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Bible story, and in science class the student is taught that the earth is millions of years old and that man
existed as cave dwellers hundreds of thousands of years ago, then the student will not make any
connection between the two different concepts being promoted. It ends up creating a dichotomy in the
mind of the learner; a separation between the sacred and the secular.

Level 1 - Referencing the Bible. In this level, the teacher may reference the Bible while the subject is
being taught. Bryan Smith suggests two kinds of Level 1 integration: biblical analogies and biblical
examples. Using biblical analogies, the teacher points out that there is a similar truth being taught in
the lesson and a particular biblical story or reference. For example, in science, the teacher may point
out that the metamorphosis of an insect is an illustration of a Christian’s growth in Christ. Most often,
these analogies really stretch in connection and the analogy parallels the lesson rather than becoming a
part of the lesson. With biblical examples, the teacher may reference something in the Bible that
pertains to the lesson. For example, history teacher lecturing on the fall of Babylon may reference the
Bible’s record of that event in Daniel 5. This level of integration only demonstrates the relevance of the
Bible to the lesson but will not lead the student to a theocentric view of the lesson.

Level 2 – Responding with the Bible. In this level, the teacher shows the student how the Bible
should guide him as he applies the academic disciple to real-life situations. The teacher provides a path
for the student to understand what the Bible says about a particular topic, and to take action in line with
God’s plan. For example, the teacher may show the student how to use the acquired math skills to
make a wise choice in purchasing a vehicle. A language teacher may show students how a certain
writing skill can be used to in filling in a prayer and praise journal at home.

Level 3 – Rebuilding with the Bible. The final level focuses on rebuilding the lesson for the glory of
God. The teacher teaches the student how to first question the assumptions of the lesson writer or
content being taught, and then rebuild the lesson from a biblical presupposition. This approach will
enable a student pursuing a vocation in science to construct scientific models that are biblically faithful
and scientifically responsible. It teaches the student to use the Bible as a sieve through which to pass all
knowledge. Only the information that is consistent with biblical truths is formulated into real models.
The student, therefore, has been prepared to evaluate all information and decide which is biblical and
reject that information that is contrary of God’s thoughts.

Parents and teachers in the church should seek to integrate the Bible into every aspect of every lesson.
However, as we have seen, teaching students how to integrate the Word of God as a central reference
for evaluating all information is the highest goal. Obviously, this comes only as the student is immersed
in God’s Word.

The Materials of Christian Education

Telling students what they need to know will result in minimal returns. Christian educators must utilize
the physical world and all that is around them to help students learn. Educational materials refer to
physical items, books, games, internet, software, pencils, crayons, paper, glitter, glue, and any other
physical items that can be used to illustrate truths for the learner.

The first material needed is a physical place where education will occur. In the home, parents can utilize
just about any location to teach a truth. At church, however, normally the educational process is a bit

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