Chapter 4 (Viewing the whole curriculum)s outline:

I. The Nature of knowledge

A. The biblical concept of knowledge
1. Knowing by learning
2. Knowing in the intimacy of personal relationships
3. Knowing in the context of distinguishing between good and bad
4. watching over and caring for
B. Wisdom
Acknowledging that:
1. That God exists
2. That He created the world according to His wisdom
3. That everything comes under the sovereign control and care of the Lord
4. That all is dependent on God
Wisdom is mentioned in connection with:
1. Skill in songs and proverbs
2. Understanding and describing Gods creation
3. Metal working
4. Building
5. Seafaring
6. Warfare
7. Farming
C. Knowledge and curriculum
1. A biblical understanding of love
2. The inherent worth of individual human beings
3. Caring for creation
4. Restoring broken relationships
II. A biblical view of the child
A. The nature of the child
1. Created by God
a. A religious being
b. A creature
c. Unique
2. An Image-bearer
a. To glorify God
b. To love the Lord
c. To go and make disciples
d. To care for and develop the earth
e. The prophetic
f. The priestly
g. The kingly
3. The nature of the child
a. Unity
b. Rational
c. Interactive
d. Responsible
 e. Free to choose
f. Accountable
g. Morally aware
4. The child and learning
5. The child with special needs
a. Creating the right atmosphere
III. A question if methods
A. What and why?
B. When and where?
C. Whom?
IV. The teachers role
A. The changing nature of the role of the teacher
1. Liberal education
2. Humanist education
3. Technological education
4. Radical education
B. Calling or profession?
C. Developing relationships
D. Commitment
V. Assessment
A. Encouragement

Notes (chapter 4):

The Nature of knowledge
- Knowledge is seen to objective and neutral, not necessarily requiring personal
commitment or response. Any reference to values and responsibility is seen as
moralizing which has nothing to do with knowledge. p. 73
- This is a form of dualism which has separated thinking and knowing from
moral responsibility an action. P.73
- A biblical view of knowledge is far more than intellectual cognition. It
involves experience, relationship, friendship and application. P.73

The biblical concept of knowledge

- A biblical understanding of what it means to know is derived from yada, the
Hebrew word for knowing, Yada is used in different contexts in the Old
Testament giving clues to the extent of the biblical concept of knowing. P. 73

Knowledge and the curriculum

-the educational process is shaped by how knowledge is viewed. The kind of
knowledge that is regarded as valid and worthwhile will influence the
selection of knowledge for inclusion in the curriculum. How the world is
 viewed will also influence the interpretation and the use of that knowledge.
P.75

A biblical view of the child

- Human beings are created in the image of God, distinct from the rest of
creation, and endowed with certain qualities which reflect the nature and
character of God. P. 76
The child with special needs
- The general understanding which prevails among educators now is that
whatever ability of a child, personal worth and value comes before what he or
she can do or achieve. P.78
- We all need to be reminded, or made aware from time to time of any negative
attitudes. P.78
The teachers role
- The teacher is a central part of the process of education, but any attempt to
explain the complex nature of the role of a teacher inevitably over-simplifies
the reality of the situation. P. 82
The changing nature of the role of the teacher
- The nature of the role of the teacher changes with social and ideological
changes which affect the purposes and practice of education. For example,
traditional and progressive ideologies have very different views concerning
the nature of teaching and learning. P.83

Encouragement
- Encouragement is one of the most important things a teacher can do for a
student.
- Not only will they be able to see the diversity of gifts, but students will be
helped to see what their particular strengths are

Reflection:
As I read through the chapter, I realized that this chapter also emphasizes on hoe teachers should
also view students as image-bearers of God. It is important that as Christian teacher we not only
view our students as image-bearers of God, but we should also have a biblical of view of what
knowledge is so that we can connect the lessons to the Word of God. But, the section from this
chapter that really give me interest is the last part which is the encouragement. Some teachers
tend to forget that students also need encouragement as motivation to move forward and continue
in their studies. Encouragement from the teacher will give the students this sense of achievement
that they have done something. As a student, I get motivated to continue when my teacher
encourages me and tells me to continue. The encouragement may not be positive all the time. It
may be said with feedbacks from what the students did but the conclusion should always
motivate the student to push forward.

Chapter 5 (Models of curriculum development)s outline:

I. Integrity in curriculum development

A. The curriculum is not neutral
B. Foundations are important
II. Curriculum models
A. The education equation
1. Romanticism/progressivism
2. Rationalism/traditional
B. The nature and character of God as a focus for learning
C. The Christian world as view as expressed in the Creation-Fall-Redemption and
Consummation as a focus for the curriculum
D. The Creation order as a focus for the curriculum development
E. Knowledge of God as a central focus of learning

Notes (chapter 5):

Integrity in curriculum development
- Many Christians are well practiced in witnessing to their faith through the
type of people they are and through their participation in RE, Worship, and
Christian Union. However, if their faith is merely perceived as relevant to the
God slots many pupils pick up the view that God is marginal, an added
extra, not necessarily central to the whole of life. P. 89
- The mission statement if a school is intended to make explicit what those
beliefs and values are. The curriculum aims and content should contribute to
the aims and purposes outlines in that statement. Teachers therefore need to
 have an understanding of the implications of both the content of the
curriculum and the teaching methods employed in order to support the aims,
beliefs and values of the school. P. 89
The nature and character of God as a focus for learning
- God has revealed himself to us in the Bible, and has also declared that we are
made in his image. Furthermore, creation itself is said to mirror certain of his
attributes. This is the basis for seeking insights from the study of Gods nature
and character which will help us to order our own experience of life, and to
order childrens learning about the world. P. 93

Reflection:
As what the chapters conclusion says, All the models described in this section would agree that
developing a knowledge of God himself, as well as an understanding of his character, and his
creation, is a primary aim of the curriculum (p. 113). Knowing that the students are also image-
bearers of God is not enough, the students themselves must know that they are image-bearers of
God and they should be able to know what this means. The students success in knowing their
identity as image-bearers of God will only be achieved if the teachers themselves know what it is
to be Gods image. The teachers must have the understanding that what they do can influence
and impact the students, therefore, their lives are a living testimonies to students.