CAA Handbook

The Seventh-day Adventist philosophy of education is based on certain fundamental principles which shape not only educational procedures, but which blend into the basic message and mission of the Seventh-day Adventist Church. The following factors are inherent in the principles which provide the structure of Seventh-day Adventist education.

We believe in the education of the whole person. Education is not limited to the mere development of the intellect. Furthermore, this educational process is a continuing experience throughout the life of the individual. The home, the school, the church, and the community participate in this process of education here on earth and throughout eternity.

The Bible is the infallible frame of reference by which truth is measured. Its central message depicts the creation, the fall of man, and the restoration of man through Jesus Christ.

We view Jesus, His life, and His death on the cross, as the center of man's hopes for the present and the future. He provides the perfect model in life, and He is the only means by which man's restoration can take place.

It is not enough for an individual to be the recipient of education's benefits. He must also assume a growing responsibility for service to others. Unselfish service motivated by love and joy is basic to complete life. As one responds to the generosity of God's love for him, he, in turn, directs His love toward his fellow beings. He recognizes each individual as a person of supreme worth. To develop his potential for service, the learner recognizes the value and dignity of practical work. He is encouraged through his growing years to attain a saleable skill which may be useful to society and which may aid him in his pursuit of further education.

The learner is encouraged to develop a sense of balance in which both dependence and independence are identified as basic conditions to growth toward maturity. He begins to realize his dependence upon God as the source of all his strength and development, yet he develops a noble independence of thought in which what he believes, understands, and incorporates into his life, stems from his personal convictions, his intellect, and a continuing search after truth.

In this larger perspective of education, nature, in its grandeur and beauty, in its balance and in its power, bring the reflective student to the God who is the creator and ruler of nature. The learner sees beauty in both the diminutive aspects of nature and in the immensity of the universe. He sees beauty in the wrinkled face of the aged, in the kindness of a smile, in healthy physical qualities, in the poetic experiences of life, and in the grandeur of great music. Through all these aspects of beauty he sees reflections of the handiwork and character of the Son of Righteousness.

The learner views health and the practice of healthful living as not only desirable in themselves, but as essential to a growing capacity to know and love God. He views the body as the temple of God and realizes the close connection between spiritual and physical health. He does not, however, view healthful practices as a means of attaining righteousness or God's favor.

The learner is taught the meaning of respect and reverence. He distinguishes between the sacred and the profane, between the divine and the commonplace. Through a right relationship with parents and others in responsible positions, he develops a sense of respect and reverence for God.

Through all his educational opportunities, the learner develops a growing sense of the meaning and the urgency of the Gospel message and his part in it.