Education Forms Character

So, education, which is wholly dependent on the truths of scripture, has power not only to impart wisdom but also to assist in the transformation of the Spirit-filled learner into a doer of righteousness. We can note how Jesus rebuked the Pharisees, who possessed vast knowledge and often taught accurately, yet failed to practice what they preached (Matthew 23:1–3). The King highlights that genuine education culminates in character formation rather than mere accumulation of information. This principle is applicable across disciplines, whether those in medicine, the humanities, science and technology or beyond, where scriptural foundations guide ethical application.   

At its foundation, excellence in higher education is facilitated by a godly instructor—as a specialist in one of the many fields of human knowledge—who must not only deliver knowledge in manageable and memorable packages to learners, but also offer explicit moral instruction about how this knowledge may be beneficially employed for the individual and society. At the same time, the expert instructor is to offer himself as a role model to be followed. Biblical exemplars abound: Elisha emulated Elijah, adopting his mentor’s character by caring for widows and their children, while also boldly speaking truth to wayward power (1 Kings 17; 2 Kings 4 and 8). Joshua mirrored Moses, unswervingly obeying the Lord’s instructions to lead and benefit the entire nation, as they came into their destiny. Peter, transformed through following Jesus and his being filled with the Holy Spirit, came to embody his King’s likeness by teaching boldly, healing the sick, and resiliently facing opposition, kangaroo courts, incarceration, and even death.   

Scripture also explicitly insists that actions must align with learning. John the Baptist implored those accepting his teaching to bear fruit in keeping with repentance (Luke 3:8). Paul in his letter to Titus emphasized that sound doctrine leads to virtuous deeds, urging believers to devote themselves to doing what is good (Titus 3:8). Paul prays elsewhere (Colossians 1:9–10) for filling with the knowledge of God’s will in order to live worthily, resulting in fruitful character growth. Peter reinforces this link between knowledge and godly living (2 Peter 1:3–8), declaring that God’s divine power grants believers everything needed for a godly life through personal knowledge of Him, nevertheless exhorting believers to add to their faith, also knowledge and qualities such as self-control, perseverance, godliness.   

To ensure this character formation, each university department should integrate explicit ethical instruction, rooted in biblical truth, into their curricula, aligning academic pursuit with moral responsibility. For example, anthropology students, learning about diverse cultures, should be taught to grieve for the suffering of many indigenous peoples worldwide, often abandoned to spiritual darkness through demon worship, and to seek their restoration through compassionate engagement grounded in biblical love and truth (Psalm 82:3–4; Isaiah 58:6–7). Similarly, medical professionals must be trained to value the life of humans, reflecting Genesis 1:27 and Psalm 139:13–14, by preserving life rather than endorsing practices that kill, mutilate or obfuscate God-given gender. Every discipline—such as engineering, literature, economics, performing arts—should weave scriptural ethics into its teaching, ensuring that knowledge fosters humility, societal benefit, righteousness, justice, mercy and the knowledge of the Lord (Micah 6:8; Jeremiah 9:24), shaping undergraduate students and graduates who not only excel in their fields but also reflect godly character in their lives.