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Philosophy of Education

The Educational philosophy of Sekolah Dian Harapan is based on God-centered Truth of the Bible with Reformed Theological Perspectives.

The Educational philosophy of Sekolah Dian Harapan is based on God-centered Truth of the Bible with Reformed Theological Perspectives. The following topics summarize our Philosophy of Education.

  • Truth is both propositional and relational and has its origin in God. Truth is fully and most clearly revealed in the person of the incarnate Word Jesus Christ. It is written down in human language through inspiration and revelation from the Holy Spirit—The Holy Scriptures (Old and New Testament). God’s truth is also revealed and reflected in His Creation. Thus, all truth is God’s truth and only by God’s revelation and grace, we can grow in our understanding and knowledge of truth.
  • Knowledge is not merely data, facts or information; knowledge find its meaning in relationship. Students gain and develop knowledge, understanding, discernment, and wisdom through:

    1. God’s revelation in Christ,
    2. relationship with God in Christ, and
    3. humble interaction with environment and community.

    Knowledge is to be embraced holistically: to shape the mind, inspire the heart and move the hand. Therefore, schools should be learning communities which actively seek for true knowledge and develop skills. Education should lead young people to be responsive and responsible stewards for all their learning so that the kingdom of God is magnified and God’s shalom permeates the world.

    The created universe has inbuilt laws. Humans, made in the image of God, have the potential to discover those laws. We believe that True knowledge is rooted in God’s revelation—Creation, Christ and in Scripture. However, we recognize that our acquired knowledge is limited because of sin’s corruption. Knowledge understood as human interpretation of the creation can change over time. Our application and understanding of knowledge changes with our experiences. Only through God’s special revelation and by the work of the Holy Spirit can humans gain True knowledge.

    The Bible is the primary source for all genuine learning. It provides, through principles of truth, the foundation for understanding in every subject and area of life. We recognize that the Bible does not overtly provide all that is necessary to gain knowledge of most subjects. However, knowledge of Biblical principles is absolutely essential to develop understanding and wisdom—the higher orders of learning and application—in any given subject.
  • The role of education is to show students their need of restored relationship with the Triune God. This will lead them to see the need for restored relationship with humanity and with Creation. A restored relationship with God will provide a truth context for all learning. Students should be led to understand the world, and their calling in the world, as responsive and responsible Disciples of Christ.

    Education is a never ending journey; we educate our students for eternity. Education is most successful in a community context. Schools, together with parents, are to aid children in knowing God, knowing themselves as God’s image bearers and engaging obediently as Christ’s redemptive agents in the world. This will include identifying and developing each student’s gifts and talents. Our hope is that students will adopt a never ending love for learning.

  • Curriculum is the means to achieve our educational goal. Curriculum is understood as an integration of content, pedagogy, environment and community which involves instruction, modelling, reflection and action.

    There is no neutrality in education, each curriculum has its own worldview. Therefore we commit to use curriculum wisely. Any curriculum should be crafted and understood through the lens of a Biblical Christian Worldview.

    Our curriculum should present and reflect the whole story of God in every subject so that our students can develop their sense of wonder, excitement, and appreciation for God’s creation. The goal in curriculum is to build the Biblical worldview of knowledge, understanding, discernment, and eventually wisdom. Our curriculum should achieve the goals through holistic education as stated in our mission.

    Curriculum is a vehicle to help students to discover and respond redemptively to God’s calling and truth. Curriculum also helps students to explore God’s purpose in creation, to recognize the fall of humanity into sin and to rejoice in Christ’s redemption.

  • We believe our students are created by God. They are not independent beings but dependent upon their Creator. Students are worshipful beings, they long to worship, to communicate and have relationship with their Creator. They are created in the image of God, thus God’s nature is imprinted on each student. Each of them is unique, creative, purposeful, complex, social and moral beings.

    However, since the time that humanity fell into sin, none of our students are pure, they are sinful human beings. They are dead in their transgressions and sins, unable to save themselves and unable to worship the one true God. They are lost and miss their true purpose as human beings created by God.

    This condition can only be resolved through redemption in Christ by the work of Holy Spirit. Therefore, discipline and pastoral care is important in our school, to guide them back to Christ and to find their purpose in Him

    Each of our students need to be challenged to understand their purpose, calling, uniqueness and talent. Each of our students need to be equipped to appreciate their whole being and prepare themselves to participate in God’s redemptive works in creation.

  • God calls teachers to be His agents for His glory. Teachers are the authentic models for our students to show how to be Christ’s followers, to find the Truth in Christ, to proclaim the preeminence in Christ through their lives and teaching tasks. Teachers are the “living curriculum.”

    Teachers need to be role models in pursuing the Truth and obediently applying it in their daily lives.

    Teachers are called to communicate God’s big story and what God is doing at this moment in time and how we should live within God’s story.

    In their imperfection, teachers amplify God’s grace, by showing their daily dependence upon His mercy so that students can be led to the cross and have relationship with Jesus Christ.

    Teachers are much more than facilitators, they do not only deliver content or knowledge as facts but see their role as using all teaching and learning as a vehicle to connect students to Truth. Teachers are God’s agents for reconciliation. They have ministerial and pastoral responsibilities in the life of the school community. Teachers should actively nurture students to be obedient disciples and discern God’s call on their lives.

    For the sake of God’s glory, teachers also ought to nurture the best achievement possible in every area of gifting for students.

    Teachers must develop varied methods of teaching to equip students to maximize their gifting. Every teacher is a never-ending learner; always seeking to improve.

  • Teaching is a relational enterprise. The teacher-pupil relationship is based in Christian love and is clothed in humility and crowned with mutual respect.

    But the goal of our instruction is love from a pure heart and a good conscience and a sincere faith. (I Timothy 1:5)

    The teacher recognizes the inherent value of each individual as well as their uniqueness; there is also clear understanding that God’s people are called to be an interdependent community.

    Teachers recognize varying student personalities and learning style differences, and adapt their teaching methods so that every student has the opportunity to fully develop gifts and to respond the calling of God.

    Our Biblical Christian Worldview foundation gives our students freedom of choice in seeking out The Truth as the most meaningful journey in their life. Classroom practices of discussion and critical inquiry within the boundary of God’s perspective is applied accordingly in each subject.

    Any pedagogical practices should be critiqued and used according to our worldview, purpose and view of students, curriculum and goal of our education.

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