Church Education
Church Education
Curriculum for Primary Education
The Higher Committee for Orthodox Church Education Schools is diligently working on developing the new curriculum for all educational stages. Until its work is completed soon, God willing, attention is directed to the following points at the beginning of primary education:
1. The child should be directed toward the love of God and His care, and should not be given anything concerning the troubles, trials, and sufferings to which believers are exposed.
Discussion of troubles comes later and should be preceded by the child’s confidence and faith in God’s love, for which the curriculum should provide many examples. Therefore, a lesson on “The Stoning of Stephen” or on “The Trial of Job” is not suitable. Nor is it appropriate at all to teach the story of “Isaac’s Obedience and His Father’s Willingness to Sacrifice Him.” Such a story may complicate the child’s psychology and frighten him. Likewise, at this age, the wars that the saints endured against demons should not be mentioned.
The same principle applies to the stories of the martyrs. It is not appropriate to mention details of a martyr’s sufferings. Rather, it is better to mention briefly that he refused to abandon Christ regardless of what was done to him, and therefore the Lord granted him great honor. The signs and miracles that occurred through him should be mentioned and should form the main part of the lesson.
The same approach should be followed in teaching about the Cross, where the child is given an idea about making the sign of the Cross, its use, and the benefits and blessings of the Cross in overcoming troubles, rescuing the distressed, and bringing blessings. In his early years, the child needs to learn about Christ’s power and divinity before learning anything about His sufferings.
2. The child should study stories about the greatness of God, His power, His ability to do all things, and His authority over nature in all its elements.
Suitable lessons include Christ walking on the water, rebuking the wind, the miracle of the great catch of fish, and the healing of the blind man, etc. It should be noted that miracles involving casting out demons and raising the dead (especially Lazarus) are not suitable for the first years of primary education, lest they frighten the children. They may, however, be taught later in due time. The easiest resurrection miracle to teach is the raising of Jairus’s daughter.
3. Stories about angels and heaven are very suitable for this age and greatly delight children.
Children may be given an idea about the guardian angel and the appearances of angels in Holy Scripture, according to what is suitable for their age. They should also study heaven. The story of the Transfiguration and the story of Elijah ascending to heaven in a chariot are beautiful stories. Likewise, teaching about the heavenly hosts seated around the divine throne, and similar subjects.
4. Children at this age are greatly fascinated by stories about birds and animals.
Examples include the birds that brought food to Anba Paul and the Prophet Elijah, and the dove that Noah released from the ark. The story of Balaam’s donkey may raise questions for a secondary school or university student, but it is suitable for a child, as are similar stories that nourish a child’s imagination.
5. At this age, the child should not be taught about sin, but rather about positive righteousness.
Virtues should be explained to the child in their positive form so that he may take good examples to imitate. It is not appropriate at all—especially in the early years—to speak to him about sin, since this may open his mind to things that could harm him. If it becomes necessary to mention sin, it should be done briefly and without details.
6. There should be a gradual approach in explaining the lessons of the feasts according to what is appropriate for the child.
For example, the story of the Nativity may begin with teaching about the angels who appeared at Christ’s birth and the extraordinary star that guided the Magi, until eventually, in secondary education, students learn about the mysteries and wisdom of the Divine Incarnation.
Likewise, the story of Theophany may begin with the dove that appeared at Christ’s baptism, progressing eventually to the doctrines of Baptism in secondary education.
7. The Element of Repetition in Teaching Miracles
The same concept may be repeated while varying the details. For example, God’s power to heal the sick is a principle that should be repeated every year, but the examples of healing should vary.
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