This article was originally published in Christian Education Journal. Volume XIII. Number 2, pp. 16-27. At the time of publication the journal was owned by Scripture Press Publishing Company. It is now operated by the Trinity International University.
David M Turner
THE PLACE FOR RECREATION IN CHRISTIAN EDUCATION
How should the church view recreation as it applies to Christian Education? From a historical perspective, leisure and recreation have been viewed as either an enemy or a close friend of the church. From the Middle Ages (which saw excesses in leisure as a major contribution to the downfall of Roman civilization) to New England Protestantism (with its high ideal toward work), recreation and leisure were for the most part considered a contribution to evil.1 Since the Industrial Revolution the church has recognized recreation as having some legitimate value. In 1866, the YMCA was founded as a "world-wide fellowship united by a common loyalty to Jesus Christ for the purpose of developing Christian personality and building a Christian society.”2 This organization used recreation as a basic means to reach its goals. D.L Moody used the YMCA as his home base for evangelistic pursuits. By the early part of the 1900s, recreation and leisure had moved from being viewed as an enemy of the church to a friend, helpful in dealing with many of society’s ailments. American liberalism encompassed recreation into the framework of its social Gospel to the degree that many of the churches were little more than cultural meeting houses. This resulted in an overreaction by the more orthodox, though never to the degree that the attitude of the church would return to that of the pre-industrial revolution. Today, most churches recognize the social and evangelistic values of recreation.3
Definitions
Werner C. Graendorf developed the definition we will be using for Christian Education:
Christian Education is a Bible-based, Holy Spirit-empowered (Christ-centered) teaching-learning process that seeks to guide individuals at all levels of growth through contemporary teaching means toward knowing and experiencing God’s purpose and plan through Christ in every aspect of living, and to equip them for effective ministry, with the overall focus on Christ the Master Educator’s example and command to make mature disciples.4
It is important that the educator consistently focus on the primary goals of Christian Education as stated in the above definition. Recreation, as a method for obtaining these goals, must always be subservient to Christian Education. The danger the educator faces is choosing recreational programs and activities for their own sake, rather than as a method for reaching educational objectives.
Professionals in the field of recreation generally hold to a definition of recreation similar to that proposed by Virginia Frye:
Recreation is defined as experience derived from participation in voluntarily chosen pursuits engaged in during unobligated time primarily for purposes of personal satisfaction and enjoyment.5
What is particularly interesting about this definition is its existential element. Recreation is not the actual activity but rather the “experience derived” from the activity. The participant enters into the activity, not for the sake of the activity itself, but for the “personal satisfaction or enjoyment” of the resulting experience. Not even the experience should be considered the primary reason for engagement by the participant. Rather, it is the existential aspect derived from the experience that is the participant's objective
The educator must be aware that not everyone will receive the same “satisfaction or enjoyment’ from a given activity or program. He must know his student well enough to know what kind of activities bring “satisfaction or enjoyment” to the individual learner. Although the learner’s primary objective in an activity or program is “enjoyment,” the educator recognizes elements in each activity, which have intrinsic educational benefits. Though the educator forms his objectives around these later benefits, he recognizes the existential elements that draw the learner to the activity.
According to the stated definition of Christian Education, the educator uses processes which “seek to guide individuals at all levels of growth through contemporary teaching means.” The voluntary nature and personal satisfaction level of recreation works well within the “guiding” concept of Christian Education. The learner recognizes the teaching-learning process as enjoyable. This stimulates the learner to look forward to further participation in learning. The conflict of wills that often takes place with more traditional methods of education is avoided.
Toward a Wholistic View of Christian Education and Recreation
One goal of Christian Education, as mentioned earlier, is “to guide. . .toward knowing and experiencing God’s purpose and plan through Christ in every aspect of living.” Christian Education encompasses more than teaching Bible facts. It attempts to integrate the truths of God and Christ into every area of life. Lawrence P. Jacks touches on this integration as an art:
The art of living is one and indivisible. It is not a composite art made up by adding the art of play to the art of work, or the art of leisure to the art of labor. . . or the art of recreation to the art of education. When life is divided into these or any other compartments it can never become an art, but at best a medley or at worst a mess. It becomes an art when work and play, labour and leisure, mind and body, education and recreation are governed by a single vision of excellence and a continuous passion for achieving it. A master in the art of living pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing.6
There are distinctive differences between education, recreation, and labor. These distinctions, however, often dissolve within the context of life experiences. The art of living combines all of these endeavors into a comprehensive whole. Education should not be considered merely a classroom endeavor, but a lifelong growing process of learning through life experiences.
Intrinsic Value of Recreation in Christian Education
Enjoyment Factor: Recreation is based on the learner’s satisfaction of the activity. If the learner is enjoying the learning process, his or her interest level is more intense and prolonged on the material being learned.
Motivational Factor: The enjoyable nature of recreational activities motivates the learning process.
Methodologies that are recreational in nature offer some of the highest potential for learning. The self motivation that carries one into recreation and the heightening awareness and sensitivity that accompany pleasurable experience are cited as major factors in the potency of recreation as an avenue for learning. Recreative experience contains the incentive and the milieu for the learning process.7
Hands-on Emphasis: People learn best by doing. Recreation, by its
very nature, requires personal involvement.
Social Benefits: Knowing how to get along with people should be an educational objective. Whether from the standpoint of children learning to share toys or adults learning how to make decisions together as a body, in a program, or in a committee, the educator should include social and relational skills within his or her educational objectives.
Self-Realization Factor The educator must be concerned with the total development of the learner. Not only should he or she attempt to guide the learner in a knowledge of objective truth, he should also attempt to help the learner come to an awareness of himself; his place in society, and most of all his understanding of himself as part of the creation made in the image of God (anthropology).
Self-awareness: As one comes to grips with the biblical teaching of God, one becomes more aware of who man is and how he fits into the plan for mankind in creation. Self-awareness includes an awareness of one’s gifts, strengths, weaknesses, and skills. It comes through a realistic self-evaluation as one encounters life experiences.
Self-expression Some recreational activities (art, drama, literature, debate, puppetry, etc.) are excellent in helping the learner to acquire skills in self-expression.
Self-respect: A person gains self-respect when he finds an area he can excel in. Personal identity is often associated with the areas of a person’s mastery of achievement. Recreation, whether through sports, drama, literature, etc. gives the individual an opportunity for self-exploration.
Maximum Development: The interrelationship of truth requires that one who desires to reach maximum development in any area must have at least a general knowledge in most. No man can come close to knowing all things. At the same time, no one can be an expert in anything unless he understands how the one thing is related to other things.
Using recreation as an educational method helps the learner to break away from his characterizations of reality and allows him to view the world from a fresh perspective. The economist is not wrong in viewing the world in economic terms, nor the musician in harmonious, nor the artist in aesthetics, nor the scientist in analytical, but each would have a shallow perspective of reality if restricted only to one view of the world. Recreation allows one to leave his shell and reach for maximum development as one seeking God’s perspective of reality.
Educational Objectives and Recreation
The Christian Educator must recognize who man is (anthropology) and constantly guide the learner in constructive recreational experiences with educational objectives. Even games, which are generally considered positive, can become destructive if the educator ignores anthropological considerations. Richard Kraus, recognizes dangers when he writes:
Games have a great potential for achieving desirable personal or social values and outcomes, but this does not happen automatically. Children, or even adults, left to their own devices, may play a game teasingly or sadistically, or deliberately breaking the rules with short cuts and cheating. This simply reflects their previous experience of their concept of the purpose of game playing. Thus, it is important that the leader have a clear-cut set of purposes in mind.8
Although we may disagree with Kraus’ statement concerning the source of the participant’s inappropriate behavior, we should agree with his final statement that to avoid such behavior requires “that the leader have a clear-cut set of purposes in mind.” It is here that Christian leaders most often make mistakes in their use of recreation. Instead of determining the educational needs of the learner, developing objectives that will meet those needs, and then constructing a program of recreational experiences that will move toward those objectives, the leader often starts with a recreational experience. In effect, the unstated purpose of the activity is often to keep people stimulated and happy rather than guiding toward Christian maturity.
Types of Recreational Experiences and Their Educational Benefits
Games can be used to meet many of the educator’s objectives for the learner. Kraus suggests several general benefits, which are relevant for the Christian Educator
In terms of desired outcomes for participants, he (the leader) should include the following goals. Players should learn to: (a) take turns; (b) accept boundary limits (either in physical sense, or in terms of personal behavior); (c) accept and abide by the rules of the game willingly; (d) accept defeat or elimination in good spirit, although they should also learn to persevere and keep trying; (e) accept the decisions of others (team captain, group members, or leader); (f) learn new skills and improve existing skills; (g) improve their powers of observation and decision-making in situations that call for quick thinking (h) develop good sportsmanship and considerations for the rights of others, as well as of their feelings; (i) develop their own leadership abilities; and (j) develop the ability to cooperate effectively with others.9
These objectives don’t just happen. The educator must evaluate the specific educational needs of the learner and devise games that meet desired objectives. The learner may learn these principles and make the applications to life without full awareness that the process has occurred. The educator must not take this for granted, however, and should note teachable moments when principles in the game can be verbally or visually communicated to the learner.
Sports can have the same objectives as games. The advantage of sports, however, is the long-term commitment and responsibilities. Interpersonal relationships are more intense between players, and between players and their coaches. The principle of unity which is required in reaching long-term goals and the realization that worthy goals require a great deal of cooperative human effort make sports an excellent educational tool for the educator.
Camping has enormous potential. The natural curiosity of children is enhanced within the context of nature. For adults, camping offers an escape from the distractions of daily living. It gives the opportunity to concentrate on the essentials of life and specific concerns. The relaxing and new environment offers an excellent stimulus for enhancing new and old relationships. The camp environment can instill a sense of appreciation and awe toward God and His creation.
Besides the general benefits of camping, the educator can take advantage of the camp setting for achieving specific objectives for special groups. The following are but a few of the programs that can be developed in a camp setting:
Family enrichment
Marriage enrichment
Special purpose: handicapped, emotional, and behavioral problems
Children’s camp
Teen camp
Newly married
Singles (never married or divorced)
Special Interest: music, arts and crafts, science, dramatics, language,
Photography, sports (general or specific), etc.
The camp is not the recreational experience, but rather the setting that can enhance the experience. Goals must be developed within the parameters and limitations of the given environment and the participants involved.
Drama encourages insight. Whether the form is formal (with stage and costumes) or informal (dramatic readings, reenactments of scenes without costumes) both the performer and the observer can learn through drama. The educator can take advantage of several benefits drama offers:
1. Drama is geared to our age of sensation.
2. Drama’s essential value is that it makes ideas so concrete, facts so vivid, that the individual shares the experience of dramatic presentation and it becomes a significant part of his thinking and feeling.
3. Drama involves more people in the preparation and presentation of the service.
4. Drama adds human experience to the communication of truth.
5. Drama helps the individual to see and judge a situation objectively.
6. Drama can communicate truth while one’s guard is down.
7. Drama is communicated both visually and audibly. Retention is enhanced when both elements are present.
8. The stimulus of the participant for memorization.
9. The social skills developed while working in cooperation with others toward a common goal.
10. The recognition of the necessity of submitting to authority in the pursuit of the goal.
11. Communication skills such as voice projection, pitch, focus, posture, etc.10
Zoos and wildlife displays are an inexpensive and yet stimulating means of bringing nature to the learner. This environment is not limited to the study of the physical makeup and behavior of animals. Most zoos now use maps to show the location each animal came from, thus allowing the educator to use this stimulating environment for the study of geography. Art, photography, and even human behavior can be studied within this context. All ages can find satisfaction in this environment.
Museums are built with an educational intent. Museums usually take a specific theme and attempt to visualize the history of the theme. The Christian Educator must be aware of both the positive and negative aspects of a given museum. Many museums are built from an opposing world view than that of the Christian Educator. The educator must evaluate the museum’s perspective and determine if he can reach his objectives within the given context.11
There are many reasons for using arts and crafts in education. First, the medium (day, wood, metal, etc.) allows the learner to find out about the elements of God’s creation. Second, touch is used more than in most educational methodologies. The student learns about texture, weights, volume, space, etc., through the use of the hands. Third, he learns to use the eye, recognizing color combinations, shading, depth, proportion, etc.
There are other educational benefits derived from arts and crafts. Science and mathematics are employed in many forms of arts and crafts. In pottery, glazes require knowledge of chemistry in mixing compounds and knowing how they will respond to firing. The same is true for copper enameling. Welding, which is used in some sculpturing requires the knowledge of different types of rods and how they respond to alloys. The good woodworker has to be able to cut angles with mathematics precision. He also needs to know types and qualities of wood, paints, stains, etc. The painter or sculptor may have to do research on a particular subject (animal, human, and other). This may require a study of physiology, history, botany, or other intended subject. The educator must creatively pursue ways to employ each medium, always keeping the primary objectives in view.
The church has always been aware of the educational benefits of music. For centuries, biblical text and doctrine have been re-created in this medium. Some of the advantages of using music are as follows.
1. It is an accepted method by all ages.
2. It is an excellent media to aid in memorization. A catchy tune and lyrics may be repeated in the mind of the participant long after the song is finished verbally whereas, rote memorization is generally viewed with displeasure.
3. The communal element of congregational or group singing helps to unify the people in doctrine and purpose. This has strong community and social implications.
4. Music creates moods and helps control behavior.
5. Music can have therapeutic value.
6. Its aesthetic value can help in creating a learning environment.
7. It is an excellent tool for the learning of mathematics. Scales, notes, and rhythm can enhance math skills.
Specialized Clubs can be varied and deal with a multitude of interests. The Christian Educator should recognize interest groups and use their skills in a manner in which they can teach each other and the rest of the body of Christ.
Some specialized groups can include:
1. Audiovisual Club—Not only can they advance their skills by sharing their knowledge, but also the group can be a major contributor to the education of the church as a whole. Projects can be given to this group that will enhance their knowledge of the subject to be researched and, at the same time, advance the knowledge of the church by the method of communication they use to bring it before the congregation.
2. Literature Club—If the group is willing to read common material, discussions can be planned to share findings on certain contemporary and/or controversial issues. By interchange of thoughts and ideas, whether in agreement or not, the sharing experience will broaden each participant’s perspective on the book and the issue at hand.
Reading Clubs can also be of great benefit to the pastor and teachers in the body. They can find books and articles of significance in areas of critical concern that can help the pastor or teacher in preparation for teaching or preaching.
3. Other—Almost any topic can be used for a club. The following is a mere list of potential possibilities.
Historical Clubs—local history, wars (civil, revolutionary, WWI, WWII, or general), church (general, American, European, etc.), American, etc.
Arts and Crafts—general or specialized.
Sports & Games—chess, checkers, canoeing, camping, bicycling, scuba diving, tennis, etc.
Music—specialized (rhythm band, instrumental, etc) general.
Drama—specialized (formal, improvisation, pantomime, clown, etc.) or general.
A church is a dynamic organism that is either growing or dying. It can never be merely maintained. Clubs are one means of pulling people with common interest together for the personal growth of the individuals in the group and for the benefit of the body.
Although clubs can pull members’ interest away from the focus of Christ and the body, they don’t have to. With proper guidance, clubs can be made aware of how their particular interests and skills can be used to enhance the body and cause of Christ.12
Special events can be informal or formal, used for large or small groups, and can have a diversity of themes or topics. The advantages of special events are diverse depending on the nature of the event. Some general benefits include:
1. The process of preparation can be an effective educational experience for those planning and formulating the event. The social unity of working a task to its finish, the process of developing skills in the planning, the necessity of doing research for the topic or theme of the event can all be used to achieve educational objectives.
2. Clubs can be given an opportunity to demonstrate their skills and gifts and to minister to the body.
3. The event may have strong educational benefits for the participant. Either the theme of the event or the manner in which the body participates in the event may meet educational objectives.
The following list, though not comprehensive, can give the educator insight into the potential of special events.
Performances—Sports Tournament, Drama Tournament, Talent/Variety Shows, Band Conceit, Theater Production, Play, Debate, Puppet Show, Barbershop Quartet, Musical, Olympics/Decathlon, Sandcastle Contest, Spelling Bee, Car Rally, Baking Contest, Model Boat, Regatta, Pinewood Derby, Soap Box Derby, Flower Arranging Contest Sports Day, Roundup, Rodeo, Film Festival, Recital, Fence Art Contest, Sidewalk Chalk art.
Amusements—Treasure Hunt, Community Sing, Dress-up-Day, Scavenger Hunt, Hobo Day, Penny Hunt, White Elephant Exchange
Social Occasions—House Parties, Social Dances, Dinner Parties, Tea, Circus, Country Fair, Anniversaries, Birthday Parties, Reunions, Award Nights, Banquets, Commencements, Family Night, Christmas Party, Fourth of July Picnic, Arbor Day, Coronations, Graduations, Movie Nights
Exhibits—Doll Show, Crafts Show, Art Show, Hobby Show, Pet Show, Science Fair, Flower Show
Instructional—Workshops, Clinics, Symposia, Demonstrations, Lectures, Forums, Conventions, Conferences
Excursions—Hikes, Trips, Tours, Outings, Trail Rides, Hay Rides, Picnics
The Christian Educator must be aware of the shortcomings of events. Because of the demands in preparation of special events, it is wise not to use events in excess. It is better to do a few exceptional events that are in alignment with educational objectives than to run many poorly organized events.
Conclusion
Recreation offers a vast arena of educational opportunities for the Christian Educator. The advantage of recreation as an educational tool is the “enjoyment and satisfaction” that the learner gains in the recreational experience. Recreation is never to be viewed as an end in itself.
The Christian Educator should have a wholistic view of life and realize that education is not limited to the classroom but is best received within the context of life experiences.
Recreation has value to the Christian Educator in several areas. It is a motivational tool that aids the educator in pulling the learner into a specific area of learning. It emphasizes the hands-on approach. Recreation can offer social benefits that can aid in developing the learner for his society. It also gives the learner a sense of self-realization.
Recreation as an educational tool becomes ineffective when the educator places more emphasis on programs than on people. Programs are meant to serve, not to rule, the people. Along this line, Kennon Callahan writes:
In this country, the preoccupation of local congregations with programs and activities is deplorable. People win people to Christ; programs do not. People discover people in significant relational groups, not in a merry-go-round of programs and activities.
Some churches become so involved in sponsoring a vast array of programs and activities that they lose sight of the people those programs and activities allegedly serve. Professional staff become preoccupied with advancing their own territory—the programs and activities related to their arena of responsibilities—and lose sight of people they started out to serve.13
The Christian Educator must constantly be aware of this danger and evaluate all programs regularly. He must use caution not to use the recreational experience in a manner that manipulates people, hinders their development, or takes the focus off the central focus of the church, Jesus Christ.
The educator must always safeguard against these dangers, but he must also recognize the great potential that the recreational experience can have in the educational process.
Endnotes
1. Richard Car1son, Recreation in American Life, 2nd edition (Belmont, CA Wadsworth Pub. Co., 1972), pp. 29-33.
2. Ibid. p. 154.
3 Many churches such as the First Baptist Church of Dallas,Texas and the First Baptist Church of Tallahassee, F1orida have elaborate recreational facilities including basketball courts, weight rooms (nautilu3 equipment), and even bowling lanes and a skating rink.
4. Werner C. Graendorf "The Challenge of Biblical Christian Education,” Introduction to Biblical Christian Education (Chicago: Moody Press, 1981), p.l6
5. Virginia Frye, Therapeutic Recreation Its Theory, Philosophy, and Practice (Harrisburg, PA: Stackpole Books. 1972), p.4.
6. Lawrence P. Jacks Education Through Recreation (New York: Harper and Row, Inc., 1932), pp. 1-2.
7. Frye, p. 40.
8. Richard Kraus, Recreation Today: Program Planning and Leadership (New York: Meredith Pub. Co., 1966), p. 73.
9. Ibid. pp. 73-74.
10. From class notes in ‘Teaching Process” by Howard Hendricks and Michael Lawson at Dallas Theological Seminary.
11. When teaching a class in creation vs. evolution to eighth-graders, this educator intentionally took the students to a local museum that taught forensic science from an evolutionary perspective. The students were instructed to ask any question they desired of their guide but to show him a high degree of courtesy and respect with out being argumentative. The guide expressed his surprise the depth of the questions these youth asked and the curiosity they displayed. Most of the students stated upon their return to the school that they were more convinced of the Creationist’s position than before the field trip. Several things this approach accomplishes are. (a) The students recognize that the educator is convinced that the facts support his beliefs and that he is not afraid of truth shaking his beliefs; (b) The students get the opposing views from someone who really believes those views—it is likely to be misrepresented (c) It can stimulate both the Learner and the educator to more questions and further investigation.
12. For instance, anglers (fishermen) would normally use whatever opportunity they can find to go fishing. This may involve an occasional weekend. A wise educator sees the potential of bringing skilled anglers together to discuss creative ways of attracting other anglers (a generally unchurched group) to Christ.
13~ Kennon L. Callahan, Twelve Keys to an Effective Church (San Francisco: Harper and Row, 1988). p. 39.