A Defense for Christian Music Education part 9

 

A Defense for Christian Music Education  part 9
           Since the Bible is clear in its teaching that we are to be separated from that which is a part of this world’s system (aion 165) (See Romans 12:1-2; 1 Corinthians 1:20), it only stands to reason that our music should exemplify this principle of separation.  It is unreasonable to expect music educators that are not Christians and are a part of this present world’s system to provide our children and youth with a Christocentric music education.  Thus my belief that CME is not an option but rather a necessity in this century.  Christian parents and Christian music educators must realize that the world is not a friend of grace. 

Although everything about CME is not different from SME, there are fundamental differences that put the Christian music educator and the worldly music educator at loggerheads philosophically.  We know that there are a wide variety of acceptable styles available to the believer in both sacred and secular music that can be taught and performed in both SME and CME settings. However, the Christian music educator’s musical emphasis is directed toward helping students acquire a taste for God-honoring music styles. The purpose of CME is to prepare students to enter adulthood with enriched musical concepts that will enable them to use music as a concomitant* to Christ centered living. It is also the purpose of CME to give students who wish to use music as their chosen profession a quality music education.  When it comes to quality music education, a Christian music educator should have as high or higher expectations for their students as those educators who are involved in SME.

A Defense for Christian Music Education part 8

 

  A Defense for Christian Music Education  part 8

 Christians must answer several questions such as: 1) Are there real differences between CME and SME?  2) What are the goals of secular music education (SME) and CME?  3) What makes CME different from SME?  4) Are there enough differences between them to justify a CME and do these differences matter?  The answers to these questions will determine if a CME is a mere preference or a deep conviction.  I want to make it clear that I am not contending that a Christian’s children should never study from a teacher who is not a Christian.  I am simply saying that, if possible and all other things being equal, parents should choose a Christian music educator. Christian mentors should recommend a Christian school and a private applied teaching studio where Christian principles are a concomitant of what is taught.

A Christian music education philosophy (CMEP) must exude from biblical principles of musicing.  A congruent Bible based music philosophy will help to instill in the lives of our children and young people an understanding of excellence in music (See Philippians 1:9, 10). An applied CMEP will serve as a guide for our children and youth in their development of the belief that music expresses real life

meaning and therefore is not amoral. 

A Defense for Christian Music Education part 7

 

A Defense for Christian Music Education  part 7

A Christian’s music and musicing should be Christocentric rather than anthropocentric.  A music educator who is a humanist will teach students that music and musicing begins and ends with self.  A Christian music educator will teach students to get all the knowledge and training that they can so that they can give all  of  this knowledge and musical skill back to God as they live out a life of service and worship to a high and holy God who is worthy of their best musical offerings.  A music educator who is a humanist will teach students to achieve all that they can so that they can consume all of this knowledge and skill in a quest for musical self-actualization.

Christian parents need to realize that those who do not love and serve Jesus Christ cannot necessarily do a better job of training our own musically. We must not forget that, along with what is taught musically in a classroom or in a private teaching studio, will come that instructor’s musical paradigm and whole-life philosophy. Christian music educators who are sold out to Christ have different music education goals for their students than worldly musicians do.  This fact alone is reason enough to defend CME.

A Defense for Christian Music Education part 6

 

A Defense for Christian Music Education  part 6

There are a wide variety of other reasons to support music education philosophically. One of the obvious justifications for teaching music is that that music is one of the valuable  and useful fine arts.  Another reason is it can enrich the lives of the students who are involved in performing it, listening to it, and learning about its theory, history, and performance practice.  A third justification is that student performers can be involved in enriching the lives of others with their musicing. Although all of these reasons are valuable justifications for teaching music they are not the main reason for including music in the curriculum of a Christian school, Christian college, or university, or to providing applied lessons in the private studio of an instructor who is a Christian.  The main philosophical justification for music education is that the Bible teaches so strongly that it is the responsibility of Christians to train their own.

 Obviously this training can be most appropriately done by a Christian music educator.  I am not contending that Christian music educators necessarily do a better job of teaching.  However, their teaching is more effective in the sense that they are capable of providing each student a music education that is truly Christian in its character.  Only a Christian the teacher is able to teach by spiritual example.  This example is more efficacious because it influences a music student to live out his or her life as a musical servant unto God.

A Defense for Christian Music Education part 5

 

  A Defense for Christian Music Education  part 5

 Before a Christian school or college develops a music education program, that educational institution must answer the question, why should students receive a CME?  Certainly a music educator who is a “Philistine” will educate those whom he comes in contact with to be “Philistine”.  If a “Philistine” did not seek to inculcate* every student with his philosophy, which without doubt would not be a Christ centered Bible based philosophy, he would not be a good Philistine.  Therefore, it is a great philosophical mistake to suppose that a musician who is not a Christian will instill Bible principles of musicing in the minds and hearts of our children.  It is a fact that these students will not emerge from a “Philistine” music teacher’s tutelage instructed or expert in the songs of the LORD or with a Christocentric music philosophy and praxis.

A Defense for Christian Music Education part 4

 

  A Defense for Christian Music Education  part 4

          The word separated (1Chronicles 25:1)  in the AV is translated from the Hebrew word badal (914) which connotes separation by way of selection.  They would not submit their “separated” musical sons to the musical influence of Israel’s godless neighbors.  As was mentioned earlier, they instructed their musician sons “in the songs of the LORD” because their Levite sons were called out musicians to guide Israel’s musicing in the generations to come.  These Levite musicians were instructed (lamad 3925) i.e. made to be expert in the songs of YHVH.  This educational process was carried out “under the hands of their father for song”.  Hence we rightly deduce that in this century it is still necessary for our sons and daughters to receive a music education under the direct supervision of God-fearing Christian music educators.

A Defense for Christian Music Education part 3

 

A Defense for Christian Music Education  part 3

The reason that the ancient Levite musicians considered it necessary for their Levite sons to receive a God centered music education was because as1Chronicles 25:1 explains, “Moreover David and the captains of the host separated (badal 914) to the service (abodah 5656) of the sons of Asaph, and of Heman, and of Jeduthun, who should prophesy with harps, with psalteries, and with cymbals…”  The significance of this statement is that David and the captains of the hosts had separated the Levite sons to prophesy with music. These young men had been separated, set apart, or distinguished for a life of musical service to God.  Contrary to the belief of a host of secular music educators, the ultimate goal of music education should be Christian service (Romans 12:1) rather than self-actualization.

           The essential overarching goal of Christian music education should be music and musicing that is Christocentric rather than anthropocentric.  Although Maslow considered self-actualization to be most important, Christian music educators and parents should consider finding and doing God’s will by presenting all that one learns about music and musicing back to God in a life of service and worship to be the overarching goal of music education.

A Defense for Christian Music Education part 2

 

A Defense for Christian Music Education  part 2

1Chronicles 25:6-7 gives us information about  the Levite musicians in the ancient Hebrew culture  training their own musically.  It states, “All these were under the hands of their father for song in the house of the LORD, with cymbals, psalteries, and harps, for the service of the house of God, according to the king's order to Asaph, Jeduthun, and Heman.  So the number of them, with their brethren that were instructed in the songs of the LORD, even all that were cunning, was two hundred fourscore and eight.” 

This teacher, scholar relationship (25:8) was considered to be vital to the music education of their Levite sons.  Notice that these musical sons were said to be “under the hands of” (yad ab shiyr 3027, 01, 7892) their God-fearing fathers who were themselves trained musicians. Although there are several possible shades of meaning in these Hebrew words, including possible reference to the ancient use of chironomy*, we do know that their chief Levite fathers trained them personally in how they should music unto YHVH.

A Defense for Christian Music Education part 1

 

A Defense for Christian Music Education  part 1

With the introduction above, we are now ready to defend CME. Albert Barns stated, "It was the original appointment (Gen. 1:26) that man should have dominion over the lower world, and be its absolute lord and sovereign.  Had he continued in innocence this dominion would have been entire and perpetual.  But man fell, and we do not see him exerting this dominion.”  The only possible way that music can ever even partially come under the supervision and dominion of Christians is if our children receive a Christian music education.

Music education, as it is understood  in Western civilization, is found in the OT as early as Deuteronomy 31:19, “Now therefore write ye this song for you, and teach it the children of Israel: put it in their mouths, that this song may be a witness for me against the children of Israel.”  Furthermore, music education was carried out at the command of YHVH (Deut. 31:16).  Verse 22 of the same chapter attests to the fact that Moses was the music educator, “Moses therefore wrote this song the same day, and taught it the children of Israel.”  This passage of Scripture  explains that Moses wrote the  music and the words, Probably as a unit, i.e., a melos.  This early account of Moses being a music educator in ancient Israel gives the reader greater understanding to Acts 7:22, “And Moses was learned in all the wisdom of the Egyptians, and was mighty in words and in deeds.”

Why Christian Music Education?-part 2

 

Why Christian Music Education?-part 2

Perhaps I should define the terms “educational preference” and “educational conviction”.  Educational preference, as it will be used in this discussion, is defined as a greater liking for one type of school over another.  The term educational conviction is the strong belief that it is the responsibility of Christians to train their own, and that this can  be done most effectively through a Christ centered education in the context of a Christian school. With these definitions the reader can see clearly why many Christians feel convicted that a Christian education is a must.

It is puzzling to me that a number of Christians feel strongly that we must have Bible colleges and Christian universities, but that our children should attend public schools.  Certainly, if our college age young people need a CE, our children who are in the process of making life-long decisions need the shelter and philosophical support of a Christian school.  For these reasons I contend that a CE is a necessity and not merely a preference if our children and young people are going to develop a Christocentric whole-life philosophy.  Anyone who denies the power of a Christian teacher’s long-term influence on their students does not understand the philosophical power of teacher/student relationships.

 

Why Christian Music Education?-part 1

 

Why Christian Music Education?-part 1

                    Is the Christian school a conviction or a preference?  If the basis for a Christian education (CE) is a mere preference then it is not a necessity, and Christian music education (CME) is most certainly not a necessity.  Every parent, Christian school teacher and administrator must know why they and the students are involved in a Christian school.  Although I do not want to be overly simplistic, I can see no reason for Christians to deny their children a Christian education. 

As I have pointed out so many times in my writings, the statement in1Timothy 5:8 “But if any provide not for his own, and especially for those of his own house, he hath denied the faith, and is worse than an infidel” extends to the education of one’s household.  I furthermore contend that it also pertains to the music education of our own.  Every Christian parent must remember that when Lot chose the well-watered plains of Jordan near Sodom and Gomorrah, he made an excellent choice for his cattle and a poor choice for his children.

Concerning Secular and Sacred Music part 9

 

Concerning Secular and Sacred Music part 9

As was stated earlier, it is an error of judgment to consider that all of a Christian’s musicing, even though that person’s life is ultimately lived in honor of God, is an act of direct worship to God.  Such thinking seriously muddies the water when considering “sacred” and secular”. St. Paul’s Roman’s 12:1 admonition to Christians, “I beseech you therefore, brethren, by the mercies of God, that ye present your bodies a living sacrifice, holy, acceptable unto God, which is your reasonable service” is not a Bible proof that all of a Christian’s musicing is a sacred action. 

However, in light of the fact that all of a Christian’s music and musicing must come under the Lordship of Christ, it behooves a Christian musician to be careful of all of the music that he or she performs-be it of a sacred or secular nature.  So, we will proceed with the discussion of Thinking about Sacred Music by considering, without prejudice, the terms sacred and secular music. Our discussion is predicated on the logical separation of the whole of music into these two subclasses.  This division will facilitate the understanding that both subclassifications have different attributes and purposes. Therefore, each has a different essential nature and value.

 

 

Concerning Secular and Sacred Music part 8

Another reason for categorizing music into sacred and secular is that these classifications have been used for thousands of years by Christians and non-believers.  In a sincere efforts to build a faith based philosophy and communicate that philosophy to believers and non-believers, a Christian musician needs to be very careful to not overstate the nature, value and purpose of all music and musicing by using the terms  “sacred”, “sacred action”, or “musical offering” to identify all of a Christian’s musicing. I find no direct Bible support for considering that all of a Christian’s musical actions are sacred acts or musical offerings unto God.  Therefore, it is an error of philosophical judgment to support an all “sacred” philosophical position to either musicians or music philosophers who are not believers.  We already have many barriers to communicating with secular musicians and secular music philosophers.  Therefore, it is unwise to add to the confusion by denying the time honored sacred-secular music classifications.

Concerning Secular and Sacred Music part 7

 

Concerning Secular and Sacred Music part 7

God desires that we should love and serve Him.  This we know from Deuteronomy 10:12-13, “And now, Israel, what doth the LORD thy God require of thee, but to fear the LORD thy God, to walk in all his ways, and to love him, and to serve the LORD thy God with all thy heart and with all thy soul, to keep the commandments of the LORD, and his statutes, which I command thee this day for thy good”?  Matthew 22:37 affirms this teaching when  Jesus said unto him, Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind”.  However, I find no Bible lesson where Jesus taught that every life action of a Christian must be directed toward Him.

 Our life actions must bring honor to his name, but they are not all elevated to the position of being considered sacred or direct continual worship or offerings made to Him.  In view of this, Christians are commanded may times in the Bible to sing and to music directly unto God, but they are not commanded in the Bible that all of their singing and all of their musicing must be directed to Him.  This we know because all of the music and musicing mentioned in the Bible is not of a sacred nature.  Furthermore, not all of the secular music mentioned in the Bible is condemned.  Noteworthy is the fact that although some secular music and musicing is condemned in the Bible, so is some religious music and musicing.

Concerning Secular and Sacred Music part 6

 

Concerning Secular and Sacred Music part 6

 Although most would agree that it is perfectly acceptable for a Christian to play baseball, it is an error in philosophical judgment to consider  playing baseball to be a sacred experience.  How a Christian acts when he or she plays baseball is a definite part of that person’s life of bringing honor to God, but the act of playing baseball should not be considered to be a sacred experience.  Furthermore, trying to become the best baseball player possible should not be elevated to being a sacred act of a life of worship to God.  As a matter of fact, personal aggrandizement and self-actualization often become humanistic endeavors that are far from selfless acts of worship to God.

 When Christians try to spiritualize every action as though it was a worship service in a Church, we confuse the distinction between acts of worship both corporate and private and normal actions that are not addressed to God.  God has planned that regenerated man should have an abundant multifaceted life.  The Bible teaches that the Christian’s life should ultimately be lived out in a way that will bring honor and glory to Him.  Although there is not time, space , or is it the purpose of this discussion of Thinking about Sacred Music, God has provided different types of love for the believer.  I do not find evidence or support for the notion that God expects all of a Christian’s doing to be directed toward Him.