Institute for Christian Teaching
THE ROLE OF
VOCATIONAL STUDIES IN ADVENTIST
SECONDARY
EDUCATION
by
Michael St. G. Henry
Education Director
Central Jamaica Conference
of S.D.A.
Spanish Town, Jamaica
Prepared for the
18th
International Faith and Learning Seminar
held at
West Indies College
Mandeville, Jamaica - June
16-29, 1996
259-96
Institute for Christian Teaching
12501
Old Columbia Pike
Silver
Spring, MD 20904 USA
INTRODUCTION
Seventh-day Adventist Education is like no other. Yes, it shares many if the goals, strategies, methods and activities of its normative counterparts, but the philosophy on which it is built is such a radical departure from the norm that is revolutionary in its methods and remarkable in its outcomes. The theory and practice of Seventh-day Adventists education is a continuing process of weaving into the total fabric of the developing person a living vibrant faith in God which is central to all human existence. This integration of faith and learning is to be pursued in all aspects of the educational experience with the aim of establishing in the learner of faith to live by. It encompasses the full range of human experience from the womb to the tomb and indeed is expected in principle to assure man's continued development through eternal ages (White 1952:13).
This paper focuses on the
importance of vocational training in Jamaican Adventist Schools, its
significance in this process of integration and indeed the need to improve
educational offering in this area.
A. Faith
Rasi defines faith as being
both a gift of God and a response to the trustworthiness of God. It is an
instinctive reaching out for something bigger than one's self and is really a
response to a felt need, which we all seem to have. It is a trust in God and
that grows as a man recognizes the greatness and goodness of God through varied
means of revelation; a trust which leads him to acknowledge the lordship of God
and yield increasingly to His divine control. It is a basic presupposition for
all Christian thinking and it is the driving force and determining factor in
the lifestyle of the Christian person.
B. Education
Education is the
"harmonious development " of God's children in all their dimensions,
preparing them to meet the challenges of living and serving in this world and
the next (White 1952:13). It seeks to develop to its fullest potentials their
characters and thus to fit them for eternal life; the plan of salvation at work
in redeeming fallen mankind. Thus, the work of education and the work of
redemption are one and the knowledge of God is the real essence of education.
The philosophy, which
governs Seventh-day Adventist education, is built on this faith. It sees God as
Ultimate Reality, the Source and Sustainer of all creation. In Him rests both
one's reason for existence and one's ultimate destiny (Col. 1:17). A Knowledge
of God is vital and available only as He reveals Himself. This He willingly
does. He is Ultimate Truth. All that is true in our request for knowledge
points to Him and all who posses truth are mere feeble reflectors of His
omniscience (IAD Policy Book 1995:143).
Recognizing that God is
all-wise and all-good, ultimate value is seen in His expressed will (Ecc.
12:13,14). His laws are the infallible standards for human living. Adhering to
these leads to eternal happiness and fulfillment. Failure to comply results in
degradation, death, and eternal loss (1 Jn. 3:4; Rom. 6:23). Humanity, though
created a harmonious part of the cosmos, governed by Divine law, chose to
rebel, thus bringing in the era of decline and destruction for themselves and
the natural world. From this they are restored partially and gradually as they
choose to realign themselves with the Divine will; and ultimately, when God
restores original perfection for those who have made this choice. Though marred
by sin, the creation of God, as ordered by his law, presents the best possible
standards of beauty and order and point to the One who is Himself "altogether
lovely."
C. Integration
At the earliest stages of
the educational process the integration of faith and learning ought to begin.
In fact, the proposal put forward by White and which finds increasing support
in modern psychological thinking (White 1980:255) suggests that the influence
of the mind and attitudes--formulation of the character, of the child--begins
before birth.
The early years are most
impressionable. Here the child has no presuppositions to influence its
learning. It is important that the information absorbed at this stage is
contextualized by good Christian thinking (Ibid., 175). Thus the first
responsibility for the integration of faith and learning begins at home.
The school also has a great
responsibility in fostering a living faith in young minds. The greater portion
of each day is spent in school when children at impressionable ages are
influenced by peers and role models. Today as more and more homes are being
recognized to be dysfunctional, increasing demand is placed on the school to provide
early training for the children.
THE ROLE OF VOCATIONAL
TRAINING IN S.D.A. EDUCATION
Prominent among the factors
that typify Seventh-day Adventist education is a strong commitment to
vocational training. Vocational training, also called manual training or
industrial arts, in this case refers to the development of manual or physical
skills through a planned methodically effected program. This is important to
the accomplishment of a rounded education. Ellen White asserts that labor was
designed to be a blessing to mankind and as such is a part of the divine plan
for education (White 1952:214). "So far as possible facilities for manual
training should be connected with every school." (Ibid., 217).
E.A. Sutherland, pioneer
Adventist educator, sees the "industrial feature" as "the
essential basis of a true education" and as taking preeminence over
learning gleaned from textbooks (Sutherland 1984:375). We are advised to
regulate the studies of children and youth to ensure that a significant portion
of their time is spent in physical labor. This will lead to better blood
circulation, improved physical stamina and superior mental alertness (White
1943:83). The improved state of health that redounds from this education is in
keeping with the plan of Him who desires "above all things that we prosper
and be in good health" (III Jn.2).
Benefits of
Vocational Training
The benefits of vocational
training are not limited to physical advantages, however. The body normally
rest better after a period of manual work. The invigorated body then lends
strength to the brain and the student learns more in less time (Moore 1976:95).
Vocational training therefore, contributes to academic excellence.
There are other benefits
too. In keeping with the realization that education is more than the
acquisition of knowledge but also the gaining of basic living skills, we note
that vocational training teaches the student to think and to plan: to execute
daily task in a systematic manner: to properly utilize leisure time: to be
better home-makers: and to make practical, considered Christian judgments
(Houliston 1990:24). It teaches the dignity of labor: that work is of far
greater value than earning a living, but rather should be an offering to God, a
service to man and a means to ones personal growth and dignity (Holmes
1994:24).
Whether training takes place
in the home or at a school it brings teacher (or parent) and learner together,
thus promoting harmony and family togetherness. There are increased
opportunities for the development of both cognitive and affective skills in
setting where the psychomotor is emphasized. The teacher/parent find
innumerable opportunities to model desired character traits for the children.
The integration of faith and
learning is a meaningful, fruitful exercise when practiced in the context of
vocational training. This area of discipline lends itself readily to the
integrative process. One reason perhaps, is the experience of active labor is
not only a mandate from God (Gen. 1:28, 2:15) but typifies the very nature of
God. God, the Creator and God the Redeemer set an example of industry for us to
follow (Gen. 1 and 2; Jn 9:4). This need to follow the Divine example is a
first lesson of faith to be imparted in this process. Obedience to His instruction is another.
The fact that these subjects
more readily accommodate demonstration, participation and group activities
allows for great modeling of Christian values by the teacher and for the
development of Christian virtues as the students interact with each other.
Individual subject areas lend themselves to varying expressions of faith.
Agriculture is an excellent example:
A. Agriculture
as an example
Agriculture is an important
subject area and one highly recommended for study in Adventist schools. Ellen
White says: "No line of manual training is of more value than
Agriculture...in [its]study let pupils be given not only theory but
practice." It was the first line of work given to man (White 1952:219).
Below is an example that demonstrates how matters of faith can be imparted in
the teaching of Agriculture.
(A sample)
|
TOPIC OR AREA |
CONCEPT OF FAITH AND
VALUES |
|
1.
Subject overviews - Agriculture is plants and animals. |
This
study is a response of Stewardship to the seen as the cultivation and care of
Edenic mandate to care for the earth (Ps 24:1). |
|
2.
Responsibility of the Agriculturist in the care of dependable animals
(providing food and care). |
We
all depend on God for sustenance. We need to trust Him (Ps 23). We need to pattern His faithfulness and
kindness. |
|
3.
Dealing with diseased animals. |
Meat
was not a part of our original diet - and is not God's plan for us. (Gen
1:29). |
|
4.
Specialized biological structure of animals (eg. digestive system). |
We
are fearfully and wonderfully made. We need to glorify God as Creator. |
|
5.
Careful preparation of beds and furrows for crops. |
God
is God of order. (1Cor 14:40). |
|
6.
Growth and development of the seed as it germinates and grows though
unobserved and unsupervised. |
Principles
of the kingdom grow inexplicably in Mankind under guidance of the Holy
Spirit. He brings them to fruition. |
|
7.
Preparation of soil. Process
of sowing, sitting, of
beds.... |
We
need to properly plan the activities of life, so as to ensure optimum results
to the glory of God. |
|
8.
Varieties of crops growing on same plot. |
God
allows such wonderful variety in His children even when they share common
backgrounds and environments. |
|
9.
Working with classmates and teachers to accomplish the task. |
The
importance of the individual in working as a team. Responsibility to each
other. |
|
10.
Reaping |
Concept
of judgment and ultimately seeing the result of labor. |
B. Additional Examples
Other vocational subject
areas also provide rich soil for the integration process: Woodwork,
Construction, Art and Craft, Food and Nutrition, Clothing and Textiles, Home
Management, Computer Education--just to name a few. They open to the minds of
students important things about the work and nature of God and His relationship
to us. Students are lead to develop added depth of thought and more sobriety of
character.
C. Reasons for
Poor Responses
Considering the many
blessings of vocational training and its potential for fostering a living faith
in our students it is natural to expect that Adventist educators have
enthusiastically embraced this rich educational resources as we seek to fulfill
the mandate of Christian Education. Unfortunately, this is not the case. To a
great extent Adventist educators have focused mainly on academic offerings and
have by-passed the challenge of vocational education.
All levels there is little
interest in vocational training. It is reported that at the 10th
Faith and Learning Seminar held in Lincoln Nebraska, it was discovered that out
of 14 colleges and universities present, five no longer practiced vocational
training. The main reasons given were inadequate financing and problems of
scheduling (Muze 1992:24). A recent survey, by this author, of fifteen S.D.A.
preparatory and high schools in Jamaica showed that eight of these schools
offered no vocational training at all. Of the eight post-preparatory schools
only three offered any vocational course other than Food and Nutrition. (See
Appendix). For these schools also the main reason given for the poor vocational
offerings was finance.
Of course, there are also
other reasons than financial. One very real reason is a low perception of the
value of vocational training. Despite a sustained and highly effective campaign
by the government of Jamaica, over the past fifteen years or so, to promote and
facilitate technical/vocational education, it is still seen by many as an
undesirable alternative to academic pursuits and the domain of the academically
backward student. Sadly, this perception is held even in S.D.A. institutions
where vocational education has been a part of our philosophy for many years.
Increased difficulties in time, higher security demands, unavailability of
adequate space and skilled teachers were other important factors in vocational
training considerations.
STEPS TOWARDS ADDRESSING THE PROBLEM
We need to bear in mind as
we plan our curriculum that "students who have gained a book
knowledge" without gaining a knowledge of practical work cannot lay claim
to symmetrical education. The account books may show that the school has
suffered some financial loss in carrying on industrial work; but if in their
lines of work the students have learned lessons that will strengthen their
character-building, the books of Heaven will show a gain far exceeding the
financial loss" (White 1943:307-316).
As far as possible manual
training should be connected with every school...No other work committed to us
is so important as the training of our youth and every outlay demanded for its
accomplishment is means well spent" (Ibid 1952:218-219).
In seeking to provide better
vocational education in our schools there are still a few things we might try:
We need to promote again the
study of foundation principles of education in our churches. Local
congregations should be sensitized to the need for vocational education and be
asked to give financial assistance.
Skilled church members can
provide much of the needed human resources through voluntary work.
Administrators and financial
controllers need also to be convinced of educational imperatives.
The private sector,
government and international agencies are sometimes willing to provide funding
for development and education projects if well-presented proposals are made.
Institutions can pool resources
and thus share the burden of financial demands.
Assessment ought to be done
to determine the most relevant and cost-effective programs.
Careful work must be done to
maximize the potential of vocational education in the integration of faith and
learning.
One must also bear in mind
that many vocational programs are capable of generating a considerable portion
of their required recurrent expenditure. Limited commercialization can
sometimes off-set the cost of vocational training.
Lastly we sometimes need to simply to forward
utilizing the limited resources available and, as we earnestly seek to do God's
will, He will open the necessary doors to success.
The principles of S.D.A.
education are as unique as the doctrinal principles of the church itself. In
fact, there is a common purpose for existence: the redemption of God's children
and the restoration of the Divine image in them. This is accomplished as their
lives are characterized and governed by a living vibrant faith (Eph 2:8; Hab
2:4). As principles of living are taught to our students the principles of
faith should also be imparted; that is, the integration of faith and learning.
This is the preparing of a character fit for eternity.
Vocational education is a
basic component of S.D.A. education. Consequently, it is biblically based in
the word and example of Christ, and strongly supported by church pioneers and
inspired thinkers. It lends itself beautifully to the integration of faith and
learning. Educational leaders in Adventism seem to have lost the vision of the
essential nature of vocational education and it is not practiced as widely as
it should be. If the integration of faith and learning is to be achieved this
area of training cannot be omitted from our educational pursuits. We are urged
to give it its deserved emphasis as this thrust is most needed now.
Lessons of faith to be
learned from vocational training are so many and so meaningful that the
recommendation for vocational training is strong. Not only students gain from
these exercise, but staff benefit also as they heed the instruction to work
daily side by side with their students (White 1909:24). The institution also
benefits as the skills reposing in its halls increase. These skills are also
available in the community as the school reaches out to its constituency.
Finally, the wider community
and the nation benefits by having more skilled workers available. In difficult
times unemployment does not pose such a problem as citizens are not limited to
"white collar" job potentials. The students thus trained will not
only possess necessary manual skills but will have the sterling character
needed to make their community a better place since vocational training has not
merely spoken to what they can do but, more importantly, to who they are
(Houliston 1990:22).
As we move towards more
effective integration of faith and learning we need the character building
potentials of vocational training. The effect of a move to resuscitate and
promote this area of education will redound to our lasting benefit.
|
SCHOOL |
POP |
STAFF |
VOCATIONAL OFFERINGS |
|
1.
Buff Bay Academy (Junior High) |
189 |
6 |
None |
|
2. Harrison Memorial High |
385 |
20 |
Food and Nutrition |
|
3. Kingsway High |
360 |
19 |
Food
and Nutrition Clothing
& Textiles Technical
Drawing Art
& Craft, Computer Education |
|
4. Portland High |
135 |
10 |
Food and Nutrition |
|
5. Port Maria High |
139 |
16 |
Woodwork,
Agriculture Food
& Nutrition Clothing
& Textiles Welding,
Computer Education |
|
6. St. Ann's Bay High |
130 |
9 |
Food and Nutrition |
|
7. Willowdene High |
209 |
19 |
Food
and Nutrition Clothing
& Textiles |
|
8. Savanna-la-mar High |
140 |
15 |
Food and Nutrition |
|
9.
West Indies College High |
405 |
19 |
Food
and Nutrition Computer
Education, Clothing and Textiles |
BIBLIOGRAPHY
Holmes, Arthur F. The
Idea of a Christian College. Grand Rapids, Michigan: Wm.B. Eerdmans, 1994.
Houliston,
Brian B. Technology in Education - A Vital Part of Living Faith. CC
1990.
Moore, Raymond S. Adventist Education at the Cross Roads.
Mountain View, California: Pacific Press Publishing Assn., 1976.
Muze, Mishael. Work Experience Education - A Case Study
of Eastern African Division Territory Institutions. Lincoln, Nebraska: June
1992.
Sutherland,
E.A. Living Waters or Broken
Cisterns. Michigan: Review and
Herald, 1984.
White,
Ellen G. Adventist Home. Washington, D.C.: Review and Herald, 1980.
____________. Counsels to Parents, Teachers and
Students. Mountain View, California: Pacific Press Publishing Assn., 1943.
____________. Education. Mountain View, California:
Pacific Press Publishing Assn., 1952.
____________. Ministry of Healing. Mountain View,
California: Pacific Press Publishing Association, 1924.
____________. Christian Education. No. 1. Vol. 1, 1909.
Working
Policy - Inter American Division of the General Conference 1995 - 1996