Abstract
Educators throughout the world are deeply concerned about what ChatGPT means for education. I argue that Christian educators must avoid extreme reactions and fulfill three key roles to remain focused on students’ holistic formation: (1) casting a moral vision of truthfulness; (2) evaluating curricula, syllabi, and formal assessments while also creating a secure and explorative learning environment to learn about ChatGPT; and (3) exercising their authority through accountability measures and by paradoxically surrendering that same authority to foster dialogue. These three roles reflect the threefold office of Christ as a prophet, priest, and king and are explored using this Reformed motif.
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