In these hectic days of informational superhighways and busy life schedules, Christian educators desiring to teach for transformation often find little time to rest and to be transformed personally. Implementing biblical models of rest, contemplation, and time alone with God could provide a balanced life that would in turn impart this lesson to our students in an integrated manner. Spiritual transformation must first flow from who we are and how we have been transformed by the Holy Spirit. Paul’s Epistle to the Romans encourages Christians to be transformed by the renewing of our minds. Embracing the created design of the rhythms and cycles of life not only changes the way we think, but more importantly how we live and what we teach our students.
Learning occurs in a cultual context. In the 1950s, educators and anthropologists started to evaluate educational systems within their cultural context. Educator David Kolb (1984) proposed a theory of experiential learning based on structures of social knowledge and preferred learning styles. Anthropologist Sherwood Lingenfelter (1996) modified a model based on grid and group to evaluate a multicultural ministry in North America and its informal educational program. Since both models identify variables that underlie all societies, correlations were found between the two models. Implications for Christian education were identified.