Our use of knowledge does not operate in a vacuum. We attach meaning and purpose to knowledge even to the extent of deciding for ourselves what is knowledge. As children grow in understanding, they absorb from the community around them values and beliefs that inform them as to what is important in life and which goals are worthy of pursuit.

Modern thinking is clear on the importance of language and social interaction in the cognitive development of children. Vygotsky identified that cognitive processes develop through social interaction and that mental contents and operations are at the same time both individual and social. These operations are formed developmentally through, and for, engagement in cultural life.

This interaction and close relationship between the means and the outcome are echoed in the instructions given by God to the Nation of Israel as written in Deuteronomy 6:4-9:

4“Hear, O Israel: The Lord our God, the Lord is one! 5You shall love the Lord your God with all your heart, with all your soul, and with all your strength. 6“And these words which I command you today shall be in your heart. 7You shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up. 8You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. 9You shall write them on the doorposts of your house and on your gates.

These instructions call the people of God to teach their children the commands of God through immersing them in language and culture.

But this is not to be a one way exchange of information. In Deuteronomy 6 verse 20 we read:

20“When your son asks you in time to come, saying, ‘What is the meaning of the testimonies, the statutes, and the judgments which the Lord our God has commanded you?’ then you shall say to your son…

God expected that children would have questions and would ask why? It is with this in mind that Grace Christian College seeks to present an educational program that not only gives students a clear understanding of the Christian Worldview but also helps them to see the interconnectedness of knowledge, understanding and truth and the ways in which people come to determine what is knowledge and truth.

We believe that to develop young people with resilience and the ability to meet future challenges it is essential to help them form a firm understanding of their beliefs and the underpinning principles that support those beliefs. Personal assumptions and pre-suppositions must be examined if one is to gain a full understanding of a belief system.

As staff prepare their work programs they reflect on ways in which Christian Worldview principles can be embedded in the students work for learning and reflection and offer opportunities for discussion on the place of the Christian Worldview in Australian Society.

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