My Philosophy of Christian Education - By Dr. Monroe Parker President, Pillsbury C.B. Bible College
- Brent Madaris
- Jun 28
- 7 min read
The following article is reprinted in full, exactly as written by Dr. Monroe Parker, former president of Pillsbury Baptist Bible College.
Dr. Monroe Parker (1909–1994) was a prominent voice in 20th-century American fundamentalism and a key figure in the Independent Baptist movement. Trained at Bob Jones College, he went on to serve as:
President of Pillsbury Baptist Bible College
Director of Baptist World Mission
Evangelist, pastor, and Bible conference speaker across the U.S. and overseas
Parker was known for his bold preaching, deep doctrinal convictions, and passionate call to biblical separation, personal holiness, and evangelism. His influence extended through pulpits, printed articles, mission boards, and Bible colleges that shaped Independent Baptist identity in the post–World War II era.
Though now with the Lord, Dr. Parker’s writings—such as this one—continue to challenge a new generation to hold fast to Scripture and exalt Christ in all of life and learning.
My Philosophy of Christian Education
By Dr. Monroe Parker
President, Pillsbury C.B. Bible College
In recent months I have heard a great deal about a “Philosophy of Christian Education.” Students, ministers, teachers, and laymen have asked me, “What is your philosophy of Christian Education?” I have answered that it is the Christian philosophy of Christian education. I have said further, “My Philosophy of Christian education is my philosophy of life applied to education.” My philosophy of life is based on the verbally inspired and infallible Word of God. It is briefly expressed in the words of Paul, “For me to live is Christ” (Phil. 1:21).
It seems to be the consensus of scholars that the word “education” comes from the Latin word educere which means “to lead out.” Consequently many have thought of education as the leading out, or the drawing out and the development of powers inherent in the student. This concept of education carries the thought of expression.
It is thought by others that the Latin term from which we derive the word “education” is from the first conjugation, the form being educare and has the connotation to nurture or nourish and implies the supplying of food or nourishment. This idea of education carries the thought of impression.
Modern educators have gone overboard on the expressional philosophy of education. A few decades ago the atheistic, behavioristic idea of man permeated the educational sphere. Psychology was just finding its place in the educational world and the humanistic philosophy became popular. Some said, “Man does not have a soul. He does not even have a mind. He has a brain which secretes thought like the liver secretes bile. He is evolving. He has desires. There is nothing wrong with his desires. Let him express himself. Let him do as he pleases.” The Darwinian hypothesis of natural selection and the survival of the fittest which has drenched the world in blood in two global wars was the incubator of the expressional type of education.
The expressional concept of education prevailed to a great extent between the two great wars and still flourishes in a modified form. The impressional philosophy of education, the older concept which was based on objectives, had been almost forsaken. But since the expressional concept was based on a false premise—the evolutionary hypothesis—educators were forced to recognize its failure. And since men have objectives, whether to communize or socialize or democratize the world, a swing back to the impressional philosophy of education was inevitable. The greatest era of brainwashing in history has been since the second world war. Neither the expressional or the impressional concept gives us the true Christian philosophy of education unless we begin with salvation. The true system of education combines the expressional and the impressional ideas in the frame of Christian truth.
The expressional idea in the unqualified sense is wrong. “The heart of man is deceitful above all things, and desperately wicked: who can know it?” (Jer. 17:9). “For from within, out of the heart of men, proceed evil thoughts, adulteries, fornications, murders, thefts, covetousness, wickedness, deceit, lasciviousness, an evil eye, blasphemy, pride, foolishness: all these evil things come from within, and defile the man” (Mark 7:21-23). Let us not employ an expressional method of education unless we begin with salvation and recognize the presence of the indwelling Christ. Let us say with Paul, “Nevertheless I live; yet not I, but Christ liveth in me: and the life which I now live in the flesh I live by the faith of the Son of God who loved me and gave Himself for me.” Let us not “draw out” of a student all that is within his natural heart. Let us base our philosophy of education altogether on the impressional concept. The method also must be qualified. Simply impressing ideas, even true ideas, on the mind is not sufficient. Certainly it is all we can do unless the Holy Spirit has done the work of regeneration within. Then the expression we “draw out” or encourage is the expression of these qualities produced by the indwelling Holy Spirit.
The impressional method is used by the Spirit of God. Isaiah wrote, “Whom shall he teach knowledge? and whom shall he make to understand doctrine? them that are weaned from the milk, and drawn from the breasts. For precept must be upon precept, precept upon precept; line upon line, line upon line; here a little, and there a little” (Isa. 28:10).
There is no true system of education that does not employ the impressional idea. But in the true system the objectives are the glory of God in the life of the student and the enjoyment of God on the part of the student. The Apostle Paul said, “For to me to live is Christ.” Some people must say, “For me to live is art”; some, “For me to live is making money”; some, “For me to live is to know many facts”; some, “For me to live is to have a lot of fun.” The true, yielded child of God can say, “Christ is my all. Christ is there before me in all things—in art, in science, in business, in pleasure, and all things are for Him.”
The true philosophy of education must combine the expressional and the impressional methods but must be founded on the infallible Word of God and must recognize the new birth as being more fundamental to its curriculum than registration in the institution and enrollment in the classes. “But the natural man receiveth not the things of the Spirit of God: for they are foolishness unto him: neither can he know them, because they are spiritually discerned” (1 Cor. 2:14).
Editor’s Notes
Originally published in the mid-20th century, this article by Dr. Monroe Parker (1909–1994) remains powerfully relevant for today’s Christian educators. As president of Pillsbury Baptist Bible College and a longtime evangelist and leader among Independent Baptists, Dr. Parker was known for his conviction, clarity, and devotion to the Word of God. His philosophy of Christian education is more than academic—it is spiritual, biblical, and urgently needed today.
The True Foundation
“For to me to live is Christ.” (Philippians 1:21)
Dr. Monroe Parker’s educational philosophy begins with his philosophy of life: Christ-centered and rooted in Scripture. Christian education, he says, must not be based on passing trends or educational theories, but on the infallible Word of God and regeneration by the Holy Spirit.
“My philosophy of Christian education is my philosophy of life applied to education.”
Two Latin Roots—Two Views of Education
Parker explains that the word education is derived from two Latin concepts:
Educere – “to lead out” (expression)
Educare – “to nourish” (impression)
Most modern educators, he argues, have embraced the expressional model, trying to draw out what is already within the student. But this approach, if divorced from the new birth, leads to moral chaos:
“Man does not have a soul… He is evolving… Let him express himself.”
These humanistic views, Parker claims, ignore man’s depravity and resulted in both global conflict and spiritual collapse.
“Let us not ‘draw out’ of a student all that is within his natural heart.”
When Education Fails
The expressional method—shaped by atheism, psychology, and Darwinism—collapsed under its own weight. Educators then swung back to the impressional method, trying to instill values and knowledge into students. Yet this too fails, Parker insists, if it ignores the Spirit of God.
“Neither the expressional or the impressional concept gives us the true Christian philosophy of education unless we begin with salvation.”
The Biblical Balance
Christian education must combine both methods:
Impression – Teaching and instilling God’s truth
Expression – Drawing out Spirit-led qualities formed through regeneration
Only the Holy Spirit, through the Word of God, can make education truly transformational.
“For precept must be upon precept… line upon line… here a little, and there a little.” (Isaiah 28:10)
“Let us not employ an expressional method of education unless we begin with salvation and recognize the presence of the indwelling Christ.”
The Goal: Christ
Parker is clear: the purpose of Christian education is not just knowledge or behavior—it is Christ Himself.
Some live for art, for wealth, for facts, or for fun. But the true Christian student must say:
“For to me to live is Christ.” (Philippians 1:21)
Every subject—science, business, art, pleasure—must be surrendered to His glory.
Conclusion: Spirit and Truth
“The natural man receiveth not the things of the Spirit of God… they are spiritually discerned.” (1 Corinthians 2:14)
Education without the Spirit is fleshly. Education without the Word is foolish. Christian education must:
Be grounded in Scripture
Begin with spiritual regeneration
Use both expression and impression
Aim at the glory of God
Let’s compare the prevailing philosophies of education today—both secular and religious—with what Dr. Monroe Parker articulated in “My Philosophy of Christian Education.”
Even many Christian schools and colleges today drift subtly from Parker’s convictions. Here’s how:
Religious (Even Evangelical) Education Today vs. Parker’s View
Today’s secular education is largely expressive, relativistic, and pragmatically focused on self-fulfillment. Even many Christian educational institutions have subtly adopted secular methodologies, emphasizing intellectual development and success more than true spiritual formation.
In contrast, Dr. Parker’s philosophy stands as a prophetic rebuke and biblical alternative:
Education is meaningless apart from salvation.
The human heart is corrupt and cannot be trusted.
Christ—not career—is the center of life and learning.
The Spirit, not the system, must lead the process.
📎 Footnotes
The Latin terms educere (“lead out”) and educare (“nourish”) represent different classical models of education—modern secularism tends to favor the former.
Parker’s critique of Darwinian influence reflects broader 20th-century fundamentalist concern about evolution in public education.
For a more detailed biography of Dr. Parker, see John C. Vaughn’s More Than Evangelist and historical works on Independent Baptist leadership.
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