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THE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONT Foundational Assumptions and BeliefsFoundational Assumptions and BeliefsFoundational Assumptions and BeliefsF Adventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedA and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:a God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)G God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,G structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)s Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)O How We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personH of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)o Our Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesO and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)a God’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsG to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)t Renewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainR this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)t Our Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilO He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)H Special Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsS These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.T The Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerT through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.t Knowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeK is viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsi functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.f The Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenT with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.w The Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryT models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.m The Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicT Conflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorC devel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationd for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.f Teaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalT methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.m Teaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andT collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.c The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.T It strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofI individuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controli and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.a

THE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONT Foundational Assumptions and BeliefsFoundational Assumptions and BeliefsFoundational Assumptions and BeliefsF Adventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedA and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:a God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)G God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,G structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)s Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)O How We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personH of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)o Our Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesO and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)a God’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsG to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)t Renewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainR this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)t Our Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilO He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)H Special Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsS These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.T The Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerT through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.t Knowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeK is viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsi functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.f The Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenT with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.w The Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryT models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.m The Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicT Conflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorC devel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationd for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.f Teaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalT methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.m Teaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andT collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.c The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.T It strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofI individuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controli and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.a

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THE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONT Foundational Assumptions and BeliefsFoundational Assumptions and BeliefsFoundational Assumptions and BeliefsF Adventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedA and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:a God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)G God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,G structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)s Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)O How We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personH of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)o Our Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesO and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)a God’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsG to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)t Renewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainR this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)t Our Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilO He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)H Special Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsS These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.T The Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerT through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.t Knowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeK is viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsi functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.f The Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenT with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.w The Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryT models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.m The Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicT Conflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorC devel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationd for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.f Teaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalT methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.m Teaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andT collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.c The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.T It strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofI individuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controli and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.a


THE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATION Foundational Assumptions and BeliefsFoundational Assumptions and BeliefsFoundational Assumptions and Beliefs Adventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is planned :and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant: )God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28) God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional, structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3) )Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16) nHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the person of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16) Our Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselves and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22) God’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beings to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4) Renewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintain this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105) Our Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly until )He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1) Special Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These Understandings These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools. rThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their Maker through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person. eKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. Knowledge is viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elements .functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action. nThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seen .with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives. yThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plary models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry. cThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the Cosmic Conflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the major ndevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciation .for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment. Teaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typical methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective. dTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally and collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas. .The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation. It strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity of individuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-control .and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.

THE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATION Foundational Assumptions and BeliefsFoundational Assumptions and BeliefsFoundational Assumptions and Beliefs Adventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is planned :and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant: )God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28) God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional, structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3) )Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16) nHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the person of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16) Our Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselves and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22) God’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beings to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4) Renewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintain this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105) Our Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly until )He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1) Special Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These Understandings These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools. rThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their Maker through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person. eKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. Knowledge is viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elements .functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action. nThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seen .with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives. yThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plary models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry. cThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the Cosmic Conflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the major ndevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciation .for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment. Teaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typical methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective. dTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally and collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas. .The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation. It strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity of individuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-control .and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.

without God

THE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATIONTHE SPECIAL CHARACTER OF ADVENTIST EDUCATION Foundational Assumptions and BeliefsFoundational Assumptions and BeliefsFoundational Assumptions and Beliefs Adventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is plannedAdventist education is often described as “Christian education”. This means that all that is planned :and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant:and happens in the school is anchored in a biblical worldview. The following elements are significant: )God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28)God is the Ultimate Source - God is infinite and the primary source of life, wisdom, beauty and perfection. (Gen 1:1; Acts 17:28) God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional,God’s Creative Activity God created and sustains the entire Universe. This creative action was intentional, structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3)structured and orderly, and a reflection of His personality. (Gen 1 and 2; John 1:1-4; Col 1:15-17; Heb 1:1-3) )Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16)Our Human Origin - God created perfect human beings in His own image with power to think, choose, act, and relate. (Gen 1:26, 27; 2:7,15, 21-25; Ps 8; Ps 139:15,16) nHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the personHow We Know God has revealed something of Himself to humanity through His creative work, the person of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16)of Jesus Christ and the words of the Bible. (Ps 19; Heb 1:1-3; John 1:4; John 14:9; Ps 119:105; 2 Tim 3:16) Our Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselvesOur Problem - A rebellious choice in Eden shattered the open relationship humans enjoyed previously with their Creator. As a consequence, they found themselves and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22)and the world plunged into a conflict of cosmic proportions, with their capacity to reflect the image of God well nigh destroyed. (Gen 3; Rom 3:23; Rom 8:22) God’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beingsGod’s Response - God, through Jesus Christ and the Holy Spirit, answered the problem of sin with a plan to restore human beings to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4)to God’s image, and the universe to its original state of perfection, love and harmony. (John 3:16; Rev 21:1, 3, 4, 27; 22:3,4) Renewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintainRenewed Relationship - In accepting God’s plan of restoration, we begin a new relationship with God through Jesus, and maintain this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105)this relationship through the study of the Bible, prayer and worship. (2 Cor 5:17; Rom 10:17; 1 Thess 5:17; Jas 5:16; Ps 119:105) Our Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly untilOur Hope and Destiny God invites us to share these things with the world creatively and responsibly until )He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1)He intervenes in history to bring about a restored creation. (Rev 3:20; John 15; Matt 28: 18, 19; Rev 21:1) Special Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These UnderstandingsSpecial Characteristics Growing out of These Understandings These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools.These understandings provide a comprehensive frame of reference to inform the key aspects of day-to-day life in Adventist schools. rThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their MakerThe Ultimate Purpose of Education The restoration of human beings to the image of their Maker through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person.through a saving relationship with Jesus Christ, and the balanced development of the whole person. eKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. KnowledgeKnowledge - Both a supernatural and a natural order is assumed, with God acknowledged as the essential source of all wisdom and virtue. Knowledge is viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elementsis viewed as more than merely intellectual. True knowledge encompasses cognitive, experiential, emotional, relational, intuitive, and spiritual elements .functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action.functioning as an interrelated whole. Acquisition of true knowledge leads to understanding that is manifested in wisdom, integrity and appropriate action. nThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seenThe Students - Students are recognised and respected as complex, multifaceted beings uniquely created in God’s image. But as fallen creatures, they are seen .with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives.with a need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives. yThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plaryThe Role of the Teacher - The teacher-minister’s role is of central importance in the life of the school. Teacher-ministers are expected to be exem¬plary models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry.models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry. cThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the CosmicThe Curriculum All areas of study are approached from the perspective of the biblical worldview, within the context of the Cosmic Conflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the majorConflict theme. As a “balanced curriculum” that promotes an integrated perspective of faith and learning, it addresses the major ndevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciationdevel¬opmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciation .for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment.for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment. Teaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typicalTeaching and Learning - An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typical methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective.methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective. dTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally andTeaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally and collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas.collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas. .The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation.The Total Environment - The school is seen as a total learning environment, with careful attention given to balance of study, worship, labour and recreation. It strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity ofIt strives to be a community pervaded by spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity of individuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-controlindividuals and cultures. Its approach to discipline strives to be redemptive by engaging the will and intelligence of students in developing self-control .and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.and values-based decision making. It also strives to maintain a close liaison with families and the Church in whose interests and ministries it shares.


what we say + what we do = who we are This is authenticity.

authenticity


Caring for their tomorrow‌ today.


@ Central Coast Adventist School we worship to let the whole world know that we are unashamed to be called sons and daughters of the King.

worship


I believe in Christianity as I believe that the sun has risen: not only because I see it, but because by it I see everything else. - C. S. Lewis


@ Central Coast Adventist School we invest heavily in service because we know that we are called to be His hands and feet.

service


The best way to find yourself is to lose yourself in the service of others. - Mahatma Gandhi


@ Central Coast Adventist School we pursue the arts with passion because God is the genesis of our creativity.

arts


Whoever neglects the arts when he is young has lost the past and is dead to the future. - Sophocles


@ Central Coast Adventist School we respond to Christ’s call to feed His sheep and to teach all who will learn.

curriculum


Education is the most powerful weapon which you can use to change the world. - Nelson Mandela


@ Central Coast Adventist School sport both reveals and builds character, we compete to grow, not simply win.

sport


Just play. Have fun. Enjoy the ga me. - Michael Jordan


@ Central Coast Adventist School we know that as Christ seeks for us to Know Him, we need to know his children.

relationships


God is more interested in your future and your relationships than you are. - Billy Graha m


@ Central Coast Adventist School family is where it all starts and where it all ends – school is family.

family


The love of fa mily and the admiration of friends is much more important than wealth and privilege. - Charles K uralt


@ Central Coast Adventist School our diverse and vibrant histories weave together to tell a common story, our story.

community


Communication leads to community, that is, to understanding, intimacy and mutual valuing. - Rollo May


Character is only special when it is embedded in Christ. That’s what makes it truly special. Character with eternal significance.


Central Coast Adventist School 12 Penrose Crescent, Erina NSW 2250 ccas.nsw.edu.au Cover image by Christopher Tedds


The Special Character of Education at CCAS