Character Education in Home Schooling

Born in 1950, I was unaware until the early nineties about the important role that good character played in my life and that of my wife and children. I began to see, for the first time, after attending an Institute of Basic Life Principles (IBLP) seminar, how good character was vital for the truly abundant life. This was not only vital to success in the eyes of God, but also to success in the world.

Every good teacher knows that the person who gains the most from teaching is the one who teaches. This is because the teacher must dig deeply into the subject matter, probably not for the first time, and plan how to convey and portray this information to the student(s) so that it is understandable and makes good sense. The teacher hears himself expressing the information to the student(s) and benefits from having to reason out answers to questions and objections to the subject matter. All this involves the very being and intellect of the instructor and grows him in mind, body, and soul concerning the subject. This is what has happened to my wife and me as we have taught our children character, over the last several years.

A couple years after participation in the IBLP sessions, my wife and I started realizing an important, life-giving principle about the teaching/learning process. God had become more important in our lives and we began to see a new approach to education. This approach was based upon God's principles rather than those of men. In the meantime, we came across the fact that, in previous years, the IBLP had begun an educational institution called the Advanced Training Institute of America (ATIA). ATIA had developed a curriculum, based on the principles of God and His character. In order to cover the subject of character education in home education, I can think of no better way than to show you a brief sketch of how my family has learned through the ATIA curriculum.

The ATIA curriculum has a grounded approach to education in general. Its foundation examines two presuppositions available to families for learning about life. First, and foremost, there are God's presuppositions (based on the Universal, non-optional principles of God's Word). Second, there are man's presuppositions (based on Philosophy, Tradition, and Natural Inclinations). The impact on the life of the student based on God's presuppositions is summed up in the scripture, "The blessing of the Lord, it maketh rich, and He addeth no sorrow with it" (Proverbs 10:22). The impact on the life of the student based of man's presuppositions is also summed up in the scripture, "There is a way that seemeth right unto a man, but the end thereof are the ways of death" (Proverbs 14:12). Therefore, ATIA's approach to education is curriculum formed on godly presuppositions.

Whereas the traditional approach focused mainly on academic subjects, such as language, grammar, vocabulary, archaeology, geography, music, art, literature, chemistry, biology, astronomy, geology, physics, mathematics, government, economics, logic, history, nutrition, health and sometimes the Bible, the Bible becomes just another academic subject to be studied or it is related to these subjects in some way. The ATIA curriculum focuses on a specific passage of Scripture. The student first gains a basic understanding of the passage. This passage is then explored through linguistics, history, law, science, mathematics, and medicine. In this way, the emphasis of learning is put on using each subject to discover the deeper truths in the Scriptural passage. The objectives are to grow the student in Wisdom, see subjects as they come from God, and to understand how the subjects have real application to the life God truly intended for us. The goal of the ATIA program, as I see it, is to "train up sons and daughters" in such a way that they will be able to apply what they have learned to the challenges of this world while focusing fully on the next. The students must be able to acquire strength of character to "see the consequences of a decision beforehand…and make the proper choice, regardless of the pressure or personal cost."

In I Corinthians 13:11, the Apostle Paul expressed how important it is that, by the time we are adults, we are "…finished with all childish ways." We can teach our children such characteristics that demonstrate exemplary behavior in the areas of faith (by not being affected by fads), of love (by giving freely to others' needs), of conduct (by submitting to authority and taking on responsibility), of edification (by building up others), and of purity (by saving themselves for their life partners).

The ATIA program recognizes five areas of responsibility in which students will need to learn to be successful. These areas are: becoming a mature man or woman, becoming a successful businessman or home manager, living a life as a loving husband or wife, becoming a wise father or mother, and learning to be a dynamic leader or teacher of good things. Each of these important areas of responsibility is examined through seven non-optional principles of God's Word. These principles are the basis of the IBLP seminars and encompass the principles of design, responsibility, authority, suffering, ownership, freedom, and success. The overall goals of teaching our children these things are the same goal that God has for each of our lives; namely, for us to conform to the image of Christ (Romans 12:1-2).

Man's philosophy has worked from the presupposition that the best, most useful men and women to a society are those who have been steeped in knowledge from the highest universities. However, it is pointed out in scripture that true knowledge stems from virtue, "And beside this, giving all diligence, add to your faith virtue; and to virtue knowledge" (II Peter 1:5). Knowledge that is gained before godly character produces pride and arrogance. The Apostle Paul instructs that, "Knowledge puffeth up…" (I Corinthians 8:1-3). In order that we parents place the instruction in a proper order, we must understand how our God-given jurisdiction of parental authority changes as our children mature. The aim is similar to the method of tutelage God used for the instilling of the Law in His people. He purposed to begin showing them with an outward Law and judgement and aimed at slowly moving the law they followed inward. In the same way, the parents are outward authorities that are to become the child's inward authority as he or she matures taking on the responsibilities of adulthood.

The ATIA program has outlined the role of parents through the stages to mature as follows:

At ages 0-5, the parent is an instructor acting as an outward conscience and restraint. Just Like the Leviticus Law, we instruct them as to right and wrong (otherwise, the child would not know).

At ages 6-12, the parents become teachers to prepare the child to accept the responsibilities of life. At this point, we explain why instruction is given and tell them what to do and how.

At age 13-Marriage/or the time they leave home, the parents become a guide to give them counsel and supervision by showing them how to apply the principles of God's ways to their life. At this stage, we encourage, support, and cheer as they make the right decisions.

Lastly, after they leave home, we assume the position of an honored friend, either through their sense of duty or devotion. This honor is a command from the Lord.

A concentrative focus of the materials included in the ATIA curriculum is the teaching of specific character traits. As a family, our goal was to use the materials that are mentioned in this article to focus on character building in our home education program.

A very important aspect of starting each day is prayer. From prayer, we learn the character trait of "authority," becoming ever so conscious of the fact that God provides all our needs so long as we remain under His authority and ask Him "in all things." We not only use this time to pray for our family (father as he goes off to work; teaching children to honor their father), but we pray for others' needs which teaches us to have love for our neighbors (government officials, Pastors, the poor, etc.). Of course, one of the essential things the family prayed for was forgiveness of sins. We feel it is imperative to have a strong relationship with our Father in heaven and that a repentant heart is what He calls for in us. This also adds a good attitude of humility to learning. Prayer is added, requesting that God will teach us His character. One can acquire many types of character traits, but none so valued as that of a godly character. You might ask, "What is the difference?" By example, "forgiveness" can be defined, as in the dictionary, as "ceasing to feel resentment against an offender." Whereas, godly character would also involve "learning to demonstrate Christ's love toward an offender." Prayers are also lifted to ask God to give Mom and Dad special wisdom, knowledge and understanding in the course of the day. The student prays that God will help the whole family to be diligent in study so as not to become distracted by those worldly occurrences that like to get in the way of a productive school day. Praying against distractions can make the day more productive and much less frustrating, however, life's interruptions can sometimes be viewed as life's little blessings when visited from God's point of view. As a good friend once offered, "Life's irritations often build character in us."

Each month begins another Wisdom Booklet (beginning, in book one, with Matthew 5:1) which leads us to the proper resources needed to study a passage of scripture for that month. Each morning, the children search the Psalms and Proverbs for a character trait and major concept, provided in the Wisdom Booklet. They do not read all the Psalms and Proverbs. Instead, they go to Proverbs and read the Proverb for that day (for example, if school starts on Monday the 3rd, they read Proverbs 3). This provides a good month of reading, in that there are 31 Proverbs. Numbers that fall on the weekend are read within the next one or two months. At the same sitting, the students read (using the former example) Psalms 3, 33, 63, 93, 123 which is to read five chapters, skipping 30 chapters each day. It is astounding how those particular chapters are just the ones we need (for spiritual growth) on those specific days. It is beyond coincidence how they often hit right on the "major concept" of study from the Wisdom Booklet. Only God can do this. One character trait that began to develop strongly within our family was that of "faithfulness" (trust in God). We trust in Him to always provide for our needs (both physically and spiritually).

Another tool of the ATIA curriculum that builds character in us is the Scripture Meditation Worksheet. As I have pointed out, the major direction of the curriculum is to gain godly wisdom by learning as much as is humanly possible about the verse of scripture that is designated in the Wisdom Booklet each month. The Scripture Meditation Worksheet is divided into columns across both sides of a landscape-oriented page. In the second column, the student writes down the entire verse of scripture. The first column is narrow and allows just enough space to draw small pneumonic objects or figures that remind the students about the verse. In the third column, the student begins to jot down important questions that arise in their mind as they examine the verse. Since the scripture verses (examined each month) begin in the Beatitudes, we study the original words from the New Testament Greek. Therefore, this gives the student an opportunity to learn the Greek words used in the verse and the Greek meaning of those words. This helps to better understand the intended meaning of the verse. The student proceeds to jot down these key words and meanings in column four. In the next column, the student goes back and looks up cross-references to the verse and jots down what is found. Then, in the next column, the student thinks about and writes how they say the verse in the first person. This is done to be able to personalize the verse. Personalizing the verse leads to the next part where the student writes down his or her own interpretation, based squarely on the examination of the columns previously explained, briefing what the verse means to them and how it might apply to their life. Better still, this might show the student how their life does not conform to scripture indicating a change is needed. This process is meant to engraft the Word of God in the student's life and help them to conform, in spirit, to the "character" of Christ.

Part of the Wisdom Booklet is designed to spark interest and thought about the verse from the standpoint of questions in life and in the world in which we live. This approach begins by introducing the key verse being examined (meditated on), describing what the verse is about, and explaining to the student what they are about to learn. It is curious that our human spirit is naturally curious, but mostly about those things which feed our lusts and desires. Another way to see this is that we have a keen interest about our self and what directly effects number one. We are; therefore, most interested in things that concern us, even when it is about someone else. Introducing a subject or verse in a way that will interest the student is not easy; however, from the standpoint of character, it affects everyone. The object of the introduction is half curiosity and half suggesting that this may affect them.

A certain amount of time is spent studying the Greek words that live within the scriptural passage being studied with each Wisdom Booklet. This provides the student with interest in the passage from a wider perspective. Just knowing that there is more to a scriptural passage than first meets the eye, ear, and brain can often expand the way the student sees the things in the world around him. This approach builds the students' character to become more investigative about scripture and its meaning and to become good Bereans, as the Apostle Paul once suggested.

The actual subject resources are available for at least two purposes, both involving meditation on the verse for that month. One purpose is to learn about the passage from a subject point-of-view. This study looks at how science, math, geography, and many other subject categories become a microscope into the body of the verse. You might say that the subject approach gives the verse a life in the understanding of the student. Another purpose is to take that living verse and show its relationship to the everyday life of the student. This is related through the life of other people whose lives witness to the Bible passage. The subjects begin to make the passage something more than what is just read; it becomes something that can be done and experienced and understood in today's context and, importantly, in the life of the student. The hope, and often the experience, is that this activity will allow the student to at least vicariously go through the action of living out the scripture being examined. This activity, along with projects provided at the end of the sections, works to build character in the student that prepares (rehearses) him for later experiences that the world is bound to confront him with in the future. The student does not have to learn the hard way the best way to handle trials that may confront him. He can determine and prepare for them while building character and a mighty spirit that has looked at that circumstance from several points of view (especially God's).

Instead of telling the student to pray about something, for example, the student can learn about praying from many perspectives. He might begin a research project to determine every aspect of the meaning and effect of prayer. This could begin with the examination of the meaning of the word prayer in either the Greek or the Hebrew or both. He might look at prayer throughout history, by examining the lives of famous people who used prayer as a means to a result, while examining why they felt that prayer was important. He could include a look at prayer through science and might discover that college teams were able to strengthen the teamwork needed to win through prayer, or how a famous brain surgeon was able to do seemingly impossible procedures through prayer. Then, the student could look at both the mathematical odds of prayer working the way it does, and how mathematics plays strongly in the faith it takes to pray and trust God. He could find, through archaeology, that Noah and his ark were not myths and how prayer effected his life and experiences. He could look at geography and see how prayer was instrumental and perhaps the only reckoning that kept the Mayflower steady on its vast and awesome voyage across the Atlantic Ocean. A study of Medicine might reveal how there is a direct connection between prayer and how the body heals itself. A study of Law might show how the Law of God and God's nature are somehow tied up in commandments to pray and operative in the success or failure of man's ability to serve His Creator. The list of subject-related studies go on and are deeper and much richer than explained here. These subject-oriented studies of the verses of scripture help God's effort to turn truth inward and build the character of Christ to His wisdom within the student.

The student is not just left to do all this study and discovery by himself. It is very important for him to learn from the authorities that God has granted to Him. One of the reasons that the students prayed for their parents, the first thing in the morning, is that they need God's wisdom to be able to guide and teach the student throughout the day. Everyone who teaches knows that learning never stops. The student is to use his God-given authorities as a sounding board for learning and a resource for advice and sound knowledge. If the parents do not feel they know an answer, they should at least be able to redirect the student to a proper and trustworthy resource.

One thing that helps the student to gain understanding is the valuable Wisdom Studies, as they are called, that go on either in the morning or in the evening, or while eating meals, or before going to sleep or rising up, between a father and his children. These discussions are a foundation for character building in the upbringing of children. Probably, informal and unconsciously, Fathers have been doing this for years. Children are naturally curious about things they do not know in life and are always after their father for the answers. The major difference in the Wisdom Studies of the ATIA program is that the focus of study and discussion is the verse for the month offered in the Wisdom Booklet. The idea is that the focus for the Booklet will surprisingly play right in to the circumstances surrounding your family's experience that month. More times than not, this is exactly what happens. There are many testimonies from ATIA families to this effect. There is some thought that it might involve what is deemed our "reticular activating device," however, many see it as "God's miraculous way." Perhaps, one of the best aspects and benefits of the evening Wisdom Study is that it brings the study and teachings of the day to a full circle, with closure, of a sort.

Finally, I would like to mention three tools that aid the process of teaching and incorporating character into our home education process. These tools are a Character Quality Worksheet, the reading and study of biographies, and providing the student with daily chores.

The Character Quality Worksheet is made up of several areas examining various aspects of a character trait examined within the scope of our studies each month. The worksheet begins with a specific trait that exemplifies our Wisdom Booklet focus and verse, such as attentiveness, obedience, truthfulness, and so on. First, the student is asked to look up and write down the common dictionary definition of the character trait. This is thought to be the worldly or secular definition. Then, the student is required to write out an operational definition that is established from scripture and is believed to be God's point-of-view. This helps the student to clear up the differences in what might have been his definition, if it was different from God's and to begin looking at the difference. In scripture, God points out that, "My ways are higher than your ways, and My thoughts are higher than yours." One way to gain understanding of a character trait is to write down the similarities it has to other traits and then to write down how the trait is different from or opposite to others. Having the student list antonyms and synonyms for the character trait accomplishes this exercise. Sometimes a good way to learn what something is is to discover the way(s) it is not. This also helps the student learn when people are or when they are not characteristic of Christ. IBLP provides a fun Character Clues game that is useful in teaching these things.

Along the same track as the use of synonyms and antonyms is the use of studying about people in scripture who either showed or did not show a particular character quality in their life. Of course, it is obvious that Christ showed character traits in His life on this earth, and we can learn from His example; therefore, we learn to be conformed in our life and character to His in His power. The student uses the Character Quality Worksheet to show how they are or are not showing the quality in their life and how he can begin to do so or improve. Children gain a better grasp of how to show the character quality in their day-to-day lives, through this study. Finally, the student, having thought about all that was found by using the Character Quality Worksheet, is required to write their own definition of the character quality. There are aids to accomplish the examination of the character quality (trait). One aid is the Character Sketch volumes, coloring books, and puzzle books. In these books, the character quality is examined by learning about an animal, in good detail, and then examining the activity of a Biblical character and his or her place and time.

Reading and studying biographies of famous people has some value, however, reading and studying the biographies of men and women who demonstrated specific character qualities has a redeeming value for the students. It is generally possible to guarantee that positive character traits will shine through the biographies of people who have, in their lifetime, conformed to the life of Christ. Even martyrs whose lives are seemingly tragic reveal admirable character traits such as obedience, boldness, virtue, self-control, endurance, faith, and loyalty. One such person of character was Joan of Arc; however, one does not have to look to martyrs only to find true character reflecting the life and example of Christ on earth. Jesus' faith and compassion were closely emulated in persons such as George Mueller and David Wilkerson. George Washington comes to mind when we are to examine the character traits of truthfulness and virtue. Mother Teresa comes to mind when I think about hospitality, availability, and love. In addition, we can always use Solomon to teach about wisdom. By looking at the lives of people who demonstrate character, it is possible for the student to better see a real-life side of each character trait.

The character traits that were a part of Jesus as a man walking the earth were forgiveness, gentleness, kindness, child-likeness (in spirit), benevolence, humility, patience, perseverance, joyfulness, love, gracefulness, meekness, compassion, helpfulness, goodness, faithfulness, and mercifulness. Additionally, He was a teacher, was zealous, was a good example, avoided anger, did not cuss, swear, or malign, and spent His life here in prayer. He was willing to do right and suffer for it. I could go on and on, and these traits were absorbed and emulated by people who wished in their lives to be just like Him. It would behoove us then to seek out the biographies of these people and have our student read and study them.

One of the tools that seem to be missing today is the doing of chores. You might ask, "Can doing chores teach character to students?" The answer is "Yes!" Rather than saying it will teach them character, it is more accurate to say it will "build" character in them. Many students will not like or enjoy the idea of having to do chores, and many will expect payment of some sort (allowance). I recall having to do chores for my parents without payment, other than a roof over my head and three square meals a day. These rewards were somehow taken for granted until I had to provide them myself at which time the appreciation budded somewhat. The only so-called chores for which I received payment were when my mother dropped me at an elderly man's home to work in his vineyard, rose garden, and yard each Saturday. I worked from morning to the middle of the afternoon and earned fifty cents per hour. Today, a small crew of men demanding an exorbitant amount would do the same work.

Payment or no payment is not the issue when it comes to the true benefit of chores. The one thing I did not count as valuable, working in the elder man's garden the better part of each Saturday, was working in his garden instead of my own. Without realizing it, I was able to learn character traits such as truthfulness (facing the consequences of mistakes, when I accidentally cut a rose too short), obedience (yielding the right to have the final decision about how I spent my Saturdays), alertness (learning to foresee dangers in the equipment I was handling as a young boy), joyfulness (learning to be happy regardless of outside circumstances by doing chores I really did not want to have to do), availability (standing by the task of each chore until it was fully completed), endurance (maintaining commitment to a goal during times of pressure), reverence (learning to respect the possessions and property of others), diligence (applying energy and concentration to assigned tasks), thoroughness (learning what details are important for the success of a project), dependability (lifting pressures from those you serve by consistently fulfilling the project they assign to you), creativity (learning to complete tasks with greater efficiency and quality), resourcefulness (achieving a task with a minimum amount of outside resources), contentment (learning to enjoy times of being alone), punctuality (showing esteem for another person and his time by not keeping him waiting), tolerance (learning to accept others as unique expressions of specific character qualities in varying degrees of maturity), cautiousness (gaining adequate counsel before making decisions), responsibility (learning to assume the protection of that which is entrusted to me), determination (learning to give whatever energy is necessary to complete a project), loyalty (adopting as my own the wishes and goals of the person I am serving), and sensitivity (knowing how to give the right words at the right time). Certainly, what I was paid by God was far greater than the price of rubies, let alone fifty cents per hour. Over the years, I have been able to use the character traits that I acquired through working in the elder man's garden. I have not even mentioned the conversations we had over the Coca-Cola he gave me at twelve noon each Saturday. Over the years, I have discovered these and other character traits "built" into me. I would only add one thing to the advent of chores for the students and that is the important elements of awards and praise.

When parents adequately and sincerely praise their children, the children do not have to look for praise outside their family. Each month, and perhaps more often where appropriate, it is valuable and important to award good character in your students. Whereas simple complements tend to puff up the student without due cause, praising them for specific character qualities they portray during a specific period goes far. You generally begin to see more of the same character displayed by the student made to feel appreciated a character trait attached to him. The award can be in the form of a certificate of recognition and appreciation. For some reason, one of the events I remember the most in my past is being voted as the "most talented" in my senior high school class. I was nominated and elected for this accolade by my fellow classmates. Conversely, I do not remember much about the paychecks for jobs that I did. The major objective for the character traits that we build into our children is to have them remain as an integral part of their personal makeup all of their life. If these character qualities are those demonstrated by Christ, then this will have been a worthy goal, and time well spent.