Our beliefs about the nature of children. . .

• Children are created in the image of God, and as image-bearers, they are spiritual, moral beings. They must be allowed the freedom to respond and relate to the Creator.
• Children have an inherent curiosity about the world around them. The process of acquiring knowledge is as natural to them as breathing.
• Children are rational beings. They are able to deal with complex ideas, generate original ideas, and thoughtfully and creatively discover ways to connect with newly encountered ideas.
• Children have unique perspectives and learn in different ways. Their strengths and weaknesses, interests and experiences, culture and background serve as places from which to begin their education. Yet, as persons we all share significant traits in common; this binds us together and gives us a platform from which to relate and grow.
• Children learn and live best when part of a community where they are valued, respected, encouraged, and held accountable. As members of a community, they make vital contributions and should be given responsibilities in their work and play, in making decisions, and in their relationships, experiencing the consequence of their choices.
• Children need guidance and direction, discipline and correction, structure, and the consistency of routine. Authority and obedience are fundamental principles having their source in the authority of our Creator. This authority must never be abused to manipulate children by guilt, influence, fear, or undue play upon any natural desire (such as to be well-liked by one’s teacher).
• Children have unlimited potential as builders and shapers of their world. They are responsible beings, able to affect decisive change in themselves, their families, and the larger community.

Our beliefs about the nature of learning. . .

• No separation exists between the sacred and the secular. All Truth is God’s Truth and every good gift of knowledge and insight is divinely given.
• Education is the science of relationships: relationship between the child and God, self, others, the created world, and the realm of ideas. Learning becomes vibrant and relevant when connections are made across the disciplines, within relationship and with real life.
• It is ideas which move and shape the world, not facts. While the knowledge and retention of facts has a place in a child’s education, it is the world of ideas which informs, inspires, transforms and causes change.
• A significant responsibility that rests on us as persons is to accept or reject idea, and discern truth from falsehood. Therefore education should provide principles of knowledge and conduct to avert empty thinking and aimless action in life.
• A broad, varied and rich curriculum, characterized by the abundance of ideas is the birthright of every child.
• Knowledge is best pursued through contact with real things; the best books by the best minds, real life experiences, actual objects, and opportunities for explorations and discovery. The curriculum cannot be characterized by fabricated, predigested material, simulations, or special “child” objects which are removed from real life.
• The delight in learning is accompanied by diligent effort and perseverance. Children need guidance and support in order to endure, and a safe haven in order to take risks in appropriating knowledge which will truly challenge and engage them.
• Learning involves the work of not only the mind, but the hand and the heart.
• Learning is an active process rather than a passive one. Knowledge gained requires expression. There can be no impression without its expression in some form.
• The discipline of developing academic habits of study are powerful tools which freely aid the child in the learning process. However, they are not ends in themselves. Discipline is ultimately for the purpose of giving freedom to the child, that is, the freedom to choose and do what is good, what is in keeping with his nature as an image bearer.