|
541-03 Institute for Christian
Teaching 12501 Old Columbia Pike Silver Spring, MD 20904
USA
July, 2003.
226
INTRODUCTION
“To educate, in the Christian sense, is to direct
toward God,
who developed through Jesus Christ”
(Wyler, 1978. P. 20).
All Adventist educators agree with Wyler in thinking that Adventist Schools exist because they
are supposed to be places where the students can develop, live, learn, and
share a Christian worldview.
We usually feel that we have the best possible
educational philosophy. Unfortunately, we are not sure that we always manage to
put our ideas into practice. And this is not because we don’t want to do it, or
because we are not capable of achieving it. Most of the times, it is just
because we haven’t developed the right strategies to implement our philosophy
into practice.
It is also true that “the engagement of the
Christian theological account with the several disciplines does not go on all
the time and by everyone in every classroom”. (Benne,
2001. P. 198). At the same time we are not taking all the opportunities
of using the issues appeared at every field to be brought into dialogue with
the comprehensive Christian theological account. (Benne,
2001. P. 198).
Korniejczuk’s model of deliberate teacher
implementation of Integration of Faith and Learning (IFL) (See Appendix 1) also
shows that not all teachers do the same job in this area. Taking level 6 of her
model as a departure point, we would like to propose a strategy that would
eventually help Adventist institutions to achieve their mission in a better
way: The creation of an active IFL Centre.
The purposes of this paper are then:
1. To demonstrate the
necessity of a sustained and coordinated work among all the faculty and staff
members to integrate our faith in our teaching.
2. To create a procedure
that can help teachers fill the gap between theory and practice: The creation
of an IFL Centre.
3. To describe the
experience carried out at the
Initial Adventist
Efforts toward IFL
More than 150 years of educating is ample
experience for an educational system like the Adventist one.
In fact, there have been many efforts to achieve
a systematic application of the faith in the formal curriculum. Apart from the
Institute for Christian Teaching and the series
“Christ in the Classroom”, following we have selected a number of initial
efforts for your review:
a. Akers and Moon (1980)
presented some ideas that favoured the transformation of faith into action.
b.
c. Another regularly
performed practical experience has been the holding of “Bible labs”, whose
implementation was well explained by Shull (2000).
d.
227
An extensive effort at systematizing the IFL was made by the South
Pacific Division when they elaborated the “Curriculum guides for Adventist
secondary school education” in the following subjects: Home economics, art,
bible, science, social studies, computer studies, physical education,
geography, history, English, mathematics, music, personal development,
keyboarding and industrial technology.
e. CIRCLE (Curriculum and
Instruction Resource Centre Linking Educators) is a web page created by
Despite all the efforts made by institutions and
individuals, the results of surveys like the one done in “Profile ‘01”
(Brantley and others, 2001) clearly show that we still face a future challenge
when it comes to putting our theory and our educational philosophy into
practice: Only around 40% of the persons surveyed responded “yes” to the
following statement: “I completely agree that our system has articulated a
clear philosophy that drives our educational practice”. Only approximately
20% completely agreed that Adventist schools were putting their philosophy into
practice.
What is still missing? We’ll try to answer to
this question in the following sections.
Outside the SDA system we can confirm there is
also a perceived need of moral education in many educational sectors.
Kennedy (1998) gives good examples of how Western
governments have
recognized the need to incorporate the area of moral and spiritual development
into the pedagogy of schools.
In recent years we have seen how
1. It establishes a
difference among contents of values, attitudes and rules.
2. It creates a list of
cross-curricular themes (education for peace, solidarity, equality of sexes,
etc).
3. It proposes two options:
Religious Education or Ethics.
We could say that Spanish authorities are very
concerned with this issue and they want their students to receive a holistic
formation. At the moment, Spanish government is finishing a new law (LOCE) that
also insists in the importance of values. According to this new law, all
students will have to choose between “Catholic Religion” and “History
of Religions” (Feijo 2003). Even though some
authors don’t agree with the fact that the Educational Public System is used to
teach Catholic Religion, they feel that the subject “History of Religions”
is a good and necessary way of transmitting moral values.
228
Spanish educators are becoming more and more conscious that they can’t
just transmit “contents”. Students need other types of teaching in order to
become valid citizens and to adapt to a society in constant change.
A Need for Coordinated Work
Education is nowadays far too complex to pretend that a
series of well written goals can be carried out without the coordinated effort
of all the educational agents.
All pedagogues agree that moral education,
or education of values should be a concept reflected in all aspects of
education. Escámez (1986) speaks about a
technological proposal for education in attitudes and values where all
resources are used in the institution to carry out what is, in his opinion, the
most important development of the student, his moral education. Delval and Enesco (1994 p. 188)
specify this idea even more when they say that moral values should penetrate
the student’s society and all educational subjects. When a student learns
mathematics or geography, he/she should also be studying moral values.
On the other hand, Puig
(1995) considers that one of the three directions value education must
undertake is the following:
Educators should succeed
in making the school work in an efficient way in all educational aspects
(cultural, scientific, technological, artistic, or physical) without separating
them from the values that must impregnate the contents of all subjects and the
didactic way of teaching them. That way, we will be working not only
professionally, but also ethically. (p.29)
No educational change will be successfully
achieved as an independent activity. Gento (1994)
comments some of the advantages of a participative working system: mutual
enrichment of all participants, conflict reduction and a better work quality. Beltrán and San Martín (2000) say
that we must take into account all the relationships acting within the
educational process: student-teacher and teacher-other teachers. He establishes
3 conditions for successful team work: congruence (even though all agents are
different, they should work toward the same objectives) coordination and
confidence or trust in one’s colleagues. (p. 84, 86)
In regard to the above points, Korniejczuk and Brantley (1994) propose interesting advice
to take into account:
1. Advice for the class and
for educational institutions:
a. Holding of a meeting of
educators to talk about IFL.
b. Give time and resources
to educators to make the IFL a more feasible task.
c. Plan regular work
sessions on this topic.
2. Advice for the education
system in general.
a. The educational leaders
should elaborate in a concise way the essential objectives for each course and
subject.
b. The conventions of
educators should be a place of meeting to debate theoretical and practical ideas
about IFL.
c. Different resources
ready for use in the classroom should be prepared.
d. Suitable formation of
Adventist educators should be provided in SDA colleges and universities whose
curriculum includes practise projects of integration of faith in learning.
We concluded that a good way of working together
toward the implementation of our Educational Objectives was through the
creation of an IFL Centre.
The IFL Centre. Who
Should Coordinate It?
There is no doubt that when we think about IFL,
we also believe that the most qualified people to coordinate this job are the
principals and the administrators of each school. Palacios (1994) underlines
their importance in the IFL and suggests a few ways so they participate
actively in this process. Ferrari de Bizzochi (1994)
affirms that only principals conscious of their mission can coordinate,
motivate and organise the institution in order to achieve an effective
integration of faith and learning. From her point of view, IFL cannot be left
to improvisations or to the good will of the staff. Principals must be
conscious of the different elements that participate in the educational
community and of the different methods of accomplishing such integration.
Brantley (2000) says that the administrative
support in the IFL does not guarantee success but the lack of such support
would eventually lead to the failure of the whole process of integration, since
it is very difficult for an institution to reach far beyond what its leaders
envision. As a result, Brantley states three specific reasons why principals
and administrators should get involved in IFL:
1.
The directors and administrators are in the position
to implement meaningful changes.
2.
They are responsible for distributing the teaching load among the
faculty.
3. They can designate the
resources and energy required to implement the changes. Even highly motivated
staff members will find that effecting changes in the school is very difficult
without the support of principals and administrators through the provision of
the necessary resources.
Despite the need for their
involvement in the IFL and according to the survey carried out by Brantley
(2000), only 41% of the interviewed staff agreed with the next statement:
"The administration of our school was capable of inspiring IFL
throughout the school”, while the rest did not agree or were not
sure. It was clear in this survey that IFL is a top priority on the
administrative agenda in theory but not always in practice.
The situation at CAS secondary
school did not escape this statistic. According to its Principal (Personal
interview, June 5, 2001), although he was very interested in paying careful
attention to the IFL, the number of urgent matters that he had to solve
prevented him from placing IFL as a priority on his daily agenda.
Benne (2001. p. 189) also says that
the principal or the president may need help in setting the overall direction
of the school. He believes that there should be “faith and learning groups” in
Christian institutions:
By faith and learning groups I mean those organizations
that devote themselves to strengthening the interaction of faith and learning
on both the personal and the institutional fronts. They keep track of the
burgeoning literature on Christian higher education, they find ways to
encourage faith and learning interaction in the programs, conferences, and
curricula of the school, and they encourage faculty to do their own faith and
learning engagement. (…) An active faith and learning group, even in orthodox
and critical-mass schools, can serve as a kind of conscience for such schools.
It can monitor their performance, remind them of their current commitments, and
raise the horizon toward which such schools might strive in the future. (p. 205)
Our proposal is the creation of an IFL
Centre in each SDA institution that can help the principals and
administrators in carrying out the challenging task of incorporating our faith
in the curriculum.
230
Applied Dimension of the Study: The IFL Centre at the
General description of the school
Although at the present time the campus in Sagunto supports two independent institutions, SAE (Seminario Adventista de España) made up of the Department of Theology, the Superior
School of Spanish and Postgraduate studies, and CAS (Colegio
Adventista de Sagunto) made
up of Primary, Secondary School and the School of Music, when this experience
was carried out both institutions did not have administrative independence.
However, the different departments used to
function with a great deal of autonomy. Therefore, this project only affected
the Secondary School which is made up of 6 levels (12-18 year old students).
See Figures 1 & 2 which show the number of
students and teachers at CAS secondary school in 2001/2002.
Figure 1. CAS
student enrolment 2001/2002.
|
Level |
Dormitory male |
Dormitory female |
Day male |
Day female |
TOTAL |
SDA baptized |
SDA non baptized |
NON SDA |
% SDA |
|
1st ESO |
0 |
0 |
19 |
15 |
34 |
5 |
4 |
25 |
26.47 |
|
2nd ESO |
2 |
0 |
15 |
18 |
35 |
10 |
5 |
20 |
42.86 |
|
3rd ESO |
7 |
1 |
28 |
23 |
59 |
17 |
2 |
40 |
32.20 |
|
4th ESO |
9 |
5 |
19 |
17 |
50 |
14 |
2 |
34 |
32.00 |
|
1º BAC |
9 |
6 |
17 |
15 |
47 |
21 |
3 |
23 |
51.06 |
|
2º BAC |
5 |
3 |
20 |
9 |
37 |
15 |
2 |
20 |
45.95 |
|
TOTAL |
32 |
15 |
118 |
97 |
262 |
82 |
18 |
162 |
38.17 |
Figure 2. Employees CAS secondary
school 2001/2002
|
SDA teachers |
NON SDA teachers |
Total Teachers |
Non teaching personnel |
Total Personnel |
|
21 |
2 |
23 |
9 |
32 |
Circumstances that favoured the
creation of the IFL Centre
1.
The elaboration of our Educational Project (PEC. See Glossary):
Having
to elaborate in writing form our Educational Project according to the
exigencies of the Spanish Educational Legislation (LOGSE), we tried to include
all the aspects that reflect our philosophy of education and our Christian
worldview. So, this law in education that enforced all the schools (private and
public) to write a summary of what they thought education was and how they
implemented it, let us think that we needed to find new strategies to put our
theory into practice.
2.
Lack of the necessary didactic resources:
The
process of discussing and writing this document allowed us to reflect over the
difficulties of putting our ideas into practice. Most of the times SDA
educators don’t have the right materials or they just don’t have the time to
create resources that could help them teach about everything they would like
to. In Spanish we can find some materials that help us teach about solidarity,
peace and other important values but it is very difficult to find interesting
and adapted resources to teach about some SDA specific values that are
important in the Objectives written in our Educational Project (See Appendix
2): All those Objectives have been taken from the Adventist philosophy of
Education, but we consider that, for instance, objectives number 3, 6, 7, 11,
14, 15 can not be taught from an Adventist perspective unless we develop interesting
resources. We know that a true educational change will not be accomplished
until appropriate educational materials are designed to meet the educational
goals because that is where the encounter between the philosophy of education
and the student takes place. The student doesn’t read our “Educational Project”
but he studies what we tell him to; the student doesn’t memorise our
Objectives, but he remembers the discussions with his teachers about things
that affect his life.
231
3. Educators’ experience and motivation:
Following a personal interview with the principal, we
considered that the teaching staff had the experience and the motivation needed
to begin a coordinated effort toward a more effective implementation of the
Christian worldview.
All these circumstances favoured the initiative
of creating a Centre that could concentrate on putting the ideas into practice.
Decisions taken by the school in
order to facilitate the creation of that IFL Centre
a.
With the
support of the Secondary School Committee, it was decided to name a professor
to start this work for the first time in CAS.
b.
His
teaching load was reduced by 3 hours.
c.
Objectives
and functions of the centre.
It was decided that the IFL Centre coordinator
should always work in harmony with the academic dean and with the principal.
His main functions or objectives would be:
1. To favour a systematic
reflection on IFL related topics in the Faculty meetings. For this purpose,
there should be at least 15 minutes available in the regular Faculty meetings.
During that time, teachers could share their experiences, documents or anything
that could help improve a better IFL.
2. To have an annual
meeting with the curriculum committee to analyse the different syllabi and to
find better ways of implementing our faith and values through distinct lessons.
3. To look for IFL
resources and make them available to all teachers.
4. To coordinate the “Religion
Department”.
5. To elaborate a plan for
IFL in the so called “Tutorías” (See Glossary).
6. To provide useful
instruments in order to evaluate how teachers implement faith in the
curriculum, how students acquire it and how the whole process is carried out.
7. To review the
Educational Project concerning our worldview and to make sure there is
coherence between written objectives and practice in the various subjects.
8. To favour activities
where students can put into practice the acquired values.
9. To organize, in
agreement with the principals and the administrators, weekend retreats and
seminars where special guests talk about IFL.
10. To promote faculty
participation in the international meetings of the Institute for Christian
Teaching of the General Conference.
|
taken during the school year
2001/2002
“If one of you is
planning to build a tower, he sits down first and works out what it will cost,
to see if he has enough money to finish the job. If he doesn’t, he will not be
able to finish the tower after laying the foundations; and all who see what
happened will laugh at him”.
(Luke 14: 28, 29)
This is a report of what
the IFL Centre did during the school year 2001/2002:
1. Participation in Faculty
meetings.
The academic dean assigned a
specific period of time during the regular Faculty meetings to the IFL Centre:
Beginning of the school year (October 2001). In that meeting we tried to explain to our colleagues the reasons for the existence of such a centre in our secondary school. It had never existed before but since our Educational Project had just been finished, it was a good moment to work together in order to put into practice the ideas and goals reflected in that document, especially since some of the objectives were very specific to our SDA philosophy and there were not enough resources in the Spanish market that could help us teach what we proposed in our program (See Appendix 2). We also presented different definitions of IFL and talked about the differences between informal, formal and hidden curriculum. We ended our first meeting by sharing with our colleagues the functions of the IFL Centre and the expectations we would eventually cover during the year 2001/2002.
Middle of the school year. (December 2001). In that session we made a brief summary of the Profile 01 (Brantley 2001, in http://circle.adventist.org)
End of the school year. (June 2002). We gave the teachers a graphic table showing the objectives set at the beginning of the year and a self-evaluation of what we had accomplished. We also handed in the results of a survey that had been completed by 13 professors in relation to the IFL. (See Appendix 3)
2. Publication of an IFL
Bulletin. We published a bulletin aimed to the teachers. We managed to finish 5
issues and all of them had the following items: (see Appendix 4)
a. A quotation in relation
to the educational world and in particular to the IFL.
b. One of the 22 main goals
of the CAS Educational Project (See Appendix 2). We wanted all the teachers to
get familiar with them and to make them think in different ways of taking them
to their classrooms.
c. Resources: In each
issue, 2 resources were selected in Spanish so that our colleagues could use
them in their teaching. These resources were taken from the internet and from
the school’s library.
d. “Share your experience”:
There was an open forum for colleagues to share positive experiences related to
the IFL.
e. News, suggestions, opinions: We published the activities that are very seldom
shared among the teachers. For example, international congress trips,
publications, etc. At the same time we wanted this section to be a space where
the professors could give their opinions or suggestions about the school and
IFL.
3.
Religion class: Along with four other teachers we elaborated a dossier
explaining how our faith is implemented through the religion courses. It was
another official document required by the LOGSE (see Glossary) but it was a
difficult task to accomplish considering that we are the only SDA educational
institution in
4.
233
Individual interviews with professors of the faculty.
We interviewed 13 full time professors at the
secondary school. We gave them a questionnaire (see Appendix 3) which was a
starting point to dialogue about how the school as a whole and the teacher in
particular integrated the SDA worldview into daily work. Moreover, the teachers
were given a summarized diagram of the 7 levels of integrating faith in
learning according to Korniejczuk. (See
Appendix 1). They had to evaluate themselves and at the same time they
became more aware of the ideal way of working towards this goal: cooperating
with colleagues to get better results. And finally they were asked for
suggestions to collectively improve in this area. Without a single doubt, this
was the most gratifying part of all because it was a great opportunity for
listening to concerns and expectations coming from colleagues. (See Appendix 3)
5. Instruments of analysis
and evaluation: Three surveys were filled out by the secondary staff:
a. The first one was turned
in at the faculty meeting at the beginning of the school year and was the
starting point for individual interviews. (See Appendix 3) With this survey we
were able to get to know our colleagues better, review their ideas and needs
regarding IFL and at the same time we were able to foster professional
reflection over this matter.
b. The second survey was
completed at the end of the school year 2001/2002 in an attempt to know what
the teachers considered more important to be done the following school year by
the IFL Centre. (See Appendix 5)
c. Finally, a year later,
at the end of the school year 2002/2003 (in which for various reasons the IFL
Centre didn’t exist) the teachers were given another questionnaire to know if
they valued positively such experience and if it was something that needed to
be done on a regular basis. (See Appendix 6)
Recommendations for future IFL
Centres
We strongly recommend the creation
of IFL Centres within SDA institutions According to our experience,
these are the steps that an institution that wants to have a centre like this
should follow:
|
Conclusion
We could summarize by saying that the most
important aspect of this job was realizing all the work that still has to be
done. Adventist professors are great professionals with an enormous vocation of
service. They want to do a good job in their teaching everyday. But they also
need tools so that their work doesn’t remain superficial, so that they can make
our ideals a reality in the lives of their students. They need resources that
reflect the goals and the objectives that make our Educational system work.
In second place, the existence of an IFL Centre
within each SDA school seems to us a valid strategy to achieve level 6 in
Korniejczuk’s model of deliberate teacher implementation of integration of
faith and learning for the following reasons:
1. Because that way we can
maintain alive a pedagogical debate over the integration of our specific
worldview in our daily teaching.
2. Because it can
coordinate the continuous creation and update of different resources that can
facilitate the teachers’ job.
3. Because it can achieve
the best effectiveness in putting into practice the ends and goals that each
SDA educational institution has.
GLOSSARY/ TERMINOLOGY
a. IFL: Integration of
faith and learning. Even though I would personally prefer the term “Integration of faith
and teaching” because it describes more precisely what we do here, I have used
IFL because it is more common in SDA literature.
b. Recent Educational laws
of
2. LOGSE (Ley
de Ordenación General del Sistema Educativo)
3. LOCE (Ley
de Calidad de la Educación)
c. PEC: (Proyecto Educativo de Centro) “Educational Project”. This is a document that all Spanish
Educational Institutions must have according to the LOGSE. It must include a
description of the school, a description of the local area where the school is
located, an explanation of the different committees governing the school, the
school’s mission statement, its main objectives and the rules that must be
followed within the school. CAS “Educational Project” was finished in July 2001
and it is a 64 pages document. As Beltrán and San Martín (2000) say, this document helps us focus on our
objectives but it does not impose laws about all the daily details that can
occur during this learning process (p.98).
d. Tutoría
235
In
REFERENCES
|
Akers, G. and Moon,
R. (1980). Integrating learning, faith, and practice in christian curriculum. The journal of Adventist Education, vol.42 (4), p.17-32 y (5)
p.17-31. |
||
|
Beltrán, F. and San Martín, A.
(2000) Diseñar la coherencia escolar. Madrid: Morata. |
||
|
Benne,
R. (2001) Quality with soul. |
||
|
Brantley,
P. (2000). La Administración: ¿Es el
nexo que falta para la Integración de la Fe y la Enseñanza? Revista de Educación Adventista, (12)
p. 15-19. |
||
|
Brantley, P.; Ruiz, A. and Bradfield, G. (2001) Profile ’01: Curriculum and
Teaching in North American Division Schools. (http: circle.adventist.org) |
||
|
|
||
|
Delval, J. and Enesco, |
||
|
Escámez, J. and Ortega, P. (1986). La enseñanza de actitudes y valores. Valencia:
Nau Llibres. |
||
|
Feijo, J. (2003) La religión en la escuela
pública. Boletín del Colegio de Doctores y
Licenciados en Filosofía y letras y en ciencias. (Nº 146) p. 6-9 |
||
|
Ferrari de Bizzochi, L. (1994).
Integración Fe-Enseñanza: Una perspectiva institucional para el nivel
secundario. Christ
in the classroom Vol. 13 (p. 21-39). |
||
|
General Conference
Department of Education ( |
||
|
Guías curriculares para la enseñanza secundaria adventista. (1992)
Silver Spring, MD: Instituto de Educación Cristiana. Departamento de Educación. |
||
|
http// circle.Adventist.org. |
||
|
Korniejczuk, R. (1994) (Doctoral Dissertation) Stages of deliberate teacher integration
of faith and learning: the development and empirical validation of a model
for Christian education. |
||
|
236 |
||
|
Lim, J.
and Bradfield, G. (2000, October/November). Connecting Adventist teachers to
enhance education. The Journal of
Adventist Education, p.27. |
||
|
LOGSE. Reales Decretos 1007/1991 de
14 junio, 1345/1991 de 6 septiembre, 1700/1991 de 29 noviembre y 1178/1992 de
2 octubre. Boletín Oficial del Estado (BOE) |
||
|
Palacios, H. (1994). La escuela
secundaria adventista como medio de Redención. Christ in the Classroom. Vol. 13. (p.
207-227). |
||
|
Proyecto Educativo de Centro.
Colegio Adventista de Sagunto. (2001) |
||
|
Puig, J. (1995). La educación moral en la enseñanza
obligatoria. Barcelona: ICE-Horsori. |
||
|
Shull,
J. (2000, October/November). Bible labs- more than a witnessing opportunity. The Journal of Adventist Education, p.
37-39. |
||
|
South Pacific
division Curriculum Frameworks (1990). SDA secondary curriculum. |
||
|
Wyler, A. (1978). L’éducateur au
service de la foi. |
237
KORNIEJCZUK´S MODEL OF DELIBERATE TEACHER
IMPLEMENTATION OF INTEGRATION OF FAITH AND LEARNING.
|
Level of implementation |
Characteristics |
|
Level 0 No knowledge No interest |
Teacher has little or
no knowledge of IFL. Teacher is doing
nothing to be involved in IFL. Teacher is not
convinced that IFL can be carried out in the subject. Teacher thinks that
the subject he/she teaches is not related to faith. |
|
Level 1 Interest |
Teacher has acquired
or is acquiring information on IFL. Teacher is aware that
IFL should be incorporated in his/her classes. Teacher is looking for
ways to deliberately implement IFL. Teacher thinks that it
may be worthwhile to include IFL in future planning. |
|
Level 2 Readiness |
Teacher knows how to
implement IFL in at least some themes. Teacher is preparing
to deliberately implement IFL at a definite future time. |
|
Level 3 Irregular or superficial use |
Deliberately
integrated, but generally unplanned. There is no coherent
Christian worldview. Irregular use. Only
some themes are integrated throughout the general context of the subject. Superficial use. Use
of spiritual content for secular purposes without meaning. Management concerns
disturb IFL. |
|
Level 4 Conventional |
There is a stabilized
use of IFL, but no changes are made in ongoing use. Syllabus and
objectives show IFL in at least some themes. IFL is based on
teacher’s talking rather than student response. Teacher knows how to
implement IFL. IFL shows coherent
implementation. |
|
Level 5 Dynamic |
Teacher varies the
implementation of IFL to increase impact on students. Teacher can describe
changes that he/she had made in the last months and what is planned in a
short term. Change of strategies
and themes according to student needs or interests. Students draw
conclusions of IFL. |
|
Level 6 |
Teacher cooperates
with colleagues on ways to improve IFL Regular collaboration
between two or more teachers increased impact on students. The whole school (or
at least a group of teachers) provides a coherent Christian worldview and
emphasizes student response. |
APPENDIX 2
238
CAS
EDUCATIONAL PROJECT (2001). SUMMARY OF
OBJECTIVES
1.
To educate for a balanced development of personality.
2.
To educate so as the student acquires a critical, autonomous and
reflexive attitude. (Genesis 1:26-31; Colossians 3: 9-11)
3.
To educate in hope. (Apocalypse 21:5)
4.
To educate respect among the differences. (Romans 12: 10; Luke 19: 1-10)
5.
To educate for the responsible use of freedom and so as the student
learns to reason making moral judgments. (1st Corinthians 6:12)
6.
To educate to find a personal development through work and rest.
(Genesis 2: 15; Proverbs 18:9; 6:6; 20:4)
7.
To educate the belief of salvation through grace and faith. (Romans
3.28; 1st Timothy 2:5; 1st Peter 2:9; Acts 17:11)
8.
To educate for a democratic coexistence.
9.
To educate for a healthy lifestyle.
10. To educate the
recognition of the right of life and freedom, promoting the construction of
positive peace. (Psalms 85:10; Matthew 5:21, 22)
11. To educate personal
encounter with God. (Galatians 5:22)
12. To educate the student
how to develop emotional intelligence.
13. To educate critical
participation in a globalized world.
14. To educate in the
forgiveness as an open possibility to start over. (1st Peter 3:9;
Matthew 18:21, 22)
15. To educate so the student
understands the relationship between science and faith. (1st Peter
3:15)
16. To educate for a
positive tolerance. (Genesis
17. To educate in dialogue
as a cooperative way of looking for truth and justice, and as a way of solving
conflicts. (Deuteronomy 5:2-4; Genesis 4:9)
18. To educate for equality
among differences.
19. To educate for the
respect of the environment. (Genesis 1:11, 20, 24, 31; 2:7, 15)
20. To educate to face the
challenges of consumer, publicity, new biological findings and the latest
scientific and technological developments. (Matthew 6: 19-21)
21. To educate in the
coordinated cooperation of all formative agents (family, school, environment)
22. To educate for the
development of the will, and the capacity of facing failure in its various
forms.
239
APPENDIX 3
TITLE: “IFL CENTRE FIRST
SURVEY” (OCTOBER 2001-MAY 2002)
NUMBER OF RESPONDENTS:
13
|
1. Last name ___________ First name: ______________ Phone number ___________ E-mail
address: ________________ |
|
2. Degree ________________ Languages: English beginner
intermediate advanced Other __________ beginner
intermediate advanced |
|
3. SDA Educational Background. Masters in Education _____ year
______ Theology studies
___________________ Others
____________________________ |
|
4. Subjects you are teaching
during this school year ________________________ |
|
5. According to Korniejczuk’s
model, what level are you ? 0
1 2 3
4 5 6 |
|
6. Why are you in this level?
____________________ |
|
7. How well do you know CAS
Educational Project’s objectives? Not very well Quite well Very well |
|
8. Do you consciously apply those
objectives to your subject? How? ____________ |
|
9. Would you like to share IFL
resources that you prepare with other teachers? Yes NO |
|
10. Are you familiar with the
following resources? a. Christ in the Classroom Yes No b. http: //
circle.Adventist.org. Yes No |
|
11. What suggestions would you do
so as our secondary school makes a more effective IFL?
___________________________________________________ |
RESULTS:
|
2. Degree ________________ Languages: English beginner 7% intermediate 30% advanced 38% Other French beginner intermediate 30% advanced 38% Other German beginner 7% intermediate advanced Other Portuguese beginner
intermediate 7% advanced |
|
3. SDA Educational Background. Masters in Education 30% Theology studies
___________________ Others: Curso
de pedagogía (There used to be a special course on
SDA education made up with theological subjects as well as educational ones.
It had over 50 credits) |
|
240 0
1 2 (15%) 3 (30%) 4
(25%) 5 (25%) 6 |
||
|
6. Why are you in this level? Lack of courage. .Need of orientation. .Need of material. .No interest in the
administration on that topic. .No time. .I don’t
know how to plan it. .In my subject, only a few
contents allow me to do it. .I do it
because I learned how to do it in my Master’s lessons. .I have
thought about it for a long time. .My level of integration is
conscious but not intentional. I should plan better. .I don’t
have enough teaching experience. |
||
|
7. How well do you know CAS
Educational Project’s objectives? Not very well 30% Quite well 46%
Very well 23% |
||
|
8. Do you consciously apply those
objectives to your subject? How? . In short morning worships
before the beginning of the class. . Through informal dialogues with
the students. . With activities I usually
prepare at the beginning of each school year. . In “Tutoría”
class, with some activities. . I try to integrate it in each
topic in my class. |
||
|
9. Would you like to share IFL
resources that you prepare with other teachers? Yes 95% NO |
||
|
10. Are you familiar with the
following resources? a. Christ in the Classroom Yes 50%
No 50% b. http: //
circle.Adventist.org. Yes |
||
|
11. What suggestions would you do
so as our secondary school makes a more effective IFL? . To select more adequate
resources. . To get in touch with
professional associations of teachers to get involved and/or to publish some
of the projects we, as a school, make in education of values. . To have time to prepare it.
Especially in the summer. . To continue the kind of work
this IFL Centre has started. . To invite guests speakers. . To create a resources centre in
Spanish. . To encourage a true Christian
living. . To start everyday the class
with a spiritual thought. |
APPENDIX 4
241
IFL BULLETIN
IFL Bulletin number 4 (April
2002)
Colegio Adventista
de Sagunto. ESO-BACHILLERATO
IFL Centre: Juan
Antonio López
It is the personality of the teacher which is the text that the pupils
read; the text they will never forget” (Abraham J. Heschel
“The spirit of Jewish education”
I. OBJECTIVES OF OUR EDUCATIONAL PROJECT.
Objective
number 4. We want to educate respect among the differences. The Bible suggests
that the only real solidarity is based on the common legacy that all men and
women share. Accepting God also implies accepting our enemies. From that
perspective, we would like to favour the understanding of the other people, the
profound respect of their freedom, the non-violent resolution of the conflicts
and all kind of voluntary work. (PEC. CAS. July 2001)
II. USEFUL RESOURCES
7. http://www.profes.net. This site is a “resources center” with the following sections: “Education in values”
with useful activities ready to be used in “Tutoría”;
“Resources for the “tutoría” with activities on
alcoholism, conflict resolution, boy and girl relations, etc.; “Visual
classroom” is a section where you can get some Power Point presentations
focused on adolescents; “Education without frontiers” is a list of resources to
educate on solidarity and helps students get to know better the world they live
in.
Have
fun and get new activities for your pupils. They’ll love them…!!!
8. http://www.aeguae.org. Our friends have put on this site all
their published essays since 1974 till 1999. Have a look at their list of
topics.
It’s worth visiting this website!
III SHARE YOUR EXPERIENCE
Our students want to learn more
about Jesus. If you don’t believe it, ask our colleague Rosa. She will tell you
what is going on in her “Tutoría” class of 1º ESO.
She gets so many questions on religious matters that all the students have
decided to spend an hour a week to share their questions in class. The students
decide what to study, and with the appreciated help of pastor Carlos Catalán,
IV. NEWS, SUGGESTIONS, OPINIONS, NEEDS, IDEAS
Our students of Bachillerato
Lorena Esperante, Thais Ribera
and Ana Llorca have entered an international contest
where, in English, they had to give their opinion about the future challenges
for all Sabbath observers, they also had to talk about their personal
experiences and finally they had to explain how they would share the Sabbath
truth with those who still don’t know about it. The awards are $750, $500 and
$250. More information is available at http:// www.biblesabbath.org
Send your participation to [email protected];
or leave a note at the reception desk. Thank you.
242
APPENDIX 5
TITLE: “FUTURE ACTIONS
AT THE IFL CENTRE”
DATE: JUNE 2002
NUMBER OF RESPONDENTS: 9
Each teacher was given a
questionnaire with the following items in a seldom order. They had to order the
tasks according to what they felt it was the most urgent need. These were the
results:
|
Preferred order |
Tasks to be done by the IFL
Centre of CAS during the school year 2002/2003. |
|
1st |
To elaborate materials adapted to each subject. |
|
2nd |
To elaborate a systematic IFL tutoring plan (This refers to the weekly
hour the main teachers stays with his assigned group of students) |
|
3rd |
To look for practical activities where students can put the values
acquired at school into practice. |
|
4th |
To elaborate evaluation instruments of moral teaching. |
|
5th |
To prepare informal curriculum activities: outings, camps, retreats,
etc. |
|
6th |
Special weekends and/or workshops for teachers and other staff members
over IFL. |
APPENDIX 6
TITLE: “IFL CENTRE
COORDINATOR”.
DATE: JUNE 2003.
NUMBER OF RESPONDENTS: 7
This is the average result.
1. How do you value the work done
by the IFL Centre during the school year 2001/2002?
(Not useful at all) 1 2 3 4 5(Very useful).
2. Do you think that CAS secondary
school should maintain this IFL Centre on a regular basis?
YES (90%) / NO (0%) No answer: (10%)
3. Do you think that this
experience could be applied to other educational institutions?
YES (90%) / NO (0%) No answer: (10%)
4. Make a cross next to the
characteristic or characteristics the coordinator of the IFL Centre should
have: (Numbers show how many times each item was crossed out by the surveyed
teachers)
- Professor from the secondary
school not working in the administration (Principal, Academic Dean…) ___ (3)
- More than 5 years experience in
teaching. ___ (2)
- Denominational training: Masters
on education or similar. ___ (6)
- Professor from the secondary
school working in the administration (Principal, Academic Dean…) ___ (0)
5. How long should this teacher be
in charge of the IFL Centre?
1 year 2 years
(5) 3 years 4 years (1)