At Capstone Classical Academy, we recognize that some of the most important questions in education are not just academic—they are deeply personal, spiritual, and formative. This is why we are spending three episodes on such topics that come up in our curriculum, whether by design or by student questions and interests.
In our ongoing discussion of some of the more sensitive and at times controversial topics in our curriculum, we discuss the way that we approach different religions and how we navigate learning about God’s design and will for human sexuality. Our goal is to give you clarity, confidence, and a sense of partnership in how these subjects are handled.
As a Christian classical school, Capstone teaches all content from a biblical, Christian-theistic worldview. This means that Jesus Christ and the truth of Scripture are central to how we understand reality and how we teach every subject. At the same time, we are committed to treating other religions and worldviews with intellectual honesty and civility. We recognize that many of our students come from diverse faith backgrounds, and we are intentional about treating every student and every family with equal dignity and respect.
In the classroom, discussions about religion are not framed as moments of judgment or proselytizing, but as opportunities for thoughtful, intellectual, and philosophical engagement.Our shared goal is a collective and honest pursuit of truth, goodness, and beauty.
We also believe that Christianity is best understood in its broader historical and global context. Because of this, students will encounter the beliefs, histories, and texts associated with traditions such as Judaism, Islam, Buddhism, Hinduism, and various secular worldviews. This is not incidental—it is essential. Understanding these perspectives helps students better understand both the modern world and the historical forces that have shaped it. They provide a foil for the Christian faith, which leads to deeper understanding of it as it is contrasted with other faiths.
When these topics are taught, our teachers aim to let adherents divergent faiths speak for themselves—through primary texts, historical sources, and sometimes guest voices. At the same time, all of this is framed within a Christian worldview. Capstone does not seek to misrepresent other beliefs, but neither do we step back from our convictions. Jesus Christ is presented as the Way, the Truth, and the Life, and Scripture is honored as inspired by God.
One of the unique and meaningful aspects of Capstone is our commitment to unity among Christians from different traditions as well. We seek to be a school where families from across historic, orthodox Christianity can come together in shared purpose. We do this by distinguishing between what we call primary and secondary doctrines. Primary doctrines are those expressed in the Nicene Creed and affirmed in our Community Covenant—core truths of the Christian faith that unite us. Secondary doctrines, on the other hand, are issues not addressed in those foundational statements. These may include differences in church tradition or areas of Christian liberty.
When these topics arise, they are not treated as essential to the faith, and we do not require students, parents, or faculty to affirm a particular tradition’s position. Instead, secondary doctrines are discussed in an informative and non-partisan way, with students encouraged to look to their families and their local churches for guidance and authority. Teachers may explain different perspectives and may share their own views, but they do not advocate for one position over another in a way that would undermine this unity.
In the life of the school, we seek to reflect the richness of the broader Christian tradition. Through chapel, classroom practices, and school traditions, students encounter a variety of spiritually formative habits drawn from the Church’s history. Our desire is that students from different Christian backgrounds will recognize elements of their own traditions within school life while being educated on the traditions of their peers so that they can better appreciate and explain their own convictions and will be accurately informed regarding the practices of others.
We also invite families to share their traditions and practices with the school community when appropriate. This creates a culture not only of shared belief, but of mutual respect, learning, and spiritual growth.
When it comes to human sexuality, our approach begins with a clear conviction: Parents hold the primary responsibility for their children’s education in matters of morality and sexuality. The school’s role is supportive, not primary. We recognize that sexuality is not merely biological—it also involves moral, spiritual, and emotional dimensions.Because of this, it must be approached with care, sensitivity, and respect for each child’s stage of development.
In alignment with our Community Covenant, Capstone teaches that marriage is the spiritual, physical, and legal union of a biological man and a biological woman. We also teach that sex and gender are determined by the biological realities of the human body and are ordained by God. At the same time, we are deeply aware that students may experience confusion or difficulty in these areas, or may have friends and family members who hold different beliefs. For that reason, these topics are always handled with reverence, sensitivity, and compassion.
Our approach to teaching human development is gradual and age-appropriate. The first formal instruction related to human reproduction takes place in 6th grade, within a life science unit. This is not a comprehensive sex education course, but a scientific explanation of human reproduction and development with an overview of God’s purpose for human sexuality (also known as a theology for human sexuality). Parents are notified in advance, and we strongly encourage families to have conversations with their children before this point, so that you remain the primary voice in your child’s understanding.
Before 9th grade biology, the school does not intentionally teach human sexuality in a comprehensive way. However, because students are naturally curious—and because topics may arise in Scripture or literature—questions may come up. We see this as an opportunity for parents to engage in meaningful conversations with their children. In 9th grade and beyond, these topics are addressed more fully in biology and theology courses.
As always, parents are informed in advance and may review all curriculum materials. Throughout all of this, our goal is to support—not replace—the role of parents. We want our teaching to serve as a springboard for ongoing conversations at home. We encourage you to reach out for resources, ask questions, and stay engaged with what your children are learning.
We aim to cultivate students who are thoughtful, grounded in truth, and equipped to engage the world regarding matters of religious conviction and human sexuality stemming from those convictions with both wisdom and compassion.
If you have any questions or would like to continue the conversation, we would be glad to connect with you.
Until next time, keep on pursuing the Good, the True, and the Beautiful to the glory of God and the blessing of your neighbor.