What do you think?
Rate this book
Teaching Redemptively: Bringing Grace and Truth Into Your Classroom
As God's image bearers, Christian teachers are called to reflect the character of our creative, redemptive God. Teaching Redemptively challenges teachers to incorporate biblical principles into all areas of education, reflecting God's character in both process and content.
286 pages, Paperback
First published January 1, 2003
26 people are currently reading
194 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 22 of 22 reviews
July 23, 2021
I'm biased a bit because Dr. Graham was working on this material when he was my prof at Covenant College. Reading this more than 20 years later has helped me articulate why I approach education the way I do, why I felt tension with some popular approaches, and where I need to do some self evaluation. I'm now a home educator, but sound, biblical principles aren't limited to the traditional classroom.
July 21, 2016
What a breath of fresh air in the world of contemporary education and Christian education! Thank you for affirming one of my biggest concerns: that we always need to treat the students (and all those involved in the education process) as HUMANS made in the image of God, not as assembly line components, problems, or malajusted Pavlovian experiments. One ought not insist (both for the sake of the sake of the giftedness of the teacher and of the student) that the detailed instructions of the teacher's book be slavishly followed.
I know for a fact that some of Mr. Graham's instruction will be received with hostility by some in the Christian school movement. But please, give him a hearing. Students are people too, made in God's image. We need to remember that in all our interactions. We need to listen to his admonitions. We need to listen to our students too. Some of them, even in elementary school, are smarter than us. Without love, real, humble love, all that learning will get us nowhere in the classroom. I am telling you from personal experience that students can spot a teacher who doesn't care about them as a person from two football fields away.
If you are looking to put the blame on the students for not learning, this is not the book for you. If you are looking for thoughtful ideas for improving learning in the classroom (and, notably, OUTSIDE the classroom), this is a great place to look. And summer vacation is the best time to be thinking about such things, because one is (at least I am) not under the gun to have lessons for tomorrow.
ACSI certification readers will find a remarkable amount of common ground among Graham, Albert Greene, and J.P. Moreland. I found much more concrete and applicable hard-hitting details in this book than in Greene's book, though the principles were similar. I appreciated the questions and reflections at the end of each chapter, even though some were pretty basic.
The main feature I observed as a contrast between Graham and Moreland is Graham's repeated emphasis on making instruction relevant and responsive to the felt needs of the students. Moreland seemed pretty adamantly skeptical of the value of felt needs, even warning that the felt needs gospel is another gospel counter to the true one. I do understand, though, their value in creating what Graham calls "creative tension"--what Madeline Hunter might have called the anticipatory set; what Blues Traveler called "the hook." To understand how to motivate our student, we need to know their passions. I would suggest that we get creative in whetting the appetites of students who show no interest in our academic area.
Those with a homeschooling background will spot many affinities with Charlotte Mason and even the unschooling movement (why don't Christian ed and Homeschool thinkers read each other's stuff more?! You'd think they were writing in totally different fields.) He is noticeable cool and skeptical in passing of the classical movement.
It struck me that Graham was at times overstating his case, particularly in his exhortation to de-emphasize grades, honor roll, etc. I noticed a near radio silence regarding athletics. Wouldn't it be weird and sad to cheer the athletes but utterly ignore the accomplishments of the gifted academicians? Does honor roll have to be viewed as competitive and thereby stigmatized? I took these passages as hyperbole given to shake the education system out of its off-track emphasis and direct us to more collaborative and community work, and real-life application of lessons.
How I love the idea of tossing out most worksheet work and doing a few, interdisciplinary, truly thoughtful projects and papers. Of course sometimes you just have to learn the primary vowel sounds or the times tables. But let's move more in the direction of a unified vision of life and assessment that takes thinking into consideration, not merely memorization. Do it where you can. Let students produce a work of art or music in response to a novel or poem. (And don't force them to follow you instructions. Let them design it!) Have them put on a drama or perform a rap for history class. Baby steps.
I know for a fact that some of Mr. Graham's instruction will be received with hostility by some in the Christian school movement. But please, give him a hearing. Students are people too, made in God's image. We need to remember that in all our interactions. We need to listen to his admonitions. We need to listen to our students too. Some of them, even in elementary school, are smarter than us. Without love, real, humble love, all that learning will get us nowhere in the classroom. I am telling you from personal experience that students can spot a teacher who doesn't care about them as a person from two football fields away.
If you are looking to put the blame on the students for not learning, this is not the book for you. If you are looking for thoughtful ideas for improving learning in the classroom (and, notably, OUTSIDE the classroom), this is a great place to look. And summer vacation is the best time to be thinking about such things, because one is (at least I am) not under the gun to have lessons for tomorrow.
ACSI certification readers will find a remarkable amount of common ground among Graham, Albert Greene, and J.P. Moreland. I found much more concrete and applicable hard-hitting details in this book than in Greene's book, though the principles were similar. I appreciated the questions and reflections at the end of each chapter, even though some were pretty basic.
The main feature I observed as a contrast between Graham and Moreland is Graham's repeated emphasis on making instruction relevant and responsive to the felt needs of the students. Moreland seemed pretty adamantly skeptical of the value of felt needs, even warning that the felt needs gospel is another gospel counter to the true one. I do understand, though, their value in creating what Graham calls "creative tension"--what Madeline Hunter might have called the anticipatory set; what Blues Traveler called "the hook." To understand how to motivate our student, we need to know their passions. I would suggest that we get creative in whetting the appetites of students who show no interest in our academic area.
Those with a homeschooling background will spot many affinities with Charlotte Mason and even the unschooling movement (why don't Christian ed and Homeschool thinkers read each other's stuff more?! You'd think they were writing in totally different fields.) He is noticeable cool and skeptical in passing of the classical movement.
It struck me that Graham was at times overstating his case, particularly in his exhortation to de-emphasize grades, honor roll, etc. I noticed a near radio silence regarding athletics. Wouldn't it be weird and sad to cheer the athletes but utterly ignore the accomplishments of the gifted academicians? Does honor roll have to be viewed as competitive and thereby stigmatized? I took these passages as hyperbole given to shake the education system out of its off-track emphasis and direct us to more collaborative and community work, and real-life application of lessons.
How I love the idea of tossing out most worksheet work and doing a few, interdisciplinary, truly thoughtful projects and papers. Of course sometimes you just have to learn the primary vowel sounds or the times tables. But let's move more in the direction of a unified vision of life and assessment that takes thinking into consideration, not merely memorization. Do it where you can. Let students produce a work of art or music in response to a novel or poem. (And don't force them to follow you instructions. Let them design it!) Have them put on a drama or perform a rap for history class. Baby steps.
July 8, 2018
This book will be an extremely useful tool in the hands of any Christian educator. It is challenging but inspiring, and focused on what it really means to teach like a Christian. Graham has a strong view that fulfilling the dominion mandate is one of the purposes of education, and this view heavily influences the principles and applications he sets forth. I don't agree with his view on the dominion mandate, but still found this book very gainful in helping me to think through what it really looks like to teach Biblically.
August 16, 2016
This isn't a bad book content-wise, but I found it a slog to read through. I think he may have been trying to do too much. He tries to cover such a wide range of topics in both education and theology; it almost seems as if he thinks he can offer the solution to every issue in education in a 280 page book. I may be unfairly critical of the book since it was the 4th book I had to read for ACSI's Philosophy of Christian Education requirement and I felt that the books I've read are all extremely similar and repetitive. Many may find some sections helpful and valuable to stimulate thinking or reorient their thinking, but as a read straight-through, I did not find it engaging.
December 26, 2014
It started off so well. And then he talked in vague, unhelpful circles for the next ¾ of the book
June 5, 2018
El Dr. Graham nos presenta una perspectiva distinta a la educación occidental. Una mirada hacia los aspectos más importantes de los estudiantes a través de la cosmovisión bíblica. Las calificaciones no son cruciales, tampoco es cristiana la doctrina de recompensa-castigo, ni hemos educado bien a alguien porque exprese avances académicos, la esencia de la enseñanza es que vuelvan a su imagen original como portadores de ella, y que puedan ser representantes fieles de Dios en la tierra. Un libro fundamentado teóricamente y con aportes prácticos para la aplicación de estas ideas. Realmente, más allá de que podamos estar de acuerdo o no, es una lectura aprovechable, que nos invita a extender nuestros horizontes en lo que respecta a la educación cristiana.
This entire review has been hidden because of spoilers.
November 22, 2023
I just didn't appreciate this book. While there are definitely some worthwhile nuggets in it, overall I had to force myself to read it (it was required reading for work). I felt like the ideas were lofty and unrealistic unless you're blessed with a school of students who honestly want to try to improve themselves. It reminded me of the expression, "so heavenly minded it's no earthly good." I think that schools that follow the principals of Omega School would not be allowed to continue as registered, accredited schools in my state.
September 1, 2019
This text started off with some great points. However, I could hardly stand to read the rest of it. I hate to be overly critical. It often made no sense whatsoever. He talked in circles for most of the book. It was as if he had a word count quota he had to meet. The best part was that there were summaries at the end of most chapters. I stuck to reading those to get the basics of the text. Some people can really dive into certain styles of writing. This was just not for me.
May 29, 2023
I read this as part of a requirement for a teaching certificate and it had some interesting suggestions. It presents an ideal teaching environment and encourages teachers to incorporate some of the recommendations.
September 20, 2024
While there were some good points in this book, some
things that are changing my teaching philosophy, this book was so repetitive it wasn’t even funny. I could really have used some more practical examples of their concepts in play.
things that are changing my teaching philosophy, this book was so repetitive it wasn’t even funny. I could really have used some more practical examples of their concepts in play.
November 3, 2025
Leí este libro como un compromiso con la educación cristiana y es un buen material de referencia para los educadores cristianos. Lo único es que debido a la monotonía que habían en los capítulos finales esos fueron los más difíciles de leer.
May 23, 2018
Not a horrible textbook, but still a textbook.
August 5, 2021
Excellent Book! A Christian educator must read book!
Want to read
March 30, 2023I like it
December 29, 2022
Content is good. Reading it is not always super easy due to the author's style.
February 26, 2008
I read this book this morning and loved it! I didn't agree with all of his points, but I did agree with is fundamental point about "Why a Christian School?" Basically, very silly/unbiblical reasons to start a Christian school, work at a Christian school, or send your kids to a Christian school include: 1. Distance from Evil Influences: To protect our kids from the sinfulness of our culture and the public school because "hello" we bring sin in with us when we come in through the door; 2.Christian Curriculum: To expose our children to only Christian thinkers and authors because just because a Christian writes a book, doesn’t make the content true or quality. And similarly, just because a non-Christian writes a book doesn’t make it less true or less in quality. All truth is God’s truth; 3.Desire for Excellence: To provide our children with a better education than they will receive at a public school because just putting a Christian stamp on secular ways and thinking cannot be the end goal of a Christian education.
HOPEFULLY FOR THESE REASONS
Education is not an end in itself; it is a means to develop a response to our calling in life. The goal or chief end of man is to glorify God and enjoy him forever. That then must be the goal of Christian education – to reflect the nature and character of God in our lives.
Part of the job given to humans in Genesis, is to work and righteously care for the earth. Therefore education must encourage a student to develop the ability to creatively and righteously care for the creation.
We were also created to worship God and have unbroken communion and fellowship with the Trinity. Education must therefore foster personal and corporate communion with God and worship of Him.
Scripture also says that our lives should be marked by loving God and loving others. Education must therefore help students demonstrate their love for God and other human beings in appropriate ways.
Reconciliation is a major theme of Scripture and a job for every Christian (2 Cor.5:18-20) We are God’s agents, delivering a message of reconciliation and hope through Jesus Christ to a lost and dying world. Education should therefore also help students become reconciling, redemptive agents working on God’s behalf.
Purpose Statement
The task of true education is to develop the knowledge of God and His created reality and to use that knowledge in exercising a creative-redemptive dominion over the world in which we live. Such an outcome can only be attained by loving God and communing with Him resulting in the whole-hearted worship of God.
HOPEFULLY FOR THESE REASONS
Education is not an end in itself; it is a means to develop a response to our calling in life. The goal or chief end of man is to glorify God and enjoy him forever. That then must be the goal of Christian education – to reflect the nature and character of God in our lives.
Part of the job given to humans in Genesis, is to work and righteously care for the earth. Therefore education must encourage a student to develop the ability to creatively and righteously care for the creation.
We were also created to worship God and have unbroken communion and fellowship with the Trinity. Education must therefore foster personal and corporate communion with God and worship of Him.
Scripture also says that our lives should be marked by loving God and loving others. Education must therefore help students demonstrate their love for God and other human beings in appropriate ways.
Reconciliation is a major theme of Scripture and a job for every Christian (2 Cor.5:18-20) We are God’s agents, delivering a message of reconciliation and hope through Jesus Christ to a lost and dying world. Education should therefore also help students become reconciling, redemptive agents working on God’s behalf.
Purpose Statement
The task of true education is to develop the knowledge of God and His created reality and to use that knowledge in exercising a creative-redemptive dominion over the world in which we live. Such an outcome can only be attained by loving God and communing with Him resulting in the whole-hearted worship of God.
June 30, 2016
If you are just beginning in Christian education (like a college student who did not have prior Christian education), this might be a helpful read. If you have had extensive background and training in Christian and biblical ideas, many of the points are overly obvious and Belabored in development. The discussion on grace, in particular, was extremely muddled. (Which leads me to conclude that most Christian educators writing in the subject are trying to do too much. Are you an educator or a theologian? Stick to what you know best, using the Bible appropriately when you need to support a point.) Lots of redundancy, logical inconsistency, and question begging. Also, Graham said many of the same things that Greene did in are claiming the Future of Christian Education. If educators are all saying the same thing with no change seen and the problems still existing, maybe it's time to say different things--or approach education from a new angle--or to start listening.
The hypothetical ideal school portrayed as the "solution" was not an argument for anything, though some of the classroom ideas were interesting and possibly applicable. But the assumption that "Omega Christian School" WAS ideal was not argued for, just assumed.
The Appendix contained an excellent anecdote about a teacher who brought a serious issue to life in her classroom, and honestly, that was the best part of the book. I wish there had been more like that, pointing out how teachers are succeeding in accentuating the image if God and grace in their classrooms in more of an application format.
The hypothetical ideal school portrayed as the "solution" was not an argument for anything, though some of the classroom ideas were interesting and possibly applicable. But the assumption that "Omega Christian School" WAS ideal was not argued for, just assumed.
The Appendix contained an excellent anecdote about a teacher who brought a serious issue to life in her classroom, and honestly, that was the best part of the book. I wish there had been more like that, pointing out how teachers are succeeding in accentuating the image if God and grace in their classrooms in more of an application format.
July 18, 2008
The one comment that I did appreciate from the author was that students are to take responsibility for their choices. I was surprised that some of the popular secular teaching practices were being encouraged in a "christianized" way in this book. Having taught in a public school under such practices I would say that I am not in favor of giving students more choices as today is so full of choices for students that they are not taught expectations for the real world. We continue to "build" self-esteem and students continue to have unreal expectations as to what they will be able to accomplish in this world. I am all for encouraging students and telling them to try their best and giving them the tools to succeed but, not to the point that they have inflated ideas of what they are able to accomplish.
November 28, 2011
The principal of my school lent me this book to read around the time I started teaching there. The author describes how to teach from a Christian perspective, but in a way such that the techniques could even be used at a public or secular private school. Graham warns against an overly legalistic method of education, the kind that I (and others) had associated with Christian schools. He includes questions to ask yourself about what you are doing right/wrong, which I think would be useful to look over again after I've actually been teaching for awhile. In addition, the principal of my school already implements a lot of the ideas so I don't have to worry too much about making huge changes. I'd say it's a must-read for Christian teachers.
Currently reading
June 29, 2007Reading for teaching credential. So far pretty interesting.
May 14, 2009
I certainly do not love this book, but it presents meaningful arguments regarding what grace out to look like in any Christian school. It is a great conversation starter.
June 9, 2010
Not so good.
Displaying 1 - 22 of 22 reviews