The English poet John Milton, known for *Paradise Lost*, expressed a vision of education aimed at “restoring the ruins of our first parents by restoring a proper knowledge of God.” He believed this knowledge fosters love for God, imitation of Him, and true virtue. Nowadays, that perspective on education seems almost nonexistent. But, really, every approach to education carries some underlying vision of life, even if it’s unspoken, with significant cultural and political ramifications. It’s curious why this has changed so recently, especially considering recent observations by the Federal Ministry of Education.
According to a recent announcement, the Department of Education plans to shift some of its functions to other federal agencies through interagency agreements. A senior official claimed these changes represent a “major step forward” in streamlining operations and empowering states in educational matters. It’s worth noting this does not entail eliminating existing programs but, rather, redistributing many of them. For instance, the Division of Postsecondary Education will be jointly managed with the Department of Labor, although certain departments, like those handling civil rights and federal student loans, will remain within the Education Department. Education Secretary Linda McMahon mentioned this “testing” phase will help Congress figure out how to solidify these legislative changes, potentially advancing the administration’s aim to decentralize educational power.
Now, it seems reasonable to support efforts that reduce government bureaucracy. Yet, any attempt to downplay the federal role in education could falter if the fundamental purpose of education isn’t clarified. Returning powers to the states or improving test outcomes is unlikely to be sufficient without a clear definition of what education truly means. Education lacking a purpose can be quite risky. D.L. Moody once warned that teaching someone with bad intentions merely equips them to do more harm। It indicates that education must be founded on moral and philosophical principles.
A Christian worldview can offer both insight and direction in this context. Ideally, Christians envision education as a means of passing on wisdom, knowledge, and cultural heritage to future generations. They see its purpose as shaping individuals to realize their potential as image bearers. While many Americans rightly argue for the pairing of freedom and education to cultivate an informed citizenry, Christians believe education transcends mere career preparation or civic engagement.
At its core, education should facilitate understanding of God and our purpose on this planet. This framework offers a foundation for discerning truth and what is good and beautiful, as well as establishing necessary boundaries. Personally, I have written about this in *Restoring All Things: God’s Bold Plan to Change the World Through Everyday People*, emphasizing that true Christian education acknowledges both the inherent order of creation and moral values.
Historically, Christians have viewed education as a common good, and they’ve articulated its importance effectively. The pursuit of knowledge is inherently valuable, since knowing God’s creation is akin to knowing God Himself, and this pursuit holds a profound purpose. Furthermore, a Christian perspective makes it clear that a moral framework must shape knowledge for it to be deemed good. After all, the downfall of the first humans stemmed from acquiring knowledge they were unprepared for.
Moreover, a robust Christian educational philosophy should inspire action. Times of reform open the door for innovative educational options, such as classical Christian schools, private institutions, homeschool collectives, and church-based initiatives. These alternatives are vital for fostering students’ understanding of their purpose and their Creator. In simple terms, the essence of such an endeavor echoes the Westminster Catechism: “To the glory of God and to the eternal enjoyment of Him.”
The recent efforts to diminish the authority of the Department of Education could be seen as a natural progression. However, for education to be truly restored, its purpose must also be reinstated. Christians have both the opportunity and the obligation to define their educational purpose and act accordingly. Only then can we truly engage in the “repairing of the ruins” as Milton envisioned.
