Best selling business
author Jim Collins says that
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good is the enemy of great
and that's the chief reason
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why we have so
little that becomes great.
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Please stay tuned
today. We are going to be
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talking about how to
reform our schools and take them
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from being good
schools to great schools.
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Hi, I'm Shelley
Quinn, and welcome to
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Issues and
Answers. We are so glad that
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you are joining us.
No matter where you're
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tuning in from around the world.
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And this is actually a
kind of a final program.
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We've invited a final
program for Randall Siebold
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for this series
anyway. We've invited
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Dr. Randall Siebold,
Ph.D, Education and someone
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who is truly, you are out
to achieve reform and take
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it back to biblical principles
in our school systems.
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Amen, absolutely,
that's the call. I think that's
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what God has called us
to and I think we ought to
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keep progressing forward so.
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Well, I'm glad that he is
kind of got you as one of the
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chief forerunners
here to say, let's get back
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to what it should be.
But I guess we could say
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the chiefest of
forerunners would have been
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E.G. White, who wrote the
book education and this is
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something, less kind
of people haven't seen
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anything before of your series.
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Randy, let's just talk
about who you are and what
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we've been talking
about? You were a contractor,
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a building contractor, I
couldn't figure that word
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out, you were a
contractor who became very
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interested in education.
You got your doctoral degree.
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Did your dissertation
actually and what we're going
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to be talking about
today, this is going to be
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pretty exciting stuff I believe.
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This is your
passion obviously, and
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you have been, you
did your doctoral studies
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in public school. You
have been, were a professor
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at University at a
Christian University.
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You have been a
principal for a Christian
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Junior High
School, and now you are
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the, tell me what you are?
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Vice-President of
Education for Weimar Center
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for Health and
Education. And that's in Weimar,
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California. Weimar, California.
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Northern California. I am
now a California guy, I guess.
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And actually you're covering
quite, tell us the great range
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that you're covering in
your, Well, we have elementary
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school, a secondary
school, and a small college
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on campus and so we have
all of those great ranges
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in our schools on campus.
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And that must be fascinating.
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It's wonderful.
Randy, we've been talking
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about the problem with
the school system that was
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set up during an
information, excuse me, set up
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during an industrial
age and now isn't really
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fitting the information
age. But we've also been talking
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about other than
just learning styles and
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what is good that
E. G. White wrote in
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the book Education,
that there are three basic
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principles that we need
to make sure that Christian
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education has. No.1, it needs
to be holistic, training the
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whole person. No.2,
that it should be life long
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education. We don't just
go to school for 12 years
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and quit. But No.3, is
that education should be,
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the goal of education is
to make us service oriented
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rather than
self-oriented. Is that?
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Umm, absolutely,
and what I like to do is
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tag on to a comma. You
said just just a bit ago this
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idea of moving into
the information age.
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Yes. Now this is,
this is very crucial
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I think for any
Christian. And that is
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as we look around and
my familiarity is with
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education in the United States.
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Yes. And here's what I'll say
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I am absolutely convinced.
Education, public education
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will go through
radical changes in the next
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few upcoming years, and
I'll tell you why I think
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that's inevitable.
School change and school
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reform has been
talked about for long times
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since as we've covered
in previous, you know, the
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committee of ten
set this standardized
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curriculum and we've
by enlarge been following
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that pretty
regularly, that was set up
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with an industrial
age mindset and meeting
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the needs of an industrial
age. We've people from all
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walks of life
critiquing the system the way
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we do it and saying
we have to change and
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there has been
people before saying that.
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There has been this
renewed commitment to reform
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making changes and now we
are at the dawn of a new age.
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Okay. While the industrial age
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was going on, school
change was very difficult
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to make happen
because they still had the
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same needs. And so
they couldn't find that gear
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to really turn
education and make it happen
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differently, but now
we are clearly in the
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information age.
I received an email
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recently that informs me of
that interesting, just in case
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I wasn't aware. We are
in the information age,
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so now with all of
these information or knowledge
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workers needed. Yes.
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That we need a new type
of system that is not me
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arguing it. This is
arguing it from the perspective
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of a public educator.
We must change the way
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that we are doing things.
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And here's where it
becomes really crucial
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for a Christian. If
we don't make changes now
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based on what
God wants us to do.
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What will we then do?
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We will probably end up,
whatever, whatever, being
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force fed, yes, just
like that we've intended.
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Yeah, and then if
public schools change, we will
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change to be like
the public schools.
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Alright, since
we've mentioned committee
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of ten a couple of
times, this was a back
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in the 18 or 1800.
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1890s. 1890s, okay.
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And it was ten people
from educational institutions
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the chief men of the,
colleges and prestigious
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high schools came together.
Their high schools were
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teaching all from
manual labor to the classics
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to content oriented
to memory only, just
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all kinds of different things.
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And the colleges were
interested in getting some
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standardized approach to
what was happening out of
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high school and
interestingly enough,
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take a guess at how
long they said high school
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should last? How many years?
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I have no idea. Four years.
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Oh! Really, so that's where
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I mean nothing is
changed at this point.
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And take a guess
at how long they said
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elementary school should last.
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Six years. Eight years.
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Oh! Well, okay. 1 through 8.
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Right not middle
school. Not middle school.
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Yeah. Okay.
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Yeah, yeah. So everything has,
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Yeah. nothing has changed,
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well, how long does it take?
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Well, there has been
lots of changes not in that
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basic formation, right, right.
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But how long does it take
to actually reform a school,
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I mean if someone
has a compelling vision
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as you have, to see
reform and I know you are even
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trying institute
reform at Weimar.
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How long does it actually take
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to put these things into place?
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Well, as I did study,
if you have a group that is
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interested in coming
together to really study
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and change a school,
the best guess that I could
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give is 6 to 24 months. Okay.
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Now 6 is. That sounds really..
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High speed, high
speed That's great...
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I would say,
that's unbelievable.
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Yeah, yeah, yeah.
That's if they're very focus
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and two things that
are very critical for the
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change to happen and
I visited a college once
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and we visited them because
they had just gone through
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a very drastic
reform of their school.
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They went through this
and redesigned their school.
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So what we did we
went in there and said
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Well how did you do
this. The president came out
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and he talked with
us. He said, there are two
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things that are
needed for this to happen.
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No.1, either and
I would say and or,
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a compelling vision
or a burning platform.
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Another words, if
things are going to go sour
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they are gonna close the school.
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Something is going to happen
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that is a perfect
time for change to happen.
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Well, there are
good schools out there,
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I mean we are not
saying that considering that
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they're all still
operating under the same system
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I don't mean to speak
with a fork tongue here,
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but there are schools
that are doing good jobs of
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Yeah. Bringing these children up
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and teaching them. So,
if there is good schools
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already then, what then?
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Well. I mean if
they are not getting
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ready to be closed
down. Why do people want
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to change or how
do we get, reach them?
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Well, I think first
what we do is, we do
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a comparison, I mean if we're
talking about a local school.
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We do a comparison we
say, how is my school stack up,
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okay, Which goes back to that
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first question you
brought up, you know,
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where these principles,
so we take a look in the
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book education, we've mentioned.
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Take a look at the
first paragraph and
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we see three
principles showing up.
00:10:00.17\00:10:01.83
The principle of a
whole person learning,
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so mind, body,
spirit and she mentions also
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the word harmonious,
so harmonious development
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of the mind and the
body, the spirits, they're all
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doing it
together, then life long,
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so this approach to learning,
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So, look at your school
and say, is my school fostering
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a lifelong approach to
learning or is the learning
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categorized into
just classes and its just
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for grades. If it's just
for grades and it's primarily
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about learning
Maths, Science, English
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getting the check list
done then it's not designed
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to run lifelong
learning. It's not including
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families and doing
exercises that you would love
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to do yourself
and have your parents
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come in and they are
joining in the learning process.
00:10:48.55\00:10:52.17
There are schools out
there that are blending those
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things together to
make it lifelong learning.
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And in service
oriented. Yes, service oriented
00:10:59.87\00:11:02.15
learning. Another
great question to look at
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your local school and say,
is it service oriented. Now
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So, in other words,
are you training the youth
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to become service
oriented rather than to
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be self focused. Sure.
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That's the point. Absolutely and
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additionally are you
actually using services
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apart of the way to train
them to be others oriented
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Umh! That's good. So,
is your school involved
00:11:26.45\00:11:29.54
in service oriented activities.
00:11:29.57\00:11:31.48
Some schools
call these Bible labs.
00:11:32.31\00:11:33.84
So, you have Bible class
where you study the Bible
00:11:34.51\00:11:36.48
and then you have the lab.
00:11:36.51\00:11:38.06
Where you go? Where
you apply it, right.
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And that's for the
real learning class.
00:11:40.59\00:11:42.20
Oh! Yeah. I mean
doesn't the Lord asked us that
00:11:42.23\00:11:43.96
the sheep and
the goats you know,
00:11:43.99\00:11:45.83
feed me, take care of me. Right.
00:11:45.86\00:11:47.61
Cloth me. Let's
look at that tease
00:11:47.64\00:11:50.82
in each part of Jim Collins'
quote, but let's look at
00:11:50.85\00:11:55.28
that right now.
The four quote because
00:11:55.31\00:11:57.02
I think this is a
powerful quote from this
00:11:57.05\00:11:58.91
Business Selling
Author. When I first read this
00:11:58.94\00:12:02.97
quote here, this
absolutely amazed me.
00:12:03.00\00:12:06.14
It is good to great.
Is the name of the book
00:12:06.68\00:12:10.83
that it comes
from, think about this,
00:12:10.86\00:12:13.79
Good is the enemy of
great. And in fact good in your
00:12:13.82\00:12:20.63
view of where I am
now that means there is no
00:12:21.60\00:12:25.20
compelling vision
to pull me further.
00:12:25.23\00:12:26.84
And you know I
had someone recently,
00:12:27.81\00:12:29.54
well several years
ago. When I was beginning,
00:12:30.36\00:12:34.87
or I was in full
time ministry and still
00:12:34.90\00:12:37.66
early on and I had
someone tell me, Shelly because
00:12:37.69\00:12:41.26
I was saying, all these
things keep coming at me
00:12:41.29\00:12:43.31
I don't what to do and
he said, God has called you
00:12:43.34\00:12:46.27
for a purpose and
he said, but sometimes
00:12:46.30\00:12:49.44
the devil likes
to put good things
00:12:49.47\00:12:51.78
around you to do
keep you from answering
00:12:51.81\00:12:53.81
the call to God
that you're so busy
00:12:53.84\00:12:55.82
doing the good that
you never do the great.
00:12:55.85\00:12:57.69
And there is a
lot of truth in that
00:12:58.66\00:13:00.22
and so schools who
are involved and they know
00:13:00.25\00:13:04.65
that they've got a good product.
00:13:04.68\00:13:06.14
They shouldn't
become complacent.
00:13:06.92\00:13:08.35
They should look at
what you're talking about
00:13:09.15\00:13:10.84
and measure
themselves and say are we doing
00:13:10.87\00:13:14.17
things this way
because good, our good could
00:13:14.20\00:13:18.46
be the enemy of
a greater system.
00:13:18.49\00:13:21.09
Yeah, yeah. The
quote continues that
00:13:21.12\00:13:22.87
we could have that. That is just
00:13:22.90\00:13:24.78
this is amazing, look at this
00:13:24.81\00:13:26.27
And that is one of the
key reasons why we have so
00:13:26.30\00:13:31.08
little that becomes
great. We don't have great
00:13:31.11\00:13:34.14
schools, principally
because we have good schools.
00:13:34.17\00:13:36.53
We don't have great
government, principally
00:13:36.56\00:13:39.40
because we have good government.
00:13:39.43\00:13:40.47
I don't think we want to
get out of tangent there.
00:13:41.49\00:13:42.93
A few people attaining
great lives, in large part
00:13:44.33\00:13:47.37
because it's just so easy
00:13:47.40\00:13:49.16
to settle for the good life.
00:13:49.19\00:13:51.24
Yeah. Then he moves to
00:13:51.69\00:13:53.37
what his basic
premises for the book
00:13:53.40\00:13:55.79
and that's about
business. The vast majority of
00:13:55.82\00:13:59.33
companies never become
great, precisely because
00:13:59.36\00:14:02.90
the vast majority
become quite good and
00:14:02.93\00:14:07.03
that is the main
problem. Now when I read that
00:14:07.06\00:14:10.79
I just tell you, just
briefly about the book.
00:14:10.82\00:14:14.66
The book is about
a research study that
00:14:14.69\00:14:18.37
took companies who had
consistently strong stock
00:14:18.40\00:14:23.31
values and then all
of a sudden somewhere
00:14:23.39\00:14:25.77
they just shot up,
okay. so their value and their
00:14:26.78\00:14:30.71
stock value shoot
up, so then they took
00:14:30.74\00:14:32.91
comparison
companies with similar size,
00:14:32.94\00:14:35.10
similar time
frames, similar stock values
00:14:35.13\00:14:37.93
and then they, but
they didn't have that.
00:14:37.96\00:14:40.54
They just stayed.
They didn't shoot up
00:14:40.57\00:14:42.46
right. So then they
called these the good companies.
00:14:42.49\00:14:45.59
These are good companies.
And then they called these
00:14:45.87\00:14:48.04
the great companies
00:14:48.07\00:14:49.04
and then and interestingly
enough, this is what
00:14:49.05\00:14:52.48
I think really
makes this research study
00:14:52.51\00:14:56.78
so compelling is number
one, they were really searching
00:14:56.81\00:15:00.03
for truth. They were
just saying what is really
00:15:00.06\00:15:03.52
going on and second of
all, they looked for the
00:15:03.55\00:15:07.44
differences between
these two companies,
00:15:07.47\00:15:09.78
so they studied that
time period before, during,
00:15:09.81\00:15:12.82
and after that
trajectory and when they study
00:15:12.85\00:15:19.24
that they
reported the differences.
00:15:19.27\00:15:21.76
And his conclusion after this.
00:15:21.79\00:15:25.08
The summary of all of
this wrapping it into a single
00:15:25.11\00:15:28.58
statement was that
there was these good
00:15:28.61\00:15:31.98
companies and in
fact, it was because
00:15:32.01\00:15:34.52
they were good they had to fight
00:15:34.55\00:15:36.37
that idea that they
were good to become great.
00:15:36.40\00:15:40.19
They had to challenge
that idea that we are not
00:15:41.62\00:15:44.26
as good as we can be
To really achieve where
00:15:44.29\00:15:49.90
they really wanted to be.
00:15:49.93\00:15:50.91
One of my pet peeves
is to hear somebody when
00:15:50.94\00:15:55.30
they are doing a job and
may be it's not been done
00:15:55.33\00:15:57.83
to the highest of
standards, and they'll say well,
00:15:57.86\00:16:01.62
it's good enough and
you think, 'oh, but it
00:16:01.65\00:16:04.34
can be done
better, let's do it better.
00:16:04.37\00:16:05.72
It's worth
doing. It's worth doing.
00:16:05.75\00:16:07.40
Well. That's right
00:16:07.43\00:16:08.85
That one is something
that was hammered into me.
00:16:08.88\00:16:11.81
Now when we think
about Adventist schools.
00:16:11.84\00:16:15.80
Uh-uh! How are Adventist schools
00:16:15.83\00:16:19.12
doing as Christian
schools Is it good?
00:16:19.15\00:16:23.45
It is very good.
I think we have very
00:16:23.48\00:16:26.96
good reports coming
out of Adventist education.
00:16:26.99\00:16:29.17
There is, I would say
and of course, we know,
00:16:30.94\00:16:35.15
we talk about
Adventist schools in general
00:16:35.18\00:16:37.22
and we can talk
about Adventist schools
00:16:37.25\00:16:40.25
individually. So
there is a lots of variants,
00:16:40.28\00:16:42.10
but we've done
quite a bit of research
00:16:42.92\00:16:45.12
on Adventist education.
There has been a several
00:16:45.15\00:16:47.86
studies done on the
spiritual development and that's
00:16:47.91\00:16:51.30
been good. Some
of the reports back,
00:16:51.50\00:16:54.15
coming back most recently
have been done from a study
00:16:54.18\00:16:58.37
called cognitive
genesis and it's actually a
00:16:58.40\00:17:01.55
cognitivegenesis.org.
On the web you can download
00:17:01.58\00:17:05.00
information to take a
look at how Adventist schools
00:17:05.03\00:17:07.97
are doing in
general. What they've done
00:17:08.00\00:17:10.25
is they've taken look
at this and their focus
00:17:10.28\00:17:14.56
was on the academic development.
00:17:14.59\00:17:17.22
Realizing that spiritual
was the purpose, this is
00:17:18.22\00:17:20.62
why we are doing it,
so that's those first
00:17:20.65\00:17:22.69
studies were done
that with that focus.
00:17:22.72\00:17:25.56
Now the focus for this
set of years in this study
00:17:26.72\00:17:31.57
is for academy
development and some really,
00:17:31.60\00:17:35.94
I think quite
profound results and we have
00:17:35.97\00:17:39.40
some slides here to. Good.
00:17:39.43\00:17:40.92
give the
viewers summary of this.
00:17:40.95\00:17:42.53
Now here it is,
Adventist Education,
00:17:46.33\00:17:48.30
they are found to be
above average achievement,
00:17:48.33\00:17:51.52
they gave them
an achievement test.
00:17:51.55\00:17:53.66
Above average in
ability, they gave them a second
00:17:54.32\00:17:56.90
test to test for ability.
Their cognitive abilities,
00:17:56.93\00:18:02.06
that which didn't ask
questions about what they
00:18:02.09\00:18:04.82
knew. Above
prediction and achievement,
00:18:05.39\00:18:07.99
now what that is,
is they took students
00:18:08.02\00:18:12.24
particular ability and
set well given that ability
00:18:12.27\00:18:15.93
we would expect them
to achieve at this level
00:18:15.96\00:18:18.47
and what they
did was they achieved
00:18:18.50\00:18:20.50
above that level. Umm.
00:18:20.53\00:18:22.25
Okay. So, in that prediction
coming back to the slide.
00:18:22.89\00:18:26.15
Above average and
prediction in all subjects
00:18:27.85\00:18:31.93
excellent. in all grades, above
00:18:31.96\00:18:35.09
average for all school
sizes and above prediction
00:18:35.12\00:18:40.05
at all abilities and
this last one is amazing.
00:18:40.08\00:18:42.49
We have some more coming
yearly gains in achievement
00:18:42.52\00:18:45.57
Yearly gains in ability.
Yearly gains in achievement
00:18:45.60\00:18:48.53
at given abilities.
Now let's go to this,
00:18:48.56\00:18:51.26
we have one more
slide here to show a chart.
00:18:51.29\00:18:53.41
I will show that
one. This one shows the
00:18:53.44\00:18:57.85
new students, what
it does it shows eighth
00:18:57.88\00:19:00.63
grade students.
This is they took eighth
00:19:00.66\00:19:03.20
graders and they
gave them the ability test
00:19:03.23\00:19:05.91
and the achievement
test. Those new students who
00:19:05.94\00:19:09.38
were eighth graders
for the first time in the
00:19:09.41\00:19:11.80
Seventh Day Adventist
school scored right at the area
00:19:11.83\00:19:15.88
where you would
expect them right around the
00:19:15.91\00:19:17.67
50th percentile. Okay.
00:19:17.70\00:19:18.87
Okay. Those that have
been in an Adventist School
00:19:18.90\00:19:23.11
for one or two
years, so you see what this
00:19:23.14\00:19:26.29
is starting to
show now. Yes, yes.
00:19:26.32\00:19:27.55
They are scoring
just at or above.
00:19:27.58\00:19:30.50
the 50th percentile.
Those there have been
00:19:31.31\00:19:33.79
either they all eighth graders.
00:19:33.82\00:19:36.56
but those eight
graders that have been in
00:19:36.59\00:19:38.48
Adventist School
for three to five years
00:19:38.51\00:19:40.23
are now scoring
between 50 and 65 in that
00:19:40.26\00:19:44.30
and those who have been
spent all of their seven
00:19:44.33\00:19:48.07
years first grade
through eighth grade.
00:19:48.10\00:19:50.90
Okay, coming to
eighth grade because the test
00:19:50.93\00:19:53.02
is taken at the beginning
of the eighth grade year
00:19:53.05\00:19:55.25
They are scoring up
around the 65th percentile.
00:19:56.48\00:19:59.55
That's a significant difference.
00:19:59.98\00:20:00.95
And notice this
is, this chart shows
00:20:00.96\00:20:03.41
achievement as
well as abilities.
00:20:03.44\00:20:05.70
Right. That is significant.
But now, you know, then
00:20:05.73\00:20:11.32
this makes the
question. We just got through
00:20:11.35\00:20:14.38
saying if you're good,
that could be dangerous
00:20:14.41\00:20:18.52
to becoming great, I
mean, those scores seem
00:20:18.55\00:20:20.88
pretty great, but are
we and I think the answer
00:20:20.91\00:20:26.51
is obvious that we've
must not quite be there.
00:20:26.54\00:20:29.50
You wouldn't have
this compelling, derived
00:20:29.53\00:20:32.16
to see reform. Are we
meeting the objectives
00:20:32.19\00:20:37.72
of what your favorite
books on education says.
00:20:37.75\00:20:42.95
We keep coming back to that.
00:20:44.45\00:20:45.42
Well, I go back,
I'll tell you honestly.
00:20:45.90\00:20:49.06
I have a Ph.D. in Education.
00:20:50.34\00:20:51.70
I have studied this
book. And the book being
00:20:51.73\00:20:54.82
Education by E.G.
White. That's right,
00:20:54.85\00:20:56.57
the book Education. I've
studied scripture looking
00:20:56.60\00:20:59.13
for Lord what do you
want me to know about
00:20:59.16\00:21:03.51
how we need to educate.
Here's what I understand
00:21:03.54\00:21:07.59
we have and I'll
just say in my language,
00:21:07.62\00:21:11.93
we have been duped
by society into thinking
00:21:11.96\00:21:15.49
what it means to be
educated and we equate
00:21:15.52\00:21:18.70
that in the schooling.
And then once schooling
00:21:18.73\00:21:21.37
is over we are done,
I don't have to learn
00:21:21.40\00:21:24.32
anymore and even for
our children we have this
00:21:24.35\00:21:28.55
idea that
academics it means to be
00:21:28.58\00:21:32.90
successfully educated. Alright.
00:21:32.93\00:21:35.07
and it's just not
true, that's not if you read
00:21:35.10\00:21:38.13
the Bible that's not
the picture that comes out
00:21:38.16\00:21:40.87
of the Bible. I mean when I came
00:21:40.90\00:21:43.38
to the Bible I said,
Lord I really want to know
00:21:43.41\00:21:47.25
you and I am not sure
the Bible is the thing
00:21:47.28\00:21:49.43
and so I looked at evidence,
and I looked at evidence
00:21:49.46\00:21:52.55
and then I came to
believe, the Bible is the
00:21:52.58\00:21:56.11
word of God. Amen.
00:21:56.14\00:21:57.59
And then when I did
that now I have to look
00:21:57.62\00:22:00.63
at the Bible differently.
All the sudden I can't
00:22:00.66\00:22:04.69
look at it the same
way, I have made a decision
00:22:04.72\00:22:07.25
the Bible is the word of God.
00:22:07.28\00:22:09.61
Once I make that
decision now I don't read
00:22:09.64\00:22:13.72
it the same anymore.
Now, instead of reading
00:22:13.75\00:22:16.57
preaching, I need
teaching, I now come and I study
00:22:16.60\00:22:21.55
the word to say Lord teach me.
00:22:21.58\00:22:23.70
Amen, and he will it's a special
00:22:23.73\00:22:25.95
it's the whole
different experience than going
00:22:25.98\00:22:29.67
Is the Bible real?
Is it real God's word?
00:22:29.70\00:22:31.94
Because that a bit
of skepticism, which
00:22:31.97\00:22:33.57
I think is what we
need to be convinced that
00:22:33.60\00:22:36.14
the Bible is God's
word to his people.
00:22:36.17\00:22:38.48
Yes. And then
once we get convicted
00:22:38.51\00:22:41.22
about that then our
study of the Bible changes
00:22:41.25\00:22:43.70
and we are looking for God.
00:22:43.73\00:22:45.58
What is good education?
What is good learning?
00:22:45.61\00:22:50.11
And we find that
education and redemption
00:22:50.14\00:22:53.86
are one. That's the
process that's what God is
00:22:53.89\00:22:56.84
talking about.
Helping us to become
00:22:56.87\00:22:58.94
recreated into his image.
00:22:59.24\00:23:00.30
And he desires for
us Emphasis 3:16 says,
00:23:00.33\00:23:03.81
more than we could
ever think or imagine.
00:23:03.84\00:23:08.43
So, if God then is
taking us and why don't
00:23:08.46\00:23:13.30
can you quote or
do you have that slide
00:23:13.33\00:23:16.07
on the first
paragraph in the book Education
00:23:16.10\00:23:18.36
because I wanted to.
Well, you want it, yeah,
00:23:18.39\00:23:20.78
we have the slide. Let's
look at that, Our ideas of
00:23:20.81\00:23:25.56
of education take too narrow
a view and too low a range.
00:23:25.59\00:23:28.02
Actually, I think
that's may be slightly
00:23:28.05\00:23:29.90
miss quoted, I don't
think view is in there, but
00:23:29.93\00:23:32.53
I am sorry that's my
fault. There is a need
00:23:32.56\00:23:35.24
of a broader
scope, a higher aim.
00:23:35.27\00:23:37.20
In other words, our
ideas are too narrow
00:23:37.23\00:23:39.87
and too low. So,
and what we are doing
00:23:39.90\00:23:44.97
at least we know we
are doing a good job
00:23:45.00\00:23:46.85
in the spiritual development.
00:23:46.88\00:23:49.64
We are doing
obviously a good job as far as
00:23:49.67\00:23:53.48
academic
achievement, but God wants more.
00:23:53.51\00:23:58.12
Yeah, I think I don't
want good. I don't want great.
00:23:59.06\00:24:04.26
I want God. That's good.
00:24:04.29\00:24:06.81
That's the real,
that's I mean, you know,
00:24:06.84\00:24:09.41
we like good, we like great.
00:24:09.44\00:24:10.81
We are happy for folks on earth.
00:24:10.84\00:24:12.04
So say I'm the good
writer, that's good.
00:24:12.07\00:24:13.35
No, no, that's
great. That's God.
00:24:13.38\00:24:14.67
That's what we're
looking for. Yeah. I mean
00:24:14.70\00:24:17.32
we've just got be, we need
to be looking at our schools
00:24:17.35\00:24:20.72
and saying does it
meet what God says.
00:24:21.29\00:24:23.61
Who. That's, that's
00:24:23.64\00:24:25.44
There is a thesis right there.
00:24:27.63\00:24:28.60
That's it,
that's it. We really do.
00:24:28.61\00:24:30.72
We need to study
it, and the best that
00:24:30.75\00:24:33.18
we've said this
before. I don't want to be
00:24:33.21\00:24:34.66
the broken record, you
know, what I am going to say.
00:24:34.69\00:24:36.66
Yes. The book Education to me
00:24:36.69\00:24:38.76
is the best study
on biblical education
00:24:38.79\00:24:42.93
that I've ever
found. So we are looking for
00:24:42.96\00:24:44.58
God's ideal, and I
think you have a slide
00:24:44.61\00:24:48.26
that you wanted
to show something.
00:24:48.29\00:24:50.05
So, yes. Here is
one way to look at this.
00:24:50.08\00:24:52.49
This is the looking at
the real versus the ideal
00:24:52.52\00:24:56.49
and this is what you
can do this on your own.
00:24:56.52\00:25:00.17
You can do this in
committees, teachers
00:25:00.20\00:25:03.05
can come together to do this
00:25:03.08\00:25:04.31
what they want to do.
Is they want to identify
00:25:04.34\00:25:06.41
the real. What's
really going in on our school.
00:25:06.44\00:25:08.80
What's happening now?
And then what is the idea?
00:25:08.83\00:25:13.08
What does that look
like I would say you find
00:25:13.11\00:25:16.12
that through scripture, right,
00:25:16.15\00:25:18.39
Yes, yes, through
through reading and
00:25:18.42\00:25:20.89
studying and saying
God what do you want
00:25:20.92\00:25:23.11
your schools to look like
and then between those two
00:25:23.37\00:25:27.73
we saw an arrow called
action steps and helping us
00:25:27.76\00:25:32.60
to move from where we are now,
00:25:32.63\00:25:34.85
to where we need to be.
00:25:34.88\00:25:36.78
So what are these actions
steps? Well, can you give
00:25:36.81\00:25:40.35
us a simple
overview of the process?
00:25:40.38\00:25:41.93
Absolutely, one Dr.
Paul Bradley who is now with
00:25:41.96\00:25:47.46
the general conference
of Seventh-Day Adventists
00:25:47.49\00:25:50.02
working in the
department of the assessment
00:25:50.05\00:25:51.80
and program effectiveness.
I think absolutely
00:25:51.83\00:25:55.02
a brilliant
educator. He has come up with a
00:25:55.05\00:25:58.38
process and it's
simple, it's easy to remember
00:25:58.41\00:26:01.80
and we'll show a
slide, I'll walk you
00:26:02.53\00:26:05.01
through it, okay. Alright.
00:26:05.04\00:26:06.01
We are going to start
clock wise and this goes
00:26:06.03\00:26:09.08
the way reality goes, purpose,
00:26:09.11\00:26:11.52
so if you want to
change, help make a change,
00:26:11.55\00:26:14.73
identify know your
purpose. Why do you exist
00:26:14.76\00:26:17.65
then you take a
look at the real idea,
00:26:17.68\00:26:20.29
you start making
plans. Put those plans
00:26:20.32\00:26:23.36
into practice and
then your practice produces
00:26:23.39\00:26:27.49
a product and
that product helps you
00:26:27.52\00:26:31.32
accomplish your
purpose. So this, you could draw
00:26:31.35\00:26:35.28
an arrow clock wise around this.
00:26:35.31\00:26:37.47
You see that. Right.
00:26:37.50\00:26:38.57
Alright. Now I am
going to push you just
00:26:38.60\00:26:41.28
a little bit. You're alright.
00:26:41.31\00:26:42.28
You're ready. Okay, Yes.
00:26:42.29\00:26:43.26
Hold on your seat here. Okay.
00:26:43.27\00:26:44.24
Okay. We are going to
go back to that slide,
00:26:44.25\00:26:46.14
but I'm going to
show you a process that
00:26:46.17\00:26:49.25
say use that same
slide to show you around
00:26:49.28\00:26:52.27
backwards. Alright.
00:26:52.30\00:26:53.75
Okay. And what
happens backwards.
00:26:53.78\00:26:55.09
We take a look at plans, okay.
00:26:55.12\00:26:58.27
How do you
plan? How do you plan?
00:26:58.30\00:27:00.28
Well, what you do?
Is your plan backwards?
00:27:00.31\00:27:03.16
You start with the
purpose and you say what
00:27:03.19\00:27:06.78
products help us,
accomplish that purpose
00:27:06.81\00:27:09.41
and then you design the
practice of your school,
00:27:09.44\00:27:13.50
so that it
accomplishes the product and
00:27:13.53\00:27:16.65
it will thus
accomplish the purpose and then
00:27:16.68\00:27:19.18
you make plans to do that.
See actually walk backwards,
00:27:19.21\00:27:21.48
it's called Backwards Design.
00:27:21.51\00:27:22.61
Steven Gabbe calls it
starting with the end in
00:27:22.64\00:27:27.05
mind. Yes. So those
are some rough ideas.
00:27:27.08\00:27:29.77
There is a whole
process that we use and.
00:27:29.80\00:27:33.57
Randy, I know that We
are running out of time
00:27:33.60\00:27:36.40
I can't believe
it but, thank you
00:27:36.43\00:27:40.14
so much for being here
and I know I've certainly
00:27:40.17\00:27:41.86
learned some things and I
hope that you will some day
00:27:41.89\00:27:44.39
come back and see us again.
00:27:44.42\00:27:45.59
I'll be happy to, thanks.
00:27:45.62\00:27:47.01
Thank you. And for
those of you at home
00:27:47.04\00:27:48.71
I hope that this
is something that
00:27:48.74\00:27:50.66
if whether you are
an educator or a parent,
00:27:50.69\00:27:53.20
grandparent that you
will really give this some
00:27:53.23\00:27:55.62
thought and pray about
it and seek God's ideal
00:27:55.65\00:27:58.81
for teaching our children.
00:27:58.84\00:28:00.47
Now, by the grace of
our Lord Jesus Christ,
00:28:00.50\00:28:02.90
the love of the
Father and the fellowship
00:28:02.93\00:28:04.59
of the Holy Spirit be
with you always. Thank you.
00:28:04.62\00:28:08.03