Who Owns the Child?

 All teachers and educational leaders have a philosophy of education. While many are unwritten, every teacher believes specific tenets about why we educate and how we educate children. A philosophy of education must begin with a view of the child.

If a teacher believes that a child begins in "tabula rasa" or with a blank slate, then he/she educates with that presupposition. If a teacher believes that every child is the compilation of random cells that only lives 79 years and then ceases to exist, then he/she educates with that presupposition. If a teacher believes that each child was wonderfully knit together in the womb by the creator of the universe and will live forever after this life is done, he/she educates with that presupposition.

Aligning the practice of educating to an educational philosophy is essential to provide a clear and flourishing learning environment for students. Unfortunately, that alignment is not very common.

Recently, I heard an interesting way to describe this educational challenge. An individual describing educational philosophy, asked the question ... who owns the child? While using the term "owns" to talk about a child (or any human) is unsettling to our modern minds, how you answer that question, leads you to a view of the child and ultimately a philosophy of education.

The State Owns the Child

Some countries, communities, or political systems elevate the power of the state and believe that every child (every human) belongs to the state. An education aligning with this framework would prepare students to be effective "cogs in the wheel" of the state and effective citizens. This system would identify gifts/talents early and prepare students for a specific job to serve the greatest benefit of the state. This seems like something out of an Orwellian world, but much of our educational system is focused on preparation for a specific job, and parents and educators are pushing children earlier and earlier to select a career path. Citizenship is also commonly found on the list of a school's Expected Student Outcomes. What a limited educational philosophy!

The Parents Own the Child

While Christians believe that children are gifts from God to parents, this perspective has been warped in recent years. Parents believe that they own the child, and it is their sole purpose to ensure that the child is successful. This perspective leads to "helicopter parents" who constantly hover over their child, making sure that every decision is made to benefit the child ... or the more aggressive, attack version, now referred to as "Blackhawk Parents." An educational system with this perspective caters to the parents (the owners of the child) and promotes the perspective that the customer is always right (and, in this case, knows what is best for the child). This has led to an explosion of homeschooling and overly involved parents at all levels (even at the college level). Helicopter parenting is not new ... remember James and John's mother and her request of Jesus in Matthew 20?

The Child Owns Him/Herself

Today, self-ownership is the most prevalent answer to the question, who owns the child? This fits with our individualistic and ego-centric society and is the by-product of the "pursuit of happiness" phrase found in the "Declaration of Independence." The most common question asked of children is, "what do you want to do when you grow up?" Innocent enough, but it insidiously promotes this perspective. Parents today are "gentle parenting," allowing the children to rule themselves. Children, at an earlier and earlier age, are making up their own rules and selecting their school, activities, or even religion ... whatever makes them happy. Student autonomy reigns supreme in this philosophy and produces ego-centric people. We definitely see the results today of decades of this educational (and parenting) philosophy.

God Owns the Child

Christians believe that God is the creator and sustainer and Lord of all things; essentially, God owns everything, including children. God gives children to parents, but he doesn't relinquish "ownership" of them; He doesn't "orphan" them. Parents are stewards of this precious gift, but each child is still a child of God. In fact, God, throughout scripture, promises that he is our father and that we are his children (I Cor 6:18; Jn 1:12-13; Gal 4:5; Rm 8:14-17, et. al.). This (and the previous section) remind me of the Heidelberg Catechism Q&A #1 ...

Q.	What is your only comfort in life and death?
A.	That I am not my own, but belong with body and soul, both in life and in death,  to my faithful Savior Jesus Christ.

We are not our own, but we belong to God!

So, what does an educational philosophy look like with this view of the child?

First and foremost, it begins with the view that the child was fearfully and wonderfully made, knit together by God in the womb (Ps.139). Every child (every student) is preciously made by God and has rich and inherent value. Second, it means that every child (every student) is an eternal being who will live forever.  

Pause and re-read those two presuppositions. 

Teachers are working with God's precious handiwork, and the work of education has eternal impact. It is no wonder that James warned that "not many of you should be teachers" (3:1). Wow, what a high calling!

Christian educators ... Do you have this perspective of the children who enter your classroom? Do you understand how God views each of your students? Do you also understand the eternal impact you have?

Unfortunately, many teachers, even Christian ones who affirm Heidelberg Catechism #1, teach from a view of the student that aligns closer to the student being owned by the state, the parents, or self. This misalignment does not lead to flourishing students. 

In order for Christian education to lead to flourishing, it must begin with a Christian view of the child and a Christian philosophy of education.