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Kingdom Outcomes
Kingdom education is distinct in its outcomes. In any education
Kingdom Outcomes
Kingdom education is distinct in its outcomes. In any educational setting, student outcomes are determined as educators look towards what students will be expected to know and do by the time they graduate. From there, standards of learning are developed. “For kingdom schools, learning standards begin with the kingdom philosophy and then integrate supporting curricular standards” (Bartel, 2024, p.1). Kingdom education starts with what students perceive and love, not just what they will be able to know and do by the time they graduate. It is more than just knowing the information; it is about being transformed by the information
Kingdom education looks at four specific domains, rather than an extended list of standards, and from there, kingdom educators can create and determine specific standards across grade levels. The four domains that lay a foundation for kingdom outcomes are 1.) kingdom story, 2.) kingdom nature, 3.) kingdom project, and 4.) kingdom worldview.
One of the key outcomes, or domains, of kingdom education is kingdom story. Students should be able to know and retell the entire kingdom story, including the main components of creation, fall, redemption and restoration. This is the story of the world and its salvation. They should be able to know their place in the story. In adopting this story as their own, they are developing a kingdom worldview. In understanding the kingdom story, students will be able to answer life’s big questions cohesively and in an orthodox manner that guards against heresy and false narratives.
The second domain, kingdom nature, addresses the nature of the kingdom. As students come to know their part in the kingdom story, they will then begin to understand the nature of the kingdom. Through studying the Old Testament prophecies and teachings of Jesus, student will be able to understand the kind of kingdom they have been invited to be a part. It is a kingdom that is eternal, unshakeable, and revolutionary. Students will also be able to recognize and respond to suffering and its place in the kingdom story. Rather than allowing suffering to harden their hearts, within the kingdom nature domain, students embrace suffering and come to believe and trust that God uses suffering and brings good from it.
The third domain is kingdom project. Within the kingdom project domain, students perceive, discern and identify what the kingdom is doing. Students will understand God’s original plan for mankind to have dominion over the earth. Students identify where the project failed, was redeemed, and is on track for God’s final redemptive purpose. It is in this, “now and not yet” phase of the kingdom story, that students find their role in the project. They are sensitive to God’s purpose over them and become prepared for the vocation/calling that God has placed upon their lives.
Finally, the fourth domain involves kingdom worldview. Within a kingdom worldview, students will be able to “define, explain and support the existence of the kingdom” (Bartel, 2024, p. 5). Students will also be able to answer life’s big worldview questions from the perspective of a biblical worldview, including the kingdom story elements. In the kingdom worldview domain, students embrace and actively live out principles of the kingdom. They are loyal to and celebrate the kingdom. They are willing to give up everything for the kingdom. Students will also find themselves as part of the community of kingdom believers where they worship and develop spiritually.
Reference
Bartel, J. (2024). Kingdom education outcomes. [PDF] Canvas.
Kingdom Education Pedagogy
According to Bartel (2024) Kingdom education pedagogy asks the question: what should Kingdom schools teach students first? What exactly should fill seven hours in a school day? Should activities be organized to meet state expectations and textbook publishing companies, or should these schools prepare students to produce graduates prepared to do what God’s Kingdom is calling them to do?
Bartel (2024) explains, “The Mission of Kingdom Education is to prepare students to spend their lives seeking first the Kingdom of God and his righteousness, the pedagogical approach must ultimately do the same” (p. 1). This kind of pedagogy helps us to know who we are and aims our minds and hearts toward what we are called to do.
According to Bartel (2024), “A pedagogical approach… [with the help of] the Holy Spirit and the Kingdom, produces graduates who are ready to commit themselves to spend the rest of their lives seeking first the Kingdom and doing anything God asks them to do” (p. 1).
The more I read about Kingdom education, the more I began to understand that the concept is nothing new at all. Before 1962 and the end of Vatican Council I, all students who attended Catholic schools in the United States were taught using the “Baltimore Catechism.” According to the United States Conference of American Bishops (2024), the purpose of the Baltimore Catechism was to help children and teenagers easily understand all aspects of the faith using clear content and visual examples. Each lesson was also punctuated with passages from sacred Scripture, to make young readers more familiar with the biblical reasons for the faith. Learning scriipture and catechism was the primary objective as teaching students to read was a secondary goal.
These schools were similar to Kingdom schools in many ways and served mainly catholic children and their families that attended the church in their neighborhood. These schools are no longer in existence. What remains of them are seminary schools for high school students wishing to or thinking about the vowed life after graduation. For this reason alone, Kingdom schools are filling a tremendous gap in our society.
According to Bartel (2024), “Educators know that the goal of a Kingdom school is to turn extrinsically motivated students into intrinsically motivated students” (p. 1). This is because intrinsic motivation is geared towards the intimate knowledge of the end reward (Bartel, 2024). Christians should resonate with this idea since none of us last forever.
Another key and positive variable in Kingdom education is the “Arts” takeaway. Bartel (2024) explains:
Music, drama, and the visual arts are often the school programs that are barren for resources but according to scriipture some of the most important biblical events were marked by and have been remembered over the years through worship involving these methods (p. 6).
Kingdom pedagogy gets all children involved in the arts and believes that all children need instruction in the arts regardless of their abilities (Bartel, 2024).
Another key variable of Kingdom pedagogy is the building of relationships. According to Bartel (2024), “The Kingdom educator is highly attuned to the relationship of the student” (p. 7). God created humans to connect which means we are highly motivated by significant relationships (2024). This type of relationship is used in public education, especially in urban education, and is the reason some teachers have classroom control and the respect of students and others walk out.
Kingdom instructional practices consider and honor which strategies are aligned with students being created in God’s image. According to Bartel (2024), “Socratic methods are particularly conducive to Kingdom education” (pp. 9-10). Other methods could include project-based learning, cooperative learning, active learning, inquiry-based learning, and immersive learning (Bartel, 2024)
In summation, as a scholar and a proponent of both traditional and classical Christian education, the more I learn about Kingdom education the more I am for it. I also believe that by using the pedagogy described by Dr. Bartel (2024) such as project-based learning and inquiry-based learning graduates of Kingdom-based schools are mostly likely to be successful candidates for any college that they apply to. This is a topic worth further study as I do not know the current gaps in the research, but I would like to know more.
References
Bartel, J. (2024). Kingdom Education Pedagogy [PDF]. Canvas.
United States Conference of Catholic Bishops. (2024). Subcommittee on the Catechism. https://www.usccb.org/committees/catechism
Philosophy of Kingdom Education
In summary of the philosophy of kingdom education according to Bartel (2024), she alludes educational models should maintain consistency throughout its’ mission, culture, pedagogy, and content. Amongst other things, she elucidated guidelines that form an effective philosophy. What is the duty and purpose of man aligned with kingdom principles? The Ecclesiastical book of wisdom reveals, “Let us hear the conclusion of the whole matter. Fear God, and keep his commandments: for this is the whole duty of man. For God shall bring every work into judgement, with every secret thing, whether it be good, or whether it be evil. (KJV, 2017, Eccle. 12:13-14) From the beginning it was and still is God’s plan for mankind to come into the image of God. Additionally, a solid foundation in the philosophy of kingdom education encompasses key principles: epistemology, ontology, axiology, anthropology, and teleology.
Kingdom education is a unique concept that integrates kingdom values into the educational system, focusing on developing the holistic characteristics of individuals rather than just imparting academic knowledge. Jeanna Bartel, a profound scholar in this education theory, has put forward her own philosophical interpretations. This summary attempts to analyze Bartel’s philosophy on kingdom education.
Bartel (2024) conveys, epistemology implies, how do we gain knowledge? Knowledge is achieved through the dissemination of information, verbally or written. Recipients of knowledge is revealed in God’s word through the reading, studying, and meditation of his word. The inspired word says, “whereby, when ye read, ye may understand my knowledge in the mystery of Christ) which in other ages was not made known unto the sons of men, as it is now revealed unto his holy apostles and prophets by the Spirit (KJV, 2017, Eph. 3:5-4). It is written of the prophets, and they shall all be taught of God. Every man therefore that hath heard and hath learned of the Father, will come unto me. (KJV, 2017, John 6:45) In order, to receive the word we must believe. Belief, in other words, will cause one to act. James said, I will show you my faith by my works. This is faith in action, as Keller reiterated in his book. The word of God is calling all men out of darkness into the marvelous light.
According to Bartel (2024), ontology unfolds the question, what is real? Mankind’s reality is based on the things God has made around them. The things visible and invisible, the things seen and unseen. God has revealed his power and authority through his son who is reining in heaven and earth, and just as He is an heir of things to come, we as the sons of God are also heirs of an inheritance in his kingdom. Inclusive of the work to redeem man back to God. Furthermore, the primary tenet of kingdom education is to immerse the mind in kingdom principles. In turn, an educational framework should foster a spiritual environment conducive to the holistic development in connection with the reality of living as a steward in the kingdom of God (Bartel, 2024). Essentially, Keller (2014) sees kingdom education as cultivating God’s truths in individuals vocational walk, ultimately enabling them to discern God’s will in their lives.
Furthermore, Bartel posits that kingdom education transcends the mere act of learning as it necessitates an active integration of faith into every aspect of one’s life. For Bartel, academic brilliance alone is not the marker of success. Rather, the ability to integrate one’s faith into day-to-day life and manifest it in behavior denotes triumph (Bartel, 2024). According to Bartel, axiology is in reference to what is valued. Bartel (2024) expresses, seeking to love God and others more than self is the road map to the way, truth, and life. The Father gave and the Son obeyed that we might be saved. Both selfless acts of agape love. This is the ultimate example of coming into the fulness and stature of Christ as imitators of God.
Bartel’s philosophy also elucidates the responsibility of parents and teachers in shaping the faith, mirroring the biblical command in Deuteronomy 6:7. Parents and educators, according to Bartel, are influencers, but ultimate the influencer (God) who can help shape children’s characters and empower them to live Christian lives successfully (Bartel, 2024).
Additionally, Bartel emphasizes the quintessential role of the Bible in kingdom education. She regards the Bible as more than a religious book, viewing it as the cornerstone of knowledge and wisdom that can guide kingdom citizens in their life’s journey. As Bartel vociferously posits, the Bible offers educational insights that promote kingdom living.
Lastly, Bartel argues that kingdom education fosters a spiritual culture, uniting the world a new to collectively discern and uphold truth. She posits that this communal approach not only promotes shared accountability but also enhances communal resilience in the face of challenges to bring the world to the obedience of God. It is not His will that any should perish but all men come unto repentance.
In essence, Bartel’s kingdom education philosophy emphasizes reconciliation of humanity back to fundamental principles at the core. She stresses the integration of faith into everyday life, the involvement of the ultimate influencer Christ in molding individual’s faith, the crucial role of the Bible in education and the importance of fostering a community spirit. This comprehensive approach ensures the pastoral care of all men, enabling them to add Christian values to their knowledge and skills, thus molding them into ethical, responsible, and conscious citizens.
Bartel’s influential work in the field of kingdom education provides valuable insights into molding the next generation through an effective Christian-oriented educational system. In an era where individualism and competitiveness often overshadow communal harmony and moral uprightness, Bartel’s philosophy of kingdom education serves as a clarion call for a much-needed educational reform as new creatures that manifest the purpose of humankind on earth and in heaven.
Evidently, the relevance and value of Bartel’s philosophy extends beyond merely Christian school settings. Her Kingdom Education philosophy has the potential to act as a roadmap for future educational systems aiming at bringing creation to a new and fulfilling God’s work on Earth.
Thus, Jeanna Bartel’s philosophy of Kingdom education, deeply rooted in kingdom beliefs and practices, advocates for an educational system that prioritizes spiritual development, ethical values, and community building. This philosophy stands as a testament to the Bible’s enduring value and relevancy as an essential educational tool.
References
Bartel. J. (2024). Kingdom Education Philosophy [PDF]. Canvas.
King James. (2017). King James. (Original work published 1769)
Kingdom Education Mission
Kingdom education stands apart with its distinctive mission, firmly rooted in the teachings of Jesus Christ. At its core lies a profound commitment to prioritizing the pursuit of the kingdom of God and His righteousness, echoing Jesus’s directive in Matthew 6:33 (NIV) to “seek first the kingdom of God and his righteousness.” Dr. Bartel (2024) reminds us that this directive is the guiding principle for kingdom educators, shaping their approach to preparing students for lives devoted to seeking and embodying kingdom values (p. 1). This distinctive approach draws inspiration from passages such as Proverbs 22:6, emphasizing the importance of training children in God’s ways. Righteousness is more than simply adhering to moral guidelines; it encompasses belonging to God’s covenant community and walking faithfully with Him. Educators strive to cultivate a heart-centered commitment to students beyond surface-level actions in teaching kingdom values (Bartel, 2024, p. 1).
The mission of kingdom education involves reshaping students’ values and desires by helping them recognize the priceless worth of the kingdom (Bartel, 2024, p. 1). Philippians 3:8 declares that believers consider everything as loss compared to the surpassing worth of knowing Christ Jesus, their Lord. Unlike secular education, which often divorces faith from learning, kingdom education affirms that all truth is God’s truth and that every subject finds its ultimate meaning and purpose in a biblical worldview. Therefore, whether studying mathematics, science, history, or literature, students are encouraged to explore how these disciplines reflect the order and beauty of God’s creation and how they can use their knowledge to honor Him. “We long to join in God’s work as he connects students’ hearts to the kingdom by opening their eyes to how much it is worth seeking and sacrificing for” (Bartel, 2024, p. 2).
In Matthew 25:34-40, Jesus mentions acts of compassion, justice, and service as integral to inheriting the kingdom. Dr Bartel (2024) states that kingdom education integrates vocation with the kingdom’s mission. (p. 3). One of the critical elements of this holistic approach is the cultivation of students’ identity as members of God’s holy nation and royal priesthood, as described in 1 Peter 2:9, “a chosen race, a royal priesthood, a holy nation, a people for his possession.” By fostering humility, service, and a commitment to reflect God’s glory, kingdom educators aim to cultivate individuals who embody the kingdom’s values in their character and actions. In a culture that often promotes self-centeredness and materialism, this understanding provides a solid foundation for students to build their lives, empowering them to resist societal pressures and live according to God’s principles.
Kingdom education equips students to navigate the reality of human suffering within the context of the kingdom. Rather than fearing suffering, students are taught to embrace it as a means through which the kingdom is realized (Bartel, 2024, p. 5). This perspective encourages resilience and faith in the face of adversity, empowering students to find purpose and meaning in their experiences of suffering. Romans 8:18 reminds us that “the sufferings of this present time are not worth comparing with the glory that is to be revealed to us,” emphasizing the transformative power of suffering within the redemptive narrative of the kingdom. By fostering critical thinking, moral discernment, and a heart for justice, students are prepared to address the world’s challenges with wisdom and compassion. As lights in a darkened world (Matthew 5:14-16), they are called to witness the gospel’s transformative power and actively participate in God’s redemptive work.
In conclusion, kingdom education stands apart in its mission by prioritizing the integration of biblical truth, equipping students to face the world and the holistic development of the individual. Grounded in the belief that all of life is under God’s sovereignty, this approach seeks to cultivate students who are academically proficient, spiritually grounded, morally upright, and socially responsible. In doing so, kingdom education aims to fulfill the mandate of preparing the next generation to be faithful stewards of God’s creation and agents of His kingdom in a world that needs hope and redemption.
References
Bartel, J. (2024). Kingdom Education Mission [PDF]. Canvas.
The Holy Bible NIV. (2016). YouVersion
Kingdom Education Culture
Kingdom education culture includes the scriipture from Habakkuk 2:14 that describes “knowledge of the Lord’s glory and the waters”. Meaning God is in everything within the parameters of the kingdom perspective. Culture is how people are in society at a given time. According to Merriam-Webster (2024), culture is the customary beliefs, social forms, and material traits of a racial, religious, or social group (Merriam, 2024). Kingdom education culture has proceeded to perceive notions within various backgrounds and experiences. In Jesus’ culture, when he walked the earth, the culture was different because Jesus is considered the kingdom of God due to doing his father’s will. Bible (2019) “Not everyone who says to me, ‘Lord, Lord,’ will enter the kingdom of heaven, but only the one who does the will of my Father who is in heaven, Matthew 7:21 (Bible, 2019). Culture has shifted from then until now, the kingdom is affected within each area of our lives.
The main question is “What is the culture of kingdom education”. This question can be answered in multiple forms. The answers are broken down into seven parts. According to Bartel (2024), Kingdom education culture consists of many parts that include information and knowledge, worship, kingdom nature, the covenant community, kingdom imagery, kingdom story, and affective culture (Bartel, 2024). Affective Culture is the atmosphere to produce a successful kingdom education. According to Bartel (2024), Beck and Smith are two professors who believe in kingdom education culture and have unique viewpoints; Beck suggests faith is doctrines and self-improvement while Smith suggests kingdom education should be at a church with ideas (Barte, 2024, pg. 1). Kingdom education culture is what God places in our heart and mind for his kingdom to be done on the earth. Smith explains culture is an appealing environment that one desires (Smith, 2009). In my experience, some people choose a church based on the environment it creates. Smith further explains how shopping malls are desirable (Smith, 2009). Kingdom education culture should be effective in this regard as desirable.
In this regard, kingdom imagery, and nature play a key role in the navigation of culture within kingdom education. Kingdom culture is having an encounter with God through worship, information, and knowledge. The encounter comes from worship, the information and knowledge known as an experience of beliefs, or an enchanted culture in the words of Beck (Beck, 2021). Both Beck and Smith believe in the culture of the kingdom with different views but with the same result of an experience with God (Bartel, 2024). Thinking of kingdom culture through their lens helps to understand how the culture has dramatically changed. Although these two have different ways of explaining kingdom culture, it is still our faith, actions, and beliefs to help the next generation understand the kingdom culture better.
A better way to explain the kingdom’s culture is through sharing the covenant community and the kingdom story. The biblical stories display certain individuals having encounters with God and gaining some experiences with hearing his voice, knowing who he was, and understanding Jesus’ words of the kingdom culture. During biblical times, kingdom stories were transferred throughout generations. Knowing how to implement kingdom education within culture increases opportunities for God’s will to be done on earth. Being mindful when establishing the kingdom of God is a huge factor in our kingdom’s education culture.
Reference
Bartel, J. (2024). Kingdom Education Culture. Regent University. Virginia Beach, VA. Retrieved from: Week 3. Culture.pdf
Beck, R. (2021). Hunting magic eels: Recovering an enchanted faith in a skeptical age. Minneapolis, MN: Broadleaf Books.
Bible (2019). Tyndale House Publishers. King James Version.
Merriam-Webster (2024). Merriam-Webster.com Dictionary. “Culture.” Retrieved from: https://www.merriam-webster.com/dictionary/culture.
Smith, J. K. A. (2009). Desiring the kingdom: Worship, worldview, and cultural formation. Grand Rapids, MI: Baker Academic.
Please complete the following activities and assessment in week 4…
Create a voiceover PPt presenting an overview of kingdom education
Kingdom Education Overview Assignment Sheet Download Kingdom Education Overview Assignment Sheet
Kingdom Education Overview Assignment Rubric Download Kingdom Education Overview Assignment Rubric
Topics to explain include:
What is the kingdom?
What is kingdom education?
How is kingdom education different from traditional Christian education?
Why is kingdom education needed?
How is kingdom education distinct in its philosophy, mission, outcomes, culture, and pedagogy?
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