Prayer, worship, praise, and the exploration of stories of Bible events and Bible literature are important aspects of the English curriculum within the Seventh-day Adventist school. As values are embedded in everything we say and do, Adventist teachers should realize that their worldview will inevitably disclose itself in all forms of language and literacy activities and the literature chosen for study. Most effective teaching of Adventist values through the learning area, English, will be accomplished when there is congruence between the lifestyle of the teacher and the values being taught. This authenticity will support the development of the students’ sense of judgement and critical discrimination. “The requisite of language is that it be pure and kind and true – the outward expression of inward grace.” E G White Education p35 “Whatever is true, whatever is honourable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence, if there is anything worthy of praise, think about these things.” Phil 4:8 NIV English Objectives The study of English in a Seventh-day Adventist School will… *The Four Lenses Creation The Fall Redemption Restoration The Symbol The Focus Purpose Problem Response Hope The Descriptor The meaning of a particular learning concept and God’s purpose. What went wrong because of rebellion? How to respond, using learning for God’s purpose in everyday life. Points to the future when “all will be made new” i.e. present actions being shaped by the future ideal. English Objectives Enable learners to develop personal and shared meaning through the God-given gift of language and to positively communicate and interact with one another and to communicate with and about God. Promote awareness that communication between people groups is fractured. Language is used for selfish interest, rather than God’s glory. Indiscriminate use of language and other communication mediums leads to lack of discernment and understanding. Support the use of language and literacy skills to serve God’s creation with purpose. What is real, true and of value are articulated clearly and internalized, pointing to how we can build relationships and give glory to God. Develop language to be used for good in the service of others, restoring and strengthening relationships, clarifying meaning and uplifting emotions. Communication involves a perfect balance of truth and love.
Values for Adventist Schools Action Response (Thread Number) Description of Action Response Biblical Foundation Key Essential Questions for Students Adapted from Transformation by Design Further Questions for Teachers Adapted from Transformation by Design Sample Teaching and Learning Ideas that reflect an adventist worldview in this value Discernment SHAPING CULTURE (19) CONSUMERISM Students understand their cultural context, discern its errors and its virtues, and seek to ‘shake and shape’ it for the Kingdom. 2 Cor 5:17-20 Matt 6:33 Rom 12:1-2 Is shaping culture even possible? What does it mean to live counter-culturally? How do we discern what is good and bad in our culture? Why should we love our enemies? How can we be others-centred in our schools? What opportunities for culture shaping are we providing our students? Do our classrooms foster an environment that stands up for the oppressed, puts others first and celebrates the successes of others? How can you as a teacher develop your ability to critique cultural movements and ideas? Teach students how to validate sources of information e.g. what is fake news, alternative news in light of Christian and social principles. Explore the lyrics of to search for the truth e.g. Do the principles in the second verse of our National Anthem still ring true? Teach patterns of argument and what they appeal to. Use social to teach critical thinking... e.g. Do 140 character tweets give a full picture on issues? Link with history teachers to assess how different societies, cultures operate. Challenge assumptions about our society - e.g. consumerism- positive or not? Use clines to unpack student assumptions. Then lead into discussions about why they believe what they do. Could follow up with reading or writing after this. Two examples below: The opposite of consumerism is service. Totally disagree ß__________à Totally agree 1 2 3 4 5 Consumerism subtly subverts Christianity. Totally disagree ß__________à Totally agree 1 2 3 4 5 Key Values of the scriptural can be woven through the curriculum and thereby ‘draw together’ meaning and purpose in learning. Action Responses help draw units together and give students opportunities to live out their new learning. These numbers in the Action Response column correspond to the Threads in ‘Transformation by Design” by the National Institute for Christian Education, 2015