What do teaching and pastoral ministry have in common?
Neither teaching or pastoral ministry are just a job. Both are a vocation or calling for the Christian. Both embrace a big picture that requires the person to have vision and expertise that can put that vision into practice, whether in the context of the church or the school.
It is my hope that the services and support provided by EdComm will equip teachers and schools in their mission to deliver biblically-based teaching and pastoral support for the students and families in their care.
The most powerful marketing tool we have for encouraging young Christians and career-change Christians to consider teaching as a vocation for the gospel is ourselves- the educators! We are modelling our faith each day and we have opportunities to speak about why we love our work (mostly!) What opportunities do we have each day? How we can positively advocate for our students to thoughtfully consider training as a teacher?
Trust is a concept that we do not often discuss in the context of the school environment but it is a concept that is fundamental to both the good functioning of a school and the relationships within it. The Webster dictionary defines trust as “an assured (or confident) reliance on the character, ability, strength, or truth of someone or something.”
The combination of these two words has fascinated me for some years. And after meeting Jamie Smith and reading “Desiring the Kingdom” I became hooked on what seemed an obvious proposition: that every teacher whether they recognised it or not, was contributing to the moral, spiritual, social and cultural formation of their students. Jamie’s focus on rituals and liturgy as outcomes of the process made a lot of sense.
Around the world educators and philanthropists, for a multiplicity of reasons, seem to be taking a fresh interest in devoting time and resources to what is variously called ‘character development,’ ‘character education’ or ‘positive psychology.’ In the United Kingdom, the wealthy businessman, Sir John Templeton has declared that character, and specifically its neglect, is the number one issue of our age. A society that is not grounded in deep values, that doesn’t know who are its heroes and which lacks commitment to the common good, is one that is failing. Such we have become.’
What an amazing opportunity schools have, to build into the men and women of tomorrow. To speak into their character development and to equip them with the skills and tools to think and to contribute. To hold out to them the existence of ‘truth’, and training in the tools to pursue and find it. At a time when our culture is moving quickly towards uncertainty and relativity, a place where there is no one truth, but many truths, we have a great responsibility.
Dow explains that the benefits that come to the intellectually virtuous person can be broken down into 3 categories: we come to know more, become better thinkers, and become better people (p79).
In February 2012, Anglican EdComm, acting on behalf of the Diocese of Sydney, urged the Parliamentary Inquiry into the Education Amendment (Ethics Classes Repeal) Bill, to commission an external review of the teaching of Special Religious Education (Scripture) and Special Education in Ethics in government schools in New South Wales. There was vocal opposition from some members of the Committee but the Government bought the idea and ARTD Consultants were given the task.
Intellectual humility is probably the most difficult of the virtues to develop because this goes against the currents of our culture, and pride is deeply rooted in all of us (p75).