Global Expansion of Adventist Education:

Adventism originated in the mid-19th century from the teachings of William Miller, who predicted that Christ would return to earth in 1844. Although this date passed without the predicted event occurring, the movement continued and eventually developed into a number of denominations, the largest of which is the Seventh-day Adventist Church.¹ In the 160 years since it was organized, the Adventist Church has grown into a global community organized into 13 divisions, two missions, and one field worldwide.² Its strong commitment to education is primarily expressed through its extensive network of schools and universities.³

The story of Seventh-day Adventist education also began in the mid-19th century, initially as scattered, unofficial one-room schools.⁴ The first documented church school was established in Buck’s Bridge, New York, with Martha Byington, the daughter of future General Conference President John Byington, serving as the first teacher.⁵

James and Ellen White, the co-founders of the Seventh-day Adventist Church, played a crucial and active role in establishing schools and laying the philosophical foundation for Adventist education.⁶ They believed in education as a path to spiritual and intellectual growth, and encouraged a curriculum that included the standard subjects: sciences, mastery of the English language and foreign languages to prepare missionaries (now intercultural workers), and a solid grounding in biblical truth for various forms of ministry.⁷ In a series of articles written in the 1870s titled “Proper Education,”⁸ Ellen White further emphasized the importance of wholistic education that encompassed mental, physical, social, and spiritual well-being.⁹

Except for some early missionaries’ experiences, Adventist education has maintained a close connection to the church, as evidenced by the historical pattern of schools being established wherever the denomination’s missionaries were sent. The decision to create educational institutions in connection with the work of evangelism, health, and publishing reflects the belief that nurturing individuals in all aspects of life is essential for fulfilling the church’s mission and emphasizes the commitment to providing individuals with academic knowledge, values, and principles that align with Adventist teachings.¹⁰

One distinctive aspect of Adventist education’s expansion lies in its adaptability to diverse cultural contexts, a testament to the pioneering spirit of the missionaries involved. Although challenges existed, many early Adventist missionaries willingly immersed themselves in new environments and engaged with unfamiliar cultures. This openness and sensitivity enabled them to navigate cultural nuances and strive toward fostering inclusivity and acceptance within their communities. Moreover, their commitment to spreading the Good News of the gospel served as a unifying force, helping them learn how to navigate cultural barriers and foster mutual understanding and respect, a testimony of divine intervention in the growth and sustainability of Adventist education.

Adventist Educational Expansion to 1915

In his two articles titled “Timeline for Seventh-day Adventist Education,” (see https://files.circle.adventistlearningcommunity.com/files/jae/en/jae201578010408.pdf) Greenleaf ¹¹ provided a historical overview of the expansion of Adventist education. For example, the first Adventist school outside North America and the first in Europe was established in 1883 in Dronninglund, Denmark. The Adventist Review and Sabbath Herald reported in 1889 that more than 30 students attended the first-known Adventist school in the Pacific Islands, on Pitcairn Island. Schools were opened in Melbourne, Australia; and Kenilworth, Cape Town, South Africa, in 1892. The following year, the church school in Buenos Aires, Argentina, became the first operated by the church in South America.

Additionally, a school was opened in French Polynesia to serve the native South Pacific islanders. In 1894, the first school opened in Gaspar Alto, Santa Catarina, Brazil; and kindergarten and elementary schools were established in Guadalajara, Mexico; and the Bay Islands, Honduras.¹² The expansion of Adventist education continued in 1896 with the establishment of a school for Hindu girls in India. That same year, the first Adventist nursing school outside North America was founded at Institute Sanitaire in Basel, Switzerland. In 1897, the Avondale School for Christian Workers (now Avondale University) was established in Cooranbong, New South Wales, Australia.¹³

The first Adventist school in Asia opened in Tokyo, Japan; and in 1903, the first school in Hong Kong, China, was established. This was followed by a school in mainland China and the Buresala Training School (now Fulton College) in Ovalau, Fiji. In 1907, the Korean School for Boys (now Sahmyook University in Seoul) opened in Soonan. In 1911, Adventist education entered the Middle East by establishing its first school in Hamadan, Iran. The South Indian Training School (now known as Spicer Adventist University) was inaugurated in 1915, followed by the Philippine Seventh-day Adventist Academy (now called Adventist University of the Philippines) in 1917, located in Pasay (now in Silang, Cavite).¹⁴ The above are just a few examples of Adventist education’s growth.

Adventist Educational Expansion to 2022

By the end of 2023, the most recent statistics available, the Adventist educational system had grown significantly to include 7,197 primary schools, 3,007 secondary schools, 118 tertiary institutions, and 42 worker training programs for a total of 10,365 schools. Of this number, seven are medical schools. Worldwide, 120,485 teachers seek to meet the needs of 2,330,305 students.¹⁵ These institutions, while offering various government-required study programs, maintain their distinctive biblical emphasis based on Adventist theological foundations and educational priorities. Central to the curriculum is integrating faith and learning into all academic disciplines. Emphasis is given to wholistic development of the mental, physical, social, and spiritual as well as incorporating the teachings of the Seventh-day Adventist Church into daily living. Emphasis is given to teaching care, love, and respect for all human beings, regardless of culture, in keeping with Christ’s command to love as God loves (John 13:34-35). This intentional approach to education makes Adventist education a truly multicultural experience in many parts of the world, as students from diverse backgrounds come together to learn and grow.

Adventist education continues to spread across the 13 divisions, two missions, and one field. For many decades, quinquennial reports published in The Journal of Adventist Education have shared stories of progress and increased efforts to meet the growing demands. Division directors of education report on experiences that helped lead children and young adults attending Adventist schools and even faculty of other religions to a personal relationship with Jesus Christ.¹⁶

A trend that has emerged in an increasingly secular society is that parents from other denominations and secular families are attracted to the unashamedly Christian values, impressive academic opportunities, and value-added offerings such as music, outdoor education, and service opportunities offered by Adventist schools.¹⁷ Educators and educational leaders, elementary through tertiary, promote spiritual growth and service, engage in prayer and Bible study with students, and plan Sabbath worship services and small-group discipleship programs designed to meet the needs of students from diverse cultural backgrounds.¹⁸ As a result, over the past decades, thousands of students have made the decision to follow Jesus and be baptized, with 40,2004 students being baptized in 2022.¹⁹

Challenges Facing Adventist Education

Yet, despite the success stories, Adventist education faces a number of challenges. Some of these challenges include emphasizing spiritual development in all educational content (integrating faith and learning), implementing practical and research-based training for educators to enhance classroom engagement and improve learning outcomes, and expanding the use of technology in education, such as using collaborative platforms and digital resources.²⁰ Adventist educational leaders must also navigate the educational needs of schools in regions with diverse languages and cultures while focusing on improving educational quality and access and meeting stringent government regulations.²¹ Adventist education prepares students for service and leadership roles within and outside the church²²; however, this task is more difficult given the small Adventist populations in some parts of the world. Other factors, such as cultural diversity, multiple language groups, and declining birth rates, also affect potential school enrollments in some territories. The increasing competition with other institutions and the availability of free or subsidized state education makes private Adventist education inaccessible for many.²³

Additional challenges include finding financial resources to support and expand educational facilities²⁴; school closures due to financial insecurity²⁵; and teacher shortages and difficulties in recruiting enough Adventist teachers, particularly in specialized fields of study and evangelism.²⁶

During the church’s April 2024 Spring Meetings, General Conference President Ted N. C. Wilson discussed pressing issues within the Adventist community, specifically among pastors and educators.²⁷ These issues include the increasing influence of theological disunity, adoption of worldviews that contain secular or non-biblical ideas, and perspectives that contradict the church’s foundational beliefs and prophetic teachings, which dilute the church’s mission and contest its fundamental beliefs.

The challenges presented can be classified into two main categories: philosophical foundations and education sustainability. The philosophical-foundation category encompasses the ways that faith is integrated into every aspect of the curriculum in order to form a foundation for educational policies and practices. Education sustainability includes pedagogical effectiveness, technological adoption, institutional sustainability, and cultural and linguistic diversity. It focuses on meeting the evolving and practical needs within the educational environment in the face of rapid societal and technological changes. While both categories are crucial for the wholistic development of educational systems, the philosophical foundation category is fundamental. It not only shapes the core values and beliefs that guide educational institutions but also ensures that educational practices are grounded in and aligned with the Adventist philosophy of education and the church’s fundamental beliefs.

Philosophical Challenges

Seventh-day Adventist education is built on the principle that God is love. It takes a Christ-centered approach and recognizes the Bible as the source of God’s truth and its principles as foundational to nurturing faith and whole-person development. Adventist education seeks to educate individuals academically and spiritually to serve in this world as they prepare for eternal service in the world to come. Ultimately, it seeks to lead individuals to accept God’s grace and, through the working of the Holy Spirit, adopt the character of Jesus Christ. These principles are core to the Adventist education philosophy and identity.²⁸

Educational leaders of Adventist schools and institutions may encounter challenges to these deeply held philosophical principles and beliefs when students of other faith traditions enroll in our schools. An example of this comes from Perry Glanzer’s article titled “A Major Threat to Christ-animated Learning: Confusion About Hospitality to Non-Christians at Christian Universities,”²⁹ which explores the tension between maintaining a Christian identity while accommodating non-Christian students within Christian universities. The author alleges that schools minimize Christian symbols in order to be more inclusive and portrays this perceived compromise as a misguided attempt to avoid offending non-Christian students and visitors. Using biblical examples, Glanzer supports his claim that genuine hospitality includes welcoming diverse students and maintaining religious practices without compromise. The article advocates for a clear exposition of Christian values and perspectives in teaching to ensure that all students, regardless of their faith (or lack thereof), understand the religious underpinnings of their education.

Glanzer concludes by noting that non-Christian students often appreciate the genuine religious atmosphere of Christian campuses. Concerns about alienating these students may be more rooted in faculty apprehensions than in the students’ actual experiences. He challenges educators and educational leaders at Christian institutions to evaluate how their educational practices align with their foundational principles, arguing that genuine hospitality and education should not compromise religious identity.³⁰

The Seventh-day Adventist educational system was established with a clear purpose: “It is God-centered and Bible-based, service-oriented and Kingdom-directed. It is radically different from secular approaches that strike God from the equation, whether through a traditional or contemporary philosophy of education.”³¹ Thus, compromising on these theological foundations in the name of inclusivity or hospitality would undermine the essence of Adventist education.

Sustainability Challenges

Adventist education’s rich history is rooted in mission-driven expansion. Its schools have played a vital role in spreading the gospel and equipping individuals to serve God and humanity. Remaining faithful to biblical truth and Adventist doctrines has historically fueled the growth and effectiveness of Adventist educational outreach. Therefore, maintaining this faithfulness is not just about preserving tradition but is also essential for fulfilling denominational educational and evangelistic mission.

Adventist education has experienced various stages of innovation, growing from humble beginnings to a global presence. Its thriving and growth can be attributed to divine intervention. God worked through dedicated and Spirit-led believers whose pioneering determination inspired the Adventist community. These missionaries and administrators were known for their unwavering focus on their mission, complete trust in God as their provider and sustainer, and resourceful use of limited resources.³² Their efforts were driven by a sense of urgency based on their belief in Jesus’ imminent return, which caused them to place the preparation for eternal life above all else. This commitment emphasized their dedication to spiritual education and their unwavering faith in God’s guidance for the future.³³

Present-day Adventists must find ways to apply principles of action-oriented mission, resourcefulness, and spiritual urgency to address contemporary challenges. The legacy of faith and dedication should serve as the driving force behind Adventist education.³⁴

Adventist Education: Looking to the Future

Adventist education will encounter challenges as it expands and grows in an increasingly interconnected world. Thus, it is essential to consider the following three principles:

1. Trust in God

Adventist educators and educational administrators must place unwavering trust in God: “But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you” (Matthew 6:33, KJV). By prioritizing spiritual commitment and seeking divine guidance, we demonstrate trust in divine providence to supply financial and human resources and other necessities. This approach also reassures students, parents, and the global community of the institution’s commitment to a faith-based foundation. Trust in God is an anchor for the educational process, establishing a solid and moral framework that encourages a global community of resilient learners prepared to face complex, modern challenges.³⁵

2. Commitment to the Adventist Philosophy of Education

Within our institutions, a firm commitment must be made to fortify Adventist philosophy throughout the curriculum. This commitment entails actively searching for Spirit-led educators and leaders who exemplify these principles and can inspire others through their actions—nurturing students through building strong relationships, providing opportunities for prayer and spiritual growth, and intentionally using best practices in integrating faith into the curriculum³⁶ In addition to commitment from educators and educational leaders in schools, colleges, and universities, commitment to the Adventist philosophy of education must be made by the entities that support Adventist education: the home, local church, conferences, unions, and the world church. These entities, working together, can ensure that students excel academically and develop a solid moral foundation through comprehensive educational and leadership programs from elementary through tertiary levels.

3. Collaboration

Collaboration with sister institutions is foundational to institutional survival. The 13 divisions of the global Adventist Church can play a significant role in facilitating the exchange of resources, sharing best practices, and promoting cultural exchanges. Such partnerships promote unity and strengthen the collective identity among diverse populations. By working together, Adventist educators, educational administrators, and schools can maximize its impact, expand its influence, and effectively fulfill its mission in an interconnected world. Collaboration is crucial in today’s educational landscape because it allows resources, expertise, and teaching strategies to be shared, ultimately improving the quality of education.³⁷

The strong and growing global network of the Adventist educational system must be strengthened and more broadly utilized, rather than being limited to specific geographic areas. Operating independently can hinder the development of a cohesive structure for Adventist education, leading to duplicated efforts, inconsistent quality, and a lack of innovation, all of which diminish its appeal and its effectiveness. Furthermore, if each institution maintains a localized focus, this will likely limit its ability to address broader challenges and take advantage of global trends. Strategic realignment is necessary to optimize Adventist education and effectively prepare for the future.

Conclusion

Adventist education has demonstrated resilience and adaptability. It has expanded globally while successfully integrating the values and principles of the church into international curricula. This growth is a testament to its ability to foster academic and spiritual development, but also demonstrates the need for commitment to ensuring that the educational philosophy of Adventist education aligns closely with the church’s mission, emphasizing a wholistic approach to nurturing students and achieving evangelistic goals. Schools must be established in areas where they can function as centers for learning and spiritual growth. This allows for the integration of educational rigor with religious faith.

Historically, the ability of the Adventist education system to adapt to different cultural settings while maintaining its core mission has proved its inclusivity and relevance. As a result, it attracts individuals from diverse cultural and religious backgrounds. As Ellen White once stated, “We have nothing to fear for the future, except as we shall forget the way the Lord has led us and His teachings in our past history.”³⁸

Oktavian Mantiri

Oktavian Mantiri, PhD, is Associate Professor of Education at Burman University in Lacombe, Alberta, Canada, where he teaches educational courses in the School of Education. Prior to joining the faculty at Burman University, he was a professor at Klabat University in Sulawesi Utara, Indonesia; and at Asia-Pacific International University in Saraburi, Thailand. He holds a Bachelor’s degree in education from the Klabat University; a Master’s in education from the University of Sydney, Australia; and a PhD from the University of Newcastle in New South Wales, Australia. Dr. Mantiri’s areas of research interest include curriculum and instruction, teacher training, and linguistics. He can be reached at [email protected]

This article has been peer reviewed.