Christian Higher Education
Chapter Summary • John David Trentham, “Christian Higher Education,” in Christian Education: A Guide to the Foundations of Ministry, ed. Freddy Cardoza (Ada, MI: Baker Academic, 2019), 327–39.
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Summary
John David Trentham argues that Christian higher education must be evaluated through three essential contexts: conceptual, virtuous, and future. He aims to clarify Christian higher education’s identity, purpose, and direction in a confessional Protestant framework grounded in scriptural truth and oriented towards redemptive societal influence. In the (1) conceptual context, Trentham reasons that Christian higher education should integrate biblical truth, form spiritual maturity, and equip students for redemptive agency. In the (2) virtuous context, he opines that institutions should reflect Christian commitments: a prioritized theological vision, a Christian way of life, and a uniting communal identity. Finally, in the (3) future context, Christian higher education should cultivate a balanced ecosystem where students grow in truth, virtue, and wisdom, producing holistic discipleship. Trentham explores themes of the confessional foundation, missional commitment to student development, and institutional uniqueness of Christian colleges in being ‘salt and light’ in society. His “John 3:30 Principle” (“[Christ] must increase, but I must decrease”) beneficially differentiates between Christ-centered and self-centered learning. He advocates that sub-Christian secular learning motivations may be agnostic (i.e., curiosity-driven), pragmatic/instrumental (i.e., utility-driven), or materialistic (i.e., aspiration-driven). While these facets of learning are legitimate fruits of education, they are sub-biblical when detached from God-oriented, worshipful intentions.
Quotations
“What is Christian higher education? . . .: (1) Integration of biblical truth throughout every facet of an institution, (2) moral and spiritual formation of students unto wisdom, and (3) equipping students as redemptive influences in society” (328).
“Education is about learning, and learning is about growth and maturity. If students do not learn, education is not accomplished, regardless of whatever else may be achieved. And in Christian higher education, if students do not learn in the context of a thoroughgoing biblical worldview, education is stunted” (329).
“Christian higher education is (1) a collective body of institutions that respectively exist and proceed on the basis of a Christian confessional identity, (2) for the purpose of promoting and facilitating student learning and formation according to a Christian worldview framework, (3) by the means and culture of one or more prescriptive postsecondary degree-based curricula” (330).
“The pilgrim is willing to engage a problem with an attitude of strategic evaluation and compassion, while the track-runner only seeks ready-made, formulaic solutions. The pilgrim yearns for sustainable wisdom, while the track-runner yearns only for the accumulation of facts” (333–34).
“Redemptively aware students, faculty, and administration will understand the features of their school’s culture and will intentionally consider how they can pursue growth in Christlikeness by leveraging inherent strengths, transcending potential liabilities, and constructively engaging areas of weakness or shortcoming with a gospel-motivated sense of community and humility” (337). ❖
Quote this Review
Footnote: Timothy J. Harris, “Christian Higher Education,” Practical Theologian, December 6, 2024, www.practicaltheologian.com/blog/bookreview-xrd6f.
Bibliography: Harris, Timothy J. “Christian Higher Education.” Practical Theologian, December 6, 2024. www.practicaltheologian.com/blog/bookreview-xrd6f.
