This essay was originally published in Christian Scholar’s Review on Nov. 11, 2025.
In my class on disabilities, I recently experienced one of those sacred moments when I could see how Christ animates learning — not through curriculum or lesson structure, but through the hearts of students. From the very first day, I sensed something different about this group. Their responses, their willingness to listen, and their genuine care for one another reflected a spirit that could only be described as a Christ-centered community in motion.
As we began discussing complex and often emotional topics — disability, inclusion, and human worth —students didn’t simply engage academically. They leaned in with compassion. One student shared, “When I think about how Jesus interacted with people who were marginalized or overlooked, it changes how I see my role as a future teacher.” That statement sparked a conversation that moved us all. I watched as heads nodded, eyes welled with tears, and peers encouraged each other with warmth and respect. It was more than dialogue — it was discipleship through learning.
Each week since, this class has continued to build upon that foundation of grace. The students have modeled what it means to bear one another’s burdens (Galatians 6:2) through open conversation, thoughtful reflection, and genuine curiosity about how faith shapes inclusive practice. They’ve begun to recognize that teaching students with disabilities is not merely a professional responsibility but a spiritual calling rooted in the belief that every person reflects the imago Dei — the image of God.
That day, as I listened to them interact, I realized something profound: God is doing remarkable work in our students. Christ was present in their laughter, in their respectful disagreement, and in the quiet moments when someone’s story brought the room to stillness. As Parker Palmer writes, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” I would add that Christ-animated teaching comes from allowing God’s Spirit to move freely in the classroom — shaping not only minds, but hearts.
This realization has deepened my own teaching practice in ways I didn’t anticipate. I’m learning that my role is not just to guide discussion or deliver content, but to cultivate a sacred space where Christ’s love can take root and grow among us — where students feel seen, valued, and empowered to bring their whole selves into the learning process. Teaching has become less about control and more about cultivation — nurturing the soil of curiosity, empathy, and faith in each student.
My relationships with students are being transformed by that awareness. I find myself slowing down, listening more deeply, and creating room for grace to enter our conversations. I’m reminded daily that God is not only at work through me but within me — shaping my heart just as He shapes theirs. I see more clearly now that teaching is an act of faith, one that invites both teacher and student into God’s ongoing story of redemption and renewal. In those moments when students encourage one another, when understanding replaces judgment, or when joy unexpectedly fills the room, I’m reminded that Christ’s presence is what truly makes education transformative.
In that moment, I felt a holy reminder: when Christ animates learning, the classroom becomes more than a place of knowledge — it becomes a place of grace, transformation, and belonging.
Dr. Krystle Jalalian-Chursky is Associate Professor of Curriculum and Instruction/Special Education and Director of Undergraduate Teacher Education at Seattle Pacific University.
