Thy word is a lamp unto my feet and
a light unto my path.- Psalm 119:105 KJV

Teaching for Transformation

The Teaching for Transformation Through-lines as developed by the Prairie Centre for Christian Education (PCCE) region provides a framework for the development of authentic and integral Christian learning experiences that are grounded in a  transformational worldview with a focus on the Biblical story.

Teaching for Transformation helps teachers develop a foundational understanding for the topics that they teach and help them truly teach for transformation. As well, the Biblical Throughlines challenge students to see, understand and practice the discipleship attributes they need to truly be Kingdom builders.

 

What are *Through-lines*

Throughlines are the Biblical truth that resounds in our Christian school’s curriculum is that all things in the world belong to God. It is important that we not presume that this truth is obvious or apparent to all. The task of a Christian school teacher is to help reveal God’s grand story in all things. Thus, a teacher’s task is one of Christian-story telling, of seeking out and helping students to “See The Story” in all areas of study. We do this by teaching under the principle of all things. God created all things. Even after the fall, which indeed affects and infects all things, creation remains good. Redemption impacts all things, redirecting them to their God-designated purposes. Someday, all things will be fully restored but the work of renewal begins now and we are privileged to be co-workers with God in this process. It is into this story that teachers are called to invite each student.

 

The Importance of Through-lines

Through-lines hold the unit together. Biblical Through-lines become the “thematic Velcro” that connect and organize the many facts, skills, and experiences from each unit and subject together. For example, after a study of Canada’s immigration policies, students might be very knowledgeable about immigration laws and know facts about immigration history. However, if this is where learning stops, it is inadequate because it is lacking “thematic Velcro” and does not address the question “How now shall I live?” The learning would consist of forgettable facts or meaningless knowledge and not necessarily relate to real people or situations in the student’s own community. Conversely, if the learning is thematically ”Velcro-ed” to the Biblical Through-lines of Justice-seeking and Community-building, it is hoped that the learning will be formational rather than just informational.

 

“It is nothing but a pious wish and a grossly unwarranted hope that students trained to be passive and non-creative in school will suddenly, upon graduation, actively contribute to the formation of Christian culture.”

-- Nicholas Wolterstorff