———————————— Welcome to the Academy! ————————————-
Christian education has three goals: the development of content, character, and competencies — “the three Cs”. Content means you leave TTC enriched, knowing more than when you arrived. Character means you develop morally and spiritually. Competencies means you grow in ministerial and academic abilities. We could say the goal is to leave TTC better able to prepare, preach, pray, praise, and practice righteousness.
When you enter TTC, you see a sign, “Enter to learn - go forth to serve”. What a great motto! But what do you find when you step onto the grounds of TTC? You actually leave the surrounding culture and enter another world — that of the world academy. There was an ancient academy in Africa at Alexandria, Egypt. The modern academy developed in the West but has become a world-wide phenomenon and standard for learning. Entering the academy is like initiation into a tribe, with its own rites and rules of association. You have to follow the rules and conventions to be a member in good standing.
The academy differs in important ways from the education you may have received to this point. For example, rather than rote learning based on memorization and recitation, the academy values critical thinking, independent thought, and the formulation of arguments based on evidence and reasoning. Rather than viewing students as passive recipients of knowledge, they are viewed as active participants in the learning process. You are a fledgling scholar with something important to say — we call this “voice”; you are a potential contributor to knowledge. Just think. Where would we be today if Martin Luther had been a passive learner and not an active scholar whose voice thundered in the 95 theses?
In the academy we learn more than just “facts”; if our teachers do their job right, we learn how to think, how to reason, how to judge and weigh evidence, how to evaluate alleged “facts”. As students, we learn first, as we read, to “listen” and then, as we write, to “speak” (cf. Elihu in Job). We develop our academic “voice” and make our own contribution to the academy.
How do you acquire knowledge now? For example, how have you acquired your particular beliefs regarding baptism, e.g., immersion or sprinkling; believer’s or infant, regenerative, symbolic, or something in-between? You may believe what you believe because your parents told you, your pastor told you, or because “the Bible teaches it”. You may have been influenced by an important book you read. If you believe because of what your pastor or parents told you, your beliefs are based on trusted authority. This is not a bad thing; in fact, most of what we believe is based on this, one way or another. But the academy’s goal is to develop our thinking skills further. What if one person was told one thing and another person told something different? How do we judge? The academy’s response is to develop in us what is called critical thinking.
So, take the issue of baptism. How could we go about formulating our beliefs on baptism? We could read and study the Bible carefully, practicing good hermeneutics and sound exegesis. We could study church history. We could reason about the issue. For example, we might reason “God honors free will and infant baptism violates this principle”. Or, we might reason, “the offspring of Christian parents are privileged and declared holy in Scripture; this privilege and holy status is expressed in infant baptism”. Or, we could reason, we are helpless in sin, God has to save us, and he does so through the rite of baptism. We have to be careful about reason — it can take us in different directions. So, in the academy, of which TTC is an honorable member, we learn not just facts, but how to think, how to reason, how to sift, how to weigh, and, ultimately, how to decide what we believe. The assignments we are given are designed to help develop these skills in us.
Christian education has three goals: the development of content, character, and competencies — “the three Cs”. Content means you leave TTC enriched, knowing more than when you arrived. Character means you develop morally and spiritually. Competencies means you grow in ministerial and academic abilities. We could say the goal is to leave TTC better able to prepare, preach, pray, praise, and practice righteousness.
When you enter TTC, you see a sign, “Enter to learn - go forth to serve”. What a great motto! But what do you find when you step onto the grounds of TTC? You actually leave the surrounding culture and enter another world — that of the world academy. There was an ancient academy in Africa at Alexandria, Egypt. The modern academy developed in the West but has become a world-wide phenomenon and standard for learning. Entering the academy is like initiation into a tribe, with its own rites and rules of association. You have to follow the rules and conventions to be a member in good standing.
The academy differs in important ways from the education you may have received to this point. For example, rather than rote learning based on memorization and recitation, the academy values critical thinking, independent thought, and the formulation of arguments based on evidence and reasoning. Rather than viewing students as passive recipients of knowledge, they are viewed as active participants in the learning process. You are a fledgling scholar with something important to say — we call this “voice”; you are a potential contributor to knowledge. Just think. Where would we be today if Martin Luther had been a passive learner and not an active scholar whose voice thundered in the 95 theses?
In the academy we learn more than just “facts”; if our teachers do their job right, we learn how to think, how to reason, how to judge and weigh evidence, how to evaluate alleged “facts”. As students, we learn first, as we read, to “listen” and then, as we write, to “speak” (cf. Elihu in Job). We develop our academic “voice” and make our own contribution to the academy.
How do you acquire knowledge now? For example, how have you acquired your particular beliefs regarding baptism, e.g., immersion or sprinkling; believer’s or infant, regenerative, symbolic, or something in-between? You may believe what you believe because your parents told you, your pastor told you, or because “the Bible teaches it”. You may have been influenced by an important book you read. If you believe because of what your pastor or parents told you, your beliefs are based on trusted authority. This is not a bad thing; in fact, most of what we believe is based on this, one way or another. But the academy’s goal is to develop our thinking skills further. What if one person was told one thing and another person told something different? How do we judge? The academy’s response is to develop in us what is called critical thinking.
So, take the issue of baptism. How could we go about formulating our beliefs on baptism? We could read and study the Bible carefully, practicing good hermeneutics and sound exegesis. We could study church history. We could reason about the issue. For example, we might reason “God honors free will and infant baptism violates this principle”. Or, we might reason, “the offspring of Christian parents are privileged and declared holy in Scripture; this privilege and holy status is expressed in infant baptism”. Or, we could reason, we are helpless in sin, God has to save us, and he does so through the rite of baptism. We have to be careful about reason — it can take us in different directions. So, in the academy, of which TTC is an honorable member, we learn not just facts, but how to think, how to reason, how to sift, how to weigh, and, ultimately, how to decide what we believe. The assignments we are given are designed to help develop these skills in us.
The academy is divided into various branches of learning. There are the sciences i.e., physics,
chemistry, biology, as well as the social sciences dealing with human behavior. The primary sciences
of physics, chemistry, and biology have been tremendously successful in the past 300 years mastering
nature, with the results seen in things like life-saving medicines, airplanes, laptops and cell phones.
There is philosophy, which is concerned with ideas about what life is all about, and what it means to
be a good person living a good life. There is theology, which deals with the knowledge of God and its implications for our lives. Christian theology is rooted in a holy book, the Bible, and the role of the Holy Spirit in believers’
lives.
Each academic discipline has its own internal “rules” and ways of thinking and expressing ideas using a distinctive vocabulary. Each discipline, if followed, results in a “trained mind”. At TTC, you develop in theology and are exposed to philosophy and the social sciences.
The academy may be thought of as an academic apprenticeship school, with you as the apprentice scholar, practicing the required skills. A student book review is similar to a book review found online, in a church magazine, or in an academic journal. An essay is like a journal article. A thesis compares with the thesis you write at the master’s or doctor’s level. So, think of yourself as apprentice scholars as well as ministers-in-training.
Writing assignments such as essays and book reviews are designed to help develop and measure your growing critical thinking and writing skills. During the course of four years at TTC you may write 40 or more essays or book reports/reviews. Your four years should be a progression; you should aim to get better with every essay you write and every exam you take. You should make a goal to improve your reading, critical thinking, writing, grammar, and spelling as you move through the program at TTC.
Spelling and Vocabulary. Correct spelling is evidence of a clear, attentive mind and is a way of communicating your status as a developing scholar to others. Vocabulary is another asset. Not everyone can be rich in kwatcha, but everyone can be rich in vocabulary if they work at it — and someone rich in vocabulary is a powerful person.
Academic Formats. The academy has general expectations regarding the format that essays and book reports take. Each local academy (such as TTC) has its own particular standards, and individual instructors may have their own standards as well. Part of the culture of the academy is that work be submitted in the proper form and follows the rules, e.g., for referencing sources. Doing this ensures you will be a member in good standing of the academic tribe. TTC follows the MLA style of formatting. If you need to, consult an MLA style guide in the TTC library.
Referencing. Over the years the academy has developed a method for acknowledging the contributions of past scholars and writers and for differentiating between the current writer’s thoughts, ideas, and writings and those of previous writers. The method is called referencing or citing (these words are synonymous). TTC follows the MLA style of referencing.
Each academic discipline has its own internal “rules” and ways of thinking and expressing ideas using a distinctive vocabulary. Each discipline, if followed, results in a “trained mind”. At TTC, you develop in theology and are exposed to philosophy and the social sciences.
The academy may be thought of as an academic apprenticeship school, with you as the apprentice scholar, practicing the required skills. A student book review is similar to a book review found online, in a church magazine, or in an academic journal. An essay is like a journal article. A thesis compares with the thesis you write at the master’s or doctor’s level. So, think of yourself as apprentice scholars as well as ministers-in-training.
Writing assignments such as essays and book reviews are designed to help develop and measure your growing critical thinking and writing skills. During the course of four years at TTC you may write 40 or more essays or book reports/reviews. Your four years should be a progression; you should aim to get better with every essay you write and every exam you take. You should make a goal to improve your reading, critical thinking, writing, grammar, and spelling as you move through the program at TTC.
Spelling and Vocabulary. Correct spelling is evidence of a clear, attentive mind and is a way of communicating your status as a developing scholar to others. Vocabulary is another asset. Not everyone can be rich in kwatcha, but everyone can be rich in vocabulary if they work at it — and someone rich in vocabulary is a powerful person.
Academic Formats. The academy has general expectations regarding the format that essays and book reports take. Each local academy (such as TTC) has its own particular standards, and individual instructors may have their own standards as well. Part of the culture of the academy is that work be submitted in the proper form and follows the rules, e.g., for referencing sources. Doing this ensures you will be a member in good standing of the academic tribe. TTC follows the MLA style of formatting. If you need to, consult an MLA style guide in the TTC library.
Referencing. Over the years the academy has developed a method for acknowledging the contributions of past scholars and writers and for differentiating between the current writer’s thoughts, ideas, and writings and those of previous writers. The method is called referencing or citing (these words are synonymous). TTC follows the MLA style of referencing.
There are two parts to referencing. The first is to create a Works Cited list at the end of your paper that
lists all the sources you consulted and used. The second is to provide in-text parenthetical citations in
the body of your paper at every point where you use another author’s words or ideas. As participating
members of the world-wide academy, you are expected to follow its referencing standards. Failure to do so is considered sloppy work, and deliberately failing to do so is viewed as a
serious violation known as plagiarism.
Plagiarism. Plagiarism is a serious issue around the world, including Africa. Too many careless or dishonest students are copy/pasting material and presenting it as their own when it is not. This violates the biblical command against bearing false witness, and is to be entirely avoided at a Christian college. When done intentionally, it is considered as serious as cheating on tests.
Doing Honest Work. As Christians, we should form the intent to do honest work the moment we enter the academy. If you have never thought about this, or never done so, do so now. If you have done so in the past, I would encourage you to renew your commitment to do honest work throughout college and beyond.
Concluding Thoughts. The academy is a time away from your ministry or professional context. It is like a retreat — a time to learn, reflect, absorb, develop, and then go back into your particular context. “Enter to learn — go forth to serve”. May you enjoy your time at the academy, growing in grace and abilities, and be blessed by God!
Plagiarism. Plagiarism is a serious issue around the world, including Africa. Too many careless or dishonest students are copy/pasting material and presenting it as their own when it is not. This violates the biblical command against bearing false witness, and is to be entirely avoided at a Christian college. When done intentionally, it is considered as serious as cheating on tests.
Doing Honest Work. As Christians, we should form the intent to do honest work the moment we enter the academy. If you have never thought about this, or never done so, do so now. If you have done so in the past, I would encourage you to renew your commitment to do honest work throughout college and beyond.
Concluding Thoughts. The academy is a time away from your ministry or professional context. It is like a retreat — a time to learn, reflect, absorb, develop, and then go back into your particular context. “Enter to learn — go forth to serve”. May you enjoy your time at the academy, growing in grace and abilities, and be blessed by God!
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