The Cambridge Distinctives The What, Why and How of a Cambridge Education The tendency of Christians has been either to isolate themselves from the culture, or to be assimilated by the culture. The obedient Christian accepts neither of these options. The obedient Christian seeks to engage the culture in every sphere of life. In order to equip himself for this task, the obedient Christian seeks to bring every thought captive in obedience to Christ ("…we take captive every thought to make it obedient to Christ." II Corinthians 10:5) by the renewing of his mind ("…be transformed by the renewing of your mind." Romans 12:2). This renewing of the mind is an active intellectual endeavor that all Christians are commanded to pursue aggressively ("Love the Lord your God with all your heart and with all your soul and with all your mind. This is the first and greatest commandment." Matthew 22:37,38). The word for this endeavor is Education. Christians must never abandon the aggressive pursuit of a thorough education for their children; and Christian adults never mature beyond the need for continuing education. This education should have the following characteristics: It is Dogmatic. This does not mean that Christianity is negative and narrow. Rather it means that Christianity embraces every sphere of cultural activity. A truly Christian education is broad, positive and life affirming. "Fix these words of mine in your hearts and minds… Teach them to your children, talking about them when you sit at home and when you walk along the road… so that your days and the days of your children may be many." Deuteronomy 11:18-21 It is Optimistic. We understand that men, women and children are made in God's image and therefore are deserving of respect. They have tremendous potential for exercising rational, creative and moral dominion over the creation. But the educated Christian should not be naïve. We understand that men, women and children also are fallen; they are born in sin and, apart from Christ, live in depravity. Much of the culture is an expression of this depravity. However, though the culture may be powerful and dangerous, Christians should not live in fear of the world. "… the one who is in you is greater than the one who is in the world." I John 4:4 It is Interdisciplinary. Christian educators should realize that truth carved into separate disciplines is an improper understanding of the truth. Students should be required to cross reference other disciplines in their pursuit of knowledge, leading to a more comprehensive and cohesive understanding of the world in which they live, while encouraging a broad exercising of the student's critical skills. "To these four young men God gave knowledge and understanding of all kinds of literature and learning." Daniel 1:17 It is Challenging. When challenged early, students thrive on meaningful intellectual work. Education should not be the memorization of predigested facts and ideas, to be regurgitated on test day. Education ought to be a quest for wisdom and knowledge, rather than a pursuit of grades or other artificial rewards. Moreover education should not end when grades and diplomas are no longer offered to the student. Education should be a life-long endeavor. "Apply your heart to instruction and your ears to words of knowledge." Proverbs 23:12 It is Practical. Educated Christians speaking a radical Gospel into the culture, and producing radical actions in every sphere of the culture are the most practical people on the planet. The culture is a battlefield of Christian and anti-Christian ideas. Nothing happens in this world apart from these ideas. If Christians are to be influential in the world, they must be fluent in the language of ideas. Ideas are practical. Gospel driven ideas, producing Gospel driven actions, are the only catalysts for truly positive change in the culture. "What good is it, my brothers, if a man claims to have faith but has not deeds? …faith by itself, if it is not accompanied by action, is dead." James 2:14, 17 Methodology can either hinder or enhance the learning process. Cambridge Study Center, after carefully considering teaching method, has chosen to be: Interactive: The Cambridge student prepares for class with directed study. The student is accountable for reading and understanding the material assigned for study. Based on his directed study, he is required to interact with the instructor and with other students. The small number of students in each class supports this interactive method. Parabolic: The Cambridge student, after reading or viewing the material, must struggle to conclusions regarding the author's motives and methods. This struggle, guided by the instructor, results in a deeper understanding of the author's worldview, while greatly increasing the critical capacities of the student. The instructor's purpose is to come alongside the student in the student's own struggle for knowledge. Efficient: The Cambridge student spends his class time on education. At the beginning of each class the student is allowed to share with the class, providing time to unwind and relax. With the exception of a short break for longer classes, the balance of class time is spent learning. Cambridge has no assemblies, no lines, no mandated testing, no busy work, no non-academic classes, and no extra-curricular activities. The student spends his time interacting with the instructor and other students. The Cambridge focus is education. Hospitable: Cambridge classes are taught in a relaxed setting. The Cambridge classroom is small and comfortable, inviting discussion while requiring the student to be focused and attentive. A Cambridge education is a personal endeavor encouraging the close cooperation of instructor and student. | 
