Abstract
In Jesus Above School, Noah Samuel Brink seeks to lay a substantial, philosophical, and practical foundation for Christian educational institutions, to illustrate the path forward towards a better, more biblical approach to instilling the next generations with a biblical worldview. Brink spends the first three chapters of the book articulating his well-founded concerns while simultaneously, or perhaps primarily, building a comprehensive framework of biblical worldview integration. That is, Brink explains the what and the why of Christian education; he intentionally places Christ and the gospel at the center of the ideal institutional aim, one which strives for a Christian education over what is simply a Christian environment. These opening chapters of Jesus Above School are critical to the understanding of Brink’s complex and conceptual worldview education framework, one which seeks to inspire a Christian education that is not simply a different approach to next generation education but is instead an institution with a different goal altogether.
The seven chapters included in the book’s second section each follow a noted framework towards the aim of orthodoxy, orthopraxy, and orthopathy. Brink begins each chapter with a deep question, a question essential to a Christian school’s gospel foundation and critical to the ability to fulfill its biblical mission. Brink asks in the fifth chapter, for example, “Are we modeling and encouraging dependence upon God’s Truth wherever it’s seen?” (p. 97). He then walks through the biblical basis and answer to each question (orthodoxy), the principle in practice (orthopraxy), and the personal or inward implications and focus (orthopathy). Jesus Above School asks many questions of Christian educators, and then appropriately takes the time to comprehensively look upward, outward, and inward.
Jesus Above School is compelling in its purpose and in its approach. First, the book serves as an adaptable scaffolding which builds from the philosophical and practical foundations of Christian education and the concept of worldview in general. Subsequently, its purpose seems laser-focused on inspiring Christian schools to look inwards and to refocus wholeheartedly on loving Christ in practice. Brink so beautifully writes, for example, “Christian education is not as much about information as it is formation—a process that forms our loves and affections to love God more and love what He’s about” (p. 59). The book, in a rather poetic parallel to this sentiment, is itself more about inciting institutional formation than it is about providing data or a specific pedagogical strategy.
Another strength of Jesus Above School is the approach the author uses to appropriately compel readers towards change. Brink models, in reflection and in direction, what it might look like to truly engage the mind and the will of the next generation, to truly nurture in the light of the Bible the future prophets, priests, and kings of this world. His gospel passion, educational experience, and obvious wisdom permeate each page of the book. This personal and reflective voice, paired with the deeply complex content and the author’s skilled use of instructional methods, effectively saves the work from becoming stale to the reader in its later portions. Moreover, the growing issue of worldview alignment, of shifting an educational institution into better alignment with a truly biblical worldview and mission, is presented and addressed accessibly and with plenty of encouragement through this inward, subtle, reflective, and intellectual approach.
The title, Jesus Above School, may cause some to presume the book is a plea for greater emphasis on spirituality over academics. However, the book is much more accurately a plea to better align practice with purpose, to more frequently and clearly look upward, more effectively look outward, and more honestly look inward. Brink designed this articulate plea to “shape our efforts and become more aligned with the grammar of the gospel” (p. 66). Thus, this book should be read by any Christian educator or parent dissatisfied with the current state of biblical understanding as practiced in the lives of the next generations. Brink appeals to both educators and parents throughout this work; the ideas discussed, issues articulated, and questions asked in Jesus Above School are applicable and relevant to administrators, teachers, and parents alike. This book should become a consistent recommendation, largely due to Brink’s presentation of poignant questions. The author’s explicit commitment to professional and spiritual growth through exploration and reflection will surely direct the book’s use as scaffolding for K-12 Christian schools and any educational institution filled with educators personally convicted to direct their discussions and pursuit of practical change towards better and more biblically glorifying God.