The final assignment of the course is a philosophy of Christian education (15 pages minimum, double-spaced, Times New Roman, 1

PHILOSOPHICAL FOUNDATIONS OF CHRISTIAN EDUCATION

their thought process, ministry activities, and rationale for action is neither capable of walking on water nor calling down fire from heaven. They are neither mystical nor magical. They simply take the time to examine the "why" of their life and ministry. The result is a more reasoned response and intentionality toward their life and ministry endeavors. They know how to adjust their methods to meet changing social conditions and can articulate why a particular instructional methodology works in one location but not in another. They understand how to remain relevant and do not feel threatened when unplanned circumstances force them to change their plans. They will have a strategic plan laid out that explains why they do what they do, and they will know what resources they will need to arrive at their destination successfully. They don't get carried away with every new seminar or tangent that comes through town because they can determine whether the new idea is needed or useful in their ministry setting.

TRADITIONAL CATEGORIES OF PHILOSOPHIC INQUIRY

To develop this critical philosophy of ministry, one must first gain a basic understanding of some basic philosophical concepts and key terms. Having done that, the student is able to begin to articulate the definitions of terms, describe the rationale for activities, and formulate an understanding for what is done in the ministry context. From a traditional point of view, philosophy has been classified into three main categories of thought: metaphysics, epis- temology, and axiology. We will explore each in greater detail to help the readers formulate their own personal philosophy of ministry at the end of this chapter.

Metaphysics

Literally defined as "after physics," metaphysics is the branch of philo- sophic inquiry that asks, "What is real?" It is concerned with examining the essence of existence. Metaphysical questions can be divided further into four subcategories of inquiry. Ontology deals with seeking an answer to the problem of being. The ontological task is to determine whether an object has existence and being. Questions central to this form of inquiry include the following: "Is its reality found in matter or physical energy ( e.g., the world we can experience through the use of our senses), or is its realness

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Anthony, Michael J., and Warren S. Benson. Exploring the History and Philosophy of Christian Education : Principles for the 21st Century, Wipf and Stock Publishers, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/amridge/detail.action?docID=6339650. Created from amridge on 2022-03-11 05:42:15.

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EXPLORING THE HISTORY AND PHILOSOPHY OF CHRISTIAN EDUCATION

found in transcendent matter?" "Is its realness limited to one realm (mo- nism), such as physical matter, or does it exist in two forms (dualism) such as matter and spirit?" "Is its reality limited to a finite existence, or does it transcend time as we know it?"

Cosmology is the second subcategory, and it is concerned with the origins of the universe. Cosmological inquiry asks such questions as "Is the universe orderly and systematic or random and dynamic?" "Do universal laws govern its operation, or do things occur without preliminary sequence?" Beyond the existence of the universe, cosmology also investigates issues relevant to its purpose by asking such questions as "What is the ultimate meaning or purpose of the universe?" As Christians, we believe that the universe was created for a distinct purpose and that it exists toward fulfilling this purpose. This belief is referred to as teleological because the Bible speaks of God's created purpose for the world as reflecting His glory. However, some people in the realm of science disagree with a teleological perspective and hold to a random ( e.g., Big Bang theory) or circulative (i.e., it repeats itself) philosophy. Two other popular discussions regarding the cosmological argument involve the realm of time and space. 10

Two additional subsets of metaphysics are anthropology and theology. Anthropology deals with a philosophical understanding of the existence, meaning, and purpose of humanity. Anthropological questions that a phi- losopher ponders include "What is the essence of human nature?" "Is man inherently good or evil?" "What is the relationship between body and mind, and which one operates or controls the other?" "Does man have a soul; if so, how does it function in relation to the other components of body and mind?" Theology is the philosophical understanding of the existence, nature, and character of God. Metaphysical questions concerning God include such in- quiries as "Does God exist?" "Can God be known?" "What are the character qualities of God?" "Do other spirit beings besides God-such as angels, de- mons, or other entities-exist?" "Do these other entities interact with man- kind; if so, under what conditions or limitations do they exist?" 11

In summary, the philosophical concept of metaphysics deals with the issue of realness and existence. It is further subdivided into categories of

10. George R. Knight, Philosophy and Education (Berrien Springs, Mich.: Andrews University Press, 1998), 16.

11. Ibid., 15.

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Anthony, Michael J., and Warren S. Benson. Exploring the History and Philosophy of Christian Education : Principles for the 21st Century, Wipf and Stock Publishers, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/amridge/detail.action?docID=6339650. Created from amridge on 2022-03-11 05:42:15.

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PHILOSOPHICAL FOUNDATIONS OF CHRISTIAN EDUCATION

inquiry to determine the meaning and purpose of the universe (cosmology), the nature and purpose of humanity (anthropology), the existence of a spirit realm (theology), and whether an object has existence and being (ontology). Metaphysical reality is concerned with knowing what lies beyond the realm of the observable world; it is a reality that is the foundation for physical objects.

Epistemology

Epistemology refers to the investigation of the origin, structure, methods, and validity of knowledge. Over the years, considerable debate has occurred regarding the importance of epistemology in relation to metaphysics. The most popular view-held by Descartes, Locke, Kant, and Dewey-was that an investigation of the sources and validity of knowledge must come before metaphysical speculation. The opposite view was espoused by philosophers who placed a higher priority on metaphysics, including Spinoza and Hegel. A compromised view allows both views to have equal importance. 12

Epistemology is philosophy's attempt to determine whether what we know is credible. Stated simply, epistemology asks two critical questions about knowledge:

1. "Can we know?" (i.e., "Is the knowledge we receive really valid?"). 2. "How do we know?" (i.e., "What is the best means for obtaining

knowledge?").

The first question is answered by one of four means: skepticism (knowl- edge and truth is not knowable by the mind), relativism (knowledge and truth is relative to the human mind), dogmatism (accepting knowledge and truth without any substantiating proof), and positivism (knowledge and truth are valid once they have been proven by the sciences). 13

The second question ("How do we know?") is really concerned with the means by which we know that something is true. For example, "Is this newly acquired knowledge valid?" We can know if it is valid through four means of

12. Bowyer, Philosophical Perspectives for Education, 14. 13. Arnold Griese, Your Philosophy of Education: What Is It (Santa Monica, Calif.:

Goodyear Publishing, 1981), 136.

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Anthony, Michael J., and Warren S. Benson. Exploring the History and Philosophy of Christian Education : Principles for the 21st Century, Wipf and Stock Publishers, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/amridge/detail.action?docID=6339650. Created from amridge on 2022-03-11 05:42:15.

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analysis. The first test of its validity is empiricism; the new knowledge comes to us through the senses but also involves some degree of intellectual pro- cessing. Sensationalism allows us to test this knowledge when it comes to us through our sensory receptors. Rationalism allows us to test this knowledge when we apply our human reasoning abilities. Finally, transcendentalism is the means by which we verify knowledge when it comes to us from a source beyond either the sensory receptors or the human intellect. From a historical point of view, the two most popular means of determining its validity have been empiricism and rationalism. For obvious reasons, scientists have been reluctant over the years to wander far from that which can be replicated under the strict confines of a laboratory environment. 14

Axiology

Axiology is the theory and science of value. It asks questions related to what is right and wrong in a given circumstance. It is also concerned with determining what is of natural or man-made beauty. For that reason, axiology is subdivided into two subsets of study: ethics-the study of right and wrong behavior, and aesthetics-the study of art and beauty. "Axiology is the mod- ern term for search into: (1) the nature of value; (2) the types of value; (3) the criterion of value; and ( 4) the metaphysical status of value." 15

Coming to a concise definition and conceptualization of what determines value depends to a large degree on one's philosophical perspective. For ex- ample, noted idealist J. Donald Butler makes a strong case for two generic types of values: ultimate values, which are God-based ( God alone has abso- lute existence), and social values, which are rooted in man's interpersonal and societal relations. Noted pragmatic empiricist John Dewey outlined a theory of valuation based upon man's human experience. Charles L. Stevenson, a noted logical empiricist, analyzes ethical arguments from the perspective of attitudinal differences. For this reason and others, the study of value has been difficult for philosophy students because valuation is heavily influence by personal philosophical bias. 16

14. Ibid., 137. 15. Bowyer, Philosophical Perspectives for Education, 14. 16. Hobart W. Burns and Charles J. Brauner, Philosophy of Education (New York:

Ronald Press, 1962), 196.

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Anthony, Michael J., and Warren S. Benson. Exploring the History and Philosophy of Christian Education : Principles for the 21st Century, Wipf and Stock Publishers, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/amridge/detail.action?docID=6339650. Created from amridge on 2022-03-11 05:42:15.

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