How Christian schools debunk the myths about critical thinking
Christian schools have different approaches to critical thinking, Fosse's research found. Photo Pexels, Max Fischer
European Union
In recent years, Christian schools worldwide have received a bad rap because they have failed to invite critical thinking in the classroom. However, researcher Øyvind Fosse found that assumption to be incorrect.
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As these schools navigate or avoid complex topics in classrooms, such as gender reassignments and abortion, "indoctrination" is a concern that arises from secular counterparts and even Christians themselves.
Norway's Karin Kilden wrote in Vårt Land why she believed that Christian schools failed to implement critical thinking or equal rights. She is a board member of the Norwegian organisation Hjelpekilden (Source of Help), which assists those "entangled in complex religious environments."
Given the criticism, is it fair to say that Christian schools are seen as indoctrination centres, where students may only be taught the beliefs and values of their faith? Not so fast, according to one researcher, Øyvind Fosse.
Fosse recently earned his PhD at the University of Oslo and dedicated his doctoral dissertation to investigating that question within Norway. He studied how Norwegian Christian schools communicate their objectives and what they do to encourage critical thinking among students. While he found that Christian schools may have different approaches to critical thinking, one should not be too quick to judge that these education centres stifle independent exploration and thinking.
Freedom
When Fosse looked at the 83 websites of Christian primary and lower secondary schools and several internal documents and interviews, he found that many had various ways of communicating critical thinking. He looked closer at five key school groups from multiple denominations, including Catholic and Adventist, and various Lutheran schools, such as Danielsen, DELK, and NLM schools.
In general, these schools can be divided into two groups when it comes to the place they give to critical thinking in their curriculum. Some of these schools focused on conveying their faith and Christian values first. After that, they focused on personal growth or maturation, and students were encouraged to evaluate their own worldviews.
Other schools had a completely different approach, emphasising students' freedom. The degree to which these schools applied this freedom depended on the denomination and the type of school, Fosse observed. For example, a leader in one of the Catholic schools he interviewed emphasised freedom as a core objective for their schools. He stated, "Our project, for a Catholic school, is "to teach them that they are free. That they have the freedom of choice. At the same time, we must provide them with enough knowledge to make morally correct choices," the school's leader said.
Fosse adds that non-Catholic schools also tended to emphasise the importance of students becoming secure in their own (in practice, the school's) worldview before exposure to rival views.
So, how are students encouraged to make independent decisions based on the information they have learned? Fosse found that two kinds of critical thinking emerge at Christian schools. Some teachers use critical thinking to strengthen students' faith.
Examples could include encouraging criticism of what is considered negative influences from society, media, and worldviews in school textbooks or questioning the theory of evolution. According to Fosse, this type of critical thinking directed towards others' positions and worldviews is called weak critical thinking.
Others directed critical thinking towards their thought structures, beliefs, and worldviews, what the literature calls strong critical thinking. These thought structures could include ethical issues or the school's positions.
Standing firm
While Christian institutions often focused on the weak model, Fosse still found examples of the strong model where teachers, when approaching controversial topics, encouraged students to "reflect on their own beliefs". Some even argued that asking difficult questions about faith was essential in the transition to a more mature faith. However, he found that this personal reflection has some limitations.
Many Christian schools are attached to a specific organisation or denomination, and these institutions often teach according to the teachings of this denomination. Even though students can criticise these teachings, some schools stated that they stand firm on their conservative stances on controversial issues and would confidently convey those to their students.
Mark Buechsel sees critical thinking as a faith-building tool. He is a German and English teacher at Johann-Christoph-Blumhardt Schule, a Protestant Christian school in Lomersheim, Germany. In his classes, he is often required to use books that the government has mandated.
Many of these contain sexually explicit references, violence or other controversial elements that would not be used in Christian environments, he says. All schools, including Christian schools in the country, are over 70 per cent state-subsidised and require students to use a curriculum that the government has required. In Germany, schools are also funded by the governments of the individual German states and not at the national level.
Despite the book's questionable elements, he does not tell students what to believe nor impose specific confessions of faith on them. Rather, as they are confronted with the worldviews in the book, "we give them the tools to think about it theologically and systematically while having them think critically through everything," he says. During discussions, he also makes a point to build a rapport with students so they are comfortable voicing their opinions. While students may not uphold or confess belief in Christ or the Bible, their teachers do, he says. And that can mean being careful to provide orientation- encouraging discussion on articulating what it means to be a Christian. He says he is also open to having non-Christians have the last word in these talks, as they can offer perspectives that may differ from the Christian majority.
Role of government
While some schools, such as Buechsel's, do allow room for reflection, that ultimately comes down to the strength of this religious influence and the extent to which students are free to resist it, Fosse found. He adds that it is also important to remember that even the most conservative schools placed significant emphasis on students' religious freedom.
Fosse also explored another issue: some schools find it better to have students secure "their own" Biblical worldview before engaging in critical viewpoints. This, he found, ran counter to their open-door policy, which states that they allow students from "all religious backgrounds."
Although Fosse found a few limitations within the schools, does the government also influence the level of critical thinking in Norway? While this may appear valid, Fosse says it is not exactly true. Although the schools must follow the national curriculum, the government requires the schools to show how Christian faith and values impact the teaching in their curricula.
In Norway, Christian schools are predominantly funded by the state. They receive government subsidies equivalent to 85 per cent of the per-student costs compared to public schools, while only 15 per cent of costs can be claimed through school fees. This way, partial subsidisation grants schools greater educational freedom to customise their curriculum than fully funded institutions.
No barriers
For now, teachers in Christian schools are not forced by the state to teach topics that affirm homosexual relationships or transgenderism, he says.
At the same time, Fosse admits that teachings around homosexuality have become much more liberalised in public education, and it may only be a matter of time before similar expectations of liberalisation become linked to state subsidies for faith schools. The state fully subsidises religious schools in Sweden, and teachers cannot teach according to any specific faith. He says these schools are limited in what they can teach, which can discourage critical thinking.
As for Mark Buechsel, he does not see any barriers while teaching at his state-subsidised Christian school. Instead, he considers the experience as a witnessing opportunity. Along with the school's regular devotions and prayer, students can see how secular materials can be critiqued effectively. What is more, Buechsel says that he has seen students come to the faith in their Christian school experience.
"I think it's the whole package, of learning about Christ and about the Bible, of experiencing how people at the school live their faith, forming friendships with Christian peers and then also, being exposed to Christian views that run counter to secular premises."
What is critical thinking?
According to the Cambridge online Dictionary, critical thinking is defined as "a process of thinking carefully on a particular subject or idea without allowing feelings or opinions to affect you."
In Merriam-Webster's online Dictionary, the definition goes a bit further. Critical thinking involves "applying reason and questioning assumptions" when it comes to solving problems as well as determining information and potential biases.
In Fosse's research, two kinds of critical thinking emerged:
Weak critical thinking This type of critical thinking is directed towards others’ positions and worldviews. Examples of this model could be encouraging criticism of what is considered negative influences from society, media, worldview influence in school textbooks, or questioning the theory of evolution.
Strong critical thinking Focuses on their own thought structures, beliefs, and worldviews.
While many Christian institutions often focused on the weak model, Fosse still found examples of the strong approach in his study.
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