History
A Curriculum
Framework for Seventh-day Adventist Secondary Schools
ACKNOWLEDGEMENTS
The South Pacific Division
Curriculum Unit has enlisted the help of a number of teachers in preparing this
document. We would like to thank all who have contributed time, ideas,
materials and support in many tangible and intangible ways.
In particular, we would like to
thank the members of the History Curriculum Groups who wrote and edited the
document. The group members were:
First Edition
Graeme Hawke Nunawading
Adventist High School
Sharon Kenealy Pine
Rivers Adventist High School
Dianne McMahon Keilor
Adventist High School
Tony Philips Carmel
Adventist College
Ronald Pieterse Auckland
Adventist High School
Arnold Reye Trans-Tasman
Union Conference Office
Lyndon Wright Adelaide
Adventist High School
Second Edition
Tony Harrison Macquarie
College
Tony Hay Avondale Adventist High
School
Pam Oliver Prescott College
Bill Webster Sydney
Adventist College
It is our wish that teachers will
use this document to improve their teaching and so better attain the key
objectives of Seventh-day Adventist education.
Sincerely,
Barry Hill
Director Secondary Curriculum
Unit
South Pacific Division
Seventh-day Adventist Church
Department of Education
148 Fox Valley Road September
1999
WAHROONGA NSW 2076 Second
Edition
TABLE of CONTENTS
ACKNOWLEDGEMENTS . . . . . . 2
TABLE OF CONTENTS . . . . . . 3
WHAT IS A FRAMEWORK? . . . . 4
USING THE FRAMEWORK . . . . 5
SECTION 1 PHILOSOPHY . . . . 6
Philosophy . . . . . . . . 7
Rationale . . . . . . . . 8
Ideas That Lie Behind History . . . . 9
Objectives . . . . . . . . 10
SECTION 2 The Planning Process . . 11
Steps in Planning a Unit . . . . . . 12
The Planning Example . . . . . 13
SECTION 3 SAMPLE Topic PLANS 15
European Settlement 16
China - Contact and Defeat . . . . . . 17
Gallipoli . . . . . . . . 18
SECTION 4 PLANNING ELEMENTS . . . . 19
Values of History . . . . . . . 20
Historical Issues . . . . . . . 23
Strategies for Teaching Valuing . . . . . 25
SECTION 5 APPENDICES . . . . . 33
Historical Concepts . . . . . . . 34
Suggestions For Developing a Christian Perspective . . 37
Quotations Associated With Some Concepts . . . 41
WHAT IS A FRAMEWORK?
A Framework
In the
Adventist secondary school context, a "framework" is a statement of
values and principles that guide curriculum development. These principles are derived from Adventist
educational philosophy which states important ideas about what Seventh-day
Adventists consider to be real, true and good.
A
framework is also a practical document intended to help teachers sequence and
integrate the various elements of the planning process as they create a summary
of a unit or topic.
The framework is not a syllabus.
The
framework is not designed to do the job of a textbook. Although it contains lists of outcomes,
values, issues and teaching ideas, the main emphasis is on relating values and
faith to teaching topics and units.
Objectives of the Framework
1. One objective of the framework is to show
how valuing, thinking and other learning skills can be taught form a Christian
viewpoint. The Adventist
philosophy of history influences this
process.
2. A second objective is to provide some
examples of how this can be done. The
framework is therefore organised as a resource bank of ideas for subject
planning. It provides ideas, issues,
values and value teaching activities of history, so it is intended to be a
useful planning guide rather than an exhaustive list of "musts."
The
framework has three target audiences:-
1. All history teachers in Adventist secondary
schools.
2. Principals and administrators in the
Adventist educational system.
3. Government authorities who want to see that
there is a distinctive Adventist curriculum emphasis.
USING THE FRAMEWORK
LAYOUT
The
framework is comprised of five sections — philosophy, the planning process,
sample unit plans, planning elements, and appendices. The nature and purposes of each section are set out below.
It is suggested that you read
this page describing these five sections now before attempting to use the
document for the first time.
SECTION 1 — PHILOSOPHY
Section 1 is the philosophical
section. This section contains a
philosophy of history, a rationale for teaching history, and a set of outcomes
which have a Christian bias.
This section is meant to remind
teachers of the Christian perspective they should incorporate in their
teaching. They may consult this section
when looking at longer-term curriculum planning, and when thinking about unit
objectives. This may also be adapted to
form part of their program of work.
SECTION 2 —
The Planning Process
Section
2 is the "how to" section of the framework. It explains a process teachers can follow when planning a topic
or unit of work while thinking from a Christian perspective. It is followed by a sample summary compiled
by working through the steps. Because
it suggests an actual process for integrating ideas, values and learning
processes, this section is the heart of the document.
SECTION 3 — SAMPLE UNIT PLANS
Section
3 shows practical examples of how to use the framework in unit planning. It is meant to show how Section 2 can be
used to produce a variety of possible approaches to teaching valuing, thinking
and other learning.
SECTION 4 — PLANNING ELEMENTS
Section
4 contains lists of ideas, values, issues and teaching strategies that teachers
may consult when working their way through Section 2 of the framework. It is a kind of mini directory of ideas to
resource the steps followed in Section 2.
SECTION 5 — APPENDICES
Section
5 contains ideas for teaching which lie outside the domain of values and faith,
but which could be useful as reminders of good teaching and learning practice.
SECTION 1
Philosophy
INDEX
A Philosophy
of History . . . . . 7
Rationale . . . . . . . . 8
Ideas That Lie Behind History . . . . 9
Values-Oriented
Objectives . . . . 10
PHILOSOPHY
A Christian philosophy of history
affirms that God has always existed.
His creation of this world marked the beginning of human history in time
and space. Furthermore, the biblical
perspective strongly suggests that God is exercising a continuing role in the
affairs of earth’s men and women, and in the universe. The study of history
therefore includes a search for explanations concerning the origins, purpose
and destiny of the universe and earth’s people as determined by God.
The above paragraph makes it
clear that the Christian view of history is theologically oriented. It is concerned with the entire sweep of
human experience, and it places Jesus Christ in the centre of that experience.
Sin is portrayed in Scripture as alienation between the Creator and His
creatures and the search for selfhood outside the purposes of God. An understanding of reality from a Christian
perspective must take into account the effects of sin in human history. Therefore as a record of human activity,
history may be interpreted as a witness of distorted social conditions,
corrupted exercise of power, and disruption in human affairs.
The
Christian view of history sees humanity as being the crown of creation, so that
human patterns of action and interaction can reveal God’s infinite glory in
numerous ways. The Holy Spirit, who
works through many avenues, can influence the actions of humanity, although men
and women man are often motivated by self-interest. Consequently, they can do a good deal to change the course of
events, either positively or negatively.
As the events of history are
studied by the Christian historian, patterns of cause and effect may be
traced. These outcomes are not viewed
simply as God’s providence, for they work in conjunction with many other historical
forces interacting in complex ways.
In its account of the past,
history reveals how the value priorities of men and women influence individual
people’s lives, world events and the rise and fall of nations. Making moral evaluations of these events will
form part of the historians’ task as they examine the past, and these
judgements will be made with reference to the authority of the Scriptures.
RATIONALE
Adventists teach history so that
as active Christians, students of history will develop a broad world view which
incorporates awareness of cosmic forces shaping life. Earth’s history shows patterns of the interaction between God,
Satan, and earth’s people.
Historical study leads us to
examine the choices men and women have made, the motivations behind these
choices, and their outworking. As
students understand these choices in the light of their world view, they should
decide to participate actively and positively in shaping history.
Choices show how values are
important in forming cultures and national identity. It is therefore important that students study history as a
vehicle for seeing how the positive aspects of good citizenship reveal these
value priorities.
History
has a unique and crucial role to play in a balanced education. Good reasons for studying history as part of
good education can be found for example in the NSW State Syllabus for Years
7—10. Some of these reasons are as
follows:
IDEAS THAT LIE BEHIND HISTORY
Consider
these ideas. Make sure they come
through in your teaching. Use them to
help you ask questions about the meaning of history.
1. We can only understand ourselves and our
society by understanding our history.
2. History involves a sense of time, and treats
people and events in the context of their time.
3. History is a continuous process. While this process shows change, the rate of
change is not necessarily constant.
4. History shows us how that we must make
careful decisions in life, knowing that we have to stick with them and defend
them. We are responsible for our
decisions.
5. We must follow a methodical process of
inquiry to find out the truth about the past and the present.
6. God exists and acts in time and space.
7. History confirms that Jesus is a real person
in earth’s story. It also reveals the
nature of man's relationship with Jesus.
8. History shows the effects of the struggle
between good and evil, and therefore the effects of both goodness and sin in
the world. Man takes part in the
struggle, influencing history both positively and negatively.
9. God's providence is not necessarily
event-specific, but is still confirmed in history. There is a divine purpose in the sweep of time.
10. Historical events usually have multiple causes
and effects.
11. History goes beyond politics, economics,
social structure and culture. It shows
how moral and religious actions and judgments are also important.
12. False ideas about man and his origins have had
a big influence on history.
OBJECTIVES
The
objectives listed here focus on the values and beliefs about history that would
interest a Christian historian. They
are not meant to replace objectives and outcomes of state syllabi.
KNOWLEDGE
As a result of studying history
students should develop:
1. A Christian perspective of time, its
specific periods and the individual’s position in time.
2. Understanding of the unique social,
cultural, religious, political and psychological elements of selected periods
and how individuals influence and were influenced by these elements.
3. Understanding
of the influences of God and Satan on the patterns of change and continuity
throughout time, as revealed by divine inspiration.
4. Acceptance and support of the concept of a
Christian world view of history.
5. The value of seeing the importance of
knowledge and developing this knowledge defend a personal viewpoint.
6. An appreciation of a different cultures.
7. A sense of the rights and responsibilities
of citizenship
8. A willingness to be involved in their
contemporary world.
ATTITUDES
1.
An appreciation of the uniqueness and value of individual
people in past events.
2.
A sympathetic understanding and sensitivity to the life
circumstances, value positions and consequent actions of others, in both the
past and the present.
3.
An appreciation of the worth and diversity of various cultures
and lifestyles.
4.
An empathy with those who struggle for justice, seek respect
for the individual, and those who triumph in service for others.
5.
An appreciation of the complexity of change and the need for
personal adaptability to change.
6.
Interest and participation in community activities such as
heritage groups, museums, theatre, exhibitions, and restoration projects.
7.
A willingness to preserve our heritage.
8.
A readiness to investigate the past critically, sensitively
and objectively and to make balanced value judgments from all available data.
9.
A willingness to submit one's reflections and judgments to
ongoing evaluation by others.
10. A
desire to minister to the needs of others.
11. A
lifelong enthusiasm for the study of history.
SECTION 2
THE PLANNING
PROCESS
INDEX
Steps in Planning a Unit . . . . . 12
The Planning Example . . . . . 13
STEPS IN PLANNING A UNIT
1 Consult the syllabus, including the yearly
planner for the school, if there is one.
· Ask questions such as: What do I cover? What important values and issues could be included? What is the detail? Where does this fit?
· List ideas (areas of study) of
what you want to teach. Put these in order.
2 Gather information about the topic. Consult resources including senior teachers
and text books for ideas. Sort through
the information by referring to the syllabus or school subject planner. If you are new to the subject it may help to
read and underline a good text, and summarise the underlining before moving
though the text in class. It can also
help to photocopy good supplementary material from a source such as The
Twentieth Century.
3 List the most important outcomes (ideas,
skills, values, knowledge etc).
4 Devise interesting teaching activities to
assist learning.
5 Look for resources to support the
activities. These may include videos,
text books, magazines, CD and internet references, government support
materials, AV kits, ideas and materials of other teachers. Book any equipment needed. Sometimes it may be helpful to visit another
teacher in a nearby school to get ideas or resources.
6 Fill in a planning grid, breaking the
information into lessons.
7 Create teaching notes for your own use, or
refine the teaching notes you have been making. Previous teaching notes may
include assignments, tests, photocopied material, worksheets etc.
8 Devise
assessment tasks in consultation with the department head (in bigger schools),
syllabus and any external exams.
9 Go back and evaluate during and after the
teaching.
9.
Throughout the whole process, remember the importance of
teaching values and the valuing process.
Remember that
the process is not a rigid step by step sequence. There can be fluid movement between any of the steps, and the
task can be done in a number of different sequences.
THE PLANNING EXAMPLE —
EUROPEAN
CONTACT AND COLONISATION
1. Consult the syllabus to see
where European contact and colonisation fits in.
· Ask where the topic fits in
the sequence of the syllabus, and at what year level or stage.
· It is included in the
mandatory syllabus for NSW. The broader
topic is Australia and its people to the middle of the Nineteenth Century.
· Ask what is covered
broadly. Examples: Initial European contact, British
colonisation, early Aboriginal and non Aboriginal. Ask what important values and issues could be included. Examples are racial tolerance, justice,
stewardship related to land use, freedom (for convicts, for democracy etc), and
nationalism. The topic can include
issues such as racism, land ownership, the ethics of sending convicts, and the
nature of the relationship between Aboriginal and non Aboriginal people, abuse
of human rights, the shaping of our identity through this period, the legacy of
this initial contact today.
· It is a good idea to compile
teaching notes as you go, along with a resource folder.
2. To collect information, go to suitable texts
and other resources which could include the examples below in Point 5.
3. Define the outcomes. Examples are: plan historical research, list the reasons why the British
settled in Australia, discuss the pros and cons of transportation, empathise
with the Aboriginal perspective of land ownership, value the increasing
democratisation of the government during colonial times, recognise some of the
factors influencing peoples’ actions in the past, communicate a logical
argument in oral and written forms.
4. Start to think of some
possible teaching strategies.
Examples:
· Use OHP’s to outline the
reasons for settlement
· Examine sources such as
documents and stories from a CD ROM and fill in charts
· Write a biographical study on
a governor
· Draw up a timeline of the
major settlement events
· Role play events such as the
Rum Rebellion, the Castle Hill Rebellion, the first arrival, the Convicts going
to select themselves a wife
· Guest speaker such as a parent
to talk about an Aboriginal issue
· Review videos with answer
sheets or discussion
· Mapping exercise of the
explorations
· Visit a site such as Trial Bay
Gaol or Elizabeth Farm or Old Government House at Parramatta, Hyde Park
Barracks in the city, cottages in the rocks
· Museum visits — Museum of
Justice, Sydney Museum
5. Look for resources. They may include: videos such as Frontier, the ABC video on 150 Years of War in
Australia, Women of the Sun, the texts Understanding Australian History, Images
in Australian History, AV kit Invasion and Resistance, the play Myall Creek
Massacre, available role plays, document studies such as those on the
squatters, sets of OHP’s on reasons for Australian settlement, CDROM on The
First Fleet, NSW History Association Journal articles, site study such as Trial
Bay Gaol, discussion of source documents such as The Invader which an
Aboriginal account of how the 1770 and 1788 fleets came.
6. Fill in the planning grid. This may take various forms such as the one
on the following page.
7. Refine the teaching notes you have compiled
so far on European contact. Remember to
match teaching notes with student notes and activities. Order and structure notes, leave space to
write changes etc.
8. Devise assessment tasks.
Examples:
· Written test on treatment of
Aborigines.
· Assignments on the Rum
Rebellion, or the squatters.
· Video response sheet on
Peach’s Gold or Golden Pennies
· Debate the issue of whether
the colony was an invasion or a settlement.
9. Evaluate your teaching of European
contact. This evaluation may come from
sources such as student feedback, marks from assessment tasks, personal
reflection, and reassessment of student attitudes in the longer-term.
SECTION 3
Sample Topic
plans
INDEX
European Settlement . . . . . . 16
China — Contact and Defeat . . . . 17
Gallipoli . . . . . . . . 18
STRATEGIES FOR TEACHING VALUING
This section of the
framework outlines some possible teacher tactics for introducing and
emphasising values. These activities
are useful for teaching other kinds of curriculum content as well.
Analogies
We build analogies
by showing similarities or correspondence between ideas, models or systems that
are not normally associated with each other.
An example is to gain insights into government by analysing how families
and family organisations function.
Examples of such organisations are churches and clubs.
Analysing
Values
We analyse values
by either reasoning about them or the valuing process in a structured or
systematic way. This may involve
looking at the consequences of pursuing different alternatives. These could perhaps form part of a
dilemma. For example, what is the
justification for Stalin using force to modernise Russia in the 1930’s. Compare with capitalism. We could consider long range consequences
such as success in WW2, becoming a super power, freedom of the individual
versus the interests of the state.
Application of
Values
This tactic
involves putting values into action. An
example would be deciding how to take positive action against racism, or
finding ways to cope with unemployment.
Building
Support for a Position
For this tactic, we would show how to support a case either
for or against a position. For example,
we could support a case for or against conscription in WW1, or argue for free
trade versus protectionism, assimilation versus multiculturalism, free
enterprise versus capitalism, democracy versus communism.
Cartoons
Cartoons can convey
values. For example students could
collect a cartoon depicting the Nazi-Soviet Pact, identifying motives and
advantages of both sides.
Checklist
A checklist is a
list of values, or value statements. It
can be use to identify and analyse an individual’s or group’s values
position.
Example: Industrial Revolution
The example below
indicates a number of contrasting attitudes towards technological change in the
Industrial Revolution. The student will
complete the frequency column while studying stimulus material such as videos
or newspaper articles. A follow-up
activity would be to analyse the frequency and distribution of ticks in order
to recognise the value position of the stimulus material.
Technological Change
|
Attitudes to Technological Change
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Frequency
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1
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2
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3
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4
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5
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6
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7
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8
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It is
essential to economic growth
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1
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2
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3
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4
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5
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6
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7
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88
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It is
essential to economic growth
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Improves
living standards
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Creates
unemployment
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Undermines traditional lifestyles
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Debate
By debating an
issue such as Australia’s immigration policy, we can draw out a range of
values. Other topic examples are
provided in the paragraph above on building a support for a position.
Demonstration
We are constantly
demonstrating values in the classroom.
For example, we may demonstrate Australian voting systems by using the
classroom and students to reconstruct the procedure.
Case Studies
Case studies
examine values in operation. Such a
study could examine how trade unions developed, the struggle against apartheid,
or the battle for civil rights in a number of countries.
Choosing
Between Values
This strategy may be
used to select either freely or from a list of alternatives. In terms of values, this involves choosing
value statements or terms which are appropriate to the individual. This may be followed by ranking
activities.
Example: Political Systems
Collect 10 value
statements reflecting differing political systems, such as:
(i) The
rights of the individual are less important than the rights of the
community as a whole
(ii) The
freedom to chose is central to the democratic way of life.
Students choose
those statements that best represent their values position. A class discussion could follow whereby the
statements are related to the values positions of various groups of people.
Students should be
aware of the dangers of stereotyping different groups of people. A nation, especially, is very likely to
contain people who hold different values.
Dangers of stereotyping may be overcome by the students having access to
appropriate information.
Consequences
Chart
A consequence chart
is a way of recording the consequences of decisions and actions based on the
values individuals and groups hold.
Example: Economic Development
The class may be
studying the impact of developing a recently discovered coal seam.
|
Action
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Short-term Consequences
|
Long-term Consequences
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1
Development of the wool industry
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2 Discovery of gold
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3 Industrial Revolution
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4 Five Year Plans
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5 Modernising of Japan
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Students complete
the table and discuss the consequences of these actions.
Discussion
Cards
Discussion cards represent a strategy for controlled
discussion. It is appropriate for small
group discussion in which each card defines a particular aspect of an
issue. It would be followed by whole
class discussions of each group’s findings.
Example: Communes in China
|
Card 1
What were Mao’s ideas
about Communism?
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Card 2
What is a commune?
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Card 3
What was the great leap
forward?
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Card 4
How did Mao try and keep
control of his revolution?
|
Explanation
We often have a
duty to explain why we hold value positions, or why values are important to
students. For example, we could explain
the value of intellectual honesty in essay writing and the documentation of
sourcing and referencing.
Field
Experience
Field experiences
such as an excursion to museums, heritage sites and theme parks can highlight
values such as responsibility or cooperation.
Hypotheticals
We may pose
hypothetical problems for students to solve.
For example, we could create a scenario in which we ask "what if
Australia reintroduced capital punishment?
What would follow?" Another
scenario is to reconstruct what might happen if Australia did not give foreign
aid.
Identifying
Possible Action
This strategy
involves identifying responses to a particular values position and is the
forerunner to taking action.
Example: Political Decision Making
|
Values Position
|
Possible Responses
Examples include:
|
Response Chosen
ie taking action
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·
Sites within the CBD of historic importance should be preserved.
|
·
Write letters to city council and state government
·
Support National Trust
·
Vote for those politicians supporting preservation
·
Join a direct action group and demonstrate on a site
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|
Identifying Values
We should take opportunities to
identify values in many topics we cover.
For example, when talking about propaganda or the nature of socialism
and capitalism, we might identify integrity, truthfulness, or openness as
values.
“I” Statements
“I” statements invite students to
become involved in the emotions and actions of history. Students could choose a real person in
political power and write a statement beginning "I urge you to...."
“I Urge” Telegrams
Students choose a real person
involved in history and write a telegram beginning with "I urge you to
“I Want”
Advertisements
Each student is provided with a
card on which to design a "Wanted" advertisement setting out the
particular aspect of a situation they feel undesirable and would like to
change. After this the teacher collects
the cards, shuffles them and invites each student to take one. A group sharing session would follow.
Example: Militarisation
Students could compose telegrams
to world leaders expressing their attitudes towards a conflict in a particular
part of the world, or regarding the spatial distribution of nuclear weapons.
Likert Scale
This consists of a series of
opinion statements designed to provide some idea of how intense student
feelings are either for or against a given topic or issue. Students strongly agree (SA), are undecided
(U), disagree (D), or strongly disagree (SD).
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Statement
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SA
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A
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U
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D
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SD
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Voting should be compulsory
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Freedom of speech should never be limited
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Religious rights should not be restricted
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Everyone has a right to education to the end of secondary
school
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Media Stimulus
We can use media reports such as
news items, and TV programs Four Corners and "Foreign Correspondent"
to raise issues and weigh them up, highlighting values involved. Christian responses to given issues such as
terrorism and racism could also be discussed.
Modelling
The teacher constantly models
values such as enthusiasm and care in procedures, and attitudes such as the
conviction that all people are equal before God, and that we should treat
others as such.
Narration
We
can use narration to identify and support many values. Examples of narration are incidents and
stories in the lives of historical figures who reveal their world views and
values. Examples of interesting people
are Lachlan Macquarie, William Bligh, Joan of Arc, Martin Luther, Alexander the
Great, Nelson Mandela and Jesus Christ.
Stories could include topics such as the Rum Rebellion, the Eureka
Stockade, Mutiny on the Bounty, Battle of Waterloo, Siege of Leningrad, or
Operation Barbarossa.
PMI (Developed by
Edward De Bono)
This stands for Plus, Minus, and
Interesting statements about a value concept under investigation. It involves listing the good, bad, and
interesting aspects of an idea or situation, and encourages students to articulate
the value positions in some aspect of history such as the Vietnam War.
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Statement
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Plus +
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Minus —
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Interesting I
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Australians participated
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Vietnam veterans returned and were isolated
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Problem Solving
We can help students weigh up values
by asking them what to do next in problem situations. Examples of this approach are problems of immigration, and
capital punishment for people such as Martin Bryant.
Projects
Projects on historical and social
issues such as racism, war, colonisation and politics can include a valuing
component.
Raising Issues
An issue is a point or idea in
question or dispute. Issues involve
competing values and their resolutions reflect world views. We may for example raise issues such as
apartheid, economic systems, revolutions and terrorism in order to have
students explore the tensions between desirable but opposing values.
Ranking
Ranking requires the listing of
values statements that students are asked to rank in order of importance or
commitment, according to their own or adopted values position. an example is to list in order of priority
four ways in which immigration contributes to Australian society; or list the
causes of WW1 in order.
Role Plays
When
students act out roles, they are forced to think about the values the role
represents. For example, we could have
a student act out the role of Martin Luther who broke away from established
doctrine or Anwar Sadat who changed the attitudes of Arabs to Jews
Semantic Differentials
This strategy is used to determine
the emotional force of a concept. For
example, students on the following scale should indicate how they feel about
discriminating against women.
exciting boring
right wrong
powerful weak
anger calm
hate love
Simulation
Simulations force students to
cast themselves in life-like problem situations. For example, a student can be asked to simulate the justice
process associated with transportation.
Visiting Speakers
Visiting
speakers present value positions on many topics. For example, a WW2 veteran or an Aborigine leader from the local
area can speak about his or her experience.
Work Experience
Students learn values by visiting
historical sites or being part of them.
For example, museums, theme parks such as Old Sydney Town and Sovereign
Hill, cemeteries and sacred sites are places where values are learned.
ASSESSMENT
Values are estimates of worth
placed on aspects of our experience.
Although it is relatively difficult to assess students’ valuing ability,
and harder to estimate the quality of values they hold, some assessment tasks
can be helpful in assessing valuing awareness and ability. Many of these tasks
are virtually cognitive thinking processes set in an ethical or other valuing
context.
1. Types of Tasks
a Identify values present in
historical conflicts, incidents, peoples’ point of view etc
b Clarify values by doing the
following kinds of things:
· Explain criteria for why
people make choices.
· Explain why a value priority
is held in a given situation.
· Explain what a value means in
its historical context.
· Explain how a value held
relates to an assumption about history, or a world view.
c Make
ethical, religious, social, ecological, aesthetic, and other value judgments in
a wide range of contexts. Reference can
be made to clear criteria for making these judgments, and the strength of these
criteria. Examples are:
· The quality of a perspective,
point of view, or argument about an historical issue.
· The quality of historical data
gathering, hypotheses or broader investigations.
· The quality of a decision or
course of action, with criteria given for the judgment.
d Rank the
quality of the values influencing a situation according to a given value
priority.
e Analyse
perspectives. Such analysis can be
assessed according to students’ ability to:
· Identify and articulate points
of disagreement on which there is conflict.
· Articulate a detailed position
and /or an opposing position, and the reasoning behind it.
· Articulate important and
appropriate alternatives to be considered.
· Identify criteria by which
alternatives can be assessed.
f Other
assessable valuing abilities:
· Generate and assess solutions
to ethical problems presented by history.
· Evaluate the weight of
historical and other authorities according to moral or other criteria.
· Make plausible inferences
about what might happen in hypothetical situations. These inferences can be moral, religious, social etc.
· Distinguish relevant facts
from irrelevant ones in determining the morality of a viewpoint, action, war etc.
· Refine and improve
generalisations made about ethical issues.
· Examine moral or other
assumptions about historical incidents.
· Supply evidence for a moral
conclusion drawn about a situation.
· Give a values-oriented talk
about an historical incident.
· Complete a research assignment
on an historical incident, story, or situation embedded with values.
2. How can attitudes be assessed?
Attitudes can be
seen as values revealed in action in the longer-term. They may be dispositions to behave in certain ways because of
values held, or a group of a person’s beliefs organised around situations,
people or objects, and held over time.
They are difficult to put marks to, so should be thought of in different
ways to values when assessing students.
· First, students need to be
aware of what desirable attitudes about historical study are, and why they are
important.
· It is important to look for
changes in attitudes if students’ attitudes are different to the intended ones
early in the year.
· Assessment of attitudes can be
based on observation of students over the whole of the course, not just on
isolated incidents.
· Observation of students'
attitudes needs to occur in contexts where students are likely to display their
attitudes — field trips, practicals, projects, discussions and seminars, and
records kept by using rating scales and/or criteria listings.
· Observation of students'
attitudes can be done by:
- Teacher
assessment — the standard method.
- Self-assessment
— here students assess themselves.
Students can be surprisingly honest and perceptive about their own
attitudes.
- Peer
assessment — here a student is assessed by his/her peers. This can bring out some revealing insights
that may not have been apparent to the teachers. However, care must be taken here.
· Besides observation, student
attitudes can be assessed by completion of questionnaires or by the expressing
of their opinions in essays. An example
is "Should there be a White Australia Policy?"
· A number of other valuing
activities have been explained in this framework in the section
"Strategies For Teaching Valuing."
These approaches to teaching values could also be used as a way of
recording attitudes and attitude change.
Examples of these are checklists, choosing between value statements,
consequences charts, Likert scales, PMI statements, semantic differentials and
"I" statements.
3. How can students' attitudes be recognised and reported?
· Marks— Attitudes could be given a
weighting when compiling the overall course mark (eg 10% or less). This could be as part of a test or as part
of continuous assessment.
· Profiles — A listing of desired attitudes could be made and then either:
- Indicate
on a check list those which are observed (based on reflection or impressions
over the term, or accumulated check lists);
- Report
only those observed (based on reflection or impressions over the term, or
accumulated check lists); In this way
teachers can build a description of a set of attitudes students hold about
history.
· Rating
Scales — Use
a four or five point rating scale (based on reflection over a timeframe such as
a whole term).
· Descriptive
statements — Assessments could be referred to when
completing reports or testimonials which describe students more subjectively.
SECTION 5
APPENDICES
INDEX
Historical Concepts . . . . . . 34
Suggestions For Developing A Christian Perspective 37
Quotations Associated With Some Concepts . .41
HISTORICAL CONCEPTS
Concepts are an important part of
history. The list below is a brief
introduction to the array of possible historical concepts that help convey a
Christian perspective of history.
Authority:
The varying
ability of individuals and groups to influence the thoughts and actions of
others.
The established right of an
individual or group to determine policies, pronounce judgements, and promote
interests.
Biblical Perspective:
A viewpoint emphasising the
evidence of divine purposes and principles as found in the study of
history. A clear understanding of the
course of human history is not possible without a knowledge of the origin,
nature and destiny of man, biblical principles and prophecy.
Career Awareness:
An understanding and appreciation
of the wide diversity of occupational choices, the ways in which individuals
make these choices, and that occupational choices should not be limited because
of racial, sexual or ethnic stereotypes.
Change:
A continuing process resulting
from the interplay of a multiplicity of factors or events which is reflected in
ideological, religious, social, political and economic systems and their effect
on various cultures.
Citizenship:
The status of being a member of a
state or nation. It involves
appreciating the rights, responsibilities and privileges of belonging to a
society.
Conflict:
A state or condition of discord,
dissension or strife arising over contradictory ideas and interests. The expression and clarification of a
variety of views.
Conflict Management:
The resolution of conflict
through compromise, bargaining and respect for the rights of others.
Creation:
The act whereby God produced this
universe and provides all that is necessary to sustain life.
Culture:
The sum total of ways of living
built up by a group of human beings, which is transmitted from one generation
to another.
Ethics:
A system of acceptable conduct
developed by a society for the purpose of governing human relationships which
is modified over time.
Family:
The basic societal unit for the
development of social and spiritual relationships.
God:
The supreme being with whom a
loving, trusting relationship may be developed.
Good and Evil:
Opposing forces in history which
influence human wellbeing for better or worse.
Mankind and his environment exhibit the results of the universal
conflict between Christ and Satan.
Gospel Commission:
The commandment of God to
Christians to commit themselves to Biblical religious faith and share it with
others.
Lifestyle:
A mode of life which includes
attributes of efficient management of personal resources and moderation and
balance in living habits.
Man:
An intelligent being with the power
of choice by which personal destiny is determined.
Morality:
The rightness or wrongness of
human behaviour and conduct based on scriptural ethical principles.
Nationalism:
That trait or characteristic of a
people which is exemplified by devotion to, or advocacy of our national
interests or national unity and independence.
Prejudice:
An irrational attitude of
hostility or favour directed toward an individual, a group, a race, or their
supposed characteristics.
Resources:
Elements of the environment that
can be utilised and managed for the satisfaction of needs and wants.
Seventh-day Adventist
World View:
A set of interrelated basic
assumptions and values which together dispose SDA’s to see the world in a
particular way. The SDA student makes
sense of the world and develops a personal world view through understanding the
concepts listed in this framework.
Spacial Relationships:
The proximity between natural,
human, cultural, economic and political elements.
Technology:
The
implications and influence of advancing knowledge about materials, equipment
and processes on the community, the nation and the world. The systematic application of scientific
knowledge for practical purposes.
The history of technological
advance, however, reveals both positive and negative effects on man's cultural,
social, economic and religious life.
Time:
An awareness
of the chronology of events in the development of societies.
The effect of distance,
geography, time and technology on the events of history.
Truth:
An indisputable fact or principle
which accurately conforms with reality.
Truth does not change, but because man's ability to comprehend it is
limited, his perception of truth may change over time.
Urbanisation:
The analysis of factors that have
contributed to human dislocations and to basic changes in living patterns.
SUGGESTIONS FOR DEVELOPING A CHRISTIAN PERSPECTIVE IN HISTORY
The following list contains
suggestions showing how students may develop a Christian perspective of history
by studying historical concepts.
Authority and Power:
· Use documentary and other
evidence to examine the power of individuals and groups.
· Analyse the effect that the
use and abuse of power plays upon the course of human history.
· Examine the ways by which
those in authority maintain and lose their power.
Biblical Perspective:
· Understand that God is
interested in each individual.
· Recognise God's involvement in
the rise and fall of nations.
· Describe ways in which the
spread of Christianity has influenced the affairs of mankind.
· Describe the consequences of
the conflict between Christ and Satan evidenced in history.
Change:
· Explain the significance of
change as it is reflected in ideological, religious, social, political and
economic systems.
· Explain how people have coped
with and adapted to change.
· Identify major causative
factors in historical change, for example wars, famines, natural disasters,
exploration and charismatic leadership.
Conflict:
· Understand the importance of
social harmony.
· Understand that conflict may
arise out of constructive or destructive differences.
· Identify and explain ways in
which historical conflicts have been managed and resolved.
· Recognise that the ultimate
solution to conflict lies in the outworking of God's purpose in human affairs.
Conflict
Management:
· From historical examples,
identify, evaluate and establish the commonality of key issues in national and
international conflict situations.
· Select and analyse examples of
effective conflict management from a range of historical examples.
· Tabulate key principles that
have proved effective as a basis of conflict resolution.
Controversy
Between Good and Evil:
· Discover evidences of the
conflict between good and evil as demonstrated in history.
· Identify the elements of God's
government and contrast these with other forms of government, for example
democracy and totalitarianism, openness and secretness.
Cooperation:
· Identify examples of
cooperative activity which have led to major social amelioration.
· Analyse examples of national
and international cooperation which have achieved marked or even global
benefits for mankind and the environment.
· From historical examples,
establish criteria for identifying those problems best solved through
cooperative activity.
Critical
Thinking:
· Make and test hypotheses, use
relevant information, develop generalisations and re-evaluate original
hypotheses.
· Recognise bias in historical
writing and identify underlying assumptions.
Empathy:
· Engage in simulation
exercises, role playing and other vicarious experiences that will facilitate
the internalisation of values and beliefs upheld by historical persons of
merit.
Freedom:
· Examine the effects of
religious oppression on migration patterns
· Examine various views of
freedom and differentiate between freedom and licence.
· Understand ways by which
intellectual, social, cultural, legal and political factors effect freedom.
· Understand that individual
freedom presupposes the exercise of individual responsibility.
God:
· Recognise that God has a
purpose for each individual's life.
· Understand that the principles
of freedom and responsibility are inherent in the laws of God.
· Recognise that while God is
ultimately in control he has given man free choice.
Gospel
Commission:
· Identify with the spiritual,
physical, mental and emotional needs of his fellow man.
· Internalise the concept of
service and demonstrate this through taking the roles of a good citizen,
concerned neighbour and Christian witness.
Integrity:
· Examine key figures in history
and analyse their behaviours with regard to the degree of integrity demonstrated.
· Assess the influence of those
who have made decisions based on integrity rather than expediency.
· Evaluate the effect on world
history of governments and nations that have acted with integrity.
Justice:
· Identify and study the
achievements of men and women who have championed the cause of justice and
equity.
· Analyse the basic principles
which underlie the justice system in society and relate these to the Decalogue.
· Evaluate the effects on a
nation or society which chooses to ignore basic principles of justice.
Man:
· Demonstrate a respect for the
worth of man in attitude and through acts of service.
· Plan and participate in
activities that will provide opportunity to develop skill in the decision
making process.
Morality and
Ethics:
· Identify and study examples of
individuals who have demonstrated high moral and ethical behaviour in both
personal and public life.
· Identify examples of moral or
ethical positions and trace the consequences of espousing them.
· Trace and evaluate the social,
political, religious and economic consequences where national leaders or
governments have defied moral and ethical values.
· Explore the relationships
between ethical order, God's judgements and the second coming of Christ.
Nationalism:
·
Recognise evidences of nationalistic patriotism in the
country.
·
Understand the role nationalism has played in promoting
conflict between nations.
·
Identify ideological, economic, social and political
factors which may lead to conflicts between nations.
·
Analyse movements within societies that contribute to
the realisation of self-determination.
Openness:
· Identify personal and others'
biases in historical judgement.
· Weigh conflicting evidence and
arrive at tentative conclusions.
· Demonstrate respect for
differing interpretations of historical data.
Research:
· Use a variety of data
gathering skills in acquiring historical information.
· Use a variety of processing
skills in organising the accumulated data into logical sequence and coherent
units.
· Use effective communication
skills in presenting historical ideas to others.
· Develop skills in obtaining
oral history about the church, family, local community and region.
Respect:
· Describe behaviour by nations
which indicate respect for the rights and property of others and contrast this
with behaviour which indicates prejudice.
· Identify present national and
international problems which have their roots in a failure to recognise the
worth and dignity of others.
· Evaluate the importance of the
country's social and patriotic symbols in establishing and maintaining national
self-respect.
Responsibility:
· Identify and evaluate the
behaviours of historical figures in terms of the degree to which they have
exhibited social responsibility.
· Identify and analyse turning
points in human history where responsible acts have determined new directions
for mankind.
Self-Direction:
· Work independently to find
solutions to historical problems.
· Select an historical problem
and independently develop investigative procedures, gather data, evaluate the
data against criteria, and arrive at tentative conclusions.
Sensitivity:
· Demonstrate sensitivity when
passing judgment on the motivations of historical persons.
· Treat historical data in a
sensitive way, particularly when the data includes facts adverse to the
reputation of a person.
Service:
· Identify examples of what is
perceived as selfless service and assess the validity of the perception.
· Identify the motivation behind
selfless human endeavour, for example the spread of Christian missions, the
abolition of slavery and the beginnings of nursing service.
· Analyse the achievement of
those who have led in major social reform.
Technology:
· Identify the positive benefits
of technological advancement, for example economic and social improvement,
health care and longevity, and improved communications.
· Identify the negative
influences of technological advancement, for example increased destructive
power, depersonalisation and increased materialism.
· Assess the degree of
importance technology has played in the events of history.
Time and Space
Relationships:
· Recognise sequence and
chronology in distinguishing the past from the present.
· Analyse conditions of time and
space that have influenced international relationships.
· Analyse how the compression of
time and space has affected local society, national development and
international relationships.
Tolerance:
· Explore examples of tolerance
and intolerance, as provided by history, and evaluate the long-term effects of
both values.
· Evaluate the influence of
dissenters and reformers in bringing about social, religious and political
change.
Truth:
· Determine the validity of
truth by separating fact from opinion.
· Demonstrate understanding of
the process of arriving at an understanding of the past by identifying and
assessing facts; distinguishing between
substantial and insubstantial evidence;
separating the process of searching for truth from the acceptance of
propaganda; and examining historical
evidence in a constructive and unbiased manner.
World
Religions:
· Examine examples of human
exploitation justified in the name of religion.
· Identify the causes and
effects of large scale conquests conducted by religious zealots.
· Analyse the characteristics
and influence of Christian world conquest carried out in the spirit of the
Gospel Commission.
QUOTATIONS ASSOCIATED WITH SOME CONCEPTS
Authority and Power:
" ...
For there is no power but of God ... "
Romans. 13:1
"Compelling
power is formed only under Satan's government.
The Lord's principles are not of this order. His authority rests upon goodness, mercy, and love; ... God's
government is moral, and truth and love are to be the prevailing power ...
" DA 759
Biblical Perspective:
"He
removeth kings and setteth up kingdoms."
Daniel. 2:21
"Thy
Word is a lamp unto my feet and a light unto my path." Psalms. 119:105
"In
the Word of God the curtain is drawn aside and we behold, behind, above, and
through all the play and counterplay of human interest and power and passions,
the agencies of the all-merciful One, silently, patiently working out the
counsels of his will." Ed 173
Change:
"But
thou, O Daniel, shut up the words, and seal the book, even to the time of the
end: many shall run to and fro, and
knowledge shall be increased."
Daniel. 12:4
"Great
changes are soon to take place in our world." 9T 11
"Peculiar
and rapid changes will soon take place ... " 6T 436
Conflict:
"Rejoicing
in hope; patient in tribulation, continuing instant in prayer." Romans. 12:12
"There
hath no temptation taken you but such as is common to man: but God is faithful, who will not suffer you
to be tempted above that ye are able; but will with the temptation also make a
way to escape, that ye may be able to bear it."
1 Corinthians
10:13
"These
things I have spoken unto you, that in me ye might have peace. In the world ye shall have tribulation: but be of good cheer; I have overcome the
world." John 16:33
The
conditions of the world shows that troublous times are right upon us. The daily papers are full of indications of
a terrible conflict in the near future.
9T 12
Conflict Management:
"But I
say unto you, That whosoever is angry with his brother without a cause shall be
in danger of the judgment: and
whosoever shall say to his brother, Raca, shall be in danger of the council: but whosoever shall say, thou fool, shall be
in danger of hell fire." Matthew.
5:22, 23
"A soft
answer turneth away wrath."
Proverbs 15:1.
"...Thy
brother hath aught against thee...First be reconciled to thy brother, and then
come and offer thy gift."
"...If thy brother shall trespass against thee, go and tell him his
fault between thee and him alone."
Matt 5:23, 24 and Matt 18:15
"As
members of the human family we are individual parts of one mighty whole. No soul can be made independent of the
rest. There is to be no party strife in
the family of God; ... No partition
walls are to be built up between man and man.
Christ as the great centre must unite all in one." FE 479.
Controversy Between
Good and Evil:
"And
I'll put enmity between thee and the woman, and between thy seed and her
seed. It shall bruise thy head and thou
shalt bruise his heel." Genesis.
3:15
"The
student should gain a knowledge of its grand central theme of God's original
purpose for the world, of the rise of the great controversy, and of the work of
redemption. He should understand the
nature of the two principles that are contending for the supremacy, and should
learn to trace their working through in the records of history and prophecy, to
the great consummation. He should see how
this controversy enters into every phase of human experience." CT 462
Cooperation:
"They
helped every one his neighbour; and every one said to his brother, Be of good
courage. Isaiah. 41:6
"The
things of earth are more closely connected with heaven, and are more directly
under the supervision of Christ, than many realise. All right inventions and improvements have their source in Him
who is wonderful in counsel and excellent in working ... Whatever we do,
wherever we are placed, He desires to control our minds, that we may do perfect
work...
Christianity
and business, rightly understood, are not two separate things; they are
one. Bible religion is to be brought
into all that we do and say. Human and
divine agencies are to combine in temporal as well as spiritual
achievements." CT 277
Critical Thinking:
"Come
now, and let us reason together, saith the Lord." Isaiah. 1:18
"Those
who cannot impartially examine the evidence of a position that differs from
theirs are not fit to teach in any department of God's cause." R&H, Feb 18, 1890
"Every
human being, created in the image of God, is endowed with a power akin to that
of the Creator individuality, power to think and to do. It is the work of true education to develop
this power, to train the youth to be thinkers, and not mere reflectors of other
man's thoughts." Ed 17
Empathy:
"For we
have not an high priest which cannot be touched with the feeling of our
infirmities; ... " Hebrews. 4:15
"This
world is the field of man's labor ... He is designed of God to be a blessing to
society; and he cannot, if he would, live and die to himself. God has bound us together as members of one
family, and this relationship everyone is bound to cherish." 4T 339
Freedom:
"And ye
shall know the truth, and the truth shall make you free." John 8:32
"The
youth have an inborn love of liberty; they desire freedom; and they need to understand that these
inestimable blessings are to be enjoyed only in obedience to the law of
God. This law is the preserver of true
freedom and liberty." Ed 291
God:
"In the
beginning was the Word, and the Word was with God, and the Word was God. The same was in the beginning with God. All things were made by him and without him
was not any thing made that was made."
John 1:1-3
"And we
have known and believed the love that God hath to us. God is love; and he that dwelleth in love dwelleth in God, and
God in him." 1 John 4:16
"The
Godhead was stirred with pity for the race, and the Father, the Son and the
Holy Spirit gave themselves to the working out of the plan of redemption." CH 222
Gospel Commission:
"Go ye
therefore and teach all nations ... " Matthew 28:19, 20
Integrity:
"Lord,
who shall abide in thy tabernacle? Who
shall dwell in thy holy hill? ... He that sweareth to his own hurt and changeth
not." Psalms 15:1, 4
"The
just man walketh in his integrity: his
children are blessed after him."
Proverbs 20:7
"The
true teacher is not satisfied with second-rate work. He is not satisfied with directing his students to a standard
lower than the highest which it is possible for them to attain ... It is his
ambition to inspire them with principles of truth, obedience, honour,
integrity, and purity principles that will make them a positive force for the
stability and uplifting of society."
Ed 29, 30
Justice:
"He hath
showed thee, O man, what is good; and what doth the Lord require of thee but to
do justly, and to love mercy, and to walk humbly with thy God." Micah 6:8
"Men
cannot depart from the counsel of God, and still return that calmness and
wisdom which will enable them to act with justice and discretion." PP 658
Man:
"So God
created man in his own image, in the image of God created he him; male and
female created he them." Genesis
1:27
"Wherefore
by one man sin entered into the world and death by sin; and so death passed
upon all men, for that all have sinned."
Romans 5:12
"There
is neither Jew nor Greek, bond nor free, there is neither male nor female: for ye are all one in Christ
Jesus." Galatians 3:28
"Man was
to bear God's image, both in outward resemblance and in character ... He was
holy and happy in bearing the image of God, and in perfect obedience to his
will." PP 45
Morality and Ethics:
"Finally,
brethren, whatsoever things are true, whatsoever things are honest, whatsoever
things are just, whatsoever things are pure, whatsoever things are lovely,
whatsoever things are of good report; if there be any virtue, and if there be
any praise, think on these things."
Philippians. 4:8
"Every
power physical, mental, and moral needs to be trained, disciplined, and
developed, that it may render its highest service; for unless all are equally
developed, one faculty cannot do its work thoroughly without overtaxing some
part of the human machinery." 5T
522
Nationalism:
"Is it
lawful for you to scourge a man that is a Roman, and uncondemned?" Acts 22:25
"We, by
contrast, are citizens of heaven."
Philippians. 3:20 (NEB)
"The
Saviour was above all prejudice of nations or people; He was willing to extend
the blessings and privileges of the Jews to all who would accept the light
which He came to the world to bring."
5BC 1134
Openness:
"Study
to show thyself approved unto God, a workman that needeth not to be ashamed,
rightly dividing the Word of truth."
2 Timothy. 2:15
"God is
moving upon every mind that is open to receive the impressions of His Holy
Spirit ... " ML 63
"To the
honoured rabbi at the night conference on the Mount of Olives, the despised
woman at the well of Sychar, He opened his richest treasures; for in these
hearers He discerned the impressive heart, the open mind, the receptive
spirit." Ed 231
Research:
"For
precept must be upon precept, precept upon precept; line upon line, line upon
line; here a little and there a
little." Isaiah. 28:10
"No
effort should be spared to establish right habits of study." CT 136
Respect:
"Honour
thy father and thy mother: that thy
days may be long upon the land which the Lord thy God giveth thee." Exodus 20:12
"Therefore
all things whatsoever ye would that men should do to you, do ye even so to
them: for this is the law and the
prophets." Matthew 7:12
"Christ
recognised no distinctions of nationality or rank or creed ... Christ came to
break down every wall of partition."
9T 190
"True
courtesy is not learned by the mere practice of rules of etiquette ... It
ignores caste. It teaches self-respect,
respect for the dignity of man as man, a regard for every member of the great
human brotherhood." Ed 240
Responsibility:
"So then
every one of us shall give account of himself to God." Romans 14:12
" ...
the strength of nations, as of individuals, is not found in the opportunities
or facilities that appear to make them invincible; it is not found in their boasted greatness. It is measured by the fidelity with which
they fulfil God's purpose."
Ed 175
Self-Direction:
"I have
fought a good fight, I have finished my course, I have kept the
faith." 2 Timothy 4:7
"A noble
character is the result of self discipline."
Sensitivity:
"And be
ye kind one to another, tenderhearted, forgiving one another, even as God for
Christ's sake hath forgiven you."
Ephesians. 4:32
"The
Saviour never suppressed the truth, but He uttered it always in love. In His intercourse with others, He exercised
greatest tact, and he was always kind and thoughtful. He was never rude, never needlessly spoke a severe word, never
gave unnecessary pain to a sensitive soul ... He never made truth cruel, but
ever manifested a deep tenderness for humanity." GW 117
Service:
"We then
that are strong ought to bear the infirmities of the weak, and not to please
ourselves." Romans 15:1
"In the
kingdoms of the world, position meant self-aggrandisement. The people were supposed to exist for the
benefit of the ruling classes...
Christ was
establishing a kingdom on different principles. He called man, not to authority, but to service, the strong to
bear the infirmities of the weak.
Power, position, talent, education, placed their possessor under the
greater obligation to serve his fellows."
DA 550
Technology:
"But
thou, O Daniel, shut up the words and seal the book, even to the time of the
end: many shall run to and fro, and
knowledge shall be increased."
Daniel 12:14
"True
education does not ignore the value of scientific knowledge or literacy
acquirements; but above information it values power, above power, goodness; and
above intellectual acquirements, character." Ed 225
Time and Space
Relationships:
"To
everything there is a season, and a time to every purpose under the
heaven." Ecclesiastes 3:1
"Where
wast thou when I laid the foundations of the earth? Declare, if thou hast understanding. Who hath laid the measure thereof, if thou knowest? Or who hath stretched the line upon it? Whereupon are the foundations thereof
fastened? Or who laid the corner stone
thereof ... " Job 38:4-6
Tolerance:
"Judge
not, that ye be not judged." Matt.
7:1
"A
uniform cheerfulness, tender kindness, Christian benevolence, patience, and
love will melt away prejudice, and open the heart to the reception of the
truth." EV 543
Truth:
"Thy law
is the truth." Psalms 119:142
"Jesus
saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by
me." John 14:6
"The
Bible unfolds truth with a simplicity and a perfect adaptation to the needs and
longings of the human heart, that has astonished and charmed the most highly
cultivated minds ... The more he searches the Bible, the deeper is his
conviction that it is the word of the living God, and human reason bows before
the majesty of divine revelation. 5T
700
World Religions:
"For all
the gods of the nations are idols, but the Lord made the heavens."
1 Chronicles
16:26
"Every
heathen nation has had its great teachers and religious systems offering some
other means of redemption than Christ ... Millions of human beings are bound
down under false religions, in the bondage of slavish fear, of stolid
indifference, toiling like beasts of burden, bereft of hope or joy or
aspiration here, and with only a dull fear of the hereafter. It is the gospel of the grace of God alone
that can uplift the soul." DA 478
ooOoo
