Pastor-Teacher

The role of pastor-teacher goes hand in hand as subsets even in the Bible “And He Himself gave some to be apostles, some prophets, some evangelists, and some pastors and teachers.” Eph 4:11. Hence, the function of a pastor involves teaching apart from the shepherding role that he plays to his parishioners and to be a Religious Educator is also to shepherd those under your care vise versa. And both (pastor-teacher) are gifts of the triune God through the Holy Spirit for the edification of God’s church (1 Cor 12:4-11; Eph 4:12). In the highest sense the work of education and the work of redemption are one (Ellen G. White, Education, 30). 

Teachers as pastors also are to do more for their students than to impart a knowledge of books. Their position as guide and instructor of the youth is most responsible, for to them is given the work of moulding mind and character (Ellen G. White, Special Testimonies on Education, p. 48). It is the harmonious development of the physical, the mental, and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come (Ellen G. White, Education, 13).

In this segment, my reflections will be based on ethics and how as a pastor and Christian Educator I can give the best in executing the gifts of shepherding and educating those under my sphere of influence. It is I the teacher- not the superintendent, principal, curriculum specialist, or counsellor-who stands at the place where the adult world and the world of the child meet. The non-teaching position, ideal curriculum, latest teaching tools, and flawless organizational pyramid are marginal unless there are quality human relationships at the point where students encounter a school’s teachers (George Knight, Philosophy and Education, 2006, p. 218).  

Additionally, I have come to know and appreciate through the classes I took here at the Seminary especially one with Professor John Matthews (Teaching Religion in College) that I can have all the necessary knowledge, and skills or spiritual gifts of pastoring and teaching, and all the modern technologies at my disposal but without ethics, it amounts to nothing. It is metaphysically impossible. 

Under the subheading of ‘The Ethics of Teaching and Teaching of Ethics’ the McKeachies stated that “The most difficult questions that teachers (educators) face often have nothing to do with the content of the course or the way it is presented. They focus instead on the ethical issues of teaching, how we relate to our students (and parishioners), to our institution, to our discipline and to the society at large.” (McKeachie & McKeachie, McKeachies’ Teaching Tips, 2011, p. 316).

In fact, ethics, not just any ethics but Christian ethics is based upon personal relationships to both God and other people. It involved an actual caring for them and cannot be satisfied with mere legal and/or mechanical relationship (George Knight, Philosophy and Education, 2006, p. 190). Hence, it is imperative I as pastor-teacher in my capacity as Christian educator aspires to draw close to God and thus closer to my colleagues, students, parents, parishioners, and the community at large. Only then would I execute the sacred responsibility of shepherding and educating those under my sphere. In the end, there is no Christian education without Christian teachers.” (Frank E. Gaebelein, The Pattern of God’s Truth, 1968, p. 35. My church school need teachers who have high moral qualities, those who can be trusted, those who are sound in the faith and who have tact and patience, those who walk with God (Ellen G. White, Testimonies for the Church, vol. 6, p. 201) and I aspire to be that teacher.

Judiciously, the Code of Ethics of the Education Profession preamble in the National Education Association (NEA) Handbook states the following: “The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the broader members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct” (NEA Handbook, 2023, p.451).  

I get this from (McKeachie & McKeachie, 2011, p. 318) and know to be true; "It is imperative that the ethical instructor knows the content to be learned, the students who will do the learning and the methods to be used to foster the learning. Imperative to know not only the subject to teach and the methodology of delivering but more so my students. The Master Teacher did say; "I know my sheep and they know me." John 10:14. 

Further, it is implicit, while keeping both the horizontal and vertical connections, as an educator, I, the (pastor-) teacher am a model of all what it means to be a lifelong scholar, a thinking person (McKeachie & McKeachie, 2011, p. 321). It is the work of education to develop this power, to train the youth to be thinkers, and not mere reflectors of other men’s thought. (Ellen G. White, Education, 17). Hence, continuously researching and bringing fresh, updated, and relevant information to those I am responsible to. According to Clark Kerr (Knowledge Ethics, 1994, p. 8-16), as educators, “we are obliged to present a variety of perspectives, our own as well as others, so that the facts can be judged for themselves.”

In the end, the Adventist philosophy of education has at its core the goal of nurturing “thinkers rather than mere reflectors of others' thoughts; to promote loving service rather than selfish ambition; to ensure maximum development of each individual's potential; and to embrace all that is true, good, and beautiful.” (Humberto Rasi et al. 2011, p. 347-355. See also Ellen G. White, Education, 1903, p. 17).

Though I was a teacher, during my early days, it was at a different level, a totally different era and a different context. I appreciate the class in Teaching Religion in College with Professor John Matthews. It was in that class that I learnt the basics of teaching in colleges and Universities. I can now develop lesson plans using the 4-MAT concept and present knowing the competencies I expect from the students, my objectives, the assessment method I will employ, the daily content, as well as the delivery methods. I was given an opportunity to prepare one and present it during a Christian Witness and World Religion Class with Andrew Tompkins here in the Seminary, also a class with the undergrads again at Andrews and at Chikamin SDA Church in Michigan. 

With Professor John Matthews also, I was able to develop a theological, philosophical, theoretical and rational conceptual framework as an educator.  

The following artifacts are examples of the lesson plans that I developed, my conceptual framework as well as two examples of powerpoint presentations I presented in class during the teaching practice. The last one is a certificate I received attending a training in regards to ethics and other job relations safety measures in 2022. I was also given the opportunity to have teaching practice both in the Seminary, the undergrad and also at a local church in Michigan (Chikamin SDA Church) using the lesson plan taught me by Professor Matthews. 

Sample of a Lesson Development Plan-4MAT

Conceptual Framework 

Power Point for Class at Seminary

Reaching the Muslim

Certificate from training on Ethics and other related Issues

The artifacts attached is my philosophy of Christian education and also an example of biblical hermeneutical principles I am still working on. Classes I took with Cheryl Doss in Mission, Education and Training helped me to develop my own philosophy of Christian Education. In juxtaposition, the classes I took with Professor Jiri Moskala in Bible and Theological Hermeneutics laid the foundation and gave birth to the idea of developing a biblical hermeneutics that is home grown Melanesian, something my people can be armed with as they search the Scriptures. And the classes I took with Andrew Tompkins in The Bible, and Intercultural Theology gave me the rare opportunity to actual develop a biblical hermeneutics that is congruent with the Melanesian oral culture. This is an example of the fact that, we do not become a mere reflector of one's thoughts but help develop students who can think and do things on their own.

In that way, students I teach will come to know that, they cannot only become consumers but producers also and contribute to their own community as well as to the global community. In fact, I trialed out the hermeneutical principles at Living Word Fellowship Church here in Berrien Springs in 2021. Being a multi-cultural Church, those who attended were thrilled and inspired by the simple but relevant steps given them. 

My Philosophy of Christian Education

Biblical Hermeneutical Principles by the General Conference of SDA

Biblical Hermeneutical Principles: Reading the Gospel Narratives from a Melanesian Perspective

I have to remember that the absolute basis of Christian ethics is God. There is no standard or law beyond God (George Knight, Philosophy and Education, 2006, p. 186) and that Christian ethics is an ethics of service (Carl F. H. Henry, 1957, p. 219). The ethical Religious Educator is all that our institutions (our families, Churches, schools, Colleges, Universities) and the broader community needs. This is the ethical Christian educator I aspire to be by God’s grace. In the end, I teach not only what I know but also what I am (McKeachie & McKeachie, 2011, p. 321). As the adage goes, many things are caught than taught. As a teacher, I should be what I wish my students to become (Ellen G. White, Special Testimonies on Education, p. 48).

In conclusion, everything boils down to ethics whether in pastoral ministry or teaching. It is imperative as I repeat, I have to have that sense of responsibility to God first and foremost, then to my colleagues, students, parents, the community and finally but certainly not the least, to the employing organization also. By doing so, I can only emulate the Greatest Teacher who ever lived and exemplified these ethical principles. I am grateful especially that Professor John Matthews has given me in his class the necessary methodologies to use in teaching at the college and university levels. I will certainly use those methodologies and get the lessons across to my students and church members in ways that are current and congruent within the context I serve. To Him be honor and glory, amen!

Please, refer to the artifacts below to see and hear these principles I discussed come to action in my encounter at every opportunity I had before coming here as well as while being here as a student. I have shared and will will continue to share the significance of being that ethical pastor teacher driven by a constant connection with God. 

Still Useful: Salt of the Earth

Preaching at Yonthville SDA Church CA

Interview With Hope Channel Australia 

REFERENCE

Clark Kerr. (1994). Knowledge Ethics, p. 8-16

Ellen G. White. Education

Ellen G. White, Testimonies for the Church, vol. 6.

Ellen G. White, Special Testimonies on Education, p. 48.

Frank E. Gaebelein, The Pattern of God’s Truth, 1968, p. 35. 

George Knight. (2006). Philosophy and Education: An Introduction to Christian Perspective. Berrien Spring: Andrews University Press.  

Humberto Rasi et al. 2011, p. 347-355.

Marilla Svinickio and Wilbert J. McKeachie. (2011). Belmont, CA: Wadsworth Cengage Learning.

National Education Association (NEA) Handbook, 2023, p.451.