1. ADVENTIST EDUCATION: TO REDEEM AND TO RESTORE

2. Philosophy into Practice
ADVENTIST EDUCATION:
Philosophy into Practice BY
PROF. D.K. AKANBI
SCHOOL OF EDUCATION AND HUMANITIES
BABCOCK UNIVERSITY,ILISHAN
Brief background: Mainly Adventist home education , church children’s program activities, primary schooling in the early fifties. From the 1980’s till the present , I served on several church school boards at the primary and secondary levels as chairman; I also served as a member of the Postgraduate Medical Education Board. Lately, Iam currently a member of staff of the Department of Mass Communication at the Babcock.

3. Introduction
The main thrust of the paper is to address the following questions;
What is philosophy of education?
What is Adventist philosophy of education?
How has the Adventist philosophy of education been translated into practice in our institutions?
Which ways forward? -Problems and Prospect

4. JESUS –THE MASTER TEACHER
Jesus the Master Teacher warned and admonished His disciples :
V-2 ‘The teachers of the law and Pharisees sit in Moses’ seat.
V-3 So you must obey them and do everything that they tell you. But do not do what they do, for they do not practice what they preach.’
(Mathew 23:2-3, NIV )

5. PHILOSOPHY and Education
Philosophy is a discipline; a way of thinking or one’s view with respect to different aspects of our lives .It also refers to our belief. This might include personal, societal, values, judgment, the universe, culture, profession creatures/creations, Creator etc.

6. Philosophers’ areas of interests are vast and highly-diversified—Science, law, architecture, engineering, medicine, culture, religion, education etc.
Regardless, of their differences, they are intrinsically related.

7. ‘ROOT’ OF ALL DISCIPLINES
Philosophy can be perceived as the ‘root’
of all disciplines.
Great minds like Socrates ,Plato, Aristotle, Aquinas,in the ancient mediaeval times, Locke, Rousseau and Kant, Comenius, Galileo , Einstein , Newton are philosophers whose contributions to knowledge had shaped thinking, world view and mind-set of their own times.
Paul had confrontation with the so-called Epicurean and Stoics philosophers in Athens during one of his missionary journeys in an intellectual discourse on the Mars Hill-Areopagus. Their first impression of the Epicureans of Paul, was that he was a ‘babbler’.( Acts ,17: 16-21)

8. CLASSIFICATION OF PHILOSOPHY
Traditional Philosophy
Idealism
Realism
Modern Philosophy
Pragmatism
Existentialism

9. RESEARCH RESEARCH RESEARCH THEORIES PHILOSOPHY SCIENTIFIC THINKING
DEDUCTIVE APPROACH
INDUCTIVE APPROACH
Charles Silbermann described in his book ‘\Crisis in Classroom : The Remaking of American educational system” the mindless of the individuals produced by the system. Has more solutions than prolems!
KNOWLEDGE SYSTEMS
ACCOUNTING
SCIENCES
ENGINEERING
RELIGION
LAW

10. INTEGRATION OF FAITH AND LEARNING
BIBLICAL PERSPECTIVES
LAW
MEDICINE
SCIENCES
BIBLICAL PERSPECTIVES
BIBLICAL PERSPECTIVES
KNOWLEDGE SYSTEMS
EDUCATION
RELIGION
ACCOUNTING
ENGINEERING
BIBLICAL PERSPECTIVES
BIBLE IS THE ULTIMATE SOURCE OF TRUTH, KNOWLEDGE and WISDOM

11. ADVENTIST EDUCATION IS BIBLE- BASED
AIMS OF ADVENTIST EDUCATION
ADVENTIST EDUCATION IS BIBLE- BASED
Through the guidance of the Holy Ghost,
Promotes holistic development of a learner
Fosters in learners development of spirit- filled friendly relationship with God and man

12. AIMS OF ADVENTIST EDUCATION contd.
Develops in learners capability to love, care and engage in selfless service to God and humanity
Promotes in learners development leadership quality to positively impact the society

13. PHILOSOPHICAL BASIS OF ADVENTIST EDUCATION
Adventists believe we are created by God in HIS own image
The purpose of our existence is revealed in the Holy Bible, in Christ and through the writings of E.G White.
Unfortunately, the fall of Adam and Eve ushered in disobedience, sinfulness and insubordination to Satan's control

14. God’s saving Grace inspite of the fall of man has always been to restore and redeem humanity to HIS replica or image
Education is perceived as a tool for the restorative and redeeming process. This implies that Education must be seen as a restorative and redeeming process of developing learner as a holistic being

15. TRADITIONAL PHILOSOPHY deistic / agnostic atheistic
REALITY
TRUTH
VALUE
METAPHYSICS
EPISTEMOLOGY
AXIOLOGY
deistic / agnostic
atheistic
deistic / agnostic
atheistic
TRADITIONAL PHILOSOPHY
deistic / agnostic
atheistic
deistic / agnostic
atheistic
deistic / agnostic
atheistic
deistic / agnostic
atheistic
MODERN PHILOSOPHY
Jesus Christ
ADVENTIST PHILOSOPHY
Jesus Christ
Jesus Christ 15

16. ADVENTIST HOLISTIC EDUCATION
LEARNERS KNOWLEDGE OF CHRIST AS THE LORD AND SAVIOUR
UTILITARIAN
PHYSICAL
SOCIAL
CULTURAL
ADVENTIST PHILOSOPHY OF EDUCATION
ACADEMIC KNOWLEDGE
.ARTS
.SCIENCE
.PRE-PROFESSIONAL
.PROFESSIONAL PROG
STUDENTS JOY OF SERVICE TO GOD AND HUMANITY NOW AND THEREAFTER 16

17. Hitler and E.G. White “agree”
E. G. White agrees with Hitler on these purposes . In her writing, EDUCATION , they are
Physical,
Mental and
spiritual
Hitler believed education of individual should
build a sound :healthy body
Training of mental capabilities
Training of character
Underlying the Philosophy of Hitler was barbarism while White’s and/or Adventist is toward restoration and redemption of man for eternity
Knight,(2002)

18. ADVENTIST HOLISTIC EDUCATION
LEARNERS KNOWLEDGE OF CHRIST AS THE LORD AND SAVIOUR
UTILITARIAN
PHYSICAL
SOCIAL
CULTURAL
ADVENTIST PHILOSOPHY OF EDUCATION
ACADEMIC KNOWLEDGE
.ARTS
.SCIENCE
.PRE-PROFESSIONAL
.PROFESSIONAL PROG
STUDENTS JOY OF SERVICE TO GOD AND HUMANITY NOW AND THEREAFTER 18

19. HOLY GHOST PERFECTION OF HOLISTIC DEVELOPMENT
Philosophy of Adventist Education is anchored to the most crucial need of man. The need ‘to be born again.'
This is the foundational basis of other Christian values enshrined in our philosophy.
Knight (2002) one of the foremost Adventist philosophers in many of his writings captured the main thrust of Adventist philosophy as originally conceived by E.G. White in her book titled ‘EDUCATION’

20. Primary aim of Adventist Education:
Helps students find Christ as Savior and Lord.
Secondary aims are:
Development of
Character
Christian mind
Social responsibility
Physical, emotional and social health
Ability to adjust in the world of work

21. ULTIMATE AIM / PURPOSE
The ultimate aim of Adventist education is to serve GOD and other people for both the here and the hereafter.

22. Primary aim of Adventist Education:
Help students find Christ as Savior and Lord.

23. Eavey (1964) also captured the essence
of Christian education earlier emphasized in E.G. White’s position as lucidly emphasized in her book– ‘Education’
“the foundational aim in Christian Education is the bringing of the individual to Christ for salvation. Before a man of God ca be perfected there must be a man of God to be perfect, without the new birth, there is no man of God”
C. B. Eavey (1964)

24. PHILOSOPHICAL BASIS....
In addition, Adventist education is conceived from a much broader perspective to include
Provision of conducive teaching-learning environment, home training, socialisation and schooling
Thus parent and Teachers have the responsibility of nurturing learners wholesome growth and development

25. SCHOOL
HOME

26. PHILOSOPHICAL BASIS....
E.G White conception of the Philosophy of Adventist education.....
‘True education means more than the pursuit of certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being and the whole period of existence possibly to man. It is the harmonious development of the physical the mental and the spiritual powers. To prepare the students for the joy of service in this world and for higher joy of a wider service in the world to come’
E.G White (1952)

27. PHILOSOPHY IN PRACTICE
At this point, some pertinent questions that pose a challenge to our philosophy and its application in educational context are as follows:
How have we applied our beliefs, values, and upheld our heritage?
How have we maintained our distinctiveness and peculiarities in the modalities employed for the home training of our children?

28. Any marked difference between our primary and secondary school system and the public system?
Does the curricular structure of our programmes reflect our faith, values, mission and vision?
How have we ensured that the curricular plan in our academic and professional programmes are fully implemented

29. How have we determined what knowledge is of most worth?
How qualified and committed to faith and learning objectives are teachers/lecturers being employed for the implementation of the curriculum?
How appropriate are the materials and resources selected for the implementation of the curricular objectives?

30. How balanced, comprehensive and holistic are the objectives of our courses?
How are the objectives evaluated?
To what extent have we really understood the nature of our students or learners and their needs for restoration and redemption?

31. These are some of the questions that might guide us in the appraisal of the extent to which we have put into practice our philosophy of education

32. According to Bruinsma (2007) Adventist intellectuals need to keep on asking questions in order to serve God with all our minds as long as we recognise the fact that God is the only all wise, all knowing repository of knowledge and truth.
Adventist World, August Pp 15

33. SOME EXAMPLES OF PRACTICAL APPLICATIONS
A cursory observation of faith based activities in Adventist institution at all educational levels reveals the following practical applications of philosophical principles:
Systems approach to Adventist education has been adopted in all areas that touch the lives of the learners -3/5 Hs

34. Bible classes, Sabbath school
Adventist World radio programme
Special week of prayers and spiritual emphasis feature prominently in the annual calendar of activities of our institutions

35. Evangelism is encouraged amongst learners and teachers
Evangelism is encouraged amongst learners and teachers. Canvassing or Literature Evangelism is encouraged
Satellite and media Evangelism –an innovation of the present decade of digital

36. age provides richness and adds zeal and speed to gospel propagation i
age provides richness and adds zeal and speed to gospel propagation i.e. Global outreach programme are encouraged.
Adventist Virtual Learning Network encourages Adventist educators and other on ways to harness IT into faith-based teaching and learning. 36

37. Chapel worship and fellowship services, on week days and Sabbath days are growing rapidly
Creation of conducive environment for teaching ,learning and worship with emphasis on moral ethics e.g. ( dress codes) and aesthetics

38. Provision of work study opportunity for indigent students
Promotion of Adventist youth clubs such as Adventurers for 6 – 9 years old, Pathfinders for10 – 15 years, and Senior Youths above 15 year old. Others are Friends, Companions and Voyagers .These clubs develop in learners Love, Care, Service, Endurance and opportunities to acquire vocational skills through camping and other activities

39. Networking amongst Adventist institutions for the promotion of an exchange of ideas, resources and facilities and quality assurance. The digital age and its corresponding internet facilities have made this possible.( AP Website)

40. PROBLEMS AND PROSPECTS
CHALLENGES- WITHIN and BEYOND
BEYOND/OUTSIDE
The Church and her educational institutions face inevitable challenges that make it difficult to implement fully and purely our philosophical principles. The greater society within which the school and the church exist in some ways are aversive to its growth and development
One of such problems in Nigeria particularly is the scheduling of national and local examination on the Sabbath day

41. PROBLEMS AND PROSPECTS
BEYOND/OUTSIDE
One of such problems in Nigeria particularly is the scheduling of national and local examination on the Sabbath day

42. WITHIN the Church
The number of Adventist institutions available is inadequate (vis a vis the number of Adventist members who would prefer to enrol their children in such institutions)
Teachers who are qualified Adventist in our institutions are inadequate. Teachers play a very crucial role in the implementation of any faith based curriculum for it requires total commitment to vision and mission of the church

43. TEACHER- SECULAR CONTEXT
A commonly accepted wise-saying is : No nation can rise above the A quality of her teachers” quality of pre-service
In the secular setting,
quality of pre-service teachers is continually being ensured in a number of ways, amongst which are:Universally-accepted minimum standard or benchmarks for teacher training based on specified curricular
aims and objectives of teacher education;
Employing the use of appropriate methodology, technological media of instruction and learning experiences: provision for teaching practice in real school setting /microteaching context:
Continuous assessment and final examination;
In a well-funded program, lecturers/trainers are provided research grants to engage in innovative studies whose results can be applied to enrich their teaching.
Quality of in-service teachers is ensured by re-training workshops and incentives
quality of pre-service Mc

44. ADVENTIST EDUCATORS-Greater Challenges
In addition, to the requirements for teacher training preparation and requirements of teachers in the secular setting, Adventist educators , who may not have had their training in Adventist teacher training institutions face much greater challenges.
Teaching for them is not just a profession but a ministry. They need to build faith into curriculum , instruction ,learning experiences , choice of learning materials and examples for concept clarification. Dedicated efforts should be given to help the learners know God and accept Christ as his Lord and Savior.
More importantly, is the fact that we should we should endeavour to practice what we teach because we are ‘spectacles’ and ‘epistle’ (1 Tim.4:12)

45. ADVENTIST EDUCATORS-Greater Challenges -2
How many of them are fully prepared for this unique challenge ?
Teaching of literature at the secondary school level according to E. G. White, might not facilitate faith maturity because fiction promotes falsehood to some extent. (McGarrell,2002)
Bruinsma(2007) in an article –With All Your Mind- gave some tips to reflect on:
According to him, Adventist educators need a sound mind-discipleship of mind: life-long learning: inquiring mind, dynamic mind; He emphasized that they should not separate mind development from genuine spirituality.
McGarrell ‘s study in the Caribbean---Christian principles should guide selection of text for teaching literature

46. VALUEGENESIS-1990 and 2000 1990 12,000 /13’000 subjects(6-12Graders)
Less spiritual than VG-2 ( less prayerful,etc.)
Less faith maturity than VG-2)
Same family worship rate as VG-2
2000
18,000/ 22,000 subjects(6-12 Graders)
More spiritual than VG-1(prayerful, Bible study, ; more committed to continue in faith after the age of 40.
Greater faith maturity than VG-1
Same family worship rate as VG-1

47. VALUEGENESIS-1990 and 2000 1990 12,000 /13’000 subjects(6-12 Graders)
Less reliance on grace than behavior / works for salvation
Less commited to 27 beliefs
2000
18,000/ 22,000 subjects(6-12 Graders)
Greater reliance on grace than behavior/works for salvation
More committed to Adventist 27 beliefs than VG-1
Female demonstrate more intrinsic religion than boys

48. Application of Philosophy in An Integrated Faith-Learning Classroom Context
Imagine that you are teaching some units of course, in a module titled :
ROLE OF COMMUNICATION IN RURAL DEVELOPMENT
CONTENTS OF THE UNITS COULD BE:
WHAT IS COMMUNICATION?
TYPES OF COMMUNICATION?
BRIEF REFERENCE TO CREATION STORY( GEN.1 :1&2 ; JOHN1:1-6
ELEMENTS OF COMMUNICATION PROCESS
JESUS –THE MASTER TEACHER- ESSENSE OF HIS FIRST AND SECOND COMING

49. Application of instructional Media Materials in An Integrated Faith-Learning Classroom Contexts--2
CONTENT UNITS (CONTD)
POWER OF WORD IN HIS MINISTRY
MODELS OF COMMUNICATION- CONTEMPORARY MODELS AND JESUS MODELS
RURAL DEVELOPMENT PROBLEM AREAS- HEALTH, ELECTRIFICATION,PARTICIPATORY GOVERNANCE-RADIO RURAL FORUM,ADULT LITERACY, JESUS EXAMPLE OF COMMUNITY SERVICE
OTHER APPROPRIATE MEDIA AND THEIR USES IN RURAL SETTING

50. QUESTIONS &LEARNING ACTIVITIES
LIST 2 WAYS THE UNITS ON ‘COMMUNICATION…..’ HAD FAILED TO INTEGRATE FAITH AND LEARNING.
DESCRIBE BRIEFLY HOW FAITH HAS BEEN INTEGRATED WITH LEARNING.
REFLECTION !!!!!
Describe one of the ways you could have integrated faith and learning better not only as a teacher but more importantly as a minister.
To what extent has the approach adopted by the communication educator failed to apply Adventist philosophy of education

51. REFERENCES
Bruinsma,R.(2007) With all Your Mind:Challenges for the Adventist intellectual, Adventist World ,(August),pp
Eavey,C.B (1964) .”Aims and objectives of Christian Education.” in J. E. Hakes,(ed.)An Introduction to Evangelical Christian Education”. Chicago: Moody Press.
Gillespsie,V. B.(2000). Adventist schools do make a difference Journal of Adventist Education.Vol.65 No.1, pp.12-16
Knight, G.(2002)Adolff Hitler and E.G. White ‘agree’ on the purposes of Education, Journal of Adventist Education Vol.65.Nos.1, pp
Knight,G.(1989) Philosophy & Education: An Introduction in Christian Perspective,Berien Spring: Andrews University Press.
McGarrell,S.A.(2002)|Should Adventist Academies teach Literature? Journal of Adventist Education,Vol.65, Nos. 1 ,pp .

52. PRODUCTION TEAM
PROF. D.K AKANBI
BABCOCK UNIVERSITY, ILISHAN
LANRE IDOWU
OBAFEMI AWOLOWO UNIVERSITY,ILE-IFE

53. LANRE IDOWU
THANK YOU ALL !!! STAY BLESSED.