The Bible as the Foundation and Context of Christian Curriculum I Corinthians 3:11 declares, “For other foundation can no man lay than that is laid, which is Jesus Christ.” Since we know God’s word is truth, then as scripture holds, the foundation of all things is Jesus Christ. In education, one would then have to choose a curriculum that adheres to scripture and be built on principles of truth – God’s word. One can imagine this idea as a puzzle. Most individuals use the picture on the front of the box as a guide as to how the result should look. A good puzzle builder will start with the outside framework for a point of reference for all other parts. Once the framework is complete, a puzzle builder will then analyze each piece to determine its proper relationship to the others. If determined not to fit, the piece is placed elsewhere until it can be further analyzed to determine its worth for later use. After completing the outside frame and initially examining the other pieces, it becomes significantly easier to see the smaller sections within the picture in relationship to the whole. A curriculum that starts with a biblical framework has established careful parameters with which to judge all the other pieces. One can put pieces to the side if unsure and do more research. Sometimes other pieces of a different puzzle get mixed up with what one is currently working on and thus must be weeded out. The goal, of having a biblical foundation in a curriculum, is to be certain it is grounded in the truth. A weak foundation, as scripture points out in Matthew 7:26-27 speaking of foolish man who built his house on a sandy foundation, has a catastrophic outcome. As educators, it becomes a biblical mandate to ensure the foundations are being built on solid rock. Educators are entrusted with life’s most precious creation and should make it their highest goal to ensure children are taught a solid foundation of who their Creator is and wants them to be. John Gresham Machen, in his book, What is Christianity?: and other address, stated the following about the importance of a thoroughness of a scriptural focus in view of the content of a curriculum: A Christian boy or girl can learn mathematics, for example, from a teacher who is not a Christian; and truth is truth however learned. But while truth is truth, however learned, the bearing of truth, the meaning of truth, the purpose of truth, even in the sphere of mathematics, seem entirely different to the Christian from that which they seem to the non-Christian; and that is why a truly Christian education is possible only when Christian conviction underlies not a part, but all, of the curriculum of the school.1 Once the framework has been meticulously put together the supporting pieces can be scrutinized to determine how and if they fit. Each individual piece is important because it contributes to the beauty of the whole. If one has ever tried to put a child’s puzzle back together after finding the pieces all over their room along with some other pieces of bygone years, it can be extremely frustrating and usually does not create the desired outcome. Making a hodge-podge of curriculum decisions without verifying where the pieces are coming from will also manifest a less than desirable outcome. Biblical truths should be supported in every area, no matter the subject of the curriculum. Once the hard work of examining each piece has been completed, they can be put into place and the Christian school can begin to create a beautiful masterpiece. Machen addressed the importance of a truly Christian school when he said, “It is this profound Christian permeation of every human activity, no matter how secular the world may regard it as being, which is brought about by the Christian school and the Christian school alone."2 A curriculum that addresses the nature and needs of the learners is going to lead to the anticipated outcome of producing willing and ready hearts to serve God creating a vessel of honor that can be used by Him. References 1. J. Gresham Machen, Education, Christianity, and the State (Jefferson, Md.: Trinity Foundation, 1987). p. 81. 2. Ibid. p. 81.