Frank Wacholtz

April 9, 1998

Personal Philosophy of Religious Education

My Philosophy of religious education will tend towards existential pragmatism. There will, of course, be numerous variations, and very few people have closely identical philosophies. I will discuss my view of what is real, my epistemology, and my axiology first then move on to how this applies to the teacher-learner relationship.

Ontology:

My ontology is probably the most separate from my primary philosophical influences. Reality is divided into two groups. These groups are the physical and the spiritual worlds. I have what many would call a dualistic view of reality. I believe that these two worlds are actually parts of the same and thus entirely inseparable. I connect these two worlds by placing them into the physical universe through science.

I currently hold that there are either ten or twenty-four dimensions in the universe (for lack of a better term). There are most likely ten, since this is far simpler and that all scientific equations can be put together in a ten by ten grid and can be derived from each other through use of this grid. In it I see an awesome beauty of God's design. What does all this mean? Simply it accounts for a spiritual world (read 5+ dimensional) to interact with the physical world of the space-time continuum without breaking any natural laws. This allows God to "interfere" with the physical world without breaking His own laws. This scientifically accounts for all "miracles" by causing them through action done in a higher dimensional plane or spiritual plane. Thus, what we sense is reality, but also what we do not sense is equally real.

Epistemology:

My epistemology is far simpler than my ontology. The question is, then, asked, "Do you want truth or the truth." Jesus said, "I am the Way, the Truth, and the Life." (John 14:6) Truth in general is that which is correct, unflawed, and factual. Truth is found in reality. Historical truth is unchangeable. What has happened in the past has happened. As the realists once said, "Truth is an observable fact." This is only one of the aspects of truth. There are two other aspects that truth encompasses. These are the law of cause and effect and the facts of higher dimensions whose influence we are unable to measure.

Axiology:

Value and Values also have a place. I will explain the ethics side of the coin first. Morality is dictated by a higher being, in my case this would be God. What makes something moral or of value is composed of two things. The first and most important value set is the one given by God to man. Romans 13:8b states, "...for he who loves his fellowman has fulfilled the law." God's set of values given to us or His law is summed up simply in love. Thus, the first set of morality is to treat others and yourself in love.

The second tenant of morality and value is closely related to this first set of values, and if you really think about it is encompassed by it a well. What the public views as the right thing to do is often, not always, the right thing to do. This calls for an observance of public morals as long as they do not conflict with God's so as to not offend anyone. This calls for one to be socially sensitive, and behavior should change when cultures change. For example you must act in a different way in Korea than you would act in Texas.

On the Aesthetic side of the value coin I deal with beauty. Beauty has many forms from nature to architecture to a mathematical equation. Beauty is relative. What is beautiful to me may not be beautiful to you, thus the old saying, "One man's junk is another man's treasure." I, personally, tend to find beauty in nature and in simplicity. I feel surrounded by beauty and I only need to slow down and take time to observe it. What makes something beautiful is the observing by someone who observes it to be just that. Without a recognition of beauty and the wonder it inspires it may become difficult to enjoy life.

Now, I will begin to apply my aforementioned philosophy. Someone may become the learner any given time one chooses. It is the learner's responsibility to acquire the knowledge they seek. One must take the initiative to learn. A student is a full-time learner (or at least should be), and there is a distinction between the two. One can choose to learn whenever one so desires. The learner only needs to open their mind.

The Learner:

The learner is like a sift. The learner takes everything in, then the learner decides for himself what to do with the information if anything at all. The learner is responsible for sifting though what he learns and actively distinguishing in his mind (hopefully through good reasoning) what has truth in it and can be applied and what is false and useless. Once the chaff is sifted out the learner must put it together in his own mind in such a way that it is applicable or at least remembered. The learner does not learn simply to know but learns that he might apply the information and preferably truth to his own life. If the learner wants to learn the teacher is responsible to teach.

The Teacher:

The teacher can be practically anyone or anything. The teacher can be anything from experience to an actual paid professor. In the case of actual religious training the teacher is anyone whom the learner looks up to or at least whose class the learner attends class. Teaching is done both in and out of class. The teacher will not always know they are being a teacher as demonstrated by learning a new idea from a friendly conversation. When out of class it is also frequently done by modeling as one is always being observed, but I will focus on in-class teaching. This can be done in many ways. The ways I see as most effective are controlled discussion, also known as question and answer, and modeling-imitation. Games are also a good way to teach simple things as this will cause ideas to remain longer and stronger in the mind of the learner. These do not work with everyone, so as the pragmatic says, "Go with what works." Be aware that the teacher may need to change their approach entirely.

Method:

The goal of the teacher is to convey an idea and/or truth to the learner not to force them to believe it. The teacher should present facts and truths in such a way that the learners can decide in their own mind what to believe and understand to be truth.

Curriculum:

The laws of cause and effect are very important to get across to students. "Every action has a reaction." This is true in every realm of reality from spiritual, to physical, and even to moral. Thus, nothing anyone chooses to do affects only them. Even deciding what to wear the next day will affect everyone with whom they come in contact. Sin is the same way. When someone sins there will always be consequences.

The study of relationships goes hand in hand with the previous paragraph and morality finds it's place here. It is important for the religious teacher to convey morality to the learner as that is his job. The teacher must always teach truth as earlier described. In the case of a religious educator he must not only teach truth but the Truth. The teacher must be sensitive to the interests of the learner as it is for the learner's benefit that the teacher is teaching. If the teacher has a choice he should teach about what the learner wants to learn.