Written by Paul Koelpin
Does Lutheran education in the 21st century need a reformation? Lutherans often wonder just what Luther would say about the practice of the church that bears his name today. Would Luther approve of what they teach? Does the 21st-century church rightfully bear the name “Lutheran”? Does the mystical concept of “Luther’s spirit” live on?
The very fact that half a millennium separates us from the time of Luther means that an even comparison is nearly impossible. The time and contexts are so very different. Even so, many of Luther’s thoughts on education still apply.
If Luther had an overarching principle for education, it would be that education must work to serve the cause of the gospel – to sustain the sharing of the life-saving message of Christ and to retain the wholesome influence Christianity has on societies engaged in the struggle against evil. In a very real sense the Lutheran Reformation was an educational movement – a return to biblical truth by teaching clearly and correctly what God said in his Word. Error needed to be exposed, and the truth required proper instruction. Luther wrote his catechisms so that instruction could and would happen in homes and churches and schools.
After reading Luther, one gets the impression that he would have been a good “blogger.” There is something very bold and direct about his expression. He says what he thinks. Maybe I should take a cue. Should I try? Here goes.
We Lutherans trust that we have something unique to offer – the truth about God and life, about sin and grace, about the means of grace. With Christ at the center of the salvation story, we are committed to high-quality education for a life of faith and service. We must remain committed to biblical, confessional (i.e., Lutheran) teaching. We also need to be clear about the purposes for which we are maintaining and promoting Lutheran schools. If we lose our commitment to the pure gospel, or if we emphasize preparation for this life over preparation for eternity, then our Lutheran schools need a reformation.
Ironically, we may live in a time that is confronting issues exactly opposite of those Luther faced in the 1500s. In Luther’s day, many questioned the need for any formal education for children. (See below*) Today, society has a near obsession with educational quality. Schools, particularly private ones, promote a competitive environment – internally and externally. Teachers are driven to find the educational edge that will inspire positive publicity. There is, of course, nothing wrong with educational success – it is in keeping with our Lord’s directive to be faithful with our talents. And there is no special merit in poor performance. But the devil is crafty. If he can’t undermine education altogether (as in Luther’s day), he would like nothing more than to blur its focus. We could easily fall victim to becoming too distracted by data and forget about the “one thing needful.”
What makes me most nervous is history. Let me explain. All of us are aware of church-related schools that no longer promote their religious affiliation. Some schools still embrace a religious image, but, aside from name and a veneer of religiosity, maintain little commitment to the theology that gave them birth. They have become, in essence, private schools. How did this happen? Gradually. With the best of intentions. In an effort, frequently, to remain both viable and progressive. Often the impetus for change was a desire to gain greater approval from the world – to hear accolades for making a difference with the high level of quality of teaching and learning.
I fear that too often the drumbeat for Lutheran education matches the rhythm of the world’s standards. This is not to suggest that we necessarily do this consciously. But do we fall into the trap of lauding achievement and success at the expense of the clear, biblical teaching for which Lutheranism stands? Do we perceive our schools as being private or parochial (that is, having a clear connection to the community of faith in a congregation)? Are we about making changes in the lives of children for this world or the next? Ideally, both, but does a “this world” focus predominate?
On a personal level, we might ask: How might Luther judge the modern teacher? The question must remain in the hypothetical, but we have clues about what Luther might say or ask. He certainly had opinions about pedagogy. And he voiced his views about curriculum. But I suspect he would keep the focus on the gospel. He might ask: Are you teaching the chief parts of the Catechism clearly – distinguishing between God’s righteous will and God’s redeeming love? Are you clearly teaching how God’s grace comes to us in both the Word and the sacraments? How do you model a life of discipleship (carrying “the cross”) for your students? For Luther, the Word of God was paramount.
The training and calling of teachers remains a critical issue. Once a Lutheran school begins to look outside its Lutheran body for teachers, the commitment to distinctly Lutheran education will diminish. This means that Martin Luther College needs to redouble its efforts to recruit and train capable, confessional teachers for schools in our synodical affiliation. And WELS schools – which rightly perceive that education is critical to the future of the church – must retain a focus on the cross, not the glory. In the end, my plea is this: stay Lutheran!
References
Harran, M. J. (1997). Martin Luther: Learning for life. St. Louis: Concordia Publishing House.
Luther, M. (1524). To the councilmen of all cities in Germany that they establish and maintain Christian schoools. In A. Steinhaeuser (Ed.), Luther’s works (1962). (Vol. 45, pp. 347-378). Philadelphia: Fortress.
Luther, M. (1530). A sermon on keeping children in school. In J. Pelikan, & H. T. Lehmann (Eds.), Luther’s works (1967). (Vol. 46, pp. 207-258). Philadelphia: Fortress.
Painter, F. V. (1889). Luther on education. Philadelphia: Lutheran Publication Society.
Paul is professor of History and Religion at Martin Luther College, New Ulm MN.
*Additional Background
When Luther wrote specifically about Christian education, he wrote to the councilmen of German cities. Why did he engage with political entities? The public/parochial divide that is part of our church/state separation did not exist at Luther’s time as it does today.
What we can say is that Luther was passionate about the subject of education – especially since he perceived a prevailing attitude in German lands that disparaged the value of “book” learning In her study titled Martin Luther: Learning for Life, Marilyn Harran asserted that “Luther portrayed education as a contest between God and the devil” (192). He warned that neglect of education would have disastrous consequences, both for the welfare of the earthly state and the welfare of souls.
There is urgency in Luther’s earnest warning to the German councilmen:
O my beloved Germans, buy while the market is at your door; gather in the harvest while there is sunshine and fair weather; make use of God’s grace and word while it is there! For you should know that God’s word and grace is like a passing shower of rain which does not return where it has once been. . . . You Germans need not think that you will have it forever, for ingratitude and contempt will not make it stay. Therefore, seize it and hold it fast, whoever can; for lazy hands are bound to have a lean year. (LW 45:352)
Well stated!
The vacancies on the pastoral side are caused by a combination of greater than usual retirements and resignations with fewer seminary candidates than previously. Thankfully, the pastoral preparation MLC student population is increasing in recent years.
Teacher enrollments at MLC are up, but so is the demand for WELS teachers. There is much ministry to be done, both in existing WELS schools and churches and around the world. “The harvest is plentiful, but the workers are few. Ask the Lord of the harvest therefore to send more workers into his harvest field.” Matthew 9:37-38
Thank you. I’m sorry. I guess I misspoke. There are many vacancies in teaching and preaching positions in the WELS. The last I heard the number was 136 pastoral vacancies. I don’t know the number of teaching vacancies, however.
Ben, said so well! Too often this conversation is framed as an either… or when instead it can be both… and. We MUST keep our schools distinctively Lutheran by having the Gospel at the heart of all we do. That does NOT however prevent us from ALSO having our educational instruction be the very best it can be (making use of research that shows what best practices are in the field of education) so that our students are ready for eternity (most imp.) AND this world.
We should remember the encouragement to do all things to our very best so that we honor God in all that we do. That includes teaching the Gospel and keeping in the forefront, curriculum planning, teacher development, classroom instruction, music.. etc..
May God bless our distinctively Lutheran schools so many more can learn of God’s love for us in the Gospel of Jesus Christ!
You make a terrific point here Steven! With so many “catchy” songs that musically are powerful and sound great…. but have a reformed theology (which is really fluff at its best) that lacks scriptural truth or purity, it takes a dedicated leader or director to search for the words and themes and messages to go along with the worship themes. I think Luther would scold many for choosing music with little if any substance to them.
Thank you for your comments. Just a correction. Enrollment at MLC has been increasing slightly in recent years.
Thank you, Pastor Koelpin!! As a mother of children who attend our WELS schools, I have been noticing this for several years. My husband and I have personally seen education change, especially with the technology explosion and efforts made in striving for academic “excellence and success”. Although the changes have not all been bad, there are certainly many things that are and continue to be troubling…I’m trying to keep this short, so will not go on to specifics. The one thing that comes up again and again in our minds is TIME. There are only 24 hrs in a day, and 7 days a week. In order to do all things to the glory of God, people need rest, rest for their bodies and for their minds, and time to spend on personal growth in “the one thing needful.” Jesus rested too. Ministry was hard work for him..for us. Is our time (a gift from God) being spent wisely on excellence in education? Are we overemphasizing standards, finding the perfect curriculum, over analyzing results and continuing for too long on “continuing education”? At what point are the studies and strivings in academic knowledge rising above “grow[ing] in the grace and knowledge of our Lord, Jesus Christ”?
We are in end times. We can reflect on the nature of knowledge in these last days from the book of Daniel. “Multitudes who sleep in the dust of the earth will awake; some to everlasting life, others to shame and everlasting contempt. Those who are wise will shine like the brightness of the heavens, and those who lead many to righteousness like the the stars forever and ever…Many will go here and there to increase knowledge.” Daniel 12:2-4.
One last point that is a whole other topic: It is important to consider that the decline in students enrolling in MLC can be due to people seeing that changes being made towards “excellence in education” can mean quite heavy burdens on students as possible future called workers. Our youth notice those things in other called workers’ lives, especially if they are their parents. It can be a big deterrence to them as they consider the ministry.
Professor Koelpin, I thank God for your conviction. I thank him for sending a person of your insightful understanding of Luther’s biblical approach to life in the church. May the Lord continue to bless you and your Reformation Day message among God’s people.
As timely today as it was when it was first published. May our prayer as Lutheran educators always be, “Lord, Keep us steadfast in your Word!”
Prof. Kieker,
Thank you for reminding us that the message is first and foremost. While I am an advocate for technology and would use it as a tool, I do think the tool sometimes get to be a stumbling block. In my experience as a science teacher at both the secondary and college level, I have managed to muck up the message on occasion when I relied on the method.
Blessings on your work.
Thank you for your very timely and valuable point about “Lutheran” music! Luther valued music … partly because he had a lot to teach through the music! On a number of occasions, he stated what a valuable tool music was for doing that. I fear that many Lutheran teachers do not fully appreciate or utilize the powerful tool that God meant music to be, either because they do very little music with their students in the first place, or because the music they do with them does not “have much to teach.” Luther put music second only to the Gospel in the education of Christians, because of its great power in conveying the Gospel to hearts and minds. The devil would love to see us abandon or diminish the effective use of this tool!
Great thoughts Ben. The Gospel of Jesus Christ will be central in Lutheran Education whether you call your school Lutheran, Christian or Day School. But how do you present that Gospel?
If you are tweeting the Gospel, or FaceBooking your sermons, is that better or is that different? I believe a reformation of curriculum and pedagogy needs to take place–different not just better.
A SmartBoard, lap top, and projector to show a PowerPoint lecture day after day? Even if it is the Gospel being presented, it is just better. Instead of an overhead I now have over $1,000 being used to present something that students will take notes on–just better.
Now, give the students a question and a new way to collaborate or present their information–different! What does the Reformation mean to you? Please use a podcast made with Audacity lasting less than five minutes–different, a reformation…and Luther smiles as many people who have not heard the Gospel before see Salvation in a new light.
I know Luther would have had a lot to say about music education in our schools. When Luther wrote songs, whether for children or for the entire congregation, he wrote songs that plainly and clearly taught the message of salvation. Are the songs we are teaching to our students similarly rich in doctrine? Or do we tend to choose songs that are “fun,” “easy,” and “child friendly?” Our song choices must give our students a musical setting that reinforces the important truths of Sciprture.
The means of conveying the Gospel is never as important as the message itself. Jesus used parables, “sermons”, miracles and everyday conversation to bring the all-important message of His love to a world caught up in pharisaic traditionalism. For us as well, the means of conveying the Gospel can change. But the means should never outshine the message of the saving Gospel. In the end, the open and honest personal contact that is made when a teacher shares his/her faith with the pupils and spends time with them showing them the proper way to read, understand and apply God’s Word to everyday life is what Christian education should be all about. If I have the gifts to use the latest technology to clearly convey Biblical truths well, then I should use them. If my attempts result in presentations that don’t work, pages that won’t load or tweets that end up being squawks, any of which will put a veil over the Gospel, then I should not make those attempts merely in order to appear to not be “stuck in the mud”. Luther was certainly not against change as long as the change helped to allow the message to be heard, learned and taken to heart. A thorough study of the Reformation and the struggles of the early “Lutheran” church must be a regular part of any Christian teacher’s continuing education. We need to be reminded of what was lacking in Christian education at that time and what was done to address the needs. We need to see ourselves for the sinners that we truly are. We need to come face to face with the Lamb that was slain for each one of us. Then we can be all the more excited to be shamelessly identified as Lutheran Christian schools who put message first and method second. And we will never have to apologize for that.
Amen to that Ben, you hit the nail on the head… I think Lutheran schools often use the concepts in this article to defend being stuck in the past and irrelevant… I trust that, Luther like Christ if they were here in physical, human form today would (in addition to a great many other things) Tweet, text, update statuses, pin pictures, blog, be LinkedIn, and be active in many peoples Circles.
Luther made a pointed effort to make the Gospel accessible to the people of his time in ways they understood. He toiled to translate God’s Word into German and composed his songs/hymns using familiar tunes.
In that regard, I believe Luther would encourage Lutheran educators to make the Gospel (and all facets of the curriculum) accessible to today’s students using the tools that are common to them. For some schools/educators this means embracing the digital tools that students are using (or want to use). It may also mean that we need to amend our traditional views of the classroom and curriculum – to reform them.