CSI Madhya Kerala Diocese

𝑻𝒉𝒆 𝑹𝒉𝒚𝒕𝒉𝒎 𝒐𝒇 𝑳𝒆𝒂𝒓𝒏𝒊𝒏𝒈, 𝒕𝒉𝒆 𝑺𝒚𝒎𝒑𝒉𝒐𝒏𝒚 𝒐𝒇 𝑻𝒆𝒂𝒄𝒉𝒊𝒏𝒈

†𝑹𝒕 𝑹𝒆𝒗. 𝑫𝒓. 𝑴𝒂𝒍𝒂𝒚𝒊𝒍 𝑺𝒂𝒃𝒖 𝑲𝒐𝒔𝒉𝒚 𝑪𝒉𝒆𝒓𝒊𝒂𝒏

The renowned educational philosopher John Dewey once observed that “Education is not preparation for life; education is life itself.” The thought that life is being prepared and shaped is a divine revelation granted through the Holy Spirit. Only through the renewing work of the Spirit and the power of God's Word can one discern this truth. Preparation is essential for every individual. Being prepared elevates life itself. Education, therefore, plays a vital role in shaping both life and personality, and this process can be viewed from multiple perspectives.

1. Parental Responsibility The transformations that children undergo, shaped by continual change, and the decisions they make in response are of great significance. Children must be equipped to make independent decisions and progress in learning according to their interests. However, it is the responsibility of parents to guide them in making choices that align with the will of God.

2. Learners’ Perspectives Students who recognize the significance of self-initiated effort and independent learning are better equipped to envision their future and explore avenues for sustenance. They also become aware of current affairs and begin to develop clear and informed opinions. Educators strive to help students evolve from mere opinions to deep convictions. In this context, teaching and learning become inseparable.

3. The Taste and Texture of Learning In traditional education models, the teacher instructed and the student followed. Today, technology envisions classrooms without teachers, encouraging students to take ownership of knowledge creation. While parents continue to nurture future expectations, teachers must not only be agents of change but also engage in self-transformation, keeping their knowledge current and relevant to the world. Classrooms are not merely bounded by four walls but have the divine authority to inscribe knowledge on the living walls of the human heart. God’s Word empowers teachers in this noble task. With the support of artificial intelligence, education can be elevated to new heights. The effective and full utilization of resources, avoidance of underutilization, and the disciplined completion of plans all converge to make education a harmonious symphony. When any one of the key contributors—parents, students, or teachers—fails in their responsibilities, the quality of education suffers, and learning loses its rhythm. Psychologists have highlighted the pressure children face when parents compare them to others. Studies, including those by WINSORE, show that students who lose opportunities often develop guilt feelings later in life. When teachers exhibit indifference in resource management, the resultant loss in knowledge is deemed a national human capital drain.

What Is Education? Knowledge is but one component of a multifaceted whole. More than acquiring facts, education must cultivate the ability to know oneself and accept others. Stakeholders in education must focus on this broader goal. To “Know Thyself” is to engage in the conscious discovery of one's personal identity. Education must aim beyond personal preferences, fostering noble qualities and independent thinking. Like a sculptor transforming a rough stone into a masterpiece, education should inspire the willingness to discard the unnecessary, correct mistakes, and strive toward completeness. If teaching is the act of revealing hidden truth, then learning is the act of receiving it with understanding. New dimensions of education emerge when one realizes that in Christ are hidden all the treasures of wisdom and knowledge (Colossians 2:3). It is this revelation that gives meaning to the phrase "deposit of wisdom." Often, the loss of learning rhythm stems from behavioral issues. Assisting students in correcting correctable errors is the essence of behavior therapy. Educational institutions, as part of their renewal, must adopt programs that benefit both parents and students. Low self-worth, combined with behavioral disorders, can hinder the development of a whole personality. The cultivation of self-awareness, emotional discipline, and the ability to survive complex behaviors must be systematically taught in institutions.

Suggested Remedies:

1. Foster Self-Respect: Develop a generation with healthy self-esteem that enables them to acquire knowledge and insight. (“Accept who I am and what I am”)
2. Cultivate Belongingness: Help students recognize the essentiality of human connections.
3. Learn from Nature: As Rousseau emphasized, observe and grow in tune with the rhythms of nature.
4. Follow Christ’s Exemplary Teaching: Christ consistently taught through nature the models of divine love and wisdom. Whether feeding the hungry or inviting His disciples to participate in serving, His life was a model of simplicity, discipline, and deep care. When Jesus asked, “Children, do you have anything to eat?” and instructed His disciples to feed the people, He was revealing the hidden potentials within them. Similarly, when He taught about the sower, He was emphasizing the need to prepare the soil—just as education requires groundwork, removing stones (Isaiah 5:15), and cultivating fertile ground to produce a harvest. Most of our educational institutions are situated on hills or elevated terrains. If our forefathers carefully planted exquisite vineyards, it is now our responsibility to guard them with protective hedges, showcase excellence, and participate meaningfully in their growth. Only when the fruits of education reach society as acts of service does an institution truly become a "fruitful hill." Scripture teaches that even barren lands can be transformed into fertile fields with diligent effort and investment. Let us not surrender our children to the trends of the age or to the claims of the enemy. Rather, may our institutions boldly proclaim the light of knowledge. When they become beacons, they help society recognize the enemy, resist forces that devour potential, offer far-sighted vision, and cultivate maturity. More than just knowledge acquisition, we are called to offer Scripture-based transformation and service to the world. Hence, all leaders must take ownership in identifying and nurturing our institutions.

Rediscovering the Rhythm of Learning It is the responsibility of the students themselves to rediscover the rhythm of learning. Studying in harmony with nature enhances concentration and focus. Growth rooted in Scripture leads to a fruitful life. Transformation through Christ enables the reevaluation of needs, reordering of priorities, mutual progress, and a respectful social engagement. Our institutions must evolve into centers of excellence. The goal is not merely to find excellent students, but to discover excellence within students. In such institutions, the rhythm of learning aligns seamlessly with the symphony of teaching. When Christ told His disciples, “You give them something to eat,” He was revealing the latent potential within them to meet others’ needs. The union of nation, church, and family with curriculum and pedagogy is essential for holistic development. Protecting our environment is a divine mandate, for the Creator has entrusted it to us. Teachers and students must embrace this responsibility and witness to the world that protecting creation is among the highest forms of service — and that service itself is the ultimate goal of education. True education reaches its zenith when students are inspired to ask profound questions. The task is to guide them from knowledge to insight, from insight to conviction, and from conviction to transformation. Scripture promises that those who sow in tears shall reap with joy. Teaching must lead learners into the presence of the Rewarding Lord, into the patience of waiting for Christ, and into a journey that brings healing and hope to society.