Blog Posts

Hello WCA family!

As promised, this is the next of 9 posts discussing a little bit about each of the Intellectual Virtues and how you can continue to focus on them at home!

We are now discussing the 2nd Intellectual Virtue in the third category of Handling Challenges, called INTELLECTUAL COURAGE. With that…let’s continue!

An extremely important habit we want students to develop is intellectual courage. Intellectual Courage is the willingness to pursue, believe, and speak the truth even when it is difficult or uncomfortable. Intellectual courage means standing firm in what is true, asking hard questions, and being willing to think differently when necessary.

At Warner Christian Academy, we encourage students to engage ideas honestly and to pursue Truth with conviction. Intellectual courage helps students move beyond fear; fear of being wrong, fear of standing alone, fear of what others might think. It enables them to speak thoughtfully, ask meaningful questions, and hold to Truth even when it is not the easiest path.

In today’s world, intellectual courage is increasingly important. Students are often influenced by peer pressure, cultural expectations, and the desire to fit in. Without courage, they may remain silent when they should speak. Without courage, they may accept ideas without careful thought. Developing intellectual courage helps students learn to stand with both confidence and humility.

At home, intellectual courage is often formed through everyday conversations and decisions. When children are encouraged to speak honestly, ask questions, and express their thinking respectfully, they begin to develop the confidence to stand for what is true.

One simple way to encourage intellectual courage at home is to create a safe environment for your child to ask difficult or challenging questions. When your child brings up a hard topic, respond with patience and openness rather than quick correction. This helps them learn that seeking truth, even when it is difficult, is valued.

Another helpful practice is affirming your child when they speak truthfully or thoughtfully, especially when it may have been uncomfortable to do so. Recognizing these moments reinforces the importance of courage in thinking and speaking.

Scripture calls us to this kind of courage. Joshua 1:9 reminds us, “Be strong and courageous. Do not be afraid; do not be discouraged, for the Lord your God will be with you wherever you go.” Our confidence ultimately rests in God as we pursue and stand for truth.

Conversation starter:
“Can you think of a time when it was hard to say what you really thought or believed?”

This week at home:

• Practice: Encourage your child to share their honest thoughts on a topic, even if they are unsure or it feels difficult.
• Model: Share a time when you had to stand for what was true, even when it was uncomfortable.
• Pray: “Lord, give us courage to seek, speak, and stand for Your truth with wisdom and grace.”

As we nurture intellectual courage together, at school and at home, we help students develop the strength to pursue Truth faithfully. Courage allows students to live with conviction while remaining humble and thoughtful in how they engage the world.

Soli Deo Gloria!
 

Hello WCA family!

We now move our Intellectual Virtues discussion to the third category of Handling Challenges. In this category the virtues are OPEN-MINDEDNESS, COURAGE, and TENACITY. With that…let’s begin this final section!

What is intellectual open-mindedness? It is the willingness to listen carefully to different ideas and consider them thoughtfully, even when we may initially disagree. Open-mindedness does not mean accepting every idea as true, but it does mean being willing to give ideas a fair hearing.

I like to say that we want to be open-minded…but not to the point that your brains fall out!

Additionally, we have to CLOSE our minds upon the TRUTH. Yes, consider different ideas, but do not be blown about by every wind of doctrine or alleged smart thing that we hear or see or read. We must close our minds on the TRUTH once it has been ascertained.

At Warner Christian Academy, we encourage students to engage with ideas in a thoughtful and respectful way. Open-mindedness helps students grow in understanding because it allows them to learn from others, evaluate different perspectives, and refine their thinking. It creates space for meaningful discussion and deeper learning.

In today’s world, open-mindedness can be difficult to practice. Conversations can quickly become polarized, and there is often pressure to defend a position without truly listening. Without open-mindedness, students may dismiss ideas too quickly or fail to fully understand perspectives that differ from their own. Developing this virtue helps students pursue truth with both conviction and humility.

The other side is true, too…We might be encouraged to be TOO open-minded. For example, in our culture today, you are considered a closed-minded bigot if you don’t ACCEPT and AFFIRM every single thought process or lifestyle or hair-brained idea. And that pressure is all too real in our kids.

At home, open-mindedness is often shaped through everyday conversations. When children are encouraged to listen without interrupting, consider another person’s point of view, and respond thoughtfully, they begin to develop the ability to engage ideas with wisdom and grace.

One simple way to encourage open-mindedness at home is to ask your child to explain a viewpoint they disagree with. Questions like, “Can you explain why someone might think that?” help children learn to understand before responding. This builds the habit of listening carefully and considering ideas fairly.

Another helpful practice is modeling respectful disagreement. When discussing a topic, you might say, “I see that a little differently, and here’s why…” This shows children that it is possible to hold firm beliefs while still engaging others with respect and thoughtfulness.

Scripture calls us to this kind of posture. James 1:19 reminds us, “Everyone should be quick to listen, slow to speak and slow to become angry.” Listening well is a key part of loving others and pursuing truth.

Conversation starter:

“Can you think of a time when someone helped you see something differently?”

This week at home:

• Practice: Ask your child to explain a different perspective on a topic before sharing their own opinion.
• Model: Demonstrate respectful listening and thoughtful responses in conversations.
• Pray: “Lord, help us to listen well, consider others carefully, and seek Your truth with humility and wisdom.”

As we nurture open-mindedness together, at school and at home, we help students develop the ability to engage the world with both conviction and grace. Open-mindedness strengthens understanding and prepares students to pursue truth thoughtfully in a complex world.

Soli Deo Gloria!
 

Hello again WCA family!

As you recall from our time together, there are 9 Intellectual Virtues that are divided into 3 categories. 1) Getting Started, (2) Executing Well, and (3) Handling Challenges.

In the second category of Executing Well, there are the virtues of ATTENTIVENESS, CAREFULNESS, and THOROUGHNESS. With that…let’s conclude this second section!

Another wonderfully important habit we want students to develop is Intellectual Thoroughness; the willingness to do the complete work of thinking, rather than stopping too soon. Intellectual thoroughness means going beyond quick answers, considering all the relevant details, and seeing a task or idea through to a meaningful conclusion.

At Warner Christian Academy, we encourage students not just to begin well, but to follow through. Thoroughness helps students fully understand what they are learning, rather than settling for partial or surface-level knowledge. It leads to stronger reasoning, clearer communication, and a deeper grasp of truth.

In a culture that often rewards speed and efficiency, thoroughness can be challenging. Students may feel tempted to rush, to do the minimum required, or to move on before fully understanding. Over time, this can lead to gaps in knowledge and habits of incomplete thinking. Developing intellectual thoroughness helps students learn the value of finishing well.

As you can probably tell, this virtue of thoroughness is tied to and overlaps with the previous virtue of carefulness. One could be considered to be being careful when being thorough!

At home, thoroughness is often developed through expectations and consistency. When children are encouraged to complete tasks fully, think through all parts of a problem, and follow instructions carefully, they begin to understand the importance of doing things well from beginning to end.

One simple way to encourage thoroughness at home is to ask your child, “Is there anything you may have missed?” after they complete a task. This simple question helps them pause and consider whether they have fully thought through or completed their work.

Another helpful practice is breaking larger tasks into steps and encouraging your child to complete each one carefully. This helps them build the habit of staying with a task until it is truly finished. This reminds me of the quote from Walter Eliot that I read and explained to the students yesterday during Assembly. He said, “Perseverance is not a long race; it is many short races one after another.” We tied this quote to the virtue of Tenacity, but it applies well to the habit-forming idea above of taking the larger problem or task and breaking it into manageable chunks…encouraging thoroughness at each break…

Scripture points us toward this kind of diligence and completeness. Ecclesiastes 7:8 says, “The end of a matter is better than its beginning, and patience is better than pride.” God values not just how we start, but how we finish.

Conversation starter:
“What is something you worked on recently where you had to stick with it to finish it well?”

This week at home:

• Practice: Encourage your child to review whether they have fully completed a task before moving on.
• Model: Share a time when you had to stay with something longer than expected in order to do it well.
• Pray: “Lord, help us to be diligent and to finish well in all that we do.”

As we nurture intellectual thoroughness together—at school and at home—we help students develop the discipline to see things through. Thoroughness strengthens understanding and prepares students to pursue truth with care, patience, and perseverance.

Next, we’ll transition into the final category, Handling Challenges, which is where the virtues really start to bite (open-mindedness, courage, and tenacity).

Soli Deo Gloria
 

Hello WCA family!

I wanted to make sure to send 2 blog posts this week since we took last week off for Spring Break!

So today we move to the 2nd virtue in the Executing Well category called Intellectual Carefulness.

Intellectual carefulness is the ability to think with precision, avoid careless mistakes, and take the time to consider ideas accurately. Intellectual carefulness means slowing down, checking our thinking, and making sure we understand things correctly before drawing conclusions.

At Warner Christian Academy, we encourage students not only to complete their work, but to do so with care and accuracy. Carefulness helps students avoid simple errors, think more clearly, and communicate their ideas more effectively. It moves students beyond rushed or surface-level thinking and toward greater clarity and understanding.

It reminds me of a story…see link to Wikipedia https://en.wikipedia.org/wiki/Mars_Climate_Orbiter

Basically, the fine folks at NASA forgot to convert one unit of measure into another unit of measure and the Mars Orbiter did not ORBIT Mars but crashed into it! Some increased intellectual carefulness would have prevented this for sure.

In our fast-paced world, carefulness can be difficult to cultivate. Students are often tempted to rush through assignments, respond quickly, or settle for “good enough.” Over time, this can lead to habits of inaccuracy and shallow thinking. Developing intellectual carefulness helps students learn the value of slowing down and doing things well.

Carefulness, like the other intellectual virtues, is often formed through expectations and modeling at home. When children are encouraged to check their work, think through their responses, and take their time, they begin to see that accuracy and thoughtfulness matter. These small habits reinforce the idea that how we think is just as important as what we think.

One simple way to encourage carefulness at home is to build in a habit of “checking your work.” Whether it is homework, chores, or even a simple task, encourage your child to pause and review what they have done before considering it complete. Asking, “Did you take a moment to check that?” helps reinforce this habit over time.

Another helpful practice is slowing down conversations. When your child gives a quick answer, gently ask, “Can you explain that a little more?” or “Are you sure that’s the best answer?” This encourages more precise and thoughtful responses.

Scripture points us toward this kind of thoughtful care. Proverbs 14:15 says, “The simple believe anything, but the prudent give thought to their steps.” God calls us to think carefully and act with wisdom.

Conversation starter:
“What is something you worked on recently where taking your time helped you do it better?”

This week at home:

• Practice: Encourage your child to pause and check their work before finishing a task.
• Model: Take time to do something carefully yourself and point out why it matters.
• Pray: “Lord, help us to think carefully, act wisely, and pursue truth with diligence.”

As we nurture intellectual carefulness together, at school and at home, we help students develop habits of precision and thoughtfulness. Carefulness strengthens understanding and helps students grow into wise and disciplined thinkers who value truth and accuracy.

Soli Deo Gloria
 

Hello WCA family!

I pray everybody had a wonderful Spring Break! I’m sure the kiddos are struggling with waking up early again and getting to school. We are in hot pursuit of the end of the school year! Let’s keep getting after it!

Previously in our time together, we discussed Intellectual Autonomy, which was the 3rd and final of 3 virtues in the first category of intellectual virtues known as Getting Started. Now we move to the first intellectual virtue of the 2nd category. That category is called Executing Well. There are also three virtues in this 2nd category and they are called, ATTENTIVENESS, CAREFULNESS, and THOROUGHNESS. With that…let’s begin this next section!

Another very important habit we can help children develop is intellectual attentiveness. This is the ability to focus carefully on what is in front of you, whether it is a lesson, a conversation, a problem, or a person. Intellectual attentiveness means noticing important details, listening closely, and giving full attention to the task at hand.

At Warner Christian Academy, we encourage students to be present and engaged in their learning. Attentiveness is essential for understanding. When students learn to focus well, they are better able to grasp ideas, follow directions, and respond thoughtfully. Without attentiveness, even the best instruction can be missed. I like to use the acronym SLANT sometimes. 

Sit up in your chair/desk without slouching. 
Lean forward toward the speaker/activity. 
Ask/answer questions. 
Nod your head at the appropriate time during the presentation or discussion. 
Track the speaker with your eyes. 

Teach this at home when speaking with your children! It works really well. And even though these are merely OUTWARD behaviors that can be faked, it usually leads to kids actually paying attention even if they don’t want to!

In today’s world, attentiveness can be especially challenging. Constant notifications, busy schedules, and the habit of participating in the MYTH of multitasking can make it difficult for students to slow down and truly focus. Over time, this can lead to shallow thinking and missed understanding. Helping students grow in attentiveness is one way we push back against these patterns and cultivate deeper learning. Maybe I'll write about the myth of multitasking later.

Like the other intellectual virtues, attentiveness is often shaped in simple, everyday interactions. When families practice listening carefully to one another, finishing tasks with focus, and limiting unnecessary distractions, children begin to understand the value of giving their full attention.

One simple way to encourage attentiveness at home is to establish short periods of focused, distraction-free time. This might look like completing homework without devices nearby, having a meal without screens, or setting aside time for uninterrupted conversation. Even small, consistent practices help build the habit of sustained attention.

Another helpful practice is encouraging your child to repeat or summarize what they have just heard or read. This reinforces careful listening and helps them process information more deeply. Scripture calls us to this kind of attentiveness. James 1:19 reminds us, “Everyone should be quick to listen, slow to speak and slow to become angry.” Listening well requires focus, patience, and intentional attention to others.

I recall a moment from my college days that has stuck with me every since. I was living in an apartment off campus and went to the mail area to check my mail. A girl about my age was wearing a shirt with the same college on it that I attended. Turns out that she was a softball player at the college…I was a baseball player. We introduced ourselves and gave each other our names and she immediately then asked, “So what’s my name?” I fumbled for a full second before replying, “Julie!” And I was correct…SUCCESS!!!

That occurred 30 years ago! I still remember. Summarizing/repeating is a great way to help attentiveness.

Conversation starter:
“What is something you noticed today that you might have missed if you weren’t paying close attention?”

This week at home:

• Practice: Set aside one short period each day for distraction-free focus (homework, reading, or conversation).
• Model: Give your full attention when your child is speaking; put aside distractions and listen carefully.
• Pray: “Lord, help us to listen well, focus clearly, and give our attention to what matters most.”

As we nurture attentiveness together, at school and at home, we help students develop the ability to focus deeply and engage meaningfully with the world around them. Attentiveness strengthens understanding, builds relationships, and helps direct our hearts and minds toward Truth.

Soli Deo Gloria

Hello WCA family!

As promised, this is the next of 9 posts discussing a little bit about each of the Intellectual Virtues and how you can continue to focus on them at home!

We are finishing up our 1st category called Getting Started. Previously, we spoke about how to integrate Intellectual Curiosity and Humility at home. Today’s post is about Intellectual Autonomy!

Intellectual autonomy is the ability and willingness people to think for themselves while still learning from others. This is a fantastically important habit of mind for students to develop. Intellectual autonomy means that a student does not simply repeat what others say, but instead learns to understand ideas, weigh evidence, and form thoughtful conclusions on his/her own.

At Warner Christian Academy, we want students to become thinkers who can engage the world with wisdom and discernment. Indeed, our Vision Statement shows our desire that graduates would be “ready to pursue Truth, lead with wisdom, and impact their communities, for God’s glory.” This is going to take a LOT of intellectual autonomy…to think for oneself!

While teachers guide and instruct, our goal is not for students to depend entirely on others for answers. Rather, we want them to develop the confidence, skills, and responsibility to examine ideas carefully and pursue Truth on their own.

Of course, intellectual autonomy does not mean ignoring the wisdom of parents, teachers, or Scripture. In fact, healthy independence grows best when students first learn from trustworthy authorities. Over time, they begin to take greater ownership of their thinking, learning how to evaluate ideas rather than simply accept them without reflection.

At home, intellectual autonomy often grows through everyday conversations and decisions. When children are given opportunities to explain their thinking, defend their reasoning, and reflect on their choices, they begin to develop autonomy skills and increase confidence in their ability to think carefully and responsibly.

One simple way to encourage intellectual autonomy at home is to occasionally ask your child to explain how they arrived at an answer or opinion. Instead of only asking what they think, ask why they think it. Questions like “What led you to that conclusion?” or “What reasons support that idea?” help children learn to think more deeply and clearly.

Is this challenging and hard work for us in the parental role? Yes…yes it is. But as Tom Hanks said in A League of Their Own, “It's supposed to be hard. If it wasn't hard, everyone would do it. The hard is what makes it great.” And that is true…the fact this it is hard to be a parent is what makes it great. A great responsibility. A great risk. A great reward. A great calling from God to impact the future generations of those that will do hard things.

Another helpful practice is giving children space to work through problems before stepping in with a solution. Allowing them to wrestle with a challenge—even briefly—helps build confidence in their own ability to think and reason. I call this “an appropriate philosophy of failure.” As parents, and as teachers, we need to let your students and our children fail from time to time so they can live in their consequences. But then, we also need to bring them back to the issue for deep reflection. And another attempt. Again, this is hard to do. But it is necessary.

Scripture reminds us that wisdom requires thoughtful reflection and personal understanding. Proverbs 4:7 says, “The beginning of wisdom is this: Get wisdom. Though it cost all you have, get understanding.” God calls each of us to pursue understanding personally, not merely borrow it from others.

Conversation starter:
“What is something you believe or think that you have really thought through for yourself?”

This week at home:

• Practice: Ask your child to explain the reasoning behind one of their ideas or answers.
• Model: Share a time when you had to think through a decision carefully rather than simply follow what others were saying.
• Pray: “Lord, help us grow in wisdom and give us the courage to seek and understand Your truth.”

As we nurture intellectual autonomy together, at school and at home, we help students grow into thoughtful individuals who are able to pursue Truth with confidence and discernment. When students learn to think well for themselves while remaining humble and curious, they are better prepared to live wisely and faithfully in the world.

Soli Deo Gloria
 

Hello WCA family!

This is the second of 9 posts discussing a little bit about each of the Intellectual Virtues and how you can continue to focus on them at home!

Once again, there are 9 Intellectual Virtues divided into 3 categories: (1) Getting Started, (2) Executing Well, and (3) Handling Challenges. We are currently in our series working through the first category called Getting Started which contains the virtues of CURIOSITY, HUMILITY, and AUTONOMY. Last week we spoke about curiosity. So here we go!

The second of our extremely important habits we can help children develop is intellectual humility. Intellectual Humility is the willingness to recognize that we do not know everything and that we can still learn from others. Intellectual humility does not mean thinking poorly of ourselves or lacking confidence. Rather, it means being honest about the limits of our knowledge and remaining open to growth. Also remember that virtues operate on what Aristotle called The Golden Mean; that in our fallen world, for each virtue there are 2 vices…the vice of excess and the vice of deficit. In this case, the vice of deficit would be a lack of humility, or being overly cocky. The vice of excess would be overly humble to the point that you cannot even understand that you DO KNOW things and that God HAS GIFTED you…constantly down on yourself to a degree that is unnatural.

At Warner Christian Academy, we encourage students to approach learning with intellectual humility; the kinds that say, “Man…I don't know this! But it's ok because that's why I'm here; to learn! Let's buckle up and get started!” Students grow when they are willing to ask questions, admit confusion, and listen carefully to others. Intellectual humility creates an environment where learning can truly take place because students are free to say, “I don’t understand yet,” or “I might be wrong.”

In a world where people often feel pressure to appear certain or to always have the right answer, humility can sometimes be misunderstood as weakness. In reality, it is a sign of strength. Students who are intellectually humble are more willing to seek truth, listen to different perspectives, and adjust their thinking when they learn something new. The students hear me say this all the time, but remember, if you’re not willing to be corrected, then you’re not willing to get closer to the Truth! And Truth is a person; the person of Jesus. We should be willing to learn because getting closer to Truth is getting closer to Jesus…and that’s a good thing!

At home, intellectual humility is often formed through everyday conversations. When children see adults admit mistakes, ask questions, and remain open to learning, they begin to understand that growth is a lifelong process. These small moments help children realize that the goal is not to always be right, but to pursue what is true.

One simple way to encourage intellectual humility at home is to model the phrase, “I might be wrong.” When discussing a topic or solving a problem together, try saying something like, “This is what I think, but I could be mistaken. What do you think?” This helps children learn that thoughtful people hold their ideas with both confidence and humility.

Another powerful practice is admitting when you do not know something. Saying, “I’m not sure, let’s find out together,” shows children that learning is a shared journey rather than a performance.
Scripture reminds us that humility is essential to wisdom. Proverbs 11:2 says, “When pride comes, then comes disgrace, but with humility comes wisdom.” God honors those who approach learning with humble hearts.

Conversation starter:
“Can you think of a time when you learned something new because you realized you didn’t understand something before?”

This week at home:

• Practice: When you don’t know an answer to a question, explore it together rather than rushing to a quick response.
• Model: Let your child hear you say “I might be wrong” or “I don’t know yet.”
• Pray: “Lord, give us humble hearts that are always willing to learn and grow in Your truth.”

As we nurture intellectual humility together—at school and at home—we help students develop a posture that values Truth more than simply being right. When children learn to think with humility, they become more teachable, more thoughtful, and more prepared to pursue wisdom throughout their lives.

Feel free to add comments on your at home family practices in practicing Intellectual Humility; or the other virtues!

Soli Deo Gloria
 

Hello WCA family!

As promised, this is the first of 9 posts discussing a little bit about each of the Intellectual Virtues and how you can continue to focus on them at home!

A bit of background to the virtues again…there are 9 of them. And they are divided into 3 categories: (1) Getting Started, (2) Executing Well, and (3) Handling Challenges.

In the first category of Getting Started, there are the virtues of CURIOSITY, HUMILITY, and AUTONOMY. With that…let’s begin!

One of the most important habits we can help children develop is curiosity—a genuine desire to understand how things work, why ideas matter, and what is true. Intellectual curiosity is not about being easily distracted or endlessly entertained; it is about being drawn toward understanding.

At Warner Christian Academy, we encourage students to ask thoughtful questions, to wonder, and to explore ideas with purpose. Curiosity is the starting point of learning. When students are curious, they are more engaged, more thoughtful, and more willing to grow.

In many ways, children are naturally curious. They ask “why?” often and without hesitation. Over time, however, curiosity can fade. Busy schedules, quick answers from search engines, and the pressure to be right can slowly replace wondering with rushing. One of the goals of Christian education—and of Christian parenting—is to help preserve and deepen a child’s desire to know and understand God’s world.

At home, curiosity is most often formed in ordinary moments: around the dinner table, during homework time, in conversations about current events, or while discussing a Bible passage or Sunday sermon. When parents welcome questions rather than rush to answers, children learn that thinking deeply is valued and safe.

One simple way to encourage curiosity at home is to respond to your child’s questions with another question from time to time. Instead of immediately giving an answer, try asking, “What do you think?” or “What makes you wonder about that?” This small shift helps children learn that good questions are worth sitting with and exploring.

Another powerful practice is modeling curiosity yourself. Let your child hear you say things like, “I don’t know, but I’d like to learn more about that,” or “That’s a great question—I’ve never thought about it that way before.” When adults show curiosity, children learn that growing in understanding is a lifelong pursuit.

Scripture affirms this posture of wondering and seeking. Proverbs 25:2 reminds us, “It is the glory of God to conceal a matter; to search out a matter is the glory of kings.” God is not threatened by our questions. In fact, the pursuit of understanding is part of how we honor Him.

Conversation starter:
“What’s something you’re curious about right now?”

This week at home:

Practice: Ask your child one open-ended “why” or “how” question each day

Model: Admit one thing you don’t know and show curiosity about learning it

Pray: “Lord, give us hearts that desire to know and love Your truth.”

As we nurture curiosity together—at school and at home—we help children develop a posture toward learning that is humble, joyful, and oriented toward Truth. Curiosity opens the door to wisdom, and wisdom leads us closer to the God who made all things.

Let's talk more! Let us all know how this works at home! Maybe we can get comments about this from various ages, from Pre-K through High School!

Soli Deo Gloria

Hello all!

Thank you for your time in coming out here to the blog, I really appreciate it! I want to introduce you to a new blog series that just might last the rest of this school year!

At Warner Christian Academy, we believe education is about far more than merely mastering content or earning grades. At its heart, Christian education is formative—it shapes not only what students know, but who they are becoming.

In keeping with our mission and recently approved Vision Statement, our faculty has been working intentionally to teach what are known as Intellectual Virtues. These are habits of mind and heart—such as humility, curiosity, courage, carefulness, and open-mindedness—that help students pursue Truth, think wisely, and engage the world faithfully. Recall that part of the mission is to shape students into the image of Christ. And part of the vision is that we desire to send out graduates who are Christlike and intellectually virtuous.

Teaching for Intellectual Virtues bridges that age old gap in education between (1) Teaching for Academics, and (2) Teaching for Character. Well, I’m here to say why not Both/And?! Let us not look at this issue as a single bobbed pendulum with only one or the other of Academics or Character is observed; rather, let us look at it as a 2-bobbed pendulum where we desire to teach both Academics and Character but in a cohesive manner…not in individual silos.

In classrooms across our campus, teachers are embedding these virtues into daily instruction. Students are not only being encouraged to ask better questions, listen carefully to others, admit when they don’t yet understand, and seek Truth with both confidence and humility, but are having it modeled to them as well…by staff and exemplars from the past and present! These virtues are not taught as a separate subject; rather, they are practiced alongside math problems, science labs, historical discussions, literature analysis, and biblical reflection.

But formation does not stop at the classroom door. As Dr. Glen Shultz says in his book Kingdom Education, the education of children and youth is the primary responsibility of the parents and a 24-hour-a-day, 7-day-a-week process that continues from birth through maturity. He says many other things as well, but I think you’re seeing the point that education does not stop at the dismissal bell!

Because parents are the primary educators of their children, we see the home as a vital partner in this work. What is modeled, discussed, and practiced in everyday family life powerfully reinforces what students are learning at school. For that reason, in the weeks ahead, we will begin sharing short blog posts designed specifically for parents.

Each post will focus on one intellectual virtue at a time and will include:

• A brief explanation of the virtue in everyday language
• Why it matters in the life of a child
• One simple, practical way to encourage it at home
• A conversation starter you can use with your child
• A short Scripture connection

These reflections are not meant to add pressure or create another “to-do list” for families. You do not need to be an expert, and you certainly do not need to turn your home into a classroom. In fact, the most powerful way children learn intellectual virtues is by watching adults practice them—admitting when we don’t know, listening before responding, slowing down our thinking, and showing a genuine love for truth.

Our hope is that these posts will serve as gentle encouragements—small tools that help align what we are forming at school with what is being nurtured at home. We don’t expect perfection—only partnership.

We are grateful for the trust you place in Warner Christian Academy and for the privilege of walking alongside your family in the formation of students who are Christlike in character and intellectually virtuous, ready to pursue Truth, lead with wisdom, and impact their communities for God’s glory.

Thanks again for everything! Looking forward to hearing any stories of “around the table” conversations about intellectual virtues!

Soli Deo Gloria
 

Hello again, WCA family!

On a previous blog post, October 21st to be specific, we spoke about the Mission Statement for Warner Christian Academy. You can re-read that post HERE!

But just to refresh your memory, the Mission of Warner Christian Academy, from Preschool all the way through graduating Seniors, is as follows…

…to partner with families in shaping students into the image of Christ by helping them discover Truth in academics, athletics, and arts.

This is who we are as a school and why we exist. It dictates what we do on a daily basis. And it invites your participation at home to continue that work of “shaping” when students are outside school.

The Board has now approved our Vision for the school, and so I’d like to share that with you now! But first, a bit about vision statements.

The focus of the Vision Statement is on the FUTURE and the purpose is to describe WHAT THE SCHOOL ASPIRES TO BECOME OR ACHIEVE. Vision statements inspire, motivate, and paint pictures of the desired long-term impact.

Additionally, Vision Statements attempt to answer the following questions:

• What are we aiming to become or produce?
• What kind of future are we shaping?
• What impact will those we serve make beyond us?
• What ultimate good will come from our work?

Without further ado, see below for the Vision Statement for Warner Christian Academy as it pertains to all students, staff, and families from Preschool through Graduating Seniors!

Through a strong partnership with families, Warner Christian Academy is forming and sending out graduates who are Christlike in character and intellectually virtuous—ready to pursue Truth, lead with wisdom, and impact their communities, for God’s glory.

In the Pilliod Amplified Version of this statement, it means this… After working in the present, partnering with families to shape students into the image of Christ by helping them discover truth in academics, athletics, and arts, WCA students will be Christlike, have intellectual virtue (character traits of good thinking and learning), and continue to pursue Truth on their own being ready to lead wisely with impact in their own spheres of influence…all for the glory of God!

This harkens way back to the early years of White Chapel Church when God had placed upon the little church the dream of sending out a thousand (or thousands of) leaders. That dream led directly to the formation of Warner Christian Academy!

I believe this vision for our students is great! We desire for everybody to be increasingly Christ-like and that presumes salvation, right? So in reality, we would LOVE for all of our students to be part of the professing family of Christians who believe in Jesus for the salvation of sins and have given over their wills to the will of God. We are teaching about Intellectual Virtues and teaching students to be intellectually virtuous through their Preschool – 12th grade careers. We desire for our students to CONTINUE to pursue Truth after graduation whether at post-secondary institutions or in the workforce. And we pray that they can be leaders within their sphere of influence. In their families, possibly in their jobs/careers, maybe they become leaders within a company, maybe not. But certainly there are spheres of influence where they can lead. And lastly, that their pursuits will be for God’s glory.

I love this vision for our school…for your school.

Thank you for reading along! Let me know your thoughts on the Mission/Vision and Christian Education in general! I’m a firm believer that only education from a Biblical, Christian worldview can give you a complete education.

Soli Deo Gloria!
 

Hello to all!

As we continue on with our Assembly discussion, we come to The Pledge to the Bible. See the words below…

I pledge allegiance to the Bible
God’s Holy Word
I will make it a lamp unto my feet
And a light unto my path
I will hide its Word in my heart
So I might not sin against God

Again, we don’t pledge allegiance to an inanimate object; rather a living God! The line is that we pledge allegiance to the Bible, but then it is followed up with “God’s Holy Word.” This is quite important as it allows us to understand and distinguish exactly what, or in this case who, we are pledging allegiance to!

Look briefly to John 1:1

In the beginning was the Word, and the Word was with God, and the Word was God.

Not only was the Word with God, but the Word actually WAS GOD! Go back to our pledge momentarily…We pledge allegiance to the Bible which is then defined as God’s Holy Word…well, of course it is! The Word actually IS GOD!

But does that mean the Bible itself is God? Of course not! But let’s continue. Look now to John 1:14

And the Word became flesh, and dwelt among us

Interesting…so somehow, the Word becomes “flesh” and lives among us. Clearly the Word was already ALIVE because it was able to live among us and merely had to become flesh. So what sort of flesh did the Word take on? Look to the rest of John 1:14

and we saw His glory, glory as of the only begotten from the Father, full of grace and truth.

Ok! So now we’re getting somewhere, right? This Word, which was already alive, became the sort of flesh that we (humans in the first century) saw! Humans saw this Word-became-flesh! And this flesh had glory as begotten from the Father full of grace and truth! Wow…so directly from God the Father…Let us continue to verse 15 and 16

John testified about Him and cried out, saying, “This was He of whom I said, ‘He who comes after me has a higher rank than I, for He existed before me.’” For of His fullness we have all received, and grace upon grace.

A human! This is pretty clear indication that the Word-became-flesh is a human! John, meaning John the Baptist, compares Word-became-flesh to himself and then contrasts with himself because Word-became-flesh is of higher rank. Verse 17 now

For the Law was given through Moses; grace and truth were realized through Jesus Christ.

So very interesting here. Word-became-flesh is described in verse 14 above as “full of grace and truth” and then verse 17 that “grace and truth” is defined as Jesus Christ! So the human in questions who is the Word becomes flesh and lives among us and is, in fact, Jesus the Christ.

Go back up to verse 16 and notice that John says Jesus existed BEFORE John did! How is this possible? John was born before Jesus was born! If you re-read Luke 1 you’ll realize that John the Baptist’s mom was Elisabeth and she was 6 months pregnant before Mary announced that she had conceived. And John was born prior to Jesus so it’s a bit strange, yes, that John now says Jesus existed PRIOR to John! But it’s only weird if Jesus was MERELY a human. But Jesus was GOD! And since Jesus is God, then He has ALWAYS existed. And if He always existed, then he certainly existed before John. Remember, back to John 1:1, Jesus was with God and Jesus was God.

So, we have John 1:1 that the Word was WITH God and WAS God, and then in verse 14 and following we find that this is actually Jesus Christ!

So we pledge our allegiance to Jesus Christ! We say “the Bible” because Jesus Christ is revealed to us in the Bible.

Next in the pledge we say we will make “IT” a light unto our feet and a lamp unto our path. What is the “IT”? Well, just prior to that it says “God’s Holy Word.” So the Word, which is Jesus, is now a light unto our path and a lamp to our feet. That’s good! Jesus is our example. The example is in the Bible.

And finally,

I will hide its Word in my heart
So I might not sin against God

We are to read and memorize and understand the Bible…and to follow Jesus’ example…and love Him with all our heart so won’t sin against God. Jesus lived a sinless life. That is the example. It’s an impossible example, of course, but that is also why God ordained the cross…infinite and perfect, Jesus was killed to pay for our sins. When we sin, we sin against an infinitely existent and infinitely holy God. The payment has to be enough to pay for the crime. That is why no money, no mere human sacrifice, can pay for our sins. It’s an infinite payment; paid by the infinite God who also loves us.

And so we pledge. We pledge to our country. We pledge to Christ. We pledge to the Bible where Christ is revealed.

Soli Deo Gloria
 

Hello!

As promised, here is the next installment of what happens in Secondary Assembly; The Pledge to the Christian Flag.

Once we have prayed corporately to open our day, we do the Pledge to the American Flag. And then we follow that up with the Pledge to the Christian Flag. See below!

I pledge allegiance to the Christian flag
And to the Savior for whose kingdom it stands;
One Savior, crucified, risen, and coming again
With Life and Liberty to all who believe.

Again, why do we pledge to the American flag first? Because we live here. This is our host country. Yes, we likely have legal citizenship in the United States, but if we are Christians, we also have citizenship in Heaven. However, the laws of our land must be followed unless they (1) Demand us to DO SOMETHING that is prohibited by the Bible, or (2) Demand us to NOT DO SOMETHING that is required by the Bible.

When I was a missionary in the Republic of Panama, we actually sang the Panamanian national anthem prior to every chapel service on a weekly basis. And it made sense for us to do so; that country was graciously hosting us as Christian missionaries to an English-speaking Christian school and so we sang that national anthem…every week.

So pledging allegiance to a flag…We covered that issue in the previous post. The Christian flag is an inanimate object and so it cannot give directives for us to be allegiant to, and as such this is a literary device meaning we pledge our allegiance to what it means to be Christian.

The following line clarifies it… “to the Savior for whose kingdom it stands.” Yes, the flag stands for the kingdom of Heaven, the true citizenship of Christians, and the Savior is of course Jesus Christ.

The following line then clarifies that there is ONLY “One Savior.” That one savior is the Lord, Jesus Christ, who is God. And then we get the presentation of the Gospel that the one savior, Jesus was “crucified” and “risen” and that He also is “coming again”.

Finally, this pledge ends with the results of His “coming again” which is with “Life and Liberty to all who believe.”

Yes, Christianity is exclusive…there is ONLY one God, one Savior, one Lord…Jesus Christ. And yet, Christianity is inclusive in that Life and Liberty and Salvation are available “to all who believe.”

So each morning we participate in a repeating of the Gospel and our declaration to God, the only God, by our Pledge to the Christian Flag.

Thanks so much for reading! Next, we’ll cover the Pledge to the Bible!

Soli Deo Gloria
 

What happens in Secondary Assembly each Morning?

I wanted to give everybody a quick glimpse into the Secondary Assembly time that happens each day after 1st period, and then expand upon one aspect of it.

A typical Assembly involves all 6th through 12th grade students gathering in the bleachers in the gymnasium after 1st period. Once gathered, we open in prayer and then follow that with pledges to the American Flag, the Christian Flag, and the Bible. After prayer and pledges, we then do, in varying order, announcement for the day and the week as well as a Bible Verse of the day and a quotation…the verse and quote are related to the Intellectual Virtue of the month that we are focusing on…this month is, for example, Intellectual Thoroughness.

Additionally, we’ll do a quote about Civics and then end with possible other announcements and Happy Birthdays!

Sometimes there is a little bit of expounding upon either the verse or one of the quotes for further explanation.

So that’s the abridged version of our assembly! But I’d like to focus on the pledges. Let us start with the Pledge to the American Flag first.

I pledge Allegiance to the flag
of the United States of America
and to the Republic for which it stands,
one nation under God, indivisible,
with Liberty and Justice for all.

So why do we say this? Why do we say it first? What does it mean? Let’s dive in just a bit.

Why do we say this pledge first?

We live in the U.S.A. We are, therefore, subject to the laws and regulations of our host country. Our pattern to follow is found in Matthew 22:21 when Jesus said, “…render to Caesar the things that are Caesar’s; and to God the things that are God’s.” This should make sense. We should hold to the laws of the country in which we reside.

I was a missionary in the Republic of Panama for 8 years and that same rule applied. Not only was I a citizen of the U.S., but I also had to obtain a “cedula” for Panama and obey their rules. We are to be subject to the ruling authorities that are placed over us. However, if you’ll read through Romans 13, specifically verses 1-6, it does become quite clear that governing authorities are supposed to be there for our protection. See below.

Every person is to be in subjection to the governing authorities. For there is no authority except from God, and those which exist are established by God. Therefore whoever resists authority has opposed the ordinance of God; and they who have opposed will receive condemnation upon themselves. For rulers are not a cause of fear for good behavior, but for evil. Do you want to have no fear of authority? Do what is good and you will have praise from the same; for it is a minister of God to you for good. But if you do what is evil, be afraid; for it does not bear the sword for nothing; for it is a minister of God, an avenger who brings wrath on the one who practices evil. Therefore it is necessary to be in subjection, not only because of wrath, but also for conscience’ sake. For because of this you also pay taxes, for rulers are servants of God, devoting themselves to this very thing. Render to all what is due them: tax to whom tax is due; custom to whom custom; fear to whom fear; honor to whom honor.

All sorts of governing authorities are placed above us; republics, monarchies, dictatorships, oligarchies, etc. In the United States, the governing authority is a Representative Republic. And we should do our best to work within the system. Sometimes we need to work within the system to change the system! And that’s the beauty of the Constitutional form of government with the election of representatives.

Does this mean that ALL LAWS should be obeyed? Depends. I’ll give you two “flavors” of laws that actually should not be obeyed and their Biblical backing. Both of these come from the book of Daniel.

Think Daniel 3 and then also Daniel 6. These 2 accounts are examples for us in determining which laws, if any, should NOT be obeyed. Let me summarize each below…

Daniel 3…You know this piece of history…Nebuchadnezzar (the king) has a huge image of gold fashioned. This thing was 60 cubits, so around 90 feet tall! The king then commanded (a law was given) that whenever some specific music was played, all in attendance had to bow down and WORSHIP the statue. Daniel's buddies REFUSED to bow down.

Ok, read through that account again real quick and then come back here! Now to Daniel 6.

Daniel 6…Again, famous piece of history involving Daniel. He had become quite high ranking in the government and others plotted against him; here’s how the plot went down. These people that hated Daniel went to the king and said he should decree (make a law) that if anyone prayed to any god or man besides the king, that the person should be tossed into the lion’s den.

So those are our 2 examples, templates, for the KINDS of laws that we actually should disobey.

The first one, Daniel 3, gives us the example of a governing authority’s law that mandates we DO SOMETHING that the Bible expressly FORBIDS!

The second one, Daniel 6, gives us the example of a governing authority’s law that mandates we DO NOT DO SOMETHING that the Bible expressly COMMANDS!

And that should make sense to us.

Let’s move on to the words of the Pledge of Allegiance and what they mean.

I pledge Allegiance to the flag

Allegiance…that word means loyalty or commitment of a subordinate to a superior or of an individual to a group or cause. Can a HUMAN be subordinate to a flag? Obviously not. So, when we say we pledge allegiance, loyalty and commitment to the flag, it must mean something different than LITERALLY the flag. The flag itself is a symbol, a representation of the United States of America. In fact, the next 2 lines delineate this for us.

of the United States of America
and to the Republic for which it stands,

So we are saying that we will abide by the rules and regulations of the country in which we reside. See Romans 13, Matthew 22, Daniel 3, and Daniel 6, right?

one nation under God, indivisible,
with Liberty and Justice for all.

This might be a conglomeration of States, yes, but it is one nation. This was very new and strange early on. Usually when one says “State,” it means “Country.” So we are a collection of States and yet still one nation. This one nation is different not just by the nature of it being a unity of a collection of States, but also because the driving principles behind our governance is “under God.”

In education, we USED TO talk about American “exceptionalism.” This is the idea that the United States is UNIQUE and different and is the EXCEPTION to the normal rules of what happens in a nation. Are you oppressed by a dictator in your country? America is the exception! Do you not have a say in your government? America is the exception! Are your opportunities limited in your country? America is the exception!

Unfortunately, this idea of American Exceptionalism has been driven from secular, public school, discussions. Most arguments I have seen have hinged on a DIFFERENT rendering of the word “exceptional.” People take it to mean AWESOME and the BEST and possibly even PERFECT! Clearly, the U.S. is not perfect. However, it remains the exception.

So we say the pledge to the American Flag. Not as some sort of odd idol worship, no, rather as our Biblical commitment to living under the authority of the governing body in which we reside, and to remind ourselves of American Exceptionalism and the roles that we play in God’s design and plan.

Thank you so much! I’d like to discuss the Pledge to the Christian Flag next!

Soli Deo Gloria

Hello WCA students and families!

I wanted to take some time to let you know a little bit about something that transpired on November 13th, 2025.

On that date, the State of Florida Department of Education adopted what is called The Phoenix Declaration: An American Vision for Education. 

What is that, exactly?!

The declaration isn’t a long, hundreds-of-page dissertation or lengthy set of policies. It’s a fairly short statement consisting of an introduction and 7 core values. I shall list them below:

1.    Parental Choice & Responsibility
2.    Transparency & Accountability
3.    Truth & Goodness
4.    Cultural Transmission
5.    Character Formation
6.    Academic Excellence
7.    Citizenship

To put some meat on the bones of the 7 core values above, I suggest you read The Phoenix Declaration in its entirety at https://www.heritage.org/phoenix-declaration . 

Additionally, you should read what the Florida Department of Education has written about each of the 7 core values at https://www.fldoe.org/newsroom/latest-news/florida-becomes-the-first-state-in-the-nation-to-adopt-the-phoenix-declaration.stml

There is a wonderful quote by Thomas Jefferson at the beginning…see below:

“If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.”

Basically he is saying that if a nation of people desires to be BOTH free AND ignorant, then we desire something that can never happen…like square circles. Free nations require an educated population.

But what is this Phoenix Declaration? Let me start by saying that here at Warner Christian Academy, we have been doing the “things” of the Phoenix Declaration for awhile already. 

Recall that our mission is to “…partner with families in shaping students into the image of Christ by helping them discover Truth in academics, athletics, and arts.” And our vision for the future would be that through those strong partnerships with families we would form and send out graduates who are Christlike in character and intellectually virtuous; who are ready to pursue Truth, lead with wisdom, impact their communities, and be part of God’s shaping of the future for HIS glory.

Let me run through numbers 1-7 of the declaration very briefly with some short statements of what we believe here at WCA when it comes to each one of those core values listed above.

1.    Parental Choice & Responsibility: 
We believe that education is the sole responsibility of the parents…24 hours per day and 7 days per week from birth through maturity (see Glenn Shultz’s book, Kingdom Education). And so part of what we do is to partner with the families.

2.    Transparency & Accountability:
We believe in being transparent about what we are teaching, upon what that content is founded, and the methods as well. We believe the back and forth communication between school and home is vital in shaping students into the image of Christ. 

3.    Truth & Goodness:
We believe that Jesus is the Truth and that we should only be teaching Truth; that which is knowable and real. There is right and wrong; good and evil; reality and falsehood.

4.    Cultural Transmission:
We believe students should learn about the history of the United States of America; founded upon Biblical principles by principally Christian men. And we believe it has had its ups and downs and that all of it should be taught; not hidden. 

5.    Character Formation:
We believe in the formation of good character in our students by them accepting Jesus Christ in saving faith and then through discipleship aided by the adults around them as well as the working of the Holy Spirit. And then increasing in character by teaching academics with a mind toward intellectual virtues; things like Curiosity, Attentiveness, and Tenacity – All biblically founded principles of thinking that are important for saving faith and for sanctification.

6.    Academic Excellence:
We believe in the pursuit of excellence in all things as unto the Lord. That includes the use of the MIND, the brain, thinking and learning. Indeed thinking and the use of the mind must cohere simultaneously with our affections for humanity and for God Himself. It’s a both/and situation as opposed to an either/or situation.

7.    Citizenship:
And we believe in Christian service to our fellow man in our immediate spheres of influence, our families, our neighborhoods…as well as the larger spheres of cities, states, and nations near and far. And to do that, we also believe in Christian service in sphere of civics; doing our civic duty to vote and to serve when necessary.

Parents and students, WCA has been working hard at this for a long while. And we’re very glad to see Florida adopting what you and I already know. 

And again, please go to the links above and read the statement for yourself. I believe this is a great step forward for Florida.

Thank you again for partnering with us here at Warner Christian Academy. It is one of my utmost pleasures to labor in this place; a place of education, of service, of academics, of athletics, of arts, of truth, of adherence to the Lord. And to partner with you, the families who entrust us with at least a portion of the education of your youngins. Thank you!

Soli Deo Gloria

Hello!

Welcome to the 2nd quarter of the 2025/2026 school year! We are blasting right through this new year, and it seems the weather is following along nicely as it cools things down for us a little bit!

I wanted to take just a little bit of your time to share Warner Christian Academy’s reason for existence…and it goes all the way back to the 1930s!

When White Chapel Church began, nearing 100 years ago, God had some big dreams for the little church. Six of them, actually. One of those dreams was along the lines of sending out a thousand (or thousands of) leaders! It was under the pretext of sending out leaders that the church leadership then felt led to discuss the idea of opening a school!

And so, in the early 1970s, it all came to fruition!

And now, I get the privilege of speaking about this God-Dream to you, and letting you know why we exist as a school!

In general, when the staff at schools, or other businesses, begin to think deeply about why they exist, there are all kinds of different pieces brought to the table for discussion. After stirring it all down and categorizing all the details, they then typically can place their existence into a single statement called a Mission Statement. Below is sort of what any mission statement consists of, followed by the Mission Statement of Warner Christian Academy as it stands today!

Mission Statement:
The FOCUS of the Mission Statement is on the PRESENT and the PURPOSE is to explain WHY THE SCHOOL EXISTS. Mission statements outline core purposes, values, and the primary activities of the school. Additionally, mission statements attempt to answer the following questions:

• Why do we exist?
• Whom do we serve?
• What do we do every day to fulfill that purpose?
• How do we do it (values, principles, distinctives)?

In essence, the mission statement is the daily marching orders for the organization. Everything we do on a daily basis stems (or should stem) from this mission statement of existence.

“Warner Christian Academy exists to partner with families in shaping students into the image of Christ by helping them discover Truth in academics, athletics, and arts.”

To break this down a bit, you could see the mission statement as consisting of the following:

• Audience – Families and Students
• Purpose – To Form Christlike students
• Activity – Helping Students Discover Truth
• Domains – Academics, Athletics, Arts
• Values – Christ-centered, Collaborative, Truth-seeking

This is who we ARE…in the present.

Next time, we’ll discuss the VISION STATEMENT, which focuses on the FUTURE and where the near 100-year-old God-Dream of White Chapel Church sending out leaders comes into play!

Thank you so much for reading along with me!

Soli deo Gloria
 

https://schoolprincipals.industry411.com/2025/06/17/screens-are-stealing-learning-is-it-time-to-take-it-back/?utm_medium=email&utm_content=rMtIplVDAVMieXYiQ_Yg1gYSxWbfosxBpw78eionvNd_kgBQAXJ4YcHx49k9syZy 

Hello!

Today's blog post comes from Olivia Nutter who posted an article on the School Principals 411 website. Click above to read from the website, or just read below! Feel free to comment!

Soli deo Gloria

Screens Are Stealing Learning — Is It Time To Take It Back? 
As schools nationwide continue to grapple with post-pandemic learning recovery and student wellness, one solution is gaining bipartisan momentum, research support, and — critically — parental backing: restricting student cellphone use during the school day. Recent findings and policy trends suggest the time is ripe for principals to take decisive action.

Parents Want Action 
A 2025 report from Yondr, surveying 1,000 parents across the U.S., reveals a surprising generational consensus. A full 89% of parents believe schools should develop a long-term plan for managing phone use, and 56% support either a bell-to-bell ban or total prohibition of student cellphones. 
Why such strong opinions? Parents report widespread screen-related issues: 
•    84.3% associate their children’s phone and social media use with negative effects like distraction, anxiety, or loneliness. 
•    95% believe their children would benefit from time away from screens. 
•    66% express concern not just about smartphones, but about overuse of laptops, tablets, and AI.

Even more telling: noticing their child’s screen time has prompted 89% of parents to reflect on their own, yet schools are still expected to take the lead in managing students’ digital behavior during learning hours.

The Case for Restriction 
The momentum for cellphone bans is cultural and it’s data backed. In testimony to the House Subcommittee on Early Childhood, Elementary, and Secondary Education, school and district leaders reported measurable academic and behavioral improvements in schools with bans: 
•    Student suspensions dropped by up to 54% in schools in Richardson ISD (Texas) implementing bans. 
•    Teacher retention rose, with one campus reaching 94% retention. 
•    Instructional time increased, with teachers gaining back more than 10 minutes of active teaching time per period.

Jean Twenge, a psychology professor at San Diego State University, added a crucial dimension: mental health. She testified that reduced phone use correlates with improved attention spans, better cognitive performance, and more in-person social interactions, an important shift as teen depression and suicide rates continue to climb.

Political Consensus, Local Autonomy 
For a brief moment, politics aligned on Capitol Hill. Lawmakers across both parties agreed that cellphones contribute to academic underperformance and mental health challenges. However, they also agreed the solution should be local, not federal. 

This leaves the onus on districts and principals to craft and implement policies that reflect community needs and research-backed practices. Already, 26 states have passed laws limiting or banning student phone use during the school day.

While some Democrats raised concerns about concurrent funding cuts to mental health resources — noting that tackling tech-related anxiety requires more than just bans — most agreed that cellphone overuse is a real educational issue demanding practical solutions.

Principal Takeaways 
Cellphone bans are fast becoming an expectation across the country. With growing research, public consensus, and policy support, principals have both the opportunity and responsibility to lead. Balancing innovation and attention in the classroom starts with one simple but bold step: reducing digital distraction at its source. 
 

At Warner Christian Academy, we have been focusing our instructional training on the key area of teaching for the development of Intellectual Virtues. We’re not just teaching students what to think—we’re helping them learn how to think. We want students to be like the Bereans, who hear what is being taught and then go back, spend some time, and really think deeply into whether or not what they were taught comports with reality, and the Truth of Scriptures.

To do this, requires more than content delivery; it calls for character formation. Our discussions around intellectual virtues—like curiosity, humility, attentiveness, and courage—have revealed a deeper truth: that for every virtue that exists, there’s a VICE on either side that distort the good we’re aiming for.

Take a look at this framework we’ve been using: Note the VIRTUE is listed on the primary bullet point and then the vice of EXCESS listed first underneath with the vice of DEFICIENCY listed second.

• Curiosity
  • Meddling
  • Apathy
• Humility
  • Humblebragging
  • Boastfulness
• Autonomy
  • Arrogance
  • Servility
• Attentiveness
  • Gullibility
  • Dullness
• Carefulness
  • Perfectionism
  • Negligence
• Thoroughness
  • Over-analysis
  • Superficiality
• Open-mindedness
  • Credulousness
  • Cynicism
• Courage
  • Recklessness
  • Cowardice
• Tenacity
  • Stubbornness
  • Indifference

This chart reflects a truth Aristotle recognized centuries ago in his theory of the Golden Mean. In his Nicomachean Ethics, Aristotle explained that every virtue lies between two extremes—one of excess, and one of deficiency. Virtue, then, is not found in extremes, but in proper balance and regulation. Courage sits between cowardice and recklessness. Generosity between stinginess and extravagance. Wisdom between naivety and cynicism. The Golden Mean calls us to moderation, discipline, and discernment—to hold fast to what is good without tipping into what is destructive.

We see this with regards to Biblical Worldview. Imagine, if you will, a pole that is sticking STRAIGHT up out of the ground. THAT is the proper worldview to have. Unfortunately, we, as sinful humans, tend to bend that pole one way or the other. After it is finally realized, we get to the opposite side and we push push push with all our might to move the pole in the opposite direction away from the problematic worldview! That’s a good thing! Right until we pass proper and move the pole in the polar opposite direction again creating a skewed worldview. Proper balance and regulation is required.

Now, let’s apply this concept to the biblical account of the Fall in Genesis 3. The historical events of Adam and Eve are often reduced to disobedience, which of course is true, but when viewed through the lens of the Golden Mean, it reveals something deeper. What is revealed is a moment where virtue gave way to vice—not because the desire itself was wrong, but because it became unbalanced—and because Eve attempted to gain this wisdom without God. Rather than receiving Truth from the Source of all Truth, she grasped for it independently. That shift—from trust to self-reliance—is what ultimately broke the harmony, the proper balance and regulation, they were meant to live in.

God had given Adam and Eve tremendous freedom in the garden. Only one boundary existed; the fruit of tree of the knowledge of good and evil. That restriction wasn’t about control; it was an opportunity to practice obedience, trust, and discernment. But when the serpent approached Eve, he didn’t offer her something that looked obviously evil—he offered her something that sounded good…wisdom. “You will be like God, knowing good and evil.”

Eve’s desire for wisdom wasn’t inherently wrong. The problem was in how she pursued it. She pursued Wisdom without God and in violation of God’s command. Wisdom, like every intellectual virtue, demands proper balance and regulation. Think of it this way…we can technically hold true beliefs by believing EVERYTHING we hear. But that opens the floodgates to error and deception. On the flip side, we can avoid all falsehood by believing nothing. But that leaves us with no truth at all. Both are extremes. Neither leads to discernment. True wisdom requires that middle ground. We must be open to truth, but not so open that we abandon discernment. And we must question ideas, but not to the point that we become cynical.

That’s where Eve faltered. Rather than exercising attentiveness and careful discernment, she leaned into gullibility and overreach. Her desire for something good—wisdom—became disordered. She stepped outside the Golden Mean, so to speak. And as a result, she and Adam lost not only their innocence, but the very balance that held Creation together.

Immediately, we see the consequences. Shame replaces trust. Blame replaces unity. Where there was peace, now there is conflict; conflict between humans and God, conflict between one another, conflict within themselves. And the curses that follow reflect this fractured balance; work becomes toil, childbirth becomes pain, the ground itself resists human labor. The entire created order is now operating out of sync.

Even the intellectual virtues we’re working to instill in our students became distorted in that moment. Curiosity becomes meddling. Autonomy becomes arrogance. Tenacity becomes stubbornness. We still long for Truth, for wisdom, for purpose; but our natural compass is off.

But here’s the good news…in Christ, that balance can be restored. Where Adam and Eve failed to trust God, Jesus trusted perfectly. Where they overreached, He submitted. Where they grasped, He surrendered. Jesus modeled what it looks like to live with full virtue—embodying humility without servility, courage without recklessness, openness without gullibility. Through His life, death, and resurrection, we are invited back into the kind of life we were created for: a life of balance, discernment, and flourishing.

At Warner Christian Academy, as we train students and teachers to pursue intellectual virtue, we’re not just shaping good thinkers—we’re helping form wise, grounded, Christlike humans. We’re calling them back to the center, back to the Mean, back to the way of wisdom that reflects the image of God in which we were made.

The Fall teaches us what happens when balance breaks. But the Gospel teaches us that the Mean can be restored—not through our own perfection, but through the perfect example and redeeming work of Christ.

Soli deo Gloria
 

Hello all!

Today's post is a Guest Blog post from Jennifer Gonzalez! We in educational circles know her from her website and podcast, Cult of Pedagogy. She is an invaluable resource for new teachers and seasoned veterans alike!

This particular article/podcast isn't just for teachers and school-based administrators…This is for anyone and everyone! Click the link below and head over to the Cult of Pedagogy for 5 Listening Skills. Enjoy! Click HERE for 5 Listening Skills That Will Improve All of Your Relationships. As always, leave a comment for me at the bottom of this posting!

Soli deo gloria!

In a world that often prioritizes comfort, ease, and instant gratification, it can be difficult to understand why struggle—whether intellectual, emotional, or physical—should be considered a virtue. Yet, in the Christian worldview, struggle is seen as a crucial part of God's process of sanctification in our lives. Struggle is also paramount with regards to academic achievement; thinking and learning! It is not merely something to be endured or avoided, but an opportunity for growth, refinement, and maturity. As followers of Christ, we are called to embrace the challenges we face, knowing that through these struggles, God shapes us more into His image.

I, for one, idolize comfort. When my children were younger I didn’t want to have to go home after teaching school all day and then re-teach my children. I just wanted to relax. I figured I worked hard all day long and so deserved some respite from the tough days before me. I was wrong!

Struggle, in its many forms, is woven throughout Scripture. James 1:2-4 (NIV) reminds us: “Consider it pure joy, my brothers and sisters, whenever you face trials of many kinds, because you know that the testing of your faith produces perseverance. Let perseverance finish its work so that you may be mature and complete, not lacking anything.” This passage reframes struggle—not as something to be feared but as a tool for growth. The process of struggling is virtuous because it produces qualities that reflect God’s character and strengthen our faith. Through struggle, we learn patience, humility, wisdom, and perseverance.

And as a baseball guy all my life, I know for sure that the struggle is real, and the grind is a good thing! Think about it. Major League Baseball seasons are 162 games long and players get 1 day off per week; and that’s usually a travel day. It’s a grind. It’s a struggle. And one can fail 70% of the time and be considered one of the greats! Baseball, to me, is one of the more perfect athletic examples resembling life in general. There are ups and down. Success must be redefined in terms that make sense. And players have to maintain a daily intensity level slightly above the average person to make it work. The struggle, the grind, is real. To quote Jimmy Dugan from the movie, A League of Their Own, “It’s supposed to be hard. If it wasn’t hard, everyone would do it. The hard is what makes it great.”

A Biblical Case for Struggle in Education
This principle of struggle as a means of growth applies just as much in education as it does in life and faith. Unfortunately, many students today have been conditioned to fear failure rather than see it as an essential part of learning. The modern classroom often discourages risk-taking. Students learn to avoid intellectual struggle because they equate failure with punishment—lower grades, embarrassment, or lost opportunities. But this mindset stifles curiosity, perseverance, and intellectual growth.

As Christian educators, we at WCA make strides to increasingly adopt a robust philosophy of failure in our classrooms, one that aligns with Biblical truth and the realities of intellectual development. We desire to cultivate lifelong Truth Seekers, and as such, our students must feel safe to fail, reassess, and try again. Learning is a process, and failure is not its enemy; rather, it is a key ingredient in the process of mastering any subject.

In Proverbs 24:16, we read: “For though the righteous fall seven times, they rise again.” This truth must permeate our educational philosophy; not just here in the classrooms at WCA, but in our homes with our children, spouses, families, friends, and loved ones. We desire to create learning environments where students can fall—where they can attempt difficult tasks, wrestle with complex ideas, and even fail—without those failures permanently defining them. Just as God allows us to stumble so that we may grow in faith, we educators and parents should allow students to struggle, fostering resilience rather than fear.

A Philosophy of Failure: Fostering Growth
If failure is such a powerful tool for growth, how can we create a classroom structure that encourages it in a productive way? One approach is the idea that failure should be a step in the learning process rather than a final judgment. Just like in the Bible, the Greek word for test and trial and temptation are all the same; how it is defined depends upon context. Yes, God tests us! But it is like the test the scientist performs on an object to verify what it is; what is its true nature. It is not a test of judgment. Or, consider a recital. After hours and weeks and months of practicing we put on display the efforts of musicians and singers, etc. But make no mistake; even in a recital one can face the consequences of their actions if they didn’t train well or practice appropriately, etc.

At WCA, we desire for all of our teachers to allow some initial failure with students. We call this formative assessment and it occurs in a multitude of ways. We also desire for teachers to ensure that students are encouraged to engage deeply with the material, make mistakes, and learn from them without fear of being identified with the failure itself. When students struggle with a particular concept, they are encouraged to re-engage with the material, reassess, and improve—just as an artist refines a painting or a musician practices a difficult piece before a performance.

This approach aligns with the biblical process of sanctification. Sanctification is not instant; it is a lifelong journey of refinement. Similarly, learning is not about immediate perfection but continuous growth. Just as God is patient with us in our spiritual walk, allowing us to stumble and learn, teachers are patient with students, guiding them through their intellectual struggles.

With all that said, at some point the night of the recital arrives. The day of the game arrives. And the day of an assessment arrives as well. We’re not just working to educate students as best, and as Biblically, as we can, but we are also working to prepare students for the rigors of the universities they might attend in the future, as well as their careers and jobs. Students have to learn to learn within deadlines, for sure.

Failure as an Essential Component of Intellectual Virtues
The struggle of learning is a proving ground for intellectual virtues—habits of mind that shape students into thoughtful, disciplined, and curious individuals. At Warner Christian Academy, we emphasize the cultivation of these virtues, which include:

• Intellectual Humility – Recognizing that we do not know everything and being open to correction. This is impossible to develop if students are afraid to admit they are wrong.
• Intellectual Courage – Taking risks in thinking, speaking, and writing, even if one might be incorrect.
• Intellectual Tenacity – Persisting in learning despite difficulty.
• Intellectual Autonomy – Learning to think independently rather than simply memorizing information.

These virtues are best developed in a learning environment where students are encouraged to struggle without fear. When students know they are safe to take intellectual risks, they become more willing to engage with difficult material and develop perseverance.

In Romans 5:3-4, Paul writes: “Not only so, but we also glory in our sufferings, because we know that suffering produces perseverance; perseverance, character; and character, hope.” If we truly want students to develop character and hope, we must allow them to experience the struggle of learning without discouraging them from pressing forward.

Jesus: The Ultimate Example of Struggle Leading to Glory
No discussion of the virtue of struggle would be complete without looking at Christ Himself. Jesus endured the ultimate struggle—taking on the sin of the world and suffering on the cross. Hebrews 12:2 tells us: “Fixing our eyes on Jesus, the pioneer and perfecter of faith. For the joy set before him, he endured the cross, scorning its shame, and sat down at the right hand of the throne of God.”

Jesus’ struggle led to the redemption of humanity. His example teaches us that hardship, when endured for the right reasons, produces fruit that far outweighs the pain. In the same way, students who struggle academically, intellectually, or even spiritually should be reminded that their struggles are not in vain. They are being shaped, refined, and prepared for greater things.

And that is the ultimate end of our Mission—to shape students into the image of Christ by helping them discover Truth; we’re shaping Truth Seekers!

The Culture of a School that Embraces Struggle and Redemption
At Warner Christian Academy, we believe in the virtue of struggle—not as something to be avoided, but as something that strengthens faith, character, and intellect. We encourage students to embrace difficult tasks, to wrestle with challenging material, and to develop perseverance in their learning. We also desire for students to learn from failure without being defined by it.

In our classrooms, we desire to help parents and families guide students toward intellectual and spiritual maturity. Our discipline system follows this same principle. Rather than viewing misbehavior as something to be simply punished, we see it as an opportunity for discipleship—a chance to guide students back to truth, just as God graciously corrects us.

Sure, there are of course rules and policies, etc. And though students must have consequences for actions, they are forgiven, and their identities are not wrapped up in the behavioral infractions and sanctions.

Conclusion: Struggle as a Path to Transformation
In the end, struggle—whether in academics, faith, or life—is not something to be feared but embraced. It is the soil in which perseverance, humility, wisdom, and character grow. Just as God uses struggle to refine our faith, we must allow students to struggle in their learning so that they may grow into wise, thoughtful, and resilient individuals.

If we are to prepare students to be faithful followers of Christ, we must teach them to view struggle as a pathway to growth, not as a roadblock to success. Whether in their academic journey, their spiritual walk, or their future careers, they will face challenges. And when they do, we want them to have the confidence to rise again—knowing that struggle is not the end of the story, but the beginning of transformation.

Soli deo gloria!

As an educator for the past 28 years, I have heard on countless occasions students ask, “Why do I need to learn this?” or “When will I use this in real life?” I totally and completely understand their knee-jerk desire to ask these questions because, well, I asked them myself as a teenager—and I imagine many of you have too.

Unfortunately, throughout my career in education, there has been a push to constantly “make education applicable.” Oh, we think students don’t listen, don’t we? But really, they are listening! And they are learning! When national educational leaders pontificate about how all learning should be applicable to students’ lives, the student will hear that! Indeed, they will! It gives us, as students, a built-in excuse to abjectly refuse to learn something if we do not deem it applicable. And therein lies the rub, doesn’t it? Who determines what is to be and not to be applicable to the millions of students’ lives? The students? They certainly seem to think so. And what about learning for the sake of learning? For the sake of coming closer and closer to the Truth? Learning should be about Truth Seeking, right?

Schools need to get back to helping students develop into becoming good thinkers/learners. At WCA, we will do so by developing the intellectual virtues—habits of thinking and learning—that are essential for success, personal growth, and living out one’s faith. These nine intellectual virtues—(1) Curiosity, (2) Intellectual Humility, (3) Intellectual Autonomy, (4) Attentiveness, (5) Intellectual Carefulness, (6) Intellectual Thoroughness, (7) Open-Mindedness, (8) Intellectual Courage, and (9) Intellectual Tenacity—are more than academic skills; they are character traits that reflect the character of God and enable individuals to love the Lord their God with all their minds! Not only this, but these intellectual virtues will help students to learn the patterns of thinking and problem-solving that apply to every area of life—not just within the classroom.

Just as a good neighbor shows kindness, generosity, and patience, and a good citizen demonstrates honesty, responsibility, and respect, a good thinker cultivates the intellectual virtues. These virtues shape a person’s character, influencing how they approach challenges, seek Truth, and interact with others. Learning in school provides opportunities to practice these traits, building habits that last a lifetime. Developing intellectual virtues is not only about achieving success, but also about becoming a person of integrity who uses their mind to serve others and to glorify God. And isn’t that our mission here at WCA…to shape students into the image of Christ by helping them discover Truth?! Why, yes it is!

The intellectual virtues also mirror the character of God. As the Creator of the universe, God is the ultimate source of wisdom, knowledge, and understanding. When students cultivate intellectual virtues, they reflect aspects of God’s nature in their own lives. For example:

1.  Curiosity reflects God’s infinite wisdom and desire for His children to seek truth and explore His creation. Proverbs 25:2 says, “It is the glory of God to conceal a matter; to search out a matter is the glory of kings.” This also takes the focus off of self and places it squarely upon others; being curious about what others have to say.

2.  Intellectual Humility reflects Christ’s humility, as seen in Philippians 2:3-4, where believers are called to consider others above themselves, and allows us to admit when we do not know something, and as such, we become Truth Seekers.

3.  Intellectual Autonomy mirrors God’s gift of free will, encouraging individuals to think independently while aligning their choices with His truth. It also teaches us to work independently and not depend upon the work of others for or the words of others for affirmation or validation.

4.  Attentiveness mirrors God’s attentiveness to His creation, as seen in Matthew 10:29-31, where even the sparrows are under His care. Being careful, meticulous, is a virtue, for sure such that we minimize mistakes and take care to do all that we do for the glory of God.

5.  Intellectual Carefulness reflects God’s precision in creating the world with perfect order and design. Being careful in our thoughts allows us to not be swayed by any wind of doctrine or be fooled by many words and vain philosophies.

6.  Intellectual Thoroughness reflects God’s completeness, as He leaves nothing unfinished or incomplete. As such, we should focus on a task to completion and not be distracted by our phones and the cares of this world.

7.  Open-Mindedness reflects God’s fairness and justice, as He listens to the prayers of all people and shows compassion to those who seek Him. The ability to see/understand someone else’s perspective is vital to learning and might just prove valuable as Truth Seekers.

8.    Intellectual Courage mirrors the courage Jesus showed when speaking the truth, even when it was unpopular. It also allows us to challenge our own thoughts on what we might believe that we know. We should have the courage to be Truth Seekers, wherever the Truth leads.

9.    Intellectual Tenacity reflects God’s faithfulness and perseverance, as He never gives up on His people. Doing hard things is virtuous and relies on all the other 8 virtues above. Seeing the challenge and not backing down must be learned. Working on a problem or project to fulfillment is something to be practiced, learned, and enhanced.

By developing these virtues, character traits, students grow in their ability to think, learn, and act in ways that honor God. And again, learning is not just about collecting facts—it’s about developing patterns of thinking that prepare individuals to face life’s challenges.
The Bible reminds us that challenges are inevitable. In John 16:33, Jesus says, “In this world, you will have trouble. But take heart! I have overcome the world.” Learning to think critically, solve problems, and approach difficulties with intellectual virtues is essential—not just for school, but for every area of life. Whether managing relationships, making decisions, or facing unexpected setbacks, the ability to think clearly, analyze situations, and persist through difficulties is crucial. The patterns of thinking developed at WCA—like breaking down complex problems, considering different perspectives, and applying knowledge to new situations—equip our students to navigate both everyday challenges and larger life obstacles. And take note of the second part of that verse…Jesus has overcome the world! And so again, by developing the intellectual virtues, we not only reflect the very nature of God, but we participate in Jesus’ overcoming of the world and it’s troubles by learning the patterns of problem-solving. We live in a Genesis 3 universe right now. It’s fallen and depraved…and there simply will be problems that need solving! Will our students be prepared to solve problems and do hard things? I pray they will. And by God’s grace we will do our best here at WCA to ensure that happens!

In Matthew 22:37, Jesus commands us to, “Love the Lord your God with all your heart and with all your soul and with all your mind.” How do we love the Lord with all our mind? Cultivating intellectual virtues is a way to fulfill this commandment. Using one’s mind to seek Truth, understand God’s creation, and think deeply about life’s questions is an act of worship. When students approach their studies with curiosity, diligence, and integrity, they honor God by using the gifts He has given them. Even subjects that seem, to many students, unrelated to faith—like math, science, or literature—become opportunities to discover the order, beauty, and creativity of God’s design. Remember, as Abraham Kuyper said, “There is not a square inch in the whole domain of our human existence over which Christ, who is Sovereign over all, does not cry, Mine!” It is ALL sacred! God created our brains and our minds and for us to NOT cultivate our minds/brains would be a slap in the face of our Creator. That is why at WCA we teach “apologetically.” The word “apologetics” comes from the word “defense” in 1 Peter 3:15 where Peter says, “But in your hearts honor Christ the Lord as holy, always being prepared to make a defense to anyone who asks you for a reason for the hope that is in you; yet do it with gentleness and respect.” And so we teach math and science and literature (and every other subject) as subject to the authority of Christ. We teach subjects and topics within subjects such that students understand that these topics ONLY make sense from a Biblical worldview and don’t make sense from any other worldview.

Moreover, intellectual virtues enable individuals to serve others and share God’s love. For example, intellectual courage empowers people to stand up for their beliefs, while intellectual humility allows them to listen and learn from others. Attentiveness and carefulness help individuals notice the needs of those around them, and tenacity gives them the perseverance to make a difference. In this way, developing intellectual virtues not only benefits individuals but also equips them to fulfill their calling to love and serve others.

While students may not use every fact or formula they learn in school, the intellectual virtues and patterns of thinking they develop are essential for success, personal growth, and spiritual maturity. Like the character traits of a good neighbor or citizen, intellectual virtues shape who a person becomes, influencing their actions, decisions, and relationships. By cultivating curiosity, open-mindedness, humility, courage, tenacity, attentiveness, carefulness, autonomy, and thoroughness, students reflect God’s character and learn to love Him with all their minds. Ultimately, the purpose of education is not just to gain knowledge but to grow into the person God created each individual to be—someone who uses their mind to seek truth, solve problems, serve others, and bring glory to God.

Soli deo gloria!