Narrative
strategies is an illustrative approach that provides Christian
examples that can be linked to a particular topic under consideration. The illustration might be a story from the
Bible that highlights a particular point like stories of heroes and scientists from
where we can derive lessons, and personal narratives or experiences that give a
spiritual perspective. Narratives can
also be in a form of history or the development of a certain concept or
understanding.
In introducing the metric
system to my students for instance, I try to tell them how the concept of
standards evolved or came about. I would
narrate to them that, before standards were developed it was customary that the
measurement of length was made by comparing an object or distance to some
portion of the human anatomy. Greeks
used the foot, Romans used the pace; digits were used to measure relatively
small things. By the end of the 18th
century, practically every country, province, and many smaller governmental
units operated with its own system of weights and measures.[1] The outcome was chaotic; and it created a
serious problem for trade between countries.
The problem with the earlier units was that they were not standardized. Whose foot is going to be used? Mine or yours?
After this I would then continue to tell them the history of the
development of the metric system. Now
they are settled and convinced that standards are important. (Pause.)
Then I would add, “so standards are important!” I could then give further evidences for that
statement and then add, “God has standards for His people too—the 10
Commandments.”
In
my chemistry classes I often mention the contributions of the founding fathers
of science like Isaac Newton (when studying electromagnetic spectrum), Robert Boyle (history of chemistry, gas laws,
acids and bases), Joseph Henry (Henry’s law), James Joule (conservation of
energy), and Lord Kelvin (temperature and second law of thermodynamics). Citing even just a brief description of their
contributions and their faith profession is especially important in our times
today where atheism or the belief in evolution is the widely accepted worldview
among many leading men of science. Of
course, there are still many scientists who believe in God and creation but
whose contributions to science are not directly related to chemistry.
CONCLUDING
NOTES
I suppose that Big Banger scientists agreed with Hawking when he said that the LHC is
crucial for our survival. But they
didn’t tell us exactly why. Probably
they are venturing the most ambitious project on the planet for it is crucial
for the survival of science—the materialistic science—science without
faith. Perhaps they want to affirm their
confidence in the science that they
hold so dearly, the science that they
claim can leap into waters where religion is afraid to wade. Their science,
they claim, respects more deeply the potential of humanity than religion ever
can for while religion is encouraging awe in things unseen, science is
elucidating them.[2]
The
materialistic scientists are usually polemical, willing to take great risks, and
always on the offensive side of the controversy in pushing for their
products. They seem to have a very noble
project when they said it is “crucial for the survival of humanity.” But my Bible tells me that it is not important at all. Jesus said, “I have come that they may have
life, and have it to the full.”[3] It is God’s purpose to bring salvation to
everyone. And the ultimate goal of all
our activities in and inside our classrooms must be geared toward that
end. “For this is what the Lord has
commanded us: ‘“I have made you a light . . . that you may bring salvation to
the ends of the earth.”’[4]
If
scientists are bold in their proclamations, we Christians must be bolder; for
we have a nobler purpose. And our
success and failure along this line have eternal consequences. They are probing deep to what is hidden; we
are acting on what is plainly heard and seen.
Yes, there is no hiding about it.
God’s immutable qualities must be preached
in our classes. Our students must know.
Although
the ideal faith integration must go beyond the confines of the classrooms—it
must be the “Christianization of the entire school program”[5]—it
is still the regular, visible teacher inside the classroom that is the major
factor in the whole process of integration.
It is he who has the most telling influence upon his students.
Can employing object lessons makes teaching a class truly Christian? It certainly will if done with care and with
God’s blessings. Employing the
techniques outlined in this paper is only part of the process of doing
integration of faith and learning. But
this can be a good, if not an excellent, start.
If a teacher prepares his materials well, and study carefully in advance
how he would deliver them with their corresponding faith integration, I believe
that meaningful engagement will be experienced by both the teacher and the
students. Learning and faith will then
flourish.
[1] Lingren, Wesley E. 1986.
Essentials of Chemistry. New Jersey:
Prentice-Hall. p. 22.
[2] See Peter W. Atkins’ essay
entitled, The Limitless Power of Science
in "Nature's Imagination", John Cornwell, ed.; 1995 Oxford University
Press, p.125.
[3] John 10:10.
[4] Acts 13:47.
[5] Knight, George R. 1985. Myths in
Adventism. Washington: Review and Herald Publishing Association. p. 143.
No comments:
Post a Comment