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Christian education when implemented in childhood learning during the initial stages helps in the development of moral and ethical attitudes in the mindset of children. It helps them to understand about Christian values, practices, and their importance as a way of living life with a direction to progress with ethical standards (Billingsley, Brock, Taber & Riga, 2016). In this type of teaching proper utilization of doctrines and Christian beliefs for education as well as enlightenment is done. It encourages values like honesty, forgiveness, politeness, obliging, and respect for others, and achieving success in the right way without harming anyone's moral beliefs or anything against the global ethical standards is not tolerable.
But the idea is still disputed as some Christian teachings have ruling nature and firm beliefs. When these beliefs are termed as rule it will damage the whole idea of Christian coaching. It will help in our life by understanding other situations and make us able to communicate with them on their point of view (Dura-Vila & Hodes, 2018). Parental choice is considered a factor in this Christian teaching it means parents have the right to choose that their children will continue Christian education or not. Basic life facts combined with basic rules of religion are the fundamental basis of the Christian teachings. It helps in spiritual as well as mental development. By implementing such teachings in the initial stages of child development (Mayrl & Uecker, 2011), life progress in the right manner and it helps to reduce the unethical ways. In Christian coaching moral values and ethical values are considered as strict standards. This coaching includes Christian books as part of the course syllabus which helps the child by showing the correct perspective about life
A terrific degree of grievance is observed towards developing Christian schooling frameworks with inside the current schooling education system because of its traditional tactics. The problem arises because of a lack of know-how as well as the resisting attitude towards the inclusion of Christian principles with a transformational approach in education. Even in the case of Christian schooling, the massive transformation was observed via way of means of the renewal in the Sixties of the Second Vatican Council (Estrada et al., 2019). Every Christian coaching makes a different thought process to develop in an individual however balance of mindset and thoughts is important.
Nowadays Christianity is not widely accepted because of its political concepts and
The irrational thinkers of the society believe that spiritual teachings focus upon content material which was primarily based to examine the mindset of individuals (Mayrl & Uecker, 2011). But recent teachings focus upon mastering effects for students as opposed to conventional approaches which turned into a set of simply holy teachings with none realistic ability improvement.
This irrational approach to Christian education, presents a conventional viewpoint about religion, assuming that Christian education is a manner to increase the spread of teachings of a specific religion round the country. They think that this will dominate (Mayrl & Uecker, 2011) other religions and cultural groups. This irrational thinking assumes Christian education as a way of spreading dominance and authoritative power upon different religions.
In contrast to this, the general purpose of spiritual schooling is to enlighten human beings by respecting diversity and additionally get rid of these irrational tactics from the societal framework.
Another predominant critique of Christian schooling is the opinion that different academic specialists locate Christian schooling as uninteresting and refusal to accept the reality that it improves the overall wellbeing of the person and also for societal wellbeing in general (Daniel, 2012). It is thought as a trifling wastage of time because of conservative and old school Christian traditions. The societal mindset of students emphasizes that Christian schooling cannot help in the development of ethical values or become aware of personal identity. Children from a different Christian background pay much less attention to those kinds of academic courses because of the difference in Christian beliefs and practices. The societal perception suggests that those courses do not result in the overall development and no practical solutions can be devised for superior technological aspects of the global economy.
A different perspective is that the difference in the point of view of the instructor and student is due to communication gap. The different opinions are the chief problem that hinders the Christian education and the extent of information is very less for Christian educational schoolings (Estrada et al., 2019).
But a few rationale thinkers favour the promotion of Christian schooling (UECKER, 2008) to keep kids away from unethical activities that can destroy their life like crime and drug addiction.
Christian coaching allows enlightenment of the students in the right direction. Therefore the Christian lifestyle concepts help them in guiding the subsequent alignment of life aims and goals with the spiritual-moral and ethical standards.
It focuses on the transformative pathways which encourage evolution as the change (the truth of life) (Sandberg, 2020) of the conventional teachings following the existing international operating standards. It prohibits the conservative or traditional tactics which can be invalid inside the modern-day world.
Besides condemnation, it has a positive aspect also which cannot be neglected as it leads to the progress of some moral values (UECKER, 2008) and beliefs that may be unseen in today's non-Christian institutions.
All Christian coaching institution has focused on spiritual development along with religion as a present-day solution to orthodox criticism.
Christian coaching imparts a huge contribution towards self-analysis and the true perception of self-examination.
Also, it conveys a message to respect equally all other religions, values, and beliefs that anyone holds without any partiality.
The values and beliefs that are generated by this type of coaching lead to the development of a mindset that contributes to diversity but an organized society. Thus this coaching educates us to respect cultural variation along with integrity.
Also, it takes an integrated approach in educational growth which progresses the overall development of a person in terms of personal, cultural, and social development. It helps the person to be an integral part of the cultural community and society. It helps the person to contribute to the community services for social welfare(Mayrl & Uecker, 2011),. The calibration of personal growth with social wellbeing is important teaching which can be learned only via Christian teaching. If these moral values are neglected then it may impact the global future in terms of ethics and rational approaches.
There is a huge impact of positive societal attitude with a motivational perspective on early childhood learning. This societal attitude influences teacher's competence in a Christian institution. In addition to this, there is a development of a distinctive grading system that is different from what prevails in normal schooling environments which is because the pupils' tasks are not less and each task as Christian teaching cannot be counted as an individual achievement that can be marked up(Estrada et al., 2019). So this is a holistic approach that focuses on overall development.
Also, the educators in the Christian schooling setup use annotation material for the demonstration of Christian teachings. As the tasks are the same for every student so they are not counted which leads to the development of an optimistic approach to learning as well as teaching. This focuses upon the capability that every child holds as a moral duty to learn every teaching and implement in the school tasks.
The societal attitude encourages teachers to design simpler ways and goals for achievement by the students belonging to diverse cultural(Mayrl & Uecker, 2011), and Christian backgrounds. Thus ensuring cultural competence in the institutional setup showing respect for all and cultural awareness.
All the beliefs apply to the teachers too and they work in teams with individuals from culturally diverse backgrounds. The alignment of personal goals with Christian teaching helps them to live life in a better way and develop professionally as well as personally.
The whistleblowing in these Christian institutions becomes easy for the employees due to Christian principles as a core part of their working environment. So these act as a reality check to resource scarcity or distraction from goals.
Active listening (Sandberg, 2020) is the core value of such schools and the teaching environment is based upon discussions with the students about their mindset and the course relevance concerning the teacher's sentiments and practicality in real life. These methodologies help to actively involve the students as per their interest along with the rational Christian teachings as a way of life.
The Christian impact on the life of a human being as an individual change the outlook towards life and the goals that we want to achieve before mortality
It broadens the mindset and the narrow thought process widens with an optimistic approach that makes life worth living with a direction to all thoughts and their practical implementation (Billingsley, Brock, Taber & Riga, 2016). The most important aspect is that it helps in reducing the barriers to effective communication at all levels of the organizational setup of the Christian schooling environment.
The Christian coaching supports to illuminate the brain of children towards a particular direction of life right from initial developmental stages. It imparts the time to a student for self-analysis as well as he imbibes the different perspective of each religion. It provides them with chances for understanding basic human values and ethics. It also inspires open as well as effective communication with society and needs to help the community to obtain justice for a dissenting group of society. So it is very contrary to orthodox people who think of it as a ruling approach.
In addition to Christian teachings, they focus upon calming down the mind and body with alignment with the soul. This is done by music therapies and reading useful literature that changes the vision towards life and also continuous development is assured in the different growing stages of an individual's life and the learning process continues for a lifetime.
Estrada, C., Lomboy, M., Gregorio, E. R., Jr, Amalia, E., Leynes, C. R., Quizon, R. R., & Kobayashi, J. (2019). Christian education can contribute to adolescent mental health in school settings. International journal of mental health systems, 13, 28. https://doi.org/10.1186/s13033-019-0286-7
Billingsley, B., Brock, R., Taber, K. S., & Riga, F. (2016). How Students View the Boundaries Between Their Science and Christian Education Concerning the Origins of Life and the Universe. Science education, 100(3), 459–482. https://doi.org/10.1002/sce.21213
Dura-Vila, G., & Hodes, M. (2018). Cultural and Christian Variation in Attitudes to Young People Consenting to Health Interventions. Journal Of Religion And Health, 59(2), 870-890. doi: 10.1007/s10943-018-0686-z
McPhetres, J., & Zuckerman, M. (2018). Religiosity predicts negative attitudes towards science and lower levels of science literacy. PLOS ONE, 13(11), e0207125. doi: 10.1371/journal.pone.0207125
Daniel, K. (2012). Students' Attitudes on the Teaching of Christian Christian Education in Secondary Schools in Kenya. International Journal Of Psychology And Behavioral Sciences, 1(1), 48-54. doi: 10.5923/j.ijpbs.20110101.07
Mayrl, D., & Uecker, J. (2011). Higher Education and Christian Liberalization among Young Adults. Social Forces, 90(1), 181-208. doi: 10.1093/sf/90.1.181
Barnes, M. E., Truong, J. M., & Brownell, S. E. (2017). Experiences of Judeo-Christian Students in Undergraduate Biology. CBE life sciences education, 16(1), ar15. https://doi.org/10.1187/cbe.16-04-0153
Uecker J. E. (2008). Alternative Schooling Strategies and the Christian Lives of American Adolescents. Journal for the scientific study of religion, 47(4), 563–584. https://doi.org/10.1111/j.1468-5906.2008.00427.x
Sandberg, K. (2020). Teaching for social impact: integrating generational goals and concerns into Christian education. Journal Of Christian Education. doi: 10.1007/s40839-020-00109-3
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