How to be a Christian in Public School

7/5/2018

This last year I moved from my small liberal arts private college to a much larger public-funded state university. During this move, I have learned a great deal about government-run institutions and have begun a dialogue regarding how to be a Christian in public school.

When I type out the words “Christian” and “public school” I begin to get a little nervous. Thinking that perhaps a mob of strangers will be at my door screaming about the separation of church and state! Spirituality at work is an area that many teachers, caregivers, and professors deal with on a daily basis, but rarely discuss. In Dallas Willard’s article, The Call to Think for God (1988) he states that “…the Christian who expresses concern about this balance is rarely if ever, concerned about being too spiritual” (page, 2). This statement can mean two different things. I have heard talk that the court of public opinion thinks that college professors are communist and Christian students need to be mindful when they go to college to not take in all the liberal ideals. The second way to interpret this statement is from the vantage point that Christian teachers are trying not to say overly spiritual things in their classroom, as to not offend anyone. The separation between spiritual and the secular is evident in the fact that I do not call myself a “Christian scholar” or a “Christian professor” or even a “Christian artist.” I am a Christian whether I mention it in my classes or not. Therefore, being a Christian is how I do all things. Being a Christian is the lens through which I view the world. Hughes, (2005) asks, “do we have an identity that stands at the core of our being, an identity that informs every other aspect of our lives and around which every other aspect of our lives can be integrated” (Page, xvii)?

C. S. Lewis was a great example of how an academic scholar can balance or even work harmoniously merging their worlds of being a Christian and being an academic. Bruce Edwards (1998) explores C. S. Lewis’s Christianity and scholarly writings to determine that he was “a man who refused to compartmentalize his faith or his vocation” (page, 2). C. S. Lewis who taught at both Oxford University and Cambridge University is best known for his works of fiction, The Screwtape Letters, The Chronicles of Narnia, and The Space Trilogy. He also wrote the non-fiction book Mere Christianity. When visiting London in 2010, I learned that C. S. Lewis was criticized for writing to a popular audience instead of more scholarly writings when he was a Professor at Oxford University. We toasted him at his old pubs of the Lamb and Flag and also at the Eagle and Child feeling like we needed to raise two glasses to this professor for reminding us to get out of our ivory towers and appeal to the masses.

C. S. Lewis’s faith was not set aside while he did his job or even went about normal daily activities. There was a seamless connection between the two worlds or a philosophy that the worlds were not separated. Pointed out in Willard’s article is the connection in the gospels of Matthew, Mark, and Luke the connection to loving God, “with all your heart, soul, mind and strength” (strength omitted in Matthew), Matthew 22:37, Mark 12:30, and Luke 10:27. Reframing this thought as our intellect or mind as a spiritual gift leans itself to the connection between our academic world and spiritual world. Romans 12:6-8, lists the spiritual gifts of “prophecy, serving, teaching, exhortation, giving, leadership, and mercy.” What is our role in education if not serving, teaching, and leadership?

In public school we as teachers have been taught to not disturb the norm and accommodate to the current wishes, but does that mean we should not unapologetically love our students? C. S. Lewis “rejected the split between the sacred and the secular” (Edwards, page 5) and in doing so found the balance for his life. I am still striving for this balance in my world but reframing the conversation in terms of my spiritual gifts is a start.

References
Edwards, B. (1998). C. S. Lewis: Public Christian and Scholar. Retrieved from: http://personal.bgsu.edu

Willard, D. (1988). The Call to Think for God, commencement address. Retrieved from: http://dwillard.org

Hughes, R. (2005). The Vocation of a Christian Scholar: How Christian faith can sustain the life of the mind. William B. Eerdmans Publishing, Cambridge, UK.

4 Comments

Gingy Lebold

7/5/2018 03:07:05 pm

As a teacher in public schools for 39 years, I hoped that my actions in and out of the classroom spoke to my students of my Christian beliefs. In literature there were often references to the Bible, and when a student asked about the reference, I'd ask a student to explain (many had gone to the parochial school in town) if they wished, or I'd explain. The key I think is to explain, to answer questions, but not preach a specific religious doctrine. Actions speak loudly, and what students and others see is how they respond to the description of Christian.

Charity-Mika

7/15/2018 05:02:13 pm

Gingy, Thank you for your comment. Your years of wisdom in the classroom was exactly what I was hoping for in helping me and others gain insight into this minefield. I thought of ways that I show a correlational connection between my faith and profession, when I show artwork in class. I do not want anyone to have to guess or feel uncomfortable asking who are the people in a Christian piece of art. Because of this, I get the opportunity to show off my bible knowledge by stating, “The woman is Mary, that was Jesus’s mother and the other’s woman’s name is Anne. Anne was Jesus’s grandmother, Mary’s mom. The second baby in the picture, when there are two kids is most likely, John the Baptist. He usually wears leather or an animal wrap because he wondered in the desert.” Sometimes I make eye contact with a student, and they give me a knowing glance that tells me they know the stories as well. Outside of this correlational connection you just hope that the students see your heart in everything that you do. I'm trying to be intentional in my actions even if it means going back to the WWJD? catchphrase. Asking myself, "How would Jesus approach this class or this curriculum?

Jennifer Wood

7/17/2018 08:25:40 am

I too, as Buddhist try to just live my faith, rather than be overt. If and when students approach me with issues I try to give them advice that I've found useful in my own life that are based on my beliefs but don't necessarily even state that they are Buddhist doctrine. If a student comes to me and they seem open to different ideologies I might mention that I'm Buddhist but won't go further unless they ask. I think in the end, BEING of faith and living your faith is a much more powerful lesson than profession of faith. I believe people are attracted to others who embody integrity in whatever religious vehicle that comes in.

7/17/2018 03:37:22 pm

Jennifer,
Thank you for your reply and willingness to elaborate on the Buddhist perspective. I think your statement about being of faith, living your faith, and professions of faith is strong and well written. I agree with your comments, living a moral life of integrity that your students see and can honor is very important. It is like the Celtic tradition you posted on your Facebook page not too long ago that read, “Before you speak to me about your religion, first show it to me in how you treat other people; before you tell me how much you love your God, show me in how much you love all His children, …” I hope that I do that for you, my friend, as well as my students.

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How to be a Christian in Public School

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