Claim. The education of heart cannot be conducted through verbal teaching alone; parents and teachers must directly manifest God’s heart through the practice of warm, sincere love toward children and students in daily words and deeds.
Elaboration. Lee insists that pedagogical content about God’s heart must be paired with embodied performance (5. Education of Heart through Practice). Parents raising children attend to food, clothing, shelter, and propriety, but “more importantly parents must always love their children with a warm and sincere heart.” When parents consistently give such love, children naturally come to “respect their parents and practice filial piety,” and the siblings come to love each other — because “God’s heart is conveyed through the parents’ practice of true love towards their children.”
The principle extends to schools. Teachers must express God’s true love through their actions, not just teach competently. School education is “basically an extension of family education,” so teachers must “guide their students wholeheartedly, and with a parental heart, regarding them as their own children.” Critically, “the teachers’ every word and deed, private or public, become the material content for the students’ learning, and for the formation of their character.” There is no private/professional split; the teacher’s character is always part of the curriculum.
The payoff is described as a kind of moral contagion: when students receive school education filled with love, “their heart will be moved, and they will come to respect and willingly follow their teachers. Furthermore, they will want to practice true love in the same way that their teachers do.” This is how the love cycle propagates across generations.
This section bears directly on Lee’s diagnosis of contemporary school dysfunction in the chapter’s opening: schools have become places of “buying and selling knowledge” because the teacher-student relationship has been stripped of parental love. Restoring teacher authority is not a matter of discipline policy but of reconstituting the love-mediated transmission of God’s heart. The claim aligns with Pestalozzi’s emphasis on maternal love and with purpose driven church-style discussions of mentorship and modeling, but Lee grounds it specifically in the doctrine that God’s heart can only be conveyed through a practiced relational medium.
See also. education-of-heart-three-forms-of-gods-heart, love-and-norm-must-be-united-in-education, education-originates-in-family-by-divine-design