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The Cambridge
Distinctives
The What, Why and How of a Cambridge
Education
The tendency of Christians has been either to isolate
themselves from the culture, or to be assimilated by the culture. The
obedient Christian accepts neither of these options. The obedient
Christian seeks to engage the culture in every sphere of life. In order
to equip himself for this task, the obedient Christian seeks to bring
every thought captive in obedience to Christ ("…we take
captive every thought to make it obedient to Christ." II
Corinthians 10:5) by the renewing of his mind ("…be
transformed by the renewing of your mind." Romans 12:2). This
renewing of the mind is an active intellectual endeavor that all
Christians are commanded to pursue aggressively ("Love the Lord
your God with all your heart and with all your soul and with all your
mind. This is the first and greatest commandment." Matthew
22:37,38). The word for this endeavor is Education. Christians
must never abandon the aggressive pursuit of a thorough education for
their children; and Christian adults never mature beyond the need for
continuing education. This education should have the following
characteristics:
It is
Dogmatic. This does not mean that
Christianity is negative and narrow. Rather it means that Christianity
embraces every sphere of cultural activity. A
truly Christian education is broad, positive and life affirming.
"Fix these words of mine in your hearts and
minds… Teach them to your children, talking about them when you sit at
home and when you walk along the road… so that your days and the days
of your children may be many." Deuteronomy 11:18-21
It is
Optimistic. We understand that men,
women and children are made in God's image and therefore are deserving
of respect. They have tremendous potential for exercising rational,
creative and moral dominion over the creation. But the educated
Christian should not be naïve. We understand that men, women and
children also are fallen; they are born in sin and, apart from Christ,
live in depravity. Much of the culture is an expression of this
depravity. However, though the culture may be powerful and dangerous,
Christians should not live in fear of the world.
"… the one who is in you is greater than
the one who is in the world." I John 4:4
It is
Interdisciplinary. Christian educators
should realize that truth carved into separate disciplines is an
improper understanding of the truth. Students should be required to
cross reference other disciplines in their pursuit of knowledge, leading
to a more comprehensive and cohesive understanding of the world in which
they live, while encouraging a broad exercising of the student's
critical skills.
"To these four young men God gave knowledge
and understanding of all kinds of literature and learning."
Daniel 1:17
It is
Challenging. When challenged early,
students thrive on meaningful intellectual work. Education should not be
the memorization of predigested facts and ideas, to be regurgitated on test day. Education ought to be a quest for wisdom and
knowledge, rather than a pursuit of grades or other artificial rewards.
Moreover education should not end when grades and diplomas are no longer
offered to the student. Education should be a life-long endeavor.
"Apply your heart to instruction and your
ears to words of knowledge." Proverbs 23:12
It is
Practical. Educated Christians speaking
a radical Gospel into the culture, and producing radical actions in
every sphere of the culture are the most practical people on the planet.
The culture is a battlefield of Christian and anti-Christian ideas.
Nothing happens in this world apart from these ideas. If Christians are
to be influential in the world, they must be fluent in the language of
ideas. Ideas are practical. Gospel driven ideas, producing Gospel driven
actions, are the only catalysts for truly positive change in the
culture.
"What good is it, my brothers, if a man
claims to have faith but has not deeds? …faith by itself, if it is not
accompanied by action, is dead." James 2:14, 17
Methodology can either hinder or enhance the
learning process. Cambridge Study Center, after carefully considering
teaching method, has chosen to be:
Interactive: The Cambridge student prepares
for class with directed study. The student is accountable for reading
and understanding the material assigned for study. Based on his directed
study, he is required to interact with the instructor and with other
students. The small number of students in each class supports this
interactive method.
Parabolic: The Cambridge student, after
reading or viewing the material, must struggle to conclusions regarding
the author's motives and methods. This struggle, guided by the
instructor, results in a deeper understanding of the author's worldview,
while greatly increasing the critical capacities of the student. The
instructor's purpose is to come alongside the student in the student's
own struggle for knowledge.
Efficient: The Cambridge student spends his
class time on education. At the beginning of each class the student is
allowed to share with the class, providing time to unwind and relax.
With the exception of a short break for longer classes, the balance of
class time is spent learning. Cambridge has no assemblies, no lines, no
mandated testing, no busy work, no non-academic classes, and no
extra-curricular activities. The student spends his time interacting
with the instructor and other students. The Cambridge focus is
education.
Hospitable: Cambridge classes are taught in a
relaxed setting. The Cambridge classroom is small and
comfortable, inviting discussion while requiring the student to be
focused and attentive. A Cambridge education is a personal endeavor
encouraging the close cooperation of instructor and student. |
