下一代的教育｜21世纪基督教教育与辅导的原则

下一代的教育 林慈信牧师

HOW SHOULD WE THEN TEACH? Principles for Education and Counseling for the 21st Century Church

A． 什么是现代？人的自主﹕科学的自主，理性的自主。自由选择至上。What is “modernity”? Autonomy of man: the autonomy of science and reason. Free choice.

B． 现代后期﹕存在主义。对「真理」反叛。只要「此地，此时」。Late modernity: existentialism. Rebellion against “truth.” “Here and now.”

C． 后现代要批判现代。也是现代的延续。Postmodernism wants to critique modernity. But it is also an extension of modernity.

D． 宗教改革以来最重大一次世界观转变。Greatest worldview shift since the Reformation.

A． 理性危机﹕「解构主义」。Crisis of the mind (deconstructionism).

（1） 文本死了。没有稳定，单一意义。都是解释，没有「意义」。The text is dead: No stable, single meaning. All is interpretation, no “meaning.”

（2） 作者死了。作者的原意是找不到的。作者成为解释者。The author is dead: Cannot find the original, intended meaning of the author. Author becomes interpreter.

（3） 读者死了。不是我在读文本，乃是我的语言结构在读文本。The reader is dead: It is no longer “I” reading the text, but the “linguistic structure” of my society, who is reading the text.

（4） 语言没有意义。是政治剥削工具（特别是白人男人）。Language has no meaning. It is a tool for political oppression (esp. by white men).

（5） 历史没有事实。只有解释，没有「事实」。No facts in history. Only interpretation, no facts.

（6） 宇宙没有真理。只有叙述，没有真理。No truth in the universe. Only “narratives” (stories), no truth.

B． 心理（家庭与人际关系）危机。Crisis of the heart (family, relationships).

C． 心灵危机。异教（一元论）的兴起。Crisis of the soul. The rise of paganism (monism).

D． 道德危机。没有是非标准，除了一条：同性恋是对的，合理的。Crisis of the will (morals). No absolute norms, except one norm: homosexuality must be right and valid.

美国基督教出版社（包括音乐）推进亚洲市场：产品往往不符合《圣经》。亚洲牧师们，透过高等神学教育，吸收西方新福音派，和非福音派的神学思想。「羊没有牧人。」The church in Asia: consumers of western Christianity. American publishers （including music publishers assertively push into Asian markets with their sub-biblical, anti-biblical products. Asian pastors imbibe American non-evangelical and neo-evangelical theology with their advanced theological training. “Sheep without a shepherd.”

2.1． 神学院/出版社 -> 教会/讲台 -> 信徒 / 下一代。Seminary/Publishers -> Church/Pulpit -> Believers/Children.

2.2． 《圣经》研究﹕把《圣经》当作人写的书对待。批判《圣经》。忽视《圣经》的默示与无误。忽视《圣经》的统一性。Biblical Studies: treating the Bible as a man-made book. Critical approach to Bible. Ignores the inspiration and inerrancy of the Bible. Ignores unity of the Bible.

2.3． 神学研究﹕文化领导基督徒（教会）解释我们信仰的内容。放弃《圣经》的「命题式启示」。上帝不再告诉我们真理、教义。Theology/doctrine: Culture takes the lead to interpret the meaning/content of our beliefs. Church follows. No longer emphasizes the “propositional revelation” of the Bible. God no longer “tells us things” (truths, doctrines, propositions).

2.4． 讲道﹕不再解释《圣经》，应用《圣经》。讲道是「叙述」（故事）﹕心灵鸡汤式讲道。主题来自「鸡汤」，不来自《圣经》。Preaching: No longer interprets the Bible, applies the Bible. The sermon as“narrative”: chicken soup for the soul. Theme， norm come from the “chicken soup.”

2.5． 教会增长的变化：从讲解福音、真道，到使用市场学吸引非信徒。Church growth: No longer preaches the whole gospel truth. Attracts outsider with marketing techniques.

2.6． 辅导：用世俗心理学理论，包括新纪元哲学（即异教）。Counseling: Adopts secular psychological theories, including New Age philosophy (paganism).

2.7． 教育：使用世俗心理学与教育理论。Education: Adopts secular theories of psychology and education.

3.1． 我们的下一代是上帝按照祂的形象造的，有理性（悟性），意志，感情。需要圣灵光照他们的理性，克服、改变他们的意志，在他们心中浇灌圣洁的感情（情操）。Our children are created in God’s image, with a mind (understanding), a will, and a heart (emotions). They need the Holy Spirit to illumine their mind, to overcome and transform their will, and to fill their hearts with holy affections (emotions).

3.2． 我们的下一代是有良心的人。良心是﹕理性作出道德的判断。正常的运作﹕按照上帝怎样判断我们来判断自己。人须要重生，然后良心需要学习﹕向圣灵，《圣经》学习。Our children have conscience. Conscience is: reason making moral judgment. Normal operation of conscience: man judges himself according to how God judges him. Conscience is not inerrant. Man needs to be born again, then his conscience needs to learn from the Holy Spirit and the Bible.

3.3． 我们下一代是跨越文化的一代；东方、西方；传统、现代，后现代。Our children are cross-cultural people. Asian/western; pre-modern, modern and postmodern.

3.4． 我们下一代是心灵脆弱，意志薄弱的一代。可是他们的理性有空前未有的工具与机会（互联网等）。Our children have tender hearts and weak wills.But their minds have access to incredible tools and opportunities (internet etc.).

3.5． 他们需要我们的爱，支持，了解。他们的良心需要上帝话语的权威，圣灵的感动与责备。They need our love, support, understanding. More than that: their consciences need the authority of the Bible, and the work and discipline of the Holy Spirit.

3.6． 他们需要「真理」与「伦理﹕信仰内容是什么？我们所信的上帝、基督是谁？然后﹕如何以信心，遵守上帝话语的心，顺服基督的主权。What they need: truth and duty. What to believe about God/Christ; how to live their lives in faith and obedience under Christ’s lordship.

4.1． 我们需要真理（教义），护教，伦理的教导。从自己装备作起。We need to equip ourselves first before we teach. We need to learn truths (doctrine), apologetics, ethics.

4.2． 教会需要放弃世俗的教育、教会增长、宣教、辅导观念（理论），回到《圣经》。The church must abandon secular theories of education, church growth, missions and counseling. Return to the Bible!

FOUNDATIONAL CONCEPTS OF CHRISTIAN EDUCATION

日内瓦大学Geneva College (1967，revised 1996修) www.geneva.edu

教育以一个信念为起点：神是一切真理的源头。教育乃是在圣灵的引导下，追寻与支配各层面的知识；这是一种令人兴奋的探索。名副其实的基督教教育的基础观点是：《圣经》的神观，人类观与宇宙观，和这些观念彼此的关系。虽然在基督教信仰的处境里从事教育并不保证必然找到真理，可是它却尝试建立正确的起点，没有这个起点则无法学习至终真理。因此，从这基督教的观点来厘订教育的方向是必须的。

Starting with the belief that God is the source of all truth, education becomes the exciting adventure of seeking to appropriate knowledge in all its various facets under the guidance of the Holy Spirit. Education which is Christian takes for its perspective the Biblical view of God, mankind and the universe in their mutual relations. While education in a Christian context does not guarantee truth, it does seek to establish the starting point apart from which ultimate truth can never be learned. It becomes essential, therefore, to establish the direction for education from this Christian perspective and the following Statement has been drawn up in an attempt to make this clear as related to Geneva College. In no sense should it be considered as the last word, but it purports to be the foundational concept upon which scholarship under God may thrive and expand.

我们的教育观乃建立在历代基督教的《圣经》信仰上；我们的校徽中敞开的《圣经》正表达这一点。北美改革宗长老会持守十七世纪中发表的《威敏斯特信仰告白》，一百多年来开办日内瓦大学，以藉此提供基督教教育；这种教育诠释主耶稣基督在宇宙中每一范畴的主权及其涵义。「因为在你有生命之泉；在你的光中我们必见光。」（诗篇 36:9）

This view of education rests upon the historic Christian faith contained in the Scriptures, symbolized by the open Bible on the seal of the College. Holding to the summary of this faith as contained in the Westminster Confession of Faith of the mid-17th century, the Reformed Presbyterian Church of North 什么是基督教教育？America has endeavored for over a century to offer through Geneva College an education which articulates the implications of the sovereignty of Jesus Christ over all of His creation. “For with Thee is the fountain of life; in Thy light shall we see light.” Psalm 36:9

基督教的神观：神是独一的，以圣父，圣子，圣灵三位格永存。神是有位格的存有，祂本身拥有位格所包含的一切，只是没有任何限制。祂是自存的，宇宙一切事物的创造者，保存者与掌管者。

The Christian View of God. God is one being, existing in three persons, the Father, the Son and the Holy Spirit. He is a personal being, possessing in Himself all that personality means but without limitation. He is the self-existent Creator, Preserver and Controller of the universe in its totality.

基督教的人观：人类，不论男女，在所有受造物中是独特的，乃按照神的形像被创造，是有理性，道德性与灵性的活物，与动物完全不同。人生的目标是荣耀神，享受神。只有这样的人生观才能带来最高的幸福、益处与尊贵。神创造我们不朽。地上的一生是为死后的生命作准备，因此本身并不是最终的目的，虽然在地今生既是神所赐的，本身有其价值。亚当是我们人类的代表，因着这重关系，我们都是堕落了的受造物。因我们在道德上背叛神，因此失去了与神的相交的本位，也失去我们自我意识地反映神的荣耀的能力。相反地，我们努力自我敬拜，自我膨胀。我们堕落至罪中，不只影响我们道德上的本性，同时影响我们的理性，使我们会犯错误；我们必需神的启示才能在所有的范畴里决定至终的准则与价值。罪带来的道德与理性后果，不是我们可以靠自己的努力可以除去的。

The Christian View of Mankind. Men and women are unique among all living creatures, being distinguished from the animals by being created in the image of God as rational, moral and spiritual beings. The purpose of human life is to glorify and to enjoy God, and only when life is so viewed can the highest happiness, welfare and honor be experienced. We are created as immortal beings. Earthly life is therefore preparatory to the life after death, and should not be regarded as an end in itself, though as God’s creation the present earthly life has a real value of its own. By our relationship to Adam as representative of the human race, we are fallen creatures. By moral revolt against God, we lost both our position of communion with God and our ability consciously to reflect God’s glory, and instead became devoted to the worship and aggrandizement of self. Our fall into sin affected not only our moral nature but also our intellect, making us prone to error, and requiring divine revelation to determine ultimate standards and values in all fields. The moral and intellectual effects of sin are such that we are incapable of removing them by our own effort.

耶稣基督：耶稣基督是第二位亚当，代表我们死与复活，以致我们被神拣选的人，既被圣灵重生，借着信心与基督的死与复活认同，在圣灵里恢复与神的相交，能在我们的生命中积极地荣耀神。

Jesus Christ, as the second Adam, died and rose again as our representative, in order that we who are chosen of God, regenerated by the Spirit, and by faith identified with Christ in His death and resurrection might be restored to fellowship with God in the Holy Spirit and enabled to glorify God actively in our lives. As believing Christians, having realized our union with Christ and hence our own death to sin and rising to newness of life in the Spirit, we renounce self-centeredness as a lifestyle and seek in every phase of our experience to understand and reflect God’s glory.

基督教的宇宙观：宇宙是神创造的，以启示神来服事祂。这启示本身是真实，合理，和有用的。神所创造的宇宙，既充满神的荣耀，须由我们了解，欣赏，与治理。美善的神赐我们能力去发现，应用关于宇宙的真理：这些真理，不论一个人与神的属灵关系如何，都是可以学到的。我们探索宇宙多方面的真理时，有责任运用我们每一种功能，尽我们所有的力量。不过，宇宙的事实只有从与神的关系这角度看才看得完整。所有的判断，至终须服在神话语，《圣经》的启示下。《圣经》乃唯一完备，无误的真理准则。

The Christian View of the Universe. The universe, as the creation of God, serves to reveal God; and its revelation is true, valid, and useful in itself. The created universe, being full of God’s glory, is to be understood, appreciated, ruled and used by us. God in His goodness has bestowed upon us the ability to discover and use truths about the universe, which may be learned irrespective of a person’s spiritual relationship with Him. In seeking to understand the truth of the universe in all of its dimensions, we are responsible to use every faculty and effort, but the facts of the universe can be understood in the fullest sense only when viewed in relationship to God. Ultimate judgments must finally be made in the light of God’s Word, the Holy Scripture, which is the only adequate and inerrant standard of truth.

对于学校的涵义：任何与管理一间教育机关（学校）有关的人士，都在该机关（学校）的目标上有份。这对于基督教教育事业更为重要，因为人生所有的工作，不论教育或其他，都不可能与神无关；同时，因为每一位从事基督教教育的教职员，其生命必须表现基督教教育的宗旨。每人都参与知识的传达，不过，只有意识地委身与《圣经》所启示的耶稣基督的人士，才可能有真正基督教教育的目标，而且有可能达到这些目标。为要达到基督教教育的目标，每位教员必须以最高的学术标准，同时符合《圣经》的宇宙人生观地来研究，教导每一门学问。

Implications for the School. All persons responsible in any way for the functioning of an educational institution share in the pursuit of its goals. In Christian education this becomes particularly significant since no task, teaching or other, is unrelated to God; and also because all personnel should demonstrate in their lives the end-purpose of Christian education. Everyone shares in the transmission of knowledge, but only those consciously committed to Jesus Christ as revealed in the scriptures can envision and reach the goals of Christian education. To realize the goals of Christian education all faculty members should seek to understand more completely and to teach more effectively their particular disciplines with academic excellence within a consistent Biblical world and life view.

对于学生的涵义：所有学生都可能藉神赐人类的普遍恩典获得高水平的知识；但是若要达到基督教教育的目标，学生们必须服在耶稣基督的主权之下，好叫罪和罪在人性里的后果得以克服。身为神所创造的人，学生们都身负神的使命，为了认识神，荣耀神而学习，应用一切的知识。学生不应该闭门造车，对非基督教的观点一无所知，反之应能对所有的知识批判检讨，保留真理，弃绝错误。学生应意识到神在他们身上的呼召，视他们的教育为为他们终身生命与事业 （无论那一行业）准备的宝贵机会。

Implications for the Student. While students may attain a high degree of knowledge through the grace given to all, in order for them to attain the goals of Christian education, they must be in submission to the person of Jesus Christ, that sin and its effects in their own personalities may be overcome. Students, as creatures of God, are under His mandate both to learn and to apply all knowledge for the purpose of knowing and glorifying God. They should not be sheltered from non-Christian viewpoints, but must become able to evaluate all knowledge critically, to gain from that which is true and to discard error. Students should be aware of God’s call on their lives and thus see their education as an opportunity to prepare for their life work, whatever those fields of endeavor may be.

对于课程的涵义：建构一个基督教教育课程的基础，乃是深信历史性的正统基督教信仰是永久真理，而且是整合一个真正基督化教育课程的基本因素。名符其实的基督教教育必然引致认识神，认识人类和认识宇宙，而这三方面的知识是彼此相关的；因此基督教教育的课程必须同时强调人文学科与自然科学（不论理论与实践方面），并以《圣经》研究为课程的基本核心。课程须使学生掌握到学习的基础，以致他们能终生在生活上荣耀神，不畏惧和坦诚地正视一切新知识的困难与挑战，在神的主权下贡献于社会的福利。

Implications for the Curriculum. In Christian education the curriculum is built upon the foundation that the historic Christian Faith is permanently true, and that it is the integrating factor of a truly Christian educational program. Since Christian education leads toward an understanding of God, mankind and the universe in their inter-relatedness, the curriculum will have a strong emphasis on both the Humanities and the Sciences, theoretic and applied, as well as a basic core of Biblical studies. The curriculum should lead students to grasp the foundations of learning so that they can live a life glorifying to God, confronting honestly and confidently the problems and challenges of new knowledge, and contributing to the welfare of society under God.

对于道德纪律的涵义：基督教教育必须按照神在《圣经》中启示的道德律法来维持道德操守的准则。因此，管教应在神的话的基础上执行。本于基督徒的爱的严谨管教，不单能防止放纵，并且更教导学生如何在基督的主权下生活，如何以公义与他人相处。道德的管教必须建立在《圣经》的罪观与耶稣基督的救赎真理的基础上，以帮助犯错者为心志。

Implications for Moral Discipline. Standards of moral discipline must be maintained according to the moral law of God which He has set forth in Scripture. Therefore discipline is to be exercised on the basis of God’s Word. Discipline exercised in Christian love and firmness not only deters licentiousness, but also teaches in principle how to live under Christ’s Lordship and how to live with other people on the basis of righteousness. Moral discipline must always be exercised in an attitude of helping the offender in the context of the doctrine of sin and its solution in Jesus Christ.

神创造人为要人荣耀祂，因此基督教教育竭力引导学生认识神，借着研究神的话和神的作为，使人生与宇宙的一切都与神相关。基督教教育强调主耶稣基督与祂的救赎大工，以帮助学生离弃罪，把生命奉献给祂作救主，同时视基督为人生宇宙的最高目标和意义。

Inasmuch as we were created to glorify God, Christian education seeks to develop the students‘ abilities to know God and to relate themselves and the created universe to God through the study of His Word and Works. Christian education emphasizes the Person and Work of the Lord Jesus Christ in order that students may be yielded to Him as their Savior from sin and that they may see in Christ the ultimate purpose and meaning of the whole universe.

基督教教育的目标是发挥神所赐每一位学生的才干，以致实现每人个别的潜能。学生将这些才干奉献给神，在每日生活和事业上荣耀祂，就是实现自己的潜能。世界是神所创造的，文化是奉富的，因此基督教教育须培养学生欣赏神的创造的质量，使学生认识整个人生都与神和祂的救赎有关。基督教教育的目标是培养成熟的学生，在个性上有美好的整合，在社会上作有目标有方向的公民，在家庭、教会、国家和世界里竭力建立神的国度。

It is the purpose of Christian education to seek the realization of the potential of the individual as the image of God through the development of God-given capacities. The fulfillment of those potentialities is reached insofar as students devote those capacities to God’s glory in their vocations and daily lives. Christian education endeavors to develop each student’s capacity for the enjoyment of the world as God’s creation, in all its cultural richness, realizing that all of life as a coherent whole is related to God and His redemptive activity. The goal of Christian education is the development of mature students who, as individuals, have well-integrated personalities; and who, as well-oriented members of society, are building the Kingdom of God in the family, the church, the nation and the world.

从基督教立场建立了稳固的教育基础之后，我们列出一些目标，作为我们办学的理想。

• Having formulated a sound basis for learning from a Christian perspective, we have chosen the following aims to guide progress toward our ideal.

透过从基督教观点学习基本人文学科，帮助学生培养对人类文化传统的理解与欣赏。

• To help students to develop a usable understanding and appreciation of the cultural heritage of mankind through a study of the basic liberal arts subjects, presented from a Christian point of view.

正视与检讨多种的思想与艺术作品，包括那些显示当代宇宙人类堕落与破碎本像的，藉此应用基督教的原则在治学上面。

• To apply Christian principles to the pursuit of knowledge by engaging and evaluating a wide range of intellectual and artistic works, including those that demonstrate the current broken and fallen nature of God’s creation.

培养演讲、写作、美术等表达能力，以及这几方面的批判能力。

• To cultivate skills of communication in speaking, writing, and the fine arts, and the ability to evaluate what is communicated.

预备学生进入社会，以知识为本地职业来服务人群。

• To prepare students for service to mankind through certain intellectually-based vocations.

提供机会让学生为将来进研究所或专业学院作充份准备。

• To provide opportunities for students to build a foundation for study in graduate and professional schools.

给学生机会认识基督教的基本教义，同时考虑耶稣基督作救主和生命主宰呼召。

• To give every student the opportunity to know the cardinal truths of the Christian religion and to consider the claims of Christ as Savior and Lord.

提供一个健康，精彩的基督教生活环境，以示范如何在个人生活与人际关系中应用基督徒信仰原则，同时装备学生日后在教会里作领袖。

• To maintain an environment which will provide a pattern for wholesome, enjoyable Christian living, to show the application of Christian principles to the problems of personal and social life, and to offer preparation for leadership in Christian churches.

让学生有机会参与促进身心灵健康的娱乐活动，以培养对空余时间的积极利用，日后不忘。

• To provide opportunities for the development of skills and interests which will contribute, in college and in later life, to physical and mental health through the satisfying and constructive use of leisure time.

提供机会让学生学习如何与他人相处，及培养忠心、合作精神，以准备学生在一个民主社会里作一个积极的参与的公民与领袖。

• To prepare students for active participation and leadership in a democratic society, through experiences which will develop the ability to work with other people, and the spirit of loyalty and cooperation.

培养对于国家与世界问题深思熟虑的关切。…（从略）

• To develop intelligent concern for the problems of the nation and the world. … (omitted)