Online Store Button
General Education
Apply Now
Latest News
McPherson, Kansas - The Central Christian College of Kansas Phi Beta Lambda (PBL) busine..

Gardner, KS – The governing body appointed James Belcher as chief of the Gardner P..

Students pursuing an online Bachelor of Science - Health & Human Services degree with Centra..

Meghan W/ Quote

General Education

In its totality, the design of the educational program at Central Christian College provides both Specialized Knowledge and Integrative Knowledge. The development of Specialized Knowledge is largely the role of the specific major or emphasis, realized through departmental or program level learning outcomes. Integrative Knowledge, while not necessarily the lone task of general education, is the primary focus of the general education core. It recognizes the significance of exclusive subjects while at the same time stressing the imperative of educating students with the tools needed to recognize the interconnectedness of ideas and perspectives. The ultimate goal of this is to equip students with the necessary tools to synthesize what may seem to be disparate elements of knowledge in order to develop informed and effective responses to life experiences.

Recognizing that the assumed responsibility of any general education program is to provide a basic exploration of the collective insights of humanity, the general education program at Central Christian College of Kansas relies on a classical curricular approach represented by the Trivium. This system of learning recognizes a scaffolded approach, beginning with the mastery of language and culminating in the pursuit of theological reasoning. This structure, which includes a contemporary interpretation of the Quadrivium (Liberal Studies), ensures that the general education core:

  • Prepares students with the skills necessary for scholarly reading, investigation, writing, and discourse.
  • Provides a common body of knowledge concerning the fundamental academic insights of the ages.
  • Nurtures an appreciation for theological and philosophical reflection.
  • In addition to this classical system of education, the faculty of the College acknowledges their responsibility to support the overriding mission of the College, which is to provide a Christ-Centered Education for Character. Therefore, the design of the general education core provides learning experiences and foundational knowledge in support of the missional outcomes of the institution, articulated by the Strategic Plan. This has been achieved by structuring the General Education Core upon four aptitudes that both align with a liberal arts approach and embodies the mission, as represented by the Fit Four. These learning experiences focus on:

    • Reason (Quantitative and Analytical Literacy  [Natural Sciences] – Fit Mind)
    • Relationships (Civic, and Social Literacy [Social Sciences]– Fit Heart)
    • Readiness (Health and Vocational Literacy [Humanities]– Fit Body)
    • Reflection (Philosophical and Ethical Literacy [Philosophy]– Fit Soul)

    Embedded in the general education core is a fifth aptitude. It is universal to the Fit-Four, since character void of communicative skill is self-serving and does not fulfill the primary call to serve as ambassadors. The fifth aptitude exists in the linguistic trivium, housed in the Foundational Skills level of the general education framework (Table 1.1). In alignment with the other four aptitudes, the description for the fifth aptitude is as follows:

    • Rhetoric (Communicative and Information Literacy [Language])

    Exposure to these aptitudes provides a compendium of knowledge providing a common language through which to engage scholarly discovery and exploration. The learning experiences offered through the general education experiences provide the opportunity to gain specific knowledge (assessed at the course level) as well as integrative knowledge as they discover the interconnectedness of ideas, perspectives, and knowledge.

    Understanding that these aptitudes provide a compendium of knowledge to serve as a basis for exploration, it is also the design of the General Education program to provide specific learning outcomes that are woven throughout all learning experiences and transcend any particular dimension. These learning outcomes are a strategic element of all courses associated with the General Education program and are linked with the strategic outcomes of the College (the Fit Four), which are linked to the mission to provide a Christ-centered Education for Character.

    These aptitudes, as they pertain to the General Education Core, reflect the contribution to the Fit-Four and should not be interpreted as the sole influences on those outcomes. The assessment tools used to evaluate the outcomes associated with the mission recognize the partnership between academics and the co-curricular program of the College.

    General Education Framework








    First Year Seminar

    Studies in Grammar & Vocabulary

    College Writing and

    Principles of


    Fit Mind



    Fit Heart



    Fit Body



    Fit Soul













    Rationally Competent



    Socially Responsible



    Professionally Astute



    Spiritually Responsive


    Biblical Literature Course

    Professional Portfolio, Senior Portfolio, Upper Level Writing Intensive, & Capstone Experience




    Defining the Aptitudes

    Reason (Quantitative and Analytical Literacy[Empirical] – Fit Mind)

    Rationale: Humanity has a unique privilege that allows us the capacity to interpret the world around us and reason our response to what we witness. Unlike other aspects of creation, humans rely on reasoning more than instinct to guide much of our behavior. Effective reasoning relies on the collection of evidence and the effective evaluation of that evidence in order to guide behavior. Furthermore, we believe that the fundamental natural laws of the physical universe are the outcome of a loving and expert Designer, integrated into creation as a way for humanity to interpret both the creation and the Creator. Therefore, the ability to derive sound decisions in light of known reality becomes a vital tool in student success.

    Learning Experience: The course should expose students to critical analysis, fostering skills needed to evaluate inferences, assess evidence, develop informed deductions, and validate conclusions

    Relationships (Civic, and Social Literacy [Social] – Fit Heart)

    Rationale: Ecclesiastes states, "there is nothing new under the sun", suggesting that an understanding of the past may provide clarity for the present and direction for the future. History provides a means through which the student can interpret the role and response of humanity in relation to God's revelation of Himself to different people groups over time. God has also revealed Himself as triune, both discrete and communal - a familial pattern given to humanity. These disparate realities foster a reciprocal relationship whereby the one influences the many and the many influence the one. Furthermore, the context of the modern student is simultaneously local and global. Therefore, students must be able to navigate their individual cultural contexts as well as interact with the diverse perspectives of others. Reinforcing this imperative is God' invitation to serve as His ambassadors locally and to the ends of the earth.

    Learning Experience: The course should expose students to a learning community, fostering an appreciation for diversity, the role of culture, and civil communication.

    Readiness (Health and Somatic Literacy [Health & Humanities] – Fit Body)

    Rationale: Since creation, God has invited humanity to collaborate with Him through the skillful stewardship of the personal and corporate resources entrusted to us. This perspective recognizes that individuals possess unique gifts, talents, and abilities, along with unique interests, experiences, and aspirations. All of these need cultivation so that the individual is able to respond to the call of God with proficiency, creativity, and vigor; to "live a life worthy of the calling" and to always be "found ready to make the most of every opportunity. Students who can skillfully leverage the interplay between cognitions, sensations, and behaviors are equipped for productive participation in creation. They possess the faculties necessary to harmonize intellect with practice and therefore nourishing an industrious and enriching lifestyle.

    Learning Experience: The course should expose students to participatory outlets, fostering an appreciation for the interplay between creative expression, personal well-being, and skilled action.

    Reflection (Philosophical and Ethical Literacy [Philosophy] – Fit Soul)

    Rationale: God's story and our own are intimately tied together. Since He has made Himself known through natural and special revelation, the facility to reflect upon and interpret His revelation will be vital if humanity is to live in right relationship with the Creator and His creation. The predatory nature of ill-informed philosophies and the self-serving bias of empty deceit can act as antagonists to right thinking. Students equipped with skills to knowledgably consider personal and public value systems, beliefs, and behaviors are students who can avoid folly and live lives of discernment.

    Learning Experience: The course should expose students to reflective disciplines, fostering personal reflection, corporate discussion, and respective action regarding the interplay of faith, philosophy, belief, and behavior.

    Rhetoric (Communicative and Information Literacy [Language])Rationale: Communicative aptitude allows the individual to fulfill two primary objectives important to a Christ-centered education for Character. The first, related to the major area of study, allows the individual to combine skills in communication with vocational expertise, therefore allowing the individual to inspire others and honor God through the pursuit of excellence. In addition, the privilege of serving as ambassadors of Christ is a unique invitation given solely to humanity. Skilled communicators, equipped with a message and a vocational medium (major area of study), serve as redemptive messengers. Students adept in reading, listening, speaking, and writing enhance the effect of their educational journey.

    Learning Experience: In addition to the fundamental skills associated with the foundational trivium, the course should expose students to reading, listening, speaking, and writing, fostering communicative proficiency and competence.

    The Coursework

    The Degree Audits in this Catalog provide more specific requirements, which may be true to that specific degree or area of study. The following provides a summary of how the General Education Core identifies the courses available to students.

    • Foundations: Complete the following courses
      • GS-SM 105 First Year Seminar [Includes all transfers]
      • EN-CP 121 College Writing and Reading
      • EN-CP 122 College Writing and Research
      • CO-CO 211 Principles of Speech
    • Science: Complete at least three hours of any NS-BI, CH, PH, PS
    • Math: Complete at least three hours (NS-MA 104 or higher)
    • History: Complete at least three hours of:
      • SS-GE 113 World Geography
      • SS-HI 110 Survey of World Civilization
      • SS-HI 115 Survey of U.S. History
      • SS-PO 203 American Government
      • SS-PO 210 History, Civics, and Social Responsibility
    • Behavioral Science: Complete at least three hours:
      • SS-PY 110 General Psychology*
      • SS-SO 202 Principles of Sociology
      • BS-EC 210 Survey of Economics
    • Wellness: Complete at least three hours
      • SP-SH 100 Fitness & Wellness
      • SP-SH 101 Wellness for Life
      • SP-SH 210 Personal & Community Health
    • Arts/Humanities: Complete at least three hours.
      • HU-AR 100 Perceiving the Arts*
      • HU-AR 101 Art Appreciation
      • MU-MS 105 Music Appreciation
      • HU-TH 112 Introduction to Theatre
      • EN-LT 218 Introduction to World Literature
      • EN-LT 225 Literature & Film
    • Philosophy: Complete at least three hours
      • MT-PH 261 Introduction to Philosophy
      • MT-PH 262 Foundations of Philosophical Thought
    • Worldview: Complete at least three hours:
      • MT-WV Introduction to Christian Thought
      • MT-WV 251 World Religions
      • MT-WV 201 Contemporary Culture and Worldviews
    • Bible Literature – Complete at least three hours, during the Junior or Senior year.
      • MT-CH 400 Covenant Literature
      • MT-CH 401 Synoptic Literature
      • MT-CH 401 Apocalyptic Literature
    • A major related Capstone experience.
    • GS-SM 399 Professional Portfolio
    • GS-SM 499 Senior Portfolio

    Capstone and Writing Intensive may be met through the same course.

    Associate does not require Capstone

    [1] Roger, G, Holloway, A., & Priddy, L. (April 2014). Exploring degree qualifications, Chicago, IL: Higher Learning Commission.

    [2] Ephesians 4:1

    [3] Ephesians 5:16

    [4] *ACT English >18 EN-CP 120 English Essentials is a prerequisite to EN-CP 121.

    [5] Students with ACT Math scores below 22 will be enrolled in NS-MA 100

    • [6] Any remaining credits can be complete through and SP-AC or SP-VS