Philosophy of Education

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Running head: PHILOSOPHY OF EDUCATION ASSIGNMENT

Philosophy of Education 1 Alfonse Javed Liberty University EDUC 703 Dr. Dr. Reason, Casey December 12, 2008

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Philosophy of Education Education and Religion are interconnected, education impacts religion and religion impacts education. One way or another they are essential parts for any society; and in absence of any of them leads a society to total deplore. Morally, socially, and economically strong nations always go back to the basic teachings of their religious institutions. Even those who believe in no god or in many gods practice some sort of religious belief. Without such beliefs, there would not be any existence of social ethics and values. Social ethics and values are void without religious influence on Education. The connection between religion and education is so strong that tearing apart one of them can paralyze the other. Principles and ethics for a college professor depend on his personal worldview about, and religious perspective of, education. It is not possible to separate the religious beliefs from what someone’s teaches or what students learn in a school. Moreover, ethics and values in a society are a direct result of a religion influence on education. Generally, the Western world referred to Christianity, and it is a fact that Christians in the West are going away from their religious duties, values, and ethics in name of socialism, humanism, and equal rights. The rest of the world, and particularly the Middle East, use education as a supportive instrument to strengthen their religious beliefs. The religious institution rules over the educational institutions and in a bright picture every institution is somehow compelled to promote religious ties that the citizen of that country may abide to. Subsequently, today the American youth does not know about their beliefs and Islam is getting more and more powerful. Muslim youth know their background and where they are heading. Asian students are apparently hold high ethical values than white American students. There

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domestic culture and the values of their families have developed such high and strong ethics inside of them that it is very difficult to influence them. However, they are not isolated from Western influence. There is a big difference between the Western and the Eastern worldview of education. In the West, the religion does not play any significant role in education system, matter the fact this idea has been discoursed. Where in the East education system is based on religion teachings. America has taken Christian teachings out of schools in the name of democracy. Dewey (1958), argues that democracy is a much broader topic than its political form. He writes, “the foundation of democracy is faith in the capacities of human nature; faith in human intelligence and in the power of pooled and cooperative experience” [59]. A social belief that holds the idea that it is a natural gift that someone practices power with the ability and the right to control the conduct of others “laying down principles and rules and directing the ways in which they are carried out.” The argument goes on, “it would be foolish to deny that much can be said for this point of view. It is that controlled human relations in social groups for much the greater part of human history” [59]. If it is true, than man is trying to take control and while doing so are rejecting the authoritative one, Sovereign God. Kagan & Lang (1978) writes in their books that “Schools attempt to teach each pupil the values, motives, and character traits our society believes each citizen should possess.” [p.35] Civil War brings big change in society, it changed the American values. In 1800 A.D., religious and secular jingles were part of the book, and encouraged students to be faithful to Christianity. “ ‘Thy life to mend, God’s Book attend’ and warns against laziness ‘The idle Fool, is whipt at School’ ” [pp. 36]. Further talking about Christianity and values writers say, “conflict over the proper balance among achievement,

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friendship, and Christian morality are still apparent in the ways schools teach children to become American.” Until late 1800 American youth were well aware of their Christian heritage, and their moral values were high. Chilcott, Greenberg, & Wilson (1968) write, “In America, education itself is a value; it is to education that the citizen often turns as he seeks satisfaction and meaning for his life” [162]. The American nation as a whole gets their first knowledge of values from public schools. In this regards “the task of education is acculturative, and the discontinuity between the school and other socializing agents in the community may have far reaching effects on the behavior and participation level of these individuals as adults”[162]. When it comes to the point where someone has to analyze the values of American society, or educational values most of the time it refers to the formal religious commitments. There are Christian sects who believe that naturally, man was a man of virtue; according to secular writer Emerson, “Each individual was essentially a part of the great over soul and his unspoiled inclination was to seek and maintain contact with the sublime” [179]. However, if someone were to see today’s high school picture it is hard to find any moral values. America has the highest rates of teen pregnancy and births in the industrialized world. Annually, it costs America at least $7 billion. The Guttmacher Institutes (2006) provides statistics regarding Teen pregnancy rates: there are over 750,000 teen pregnancies annually. Eight in ten of these pregnancies are unintended and 81% are to unmarried teens. After increasing 23% between 1972 and 1990 to an all-time high, the teen pregnancy rate for girls aged 15-19 declined 36% between 1990 and 2002 (the most recent year that nationally-representative data is available). Put another way,

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after reaching 117 pregnancies per 1,000 teens aged 15-19 in 1990, the teen pregnancy rate declined to 75 pregnancies per 1,000 females aged 15-19 in 2002. Most of the Eastern countries do not have such problem. Their social ethical laws are stronger than constitutional law. The discouragement of such behavior through social ties, and restriction for media to play any immoral drama and movie has reduced the chances of development of such behavior in youth. However, in the West this restriction is considered as ignorance. Violence is another big issue in High schools; it shows that American youth is morally decayed. Although many studies have been done to find out either gender, race, and socio-economic factors that are related to violence in schools and conflict resolution; still there are so many complications regarding this subject. It needs more efforts, time, surveys, and studies to help those who are seeking a way out for conflict. There is no doubt that today both boys and girls are involved in violence, it is not any more gender preference. The society has changed over the years, and with the passage of time the differences between the ways little girls and little boys display anger and aggression have shifted as well. Girls are breaking down barriers and diminishing the differences between their levels of achievement. The girls are not limited to hidden and indirect aggression but they are turning to physical violence as well. Today the girls’ behaviors is not isolated, and they challenge traditional ways of thinking at a very basic level. Yet, in general, mostly older male students rather than female are involved in weapon carrying in school. More specifically, Hispanics are more active in such acts than whites are and blacks more than Hispanics. It is also has to do with geographic locations; mostly these students who are involved in violence with weapon carrying are from urban areas. The

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weapons are more likely to be carried by urban students than in suburban or rural geographic locations. These weapons which are carried by students to school can be listed as: guns, starter guns, and toy pistols; knives; brass; box cutters; mace; pipes; smoke bombs; slapsticks; ax handles; tire irons; a sock with a pool ball inside; scissors; hatchets; hammers. Razor blades; and bullets. However, students are more likely to carry knives than any other weapon. The sad fact is this that the weapons in schools are not brought in by students only but also teachers. When teachers are encouraging such behavior how would they stop students to bring weapons in the classroom. There are four main reasons which are told by students for why they carry weapons. First, to protect themselves against possible aggressors. Second, showing off to impress friends. Third, to make themselves feel important. Fourth, to emulate their friends. Why do they need protection? They do not they have security of life because there is no religious moral values; good ethics encourage a society to provide a safe place for habilitation. Christian beliefs are based on Love, and care. Christ sums up the Old Testament commands into one command to love God and love your neighbor. When some societies lack such love, they suffer violence, hatred, immorality and ultimately destruction. Islam teaches brotherhood. Since the state and religion are the same institution it is the duty of an Islamic Government to make sure that youths are getting an Islamic education. Regardless of their interest, they have to study Islam, which promises them a better life, better future, and hope that their good values and ethics will straighten the path for them in the coming life. Islam is the most rapidly growing religion, and the most common conflicts in the world somehow connect to Islam. Regardless of racial differences Muslims are committed to develop Muslim brotherhood as it is commanded

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by the Qur’an. Geographical setting can bring few changes in organizational framework but overall the Muslim brotherhood is influencing the world for Islamic education. “According to the Muslim Brothers every citizen is guaranteed the freedoms of thought, worship, expression, education and possession.”[pp.175] In Iran a militant Islamic group is in power and their government is based on religious teaching. “According to Khomeini, the Islamic ruler or governor must be learned in Islamic law, and he must be just. Such is the importance of the law that even the ruler must seek the guidance of the theologians: ‘thus the real governors are the theologians themselves, and thus government must rightfully belong to the theologians, not those who, due to their ignorance of the law, must follow their guidance’” [179]. Religious institutions are more powerful than any other institution. The Impact of Islam on education in Islamic countries is evident of their well-mannered and ethical behaviors toward older people, parents, immediate and extended family, friends and community. It is forbidden to talk about sex in class or with teachers, friends, or parents. It is very personal, no one is allow to talk about it. Sexual immorality is discouraged on all its stages. Violence inside the community (as Muslim brotherhood) is very rare. Most of the cases are resolved by family members or Alders in the society before it gets to court. The decision of a teacher or older person is considered as final authority. To reduce the weapon carrying and to prevent the school from all kind of violence behavior, three methods are being used by a few schools. Education: It provides information and teaches skills. Many schools are starting an assortment of violence prevention programs, including conflict resolution curricula, mentoring programs, and general education about violence and its impact on the live of students , their families,

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and their communities. Legal Regulatory Change: It includes laws or rules that may reduce the risk of violent behavior and of students’ carrying weapons. Environmental Modifications: It is about metal detector programs, security patrols, and school surveillance methods. Nevertheless, metal detectors might create a false opinion about a school’s environment. The students are going to think that the school environment is unsafe. Therefore, security patrols are good idea as long as it stays confidential. A common person has a desire to practice his religious beliefs, if state’s law allows such practice. Education is a simple instrument to promote the religious beliefs. Someone perhaps would not agree but Webster defines education as the process of educating or teaching. Education is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, someone might assume that the purpose of education is to develop the knowledge, skill, or character of students. In order to understand the full meaning of above mentioned definitions it is essential to define words such as develop, knowledge, and character. When someone will attempt to define such words, ultimately it will include religious belief of a person who is defining such terms. Collectively, it totally depends on the religious beliefs of such a society who intends to define each word (develop, knowledge, and character) into a certain cultural setting. Education reflects the beliefs of someone who teaches in his or her teachings. Eavey (1964) highlights the definition of education according to Christian perspective. “A human being’s reactions are controlled by religion; therefore religious education is inevitable, Christianity, from which Christian education is inseparable, is, of course, a religion; but essentially and fundamentally it is the life of God in the soul, Christian education is education founded on truth revealed by God. The history of Christian

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education is the record of objective facts connected with that education which centers in God.” Today’s most reputed and famous schools which are considered as liberal schools were founded on the basis of Christianity. Moreover, for a long time these Bible institutions were committed to their call and mission statement. Witmer (1962) writes, “the first, Harvard, was essentially a Bible college in its early years. In a pamphlet published in 1754. President Clap of Yale declared that ‘Colleges are Societies of Ministers, for training up Persons for the Work of the Ministry,’” [27]. The question is where is that passion, why is it not the focal center of all education institutions anymore, how will the American government abundantly use scripture in class, why is it illegal to talk about Christ in the classroom anymore? The Biblical authority is the most important element in the Christian philosophy of Education. There are many people and educators who have been rejecting the authority of the Bible, there objections were proven wrong and it is still same today. The modernists are attacking the Bible and trying to convince people that old truths are not truths but their modern lies are truths. How is it possible that the theory or approach which was acceptable at one point of time is not a valid anymore? As Witmer mention the names of Harvard and Yale, they were founded on base of the Biblical authority and Christian philosophy of Education. They have benefited the nation of American throughout the last century. Why can this philosophy not be used today? As a matter of fact, throwing the Bible out of the education system, and eliminating Biblical authority from society is an approach which has been used for political reasons. Clark (1988) writes, ““The liberal churchmen of 1918 wanted to hang the Kaiser

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for alleged atrocities in Belgium; but later they were thorough going pacifist, urging college students to take an oath not to defend our country even if attacked. For a time in the thirties the Christian Century was favorably inclined toward Hitler, presumably because Hitler aided the ecumenical movement”[125]. Government separates religion and the separation of religion dramatically turned into discouraging religious practice in school. Specifically Christianity. However, in the light of history someone can discover a deep connection between religion institutions and educational institutions. Warshaw (1979) states, “this interaction between government and religion is responsible for a divisive polarity which some people have called separationism versus accommodationism. The debate over whether the government should preserve, reduce, or expand its accommodation to religion has a long and continuing history” [pp.7]. There are few states in America that provide free exercise of religion and freedom under establishment clauses. The United States’ constitution holds different statements than most state constitutions in regards of religious freedom and practice. “the Constitution of the United States, in contrast to most state constitutions, did not appeal to God-a deliberate omission. Until the First Amendment, the document referred to religion in only three instances.” [pp.9]Article VI, Section 3, said, “No religious test shall ever be required as a qualification to any office or public trust under the United States”[pp.9]. The history is evident of religion being the most effective institution to change the philosophy of the human mind. Education always revolves around religious ties. Today, the main religions; Judaism, Christianity, and Islam, found their philosophy of education in the teaching of their holy books depending on scholars who were skilled to interpret the scripture. The Early Church set the boundaries and left a

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wide-open horizon to discover more about the purpose of human kind. This open horizon has given an opportunity to many scholars to come up with their theories regarding the philosophy of education. Dr. Lawrence states, that this time period saw a continuing growth of the commercial middle class. The people wanted a stronger centralized state. Eventually the states would break with religious schools and structure their own with a stress on literacy in order to read the Bible. Currently public schools stress literacy but, unfortunately, not to read the Bible. Martin Luther, John Calvin, and Erasmus introduced new education system but yet idealism, theistic realism, and neo-scholasticism are the products of the same struggle and adventure to find the meaning of life. Among all the church fathers who tried to incorporate the educational institution with the Church in order to generate a solid defense against the heretics, one name which stands out is St. Thomas Aquinas. St. Thomas saw all sides of a question and it is a well-known fact that it is almost impossible to find an argument brought forward by modern heresy or unbelief which was not proposed and answered by St. Thomas. In the "Summa Theological" alone ten thousand objections are proposed and answered. Thus St. Thomas pressed reason into the service of faith. The church and school under Roman influence was not pure, which left unanswered questions for those critiques and scholars who were looking for some recognition. They were not under the influence of the Holy Spirit, but under Roman and Greek philosophical ways of thinking. Reasoning and logic were the main focus of their conversation. Believing that what God has revealed and spoken is not true, real, and valuable because it is not seen with the eye, can have eternal consequences. While it seems only logical to view a thing before thinking on it, and reasoning before judging a thing to be righteous. Dr. Holland is head of the department of Education Specialist at

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Liberty University, he writes in his introduction for history of education class that the sight of the eyes and feelings of the heart can be tricked and deceived. Thoughts are formed on the basis of what one sees, when it is established that sight is unreliable. And what is righteous to the man ends in death when he is the one who defines it. It is so complicated to define “education” its all about the perspective of someone who is defining it, but again the culture and surrounding circumstances can cause deception while the process of observation is not completed yet. Gagne (1985) talks about cognitive psychology that “at a general level, it conceives of learning as an active process and suggests that teaching involves facilitating active mental processing by students.” Although cognitive psychology is one of the most rapidly growing branches of psychology this claim sharply contradicts the behaviorist view of students as passive receptacles of information. Recent research on learning reveals how the mind processes can cause cognitive change. According to Gagne, “These ideas have implication for how teaching can most effectively influence the development of competence.” This book describes that many theoretical frameworks are being used recently. The list which is provided by the writer includes Schemas, prepositional networks, logics, and cognitive maps, and a few other terms to describe mental representations are Schema restructuring, inheritance of generalizations, composition, and spread of activation. Gagne adopted John R. Anderson theory as framework for cognitive psychology. He describes two reasons why Anderson’s theory is useful for educators. First, his theory distinguishes between declarative and procedural knowledge. And second, it deals with the learning processes. He emphasizes skills and subject matter domains; emphasis on experiments that have classroom analogs; emphasis on one

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knowledge representation system, emphasis on learning. In chapter five, Gagne talks about pattern recognition versus action sequence procedures under the topic of cognitive psychology. Action sequence procedures are sequences of actions coupled with pattern recognition procedures. Although pattern recognition procedures and sequences of action are related with each other in terms of performances in process of learning, both are distinct from each other. Learning process includes generalization and discriminations: generalization increases the range of situations to which a procedure applies and discrimination restricts this range. The learning process of a student also gets influenced by surroundings, teachers, classmates, immediate family and extended family. Ethics and values are something, which bring to the debate that of nature vs. nurture. However, the learning process most of the time falls into the nurture category. In the case of why today, the students in high schools are unaware of those values and ethics, which were the core motive of schools. Kagan & Lang (1978) talks about the duties of schools that “Schools attempt to teach each pupil the values, motives, and character traits our society believes each citizen should possess” [p.35]. Clark (1988) writes, “More than ever the Christian people of America need to be impressed with the necessity for Christian education” [xvii]. Muslims are trying to dominate the world with their double edge sword, one side is dipped with blood and the other side speaks about peace, humanity, and love. The division of both ideologies meet on the same point, they portrait themselves having conflict with each other to show the world. Nevertheless, the both groups are determined to accomplish same task. Islam is spreading in the West so fast and the biggest reason for conversions is the attractions of religious ethics and values. Dr. Holland writes on Religious Rights for Religious Children in 21st Century Education, in this article he

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supports America for its legal concerns about the Separation of Church and State. He writes that “Americans continually express their concerns for the concept of separation of church and state by their acceptance of and support for a free exercise of a personal and national religious position.” However, he sees the consequences in unawareness of American history and how religion has played a big role in the formation and development of American society. He writes, “If we cannot agree to focus on the true history of America’s religious past, it will be to the detriment of America’s heritage and America’s history. History is not the only subject being revised and slanted in our public schools. The same thing is occurring in Literature. Anthologies are rightly weighted with the “correct proportions” of female and minority writers. This is appropriate only if equal accesses to religious writers are made a part of that same curriculum.” Throwing the historical evidence away is not the solution of all problems. The history of a nation works as a torch to show the path, to determine the right direction. There are many who claim that America was not founded on the basis of Christianity, nor do they acknowledge the efforts made by fathers of the nation to build a free nation under one God. All immoral and violent behaviors are cased by low ethical standards. Further more, the violence in the schools; the behavioral issues of the youth are subject to their learning process. What they have seen others doing, they would like to do. Schools are the place where they can find either good things or bad. The mental capacity of understanding does not allow them to investigate and find the reality. Naturally they adapt whatever their schools gives them. Religion has been separated from State but it does not mean that religion does not influence the education. No one can teach without having his or her worldview, and Biblical worldview is better than any other view.

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However, it is obvious the circumstances surrounding the students project what they are going to be. Today, America is suffering of the lack of potential youth with high knowledge, character and leadership. Most of the great leaders of the American history come from a challenging background but God used them to bring prosperity in this country. God was with America, He is and He will be forever. Regardless of those forces which are trying to bring American down, God is sovereign, He is unable to change. Booker T. Washington writes in his autobiography Up From Slavery, that the early years of his life, which he spent in the little cabin were not very different from those of other slaves. He was born as slave in 1856 on the Burroughs tobacco farm. He writes, “From the time that I can remember anything, almost everyday of my life has been occupied in some kind of labor.” This was the reason why he became the man that we know him to have been today. Ethics and values cannot be taught in any high school or college, but through the process of Spiritual sanctification God can put those moral ethics which might be needed to exalt this nation. High morals of a society represent its integrity and future stability. History records and present ones predicts that the future holds what is going to come in existences. Education and Religions had influenced American society, and the process of affecting lives through education with religious perspective will continue. College professors can set new principles if they are willing to bring change in field of education. If they are intended to promote ethics, they need to trust in God that He controls future and their job is not educate their students with merely heard knowledge but those ethics which are bases on Biblical principles. Today, the American society needs a quick backup from teachers to assist American youth. It is inevitable to experience violence, drugs and sexual immorality in

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absence of Christian ethics and values. Regardless, what people say about the fathers of America but the reality is this that God led those people to develop a free country under God and God cannot see the sin. If God is not standing against America, it does not mean that He is fine with American policies and the American worldview of religion. It is because He is merciful and wants American nation to get back to Him with clean hand and pure hearts. Education is the best way to promote religion and religion is best way to educate people, therefore, the connection between both education and religion offers a opportunity to teachers and Christian to help each other in order to bring change in American society. As a member of a Muslim society this student has learned life experience and knowledge of being thankful for life. Life teaches lesson even in quite times. Depending on some one’s belief, life insures certain objectives to be America is going too far away from religious teaching in the name of democracy and equal rights to the point that the concepts of Christianity and God have become merely hypothetical concepts rather than practice. The rejection of Biblical authority in the field of education has caused moral decay in American society. The separation of State and church does not mean the separation of religion and education. The state cannot keep its existence without education, and education cannot pretend to be unaffected by religious worldviews. The essence of education is to discover the truth and of ultimate purpose of this life. Religion gives hope for life, when coupled education and religion have an even more powerful impact on society. When lacking in either institution, societies have proven dysfunctional in all aspects of life. American teachers are in dire need of assistance and reinforcements in their struggle to save America’s youth. In a society devoid of Christian ethics, the

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prevalence violence, drugs and sexual immorality is inevitable. God led the founding fathers of America to develop a free nation under the watchful and righteous eye of God. If God has not yet punished America for its immoral climate, it is because He is merciful and wants America to return to Him with clean hands and pure hearts- not because it is innocent. Pollster George Barna believes that “our society was headed for spiritual revival or moral anarchy and that the generation that would determine which direction we would take was sitting in classrooms at the time.” Muslim culture and influence in all over the world is spreading like a virus. They preach and practice what they believe. Their education starts with the strict teaching of Islam and end with in the limit the of Quranic teaching. Science and technology are means to glorify Allah not to challenge the authority of Quranic teaching. According to Dr. Ravie Zacharias Christians of today face a difficult question: “how do you reach a generation that hears with its eyes and thinks with its feelings?” Schultz writes, “In the Bible, God gives the home and the church the fundamental principle of how our children should be educated.” The answer to this and many other questions is not hidden in the teachings of God. He implies that home and church are vital. Since creation God has been passing knowledge from one generation to the next. This student is working in the Middle East as a missionary, and my focus is on education. As Christian leader, first, I believe that through education we can change the mentality of Muslim people. In Islam both religion and state work together. There is not concept of religion without land and government in Islam. The purpose of the separation of the church from the state is to make it sure that none of these institutes may interfere in

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each other’s matters. The immediate impetus for the religious clauses of the First amendment was to avoid creation of a national religion and church-state conflicts that had occurred in the colonies. However, the phrase “church-state separations” has confused our legal system and even those points which should not be considered any problem between state and religion are the primary issues. Once general agreement is reached that the Establishment and Free Exercise Clauses prohibit control of religion by government or the control of government by religion, there is no prevailing consensus on how the clauses should be applied. As the Supreme Court has noted, each clause could, if pressed as absolutes, clash with the other. Dr. Holland a professor at liberty writes that our Nation is so focused on political correctness, not wanting to offend anyone, and not wanting to be seen as “religious”, that schools have been unable to say ‘no’ to the invading concept of separation of church and state. This is more out of a social reform outlook than an educational reform concern. History is being rewritten by those who claim America is not a nation of religious convictions and that the concept of “under God” is supported by a small minority of students believing their founding father’s ideology. Even though this assertion is still highly disputed by historical document, educators are allowing a corrupted position of our religious history to be taught in the classrooms. They do so because they are afraid to reject the concept of separation of church and state which would label public schools as religious agents and unduly entangled them with religion. Education is the best way to promote religion, and religion is the best way to educate people. Therefore, the connection between education and religion offers an opportunity to help each other to bring positive change to every world citizen. The

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knowledge does not come from only books but the practical experiences of those who allow themselves to explore the opportunity to apply their merely head knowledge into practice. Life itself is a life learning process which enhances the one’s docile attitude toward knowledge and practice in order to make him or her immune to ignorant behaviors. The source of such knowledge must be invincible and absolute. Bringing others out of ignorance to knowledge through education does not mean they are erudite citizens of the world unless they are directed by supernatural intrusion (God) to give up on their antagonistic behavior and patron of life. Drucker (2006) addresses everyone who, as a knowledge worker, is responsible for actions and decisions which are meant to contribute to the performance capacity of his or her organization. According to him, whether a chief executive or beginner, he or she needs to be effective. The title of this chapter “Effectiveness can be learned” itself summarizes the purpose of this chapter. However, he calls executives, knowledge workers, managers, or individual professionals who are expected by virtue of their position or their knowledge to make decisions in the normal course of their work that have a significant impact on the performance and results of the whole. The key words in the process of learning effectiveness are “knowledge worker,” “quality,” “decision making,” “results,” and “responsibility for his or her contribution.” The knowledge workers can not be supervised or helped but they must direct themselves and they must direct themselves toward performance and a contribution toward effectiveness. They think but the thinking part is not as significant as the doing part toward effectiveness. Their motivation depends on their being effective, and on being able to achieve. As the writer mentions, “Intelligence, imagination, and knowledge are

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essential resources, but only effectiveness converts them into results,” it is essential for an executive to be an effective worker. There are lots of managers in organizations who are not executives. They are simply superiors of other people, and often of fairly large numbers of other people; yet they do not contribute any effectiveness toward the organization’s performance. They work as overseers and manage the work of others. It is inevitable that the people under a manager can be executives, regardless of their limited resources and authorities, they do not depend on whether they manage people or not. They are focused on their ability to change, and contribute towards the progress of an organization through their effective work and decisions. A manager over them whether they take responsibility for his or her contribution or not, still should “be measured and appraised very largely in terms of efficiency and quality.” In the process of learning effectiveness it is very crucial to understand what it means by “knowledge work.” Knowledge work is not defined by quantity or costs, but by its results. An individual market researcher with knowledge and vision can be equally productive without staff compared to a manager who has many people working in market research. Such a manager may be so busy managing as to not have time for market research and for fundamental decisions. Executives can be defined as a captive of the organizations. They are forced to keep on operating “unless they take positive action to change the reality in which they live and work.” An executive is a changing agent, and if an executive is hesitant to change then most likely he or she will be driven by the circumstances. In other words

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the reality around him or her, and the flow of events will determine what he or she is concerned with and what they do. By doing so, “he will fritter himself away ‘operating’ he may be an excellent man, but he is certain to waste his knowledge and ability and to throw away what little effectiveness he might have achieved.” Therefore, an executive is required by his or her position to be focused on contributions and results toward effective work for the organization he or she is responsible for; even though the criteria are not found in the flow of events. Nevertheless, executives are expected to acquire the ability to get the right things done. Pollster George Barna believes that “our society was headed for spiritual revival or moral anarchy and that the generation that would determine which direction we would take was sitting in classrooms at the time.” Muslim culture and influence in all over the world is spreading like a virus. They preach and practice what they believe. Their education starts with the strict teaching of Islam and end with in the limit the of Quranic teaching. Science and technology are means to glorify Allah not to challenge the authority of Quranic teaching. According to Dr. Ravie Zacharias Christians of today face a difficult question: “how do you reach a generation that hears with its eyes and thinks with its feelings?” Schultz writes, “In the Bible, God gives the home and the church the fundamental principle of how our children should be educated.” The answer to this and many other

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questions is not hidden in the teachings of God. He implies that home and church are vital. Since creation God has been passing knowledge from one generation to the next. Today the education institutions are not trying to achieve the mission statement of their school but they are trying to get more student. The focus and philosophy of education is not to educate the students but to increase the numbers of students. Moore (2004) writes that the reason why institutions are forced to take a more market-oriented approach is heightened competition for top students, increasing bottom-line pressures due to tuition discounting and comparative “shopping” by prospective students, and alumni concerned about reputation and rankings. Moore (2004) also presents the idea of “integrated marketing” in which institutions coordinate all of their outreach activities to try to enhance their particular image to a “brand” in the educational marketplace. He suggests that the brand is a promise of an experience to target audiences, while understanding and communicating are simply parts of the branding process. There is not any debate on the need of public relations and communication between education institutions and the public. Moore (2004) writes that effectively managed organization public relationships affect key public member attitudes, evaluation, and behaviors. Further, to retain and attract potential students, different effective retention strategies have been introduced by most of the colleges’ and universities’ administrations. Moore (2004) writes that a set of new marketing responsibilities have been added to the academic leaders’ traditional roles in order to attract the right faculty, win important contracts, and recruit the desired students. Today, the field of education is a big marketplace where people invest their money in order to get back great profit. The students are the consumers. The field of

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education requires the same structure of promotion as any other field of business. To compete in the market or to attract more consumers, it is very important to develop solid public relations. In other words, publicity is the key element to attract consumers. Different colleges and universities have been very successful in the area of pubic relations. The surveys of articles on public relations show the different approaches which have been taken by the public relations officers of colleges and universities to elevate the number of students. Effective marketing programs are possible through such planning. They require making choices and must be done within the context of history, mission, and institutional will. The vision must be achievable; the goal must be defined as an achievable possibility (Moore 2004). This cannot be achieved without public relations communication between organizations and the public. It takes organizational and personal commitment, trust, involvement, openness, professional relationships, and community relationships.

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Reference Hackman, Michael Z. and Johnson, Craig E. Leadership: A Communication Perspective Prospect Heights, 4th Edition, IL: Waveland Press Inc., 2003. Kouzes, James M. and Posner, Barry Z. The Leadership Challenge San Francisco, 4th Edition, CA: Jossey-Bass Inc., 2007. Schultz, Glen. Kingdom Education: God’s Plan for Educating Future Generations Nashville, 2nd Edition, TN: LifeWay Press, 2003. Valente, W. D. & Valente, C. M. (2000). Law in the schools. 5th ed. Prentice Hall College Div. ISBN: 0130305464. Mawdsley, Ralph D. (2006). Legal problems of religious and private schools. 5th ed. Education Law Association. Wohl, A. (2005). the Extent and Limitations of Teachers’ Rights . [On-Line]. Available: http://www.abanet.org/irr/hr/Fall05/teachersrights.html. Moore, R. M. (2004). The rising tide: Branding and the academic marketplace. Change 36 (3), 56-61. Retrieved May 16, 2008, from H.W. Wilson Company/ WilsonWeb database.

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Eavey, C. B. (1964). History of Christian Education. Chicago, IL: The Moody Bible Institute of Chicago. Tate, M. W. (2007). Approaches to Teaching Anti-Christians to Christians. In King, D. W. (Ed.), Christian Scholoar's Review (pp. 25-46). Montreat, NC: King, D. W. Gagne, E.D. (1985). The cognitive psychology of school learning. Boston: LIttle, Brown and Company. Nel Noddings (1995). Philosophy of Education. Colorado: Westview Press. Barlow, D.L (1985). Educational Psychology: The teaching-learning process. Chicago, IL: Moody Press. Kagan, J. & Lang, C. (1978). Psychology and Education :an introduction. New York: Harcourt Brace Jovanovich, Inc.. Chilcott. J. H., Greenberg, N. C. & Wilson, H. B. (1968). Readings in the SocioCultural Foundations of Education. Belmont, California: Wadsworth Publishing Company, Inc. Warshaw, T. S. (1979). Religion Education and the Supreme Court. Nashville: The Parthenon Press. Dewey, J. (1958). Philosophy of Education. Ames, Iowa: Littefield, Adams & Co. Clark, G. H. (1988). A Christian Philosophy of Education (2nd., ). Jefferson, Maryland: The Trinity Foundation. Gaebelein, F. E. (1951). Christian Education in a Democracy. New York: Oxford University Press. Webb, H. S. (2000). Taking Religion to School: Christian Theology and secular education. Grand Rapids, MI: Brazos Press. Jansen, G. H. (1979). Militant Islam. New York: Harper & Row, Publishers. Witmer, S. A. (1962). The Bible College Story: Education with Dimension. Manhasset, New York: Channel Press, Inc. Benson, C. H. (1950). The Christian Teacher. Chicago, IL: Moody Press. Knight, G. R. (1980). Philosophy & Education: An introduction in Christian perspective. Berrien Springs, MI: Andrews University Press.

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Edlin, R. J. (1998). the Cause of Christian Education: A practical guide to educating our young from a truly Christian perspective (2nd ed.,). Northport, AL: Vision Press. Bruning, S. D. (2002). Relationship building as a retention stratey: Linking relationship attitudes and satisfaction evaluations to behavioral outcomes. Public relations review 28 (1), 39-48. Retrieved December 12, 2007, from H.W. Wilson Company/ WilsonWeb database.

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