demographic
factors
within
and
without


without


the
church
that
affect
the
funding
of


of


Adventist
education;
(2)
new
stategies
to


to


increase
funding
for
all
levels
of
Adventist


Adventist


education
so
at
least
10
percent
more


more


eligible
students
can
attend
Adventist


Adventist


schools;
and
(3)
a
ministerial
continuing


continuing


education
series
and
in-service
seminars


seminars


for
pastors,
lay
leaders,
and
all
church


church


members
on
stewardship
and
financing


financing


Adventist
education.






education.






education.






education.






Models
for
Listening
to


to


Constituencies






Constituencies






Constituencies






Constituencies






Several
models
for
listening
to
consti-


consti-


tuencies
will
be
developed
during
1988


1988


and
1989.
These
will
utilize
effective
ways


ways


to
elicit
concerns,
values,
and
recom:


recom:


mendations
of
a
broad
range
of
constit-


constit-


uency
groups.
Subsequently
to
be


be


detailed
in
facilitators’
manuals,
these


these


models
will
be
used
in
training
at
least


least


one
facilitator
from
each
NAD
conference


conference


to
engage
constituencies
between
March


March


1989
and
August
1990
in
planning
for


for


Adventist
education.
(Facilitators
will


will


be
carefully
trained
persons
who
help


help


promote
the
plans
prepared
by
the
study


study


groups.)





groups.)





groups.)





The
listening/visioning
sessions
are


are


designed
to
reach
out
quickly
and
solidly


solidly


to
key
constituencies
of
the
church:


church:


youth,
parents,
teachers,
pastors,
local


local


and
union
conference
lay,
professional


professional


educational
and
church
administrative


administrative


leadership,
as
well
as
the
grassroots


grassroots


membership
of
the
church.
As
they
meet


meet


in
visioning
conferences,
project
person-


person-


nel
will
seek
the
guidance
of
the
Holy


Holy


Spirit,
believing
that
He
will
lead
the


the


membership
of
the
whole
church
in


in


planning
the
educational/redemptive


educational/redemptive


mission
of
the
church.





church.





church.





Visioning
conferences
have
three


three


components:
reviewing
strategic
informa-


informa-


tion
about
Adventist
education,
setting


setting


goals,
and
determining
priorities
and


and


directions
for
specific
action
plans
that


that


will
renew
and
revitalize
Adventist
educa-


educa-


tion.
Plans
will
(1)
commit
those


those


involved
to
make
a
difference
in
Advent


Advent


ist
education,
(2)
show
constituencies


constituencies


and
church
leadership
that
the
whole


whole


church
is
responsible
for
bringing
about


about


needed
change,
and
(3)
involve
constit-


constit-


uencies
in
discussing
critical
issues
relat-


relat-


ing
to
their
needs,
concerns,
and
hopes


hopes


for
the
future.
Plans
should
define
priori-


priori-


ties,
address
critical
issues,
encourage


encourage


pilot
testing
of
promising
new
ideas,
and


and


facilitate
ongoing
evaluation.





evaluation.





evaluation.





Several
events
in
the
Pacific
Northwest,


Northwest,


Canada,
and
the
Lake
and
Southwestern


Southwestern


unions
have
already
involved
educational


educational


leadership,
union
executive
committees,


committees,


academy
principals
and
Bible
teachers,


teachers,


and
elementary
and
secondary
teachers.


teachers.


Additional
events
will
involve
parents,


parents,


teachers,
students
in
Adventist
and
non-






non-






non-






non-






Adventist
schools,
and
pastors
and
educa-


educa-


tional
leadership
in
the
Atlantic,
South-


South-


ern,
and
Pacific
unions.





unions.





unions.





Priority
topics
include
ethnic
needs,


needs,


rationale
for
school/college
choice,
psy-


psy-


chological
ownership
of
and
meaningful


meaningful


involvement
with
local
schools,
promot-


promot-


ing
the
Adventist
educational
system
and


and


exploration
of
new
strategies
for
funding


funding


Adventist
education.





education.





education.





PROJECT
AFFIRMATION
is
designed
to


to


assist
the
church
in
its
battle
for
the


the


minds,
hearts,
and
souls
of
its
young


young


people,
to
show
young
people
and
their


their


families
that
the
church
and
spiritual


spiritual


values
are
relevant
to
their
needs
and


and


those
of
their
fellow
human
beings.
It


It


also
seeks
to
ensure
that
our
schools
min-


min-


ister
to
the
needs
of
students
and
their


their


families
as
whole
persons
created
in
the


the


image
of
God.
We
solicit
your
prayers
and


and


your
support
for
PROJECT
AFFIRMATION.





AFFIRMATION.





AFFIRMATION.





a






a






a






a


































Dr.
Charles
T.
Smith,
Jr,
is
Coordinator,


Coordinator,


PROJECT
AFFIRMATION,
North
American


American


Division
Office
of
Education.
He
writes
from


from


Takoma
Park,
Maryland.






Maryland.






Maryland.






Maryland.






NEWS
NOTES






NOTES






NOTES






NOTES






Continued
from
page
29






29






29






29






themselves
informed
but
not
pushy,
were


were


open
to
differing
opinions
but
yet
were


were


convinced
of
the
necessity
for
a
Christian


Christian


worldview
to
permeate
the
college


college


classrooms.”





classrooms.”





classrooms.”





Another
participant
commented,
‘1


‘1


have
become
aware
of
a
teacher's
need
to


to


shore
up
his
worldview
and
his
class


class


room
practices.”





practices.”





practices.”





But
the
best
compliment
to
the
insti-


insti-


tute
came
when
one
teacher
observed,
“1


“1


enjoyed
the
institute
so
much,
especially


especially


the
exchanges
with
all
those
other


other


teachers,
that
I'd
come
again
next
year
if
it


it


weren't
against
the
rules.”
—Wilma


—Wilma


McClarty.
a






a






a






a


































Dr.
Wilma
McClarty
is
Professor
of
English


English


at
Southern
College
of
SDA,
Collegedale,
Tern-


Tern-


nessee,
and
a
participant
in
the
first
Institute


Institute


Jor
Christian
College
Teaching.






Teaching.






Teaching.






Teaching.






OF
INTEREST


INTEREST


TO
TEACHERS






TEACHERS






TEACHERS






TEACHERS






Continued
from
page
42






42






42






42






a
projected
24
million
Americans—could


Americans—could


not
identify
the
United
States.





States.





States.





“A
separate
81-question
test
adminis-


adminis-


tered
to
the
Americans
found
similar
gaps


gaps


in
knowledge.






knowledge.






knowledge.






knowledge.






“For
example,
only
half
knew
the


the


country
in
which
the
Sandinistas
and


and


Contras
were
fighting;
25
percent
could


could


name
the
countries
that
acknowledge


acknowledge


having
nuclear
weapons;
and
only
15


15


percent
could
name
the
world's
largest


largest


city.





city.





city.





The
study
also
found
that
Americans


Americans


consider
map-reading
skills
more
impor-


impor-


tant
than
the
ability
to
write
a
business


business


letter
or
use
a
computer.
But
less
than


than


two-fifths
of
Americans
consider
geo


geo


graphic
knowledge
‘absolutely
essential’


essential’


to
be
considered
a
‘well-rounded
indivi-


indivi-


dual’
"
—Education
Week,
vol.
VII,
No.
39,


39,


August
3,
1988.
Reprinted
by
permission.






permission.






permission.






permission.






State
Board
Advice
on
Home


Home


Schools






Schools






Schools






Schools






“State
education
officials
should
work


work


both
to
cooperate
with
the
growing


growing


home-schooling
movement
and
to
set


set


basic
standards
for
it,
the
National
Associ-


Associ-


ation
of
State
Boards
of
Education
sug


sug


gests
in
a
recent
report.
...





...





...





“The
10-page
report
is
intended
only
to


to


provide
state-board
members
with
back:


back:


ground
on
the
issue.
NASBE
has
no
offi-


offi-


cial
policy
on
home
schools,
a
spokes-


spokes-


man
for
the
group
said.





said.





said.





“Among
its
other
suggestions,
the


the


report
calls
on
state
officials
to





to





to





“Establish
a
procedure
between
public


public


educators
and
home-schooling
parents.





parents.





parents.





“Define
criteria
for
home
schooling
at


at


the
state
level,
and
apply
them
uniformly


uniformly


throughout
the
state.





state.





state.





“Establish
regulations
to
monitor
stu-


stu-


dents
educated
at
home
but
officially


officially


enrolled
in
a
private
school:
Such
‘satel-


‘satel-


lite
students,”
it
says,
should
receive
a


a


diploma
clearly
differentiating
them
from


from


regular
students.





students.





students.





“Require
that
home-school
parents


parents


hold
at
least
a
high-school
diploma


diploma


or
a
General
Education
Development


Development


certificate.





certificate.





certificate.





“Limit
‘process
requirements’
to
sub-


sub-


mission
of
a
list
of
texts
and
materials,
a


a


proposed
syllabus,
or
the
name
of
the


the


correspondence
course
the
parent


parent


intends
to
use.





use.





use.





“Require
that
the
results
of
a
nationally


nationally


normed
test
as
baseline
data
for
each


each


child
who
will
begin
home
schooling
at


at


age
8
or
older.





older.





older.





“Require
that,
during
the
first
two
years


years


of
schooling,
the
parent
report
quarterly


quarterly


on
the
child’s
progress
to
either
the
state


state


or
the
district.





district.





district.





“Hold
parents
accountable
for
the
aca-


aca-


demic
progress
of
their
children
by


by


requiring
either
a
yearly
evaluation
by


by


someone
other
than
the
parent,
a
portfo-


portfo-


lio
of
student
work,
or
the
results
of
a


a


standardized
test.”
—Education
Week,


Week,


vol.
VII,
No.
39,
August
3,
1988.
Reprinted


Reprinted


by
permission.
a






a






a






a






ADVENTIST
EDUCATION
»
DECEMBER
1988
-
JANUARY
1980
47






47






47






47






47






47






47