Christian education is a political activity with pilgrims in time that deliberately and intentionally attends with them to the activity of God in our present, to the story of the Christian faith community, and to the vision of God's kingdom, the seeds of which are already among us.2Christianity is not a package of ideas and beliefs that once ascended from the clouds. Nor is it a philosophy that any intelligent individual might think for himself/herself. "It is the life of a community of people responding to God's deed in Christ and God's continuing activity in the world."3
What is the relation existing between mission and Christian education? Because
Christianity is the life of a community, its aim is not the promotion of the community, but
the healing, preaching, teaching and reconciling mission to which the community is
called. Hence Christian education is also described as the effort "to introduce persons
into the life and mission of the community of Christian faith."4 This
conception of Christian education is consistent both with the biblical understanding of
the Church and with the findings of recent educational psychology about the learning
process. One cannot overlook the role of tradition, culture and handing over of the
religious experiences of the faith community through its generation. John Dewey calls
it "the funded capital of civilization". Part of the task of Christian education is to ensure
that our "funded capital" is preserved and made available to people in the present.
Likewise, the contemporary educational psychology emphasizes the importance of the
human relationships in which education takes place. Particularly psychologists like
John Dewey, Piaget, Kohlberg, Erick Ericksons have shown that human development
and growth involves more than intellectual forces. In other words, one's faith formation
also takes place in his/her socio-political, politico-religious and historical context. The
question of what does my faith say about the various crisis, challenges, problems,
social evils that I encounter in my day to day life cannot be ignored when we discuss
the role of Christian education in the context of pluralism.
In the Indian context, Christian community cannot function without relating to the multi-cultural and
multi-religious reality. In fact we have to admit that in spite of this
realization we have failed to formulate our objective of mission and the Christian
religious education in this broader perspective. Therefore, realizing the role of Christian
education as effort to introduce persons into the life and mission of the Christian
community, we need to discuss a few important issues.
1. The Narrow Understanding of the Great Commission
Secondly, there seems to be a one-sided emphasis on the great commission. That is
of baptizing alone. According to the words of Jesus, the commission also includes the
role of "teaching" which the Church has taken for granted as preaching. The etymology
of the word "teach" offers a significant clue to the nature of the activity itself. The
English word comes from the Latin ducare meaning "to lead" and the prefix e,
meaning "out". At its root meaning then, education is an activity of "leading out".
According to Thomas Groome three dimensions of emphasis can be discerned in
"leading out". To quote:
Apart from the scriptures the content of Christian education must include a study of the
environment, various religions in our area and the various burning issues of the times
with which we are struggling. If we are really serious about a Christian education for
Indian churches, we cannot ignore the contextual issues like widespread poverty, the
impact of the national economics policy, globalization, media explosion, plurality of
religions, cultures, festivals, deepening fundamentalism, increasing tendency to
violence and widening social imbalances. Therefore, the content of Christian education
cannot be limited to the so-called Judeo-Christian heritage contained in the Bible and
Christian tradition. We need to take the cultural heritage and socio-economic realities
which are contained in Indian scriptures, literature, newspapers and also in the day to
day life experiences of the learners. Carol Hess reminds us of the words of Karl Barth:
3. Methods of Christian Education
In the first concept it is the teacher who is said to have a deposit of knowledge which
he/she must impart to the ignorant student. The banking concept of education does not
give any opportunity for the learner for dialogue. This is very much against the gospel
values of freedom and human dignity.
The second model which Paulo Freire suggests is that of problem solving education
where the critical reflection of both the learner and the teacher bring the fruits of
learning. It is mutual. Paulo Freire's new educational theory has been called "problem
posing education" which responds to the essence of consciousness-intentionality,
rejecting communiqu‚s and embodying communication.15 In this model,
the teacher and learner relationship is based on mutuality, free from fear and
domination. Learning is non-repressive but actualizing. Thomas Groome for his "shared
Christian praxis approach" 16 takes a great deal from Paulo Friere's
praxis approach to education. Groome writes that in Paulo Freire's praxis approach, the
role of the pedagogue is to be "with" rather than "over" people, enabling them to name
their world and through dialogue come to act creatively on their historical reality. In
recent times, from the interreligious perspective too, many have raised their voice in
favour of the interreligious dialogue. To quote:
4. Christian Education and the Indigenous Culture
The Rev. Hannibal Cabral is a pastor of the Church of South India and presently
engaged on a doctoral programme on Christian Education at the South Asia
Theological Research Institute in Bangalore.
2. Thomas Groome, Christian Religious Education: Sharing Our Story and Vision, New
York:
Harper San Francisco, 1980, p. 25.
3. Roger L. Shinn, "Foundation for Christian Education" in Marvin J. Taylor ed., An
Introduction
to Christian Education, Nashville: Abingdon Press, 1966, p. 12.
4. Roger L. Shinn, p. 12.
5. S.J. Samartha, in Education News Letter, Programme Unit II "Life, Education and
Mission", WCC, No. 2/3, 1993, p .l.
6. Thomas Groome, p. 5.
7. Russell Chandran, "Evolving a New Paradigm in Theology for Asia", a paper presented at a
consultation at the Ecumenical Centre, Bangalore.
8. Russell Chandran, "Rethinking Christian Ministry in India" in K.C. Abraham edited, New
Horizons in Ecumenism, Bangalore: BTESSC/BTTBPSA, 1993, p. 56.
9. James D. Smart, The Teaching Ministry of the Church, Philadelphia: The Westminster
Press, 1956, pp. 150-151.
10. Herbert Hoeffer, ed., Debate on Missions, Madras: Gurukul Lutheran
Theological College and Research, 1979, p. 448.
11. Sara Little, Revelation, The Bible and Christian Education, Nashville: Abingdon
Press, 1966, p. 45.
12. Carol Hess, The Shaping and Shaking of Congregational Life, Class Hand Out,
Princeton
Theological College, Princeton.
13. Russell Chandran, "Ecclesiology in the Context of Religious Pluralism", paper presented in the
United Theological College.
14. Peter Tze Ming Ng, "Towards a New Agenda for Religious Education in a Multi-Cultural
Society", in Religious Education, Vol. 8, No. 4, Fall 1993.
15. Paulo Freire, Pedagogy of the Oppressed, New York: Herdes and Herdes, 1986, p.
66.
16. Christian religious education by shared praxis can be described as a group of Christians sharing
dialogue, their critical reflection in light of the Christian story and its vision toward the end of lived
Christian faith. Thomas Groome, p. 184.
17. Thomas Groome, p. 176.
18. Jose Kuttianimattathil, Practice and Theology of Interreligious Dialogue, Bangalore: Kristu
Jyothi, 1995, p. 2.
19. Martin Palmer, What Should We Teach?, Geneva: WCC, 1991, p. 54.
20. Stanley J. Samartha, "The Cross and the Rainbow" in John Hick and Paul Knitter edited, The
Myth of Christian Uniqueness, New York: Orbis Books, 19987, p. 75.
21. Thomas Wiser edited, Whither Ecumenism, Geneva: WCC, 1986, p. 4.
22. Russell Chandran, "Ecclesiology in the Indian Context". Unpublished paper presented at the
United Theological College, p. 6.
Throughout the history of the Indian church, it aimed its missionary goal as the
preaching of the gospel and the making of disciples. In so doing, the modus operandi
was of an exclusivistic, triumphalistic and dominant nature. Albeit, pluralism whether
religious, cultural or ethnic, is revealed as part of God's purpose in the biblical vision
of healing, wholeness and reconciliation, the Church was not obedient to this biblical
vision. As Samartha rightly pointed out, "Historically Christian identity has been defined
through the exclusion of, and not interaction with".5 It is a fact that in
most of the Christian education content, songs and stories still continue to stress the
religious superiority complex and arrogance, perpetuate religious fundamentalism and
reduce the vision inherent in the gospel to a narrow parochialism.
1) a point from which, 2) a present process, and 3) a future toward which
the leading out is done. In this sense, education has an "already", a
"being" realized, and a "not yet" dimension to it.6
These three emphases discernible in the word education have not been taken seriously
in the present teaching ministry of the Church. Often in the present Christian education,
as well as mission model, there is no place to hear the already experience of the
learner. Nor is there any possibility of helping the learner to discover the truth. Since
the educational agenda is designed by the teaching ministry of the Church as "the
ultimate", the dimension of "not yetness" toward which the leading out is done, is
designed by the Church. In the pedagogical terms of Paulo Friere this attitude is called
"domestication". If we want to transform the dimension of mission towards the relational
model in contrary to "one against the other", there should be a shift in the Christian
education. This shift may have to take seriously the experiences of the people of other
faiths, the openness to learn from other scriptures, and to learn to live with people of
other faith in tolerance. Our early teaching had only stressed the weak points in other
faiths and put Christianity on a pedestal. This cannot happen today. In India Christianity
has to live side by side with these faiths. This challenges us to teach the Christian faith
in the context of a plurality of faiths. Russell Chandran asserts:
Unfortunately in the past we have adopted an exclusivist attitude to other
faiths. Jesus therefore challenged the exclusivist attitude of the Pharisees
and the Sadducees. He even said that his own people, the Jews, could
learn from the Samaritans. Therefore, the present day Christians must
consider others as authentic and learn from them rather than adopt an
attitude of superiority. We must learn what is good in other people's
faith.7
The above discussion certainly raises a few questions such as: does our Christian
education enable us to discover light and truth in the lives of people of other faith? Or
do we work on the assumption that we alone have the light and truth? How can we
cooperate with others then, realizing that we need their input, their experiences in order
that we find a common answer to the local, national and global threats? Can we teach
in the Christian educational agencies such as Sunday School, confirmation classes,
youth fellowship, men's fellowship, women's fellowship and others the ecumenical
principle "that which we can do together we should not do separately" and apply it in
a world of religious plurality? These questions challenge the present Christian
education to be more inclusive and critical in its nature. Again, to quote the words of
Russell Chandran:
The Christian education or Christian nurture should, along with making
members aware of the total Christian heritage of the apostolic faith and
witness, help the widening of the horizons of understanding and develop
in the people openness to whatever is true, beautiful and good in other
people, including those of other faiths.8
2. The Content of Christian Education
In the present teaching ministry of the mainline churches Christian education is limited
to the imparting of the Bible and Christian tradition. As it is observed, "The church
school stops often at merely giving information about the Bible".9 Quite
often Christian education is understood as a set of imparting biblical content, stories
and creeds. It is used as a process of conditioning the mind, body and spirit of learners
according to the popularly accepted norms and beliefs of the Church and society. But,
Christian education is much more and very different from the above mentioned
proposition. As Herbert Hoeffer succinctly remarked:
The aim of Christian education is much more radical and dynamic. The
emphasis is not knowing but becoming. Christian education is the
process of relating God's people to the challenges and opportunities of
their lives in His service.10
This means Christian education is a process in which the learner is facilitated to look
at his or her faith in relation to scripture, traditions of the Church as well as to the Indian
context and to the life situations. No doubt Christian heritage and tradition which
includes the Bible, liturgical tradition and rituals help us to keep our identity. Particularly
at the present time where media explosion has crept into the lives of our younger
generation, they are losing their interest in the religious life of the Church as they feel
the way Christian religious way of teaching is not on par with recent media technics. On
the other hand, the stories and mythologies of the other faiths are presented in such
an effective manner they are more attracted to them. So between these two realities the
Church needs to present Christian religious education which is appropriate and
meaningful. It means, though the Bible occupies an important place in the practice of
Christian education, it cannot be taken as the sole content to be dealt with, because
as Sara Little says:
Content is not to be understood as subject matter, the living power of
truth which imposes itself as such upon the subject matter and forms of
Christian education by virtue of its intrinsic authority.11
In Christian education the Bible needs to be used as both the beginning point and a
reliable way to interpret the meaning of God's liberative activity in human experience.
But we need to bear in mind that it has the interpretation of the content of the Bible that
has bearing on Christian education rather than the content itself. Therefore, as
Christian community, it becomes necessary for us to look at the Bible critically to see
what it has to teach us.
Karl Barth advised pastors to preach with the Bible in one hand and the
newspaper in the other. That is good advice for living as well. Let us live
with the Bible, our confessions, our prayers, and the rest of our
meaningful traditions in one hand while holding the world around us in
the other.12
Russell Chandran in his article "Ecclesiology in the Context of Religious Pluralism"
writes that we need to "learn from the signs of the times"13 because
there is hardly any situation in the world today which is not pluralistic in religion,
culture, ethnic origins etc. of the people. Our life, in local, national and global spheres
is marked by the plurality of religious faiths, cultures, socio-political structures, social
conditions, etc.
Living within a modern, secular and pluralistic society one is bound to be confronted
with the people of different belief systems and different life stances. At present
Christians cannot think of living in "ghettoes" any longer. The impact of colonialism and
early missionary movements had its time. There is no room any longer for a kind of not
only isolated community but also "excluded community". As it is observed by Peter Tze
Ming Ng:
The situation becomes more difficult when one comes to realize that
one's own culture or faith tradition is in no way superior to those of
others, with no likely claim for preeminence. This explains why Christians
in the Asian contexts are more sensitive to issues of cultural diversity and
religious pluralism. 14
This diversity also has a challenge to Christian religious education in its method of
teaching. Here Paulo Freire's pedagogical method of "dialogue" comes for our help.
Paulo Friere speaks of two concepts of education. 1) The banking concept of
education. 2) Problem solving concept.
Growth and development in every area of life, be it socio-economic,
politico-cultural, or religious, both of the individual and of the community,
require that persons be in communication, in dialogue with one another.
Hence it is vital for the well being of all that people professing different
religions in a society be also in dialogue with one
another.18
One of the methods that is used by Jesus is the method of dialogue, e.g. (St. John 3:1-20, 4:1-26)
where Jesus helped the learners to come to find the truth from the known
to the unknown. Jesus was very positive about the method of dialogue and the
importance of listening to others. Today, the teaching ministry of the church should be
ready to enter into interreligious dialogue with eagerness to develop common grounds
of understanding and cooperation. Today instead of seeing pluralism as a cause of
division in society, the teaching ministry of the church should attempt to explore it as
a source of mutual enrichment and mutual transformation.
The other problem that has been all along with the mission of the Church is that of the
cultural identity of the Indian church amidst "pluralism". On the one hand, it is the
earlier missionary policy which forced the converts to give up all that belonged to the
former faith which has resulted in the cultural, religious and spiritual impoverishment
of the Christians. On the other hand, the Church in India adopted the modes operandi
of its mission and teaching ministry from the Western pattern. As Martin Palmer rightly
pointed out, "the Western Church has been firmly shaped by an anti-pluralist mentality,
which it has passed on to those around it."19 According to Samartha:
Culture refers to the whole complex of distinctive, spiritual, material
intellectual and emotional features that characterize a society or a social
group. It includes not only arts and letters, but also modes of life, the
fundamental rights of human beings, value systems, traditions and
beliefs.20
One cannot overlook the tension between the so-called Christian culture which has
been promoted by the Jewish Christian tradition, and Christian community against the
Indian culture, which is of the learner's context. More often the theological and
pedagogical patterns for Christian religious education fosters a spirit of alienation from
our cultural kinship of India. Our intolerance and discrediting notions towards people
of other faiths and to contemporary problems, is one of the witnesses for our alienation
toward the Indian culture. Our failure to employ the indigenous methods in Christian
education, worship, singing and life style, are a few evidences of our rigidity in blindly
following the Judeo-Christian tradition and culture. Further, the influence of the media,
new national economic policy, the concept of globalization, have already created a
transition of the Indian culture to the Western culture and world value system which has
raised the question whether the Church needs to stick to one culture. To quote Thomas
Wiser:
Cultural identity seems to be on the defensive all over the world as most
people live in more than one culture. More and more ethnic minorities
claim the right to their distinctive identity. Can and should cultural identity
be defended at what cost?21
In the midst of these uncertainties, the Christian religious education needs to grapple
with the following questions. How can we maintain cultural values proper to specific
groups in the midst of an enabling culture (or cult) or technocracy? To what extent can
we rely on the traditional culture and heritage of the Judeo-Christian heritage? What
is the place of Indian tradition and scriptures in our Christian religious education? How
can we integrate the elements of technological culture into lives without allowing them
to kill the traditional values? All these questions challenge the present Christian
religious education to find an appropriate pedagogical approach to Christian religious
education in India which will embrace the good and beautiful elements of other religions
and the Indian cultures. To quote:
All that is good and true in the different religions and cultures are ours
and we are Christ's. Therefore, we have to find ways of taking back what
we have been deprived of because of the wrong missionary approach.....
The Christian education programme of the different churches is one of
the important instruments for re-education about our fuller religious
heritage.22
In conclusion, the kind of Christian religious education that is demanded in the Indian
pluralistic context is one that can equip people, regardless of the religious traditions to
which they belong, to cope with real issues of cultural diversity and to live harmoniously
with people of other religious beliefs and life stances. Religious education should try
to foster open communication between people of other faiths, cultures and
experiences.
1. Bernard Bailyn, Education in the Forming of American Society, New York: Vintage
Books,
1960, p. 45.