Pre Audit report

If we come to the definition of education, we define it too narrow and too low a range. It needs a broader scope and a higher aim. It means more than a pursue of a certain course of study. It is more than a preparation for the present life. It deals with the whole being and period of existence possible to man. The true education is the harmonious development of the physical, the mental, and the spiritual powers. It should prepare the students for the joy service in this world and for the higher joy of wider service in the world to come. The first object of education is to direct our minds to the God’s revelation of Himself because He is the source of all true knowledge. Adam and Eve, our ancestors, received knowledge through direct communion with God as they learned of Him through His works. All created things, in their original perfection, were an expression. The perfect standard of truth is written in the Holy Scriptures and that is the reason why it should be given the highest place in education. We must receive knowledge of God, the Creator, and of Christ, the Redeemer, as they are revealed in the sacred world. He who co-operates with the divine purpose in imparting to the youth a knowledge of God, and molding the character into harmony with His, does a high and noble work. As he awakens a desire to reach God''s ideal, he presents an education that is as high as heaven and as broad as the universe; an education that cannot be completed in this life, but that will be continued in the life to come; an education that secures to the successful student his passport from the preparatory school of earth to the higher grade, the school above.
The Eden schoolThe system of education instituted at the beginning of the world was to be a model for man throughout all aftertime. As an illustration of its principles a model school was established in Eden, the home of our first parents. The Garden of Eden was the schoolroom, nature was the lesson book, the Creator Himself was the instructor, and the parents of the human family were the students. {Ed 20.1}
Created to be "the image and glory of God" (1 Corinthians 11:7), Adam and Eve had received endowments not unworthy of their high destiny. Graceful and symmetrical in form, regular and beautiful in feature, their countenances glowing with the tint of health and the light of joy and hope, they bore in outward resemblance the likeness of their Maker. Nor was this likeness manifest in the physical nature only. Every faculty of mind and soul reflected the Creator's glory. Endowed with high mental and spiritual gifts, Adam and Eve were made but "little lower than the angels" (Hebrews 2:7), that they might not only discern the wonders of the visible universe, but comprehend moral responsibilities and obligations. {Ed 20.2}
"The Lord God planted a garden eastward in Eden; and there He put the man whom He had formed. And out of the ground made the Lord God to grow every tree that is pleasant to the sight, and good for food; the tree of life also in the midst of the garden." Genesis 2:8,9. Here, amidst the beautiful scenes of nature untouched by sin, our first parents were to receive their education

The Schools of the Prophets
The term prophet comes from the Hebrew words nabi, chozeh, and ro’eh. The latter mean seer. Together these terms describe two phases of the work of the prophet. As seer, he/she discerned God’s will, and as prophet, conveyed that will to others.
Prophets and the Schools of the Prophets were established because many Israelite households had disregarded God’s plan of education. They became corrupted through their association with heathen nations. The schools were (1) to serve as a barrier against the wide-spreading corruption, (2) to provide for the mental and spiritual welfare of the youth, and (3) to promote the prosperity of the nation by furnishing men qualified to act in the fear of God as leaders and counselors.
Samuel, who traveled from place to place as a teacher (see 1 Sam. 10:10-13; cf. 7:16, 17), founded the first school mentioned in the Bible, the School of the Prophets (1Sam. 19:20).
Curriculum Vitae – Zondiwe Pickford T Kadango Though the Scriptures provide little detail about these schools, it is clear that Samuel recruited and trained pious young men who would go out to teach and counteract the threatening tide of idolatry (2 Kings 2:3-5). Not all the “sons of the prophets,” as these disciples were known, had the prophetic gift, but hey all instructed the people. The prosperity of the nation during the reigns of David and Solomon was largely due to the work of these schools in preparing leaders, teaching Yahweh worship and serving as a barrier against polytheistic corruption and superstition (Youngberg, 1994, pp. 25-26).
Ellen G. White, under inspiration, provides information about the method of education adopted by the School of the Prophets. The word and the works of God were the source of their curriculum. The instructors were teachers who enjoyed communion with God and were students of the truth. The students and teachers supported themselves through manual labor. The teaching was oral, and the subjects taught were the Law of God with the instruction given to Moses, sacred history, sacred music, and poetry. Prayer constituted a major part of their daily activities. The goal of education was faith in God.
These practices stand in sharp contrast with today’s Christian schools. In most Christian schools, the curriculum includes not only religious knowledge, but the works and ideas of secular authors. The creation account has been replaced by the theory of evolution.
Useful manual labor is no longer considered a necessary factor in developing mental and
10
physical powers. Its substitute, physical education, concentrates on increasing physical power and enhancing self-glorification.
Today’s Christian schools aim at developing the intellect and preparing young men and women for the world of work, not necessarily for service to God and humankind. The transmission of faith and prayer and the fear of the Lord are not central to the purpose of these schools. In many Christian schools, teachers are hired who do not profess
Christianity. Thus, students are exposed to many ideas that conflict with Christian principles and values. Individual achievement is glorified at the expense of achievement that will benefit the group or community. These schools do not provide a barrier against wide-spreading corruption found in today’s society, instead they provide fertile ground for its propagation. A reformation is needed to bring back these schools into conformity to the will of God.
Jesus the Master Teacher: His Method
When Nicodemus came to Jesus by night, he said, “We know that you are a teacher come from God” (John 3:2). He was not the only one to address Jesus as teacher. Norman
Anderson cited in Youngberg (1994) states that ‘Teacher’ was the predominant title by which Jesus was addressed during His earthly life. The Greek words translated as
“teacher,” Anderson says, are the equivalent to the Hebrew “Rabbi,” the common title of respect for a distinguished teacher.
Christ’s methods can best be explained and appreciated after examining His mission, preparation for ministry, qualifications, teaching scope, content, and philosophical base.
Thus, a few paragraphs are dedicated to providing a backdrop to His teaching ministry.
His Mission
Kent cited in Youngberg (1994) postulates that Jesus defined His mission as liberating captives, healing the afflicted, restoring sight to the blind, and enlightening the world with truth (Luke 4:18,19). He came to wrest the kingdom from Satan (Luke 4:5-8); to show human beings how to habituate the principl
The Schools of the Prophets
The term prophet comes from the Hebrew words nabi, chozeh, and ro’eh. The latter mean seer. Together these terms describe two phases of the work of the prophet. As seer, he/she discerned God’s will, and as prophet, conveyed that will to others.
Prophets and the Schools of the Prophets were established because many Israelite households had disregarded God’s plan of education. They became corrupted through their association with heathen nations. The schools were (1) to serve as a barrier against the wide-spreading corruption, (2) to provide for the mental and spiritual welfare of the youth, and (3) to promote the prosperity of the nation by furnishing men qualified to act in the fear of God as leaders and counselors.
Samuel, who traveled from place to place as a teacher (see 1 Sam. 10:10-13; cf. 7:16, 17), founded the first school mentioned in the Bible, the School of the Prophets (1Sam. 19:20).
Though the Scriptures provide little detail about these schools, it is clear that Samuel recruited and trained pious young men who would go out to teach and counteract the threatening tide of idolatry (2 Kings 2:3-5). Not all the “sons of the prophets,” as these disciples were known, had the prophetic gift, but hey all instructed the people. The prosperity of the nation during the reigns of David and Solomon was largely due to the work of these schools in preparing leaders, teaching Yahweh worship and serving as a barrier against polytheistic corruption and superstition (Youngberg, 1994, pp. 25-26).
Ellen G. White, under inspiration, provides information about the method of education adopted by the School of the Prophets. The word and the works of God were the source of their curriculum. The instructors were teachers who enjoyed communion with God and were students of the truth. The students and teachers supported themselves through manual labor. The teaching was oral, and the subjects taught were the Law of God with the instruction given to Moses, sacred history, sacred music, and poetry. Prayer constituted a major part of their daily activities. The goal of education was faith in God.
These practices stand in sharp contrast with today’s Christian schools. In most Christian schools, the curriculum includes not only religious knowledge, but the works and ideas of secular authors. The creation account has been replaced by the theory of evolution.
Useful manual labor is no longer considered a necessary factor in developing mental and
10
physical powers. Its substitute, physical education, concentrates on increasing physical power and enhancing self-glorification.
Today’s Christian schools aim at developing the intellect and preparing young men and women for the world of work, not necessarily for service to God and humankind. The transmission of faith and prayer and the fear of the Lord are not central to the purpose of these schools. In many Christian schools, teachers are hired who do not profess
Christianity. Thus, students are exposed to many ideas that conflict with Christian principles and values. Individual achievement is glorified at the expense of achievement that will benefit the group or community. These schools do not provide a barrier against wide-spreading corruption found in today’s society, instead they provide fertile ground for its propagation. A reformation is needed to bring back these schools into conformity to the will of God.
Jesus the Master Teacher: His Method
When Nicodemus came to Jesus by night, he said, “We know that you are a teacher come from God” (John 3:2). He was not the only one to address Jesus as teacher. Norman
Anderson cited in Youngberg (1994) states that ‘Teacher’ was the predominant title by which Jesus was addressed during His earthly life. The Greek words translated as
“teacher,” Anderson says, are the equivalent to the Hebrew “Rabbi,” the common title of respect for a distinguished teacher.
Christ’s methods can best be explained and appreciated after examining His mission, preparation for ministry, qualifications, teaching scope, content, and philosophical base.
Thus, a few paragraphs are dedicated to providing a backdrop to His teaching ministry.
His Mission
Kent cited in Youngberg (1994) postulates that Jesus defined His mission as liberating captives, healing the afflicted, restoring sight to the blind, and enlightening the world with truth (Luke 4:18,19). He came to wrest the kingdom from Satan (Luke 4:5-8); to show human beings how to habituate the principlThe Schools of the Prophets
The term prophet comes from the Hebrew words nabi, chozeh, and ro’eh. The latter mean seer. Together these terms describe two phases of the work of the prophet. As seer, he/she discerned God’s will, and as prophet, conveyed that will to others.
Prophets and the Schools of the Prophets were established because many Israelite households had disregarded God’s plan of education. They became corrupted through their association with heathen nations. The schools were (1) to serve as a barrier against the wide-spreading corruption, (2) to provide for the mental and spiritual welfare of the youth, and (3) to promote the prosperity of the nation by furnishing men qualified to act in the fear of God as leaders and counselors.
Samuel, who traveled from place to place as a teacher (see 1 Sam. 10:10-13; cf. 7:16, 17), founded the first school mentioned in the Bible, the School of the Prophets (1Sam. 19:20).
Though the Scriptures provide little detail about these schools, it is clear that Samuel recruited and trained pious young men who would go out to teach and counteract the threatening tide of idolatry (2 Kings 2:3-5). Not all the “sons of the prophets,” as these disciples were known, had the prophetic gift, but hey all instructed the people. The prosperity of the nation during the reigns of David and Solomon was largely due to the work of these schools in preparing leaders, teaching Yahweh worship and serving as a barrier against polytheistic corruption and superstition (Youngberg, 1994, pp. 25-26).
Ellen G. White, under inspiration, provides information about the method of education adopted by the School of the Prophets. The word and the works of God were the source of their curriculum. The instructors were teachers who enjoyed communion with God and were students of the truth. The students and teachers supported themselves through manual labor. The teaching was oral, and the subjects taught were the Law of God with the instruction given to Moses, sacred history, sacred music, and poetry. Prayer constituted a major part of their daily activities. The goal of education was faith in God.
These practices stand in sharp contrast with today’s Christian schools. In most Christian schools, the curriculum includes not only religious knowledge, but the works and ideas of secular authors. The creation account has been replaced by the theory of evolution.
Useful manual labor is no longer considered a necessary factor in developing mental and
10
physical powers. Its substitute, physical education, concentrates on increasing physical power and enhancing self-glorification.
Today’s Christian schools aim at developing the intellect and preparing young men and women for the world of work, not necessarily for service to God and humankind. The transmission of faith and prayer and the fear of the Lord are not central to the purpose of these schools. In many Christian schools, teachers are hired who do not profess
Christianity. Thus, students are exposed to many ideas that conflict with Christian principles and values. Individual achievement is glorified at the expense of achievement that will benefit the group or community. These schools do not provide a barrier against wide-spreading corruption found in today’s society, instead they provide fertile ground for its propagation. A reformation is needed to bring back these schools into conformity to the will of God.
Jesus the Master Teacher: His Method
When Nicodemus came to Jesus by night, he said, “We know that you are a teacher come from God” (John 3:2). He was not the only one to address Jesus as teacher. Norman
Anderson cited in Youngberg (1994) states that ‘Teacher’ was the predominant title by which Jesus was addressed during His earthly life. The Greek words translated as
“teacher,” Anderson says, are the equivalent to the Hebrew “Rabbi,” the common title of respect for a distinguished teacher.
Christ’s methods can best be explained and appreciated after examining His mission, preparation for ministry, qualifications, teaching scope, content, and philosophical base.
Thus, a few paragraphs are dedicated to providing a backdrop to His teaching ministry.
His Mission
Kent cited in Youngberg (1994) postulates that Jesus defined His mission as liberating captives, healing the afflicted, restoring sight to the blind, and enlightening the world with truth (Luke 4:18,19). He came to wrest the kingdom from Satan (Luke 4:5-8); to show human beings how to habituate the principl

The Schools of the Prophets
The term prophet comes from the Hebrew words nabi, chozeh, and ro’eh. The latter mean seer. Together these terms describe two phases of the work of the prophet. As seer, he/she discerned God’s will, and as prophet, conveyed that will to others.
Prophets and the Schools of the Prophets were established because many Israelite households had disregarded God’s plan of education. They became corrupted through their association with heathen nations. The schools were (1) to serve as a barrier against the wide-spreading corruption, (2) to provide for the mental and spiritual welfare of the youth, and (3) to promote the prosperity of the nation by furnishing men qualified to act in the fear of God as leaders and counselors.
Samuel, who traveled from place to place as a teacher (see 1 Sam. 10:10-13; cf. 7:16, 17), founded the first school mentioned in the Bible, the School of the Prophets (1Sam. 19:20).
Though the Scriptures provide little detail about these schools, it is clear that Samuel recruited and trained pious young men who would go out to teach and counteract the threatening tide of idolatry (2 Kings 2:3-5). Not all the “sons of the prophets,” as these disciples were known, had the prophetic gift, but hey all instructed the people. The prosperity of the nation during the reigns of David and Solomon was largely due to the work of these schools in preparing leaders, teaching Yahweh worship and serving as a barrier against polytheistic corruption and superstition (Youngberg, 1994, pp. 25-26).
Ellen G. White, under inspiration, provides information about the method of education adopted by the School of the Prophets. The word and the works of God were the source of their curriculum. The instructors were teachers who enjoyed communion with God and were students of the truth. The students and teachers supported themselves through manual labor. The teaching was oral, and the subjects taught were the Law of God with the instruction given to Moses, sacred history, sacred music, and poetry. Prayer constituted a major part of their daily activities. The goal of education was faith in God.
These practices stand in sharp contrast with today’s Christian schools. In most Christian schools, the curriculum includes not only religious knowledge, but the works and ideas of secular authors. The creation account has been replaced by the theory of evolution.
Useful manual labor is no longer considered a necessary factor in developing mental and
10
physical powers. Its substitute, physical education, concentrates on increasing physical power and enhancing self-glorification.
Today’s Christian schools aim at developing the intellect and preparing young men and women for the world of work, not necessarily for service to God and humankind. The transmission of faith and prayer and the fear of the Lord are not central to the purpose of these schools. In many Christian schools, teachers are hired who do not profess
Christianity. Thus, students are exposed to many ideas that conflict with Christian principles and values. Individual achievement is glorified at the expense of achievement that will benefit the group or community. These schools do not provide a barrier against wide-spreading corruption found in today’s society, instead they provide fertile ground for its propagation. A reformation is needed to bring back these schools into conformity to the will of God.
Jesus the Master Teacher: His Method
When Nicodemus came to Jesus by night, he said, “We know that you are a teacher come from God” (John 3:2). He was not the only one to address Jesus as teacher. Norman
Anderson cited in Youngberg (1994) states that ‘Teacher’ was the predominant title by which Jesus was addressed during His earthly life. The Greek words translated as
“teacher,” Anderson says, are the equivalent to the Hebrew “Rabbi,” the common title of respect for a distinguished teacher.
Christ’s methods can best be explained and appreciated after examining His mission, preparation for ministry, qualifications, teaching scope, content, and philosophical base.
Thus, a few paragraphs are dedicated to providing a backdrop to His teaching ministry.
His Mission
Kent cited in Youngberg (1994) postulates that Jesus defined His mission as liberating captives, healing the afflicted, restoring sight to the blind, and enlightening the world with truth (Luke 4:18,19). He came to wrest the kingdom from Satan (Luke 4:5-8); to show human beings how to habituate the principl
The Schools of the Prophets
The term prophet comes from the Hebrew words nabi, chozeh, and ro’eh. The latter mean seer. Together these terms describe two phases of the work of the prophet. As seer, he/she discerned God’s will, and as prophet, conveyed that will to others.
Prophets and the Schools of the Prophets were established because many Israelite households had disregarded God’s plan of education. They became corrupted through their association with heathen nations. The schools were (1) to serve as a barrier against the wide-spreading corruption, (2) to provide for the mental and spiritual welfare of the youth, and (3) to promote the prosperity of the nation by furnishing men qualified to act in the fear of God as leaders and counselors.
Samuel, who traveled from place to place as a teacher (see 1 Sam. 10:10-13; cf. 7:16, 17), founded the first school mentioned in the Bible, the School of the Prophets (1Sam. 19:20).
Though the Scriptures provide little detail about these schools, it is clear that Samuel recruited and trained pious young men who would go out to teach and counteract the threatening tide of idolatry (2 Kings 2:3-5). Not all the “sons of the prophets,” as these disciples were known, had the prophetic gift, but hey all instructed the people. The prosperity of the nation during the reigns of David and Solomon was largely due to the work of these schools in preparing leaders, teaching Yahweh worship and serving as a barrier against polytheistic corruption and superstition (Youngberg, 1994, pp. 25-26).
Ellen G. White, under inspiration, provides information about the method of education adopted by the School of the Prophets. The word and the works of God were the source of their curriculum. The instructors were teachers who enjoyed communion with God and were students of the truth. The students and teachers supported themselves through manual labor. The teaching was oral, and the subjects taught were the Law of God with the instruction given to Moses, sacred history, sacred music, and poetry. Prayer constituted a major part of their daily activities. The goal of education was faith in God.
These practices stand in sharp contrast with today’s Christian schools. In most Christian schools, the curriculum includes not only religious knowledge, but the works and ideas of secular authors. The creation account has been replaced by the theory of evolution.
Useful manual labor is no longer considered a necessary factor in developing mental and
10
physical powers. Its substitute, physical education, concentrates on increasing physical power and enhancing self-glorification.
Today’s Christian schools aim at developing the intellect and preparing young men and women for the world of work, not necessarily for service to God and humankind. The transmission of faith and prayer and the fear of the Lord are not central to the purpose of these schools. In many Christian schools, teachers are hired who do not profess
Christianity. Thus, students are exposed to many ideas that conflict with Christian principles and values. Individual achievement is glorified at the expense of achievement that will benefit the group or community. These schools do not provide a barrier against wide-spreading corruption found in today’s society, instead they provide fertile ground for its propagation. A reformation is needed to bring back these schools into conformity to the will of God.
Jesus the Master Teacher: His Method
When Nicodemus came to Jesus by night, he said, “We know that you are a teacher come from God” (John 3:2). He was not the only one to address Jesus as teacher. Norman
Anderson cited in Youngberg (1994) states that ‘Teacher’ was the predominant title by which Jesus was addressed during His earthly life. The Greek words translated as
“teacher,” Anderson says, are the equivalent to the Hebrew “Rabbi,” the common title of respect for a distinguished teacher.
Christ’s methods can best be explained and appreciated after examining His mission, preparation for ministry, qualifications, teaching scope, content, and philosophical base.
Thus, a few paragraphs are dedicated to providing a backdrop to His teaching ministry.
His Mission
Kent cited in Youngberg (1994) postulates that Jesus defined His mission as liberating captives, healing the afflicted, restoring sight to the blind, and enlightening the world with truth (Luke 4:18,19). He came to wrest the kingdom from Satan (Luke 4:5-8); to show human beings how to habituate the principl
His Mission
Kent cited in Youngberg (1994) postulates that Jesus defined His mission as liberating captives, healing the afflicted, restoring sight to the blind, and enlightening the world with truth (Luke 4:18,19). He came to wrest the kingdom from Satan (Luke 4:5-8); to show human beings how to habituate the principles of heaven into daily living (Matt. 4:4). To accomplish His mission, Jesus had to instruct (Isa. 42:5-7), to disengage truth from the dross of mere human philosophy. He came to reveal to humanity the true knowledge of
God (Isa. 40:5; John 14:9). Here, Youngberg exclaims, we find the nucleus of true educational work.