Critical Thinking, the Bible, and the Christian the Journal of CONTENTS ADVENTIST EDUCATION

Website: http://jae.adventist.org THE JOURNAL OF October-December 2020

Critical Thinking, the Bible, and the Christian The Journal of CONTENTS ADVENTIST EDUCATION

EDITOR Faith-Ann McGarrell EDITOR EMERITUS Beverly J. Robinson-Rumble ASSOCIATE EDITOR (INTERNATIONAL EDITION) Julián Melgosa SENIOR CONSULTANTS John Wesley Taylor V Lisa M. Beardsley-Hardy Geoffrey G. Mwbana, Ella Smith Simmons CONSULTANTS GENERAL CONFERENCE John M. Fowler, Hudson E. Kibuuka EAST-CENTRAL AFRICA 4 17 30 Andrew Mutero EURO-AFRICA Marius Munteanu OCTOBER-DECEMBER 2020 • VOLUME 82, NO. 4 EURO-ASIA Ivan Riapolov INTER-AMERICA Gamaliel Flórez MIDDLE EAST-NORTH AFRICA Jeanette Bryson 3 Editorial: One Small Suggestion and the Making of a Giant NORTH AMERICA By Hudson E. Kibuuka Arne Nielsen NORTHERN ASIA-PACIFIC Richard A. Sabuin SOUTH AMERICA 4 Nurturing Faith Through Online Learning, Part 2: Implementing Edgard Luz Faith Integration SOUTH PACIFIC By Leni T. Casimiro and John Wesley Taylor V David McClintock SOUTHERN AFRICA-INDIAN OCEAN EllMozecie Kadyakapitando SOUTHERN ASIA 9 Adventist Choices: The Relationship Between Adventist Culture Rameswarapu Narayan Prabhu Das and Adventist Education, Part 2 SOUTHERN ASIA-PACIFIC Lawrence L. Domingo By Aimee Leukert TRANS-EUROPEAN Daniel Duda WEST-CENTRAL AFRICA 17 Critical Thinking, The Bible, and the Christian Juvenal Balisasa COPY EDITORS By Prudence LaBeach Pollard Wayne Hall, Randy Hall ART DIRECTION/GRAPHIC DESIGN Harry Knox 24 Perspectives: “Advancing in a Different Direction”: Thoughts ADVISORY BOARD John Wesley Taylor V (Chair), Ophelia Barizo, Erline Burgess, on Adventist Higher Education in Times of Crises Jeannette Bryson, George Egwakhe, Lisa M. Beardsley-Hardy, By Niels-Erik Andreasen Paola Franco-Oudri, Hudson E. Kibuuka, Linda Mei Lin Koh, Steve Laing, Tissiana Bowerman, James Mbyirukira, Julián M. Melgosa, Arne Nielsen, Constance C. Nwosu, Dragoslava Santrac, Evelyn Sullivan, Carla Thrower 30 Best Practices at Work: AdventHealth Virtual Internship During the Pandemic Brings Many Benefits THE JOURNAL OF ADVENTIST EDUCATION publishes articles concerned with a variety of topics pertinent to Adventist education. By Jason Ruiter and Ingrid Hernandez Opinions expressed by our writers do not necessarily represent the views of the staff or the official position of the Department of Education of the General Conference of Seventh-day Adventists. THE JOURNAL OF ADVENTIST EDUCATION (ISSN 0021-8480 [print], ISSN 2572-7753 [online]) is published quarterly by the Department of Education, General Conference of Seventh-day Ad- Photo and art credits: Cover and issue design, Harry Knox; pp. 4, 6, 17, 31, iStock by Getty Images. ventists, 12501 Old Columbia Pike, Silver Spring, MD 20904- 6600, U.S.A. TELEPHONE: (301) 680-5071; FAX: (301) 622-9627; E-mail: [email protected]. Address all editorial and ad- The Journal of Adventist Education®, Adventist®, and Seventh-day Adventist® are the registered trademarks of the General vertising correspondence to the Editor. Copyright 2021 General Conference Corporation of Seventh-day Adventists®. Conference of SDA.

2 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org EDITORIAL

Hudson E. Kibuuka he story of Moses is a familiar one among Bible and “efficiency.”4 Regardless of ability or how seemingly students. He is referred to as one of ancient Is- modest the position, if the person trusts in divine power rael’s greatest leaders. Despite initially making and works conscientiously and faithfully, he or she can T excuses, he led a multitude of difficult people attain much for God. “Had Moses relied upon his own through a trying journey—mostly in a desert land. At strength and wisdom, and eagerly accepted the great the same time, he is referred to as “very meek, above all charge, he would have evinced his entire unfitness for the men which were upon the face of the earth” (Num- such a work.”5 God’s work is bigger than what one in- bers 12:3); this combination of strength and meekness dividual can accomplish in his or her own strength. In is rare among leaders. acknowledging weakness and the need for God’s divine In the book Patriarchs and Prophets, Ellen White de- intervention, each person opens the way for God to scribes the life-transforming moment when Moses en- demonstrate magnificent power.6 countered God in the wilderness and received his life’s Moses went on to become a giant of faith and per- assignment. She wrote, “Amazed formed miracles before the pharaoh and terrified at the command, Moses of Egypt, at the Red Sea, and in the drew back, saying, “‘Who am I, that wilderness among the children of Is- I should go unto Pharaoh, and that I One Small rael. He is credited with having writ- should bring forth the children of Is- Suggestion and ten the first five books of the Bible, rael out of Egypt?’” The reply was, as well as the Book of Job.7 God “‘Certainly I will be with thee; and the Making of a counted him a friend (Exodus 33:11, this shall be a token unto thee, that Numbers 12:8, Deuteronomy 34:11); I have sent thee: When thou hast a representative (Exodus 1:1); and, brought forth the people out of GIANT He gave Moses the Ten Command- Egypt, ye shall serve God upon this ments and several ceremonial laws “By faith Moses, when mountain.’”2 for relationships, order, prosperity, he was come to years, re- Yet this assurance was not and hygiene. fused to be called the son enough. As Moses contemplated the of Pharaoh’s daughter; task before him and how challenging Humble and Precarious Beginnings Choosing rather to suffer it would be to lead a large group of But Moses’ life did not begin in affliction with the people people who had experienced so such a glamorous fashion. He was of God, than to enjoy the many difficulties and had little to no born to Hebrew slaves, Amram and pleasures of sin for a sea- knowledge of God, he was over- Jochebed, at the time when the son” (Hebrews 11:24, 25, whelmed with the magnitude of the pharaoh of Egypt had ordered all KJV).1 task before him. Moses said to God male Hebrew babies to be killed. “‘Behold, when I come unto the chil- Moses’ parents tried to hide him in dren of Israel, and shall say unto them, The God of your the house but after three months, and as he grew, he did fathers hath sent me unto you; and they shall say to me, what babies do best—babble, cry, gurgle, and squeal; What is His name? What shall I say unto them?’” The an- and it became dangerous for him to be hidden in the swer was—“I AM THAT I AM.”’” house any longer. Driven by love and a desire to protect Still, this was not enough. Ellen White wrote that “In her child and save his life, Jochebed decided to make a his distress and fear he now pleaded as an excuse a lack basket for Moses and take a risk by hiding him among of ready speech: ‘O my Lord, I am not eloquent, neither the reeds by the river Nile. heretofore, nor since Thou hast spoken unto Thy ser- Miriam, Moses’ sister, “stood at a distance to see vant; but I am slow of speech, and of a slow tongue.’ He what would happen to him” (Exodus 2:4; NIV).8 We do had been away from the Egyptians for so long that he not know how long Moses stayed in the reeds, nor does no longer had a clear knowledge of their language, nor the Bible give details about how his mother fed him or could he speak it readily, as he had when he lived took care of his other needs. We do know, however, among them.”3 that Someone who loved and cared for him, watched Ellen White went on to say that when people accept over him. the responsibilities God entrusts upon them and whole- heartedly seek to become qualified to accomplish the The Unusual Discovery tasks, they can be assured that God will grant “power” Today, when one visits Cairo, Egypt, one sees many Continued on page 35 http://jae.adventist.orghttp://jae.adventist.org The The Journal Journal of of Ad Adventistventist Education Education • •October-December October-December 2020 2020 3 Nurturing Faith Through Online Learning

Part 2: Implementing Faith Integration

aced with escalating trends globally in the utilization of online modalities for teaching and F learning, perhaps one of the greatest challenges for Adventist educators is this: How can we shape online modalities to nurture the faith of students? How can we provide online experiences that incorporate a clear Seventh-day Adventist identity and mission alignment? In the previous article of this two- part series (see Nurturing Faith Contextual Strategies—Building Through Online Learning, Part 1), Learning Communities That Lead to vital, then, in both face-to-face (FTF) we explored how Adventist teachers Communities of Faith and online classrooms, for educators can incorporate faith-nurturing experi- In online learning, building a to create learning communities that ences while planning online learning. learning community is a prime goal, lead to the formation of faith com- This intentional planning for faith in- the achievement of which will deter- munities. tegration begins with determining the mine the safety and success of the Community building is often best instructional design and preparing the online experience.2 This can take accomplished by strengthening com- course syllabus, which then drive the place in various ways, such as group munication among members of the presentation of the course modules discussions, collaborative projects, class and by nurturing care for one and learning materials. Of equal im- group research, and student mentor- another. In an online statistics class, portance is the personal preparation ing. for example, the teacher created an of the teacher, who must bring a God- One primary goal of Adventist ed- activity called “2 a.m. Friends’ Cir- centered biblical perspective to the ucation is to proactively build caring, cle.” The students were paired and course of study. connected communities of faith. were asked to encourage each other We now turn from the design and Achieving this goal contributes di- early each morning for one week. development of online learning to its rectly to the spiritual development of “Two a.m.” was just a symbol of sac- implementation. While various deliv- students, as belonging often pre- riﬁcing one’s time to offer a prayer re- ery strategies can nurture the faith of cedes believing. Stephen and Mary lating to a friend’s prayer request. students enrolled in online courses, Lowe observe, for example, that “a Students remarked that they appreci- we will consider representative Christian cannot achieve a whole ated the time spent, which drew teacher-tested strategies that can be person reﬂection of the fullness of them closer to each other. grouped within three clusters: Contex- Christ without vital connections to a Another way to strengthen the on- tual, Conceptual, and Expe riential.1 vibrant and healthy ecosystem such line faith community is through wor- as the body of Christ.”3 These com- ship and devotional experiences. Be- munities of faith, which nurture de- ginning class with a spiritual activity veloping Christians, are essential to effecting whole-person transformation into the image of Christ.4 It is

BY LENI T. CASIMIRO and JOHN WESLEY TAYLOR V

4 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org is typical in Adventist schools. Wor - pressing God’s truth on the minds of happen in classroom devotionals that ship or devotional time sets the spiri- students. While it may be more diffi- last only a few minutes.” tual atmosphere of the class as stu- cult to sing together in an online As you engage, then, with your dents and teachers sing, pray, and space, you can post links to inspira- online students, ask yourself fre- read/listen to God’s Word together. tional music. You can also invite stu- quently: What can I do to build and As classes move to the online en- dents to provide personal recordings, nurture the community of faith in my vironment, the personal touch of fel- which you can review and then share course? lowshipping together may be more with the class, as fitting. The goal is difficult to achieve but, with some to maximize the impact of music with Conceptual Strategies—Inviting Students adjustments, it is possible. In fact, creativity and joy. to Think Christianly the separation created by physical When we involve our students in One way in which we can engage distance in a virtual classroom online devotionals and worship expe- our online students in thinking highlights the importance of interac- riences, spiritual life develops, and Christianly is by designing and im- tive, engaging, and creative online plementing rich, faith-strengthening devotionals.5 discussions. Maddox, Estep, and Various aspects of worship can Lowe remind us that “the success of provide meaningful faith experiences Many of the benefits effective online courses is dependent for online students: on the quality of interaction in on- 1. Prayer: Scripture enjoins, of online discussions are line discussion forums.”7 The discus- “Come, let us bow down in worship, sion area of an online course serves let us kneel before the LORD our achieved through well- as the hub of almost all the learning Maker” (Psalm 95:6, NIV).6 Paul in- activities of the class. It is where in- quired, “Well then, what shall I do? I crafted discussion ques- teractions can contribute to the de- will pray in the spirit, and I will also velopment of higher-order thinking pray in words I understand” (1 Cor- tions and carefully skills, socialization, and community inthians 14:15, NLT). Invite your on- building. line students to share prayer requests, facilitated interactions. Whether the discussion is in real- then pray together for those requests time or asynchronous, the benefit and celebrate answered prayers. Also, Leading the class to from these interactions can surpass pray with and for your students. A faith-strengthening dis- what is read in books or gained prayer that you post in a discussion through traditional assignments, as forum or in a private message to a cussions is an important it involves connecting course con- student has an enduring quality. tent with one’s experience, express- 2. Praise and Thanksgiving: We task of a Christian ing it, clarifying dissonant ideas, are invited, “Enter his gates with making resolutions, and possibly thanksgiving and his courts with teacher and a guiding changing one’s course of action. Be- praise; give thanks to him and praise cause spiritual transformation is the his name” (Psalm 100:4), and “Let us principle in effective goal, students should be given op- offer through Jesus a continual sacri- portunities to talk about their faith, fice of praise to God, proclaiming our facilitation. their experiences with God, and bib- allegiance to his name” (Hebrews lical principles, not just read about 13:15, NLT). Share with students spe- them. cific reasons for which you praise Many of the benefits of online dis- God, and ask them to share experi- faith is strengthened. An online stu- cussions are achieved through well- ences from their lives for which they dent, for example, stated, “I really crafted discussion questions and care- are grateful. like the online devotionals. This is fully facilitated interactions. Leading 3. Music: A faith-focused life finds my first time to join an online class the class to faith-strengthening dis- expression through music. “Sing to and I find the online devotionals a cussions is an important task of a the LORD with grateful praise; make lot better than the classroom devo- Christian teacher and a guiding prin- music to our God on the harp” tionals . . . because of the interac- ciple in effective facilitation. Through (Psalm 147:7). “Sing psalms and tions among classmates. We spend faith-strengthening discussions, on- hymns and spiritual songs among enough time to discuss God’s Word, line students can: yourselves; make music to the Lord we share burdens . . . in the discus- • Discover biblical principles in from your heart” (Ephesians 5:19, sion area—something that doesn’t class topics. A lively interchange of NLT). Spiritual songs, especially if ideas among members of the class connected to the topic and/or life ex- can provide students with practical periences, are powerful ways of im- applications for biblical principles,

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 5 help clarify unclear areas, and con- sources, and plagiarism. Other issues As you implement online learning, firm the value of looking at the topics may be more discipline-specific, such ask yourself: What are the critical is- through the lens of Scripture. Jesus as immigration policies, squatter set- sues in the subjects that I teach? How modeled the use of questioning to tlements, foreign aid and national might I address these issues in such a raise important points. He asked, for debt, and waste disposal in geogra- way as to contribute to the moral de- example, “‘Who do you say I am?’” phy or social studies; global warm- velopment of my students? (Matthew 16:15) to clarify His stu- ing, cloning, animal rights, euthana- dents’ views and expectations regard- sia, and nuclear energy in science; or Experiential Strategies—Encouraging ing the Messiah. piracy, hacking, netiquette, and in - Students to Live a Life of Faith • Clarify assumptions, evaluating tellectual property in technology Joanne Jung notes that “at the how they align with a biblical world- courses. heart of a great teacher is the desire view. Discussion topics can include: When we consider an issue, per- to invest in students, to make an im- the nature of the discipline and how haps presented as a case study, the pact toward observable differences in it should be examined; the origin, goal is to help our students to develop their lives.”9 As we teach our courses, meaning, the purpose of life; and the ethical reasoning from a biblical both FTF and online, learning must nature of truth and reality; as well as framework. In this area, there are two connect to life. Faith must link to ex- our relationship with God, with other primary considerations: (1) What pur- perience. human beings, and with the world poses did God intend for this area of One way we can encourage stu- around us. human activity? and (2) What biblical dents to live a life of faith is to pro- • Trace the Great Controversy. response is called for? Throughout mote thoughtful reflection. This can Every dimension of life is affected by our study, we need to seek to identify take place in various ways, such as: the conflict between good and evil. guiding principles and moral values (1) providing time for reflection, (2) The Great Controversy theme is, in with the intent to “‘teach my people posing matters for introspection and fact, the sense-making narrative for the difference between the holy and contemplation, and then (3) asking life. Here we explore the ways that the common and show them how to students to document these proc - our discipline has been shaped by distinguish between the unclean and esses. this cosmic conflict. the clean’” (Ezekiel 44:23). • Create solutions to problems using biblical principles. Problem- based learning provides direct application of theories and principles. Stu- dents can be asked to solve real-life problems using biblical principles and the tools learned in class. • Develop awareness and commitment to engage in God’s mission. Through the discussion forum, we can raise our students’ awareness regarding opportunities to engage in mission as an extension or outcome of the class topic. Participation in and the sharing of missional experiences can lead participants to make a life commitment to participate in the Gospel Commission (Matthew 28:18-20).8 Another important way to invite your students to think about life and learning from a Christian frame of reference is to examine real-life issues. Ethical issues exist in every discipline and every subject area. Some of these issues are cross-disciplinary, such the right to privacy, vegetarian- ism, discrimination, freedom of speech, exploitation of natural re-

6 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org Reflection, in fact, is a key compo- which students were asked to medi- and teachers together can develop nent in active learning.10 Active learn- tate daily on a set of course-con- and implement a variety of faith- ing occurs when students have the nected Bible passages and record affirming activities in connection opportunity to reflect on their own their insights in a reflective journal, a with online classes. learning to clarify their thoughts, con- student stated, “One of my most Weeks of Prayer. In organizing an firm their understanding, and elimi- memorable courses taken was the online week of prayer, it is important nate misconceptions. Reflection is one that asked us to meditate on to highlight participation. Students even more important when spiritual Bible verses and write our reflections should not just listen but also talk growth is the goal, as it promotes a daily. I did it, first as a requirement; about their faith journey; not just deep personal and intimate conversa- but as I relished the Word of God read the prayers but also be a part of tion with God (Psalm 139:23, 24). daily, I learned to love it, and eventu- the divine conversation. Through re- In a science class, for example, we ally it has become part of my daily flection forums and an online prayer might ask students to examine the re- garden, an interactive form of wor- lationship of faith and science: How ship can be achieved. By carefully se- does faith inform science? In what lecting the theme of the event, stu- ways does science inform faith? What In organizing an online dents from other religions can also is the Christian to do if faith and sci- feel welcome. Students can be given ence appear to contradict each other? week of prayer, it is impor- roles such as discussion facilitators We might also encourage students to and prayer moderators. Most impor- explore evidence relating to the tant to highlight participa- tantly, they must feel that the event is processes of creation and restoration an avenue for them to come close to in the natural world. To document tion. Students should not God’s throne of grace. the contemplative process, students Experiencing such an online week can be asked to record their thoughts just listen but also talk of prayer, one student from another in a reflective journal. faith persuasion said, “I needed a In a mathematics class, when about their faith journey; community of prayerful individuals to studying coefficients, we might ask: help me grow out of this infancy stage “To what would you compare the pos- not just read the prayers and really mature in faith. . . . Broth- itive and negative coefficients in your but also be a part of the ers and sisters in Christ, let us con- life?” and assign students to “Write in tinue to pray, to grow, and to mature your journal one or more examples of divine conversation. in faith.” Another student stated, “I how positive influences have im- want to praise God for this week of proved your life or how negative influ- Through reflection forums prayer’s blessings. It didn’t only bless ences could reduce the quality of your me but also my husband who studied life.” On the topic of the number line, and an online prayer gar- the Bible verses with me as well. . . . we might ask our students to consider This not only strengthened our rela- that there are an infinite number of den, an interactive form of tionship, but most importantly our points between zero and one, yet each faith as we both tread our spiritual of them can be represented by a real worship can be achieved. journey as new couple.” And a stu- number. Then, suggest that they imag- dent from a non-Christian background ine all the people who exist and have wrote, “I feel blessed and privileged existed, pointing out that each is to be with you, beloved brothers and unique and special. Finally, ask them schedule. The course is over now but sisters. Thank you so much for every to reflect on this question: “Who am I I continued it and now I’m in the single effort that was put for this to others, to myself, to God?” In dis- Book of Romans.” week of prayer and for sharing our cussing mathematical symbols, this As you teach your online classes, spiritual journey together.” discussion might lead to the question: ask yourself: What is something that I Because of the faith community “What do I stand for?” can do to help my students reflect on that was created, students requested More broadly, we can provide op- their spiritual life? that the week of prayer be extended portunities for students to explore the as a recurring feature of their online great questions: Who am I? Where Institution-wide Faith Integration learning experience. did I come from? Why am I here? To achieve its most profound ef- Online Chapel. Periodically, an in- Where am I going? How do I know fect, the goal of nurturing the faith of stitution can organize an online what is right? What is wrong around online students must become an insti- chapel session where students from and/or within me? What are possible tutional commitment. Administrators different grade levels or degree pro- solutions? grams can worship together. To make Regarding an online course in sure everyone can attend the chapel,

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 7 it can be linked in the virtual class- ified a life commitment to witness Strategies for the Virtual Classroom (San rooms of all classes and include par- and service, and to have forged a per- Francisco: Jossey-Bass, 2007). ticipation by students from all the sonal relationship with God. 3. Stephen D. Lowe and Mary E. Lowe, “Spiritual Formation in Theological Distance groups. While someone may be in- And only then will we, as Chris- Education: An Ecosystems Model,” Christian vited to briefly speak, to make the tian educators, have fulfilled the ulti- Education Journal: Research on Educational program unique, reflection questions mate purpose of faith integration: “In Ministry 7:1 (May 2010): 90. doi.10.1177/ can be posed, and students can inter- all your ways acknowledge Him, and 073989131000700106. act in the discussion forum. A stu- He shall direct your path” (Proverbs 4. Ibid. Lowe and Lowe further note that “one of the mechanisms for fostering whole 11 ✐ dent reflected on these events: “I 3:6, NKJV, italics supplied). person transformation into the image of hope we have more online chapels. I Christ individually and corporately is love the interaction with more people through sustained reciprocal relationships other than my usual classmates. This This article has been peer reviewed. and mutually beneficial interactions of vari- makes it extra special.” ous sorts within the bond of Christian fel- lowship” (ibid., 94). This whole-person de- Mission Emphasis Week. One vari- velopment—mental, physical, social, ation of the week of prayer is to con- Leni T. Casimiro, emotional, spiritual—is the result of interac- vert it to a mission-emphasis week. PhD, is Director tions within one’s environment or ecosys- Here students share missional activi- of AIIAS Online tem. ties and projects with which they are and Professor of 5. Principles on how to design online devotionals and examples of faith-nurturing de- involved and are encouraged to adopt Curriculum and votional ideas can be found in Leni T. Casi - a missional project in their own com- Instruction and of miro, “Creative Online Devotionals,” The munities. This emphasis on mission Online Learning Journal of Adventist Education 80:1 (Janu- is integral to Seventh-day Adventist at the Adventist ary-March 2018): 35-39: https://jae.advent education. Adventist education, in International Institute of Advanced ist.org/en/2018.1.7. 6. Unless indicated otherwise, all biblical fact, originated in response to mis- Studies, Silang, Cavite, Philippines. passages in this article are quoted from the sion and continues to exist to fulfill New International Version (NIV). Holy Bible, the Great Commission (Matthew John Wesley Tay- New International Version®, NIV® Copyright 28:18-20). As a training ground for lor V, PhD, is As- © 1973, 1978, 1984, 2011 by Biblica, Inc.® mission involvement, Adventist sociate Director of Used by permission. All rights reserved worldwide. Bible texts credited to NLT are schools must not just promote an Education for the quoted from Holy Bible, New Living Transla- awareness of the church’s mission ac- General Confer- tion, copyright © 1996, 2004, 2015 by Tyn- tivities but also provide students with ence of Seventh- dale House Foundation. Used by permission actual experiences as they develop day Adventists in of Tyndale House Publishers, Inc., Carol the personal commitment to engage Silver Spring, Stream, Illinois 60188. All rights reserved. 7. Mark A. Maddix, James R. Estep, and in lifelong mission. Maryland, U.S.A. He has served as a Mary E. Lowe, Best Practices of Online Edu- professor of educational philosophy, cation: A Guide for Christian Higher Educa- Conclusion technology, and research; and has tion (Charlotte, N.C.: Information Age Pub- Paul observed, “We are therefore taught online courses and developed lishing, 2012), 107. Christ’s ambassadors, as though God online learning systems. 8. The missional approach is further developed in Leni T. Casimiro, “Is Mission Pos- were making his appeal through us” sible Online? Exploring Mission-oriented On- (2 Corinthians 5:20). Peter added, “If line Course Designs.” In Adventist Online anyone speaks, they should do so as Recommended citation: Education: Realizing the Potential, Janine one who speaks the very words of Leni T. Casimiro and John Wesley Lim and Anthony Williams, eds. (Cooran- God” (1 Peter 4:11). This is the Taylor V, “Nurturing Faith Through bong, New South Wales, Australia: Avondale Academic Press, 2018), 19-36. essence of faith integration: providing Online Learning, Part 2: Implement- 9. Joanne Jung, Character Formation in our students with a God-centered, ing Faith Integration,” The Journal of Online Education (Grand Rapids, Mich.: Bible-based, service-oriented, and Adventist Education 82:4 (October- Zondervan, 2015), 19. Heaven-directed approach in online December 2020): 4-8. 10. University of California, Davis, education that nurtures faith. Only “Learning Activities and Active Learning On- line: Designing and Teaching for Impact in then will spiritual development and Online Courses” (n.d.): https://canvas. the formation of Christian character NOTES AND REFERENCES ucdavis.edu/courses/34528/pages/learning- take place authentically in the lives of 1. These faith integration clusters have activities-and-active-learning-online. been described in John Wesley Taylor V, “In- our students. And only then will we 11. Proverbs 3:6. The Holy Bible, New structional Strategies for Integrating Faith King James Version have provided the best opportunity , Copyright © 1982 and Learning,” The Journal of Adventist Edu- Thomas Nelson. All rights reserved. for our students to view their voca- cation 63:5 (Summer 2001): 5-8, 12-14: tion as a divine calling, to have solid- http://circle.adventist.org/files/jae/en/jae20 0163050507.pdf. 2. Rena M. Palloff and Keith Pratt, Build- ing Online Learning Communities: Effective

8 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org A D V E N T I S T

The Relationship Between Adventist Culture and Adventist Education

PART 2

n the first installment of this two-part article (available at It’s one thing to discuss anecdotes over potluck, it’s another https://jae.adventist.org/2020.82.3.5), readers were intro- to produce empirical evidence. But if Seventh-day Adventist duced to the design and methodology of a study that ex- Church members in America do have a shared culture—which amined Adventist culture within the continental United is what I hypothesized—I wanted to take an additional step IStates—its roots, its ramifications, and its relativity among and examine the strength of various individuals’ cultural lean- church members. ings and its effect on behavior—namely, school choice. Every community has its own culture—born out of shared This article will share the results and findings of my re- experiences, shared language, shared customs—and the Sev- search, assess the ramifications for school choice, and pro- enth-day Adventist Church is no different. If asked, Ameri- vide some thoughtful discussion on ways in which to best can adult church members may reference haystacks or wad- use this data at the local level. This study was conducted ing, but not swimming, on Sabbath. They may argue prior to the COVID-19 pandemic and the subsequent shift to passionately about preferences for one type of vegetarian virtual learning, and so recommendations for application are meat over another or whether the Rook card should be high specific to face-to-face, in-person learning environments. or low in this popular card game. They may reminisce about academy field trips, academic decathlons, camping trips, or Results banquets while they were attending one of the church’s For a more complete picture of the study, it is helpful to first higher education institutions; however, as discussed in the understand the demographic makeup of those who responded. first article, these are cultural matters. The criteria for the survey1 was (a) member of a local Seventh- My research focused specifically on this paradigm of Ad- day Adventist Church in the United States and (b) a parent of ventist culture. To begin, I wanted to find out if it even existed. a K-12 school-aged child in the 2017-2018 school year.

BY AIMEE LEUKERT

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 9 Of the total respondents, Figure 1. • 82.7 percent were between the ages of 36 and 55; • 86.7 percent were married; Percentage of respondents’ choice of K-12 school • 81 percent had a bachelor’s degree or higher; by parents’ own educational context, n = 839 • 61 percent had an annual income of over US$80,0002; • 75 percent were white, 13 percent were Hispanic, 9 per- Non-Adventist Homeschool cent were Asian, and 5 percent were African American; School • 19 percent had never attended a K-12 Adventist school, 18.5% 20.3% 20 percent had attended a K-12 Adventist school for a few years, and 61 percent had attended a K-12 Adventist school for most or all of their elementary and secondary experience. Moving past descriptive analysis and into a more granular examination of the data, I referred to my original research questions. First, How does school choice differ among Ad- 61.2% ventist parents? As it turns out, there were several factors Adventist that emerged from the factor analysis that proved to have a School significant relationship to school choice. There was a correlation between a parent’s own educational context and school choice for his or her children (Fig- ure 1). Of all of those who attended an Adventist school for Figure 2. even part of their elementary or high school experience, more than 60 percent chose to put their child in a K-12 Ad- Percentage of respondents’ choice of K-12 school ventist school. By contrast, only 20 percent of those parents by income, n = 839 chose a non-Adventist school for their child.3 <$40,000 Income also emerged as a significant factor for school $121,000+ 6.1% choice. As seen in Figure 2, parents who reported earnings $40,000- $60,999 of less than $40,000 per year were far less likely (6.2 percent) 29.9% to put their child in an Adventist elementary or secondary 16.0% school, or to homeschool him or her, than those who made more than $121,000 (29.9 percent). However, there was very $61,000- little difference in school choice when comparing the mid- 13.5% dle-income brackets—$40,000 to $120,000. 17.9% $80,000 $101,000- In the survey instrument, respondents were asked to in- $120,000 16.6% dicate on a sliding scale of 0-100 percent the percentage of $81,000- Adventist friends and co-workers they had. In the process of $100,999 cleaning the data, I categorized the responses as 0-49 percent and 50-100 percent. This proved to be a significant factor for school choice. Parents who were immersed in an Adventist social network were four times more likely to enroll their Figure 3. child in an Adventist K-12 school than in a non-Adventist Histogram showing respondents’ choice of K-12 school (Figure 3). They were also twice as likely to choose school, by social network, n = 839 an Adventist school as their counterparts who did not have 0-49% Adventist friends as many Adventist personal or professional relationships. 50-100% Adventist friends Another variable (the union where the respondent lived) 100.0% was also significantly associated with school choice (p<.01). This categorical variable separated respondents into group- ings using the eight geographic regions in the North Ameri- 75.0% 64.60% can Division that are located in the United States. (See Figure 50.70% 4.) In general, it appeared that though most American Ad- 50.0% ventists surveyed sent their children to a K-12 Adventist school, there were variations among the unions. 33.10% 25.0% 19.20% My second research question focused specifically on the 16.20% 16.20% relationship between the strength of cultural identity and school choice: How does the degree of cultural consonance 0.0% to the Seventh-day Adventist model relate to consumption Non-Adventist School Adventist School Homeschool behavior as seen in school choice? The purpose for developing the cultural domain and scale to begin with was so that

10 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org is, they did not often or generally prac- Figure 4. tice or live out the cultural norms, tra- Histogram showing respondents’ choice of K-12 school, ditions, or expectations of the Seventh- by social network, n = 839 day Adventist culture. The thresholds 100 for each category were chosen by ﬁrst

examining a histogram of all respon- 90 dents’ cultural consonance score. Be-

cause of the rough curves noted in the 80 histogram as depicted in Figure 5, it 50.0 50.5 51.4 was decided that “low” = < -55, “av- 51.3 52.7 70 58.9 erage” = -54.99 – 34, and < 35+ = 63.6 68.2 high cultural consonance. Adventist 60 With the data derived from the sur- School vey results, I could categorize respon- 50 Homeschool dents as having high, medium, or low levels of cultural identity. So there was Non-Adventist 40 14.9 a difference between those who had a 25.0 21.6 School 29.5 strong identity with Adventist culture 10.3 30 25 35.4 and those who did not. With the cultural consonance 17.2 20 variable stratified, cultural conso- 32.4 nance and school choice were ex - 25.0 26.1 27.0 10 19.2 amined within a cross-tabulation. 16.1 14.6 14.1 Respondents who exhibited low cul- 0 tural consonance were less likely to send their children to an Adventist school than those with average or Lake Union Atlantic Union Pacific Union high cultural consonance. However, Columbia Union Southern Union Mid-America Union North Pacific Union Southwestern Union those who exhibited the most cultural consonance did not have the highest percentage of children en- I could develop a gauge with which to measure cultural iden- rolled in an Adventist school; rather, those in this category tity. But to further discover whether the degree of cultural had the highest percentage of homeschooled children. identity is related to school choice, the cultural identity vari- Those who demonstrated an average degree of cultural able was first stratified into three categories—low, average, consonance were the most likely to send their children to and high. Respondents in the low category were those who an Adventist school. A simple visual representation is pro- exhibited a low degree of cultural consonance (identity); that vided in Figure 6. Those with low cultural identity tended

Figure 5. Figure 6. Histogram depicting cultural consonance scores for Line graph depicting the relationship between K-12 all respondents, n = 914 school choice and culture, n = 839

80 Homeschool

Adventist

School 40

Non-Adventist

Number of Respondents 20 School

0 -150 -100 -50 00 50 100 150 Cultural Consanance Score Low Culture Medium Culture High Culture

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 11 to enroll their children in a non-Ad- Figure 7. ventist school, those with average cultural identity chose Adventist Histogram showing the percentage of respondents’ cultural schools, and those with the highest consonance, by union, n = 839 levels of cultural identity homeschooled their children. Cultural Index by Union With these findings, we can circle back to the stratification by union and assess strength of cultural identity through this framework. Figure 7 indicates that the Atlantic Union 47.1 and Southern Union had the highest 57.7 52.1 44.2 67.4 59.5 percentage of respondents with high 65.5 levels of cultural identity. Looking at High CC Figure 4, those two unions also had high percentages of those who chose 91.7 Med CC to homeschool—which certainly Low CC helps to validate the connection proposed by this study regarding Ad- 32.9 34.3 29.6 ventist culture and school choice. Furthermore, Lake Union and Pacific Union both had the highest percent- 35.9 21.8 29.7 age of respondents with low cultural 23.1 identity—and corresponding high percentages of non-Adventist school 18.3 20.0 21.5 attendees.4 12.7 8.3 6.4 9.5 10.8

Discussion AUC CUC MAUC LUC NPUC PUC SUC SWUC In this study, I posited that school choice is an extension of one’s religious and cultural identity, and so hypothesized that capturing religious and cultural profiles of parents would yield valuable insights into their choice of a K-12 school for able. To begin with, it may point to a level of familiarity or their child, as evidenced by the third and final research ques- inclusion in regard to respondents’ experiences in the Ad- tion: To what extent does a Seventh-day Adventist parent’s ventist educational system. In 2016, the Center for Research general religiosity, doctrinal commitment, and church on K-12 Adventist Education (CRAE) conducted an informal identity—as represented through cultural consonance— poll, asking Seventh-day Adventist Church members in the predict the choice of school for his/her child? And the re- NAD why they believed in Adventist education. The results sults certainly provided several findings to unpack and ex- were tabulated into a marketing piece that touted the top amine more closely. “100 Reasons for Adventist Education.”6 Of the hundreds of When looking the respondents’ educational background, answers that poured in to the CRAE office, at the top of the the data demonstrated that those who had themselves spent list was the idea of being surrounded by like-minded indi- time in an Adventist school were more likely to enroll their viduals. Comments to this end included: child in an Adventist school (61.2 percent) than those who • Students are invited into a family of Seventh-day Ad- had no previous experience with Adventist education (51.5 ventist peers and teachers; percent). Furthermore, there was a significant association • To be with like believers; between school choice and the respondents’ own educa- • An extension of the values that are taught in the home; tional background (X2=31.423, p<.01). This indicates that • Students in Adventist education either share your the more years American Adventists had spent in a K-12 Ad- morals, or understand why you choose to live the way you ventist school, the more likely they were to send their chil- do; dren to a K-12 Adventist school, an observation that aligns These statements, albeit collected informally, seem to cor- neatly with other findings that graduates of other faith-based respond with the idea that the experiences these respondents schools were more likely than their counterparts who at- had in an Adventist school were comfortable and familiar tended public schools to send their children to faith-based and that they would want their child to have similar experi- schools.5 ences—akin to the “we like what we know, and we know There could be several elements involved with this vari- what we like” mentality.

12 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org This data also imply that not only was the experience fa- academy in Michigan. She noted that there is an interesting miliar, but that it was positive. One’s own attendance in an mentality that exists in that community about Adventist Adventist school, especially if a positive experience, seems and non-Adventist schools. While many members there are to lead a person to consider that option more strongly for “staunch Adventists”—committed to the church in a vari- the next generation. ety of ways, including seminary students being educated From a marketing standpoint, this also seems to be some- to one day lead a church—they often send their children thing worth looking at more carefully. Recruiters for Advent- to the public school within the community because they ist education need to ask alumni this question: What were think it is Adventist enough.8 There are a number of Ad- the positive experiences in your experience at an Adventist ventist teachers who teach in the local public schools, and school? What types of memories from an Adventist K-12 the estimate is that about 40 percent of the student popu- school should continue to be made and perpetuated? What lation in the Berrien Springs public schools is Adventist. elements of Adventist education from 20 to 30 years ago There is even a school bus that comes onto the Andrews should be retained? University campus to pick up students and bus them to the Another variable emerged that speaks to the differences public school in town. In a community like this one, where in members of the American Adventist Church is the geo- a school exists in close proximity to a large Adventist uni- graphic locale, as defined by the boundaries of unions. versity or hospital, or where financing Adventist education There was a significant association between union and might be challenge due to the cost of tuition not only for school choice (X2 = 55.311, p<.01), indicating that there is the children but also for the parents enrolled in higher ed- a relationship between where respondents live and where ucation, many church members choose to send their chil- they choose to put their children in school. North Pacific dren to the public schools because it feels Adventist. This Union had the highest percentage of respondents who context may explain in some part the high percentage of chose Adventist education for their children (68.2 percent) respondents in Lake Union who choose non-Adventist as well as one of the lowest percentages of respondents schools. who opted for a non-Adventist school (14.6 percent). This Another variable that can speak to differences among seems to point to a high level of commitment to Adventist respondents is that of their net household income. The education in the northwest states that make up the North cost of tuition is a problem that is often cited when en- Pacific Union. Interestingly enough, a few years ago, an rollment issues are discussed. Parents sometimes argue anonymous donor covered all debts owed by any K-12 that the reason why they don’t send their child to an Ad- school in the Oregon Conference, one of six conferences in ventist school is because the financial burden is far too the North Pacific Union. Sheldon Eakins, a principal at one great. The data do demonstrate a significant association of the Oregon Conference schools, said, “Someone with a between income and school choice. Of those who choose heart for Christian education wanted the school to be able an Adventist school for their oldest child, the respondents to move forward and build, rather than focus on debt.” This who reported the lowest income—$40,000 or lower—had one donor’s commitment to those Oregon schools seems to the smallest percentage (6.1 percent), while those who re- align closely with the rest of the union’s support of Advent - ported the largest household income—$121,000 or ist education. higher—had the largest percentage (29.7 percent). Inter- In the Lake Union, 32.4 percent of respondents sent their estingly enough, though, among the respondents who children to a non-Adventist school, the highest percentage chose an Adventist school, the $41,000 to $60,999 group among the eight unions. This is particularly interesting given (16.1 percent) had a higher percentage than the $61,000 that Lake Union is home to Andrews University and the Sev- to $80,999 respondents (13.4 percent) and similar percent- enth-day Adventist Theological Seminary, an educational in- ages to the $81,000 to $99,999 group (16.9 percent) and stitution that trains aspiring pastors for the world church. the $100,000 to $120,999 group (17.8 percent). Having a constituent base of that nature would lead one to In other words, income made the biggest difference in believe that the percentage of those choosing Adventist school choice when one compared those in the highest and schools would be higher. lowest tiers of income, but it was not as noticeable in the However, one of the emerging topics in the conversation middle-income groups. This would lead one to believe that on the declining enrollment in Adventist school in North while income might certainly be a determining factor for America is the lack of participation, context, and under- those who bring in the least income, it doesn’t seem to be a standing of the role of Adventist education among Adventist significant issue for others. pastors. Recent studies show that many pastors are second- Another particularly interesting element is the variable career individuals with little to no background of Adventist pertaining to the Adventist social network. The significant education themselves.7 For a variety of reasons, many did relationship that the data demonstrate speaks to the circle not attend an Adventist school in their childhood and there- of influence that one’s closest friends can exert on impor- fore, had little understanding of or loyalty toward Adventist tant life decisions. When the variable was further col- education as an adult. lapsed, the cross-tabulation showed that of those American Juxtaposed with this idea is a conversation I had with Adventists who chose denominational K-12 schools (N= a former principal of Andrews Academy, an Adventist 536), 90.79 percent had a large percentage of Adventist

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 13 friends (more than 50 percent). Simi- conservative than others. For instance, larly, among the group whose friends modesty in dress and conservative re- were mostly Adventist, around 65 per- While homeschooling ligious beliefs are generally understood cent of them chose an Adventist as indicators of a conservative Advent- school, while only 16 percent chose a in America has become ist. Those two variables don’t, how- non-Adventist school. ever, show any evidence of stronger as- This seems to point to a degree of sociation with school choice, leading social pressure or expectation that, in slightly more main- one to believe that what is understood this case, supported Adventist educa- colloquially may not actually have the tion. Social norms can have internal stream, breaking from expected correlation. sanctions—for example, where one The data used for Figure 7 was an chooses to act a certain way even in the the prior stereotype of average of cultural-consonance (iden- absence of others watching, such as tity) scores for respondents who chose kneeling to pray by one’s bedside or not being embraced by Adventist schools, non-Adventist belching out loud. Social norms, how- schools, and homeschooled. Those ever, can also exert strong external rural, ultra-conserva- with higher cultural consonance scores sanctions—where people behave a spe- homeschooled, those with low cultural cific way because of the expectations of tive, anti-government consonance scores enrolled their chil- those around them.9 In this case, the dren in non-Adventist schools, and fact that a large percentage of those Christians—it still those with moderate cultural conso- who chose Adventist schools were indi- nance scores sent their children to Ad- viduals who had a large number of Ad- certainly maintains the ventist schools. ventist friends provides a robust exam- So, what does it mean to stakehold- ple of external sanctions at work. It is underpinnings of alter- ers in Adventist education if those who easy to imagine that Church Member A, are highly culturally consonant and someone who lives near a large Advent- native, perhaps even those who are low in cultural conso- ist university and whose network of nance are less likely to send their chil- friends and colleagues mostly include radical, mindset. dren to an Adventist school? Schools other Adventist church members, might that are within the bounds of a more make different choices than Church liberal Adventist community or whose Member B, who lives in a rural part of general Adventist population might be town and has to drive 40 miles to fel- less conservative than the norm may lowship with other church members at the nearest Adventist well need to find ways to promote a positive, enticing view church. of the school. It is also interesting to note the converse value—almost For instance, looking at Figure 4, church members in At- exactly half of the respondents (50.7 percent) who didn’t lantic Union, a region that has the highest levels of cultural have a lot of Adventist friends (0-49 percent) chose a non- identity, may be more likely to send their children to an Ad- Adventist school for their firstborn. Framed in a slightly dif- ventist school if one exists, than church members who reside ferent way, if a respondent’s network of friends was largely in the Pacific Union, a region that has the lowest cultural con- Adventist, he or she was twice as likely to send his or her sonance mean. School recruiters in the Pacific Union who are child to an Adventist school (64.6 percent) versus a non-Ad- looking to increase enrollment on their campus may not find it ventist school (33.1 percent). as effective to promote their school’s uniquely Adventist ele- This social influence within cultural consonance could be ments such as vespers every Friday night or haystack potlucks particularly significant for church and school administrators at Back-to-School Night. They might fare better emphasizing interested in enrollment patterns for the Adventist educa- things that would appeal to a more general consumer shopping tional system. The data from this study seem to indicate that around for schools for his or her child: top-notch academics, a church member’s adherence to Adventist doctrine is less safe environment, extracurricular offerings, etc. associated with choosing an Adventist school than his or her Another fascinating finding within this context of cultural cultural consonance score. Consequently, school recruitment consonance is the component of homeschooling. The data campaigns aimed at Adventist church members would be from this study seem to parallel the generally accepted idea more effective if they focused on fostering social and com- that parents who are more conservative will choose to home- munity relationships as opposed to strengthening doctrinal school. While homeschooling in America has become commitment. In other words, Adventist parents might be slightly more mainstream, breaking from the prior stereotype more likely to opt for an Adventist school if they make more of being embraced by rural, ultra-conservative, anti-govern- Adventist friends than if they are suddenly convicted about ment Christians—it still certainly maintains the underpin- a doctrine. nings of alternative, perhaps even radical, mindset. This There are some aspects of Adventist culture that are more study, therefore, affirms that idea that American Adventists

14 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org who are more culturally consonant—more conservative and Conclusion traditional—choose to homeschool, too. Unlike the families The results of this study seem to indicate that cultural who have lower scores of cultural identity and are seeking a identity does, in fact, play a significant role in school choice. school that is not too Adventist, these families may decline Through various analyses and correlating a number of key to choose Adventist schools because they think they’re not variables, it is clear that a parent’s cultural identity affects Adventist enough or because they feel that their more-con- school choice in a myriad of ways. These rough findings servative belief system is not mirrored in the local Adventist have certainly opened the door to examining which factors school. have a stronger effect on school choice than simply the As I write, the United States of America is embroiled in school itself. As evidenced by the data, the enrollment de- political and societal turmoil, with arguably greater fervor cline in Adventist and other faith-based schools in America and brimming hostility than has been seen in recent years. could be related to a change in religious culture and how One might venture to say that the country is becoming more members identify and live out the culture of their denomi- and more polarized—on several different levels. Perhaps the nation. And while there may be several other factors to con- Seventh-day Adventist Church in America is experiencing its sider worldwide, including more recently the COVID-19 pan- own cultural polarization. Members are either identifying demic, both educators and church administrators might give more strongly with the cultural elements of the church or attendance to these findings and consider the implications turning away from them completely. The window of “mod- of church culture on their respective ministries. ✐ erate Adventism,” it could be surmised, is shrinking. And if the preponderance of Adventist students come from families in said window, the decline in enrollment—viewed in this This article has been peer reviewed. light—makes sense.10 Adventist education, therefore, finds itself in an interesting predicament. Should schools become more Adventist to Part 1 of this article appeared in the July-September 2020 draw in those on one end of the cultural spectrum, or should issue of The Journal of Adventist Education® and is available they try to be less Adventist to bring in those who have lower at https://jae.adventist.org/2020.82.3.5. levels of cultural identity? What about mission schools, where parents—often not members of the church—want their children to receive an education rooted in Christian val- Aimee Leukert, PhD, is Associate Pro- ues? These are issues that have been debated for the past fessor of Curriculum and Instruction at few decades. Some schools have chosen the former route, La Sierra University, Riverside, Califor- emphasizing principles such as healthy living, care for the nia, U.S.A. An educator in the Adventist environment, and other emphases. For example, Needles Ad- school system for more than 15 years, Dr. ventist School in Needles, California, is unapologetic in in- Leukert has taught at the elementary, structing the students about the benefits of a vegetarian diet. academy, and university levels, and has The impact of this practice is evident in the responses from also served as a principal in the Southern parents, many of whom are not members of the Adventist California Conference. Her work at the Center for Research Church. On the other end of the spectrum, there are schools on Adventist Education has allowed her to share her passion that choose to replace Adventist in their name with Christian for teaching through different channels, including assisting or simply remove the word entirely. the NAD Education Taskforce and launching Ambassadors It is difficult to comment on which approach is better, and for Adventist Christian Education (AACE), an organization the location of the school would certainly impact the decision. designed to recruit, organize, and support volunteers for K- Some argue that moving away from the “core” of Adventism 12 schools across the NAD. is a betrayal of the church and that schools that choose to di- lute the Adventist message are missing the point of Adventist education. Others counter this by questioning what that crux Recommended citation: of Adventism truly is. Surely, they protest, our church is more Aimee Leukert, “Adventist Choices: The Relationship Be- than just a jumble of antiquated cultural norms. tween Adventist Culture and Adventist Education, Part 2,” These issues raise several questions, and will continue to The Journal of Adventist Education 82:4 (October-December do so as the world is impacted by seismic economic, political, 2020): 9-16. religious, and social shifts. What is at the heart of Adventist education? Is it important to be unique? Or does that make them merely exclusive? What is the best path? Educators could NOTES AND REFERENCES argue that the shifting culture within the Adventist Church is 1. Demographics for this study are described in detail in Part 1 of not a school issue, but a church issue. Does the church lead- this article. See https://jae.adventist.org/2020.82.3.5. 2. The annual household income reported in this study reflects av- ership recognize this change and understand the ramifications erages of the respondents for this study. For additional context, see data it is having on school choice and enrollment? Will—and from the study by Sahlin and Richardson, commissioned by the North should—church members find their way back to the middle? American Division, which reported an annual household income of

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 15 $25,000 and below for approximately 40 percent of Adventist house- Emerging From Global Research, 2011-2013,” Reach the World: General holds. For 30 percent of Adventist households, the annual income Conference Strategic Plan 2015-2020: 7 (Item 2). Data from five major ranged from $25,000 to $49,999. For 24 percent, this range was $50,000 global studies beginning in 2011 show that “less than half of all Advent- to $99,999; and, for seven percent, this income was $100,000 or more ists worldwide have experienced any denominational education, and Seventh-day Adventists in North (Monte Sahlin and Paul Richardson, many pastors have limited Adventist education” (p. 7); Roger Dudley and America: A Demographic Profile [Milton Freewater, Oregon: Center for Petr Činčala, “The Adventist Pastor: A World Survey.” A research study Creative Ministry, 2008], 19-21). Available at http://circle.adventist.org/ conducted by the Institute of Church Ministry at Andrews University’s files/icm/nadresearch/NADDemographic.pdf. 3. In this study, a “non-Adventist school” could be a public school, Seventh-day Adventist Theological Seminary, May 2013: http://www.ad- private non-religious school, or private parochial school. ventistresearch.org/sites/default/files/files/ The%20Ad ventist%20Pas- 4. This does not take into account the availability of Adventist tor%20A%20World%20Survey%20.pdf; George R. Knight, “Why Have schools in various unions, which may mean that parents choose to Adventist Education?” The Journal of Adventist Education 67:5 (Summer homeschool. 2005): 6-9: http://circle.adventist.org/files/jae/ en/ jae200567050604.pdf. 5. Jonathan Schwarz and David Sikkink, Blinded by Religion? Reli- 8. Name used with permission. Jeannie Leiterman, personal com- gious School Graduates and Perceptions of Science in Young Adulthood munication, 2018. (South Bend, Indiana: University of Notre Dame, 2016): https://www. 9. Jon Elster, “Rationality and Social Norms,” European Journal of cardus. ca/research/education/reports/blinded-by-religion-religious- Sociology/Archives Européennes de Sociologie/Europäisches Archiv für school -graduates-and-perceptions-of-science-in-young-adulthood/. Soziologie 32:1 (1991): 109-129. 6. Center for Adventist Research, “100 Reasons for Adventist Educa- 10. At the time of writing, the impact of COVID-19 on school-sys- tion” (2020): https://crae.lasierra.edu/100-reasons/. tems, church finance, and annual household incomes, are yet to be de- 7. General Conference of Seventh-day Adventists, “Strategic Issues termined, but will certainly have an impact.

16 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org Critical Thinking, the Bible, and the Christian

ducators in Adventist schools One primary example is the self- face challenges posed by the esteem movement, which can be influences of secularism in traced back to 1969 and the seminal public education when book by Nathaniel Branden, The Ethey choose a textbook, look for Psychology of Self-Esteem. In this a video to illustrate a point, work, Branden asserted that the and even when they select key to success in life is to de- articles for students to velop children’s positive read. The difficulty often self-esteem. With the pub- comes from the non- lication of his thoughts, alignment of faith with the task of parenting and the widely accepted the- education morphed into ories of a discipline, leading to the are constantly seeking understanding the mission of building confidence in question: “How do I position my Chris- to address issues within their disci- subsequent generations of students. tian faith when seeking to understand pline, and Christian educators seek to One way to increase this confidence the tenets of the discipline?” reconcile their faith in biblical truths was to teach children to think criti- Christian educators are distinguish- with the areas of their disciplines that cally about the world around them. able from non-Christian educators in are influenced by secular thought. In Later, the 1980s gave rise to new several ways. Christian educators be- this article, I will discuss the develop- expressions of the self-esteem and lieve the Bible is the Word of God, ing critical-thinking movement and the critical-thinking movements through and they accept as Truth that Jesus is implications of the secular approach incorporating them into the school the earthly manifestation of God the for religious faith and practice. curricula. Since the early ’80s, I have Creator and the anointed Son of God. been pondering what these teachings Christians engage with the Bible for Background and Secular Goals of would mean for shaping a generation understanding, for devotion, and for Education that would mature in the 21st century. spiritual growth. They believe Jesus Over the past several decades, Well, now—two decades into the Christ came to earth to save sinners many educational movements have 21st century—critical thinking and and accept the Truth of the Bible as affected education practice and pol- self-esteem have converged into a their guide for thinking and living. icy. And, as theories become prac- generational expression of the self The process of thinking about the tice, these movements continue to that is often dismissive of the influ- Bible can take many forms, such as have an impact on Christian educa- ence of external authorities. The haste simple questioning, forming useful self- tors as they seek to align biblical to embrace self-expression and the re- regulatory judgments,1 reflective skepti- principles with subject content and jection of limitations on self-expres- cism,2 and moving thinking beyond with learning issues such as the need sion or opinions seem embedded in human limitations by seeking God’s to improve students’ thinking and the authority of self-knowledge. This understanding and wisdom.3 Educators problem-solving skills and motiva- tion, and the impact of students’ low self-esteem on their ability to learn.

BY PRUDENCE La BEACH POLLARD

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 17 rush to speak “my truth” or “my ating critical thinking skills vary. opinion” suggests that the individual When teaching critical thinking, some believes he or she possesses full and Critical thinking is instructors guide the process of think- comprehensive knowledge. ing about one’s thinking with goals The story of the blind men and the often presented as varying from fair-mindedness to eval- elephant is a familiar one. Many tradi- being in tension with uation. Others take a more discipline- tions also tell the story of the ant who focused approach14 and guide think- from the underbelly of an elephant religious faith or any ing within a discipline or profession, looks up and declares there is no sky such as scientific reasoning within the because the dark hair of the elephant way of thinking that al- Science, Technology, Engineering, and is all that it can see. Perspective is Math (STEM) disciplines. Thinking limited in any context.Whether a limi- lows for acceptance of about one’s thinking is a critical need tation is created by the natural limits the Bible as Truth. both to become educated and to be a of individual understanding, lack of highly productive employee and an awareness, or by contextual con- At first glance, the informed citizen. Society’s need for straints on vision, any limitation chal- individuals to possess thinking and lenges one’s views, including how terms “critical think- problem-solving skills is on the in- Christians think about Scripture and crease. However, when it comes to the life. It is difficult for the person who ing” and “religious frameworks of the critical-thinking overvalues self-expression to engage faith” seem quite dis- movement, secular and often anti-reli- in meaningful dialog with the person gious teachers are pervasive in who seeks to engage in thoughtful re- parate—especially to schools and universities worldwide flection from different points of view. (see Figure 1 on page 19). A relativistic approach to truth is the secular mind. often joined by another common con- Critical Thinking and Faith cept that many think to be new: the Critical thinking is often presented concept of “open-mindedness.” For as being in tension with religious many, a feature of the intelligent mentation of critical thinking into the faith or any way of thinking that al- mind is the ability to be open- curriculum have not shown conclu- lows for acceptance of the Bible as minded, to be available mentally for sively that the small gains in critical Truth. At first glance, the terms “criti- new discoveries and new ideas. They thinking were not simply the effect of cal thinking” and “religious faith” believe that truth is ever evolving; learning in general, and have not seem quite disparate—especially to thus, a closed mind is self-limiting, shown that these gains resulted from the secular mind. Christians see a re- while an open mind is progressive the specific teaching of critical think- latedness, with the Bible being the and ever learning. ing.8 Regardless of definitions and the source of Truth with which the mind Open-mindedness is not a new 21st reported increases in critical-thinking engages to understand the world— century concept. It is common within skills,9 the critical-thinking move- and believe that meaning originates education and particularly so in higher ment has now replaced the self-es- from Scripture. With Scripture as the education. According to leading think- teem movement that swept across foundation for living, human contri- ers like John Dewey and Bertrand Rus- schools in America at all levels dur- butions to thought are to be consid- sell,4 open-mindedness is one of the ing the 80s and 90s.10 ered secondary to the principles de- fundamental aims of education and Educators and employers consider rived from Scripture. Scripture begins approaches to critical thinking. critical thinking (i.e., thinking, analy- with the beginning of everything and sis, and problem solving) to be an es- ends with God’s ultimate plan for this Critical Thinking and Learning sential life and workplace skill. This life and life everlasting. And in be- Critical thinking has many defini- interest in critical thinking is evident tween is found guidance for the tions, ranging from the ability to en- in the number of universities,11 in- Christian’s journey. The Bible ad- gage in useful, self-regulatory judg- cluding Oakwood University (OU) in dresses the same questions as human ment5 to the broad ability to interpret Huntsville, Alabama, U.S.A, where I philosophy: from the origin to the information and approach problems serve, that give focused attention to end of life, and how we should think correctly,6 or to the simple ability to achieving specific learning outcomes and behave in between. analyze arguments.7 Educators have in critical thinking. This is demon- How Adventist schools should inte- called for the teaching of critical- strated through writing12 and employ- grate the Bible with life and living, thinking skills; yet results from imple- ers’ desire for employees who are and teach students to do the same, is competent in these skills for analysis what we are addressing in this article. and problem solving.13 This philosophical orientation origi- Approaches to teaching and evalu-

18 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org nates from Scripture (see Figure 2) well known for its rejectionist posi- come wise unto salvation.”16 And and forms the worldview of the Chris- tion toward religion. This foundation while this statement primarily ad- tian. It is a worldview that says faith sees religion as antagonistic toward dresses misinterpretation of the Scrip- is one of the absolutes for living as a critical thinking—viewing biblical tures, it is applicable to the level of Christian, and that faith in the unseen teachings as dogma and a limitation open-mindedness required of critical can and does coexist with reason. or barrier to critical thinking. How- thinkers. This approach suggests Open-mindedness is an element of ever, Christians who view the Bible open-mindedness as a type of intel- thought that has reappeared in the as the Truth, the Word of God, are lectual humility necessary to persist 21st century and seems most appeal- counseled to also practice open-mind- and find new solutions to persistent ing to millennials.15 Like all other edness; an open-mindedness that is problems such as vaccine develop- ways of thought, open-mindedness is open to and guided by divine revela- ment for novel viral infections (such a practice that should be critiqued. tion. In Messages to Young People, as COVID-19), or other diseases such Most individuals can agree that before Ellen White urges that in the “study as cancer or the “common” cold. Christians are encouraged to con- form themselves to the authority of the Figure 1. Word: “Do not read the word in the light of former opinions; but, with a Secular Framework for Critical Thinking mind free from prejudice, search it carefully and prayerfully. If, as you Logical Expanded or Synthesis read, conviction comes, and you see that your cherished opinions are not in Analysis Understanding of Truths harmony with the word, do not try to make the word fit these opinions. Make your opinions fit the word. Do not allow what you have believed or prac- ticed in the past to control your understanding. Open the eyes of your mind to behold wondrous things out of the Figure 2. law. Find out what is written, and then Virklers’ Biblical Model for Critical Thinking plant your feet on the eternal Rock.”17 God’s Word + Exegetical- And from that posture, move to under- Hermeneutics based truths standing the problems being addressed, Logical Expanded allowing the foundation of Scripture to analysis or understanding guide your thinking about thinking. synthesis of truths God’s Word + Empirically Closure is encouraged, a closure that Empirical based comes from confidence in the Word as Investigation truths Truth when Scripture speaks to the matter. Christians are called to be mindful, to be thinkers always—to be thinkers and not mere reflectors of the thoughts of others.18 This calling means an opinion is formed, study must be of the word, lay at the door of investi- that Christians, and especially Chris tian given to the various contributions to gation your preconceived opinions educators, must take care to mindfully the idea. The form of open-minded- and your hereditary and cultivated engage with what occupies the eyes, ness that exists today is one that says ideas. You will never reach the truth ears, and mind. The senses are always rationalism and scientific ways of if you study the Scriptures to vindi- engaged—and sometimes assaulted— knowing are superior to belief in the cate your own ideas. Leave these at often without people having decided to supernatural, and dismisses the Chris- the door, and with a contrite heart go screen out or to bring into their psyche tian Bible as a source of Truth. In fact, in to hear what the Lord has to say to the things they desire to influence who the mind is currently conditioned in you. As the humble seeker for truth they are and will become. some educational strategies to accept sits at Christ’s feet, and learns of Additionally, when addressing a only evidence-based knowledge and to Him, the word gives him understand- problem, it is useful to the process of remain constantly open to novel ideas, ing. To those who are too wise in discovery to recognize that closure ever remaining in the seeker mode. their own conceit to study the Bible, may be premature. Whether in the lab- Among the many leaders of the Christ says, you must become meek oratory or the field, open-mindedness critical-thinking movement, The and lowly in heart if you desire to be- allows the researcher to remain in a Foundation for Critical Thinking is learning posture, even when a method

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 19 or triangulation of methods suggests Critical Thinking19 opposes the Bible as for the adult—can be lost in college. security in the finding. the foundation for one’s thinking. And This sad outcome is the result of the I posit that critical thinking is desir- although the elements of thought es- secularization of knowledge, a focus on able for the Christian, now more than poused by Richard Paul and Linda the scientific method as the foundation ever before. And the call for open- Elder, founding fellows at The Founda- for truth, and a prevailing anti-God and mindedness is not just an intellectual tion for Critical Thinking, can help the anti-Bible bias in much secular educa- calling, but the believer’s calling. How- thinker to deepen and widen his or her tion. ever, for the Christian intellectual, perspective, it is the rejection of the The purpose of questioning is to open-mindedness is to be subjected to Bible as Truth that is problematic and drive further inquiry, not to stop dis- critical analysis so that it can rest on renders the overall model as inappro- covery; questioning aids discovery. foundational truths of the Bible and be priate for developing the mind and The Christian critical thinker seeks to overshadowed by the Bible’s call for heart of the Christian. Life has its know: “‘Ask and it will be given to obedience, love, justice, and mercy. source in God, and the Bible is the re- you; seek and you will find; knock and The mind of the Christian is never left vealed Word of God. The Word is Truth the door will be opened for you’” to its open-ended journeys; The Bible and records God’s purpose of redemp- (Matthew 7:7, NIV).25 The desire to calls all Christian to think and become. tion, salvation, and restoration. The know, undergirded by deep study, Let me explain. Christian20 is no mere reflector of oth- prayer, and reflection will lead the Scholars are, by nature, integra- ers’ thoughts; the Christian should Christian scholar to a deeper relation- tionists, and Christian scholars are no think higher than the highest thought ship with Christ. “We are called to re- different. They are first believers in the can reach.21 And that higher thought- store Christ-centered education.”26 truth—the essence—of the Bible. With fulness is, in fact, God’s ideal for His That restoration will first lead students the Bible as their foundation, and the people: “Godliness—godlikeness—is into a relationship with Jesus Christ; orientation of a believer, scholars ex- the goal to be reached.”22 and, second, effectively input a dis- amine the world around them from Parents are to be the first teachers tinctively Seventh-day Adventist the perspective of the Bible. They of their children, developing mental worldview designed to provide the bib- question even the innocuous, simplis- rigor by cultivating the “moral and in- lical foundations for moral and ethical tic, and maybe even the simple things tellectual powers.”23 Yet the school decision-making.27 in their world. The Christian scholar rather than the parent has become the sees current-day events and asks, dominant shaper of character with its An Illustration From Oakwood University “What meaning does my biblically intentional approach to teaching secu- The entire spectrum of Seventh- based faith bring to this issue so that I lar approaches to critical thinking. day Adventist schools—preschool can better understand how God wants Therefore, we ought to pay attention through graduate level—has a stew- me to think and to respond?” to what Adventist schools teach as ardship opportunity. Joining forces truth and the possible impact of the with the church and home, the school Biblical Foundations for Learning teachings on the student’s faith in the can intentionally offer a biblically It is when “Truth” is foundational Word of God. grounded education that graduates for “truth” that the foundations of individuals with strong faith. Leslie faith are integrated with life. While Teaching, Learning, and Faith Pollard, president of Oakwood Uni- thinking about thinking (critical think- Recent studies24 reveal that when versity, is known for commenting ing), Adventist educators must under- students who espouse religious faith from time to time that Adventist edu- stand that it is not just the elements of enter college, while they may lose cation prepares students “not just for thought that are encouraged but also faith, they ultimately regain some faith four years but for 40 years and finally the philosophical orientation toward if they remain connected to their com- forever.” Yes, the years of matricula- thought and behavior. Humanism, ra- munity of faith while attending a secu- tion and career preparation are im- tionalism, the scientific method, and lar college. Students who enter without portant, but most important are the their inherent approaches to the con- faith do not gain faith while studying years where students apply the trans- struction of knowledge are some of in a secular environment. Certainly, we formative education received while the dominant philosophies that as far applaud the first group for regaining on Adventist college and university back as the 20th century have had an some faith. Most concerning is the fact campuses: the years post-college and impact on thought and action, espe- that for a significant period, while in a leading into eternity. cially in the West. The process of edu- secular college, they lose their personal After all, the purpose of education cation, knowing, and being have foun- faith. And upon graduation they have and redemption are one: to save lost dational principles and approaches to not increased their faith, some have souls. The clarion call is for a biblical critical thinking. only regained some faith, and others approach to critical thinking. And a For example, The Foundation for have lost all faith. The maturation of caution is due. The assumption cannot faith many students experience during be made that simply being an Advent - late adolescence—the formative years

20 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org ist school is a guarantee that faith is municate the integration of their faith [And because] He is the chain upon being developed. A series of questions with the academic discipline through which the jewels of doctrine are can help stimulate thinking about modeling and instruction (see Box 1 linked. In Him is found the complete faith development. For example: on page 22 ). system of truth.”30 • Is the mission of the school ex- Oakwood University’s critical-think- Oakwood University’s model (Figure plicitly Seventh-day Adventist and ing model originates from the belief 3) presents Christ as the center and cir- biblical in its desired outcomes? and understanding that truth must be cumference of the thinking process.31 • Is the goal of the school and its grounded in the Truth, both written During faculty orientation, President curriculum to disciple, to transform and incarnate. The model is Christ- Pollard provides a theological orienta- students, and to strengthen faith in centered and based on the principle tion and states that Adventist educators the Adventist message? that “In the highest sense the work of are to respond to Ellen White’s cen- • How does the school report to education and the work of redemption tury-old challenge in a one-question parents, students, and constituents on are one, for in education, as in re- test to higher education, “Is [higher ed- its achievement of mission and goal demption, ‘other foundation can no ucation] fitting us to keep our minds achievement? man lay than that is laid, which is fixed upon the mark of the prize of the It is with this missional focus that Jesus Christ.’”29 Jesus Christ was and high calling of God in Christ Jesus?”32 Oakwood University studied secular is made flesh and was and is the ulti- models28 and developed what the uni- mate revelation of God—which points Conclusion versity administration, faculty, and to God as Creator, Savior, and Lord. In Individual perspective is limited in staff believe is a comprehensive bibli- Our High Calling, Ellen White wrote: any context. How Christian educators cal model (see Figure 3) for critical “Christ, His character and work, is the think about Scripture and life is lim- thinking, analyzing, and problem solv- center and circumference of all truth. ited without the guidance of the Holy ing (TAPS: Thinking, Analyzing, Prob- lem Solving). This model’s foundation is centered in the Word of God, sup- Figure 3. porting logic is grounded in the Word, and the process of arriving at an ex- Model for Thinking, Analyzing, Problem Solving (TAPS) panded understanding and synthesis is also grounded in biblical truth. During the university’s annual Fac-

Goals,Purpose Objectives, ulty Development Summer Institute Implications on “Biblical Foundations in the Disci- Function & Consequences plines,” lead faculty are trained to ex- That which follows amine the philosophical foundations logically results

Problems Issues for the respective disciplines in which Identify &

Describe

they teach, research, and serve. Fac- “

ulty are invited by institute facilita-

Biblical Point 1

. t tors to compare the biblical world- r n a granted of View— o

i is taken for i Assumptions Axioms, What view and its presuppositions, n Presuppositions t Christ, a y c o assumptions, and teachings with the u u the Center & d n E secular foundations upon which their g Circumference Concepts e p Definitions, Laws, u disciplines often rest. This process of e Principles, ModelsTheories, r o T

p , biblical deconstruction of the knowl- l e e t i edge undergirding the disciplines and to Information h

b W the accompanying reconstruction is e Data, Fact,Observations, Evidence, . t Interpretation G h n liberating for faculty. in & Inference Experiences, Reasons e k ll Using the TAPS Model, faculty are e Conclusions, E rs — , Solutions .” helped to integrate their secularized an ht d n ug careers and spiritual lives. Faculty re- ot ho me s’ t re r rson turn to their academic departments eflectors of other pe and work with the dean to train their faculty-peers on how to think bibli- NOTE: Key tenets of the biblical worldview are first, the biblical metaphysics/assumptions inform cally about the disciplines housed in view of the universe and God’s relationship to it (Genesis 1:1); second, the affirmation of revelation their departments. This is done in the informing reason (e.g., Psalm 19); third, assumption of God’s presence in and through the world (e.g., Colossians 1); and, finally, Christ as the center and circumference of belief structures (e.g., context of the Seventh-day Adventist Colossians 1). All analytical thinking (TAPS Model) is informed by these key assumptions. faith. With the biblical foundation established, faculty learn how to com-

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 21 Spirit into all truth.33 The Christian Box 1. Resources for Integrating Faith and Learning approach is to first ask, “What does the Word say about this?” and then to Articles thoughtfully reflect from different Michael E. Cafferky, “Scriptural Foundations for Academic Disciplines: A Bibli- points of view with intellectual sub- cal Theme Approach,” The Journal of Adventist Education 79:1 (October–Decem- mission to God’s Truth. This thought- ber 2016): https://jae.adventist.org/en/2017.1.4. ful reflection should be paired with Cynthia M. Gettys and Elaine D. Plemons, “A Biblical Foundation Course Design deep study, and prayerful discussions Model That Works: Teaching Millennials in Higher Education,” ibid. 79:1 (October- and consultations with peers and col- December 2016): https://jae.adventist.org/en/2017.1.5. leagues. If higher education does not Michael H. Harvey, “The Importance of Training Faculty to Integrate Faith With begin and end with a “God First” Learning,” ibid. 81:3 (July-September 2019): 9-16: https://jae.adventist.org/en/ foundation, then it is incapable of 2019. 81.3.3. strengthening faith in God. Adventist John Wesley Taylor V, “A Biblical Foundation for Integrating Faith and Learning,” schools are to maintain God at the ibid. 74:5 (Summer 2012): 8-14: http://circle.adventist.org/files/jae/en/ jae2012 center and the circumference of 74 050807. pdf. thinking and produce graduates who Books not only remain faithful believers, but David S. Dockery, Shaping a Christian Worldview: The Foundation of Christian also become believers, as well. Sev - Higher Education (Nashville, Tenn.: B&H Academic Press, 2002). enth-day Adventist educators at all levels of education must encourage Robert A. Harris, Integration of Faith and Learning: A Worldview Approach (Eu- gene, Ore.: Wipf and Stock, 2010). adults interested in enrolling to question the missional focus of the school Prudence LaBeach Pollard, ed., Biblical Foundations Faculty Resource Guide, and its curriculum before registering Dwain Esmond, comp. (Dublin, Ireland: OakTree Press, forthcoming). in a course of study because there are Websites truths that are eternal. Center for Teaching Excellence and Biblical Foundations of Faith and Every learning experience should Learning engage students in the process of in- https://www.southern.edu/administration/cte/. Resources for new and adjunct tegration, discovering new knowledge faculty on how to build and design courses on a biblical foundation. Includes re- and comparing new knowledge search support, professional development, and resources for leadership, teachers, claims to already accepted knowl- and students. Also links to a Biblical Course Design Model for Higher Education: edge, attempting to fit the two to- https:// www.southern.edu/ administration/cte/Biblical Foundations/ Biblica l gether into a consistent and coherent CourseDesignModel.html. whole. Consistency and coherence Eva B. Dykes Library, Oakwood University, LibGuides are the keys to faith integration. The https://libguides.oakwood.edu/c.php?g=260605&p=1740560. A compilation of biblical and historical foundations definitions, websites, books, and journals on the integration of faith and learning must be established before concepts for university teaching faculty, administrators, and staff. can be brought together with coherence. This requires conceptual reor- The Institute for Christian Teaching: Integration of Faith and Learning ganization but ensures that Bible is https://christintheclassroom.org/subject_index/integration_faith_learning.html. foundational to learning—and thus Monographs in the Christ in the Classroom series addressing the integration of should be implemented at all levels of faith and learning. ✐ Seventh-day Adventist education. The Institute for Christian Teaching: Subject Search https://christintheclassroom.org/search_subject.html. A collection of more than 1,400 monographs in the Christ in the Classroom series addressing the integra- This article has been peer reviewed. tion of faith and learning by subject area.

Prudence LaBeach Pollard, PhD, MPH, RD, University (OU) in Huntsville, Ala- Recommended citation: SPHR, serves as bama, U.S.A. For ﬁve years she led a Prudence LaBeach Pollard, “Critical Vice President for critical-thinking initiative, and in Thinking, the Bible, and the Chris- Quality, Research, 2016 she founded the annual OU Fac- tian,” The Journal of Adventist Educa- and Faculty Devel- ulty Development Summer Institute to tion 83:4 (October-December 2020): opment and is a explore approaches to thinking and 17-23. tenured Professor of Management in the impact of secular thought on the School of Business at Oakwood higher education.

22 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org NOTES AND REFERENCES educational researchers have compared it to 17. Ibid. 1. Abrams and others note that identity- the current social and emotional learning 18. White, Education, 11. building behaviors are developed through self- (SEL) movement. See the work of Chester E. 19. Richard Paul and Linda Elder, The regulatory judgments. See Dominic Abrams Finn, “The Social-Emotional-Learning Move- Thinker’s Guide to Understanding the Founda- and Michael A. Hogg, “Group Processes and ment and the Self-esteem Movement,” Educa- tions of Ethical Reasoning: Based on Critical Intergroup Relations Ten Years On: Develop- tion Next (July 2017): https://www.education Thinking Concepts and Tools (Tomales, Calif.: ment, Impact and Future Directions,” Group next.org/social-emotional-learning-movement- The Foundation for Critical Thinking, 2006). Processes and Intergroup Relations 11:4 (Octo- self-esteem-movement/. See also http://www.criticalthinking.org. ber 2008): 419-425; and Adam Rutland and 11. There continues to be a global em- 20. Ellen G. White, Christian Education Dominic Abrams, “The Development of Sub- phasis on the impact of critical thinking in (Battle Creek, Mich.: International Tract So- jective Group Dynamics.” In Sheri R. Levy and higher education. See, for example, Elizabeth ciety, 1894), 58. Melanie Killen, eds., Intergroup Attitudes and Tofaris, Tristan McCowan, and Rebecca 21. ______, Fundamentals of Chris- Relations in Childhood Through Adulthood Schendel, “Reforming Higher Education tian Education (Nashville, Tenn.: Southern (Oxford, England: Oxford University Press, Teaching Practices in Africa.” A series paper Publishing Assn., 1923), 374, 375. 2008), 47-65. published by the ESRC-DFID Research Im- 22. ______, Education, 16-18. 2. John E. McPeck, Critical Thinking and Ed- pact, Cambridge, U.K.: REAL Centre, Univer- 23. ______, The Adventist Home ucation (New York: St. Martin’s Press, 1981), 7. sity of Cambridge and The Impact Initiative (Washington, D.C.: Review and Herald, 3. Ellen G. White, Education (Mountain (March 2020): https://opendocs.ids.ac.uk/ 1952), 414. View, Calif.: Pacific Press, 1903), 18. opendocs/handle/20.500.12413/15197; Shoko 24. Findings from the Higher Education 4. Bertrand Russell, Why I Am Not a Chris- Yoneyama, “Critiquing Critical Thinking: Research Institute (HERI) study on student tian and Other Essays on Religion and Related Asia’s Contribution Towards Sociological Con- spirituality can be accessed at: http://spiritu Subjects (New York: Simon & Schuster, 1957). ceptualization,” in Bridging Transcultural Di- ality.ucla.edu/. 5. Abrams, Hogg, and Rutland define crit- vides: Asian Languages and Cultures in Global 25. New International Version (NIV). ical thinking as the ability to engage in use- Higher Education, Xianlin Song and Kate Cad- Holy Bible, New International Version®, NIV® ful, self-regulatory judgment. man, eds. (Adelaide, Australia: University of Copyright © 1973, 1978, 1984, 2011 by Bib- 6. Both McMillan (1987) and Ernest Pas- Adelaide Press, 2012), 231-250; Caroline lica, Inc.® Used by permission. All rights re- carella (1989) present critical thinking as the Dominguez and Rita Payan-Carreira, eds., Pro- served worldwide. ability to interpret information and approach moting Critical Thinking in European Higher 26. Leslie N. Pollard, “Restoration: The problems correctly. See James H. McMillan, Education Institutions: Towards an Educa- Mission of Adventist Higher Education,” Ad- “Enhancing College Students’ Critical Think- tional Protocol (Vila Real, Portugal: Universi- ventist Review (September 4, 2016): 38: ing: A Review of Studies,” Research in Higher dade de Trás-os-Montes e Alto Douro, 2019). https://www.adventistreview.org/1609-36. Education 26:1 (1987): 3-29; and Ernest T. Pas- 12. The most frequent topic for quality- 27. Ibid., 39. carella, “The Development of Critical Thinking: enhancement plans (QEP) within the South- 28. Deril Wood and Jeannette Dulan, “In- Does College Make a Difference?” Journal of ern Association of Colleges and Schools quiry Teaching in Higher Education: A Criti- College Student Development 30:1 (January Commission on Colleges (SACSCOC) accredi- cal-thinking Context,” The Journal of Adven- 1989): 19-26. tation region is critical thinking. See https:// tist Education 78:3 (February/March 2016): 7. See John E. McPeck, “Stalking Beasts, sacscoc.org/. 45-51: circle.adventist/org/files/ jae/en/ but Swatting Flies: The Teaching of Critical 13. The National Association of Colleges jae201678034507.pdf; In L. M. Brown’s Gen- Thinking,” Canadian Journal of Education and Employers (NACE) defines career readi- eral Philosophy in Education (New York: Mc- 9:1 (Winter 1984): 28-44; and ______, ness as the attainment and demonstration of Graw-Hill, 1966), the author argued that the “Critical Thinking and Subject Specificity: A requisite competencies that broadly prepare tools of critical thinking are meaning, argu- Reply to Ennis,” Educational Researcher 19:4 college graduates for successful transition ments, inferences, implications, knowing, (May 1990): 10-12. into the workforce. These competencies of theories/principles/laws, viewpoint, and eval- 8. Christopher R. Huber and Nathan R. Critical Thinking/Problem Solving help the uation. In Gerald Nosich’s Learning to Think Kuncel, “Does College Teach Critical Think- individual “[e]xercise sound reasoning to an- Things Through: A Critical Guide to Thinking ing? A Meta-Analysis,” Review of Educational alyze issues, make decisions, and overcome Across the Curriculum (New York: Pearson, Research 86:2 (June 2016): 431-468. problems. The individual is able to obtain, 2012), 11 elements for critiquing one’s disci- 9. Lisa Tsui, “A Review of Research on interpret, and use knowledge, facts, and data pline are identified: purpose, question at Critical Thinking” (1998): https://files.eric. in this process, and may demonstrate origi- issue, context, information, assumption, con- ed.gov/fulltext/ED427572.pdf. Paper pre- nality and inventiveness”: http://www. clusion, implications and consequences, point sented at the 23rd Annual Meeting of the As- naceweb.org/career-readiness/ competen of view, concepts, conclusions and interpreta- sociation for the Study of Higher Education, cies/ career-readiness-defined/. tions, and alternatives (96, 97). Miami, Florida, November 5-8, 1998. Tsui re- 14. Martha L. A. Stassen, et al. discuss 29. White, Education, 30. viewed research from a total of 62 studies the impact of academic disciplines on criti- 30. ______, Our High Calling (Wash- measuring the growth of critical thinking. cal-thinking definitions. See Judith E. Miller ington, D.C.: Review and Herald, 1961), 16. Findings showed gains in critical and higher- and James E. Groccia, eds., To Improve the 31. In Our High Calling, Ellen G. White order thinking skills during the college years. Academy: Resources for Faculty, Instructional, wrote: “Christ, His character and work, is See also James H. McMillan, “Enhancing and Organizational Development (Hoboken, the center and circumference of all truth. He College Students’ Critical Thinking: A Re- N.J.: Wiley, 2011), 127. is the chain upon which the jewels of doc- view of Studies,” Research in Higher Educa- 15. Pew Research Center, “Millennials: trine are linked. In Him is found the com- tion 26:1 (1987): 3-29. Confident. Connected. Open to Change” plete system of truth” (16). 10. The self-esteem movement in American (February 2010): https://www.pewresearch. 32. In her address to the 1909 General schools during the 1980s and 1990s emerged org/social-trends/2010/02/24/millennials- Conference Session, Ellen G. White chal- from the work of John Vasconcellos, a Califor- confident-connected-open-to-change/. lenged all Adventist education—higher edu- nia senator, and the California Taskforce to 16. Ellen G. White, Messages to Young cation included—with a one-question test: Promote Self-Esteem and Personal Social Re- People (Washington, D.C..: Review and Her- “Is it fitting us to keep our minds fixed upon sponsibility. See “Toward a State of Esteem. ald, 1930), 260. the mark of the prize of the high calling of The Final Report of the California Task Force God in Christ Jesus?” (“A Lesson in Health to Promote Self-Esteem and Personal and So- Reform,” Advent Review and Sabbath Herald cial Responsibility” (January 1990): https:// 87:6 [February 10, 1910]: 7). files. eric.ed.gov/full text/ED321170.pdf. Some 33. See John 1:17; 16:13.

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 23 PERSPECTIVES

Niels-Erik Andreasen Advancing in a Thoughts on Adventist Higher Education in Times of Crises Different Direction

igher education is struggling and other school staff in face-to-face by the fact that some segments of U.S. for its future, if one is to be- instruction, at least until a majority of higher education were already strug- lieve the headlines. The most the population has been vaccinated. gling before the virus, especially H recent cause is the disruption Meanwhile, across the United States smaller private colleges and some re- to daily life and the economy by and worldwide, jobs have been lost, gional public institutions. Adventist COVID-19.1 Troubles began when col- and for many, family resources for higher education is situated among the lege students were sent home last education have shrunk. To cope with former. The summit organized by spring due to the pandemic. With the negative ﬁnancial impact, many North American Division (NAD) edu- them went reimbursements for unused institutions have resorted to layoffs, cation leaders in Chicago, Illinois, Au- room-and-board payments. Some, but furloughs, and hiring freezes in an at- gust 20184 had already warned of not all, colleges cautiously reopened tempt to bring revenue and expenses emerging challenges awaiting NAD Ad- their campuses for students in the fall into line. Some schools have sought ventist colleges and universities—con- of 2020. Others will continue teaching public assistance. Governments have tinuous and widespread enrollment de- online or with a blending of the two. appropriated some funds, and gener- clines and relentless cost increases. The safety measures accompany- ous alumni have given gifts to replace The general decline in enrollment is ing the reopening of campuses look lost revenue.2 But it will not be easy due in part to a drop in the college-age more like an obstacle course than the for colleges and universities to re- population that has continued into the familiar warm, welcoming letter to cover, according to higher education current decade. It impacts both public new and returning students. Many pundits,3 and many expect big ﬁnan- and private institutions, especially in faculty are concerned about their cial losses in the months ahead, the central, northern, and eastern re- own safety and that of their students which will necessitate emergency borrowing for operations. That current situation is aggravated

24 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org gions of the U.S. For Adventist higher difficult periods dealing with a down- a corollary, does the proliferation of education, additional factors play a turn, a colleague advised: (1) Thank majors, programs, concentrations, role, having to do with demographic God for crises and setbacks; (2) Do electives, and course offerings really changes in our NAD churches (e.g., not waste them; and (3) Use them to make for better education? smaller families and aging member- make necessary decisions, and then Of course, good reasons for ex- ship) in addition to the cost factors. implement them. While that sounds panding our educational offerings, as The Chicago summit proposed clever, it is also troubling. Should one illustrated by our extensive college concrete action plans in response to wait for downturns to correct errors catalogues, are easy to find—among these and future trends.5 Among made during upturns? What are the them, the wish to respond to the them are shared back-office services, potential implications of advancing in many and varied interests of all the a commitment to online teaching, a different direction? Might this re- prospective students. Add to that our consolidation and segmentation of in- quire an operational retreat in prepa- desire to enlarge the campuses and stitutions, and—most difficult of all— ration for a tactical advance? Could their facilities, and to raise their pro- slowing the cost increases of higher that even work for education? file in the community. These are good education. All are promising action “Advancing backward” for a college plans and would go some distance to- facing stressful times may mean re- ward strengthening Adventist higher trenchment (“right-sizing” is the polit- education, once implemented. The ically correct term), consolidating, and The institution hopes cost of college education, like the cost refocusing the institution instead of of housing, has increased more rap- merely expanding, extending, and en- that regular costs will be idly than family income for most peo- larging it. Such steps taken in times of ple in recent decades, making it diffi- stress generally begin by reductions in covered by growth, but cult for them to afford private college faculty and staff because their remu- for their children without scholar- neration represents the largest expense there is no guarantee. If ships or steep tuition discounts. That item and is therefore the greatest fi- that growth ever stops, the has put downward pressure on net nancial stress factor in the school’s tuition revenue and the ability of operations. But this by itself may deficit becomes perma- many colleges to meet their budgets. quickly lead to new challenges as the All this had been known for quite workload increases for those who re- nent and difficult to erase. some time, and then came the virus! main behind, unless the school simul- Below are some modest ideas in taneously makes different kinds of re- It may end up drowning response to the ongoing threat facing ductions. This brings up the matter of an institution in red ink, our colleges and universities both course offerings in relationship to stu- generally and in light of the virus. dents enrolled and the institution’s ca- eventually leading to its They are not new. None of them is pacity to teach them. And that, in easy. But they, or something like turn, will raise important questions closure by its boards. them, may be necessary if NAD terti- about educational quality. But a major ary education is to survive the next issue is that many smaller institutions difficult years. The question before us (and maybe some large ones, too) is this: How can we continue to pro- simply offer too many courses, ma- reasons. But they can cost dearly, vide the vaunted quality of Adventist jors, and services, with less than a with the result that some institutions higher education during this time of critical mass of students in each operate with structural deficits. stress, while keeping our institutions course and program. A way to visual- A regular deficit happens in a year financially viable? This essay is join- ize that compares the considerable during which expenses outstrip rev- ing many others in asking for a recali- size of our college or university cata- enue for some reason. A structural bration of the way educational serv- logues, which list all the programs and deficit is built into the budget as a nor- ices are delivered. And, of course, it subjects taught, with the catalogues of mal part of operations. It is covered by assumes aggressive recruitment, de- much larger institutions. The similar- expected enrollment and tuition in- spite demographic challenges. ity in size may be instructive. How creases. The institution hopes that can smaller institutions afford to offer these regular costs will be covered by 1. “We are not retreating—we are advanc- so many programs and courses, given growth, but there is no guarantee. If ing in a different direction!”6 their modest enrollment levels? And as that growth ever stops, the deficit be- How does one respond to setbacks comes permanent and difficult to erase. and retreating (advancing in a differ- It may end up drowning an institution ent direction)? During one of my own in red ink, eventually leading to its clo-

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 25 sure by its boards. Such institutions are duces a good harvest. Can that be be funded by what is left after the in- particularly vulnerable during the cur- true also for small Christian colleges struction expense. rent pandemic, which threatens both and universities in a time of stress? Common percentages of the total perennial tuition increases and needed Clearly, this is not a pleasant thought. budget assigned to each of the func- enrollment upticks. Unhappily, this So how aggressively do we need to tions noted above, including instruc- scenario appears to be the situation “prune,” and what will that do for tion, in a typical four-year private col- with some smaller private colleges and the quality of Adventist higher educa- lege are readily available from the universities like ours in NAD, and it tion? National Center for Education Statis- probably was the impetus behind the Some will say pruning a college tics (NCES).7 These percentages will Chicago summit on Adventist higher should involve only cutting budgets vary somewhat with the local econ- education in 2018. in order to bring them into balance omy, remuneration levels, and tuition Can one right-size a small college and to avoid deficits, especially struc- charges. All these numbers and ratios without damaging the quality of its ed- tural ones, and leaving everything can be put on a single page for most else intact. That generally involves small institutions and will quickly reducing faculty and staff by right- show if a school’s budget is in bal- sizing what is commonly referred to ance or facing a deficit. Some will say pruning a as the student/teacher ratio. Con- The most important number/ratio sider this thought experiment for a and therefore the most crucial is the college should involve moment. How many students do we first, due to its size. How many stu- only cutting budgets in need to make our courses and pro- dents for each teacher? Conventional grams viable, and how many teach- wisdom holds that in traditional resi- order to bring them into ers do we need to employ to teach dential, private undergraduate col- them within a balanced budget? leges with 12-unit teaching loads per balance and to avoid Place the teachers, 50, 75, 100 or term, a teacher-to-student ratio of 1 deficits, especially struc- more, in social distance on campus, to 10/11 or below will likely lead to and distribute an equal number of structural deficits and eventual clo- tural ones, and leaving students around each teacher. That sure; a ratio of 1 to 12/13 may be will give a visual student/teacher barely workable; and a ratio of 1 to everything else intact. ratio for the campus. Every college 14/16 and above will likely work That generally involves re- and university should figure out for well. The right student-teacher ratio itself what that number ought to be. is an important indicator of stability ducing faculty and staff by It may be different for graduate, pro- and success. So far, these comments fessional, and undergraduate stu- have assumed a typical Adventist res- right-sizing what is com- dents, and it should consider dis- idential college or university with a monly referred to as the tance and part-time students. Now regular fulltime faculty. calculate the net tuition paid by each During the pandemic, many insti- student/teacher ratio. student (an average will do), multi- tutions have taught all or some of ply that by the number in each stu- their students online and off campus. dent circle, and compare that to the That has caused a drop in auxiliary Human Resources budget for their income, but little if any cost reduc- ucation and sending it on a further teacher, including salary, benefits, of- tion in the instructional areas, except downward spiral? fice help, research, conference travel, when colleges share some students, etc. Multiply this by the number of teachers, and tuition revenue, as pro- 2. Aggressive pruning and its impact on circles, and that will produce the in- posed by the Chicago summit. Virtual quality education stitution’s revenue and expense colleges, teaching all their students “You will never harvest any grapes budget in the instruction function. online by mostly contracted faculty, from this vine,” my neighbor in St. One can do the same for the auxil- will use a different financial model Helena, California, said, upon seeing iaries (room and board). Additionally, not considered here. Many of them how incompetently and timidly I the total institutional budget will in are for-profit institutions. pruned our seedless Thompson most cases include some non-tuition The COVID-19 faculty layoffs, fur- grapevine last spring. In fact, only revenue on the plus side, and on the loughs, and hiring freezes throughout correct and aggressive pruning pro- expense side, costs for the operation higher education are intended to im- of the campus, management, financial services, and obligations, academic and student support, etc., all to

26 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org prove the student/teacher ratios at a “collide” in a friendly way with the For this reason, I believe some- time of enrollment uncertainty. But minds of teachers in these courses, thing can be gained for the long- what toll will that take on the quality education takes place! But how many term viability of the institution by of education, and how can that be teachers and courses does it take for redesigning teaching and learning mitigated? these “collisions” to happen with (the curriculum) around a limited good learning outcomes? number of exceptionally well- 3. Management by objectives During my lengthy tenure as a uni- taught courses (that is, “just Management by objectives is a for- versity administrator I met with thou- enough”) to help students meet mula made popular by the late man- sands of alumni, many of whom their graduation requirements, keep agement guru, Peter Drucker. How wanted to ask about their old school: their credits and therefore costs could that help colleges and universi- Is professor so and so still alive, and down, and make it easier to com- ties during COVID-19? Is it one of how about dean such and such— plete their undergraduate degrees those things one implements during never did a question come up about in four years. Breadth in learning times of downturn because issues the president, nor the size of the fac- will occur in the minds of students were neglected during times of up- ulty, nor the growth of the campus, principally when they interact with turn? Or does it represent what nor the extracurricular services and their best teachers, not just when should be standard operating proce- support, though they are all impor- they shop around and select addi- dures? Educators frequently frown tant topics! Clearly, individual teach- tional courses offered in the cata- upon this management formula, ers are the undisputed heroes of edu- logue. The key here is “limited thinking it is focused only upon cation. Further, I concluded that in number,” “just enough” exception- money. But for the purposes of this most cases one, two, or three highly ally well-taught courses enabling discussion, it deals with the total edu- influential teachers attracted students students to keep the number of cational objectives we seek for our into their classes, helped them select their credits and costs down and students. These include personal de- a major, and guided them to gradua- graduate on time. Any meaningful velopment, spiritual, social, and ethi- tion and a life calling. That is the adjustment in faculty begins with cal formation, preparation for a life- alumni testimony. an adjustment in curriculum de- work, religious understanding, how to relate to the church’s mission, acquisition of valuable skill sets, international orientation, multifaceted learning opportunities, even undergraduate research, all concluding with a diploma or degree certifying that quality learning took place. Nevertheless, from the perspective of the college administration, the chief purveyors of all these educational objectives will always be the faculty. They must be hired, supported, and funded, and they are the principal managers of the educational objectives. Most college programs of study (majors)—and general education, too—begin with teachers determining what students ought to learn in their respective programs. The faculty build the curriculum under the watchful eye of deans and chairs, and keep in mind requirements of accredi- tation and certification organizations. Occasionally, a class is added to explore a new topic, or to benefit from the expertise of a new teacher. Rarely are classes dropped from the program. When the minds of students

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 27 Is it possible to maintain a financially viable sign. This requires some hard institution of higher learning that is also educa- choices when building the curriculum, along with quality and breath of tionally viable? Or, put the other way around, learning when designing each course. The result of redesigning the can an educational institution that is no teaching and learning curriculum will be a rebalancing between quan- longer educationally viable ever hope to become tity and quality in the students’ educational experience. A critical mass financially viable again? of students in each class will also help promote student-to-student learning (a peer-tutoring approach) while keeping the student/teacher ratio at a workable level. In turn, the gins with the curriculum and the crit- build up a great résumé during a life- rest of the campus services and pro- ical mass of students in each course long commitment to career develop- grams will take their cue from the of study. That is the objective by ment, promotion, achievement, and economy and efficiency of the in- which colleges manage the instruc- recognition; “Adam II” represents structional sector. The academic tion part of the budget, and by impli- character traits that culminate in a community will set the example of cation the budgets for instructional wonderful eulogy at the conclusion educational efficiency and adminis- support, administration, the auxil- of a life committed to values, service, trative modesty. In times of budget iaries, et cetera. humility, and graciousness. As we adjustments, faculty members often But even if those practices could seek to apply these two aspects of feel that the real cost problem is help higher education’s budgets and personal development to Christian caused by bloated staff levels, while stabilize college operations in a trying education facing challenges and the staff feels that faculty positions time, will they not in the end hurt the changes, think of the first as that are protected unfairly. It is always vaunted quality of our education? which students gain from a well-de- better for the one who sets the exam- That question will not easily go away. signed, well-taught curriculum of just ple (in this case the faculty) to call It is a “structural question,” like a enough courses to graduate on time on the rest of the campus to follow. “structural deficit” that returns again and to qualify for their work or pro- If that approach is feasible in aca- and again! In short, is it possible to fessional goals, and the second as the demic programs of study, can it also maintain a financially viable institu- lived experiences that build and apply to the professional programs tion of higher learning that is also ed- shape character as students grow and whose variety and number of courses ucationally viable? Or, put the other interact with others within the cam- are often mandated by external accred- way around, can an educational insti- pus community. iting agencies? In this case, the college tution that is no longer educationally Christian education is blessed by must determine the viability of each viable ever hope to become finan- an innate understanding of both these program by testing its ability to recruit cially viable again? That lies at the life goals, in what Ellen G. White calls enough students to maintain a work- heart of the structural question. To “true education.”9 We must never able student/faculty ratio throughout contemplate that question, consider abandon either of them, no matter its mandated curriculum. Some pro- the following illustration and final the severity of the crisis before us. grams may not be able to meet this ex- point. How is that possible? Reading the pectation, even when adding general- book by Brooks, it becomes clear education courses into the mix. 4. “Adam I achieves success by winning from his examples of Adam II achiev- The objective of this sort of man- victories over others. But Adam II builds ers that they also develop strong ré- agement is to create a student/ character by winning victories over the sumés. They become accomplished teacher ratio that is sustainable, to weaknesses in himself.”8 people, but along the way, they add rid the school of structural deficits, In this summary sentence of his the most important trait—“character and to build breadth and quality of book The Road to Character, David development,” which qualifies them learning into the required number of Brooks identifies two aspects of per- for the noble eulogy. courses without adding more courses sonal development or education, as Most great résumés begin with ed- than needed for graduation. Thus, we may call it. For convenience sake, ucation, generally a college degree, the process of re-engineering does he calls them Adam I and Adam II, with its various courses, major, not begin with cutting faculty. It be- where the word Adam means simply “man/human.” “Adam I” represents the character traits that help a person

28 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org grades, and graduation leading to a Berrien Springs, Michigan, U.S.A., little over US$3 billion was allocated in the good job. Character development also where he served as president from 1994- United Kingdom (see Gavin Williamson, “New Funding to Support Schools and Col- occurs in college, but is not generally 2016. He also served as president of leges During Covid Pandemic,” Department associated with the courses and ma- Walla Walla College (now University) in of Education [November 2020]: https:// jors, grades, and degrees a student Walla Walla, Washington from 1990- www.gov.uk/government/news/new- may complete. No number of courses 1994. In addition to more than 45 years funding-to-support-schools-and-colleges- by themselves will lead to a noble of service leading Adventist colleges and during-covid-pandemic). 3. David Rosowsky, “Where Does Higher character. Rather, this happens at mo- universities, Dr. Andreasen has served Education Go Next?” Forbes (September ments of interaction between the on institutional boards, authored arti- 2020): https://www.forbes.com/sites/ minds of teacher and student, and cles and books, and served as a profes- davidrosowsky/2020/09/05/where-does- often between students themselves; it sor and Old Testament scholar. higher-education-go-next/?sh=35bb58b6 happens during spiritual-life pro- 9b74; and International Consultants for Edu- cation and Fairs ICEF Monitor (April 2020): grams, extracurricular events, com- https://monitor.icef.com/2020/04/measur munity outreach, and service experi- Recommended citation: ing-covid-19s-impact-on-higher-education/. ences. Character is the part of Niels-Erik Andreasen, “‘Advancing 4. Debbie Michel, “Higher Ed Leaders education that lasts an eternity.10 To in a Different Direction’: Thoughts on Vote to Explore Collaboration,” NAD News- achieve that ultimate goal in our edu- Adventist Higher Education in Times Points (August 13, 2018): https://www.nad ad ventist.org/news/higher-ed-leaders-vote- cation, it may not help much to fill The Journal of Adventist of Crises,” explore-collaboration. See also Chicago Dec- our catalogues with ever more Education 82:4 (October-December laration: The Future of Seventh-day Adventist courses, required or elected, but it 2020): 24-29. Higher Education (August 12. 2018): https:// does depend upon some very good www.nadadventist.org/sites/default/files/ teachers, committed administrators, 2018-08/The%202018%20Chicago%20 Dec laration%20paper.pdf. Additional pre - and trusted support staff; it takes the NOTES AND REFERENCES sentations from the summit are available at entire educational team working to- 1. Prior to COVID-19, challenges to higher education included declines in en - https://www.adventisthe.org/video-archive. gether to provide students with the rollment, adequate funding, governance, 5. One primary reason for the projected best experience. relevance given the changing job market, drop in school enrollment within the United In conclusion, is it really possible and more. See Emma Whitford, “Pandemic States is that fewer babies were born during the great recession of 2007-2008. For more by curriculum re-engineering to Worsened Public Higher Ed’s Biggest Chal- information on demographic trends affecting maintain a college education that is lenges,” Inside Higher Ed (June 24, 2020): https://www.insidehighered.com/news/202 higher education, see Nathan D. Grawe, both financially and educationally vi- 0/06/24/coronavirus-pandemic-worsened- Demographics and the Demand for Higher able? The answer is Yes, but it will higher-eds-biggest-challenges-new-survey- Education (Baltimore, Md.: Johns Hopkins be difficult, and each institution will shows; and Scott Galloway, Business Insider University Press, 2018): https://www.inside highered.com/admissions/article/2018/01/ have to find its own way through (2020): https://www.businessinsider.com/ 08/new-book-argues-most-colleges-are- this. No one size fits all. At the end scott-galloway-colleges-must-cut-costs-to- survive-covid-2020-7?fbclid=IwAR2YTn3 about-face-significant-decline. of the process, the curricula will be uecbNuWsT5a1ZQ8aokRu4tULN5i0q7GroC- 6. Quotation attributed to Oliver P. slimmer and where possible shorter, QtrzSVvoHriWKeMgo. Smith, Major General, USMC while faced each program will be re-examined 2. In 2020, the United States government with a retreat in the Pacific theater during World War II. See “Max Hastings on Oliver for viability and modification, the passed the CARES Act, which allocated P. Smith’s ‘Advancing in Another Direction’” faculty- (and staff) to-student ratio US$14 billion to the Office of Postsecondary Education as the Higher Education Emer- (April 2010): http://entersection.com/ will be pushed into a sustainable gency Relief Fund, or HEERF (see United posts/915-max-hastings-on-oliver-p-smiths- range. The faculty (and staff) will States Department of Education, “CARES advancing-in-another-direction, and also take greater responsibility for the Act: Higher Education Emergency Relief Max Hastings, The Korean War (New York: Simon and Schuster, 1988), 159. personal development of their stu- Fund” [2020]: https://www2.ed.gov/about/ 7. The National Center for Education Sta- dents. The campus will become offices/list/ope/caresact.html). Similarly, in Canada, a CA$9 billion dollar package was tistics is a Federal entity and the main more family-like and community ori- allocated to assist postsecondary education source for data related to education at all ented and learning more collegial (see Nathan Greenfield, “CA$9 Billion Pan- levels in the United States: https://nces.ed. with a renewed commitment to a life demic Support Package for Students Un- gov/. See also related information from the Integrated Postsecondary Education Data of the mind and of faith. ✐ veiled,” University World News [May 2020]: System: https://nces.ed.gov/ipeds/use-the- https://www.universityworldnews.com/ post. php?story=20200512155215600); and a data/survey-components. 8. David Brooks, The Road to Character This article has been peer reviewed. (New York: Random House, 2015), 13. 9. Ellen G. White, Education (Mountain View, Calif.: Pacific Press, 1903), 13.

10. Ibid., 17-19. Niels-Erik Andreasen, PhD, is Presi- dent Emeritus of Andrews University in

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 29 BEST PRACTICES AT WORK

AdventHealth Virtual Jason Ruiter Ingrid Hernandez Internship six weeks and went entirely digital. The program launched June 22, 2020, and concluded July 31, 2020. During the Pandemic “It felt a bit more like a television production,” said Ken Bradley, director of the emerging leaders program at Ad- Brings Many Benefits ventHealth’s Leadership Institute, de- scribing the changes made to facilitate the virtual internship program. “The quality of the work was incredible.” hile many companies ship positions at US$15 an hour for Technology naturally played a major canceled summer intern- approximately seven hours a day for role in the pivot. To facilitate the new ship opportunities in six weeks. Through the program, they format, the Leadership Institute’s team 2020 due to COVID-19, are assigned projects, paired with ex- underwent online training sponsored W 1 AdventHealth created a virtual expe- ecutive mentors and preceptors, and by Franklin Covey, a global provider of rience that exposed interns to a wide take part in a variety of social and leadership training and consulting, and array of leaders and opportunities. spiritual events. The limitations im- set up a production team with a daily 2 Tanner Toay, a senior studying posed by COVID-19, however, made it producer, a consistent “on-air” host, business administration at Union Col- difficult for the program to proceed in and staff coordinators who monitored lege in Lincoln, Nebraska, was disap- its usual format, so it became neces- the open chat feed, as well as a private pointed when his summer internship sary to replace the usual travel and ac- chat that allowed for real-time produc- with a healthcare system was can- commodations with virtual access. tion adjustments. At the end of each celed due to COVID-19. But when he According to a recent survey, 35 day, the team met to review their suc- heard from AdventHealth, a system of percent of 900 U.S. college students cesses and opportunities for improve- 50 hospitals that serves five million had their internships canceled be- ment to ensure they were adequately 3 patients annually throughout the cause of the pandemic. With many prepared for the next session. In the United States, and its offer of a virtual students missing out on key opportu- end, they found that the digital tools internship that would expose him to a nities to develop future careers during made it easy to connect the interns to wide breadth of healthcare knowledge, the summer, a few companies pivoted their daily meetings and projects and he jumped at the chance. “A lot of the from an in-person to a virtual curricu- to one another. people I know had their internships lum. AdventHealth leaders were de- “I think something that’s really canceled,” he said. “AdventHealth was termined to find the right solution for unique with virtual internships is the the first one to really offer a solid pro- their company while keeping two ability to quickly break out into gram.” considerations in mind: how to en- groups,” Toay said of his experience. The summer internship program at sure the safety of the interns, staff, “If you tried to do that in person, it’d AdventHealth is not new. For many and preceptors, and how to fulfill the be just chaos. It’d be like musical years, it has offered as many as 50 to promise that had been made to the chairs.” 55 undergraduates from Adventist col- interns. Ultimately, the decision to The 55 young adult interns were leges and universities an opportunity proceed in a virtual format was evenly split in terms of gender, repre- to become embedded within the or- driven by the health system’s key val- sented 12 education institutions and 42 ganization in areas ranging from fi- ues and made at the very top by Pres- majors, and had an average GPA of 3.5. nance and accounting to nursing, IT, ident and CEO Terry Shaw, who felt About half, 55 percent, were juniors in and marketing. These final 50 or so the organization had made a moral college, 14 percent were seniors, 4 per- students, from a pool of more than commitment to its interns. cent were graduates, and 2 percent 300 applicants, are offered paid intern- To ensure the interns’ safety and were freshman. As a group, they lis- education needs once the decision tened to daily devotions, presentations, was made, AdventHealth abridged its internship program from 12 weeks to

30 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org and leadership lessons from Advent - participant was evaluated by his or her program is the number of future and Health clinicians and leaders via a assigned preceptor and/or resident ad- permanent hires it produces. Zoom meeting and were placed by the visor in a discussion covering ways the The AdventHealth summer intern- proctor into virtual “breakout rooms” intern brought value to the company ship program aims to answer three where they grappled with questions and department, and areas that could questions for its interns: Is the posed by the guest speakers. be improved upon. In turn, feedback healthcare field right for them? Is Ad- Ted Hamilton, MD, chief mission- received from the interns—in the form ventHealth the right employer for integration officer for AdventHealth, of both survey and anecdotal evalua- them? And if it is, in what area of referred to the company’s mission tions—helped the Leadership Institute healthcare would they like to work? statement “Extending the Healing Min- team assess the program’s effective- These questions are discussed with istry of Christ” when he spoke during ness. Organizers found that: interns throughout the program, as one Thursday morning meeting. “Pa- • One hundred percent of the in- they are exposed to real-world experi- tient care does not demand that we terns believed the virtual internship ences and meet with top leaders, and have a mission and ministry,” he said had helped to develop them as leaders; then answered during the final inter- during the call. “So, why do we do • Ninety-eight percent believed view with their preceptor. this?” The interns were then placed they had acquired the necessary ca- Toay, who was embedded in a fi- into virtual groups where they dis- pabilities to contribute to Advent- nance project as part of his intern- cussed possible answers. Health’s mission; and ship, said he learned how Advent - Bradley said that thanks to the • Ninety-two percent were inter- Health, at every turn, goes back to its ease-of-use of virtual meetings, many ested in a career with the organiza- mission of Extending the Healing executives were able to provide an tion—an especially promising statis- Ministry of Christ in its decision-mak- hour of their time to speak to the in- tic, as one of the key metrics for ing. “I think I’m very much leaning terns. That included Mark Hertling, a AdventHealth’s summer internship toward, ‘I would like to work for Ad- physician leadership consultant for Ad- ventHealth,’” he said. ✐ ventHealth and former commanding general of the U.S. Army, and Jeffrey Kuhlman, MD, AdventHealth senior vice president of clinical quality and patient safety, and former White House physician. Toay said he loved the exposure. In addition to their seminars, he and the other interns paired up with one another to interview leaders across the system about the company’s response to COVID-19. Called Project Insight, the endeavor was tasked to the interns by Shaw. “I liked the openness of the project,” Toay said. “Because executives’ feedback was collected anonymously, I feel that as an intern you got to hear candidly.” As part of their self-led work, the interns managed their own time to complete online training courses, take virtual tours, participate in résumé re- views and mock interviews with Ad- ventHealth’s talent acquisition team, and to develop personal video sub- missions and a group presentation to be showcased during the annual intern expo (see Box 1 on page 32 for an example of the schedule of activities during week one). At the end of the six weeks, each

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 31 Box 1. Example of Week 1 2020 Summer Internship Schedule Week 1 - Welcome to AdventHealth Self-led work: 1. Assigned ALN Presented by the Leadership Institute Prework: 1. Complete and Download CliftonStrengths Orientation Curriculum; 2. Virtual tours “Leading in Crisis” Assessment; 2. Set up your virtual workspace using VR Cardboard Slims

Session Time (EST) Objectives Speakers, Titles Location

Monday, 9:30am - 10:45am Welcome - Opening June 22, Remarks Ken Bradley, Director of Emerging 2020 Leaders Program Zoom 10:45am-11:00am Break 11:00am-12:00pm A Patient’s Story An interview with Roy Reid, Executive Director of Public Affairs Communication; Facilitated by Sy Saliba, Director of Leadership Institute Zoom 12:00pm -1:00pm Lunch Break 1:00pm -2:30pm Intern Introductions | Ice Breaker Sy Gallimore, Physician Enterprise Resident Zoom 2:30pm -3:00pm Break 3:00pm-4:00pm Keynote - State of AdventHealth Gina Creek, Executive Director of Leadership Institute to introduce our Keynote speaker Randy Haffner, President/ CEO, Multi-State Division Zoom 4:00pm Adjourn

Tuesday, 10:00am -10:45am An Introduction to Spiritual Formation June 23, Jay Perez, VP Institutional Ministries Zoom 2020 10:45am-11:00am Break

11:00am-12:00pm Wrestling With Hard Decisions Ken Bradley, Director of Emerging Leaders Program Zoom 12:00pm -1:00pm Lunch Break 1:00pm -2:00pm Emerging Leaders Panel Facilitated by Veronica Garcia-Carvajal, West Florida Division Accounting | Finance Resident. The panel will include: Brielyn Sampson, Director, Corporate Responsibility; Arleni Calderon, Director, Supply Chain; Elijah Bruette, Executive Director, Busi- n ess Development Strategic Planning; Emily Johnson, Director, Finance; and Zachary Crane, Director, Anesthesia Operations Zoom 2:00pm -2:15pm Break 2:15pm-3:00pm Your Internship Experience Ken Bradley, Director of Emerging Leaders; Gina Creek, Executive Director, Leadership Institute; Angela Sechrest, Coordinator, Emerging Leaders Zoom 3:00pm-3:15pm Break 3:15pm-4:00pm AdventHealth Jeopardy Sy Gallimore, Physician Enterprise Resident Zoom 4:00pm Adjourn

Wednesday, 10:00am-10:30am Devotional - Leadership Lessons June 24, from Peter Andrew Taylor, AdventHealth Orlando Accounting|Finance Resident Zoom 2020 10:30am-12:00pm Internship | Professional Etiquette Amanda Kukich, Director, Finance; Jordan Couch, Director of Hospital Services Zoom 12:00pm -1:00pm Lunch Break 1:00pm -3:30pm Introduction to the Pandemic Crisis Ken Bradley, Director of Emerging Leaders; Gina Creek, Executive Director, Leadership Institute; Amanda Maggard, President/CEO AdventHealth Zephyrhills; Rob Deininger, President/CEO, Advent- Health Fish; Danielle Johnson, VP COO, AdventHealth Fish Zoom 3:30pm Adjourn

Thursday, 10:00am-10:30am Devotional - Leadership Lessons June 25, from Joshua Astrid Monroig-Negron, Corporate Responsibility Resident Zoom 2020 10:30am-11:00am Department Foundations Introduction Ken Bradley, Director of Emerging Leaders Zoom 11:00am-12:00pm Department Foundations - Management & Operations Hayden Palm, Shawnee Mission Management Resident Zoom 12:00pm -1:00pm Lunch Break 1:00pm-2:00pm Department Foundations - Supply Chain Olesia Korchuk, Supply Chain Resident Zoom 2:00pm-3:00pm Department Foundations - Marketing & Strategy Ashley Seymour, Marketing and Strategic Planning Resident Zoom 3:00pm -3:30pm Break 3:30pm-4:30pm Department Foundations - Physician Enterprise Natasha McWilliams-Nasser, Physician Enterprise Resident Zoom 4:30pm Adjourn

Friday, 9:00am-10:00am Leadership Lessons - Sy Saliba Sy Saliba, Director Program Development Zoom June 26, 10:00am-12:00pm CliftonStrengths: What Is Your 2020 Superpower? Gina Creek, Executive Director, Leadership Institute Zoom 12:00pm -1:00pm Lunch Break 1:00pm-2:30pm Weekend Wrap Up Leah Wooten, Management Resident Zoom 2:30pm Adjourn

32 The Journal of Adventist Education • October-December 2020 http://jae.adventist.org throughout almost a dozen states in the U.S. 3. Yello, a recruitment solutions com- Jason Ruiter, MJ, is a Communica- For more information about AdventHealth, pany, partnered with SurveyMonkey to sur- tions Specialist at AdventHealth, Alta- visit AdventHealth.com, or vey 913 current college students in the Facebook.com/AdventHealth; Staff, “100 of United States. The survey was conducted monte Springs, Florida, U.S.A. He the Largest Hospitals and Health Systems in from April 10-15, 2020. For more, see Jason holds a Master’s degree in journalism America,” Becker’s Hospital Review (2020): Weingarten and Dan Bartﬁeld, “Virtual In- from the University of Maryland (Col- https://www.beckershospitalreview.com/ ternship Statistics and Trends: A 2020 lege Park, Maryland, U.S.A.) and a lists/100-of-the-largest-hospitals-and-health- COVID-19 Impact Report,” Yello (2020): bachelor’s degree in English Language systems-in-america-2020.html. https://yello.co/blog/virtual-internship-sta 2. Names used with permission. tistics/. and Literature/Letters from Wesley College (Dover, Delaware, U.S.A). Prior to his work in communications, he worked as a reporter with the Or- Best Practices for Adapting Internship Programs in the COVID-19 Era* in Orlando, Florida, lando Sentinel 1. Ensure the credibility and safety of internship programs. Make sure the internship program where he reported on a wide range of is equipped to meet the needs of the students. This means paying attention to issues such as topics in areas such as government, maintaining records of engagement and providing avenues for participants and program direc- crime, environment, education, and tors to evaluate and report on performance. public policy. 2. Go virtual, if possible. While these are challenging times for companies that employ student interns, as well as for the interns themselves and the schools from which they are selected, Ingrid Hernandez, MS, is a Stake- the effects of a cancelled internship opportunity can be far-reaching. For this reason, if possible, holder Communications Manager at keep internship opportunities in place rather than canceling. In the education environment, this AdventHealth. She holds a Master of could also apply to student-teaching experiences. For an example of this, see article by Ryan Science in Communication from Pur- Teller, “Coronavirus Teaches Student Teachers to Be Adaptable,” Mid-America Outlook (June due University (West Lafayette, Indi- 2020): https://ucollege.edu/20200430/coronavirus-teaches-student-teachers-to-be-adaptable/. ana, U.S.A.), and a bachelor’s degree 3. Communicate with prospective interns. Regardless of the decision regarding whether to in public relations and business ad- continue or suspend the internship opportunity, maintain timely communication with candidates. ministration from Southern Adventist Update them on changes such as whether the internship will be cancelled, adjusted to an unpaid experience, and if they will have to work remotely. Regardless of the change, students need a University (Collegedale, Tennessee, clear and timely explanation so that they can adjust their plans. U.S.A.). Ms. Hernandez’s prior experi- 4. Be an advocate. Many college students are facing anxieties about the future during this ences include Senior Communications uncertain time. For those looking ahead, hoping to get a head start on their career, internships Specialist for AdventHealth, as well as offer a pathway to future jobs and possible job security. Be an advocate for students seeking ca- several other communications and reer support by increasing services to these students, such as continuing to keep them con- marketing roles. nected with their mentors or connecting them with a new mentor; offering résumé-review services or providing letters of recommendation; or even connecting them with potential employers through the program’s alumni network. These services go a long way to supporting students, Recommended citation: and it is something they will remember, long-term. Jason Ruiter and Ingrid Hernandez, 5. Plan virtual intern events. Virtual “Meet and Greet” sessions, fun trivia challenges, or ca- “AdventHealth Virtual Internship Dur- reer development webinars with the institution’s leadership team, potential hiring organizations, ing the Pandemic Brings Its Own Ben- or the alumni network of the program can go a long way toward making students feel con- eﬁts,” The Journal of Adventist Edu- nected. Virtual events can help interns build relationships with one another and with those facili- cation 82:4 (2020): 30-33. tating the learning experience. 6. Provide training and technology resources. Make sure interns have the resources necessary to connect virtually, as well as training on what is required for the remote learning experience. It may be tempting to assume that given the times in which we live, everyone should know how to NOTES AND REFERENCES 1. With a sacred mission of extending the connect digitally and has high-speed Internet access. This is not necessarily the case. Adapting to a healing ministry of Christ, AdventHealth is a virtual experience means that every participant should have the tools necessary to be successful. connected system of care for every stage of 7. Ensure that students have what they need to succeed. Interns will need access to re- life and health. More than 80,000 skilled and sources on campus, such as library, technology, and student services. They will also need clear compassionate caregivers in physician prac- guidelines regarding safety online, ethical standards, confidentiality (especially if working with tices, hospitals, outpatient clinics, skilled sensitive information), and potential legal liabilities. A helpful resource is Evelyn Villaflor-Almo- nursing facilities, home health agencies, and cera, ”Authentic Online Assessments (Fieldwork),” The Journal of Adventist Education 81:2 hospice centers provide individualized, (April-June 2019): 18-25. Available at https//jae.adventist.org/en/2019.81.2.4. wholistic care. A shared vision, common values, focus on whole-person health and commitment to making communities healthier * Adapted from Jason Weingarten and Dan Bartfield, “Virtual Internship Statistics and Trends: A 2020 unify the system’s 50 hospital campuses and COVID-19 Impact Report,” Yello (2020): https://yello.co/blog/virtual-internship-statistics/. hundreds of care sites in diverse markets

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 33

Editorial Continued from page 3 cruise ships and recreational boats on the river Nile; day and ill-advised and influenced by a hateful mother, led to the night, from transportation to entertainment, swimming to killing of John the Baptist, a faithful servant of God. bathing, life along the river bustles with activity. Like now, it Great things can come from small suggestions. Moses’ life appears the river was not only a source of livelihood for Egypt and legacy grew out of one such suggestion. Moses and his in Moses’ time, but also a place of gathering for life’s neces- siblings, Miriam and Aaron, were influenced by godly parents sities—bathing, recreation, and transportation. While Moses whose guidance and thousands of small suggestions over time was hidden in the reeds, the princess—the daughter of shaped them into individuals willing to trust God and walk by Pharaoh—along with her maidservants, came to the river and faith regardless of the difficulty or danger. Teachers, adminis- quickly noticed something in the reeds. On closer examina- trators, parents, and all who are part of a child’s life have the tion, they discovered the basket carrying the baby. Filled with power of suggestion and must use it wisely. The words spoken compassion in her heart for him, she knew that this baby to these tender hearts, when guided and influenced by God- must have belonged to a Hebrew family and was being hidden fearing adults, can make a difference in their lives and even from being killed at her father’s orders (Exodus 2:6). She also in the lives of nations. And, similarly, as these words shape knew that if she took him as her adopted son, her father their trust in God, their words, too, can do the same, enabling would also have pity on him. So, she prepared to take him. them to say with confidence, like Miriam: “‘I Will Go!’”13

The Suggestion At that very moment, during the flurry of excitement, Hudson E. Kibuuka, EdD, Is Associate Director of Education for Miriam, Moses’ watchful sister, approached the princess’s party the General Conference of Seventh-day Adventists in Silver and came up with a simple, brilliant, well-thought through, Spring, Maryland, U.S.A., and liaison for higher education and and life-changing suggestion. “Shall I go and get one of the He- advisor to the South Pacific, the Southern Africa-Indian Ocean, brew women to nurse the baby for you?” (Exodus 2:7, NIV). the Southern Asia-Pacific, the West-Central Africa, and the South- This seemingly simple suggestion led to a series of events ern Asia divisions. Dr. Kibuuka also serves as Editor for College beginning with the baby being given to his biological mother and University Dialogue, and as the appointed board represen- to take care of him until he was “older” (about 12).9 She did tative for the Seventh-day Adventist Church on the Christian what she knew was necessary as a Hebrew mother: teach Medical College Vellore Foundation Board, New York City, U.S.A. Moses never to forget God or the people of his ancestry. I imagine she narrated the stories of Abraham, Isaac, and Jacob, as well as how the children of Israel came to be living in Egypt. Recommended citation: Ellen White wrote of Moses’ mother, Jochebed: “How far- Hudson E. Kibuuka, “One Small Suggestion and the Making reaching in its results was the influence of that one Hebrew of a Giant,” The Journal of Adventist Education 82:4 (October- woman, and she an exile and a slave!”10 But it is also impor- December 2020): 3, 35. tant to acknowledge that her far-reaching influence also extended to Miriam, who was responsible for making the suggestion that initiated a series of events that led to the making NOTES AND REFERENCES 1. Unless indicated otherwise, all Scripture quotes in this editorial are of the great leader that Moses became. Miriam said, “‘Shall I taken from the King James Version of the Bible. go . . . ?’” The confidence and faith with which she stated 2. Ellen G. White, Patriarchs and Prophets (Washington, D.C.: Review this was like saying, “I will go . . . .”11 It was so compelling and Herald, 1890), 252. 3. Ellen G. White, Patriarchs and Prophets, 253. in its nature and so full of confidence that the princess had 4. Ibid., 255. to oblige. Miriam was not intimidated by the princess’ sta- 5. Ibid. tus—she did not give up or despair or run home to report to 6. Ibid. 7. Most biblical scholars attribute the authorship of the first five books her mother that Moses had been taken by a high-ranking fig- of the Bible, also known as the Pentateuch, and the Book of Job to Moses. ure, and she could do nothing. Instead, she must have been For more, see “Did Moses Write the First Five Books of the Old Testament?” driven by the Spirit of God to think otherwise. KJV Today (n.d.): http://www.kjvtoday.com/home did -moses-write-the- first-five-books-of-the-old-testament; and “Who Wrote the Book of Job” She also must have had confidence in her mother’s care (n.d.): https://www.thomasnelsonbibles.com/who-wrote-the-book-of-job/ . and teaching. Miriam’s suggestion impacted Moses’ future, See also “Adventist Scholars Organize Key Conference on Origins of Bible’s and indeed the future of the whole nation of Israelites (Ex- First Five Books” (April 2016): https://www.adventistreview.org/church- news/story3888-adventist-scholars-organize-key-conference-on-origins-of- odus 7:7). Moses accomplished a great mission as the leader bibles-first-5-books. of Israel’s exodus from Egypt, and this testifies to the impor- 8. New International Version (NIV). Holy Bible, New International Ver- sion®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by tance of the work of the Christian mother who influenced permission. All rights reserved worldwide. not only Moses12 but Miriam as well. 9. White, Patriarchs and Prophets, 244. This is in sharp contrast to Herodias in the New Testa- 10. Ibid. 11. Reach the World: I Will Go is the 2020-2025 strategic plan for the ment—whose hatred of John the Baptist was stirred up by her Seventh-day Adventist Church worldwide. It is based on the Great Com- own wrong choices—who advised her daughter Salome to ask mission of Matthew 28, which invites all follows of Christ to actively share for the head of John the Baptist (Mark 6:17-25). What a dif- the good news. For more, see https://iwillgo2020.org/. 12. Ellen G. White, Education (Mountain View, Calif.: Pacific Press, ference a suggestion can make! One suggestion led to the mak- 1903), 61. ing of a giant of faith and saved a whole nation while another, 13. Reach the World: I Will Go.

http://jae.adventist.org The Journal of Adventist Education • October-December 2020 35