Trinitas Blog

Last week, we began to answer the question “What should you look for in a Christian school?” with a discussion of how we teach. But there is more to the distinctly-different Trinitas education including what we teach.

It is our aim at Trinitas to indoctrinate students in their western heritage by teaching them classical content rooted in the western tradition.

Last week in this space, we considered how Trinitas is distinctly different in our classical pedagogy. This week, we’ll note together how Trinitas is distinctly different in our classical content and in our Christ-centered instruction. And, most importantly, how all of these things contribute to our distinctly different Christ-centered culture.

The next thing that makes Trinitas different is what we teach.

What parent wouldn’t want the best education for their child? To help make that decision, parents need information about the educational options available to them. If you aren’t comfortable with the status quo or want to give your children a better education than the one you received, maybe it’s time to consider a distinctly different kind of education.  

The government schools, and in many cases even the Christian schools, have been weighed and found wanting, and so we are all looking for something distinctly different for the education of our Christian children. Consider the three main ways a Trinitas education differs sharply from government schools and even other Christian schools and then explore the reasons why we should be different in these ways.

The “Preacher” in the book of Ecclesiastes is adamant about there being “nothing new under the sun” (Eccl 1:9). Yet, the whole of humanity, or so it seems, only sits up and pays attention at the promise of something new. Don’t get me wrong, we certainly are introduced to new i-phones with some regularity, and every fall without fail new car models are unveiled in Detroit. Fashions are renewed every season, and some of us can hardly wait to see each season’s new look on the runways or in stores. No, I think it is unlikely the wise Preacher doubted the progressive nature of invention; rather, he speaks of something deeper.

A parent recently sent me this link to an article by columnist Walter Williams written in response to the 2017 National Assessment of Educational Progress, sometimes referred to as the National Report Card. In it, Williams reveals and then comments on some startling statistics concerning the state of public education in our nation. The parent who sent the article said this is “good motivation to keep doing what we are doing.” I agree wholeheartedly.

For about a decade now in the education world, stem has been the most frequently uttered word by politicians, bureaucrats, curriculum marketers, administrators, and teachers. Not “stem” as in the stem of a flower, but “STEM” as in the acronym for Science, Technology, Engineering, and Math. Students are being pushed to pursue those fields for several reasons, not the least of which is that the job market is good in those broad categories. Even though the job outlook is good in those fields, US students are lagging dismally behind students from some other nations in math and science proficiency, a fact that translates directly into economic terms on a global scale, which is another reason educators are emphasizing STEM in recent years and targeting it as an area of focus in K-12 education. The bottom line, though, is that our national deficiency in math and science is more than that: it is a deficiency in education. Math and science are merely symptoms of that much larger problem, and they are front and center these days for the aforementioned reasons.