Page 77 - Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research

Journal of K-12 Educational Research 75 To come out of any one of these schools with a sense of inner peace, empowerment, and possibility is an outcome not accomplished through inflated praise or artificial positivity. Most of the schools preach a foundational anthropology that justifies personal confidence. For Hope and The Oaks, in particular, a student being an imago Dei , an image-bearer of God, is the unshakable justification for self-esteem and grit. Relationship with God An overt grounding of anthropology in the revealed word of God is unique to the Christian schools. Concrete practices at The Oaks and at Hope stem from a theology that establishes beliefs about human nature, brokenness, repair, and creational goodness. Because these classical schools claim that truth, goodness, and beauty originate in and flow from God, fostering relationship with God is a critical dimension of human flourishing that is integral to the schools’ missions. At The Oaks and at Hope Academy, the revealed word of God is the grand narrative within which the natural world, human nature, and history are comprehensible. Classical and Non-classical Features In relational emphases, content, methodologies, and desired student outcomes, the schools in the current study reveal their classical commitments. At the same time, the schools see themselves as deviating from conceptions of typical classical programs in their diversity. Diversity is expressed in their student bodies, the literature that is read, the art that is displayed, and the methods that are utilized. Furthermore, by default, the public charter schools admit the necessity of adapting some of their classical learning program to state standards. Grounded Theory What follows is a warranted suggestion, or substantive theory, grounded in data from the current study’s research. Acknowledging that a classical, or liberal, education is Table 2 Suggested Means of Providing Classical Education for the Public Good Access Richness Connections Content Multiple and diverse voices and faces represented Theology (religion), history, philosophy, and literature form the heart of the academic program Integrated humanities; contemporary applications and skills Setting Situated in urban centers and/or areas with public transportation Environment adjusted to include natural elements Shared facilities or facilities that are open to other events Atmosphere Families welcomed and supported; passionate teachers invited Beauty characterizes halls and walls Structures, spaces, and schedules provide for relational interaction Outreach Free or sliding scale tuition Meaningful experiences, performances, and services that are valued in the community Authentic relationships through home visits and staff living within neighborhood Staff Inspired and trained, not micromanaged; content experts and capable instructors Opportunities for growth, self-expression, and service provided Interdependence fostered through shared stories; personally invested in students Leaders Present to staff and families; respectful of all stakeholders, particularly students Deeply aware and articulate concerning institution’s guiding philosophy and mission Communicate, demonstrate, and maintain connections between ideas, practices, and people If a school sees itself as primarily a place of vocational training or test preparation, then it Table 2. Suggested Means of Providing Classic l Education for the Public Good