Thoughts on Christian Education; or What's Westgate Mennonite Collegiate got to do with the Church?

From the mission statement of Westgate Mennonite Collegiate:

Westgate . . . is a school grounded in the Anabaptist tradition.  It is the mission of the school to provide a well-rounded education, which will inspire and empower students to live as people of God.

When we unpack this mission statement, it is worth noting that it holds two areas to be important: the grounding of the school in the Anabaptist tradition and providing a well-rounded education within this tradition.  Moving past the mission statement to Westgate's vision statements, we find more of the same: Westgate strives to "enable students to achieve excellence in academic studies" and at the same time "nurture spiritual growth and stewardship." 

When we begin with this dichotomy, it seems that our challenge at Westgate is to somehow hold these two areas in a healthy tension, that we make sure we do Christian type activities as we teach non-Christian subjects. But is this a healthy way to look at a Christian education?  Why do we think Christianity is something which must be integrated into non-Christian things? 

I want to offer another way of thinking about it.  I want to suggest that there is no true academic foundation without a truthful tradition on which to base those academics.  In other words, at Westgate, we believe that there is no academic study apart from Christ.

Now, I'm sure a common reaction to this statement will be: "So, all public schools are wrong then."  Without having to go into pages on this reaction, let me simply say that my task here is not to write about public education.  Briefly, it might be worth noting that a Christian teacher at a public school may in fact do an excellent job, even a better job, of understanding the fact that our academics are from God. 

Back to the mission statement.  Note that although the mission statement sets us up with the two aspects of the school, the Christian and the academic, it ends by showing that we cannot think of them as two aspects.  The well-rounded education is intended to inspire students to live as people of God; the well-rounded education is a Christian education, not simply an education in a Christian school.

The greatest struggle, then, at a school like Westgate is to avoid making the distinction between academics and Christian spirituality.  When we do so, we make the well-rounded education into a secular education which simply combines itself with the Christian aspects of the school.  We fall into this trap when we assume that our "Christian focus" is taken care of in our Christian studies classes, in devotions, or in chapel.  Or, in a similar way, we fall into this trap when we spend time and energy trying to insert our Christianity into our subject areas, thinking that if we do so, the "Christian part" of our job is done.    

Math classes are not made Christian when we use a formula to find out how many magi visited Jesus; science classes are not made Christian when we offer creationism as one of the possibilities for the creation of the world; language arts classes are not made Christian when we note Biblical allusions in literature.  Unfortunately, it is much more difficult than this.  Our mission is somehow to realize and teach within a framework that makes the radical claim that our subject areas are what they are because we are teaching them from within the Christian tradition.

There are, of course, many times when we fall short of this mission.  We fall short when we put provincial curriculum ahead of Christian education; we fall short when we put post-secondary education goals ahead of Christian education; we fall short when we put our secular text books ahead of Christian education.  Yet we continue to be challenged by the fact that all of our courses and all of our knowledge and all of our wisdom comes from God.

I'd like to end by looking at a course which I teach and explain some of the specific goals I have in relation to the onerous task of Christian education.  The course I have chosen to write about is the World Religions course.  Although it may seem to be an odd subject at Westgate, over the years I have found that it is an important Christian Studies course. 

A few years ago, we changed the course name from "World Religions" to "A Christian Response to Religious Plurality."  Just words?  I hope not.  This title makes the claim that even a study of other religions in a Christian school is a study in Christianity.  In other words, our Christian response to the other, to those who believe differently than we do, is an important aspect of our theology.  More importantly, such a title makes it clear that even when we study something which is seemingly non-Christian, it is actually a study of our Christianity.  As I said earlier, there is no academic study apart from Christ.

I'd like to highlight one other observation about the course.  Because it is offered within the scope of Christian education, it is much different than the "same" course offered in a secular school.  I have loved teaching this course because I can share who I am in it.  We don't simply study the history and practices of religions from a so-called objective framework; we study it subjectively as Christians.  I suspect that this may be happening in public schools despite the fact that we are told such courses are objective.  Still, in Christian education, we embrace the fact that we are teaching course as Christians within a Christian world view.

It may be tougher to see this Christian foundation in other courses, but it is my hope and my faith that in Christian education, that foundation is there.  That is not to say that we simply hope for it and it will be there.  We need to keep working at Christian education, finding ways to see the foundation of our academics as being of God.

May my teaching drop like rain,

my speech condense like the dew;

like gentle rain on grass,

like showers on new growth.

For I will proclaim the name of the Lord;

ascribe greatness to our God.

-          Deuteronomy 32: 2, 3

James Friesen teaches Christian Studies, Mathematics and English Composition and Literature

They have taken what Westgate has to offer and made themselves part of it.  When I asked them what they liked so much about Westgate, they all agreed that they liked the student - teacher relationships at the school.  Teachers took a keen interest in them as individuals and tried to get to know them better.  Secondly, they loved the variety of school activities that they could participate in.  They mentioned that German schools seldom plan extra curricular events for the students and that sports are usually left for community clubs to organize.  The new mural they painted in the senior lounge is their parting gift and will help us remember their contributions and enthusiasm for Westgate and all it had to offer them.  

Towards the end of March, fourteen of our students will travel to Hamburg and Hannover to stay with their exchange partners and attend school with them.  These young people are working diligently to complete their Grade 11 assignments before their departure.  Even though they will have completed their year's work before departure, they will submit additional assignments while in Germany. Primarily, they will learn as much German and experience as much of the culture as possible.

Taking the risk of hosting an exchange student for three months is a brave endeavour for the student and their family.  Likewise, traveling overseas and becoming part of another family, school and culture takes courage and determination.  This exchange experience brings a number of challenges with it, but also rich rewards.

I am proud of all the Westgate students who are willing to take the risk.  I would invite the prayers of the Westgate community for all the participants in this exchange program.  God willing, they will all return home with experiences that will have broadened their horizons.

Charlotte Kroeker

“Never been a sinner… never sinned… ‘cause I’ve got a friend in Jesus…”

These lyrics from the classic 1970s tune “Spirit in the Sky” always make me think - and smile. The music has a driving bass guitar rhythm that is so infectious, it makes even conservative Mennonites want to dance. As I jokingly tell my grade 12 students, though, there are two kinds of Mennonites in the world: those who will not dance for religious reasons, and those who should not dance for aesthetic reasons. Tragically, I fall into the second category. Nonetheless, earlier this year, we cranked up the volume on the surround-sound speakers in the chemistry lab and danced the Carwash (a line dance) to “Spirit in the Sky.” It seemed an appropriate response to the freedom and joy expressed not only by the music but by the liberating words of the lyrics quoted above.

Freedom from sin, freedom from guilt - forgiveness, in a word. The lyrics remind us that, through Christ, our faults and failings cease to exist. As the apostle says, “in Christ, we are a new creation.” It is this liberating message that both overwhelmed and inspired German reformer Martin Luther in the early sixteenth century, as he read the New Testament. My Mennonite History students have just spent a month studying the context and content of Luther’s beliefs, including reading some of his writings in English translation.

I can only hope that some of Luther's enthusiasm for the “freedom of a Christian” transfers to Westgate's students.

Janis Thiessen

Not that I planned this, but when I offered to write a commentary for our website, I didn’t realize that Terry Dirks would be writing about the same topic. Therefore, this is some ways a response to her article, as well as a sharing of some struggles I have faced as a coach and player.

I agree (with Terry) that sport has the ability to build community; to unify a group of people, not unlike what religion can do. Unfortunately, I have also seen the opposite happen. I have seen sport encourage an “us vs. them” mentality, where the opposition is viewed as an enemy and victory at all costs is the goal. Even on an individual level, I have experienced the thrill of victory and the agony of defeat. I have seen the best of me come out (in terms of cooperation, discipline and work ethic) as well as the worst of me (cockiness, anger and even aggression/violence) show itself.

As I have moved from a player role to that of a coach, I have had the opportunity to observe myself over the years. When I started coaching as a 17 year old, my own self worth was often determined by how well my team played. I pushed them hard to play well, because if they won, I won. And if I won, I was somehow a better person than the other coach. I thank God that I have (I hope) moved beyond this immature stage in my life to a point where I view my opposing coaches (and teams) as worthy adversaries: as fellow educators hoping to teach young people about the benefits and beauty of sport. I have made a point to try to get to know my opposing coaches better and even ask about their families, hobbies, etc. as we meet. For me, this “humanizes” sport in a way that respects fellow competitors and encourages respect and caring, rather than the dehumanizing and demonizing of opponents that sometimes still happens in sport (and in religion as well).

I still struggle with many aspects of coaching at a Christian school. How do I justify unequal playing time that damages the self-esteem and self-worth of my players? Am I “doing right” when my game strategy takes advantage of another player’s weakness? The many hours spent practicing and playing seem like a waste of time when I consider other volunteer opportunities in which I could participate. But I too, like Terry, believe that sport can be a positive force in our world; that the lessons we learn on the playing field can be translated to the rest of our lives; and that sport can teach us how to lead more Christ-like lives as well.

Karl Langelotz

What Builds Community? The Power of Sport

Let me say this first: I am not an armchair sports fan - not at all but .  .   .

At our house the TV has been on almost nonstop for the past two weeks, permanently tuned to the Summer Olympics. My whole family (including me) has gathered around the set to "ooh" and "ah" at the competition together - the heroes of the week - Michael Phelps and "Lightning" Bolt have been cheered on and applauded. And of course the Canadians have been encouraged rigorously. The image of my husband standing in front of the cottage TV (an inanimate object) yelling "Come on boys!" at the top of his lungs to our Canadian rowers strikes me as funny -but typical of our Olympic experience.

To me, this is has all been amazing. I am astounded at how we as a family have enjoyed the Olympic "show" together. The competition fever even carried on at our summer cottage and the Dirks family participated in some of the fiercest Scrabble fights ever recorded at Brereton Lake. Who knew we could have such fun being ruthless?

Is this the power of sport then? It brings us together because we love the thrill of victory - and yes, the agony of (someone else's) defeat. Part of our humanness is about competition? Of course, you say, but two other images from this summer have given me pause:

In July, I stood in the hot Roman air looking out over the vast arena floor of the Coliseum, imagining the games of the gladiators - death competitions for nearly 400 years, which held the Roman Empire together - free bread and circuses for the mob. Competition gone too far?

In August, I listened in tears as I heard the CBC radio documentary about how Nelson Mandela used the power of competition to unite blacks and whites behind the South African rugby team in the World Cup of 1995 - the first time his people cheered together as a nation united emotionally as one.

Competition - a powerful part of us. And as with all gifts from God that form part of our human nature - one to be used carefully, but also celebrated. I have always been proud of our Westgate "no cuts policy" for grade 7 and 8 teams but I will also always remember the adrenaline high of cheering for our girls AAAA team in the provincial final at the Duckworth Centre as our whole school community filled the stands.

As we begin our new school year together as a community, I look forward to seeing you all in the stands, cheering - "Go Westgate Go!"

Terry Dirks

It was –12 Celsius as we spilled off the bus to claim our toboggans loaded with enough gear needed to survive a night sleeping in a snow cave.  As I watched the long line of 31 students and four teachers course across the lake to the camp site, I knew that about two thirds of the kids were going to have a terrific time.  One third would recognize that for all these years they had taken their warm beds and forced air furnace for granted, and a couple from this last third would need a team of Clydesdales to drag them back to the bush any time soon.  

From an educator’s perspective, however, this Marsh and Mountain excursion illustrates the key elements of immediates assessment we strive for in our classrooms.  The benefit for the students would include an appreciation of their own, and likely improving, ability to spend time in the Canadian wilds.

As a kid, I once watched television program where a stranded trapper built a quinzee to survive a storm.  Years later a group of university friends and I decided to winter camp.  They planned to sleep in lean-tos warmed by a fire, while I opted to try out this snow cave idea I had been hoping to use since I was eleven.  My first version was about the size and shape of an Egyptian sarcophagus and perhaps about as comfortable, yet I was much warmer than my red-eyed friends who did not manage to sleep a wink as they became slaves to their smoky fire.  On the next outing, my quinzee was much larger, and I covered the floor with a more generous layer of pine bows.  Subsequent trips witnessed continued improvements, and I no longer get too cold, too wet, or too hungry.

When we prepare for a Westgate winter camp, students are told in class what they need to bring, how they need to build and carve out their quinzees, and how they need to monitor themselves and each other to keep safe. After that, it is clear that experience is the best teacher, and in this way the outdoor event aligns with current assessment practices:

Assessment for learning = determining what students know and determining what they need to do next to move their learning forward (pre-test/quiz)  = is there sufficient amount of snow piled for the quinzee?

Assessment as learning = Students monitor what they are learning and make adjustments, adaptations and even major changes in their thinking (self evaluation/reflection sheet) = students gauge how much they need to scour out of the mound to maximise space yet leave quinzee walls thick enough.

Assessment of learning = evidence of student achievement (final exam) = quinzee does not collapse and a good night is spent.

The ultimate purpose of evaluation is to enable students to evaluate themselves. Some winter campers may conclude that this activity may not be for them.  For others, they are eagerly waiting next year’s Marsh and Mountain winter camp so they can adopt some new techniques they have learned to be able to have even more fun with their friends.

Bob Hummelt, Principal