1. Shannon Walker
St. Clement of Alexandria
Though there are many theologians and philosophers who have made an amazing impact on shaping higher education St. Clement of Alexandria had a goal and focus for educational curriculum “His goal was to make Christian beliefs intelligible to those trained within the context of the Greek paideia (educational curriculum) so that those who accepted the Christian faith might be able to witness effectively within Hellenistic culture.” (Fredrickson,2021)
Clement had a strong love for education as well as he was strong in his faith according to the text it states “Clement serves as an instructive guide for us in our context because of his wide range of learning, his love for philosophy and literature, his cultivation of an intellectually serious Christian faith, and his engagement and interaction with trends and issues of his day. Clement’s overarching concern was to develop a view of the world and of life from the vantage point of wisdom in which he understood and interacted with the various strands of contemporary thought and culture. Clement’s impact, as a pioneer of serious Christian thinking, cannot be underestimated. Even though his writing was at times unsystematic, he nevertheless presented a coherent and consistent explication of the importance of Christian thinking and ethics for the challenges of his day.” (Dockery&Morgan,2018)
Furthermore, not only was Clement committed to education “Clement’s work also delved into wide-ranging issues such as economics, business, the management of wealth, concern for the poor, and a variety of social issues. Before the Renaissance, he could be characterized as a renaissance person, a single source for liberal arts thinking. Ultimately, however, Clement was a teacher, taking seriously his calling as an educator. His favorite designation was “tutor” (paida-gogos), also the title of his middle work.” (Dockery&Morgan,2018)
Clement had a passion for education, and his morals towards education were known to many individuals worldwide. His practices have left a lasting impacting on many Christian individuals in higher education. Christian leaders have been an advocate for Clement’s work and his legacy will live on for decades. Clement had a holistic approach to higher education that included having faith. Clement taught that faith was the basic way of being saved. “Thus, Clement’s Christian gnostic as opposed to the heretical gnostic witnessed to nonbelievers, to heretics, and to fellow believers, the educated and uneducated alike, by teaching new insights and by setting a lofty example in moral living. Like the pistic Christians (those who claimed that people were saved by faith, which was to be demonstrated in legalistic and moral terms), Clement held that faith was the basis of salvation but, unlike them, he claimed that faith was also the basis of gnōsis, a spiritual and mystical knowledge. By distinguishing between two levels of believers—i.e., the pistic Christian, who responds through discipline and lives on the level of God’s law, and the Christian gnostic, who responds through discipline and love and lives on the level of the gospel Clement set the stage for the efflorescence of monasticism that began in Egypt about a half century after his death.” (Fredrickson,2021)
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References:
Dockery, D. S., & Morgan, C. W. (Eds.). (2018). Christian Higher Education: Faith, Teaching, and Learning in the Evangelical Tradition. Crossway.
Fredricksen, L. (2021, October 28). St. Clement of Alexandria. Encyclopedia Britannica. https://www.britannica.com/biography/Clement-of-Alexandria
2. Markeisha Lee
Augustine of Hippo (354 A.D. – 430 A.D.), one of the most influential theologians and philosophers in the history of Christianity, has left an indelible mark on Christian higher education. His contributions to the development of Christian thought, pedagogy, and the integration of faith and learning have shaped the framework of Christian education for centuries. In the text, Dockery and Morgan (2018) explored the profound impact Augustine had on the trajectory of Christian higher education, emphasizing his role in harmonizing classical learning with Christian doctrine.
Augustine’s intellectual journey began with a classical education in rhetoric, which laid the groundwork for his later theological pursuits. His conversion to Christianity brought a profound shift in his worldview, blending his classical education with a deep commitment to Christian doctrine. This synthesis of faith and reason became a cornerstone of Augustine’s approach to education. He believed that all truth is God’s truth, and therefore, the study of secular subjects could be a means to understand and glorify God. Augustine’s “Confessions” and “The City of God” are seminal works that illustrate his integration of faith and learning (2018) . In “Confessions,” Augustine emphasizes the importance of introspection and the pursuit of divine truth, while “The City of God” contrasts the transient nature of earthly cities with the eternal significance of the City of God (2018). These works have been instrumental in shaping the curriculum and philosophical underpinnings of Christian higher education, promoting a holistic approach that encompasses both spiritual and intellectual growth.
Augustine’s educational philosophy was deeply rooted in the belief that education should lead to the formation of character and the cultivation of wisdom. He argued that the ultimate goal of education is to lead individuals to a knowledge of God and a love of His creation. This perspective significantly influenced the development of Christian educational institutions, which sought to integrate spiritual formation with academic excellence. One of Augustine’s key contributions to pedagogy was his emphasis on the role of the teacher as a guide in the learning process. He viewed teaching as a dialogical process, where the teacher facilitates the discovery of truth rather than merely transmitting knowledge. This approach encouraged critical thinking and active engagement with the material, fostering an environment where students could develop a deeper understanding of both their faith and their academic subjects.
Augustine’s ideas on education were foundational for the development of the medieval university system. His works were studied extensively in monastic and cathedral schools, which were the precursors to the modern university. The Scholastic method, which dominated medieval education, was heavily influenced by Augustine’s emphasis on dialectical reasoning and the synthesis of faith and reason. During the Renaissance, Augustine’s thought continued to shape Christian education. Humanist scholars, who sought to revive classical learning, found in Augustine a model for integrating classical texts with Christian thought. This period saw the establishment of numerous Christian colleges and universities that embraced Augustine’s vision of education as a means to cultivate both the intellect and the soul.
In contemporary Christian higher education, Augustine’s influence remains pervasive. His commitment to the integration of faith and learning serves as a guiding principle for many evangelical institutions. These institutions aim to provide a holistic education that prepares students to engage the world with both intellectual rigor and spiritual depth. Dockery and Morgan (2018) highlight how Augustine’s legacy continues to inform the mission and practices of Christian colleges and universities. For example, many institutions adopt Augustine’s view of education as a transformative process that shapes the whole person. This perspective is reflected in curricular and co-curricular programs that emphasize spiritual formation, community engagement, and the pursuit of truth. Moreover, Augustine’s pedagogical principles, such as the importance of dialogue and critical thinking, are evident in the teaching methods employed in Christian higher education. Educators are encouraged to create learning environments that foster curiosity, encourage questioning, and facilitate the integration of faith and knowledge.
In conclusion, Augustine of Hippo’s impact on Christian higher education is profound and enduring. His philosophical and theological insights have provided a robust framework for the integration of faith and learning, shaping the curriculum, pedagogy, and mission of Christian educational institutions. As Dockery and Morgan (2018) illustrate, Augustine’s legacy continues to inspire and guide the pursuit of truth in the context of Christian higher education, fostering environments where students can grow intellectually, spiritually, and morally.
Reference
Dockery, D. S., & Morgan, C. W. (Eds.). (2018). Christian Higher Education: Faith, Teaching, and Learning in the Evangelical Tradition. Crossway.
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