Seeking a Godly Education: A Statement of Educational Philosophy

Seeking a Godly Education:

A Statement of Educational Philosophy


SA’CREDadjective [Latin sacer]

Holy; Proceeding from God and containing religious precepts; Consecrated; dedicated; devoted; Entitled to reverence; Inviolable.


As families committed to ‘God’ and to ‘family’, we reject the humanistic, society-centered philosophy of modern public education.  We also reject the humanistic, child-centered Greek educational philosophy which places all responsibility for growth on the child’s shoulders.  A Child is not an academic creature existing for the benefit of society, nor is the natural man a sure guide to paradise.  We embrace, instead, a Godly educational philosophy.  We believe that parents have a sacred responsibility to teach and to train their own children.  Children are a sacred trust.  Parents will be held accountable for having done all in their power to honorably return their children to God.  Consequently we seek, as the primary aim of education, excellence of character, as well as excellent academic and personal development.  Natural Law demands that the methods we employ in pursuit of this excellence be as noble as our intent and as excellent as the outcomes we strive for.

EXAM’PLEnoun egzam’pl. [Latin e xemplum.]
A pattern; Precedent which disposes to imitation; our preceptor before we can reason; Example has more effect than precept.

We recognize, first and foremost, the primary importance of example.  We must strive to understand and live in accordance with truth.  The attributes we desire to instill in our children must be inherent in our lives and in our conversation.  We believe that as we center our hearts on service to God He will bless our efforts, that our children’s hearts will also turn to God, and that He will teach them the things we cannot.


STRUCTUREnoun [Latin , to set or lay.]
Something that is constructed; something arranged in a definite pattern of organization; coherent form or organization.

Second, we recognize the value of structure.  Parents have responsibility to organize the household environment and activities in a way that fosters growth and excellence.  Children learn to govern themselves well when parents clearly establish well-thought-out disciplinary structures, routines, and expectations; allow children agency within appropriate limits; and then allow equal parts of empathy and consequences to teach truth.  The purpose of all discipline is to turn our children’s hearts to Christ.


TRUTHnoun  Conformity to fact or reality; exact accordance with that which is, or has been, or shall be;  Veracity; purity from falsehood; Correct opinion; Fidelity; constancy; Honesty; virtue; Exactness; conformity to rule; Real fact of just principle; Real state of things; Sincerity.

Third, parents must raise a standard of truth and establish a bar to inspire and direct growth.  Such a standard must never be used to manipulate or control.  Rather, it must be a means of empowering our families in their quest for excellence.  It must be straight-forward and give latitude for personal choice and adaptation.  It must not be mediocre.  We intend it to be worth striving for.  We desire to give our best to God and expect our children to do the same.  We must teach true principles both in word and in action and support our children in learning to govern themselves.

Growth comes line upon line and precept upon precept.  Our standard reflects this principle and encourages growth in each of the following areas:  Discipleship, Relationships, Leadership, Health-ship, Stewardship, Apprenticeship, Musicianship, Entrepreneurship, and Scholarship.

A child’s needs and capacities change significantly at about the age of 8 and, again, as they enter young adulthood, at about the age of 12.  As a child matures, parents should change the structure or system within which the children exercise agency in the home.  When these changes, or ‘advancements’, correlate with the moral development of the child and the accomplishment of goals which are part of the family standard, they provide an incentive for growth.  Formal transitions or graduations provide families an opportunity to recognize growth in a special traditional way.


Because the needs and capacities of every family are different, every family implementing these or any standards must adapt and apply them as directed by the Spirit of God through continued personal revelation.



Next in this Series:  Building the Ship: A Picture of Growth

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