c h u rc h e s exem pt.
I n th e f i r s t p l a c e , C h r i s t i a n i t y h a s become
i n s t i t u t i o n a l i z e d to t h e e x te n t t h a t i t i s ham pered i n
i t s freedom . Dad E l l i o t t o f the Y.M.G.A. u se d to say ,
"An id e a g iv e s b i r t h to an o r g a n i z a t i o n to p ro m u lg a te th e
i d e a . I t t h e n becomes a b a t t l e to keep th e i n s t i t u t i o n
from s t r a n g l i n g th e id e a t h a t gave i t b i r t h . I t i s n o t
uncommon f o r th o s e i n c h a rg e o f t h e s e "ways and means" to
become so e n g ro s s e d i n r o u t i n e t h a t a l l t r u e p e r s p e c t i v e
o f th e work i s l o s t . As lo n g as th e means overshadow th e
end, j u s t so lo n g w i l l p r o g r e s s be v i r t u a l l y i m p o s s i b l e .^
L i f e sh o u ld be th e c h i e f c o n c e rn o f th e Church
r a t h e r th a n th e p e r p e t u a t i o n o f o r g a n i z a t i o n s , f o r u n l e s s
th e y a r e c o n t r i b u t i n g to w a rd th e r e d e m p tio n and e n ric h m e n t
^ C f . 1931 D e p u ta tio n R e p o r t, R e l i g i o u s E d u c a tio n i n t h e
C h in ese Church, p. 238
1 2 .
o f l i f e , i s t h e r e any r e a s o n f o r t h e i r c o n tin u e d e x i s t e n c e ?
The p ro blem to d a y c a l l s f o r a r e s t u d y i n g o f p o l i c i e s and
aim s, and th e am algam ation o f ch urch a g e n c i e s . The c hu rch
i n i t s e d u c a t i o n a l program sh o u ld be a c r e a t i v e agency,
b e n d in g alw ays b e n e a th a c o n s t r u c t i v e w ork.
S eco ndly , P r o f e s s i o n a l i s m , m ost d i f f i c u l t to a v o id
y e t d e a d ly i n i t s r e s u l t s , i s f a s t e n i n g i t s e l f upon t h e
c h u rc h . The e f f e c t i v e n e s s o f th e C h r i s t i a n E d u c a tio n Move
ment i s i n e s p e c i a l d a n g e r. I t h a s s t i f l e d i n d i v i d u a l
i n i t i a t i v e i n l o c a l c h u rc h e s and s u b s t i t u t e d a k in d o f
human a u t h o r i t a r i a n i s m and " l e t John do i t " a t t i t u d e .
Dr. W. E. C halm ers^ r e g a r d e d " th e c o n c e i t o f
p r o f e s s i o n a l i s m " as e x tre m e ly d a n g ero u s and i n s i d i o u s ,
and d e c l a r e d t h a t " I n c o n v e n tio n s and c o n f e r e n c e s o f
t r a i n e d w o rk e rs i t i s a l l to o common to draw a l i n e betw een
u s who know and th o s e who do n o t know." C e r t a i n l y t h e r e
i s no room in C h r i s t i a n E d u c a tio n f o r th e e x c a th e d r a
a t t i t u d e .
How to p r e v e n t t h e e x p e r t from becom ing a l o p s i d e d
s p e c i a l i s t ; how to combine te c h n iq u e and advance knowledge
w ith a r e c o g n i t i o n o f th e e x i s t e n c e and v a lu e o f o t h e r
p u r s u i t s - t h e s e a re c r u c i a l p ro b lem s.
^The Church and The Church S cho ol, p. 165.
1 3 .
C h r i s t d id n o t draw h i m s e l f a p a r t from th e m asses
and sen d o u t o r d e r s r e g a r d i n g work to be done; He d e m o n s tra te d
b u t seldom t h e o r i z e d . To Him m aking t h e w orld C h r i s t i a n
was n o t a p r o f e s s i o n , b u t a c a l l i n g . He m in g led among th e
m u l t i t u d e s and m i n i s t e r e d u n to t h e i r n e ed s w i t h th e h u m i l i t y
1
o f a lo w ly s e r v a n t .
b . I n t e l l e c t u a l B ew ild erm en t.
A m ajor em phasis upon i n t e l l e c t u a l e n lig h te n m e n t
w i t h d i s r e g a r d f o r e m o tio n al a t t i t u d e s e a s i l y r e s u l t s In
2
i n t e l l e c t u a l c h a o s . Man h a s come i n t o p o s s e s s i o n o f so
v a s t and v a r i e d a body o f knowledge t h a t he i s u n c e r t a i n
and p e r p l e x e d as to w hat i t means, and w hat r e s u l t s i t
p o i n t s to i n a p p l i c a t i o n . An u n d i g e s t e d a c c u m u la tio n o f
f a c t u a l m a t e r i a l s and o p in io n s o f o t h e r s r e s u l t s i n a
c o n g lo m e ra te o f i n e r t i d e a s .
"Man h a s n e v e r had such a v a r i e d body o f know ledge i n h i s
p o s s e s s i o n b e f o r e , and p ro b a b ly n e v er b e f o r e h a s he been
so u n c e r t a i n and so p e rp le x e d as to w hat h i s knowledge g
means, and w hat i t p o i n t s to in a c t i o n and in c o n se q u e n c e s.
I n e r t i d e a s r e t a r d in d e p e n d e n t t h in k i n g and p la c e
th e i n d i v i d u a l a t th e mercy o f p a s s i n g whims. For in d e e d ,
" i f we c a n n o t su p p ly an e m o tio n a l d i s c i p l i n e f o r c r e a t i n g
a h e a l t h y h a p p in e s s and a m o ra l m o tiv e c a p a b le o f d i r e c t
in g th e v a s t power r e l e a s e d by our i n t e l l e c t u a l f a c t
g a t h e r i n g , we w i l l have f a i l e d modern c i v i l i z a t i o n a t i t s
p o i n t o f g r e a t e s t n eed.
^ P h i l i p p i a n s 2 :1 - 1 1
^Q u otin g D r. Dewey, Samuel H. M i l l e r , "R e l i g i o u s and Non-
R e l i g i o u s E d u c a tio n " The C h r i s t i a n G@ntury
June 11, 1930.
^ I b l d
1 4 .
There i s a n e v e r i n c r e a s i n g n e c e s s i t y f o r an
e m o tio n a l and m o ra l d i a l e c t i c to b a la n c e o ur i n t e l l e c t u a l
t r a i n i n g , o th e r w is e t h e w o rld w i l l "wallow u n t i l I t s in k s
to s u f f o c a t i o n i n th e s lo u g h o f s ic k e n in g c y n ic is m .
F o r g e t t i n g t h a t r e l i g i o n i s an inw ard aw are n ess
to o many church le a d e r s have t r i e d to red u ce C h r i s t i a n i t y
to a r a t i o n a l p r o c e s s . I t i s no wonder t h e u n i v e r s i t y
2
o r t h e o l o g i c a l s t u d e n t becomes s k e p t i c a l .
c. Loss o f a Dynamic and C o n v ic tio n .
T his b e w ild e rm e n t r e f l e c t s i t s e l f most v i v i d l y
in th e m a t t e r o f r e l i g i o u s b e l i e f s . I n our a tte m p t to
keep s t e p w ith th e " l a t e s t " , th ro n g s o f c h u rc h members
have m is ta k e n fa d s f o r t r e n d s and throw n th e m s e lv e s a t th e
m ercy o f th e l a t e s t n o t i o n . S e l f - a p p o i n t e d " i n t e l l i g e n t s i a "
f i l l t h e i r minds w i t h i n e r t i d e a s , seldom b o t h e r i n g to
t h i n k f o r th e m s e lv e s , y e t b o a s t i n g o f t o l e r a n c e and b ro a d -
3
m in d e d n e ss. Canon C h a r le s E. Raven w e l l sum m arizes th e
r e s u l t .
" i t i s e asy u n d e r th e p r e t e x t o f d e v e lo p in g s o c i a l q u a l i t i e s
to become am iable w i t h o u t p r i n c i p l e s , p l i a n t and u n s t a b l e ,
alw ays a t th e m ercy o f th e l a s t c ra z e o r th e n e w est a c q u a in
t a n c e , one who d r i f t s th ro u g h e x i s t e n c e w i th o u t r u d d e r or
com pass. I t sh o u ld be n o te d t h a t such a c h a r a c t e r can
e a s i l y ex cu se i t s e l f by f i n e t a l k o f f e l l o w s h i p o r p a t r i o t i s m ,
f r i e n d l i n e s s or s e l f - s a c r i f i c e . Much t h a t p a s s e s f o r s p o r t s
m anship i s , in f a c t , m o ral cow ard ice and anaem ia: we can
a lm o s t sh o u t v/ith th e crowd, ’C r u c if y Him: Away w i t h Him*."
^ I b l d .
^G f. L o u is e à . MacDonald, " F a l s e B alan ce" The Church School
J o u r n a l , J u l y 1930
^ C h r i s t and Modern E d u c a tio n , p • 72
1 5 .
T h is same s p i r i t i s ra m p a n t i n ch u rc h c i r c l e s .
I n an a tte m p t to a v o id seem ing " c a n ta n k e r o u s " on d o c t r i n a l
p o i n t s we h a v e le a n e d o v e r b a c k w a rd s. I n c o n t r a s t to
t h e i r s tr o n g c o n v i c t i o n s i n o t h e r m a t t e r s many h a v e r e d u c e d
C h r i s t i a n c o n v i c t i o n to an i n f i n i t e s i m a l p o i n t .
I f th e w orld i s goin g t o f e e l th e im pact o f th e
C h r i s t i a n f a i t h i t w i l l be due t o th o s e who can say w i t h
P a u l, " I know whom I hav e b e l i e v e d , ^ and w ith th e once
b l i n d man who was h a r a s s e d by th e crowd, " T h is one t h i n g
I know. A c o ld fo rm a lism , v o id o f s p i r i t u a l f e r v o r w i l l
n o t s e t men* s h e a r t s on f i r e f o r God. U n le s s h e a r t s a r e on
f i r e f o r God t h e n o b l e s t s e t o f o b j e c t i v e s , d r a f t e d by
s e l e c t e d e x p e r t s , w i l l f a i l u t t e r l y . I f our C h r i s t i a n
e d u c a t i o n a l program s a r e to become e f f e c t i v e th e c h u rc h
m ust g e t r i g h t w ith God.
I f t h e s e t e n d e n c i e s p e r s i s t as th e p r e s e n t t r e n d
w ould i n d i c a t e th e C h r i s t i a n Movement i s i n d an g er o f de
g e n e r a t i n g i n t o " j u s t a n o th e r r e l i g i o n " , w ith no n o t i c e a b l e
d i f f e r e n c e from th e r e l i g i o n s o f th e l e s s e n li g h t e n e d w o rld .
Too many r e l i g i o u s e d u c a to r s to d a y a r e , u n f o r t u n a t e l y
t r y i n g to r e d u c e C h r i s t i a n i t y to a s c ie n c e f o r g e t t i n g t h a t
1
I I Timothy 1 :1 2
2 John 9!25
1 6 .
1
i t i s an a r t , and t h a t th e in n e r w i t n e s s o r f e e l i n g s
2
must be re c k o n e d w i t h i n t h i s c o n n e c tio n .'"
S p e a k in g o f t h i s l o s s o f c o n v i c t i o n s P r o f e s s o r
H. H. Horne p o i n t s o u t f o u r im pending d a n g e r s .
1. "A G-od w i t h o u t T r a n s c e n d e n c e .”
2 . "A r e l i g i o n w ith o u t C h r i s t a t th e c e n t e r . ”
3. ”A r e l i g i o n w ith o u t e x t e r n a l a u t h o r i t y . ”
4. r e l i g i o n w ith o u t p e r s o n a l I m m o r t a l i t y . ”
I n r e f e r r i n g to our te n d e n c y t o c a t e r to p o p u la r
demands, a g a in h e say s
"ViThat 700 m i n i s t e r s b e l i e v e i s n o t so im p o r ta n t a s what
th e y o u g h t to b e l i e v e . ” A gain, "we c a n n o t a f f o r d to b u i l d
th e o u g h t on th e A c o n sen su s o f w o r t h l e s s o p in io n i s
a w o r t h l e s s c o n se n su s o f o p i n i o n . ”
And c l o s e s w ith , "Whoso h a s c o n v i c t i o n s based on
e x p e r i e n c e , l e t him s t a t e them c o u ra g e o u s ly and d e fe n d them
5
s t o u t l y . I f ou r c o n v i c t i o n s a r e b a se d upon an i n t e l l i g e n t
a c q u a in ta n c e w ith s p i r i t u a l r e a l i t i e s t h e r e s u l t s a re bound
to be dynam ic. The G ospel o f th e a b u n d an t l i f e m ust r i n g
w ith e a g e r e n th u s ia s m i f v i c t o r y i s to be e x p e c te d . The
C h r i s t i a n c h urch sh o u ld have a C h r i s t i a n em phasis i f i t
^Gf. H a rry Emerson P o s d ic k "Yes, But R e l i g i o n i s an A r t ”
H a rp e rs M agazine, J a n u a ry 1931
^G f. H. H. H orne, " R e li g i o u s E d u c a tio n Today” C h r i s t i a n
A d v o c a te . March 27, 1930.
^Ib id
^Ib ld
®Ibid
1 7 .
e x p e c ts to f o s t e r dynamic C h r i s t i a n l i v i n g ,
d. Lack o f U n ity .
The r i g h t o f an i n d i v i d u a l to i n t e r p r e t t h e B ib le
a c c o r d in g to h i s own u n d e r s t a n d i n g may l e a d to d i s a g r e e
ment b u t seldom a re th e members o f a s i n g l e c h u rc h f a r
a s u n d e r on th e fu n d a m e n ta ls o f th e f a i t h .
G r a n tin g t h a t a l l a re a g re e d upon th e b a s i c
p r i n c i p l e s o f C h r i s t i a n i t y and i d e n t i f y th e m se lv e s as one
body o f C h r i s t i a n s , th e p roblem o f u n i t y i s n o t y e t s o lv e d .
T here a r e v a r i e d o p in io n s to d a y among good C h r i s t i a n s r e
g a r d in g th e r e l a t i o n o f th e c h u rc h to t h e w o rld . Some say
th e o n ly d u ty i s to ” s n a tc h b ra n d s from th e f i r e . ” O th e rs
would n o t o n ly r e s c u e th e d ru n k a rd b u t p r o g r e s s i v e l y b u i l d
c h a r a c t e r w i t h i n him so t h a t he becomes c ap a b le o f s e l f -
d i r e c t i o n . S t i l l o t h e r s would d i s r e g a r d th e need o f r e s c u e
and " p u t new wine i n o ld b o t t l e s " or "new c l o t h on o ld
g a rm e n ts" and b e l i e v e th e y had f u l f i l l e d t h e i r m is s io n .
What sh o u ld be t h e aim o f th e ch u rc h i n r e l a t i o n to th e
s o c i a l , econom ic and p o l i t i c a l a f f a i r s o f th e w o rld ? What
sh o u ld be th e o b j e c t i v e i n r e l a t i o n to t h e i n d i v i d u a l o u t
s id e t h e church? What i s t h e d u ty o f th e c h u rc h tow ard
i t s members? U n ity o f p u rp o s e i s ta n ta m o u n t t o t h e new
w o rld c h a l le n g e i f th e c h u rc h i s to p e rm eate th e s o c i a l
o r d e r .
Lack o f u n i t y i n p u rp o se h a s r e s u l t e d i n a second
g r e a t w e ak n ess, namely, h a p h a z a rd and e x c e s s iv e o r g a n i z e -
18.
t i o n and i n e f f i c i e n t a d m i n i s t r a t i o n . ^ Through t h e y e a r s
a s an unm et need was r e c o g n iz e d a new o r g a n i z a t i o n was
a c c o r d i n g l y fo rm ed. T h is method h a s c o n tin u e d u n t i l we
a r e o r g a n iz e d to d e a t h and th e c h u rch i s d e c e n t r a l i z e d ,
2
d e m o ra liz e d and i n many c a s e s a c t u a l l y d e c a d e n t.
I t i s im p o s s ib le f o r a young p e r s o n t o s u p p o r t
e v e ry o r g a n i z a t i o n in te n d e d f o r h i s a g e . He, t h e r e f o r e ,
ch o oses to th e e l i m i n a t i o n o f some v i t a l p h a se o f r e l i g i o u s
and c h a r a c t e r d e v elo p m e n t. I t becomes a p e r p l e x i n g problem
o f " e i t h e r , o r - - " .
J u s t a s soon as u n i t y o f p u rp o se and o b j e c t i v e s
can be s e c u re d th e u n i f i c a t i o n o f o r g a n i z a t i o n m ust s p e e d i l y
3
fo llo w . I t becomes o b v io u s j u s t how much i s a c t u a l l y
d e p en d e n t upon th e q u e s t io n , "What s h o u ld be t h e o b j e c t i v e s
o f C h r i s t i a n E d u c a tio n i n my chu rch?"
B. W h ith er R e l i g i o u s E d u c a tio n ?
C h r i s t i a n E d u c a tio n i s f a c i n g a c r i s i s and i t s u s e f u l
n e s s i s d e p e n d e n t upon th e a t t i t u d e s to w a rd i s s u e s a l r e a d y
r a i s e d . C h r i s t i a n E d u c a tio n s ta n d s a t th e c r o s s r o a d s , and
m ust choose b etw een many a l t e r n a t i v e s . These c h o ic e s s h a l l
d e te rm in e t h e o b j e c t i v e s and th e y i n t u r n w i l l i d e n t i f y th e
movement to be e i t h e r d i s t i n c t l y C h r i s t i a n o r n o m in a lly
^Cf. C. P. Maus, Y outh O rg a n iz ed f o r R e l i g i o u s E d u c a tio n
p p . 68-74
2
Emme and S te v ic k , P r i n c i p l e s o f R e l i g i o u s E d u c a ti o n , p p . 200-203
■ 2
C f. s. H. M i l l e r , " R e li g i o u s and N o n -R e lig io u s E d u c a tio n "
The C h r i s t i a n C e n tu r y . June 11, 1930
19.
r e l i g i o u s .
1 . A l t e r n a t i v e s .
W ith no th o u g h t o f s u b m i tt i n g an e x h a u s tiv e l i s t
th e f o l lo w in g a r e among th o s e o f m ajor im p o rta n c e .
a . C h r i s t i a n em phasis o r r e l i g i o u s sy n c re tis m ?
b . I n d o c t r i n a t i o n or i n t e l l e c t u a l chaos?
c . C o o p e ra tio n w ith o r d o m in a tio n o f th e l o c a l c h u rch ?
d. Lay i n i t i a t i v e o r p r o f e s s i o n a l i s m ?
0 . P r a c t i c a l n e e d s, or t h e o r y to d e te rm in e p ro c e d u re ?
f . H u m ility o r s o p h i s t i c a t e d s u p e r i o r i t y ?
g . C h r i s t i a n t o l e r a n c e or i n t e l l e c t u a l i n t o l e r a n c e ?
h . D e f i n i t e t r e n d s o r p a s s i n g f a d s as g u id e?
1. S i m p l i f i e d or com plex o r g a n i z a t i o n and a d m i n i s t r a
tio n ?
j . C h ild o r m a t e r i a l c e n t e r e d c u rric u lu m ?
k . D e f i n i t e or vague o b j e c t i v e s ?
2. Need o f o b j e c t i v e s .
The p u rp o se i n p r e s e n t i n g th e above c o m p le x ity i s to
i l l u s t r a t e how h o p e le s s th e w hole C h r i s t i a n E d u c a tio n
Movement becomes u n l e s s f a r r e a c h in g p o l i c i e s and o b j e c t i v e s
a re f o r m u la te d . I t i s my o p in io n t h a t a t l e a s t two g e n e r a l
ty p e s f i n a l l y w i l l r e s u l t . F i r s t , t h o s e embodied by d i s
t i n c t l y e v a n g e l i c a l g ro u p s and r e f e r r i n g to t h e e d u c a t i o n a l
t a s k o f th e c h u rc h as " C h r i s t i a n ” . Second, t h o s e p r e f e r r e d
by l e s s a c t i v e l y e v a n g e l i c a l c h u rc h e s , and lo o k in g upon
t h e i r e d u c a t i o n a l t a s k as " r e l i g i o u s ” b u t l a c k i n g a d i s
t i n c t l y C h r i s t i a n e m p h asis.
2 0 .
a . F a c t o r s Which I n f l u e n c e C h o ice .
A side from a g e n e r a l agreem ent i t becomes o b v io u s
t h a t none b u t a l o c a l c h u rc h can d e te rm in e w h a t i t s aims
s h a l l b e . Many f a c t o r s m ust be ta k e n i n t o c o n s i d e r a t i o n .
(1) I n t e r n a l C o n d itio n s o f th e C hurch.
The i n t e r n a l c o n d it i o n s o f a c h u rc h a r e o f
g r e a t im p o rta n c e . The ty p e s w i t h i n th e m em bership to be
b e n e f i t t e d , such as o c c u p a ti o n s , econom ic s t a t u s , e d u ca
t i o n a l o p p o r t u n i t i e s , s o c i a l l i f e and e n v iro n m en t and
d o c t r i n a l b e l i e f s m ust be c o n s i d e r e d . C e r t a i n o b j e c t i v e s
w i l l be dependent, upon a v a i l a b l e l e a d e r s h i p to c a r r y them
o u t, o t h e r s upon p h y s i c a l equipm ent, and s t i l l o t h e r s
u pon a m u l t i t u d e o f p e c u l i a r i t i e s i n t h a t p a r t i c u l a r
c o n g r e g a t i o n .
(2) The Community.
Assuming t h a t th e e d u c a t i o n a l work o f th e
c h u rc h sh o u ld e x te n d beyond th e m em bership, t h e second
c o n s i d e r a t i o n sh o u ld be t h e community. The ty p e , w h e th er
u rb a n o r r u r a l ; p r e v a i l i n g o c c u p a tio n s , econom ic, s o c i a l
and p o l i t i c a l c o n d i t i o n s , e d u c a t i o n a l f a c i l i t i e s , th e
number o f age g ro u p s, t h e number n o t a f f i l i a t e d w ith any
c h u rc h , and g e n e r a l to n e o f th e community; a l l th e s e and
many o t h e r c h a r a c t e r i s t i c s should be c o n s i d e r e d . O th e r
w is e how can th e ch u rch hope to t a k e i t s r i g h t f u l p l a c e
i n t h e l i v e s o f th e p e o p le ?
2 1 .
b . P r o g r e s s Demands O b j e c t i v e s .
Sim ply to r e c o g n i z e unmet n e ed s i s o f l i t t l e v a lu e
u n l e s s Som ething i s done to m eet th o s e n e e d s. We a re gen
e r a l l y s p e a k in g , y e t i n th e f i r s t s t a g e . Our l a c k o f s a t i s
f a c t o r y r e s u l t s i s due l a r g e l y to th e a b sen ce o f d e f i n i t e
i
g o a ls . Â u s e f u l s e t o f o b j e c t i v e s sh o u ld b e :
(1) Based upon l o c a l c o n d i t i o n s .
(2) Sim ply s t a t e d .
(3) D i l i g e n t l y f o llo w e d as a w o rk in g b a s i s .
N oth ing l e s s t h a n t h e s e fu n d a m e n ta ls cqn m eet th e c r i s e s .
"The c h a lle n g e to t h e chu rch " r e q u i r e s t h a t we m eet
th e s e trem end ous new f o r c e s , to u n d e r s ta n d them, to make
c l e a r to o u r s e l v e s and to th e w o rld , v/hat C h r i s t e x p e c ts
2
o f u s i n r e l a t i o n to Him and one a n o th e r . T h is c h a lle n g e
i s as g i g a n t i c and overw helm ing a s t h a t which was fa c e d
when th e s t u r d y l e a d e r s o f th e R e fo rm a tio n s e t th e m s e lv e s
to r o u s e th e c h u rc h from i t s com placency and a p a th y . Only
i n so f a r as C h r i s t i a n E d u c a tio n assum es i t s a c t i v e p l a c e
i n p r o p o g a t i n g th e m essage and program o f C h r i s t h a s t h i s
movement a r i g h t to l i v e .
3. D e f in in g T erm in o lo g y .
I t i s n o t d i f f i c u l t f o r m is u n d e r s ta n d in g s t o a r i s e
E. Emme and P a u l R. S t e v ic k , P r i n c i p l e s o f R e l i g i o u s
E d u c a ti o n , p. 67
A lso C f. P a u l V ie th , O b j e c t i v e s o f R e l i g i o u s E d u c a ti o n , p . 18
^The J e ru s a le m C o n fe re n c e , V o l. I I p. 9.
22.
i n d i s c u s s i n g a t e c h n i c a l o r s e m i - t e c h n i c a l s u b j e c t ,
e s p e c i a l l y when v a r i o u s te rm s a r e u s e d by d i f f e r e n t
grou ps to e x p re s s a s i m i l a r m eaning, o r a g a in , as h a s
b e e n th e c a s e , to u s e th e same te rm in o lo g y to e x p r e s s
q u i t e d i f f e r e n t c o n c e p ts .
" R e li g i o u s E d u c a tio n " , " C h r i s t i a n E d u c a tio n " , and
" C h r i s t i a n R e l i g i o u s E d u c a tio n " , h av e come to mean q u i t e
d i f f e r e n t t h i n g s to th e p r o f e s s i o n a l e d u c a t o r s o f Am erica,
b u t th e t e c h n i c a l d i s t i n c t i o n s a r e seldom u n d e r s to o d by
th e laym en. R e l i g i o u s E d u c a tio n h a s come to a p p ly e s p e c i a l l y
t o th e e d u c a t i o n a l work o f th e l o c a l c h u rc h w h ile C h r i s t i a n
E d u c a tio n h a s r e f e r e n c e to th e e d u c a t i o n a l work o f C o lle g e s ,
U n i v e r s i t i e s and o t h e r i n s t i t u t i o n s f o s t e r e d by c h u rc h
g ro u p s . T h is l a t t e r u sa g e h a s met w i t h u n i v e r s a l a p p ro v a l
b u t th e form er i s r e p e a t e d l y c h a l l e n g e d ,^ as b e in g to o
2
i n d e f i n i t e and in a d e q u a te f o r u n i v e r s a l u s a g e .
3
The D e p u ta tio n to China i n 1931 r e c o g n i z e d th e
c o n f u s in g c o n n o t a t i o n o f " R e li g i o u s E d u c a tio n " i n a lan d
where t h e r e w ere o t h e r r e l i g i o n s b e s i d e s C h r i s t i a n i t y .
^See R e p o rt o f S u rv ey Mode by A u th o r; A ppendix
2
A lso see T a b le s on two f o llo w in g p a g e s .
'■Report o f D e p u ta tio n , 1931 p p . 2 9 -3 1 .
23
TABLE NO. I
^*D0 YOU REGARD 'RELIGIOUS EDUCATION' AND
'CHRISTIAN EDUCATION' AS SYNONYMOUS TERMS?"
Numb er
R e p o r ti n g P e r c e n t
1. As synonymous 36 1 7 .9 1
2. Not synonymous 114 5 6 .7 2
3. C onfused and U n c e r t a i n 38 1 8 .9 1
4. Answer Not C le a r 13 6 .4 7
T o ta l 201 100.
1
Compiled from th e A u t h o r 's S urvey.
For r e p o r t on te r m in o lo g y p r e f e r r e d , see C h a rt
No. 2, p . 24.
2
Of th e 114 who d i s t i n g u i s h betw een t h e m eanings
o f th e te rm s, o n ly 13 o r 6 .4 7 ^ t h i n k o f C h r i s t i a n
E d u c a tio n as r e f e r r i n g to e d u c a t i o n a l i n s t i t u
t i o n s w h i l e R e l i g i o u s E d u c a tio n r e f e r s to th e
work o f t h e l o c a l c h u rc h . The r e m a in in g 111
r e g a r d e d " r e l i g i o u s " as a more g e n e r a l term
n o t a p p ly in g e s p e c i a l l y to C h r i s t i a n i t y , t h e r e -
> *
f o r e i n c u r r i n g ambiguous c o n n o t a t i o n s .
24
TABLE NO. 2
PREFERABLE TERM IN REFERRING TO
LOCAL CHURCH WORK#
Number
R e p o r ti n g P e r c e n t
1. R e l i g i o u s E d u c a tio n 30 1 4 .4 3
2. C h r i s t i a n E d u c a tio n 122 6 0 .6 9
3. C h r i s t i a n R e l i g i o u s
E d u c a tio n 2 0 0 .9 9
4. No P r e f e r e n c e 24 11.95
5. Answer Not C le a r 23 11.44
T o ta l 201 100.
P r e p a re d from th e A u t h o r 's S urvey.
2 5 .
They say, "The terra ' r e l i g i o u s e d u c a t i o n ' i s n o t q u i t e
c l e a r o r s a t i s f a c t o r y . T here i s more t h a n one form o f
r e l i g i o n i n th e w o rld . What k in d o f r e l i g i o n i s me a n t?
They a ls o p o i n t o u t t h a t i t h as a d o u b le m eaning: ( l ) To
d e s c r i b e s e c u l a r e d u c a ti o n as c o n d u c te d by C h r i s t i a n
t e a c h e r s i n a C h r i s t i a n s p i r i t , o r (2) E d u c a tio n i n r e l i g i o n ,
im p ly in g c e r t a i n s p e c i f i c a c t i v i t i e s and c u rr ic u lu m de
s ig n e d to t e a c h r e l i g i o n - b u t w hich r e l i g i o n ?
As h a s b e e n th e c a se w ith o t h e r e d u c a to r s who h a v e
so u g h t to a v o id t h e s e c o n fu s io n s w i t h a t t e n d a n t d a n g e rs,
y e t h e s i t a n t to u p s e t t h e t e c h n i c a l u s a g e o f " C h r i s t i a n
E d u c a tio n " , t h e y r e s o r t e d to t h e awkward te rm " C h r i s t i a n
R e l i g i o u s E d u c a tio n " , b u t f o r b r e v i t y ' s sake s h o rte n e d
2
i t to r e l i g i o u s e d u c a tio n i n t h e i r r e p o r t .
I t i s my o b s e r v a t i o n t h a t th e f i r s t o f t h e above
m en tio n ed m eanings te n d s to p r e v a i l , th u s g e n e r a l i z i n g
th e movement in te n d e d a t f i r s t a s a s p e c i f i c avenue f o r
th e t e a c h i n g o f C h r i s t i a n i t y and th e way o f l i f e becom ing
to a C h r i s t i a n .
The a u th o r d is c o v e r e d even g r e a t e r c o n f u s io n i n
Ja p an w here th e B u d d h is ts hav e s e t up a d e p a rtm e n t o f
" R e li g i o u s E d u c a ti o n ." The Ja p a n e se C h r i s t i a n s p r e f e r
^I b i d , p . 30
^ I b l d . p . 31
2 6
th a te rm " K l r i s t o Kyo" ( C h r i s t i a n E d u c a to r) b u t th e
A m erican M i s s i o n a r i e s i n s i s t on u s i n g " R e li g i o u s E duca
t i o n . " Dr. Toyohiko Kagawa i n s i s t s th e form er i s
n e c e s s a r y i n o r d e r to keep th e e d u c a t i o n o f t h e C h r i s t i a n
c h u rc h d i s t i n c t l y C h r i s t i a n .
I n d i s c u s s i n g th e v ie w p o in t o f modern r e l i g i o u s
e d u c a to r s . D r. L u th e r A. W eigle sa y s i n th e I n t r o d u c t i o n
to D r. V i e t h 's book
"One group c l i n g s to th e te rm ' r e l i g i o u s ' , b u t i s i n c l i n e d
to i n t e r p r e t i t a s s o c i a l i d e a l i s m and to ig n o r e o r even
deny th e e x i s t e n c e o f a m e t a p h y s i c a l l y r e a l , p e r s o n a l God.
The o t h e r te n d e n c y i s to em phasize more c l e a r l y th e l i f e
and t e a c h i n g s o f J e s u s , t o s t r e s s H is r e v e l a t i o n o f th e
c h a r a c t e r and d i s p o s i t i o n o f God, and to s u b s t i t u t e th e
term , ' C h r i s t i a n E d u c a t i o n ', f o r th e more ambiguous
' r e l i g i o u s e d u c a ti o n '
U n d o u b te d ly th e m a j o r i t y o f t h i s l a t t e r group o f
w hich he speaks a ls o b e l i e v e i n an e a r n e s t a tt e m p t to
a d j u s t i n d i v i d u a l s to t h e i r s o c i a l s u r r o u n d in g , to c o r r e c t
s o c i a l m a la d ju s tm e n ts and a p p ly th e exam ples and t e a c h i n g s
o f J e s u s to ev ery d ay l i f e . B ut t h e s e a re b e c a u s e o f t h e i r
c l e a r em phasis u po n C h r i s t i a n t e a c h i n g s , b e in g i n " a d d i t i o n
t o " , r a t h e r th a n " i n s t e a d o f" th e s p i r i t u a l o b j e c t i v e s .
T h is p o s i t i o n seems to t h e w r i t e r to be th e o n ly way o u t
o f our p r e s e n t p e r p l e x i t i e s .
1
P a u l V i e th , O b jectives? o f R e l i g i o u s E d u c a tio n , p p . x, x l .
27
I n p a r t i a l c o n s i d e r a t i o n o f th e o b j e c t i o n s a l r e a d y
r a i s e d , t o g e t h e r w i t h p r e v a l e n t c o n f u s io n among C h r i s t i a n
w o rk e rs as e v id e n c e d by t h e w r i t e r ' s Q u e s t i o n n a i r e , we
s h a l l employ th e term " C h r i s t i a n E d u c a tio n " i n r e f e r r i n g
1
to th e e d u c a t i o n a l work o f a l o c a l c h u rc h . I n t h i s
te r m in o lo g y we h a v e a u n i v e r s a l u sa g e w ith a c l e a r
2
em phasis upon C h r i s t i a n i t y i n c o n t r a s t to o t h e r r e l i g i o n s .
C o n c lu s io n ;
4 . P u rp o se o f t h i s t h e s i s :
T his t h e s i s i s b e in g p r e p a r e d n o t o n l y to meet
s c h o l a s t i c r e q u i r e m e n ts b u t w ith th e h ope o f f o r c i n g
th e w r i t e r to f a c e t h e C h r i s t i a n c h a l le n g e i n a l l i t s
b i g n e s s .
I t i s t h e r e f o r e th e p u rp o se i n th e s e s t u d i e s o f
o b j e c t i v e s to c o n s id e r t h e f o llo w in g p h a s e s ;
a . The u r g e n t n e c e s s i t y o f an a d e q u a te system o f
o b j e c t i v e s .
b . To show th e m ajo r i n f l u e n c e s t h a t a f f e c t th e
c h o ic e o f o b j e c t i v e s .
^See T a b le s , p r e p a r e d from th e S urvey, p p . 25, 2 4 .
p
S in c e th e p r e p a r a t i o n o f th e body o f t h i s t h e s i s th e
I n t e r n a t i o n a l C o u n c il o f R e l i g i o u s E d u c a tio n h a s changed
i t s name to "The I n t e r n a t i o n a l C o u n c il o f C h r i s t i a n
E d u c a tio n " . T h is r e p r e s e n t s a s i g n i f i c a n t t r e n d . See
t h e I n t e r n a t i o n a l J o u r n a l o f R e l i g i o u s E d u c a tio n , A p r i l 1933
2 8 .
c . To r e s t a t e t h e scope and f u n c t i o n o f C h r i s t i a n
E d u c a tio n i n th e l o c a l c h u rc h .
d. To i n d i c a t e th e scope and f u n c t i o n o f o b j e c t i v e s .
e . To s e t f o r t h g u id in g p r i n c i p l e s i n c h o o sin g
o b j e c t i v e s .
f . To p r e s e n t a summary o f m ajor o r u l t i m a t e
o b j e c t i v e s .
T h e r e f o r e , may i t be s a i d t h a t t h e p u rp o se o f t h i s
t h e s i s i s to re v ie w t h e u n d e r l y i n g p r i n c i p l e s t o be con
s i d e r e d i n t h e f o r m a tio n o f o b j e c t i v e s , to s tu d y t h e g e n e r a l
o b j e c t i v e s o f C h r i s t i a n E d u c a tio n , b u t n o t to a tte m p t an
a n a l y s i s o f th e s p e c i f i c o r im m ediate o b j e c t i v e s . T h is
l a t t e r s tu d y i s o m it t e d h e re f o r two r e a s o n s : F i r s t i t i s
a f i e l d i n i t s e l f and c o u ld n o t p o s s i b l y be in c l u d e d i n a
t h e s i s so l i m i t e d i n sp a ce a s i s th e r e q u i r e m e n ts f o r a
M a s t e r 's d e g r e e . Second: Dr. P a u l V ie th i n h i s " O b j e c t iv e s
o f R e l i g i o u s E d u c a tio n " h a s c o v e re d t h i s f i e l d v e r y c a p a b ly .
S in c e t h a t p u b l i c a t i o n a com m ittee o f t h e I n t e r n a t i o n a l
C o u n c il o f R e l i g i o u s E d u c a tio n h a s p r e p a r e d s e p a r a t e books
on t h e s p e c i f i c o b j e c t i v e s o f each d e p a rtm e n t o f th e C hurch.
PART TW O
THE SCOPE AND FUNCTION OF THE OBJECTIVES
OF
CHRISTIAN EDUCATION
CHAPTER I I
THE SCOPE OF OBJECTIVES
A. WHAT ARE OBJECTIVES?
B. SCOPE AND PURPOSE OF OBJECTIVES
1. Scope o f O b j e c t iv e s
2. Types o f O b j e c t i v e s
a . U l t i m a t e O b j e c t i v e s
b . Im m ediate O b j e c t i v e s
CHAPTER I I
THE SCOPE OP OBJECTIVES
I f i n d i t an i n t e r e s t i n g i f n o t am using p a s tim e
to u n e x p e c te d ly a sk t h i s q u e s t i o n o f an a c t i v e w o rk er
w i t h any a g e -g ro u p o f th e c h u rc h , " J u s t w hat a r e you
t r y i n g to do i n y o u r c l a s s " (d e p a r tm e n t o r C h r i s t i a n
E ndeavor as t h e c ase may b e )? A f t e r e m b a rra ss e d h e s i t a
t i o n and stam m ering, some t r i t e and a lm o st m e a n in g le s s
answ er i s u s u a l l y g iv e n - But when I p u t a s i m i l a r q u e s t i o n
to a " r e d " , " b la c k s h i r t " , an a n t i - p r o h i b i t i o n p r o p o g a n d i s t,
o r a war l o r d , th e answ er i n v a r i a b l y sn a p s back w ith l i g h t
n in g r a p i d i t y , and couched i n no u n c e r t a i n te r m s . Not o n ly
t h e i r u l t i m a t e g o a ls b u t t h e i r day by day job i s e v e r d r i v i r g
them on I Can we n o t l e a r n a t i m e l y l e s s o n from our a d v e r
s a r i e s ?
I n r e f e r r i n g to our i n d e f i n i t e program o f r e l i g i o u s
e d u c a ti o n . Dr. P a u l H. V ie th ^ sa y s i n p a r t
"T here i s no g e n e r a l agreem ent on w hat sh o u ld c o n s t i t u t e
t h e o b j e c t i v e s . . . . I n m ost c a s e s , when o b j e c t i v e s a r e ex
p r e s s e d a t a l l , th e y a r e s t a t e d i n te rm s o f such g e n e r a l
i z e d t h e o l o g i c a l p r e c o n c e p t io n s , t h a t , i f e d u c a t i o n a l
p r o c e d u r e sh o u ld ta k e a c c o u n t o f such g o a l s , i t would
c o n s t i t u t e a s i n a g a i n s t th e n a t u r e o f th e c h i l d . "
The most s e r i o u s problem a r i s e s from t h e f a c t t h a t
su ch a b s t r a c t and i n d e f i n i t e aim s have b r o u g h t r e l i g i o u s
e d u c a ti o n to a s t a n d s t i l l , n o t knowing w hat t o do n e x t .
^O b j e c t iv e s o f R e l i g i o u s E d u c a t i o n , p. 18
3 2 .
" O fte n t h e y ( o b j e c t i v e s ) a re s t a t e d i n such a b s t r a c t term s
a s to p ro v id e u t t e r l y in a d e q u a te g u id a n c e to p r o c e d u r e . I t
i s i n e v i t a b l e u nd er t h e s e c ir c u m s ta n c e s t h a t much o f r e
l i g i o u s e d u c a t i o n sh o u ld be so p u r p o s e l e s s , so b e w ild e r e d ,
and so th o r o u g h ly u n s c i e n t i f i c as to m e r i t th e s c o rn o f
th e t r u e e d u c a t o r . " ^
Every member o f t h e c h u rc h from P a s t o r to D oor-K eeper
s h o u ld be s a t u r a t e d w i t h th e g o a ls th e y a re s t r i v i n g to
a t t a i n . I n o t h e r words
"A c l e a r id e a o f th e aim s i s n e ed e d . Nobody d i s p u t e s t h e
n e c e s s i t y o f h a v in g a c l e a r id e a o f w hat i s to be done
b e f o r e a c t u a l l y u n d e r t a k i n g i t . I n r e l i g i o u s e d u c a tio n ,
as e ls e w h e r e . I t i s a d v is a b l e n o t o n ly to t r y to u n d e r
s ta n d th e m a t e r i a l w ith w hich one w o rk s, b u t a l s o to know
w hat we a r e e x p e c te d to do w i t h i t . These two p o i n t s
s e t t l e d , m ethod and w hole te c h n iq u e may be i n t e l l i g e n t l y
d e v is e d . L e f t u n s e t t l e d , any m eth odo log y p i t c h e d upon
w i l l be a random and c h a o t i c m e ss.^
T ab le No. 2, page t h i r t y - t h r e e , shows th e i n t e r e s t i n g
3
r e a c t i o n o f 1969 Sunday School T e a c h e r s . T his i s i n d i c a
t i v e o f a c r i t i c a l s i t u a t i o n w i t h i n th e t e a c h i n g r a n k s .
The f a c t t h a t o n ly 4 1 .4 p e r c e n t i n d i c a t e d i n t e r e s t in th e
m o ra l and r e l i g i o u s e d u c a ti o n o f c h i l d r e n c l e a r l y shows
th e a b sen c e o f a d e q u a te p u rp o s e . I s i t any wonder t h a t
r e s u l t s have b e e n so m eager? U n le s s t h e r e i s g r e a t e r
u n a n im ity o f p u rp o s e among th e t e a c h e r s , p r o g r e s s c a n n o t
be e x p e c te d .
A. W HAT ARE OBJECTIVES?
The o b j e c t i v e s o f C h r i s t i a n E d u c a tio n a re t h e g o a ls
to b e a t t a i n e d p r o g r e s s i v e l y , and sh o u ld r e p r e s e n t t h e more
1
I b i d . p. 18
^E. E. Emme and P a u l R. S te v ic k , Op. G i t , p . 67
^W. S. A th e a rn , The I n d ia n a Survey o f R e l i g i o u s E d u c a tio n
V o l. I , p . 382.
33
TABIiS NO. 3
THE MOTIVES WHICH PROMPTED 1 ,9 6 9 INDIANA SUNDAY
SCHOOL TEACHERS TO TAKE UP TEACHING IN SUNDAY SCHOOL
Both Sexes
Per
M ales
P er M o tiv es f o r T ea ch in g
in Sunday Schoo l
T o ta l R e p o r t i n g ................
(a) D e s ir e to r e n d e r s e r
v i c e to th e c h u rc h i n
t h i s m an ner..................
(h) Love f o r c h i l d r e n
( c ) Enjoym ent coming
from t e a c h i n g .............
(d) G ives a b e t t e r s o c i a l
s t a n d i n g i n t h e
com m unity........................
( e) No one e l s e a v a i l a b l e
( f ) Took th e c l a s s to
p l e a s e th e S u p er
i n t e n d e n t .......................
( g) C ould o f f e r no v a l i d
ex cuse f o r n o t t a k i n g
th e c l a s s .......................
(h) I n t e r e s t i n th e m oral
and r e l i g i o u s ed u ca
t i o n o f c h i l d r e n . . .
( i ) Was p r e s s u r e o f any
s o r t b ro u g h t upon you
to t a k e up t h i s work?
Y e s .........................................
( j ) O th e r M o tiv e s ................
523 o u t o f 560 m ales and 1,446 o u t o f 1,509 f e m a le s .)
Fem ales
Per
No. C ent No. Gent No. 1 Gent
1 ,9 6 9 100 523 100 1,446 100
1 ,5 4 0 7 8 .2 407 7 7 .8 1 ,1 3 3 78 .4
1,2 6 6 6 3 .8 214 4 0 .9 1 ,0 4 2 7 2 .1
1 ,0 6 2 5 3 .9 251 4 8 .0 811 5 6 .1
337 1 7 .1 76 1 4 .5 261 1 8.0
547 2 7 .8 147 2 8 .1 400 2 7 .7
386 1 9 .6 81 1 5 .5 305 2 1 .1
508 2 5 .8 134 2 5 .6 374 2 5 .7
810 4 1 .4 206 3 9 .4 604 4 1 .8
176 8 .9 29 5 .5 147 1 0 .2
145 7 .4 25 4 .8 120 8 .3
1,969 o f th e 2 ,0 7 2 t e a c h e r s s u rv e y e d ;
Copy s e c u r e d from The I n d i a n a Survey o f R e l i g i o u s E d u c a tio n
V ol. I p . 382 W. S. A th e a rn .
3 4 .
im m ediate as w e l l as th e f i n a l outcome o f o u r e n d e a v o rs .
Dr. P a u l H, V ie th ^ d e f i n e s them a s ,
"A s t a te m e n t o f a r e s u l t c o n s c i o u s ly a c c e p te d as a d e s i r e d
outcome o f a g iv e n p r o c e s s E d u c a tio n o b j e c t i v e s a re
s t a t e m e n t s o f d e s i r e d outcom es to be a c h ie v e d th ro u g h th e
p r o c e s s o f e d u c a t o r s . T h e ir f u n c t i o n i s to s e t a mark i n
a d v a n c e ."
T h is d e f i n i t i o n i s in harm ony w i t h o t h e r l e a d i n g
a u t h o r i t i e s i n t h i s f i e l d and w i l l t h e r e f o r e be a c c e p te d
as th e b a s i s o f our p r e s e n t s tu d y .
B. SCOPE AND PURPOSE OP OBJECTIVES.
The scope and p u rp o se o f o b j e c t i v e s i n C h r i s t i a n
E d u c a tio n a r e n o t alw ays c l e a r l y u n d e r s t o o d . L e t u s t h e r e
f o r e c o n s i d e r b r i e f l y th e d i f f e r e n t ty p e s and t h e i r r e l a t i o n
to th e e d u c a t i o n a l program .
1. Scope o f O b j e c t i v e s .
I t i s n e c e s s a r y to d e l i m i t a f i e l d o f a c t i o n f o r th e
b e s t r e s u l t s . To s a y t h a t C h r i s t i a n E d u c a tio n s h o u ld be
c o n c e rn e d w ith e v e ry e x p e r ie n c e o f a grow ing p e rs o n i s to
become v a g u e, i n d e f i n i t e and i s l i k e l y to r e s u l t i n c o n f u s io n
and i n a c t i o n .
O b j e c t iv e s d e f i n e th e b o u n d a r ie s w i t h i n w hich C h r i s t i a n
E d u c a tio n i s to w ork. The f a c t t h a t C h r i s t i a n i t y can n o t be
s u c c e s s f u l l y c o m p a rtm e n ta liz e d and s e t a p a r t , b u t i n s t e a d
m ust se ek to p e rm e a te and s a t u r a t e , makes i t v e ry e a sy to
become c o n fu s e d . L e t u s t a k e f o r exam ple th e C a r d in a l
P r i n c i p l e s o f S econdary E d u c a ti o n , a s p r e s e n t e d by th e
^Op. C i t . p. 18
36
1
Commission on r e o r g a n i z a t i o n o f s e c o n d a ry e d u c a ti o n i n 1928:
(1) H e a lth
(2) Command o f F undam ental P r o c e s s e s
(3) W orthy Home Membership
(4) V o c a tio n
(5) C i t i z e n s h i p
(6) R ig h t Use o f L e i s u r e
(7) E t h i c a l C h a r a c te r
2 3
As an exam ple o f t h e l a t t e r V ie th c i t e s B e tts*
s t a te m e n t o f a t t r i b u t e s ;
(1) F r u i t f u l Knowledge
(2) R ig h t A t t i t u d e s
(3) S k i l l s i n L iv in g
4
T hese a r e s i m i l a r l y s t a t e d by P. G. B o n se r. These seven
c a r d i n a l aims f o r se c o n d a ry e d u c a ti o n a r e h i g h l y commendable
y e t each one w i l l be in c l u d e d l a t e r i n t h i s t h e s i s as an
o b j e c t i v e a l s o f o r C h r i s t i a n E d u c a tio n . Does t h i s i n d i c a t e
c o n f l i c t ? I t sh o u ld n o t , p r o v id e d th e e d u c a to r r e c o g n i z e s
t h a t th e b o u n d a rie s a re to be d e te rm in e d more by c o n t e n t
o f i n s t r u c t i o n th a n by re a lm o f a c t i v i t y . C h r i s t i a n e d u c a ti o n
must go beyond. The p rim a ry t a s k o f r e l i g i o u s e d u c a ti o n
1
U n ite d S t a t e s B ureau o f E d u c a tio n , B u l l e t i n No. 36 , 1918.
^ Op. C i t * p . 24
^G. H. B e t t s , How To Teach R e l i g i o n , p . 47
^P. G. B o n se r, The E lem en ts o f S chool C u rric u lu m , p . 26
3 6 .
i s t h a t o f s p i r i t u a l i z i n g and u n i f y i n g a l l l i f e . I d e a l l y
a l l e d u c a ti o n sh o u ld be C h r i s t i a n e d u c a ti o n , ^ b u t su ch i s
n o t th e c a s e i n th e U n ite d S t a t e s . I t t h e r e f o r e , becom es
our d i f f i c u l t t a s k to su pplem en t and add t o w hat h a s been
t a u g h t elsQ v/here.
The o b j e c t i v e s o f C h r i s t i a n E d u c a tio n m ust d e f i n e
th e scope o f th e work to be a c c o m p lish e d . Dr. W. E.
2
C halm ers say s t h i s d e f i n i t i o n sh o u ld In c lu d e t h r e e f i e l d s .
(1) What we a r e s e e k in g to do f o r th e i n d i v i d u a l p u p i l .
(2) What we a r e s e e k in g to do f o r th e c h u rc h . (3) What we
a re s e e k in g to do f o r th e community.
I t seems t o me t h e t h i r d r a t h e r l i m i t s th e scop e o f
our s o c i a l p u r p o s e . E i t h e r a f o u r t h p o i n t sh o u ld be added
nam ely, "What a r e we s e e k in g to do f o r t h e w o rld o u t s i d e
our com m unity", o r to f o llo w th e s u g g e s t i o n o f Dr. W. G.
Bov/er,^ and s u b s t i t u t e th e " S o c i a l Aim" f o r number t h r e e .
4
V ie th c o n f i n e s h i s d i s c u s s i o n l a r g e l y to th e i n
d i v i d u a l , y e t r e c o g n i z e s th e s o c i a l g o a l . Insom uch as
s o c i e t y i s a c o l l e c t i o n o f i n d i v i d u a l s and s o c i a l w e l f a r e
e f f e c t e d l a r g e l y th r o u g h p e r s o n s i t i s w e l l t h a t th e fo rm er
sh o u ld r e c e i v e m ajor a t t e n t i o n . However, th e t o t a l scope
o f o b j e c t i v e s s h o u ld i n c lu d e (1) The i n d i v i d u a l , (2) The
1
Ghas. E. Raven, C h r i s t and Modern E d u c a ti o n , pp. 53-84
2
The Church and th e Church S c h o o l, pp. 43-45
^ E d u c a tio n a l Task o f t h e L o c a l C h u rch , p . 27
^Qp. G i t , p . 22
37 .
c h u rc h and (3) th e s o c i a l o r d e r .
2. Types o f O b j e c t i v e s .
O b j e c t i v e s become th e b lu e p r i n t s w hich g u id e th e
w o r k e r s . The co m p lete s e t sh o u ld embody a l l t h a t i s to
be hoped f o r , th e u l t i m a t e . The w o rk ing p l a n s and s p e c i
f i c a t i o n s i n d i c a t e th e s t e p s by w hich th e fo rm er e v e n t u a l l y
can b e r e a l i z e d . T here a r e , th e n , two d i s t i n c t ty p e s o f
o b j e c t i v e s . These we s h a l l c a l l U l t im a te (so m etim es c a l l e d
g e n e r a l o r c o m p re h en siv e ) and Im m ediate ( o f t e n c a l l e d
s p e c i f i c o r c o n c r e t e ) o b j e c t i v e s ,
a . U l t im a te O b j e c t i v e s .
The end o f C h r i s t i a n E d u c a tio n , b o th t h e a g g r e g a te
and f i n a l , i s r e f e r r e d to by V ig th ^ as "co m p re h en siv e " ob-
p
j e c t i v e s . I f i n d th e te rm f i r s t employed by W. G. Bower.''
The te rm " u l t i m a t e " h a s p r e v i o u s l y been employed by w r i t e r s
l i k e J . P. S t o u t , ^ Emme and S t e v i c k ,^ C h a lm e rs ,^ B e tts ,®
and Goe. " G e n e ra l h a s b e e n w id e ly u s e d by many i n c l u d i n g
8 9
Bower, and Maus.
^Qp. G i t , p. 32
^ E d u c a tio n a l Task o f t h e L o ca l C hu rch , p. 24
O r g a n i z a t i o n and A d m i n i s t r a t i o n o f R e l i g i o u s E d u c a ti o n , p .38
^ P r i n c i p l e s o f R e l i g i o u s E d u c a tio n
®The Church and th e Church S ch ool, p. 43
®The C u rric u lu m o f R e l i g i o u s E d u c a tio n , p . 280
Y
"The Problem o f S ta n d a r d s in C h r i s t i a n E d u c a tio n " I n t e r
n a t i o n a l J o u r n a l o f R e l i g i o u s E d u c a tio n , , 1925.
^ R e l i g io u s E d u c a tio n i n t h e L o c a l C h urch , p . 29
^Y outh O rg a n iz e d f o r R e l i g i o u s E d u c a tio h . p . 27
38 .
I n t h i s c o n n e c tio n , how ever, t h i s t h e s i s i s s l i g h t l y
i n d is a g r e e m e n t w ith Dr. V ie th * s d i s t i n c t i o n s betw een
" U ltim a te " v s . "C om p rehen sive", and " Im m ediate" v s . " S p e c i f i c "
1
o b j e c t i v e s . H is o b j e c t i o n to th e c o n n o t a t i o n o f " U ltim a te "
i s a p p r e c i a t e d . On th e o t h e r hand t h e te rm "co m p reh en siv e"
i s to o i n c l u s i v e and seems to i n c l u d e b o th t h e u l t i m a t e
and t h e im m ediate — th e whole gamut o f o b j e c t i v e s . I l i k e
th e term " s p e c i f i c " b u t b e l i e v e "im m ed iate" i s g e n e r a l l y
p r e f e r a b l e i f u s e d i n c o n t r a s t to th e more d i s t a n t o r
" u l t i m a t e " g o a l s . We s h a l l r e f e r to them as " u l t i m a t e " ;
and "im m ed iate" o b j e c t i v e s .
2
V ie th r e g a r d s ,
"C om prehensive ( u l t i m a t e ) o b j e c t i v e s (a) th e more g e n e r a l
s t a te m e n t o f v a l u e s to be a c h i e v e d .............. The f u n c t i o n i s
more to s t a t e t h e p u rp o se o f e d u c a tio n th a n to s t a t e th e
s p e c i f i c a c h ie v e m e n ts w hich i t may be d e s i r e d to a t t a i n
a t a g iv e n tim e or i n a g iv e n age g r o u p They a re
e s s e n t i a l i n s e t t i n g th e g e n e r a l t r e n d . "
C om prehensive s t a te m e n t s o f p u rp o se te n d to become
re m o te , i n t a n g i b l e , u n r e a l and u n s e r v i c e a b l e , u n l e s s
su p p lem en ted b y im m ediate and c o n c r e t e o b j e c t i v e s . A
3 4
s i m i l a r view i s e n t e r t a i n e d by Dev/ey, and th e w r i t e r s
on r e l i g i o u s e d u c a ti o n .
^Op. G i t , p . 32
^ Ib ld
3
4
Cf. th e a u th o r s l i s t e d i n f o o t n o t e s on p r e v io u s page
Democracy and E d u c a tio n p p . 127, 128
l i s t e d i n f o o t
and t h i s p a g e.
39.
1
Mr* Bower, r e f e r s to t h i s ty p e o f o b j e c t i v e s as
t h o s e w hich "make p o s s i b l e lo n g tim e p o l i c i e s . " In t h i s
r e s p e c t u l t i m a t e o b j e c t i v e s a re t h e r e f o r e i n d i s p e n s a b l e ,
s i n c e f a r s i g h t e d n e s s i s so n e c e s s a r y . Y et f a r - s i g h t e d
g o a l s o r p o l i c i e s may come to n a u g h t u n l e s s d e fin e d in
s p e c i f i c te rm s . L a s t summer we c lim b ed to th e to p o f
t h e o ld C h in ese m o u n ta in , T ai Shan, S hantung P r o v in c e ,
famous a s a p l a c e o f w o rs h ip s i n c e 4000 B.C. Near th e
f o o t o f th e m o u n ta in a r e t h e s e words o f C o n fu c iu s c a rv e d
in a b o u ld e r , "He who does n o t a t t a i n h i s g o a l c a n n o t
d ie h a p p y ." S t a r t i n g a t t h i s p o i n t 6300 a n c i e n t s to n e
s t e p s wind t h e i r way t o th e summit. We a t t a i n e d th e
g r e a t g o a l ( t h e to p ) o n ly by a t t a i n i n g a s e r i e s o f l e s s e r or
im m ediate g o a ls ( each s t e p ) . T h is le a d s to a c o n s i d e r a t i o n
o f t h e second ty p e .
b. Im m ediate O b j e c t i v e s .
2
Mr. Bower r e f e r s to th e im m ediate o b j e c t i v e s as
" s h o r t - t i m e " p o l i c i e s , and sa y s,
" i n th e p u r s u i t o f p r o j e c t s h a v in g t h e i r s e t t i n g i n th e
fram e-w o rk o f c o n c r e te s i t u a t i o n s i t i s g e n e r a l l y w ise
to b re a k up t h e l o n g - tim e p u rp o se i n t o a s e r i e s o f s m a lle r
and more im m ediate s t e p s . . . . C e r t a i n p u r p o s e s t h a t w ould
be im p o s s ib le when th o u g h t o f i n term s o f u l t i m a t e r e a l i z a
t i o n become e n t i r e l y p o s s i b l e when view ed a s th e c u lm in a tio n
o f a s e r i e s o f i n t e r m e d i a t e a c h ie v e m e n ts ."
1
R e l i g i o u s E d u c a tio n i n th e Modern C hurch, p . 30
^ I b i d ; C f. a l s o J . E. S to u t , O r g a n iz a t i o n and A d m i n is tr a t io n
o f R e l i g i o u s E d u c a t i o n , p. 39
4 0 .
T h is " b r e a k in g up" p r o c e s s i s n e c e s s a r y in o r d e r
to have t a n g i b l e and c o n c r e t e o b j e c t i v e s . I t h a s been
th e p r e v a i l i n g te n d e n c y to t a l k f l u e n t l y o f w h at we hope
some day t o a c c o m p lish i n s t e a d o f f r a n k l y f a c i n g unm et
n eeds a b o u t u s . The fo rm er i s so much e a s i e r I " S p e c i f i c
o b j e c t i v e s a re e s s e n t i a l b e c a u s e th e y a r e c o n c r e t e ,
p r o x im a te , and c a p a b le o f e a s y t r a n s l a t i o n i n t o a c t u a l
program s o f s c h o o l w o r k ." ^
To sa y C h r i s t i a n e d u c a t i o n se e k s to p ro d u ce " C h r i s t -
l i k e c h a r a c t e r " i s w e l l enough as f a r as i t g o e s, b u t i t
s to p s s h o r t . I t i s n e c e s s a r y to b r e a k up t h e s e g e n e r a l
term s i n o r d e r to d is c o v e r t h e q u a l i t i e s o f good c h a r a c t e r
2
we w is h to i n s t i l i n men and women. J . E. S to u t sa y s t h a t
"T h is p l a n o f c o n c e iv in g aim s in d e t a i l in such a way as
to f u r n i s h s p e c i f i c g u id a n c e i n th e s e l e c t i o n o f s u b j e c t -
m a t t e r and c h o ic e o f m ethods h a s had a p ro fo u n d i n f l u e n c e
i n e n l a r g i n g th e scope o f p u b l i c e d u c a tio n and in m aking
i t more e f f e c t i v e . These aim s, s p e c i f i c a l l y s t a t e d , s e rv e
as s t a n d a r d s b y w hich to m easure b o th r e s u l t s as t o t h e
f i n a l p r o d u c t , and a s to t h e d a i l y work o f th e s c h o o l ."
The same i s u n d o u b te d ly a s t r u e o f C h r i s t i a n e d u ca
t i o n . The id e a i s n o t new, o n ly r e d i s c o v e r e d , f o r even th e
o l d P ro p h e t I s a i a h u s e d th e same p r i n c i p l e s i n d e a l i n g w i t h
th e r e l i g i o u s p rob lem s i n E phraim ,
"Whom s h a l l he t e a c h know ledge, and whom s h a l l he make to
u n d e r s t a n d t h e m e s s a g e ? . . . .F o r i t i s p r e c e p t upon p r e c e p t .
Ibid
®Ibld
4 1 .
p r e c e p t upon p r e c e p t , l i n e upon l i n e , l i n e upon l i n e ,
h e r e a l i t t l e , t h e r e a l i t t l e . ^
D r. P a u l H. V ie th h a s v e ry a b ly p r e s e n t e d th e com
p r e h e n s iv e o r u l t i m a t e p u rp o s e s o f C h r i s t i a n r e l i g i o u s
2
e d u c a t i o n . We s h a l l q u o te him r e p e a t e d l y . However,
l o c a l w o rk e rs ev ery w h ere a re e x p e r i e n c i n g g r e a t d i f f i c u l t y
in t r a n s l a t i n g co m p re h en siv e o b j e c t i v e s i n t o c o n c r e te and
s p e c i f i c o b j e c t i v e s . For t h a t r e a s o n c o n s i d e r a b l e space
w i l l be g iv e n to th e more im m ediate alm s o f C h r i s t i a n
E d u c a tio n .
^ I s a i a h 2 8 ;1 0
2
O b j e c t i v e s o f R e l i g i o u s E d u c a tio n
CHAPTER I I I
THE FUNCTION OF OBJECTIVES
C, FUNCTION OF OBJECTIVES
1. They Give P u rp o s iv e D i r e c t i o n
a . They R e s u l t i n P u r p o s iv e A c t i v i t y
b . They P ro v id e I n c e n t i v e
2* They Dive Sequence
3. They D e term in e Ways and Means
4 . They S e rv e to Gauge R e s u l t s
CHAPTER I I I
THE FUNCTION OF OBJECTIVES
G. FUNCTION OF OBJECTIVES.
I f a l o c a l c h u rc h hop es t o prom ote a th o ro u g h g o in g
and e f f e c t i v e p rogram o f C h r i s t i a n E d u c a tio n i t w i l l be
n e c e s s a r y f o r th e l e a d e r s h i p to f o r m u la te a w o rk in g s t a t e
ment o f w hat th e y p ro p o s e to a c c o m p lis h . T h is sh o u ld be
th e v e ry f i r s t s te p and any a tte m p t to d e te rm in e o r g a n i z a
t i o n and m ethods w i t h o u t t a k i n g th e o b j e c t i v e s i n t o con
s i d e r a t i o n i s bound to m eet w ith p a r t i a l , i f n o t t o t a l ,
f a i l u r e . " i t w i l l n o t be p o s s i b l e , s a y s Dr. ^ h a lm e rs,
" t o p r o c e e d w i t h th e work o f o r g a n i z i n g th e f o r c e s o f th e
c h u rc h and o u t l i n i n g a program u n t i l some a g re em e n t i s
r e a c h e d on w hat i t i s a l l a b o u t.
E f f e c t i v e n e s s r e q u i r e s t h a t th e whole p r o j e c t be
b r o u g h t u n d e r c o n t r o l by b e in g o r g a n i z e d around d e f i n i t e
aim s, g i v in g p u r p o s iv e d i r e c t i o n , u n i t y o f o b j e c t i v e s ,
seq u en ce o f a c t i v i t y , and p r o v i d in g means w hereby r e s u l t s
may be gauged.
1. They Give P u r p o s iv e D i r e c t i o n .
The e n t i r e r e s o u r c e s o f t h e c h u rc h w i l l have been
b r o u g h t i n t o u s e b y a p r o c e s s o f c o o r d i n a t i o n and u n i f i c a
t i o n . E very w o rk er w i l l b e i n h i s o r h e r r i g h t f u l p l a c e ,
p e rfo r m in g t h e i r p a r t i c u l a r t a s k s , and e v e ry movement and
1
Op. G i t , p . 45
4 4 .
e f f o r t c o n t r i b u t i n g to w ard a common g o a l . No such t h i n g
as c r o s s c u r r e n t s , o p p o sin g f o r c e s , h a l t i n g , or c o n t r a r y
c o m p e titio n * By means o f c l e a r l y s t a t e d o b j e c t i v e s th e
w hole c h u rc h can p r e s e n t a s o l i d f r o n t to t h e job b e f o r e
i t . I t c e a s e s to be a "tim e m a rk in g " , or d e f e n s iv e
program and su d d e n ly becomes a dynam ic, fo rw a rd m arc h in g
o f f e n s i v e .
a . They f i e s u l t i n P u r p o s iv e A c t i v i t y .
F u r io u s t r o p i c a l ty p h o o n s sweep h i t h e r and yon
o v e r th e South China Sea and I n d i a n Ocean, w an d erin g
a i m l e s s l y , d a s h in g f i s h i n g sc h o o n e rs and g r e a t l i n e r s to
p i e c e s and s tr e w in g t h e i r d e b r i s a lo n g th e ru g g e d c o a s t
l i n e s . They a r e th e r e s u l t o f u n c o n t r o l l e d and p la n le s s .
e n e r g y . D r. Bov/er^ g i v e s a c o n t r a s t i n g i l l u s t r a t i o n ,
"When th e a r c h i t e c t a sse m b le s from re m o te p a r t s o f th e
w o rld g r a n i t e , m a rb le , and tim b e r s and b u i l d s them
t o g e t h e r a c c o r d in g t o a d e s i g n i n t o a b e a u t i f u l te m p le ,
we have an e n d , a c o m p leted p u r p o s iv e a c t i v i t y , an
a c h ie v e m e n t. . . . I n p r e c i s e l y th e same manner an aim in
e d u c a t i o n g i v e s p u rp o s e , d e s i g n and m eaning to th e p r o c e s s
and le a d s i t t o a g o a l w hich i s th e consum m ation o f th e
p ro c è s s ."
b . They P ro v id e I n c e n t i v e .
A w e l l d e f i n e d s e r i e s o f o b j e c t i v e s n o t o n ly
d e te rm in e th e d i r e c t i o n o r way to go, b u t a t th e same
tim e become i n c e n tiv e s '. The a t t a i n m e n t o f a d i f f i c u l t
t a s k g i v e s s a t i s f a c t i o n and a f e e l i n g o f s u c c e s s f u l
a c t i v i t y . As l e s s e r g o a ls a re r e a l i z e d i t c r e a t e s a
f e e l i n g o f p r o g r e s s . P r o g r e s s i s e s s e n t i a l t o t h e
E d u c a tio n a l Task o f th e L o c a l Church, p . 20
4 5 .
m o ra ls of* a s t a f f o f w o rk e r s . D r. Bower s t a n d s in a g r e e
ment on t h i s m a t t e r .
" I f th e o b j e c t i v e s o f R e li g i o u s E d u c a tio n a r e s e l e c t e d b e
c a u s e th e y r e p r e s e n t t h e h i g h e s t v a lu e s i n th e r e l i g i o u s
l i f e th e y s e rv e as an I n c e n t i v e as w e l l a s to g iv e d i r e c t i o n
to e f f o r t . " ^
A gain h e sa y s
"And when i t i s p e r c e i v e d t h a t th e a t t a i n m e n t o f an im m ediate
g o a l f u r t h e r s t h e l a r g e r movement o f a c t i v i t y i n t h e d i r e c t i o n
o f w o r t h f u l e n d s, i t s p u rs one on i n t h e f a c e o f d i f f i c u l t i e s
and d i s t r a c t i o n s u n t i l i t h a s b e en r e a c h e d . "
T hat i s to sa y , th e whole p r o c e s s o f r e l i g i o u s e d u c a ti o n ,
e n t a i l i n g p a t i e n c e , p r e p a r a t i o n , e f f o r t and p e r s i s t e n c e , i s
s u s t a i n e d by th e g o a ls tow ard v/hich i t moves and w hich i t
f e e l s to b e i m p o r t a n t .
2. They Give S equence.
B e s id e s p o i n t i n g th e way and p r o v i d i n g th e i n c e n t i v e ,
t h e o b j e c t i v e s o f C h r i s t i a n E d u c a tio n , i f p r o p e r l y u n d e r s to o d ,
become th e d e te r m i n i n g f a c t o r i n w hat t o do or w hat n o t to
do u n d e r g iv e n s i t u a t i o n s . A se n se o f o r d e r l i n e s s w i l l be
f e l t by t h e w o rk e rs and e s s e n t i a l s w i l l be r e c o g n iz e d from
n o n - e s s e n t i a l s . H aving f i r s t su rv e y ed t h e s i t e and c o n s id e r e d
a l l f a c t o r s in v o lv e d , th e c i v i l e n g in e e r f i r s t d r a f t s h i s b l u e
p r i n t s . When c o n s t r u c t i o n b e g in s th e workmen p ro c e e d in
seq uence d o in g eac h t h i n g a t th e p ro p e r t im e . Dr. W. C.
Bower h o l d s t h a t .
1
I b i d , p . 33
^Ibld
^ E d u c a tio n a l Task o f th e L o c a l Church, p . 20, C f . O p .G it. p . 28
46
"The a t t a i n i n g o f an end in v o lv e s movement to w ard t h a t
end, and movement im p lie s w hat i t s h a l l be from one p o i n t
t o a n o t h e r . . . .E d u c a tio n i s a s e r i e s o f c u m u la tiv e e x
p e r i e n c e s - a s e r i e s o f c o n n e c te d e x p e r i e n c e s , eac h o f
w hich i s th e o u tg ro w th o f i t s p r e d e c e s s o r s and w h ich in
t u r n , w i l l have c o n se q u e n c e s i n f u r t h e r e x p e r i e n c e .
The s e n s e o f f i r s t t h i n g s f i r s t i s tre m e n d o u s ly
i m p o r ta n t f o r a C h r i s t i a n w o rk e r. T h is , how ever, c a n n o t
be c l e a r l y d e te rm in e d w i t h o u t a c l e a r u n d e r s t a n d i n g o f
w hat i t i s a l l a b o u t, t h a t i s , th e im m ediate and u l t i m a t e
g o a l s .
3. They D eterm ine Ways and Means.
As soon a s th e o b j e c t i v e s ; o f C h r i s t i a n E d u c a tio n
h a v e been s e l e c t e d and th e seq u en ce o f im p o rta n c e d e t e r
m ined t h e n e x t s te p i s "How S h a l l We A ccom plish T hese E n d s? ” ^
O r g a n iz a t i o n , c u r r ic u lu m , and m ethods a l l depend upon
p ro p o s e d g o a l s . No o r g a n i z a t i o n h a s a r i g h t to e x i s t e x c e p t
as a means to a c c o m p lish a w o rth y end . No l e s s o n c o u r s e or
program o f a c t i v i t i e s c a n be i n t e l l i g e n t l y d e v is e d e x c e p t
w ith a view to a c c o m p lish a w o rth y end. No m ethod o f p r o
c e d u re can be s u c c e s s f u l l y s e t upon u n l e s s e v e r y t h i n g be
s u b o r d i n a te d i n th e i n t e r e s t s o f th e work to be do n e. A
minimum o f m a c h in e ry - and t h a t o f th e s i m p l e s t ty p e p o s
s i b l e ; our g l o r y sh o u ld n o t be i n a h i g h l y o r g a n iz e d and
p e r f e c t e d m ach ine, b u t i n th e r e s u l t s b e in g a c c o m p lis h e d .
"The need o f th e c h i l d i s t h e r u l e o f th e sc h o o l" sh o u ld
2
be c o n s t a n t l y k e p t i n m ind. There i s n o t h in g t h a t a f f o r d s
^Gf. P. H. M i l l e r , " P r i n c i p l e s U n d e rly in g P rogram ", The W est
m i n s t e r L e a d e r . O ctob er 1930.
^Op. C l t . p . 21 Of.
4 7 .
q u i t e so good a check on s u p e r f lu o u s m ec h an ics th a n a
r e a l good s e t o f o b j e c t i v e s as a c o n s t a n t w o rk in g b a s i s .
"The moment a g o a l i s s e t up, some m a t e r i a l s a p p e a r to
be c o n d u civ e to a t t a i n i n g th e g o a l, o t h e r s i n t e r f e r e
v /ith i t s a t t a i n m e n t , w h ile s t i l l o t h e r s a re w h o lly
I r r e l e v a n t t o i t . Those m a t e r i a l s and a c t i v i t i e s w hich
a r e co n d u civ e to r e a l i z i n g th e g o a l a r e s e l e c t e d , t h o s e
w hich h i n d e r a r e e x c lu d e d , and th o s e w hich a r e i r r e l e v a n t
a r e n e g l e c t e d . What m a t e r i a l s and a c t i v i t i e s a r e to be
in c l u d e d in a program o f e d u c a tio n depends e n t i r e l y upon
w hat i s p ro p o se d to be d o n e .
4 . They S erve to Gauge R e s u l t s .
I t i s im p o s s ib le to a s c e r t a i n w h e th e r o r n o t C h r i s t i a n
E d u c a tio n i s p r o g r e s s i n g u n l e s s p eg s a re s e t up ahead by
w hich to m e a su re . The g o a l s e r v e s a s a m e a su rin g ro d and
by i t s u s e a t once r e v e a l s how f a r our means h a v e o r have
n o t b e en e f f e c t i v e i n r e a c h i n g th e d e s i r e d end.
" P r o g r e s s i s more t h a n movement; i t i s movement i n a d i r e c
t i o n s e t by ends o r p u r p o s e s . I t i s movement away from
so m e th in g to w ard so m e th in g . C o n se q u e n tly i t i s o n ly when
an end i s had i n view t h a t i t i s p o s s i b l e to a s c e r t a i n
w h e th e r and to w hat e x t e n t one i s m aking p r o g r e s s . "
Dr. W, G. Bower f u r t h e r p o i n t s o u t t h a t t h e f i r s t
s t e p i n any c o n s c io u s im provem ent i s t h e c o m p a riso n o f
r e s u l t s a c h ie v e d w ith t h e r e s u l t s s o u g h t. I f th e r e s u l t s
o b t a i n e d a re th e r e s u l t s so u g h t, i t i s assum ed t h a t th e
p r o c e s s by w h ich th e y w ere o b ta in e d i s s a t i s f a c t o r y .
Should i t b e , h ow ever, t h a t th e r e s u l t s o b t a i n e d a re n o t
s a t i s f a c t o r y , th e p r o c e s s by w hich th e r e s u l t s were
^W. C. Bower, R e l i g i o u s E d u c a tio n in th e Modern C h u rch , p . 28
I b i d . p
48 .
o b t a i n e d i s a n a ly z e d and r e c o n s t r u c t e d i n an a t t e m p t to
r e a l i z e more s a t i s f a c t o r y r e s u l t s . A gain and a g a in
r e s u l t s a r e t e s t e d and th e p r o c e s s e a c h tim e r e v i s e d .
T h is s h i f t i n g from r e s u l t to p r o c e s s and p r o c e s s to
r e s u l t c o n tin u e s u n t i l th e d e s i r e d im provem ents a r e made.
I t i s o b v io u s ly a f a c t t h a t a s u c c e s s f u l p r o c e s s o f
C h r i s t i a n E d u c a tio n n e v e r re m a in s s t a t i c , b u t m ust
c o n s t a n t l y s h i f t t o m eet new demands.
CHAPTER IV
GUIDING PRINCIPLES IN THE SELECTION OP LOCAL OBJECTIVES
A. BASIS OP SELECTION
1 . To T rain fo r A dulthood
2 . To E x a l t th e C h ild
3* We m ust Avoid E xtrem es
CHAPTER IV
GUIDING PRINCIPLES IN THE SELECTION OP LOCAL OBJECTIVES
We h a v e a l r e a d y i n d i c a t e d t h a t t h e b e g in n in g p o i n t
i n th e f o r m a t io n o f any a d e q u a te program o f C h r i s t i a n
E d u c a tio n i s th e c l e a r and d e f i n i t e f o r m a tio n o f t h e
o b j e c t i v e s . We h a v e p o i n te d o u t th e ty p e s o f o b j e c t i v e s
and t h e i r sc o p e, p u rp o se and f u n c t i o n . We have em p hasized
th e c h a n g in g o r d e r and e f f e c t s o f th e modern tem per upon
th e work o f th e c h u rc h , i n d i c a t i n g th e m ajo r i n f l u e n c e s
t h a t a r e a f f e c t i n g th e re a lm o f C h r i s t i a n e d u c a t i o n . A l l
o f w hich b u t deep en th e q u e s t i o n : What v a lu e s a r e t o be
so u g h t i n C h r i s t i a n E d u c a tio n ? How do we know w h at a r e
p ro p e r a t t i t u d e s , o r when c h o ic e s a re w is e , and w hat
te c h n iq u e i s b e s t ? What i s th e c r i t e r i o n by w h ich we can
s e l e c t , t e s t and assem b le th e m ost p r a c t i c a l and f a r r e a c h
in g s e r i e s o f o b j e c t i v e s ? W ith t h e s e q u e s t i o n s i n mind
l e t u s c o n s i d e r t h e p o s s i b l e ways o f making th e s e l e c t i o n .
A. BASIS OP SELECTION.
I m ust f r a n k l y adm it t h a t th e q u e s t i o n o f how t o
s e l e c t o b j e c t i v e s a f f o r d s me th e g r a v e s t c o n c e rn o f t h e
p e r p l e x i n g p roblem s f a c e d i n t h i s t h e s i s , and a f t e r th e y
h a v e b e e n chosen by w hat means c a n we a p p o r t i o n e a c h to
i t s r i g h t f u l s h a r e o f em phasis? In r e v ie w in g t h e w r i t i n g s
o f t h o s e r e g a r d e d as l e a d i n g a u t h o r i t i e s i n t h i s f i e l d ,
I f i n d l i t t l e h e l p . Most o f them evade th e prob lem e n t i r e l y
and p r e s e n t t h e i r o b j e c t i v e s in th e l i g h t o f t h e i r own
5 1 .
p r e f e r e n c e s . P r e f e r e n c e s i n th e l a s t a n a l y s i s , a re t h e
r e s u l t o f th e i n d i v i d u a l ’ s p h i lo s o p h y o f r e l i g i o n and o f
l i f e .
We may f u l l y r e c o g n i z e th e f a c t t h a t our s t a r t i n g
p o i n t f o r C h r i s t i a n e d u c a ti o n i s w i t h th e grow ing p e r s o n ,
y e t th e pro b lem o f v a lu e s c a n n o t be e s c a p e d . I n t h e i r
p r e l i m i n a r y p a p e r a t th e J e ru s a le m C o n fe re n c e , L u th e r A.
W eigle and J . H. Oldham^ w r e s t l e d e a r n e s t l y w i t h t h i s v e r y
p ro b le m . I t i s t h e i r o p in io n t h a t ,
"However s t r o n g th e i n s i s t e n c e on th e p u p i l ’ s own i n i t i a t i v e
and a c t i v i t y t h e r e m ust be a s e l e c t i o n o f e n t e r p r i z e s to be
u n d e r t a k e n , and t h i s s e l e c t i o n can be d e te rm in e d o n ly i n th e
l i g h t o f c e r t a i n e n d s .
They a l s o p o i n t o u t t h a t ,
" I f , f o r exam ple, we a s s e r t t h a t i t i s our p u rp o se i n
e d u c a t i o n to d e v e lo p th e s o c i a l l y d e s i r a b l e a t t i t u d e s
o f h e l p f u l n e s s , t o l e r a t i o n , and good w i l l , we a re v e ry
d e f i n i t e l y s e l e c t i n g one end o u t o f many c o n c e iv a b le
en d s, and a re o b l i g e d , i f c h a l le n g e d , to g iv e a r e a s o n
f o r our c h o ic e . I f , a g a in , we m a i n t a i n t h a t our o n ly
p u rp o se i s to e d u c a te p u p i l s to t h i n k and choose f o r
th e m s e lv e s we have to f a c e th e p o s s i b i l i t y t h a t th e y may
t h i n k m is ta k e n l y and choose w ro n g ly . And to t h i s q u e s t i o n
o f w h a t o u g h t t o be no answ er c a n be o b t a i n e d m e re ly from
th e s tu d y o f w hat i s . " ^
There a r e two fu n d a m e n ta l p h i l o s o p h i e s o f o b j e c t i v e s
w h ich a re s t r i v i n g f o r m a s te r y i n m odern e d u c a t i o n a l t h e o r y .
The one i s t h a t i t i s th e d u ty o f a d u lth o o d to p r e p a r e t h e
young to s h a re i t s a s p i r a t i o n s and i d e a l s and to p a r t i c i
p a te i n i t s i n s t i t u t i o n s . The se co n d c o n te n d s t h a t c h i l d -
^ J e ru s a le m M e etin g , 1928 R e l i g i o u s E d u c a ti o n . V o l . I I , p . 27
^ I b l d .
5 2 .
hood h a s i t s own l i f e to l i v e , and t h a t t h e t a s k o f our
a d u l t g e n e r a t i o n i s t o h e l p them l i v e t h e i r own l i v e s m ost
a b u n d a n tly as c h i l d r e n . The f i r s t t h i n k s p r i m a r i l y o f th e
y e a r s o f m a t u r i t y ahead o f t h e p u p i l and o f c h ild h o o d as
th e tim e f o r p r e p a r a t i o n . The second t h i n k s i n term s o f
th e c h i l d ’ s p r e s e n t s i t u a t i o n s , "And c o n te n d s t h a t the
s i t u a t i o n s to be met a t each s t a g e o f gro w th a r e t h e b e s t
p r e p a r a t i o n f o r th e y e a r s w hich a re a h e a d ."
L e t u s c o n s i d e r t h e s e c o n t e s t i n g v i e w p o in t s .
1 . To T r a in f o r A d u lth o o d .
As an example o f t h i s view. Dr. V ie th c i t e s th e
C a th o l i c e d u c a t i o n a l system w here th e a d u l t d o m in a te s
c h ild h o o d d e v elo p m e n t. He t h i n k s P r o t e s t a n t i s m o f tim e s
makes th e same m is ta k e .
"The g o a l o f such e d u c a ti o n i s f i x e d i n a d u l t v a l u e s ; i t
s e e k s to make m i n i a t u r e a d u l t s i n th o u g h t and p u rp o se o f
grow ing boys and g i r l s , and c o n s e q u e n tly b r i n g s a b o u t a
h o p e l e s s l a g betw een c h ild h o o d i n t e r e s t and sc h o o l ex
p e r i e n c e . I t te n d s t o p ro d u c e a s t a t i c s o c i e t y , a c c o r d in g
to th e p a t t e r n s h e l d to be b e s t by eac h a d u l t g e n e r a t i o n . ^
I a g r e e w ith th e above s ta te m e n t i f ta k e n s e p a r a t e l y ,
b u t c a n n o t, i f a l l h i s p r e l i m i n a r y s t a te m e n t i s in c l u d e d .
H is c i t a t i o n o f t h i s te n d e n c y i s :
"An em phasis on t h e t e a c h i n g s o f th e B ib le as th e f i n a l
r e v e l a t i o n o f God’ s W ill and th e s o le g u id e to f a i t h and
p r a c t i c e , a s i n t e r p r e t e d by a d u l t s , th e d o c t r i n a l t e a c h -
^W elgle, Op. G i t .
2
O b j e c t i v e s o f R e l i g i o u s E d u c a tio n , p . 57
5 3 .
in g s o f th e f a i t h as t h e f i n a l t r u t h d e l i v e r e d b y th e
s a i n t s , — t h e s e a r e some o f th e m a n i f e s t a t i o n s o f t h i s
e d u c a t i o n a l p h i l o s o p h y . " ^
I n t h i s c o n n e c tio n we sh o u ld remember t h a t r a c e
h e r i t a g e i s g iv e n a l a r g e p la c e and th e e x p e r i e n c e s o f
th e p a s t become a p r e s e n t g u id e . T r a d i t i o n i s a f r i e n d
o f b o th good and e v i l , and f r e q u e n t l y t h e enemy o f b e t t e r
and b e s t . But t h e r e a r e w o rth y t r a d i t i o n s , k i n d l y , s m ilin g ,
h o l y t r a d i t i o n s . T here a re la n d -m a rk s o f f a i t h and p r a c t i c e ;
t h e r e a r e t r a d i t i o n s o f f a i t h and h o p e; t h e r e a re t r e a s u r e d
m em ories, and h a b i t s t h a t a re as t h e p e r f e c t f r u i t o f an
u n s c a r r e d t r e e .
"Men do w e l l to h o n o r an a n c i e n t v i r t u e by th e c o n tin u e d
a p p l i c a t i o n o f i t s t r u t h . T r a d i t i o n h a s b ands t h a t may
b e b ro k e n o n ly w i t h i n f i n i t e l o s s t o m ankind.
2. To E x a l t th e C h ild .
I n c o n t r a s t t o th e f i r s t view th e te n d e n c y i s to
e x a l t th e c h i l d . D r. P. H. V ie th ^ says t h a t ,
"Coming as a wholesome r e a c t i o n t o e d u c a tio n w hich was
c o n c e rn e d to o much w i t h p r e p a r a t i o n f o r a d u l t s o c i e t y ,
i t h a s p ro c e e d e d — t r u e to t h e n a t u r e o f p r o t e s t s - to
s e t up a th e o r y a t th e o p p o s i t e e x tr e m e ."
I n u r g i n g c o m p lete freedo m o f y o u th Dr, S o a re s c i t e s
o t h e r s who e n t e r t a i n h i s v ie w p o in t, and th e n sum m arizes
t h e i r argum ent by th e f o l lo w in g :
1
I b i d .
^ D a n ie l A. P o lin g , " T r a d i t i o n , Knowledge and F a i th " i n
C h r i s t i a n E ndeavor W o rld, Nov. 12, 1931.
^ Op. C l t . p . 37
54.
"Why c o n fu s e young p e o p le w ith th e New T esta m e n t a p o c a l y p t i c
M e ssian ism and d o c t r i n e o f re d e m p tio n , l a b o r i o u s l y e x p la in e d
t o them a l l t h e w h ile t h a t we do n o t b e l i e v e a s t h e a p o s t l e s
b e l i e v e d ? Why n o t g iv e th e c h i l d r e n o u r own r e l i g i o n , as
we b e l i e v e i t to d a y , u s i n g th e B ib le as we u s e a l l o t h e r
l i t e r a t u r e , sim ply i n i t s f i n e s t e x t r a c t s ? " !
2
Mr. B e r tr a n d R u s s e l l v o ic e s a common o b j e c t i o n to
im m ersing t h e " d e f e n s e l e s s younger g e n e r a t i o n " i n t h e atm os
p h e re o f th e f a i t h s t h a t hav e made o u r n a t i o n s .
T his l a t t e r g ro u p would r e f r a i n from s e t t i n g up any
k in d o f o b j e c t i v e s ,
" l e s t th e y v i o l a t e t h e i n a l i e n a b l e r i g h t o f th e c h i l d to
free d o m . The p r o c e s s o f l i v i n g i s i t s e l f h e l d to be th e
b e s t s o r t o f p r e p a r a t i o n f o r l i f e . Any a tte m p t on t h e
p a r t o f a d u l t s to c o n t r o l th e outcome o f t h a t p r o c e s s o f
l i v i n g i n harm ony w i t h t r i e d i d e a l s i s lo o k e d upon a s
’ th e dead hand o f th e p a s t ’ s e e k in g t o e n t h r a l l t h e f r e e
s p i r i t o f y o u th .
W. H. K i l p a t r i c k i s a t y p i c a l exam ple o f t h i s extrem e
view . "Any e f f o r t on our p a r t to t i e them to our chosen
ways may w e l l be by j u s t t h a t much t o t i e t h e i r h a n d s , o r
w o rs e , b in d t h e i r m inds where t h e y m ost need to be u n s h a c k le d .
I t i s i n t e r e s t i n g , how ever, t o n o te t h a t th e same
w r i t e r does n o t f o l lo w th e same a t t i t u d e tow ard i n d o c t r i n a -
c
t i o n i n t o o t h e r r e a lm s o f t h o u g h t. I n a n o th e r p u b l i c a t i o n
^R e l i g i o u s E d u c a t i o n , p. 142
^ Q p . C l t . p . 30
^ I b i d .
^ E d u c a tio n f o r a C hanging C i v i l i z a t i o n , p. 108. For a f u l l e r
summary o f t h e same w r i t e r . C f. " T h in k in g i n C h ild
hood and Y outh" i n R e l i g i o u s E d u c a tio n , F e b . 1 9 2 8 ,p . 136
^ F o u n d a tio n o f M ethods, pp. 365, 366.
"4
5 5 .
h e i n s i s t s t h a t t h e r e a re
" C e r t a i n t h i n g s so u s e f u l f o r f u t u r e p r o g r e s s i n sc h o o l
and l i f e b o th im m ediate and more re m o te , t h a t we sh o u ld
u s e co m p u lsio n , i f need b e , to g e t them, so im p o r ta n t
t h a t i f th e y a r e n o t g o t o t h e r w i s e t h e r e would e s s e n t i a l l y
come a tim e when we s h o u ld , i f need be, drop p r a c t i c a l l y
e v e r y t h i n g e l s e and compel t h e l e a r n i n g o f them .
3. We Must Avoid E x tre m e s.
Such ex tre m e a t t i t u d e s h a v e d o u b t l e s s l y s t i m u l a t e d
th o u g h t b u t h a v e te n d e d t o c o n fu s e minds and r e t a r d p r o g r e s s
i n C h r i s t i a n e d u c a t i o n . They r e n d e r i t v i r t u a l l y im p o s s ib le
t o a g r e e upon th e u l t i m a t e and im m ediate g o a l s .
We do n o t p ro p o se t o choose one view i n p r e f e r e n c e
to t h e o t h e r , b u t i n s t e a d t o t a k e t h e b e t t e r from each and
sh ap e a s a n e ly p r o g r e s s i v e b u t p r a c t i c a l p h ilo s o p h y o f
o b j e c t i v e s . I n t h i s s p i r i t p r o g r e s s can be made.
Of c o u rs e , i t i s a b s u rd to say t h a t our whole o b j e c
t i v e i s to t r a n s m i t th e b e l i e f s and p r a c t i c e s o f p a s t
g e n e r a t i o n s , and t h e r e a r e few who a d v o c a te su c h . On
t h e o t h e r h a n d , i t i s e q u a l l y r i d i c u l o u s to assume an
e x trem e p o s i t i o n i n r e g a r d to th e c h i l d ’ s freedom o f
i n i t i a t i v e and a c t i v i t y , e s p e c i a l l y as v o ic e d i n p r e v i o u s
q u o t a t i o n s by T. G. S o a re s , B e r tr a n d R u s s e l l , W. H.
K i l p a t r i c k and o t h e r s .
We m ust n o t f o r g e t t h e p o s s i b i l i t i e s o f t h e c h i l d
c h o o s in g w ro n g ly i f l e f t w i t h o u t a d u l t e x p e r i e n c e . I t
i s t r u e t h a t i d e a l s d e ta c h e d from e x p e r i e n c e , and t h e i r
56.
c o n c r e t e embodiment i n h i s t o r y and i n i n d i v i d u a l s a re
a b s t r a c t and m e a n in g l e s s . Our work, t h e r e f o r e , i s to
r e l a t e v a lu e s and r e a l i t i e s i n our a tte m p t t o p ro d u ce
p r a c t i c a l r e s u l t s .
"The t a s k o f t h e e d u c a t o r " , sa y s D r . W eig le, " i s
to form an i d e a l p i c t u r e o f th e d e v elo p m en t o f th e p u p i l
w hich v j i l l f u r n i s h d i r e c t i o n and g o a l amid t h e chaos o f
p o s s i b i l i t i e s t h a t a r e open t o a human b e in g . What
o u g h t t o be and w hat _is a r e i n s e p a r a b l e i n e d u c a t i o n .
T h is seems to b e t h e p r o p e r a p p ro a c h . To th o s e
who h o ld extrem e v iew s i n t h e i r p h ilo s o p h y o f o b j e c t i v e s ,
we can b u t p o i n t them to th e w ords o f t h e M aster T ea ch e r,
"T hese o u g h t ye to hav e done and n o t t o hav e l e f t th e
o t h e r u n d o n e .
I t i s n o t a q u e s t i o n o f " e i t h e r o r" b u t o f "b o th
a n d ." Sana o b j e c t i v e s a r e d e p e n d e n t, n o t w h o lly upon
th e t r a n s m i s s i v e t h e o r y o f e d u c a ti o n o r upon th e c r e a t i v e
t h e o r y , b u t upon a happy b a la n c e o f th e tw o.
" E d u c a tio n h a s t h e r e f o r e to be d e te rm in e d n o t s o l e l y by
n e e d s, i n t e r e s t s and c h a r a c t e r i s t i c s o f th e p u p i l . I t
h a s to t a k e a c c o u n t a l s o o f an o b j e c t i v e w o rld o f v a l u e s .
These v a lu e s a re embodied i n such i n s t i t u t i o n s as th e
f a m ily , t h e S t a t e , and t h e c u l t u r e o f a p a r t i c u l a r p la c e
and tim e . The v a lu e s embodied i n s o c i a l i n s t i t u t i o n s a r e ,
i n t h e r e l i g i o u s view , t h e outcome i n t h e i r t u r n o f th e
a p p re h e n s io n by s u c c e s s iv e g e n e r a t i o n s o f an o b j e c t i v e l y
r e a l w o rld o f s p i r i t . The i n d i v i d u a l i s i n to u c h n o t o n ly
1
J e r u s a le m C o n fe re n c e , R e l i g i o u s E d u c a t i o n , V o l . I I . p . 29
^M atthew 2 3 :2 3
5 7 .
w i t h n a t u r e and s o c i e t y b u t a ls o w ith th e i n v i s i b l e , b u t
r e a l w o rld o f t r u t h , b e a u t y , and g o o d n e s s ." !
I t c a n n o t be d e n ie d t h a t c h ild h o o d and a d u lth o o d
a r e bound t o g e t h e r i n a c o n t i n u a l develop m en t o f t h e
i n d i v i d u a l and th e s o c i a l o r d e r . I have i l l u s t r a t e d b y
C h a r t No. 1, page 58, how p r o g r e s s depends upon b o th
th e b e s t from th e p a s t , su p plem ented by t h e i n i t i a t i v e
o f each oncoming g e n e r a t i o n . "We a re th e l i v i n g and th e
d e a d ." Each s t a g e i n t h i s s u c c e s s iv e d ev elop m en t h a s
i t s own c h a r a c t e r and q u a l i t i e s .
We m ust a l s o ta k e i n t o c o n s i d e r a t i o n t h e im m ediate
e x p e r i e n c e s o f c h i l d l i f e i n d e te r m in in g th e aims o f
C h r i s t i a n E d u c a tio n . D r. P a u l H. V ie th w e l l s a y s , t h a t
"The b e s t t e s t o f e f f e c t i v e n e s s i n e d u c a t i o n in any
p a r t i c u l a r s t a g e i s t h e e f f e c t i v e n e s s w ith w h ic h su b
s e q u e n t s i t u a t i o n s a re met by t h e i n d i v i d u a l s so
e d u c a te d . I n t h i s se n se t h e r e i s no e s c a p in g th e f a c t
t h a t e d u c a t i o n i s p r e p a r a t i o n f o r w hat i s to f o llo w ,
as w e l l as g u id a n c e in p r e s e n t s i t u a t i o n s . " ^
The sp a n o f a s i n g l e l i f e i s a l t o g e t h e r to o s h o r t
to ' p e r m i t each p e r s o n to b u i l d h i s ov/n t e c h n iq u e f o r
m e e tin g s i t u a t i o n s i n t h e w i s e s t m anner. By such a m ethod
how w ould p r o g r e s s e v e r be p o s s i b l e ? A gain q u o tin g V i e th ,
1
W eig le and Oldham, J e ru s a le m C o n fe re n c e , 1928, V o l . I I , p . 29
A lso C f. A ugust M esser, P a g a g o g ik d e r G e g en w art, B e r l i n ,
p . 1 4 ( sum m arizing t h e v iew s o f R u d o lf Ëucken, E r h a r d B u d d e , e t c .)
2
O b j e c t i v e s o f R e l i g i o u s E d u c a ti o n , p p . 39-40
58.
C h a r t Wo- 1
The R e l a t i o n s h i p o f P a s t , P r e s e n t and F u t u r e .
PAST PRESENT FUTURE
E x p e rie n c e o f
th e Race
E x p e r ie n c e o f
th e I n d i v i d u a l
G u id es f o r
Tomorrow
The e x p e r i e n c e o f t h e p a s t h e l p s u s s o lv e th e need s
o f to d a y and i n t u r n a i d u s i n e s t a b l i s h i n g w o rth y t r a d i
t i o n s f o r tom orrovf. The t a s k o f C h r i s t i a n E d u c a tio n i s
to h e l p e a c h grow ing p e r s o n to d i s c o v e r and a p p r o p r i a t e
th e q u a l i t i e s m ost b e n e f i c i a l to t h e I n d i v i d u a l and r a c e .
F ig u re B
P r o g r e s s b y M o d i f i c a ti o n :
"We a r e t h e l i v i n g and t h e dead"
The b e s t from o u r a n c e s t o r s
, P lu s th e
.C o n tr ib u tio n s o f each
G e n e r a tio n sh o u ld r e s u l t i n PROGRESS.
6 .
e.
r —
f:
C o n t r i b u t i o n s
th ro u g h i n d i v i d
u a l e x p e r ie n c e
and i n i t i a t i v e .
C o n t r i b u t i o n s from
p a s t e x p e r i e n c e s
C o n t r i b u t i o n s from th e p a s t p l u s th e
e x p e r i e n c e and i n i t i a t i v e o f t h e c h i l d
s h o u ld r e s u l t in s te a d y p r o g r e s s .
,A “ C: C h ild to A d u lt
,D-E: A G e n e r a tio n Mere p e r p e t u a t i o n r e s u l t s
F-G: R is e o r d e c l i n e i n r e t r o g r a t i o n .
o f t h e r a c e . 4 -------—^ ---- ,6"
6.
5 9 .
" i n s h o r t t h e r e i s an o b l i g a t i o n g row ing out o f a d u l t
m em bership i n s o c i e t y t o p r o v id e su ch g u id an c e and
e n ric h m e n t f o r th e e x p e r ie n c e o f t h e young as i s p o s-
s i b l e i n t h e l i g h t o f th e b e s t e x p e r ie n c e o f th e p a s t .
For an e x c e l l e n t summary to t h e s o l u t i o n o f t h i s
p ro b lem we can do no b e t t e r th a n t o q u o te an e x te n d e d
2
p a ra g r a p h by W. E. H ocking.
"The f i r s t p e r i l o f e d u c a tio n i s n o t t h a t th e c h i l d ’ s w i l l
w i l l be o v e r - b o r n e , b u t t h a t th ro u g h no e x p o su re or in a d e
q u a te e x p o su re to t h e o b j e c t s t h a t w ould c a l l o u t h i s b e s t
r e s p o n s e s , h e a c h ie v e s o n ly h a l f a w i l l i n s t e a d o f a w hole
one, a w i l l p a r t l y d e v e lo p e d and, t h e r e f o r e , f e e b l e i n i t i a
t i v e , c a s u a l , s p i r i t l e s s , u n i n t e r e s t e d The g r e a t e s t
d a n g er o f p o l i t i c a l l y g u id e d e d u c a ti o n , p a r t i c u l a r l y i n
d e m o c ra c ie s w hich f e e l th e m s e lv e s o b l i g e d i n t h e i r e d u c a
t i o n e n t e r p r i s e s to c a n c e l o u t a g a i n s t one a n o th e r th e
d i v e r g e n t o p in io n s o f v a r i o u s p a r t i e s , i s t h a t th e b e s t
p l a c e s w i l l be l e f t b l a n k , b e c a u se i t i s on th e m ost v i t a l
m a t t e r s t h a t men m ost d i f f e r . C h i ld r e n have r i g h t s w hich
e d u c a t i o n i s bound t o r e s p e c t . The f i r s t o f t h e s e r i g h t s
i s n o t t h a t t h e y be l e f t f r e e t o choose t h e i r way o f l i f e ,
i . e . , to make b r i c k s w ith o u t stra w o r c l a y . T h e ir f i r s t
r i g h t i s t h a t th e y be o f f e r e d so m eth in g p o s i t i v e , t h e b e s t
th e g ro u p h a s so f a r fo u n d . A g a in s t e r r o r and i n t e r e s t e d
p ro p o g a n d a th e grow ing w i l l h a s n a t u r a l p r o t e c t i o n ; i t
h a s n o t p r o t e c t i o n a g a i n s t s t a r v a t i o n . "
C h r i s t i a n E d u c a tio n h a s no p la c e f o r th e e x t r e m i s t .
O b j e c t i v e s , i f to become e f f e c t i v e , m ust be b a s e d upon a
c o m p o site o f b o th v iew s, i . e . , s e e k in g t o h e lp t h e c h i l d
m eet p r e s e n t s i t u a t i o n s , y e t c o n s t a n t l y t r a i n i n g him f o r
m a t u r i t y . I t i s n o t enough to seek day by day a d ju s tm e n t.
We must a l s o se e k to i n s t i l l w i t h i n t h e p u p i l t h e b e s t
from th e p a s t , and w i t h t h i s as a s o u r c e o f g u id an c e to
s t i m u l a t e h i s own i n i t i a t i v e and g u id e h i s a c t i v i t i e s .
T h is view w i l l demand a co m p lete s e t o f b o th lo n g - tim e
^ I b i d .
2
Human N a tu re and I t s Rem aking, pp. 259-260
6 0 .
and s h o r t - t i m e p o l i c i e s , b o th u l t i m a t e and im m ediate
o b j e c t i v e s .
We a r e , a l s o a g re e d t h a t a m e re ly f a c t u a l s tu d y
o f human b e h a v io r w i t h o u t r e g a r d f o r i n t i m a t e r e a l i t i e s
and v a lu e s i s o f l i t t l e value* Now t h a t we have e s t a b l i s h e d
a w o rk in g p h ilo s o p h y o f th e r e l a t i o n s h i p o f a d u l t and
c h i l d i t becom es o u r n e x t p ro b lem to d e te r m in e th e m ethod
o f s e l e c t i n g o b j e c t i v e s .
CHAPTER V
GUIDING PRINCIPLES IN THE SELECTION OP OBJECTIVES
(CONCLUDED)
B. METHOD OP SELECTION
1. The P h i l o s o p h i c a l A pproach
2 . The S c i e n t i f i c Approach
3. The E c l e c t i c Approach
a . The Human E q u a tio n
h . Method o f Study
CHAPTER V
GUIDING PRINCIPLES IN THE SELECTION OP OBJECTIVES
(CONCLUDED)
B. METHOD OP SELECTION
1
D r. P a u l H. V i e t h h a s made a m ost e a r n e s t a tt e m p t
to w eigh p o s s i b l e m eth o d s, and i n th e f o l lo w in g d i s c u s s i o n
we s h a l l q u o ta him e x t e n s i v e l y .
I n d i s c u s s i n g s c i e n t i f i c m ethods he f i n d s l i t t l e
a s s u r a n c e f o r h e l p . Having f l e d from th e h a z a rd o u s method
o f a ss u m p tio n i n s e l e c t i n g o b j e c t i v e s i n t o t h e arms o f
s c i e n t i f i c m eth o d o lo g y , we h a v e jumped o u t o f t h e f r y i n g
p a n i n t o th e f i r e .
L e t u s f i r s t c o n s i d e r s e p a r a t e l y th e p h i l o s o p h i c and
s c i e n t i f i c a p p ro a c h e s and from t h e s e c o n c l u s i o n s d e te rm in e
p r o c e d u r e in s e l e c t i n g o b j e c t i v e s .
1. The P h i l o s o p h i c a l A pproach.
2
We w i l l r e c a l l th e o p i n io n o f D rs . W eigle and Oldham,
q u o te d n e a r th e b e g in n in g o f C h a p te r I I I , t h a t any s e l e c t i o n
o f a g iv e n o b j e c t i v e to th e e x c l u s i o n o f o t h e r s c a l l s f o r
a r e a s o n f o r our c h o i c e .
C e r t a i n l y o u r s e l e c t i o n c a n n o t a v o id a s p e c i a l r e g a r d
f o r v a l u e s w h ich a r e q u i t e d e p e n d e n t upon o n e ’ s p h i l o s o p h i c a l
i n t e r p r e t a t i o n s . I n d e fe n s e o f t h i s i n f l u e n c e D r s . W eigle
1
O b j e c t i v e s o f R e l i g i o u s E d u c a ti o n , p p . 43-53
^ J e r u s a le m M e e tin g , 1928, R e l i g i o u s E d u c a ti o n , V o l . I I , p . 27
6 3 .
and Oldham f u r t h e r s t a t e t h a t , "The o b j e c t i v e s o f e d u c a
t i o n can n e v e r be d e f i n e d b y a m e re ly f a c t u a l s tu d y o f
human b e h a v i o r o r o f -the- o u tw a rd movements o f s o c i e t y ,
w i t h o u t r e g a r d to u l t i m a t e r e a l i t i e s and v a l u e s .
2
Q u o tin g from B. H. Bode
"T here i s much t a l k a t p r e s e n t o f e d u c a ti o n as a s c i e n c e ,
b u t e d u c a t i o n a s a s c ie n c e h a s a s i g n i f i c a n t p l a c e o n ly
on t h e b a s i s o f a s o c i a l p rogram or e d u c a t i o n a l p h i lo s o p h y .
Take away t h i s program and th e r e s u l t s become b e w ild e rm e n t
and f u t i l i t y . "
I n t e r e s t i n th e e d u c a t i o n a l p r o c e s s i s i n t e n s i f i e d
b y t h e f a c t t h a t i t h a s to do n o t m e re ly w i t h w hat i s b u t
w i t h w hat c an be c r e a t e d . T h is i s e s s e n t i a l l y p h i l o s o p h
i c a l in c h a r a c t e r . I t i s n e c e s s a r y to t a k e i n t o a c c o u n t
an o b j e c t i v e w o rld o f v a l u e s i n o r d e r t o d e te rm in e what
we d e s i r e to c r e a t e .
T h is l e a d s u s to a s p e c i a l c o n s i d e r a t i o n o f th e
re m o te o r f i n a l g o a l s , w hich sa y s D r. V ie th , " c a n o n ly
be d e te r m in e d b y p h ilo s o p h y , and when t h e y h ave b e en
th u s d e te r m in e d , s c i e n t i f i c r e s e a r c h can m i n i s t e r to them .
"The d e t e r m i n a t i o n o f u l t i m a t e e d u c a t i o n a l o b j e c t i v e s i s
d e p e n d e n t on p r o c e s s e s o f p h i l o s o p h i c a l t h o u g h t . T h is i s
p e rh a p s ev en more t r u e i n t h e c a se o f such a s p e c i a l i z e d
f i e l d as r e l i g i o u s e d u c a t i o n .
^ J e r u s a le m C o n f e re n c e , 1928, p . 27
2
Modern E d u c a t i o n a l T h e o r i e s , p p. 345, 346.
^O p . C i t . p . 45
^ I b l d . p . 47.
6 4 .
The v e r y i n t e r p r e t a t i o n o f th e C h r i s t i a n r e l i g i o n
r e q u i r e s p h i l o s o p h i c a l t h i n k i n g a s w e l l a s i t does to
u n d e r t a k e to p r o j e c t C h r i s t i a n i t y i n t o t h e p r e s e n t and
f u t u r e s o c i a l o r d e r . When we have s e t up u l t i m a t e o b j e c
t i v e s , i t th e n becomes t h e b u r d e n o f s c i e n t i f i c method
to d e te r m in e p r o c e d u r e . "B u t to s e t up any g ro u p o f m ajo r
o b j e c t i v e s f o r r e l i g i o u s e d u c a t i o n ," Dr. V ie th ^ sa y s ,
" i s a f u n c t i o n w hich o n ly p h ilo s o p h y can d i s c h a r g e . "
T h is does n o t n e c e s s a r i l y r e q u i r e th e l o c a l l e a d e r s
to have a t e c h n i c a l knowledge o f h i s t o r i c a l and co n te m p o ra ry
p h ilo s o p h y , b u t as em p h asized i n C h a p te r I I , i t i s i m p e r a tiv e
t h a t such p e r s o n s h a v e a p r a c t i c a l w o rk in g p h ilo s o p h y o f
C h r i s t i a n i t y and o f a l l l i f e , one who i s g ro u n d ed in t h e
e s s e n t i a l s o f t h e C h r i s t i a n r e l i g i o n , i s th e p o s s e s s o r o f
a p e r s o n a l f a i t h i n God th ro u g h C h r i s t , and em bodies i n
h i s p e r s o n a l i t y th e h i g h e s t human v a l u e s .
2. The S c i e n t i f i c A pproach.
The f a c t t h a t u l t i m a t e o b j e c t i v e s can be d e te rm in e d
o n ly by t h e p h i l o s o p h i c a l p r o c e s s does n o t e n t i r e l y e x c lu d e
th e s c i e n t i f i c p r o c e d u r e i n c o n n e c ti o n w ith o b j e c t i v e s .
A gain q u o tin g Dr. V ie th ,
"H aving once d e te rm in e d upon t h e m ajor p r i n c i p l e s w hich we
s h a l l s e t o u t to a c h i e v e , we need th e n t o in v o k e th e
^ I b i d , p . 47.
66.
s c i e n t i f i c method i n o r d e r t o make t h e s e m ajor p r i n c i p l e s
c o n c r e t e , q u a n t i t a t i v e , and im m ediate i n te rm s o f p r e s e n t _
l i f e e x p e r i e n c e s and n e ed s o f t h o s e who a r e to be e d u c a t e d ."
The w r i t e r i s i n c l i n e d to b e l i e v e t h a t t h e s c i e n t i f i c
m ethod to th e t o t a l e x c l u s i o n o f th e p h i l o s o p h i c a l would
be to u n n e c e s s a r i l y m echanize s p e c i f i c o r im m ediate
o b j e c t i v e s . The same i n t u i t i v e n e s s t h a t h a s p ro m p ted th e
c h o ic e o f m ajor aim s sh o u ld , to a d e g re e , l i k e w i s e be
a d h e re d to i n s e l e c t i n g s p e c i f i c a im s . At th e same tim e
we r e a d i l y ad m it, i n f a c t u r g e , t h a t a c a r e f u l s t u d y o f
s o c i a l p ro blem s i s e s s e n t i a l to th e r e a l i z a t i o n o f t h e
u l t i m a t e . Dr. W eig le add s,
"And to a p p ly C h r i s t i a n i t y to s o c i a l p ro b lem s o f th e
p r e s e n t day demands, a s a n e s s e n t i a l p r e r e q u i s i t e , p a t i e n c e
and s k i l l i n r e s e a r c h . For a lth o u g h th e C h r i s t i a n p r i n
c i p l e s th e m s e lv e s a r e c l e a r and sim p le , t h e a p p l i c a t i o n
o f them t o many o f t h e s o c i a l and i n t e r n a t i o n a l q u e s t i o n s
o f o u r tim e i s e x t r a o r d i n a r i l y d i f f i c u l t . "
I f we adm it th e above to be t r u e , and c e r t a i n l y we
do, i t p r e s e n t s u s w i t h th e t e c h n i c a l p ro b lem o f how to
p r o c e e d . We d a re n o t r e q u i r e a te c h n iq u e t h a t i s beyond
t h e l o c a l l e a d e r , e l s e a l l we have p ro p o se d would come to
n a u g h t, s i n c e we b e l i e v e im m ediate o b j e c t i v e s can be
d e te r m in e d o n ly by t h e l o c a l c h u rc h . For our p r e s e n t
s tu d y , how ever, l e t u s re v ie w th e p o s s i b l e p r o c e d u r e s .
The b e s t summary o f th e v a r i o u s s c i e n t i f i c m ethods I have
found i s by Dr. H enry H a ra p . I t i s l a r g e l y s e l f -
^ I b i d . p . 48
^The T e a c h in g Work o f th e C hurch, p . 55
^"A C r i t i q u e o f t h e P r e s e n t S t a t u s o f C urriculum -m ak ing'^,
Sch ool and S o c i e t y , F eb. 19, 1927, p p . 2 1 0 - 2 1 2 .
66
e x p la n a to r y *
1. The m ethod o f a n a l y s i s o f th e a c t u a l c o n d i t i o n s o f
l i f e : T h is may In v o lv e th e i n v e s t i g a t i o n o f a c t i v i t i e s ,
o f d i f f i c u l t i e s , o f i n t e r e s t s , o r any o t h e r a p p ro a c h
th r o u g h w hich th e r e s u l t may emerge i n th e form o f
n e e d s on w hich o b j e c t i v e s c a n be b u i l t .
2. The method o f job a n a l y s i s : T h is i s p r i m a r i l y a p p l i e d
to d i s c o v e r i n g o b j e c t i v e s o f v o c a t i o n a l e d u c a ti o n . I t
i s s i m i l a r to t h e m ethod d e s c r i b e d u n d e r t h e f i r s t
p a r a g r a p h above, e x c e p t t h a t th e f i e l d o f s tu d y i s
n a rro w ed to a g iv e n job o f w h ich a n a l y s i s i s made.
3. The m ethod o f a n a l y s i s o f a ^ c a se group :" T h is assum es
a more o r l e s s homogeneous g ro u p f o r w h ic h e d u c a t i o n a l
p r o c e d u r e s a r e to be s e t u p . The i n v e s t i g a t o r s w i l l make
a d i r e c t su rv e y o f t h e n e ed s o f a p a r t i c u l a r g ro u p . I t
i s s i m i l a r to t h e one d e s c r i b e d in t h e f i r s t p a ra g r a p h
above, e x c e p t t h a t t h e a p p l i c a t i o n i s made to a l i m i t e d
g r o u p .
4. The method o f a n a l y s i s o f n e w sp a p e rs and m a g a z in e s:
T h is i s a d i r e c t a n a l y s i s i f th e p u rp o s e i s to d e te r m in e
what s k i l l s th e i n d i v i d u a l n e ed s f o r r e a c h i n g p a p e r s and
m a g a z in e s . I f i t s p u rp o se i s to d e te r m in e l i f e n e ed s i n
g e n e r a l th e v a l i d i t y o f th e m ethod i s d e p en d en t u p o n th e
f a i t h f u l n e s s w i t h w h ich new spapers and m ag azin es m ir r o r
l i f e .
5. The m ethod o f a n a l y s i s o f s o c i a l s t a t i s t i c s : Through
such a s tu d y d a ta may be made a v a i l a b l e w h ich d e s c r ib e
n e e d s . T h is m ethod h a s t h e a d v a n ta g e o f g r e a t e r e a s e o f
a p p l i c a t i o n o v e r t h e method o f d i r e c t s tu d y .
6 . The m ethod o f a n a l y s i s o f th e o p i n i o n o f c o m p eten t
p e r s o n s : The f a i t h f u l n e s s w i t h w hich t h i s method r e p r e s e n t s
a c t u a l n e e d s d ep en ds upon th e com petence o f th e ju d g e s and
t h e i r e x p e r i e n c e w i t h a c t u a l l i f e . I t i s p o s s i b l e t h a t
such m ethod may r e s u l t o n ly in a c o n se n s u s o f p r e j u d i c e s .
7. The m ethod o f q u a n t i t a t i v e a n a l y s i s o f c h i l d r e n ’ s
a c t i v i t i e s , i n t e r e s t s , o r q u e s t i o n s ; The a ss u m p tio n o f
t h i s m ethod i s t h a t t h e b e h a v i o r o f t h e c h i l d i s t h e b e s t
gu id e to t h e m ost i n t e r e s t i n g and m o st u s e f u l sc h o o l
a c t i v i t i e s f o r c h i l d r e n .
6 7 .
8 . The m ethod o f a n a l y z i n g p r o j e c t c u r r i c u l a . Such
c u r r i c u l a , h a v in g grown o u t o f th e f r e e a c t i v i t i e s and
e x p e r i e n c e s o f c h i l d r e n , may t h u s be t a k e n to r e f l e c t
a c t u a l i n t e r e s t s and n e e d s .
9 . The m ethod o f a n a l y z i n g e x i s t i n g o b j e c t i v e s . T h is
i s sim p ly a c r i t i c a l e v a l u a t i o n o f w hat h a s a l r e a d y
b e e n done and s u b j e c t t o su c h l i m i t a t i o n s a s r e s u l t
from i t s l a c k o f d i r e c t a p p ro a c h to l i f e .
The c u r r e n t e n th u s ia s m f o r " s c i e n t i f i c e d u c a t i o n ’^
a l l to o o f t e n I g n o r e s t h e f a c t t h a t any g u i d in g p r i n c i p l e s
a r e n e c e s s a r y . Many r e l i g i o u s " e d u c a to r s " seem to
a p p ro a c h t h e i r t a s k w i t h o u t any d e f i n i t e p o i n t o f o r i e n t a
t i o n , w i t h o u t a c l e a r c o n s c io u s n e s s o f why we a r e h e r e
o r w here we o u g h t to g o . A p a t h e t i c n o t i o n p r e v a i l s
t h a t th e way to g e t o u r b e a r i n g s i s to " s t u d y th e f a c t s " ,
th e id e a b e in g t h a t s t a t i s t i c s w i l l t e l l u s n o t o n ly
w h a t i s b u t w hat ou g h t t o b e . A v e ry s i m i l a r c r i t i c i s m
i s f o rth c o m in g from none o t h e r th a n a w r i t e r o f o s t e n s i b l y
" s c i e n t i f i c " p r o c e d u re i n program b u i l d i n g , Dn.H .H .Bode.
Dr. H a r a p ’ s l i s t o f n in e ways c o m p le te ly i g n o r e s ob
j e c t i v e v a l u e s , e x c e p t to t h e e x t e n t th e o p i n io n s o f o t h e r s
m ig h t in c lu d e them . C h r i s t i a n E d u c a tio n m ust a v o id o v e r
t e c h n i c a l and h y p e r - s c i e n t i f i c p ro c e d u re i f we e x p e c t to
s e c u r e th e c o o p e r a t i o n o f l o c a l c h u r c h e s . We may as w e l l
ad m it t h a t ev en th o u g h h i g h l y d e v e lo p e d t e c h n i q u e i s
i d e a l l y th e b e s t , second b e s t i s b e t t e r i f by such means
we c a n s e c u re p o p u la r s u p p o r t w i t h i n our c h u r c h e s . I n s o -
1
Modern E d u c a ti o n a l T h e o r i e s , p . 345
68
much as C h r i s t i a n E d u c a tio n i s c o n c e rn e d w i t h w hat
o u g h t t o be as w e l l as w hat i s , i t can n e v er be a s c ie n c e
1
i n t h e s e n s e t h a t p sy c h o lo g y s e e k s to b e an e x a c t s c i e n c e .
3 . The E c l e c t i c A pproach - (m ethod o f s t u d y .)
The w r i t e r i s c o n v in c e d t h a t t h e r e i s no one m ethod
o f p r o c e d u r e w hich can be l a i d h o l d u p o n . Each h a s ad
v a n ta g e s and d i s a d v a n t a g e s . The b e s t we can do i s to
a p p r o p r i a t e t h e d e s i r a b l e f e a t u r e s from each and hope
th e outcome w i l l be b e s t p o s s i b l e u n d e r th e e x i s t i n g
c i r c u m s t a n c e s .
a . The Human E q u a tio n .
S hould th e same m a th e m a tic a l prob lem be p r e s e n t e d
f o r s o l u t i o n to each o f a h u n d re d g a t h e r i n g s o f p e o p le th e
c h a n c e s a r e th e a n sw e rs w ould a l l a g r e e . M a th e m a tic a l
law s a re f i x e d . But l e t a p ro b lem on C h r i s t i a n e d u c a ti o n
be p r e s e n t e d to one h u n d red w orkers* c o n fe r e n c e s and h a r d l y
any two a n sw ers w ould be t h e same, even th o u g h each group
may h a v e made th e v e r y w i s e s t d e c i s i o n s . They a r e d e a l i n g
w i t h t h e human e q u a t i o n w h ich v a r i e s b e tw ee n I n d i v i d u a l s
and c o m m u n ities - - n e v e r th e same.
I n 1930 th e I n t e r n a t i o n a l C o u n c il o f R e l i g i o u s E duca
t i o n i s s u e d a s u g g e s te d program f o r a s e r i e s o f W o rk e r’ s
C o n f e r e n c e s . The p u rp o s e b e in g to g e t e a c h c o n fe r e n c e to
1
C f. W eig le and Oldham, O p.C i t . V ol. I I , p . 28
6 9 .
s e l e c t a d e f i n i t e s e t o f o b j e c t i v e s from th e l i s t o f
t w e n t y - f i v e s u b m i tt e d . P re su m a b ly e a c h c o n f e r e n c e
fo llo w e d th e s u g g e s te d p r o c e d u r e , b u t a l a s , t h e r e s u l t s
w ere a t wide v a r i a n c e ’I T a b le No. 4, page s e v e n ty ,
sum m arizes th e r e s u l t s o f 8 6 c h u rc h s c h o o l g r o u p s .
The r e a c t i o n s o f a d i f f e r e n t s e t o f c h u rc h e s i s found
i n t h e I n t e r n a t i o n a l Jo u rn a 1 o f R e l i g i o u s E d u c a tio n , ^
i n d i c a t i n g e q u a l l y v a r i e d e x tr e m e s . These r e s u l t s
d e m o n s tr a te th e d iv e r g e n c e o f o p i n io n .
S in c e th e e c l e c t i c p r o c e d u r e i s th e o n ly p r a c t i c a l
m ethod, and s in c e t h e r e l i g i o u s p h ilo s o p h y o f i n d i v i d u a l s
and t h e c h a r a c t e r i s t i c s o f a community a r e m a jo r f a c t o r s
i n s e l e c t i n g o b j e c t i v e s we c a n n ev er e x p e c t to d r a f t a
s i n g l e s e t s u i t a b l e f o r a l l C h riste n d o m .
The b e s t we can hope f o r i s to s t i m u l a t e and d e v elo p
c o n s t r u c t i v e th o u g h t, s u g g e s t b a s i c p r i n c i p l e s o f p ro c e d u r e ,
and s e e k to prom ote a c o n tin u a n c e o f t h e h e a l t h y grow th
w h ich c h a r a c t e r i z e s a movement i n i t s y o u th ,
b . Method o f S tu d y .
A f te r d i s c o v e r i n g t h e e c l e c t i c p r o c e d u r e t o be
q u i t e i m p e r f e c t, y e t th e o n ly p r a c t i c a l m ethod o f s e l e c t
in g o b j e c t i v e s , I have p ro c e e d e d c a u t i o u s l y . Some e d u c a to r s
m ig h t c r i t i c i z e th e m ethods employed i n t h i s t h e s i s , and
t h a t i s t h e i r j u s t p r e r o g a t i v e , f o r th e a u th o r m ost o f a l l
r e a l i z e s th e i m p e r f e c t i o n s o f h i s s e l e c t i o n . At l e a s t i t
b p r l l 1930, p . 18.
7 0 .
TABLE NO. 4
VOTE OF 8 6 GHQRCH SCHOOL GROUPS ON 10 BEST AIMS
( o u t o f 25) OP RELIGIOUS EDUCATION.
(See c o m p lete s t a te m e n t o f t h e s e o b j e c t i v e s on page 1
A ppendix A)
AIMS NO.VOTED
1 . D evelop C h r i s t - L i k e C h a r a c t e r ............................................ 8 6
2 . C o n s c io u s n e s s and p e r s o n a l r e l a t i o n s h i p w ith
God............................................................................. 81
3 . L i f e and t e a c h i n g s o f J e s u s to s t i m u l a t e
l o y a l t y to Him and C a u se .................................................. 81
4 . To s h a r e i n b u i l d i n g a community, n a t i o n and
w o rld on b a s i s o f P a th e rh o o d o f C ’od and
B ro th e rh o o d o f Man.................................................................. 73
5. Love and r e s p e c t f o r o t h e r s ................................................. 72
6 . S tew ard s o f tim e and money.................................................... 65
7 . L o y a lty t o c h u rc h , th ro u g h m em bership, g i f t s ,
new members, and r e v e r e n c e ............................................. 60
8 . A b i l i t y to g u id e t h e i r l i v e s a c c o r d in g to God’ s
p l a n and p u rp o se i n th e w o r l d ..................................... 58
9. W i l l i n g n e s s f o r a c t i v e sh are i n c h u rc h w ork. 52
10. D e f i n i t e c o n v e r s io n , c o n f e s s i o n o f f a i t h and
m em bership i n C h r i s t i a n C h u rc h ............................... 44
11. Knowledge o f b e s t r e l i g i o u s e x p e r i e n c e s o f p a s t
and p r e s e n t as f u t u r e g u i d e .......................................... 38
12. H o n e s ty .................................................................................................. 33
13. R e s p e c t and obey p a r e n t s ........................................................ 32
14. Obey and p r a c t i c e G olden R u l e ........................................... 26
( c o n t i n u e d on pag e 71)
7 1 .
TABLE NO. 4
(C o n tin u e d from page 70)
AIMS NO. VOTES
15. P r a y e r and d e v o ti o n ( a t l e a s t 15 m in. a d a y ) . . 23
16. A t t i t u d e s to w ard o t h e r d e n o m in a tio n s to b r i n g
ab o u t u n io n o f P r o t e s t a n t c h u r c h e s .................. 22
17. Lead p u p i l s to b r i n g g l o r y t o Cod and t o th e
r e l i g i o n o f J e s u s ................................................................. 21
18. To t e a c h t h a t Cod i s a u th o r o f a l l i n B i b l e . . . 13
19. L o y a l p a t r i o t i c c i t i z e n s , o b e y in g l a w s.. 12
2 0 . T i t h i n g ................................................................................................. 6
2 1 . Memorize and b e l i e v e i n A p o s t l e ’ s G re e d ............... 3
2 2 . C h e e r f u l n e s s .................................................................................... 2
23. T em perate i n a l l t h i n g s ...................................................... 0
2 4 . L i f e v o c a t i o n as m i n i s t e r o r m i s s i o n a r y ............... ?
25. Memorize names o f books i n B i b l e , im p o r t a n t
p a s s a g e s and f a c t s i n im p o r ta n t s t o r i e s o f
B i b l e ................................................................................................ ?
F i g u r e s f o r above t a b l e s u p p l i e d by o f f i c e o f The
I n t e r n a t i o n a l C o u n c il o f R e l i g i o u s E d u c a tio n , C h icag o ,
I l l i n o i s , Septem ber 2, 1930.
7 2 .
r e p r e s e n t s a c o n s c i e n t i o u s e f f o r t t o r e t h i n k t h e p u rp o se
o f C h r i s t i a n E d u c a tio n i n th e l i g h t o f e s s e n t i a l and
a b i d i n g s p i r i t u a l t r u t h s , grow ing p e r s o n s and t h e a d j u s t
ment to a c h a n g in g s o c i a l o r d e r . The f o l lo w in g p r o c e d u re
h a s c h a r a c t e r i z e d t h e p r e p a r a t i o n o f t h i s t h e s i s :
( 1 ) D u rin g a y e a r o f g r a d u a te T h e o lo g ic a l Sem inary
s tu d y o f t h e " T ren d s i n R e l i g i o u s E d u c a tio n " and a y e a r
o f U n i v e r s i t y g r a d u a t e s tu d y , th e w r i t e r so ugh t th e
o p i n io n s o f r e l i g i o u s e d u c a t o r s o f a l l c l a s s i f i c a t i o n s to
a s c e r t a i n t h e i r c o n c e p tio n o f th e p l a c e and f u n c t i o n o f
C h r i s t i a n E d u c a tio n .
I n an e n d ea v o r to s tu d y a t f i r s t hand th e r e l i g i o u s
e d u c a t i o n a l p ro gram o f th e m is s i o n f i e l d s , he th e n s p e n t
f o u r t e e n m onths i n th e P ar E a s t , ^ o b s e r v i n g s c h o o ls a t
v/ork and c o n s u l t i n g l e a d e r s o f a l l d e n o m in a tio n s . T h is
s tu d y and t r a v e l was p r e c e d e d by s e v e r a l y e a r s as a
s t u d e n t p a s t o r , and a y e a r and a h a l f a s D i r e c t o r o f
C h r i s t i a n E d u c a tio n , d u r i n g w hich tim e th e modern p ro b lem s
o f t h i s movement were e x p e r ie n c e d f i r s t h a n d .
By t h i s means he h a s t r i e d to g e t a g e n e r a l view o f
th e w h ole f i e l d . Upon d i s c o v e r i n g t h e g r i e v o u s l a c k o f
d e f i n i t e w o rk in g o b j e c t i v e s he became v i t a l l y i n t e r e s t e d
1
T r a v e l and s tu d y were l i m i t e d t o J a p a n , K orea, M anchu ria,
C h in a, Annam, C o c h in -C h in a , Cambodia, Siam, P h i l i p p i n e
I s l a n d s and Form osa.
7 3 .
i n t h i s p h a s e . He h a s t r i e d to ap p ro a ch th e p ro b lem
from w i t h i n and n o t to su perim p ose i d e a l i s t i c t h e o r i e s
u p on an a l r e a d y p e r p l e x e d and b e w ild e r e d c h u rc h .
(2) F aced w ith th e p ro b lem o f g e t t i n g a c r o s s s e c t i o n
o f t h e b e s t t h i n k i n g l e a d e r s c o n c e rn in g r e l i g i o u s e d u c a
t i o n th e w r i t e r d a r e d to do a v e r y u n s c i e n t i f i c t h i n g ,
e s p e c i a l l y when c o n t r a s t e d w i t h th e p ro c e d u re o f . P a u l
H. V i e t h . ^ Dr. V ie th so u g h t th e o p in io n o f 213 U n i v e r s i t y
and S em inary p r o f e s s o r s as to w hat t e n men s h o u ld be r e
g a rd e d as fo re m o s t l e a d e r s i n r e l i g i o u s e d u c a t i o n . Upon
th e w r i t i n g s o f t h e s e t e n p r o f e s s i o n a l r e l i g i o u s e d u c a to r s
he h a s b a s e d h i s o b j e c t i v e s .
W ith t h e c o n v i c t i o n t h a t some o f ou r v e ry b e s t
t h i n k e r s i n a p p l i e d C h r i s t i a n E d u c a tio n a r e so consumed
i n t h e i r work th e y have l i t t l e tim e to w r i t e , th e a u th o r
c i r c u l a t e d 650 q u e s t i o n n a i r e s th ro u g h o u t th e U n i t e d & ta te s
and Canada s e e k in g th e o p i n io n s o f r e p r e s e n t a t i v e w o rk e rs
2 ^
i n t h e s i x l e a d i n g P r o t e s t a n t d e n o m in a tio n s . C u r r e n t
p e r i o d i c a l s have a l s o p r o v id e d a w e a lth o f m a t e r i a l . He
h a s g iv e n s p e c i a l a t t e n t i o n t o t h e s tu d y by I^r. V ie th
s i n c e i t r e p r e s e n t s a c o m p o site o f a group o f l e a d i n g
^ th in k e rs, b u t h a s a l s o s e l e c t e d th e w r i t i n g s o f o t h e r
p ro m in e n t e d u c a to r s as w e l l . I n o th e r w ords t h e s e l e c t i o n
^O b j e c t i v e s o f R e l i g i o u s E d u c a tio n
2
D enom inations, S e l e c t e d : B a p t i s t , M e th o d is t, C o n g r e g a t io n a l ,
E p is c o p a l, D i s c i p l e s o f C h r i s t , P r e s b y t e r i a n ( U . S . A . )
3,
Op. P i t
7 4 .
o f m a t e r i a l h a s b e e n more o r l e s s a t random . The v a s t
c o l l e c t i o n o f m a t e r i a l a t h a n d , we h a v e r e a s o n t o b e l i e v e ,
i s q u i t e r e p r e s e n t a t i v e o f c u r r e n t o p i n i o n . T h is t h e s i s
g i v e s th e same c o n s i d e r a t i o n to t h e o p i n i o n o f s t a t e o r
l o c a l d i r e c t o r s t h a t i t does to a U n i v e r s i t y P r o f e s s o r .
The f i r s t g e n e r a l l y comes th r o u g h a c t u a l c o n t a c t w i t h
s i t u a t i o n s w h ile t h e l a t t e r t e n d s to be o v e r l y t e c h n i c a l
and o f t im e s i m p r a c t i c a l . We sh o u ld be i n c l i n e d to g iv e
th e fo rm er a t l e a s t a n even " b r e a k " , as we need t h e b e s t
t h a t b o th can f u r n i s h .
The h i s t o r y o f C h r i s t i a n E d u c a tio n o f th e p a s t tw e n ty -
f i v e y e a r s p r o v i d e s a mine o f i n f o r m a t i o n and r e v e a l s p r o
p h e t i c l e a d e r s . I f we were c a p a b le o f b r i n g i n g t o g e t h e r
th e combined wisdom and e x p e r i e n c e o f a l l l e a d e r s , p a s t ,
and p r e s e n t , we w ould u n d o u b te d ly have a v a l u a b l e body o f
d a ta f o r s h a p in g p r e s e n t o b j e c t i v e s .
(3) Both th e p h i l o s o p h i c a l and s c i e n t i f i c m ethods have
b e en em ployed, th e fo rm er to a g r e a t e x t e n t i n d e te r m in in g
t h e u l t i m a t e aims and th e l a t t e r as a m ethod o f a r r i v i n g
a t im m ediate o b j e c t i v e s .
As to t h e p h ilo s o p h y o f o b j e c t i v e s embodied h e r e i n ,
th e w r i t e r a lo n e i s r e s p o n s i b l e . T h is h a s b e e n h i s g u id in g
f a c t o r i n m aking th e s e l e c t i o n o f m ost o f th e o b j e c t i v e s .
In an a tt e m p t to a v o id th e h a z a r d s o f a ssu m p tio n s he w i l l
7 5 .
g iv e h i s r e a s o n f o r su c h c h o ic e s , a t l e a s t w here t h e r e
seems to be l a c k o f a g re e m e n t.
(4) I t i s c o n s i d e r e d n e c e s s a r y to f i r s t s e t f o r t h th e
u l t i m a t e o b j e c t i v e s w h ich p o i n t th e d i r e c t i o n we p ro p o se
to go, and t h e end to be a t t a i n e d . W ith t h e s e as p o i n t s
o f o r i e n t a t i o n th e s t u d e n t p ro p o s e s i n l a t e r s t u d i e s to
p ro c e e d i n e n u m e ra tin g th e more im m ediate o b j e c t i v e s .
PART THREE
THE ULTIMATE OBJECTIVES OF CHRISTIAN EDUCATION
IN THE LOCAL CHURCH
INTRODUCTION
I t s h a l l be my p u rp o se I n t h e s e two C h a p te rs to
sum m arize as b r i e f l y a s p o s s i b l e th e r e s u l t s we hope to
r e a l i z e e v e n t u a l l y i n a program o f C h r i s t i a n E d u c a tio n .
C o m p a ra tiv e ly l i t t l e h a s b e en w r i t t e n on t h e s u b j e c t o f
o b j e c t i v e s . D r. P a u l H. V i e t h ’ s^ work b e in g th e b e s t to
d a t e . At tim e s i t w i l l be im p o s s ib le to c i t e o u t s i d e
a u t h o r i t y f o r c e r t a i n c h o ic e s , w hich a s h a s b e e n s a i d
b e f o r e depends to a l a r g e e x t e n t , a f t e r a l l , upon th e
p h ilo s o p h y o f th e i n d i v i d u a l .
A. What i s Meant by " U ltim a te " ?
I n o r d e r t h a t i t may be c l e a r to t h e r e a d e r j u s t
w hat ends t h e w r i t e r i s w o rk in g to w ard i t w i l l d o u b t l e s s
c l a r i f y t h e ap p ro a ch to f i r s t summarize h i s c o n c e p tio n
o f t h e sc o p e, and p u rp o se o f C h r i s t i a n E d u c a tio n .
H is c o n c e p tio n o f th e work o f t h e C h r i s t i a n Church
th ro u g h t h e aven u es o f C h r i s t i a n E d u c a tio n i s t h a t o f
t a k i n g e t e r n a l v a l u e s and r e l a t i n g them t o im m ediate
n e ed s th e r e b y p r o d u c in g a d e s i r e d e f f e c t . These d e s i r e d
e f f e c t s or ends a re e x p r e s s e d by th e term " u l t i m a t e "
o b j e c t i v e s . For b r e v i t y ’s sak e t h i s p a p e r m ust assume
1
O b j e c t i v e s o f R e l i g i o u s E d u c a tio n
7 8 .
t h a t t h e s e e t e r n a l v a lu e s a re q u i t e m u tu a l ly a g re e d upon
and u n d e r s t o o d .
B. What a r e The U l t i m a t e O b j e c t i v e s o f C h r i s t i a n E d u c a tio n ?
T h is e n t i r e c h a p t e r s h a l l be s p e n t i n s e e k in g th e
answ er, t h e r e f o r e a w o rk in g d e f i n i t i o n i s a t b e s t incom
p l e t e .
The u l t i m a t e o b j e c t i v e s o f C h r i s t i a n E d u c a tio n a r e :
(1) To B u ild C h r i s t l i k e c h a r a c t e r th ro u g h th e p r o g r e s s i v e
develo p m en t o f t h e f o u r - f o l d l i f e , by l e a d i n g t h e grow ing
p e r s o n t o a c o n s c io u s a c c e p ta n c e o f C h r i s t as S a v io r and
th e Ctir 1 s t i a n i z i n g o f a l l e x p e r i e n c e s f o r th e e n ric h m e n t
o f t h e i n d i v i d u a l ; (2 ) To s t r e n g t h e n t h e c h u rc h and a l l
o t h e r w o rth y i n s t i t u t i o n s by a c t i v e p a r t i c i p a t i o n ; ( 5 ) And
to f i n a l l y e f f e c t a C h r i s t i a n s o c i a l o r d e r by p e rm e a tin g
e v e ry n a t i o n in e v e r y g e n e r a t i o n w ith th e G ospel o f th e
A bundant L i f e .
No d o u b t some w i l l r e g a r d t h e s e u l t i m a t e o b j e c t i v e s
a s t o o i d e a l i s t i c , o p t i m i s t i c and p o s s i b l y to o f a r away.
However, we need i d e a l i s m p r o v id e d I t i s u n d e r g i r d e d w i t h
a p r a c t i c a l p l a n f o r a t t a i n i n g t h e d e s i r e d r e s u l t . Optim ism
i s bound to c h a r a c t e r i z e e v e ry C h r is tia n , who i s z e a l o u s l y
w o rk in g f o r a b e t t e r w o rld , and who s i n c e r e l y b e l i e v e s i n
th e u l t i m a t e triu m p h o f r i g h t . I t i s n e c e s s a r y f o r u s to
ta k e a lo n g lo o k ahead i n o r d e r t o make w ise d e c i s i o n s i n
our im m ediate u n d e r t a k i n g s .
79.
These a r e th e g r e a t g o a ls o f a t t a i n m e n t and r e p r e s e n t
t h r e e s t a g e s . The f i r s t can be r e a l i z e d i n a s i n g l e l i f e
tim e ; th e secon d i s a c o m p o site o f p a s t and p r e s e n t , and
m ust be a l t e r e d and im proved to b e s t m eet th e n e ed s o f
each g e n e r a t i o n ; b u t th e t h i r d m ust be r e g a r d e d a s p u r e l y
c u m u la tiv e , t h e r e f o r e i t i s our h i g h t r u s t , t o l i f t our
s o c i a l o r d e r to t h e h i g h e s t p o s s i b l e l e v e l b e f o r e p a s s i n g
i t on to th e n e x t g e n e r a t i o n .
A s i m i l a r d i v i s i o n o f the u l t i m a t e o b j e c t i v e s i s
1 2
made by D r. W. G. Bower, and Dr. W. E. C h a lm e rs. The
l a t t e r , how ever, e n u m e ra te s "community" r a t h e r th a n
" s o c i e t y " . G. P. Maus^ t r e a t s i n s t i t u t i o n a l and s o c i a l
o b j e c t i v e s u n d e r th e f o u r - f o l d o b j e c t i v e o f th e i n d i v i d u a l
T h is makes a s t r o n g p r e s e n t a t i o n o f o b j e c t i v e s f o r t h e
i n d i v i d u a l b u t s c a r c e l y g iv e s th e n e c e s s a r y prom inence to
4
t h e i n s t i t u t i o n a l and s o c i a l o b j e c t i v e s . Dr. P a u l H.
5
V ie th ' b r e a k s up th e o b j e c t i v e s i n t o se v e n d i v i s i o n s w ith
num erous s u b - d i v i s i o n s , and c a l l s them c o m p re h en siv e ob
j e c t i v e s , These i n c l u d e ; ( 1 ) G-od-r e l a t i o n s h i p s ( 2 ) J e s u s
^The E d u c a ti o n a l Task o f th e L o c a l Church, p p . 2 4 -2 7
^ The Church and th e C hurch S c h o o l, p p. 4 3-45
^Y outh O rg a n iz e d f o r R e l i g i o u s E d u c a ti o n , C h a p te r V I I I
4
Of. Toyohiko Kagawa’ s C o n c e p tio n o f th e M is s io n o f th e
C h r i s t i a n C hurch, i n F r ie n d s o f J e s u s , Tokyo,
Ja p a n , A p r i l 1930.
5
O b j e c t i v e s o f R e l i g i o u s E d u c a tio n , C h a p te r s IV to X II
80.
C h r i s t R e l a t i o n s h i p s ; (3) C h r i s t l i k e C h a r a c te r (4) Good
S o c i e t y (5) C h r i s t i a n P h ilo s o p h y o f L i f e ( 6 ) The Church
(7) Race H e r i t a g e . U nder each o f t h e s e he g o e s i n t o g r e a t
d e t a i l y e t r e g a r d s them a l l c o m p reh en siv e b u t n o t n e c e s
s a r i l y s p e c i f i c o r im m ediate*
T h is c o n f u s io n i s th e r e s u l t o f h i s a l l to o i n c l u s i v e
term " c o m p re h e n s iv e ." H is se v en m ajor o b j e c t i v e s ( w i t h o u t
th e s u b - d i v i s i o n s ) a re a l l i n c l u d e d i n a d i f f e r e n t form
u n d e r th e t h r e e u l t i m a t e o b j e c t i v e s o f t h i s t h e s i s . ( l ) ,
( 2 ) and (5) come d i r e c t l y u n d e r p a r t one, (6 ) j o i n t l y
u n d e r p a r t one and two and (4 ) u n d e r p a r t tw o. To t r e a t
R ace H e r i t a g e a s a s e p a r a t e m ajor o b j e c t i v e makes i t h a r d
t o c l a s s i f y . We sh o u ld r e g a r d t h i s im p o r ta n t g o a l as a
p a r t o f a l l t h r e e s e c t i o n s o f our d e f i n i t i o n , and c o n s i d e r
i t i n c o n n e c ti o n w ith e a c h . I n s t e a d o f l i s t i n g h i s (3)
as one o f many p e r s o n a l o b j e c t i v e s , we sh o u ld r e g a r d i t as
th e u l t i m a t e r e s u l t o f l e s s e r a c h ie v e m e n ts , n o t so m e th in g
to b e a t t a i n e d o u t s i d e th e re a lm o f e i t h e r t h e s p i r i t u a l ,
i n t e l l e c t u a l , s o c i a l or p h y s i c a l , b u t c u m u la tiv e o f a l l .
A sid e from t h e s e d i s t i n c t i o n s we s h a l l o f t e n lo o k to
t h e s e e a r l i e r w r i t e r s f o r v e r i f i c a t i o n o f c e r t a i n s e l e c t i o n s
made h e r e i n . I n f u r t h e r s u p p o r t o f t h i s d e f i n i t i o n o f
u l t i m a t e o b j e c t i v e s we s h a l l q u o te an e x te n d e d p a r a g r a p h
from th e W e s tm in s te r L e sso n M a t e r i a l s . ^
B u l l e t i n , i s s u e d by The W e s tm in s te r P r e s s , P h i l a d e l p h i a ,
a d v e r t i s i n g t h e New G raded L e s s o n s .
81.
"The d e s i r e d outcom e o f C h r i s t i a n E d u c a tio n i n t h e i n d i
v i d u a l i s a d e v e lo p in g C h r i s t i a n c h a r a c t e r . I n th e
d e v elo p m en t o f C h r i s t i a n c h a r a c t e r i s in v o lv e d a grow ing
r e a l i z a t i o n o f God as F a t h e r ; th e p e r s o n a l a c c e p ta n c e o f
C h r i s t as S a v io r and L ord, and o f h i s way o f l i f e as
r e v e a l e d i n t h e S c r i p t u r e s ; th e d ev elo p m e n t o f lo v e , f a i t h ,
r e s p o n s i b i l i t y and s t r e n g t h as C h r i s t i a n c o n t r o l s o f con
d u c t i n a l l l i f e s i t u a t i o n s ; f e l l o w s h i p w i t h th o s e s t r i v i n g
f o r C h r i s t i a n i d e a l s and, u n d e r norm al c ir c u m s ta n c e s ,
m em bership i n a C h r i s t i a n C hurch; w hole h e a r t e d p a r t i c i p a
t i o n i n , and c o n s t r u c t i v e c o n t r i b u t i o n t o , t h e p r o g r e s s i v e
r e a l i z a t i o n o f a C h r i s t i a n s o c i a l o r d e r . "
CHAPTER VI
THE ULTIMATE OBJECTIVES PERTAINING TO THE INDIVIDUAL
I . AN ULTIMATE OBJECTIVE - CHRISTLIKE CHARACTER
A. The H ig h e s t A tta in m e n t
B. ^ilThat I s C h r i s t l i k e C h a r a c te r ?
1 . The Abundant L i f e
2. C h r i s t E s s e n t i a l to C h a r a c te r
3. Need o f C h r i s t i a n Dynamic
C. B u i l d i n g C h r i s t l i k e C h a r a c te r i s a P r o c e s s
1. C h r i s t l i k e C h a r a c te r i s E lu s iv e
2 . C h a r a c t e r D evelopm ent Goes Beyond C o n v e rs io n
3. C h r i s t l i k e C h a r a c t e r i s a S t a t e o f becom ing
4 . C h r i s t l i k e C h a r a c te r i s I n c l u s i v e .
D. C o n c lu s io n .
CHAPTER VI
THE ULTIMATE OBJECTIVES PERTAINING TO THE INDIVIDUAL
A. AN ULTIMATE OBJECTIVE - TO BUILD CHRISTLIKE CHARACTER
THROUGH THE PROGRESSIVE DEVELOPMENT OF THE FOUR-FOLD
LIFE, by l e a d i n g t h e grow ing p e r s o n s t o a c o n s c io u s
a c c e p ta n c e o f C h r i s t as S a v io r , and t h e C h r i s t i a n i z i n g
o f a l l e x p e r i e n c e s f o r th e e n ric h m e n t o f th e i n d i v i d u a l .
1. The H ig h e s t A tta in m e n t
I f th e i n d i v i d u a l i s o f f i r s t c o n s i d e r a t i o n in our
program o f C h r i s t i a n E d u c a tio n , and t h i s t h e s i s so m a i n t a i n s ,
th e n th e h i g h e s t p o s s i b l e good i s to p ro d u c e a C h r i s t l i k e
c h a r a c t e r . R e g a r d l e s s o f th e ap p ro a ch made by v a r i o u s
w r i t e r s , I b e l i e v e a l l w i l l u n a n im o u sly a g r e e to t h i s s t a t e
m ent. I h a v e fo u n d none who d i s a g r e e and many who e x p l i c i t l y
a f f i r m t h i s p o s i t i o n ; o t h e r s i n f e r as much.
"F or i f t h e g o a l o f th e C h r i s t i a n i s t o b e n o t h i n g l e s s t h a n
p e r f e c t i o n o f t h e i n d i v i d u a l in m oral an d s p i r i t u a l c h a r a c t e r ,
th e n I c a n s t r a i g h t e n my s h o u ld e r s and lo o k t h e w o rld o f
t h o u g h t f u l p e o p le s q u a r e l y in th e e y e , f o r t h i s g o a l i s n o t
m o r a l ly cheap o r e a s y o r ta w d ry . I t i s a g o a l t h a t I can^
m o r a l l y r e s p e c t w i t h a l l my h e a r t , I know n o t h in g f i n e r . "
2
And a g a in , C. P. Maus says t h a t , "The g o a l o f C h r i s t i a n
E d u c a tio n i s C h r i s t l i k e C h a r a c t e r ."
1
E. S t a n l e y J o n e s , The C h r i s t o f The M ount, p. 35
p
Y outh O rg a n iz e d f o r R e l i g i o u s E d u c a t i o n , p . 27
84.
. G. M i l l e r ^ b e l i e v e s .
"The aim o f r e l i g i o u s e d u c a ti o n i s to mold c h a r a c t e r a f t e r
a D iv in e p a t t e r n ..............h e l p i n g e v e ry c h i l d to grow more
p e r f e c t u n to h i s d i v i n e l i k e n e s s - t h i s i s th e aim , and
p u rp o s e and g o a l o f C h r i s t i a n e d u c a t i o n . "
D r. P a u l H. V ie th ^ m a i n t a i n s , " t h a t th e develo p m en t
o f C h r i s t l i k e c h a r a c t e r sh o u ld be a m ajor o b j e c t i v e o f
C h r i s t i a n E d u c a tio n f o llo w s as a m a t t e r o f c o u rs e from th e
3
e t h i c a l t e a c h i n g s o f th e C h r i s t i a n r e l i g i o n . C. J . K eppel
i n l i s t i n g s p i r i t u a l g o a ls f o r r e l i g i o u s e d u c a ti o n , p r e f a c e s
h i s a r t i c l e by s a y in g , "The l o f t i e s t a c h iev e m e n t and n o b l e s t
g o a l o f human e x i s t e n c e s t a n d s r e v e a l e d , nam ely, t h e c r e a t i o n
o f C h r i s t - p e r s o n a l l t i e s , b o rn and g u id e d o f th e E t e r n a l
S p i r i t and i n t h a t s p i r i t t r iu m p h a n t ."
L i t e r a l l y dozens o f C h r i s t i a n E d u c a to rs c o u ld be
c i t e d who h o ld i d e n t i c a l v ie w s. The c o n f l i c t o f o p in io n
comes i n d e f i n i n g t h e s p e c i f i c and im m ediate o b j e c t i v e s
b y w hich we hope to a t t a i n th e u l t i m a t e end. T h is p h a s e ,
h o w ev er, m ust w a i t f o r c o n s i d e r a t i o n u n t i l l a t e r c h a p t e r s .
2 . What i s C h r i s t l i k e C h a r a c te r ?
I s C h r i s t l i k e C h a r a c te r an e t h e r e a l i d e a l beyond t h e
r e a c h o f m ost o f u s , an i n t a n g i b l e so m eth in g w hich c a n n o t
be l a i d h o l d upon? I t depends upon o n e ’ s v i e w p o i n t . In
t h e same se n s e t h a t h a p p in e s s i s e l u s i v e I would sa y , y e s .
H a p p in e s s i s n o t a t t a i n e d by any one a c t n o r by s e e k i n g
"The Aim o f R e l i g i o u s E d u c a tio n " , The Worker’ s C o u n c il,
A ugust 1930, p. 3
2
O b j e c t i v e s o f R e l i g i o u s E d u c a ti o n , p . 142
^ I n t e r n a t i o n a l J o u r n a l o f R e l i g i o u s E d u c a tio n , ^ e p t .1 9 2 9 ,p . 8
85.
p e r s o n a l p l e a s u r e - I t does n o t come t h a t way. I t i s th e
r e s u l t o f an a c c u m u la tio n o f n o b le t h o u g h ts and a c t s .
P l e a s u r e may l a s t b u t a few h o u r s ; h a p p in e s s i s e n d u rin g .
N e i th e r i s C h r i s t i a n c h a r a c t e r a t t a i n e d by a s i n g l e a c t ,
as g r e a t as t h e c o n v e r s i o n e x p e r ie n c e may b e, nor by
s e e k in g to be j u s t " g o o d ". C h r i s t i a n c h a r a c t e r d o es n o t
come i n t h a t way. I t i s th e r e s u l t o f a c c u m u la tiv e th o u g h ts
and a c t s w hich a r e p e rm e a te d w ith th e C h r i s t - i d e a l , and
r e s u l t i n g i n C h r i s t - l i k e i d e a l s , m o tiv e s , a t t i t u d e s , h a b i t s .
c o n d u ct and r e l a t i o n s h i p s ,
a . The A bundant L i f e .
T h is c o n s t i t u t e s th e a b u n d a n t l i f e o f w hich J e s u s ^
had so much to sa y , " l come t h a t ye may h a v e l i f e , and may
h a v e i t more a b u n d a n t l y ."
In c o n n e c tio n w i t h t h i s same s t a t e m e n t , C. P. Maus^
w a l l s a y s t h a t ,
" R e l i g i o u s E d u c a tio n c o n c e rn s th e d ev elo p m e n t o f t h e human
s o u l . I t i s th e i n t r o d u c t i o n o f s e l f - c o n t r o l i n t o human
b e h a v io r i n term s o f th e C h r i s t I d e a l o f l i f e and c o n d u c t.
C h r i s t i a n i t y i s n o t a d o c t r i n e ; i t i s a way o f l i v i n g - th e
C h r i s t - l i k e way o f l i v i n g l i f e a b u n d a n tly J ’
C h r i s t i a n c h a r a c t e r i s th e r e s u l t o f th e C h r i s t i a n
way o f l i v i n g i n r e l a t i o n t o God and fe llo w m sn . I know
p e rs o n s who p r e t e n d to b e l i e v e d e v o u tl y i n C h r i s t and H is
t e a c h i n g s , b u t who a r e to o d i s a g r e e a b l e and mean to l i v e
n e a r . U n le s s we e x e m p lify i n d a i l y l i f e t h e s p i r i t o f
^ John 10:10
2
Y outh O rg a n iz e d f o r R e l i g i o u s E d u c a t i o n , p . 26
86.
J a s u s we c a n n o t be s a i d to p o s s e s s C h r i s t l i k e c h a r a c t e r . ^
2
" C h r i s t i a n l i f e and c h a r a c t e r , " sa y s J . E. S t o u t ,
" f i n d a d e q u a te e x p r e s s i o n i n a l l o f l i f e ' s r e l a t i o n s h i p s .
T h is i s t h e u l t i m a t e g o a l to w a rd w hich we sh o u ld d i r e c t
a l l e d u c a t i o n a l e n d e a v o r ."
b . C h r i s t E s s e n t i a l to C h a r a c te r
Â g r e a t d e a l h a s been u n d e r t a k e n by e d u c a to r s in
day s c h o o ls tov/ard c h a r a c t e r e d u c a ti o n , a l l f o r w hich we
s h o u ld have t h e g r e a t e s t a d m i r a t i o n and r e s p e c t . We o u g h t,
how ev er, t p p i t y so many e d u c a to r s who a re a t t e m p t i n g to
make b r i c k s w i t h o u t s t r a w . The S u p e r i n te n d e n t o f S c h o o ls
i n a l a r g e w e s t e r n c i t y s a i d to me one day when t a l k i n g
o f th e low m o ra l s t a n d a r d s o f some o f th e s c h o o ls ,
"We h a v e p e r f e c t e d a s f i n e a p r o c e d u r e f o r c h a r a c t e r e d u ca
t i o n in our s c h o o ls a s can be foun d anywhere in t h e U n ite d
S t a t e s , b u t we a r e n o t g e t t i n g p r a c t i c a l r e s u l t s . The
r e a s o n , a s I s e e i t , i s b e c a u se we a re l e a v i n g God o u t o f
i t a l l . I am f r a n k t o sa y we h a v e gone a s f a r as we can
e v e r hope w i t h o u t a r e l i g i o u s b a c k g ro u n d , b u t ou r h a n d s
a r e t i e d by law . What more can we hope to do?"^
An im p o r ta n t c o n f e r e n c e o f e d u c a t o r s i n New E nglan d
i n 1928 had s p e n t much tim e in d i s c u s s i n g t h e p ro b lem s o f
c h a r a c t e r e d u c a ti o n . T h e ir f i n a l v e r d i c t was t h a t t h e y h ad
gone as f a r as th e y c o u ld u n t i l t h e c h u rc h s te p p e d i n and
1
O f. J . E. S t o u t , O r g a n iz a t i o n o f R e l i g i o u s E d u c a ti o n , p . 50
2
O r g a n i z a t i o n and A d m i n i s t r a t i o n o f R e l i g i o u s E d u c a t i o n , p .40
^Gf. P. H. V ie th , Op. G i t . p . 152; Geo.A.Coe, The R e l i g i o n
o f a M ature Mind, p . 302
8 7 .
s u p p l i e d t h e much needed s p i r i t u a l and e m o tio n a l b a l a n c e .^
C e r t a i n l y exam ples such a s t h e s e s h o u ld awaken th e
C h r is t ia n C hurch to i t s ex tr em e ly im portant r o l e in
c h a r a c t e r t r a i n i n g . True c h a r a c t e r e d u c a t i o n m ust have
2
C h r i s t a t t h e c e n t e r . Mr. P. H. M i l l e r rem in d s u s t h a t ,
"The aim to d e v e lo p C h r i s t i a n p e r s o n a l i t y l a y s s p e c i a l
s t r e s s upon th e Im p o rta n c e o f making th e e d u c a t i o n a l
program s t r u l y C h r i s t i a n , k d i f f e r e n c e , betw een c h a r a c t e r
e d u c a ti o n c a r r i e d on by th e s e c u l a r s c h o o ls and C h r i s t i a n
e d u c a ti o n c a r r i e d on by t h e c h u rc h sh o u ld be k e p t in m in d .
The c h u rc h e s program i s d i s t i n c t i v e l y r e l i g i o u s and
C h r i s t i a n . I t aims to b u i l d C h r i s t i a n c h a r a c t e r and to
d e v e lo p C h r i s t i a n p e r s o n a l i t y c o n t r o l l e d by C h r i s t i a n
m o tiv e s and i d e a l s , and e x p r e s s e d in C h r i s t i a n c o n d u c t."
The s e c u l a r e d u c a t i o n a l c o n c e p tio n o f c h a r a c t e r i s
a t b e s t in c o m p le te . C h r i s t l i k e c h a r a c t e r goes beyond. The
fo rm er i s l i k e a lo c o m o tiv e w e l l b u i l t and r e a d y to f u n c t i o n
b u t w i t h o u t e n e rg y p r o v id e d by g e n e r a t e d steam c a n g e t no
w h ere. The f i v e o b j e c t i v e s a s s t a t e d by t h e Committee on
2
C h a r a c te r E d u c a tio n o f th e N a t io n a l E d u c a tio n A s s o c i a t i o n
a r e w h o lly a c c e p t a b l e so f a r as th e y go b u t th e y s to p s h o r t .
P u t a d i s t i n c t l y C h r i s t i a n em phasis upon them, add two o r
t h r e e more and enough e n e rg y w i l l be g e n e r a t e d and r e l e a s e d
to move fo rv ;ard . W ith t h i s d i s t i n c t i o n i n mind l e t u s now
s tu d y t h e o b j e c t i v e s o f th e Committee
1
Prom an a d d r e s s o f Mrs. W. E. C halm ers b e f o r e th e Kansas
C i ty B a p t i s t T h e o l o g ic a l S em inary, 1930. She i s D i r e c t o r
o f A d u lt E d u c a tio n o f th e N o r th e r n B a p t i s t C o n v e n tio n .
U n i t e d S t a t e s D epartm en t o f t h e I n t e r i o r , Bu r e a u o f Edu c a t i o n
B u l l e t i n , 1926, p. 1
^ I b l d .
88.
( 1 ) To d e v e lo p s o c i a l l y v a l u a b l e p u r p o s e s , l e a d i n g i n y o u th
or e a r l y m a t u r i t y , t o t h e d ev elo p m e n t o f l i f e p u r p o s e s .
( 2 ) To d e v e lo p e n th u s ia s m f o r th e r e a l i z a t i o n o f t h e s e p u r
p o s e s ; and c o u p le d w i t h t h i s e n th u s ia s m , i n t e l l i g e n t u s e o f
tim e and e n e rg y .
(3) To d e v e lo p th e m o ra l judgm ent - th e a b i l i t y t o p i c t u r e
v i v i d l y th e good or e v i l c o n se q u e n c e s to s e l f and o f o t h e r s
o f any ty p e o f b e h a v i o r .
(4 ) To d e v e lo p a l l s o c i a l l y v a l u a b l e n a t u r a l c a p a c i t i e s o f
t h e i n d i v i d u a l , and t o d i r e c t th e r e s u l t a n t a b i l i t i e s
to w a rd s u c c e s s f u l l y f u l f i l l i n g a l l o n e ’ s m o ral o b l i g a t i o n s .
In f u l l r e c o g n i t i o n o f t h e i r in c o m p lete n e ss t h i s
comment f o llo w s t h e i r l i s t , "The s c h o o l can by no means
assume a l l t h e r e s p o n s i b i l i t y .
A f t e r e m p h a siz in g t h e im p o rta n c e o f th e home th e y say,
" C h a r a c te r developm ent i s a l s o h e l d t o be one o f t h e c h i e f
f u n c t i o n s o f th e c h u rc h ; b u t b e c a u s e o f i t s p r e s e n t l i m i t e d
r a n g e o f i n f l u e n c e as com pared w ith t h e s c h o o ls th e y may
w e l l assume r e s p o n s i b i l i t y n e x t i n im p o rta n c e to t h a t o f
th e home ( t h i r d . i n im p o rta n c e ) f o r th e c h a r a c t e r t r a i n i n g
o f t h e y o u n g ."'
c. Need o f C h r i s t i a n Dynamic.
The C h r i s t i a n E d u c a to r c a n n o t e sc a p e t h i s c h a l l e n g e .
N o th in g l e s s th a n an em ergency e x i s t s . I t i s tim e we c e a s e
q u i b b l i n g o ver u l t r a - t e c h n i c a l p ro c e d u re and m ark in g tim e
w h ile p r a t t l i n g o v er s p e c u l a t i v e i s s u e s . The s p i r i t u a l w e l l
b e in g o f m i l l i o n s o f c h i l d r e n and y o u th go u n a t t e n d e d m a in ly
b e c a u s e we, o u r s e l v e s , have l o s t t h a t dynam ic e n e rg y from
Above w hich i s i n d i s p e n s a b l e in th e job o f m o ld in g C h r i s t i a n
1
B ureau o f E d u c a tio n B u l l e t i n , 1926, p . 1
89.
c h a r a c t e r s . I f a p e r s o n i s to p o s s e s s C h r i s t l i k e c h a r a c t e r
t h a t p e rs o n m ust be a C h r i s t i a n . E. S t a n l e y Jo nes^ i s
r i g h t when he s a i d ,
"Y es, C h r i s t i s t h e c e n t e r , and to be a C h r i s t i a n i s to
c a t c h H is mind and H is S p i r i t , b u t w hat m ain c o n te n t sh o u ld
be i n th o s e w ords - C h r i s t , C h r i s t i a n ? I t i s n o t enough
t o h a v e t h e w o rd s. The d e e p e r q u e s t i o n c o n c e rn s th e con
t e n t th a n i s to be i n t h e w o rd s. For th e c o n te n t v a r i e s ,
and v a r i e s v i t a l l y . "
I f a c h a r a c t e r i s th e t o t a l b a la n c e o f q u a l i t i e s ,
i n h e r i t e d and a c q u i r e d , so t h a t th e i n d i v i d u a l r e s p o n d s
w i s e l y to l i f e - s i t u a t i o n s i t i s c e r t a i n t o be a f o u r - f o l d
c h a r a c t e r . To a tt e m p t c h a r a c t e r b u i l d i n g upon th e b a s i s
o f th e p h y s i c a l , i n t e l l e c t u a l and s o c i a l b u t w ith o u t th e
s p i r i t u a l i s an im p o s s ib le as t r y i n g t o make a f o u r - l e g g e d
t a b l e s ta n d on o n ly t h r e e l e g s - i t c a n n o t be done. T h e r e
f o r e l e t u s sum m arize C h r i s t l i k e c h a r a c t e r as f o l lo w s ;
V^/hen a C h r i s t i a n p e r s o n a l i t y comes u n d e r th e c o n t r o l
o f C h r i s t i a n m o tiv e s and i d e a l s w hich a re e x p r e s s e d t h r o u g h
r i g h t a t t i t u d e s , h a b i t s , s k i l l s , r e l a t i o n s h i p s and c o n d u c t ,
t h a t p e r s o n c an be s a i d t o p o s s e s s t r u l y a C h r i s t l i k e
c h a r a c t e r .
3. B u i l d i n g C h r i s t l i k e C h a r a c te r i s a P r o c e s s .
I t s h o u ld be c l d a r l y u n d e r s t o o d from w hat h a s b e e n
s a i d t h a t C h r i s t i a n c h a r a c t e r i s n o t a s t a t i c i d e a l w h ic h
i s s e t up as a p r e c o n c e iv e d p a t t e r n . I t i s a p r o c e s s o f
^The C h r i s t o f t h e Mount, p . 11.
9 0 .
c o n tin u o u s r e c o n s t r u c t i o n o f e x p e r i e n c e . P l a s t i c i t y and
a b i l i t y to grow a re e s s e n t i a l s t o be so u g h t i n a c h i e v i n g
c h a r a c t e r . _ '
" i t i s a r e c o g n i t i o n o f th e f a c t t h a t i n a c h a n g in g w o rld
t h e b e s t we may do f o r y o u th i s to h e l p them in m e e tin g
th e s i t u a t i o n s o f to d a y i n a C h r i s t i a n way, and i n so
d o in g to d e v e lo p a t t i t u d e s and m ethod w hereby t h e f u t u r e
may be met i n th e l i g h t o f th e e le m e n ts in v o lv e d i n t h e
s i t u a t i o n s o f th e f u t u r e .
a . C h r i s t l i k e C h a r a c te r i s E l u s i v e .
C h r i s t l i k e C h a r a c t e r i s n o t a q u a l i t y to be a t t a i n e d
and d i s p l a y e d as a c o a t , and when once p o s s e s s e d r e l e a s e s
th e i n d i v i d u a l from f u t u r e c o n c e rn .
The f a c t i s , i t i s more o f t e n p o s s e s s e d by p e r s o n s who
r e g a r d th e m s e lv e s f a r from a t t a i n i n g i t , y e t i n h u m i l i t y
se ek an ever h i g h e r l i f e .
"W h erefo re l e t him t h a t t h i n k e t h he s t a n d e t h ta k e heed l e s t
h e f a l l . " 2
I t i s to a c e r t a i n e x t e n t e l u s i v e , n o t i n t h e s e n s e o f a
w i l l - o ' - t h e - w i s p , b u t more a s i n H aw th o rn e’ s s t o r y o f The
G r e a t S ton e P ace, E r n e s t by a b u n d a n t l i v i n g came to p o s s e s s
t h e l i k e n e s s o f t h e G re a t Pace w i t h o u t b e in g aware o f i t .
b . C h a r a c te r D evelopm ent Goes Beyond C o n v e rsio n
The r e s p o n s i b i l i t i e s o f C h r i s t i a n E d u c a tio n a r e
n o t d is c h a r g e d when th e c h i l d i s l e d to r e c e i v e C h r i s t a s
p e r s o n a l S a v io r - th e lo n g p r o c e s s h a s j u s t b eg u n . T here
P a u l H. V ie th , O p .G i t , p . 154
I C or. 1 0 :1 2 ; Gf. Luke 14:11
9 1 .
I s an i n c r e a s i n g te n d e n c y t o r e g a r d p e r s o n a l i t y , n o t as
a c o m p le te d p r o d u c t , b u t a t a l l tim e s i n a p r o c e s s o f
1
b e c o m in g . I n t h i s same c o n n e c tio n W. G. Bower sa y s
"Growth i s th e f i r s t n e c e s s i t y o f e d u c a t i o n , as i t i s
i t s c h i e f end. From t h e .v ie w p o in t o f e x p e r i e n c e , grow th
i s to be ju d g ed , n o t f o r w hat i t i s - n o t , b u t f o r w hat i t
i s b e co m in g ."
" I n a c c e p t i n g th e p r i n c i p l e o f g ro w th . Dr. P a u l H,
V ie th s a y s , " r e l i g i o u s e d u c a ti o n d e c l a r e s i t s f a i t h in
t h e p o s s i b i l i t y f o r c o n tin u o u s e n la rg e m e n t and e x p a n s io n
o f th e r e l i g i o u s e x p e r i e n c e . " ^
Ëven t h e y o u n g e s t c h i l d m ust be r e g a r d e d as a
p e r s o n a l i t y w i t h e v e r y p o t e n t i a l i t y f o r becom ing a l l
t h a t can be d e s i r e d . As t h a t c h i l d grows i n t o m a t u r i t y
r e l i g i o u s e d u c a ti o n sh o u ld seek to g u id e e v e r y e x p e r ie n c e
to w a rd s t h e d e s i r e d e n d s .
E d u c a tio n s h o u ld le a d to an i n t e l l i g e n t u n d e r s t a n d
in g o f God, th e n t o a c o n v e r s io n e x p e r i e n c e , and from t h a t
i n t o c o n t i n u a l g ro w th i n "wisdom and s t a t u r e and i n f a v o r
w i t h God and man.
^ P au l H. V i e th , Op. G i t .
p
The C u rric u lu m o f R e l i g i o u s E d u c a ti o n , p . 54
G i t , p . 155
4 c f . Luke 2 :4 0 -5 2
92.
Ât t h i s p o i n t th e C h r i s t i a n c h u rc h has b e e n e x tr e m e ly
w eak. A f t e r g a t h e r i n g th e lambs i n t o th e f o l d we hav e p r o
c e e d e d to s t a r v e them b y w i t h h o l d i n g s p i r i t u a l fo o d , even
f o r g e t t i n g th e a d m o n itio n o f J e s u s as a p r o o f o f P e t e r * s
lo v e f o r Him, to "Peed my lambs - f e e d my s h e e p . P a u l
w r o te to t h e young Hebrew C h r i s t i a n s , "W herefore l e a v i n g
th e d o c t r i n e o f th e f i r s t p r i n c i p l e s o f C h r i s t , l e t u s
p r e s s on u n to p e r f e c t i o n . " ^
c . C h r i s t l i k e c h a r a c t e r i s a S t a t e o f Becoming.
U n le s s we r e c o g n i z e C h r i s t l i k e c h a r a c t e r i n v a r i o u s
s t a g e s o f p e r f e c t i o n and alw ays i n a s t a t e o f becom ing
t h i s n o b l e s t and h i g h e s t p e r s o n a l o b j e c t i v e may l o s e i t s
f u l l e s t m eanin g. A gain V i e th p o i n t s o u t,
" I t ( r e l i g i o u s e d u c a tio n ) does n o t demand a m atu re C h r i s t -
l i k e c h a r a c t e r i n th e young c h i l d , b u t i t c o u n ts i t s e l f as
h a v i n g f a i l e d e x c e p t as i t h as c a u se d h i s s p i r i t u a l n a t u r e
to u n f o l d and grow to w a rd th e C h r i s t - i d e a l . S t a r t i n g w i t h
th e i n h e r e n t c a p a c i t i e s w hich God h a s im p la n te d i n t h e
c h i l d , i t se e k s t o f o s t e r h i s d é v elo p m e n t to w ard th e
f u l l e s t p o s s i b l e s e l f - r e a l i z a t i o n i n G o d - l i k e n e s s ."3
d. C h r i s t l i k e C h a r a c te r i s I n c l u s i v e .
C h r i s t l i k e c h a r a c t e r , th e n , i s more th a n a s e t o f
b e l i e f s , or f a i t h i n C h r i s t as S a v i o r , o r i n t e l l e c t u a l
p e r f e c t i o n , o r s o c i a l c o n g e n i a l i t y o r p h y s i c a l p row ess - -
1
C f. John 2 1 :1 5 -1 7
^Hebrew 6 ;1
^O p . C l t . p . 155
9 3 .
i t i s t h e sum t o t a l o f them a l l in a s t a t e o f h e a l t h y
g ro w th .
A cco rd in g t o George A. Goe^
"G row th i n G h r i s t i a n m o tiv e s m eans, t h e r e f o r e , ch an g e s in
th e p u p i l * s o u tlo o k to w ard f u t u r e s o c i a l good. I t means
f i n e r d i s s e m i n a t i o n b e tw e e n r e l a t i v e v a l u e s , and b e tw ee n
ends and means, and c o r r e s p o n d in g chan g es i n f i n e n e s s and
b r e a d t h o f a p p r e c i a t i o n , w hich i s t h e b e g in n in g o f f i n e
and b ro a d s o c i a l c o n d u c t. T h is i s th e in n e r l i f e t h a t i s
to b e c u l t i v a t e d ; t h i s i s * Growth i n th e g r a c e and know
le d g e o f our L ord and S a v io r J e s u s C h r i s t .* * ’
T h is grow th does n o t ev en s to p w i t h m a t u r i t y . I t
i s a p r o g r e s s i v e s p i r i t u a l s t a t e , know ing a b s o l u t e p e r
f e c t i o n o n ly when we s h a l l m eet Him f a c e to f a c e .
"But t h e p a th o f r i g h t e o u s n e s s i s as th e daw ning l i g h t ,
t h a t s h i n e t h more and more in to th e p e r f e c t day.
" P u t away t h e o ld man, t h a t w a x eth c o r r u p t a f t e r t h e
l u s t s o f d e c e i t ; and t h a t ye $ a y be renew ed i n y o u r
s p i r i t and i n your m ind, and p u t on t h e new m a n ."3
"B ein g c o n f i d e n t o f t h i s v e r y t h i n g , t h a t He who b e g a n
a good w ork in you w i l l p e r f e c t i t u n to t h e day o f J e s u s
C h r i s t . "
"And now I commend you to God, and to t h e word o f H is g r a c e ,
w h ich i s a b le t o b u i l d you up, and to g iv e you th e i n h e r i
ta n c e among a l l them t h a t a r e s a n c t i f i e d . ”^
One o f th e h a p p i e s t m em ories o f my e a r l y p a s t o r a t e
i s t h a t o f Aunt B e t s i e Holeman who ev en a t th e c e n t u r y
m ark grew a b i t n e a r e r p e r f e c t i o n e v e ry d a y . L ik e a r i p e ,
m ellow f r u i t r e a d y t o be p lu c k e d , she w a i te d f o r h e r S a v io r
1
A S o c i a l T heory o f R e l i g i o u s Edu c a t i o n , p. 76
^ P r o v e rb s 4 :1 8
^ E p h e s ia n s 4 :2 2 -2 4
^ P h i l i p p i a n s 1:6
^Acts 20:32
9 4 .
to come f o r h e r . He d id come w h ile she s l e p t w i t h a sm ile
upon h e r f a c e . She had so u g h t th e C h r i s t l i k e c h a r a c t e r
f o r one h u n d re d y e a r s and s i x m onths - and had a t t a i n e d .
Her f u n e r a l was a lm o s t a tim e o f r e j o i c i n g . The e n t i r e
community a t t e n d e d b u t n o t a t e a r was shed, f o r e v e ry o n e
knew she was n o t dead b u t l i v e d in p e r f e c t i o n .
4 . C o n c lu s io n .
I t t h e n f o llo w s t h a t i f we r e c o g n i z e C h r i s t l i k e
c h a r a c t e r as th e u l t i m a t e g o a l f o r i n d i v i d u a l s , a c c e p t i t
as a p r o c e s s o f c o n tin u o u s g ro w th , and assume r e s p o n s i b i l i t y
f o r p ro m o tin g t h a t g ro w th, r e c o g n i z i n g t h a t g row th f o llo w s
c e r t a i n known p r i n c i p l e s , we have t a k e n u pon o u r s e l v e s th e
o b l i g a t i o n to so shape our G h r i s t i a n e d u c a t i o n a l program
t h a t th e d e s i r e d r e s u l t s c a n be o b t a i n e d i n t h e l i v e s o f
t h o s e to whom we m i n i s t e r .
CHAPTER V II
THE ULTIMATE OBJECTIVES (CONTIHUED)
B.AN ULTIMATE OBJECTIVE - TO STRENGTHEN THE CHURCH
1. The C h r i s t i a n C hurch
a . E s s e n t i a l to t h e I n d i v i d u a l
b . I n d i s p e n s a b l e to th e Cause o f ^ h r i s t
2. O th er I n s t i t u t i o n s
C.AN ULTIMATE OBJECTIVE - TO EFFECT A CHRISTIAN
SOCIAL ORDER
1. The U l t i m a t e Trium ph o f R i g h te o u s n e s s
2. C h r i s t i a n i t y Must Be Shared
3 . What C o n s t i t u t e s a C h r i s t i a n S o c i a l O rder?
CONCLUSION TO PART I I I
1. To B u ild C h r i s t l i k e C h a r a c te r
2. To S t r e n g t h e n th e C hurch
3. To E f f e c t a C h r i s t i a n S o c i a l O rder
CHAPTER V II
THE ULTIMATE OBJECTIVES ( C o n tin u e d )
B. AN ULTIMATE OBJECTIVE - TO STRENGTHEN THE CHURCH AND ALL
OTHER WORTHY INSTITUTIONS th r o u g h a c t i v e p a r t i c i p a t i o n .
I n s t i t u t i o n s a re t h e means th ro u g h w hich id e a s and i d e a l s
g e t th e m s e lv e s e x p r e s s e d and prom o ted i n t h e v/orld, and g iv e
s t a b i l i t y and c o n t i n u i t y to a c a u s e .
1. Tîie G h r i s t i a n C hurch.
For G h r i s t i a n E d u c a tio n t o r e g a r d i t s e l f as an o r g a n
i z a t i o n and program s e p a r a t e and a p a r t from th e C hurch i s
to l e s s e n i t s e f f e c t i v e n e s s , h a s t e n i t s doom, and r e t a r d
th e e x t e n s i o n o f th e Kingdom many c e n t u r i e s . I f p r o p e r l y
u n d e r s t o o d i t th e c h u rc h f u n c t i o n i n g i n a p a r t i c u l a r
r e a lm . The c h u rc h i s i n d i s p e n s a b l e t o C h r i s t i a n p r o g r e s s
and i t s p e r p e t u a t i o n and e x p a n s io n sh o u ld be one o f th e
m a jo r o b j e c t i v e s o f t h e e d u c a t i o n a l program i t f o s t e r s .
Many e d u c a t o r s and w r i t e r s o f to d a y w i l l d i s a g r e e
r a d i c a l l y on t h i s i s s u e . For exam ple P a u l M. S t r a y e r ^ a sk s
u s , "What i s th e c h u rc h f o r ? " and t h e n p r o c e e d s to answ er,
" The c h u rc h e x i s t s f o r i n s t r u c t i o n i n m o ra ls and r e l i g i o n
and f o r th e p u rp o s e o f w o r s h ip . . . .m o ra l and r e l i g i o u s
i n s t r u c t i o n means to t e a c h men how * to do j u s t l y , and lo v e
k in d n e s s and w alk hum bly b e f o r e God* in a l l th e r a n g e - o f
l i f e . "
A l l o f w h ic h we w i l l a g re e i s t r u e . He a l s o i s
c o r r e c t i n u r g i n g t h a t th e c h u rc h sh o u ld n o t have a
m onopoly on such t e a c h i n g . But i t i s e x tr e m e ly u n f o r t u n a t e
^The R e c o n s t r u c t i o n o f th e C h urch, p p . 107-112
97
t h a t h e goes on to say,
" S i n c e r e and r e v e r e n t t h i n k e r s , n o t a few, q u e s t i o n
w h e th e r th e c h u rc h s h o u ld c o n tin u e t o e x i s t a t a l l . The
outcom e o f th e w hole movement o f m odern t h o u g h t, i t i s
s a i d , i s to show t h a t th e c h u rc h knows n o t h in g a b o u t God
w hich anyone may not* know who h a s a sim p le t r u s t t h a t
t h e r e i s go o d n ess a t th e r o o t o f a l l t h i n g s and t h a t t h e
w hole f o u n d a t i o n o f t h i s t r u s t i s t h e e t h i c a l c o n s c i o u s
n e s s w hich b e lo n g s t o a l l .
Such an a t t i t u d e i s a b s u r d l y im p o s s ib le I I n th e
f i r s t p l a c e one q u e s t i o n s t h e r e v e r e n c e o f t h i n k e r s whom
he c o u ld c i t e In s u p p o r t o f h i s c o n t e n t i o n . I n th e
secon d p l a c e th e p r e m is e s upon w h ich t h i s r e a s o n i n g i s
b a se d i s i n e r r o r . I t i s to assume t h a t e v ery b o d y " h a s
a sim p le t r u s t t h a t t h e r e i s g o o d n ess a t th e r o o t o f
a l l t h i n g s , and t h a t th e w hole f o u n d a t i o n o f t h i s t r u s t
i s t h e e t h i c a l - c o n s c l o u 8n e 88 w hich b e lo n g s to a l l .
Two e r r o r s e x i s t i n t h i s s i n g l e s t a t e m e n t . I f Mr.
S ta y e r u n d e r s t a n d s human b e h a v i o r as he s h o u ld i t would
be o b v io u s t h a t c o m p a r a tiv e ly few p o s s e s s " s im p le t r u s t ” .
F u rth e rm o re t h e f o u n d a t i o n o f t r u s t sh o u ld be n o t o n ly
" e t h i c a l c o n s c io u s n e s s " b u t s p i r i t u a l a w a re n e s s .
The G h r i s t i a n Church i s i n d i s p e n s a b l e f o r a t l e a s t
two r e a s o n s .
a . E s s e n t i a l to th e I n d i v i d u a l
The c o n tin u e d s p i r i t u a l w e l f a r e and grow th o f
th e i n d i v i d u a l G h r i s t i a n i s v e ry much d e p en d e n t upon th e
1
I b i d .
2
'Gf. J . E. S t o u t , O r g a n i z a t i o n and A d m i n i s t r a t i o n o f
R e l i g i o u s E d u c a tio n , p . 49
98.
o r g a n i z e d c h u rc h . I t i s c o n c e iv a b ly p o s s i b l e f o r i s o l a t e d
I n d i v i d u a l s t o l e a d d e v o te d and c o n s e c r a t e d C h r i s t i a n l i v e s
o u t s i d e any e x i s t i n g o r g a n iz e d c h u rc h . B u t, says W. C,
1
Bower
" S o c i a l e x p e r i e n c e h a s d e m o n s tra te d t h a t t h e most e n r i c h i n g ,
th e m ost f r u i t f u l , t h e m ost r e w a r d in g C h r i s t i a n l i f e i s
l i v e d w i t h i n t h e c h u rc h u n d e r s t i m u l a t i n g c o n t a c t w i t h
o t h e r s who a r e s e e k in g th e same s p i r i t u a l v a lu e s and e n d s .'
So im p o r ta n t i s th e c h u rc h i n th e l i f e o f th e i n d i
v i d u a l t h a t many l e a d i n g C h r i s t i a n e d u c a t o r s a re b e g in n in g
to in c lu d e i t as a d e f i n i t e o b j e c t i v e . C. P. Maus h a s a
t h i r d aim "A d e f i n i t e p e r s o n a l commitment t o th e * ^ h ris tla n
g
l i f e as a member o f th e C h u r c h ."
3
W. E. C halm ers l i s t s th e c h u rc h a s seco nd u l t i m a t e
aim and s a y s , "We aim t o e x a l t t h e i d e a o f t h e c h u rc h by
t r a i n i n g I m a g in a tio n and a s p i r a t i o n to see t h e c h u rc h as
4
i t i s i n t h e mind o f C h r i s t , th e i d e a l C h u rc h ."
5
P a u l H. V ie th , a l s o r e g a r d s th e c h u rc h a s n e c e s s a r y
to i n d i v i d u a l w e l f a r e : "So v i t a l i s t h e c h u r c h to th e w e l l
b e in g o f r e l i g i o u s l i f e in any g e n e r a t i o n t h a t no h e s i t a n c y
s h o u ld be f e l t i n s t a t i n g churchm an s h ip as one o f our m ajor
o b j e c t i v e s ."
^R e l i g i o u s E d u c a tio n i n th e Modern C h u rc h , p. 45
2
Y outh O rg a n iz e d f o r R e l i g i o u s E d u c a t i o n , p . 27
^ The Church and th e C hurch S c h o o l, p . 44
^ C f. J. E. S t o u t , O r g a n i z a t i o n and A d m i n i s t r a t i o n o f
R e l i g i o u s E d u c a tio n , p . 48
5
O b j e c t i v e s o f R e l i g i o u s E d u c a tio n , p . 234
99.
As a f u r t h e r em ph asis o f th e Im p o rta n c e o f th e
1
c h u rc h to t h e i n d i v i d u a l , W. G, Bower s a y s ,
"A ( f u r t h e r ) c o n s i d e r a t i o n l i e s i n t h e f a c t t h a t im m ature
p e r s o n s a r e b e in g p r e p a r e d t o t a k e t h e i r p l a c e s i n a
s p e c i a l i z e d G h r i s t i a n I n s t i t u t i o n , a s o c i a l community o f
l i k e m inded p e r s o n s , known as th e c h u rc h . T h is i n s t i
t u t i o n i s , in a s p e c i a l s e n s e , th e c u s t o d i a n o f t h e i d e a l s
and p u r p o s e s o f th e Kingdom o f God.
T h is le a d s u s to t h e second r e a s o n f o r i t s v i t a l
im p o rta n c e .
b . I n d i s p e n s a b l e to t h e Cause o f C h r i s t .
I n s t i t u t i o n s a r e n e c e s s a r y as a means o f e x p r e s s i n g
and p ro m o tin g w o rth y i d e a l s . They a f f o r d a c h a n n e l f o r
p e r p e t u a t i n g g iv e n i d e a l s from one g e n e r a t i o n to a n o t h e r .
" I n t h e l i g h t o f s o c i a l p r o c e s s e s now w e l l u n d e r s t o o d i t
i s n a t u r a l , i f n o t i n e v i t a b l e , t h a t p e r s o n s who have
co m m itted th e m s e lv e s t o th e C h r i s t i a n way o f l i f e and
who a r e d e v o te d to t h e i d e a l s and p u rp o s e s o f t h e Kingdom
o f God sh o u ld a s s o c i a t e th e m s e lv e s t o g e t h e r i n a s o c i e t y
f o r m u tu a l s t i m u l a t i o n , e x p r e s s i o n , f e l l o w s h i p , and
th e p ro m o tio n o f t h e i r common c a u s e . " ^
The same i s t r u e o f t h o s e who e n t e r t a i n l i k e s e c u l a r
i n t e r e s t s , p o l i t i c a l p a r t i e s , c lu b s , lo d g e s , l a b o r u n io n s
and ev en gangs and r a c k e t e e r s . But l e t u s n o t l o s e s i g h t
o f th e I m p o rta n t f a c t t h a t th e c h u rc h i s more th a n a
community o f lik e m in d e d p e o p le . I t h a s a c r e a t i v e f u n c t i o n
to p e rfo rm b o th In t h e l i v e s o f i t s members and s o c i e t y a t
^The C u rric u lu m o f R e l i g i o u s E d u c a ti o n , p . 230
^G f. T .G .S o a r e s , R e l i g i o u s E d u c a ti o n , p. x v i i L u th e r A.
W eig le R e p o r t on A m erican E d u c a tio n f o r t h e U n i v e r s a l
C h r i s t i a n C o n fe re n c e on L i f e and Work, a t S to c k h o lm ,p .2
. C. Bower. R e l i g i o u s E d u c a tio n i n th e Modern C h u rc h , p .46
1 0 0 .
l a r g e . B e s id e s t h e i n d i v i d u a l c o n c e p t o f s a l v a t i o n we
need a s o c i a l c o n c e p t o f s a l v a t i o n a l s o . To p r o p e r l y
v i s u a l i z e our t a s k we m ust com m unicate t o u n b o rn g e n e r a
t i o n s th e t r u t h o f t h e Abundant L i f e . " The c h u rc h i s th e
i n s t i t u t i o n th r o u g h w hich th e C h r i s t i a n view o f l i f e and
th e program o f i t s Pounder g e t th e m s e lv e s e x p re s s e d and
c a r r i e d o u t . " I t was to th e c h u rc h t h a t C h r i s t com m itted
t h e p e r p e t u a t i o n o f th e Cause f o r w h ich He gave l i f e . T h is
b e in g th e c a s e we a re honor bound to a c c e p t th e r e s p o n s i
b i l i t y o f e x p a n d in g th e c h u rc h f o r th e i n t e r p r e t a t i o n and
p ro m o tio n o f C h r i s t i a n i t y i n t o a l l th e w o rld f o r e v e r y
g e n e r a t i o n .
2 . O th e r I n s t i t u t i o n s .
C l o s e l y a l l i e d w ith th e c h u rc h a r e o t h e r i n s t i t u t i o n s
o f g r e a t im p o r t, f o r th e c h u rc h c a n n o t e x i s t a lo n e . T here
i s an i n te r d e p e n d e n c e betw een t h e c h u rc h , home, sc h o o l and
s t a t e . C h r i s t r e s p e c t e d each i n i t s own r e a l m and p u t h i s
a p p ro v a l u p o n a l l o f them .
Space d oes n o t p e r m it me h e r e to go i n t o d e t a i l , b u t
we c a n n o t e s c a p e th e im p o rta n c e o f t h i s p h a s e o f o r g a n iz e d
s o c i e t y . I t i s n e e d l e s s to s u b s t a n t i a t e t h e s e a s s e r t i o n s
f o r I h av e n e v e r known a s i n g l e r e l i g i o u s e d u c a to r who
q u e s t io n e d t h e im p o rta n c e o f any o f them .
Cannot we a g re e t h e n t h a t a m ajor o b j e c t i v e o f
1 0 1 .
C h r i s t i a n E d u c a tio n i s to s t r e n g t h e n th e c h u rc h and a l l
o t h e r w o rth y s o c i a l i n s t i t u t i o n s by a c t i v e p a r t i c i p a t i o n .
The im m ediate o b j e c t i v e s by w hich we p ro p o se to r e a l i z e
th e u l t i m a t e w i l l a p p e a r i n l a t e r c h a p t e r s .
G. AN ULTIMATE OBJECTIVE - TO EFFECT A CHRISTIAN SOCIAL
order by p e rm e a tin g e v e ry n a t i o n i n e v e ry g e n e r a t i o n w i t h
th e G ospel o f t h e A bundant L i f e .
I t i s n o t my p u rp o se to e n t e r i n t o a d o c t r i n a l c o n t r o
v e r s y o f w h e th e r th e w o rld w i l l grow w orse an d w o rse u n t i l
t h e P r i n c e o f P eace comes to b r i n g o r d e r o u t o f c h a o s, or
w h e th e r th e g o s p e l w i l l c o n tin u e t o p e rm e a te th e s o c i a l
o r d e r u n t i l f i n a l l y C h r i s t w i l l r e i g n i n e v e r y h e a r t and
e v e r y tong ue s h a l l c o n f e s s Him as Lord and S a v io r a t w h ich
tim e He w i l l a p p e a r i n a l l H is g l o r y to r u l e a C h r i s t i a n
w o r l d .
1 . The U l t i m a t e Trium ph o f R i g h t e o u s n e s s .
I n any e v e n t we sh o u ld b e l i e v e i n t h e u l t i m a t e
tr iu m p h o f r i g h t e o u s n e s s o v er th e powers o f e v i l , and
h a v e f a i t h to b e l i e v e t h a t t h e p r e a c h in g and t e a c h i n g
o f H is word a v a l l e t h much.
A " d e f e a t i s t " a t t i t u d e w i l l g e t u s now here. I f
e v e r y C h r i s t i a n would work and p r a y as th o u g h i t a l l
depended upon him th e r e s u l t s would be a s t o u n d in g I C e r
t a i n l y t h i s sh o u ld be our a t t i t u d e i n C h r i s t i a n e d u c a
t i o n f o r " t h e p r o s p e c t s a re as b r i g h t as th e p ro m is e s
1 0 2 .
o f God." When C h r i s t d oes come He w i l l judge u s , so h e
1
s a y s , n o t o n ly b y p e r s o n a l r i g h t e o u s n e s s b u t a ls o by
o u t u s e f u l n e s s t o s o c i e t y .
"Gome ye b l e s s e d o f my F a t h e r , i n h e r i t th e Kingdom p r e
p a re d f o r you from t h e f o u n d a tio n s o f th e w o rld ; f o r I
was h u n g ry and ye gave me ( r e f e r r i n g to th e needy) m e a t;
I was t h i r s t y and ye gave me d r i n k ; I was a s t r a n g e r and
ye to o k me i n ; naked and ye c lo t h e d me; I was s i c k and
y e v i s i t e d me; I was i n p r i s o n and ye came u n t o me. ^
2. C h r i s t i a n i t y Must be S h a red .
I t i s im p o s s ib le f o r a t r u e C h r i s t i a n t o l i v e w i t h i n
h i m s e l f and w it h h o ld t h e same good t i d i n g s from o t h e r s .
I t i s n o t a s e l f c e n t e r e d r e l i g i o n . I t i s c h a r a c t e r i z e d
by a "me t h i r d " a t t i t u d e - God f i r s t , o t h e r s second , me
t h i r d .
T h ere c a n be no d o u b t b u t t h a t t r u e < ^ h r i s t i a n i t y
w orks to w ard a s o c i a l en d. A s t r i k i n g exam ple to d ay i s
th e "Kingdom o f ^od Movement" i n J a p a n . T oy ohiko Kagawa
s a y s , i n s p e a k in g o f th e new e v a n g e l i s t i c o b j e c t i v e ,
" I n t h e p a s t we h av e b e e n p r e a c h in g o n ly t h e s a l v a t i o n o f
t h e i n d i v i d u a l , b u t now th e tim e h a s come t h a t th e Kingdom
o f God m ust be p r e a c h e d . We need t h e s a l v a t i o n o f t h e
i n d i v i d u a l s o u l , and need a ls o t h e s a l v a t i o n o f s o c i e t y
as a w h o le ..B u t we need n o t o n ly to p re a c h b u t to p r a c t i c e
t h e Kingdom.
T his s o c i a l o b j e c t i v e i s e n t i r e l y d e p e n d e n t upon i n
d i v i d u a l s and we do n o t w ant a r e p e t i t i o n o f th e C o n s t a n ti n e
mass C h r i s t i a n i t y ty p e .
1
M atthew 2 5 :5 1 -3 5
^ I b l d v s . 34-36
%
Toyohiko Kagawa, F r i e n d s o f J e s u s , A p r i l 1930, p p . 1 6 ,1 7
1 0 3 .
3. What C o n s t i t u t e s a C h r i s t i a n s o c i a l o rd e r ?
T h is g r e a t e r o b j e c t i v e i s t o t a l l y d e p e n d e n t upon
w in n in g enough p a r t i c i p a t i n g C h r i s t i a n s t o * ^ h r is ti a n iz e
a l l s o c i a l r e l a t i o n s and i n s t i t u t i o n s . T h is theme
o c c u p ie d a c e n t r a l p l a c e in Jesu s* t e a c h i n g s , c o n c e rn in g
th e Kingdom o f God, by w hich h e hoped to s p i r i t u a l i z e
and redeem s o c i e t y .
C h a r t No. 2 page 104 i l l u s t r a t e s t h i s p o i n t . Our
f i r s t d u ty i s to i n d i v i d u a l u n i t s o f s o c i e t y and t h e s e
i n t u r n compose th e w hole, w hich i s i n r e a l i t y th e
u l t i m a t e r e s u l t o f G h r i s t i a n p e rs o n s in t h e i r f u n c t i o n a l
r e l a t i o n s to s o c i e t y . But G h r i s t i a n E d u c a tio n m ust n o t
l o s e s i g h t o f t h i s n o b le o b j e c t i v e .
"Our aim ", sa y s an e d i t o r i a l in The C h in ese R e c o rd e r^
" i s to c r e a te a new e a r t h . C h r i s t c a l l e d i t t h e Kingdom
o f God. T h is seems t o be th e p r im a r y aim o f ou r Lord as
He t a u g h t i t to u s i n t h e p r a y e r w hich He gave H is d i s c i p l e s
How d i f f e r e n t i s t h i s aim from th e aim i n many o f our
c h u rc h e s t o d a y . Many o f t h e c h u rc h members i n C h r i s t i a n
la n d s seem to be a lm o s t s t a l e m a t e d w i t h t h e f o r c e s t h a t
a r e opposed to them .
The C h r i s t i a n C hurch i s a n o r g a n i z a t i o n f o r e n l i s t
m en t. I t seems to e n l i s t our y o u th , b u t when t h e y a r e
e n l i s t e d t h e i r a c t i v i t i e s c e a s e . Our c h u rc h e s a r e i n some
r e s p e c t s com parable to th e s t a n d in g army o f a n a t i o n i n
^Septem ber 1930, p. 643
2
The C h in e se R e c o r d e r , S h a n g h a i, Septem ber 1930, p . 543
CHART NO. 2
DUAL OBJECTIVES: Im provem ent o f I n d i v i d u a l
Im provem ent o f S o c i e t y
S o c i e t y As I t I s
I n d i v i d u a l U n i t s
Of S o c i e t y
The S o c i a l O rder
U n it
N o n - C h r i s t i a n
.N o n -C h ris tia n
C h r i s t i a n
U n i t
S o c i a l
Or der
l^on-Chri s t l a n
U n i t
.S o c ie ty As We Hope
I t W il l Some
Day Become
U n i t
C h r i s t i a n
C h r1s t i an U n i t
S o c ia l
O rder
C h ri s t i a n U n it
105
p e a c e tim e . When an army h a s i t s f u l l e s t j u s t i f i c a t i o n i t
se e k s n o t o n ly t o e n l i s t , and to e n l i s t a s many a s p o s s i b l e
b u t i t u s e s t h e s e new r e c r u i t s i n a g r e a t o f f e n s i v e cam
p a ig n i n w hich t h e r e i s a f i g h t to t h e f i n i s h i n w hich many
w i l l i n c u r d e a t h . L e t u s turn} th e c h u rc h out o f a p e a c e
tim e camp i n t o a F e llo w s h ip o f C a m p a ig n e rs.
An em p hasis upon t h i s w id e r c o n c e p t o f s o c i a l s a l v a -
t l o n i s by no m eans to be c o n s tr u e d as m in im iz in g t h e
em p h asis upon p e r s o n a l s a l v a t i o n . I t i s m e re ly th e o t h e r
1
h a l f o f th e G h r i s t i a n o b j e c t i v e s . W. C. Bower d e c l a r e s
" P e r s o n a l and s o c i a l r e d e m p tio n a re r e c i p r o c a l . They a re
d i f f e r e n t a s p e c t s o f a s i n g l e u n d i f f e r e n t i a t e d p r o c e s s . "
A g ain he s a y s ,
"The redem .ptive. t a s k t o w h ich r e l i g i o n m ust s e t i t s e l f i s
no lo n g e r to be c o n f in e d to th e r e c l a m a t i o n o f i n d i v i d u a l s
h e r e and t h e r e from a p e r i s h i n g w o rld ,, th e world i t s e l f
must be s p i r i t u a l i z e d . C h r i s t i a n i t y i s v a s t l y more th a n
s o c i a l s e r v i c e ^ b u t a C h r i s t i a n i t y t h a t does n o t have a
s o c i a l o u t lo o k upon l i f e and a s o c i a l p a s s i o n can s c a r c e l y
c la im to be C h r i s t i a n . "
T here can be l i t t l e d o u b t o f th e u rg e n c y o f s o c i a l
r e g e n e r a t i o n when we c o n s i d e r th e a p p a l l i n g ig n o r a n c e and
n e e d l e s s s u f f e r i n g from p r e v e n t a b l e d i s e a s e , p o v e r t y , s i n
and m a l - a d j u s t m e n t s o f t h i s r o b o t age i n w hich we l i v e ;
w h i l e th e c u r s e s o f h a t r e d , envy and g r e e d r a v a g e whole
c o n t i n e n t s w i t h h e l l i s h war I The w r i t e r h a s s e e n t h e
1
R e l i g i o u s E d u c a tio n in th e Modern C h u rc h , p. 52
^ I b i d .
1 0 6 .
h o r r i b l e e f f e c t s o f t h e s e a b n o r m a l i t i e s and a t t h i s v e r y
w r i t i n g i s s i t t i n g i n th e m id s t o f w ar i n n o n - C h r i s t i a n
C hina and r e a d i n g d a i l y r e p o r t s o f w a rs and r e v o l u t i o n s
on e v e r y c o n t i n e n t on e a r t h and i n t h i r t y - f i v e d i f f e r e n t
c o u n t r i e s . He b r e a t h e s a p r a y e r , "Cod g iv e u s p eace l"
And y e t we know f u l l w e l l He c a n n o t u n t i l t h e Kingdom o f
Cod h a s come i n t o th e h e a r t s o f a l l m ankind.
T h is e n l a r g e d v i s i o n o f our t a s k and r e s p o n s i b i l i t y
h a s t h r u s t upon th e G h r i s t i a n C hurch and i t s e d u c a t i o n a l
program a trem en d o u s r e s p o n s i b i l i t y .
CONCLUSION TO PART I I I .
I n c o n c lu d in g t h e s e c h a p t e r s on t h e u l t i m a t e o b j e c
t i v e s o f C h r i s t i a n E d u c a tio n we b u t l e a d to t h e even
g r e a t e r t a s k o f d e f i n i n g them in te rm s o f im m ediate n e e d s .
However, we h a v e made p r o g r e s s i f a t t h i s s t a g e o f th e
t h e s i s we c a n a g re e t h a t our u l t i m a t e o b j e c t i v e s i n c l u d e
a t l e a s t t h r e e m ajor p h a s e s , i . e .,
1 . To b u i l d C h r i s t l i k e C h a r a c te r in t h e l i v e s o f
i n d i v i d u a l s th ro u g h th e p r o g r e s s i v e d ev elo p m en t ( i n a c c o r
dance w i t h knov/n p s y c h o l o g i c a l and s o c i o l o g i c a l lav/s) o f
th e f o u r - f o l d l i f e , by l e a d i n g th e g ro w ing p e r s o n t o a
c o n s c io u s a c c e p ta n c e o f C h r i s t as S a v io r , th e C h r i s t i a n i z i n g
1 0 7 .
o f a l l h i s e x p e r i e n c e s and t h e e n ric h m e n t o f t h e i n d i v i d u a l ,
who i n t u r n s h a l l c o o p e r a te i n s e e k in g th e seco nd o b j e c t i v e .
2. To s t r e n g t h e n t h e c h u rc h and a l l o t h e r w o rth y i n
s t i t u t i o n s by a c tiv e ^ p a r t i c i p a t i o n , t h e r e b y making them
f i t a g e n c ie s f o r f u t u r e p r o p o g a t i o n o f t h e C h r i s t i d e a l
and a b u n d a n t way o f l i v i n g t o g e t h e r f o r Cod and o ur f e l l o w -
men; to l e a d th e c h u rc h beyond i t s fo u r w a l l s i n t o a f i e l d
t h a t knows no l i m i t a t i o n s , and r e c o g n i z e s "The w o rld as
i t s p a r i s h " , and n e v er f o r one moment l o s i n g s i g h t o f th e
t h i r d o b j e c t i v e .
3. To f i n a l l y e f f e c t a G h r i s t i a n s o c i a l o r d e r , by
p e r m e a tin g e v e ry n a t i o n in each g e n e r a t i o n w ith t h e g o s p e l
o f t h e a b u n d a n t l i f e w ith a l l t h a t i t i m p l i e s .
CHAPTER V II I
CONCLUSION
CHAPTER V I I I
CONCLUSION
The s t u d i e s p r e s e n t e d by t h e p r e c e d i n g c h a p t e r s
l e a d u s n a t u r a l l y t o a s e r i e s o f c o n c l u s i o n s w hich
i f a d h e re d to b y any d i s o r g a n i z e d c h u rc h would
r e v o l u t i o n i z e t h e i r a p p ro a c h to C h r i s t i a n E d u c a tio n ,
and g r e a t l y I n c r e a s e t h e i r u s e f u l n e s s . L e t u s
sum m arize t h e c o n t r i b u t i o n s o f t h i s p a p e r as f o l l o w s :
1 . The s i t u a t i o n f a c i n g o r g a n i z e d C h r i s t i a n i t y
c o n s t i t u t e d a w o rld c r i s i s i n i t s e l f . The "m odern
tem per" o f t h i s g e n e r a t i o n c an be b r o u g h t u n d e r
c o n t r o l o n ly by a r e s t u d y o f n e ed and demands and
by t h e r e s h a p i n g o f o u r C h r i s t i a n program to m eet
th e s e o p p o r t u n i t i e s . O rg a n iz e d C h r i s t i a n i t y m ust
be p u r i f i e d and r e v i t a l i z e d i f i t i s to r e t a i n or
r e g a i n i t s e f f e c t i v e n e s s .
2 . A b s t r a c t and i n d e f i n i t e a i m s , ( i n some c a s e s
an e n t i r e l a c k o f o b j e c t i v e s ) h a v e b ro u g h t r e l i g i o u s
e d u c a ti o n to a s t a n d s t i l l , n o t knowing w hat to do
n e x t . A r e s t u d y o f o b j e c t i v e s , i n r e g a r d to t h e i r
p u r p o s e , sco p e and f u n c t i o n , i s th e f i r s t s t e p
to w a rd r e h a b i l i t a t i n g t h e c h u rc h .
3 . The s e l e c t i o n o f o b j e c t i v e s m ust be b a s e d
upon a sane and w e l l b a la n c e d view o f th e c h i l d , b e in g
1 1 0 .
c a r e f u l to p e r m it c r e a t i v i t y y e t u n d e r t h e s k i l l f u l
g u id a n c e o f a d u l t s . No s i n g l e m ethod o f s e l e c t i o n
can toe found s a t i s f a c t o r y . Common se n s e b a s e d upon
w ide s tu d y and i n f o r m a ti o n i s t h e o n ly c r i t e r i o n o f
p r o c e d u r e .
4 . The m ajor t a s k o f C h r i s t i a n E d u c a tio n i s t h a t
o f t a k i n g e t e r n a l v a lu e s and r e l a t i n g them t o im m ediate
n e e d s t h e r e b y p r o d u c in g d e s i r e d e f f e c t s . These d e s i r e d
e f f e c t s o r en d s a r e e x p r e s s e d by t h e term " u l t i m a t e "
o b j e c t i v e s . The o r d e r o f sequence r e q u i r e s t h a t the
ends i n view be d e te rm in e d b e f o r e im m ediate s t e p s
a r e s e l e c t e d , s i n c e th e l a t t e r sh o u ld be c h o se n w i t h
t h e l o n g e r view i n m ind. Most c h u rc h e s r e v e r s e t h i s
o r d e r th u s p ro d u c in g s h o r t s i g h t e d n e s s and c o n f u s i o n ,
u l t i m a t e l y r e s u l t i n g in i n e f f e c t i v e n e s s .
5 . The f i n d i n g s o f t h i s stu d y in c lu d e t h r e e
u l t i m a t e o b j e c t i v e s w hich sh o u ld become t h e b a s i s
f o r a f u r t h e r s tu d y in im m ed iate o b j e c t i v e s . They a r e :
(1) To b u i l d C h r i s t l i k e C h a r a c t e r th r o u g h
th e p r o g r e s s i v e dev elo p m en t o f th e f o u r f o l d l i f e , by
l e a d i n g th e grow ing p e r s o n t o a c o n s c io u s a c c e p ta n c e
o f C h r i s t as S a v io r and t h e C h r i s t i a n i z i n g o f a l l
e x p e r i e n c e s f o r th e e n ric h m e n t o f t h e i n d i v i d u a l ;
1 1 1 .
(2) To s t r e n g t h e n th e c h u rc h and a l l
o t h e r w o rth y i n s t i t u t i o n s by a c t i v e p a r t i c i p a t i o n ;
(3) And to f i n a l l y e f f e c t a G h r i s t i a n
s o c i a l o r d e r by p e rm e a tin g e v e ry n a t i o n i n e v e r y
g e n e r a t i o n w ith t h e G osp el o f th e A bundant L if e *
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Creator Mitchell, Ulyss Stanford (author)

Core Title A study in the objectives of the local church

Contributor Digitized by ProQuest (provenance)

Degree Master of Arts

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

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Permanent Link (DOI) https://doi.org/10.25549/usctheses-c39-164715

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Rights Mitchell, Ulyss Stanford

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