LCMS Convention Workbook St. Louis, Missouri — 2016, Page 374

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374

UNIVERSITY EDUCATION

is a violation of Title IX’s prohibition of discrimination on the basis
of sex. Lest we think that the Concordia University System is immune
from such financial exposure, we note an incident at Concordia in St.
Paul. In late 2015, a student was disciplined for inappropriate sexual
behavior. As a result, the university experienced pressure both from
within the student body as well as from national media. They were
being pressured to apologize for the discipline, change their student
policies, and allow LGBT advocacy groups to operate on campus.
In this highly charged educational environment, the mere stroke
of a pen has the potential to require the entire Concordia University
System to speak and act contrary to the Scriptures they intend to
teach or face a sudden and drastic loss of funds. The instability of the
situation and the vastness of the exposure may not leave the Synod
with enough time to react to any developments in a future convention. Unless the Concordia University System has the authority to act
swiftly, there exists a real possibility that the entire system could be
lost or broken up in between conventions of the Synod. Recognizing
these realities and committed to maintain the doctrinal integrity of
our universities, therefore be it
Resolved, That in the event that there are any challenges to our
schools that would hinder our capacity to teach and confess our faith
and to have ethical standards in accordance with that faith, the Synod
authorizes, in advance, that the Concordia University System may
take all necessary actions up to and including the consolidation of our
colleges and universities in order to be faithful to our calling, and that
any remaining school or schools may not take any federal money or
risk any commitments in any programs that would compromise either
the teaching or practicing of the Lutheran Confessions.
Board of Directors
Wyoming District
7-20

To Examine Classical Christian Education
Preamble

The term classical education has been used in Western culture for
several centuries, with each era adding its own selection of topics.
Classical education has emphasized the seeking after of truth, goodness, and beauty and the study of the liberal arts and the great books.
The liberal arts are grammar, logic, rhetoric (the verbal arts of the
trivium), arithmetic, geometry, music, and astronomy (the mathematical arts of the quadrivium). This approach to education also includes
the study of Latin.
The classical approach teaches students how to learn and how
to think and depends on a three-part process of training the mind.
The early years of school are spent in absorbing facts, systematically
laying the foundations for advanced study. In the middle grades, students learn to think through arguments. In the high school years, they
learn to express themselves. This classical pattern is called the trivium. In short, classical education is language-focused; learning is
accomplished through words, written and spoken, rather than through
images (pictures, videos, and television).
Proposed Action

Whereas, A number of LCMS congregations and their schools
already offer classical Christian education; and
Whereas, The Concordia University System is the primary training facilitator for the educators and administrators of our LCMS
schools but does not presently offer a specific classical track for the
2016 Convention Workbook

training of teachers and administrators to fill the need in classical
Christian schools; therefore be it
Resolved, That the Board of Directors of the Concordia University
System appoint a committee or assign an existing committee to
examine the philosophy and methodology of classical Christian education and the feasibility of adding a classical track for the training
of teachers and administrators in the Concordia University System,
subsequently to report its findings to the 2019 LCMS convention;
and be it further
Resolved, That the 2015 Texas District convention memorialize
the above resolution to The Lutheran Church—Missouri Synod for
consideration during its 2016 convention.
Texas District
7-21

To Endorse Classical Liberal Studies Program
at Concordia University Chicago
Whereas, The Scriptures and Lutheran Confessions command
and commend education that shapes students morally as well as intellectually, preparing them to love God and serve their neighbors:
Fathers, do not provoke your children to anger, but bring them up in the
discipline and instruction of the Lord. (Eph. 6:4)
Finally, brothers, whatever is true, whatever is honorable, whatever is
just, whatever is pure, whatever is lovely, whatever is commendable, if
there is any excellence, if there is anything worthy of praise, think about
these things. What you have learned and received and heard and seen
in me—practice these things, and the God of peace will be with you.
(Phil. 4:8–9)
For if we want capable and qualified people for both the civil and spiritual realms, we really must spare no effort, time, and expense in teaching and educating our children to serve God and the world. We must not
think only of amassing money and property for them. (LC I 172−73)

and
Whereas, An increasing number of Lutheran schools are choosing a classical model of education as best suited to carry out these
mandates; and
Whereas, Classical Lutheran education requires teachers who
are richly conversant in Lutheran doctrine and practice, as well as the
languages, literature, and history of Western civilization, as Luther
himself notes, “One knife cuts better than another; so likewise, one
that has learned languages and arts can better and more distinctly
teach than another” (Table Talk CXXXVI); and
Whereas, Current teacher education programs offered through
Concordia University Chicago do an excellent job, and have in many
instances served as models statewide and nationwide, in preparing
candidates for state certification allowing service in public school
settings; and
Whereas, The Synod should commend the teacher training programs at the Concordia University System (CUS) institutions that
serve the needs of those preparing to enter the educational profession,
whether at public, private, or parochial institutions; and
Whereas, The Synod should also seek to meet the needs of congregations with classical Lutheran schools desiring Synod‑trained
candidates to avoid having such congregations seek teacher candidates from colleges and universities outside the CUS; and
Whereas, Many preparing to enter the educational profession
may wish to study principles other than or in addition to the methodology required to meet requirements set forth by governmental or
other secular certification agencies; and