Introduction : Education is the light of the for every person which open the sight of human mind. It transform person or Nations and enlighten from darkness. In the history of Israel in OT and NT took important role to transform from nomad nation to civilized nation. Though the education system was not like modern education system. Their education was limited learning about God , ethical and own history. The teaching of Jesus was about the kingdom of God, Salvation and ethical teaching. Jesus used to teach with authority and had referred from OT. Apostles of Jesus also used to taught from OT and Jesus teaching. At that time education system was not institutional base. But as a Jewish they used to learn from synagogue and some Rabbi.
A Brief Historical Survey of Christian Education :-
1. Education in the Hebrew-Judaistic Traditon(Old Testament) : Christian Education has its roots in Jewish education and tradition. Therefore, to understand the history of Christian education, especially its origins, nature and purpose, it requires an examination of Jewish education because Christian education is in many ways, an extension of Jewish education. The history of the Jews is a record of their relationship with God as expressed in covenant. The covenant people were generally called as “Hebrews” before the exile, but they were known as Jews after the exile. Jewish education is divided into two parts: Hebrew and Jewish education. Each period had different approaches and perspectives in education process. However, there was no readymade or well-planned Christian Education in the beginning but rather it was a continuous process of development.[1]
a) Hebrew Education - The basic Hebrew education focused on the present and the worship of God alone with ethical principles. Education was always a passion for the Hebrews, thus the Scripture is full of pedagogical concepts. The curriculum was the scripture. There was no formal schooling but people were nurtured informally. Children were taught with practical examples. [2]
b) Jewish Education – Exilic and Post –exilic Period: Before the exile, a strong clan or family pattern of life provided the major setting for nurture. But the exile piloted in a long period during which the earlier, more stable patterns were shattered. The children of Israel were now scattered across the |Mediterranean world, chiefly in urban centres in the midst of foreign cultures. They were dispersed in alien cultures, where their native tongue (Hebrew) was not spoken. The Hebrews, or the Jews, as they are now known in history had to turn to more conscious cultic and educational institutions to communicate the heritage to the new generations. In this context, the Jews established the synagogue. Hence, the Babylonian exile modified and shifted expressions of the covenant relationship between God and His people. Emergence of Judaism in exile, with a new institution called synagogue became established educational institutions.[3]
Characteristics of Hebrew- Judaistic Education :
The most important feature of Jewish education was the religious spirit and the general intention of the system. As a result, Jewish education lacked scientific characteristics and was actually pre-scientific. Nothing is found in physics, chemistry, biology, psychology or any other natural science. However, the Hebrews knew many trades and practical skills, such as building, mining, metallurgy, and working with wood and stone (Exodus 35:30). The important thing is that there was no school to teach these crafts. During my internship, I learned handicrafts. As far as we know, there were no schools of music, architecture, sculpture, painting, art, drama, etc. Where music is played in Israelite liturgy suggests at least that the art must have been developed through systematic training, but there is no evidence for this. Most of the cultural arts mentioned here are related to paganism and developed in Greece and Rome. Culture. Just as the Jewish educational system neglected the arts, it neglected the development of philosophy. The origin of this philosophy presupposes a culture alien to Israel. Philosophy arose in humanistic societies that believed in the power of human reason. Such assumptions are alien to the Jews' reliance on divine revelation. All the religious, religious and educational practices of Israel were based on the belief that God revealed himself to Moses and the prophets. This historical revelation had to be conveyed in the educational process.[4]
Development
of Education in Hebrew-Judaistic Tradition:
The Jewish educational system is the result of a long and gradual development from simple origins to a system as complex as that found in New Zealand. In the OT era there was no public education system. In general, boys learn agricultural skills required by their fathers, and girls learn modern skills. But since education in Israel presupposes living and serving God, the need to read and understand the law must be emphasized; therefore the issue of literacy in the OT era. In the ancient Near East, at the beginning of the 3rd millennium, writing was a sign of civilization. In the 2nd millennium alphabets were developed with resulting increase of literacy. As yet, few documents from the pre-exilic period have been found in Pal, but many thousands have been discovered in neighbouring territories. It is reasonable to assume that its proximity to other cultural centres enabled Israel to share the art of writing throughout all the periods covered by the OT. Throughout the whole of the OT period there were individuals in Israel who logue (Exod 24:12;) Num 24:4; Deu30:10; Josh 8:31) During the wandering in the wilderness the priests wrote down curses (5:23). Samuel wrote down the rights and obligations of kinship (1 Sam 10:25). David wrote a letter to his father. Solomon wrote a letter to Hiram, the king of the people (1 Chronicles 24:6). Law enforcement officers are recording a list of people. Prophet Isaiah wrote (Isaiah 8:1); Yermia gave lessons to Baruk, his secretary. It is impossible to say what part of the population is literate.[5]
2. Christian education in the New
Testament times.
The New Testament was written, there was Jewish schools throughout
Palestine either in connection with the Synagogues or independent ones. Jewish
youth received formal training in their national Laws and customs. In the
Hellenistic world educational methods were well developed, and pedagogical
philosophy of Greek and Roman literature were well advanced. Memorization as a
method of teaching was highly developed since learning emphasized on verbal
memory.
There was a tremendous shift in the content and nature of education during the New Testament Time. The contrnt of Christian education was judaistic in the beginning where Scripture was used as the basis of instruction. Gradually Jesus Christ became the central figure in Christianity. In fact Christian education began with Jesus and the New Testament aid as a witness to the teaching ministry of Jesus. The nature and purpose of education is a Life-centred education. The church is responsible for fostering a climate for worship, teaching, nurturing and providing a setting for fellowship.[6]
The Education of Jesus :
Little is known about how Jesus was educated, but the following can be said with much certainty. It is evident that Jesus was born into a God-fearing family. Joseph is described as a righteous man, Mary as a chaste young woman. This family undoubtedly fulfilled its obligations to teach the young child Jesus the things of the Law and the Prophets. The family, though a godly one, does not appear to belong to the pharisaic pary. Jesus’ education prob. It consisted of what his mother and father had taught him, supplemented by the teachings of the local synagogue school. What he knew of the Scriptures and the teaching therein He learned in these situations. He did not attend any of the academies of the great rabbis, as the question asked by the Jews, “How is it that this man has learning, when he has never studied?”(John 7:15) indicates. When all this is said, however, it must be recognized that their teaching is not to be found in the home, synagogue or temple. Again and again Jesus was to claim, “My teaching is not mine, but his who sent me”(John 7:16).[7]
a) Jesus as an Educator and
Leader
Jesus is the incarnate son of God, Master and Lord .Most of his
Ministry is teaching rather than preaching. In The Gospels, Jesus as a teacher
is mentioned 42 times, and 14 times as rabbi. He was always a teacher; teaching
was one of his main objectives. It is apparent that education was of paramount
importance in the New Testament and his teachings involved lots of practical
demonstrations. Was Jesus expertise as a teacher inherent in his divinity or
acquired? Where did Jesus learn them? The rules that Jesus followed in his
teaching were:
1. Functioned as a prophet or nabhi “a
messenger “
2. As a wise sage, He had familiarity with extra-biblical Jewish
wisdom Literature (Mat 3:42)
3) As a rabbi, Jesus taught in the synagogues though he did not
study in the rabbinical school
4) Audience included men and women, children, young and old, rich
and poor outcaste, criminals and sinners.
Manner of teaching
Jesus’ teaching was:
1. Occasional and conversational rather than formal and systematic.
2. Analogical and poetic rather than literal and scientific
(parables).
3. Conditioned by the degree of intimacy which existed between Him
and those whom he instructed.
4. Pragmatic or practical.
Jesus taught the scripture and gave his own interpretation and not only memorized from Mishnah or presented on the authority of tradition. He taught wherever he went and to those people on whom the teachers of his day would not have wasted their Tim – women, gentiles, and sinners. He welcomed children and did not send them away. The content of his teaching was centred on the eruption of God’s reign of God. His teaching and preaching, healing and exorcism, his way of living and dealing with people all pointed to the imminent coming of the reign of God.[8]
Methods of Jesus Teaching:
As a teacher, Jesus used a variety of teaching methods which were
simple and relevant according to the context and needs of the people. Some of
his methods were:
Parables - These are stories used to illustrate a central
truth, drawn from familiar life situation of the learners.
Object lessons - Jesus used various object lessons with practical
demonstrations.
Dialogue – He used dialogue particularly with religious leaders
and his inner disciples. He interacted and discussed issues and topics covering
religious, ethical and social affairs of the day.
Poetry – Jewish poetry in Jesus’ day was not based on rhyme but on rhythm and parallelism. E.g. do not judge, and you will not be judged (LK 6:37).[9]
Education in the Apostolic Period:
Following the death and resurrection of Jesus, there was a
significant shift in the content of Christian education. As the followers of
Christ gradually became known as Christians, what also came to be known later
as Christian education, evolved slowly with a major shift in the content of the
followers’ proclamation? The shift emerged from Christ’s message of the
eruption of the reign of God “to a message of the post-death presence of Jesus
with the power to change lives.
Types of Apostles Teachings:
The New Testament scholars trace many types of teachings. However,
we can summarize the type of teaching into five different types:
1. Christian
interpretation of Jewish scriptures – This was necessary for the
Christian Jews in order to prove that Jesus was indeed the promised Messiah
(Acts 5:28; 8:32). They regularly interpreted the scriptures from Christian
perspectives pointing to Jesus as the Messiah. His life, death and resurrection
were all according to the scripture.
2. Teaching
of the gospels – The good news of the gospel of Christ refers to
what was known in the New Testament as traditions that is teaching of
scriptures and teaching of Jesus as they received, which was handed down to them
3. Confession
of faith in Jesus Christ held by Christians.
4. The
teachings of Jesus.
5. How
to live response to God’s love and saving work.
The Apostles became educators in this newly found religion, instructed individuals, groups and communities. Converts were given instruction to the new faith in two fields: (i) the facts of Jesus’ life and teaching. The Christians who had never seen Jesus especially needed such instruction. (ii) The bearing of the Christian hope of a new age and the Kingdom of God.[10]
Conclusion : In early Hebrew-Judaistic history education was not familiar among ordinary Israelites . Education was oral learning which came generation to generation, though little among of people knew how to write. Memorizing their history what God had done for their ancestors and God’s commandment was main scope education. On Sabbaths and holidays Jewish scholars regularly preached in the synagogues and in doing so reached a large audience.[11]To know and obeying God’s commandment in their daily life was important teaching more than learning earthly knowledge. And Jesus teaching was from OT but modifying in own version. Jesus teaching was also about God but on focus of commandment but about grace and love of God. During Jesus Apostle’s time they taught from Jesus teaching and Jesus was the son of God and only the way of salvation. Their teaching was not like traditional, but different which came from above.
Bibliography :
Longkumer ,Limatula.CHRISTIAN EDUCATION FOR
TRANSFORMATION:Foundations, Approaches and Effective Teaching,Kolkata:ESPACE,2017
[1] Limatula Longkumer,CHRISTIAN EDUCATION FOR TRANSFORMATION:Foundations,
Approaches and Effective Teaching(Kolkata:ESPACE,2017),33.
[2] Longkumer,CHRISTIAN EDUCATION FOR
TRANSFORMATION:Foundations, Approaches and Effective Teaching,33-34.
[3] Longkumer,CHRISTIAN EDUCATION FOR
TRANSFORMATION:Foundations, Approaches and Effective Teaching,38.
[4] A.W Morton,
”The Zondervan Pictorial Encyclopedia of the Bible”(edited by
Merrill c. Tenney,MICHIGAN:ZONDERVAN,1976),209.
[5] A.W Morton,
“The Zondervan Pictorial Encyclopedia of the Bible”,208.
[6] Longkumer,CHRISTIAN
EDUCATION FOR TRANSFORMATION:Foundations,Approaches and Effective Teaching,40.
[7] A.W Morton,
”The Zondervan Pictorial Encyclopedia of the Bible”,221-222.
[8] Longkumer,CHRISTIAN EDUCATION FOR
TRANSFORMATION:Foundations,Approaches and Effective Teaching,41.
[9] Longkumer,CHRISTIAN EDUCATION FOR
TRANSFORMATION:Foundations,Approaches and Effective Teaching,42.
[10] Longkumer,CHRISTIAN EDUCATION FOR
TRANSFORMATION:Foundations,Approaches and Effective Teaching,42-43.
[11] John T. Townsend,”The Anchor Bible Dictionary”(edited by
David Noel Freedman,New York:Doubleday Dell Publishing Group,Inc,1992),316.
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