End of the year interesting stuff

It is always exciting to reach this point in the year, to look back, and to consider God’s faithfulness! As we head into summer, we always have high hopes for catching up on our reading and reflecting. So, no guilt if you don’t look at things below, but here are things that caught my eye recently:

A few weeks ago I finished reading a wonderful book In Search of Deep Faith: A Pilgrimage into the Beauty, Goodness, and Heart of Christianity by Jim Belcher, who I learned in the meantime has accepted a new job as President of Providence Christian College in Pasadena, California. His new book has received recognition as Christianity Today’s “Best of the Best” book for its 2013 Leadership Journal awards.

Here is a thoughtful post by Ontario, CA school head Paul Marcus about Christian schools being judged by the behavior of their students – Not Angel Factories

I am just finishing Michael Frost’s new book, Incarnate: The Body of Christ in an Age of Disengagement.  This is an excellent book for Christian school leaders to read to help them in their task of cultural discernment. Not only does he point out ways that our culture sucks us into excoriation/escapism, but suggests how Christians might better love God by loving neighbors. This book provides excellent guidance for educators who seek to live out an incarnated life with students.

Good videos on vocation/work from Tim Keller:

Work defined – “arranging of raw material for the flourishing of everyone”

Why Work Matters – A Christian understanding of why your work matters and why God matters to your work

On the lighter side:  Video – How to Write a Worship Song( in 5 minutes!)

Fantastic collection of science resources for congregations and educator at The Ministry Theorem.

A very helpful video companion (and great charts also!) to the book Origins: Christian Perspectives on Creation, Evolution, and Intelligent Design by Calvin professors Deborah and Loren Haarsma – available here.

Our Children Should Not Have to Choose Between Science and Faith by Tim Stafford

A follow-up to Stafford: Why You Might Have to Choose Between Science and Faith

What do we really tell our boys by saying “Be a man!”? This video trailer “The Mask You Live In” questions assumptions. Warning: Language is realistic, but may be offensive)

What will education look like in the future? Helpful infographic from KnowledgeWorks.

The study habits of today’s students: interesting infographic.

Excellent thoughts, research and resources on the use of lecture from Grant Wiggins.

Quote: “The observer of beauty always gets a passion to share that beauty with others. You always talk about what you love.” Tim Keller

How would you define beautiful work?

One pastor’s observations about the 5 Traits of Kids Who Keep Following Christ As Adults.

“Unsung Hero” video – the difference one life can make in the world – very touching!

Inspiring creativity in schools – relationship between chaos and creativity.

Buck Institute’s PBL project search tool – 500 projects!

This is a truly amazing video – Wonder! TED talk on the hidden mysteries of our world. 

 

Thanks for reading Nurturing Faith again this year! CSI will be discontinuing Nurturing Faith and so this will conclude posts on this site, although previous posts will be able to be accessed at this location.  If you have enjoyed reading Nurturing Faith, I will continue blogging at the following sites:

danbeerens.com – my personal website

CACE – as a CACE fellow, I will blog periodically on this site.

SCS Community – as a convener of these conferences, I will also be blogging on this site.

Blessings on your work and let’s continue the dialogue!

Missing the [Question] Mark: Developing the Skill of Curiosity

Thanks to my friend Bryant Russ, Bible teacher at Holland Christian High School, for sharing this blog post. Bryant has started a wonderful blog project called One Hundred Dangeruss Gifts  (love the play on words, Bryant!) He has written posts as gifts to be shared from father to son, and from older men to younger men about what is really important in life. He states: “My hope is that by reading these gifts other people will see the value in cultivating a culture of dangerous gift giving, especially from older men to younger men.” Check it out!

 

I once asked a teacher why humans enjoy music. She told me it was because God made us that way.

Needless to say, I was less than enlightened.

After a little bit of digging I discovered that music generates activity in the nucleus accumbens, the region of the brain responsible for releasing chemicals associated with pleasure. Music also wakes up the part of the brain that processes emotion and helps connect experience to meaning, which explains why a well-composed melody can be such a powerfully engaging stimulant. The influence of music has been linked to monumental scientific discoveries, including some of Einstein’s most famous equations, as well as suicides and school shootings, showing just how significant an impact it has on the brain, and consequently, human life.

Because God made us that way.

Asking questions and seeking out answers is one of the most basic human impulses, and is, I believe, directly connected with our being made in God’s image.   In fact, the average child asks approximately 125 questions a day. But do you know how many questions the average adult asks per day? Six.

I can’t help but noticing one of the significant bridges between infancy and adulthood is formal education. Now I am not suggesting that school is solely responsible for the death of curiosity, nor am I aware of any evidence to support this notion, however; I am convinced that schools have not traditionally prioritized the importance of question asking. For understandable reasons, schools are all to often in the business of answer giving, whether students have the corresponding questions or not.

But allow me to ask the question, what might we be missing?

Being a high school Bible teacher, I have discovered that the value of any given class depends almost entirely on my students’ ability to ask questions. It is a fairly common occurrence for my students to be given a biblical passage and 15 minutes or so to read while making a list of questions. The first time we tried the activity they weren’t completely sure what to think. “What kind of questions are we supposed to ask?” one student wondered looking slightly puzzled. “Well, how about the questions you have while reading. Start with those ones,” I responded. It took several rounds of practice, but the more my students developed this stifled skill of question asking, the more prepared they were to engage the biblical drama on a deeper level. Eventually they were able to come up with such ripe questions that I was able to step back and watch as they made some of the same discoveries I was planning to teach anyway. Questions are opportunities for breakthrough, like little maps leading to buried treasure. And I believe this is true for all disciplines.

Though curiosity is often thought of as a trait you either have or you don’t, perhaps it can be better understood and advanced as a skill—something that needs to be encouraged, fostered, and practiced.

How was chess invented? What makes ocean waves? Who decided there are seven days in a week? How far away is the sun? Why is Christmas celebrated on December 25? How does electricity work? Where does your waste go when you flush it down the toilet? These example questions help students reconsider their relationship to the world by attuning young eyes to the mystery of their surroundings, while pulling out from under their feet the rug of assumption, simplicity, and monotony.

Genuine question-asking curiosity is more valuable than a storehouse of knowledge. You could know as much as the Internet, but if there’s no gas in the tank then you’re not going to go anywhere. Curiosity is the fuel of discovery. It’s a spark. It’s a wellspring that never stops bubbling—even when the bell rings. Because the best part is that questions are like potato chips: you can’t have just one. Real questions are always connected to more questions, and more questions, and more questions. I believe chasing these questions is a form of worship. I also believe that a day spent without asking questions is essentially sleepwalking. Part of being an educated Christian in today’s world is having a mind that is fully awake, alive, and eager to engage the world in new ways.

Here are a few questions to get us stared:

What can we do to spark curiosity in our students?

What real questions do you have related to the discipline you teach?

How do we sometimes, though often unintentionally, suffocate curiosity in school?

How can we cultivate an atmosphere of question asking in our schools?

This discussion is well worth our time. There are few things more vitalizing than a school buzzing with the curious questions of invested young people—this is music to my ears.

Why PBL? (Project Based Learning)

Over the last ten years, I have advocated in writing and speaking that Christian schools move toward project based learning. Why? Well, you can easily find plenty of rationale on sites like the Buck Institute or Edutopia online, but here are a few reasons reflecting a student perspective:

1. It is more like real life
2. It is more fun/engaging
3. It is coherent and makes more sense
4. It allows me to use and develop my gifts
5. It sticks with me longer than memorized learning

I have argued that not only is this type of learning “stickier” but also better reflects our belief as Christian educators that learning should reflect the coherence Christ brings to this world, and it allows students as image-bearers to identify and practice gifts and habits of service. I believe it moves us toward the goal of helping students to flourish (link) in their lives.

One person who has understood and advocated for the value of project based learning for a long time is the retired principal of Toronto District Christian HS, and current Ontario Christian School Adminstrators leader, Ren Siebenga. Ren’s son, Nathan, principal at Hamilton District Christian HS, has implemented PBL there, and is also now co-hosting a summer academy for teachers (see below). I had the opportunity to speak with Nathan about what has been transpiring at his school and he shared the following with me.

What has impressed him most is the change in his students: the ability of kids to understand and articulate the mission of the school and to be deeply engaged in learning. He enthusiastically stated: “The kids’ ability to articulate the mission of the school through the project is life changing, kids can’t be the same. Our level of engagement of kids in their learning is incredible! It is kids running in the door in the morning.” In fact, Nathan noted that HDCH had to institute a late bus last year that ran at 5:30 so that kids could get home after their work sessions!
Nathan indicated that new teachers don’t have a lot of experience in PBL, and so he instituted a summer “boot camp” for training teachers and then opened it up – the result being that 25 teachers from all over attended. At the end of the week of the PBL training last summer, building principals were invited to come and hear the presentations of learning by the teachers. This helped the principals to provide follow-up support throughout the year.  Nathan expects 50-75 teachers to attend this year and the academy will be offering a second level of training. Co-sponsors of the event are Edifide, OACS, OCSA and CCEF (Canadian Christian Education Foundation). It is exciting to see how these four groups are working together to lead Christian education forward in Ontario, thanks to the vision and teamwork of leaders such as Diane Stronks, Jules DeJager, and Ren Siebenga.

PBL is in its fourth year at HDCH and Siebenga notes that at this point all staff are doing one project and are involved in exhibition of learning. The school-wide exhibition of learning is held every semester for the whole community from 6 – 9 p.m.

PBL is also being advanced across Ontario Christian schools by Diane Stronks, Director of Edifide, and OACS’s new Director of Learning, Justin Cook. Justin has done a great job of leading, recording, and reporting the PBL work that has been done with Ontario teachers in four regional training sessions this past year. You can view his summaries here http://www.oacs.org/author/justinc/ to see the work of the teachers he is spotlighting and the excellent presentation Prezis he has put together.

Ontario Christian schools have a legacy of producing thoughtful, biblically integrated curriculum for Christian schools and now through bold leaders, vision, and teamwork are producing excellent models to lead Christian educational practice into the future. Keep up the great work!

I just need time to think!

I am not really a big fan of “devotional” books. I sometimes find them less substantive than I had hoped for or a bit forced and trite. Despite that reservation, today I am delighted to be recommending a book to you that at first glance might fall into that category, but let me explain. Mark Eckel has put together a wonderful book entitled I Just Need Time to Think!: Reflective Study as Christian Practice. It is a collection of fifty thoughtful essays organized into these ten topics: study, retreat, discipline, holiday, reading, reflection, obstacles, walking, path, and place.  They are written in bite size amounts – perfect for use in a daily reflection time, and rich like cheesecake – even though tasty, you shouldn’t try to eat too much at once, but just savor it instead.

Let me tell you a bit about Mark: he is an outstanding Christian educator and a master weaver as a writer. In fact, the name of Mark’s blog (which I highly recommend you read) is Warp and Woof , which he describes as “the vertical-horizontal weaving of threads that create fabric. The intersection and unification of everything is the tapestry of life under the Lordship of Jesus. Wholeness begins with Him.” One of the beauties of this book is that he weaves together extensive reading he has done and study of the Bible and great books with practical insights about living out one’s faith. He expertly synthesizes historical Christian perspectives and has a knack for finding just the right quotation to underscore his points. He is a bridge builder – helping us to reflect on the accumulated wisdom of the ages to move to concrete ideas that we can implement (not to mention dozens of possible books to read!) His passion is to teach others how to think Christianly and to honor Christ through reflection and learning. We need more thoughtful weavers, bridge builders, and translators like Mark. It is evident that he has made the spiritual disciplines of reading, writing, and reflection a priority in his life – and you as reader get to benefit!

With Mark’s permission I want to share a poem that appears in his reflection entitled: Retreat: Cutting Wood on Sunday. His subtitle for the chapter is “Rest is doing something other than what we would normally do.” As someone who has looked for a good way to describe what Sunday is about, his statement that “we need to rest from our giftedness” struck me.  I know that when I do not do this, I do not rest well and I also violate what God intended for me when he gave me a day of rest. Here is Mark’s poem that he wrote to remind himself that rest is crucial:

Lord, when the alarm clock, stove clock, and time clock demand my presence,

When the pace of life is hectic,

When I wish there were six more hours in a day,

When the traffic light is stuck on red

And my family’s schedule demands I be in three places at one time,

May I take time to rest, Lord.

Lord, when people expect too much of me,

When the boss has forgotten about the eight-hour day,

When I am constantly at others’ beck and call,

When the cell phone, Twitter, fax, and email all go off at once

And I begin to hate the human race,

May I take time to rest, Lord.

Lord, when work occupies all my waking hours,

When television commercials say I must have more,

When my neighbors flaunt their newest toys,

When alcoholic does not apply but workaholic does

And I decide to go to the office on Sunday to catch up,

May I take time to rest, Lord.

Lord, when money means more than people,

When I read The Wall Street Journal more than my Bible,

When overtime becomes my primetime,

When promotions and pay hikes are my ultimate goals

And looking out for number one has become my slogan in life,

May I take time to rest, Lord.

Lord, may I refocus my life on you.

May I restore my thoughts in your Word.

May I refresh my schedule by meditating on all your blessings.

May I relax my activity every week to enjoy the life you gave me.

May I take time to rest, Lord.

Eckel, Mark D. (2013-12-24). I Just Need Time to Think!: Reflective Study as Christian Practice (Kindle Locations 585-599). WestBowPress. Kindle Edition.

If we saw God in each face

Do we see God in each face we encounter as we walk through our days?

If we saw God in each face, would we take more time to understand the pain we see in the face of another?

If we saw God in each face, would we pass by needs so quickly?

If we saw God in each face, would we do a better job of listening?

If we saw God in each face, would we see past race? Age? Deformity?

If we saw God in each face, would we speak of kids as problems to be managed, as just names and grades?

If we saw God in each face, would we verbally shred any student in the faculty lounge?

If we saw God in each face, would we accept the bullying or destruction of any person?

If we saw God in each face, would we find a way to bless those we meet instead of rushing to our next task?

If we saw God in each face, would we help them understand who their Father is?

If we saw God in each face, would we want each one to understand how this world belongs to God?

If we saw God in each face, would we desire to help all students understand why they are on this earth?

If we saw God in each face, would we desire to help all students identify and use their gifts to worship?

If we truly saw imagebearers, how would it change us?

Gut check

The recent research, out from the Gallup organization on levels of teacher engagement as found in the State of America’s Schools: The Path to Winning Again in Education report, was a “Whoa!” moment for me. While 55% of American students scored high on engagement, about 70% of teachers are classified as disengaged! There are various reasons given for this level of disengagement (which apparently is in line with the rest of the workforce!) and to read more you can access the report:  Gallup Report — State Of Americas Schools or a summary here. I really don’t want to believe that my fellow educators and professionals are that disengaged from what they are doing – whatever the reason.

Part of my disbelief stems from my experience in both the public and non-public sectors with educators who have been deeply engaged in their student’s lives. I have seen fellow Christians going way above and beyond in trying to connect with students and speak into their lives. These teachers attend student activities, sporting events, and write notes of encouragement. They coach, they mentor, they invite students into community. They bring out the best in each student and show them new worlds beyond the small world the student may currently be living in. Sometimes these teachers are the only island of stability and good modeling in a student’s chaotic, confusing, and discouraging environment. Sadly, I have also seen educators in both worlds who are simply putting in their time until retirement, who feel trapped and don’t have the courage to make a change. Some who are pretty cynical about kids, and some just don’t want to expend the energy anymore. We all know who these colleagues are on our own faculties, so I don’t need to go on.

For the past several years, I have been working with a school that has undergone a very significant transition – that of moving from a Christian school to being a charter school. This has meant that, while still being a school of choice for parents, the shared values base of the school has changed. The parent base has shifted from being largely supportive of teacher efforts to a lower level of parent backing and less commonality of values. The student population has higher academic needs and is more behaviorally challenging. As a result, there has been a significant change/turnover in the teaching staff. Some teachers who were effective in the previous environment found themselves overwhelmed with the new student population, and have consequently taken jobs elsewhere. As an objective observer who has had regular interaction with the staff, I have pondered what the qualities are of those teachers who remain and what accounts for their ongoing effectiveness with the new student and parent population.

What I believe is a key ingredient with the veteran teachers, who have been effective with both the Christian and the charter school experience, is their commitment level and desire to love and impact children’s lives in positive ways. They are deeply engaged – they would be part of the 30% in this survey. They have been tested by fire and have in the process re-examined who they are, what they are called to do, and have committed themselves to the mission before them. They are living out their faith, and in the process providing hope and nurturing faith in the lives of the students and adults that are before them each day.

Shalom and parent teacher conferences

Photo credit: Sean Dreilinger

During the fall and spring conference time with parents, teachers typically report on the academic progress of students to parents. It should be a time to share celebrations and concerns. Sometimes the student is present or even “leading” the conference. I believe that this time with parents is a critical one as it is one of the few times that there is an intense focus on their mutually shared responsibility – the student. From the school side of the equation, this is a prime time to also communicate the mission of the school to the parents. From the parent side, this is an opportunity to have a significant time to have a conversation with another adult who has worked with their child about their view of the child’s growth.

I have been emphasizing to Christian schools that this precious conference time should be about more than simply academics. Conferences are the best time to discuss the whole child’s progress and, if we are true to our missions, we will take some time to consider the student’s spiritual growth. After all, one of our key distinctives as a school and one of the main reasons parents send their children is so that they will be nurtured in their faith; if we ignore this aspect or give it short shrift, we are missing a great opportunity!

Recently I have been suggesting that we consider the terms wonder, wisdom and work as we consider how to connect our work toward the ultimate outcomes of helping nurture student faith and to move toward shalom. Wolterstorff describes true shalom as harmony with nature, God, man and self. In connecting these words to the K-12 educational experience, I would suggest that wonder is harmony with nature, wisdom is harmony with God, and work is harmony with self and neighbor. I am wondering if this model might work not only for curriculum design, but also for conducting parent teacher conferences. Using this model as a guide for parent teacher conferences our questions/areas of focus with parents might look like this:

1. Wonder: Is the student understanding and expressing awe about, and delight in, the created order? Do they understand their place in the world as imagebearers? Are they beginning to develop an understanding of beauty, complexity, design, and what excellence looks like?
2. Wisdom: Is the student understanding and responding to the gospel? Do they understand how the world, including themselves, experiences sin and brokenness? Do they understand the good news through Biblical story, personal story, and teacher modeling. Are they begin to discern good from evil? Are they understanding what it means to embrace and live out their faith? How to live into the grace of Christ and extend it to others?
3. Work: Is the student understanding who they are and showing a desire to live out the gospel with their neighbor? How have they responded to opportunities and challenges in the classroom to creatively contribute to the learning and life of others? Have they connected personal gratitude for the gospel with external actions? Are they beginning to understand what it means to restore this world to God’s original intentions?

I truly believe that if we used this model for our parent teacher conferences we would have a clearer focus on the distinctives of our school mission, a much more meaningful conversation with parents that goes beyond grades and test scores, and a greater potential impact on the students and parents we are called to serve.

 

 

Thoughts on the book: God is Alive and Well

Like Mark Twain’s statement “Reports of my death have been greatly exaggerated,” the death of Christianity in North America is greatly exaggerated, according to Frank Newport in his latest book, God is Alive and Well: The Future of Religion in America. Newport is someone we should listen to on the topic: he is the Editor-in-Chief of the well respected Gallup organization, an organization that has been regularly polling about 350,000 people a year on many matters, including religion. In addition to that credibility, Newport is not a dispassionate observer, having grown up as the son of a Southern Baptist theologian and graduating from Baylor University.

Sometimes it feels difficult to get a true perspective of what is actually happening in the United States and it may seem like the country is on a rapid course to secularization. To begin the book, Newport makes the point that America is still very much a Christian nation, based on its data. While we like to think of America as a historically Christian nation, a surprising finding was that, based on the research of Starks and Finke, America was quite non-religious in the olden days and actually church membership is far higher today than it was in colonial times and has been consistently rising for the past 200 years! What has changed in recent years is the number of Americans who say they have no religious identity.

 Here are ten surprising findings, as well as some things we might guess intuitively:

• 80% of all Americans are Christians, 95% of all Americans who have a religion are Christian.
• Protestants are shrinking due to low immigration rates, low birthrates, low conversion rates, and not living longer than non-Protestants. Newport suggests the word Protestant may fade away as it is not a common descriptor used by young people today.
• Due to a Hispanic influx, 45% of Catholic Church members aged 18-29 are Hispanic, and about one-third of all Catholic Church members in the age group 30-49 are Hispanic.
• Americans who are the most religious (across all faiths) also have the highest levels of wellbeing, as defined by overall life evaluation, emotional health, physical health, healthy behaviors, work environment, and access to basic wellbeing necessities.
• Old people are more religious than young people in all but 16 out of 142 countries.
• Religious belief drops rapidly until it bottoms out at age 23. A steady upswing in belief occurs from age 24 to about 40. One plausible explanation is that having children does seem to affect the desire to be religious.
• There are definite differences between states in terms of religious expression. (In short, Confederate states highest, Eastern states lowest, with the Midwestern states in the middle)
• American women of every age group, in fact most women around the world are more religious and worship more often than men. A woman with a child in the home (18-44) is more religious than any other group.
• More than 4 in 10 adults have left the faith they were raised in and switched religions: i.e. they have switched religious affiliation, moved from being unaffiliated to affiliation, or dropped any connection to religion.
• Religion is personally more important to people with lower levels of education and income, while more socially important to those with higher levels of education and income.

Things Newport believes will happen:

• Political parties will increasingly view religious people as a sector to be tapped and mobilized.
• The country will become more religious in the future as Baby Boomers return to religion as they age. This is based on the fact that the return to religion by older people has shown to be a consistent historical phenomenon across the decades.
• He sees two paths for the future of religion in America – the path of secularization many European countries have taken, or its own unique path with “religion changing, morphing, and transmuting itself into new but still vibrant forms.” Based on the evidence he sees, he believes that “America will become a more religious nation in the years ahead, albeit one that may look a lot different, religiously speaking, than it does today.”

A plea to Christian colleges

Over the past six and a half years that I have been writing this blog my main focus has been to encourage Christian schools to nurture student faith in three very distinctive ways: curriculum, classroom, and community. It’s been gratifying to hear that some of the posts have been a good encouragement to teachers and administrators who are serious about living out the mission of their school with their students. Schools can and should develop sound professional development experiences for their teachers to help them implement the school’s mission through curriculum, classroom, and community. I have been privileged to work with schools in this process.

 Much like students enter a class with varying degrees of academic readiness, I have found that teachers have an equally wide range of readiness to nurture student faith. What I have found in professional development workshops is that, when asked, many teachers have not been trained in how to teach Christianly – not that they are not Christians, but have not received instruction during undergraduate days about how to connect their faith and the mission of the school. This leaves the total responsibility to the school to try to develop this teacher’s understanding…and it is a daunting task.

 For starters in this conversation, we have candidates coming from a wide range of colleges. By their own choices, they may have attended a public college or university. I did, and was aware that when interviewing at Christian schools, I needed to be able to more clearly articulate my faith and how it impacted my teaching than a candidate coming from a trusted Christian college. My present concern is that I am not hearing rousing endorsements in my workshops from teachers about their training to teach Christianly while they attended a Christian college. This is concerning because it indicates that the Christian colleges the teachers attended did not show its teacher education majors how to effectively integrate faith and learning.

 I would argue that whether preparing teachers for Christian or public education teaching, the fact remains that to be true to its Christian mission, Christian colleges should teach all education students how God’s truth is revealed in the educative process. If Christian colleges are requiring a statement of faith in their entry process from students, it is only natural that all students understand how faith is understood and lived out in their discipline area. Having taught and been an administrator in both public and Christian education, I could argue that it might be even more important for Christians working in public education to have a sound worldview and grasp of how to impact kids for Christ – they have to do it more subtly and may have less collegial and administrative support.

In summary, I am pleading that Christian colleges be true to their mission, equipping students to understand and demonstrate, as possible, to those they will be teaching how Christ is Lord over all.  In order to impact others, teachers must begin with a solid understanding of their own of how our world belongs to God, and how in turn we can encourage students to respond back to God and others with love and service.

Whose responsibility is it?

In their book, Education for Human Flourishing: A Christian Perspective, Spears and Loomis express concerns about the current educational emphasis on the pursuit of knowledge/technical prowess versus the pursuit of truth/virtue in the classroom setting. Are we educating for excellence and flourishing, or primarily to have students possess certain skills and pass high-stakes tests?

As Christian educators we might well agree that our work should transcend state/national standards. We are educating with an eye toward the student’s work/vocation and an understanding that our work is our acceptable sacrifice to God, not simply directed toward success and employment. Historically then, how have we ended up with our current state of education today? The authors believe that the concerns can be summed up in two words – a lack of wisdom and theology:

“Wisdom pursues how knowledge, within a discipline, is coherent, and recognizes how the seemingly discrete pieces of knowledge within a discipline fit together as a unified whole…the study of theology is a unique pursuit of wisdom because it is a study of God – the one who created and makes coherent all the universe.” Quoting Aquinas: “…we should pursue theology because we love God and want to better understand what he has revealed about himself.”

Spears and Loomis point out that the loss of theology as pre-eminent in the Enlightenment Era led to the loss of the connectedness in the disciplines.  This factor in turn led to empirical science being seen as superior to Christian revelation. (Earlier in the book the authors point out that both rationality and revelation are needed in Christian education.) They are concerned that in American education we are increasingly being drawn into a homogenous, technical, information narrowing educational process as contrasted with Jesus’ emphasis on the personal and connected model of teaching people. Given the current information economy, they believe that “schools no longer have the capacity to act as a trustworthy guide in the development of moral dispositions and actions.” If we seek to maximize human flourishing in a holistic manner, there must be space in the educational process for “creativity, complexity, diversity, richness, and multicultural understandings” that lead to human growth and flourishing. Spears and Loomis suggest that much of this responsibility for a high quality information economy falls to the leader of the school.

The authors are particularly critical of their own (departments of education at Christian colleges) in terms of effective leadership, good theoretical work and effective problem solving: “In fact, there have been no significant ideas originating from Christian schools of education for at least several decades…Christian schools of education appear resolved to operate within existing theoretical structures developed by the technical model of the secular academy.” In an earlier chapter, Spears and Loomis suggest that few Christian scholars are cognizant of the present direction of education and may have even lost the capacity to comment on it. At the current time, the authors point to Nicholas Wolterstorff as the only exception to a complete absence of Christians working in the theoretical field of Christian education.

The authors point out that the responsibility doesn’t simply rest there though – it must be shared by practicing educators. These educators need to approach their work “intelligently, integratively, and transforming present informational constraints,” and be “unified in Christ’s passion for human beings and their full and complex development.”

The book provides a helpful section relative to three options for Christian teachers teaching in public schools as articulated by J.E. Schwartz:

1. Agent for enculturation – teacher views reality as split into sacred/secular, church and state with a high wall of separation, being passively obedient to school authorities, and valuing social stability,
2. Christian advocate/evangelist – sacred is higher than secular, no split of knowledge and reality, teacher answers to a higher authority, and using school to further knowledge of God and spread a Christian pubic morality,
3. Golden Rule Truth Seeker – life is integrated with no split of sacred/secular, no direct proselytizing, go where truth leads, honors truth, justice, intellectual honesty, and the quest for truth is ultimately a quest to know God.

The authors believe that the Golden Rule Truth Seeker is the best option for Christians working in public schools – it provides a position to maximize information and overcome the technical framework limitations of public education.

This book is a very helpful critique of the inadequacies of public education today and how Christian education is able to answer the deepest human needs with a holistic education. It rightly challenges those in Christian leadership positions, whether colleges or K-12, administrators or teachers, to understand more clearly the history and implications of the present course of American education. I wish the authors had gone further to present more concrete ways that Christian educators in both K-12 and college could partner together to reach the lofty goal of education for human flourishing. This partnering could include helping Christian educators to better understand how to construct and teach integrated units that get to wisdom and theology with students. The partnership could also articulate how Christians could become “golden rule truth seekers” in their settings. This is where the hard work remains and we desperately need our Christian colleges to begin this process with teachers in training.

What does REVEAL reveal? Part two

Last month we introduced you to the work done by Willowcreek Community Church with Christian high school leaders regarding measuring the spiritual formation progress of high school students. The intent of the survey was to help school leaders better understand whether students were exhibiting spiritual growth and what actions the leaders could take to better help students grow. Their attempt was to reveal the students’ hearts for God and for others. The results of this survey have not only personal implications, but broader implications for schools; this survey might be useful as a benchmarking tool to see if there was student growth in faith formation from year to year.

In May 2013, a 25-30 minute online survey was given at 19 different Christian high schools, with the highest percentage of participants at schools in Michigan, then Wisconsin, Illinois and Washington. Over 4,600 student responses were collected. The summary of the findings and observations are presented below from a REVEAL summary document and my phone conversation with the project leader, Terry Schweitzer.

Finding #1- Students:

• “Many school leaders assume that the best predictor of spiritual growth is year in school. They presume that juniors and seniors who have attended the school longer would be further along on their spiritual journey than freshmen and sophomores. The survey results debunk this idea, showing that the relationship between year and school and stronger core Christian beliefs, spiritual practices, and virtues is flat.”

• “Commitment to core Christian beliefs, engagement in spiritual practices, and behaviors that reflect Christian virtues rise at each stage of this continuum (below), showing a strong positive relationship between level of intimacy with Christ and spiritual growth. Additionally, students’ level of ownership of their faith and their spiritual journey increases as they progress into the more mature stages of growth. Drawing on this information, there are ways in which leaders of Christian schools can encourage students in each stage to keep moving forward in their spiritual growth. Different beliefs, practices, and virtues have been shown to catalyze spiritual growth for those in each stage. By encouraging the development of each, leaders of Christian high schools can make a stronger impact on the faith development of their students.”

Observations: We know intuitively that students are at different stages on their faith journey. What are the intentional ways we can deal with the development of beliefs, practices and virtues shown in each movement in the diagram above? Are these faith enhancing practices embedded within our curriculum, classroom, and community in the Christian high school?

Finding #2 – School: “Results indicate that schools can best encourage students’ spiritual growth by helping them to own their faith and engage in spiritual practices. Schools and parents can maximize their effectiveness by working together to this end. Additionally, the results indicate that students’ spiritual growth can be measured using an overall Student Spiritual Vitality Gauge (StVG) score that represents students’ growth in Beliefs, Spiritual Practices, and Faith in Action. The StVG demonstrated both reliability and validity as a measure of growth.”

Observations: The Christian high school plays a very large role in student spiritual growth, as demonstrated by an effect size of .26 for parents and .30 for schools. The Spiritual Vitality Gauge (as shown above) could be calculated for individuals, classes, and for schools as a whole.

Finding #3 – Parents: The pattern of the data indicated “the close relationship between parental involvement in family spiritual practices and spiritual growth of high school students. . . these findings challenge Christian ministries to involve parents to a greater extent in programs aimed at children and to invest more in the spiritual growth of parents in order to create a spiritual tailwind that will lead to spiritual growth in children.”

Observations: The REVEAL survey results reflect the findings of the 2005 National Study of Youth and Religion Survey as reported in the book Soul Searching – “we get what we are” – meaning that the spiritual beliefs and practices of teens often closely parallels that of their parents. It appears that to foster the growth of teens, we must also involve parents. What is a bit surprising is that among the select group of parents who have made a choice for Christian education there are 35-72% of them who never or almost never engage in prayer, Bible study, and service. This demonstrates what those of us who have sat at parent interview tables have known – parents desire a Christian education for various reasons – some for safety, some for success, and some for shalom.  It appears that with these parents their profession of faith level is higher than their practice level. What are the implications for the Christian high school?

I believe the REVEAL folks have been a tremendous help to Christian schools with this work. They have demonstrated that it is possible to get a measure of spiritual formation of high school students. From this measure schools should be able to be more intentional and focused in their efforts to nurture faith with students.  My recommendation is that schools get involved with gathering this data from students and using the REVEAL tool annually. Schools need to commit to doing it for a period of years so that the results can be used in a benchmarking type of process to answer the question: “Are we impacting student spiritual growth?” and then “Given the results of REVEAL for our school, how might we work with students on their spiritual growth from year to year in order to better meet our mission?” For more information on REVEAL please feel free to contact Terry Schweitzer at Willowcreek Community Church.

• 

I wonder as I wander

I can’t seem to get my head around it!  No matter how many times I talk to someone around the world and it sounds like they are sitting in the same room with me, I am filled with wonder. When I look at anything in micro and see how color and design pop forward that I previously hadn’t observed, I am amazed. No matter how many times I fly, I am still amazed at how such a large object is able to leave the ground, how quickly it moves me from distant place to distant place, and how infinite the places, spaces, and quantities of people, relationships, and details of life spread out below me as I gaze at large metropolitan areas below. My head starts to hurt when I imagine what God’s job must be like listening to all the people below and then adding in all the others around the world who live beyond the narrow strip of earth I am flying over at that moment.

Sometimes part of our problem in education is that we are too outcome focused – I imagine some of you are surprised to hear me say that! Life is meant to be a journey, and life is full of learning. We are on a journey/quest of learning and wonder – it is how we are wired as image bearers of God – we are wired for questioning and discovery. The role of science in this journey then is not to nail it all down, but to continue to expand our wonder. Robert Sapolsky, a distinguished scientist, reflects this sentiment: “The purpose of science is not to cure us of our sense of mystery and wonder, but to constantly reinvent and reinvigorate it.” Sapolsky captures the sense of wonder and complexity in these words: “. . . an impala sprinting across the Savannah can be reduced to biomechanics, and Bach can be reduced to counterpoint, yet that does not decrease one iota our ability to shiver as we experience impalas leaping or Bach thundering. We can only gain and grow with each discovery that there is structure underlying the most accessible levels of things that fill us with awe.”

Part of the purpose of learning is to gain a greater sense of wonder. Well known physicist/genius Richard Feynman suggests: “The purpose of knowledge is to appreciate wonders even more.” Our process of learning then is not to produce certainty through a command of factual information, but to produce a greater appreciation of wonder, to be increasingly motivated to learn more and more and to engage in the study of complexities yet not understood. In the learning process the student should have questions multiplying rather than being answered – and sometimes this might mean the questioning of things we thought we knew…or had an answer for.

Franciscan priest Richard Rohr suggests that wondering connotes at least three things: 1) standing in disbelief, 2) standing in the question itself, and 3) standing in awe before something. He suggests that it is spiritually healthy to remain open to all three things inside of you as long as you don’t let skepticism and negativity gain the upper hand. To remain in the question keeps us spiritually humble and open to what is possible.

Despite concerns about “science bleaching the world of wonder,” Phillip Ball suggests in his article “Why Science Needs Wonder”  that “science today appreciates that the link between curiosity and wonder should not, and probably cannot, be severed, for true curiosity – as opposed, say, to obsessive pedantry, acquisitiveness or problem-solving – grinds to a halt when deprived of wonder’s fuel.” I believe we simply cannot detach our emotions, our enthusiasm, our fervor, our aesthetic and moral impulses, our sense of awe and wonder – it is our innate response to worship, to bow in humility before a God whose “glory is beyond the heavens, whose ways are past finding out.”

It is the task and the joy of the Christian teacher to balance the two extremes – to not too quickly give religious answers to questions of wonder so that a student’s curiosity for further inquiry is dampened, and on the other hand to not advance the idea that we must be in doubt about everything and that what we do know is simply the result of man’s discovery.

A few things that caught my eye

Best way to take lecture notes – can you imagine everyone in the hall using this technology? :)

Here’s a RSA Animate style video explaining Common Core State Standards:

For over 180 videos of lesson ideas for teaching Common Core, check out this resource.

Still struggling to “get” Twitter? Are you a “Lurker”, “Participant” or “Author”? Here is a good intro video that explains the stages.

If you have tried Twitter and gone away from it, maybe this video from a University of Alaska professor will be helpful.

I love helpful visual diagrams! Katie Ritter has put together three very helpful ones. The one below that she calls Backwards EdTech Tool Flow Chart starts with the question “What do you want students to do?” and then moves to a guiding question. Depending on the answer you can move to a link to an appropriate web tool for them to use. Click here to access the chart. The other two tools that she created for her teachers at her school are also in PDF’s with clickable links. You can access them here.

Excellent interview/article: Coming Out in the CRC: YALT’s Interview with Ryan Struyk – for those of you reading this and wondering about the abbreviations – the CRC stands for the Christian Reformed Church – the founding denomination of many schools in CSI (Christian Schools International) and YALT stands for the Young Adult Leadership Task Force.

Image of God – self perception vs. perception by others – does this get at why it is hard for us to accept grace and see ourselves as God sees us – as lovable and redeemed? Dove put together this video that has become the most watched online video ad ever according to this source.

Is this why glass ceilings persist and women are still paid less than men for the same work? Sheryl Sandburg, COO of Facebook, talks about if a businesswoman can be competent and nice in their work.

Here is a link to a commercial demonstrating the double standard that exists, as well as references to the full study done at Harvard.

The influence of grandparents on faith development –   interesting research results from USC sociologist Vern Bengston.

Great perspective piece on what Christmas is all about – A Christmas Apology, and the Seeds of Hope from Rachel Held Evans.

Write your own caption for this pic below from Paul Shirky which he calls School vs. Life! In any case, it speaks to the significance of our task as educators – helping kids make sense out the mess and at the same time connecting things back together in beautiful ways – blessings on your new calendar year ahead!

Bringing shalom to our teaching

Source: Beth Chatto Gardens by antonychammond via Flickr

When I returned to Christian education in 1993 as a building principal, I was faced with the challenge of articulating the distinctiveness of a Christian education to present and potential parents. To that point, as a student in K-12 schools and as a teacher in two Christian school settings, I had not really thought a great deal about how Christian education was different. I had simply experienced it. I was aware of differences having gone to a public university and having served in public education for seven of my twelve years to that point, but had limited mental models to work from for further work.

My first exercise was to think of as many areas of difference in the experiences I had, to analyze what type of category it might fit into, and then to synthesize the differences into categories of distinctiveness. What I arrived at is the concepts of curriculum, classroom, and community to describe how Christian schools should be distinctive. These concepts appear in the tagline for this blog and I wrote about them in one of the first posts.

One of the reasons I felt we needed to have language around these concepts is to provide a way to discuss and further improve what we were doing in Christian education. Without such language we could basically talk in circles for days and not know where to begin or how to consider in focused ways what we are really talking about, let alone look for ways to improve distinctiveness.

Over the past year I have written in this blog about the idea of flourishing as our desired outcome for Christian school students. I have explored ten possible aspects of flourishing in a series of blog posts. We can work toward these aspects with students in the areas of curriculum, classroom, and community in a Christian school.  While the areas of how to nurture student faith in classroom and community are clearer, I believe that our greater challenge is to consider how we nurture faith and flourishing in the area of curriculum.

I would like to suggest that if we go back to Wolterstorff’s definition of flourishing as a person being in harmony with nature, God, self, and neighbor we can also then use those categories to consider how we might develop Truth revealing curriculum units. I suggest the following correlation of the aspects of flourishing with possible curricular emphases.

Flourishing is accomplished in a curricular emphasis through:

Harmony with nature – I suggest the word “Wonder” to capture this aspect. Here we are helping the student to understand the “ABC’s” of God’s great creation:  A- Awe, B – Beauty, C – Complexity, D – Design, E – Excellence, and so forth.  As we consider the Wonder of nature, we are driven to our knees in worship of the Creator. True wisdom begins in wonder as we creatures consider our Creator and his marvelous creation – “the fear of the Lord is the beginning of wisdom.”

Harmony with God – I suggest the word “Wisdom.” In this area we consider our purpose for being, what is wrong with the world, and how it has been made right through Jesus’ work. We help students to know the Truth so that in “your light we may see light” and knowing the truth they may discern what is true, lovely, good, and right. We cultivate the discomfort that believers feel as they are in, but not of the world. We encourage students to raise prophetic voices against the brokenness of sin and alienation from God that is present in culture and society.

Harmony with self and man – I suggest the word “Work.” There are two aspects to this word – first of all we must educate in ways that help students identify whose they are, who they are, and what passions/gifts they have been given. Our learning processes must allow students to naturally unfold their “wiring” and help them discover their life call. Secondly, in the area of work we must help them understand that they are part of Christ’s work of the restoration of creation/mankind. Our learning experiences must serve to develop compassion for mankind at both the local and global level. “Work” then involves students understanding their passion to respond with compassion.

I hope these can be helpful terms as we work toward encouraging flourishing students and developing distinctive curricular units. In Christian schools we are able to begin our teaching and learning experiences with worship of the Creator; lead kids toward harmony with nature, God, self, and man; and end with the student’s desire to “offer their life as a living sacrifice.”

Essential Questions – engaging and mission oriented

I have been working on Essential Questions with Christian schools for a number of years now. Asking questions is a gracious way to invite people into a conversation. Jesus used questions in many different ways, but in each it was a way to cause those being asked to move to a higher plane of reflection, engagement, and dialogue. Jesus’ questions remain with us today and still challenge us: “Who do you say that I am?” Questions show respect for the others in conversation whereas statements tend to shut down further dialogue. Questions demonstrate that the asker is still open to further learning and demonstrates an attitude of humility.

Our best essential questions are shared questions that both the teacher and the student find worth pondering. “What is the difference between needs and wants?” is a question we all should be asking ourselves frequently and at each stage of life. Both teacher and student find a question like that worth their time as opposed to questions that are leading and guiding – questions that tell the learner that I as the teacher of course know the answer and I am just waiting for you to catch up and figure it out.  Sometimes I wonder why, with so many good questions out there, we spend so much of our time in the teaching profession telling students facts – the level of retention does not justify the kinds of time choices we make when we could have kids pondering things that are more essential and more fruitful for deep discussion of life issues.

When teachers are in the process of creating and identifying Essential Questions I am sometimes asked if there are “Christian” essential questions and non-Christian essential questions. Let’s start by acknowledging God’s authorship, sovereignty and his truth that is evident in all things whether it is acknowledged or not. All creation speaks to God’s design, beauty, and truth. Truly, the learning journey reveals God’s truth whether the teacher acknowledges or points to God or not in the process. In a Christian school a teacher has the freedom to point to God’s truth directly and to encourage students to seek to apply a Biblical perspective. In our question above of wants and needs, I can go up to a certain point in a public school and encourage living a stewardly life on the basis of being a good human being and sharing the planet, but I cannot root that in a spiritual belief system. In a Christian school I can encourage students to discover what the Bible says about wants and needs and to help them consider how the choices I make reflect good stewardship, the kind of compassion Jesus modeled, or how to think prophetically about societal issues in the light of Micah 6:8.

Let me give a few more examples. I recently purchased an excellent resource called The Essential Questions Handbook, published by Scholastic. The book is laid out by Big Ideas in the four core areas of ELA, math, science, and social studies and covers grades 4-8. So in social studies, the first big idea is Community. One of the Enduring Understandings caught my eye: “Within a community, we encounter and should respect alternative viewpoints and values.” In both public and Christian schools, we can encourage kids to demonstrate respect and seek to understand alternative viewpoints. In a Christian school we should also be encouraging kids to be gracious because they are interacting with fellow image-bearers, and equipping them with some wisdom as to how and when best to share the truth claims of the Gospel with others in their community. In Math the Big Idea of patterns results in an Essential Understanding of “Order exists in the universe.” In Christian schools we go beyond and ask who is responsible for this order, and what does this pattern reveal to us about God’s character. In Science the Big Idea of Endangered Species may result in an Essential Understanding of “Human activities can have positive and negative effects on the environment” leading us to wonder with students how to value various human activities. How as Christians do we determine whether human need or species survival are the final determining factor? What are the boundaries that need discussion around humans being the crown of creation and having dominion over creation versus stewardship and creation care?

It seems to me that there are many fruitful Essential Understandings and Essential Questions out there that reveal God’s truth. What is different is how a Christian teacher views that concept/question, whether they lead students to understand God’s truth in deeper ways, and ultimately help them to see God’s wonder, wisdom, and sense their own personal call of work in God’s world.

Flourishing – Determination to bring joy and hope into the lives of others

Source: Beth Chatto Gardens by antonychammond via Flickr

Tenth and final post in a series that delves deeper into the characteristics of a flourishing student – click here to read the original post on flourishing.)

One of the most significant flourishing outcomes that we hope for our students is our last item- a determination to bring joy and hope into the lives of others. In order to do this, we must be able to bring together all aspects of head, heart, and hands – our cognition, passions, and behaviors. It is not that a people with this determination are saccharine sweet, out of touch with reality, or constantly smiling; rather, they know what they believe, who they are, and have a sense of their impact on others as they go through life. This determination comes from a sense of deep faith, gratefulness for God’s gracious gift of salvation, and a desire to live out a life of grateful service to others, to be Christ to them in small and large ways.

What we are really talking about is what attitude we choose to demonstrate each day, in each situation and circumstance. One of the most helpful quotes that speaks to the significance of a positive attitude is this famous one by Chuck Swindoll:

“Attitude is more important than facts. It is more important than the past, than education, money, circumstances, than failures and success, than what other people think, say, or do. It is more important than appearance, ability, or skill. It will make or break a business, a home, a friendship, an organization. The remarkable thing is I have a choice every day of what my attitude will be. I cannot change my past. I cannot change the actions of others. I cannot change the inevitable. The only thing I can change is attitude. Life is ten percent what happens to me and ninety percent how I react to it.”
― Charles R. Swindoll

Swindoll is saying that attitude is more important than most anything else in life:  it is a critical issue to address with our students. We can help students realize is that they have a choice about their attitudes. A broken or difficult past may haunt us, but we have a choice about whether we forgive and move on or not. We have the opportunity to choose our attitudes each moment and in each circumstance. We see this modeled by Paul and Silas (Acts 16:25-28) as they were imprisoned for preaching the Gospel and chose to spend their time praying, singing, and eventually giving witness to that hope and joy that was spilling out of them. All students have the potential to flourish in this way – it is not dependent on intellect – in fact, some “special needs” students often can be the best bringers of joy and hope.

Our ultimate hope for our students is summarized in this final Flourishing Index statement – that they learn to become Christ-like – giving evidence of the hope that they have through Christ, being grateful in all circumstances, being humble in times of blessing, and living selfless lives of service to others, which is the faithful presence of Jesus Christ in the world.

Should Christian schools be more like seminaries or churches?

Out of its best motives, the Christian day school movement was born from the deep conviction by parents that God’s truth be recognized in every subject and every aspect of learning. Knowing that a teacher’s worldview has a powerful and undeniable impact on students’ worldviews, public schooling was not acceptable to these parents because of concerns over what core values/worldview would be promoted. In a public school setting, where all worldviews sit on an equal platform, the highest aspirations for student outcomes often gravitate toward individual economic success and becoming a good citizen. By contrast, Christian education may also work toward these goals but holds a primary emphasis on nurturing students to love God and serve their neighbors in Christ’s name. Christian schools seek to unfold the wonder of God’s creation, teach students wisdom according to Biblical principles, and help students begin to practice for their life work of service/worship. Should the Christian school of today be more about this equipping in the same manner as a seminary or be more focused on working with a wide range of student belief as churches do? Our appropriate response may be – “It depends on the needs of the student and where they are at in their faith formation”, but I believe there is more to be considered because some schools only allow children of believers to attend, while other schools take all comers, regardless of parent beliefs.

Christian schools were originally structured to function more like seminaries than churches. This was based on the belief that Christian schools functioned as an extension of the Christian home – children of believers were also believers and were sent to a Christian school for discipleship. It is similar to when adult Christians desire to study the Bible more deeply, they may choose to attend a Christian seminary where they can study Greek, Latin, Biblical history, preaching, teaching, and discipleship. There is an assumption on the part of the Christian seminary that the student knows what they are signing up for and the seminary teaches from a certain perspective.  Similarly, parents who enroll their children in Christian day schools, desire and expect that teachers will teach from the perspective of God’s sovereignty and view each child as an image-bearer of God. They expect that the teachers will challenge their child to believe in Jesus and begin to understand what that means practically in life.

However should Christian schools more closely resemble today’s churches? In a world today where churches see themselves in a much more seeker oriented vein, is it appropriate also for Christian schools to be based upon the same type of missional approach? Just as anyone can come into a church on a Sunday morning, should parents of any or no belief be allowed to enroll their children in Christian schools? In both cases, many Christian school educators would say, “Yes, as long as parents and students coming in to the school understand what kind of education they are going to receive and are not disruptive to the process.” In talking with missional Christian schools, I have seen and heard a vitality and authenticity of conversations that can be had with students, as well as a lack of assumptions by students about faith (i.e., my parents are saved and so I must be too). Christian schools that go the missional enrollment route have found that they must take great care with articulating a biblical perspective in their curriculum and instruction so that they remain true to their mission, but I would add that this should be true of all Christian schools.

I believe that more dialogue on this question would be very helpful. How we should proceed may have a significant impact on how Christian schools are viewed by churches and parents considering Christian education.  I have worked as a teacher and administrator in both public and Christian school settings. I am under no illusions about the shortcomings or strengths of either. What I would like to see is more dialogue between Christians working in both settings, more prayer for each other, and more support from churches for both. We should desire that all students have the opportunity to flourish. I believe that a quality Christian school that takes its mission seriously has similarities to both a great seminary and a great church – revealing God’s truth in its teaching, making no false assumptions about individual’s faith, and connecting its purpose to the needs and challenges of the real world that Christ followers are called to serve.

Flourishing – Demonstrating effective life habits and practicing spiritual disciplines

Source: Beth Chatto Gardens by antonychammond via Flickr

(Ninth in a series that delves deeper into the characteristics of a flourishing student – click here to read the original post on flourishing.)

If we desire that our students flourish, we must seek for our students to develop effective life habits and spiritual disciplines. All educators work with students to develop effective life habits, but in Christian education we emphasize with our students that their work is done for God’s glory and not for their own success. Working with students to develop spiritual disciplines can only be done in a Christian school, and is an important part of our work.

We want our students to learn effective life habits so that they may flourish in their lives now and in the future – simply put, people with effective life habits know how to get stuff done! A reasonable goal for our students should be that they know how to manage their time and respect the time of others. Their organizational skills will help them to not feel overwhelmed in their own lives and allow them to effectively give their time to lift the lives of others. The kinds of effective life habits I am talking about have been widely written about in books such as Stephen Covey’s 7 Habits of Highly Effective People and my intent in this post is not to reiterate those but to consider our role as educators in helping to form these habits.

What role do spiritual disciplines play in a flourishing student’s life? Our desire is that our students not only believe in Christ, but seek to become like him – to connect what is in their hearts with how they live out their lives. In that sense, since we don’t know whether our students truly believe, our best opportunity as believers is to model spiritual disciplines for our students and encourage our students to understand the value of such practices to help us connect belief and action. We should consider both individual and corporate ways we could teach spiritual disciplines to our students so that they may become flourishing Christians who are more like Christ.

What spiritual disciplines might we as Christian educators want to model for our students? In Dallas Willard’s excellent book, The Spirit of the Disciplines: Understanding How God Changes Lives, he suggests two categories of disciplines that contribute to spiritual growth:

Disciplines of Abstinence – solitude, silence, fasting, frugality, chastity, secrecy, and sacrifice

Disciplines of Engagement – study, worship, celebration, service, prayer, fellowship, confession, and submission

Where do we naturally begin when we think about developing a desire to love and serve Christ in students? In James K.A. Smith’s recent book, Imagining the Kingdom (Cultural Liturgies): How Worship Works, he suggests that story and worship practices are critical to a truly Christian education:

1) Spirit – imagination – narrative – body – heart: “In short, the way to the heart is through the body, and the way into the body is through story. And this is how worship works: Christian formation is a conversion of the imagination effected by the Spirit, who recruits our most fundamental desires by a kind of narrative enchantment— by inviting us narrative animals into a story that seeps into our bones and becomes the orienting background of our being-in-the-world.”

2) Practices focused on worship – communal practices – formation of habits: “Christian education will only be fully an education to the extent that it is also a formation of our habits. And such formation happens not only, or even primarily, by equipping the intellect but through the repetitive formation of embodied, communal practices. And the “core” of those formative practices is centered in the practices of Christian worship.”

Are we up to the modeling challenge this year? Let’s work with students on life habits and spiritual disciplines so that they may flourish.

Flourishing – Understanding how God has gifted (students) and called them

Source: Beth Chatto Gardens by antonychammond via Flickr

(Eighth in a series that delves deeper into the characteristics of a flourishing student – click here to read the original post on flourishing.)

I had two differing experiences in my educational career that dealt with the aspect of vocation. One was in my 8th grade year when my teacher took some time with each of us to talk about our individual talents and how we might use them in high school and beyond. A second came during a very confusing time of life as a college freshman – seeking direction in the guidance office, I was given a vocational test. The test suggested that I should consider becoming a rabbi; I thought this a curious outcome since I was not Jewish, but an evangelical attending an evangelical college. (Given that I am writing this blog on nurturing student faith, maybe that test was not that far off! :) Needless to say, one experience was helpful, and the other was not particularly so.

I hope that as K-16 institutions, we are now doing a much better job with helping students understand how God has gifted them and also helping to discern God’s call in their lives. But I wish I had more certainty – please write if you feel this is an area of strength in your school – I would love to share what you are doing!

Over the last decade, the recognition in the business world, that we should be working from our strengths rather than spending time trying to build weak areas, is a welcome relief to our previous deficit approach. I am specifically referring to the work done by Clifton and Buckingham and the numerous books written as follow-ups to this groundbreaking work. Using a strengths model, I believe that the time is ripe for us to better equip students through identifying their gifts/talents and having them practice using their gifts/talents in team settings. We have said that we believe all children can learn, so then we can’t continue to teach in the same ways – we need to be helping students know who they are and how God has wired them, thereby optimizing their talents in the classroom. Secondly, we know that cooperative learning is a research proven strategy, but unless we have identified individual gifts/talents, we likely will not effectively put project groups together where talents are maximized.

Last month I shared what Beaver County Christian is doing with having their alumni come in and talk about how their Christian education is impacting their careers. One of the benefits that I like about this project is that it serves to cultivate the missional imagination of the students. Through the stories shared by the alumni, students can begin to imagine how they might be listening for, and living out, God’s call in their lives. As a child I was brought to “missionary union meetings” to hear how missionaries were making an impact on the world out there. Although I didn’t always enjoy going, I usually enjoyed the engaging stories, the cool artifacts, and learning about the world on the other side of the globe. I realize now that my parents were trying to expand my missional imagination!

We are living in a time where we have a greater global awareness through our connectivity, more movement toward a personalized student educational experience, and more understanding how teams function best.  These three aspects may indicate that this is a perfect time of convergence around better equipping our students to flourish through understanding their gifts/talents and how God is calling them. What is working well in this area at your school?

Flourishing: The desire to act morally and ethically across all aspects of life

Source: Beth Chatto Gardens by antonychammond via Flickr

(Seventh in a series that delves deeper into the characteristics of a flourishing student – click here to read the original post on flourishing.)

The global/local news landscape offers up to us almost daily examples of moral and ethical failure. As Christians, we may be more disappointed than shocked because we understand the fallen nature of humanity and the fact that we cannot escape brokenness – the line dividing good and evil runs down the center of each of our hearts. Yet our faith, in the power of a risen Christ redeeming humanity and his creation, inspires us to not stay in despair over this brokenness, but to continue to work toward shalom and restoration. We remind ourselves that each human being is made in God’s likeness, and challenge our students to live lives of obedience and faithfulness, to be like Christ.

It is this challenge to students that I want to focus on. In the process of attempting to teach our students the desire to act morally and ethically we are essentially showing them what goodness looks, acts, and smells like – “a more perfect way” – and asking them to internalize and live out that goodness. It is not just about “being good,” and it is not enough to just not disobey.  We need to show them that following Christ is an above and beyond/different way of living and to call them to that “foolishness” Christ asks of us (Matthew 5, I Corinthians 1:21ff).

Many students each day are taught to “be good” in schools around the world, yet only some are given spiritual foundations as to why they should “be good.” Just being “good for goodness sake” or for personal gain as in good grades-good scholarships-good college-good job-good life thinking will only be so effective when push comes to shove in life situations that students will encounter. The tests and trials of life in big and small situations will reveal what they really believe and their actions will reveal their worldview. The latter part of the saying “Time heals wounds and wounds heels” reflects how we so often see careers and reputations undone through moral and ethical failings – research tells us it is hard to end our careers well. Moral and ethical failings are often the result of pride (“It can’t happen to me because I am above it all”) or laziness (“I can cut this corner or treat someone this way and get away with it”) or magical thinking  (“It won’t happen to me or I won’t get caught”). Lack of discipline, lack of courage, and lack of character development all contribute to these failings. If I do not really regard others as image-bearers worthy of my love because of my desire to show Christ’s love, it is more likely that I will not see the need for ethical and moral behavior toward them. My best behavior done through my own power, if not directed toward worship, is more likely to simply increase my pride and self-reliance. If we do not encourage our students to see their behavior as connected or disconnected to foundational spiritual belief, it is not as likely that their lives will translate into obedience, humility, kindness, love, and other fruits of the Spirit.

How can we specifically work toward this outcome of a flourishing student? The aspect of adult modeling moral and ethical behavior looms large.  We create classroom and school cultures where the desire to live morally and ethically can thrive or be discouraged. We must start with our own hearts, motives and worldview – as adults are we demonstrating spiritual obedience simply out of fear of judgment or out of true love for others and a desire to love God and to do the right thing? Bill Hybels’ book: Who You Are When Nobody’s Looking: Choosing Consistency, Resisting Compromise gives us an immediate challenge just from the title and is a great resource to work through with students or your own children.  We need to both share and examine difficulties in this area and encourage good choices by students. It may be helpful with middle and high school students to make use of dilemmas and case studies so that moral and ethical principles can be applied to real life situations. A book such as Rozema and VanderArk’s No Easy Answers – Making Good Decisions in an Anything Goes World or CSI’s Exploring Ethics texts are very helpful tools.

“No more hurting people – Peace”

One of the most poignant images from the recent Boston Marathon bombing was 8 year -old Martin Richard’s sign. The bombing was the largest of several stories of hurt in the month of April. People deeply hurt by gun violence were testifying in front of Congress. A video surfaced at Rutgers University showing a coach hurting players by his physical actions and harmful words directed at his players. It struck me that Martin, by his sign, was not only hoping for an absence of pain by his choice of his first four words, but also a pro-active state of peacefulness by his next. If we seek peace, we must not simply embrace it as an abstract concept, but consider how peace may be attained in our daily lives and at what cost.

Mulling over all these events, I found myself wrestling with the situation of the fired coach and what implications it might have for all those who seek to nurture faith in students.  I found myself wondering about how we define the line he crossed. I am a sports fan and regularly see coaches display intensity, passion, and anger – how similar are they to the Rutgers coach and where is the line of unacceptability drawn? As I considered this I began to think of not just coaches, but teachers and other adults who work with kids.  Where does “helping and discipline” turn into hurting? Does it just have to do with volume or is quiet sarcasm to control and manipulate kids just as deadly? Is sarcasm ever acceptable in working with kids or is it a lazy way for an adult to maintain control, to be cool with the cool kids, to keep the classroom pecking order intact so that equilibrium and order can be maintained – at whatever cost?

I also wondered how some adults who refrain from using any objectionable methods with youth get stellar results year after year. The ones we should be emulating are the best coaches and teachers who demonstrate by word and deed that they truly see the person in front of them as an image-bearer of the God of heaven and earth and therefore worthy of the same respect they would expect to receive! They do not need to shout at or put down a student in front of the peers of the student or later in front of their own peers. They seek to build up students, and in return, the students are secure in the love of the teacher.  Students will take and even seek correction and advice from them. Why do some teachers and coaches get not only results but respect and lifelong admiration from those in their charge? And why do we put up with anything less if we are truly serious about emulating Jesus and living out our school missions?

My belief is that in Christian education we should be holding ourselves to a higher standard – we seek to serve the Prince of Peace who says “Blessed are the peacemakers, for they will be called the children of God.” (Matthew 5:9) Our children’s faith is nurtured or discouraged by the words and actions of adults around them – it will take courage for us to confront each other if we see hurting happening by an adult – but it is what we are called to as children of God working with God’s children.

Helping students connect the dots

I am excited to share with you an exciting project that I learned about recently. Beaver County Christian High has, for nearly twenty years, been taking the time to help senior students connect the dots via a special three-day unit entitled What Difference Does It Make? Alumni of the school are asked to deliver a case study, a time from their life when their worldview made a difference in the way they lived. They share with students the circumstances of a particular situation and then ask students to ponder what they would do. After a time the adult presenters share what and why they did what they did.

The alumni represent a broad spectrum of fields – for example this year’s group featured the following professions: architecture, homemaking, culinary arts, anti-terror, social services, media, psychology, veterinary school, athletics, mission work, research, Border Patrol, professor, sports medicine, contractor, film sound editing, conference organizing, and nursing. Presenters shared the challenges of working in faith neutral/negative environments, sharing their faith, facing dilemmas in decisions, setting priorities, caring and praying for people, and doing all to the glory of God in every way.

Principal Doug Carson noted that he “was very pleased with the unit” and that it reminded everyone “of the fundamental reason we are in Christian education – we want to help students develop a way to look at all of life from a biblical perspective. We saw our graduates actually doing that! What an encouragement!” Director of Recruitment and Advancement Rose McChesney added: “Our school’s tag line is ‘Biblically Grounded for Life’ and I believe we faithfully strive for this. This unit specifically drew attention to our Christian worldview, and how that impacts everything – including our futures. Our natural tendency is to be very focused on ourselves, our needs, our day, our friends, our projects, our responsibilities, etc. I thought the content was so powerful. And for alumni, products of the same system our students are in, to be able to speak into their lives about the big world out there, and the many ways that Christians are needed, and how they can prepare themselves now, had such potential to impact their lives.”

This year’s special unit for students had I John 3:16-18 which concludes with these words: “Dear children, let us not love with words or tongue but with actions and in truth.” Kudos to the staff at Beaver County for organizing these meaningful interactions for students to help them connect learning, faith, and life – showing what love in action, in real life looks like!

Are you a leader with PEP?

As I have thought recently about effective leadership at the principal, superintendent, and head of school level in Christian schools, it occurs to me that there are at least three areas that are critical to do the job effectively. I have identified these areas with the acronym PEP – Priorities, Entrepreneurialism, and People Centeredness.

Priorities:

The leader of a school plays a critical role as spiritual leader.  I believe that, like a teacher modeling for students, the modeling of the leader is critical for the entire school staff. The leader encourages or discourages spiritual growth and calls the followers to goodness or inadvertently gives permission for poor behavior because of the leader’s poor example. Great leaders must demonstrate consistently implemented values and a transparent worldview. They must determine, and commit to, what is most important for the school – communicating this clearly and often. They help others set priorities that promote and enhance the mission and vision of the school. They are the chief mission and vision carriers, the key person who reminds others what the school stands for, how it is distinctive and true to its mission, and where it hopes to head in the future. They must be “passioneers” with integrity – if they are not the lead cheerleader, who will take on that role? Strong leaders seek to embed the mission and vision of the school in people, policy, processes, and practice.

Entrepreneurialism:

The leader of the school demonstrates an attitude of continuous learning and improvement, open to and seeking out new ideas. Leaders relish feedback about the school for improvement and search out new opportunities for the school to impact their students, the school community, and the world. They are willing to take risks, encouraging and supporting innovation in teaching and learning. They are purposeful in helping others to embrace a larger vision and commit to a multi-year plan of improvement. They seek excellence by benchmarking results and utilizing research based best practices. They model being the chief learner and work to establish a culture of learning.  They are uneasy with the status quo and have a passion for true worship/service, desiring to offer their very best as praise to God.

People centeredness:

The focus of the leader should be to genuinely love all the people he/she serves. Leaders must truly seek the best for each person – demonstrating this by seeking to put in place processes and policies that help to develop the capacity of each person.  They must see the image of Christ in each person and seek to understand their gifts and potential contribution to the school. Leaders need to put in place professional development processes and leadership structures that encourage and challenge staff members to develop their gifts and to grow as a learning leader. Leaders must be careful to balance grace and truth in their interactions, processes, and accountability structures.

Leadership is not easy – it requires all kinds of “above and beyond” efforts and a heart that is attuned to, and seeks, God’s leading and wisdom. Yet what is sometimes unsaid is that it can be a very rewarding experience to be able to work with, and impact in positive ways, the lives of students, teachers, staff, parents, and community. When leaders are filled with “PEP” they are a huge blessing to all in their school and community.

Identifying “take-aways for life:” using Essential Questions to nurture faith

If one accepts the idea that our main focus in Christian education needs to be nurturing student faith in the educational context, then it is vitally important that we engage students with questions that 1) cause students to stop dead in their tracks with intrigue, and 2) cause the students to deal with a Biblical perspective on issues of life. This is easier said than done! How can we develop such questions?

If I want to drive to a destination, I put into my Google Maps the destination I am hoping to arrive at – beginning with the end in mind. So, we first must ask the question: What kind of students do we seek to produce? My answer to this question is: “A flourishing student!”  and that is why I have been trying to spell out what that means in the series of blog posts that I have been writing in this space on the idea of a flourishing student (list of blog post dates).

If we accept Wolterstorff’s definition of flourishing as being in harmony with God, neighbor, creation, and self then we can begin to see how we must shape the questions we ask in our curriculum and what conceptual qualities they must possess. Our curriculum outcomes must deal with God, neighbor, creation, and self. The things we are trying to do in our teaching relate to one of these four areas. I see the connections as follows:

• Creation and wonder – this is where we begin as learners and we should never lose it! We wonder about the micro and macro aspects of creation and the magnificent design behind it all. To whom should we give the praise and glory? We continue to wonder about creation’s mysteries that we learn have not been unlocked and are intrigued by the wonder and beauty of creation as we seek to live in harmony with it and learn how to use it well. Example questions in science class: Why are trees important to God’s creation? How does the structure of a DNA molecule exemplify order and creation?
• God/Christ and knowledge and wisdom – all knowledge and truth exists because Christ brought it into existence and continues to hold it together. This is why we marvel at gravity and 2+2=4 and how our bodies work. So our essential questions can be pretty straightforward and need not be simply “God questions” that are painfully superficial, but should include a discussion of a God-centered starting point and a worship ending point. In non-Christian schools, knowledge is presented as if it can stand on its own, or praise is ascribed to man without any reference to a Divine Creator – this is a huge difference. We need to ask our students to apply knowledge in areas of study toward questions of discernment as informed by Biblical perspectives. Example question in math class: Do you think there is such a thing as ‘chance’?  Why or why not? Example question in social studies: Is capitalism in America successful?  Why or why not?
• Neighbor and compassion – a Christian school should motivate students toward a desire to serve and make a difference in the world. It should produce true empathy as students understand people and situations in the world, and should inspire a compassionate response out of love for other people God has created. The student understands that each person is loved and cherished by God, having been made in his image. The student understands then that life is not just about themselves, but that they have a global responsibility to respond to the needs of our world. There may not be easy answers to questions that juxtapose two competing interests and Christians may disagree about the best ways to respond. Example question in social studies: As a Christian, what is the difference between needs and wants? Example question in English: Does having a shared experience make a person better able to provide true comfort?
• Self and image-bearing/gifts – how can one be in harmony with one’s self? Harmony with one’s self might mean acceptance of how God has created you – your physical, mental, emotional, spiritual self and an ever increasing understanding through the years of how he has gifted you, wired you, and what makes you “tick.” It also means that you take seriously care of your body as a temple of the Holy Spirit: you eat well, sleep well, exercise well, develop positive habits, virtues, and a generous and gracious spirit. As you grow in Christ, you more and more are able to let the light of Christ shine through you, and to truly bring joy and hope into the world, into the lives of others. Example question in music: Why do we respond to God with music? Example question in art: How can art be used to redeem culture?

This model may help us in our thinking about producing effective “take-away” Essential Questions. As we engage students with questions and help them construct good questions, we may find these categories helpful as a way to balance areas of focus within a classroom setting.

Made for goodness

Admittedly, I read a fair amount of books in a year. So, when one sticks in my mind and continues to provoke my thoughts, it moves to my mental list of “exceptional books” and I tend to talk to others about it. Recently I picked up Archbishop Desmond Tutu’s book, Made for Goodness: and Why This Makes All the Difference, written with his daughter, Rev. Mpho Tutu. What a compelling and inspirational book!

I was curious how Tutu might hold this view of goodness in the face of all the evil that he has seen and heard. Yet Tutu argues that, being made by God in his image, we are both attracted to good and outraged by evil. God holds us in life, and we can face evil squarely because we know that evil will not have the last word. We are lovable and capable of good because God has loved us since before eternity. The Tutus encourage us to live into the goodness that God has hardwired into us, as opposed to “doing good” out of fear that we are not doing enough to please God. One of my favorite quotes in the book is the following: “The invitation to Godly perfection, God’s invitation to wholeness, is an invitation to beauty. It is God’s invitation to us to be life artists, to be those who create lives of beauty.” (p. 48) In teaching, we have so many opportunities to be life artists, instruments of God’s goodness, impacting the lives of our students around us.

The Tutus do not deny the power and pervasiveness of evil. They recount personal experiences and the horror stories of other’s suffering. As the leader of the Truth and Reconciliation Commission in South Africa to investigate apartheid era crimes, Archbishop Tutu heard stories reflecting the worst of human evil, yet is able to affirm that even in suffering, God sees and stands with us in all that we experience and endure in life.

I was struck by, and very appreciative of the Tutus’ description of forgiveness:

“We miseducate ourselves and our children with the trite phrase ‘Forgive and forget.’ Forgiveness is not a form of forgetting. It is, rather, a profound form of remembering. When we forgive, we remember who and whose we are. We remember that we are creative beings modeled on a creative God. When we forgive, we reclaim the power to create.” (p.150)

The authors remind us that we all long for goodness, for a return to Eden. They encourage us in closing to be much in prayer, to be listening for God’s voice: “God can help us choose, from among the plethora of paths that are spread out before us, the one that leads to flourishing.” To begin, we must see ourselves as God sees us, as the crown of his creation, created for his joy and beloved. This has implications for how we view others: “As we allow ourselves to accept God’s acceptance, we can begin to accept our own goodness and beauty. With each glimpse of our own beauty we can begin to see the goodness and beauty in others.” (p.198)

This book caused me to wonder if sometimes we focus too much on the shortcomings of ourselves, our students, our colleagues and allow ourselves to become negative, discouraged, cynical, and even bitter. The hard lessons learned in South Africa would point us in the direction of not ignoring the reality of evil, and certainly not letting it have the last word. We live in the hope of Eden and have daily opportunity to exude the goodness and beauty of our Creator, to image him and to celebrate it in other image-bearers before us.

Flourishing – the ability to see connections

(Third in a series that delves deeper into the characteristics of a flourishing student – click here to read the original post on flourishing.)

If you were to interview teachers and ask them why they went into education as a profession, a fairly common answer might be “to see the light bulb go on in a student’s mind.” What the teacher is really speaking about is that they live for the moment when understanding occurs. In educational terms, we might say that this is when the student connects the new information to their existing framework of understanding. It is a joyous moment – it is the closest we can come to visibly seeing growth happen in students right before our eyes!

As students mature, we seek to help students ask good questions, to teach them the habits and attitudes that help them to discover the connections between what is known and what is unknown. We want students to increasingly be able to see these connections on their own. I believe that this quality is one of the outcomes that we work toward as we seek to develop flourishing students.

This quality is very important in the big picture of life. People who are able to see connections understand the relationships between things and devise creative solutions. People who are able to see connections between people and situations are people who can effectively make positive change happen. People who see connections between things are able to be effective visionaries because they see the big picture, can anticipate potential problems, and develop effective action steps.

From Colossians we know that in Christ all things cohere. Shouldn’t we try to emulate this coherence and connection in the educational experiences that we provide for our students? When we keep knowledge in separate boxes we make it more challenging for students to build effective schemas, or frameworks of understanding. I am confident that the more we help students see the connectedness that Christ has designed in creation, the more we will make significant gains in helping them become flourishing individuals.

Equipping teachers: two new Bible resources

Our opportunities to reveal God’s truth in all creation, to explore Biblical perspectives, and to nurture faith in students are core distinctives of Christian education. Yet, if the truth were told, it cannot be assumed that new graduates or even teachers with some experience have had the kind of background or training to make faith-learning connections or to teach the Bible effectively. This latter concern led Dr. Johanna Campbell, retired British Columbia Teachers’ Association leader and former teacher, to write a book entitled How to Profit From the Word: A Handbook for teachers of Bible in Christian Schools just for that purpose. From her website, she offers the following description of the book: “The first three chapters discuss the basic tenets of our Christian faith, using the Apostles’ Creed as an overall guide. Chapters 4-10 discuss curriculum frameworks, Christian methodology, pedagogy, learning the Bible in community, and what role the Holy Spirit plays in the classroom. There are five helpful appendices which give ideas on how to assess the subject ‘Bible’, how to journal through a Bible book, how to do a passage analysis, sample outlines on how to ‘camp’ around a Bible book, and a page listing some helpful resources for the Bible teacher.”  The book is available on her website.

Johanna has also put together another inexpensive booklet called Bible Q & A: From Creation to New Creation. While this booklet is designed for children under 12, it could also be used effectively with new believers, for evangelism purposes, or for ESL students. These are “the basics” – in Johanna’s words – “a benchmark of biblical knowledge for both children and adults.” The booklet is now available in Spanish also and is being used presently by EduDeo in Honduras and Nicaragua. It is available in French as well.

Any Christian schools that teach French or Spanish could use the Bible Q & A for their high school students to give them a basic Christian vocabulary in the language they are studying.  Study one Q & A (or a small related section) per lesson–5 minutes.

Kudos, Johanna – thanks for making these excellent resources available for teachers and students and thanks for your heart and passion to do this not for profit, but to advance the Kingdom of Jesus Christ. For more information, please visit her website.

Deficits or possibilities?

Image: flickr.com/photos/kretyen/2628104710/

As a educator who began my career in special education, I was trained in the diagnostic-prescriptive approach: identify the problem, find an effective strategy, and try to remediate the deficit. A focus on deficits can become a problem – we are trained as educators to always be on the lookout for deficits, for problems, and not for the larger picture of abundance and possibility. My question then is: is it right for us as Christian teachers to always be focusing on what is wrong, finding flaws, identifying misunderstandings, and critiquing performances?  Will we ever be happy anyway? Are we monitoring ourselves so that we keep this in balance with seeing gifts, possibilities, and focusing on the good, the lovely, and the true?

Many of the professions are trained to deal with problems: dentists with cavities in teeth, physicians with disease and malfunction, social workers with emotional scars, and attorneys with sins of omission and commission. Teaching is unique in the amount of time that can be spent in focusing on encouragement and possibilities. As Christian teachers, we need to intentionally point out to students the abundance of God’s great creation, as well as the abundance of his grace and love to us. We will also want them to know the possibility and promise we see in them as image-bearers, and in the lives and opportunities they have been given.

Knowledge or wonder?

If you had to choose, in a Solomonic dream, whether you would like more knowledge or more wonder, what would you choose?

Aristotle – “All men by nature desire to know.” Isn’t that what got Adam and Eve into trouble? They wanted to know what it was like to be God. Didn’t curiosity kill the cat after all?

In reading the work of the most learned people of our day, we discover that the more honest ones admit they know very little about the one aspect that they have spent their lifetimes studying. While our information is doubling at tremendous speeds, we still know very little about our earth and space.

Daniel Boorstin – “The greatest obstacle to discovery is not ignorance, it is the illusion of knowledge.” We know from I Corinthians 8:1b that “knowledge puffs up, but love builds up.” When we feel inflated about what we know, it not only has idolatrous power, but it also shuts down our desire to continue to be curious, to discover, to wonder, to be the sense makers, the inquirers, the delighters that God intended us to be.

Better to share honest questions as educators with our students and reflect, inquire, and wonder together, than to act as if we have it all figured out.  Isn’t this a more truly God-honoring approach?

The inspiration for this blog post was drawn from a wonderful article by Peter Huidekoper, Jr. entitled “The Age of Wonder” that appeared in the October 12, 2011 Education Week.

Christian or secular textbooks?

textbooks - from timuiuc via Flickr

From time to time I get the question – should we use “Christian” or secular textbooks? I am careful how I answer because there may be a presumed “right” answer by the questioner. Frankly, I have potential issues with both approaches – let me explain further.

I start from the premise that all truth is God’s truth and that we see his truth, design, beauty, goodness, and handiwork in all created things. That said, a text (whether Christian or secular) reveals God’s truth, but in the case of a secular textbook may not point to it explicitly. There is no such thing as sacred and secular truth – all things cohere in Christ – truth is truth whether we acknowledge the source or not. 2+2=4 is what it is, however the difference is whether I point to man as having discovered it or whether this is a fact about how God has put together the universe. The best scientific findings, for example, simply point to the truth that God has embedded in creation. Science will continue to reveal God’s truth, whether it is acknowledged by man as having its origin in God or not. The condition of the human heart as we study it in literature and social studies, the reason for actions and decisions, etc. simply reveals the brokenness of man and his need for a Savior.

A key component, of course, is the teacher who is using the text. I could use a secular text in ways that point kids to God’s truth and also use that opportunity to discuss/critique a non-Christian view that is espoused and commonly held in the world’s thinking. Of course I could do the same with a Christian text. It would depend though on whether the Christian text thoughtfully examined and taught all viewpoints on a subject or was more of a “propaganda” tool. Unfortunately, there are poor quality Christian texts that fall into that category.

Another issue to consider with either scenario is whether you have teachers who are equipped to teach thoughtfully – they may not know how to teach a Christian worldview. They may then just use a poor, “propagandistic” Christian text or use a “secular” text and not be able to lead students in a thoughtful critique in either situation. In either scenario, the desire is that the teacher is well equipped theologically and philosophically to reveal and guide students into God’s truth. If the teacher is well equipped, the secular text may do a more complete job of revealing the secular bias that can then be thoughtfully critiqued through an avenue such as a thoughtful, faith-learning integrated essential question with a follow up assessment asking students to show thoughtful reflection.

Whether we use a “Christian” text or a secular text, two things are paramount to keep in mind:

First we must hire and train teachers who are passionate about their faith and are eager to learn more about how to help kids wrestle with the issues of life. We want teachers to thoughtfully and prayerfully share their own Christian perspective related to the subject matter. This perspective will be demonstrated within their curriculum by the kinds of unit/essential/driving questions that they ask of students and what kinds of things they ask students on assessments. If there is no written evidence of this in in curriculum maps or student assessments, one can rightfully question what worldview is being advanced.

Second, schools are sometimes careless about designing and constructing a quality curriculum that links mission and content and getting it in written form. It is not helpful to invest in teacher and curriculum development if what is developed is not recorded for later use. The assets of a school community, in terms of well developed learning experiences for students, may be walking out the door as experienced and gifted veteran teachers leave an institution without articulating what and how they taught. New teachers need these foundations to stand on and build from as they learn how to interpret the school mission through quality curriculum that demonstrates God’s timeless truth.