THE PATTERN
OF GOD'S TRUTH

By Frank E. Gaebelein

PREFACE TO THE PAPERBACK EDITION

      (1) Master principle of all education-

      (2) Some outstanding Christian educators who have expressed this
            principle-
           a.                                              

           b.                                              

           c.                                              

      		d.  

      e.  

       

      (3) "A _____ between sacred and secular truth
            has no place in a consistently Christian philosophy of education."

      PREFACE
      (1) First occasion on which these lectures were first delivered--

      (2) Second occasion on which these lectures were first delivered--

      (3) "It by no means follows that because a philosophy of education
            has been _____ it is being consistently
            _____ _____ _____."

  1. CHAPTER ONE--INTEGRATION AND THE TRUTH

    1. By Way of Introduction

        *Background of the author's convictions concerning this sub-
        ject--

159

  1. The Relevance of the Subject

    * Significance of "pastors and teachers" in Eph. 4:11

  2. The Problem of Integration

    1. Meaning of the word "integration"

    2. What is integration in Christian education?

    3. "This matter of integration. . . is the _____ of
      _____, not only in Christian educa-
      tion but also in all other education as well."

    4. Comment on the reason for perplexity in secular
      educational philosophy.

    5. "Having turned its back on _____ and _____
      _____ . . . secular education is
      _____ to put together its internal
      meaning."

    6. "Christianity does not need to keep looking for the
      _____ _____; it already has this
      factor."

    7. "For us the _____ factor is the
      _____ _____ revealed in
      _____."

    8. What was the past frame of reference for American
      education?

    9. Comment on the attitude we ought to have toward our
      possession of this unifying factor in education.

160

  1. A Venture in Self-Criticism

    1. Why the need for self-criticism in Christian education today?

    2. Summarize Gordon Clark's classic statement.

    3. "A Christian theory of education is an exposition of the idea that
      Christianity is a _____ and _____ _____ and not
      simply a series of _____ _____.   Christianity
      includes all of _____."

    4. Comment of the statement, "What the building of knowledge
      needs is not a new garage but a new foundation."

  2. God's Truth and Its Implications

    1. "For Christian education, therefore, to adopt at its unifying princi-
      ple _____ and the _____ means nothing short
      of the recognition that _____ _____ _____
      _____ _____."

    2. Identify Cervantes' statement concerning truth.

    3. Comment on the diverse importance of different aspects of truth.

    4. "To be sincerely mistaken regarding _____ _____ is
      one thing; to be mistaken, even sincerely, regarding such truth as
      the Person and work of the _____ _____ _____
      is another thing."

161

      1. "We must recognize, for example, that we need teachers who see
        their subjects, whether scientific, historical, mathematical, literary,
        or artistic, as included within the _____ of
        _____ _____."

      2. How should the preacher integrate truth into his work?

  1. CHAPTER TWO--THE TEACHER AND THE TRUTH

    1. Determining the Truth

      1. Three approaches to "how to determine truth":

        1.  

        2.  

        3.  

      2. Which approach do we take and why?

      3. The two "Books" of God:

        1.  

        2.  

      4. "The ultimate criterion of truth is found in the _____
        _____, the _____."

      5. Comment on the Bible and Ptolemaic astronomy.

      6. What is the author's position on the "carbon clock?"

        (See the following article.)

162

    Bible Upheld?
    Carbon Dating Held
    Possibly Inaccurate
      BERRIEN SPRINGS,
    Mich. (UPI) -- A method
    scientists have used to
    trace life on earth back
    more than 50,000 years
    may be highly inaccurate
    before 2000 B.C., an An-
    drews University physicist
    contends.
      Robert H. Brown, in a
    paper challenging the
    validity of the radiocarbon
    dating method, said he
    believes life began about
    7,000 years ago--roughly
    the time some Bible
    scholars say the earth was
    created.

      BROWN, HEAD of the
    Geoscience Research
    Institute at the S.-
    D. A. C.-
    sponsored university, said
    he has compiled data that
    suggests radioactive car-
    bon atoms may not have
    existed in the earth's at-
    mosphere before 2000
    B.C., and therefore can-
    not be used to date ob-
    jects more than 4,000
    years old.
       Brown said he began
    the 10-year study with an
    initial skepticism of
    radiocarbon dating based

    		 on his belief in the Biblical
    accounts of creation and
    the universal flood.   Scien-
    tists using the method say
    they have evidence of ad-
    vanced life more than 50,-
    000     years ago and
    theorize evolution began
    millions of years ago.
       The radiocarbon
    method developed shortly
    after WW II, measures
    radioactivity given off by
    the isotope carbon 14
    which is absorbed un-
    iformly from the air by all
    living organisms until they
    die.   By measuring the
    radioactive decay, scien-
    tists say the can deter-
    mine the age of the
    organism.

    BROWN SAID rather than
    indicating a long period of
    decay, a low radiocarbon
    reading may simply mean
    some organisms started
    out with fewer radiocar-
    bons.
       Changes in planet
    temperature and in the
    geomagnetic and solar
    magnetic fields have
    altered atmospheric
    radiocarbons and have
    caused some radiocarbon

    		dates to differ from real
    time, Brown said.
       At one time, radiocar-
    bons did not exist in
    measureable amounts in
    the earth's atmosphere,
    he said.   Then, probably
    around 2000 B.C., a major
    atmospheric event caus-
    ed radiocarbons to begin
    accumulating to its pre-
    sent levels, he theorized.
       "In that critical transi-
    tion period, a radiocarbon
    year could well refer to a
    month or less of actual
    time,"     Brown said.   "If that
    is so, a specimen could be
    far younger than carbon-
    14 would make it appear."
       The atmospheric
    change, Brown said,
    could have been touched
    off by the universal flood
    recorded in the Old Testa-
    ment which, he said,
    some Bible scholars
    believe occurred around
    2000 B.C.

    From The Nashville
    Tennessean     January 14,
    1976

     

    *****************************

  1. No Christian Education Without Christian Teachers

    1. The "starting point" to solving this problem of integration is the
      _____.

    2. What does Gaebelein's "dialogue" with Karl Barth [heretick] tell us about
      Gaebelein?

    3. "The fact is inescapable; the world view of the _____, in
      so far as he is effective, gradually conditions the world view of the
      _____.   No man teaches out of a _____
      _____.   In one way or another, every teacher ex-
      presses the convictions he lives by, whether they be spiritually
      _____ or _____."

163

    1. "The school or college that would develop a Christ- centered and
      Biblically grounded program must fly from its masthead this stan-
      dard, ‘No Christian education without
      Christian teachers,’ and must never, under any condition,
      pull its colors down."

    2. What alternative did liberal Robert E. Fitch choose?

      ____ a. Tolerant humanist teacher who is good teacher.

      ____ b. True believer who is inferior teacher.

    3. What were our author's points of rebuttal?

      1.  

  1. But Christians Are Not Immune to Secularism

    1. Comment on the possible damages suffered by Christians through
      these influences:

      1. Secular education

      2. "Non-integrated" Christian schools

      3. Secular textbooks

    2. Indentify Mark Fakkema.

164

    1. What is the only difference between some Christian schools and
      state schools?

    2. Comment on what can be done to improve the present situation in
      Christian education?

  1. Integration Through The Teacher

    1. Explain the analogy of a Christian's world view and an infant.

    2. "It is not only possible but also quite reasonable to expect of
      Christian teachers a world view _____
      _____ and held with _____."

    3. Three ways to develop a Christian world view:

      (Check the one which is best and comment why.)

      ____ a.

      ____ b.

      ____ c.

    4. "In all honesty, it must be admitted that no teacher or minister
      who does not have the Bible at the _____ of his
      _____ and _____ to the extent of _____
      _____ in this book can hope to develop
      _____ _____ _____
      _____."

165

    1. Comment concerning the author's friend who was a "skilled
      teacher of English."

    2. Notice-- "Not only is his heart in the Bible; through his daily use and
      constant study of it, _____ _____ _____
      _____ _____ _____."

    3. Explain the analogy of some Christian school programs and the
      moated castles.

  1. Bible Teachers in "Secular" Departments

    1. Briefly explain the author's "plan."

    2. What are the "pros" and "cons" of this plan?

    PRO                                       CON

                                                                                                               

166

      1. What do you think about Gaebelein's "plan?"

  1. CHAPTER THREE
    --THE SUBJECT AND THE TRUTH

    1. From Teacher to Subject

      *Three indicators that a teacher is truly "rooted and grounded"
      (i.e. growing) in the truth:

      1.  

      2.  

      3.  

    2. The Hardest Subject to Integrate

      1. What subject is the hardest to integrate?

      2. Identify Pascal.

      3. Summarize these common grounds of mathematics and
        Christianity:

        (a) Unprovable nature of knowledge

        (b) Presence of number and order in nature

        (c) Perfect congruity of the stars with mathematical calcula-
              tion

167

  1. The Christian Integration of Literature

    1. "Books, particularly of a _____ kind, are in good measure a
      _____ help up to _____, being almost as varied as
      life itself."

    2. "The common ground between Christianity and
      _____ is therefore as comprehensive as life itself.   Both
      are concerned with the springs of _____ _____;
      both have to do with the _____ _____ of that
      character in _____ _____."

    3. Compare and contrast the Bible and literature:

    SIMILARITIES                   DIFFERENCES
                                                                                                   

    1. "In the understanding of literature the _____ interpreter is
      under a crucial _____.   This handicap is the lack of
      a Biblical view of sin."

    2. "For every teacher of literature whose mind and heart are
      _____ and _____ in the Word of God, the secret of
      _____ Christianity and literature is an open one.   Such a
      teacher . . . can hardly escape a _____ _____
      of integration."

168

  1. The Fine Arts--Music

    1. "Music is par excellence the Christian art."

    2. "Many of the greatest compositions, even though outwardly
      secular, are of a spiritual nature."

    3. "According to Augustine for Christian believers music is more than
      _____.   Such sounds are
      _____ until we 'include them in our own mental activi-
      ty and use their fermenting quality to turn our _____
      towards everything noble, superhuman, and _____.'"

    4. "Music is part of our human nature; it has the power either to
      improve or debase our character."       --Boethius

    5. "Music cannot be morally neutral."

    6. Comment on this statement, "Preachers will sing more into the
      kingdom than preach in."

    7. Summarize what our author says is the "truth about Christian
      music."

    8. Do you agree with the author's position on music?   Why or why not?

169

      1. "The _____ _____ might well give music
        a real place in the curriculum, for among Christian workers
        the _____ can least of all afford to remain
        musically illiterate."

      2. Comment on, "There is no place in Christian worship. . . for
        art for art's sake."

      3. "We must teach music in schools; a _____ ought
        to have skill in music . . . neither should we ordain young men
        as _____ unless they have been well exercised
        in music."         --Martin Luther [heretick]
  1. CHAPTER FOUR

    --THE TRUTH BEYOND THE CLASSROOM

    1. Beyond the Classroom

      "Education is more than teachers and courses.
      The school has its setting, its environment in which
      it lives and moves and has its being; it also has its
      general policies and practices
      beyond the classroom.   These are just as much part of God's
      truth as the subject matter of the various courses of
      study."

    2. The Extra-curricular Program

      1. What are some of the popular "extra- curricular" activities?

170

    1. What is the first problem with regard to integration of extra-
      curricular activities?   (Explain)

    2. What is a good basic criterion for selecting worthy extra-curricular
      activities?

    3. "Whenever football, basketball, or any other game holds the full
      center of _____ in a school or college, no amount of
      talk about Christian sportsmanship, or any resort to prayer before
      games, can alter the fact that the _____ has been upset and
      integration _____."

  1. Discipline--The Acid Test

    1. "Few things can be more damaging to students and faculty than a
      gap between the _____ _____ and the
      _____ _____ of those who are in authority over
      them."

    2. "The manner in which an erring student is dealt with speaks
      volumes about the one who deals with him.   Here the center of in-
      tegration shifts to fundamentals such as _____,
      _____, and _____ -- and 'the greatest of
      these is charity       [love].'   It stands to reason, therefore, that the person who
      exercise _____ authority must himself be well ac-
      quainted with the _____ of Christ."

    3. "Along with a _____ for the individual and his needs,
      there must at times be the _____ to deal severly with the
      individual in view of that responsibility for the _____
      which is the ever-present burden of educational _____.   For
      the administration of discipline involves the integration of
      ______ _____ with _____ _____."

171

    1. "Though a _____ or a _____ may be too busy to see a
      _____, he must never be too busy to see a _____."

    2. "Patient _____, the willingness to ____ a situation
      out, above all, the time to _____ about it -- these are essen-
      tial to the administration of discipline in Christian _____."

  1. Integration Applies to the Chapel Also

    1. What is the author's major suggestion for integration in the chapel
      program?

    2. What is the pitfall to avoid in evangelistic services in school?
          (Comment)

  2. The Promotion of Christian Education

    1. How has the field of promotion affected Christian education?

    2. Why is the problem greater now than several years ago?

      1.  

172

    1. "One of the chief marks of scholarship is respect for
      _____.   The institution that publicizes its own
      _____ through statements that are themselves
      _____ proclaims that it has yet to learn what
      scholarship is."

  1. The Christian Public

    1. Two popular opinions held by believing parents concerning Chris-
      tian education:

      1.  

    2. What is the author's rebuttal for parents who hold the latter
      position?

    3. "For young people _____ is preparation for life- service,
      which means doing _____ _____.   Preparation itself
      is _____, and the student who to the glory of God does
      _____ - _____ work in English or mathematics
      serves the Lord just as much as the student who indulges so fully in
      outside _____ _____ that he lacks time to do his
      work in physics, or even in _____.   To speak bluntly, too
      many evangelicals manifest a contentment with _____
      _____,"

    4. Identify the "Cult of Ignorance."

173

  1. The Call for Christian Scholarship

    1. How does the author answer the excuse for ignorance that "Peter
      and John were 'unlearned and ignorant men[?]'"

    2. "The _____ of Christ is one thing, and evangelicalism will
      always have to bear it; the reproach of _____ is another
      thing, and evangelicalism must make up its mind to stop bearing
      it."

    3. Summarize Gaebelein's plea for a "renaissance of evangelical
      scholarship."         Do you agree?

  2. The Challenge of Christian Education

    *List the "pluses" and "minuses" of Christian teaching as a vocation:

    PLUS                                     MINUS
                                                                                                                       
    Note: "The teacher's greatest reward comes not in his own
               advancement but in seeing his pupils achieve under God far
               more than he alone could ever hope
               to achieve."

174

Appendix

Where, Then, Are Christian Youth to Go?

(1) Diagram and explain the "inverted pyramid" of Christian educa-
      tion.

 

(2) What is Gaebelein's position concerning Christian young people
      attending secular or non-evangelical colleges?

 

(3) Do you agree?   Explain.

 

175

BIBLIOGRAPHY
Breese, Dave.   "Seven Men Who Rule the World
   From Their Graves."   (Good News Broadcaster, July/August, 1975).

Byrne, H.W.   A Christian Approach to Education.
   Milford, Michigan: Mott Media, 1977.

Darwin, Charles [evolutionist].   Origin of Species.
   New York: P. F. Collier & Son, 1902.

Fakkema, Mark.   Various editions of Fakkema's works and papers.

Fennema, Jack.   Nurturing Children in the Lord.
   Phillipsburg, N. J.: Presbyterian and Reformed Co., 1978.

Gaebelein, Frank.   **The Pattern of God's Truth.
   Chicago: Moody Press, 1968.

Gaebelein, Frank.   "What Is Truth In Art?"
   (Christianity Today, August 27, 1976).

Gibbs, David [IB].   Temple Baptist Theological Seminary
   Lecture Series.   (January, 1978)

Guiness, Os.   The Dust of Death.
   Downers Grove, Ill: Intervarsity Press, 1973.

Kurtz, Paul.   (editor)   Humanist Manifesto I & II.
   Buffalo, N.Y.   Prometheus Books, 1973

Morris, Henry [former IB].   Biblical Cosmology and Modern Science.
   Nutley, N.J.: Craig Press, 1970

Rowe, H. Edward.   "Humanism."   Buena Park, Calif.:
   Christian Freedom Foundation, Inc., No date.

Skinner, B. F.   [psychologist]   Beyond Freedom and Dignity.
   New York: Alfred A. Knopf, 1971.

Zuck, Roy.   Spiritual Power in Your Teaching.
   Chicago: Moody Press, 1973.