statement of faith

We believe The Academy is helping shape our Pre-K daughter to be more like Christ in the way that she interacts with others. Kristin Von Felt, parent

The Academy is a school committed to the historic Christian faith - a faith that affirms that God is a Trinity of three persons: Father, Son, and Holy Spirit. This faith informs all of what we teach and do. The ability to learn about God's creation, and to delight in such learning, is among the greatest blessings God has bestowed on us. Our goal is to train students to view learning in this way.




NICENE CREED
The Academy finds its unity in the beliefs articulated in the Nicene Creed. This rule of faith, concerning the doctrine of the Trinity, is an ancient confession common to all historic Christian traditions. The creed is translated as follows:


We believe in one God, the Father Almighty, Maker of heaven and earth, of all things visible and invisible. And in one Lord Jesus Christ, the only-begotten Son of God, begotten of his Father before all worlds, God of God, Light of Light, very God of very God, begotten, not made, being of one substance with the Father, by whom all things were made; who for us and for our salvation came down from heaven, and was incarnate by the Holy Spirit of the virgin Mary, and was made man; and was crucified also for us under Pontius Pilate; he suffered and was buried; and the third day he rose again according to the Scriptures, and ascended into heaven, and is seated at the right hand of the Father; and he shall come again, with glory, to judge both the living and the dead; whose kingdom shall have no end.

And we believe in the Holy Spirit, the Lord and giver of life, who proceeds from the Father and the Son; who with the Father and the Son together is worshiped and glorified; who spoke by the prophets; and we believe in one holy catholic and apostolic church; we acknowledge one baptism for the remission of sins; and we look for the resurrection of the dead, and the life of the world to come. Amen.

creation, Fall, Redemption, Consummation

In addition to the teachings concerning the Holy Trinity, creation, the incarnation, virgin birth, and bodily resurrection of our Lord Jesus Christ confessed in the above creed, we also affirm those truths believed by Christians throughout time. Among these, we mention specifically the following:

The Bible tells one unfolding story of Creation, Fall, Redemption, and Consummation in which Jesus is the central figure (Genesis 1-2; Luke 24:27; Revelation 21-22). This biblical story of Creation (where we come from and who we are), Fall (what went wrong with the world), Redemption (what God is doing in Christ and His people to fix the world), and Consummation (the end of history and the restoration of the whole of God’s creation) encompasses all of reality. It begins with the creation of all things and ends with the renewal of all things. This suggests that creation is good and part of God’s redemptive plan in Christ (Rom. 8:19-22). There is no sacred versus secular distinction; all things are essentially religious.

There is no salvation apart from this Jesus, who said, "I am the way, the truth, and the life. No one comes to the Father except through me" (John 14:6). At God’s initiative, Christ alone secured salvation for believers by his substitutionary atonement on the cross and by his righteous life imputed to them (cf. 2 Cor. 5:21; Gal. 3:13; 1 Peter 2:24). God accepts us as righteous, not because of anything we do, but only by grace through faith alone.

The 39 books of the Old Testament and the 27 books of the New Testament comprise God’s written Word, the Bible. They are free from error in the original text and are completely trustworthy. We submit to their authority, acknowledging them to be inspired by God and carrying the full weight of His authority.


The statement of faith does not exhaust the extent of our beliefs. The Bible itself, as the inspired and infallible Word of God that speaks with final authority concerning truth, morality, and the proper conduct of mankind, is the sole and final source of all that we believe. For purposes of The Academy's faith, doctrine, practice, policy, and discipline, the executive team and board of directors in concert with the historic teachings of the Church are The Academy's final interpretive authority on the Bible's meaning and application.

On Being Transdenominational

As an educational institution, The Academy is transdenominational. That is to say, we are not a part of, nor do we represent, any one particular church or denomination. We seek to provide an environment where children can celebrate the commonalities of the Christian faith, as well as provide a place where we - students, staff, and parents - can learn from each other. This is not to downplay the role of individual churches in the education of children. To the contrary, a child’s involvement in his or her congregation, and a congregation’s involvement in the child’s life, is vital to his or her educational success.

Whereas differences with respect to belief and practice do exist among Christians, we believe that beliefs specific to particular Christian denominations are most appropriately taught in the homes and the churches of students. When diverging beliefs and practices are appropriately discussed in the course of usual academic study, our teachers do not promote the views of any one tradition over another. Our teachers aim to cultivate among our students an understanding and appreciation of both the variations within and the fundamental unity of the Christian faith rooted in the beliefs stated above.

Practically speaking, since we want students to develop a fully-orbed Christian worldview, one that celebrates their own denominational viewpoints and values and engages winsomely and graciously with other viewpoints, both Christian and secular, our transdenominational identity has outworkings in the following areas:

For history (and government and economics), we want students to develop an appreciation of the past as story, as God's story, but we don't want to impose a particular denominational view of specific events, periods, epochs, or trends. American History (and more broadly, World History) is taught as narrative, as story; students are encouraged to discuss the events, the people, and seek to develop a Christian understanding, but again with diversity present (and desired) within the classroom. There isn't a Christian view of American History but instead a variety of views, all with biblical support, reasoning, and conviction.

The same holds true for a view of government. Christians are called to love and submit to their governing authorities; these are non-negotiables per Romans 13. We desire our students to love their country and appreciate the freedoms guaranteed them; however, we don't impose a particular view of how to do this. Students may be staunch strict constructionists or more living document citizens; they may see the Constitution as setting forth the best form of government or envision another. A transdenominational view makes room for this.

Science is impacted here as well. We are dogmatic about what the Bible is dogmatic about: God created the world; there were a literal Adam and Eve, etc. However, was Creation six literal days, or can one adopt an old-earth viewpoint, or is it possible to even have some sort of theistic evolution perspective? Discussions on all of these are allowed in the classroom, but an atheistic evolution is obviously not a Christian viewpoint, nor one that we would accept.

Students are taught about evolution as a theory and how to interact with it on both biblical and scientific terms. We don't want our science classes to become ones focused on that issue alone; instead, it is briefly addressed as a philosophy of science, while the focus of our class is on the particular subject and, most significantly, developing an appreciation for science as truth-seeking within God's world.

Many of the primary sources students study, especially in Dialectic and Rhetoric, are “secular” for the same reasons enumerated above.  Students will read the works of literary and historical significance in their historical, social, and cultural contexts. They will interact with the narratives, ideas, and worldviews, debate in classroom community and under guidance of their teachers, training their affections to discern the truly good and beautiful (as well as their opposites) and aspire to the same.