Funny that something so basic can be so misunderstood. So much of what is passed off as “education” today is nothing of the sort. This is how I have come to understand education.
First, all education begins with a challenge to what we have previously known or accepted as true. You simply cannot learn something that you already know or believe. You can be reminded of something that you once learned and had forgotten, but to use the terms learn or education concerning something that you already know is to misuse the terms.
Second, one takes the challenge of the new thought or idea and puts it to a critical analysis. Here is where the student says, “I’ve never thought of this before, or in this way. I wonder what others have to say about this.” In elementary school the final source of truth might be our parents, but usually we confirm a new idea before we accept it as our own. If we do not have an “ultimate authority” we keep knocking the idea around with others until we can confirm or deny the new concept.
Learning does not stop with critical analysis, however. A third step involves returning to that which I already know, and either assimilating or rejecting the worth of the new idea. Most of what I read concerns thoughts or ideas that I have not previously experienced. I can confirm that those thoughts and ideas are, indeed true and correct as far as they go. Much of that, however, are thoughts and ideas that are not important to me and I basically ignore or forget them as soon as I learn them (sort of the study, test, and dump that most students practice on a regular basis). Yes, you can say that I have learned a great deal about the grammar of the Greek language – but I can assure you I have assimilated very little of it. I have to go back repeatedly and remind (there’s that word again) myself of concepts I have previously learned. On the other hand, if I need to know something, and can use it immediately and repeatedly, that fact or practice becomes a part of my life. Thankfully I did not have to remind myself of the principles of landing an airplane every time I took off. I learned it, and it became “second nature” in a very real way.
The final step in education then returns to the first step, and we are prepared to challenge ourselves, or be challenged by, another thought, idea, concept, or practice. The circle, or spiral, continues as long as we live, or at least as long as we aspire to learn. It is certainly true that we can remind ourselves of a great many things – and a great many things are worth our time to pull out and remember from time to time. But, to expand our mind we must challenge, analyze, assimilate and challenge again.
I fear the misnaming of education is a mistake that is all too frequently made in church settings. In far too many Bibles “classes” challenge is not accepted. The only thing that can be discussed is what is already known, approved, and accepted. Not even the teacher is allowed to study things that are new or challenging, for fear that some of his new “learning” might infiltrate his presentations. If there is no challenge there can be no critical analysis. In fact, there cannot be any critical analysis of things that are already accepted and approved. There can be no “what” or “why” questions – unless the subject involves an outsider, and we wonder what or why “they” think the way they do. If there is no critical analysis, there can be no assimilation, no “building” upon a previous foundation. Only that which is approved can be approved. That is circular thinking, and that is not education.
My greatest mentors over the first half of my formative years were all devout (and brilliant, by the way) members of the Churches of Christ. I learned from men such as Everett Ferguson, John Willis, Ian Fair, Neil Lightfoot, Bill Humble, Lemoine Lewis, and Eugene Clevenger. These are men who epitomize education to me. Most, or at least many, of them obtained their doctoral degrees from the pinnacle of Ivy League (and, not to be redundant, liberal) universities. Yet, they remained true to the Restoration plea that the Bible, and the Bible alone, is the ultimate authority to which all new ideas and concepts must be compared. My greatest mentors over the last few decades of my life have been outsiders to this circle of faith – Dietrich Bonhoeffer, Henri Nouwen, Thomas Merton, C.S. Lewis, and even more recent, N.T. Wright. Having a solid foundation, I can compare what is new, unfamiliar, and in some cases unsettling, with what I previously learned to be true. I have come to learn (pardon the pun) that much of what these “outsiders” teach is actually true – true in the biblical sense, but perhaps not true in the sense of my tradition. Not all, to be sure – I do have to exercise my critical analysis muscles quite a bit!
I am distressed by those who refuse to be challenged, and so to expand their education. I am equally distressed to read, and to hear, of those who claim to be leaders in the Churches of Christ today who begin with the challenge, and then jump straight to assimilation without the critical analysis phase. How did Everett Ferguson come away from that bastion of liberalism known as Harvard with such a conservative understanding? Because his feet were well grounded, and he was not swayed by “every philosophy” that blew his way. Suffice it to say that our pulpits are full of preachers who catch wind of a new idea, and, embarrassed by their suffocating “tradition,” blithely follow that new idea where ever it blows, even if it blows up. Jumping on every new and sexy idea is not education. Forcing your congregation to follow you into your folly is not leadership. However, I am afraid we have idolized those who are the least worthy of our following, and we have mistakenly identified blind allegiance as true education.
I am, by nature and by nurture, an educator. I simply adore teaching. I love it when my students “get it.” But I don’t want it to be easy. I want there to be some struggle, and I do not necessarily want them to accept every “i” and “t” as I present them. I want my students to get an education – and some day it would be a great honor for one of them to teach this old dawg a new trick or two.
*Note: Arrrrgh. I just realized I posted under this exact title some time ago. That is the thing about my memory – it works so irregularly that almost everything is brand new to me. Sorry for any whiplash that folks might have experienced.
Bonhoeffer’s Seminary Vision: A Case for Costly Discipleship and Life Together. Paul R. House (Crossway:Wheaton, Illinois, 2015) 197 pages.
One thing that you can say about my book reviews is that I am NOT generally on the “cutting edge” of literary publications. Chances are I am reviewing books that are anywhere from five to fifteen years old – or maybe even older. Every once in a while, however, I do get ahold of a book that has been published in the preceding twelve months, and luckily for me this book is one such example.
Paul R. House has given words to something that I feel very deeply. The fact that he did so by incorporating the theology and practices of Dietrich Bonhoeffer is just icing on the cake to me. In fact, I initially bought the book because of the connection to Dietrich Bonhoeffer (I am hopelessly enthralled with Bonhoeffer, and the title of this volume piqued my interest). However, I quickly came to realize that the real value of this book lies in House’s critique and solutions he gave to a critical issue facing seminaries and schools of theology.
I write from my own perspective, and so others may have a very different opinion based on their experiences, but I will go out on a limb and say that, with few exceptions, Churches of Christ do not do a very good job of preparing ministers. The Bible departments in our colleges and universities, our graduate schools, and our schools of preaching do a passable job in teaching the content of what a preacher needs to know (and some do that better than others), but on an over-all basis the schools that are tasked to prepare the next generation of congregational preachers do not do a very effective job of forming the life of the minister. There is a kind of silent code that states, “our job is to provide a student with the skills he will need to be a preacher, it is up to the candidate to be the kind of Christian he will be.” This was certainly the case when I was in school 30+ years ago; I am not sure how true it is today. Just a hunch based on some very unscientific observations, but things have not changed much in the product, however much has been changed in the theory end of the equation.
If my observation is valid at all, that would mean that the Churches of Christ fare no better, although probably not any worse, than the situation House describes. He challenges the notion that ministers of the gospel can be trained in sterile, “academic” settings exclusively. He especially challenges the idea that a minister can be shaped or formed through the process of “on-line” courses which basically amount to nothing more than the transfer of data between two computers. House is no neophyte – he has a Ph.D from the Southern Baptist Theological Seminary, and has been involved in seminary education for over 30 years. His academic credentials are impeccable. What he says needs to be heard, whether you ultimately agree with him or not.
Basing his argument on two of Dietrich Bonhoeffer’s more popular (and readable) works, Discipleship, and Life Together, House defends his argument that theological education – at least the kind of theological education that shapes and forms a minister’s life – needs to be done in community. While rigorous academic work must be a part of the seminary experience (the part I think our schools excel at), there must be a high level of face-to-face mentoring and spiritual formation that occurs as well. House demonstrates that Bonhoeffer had his greatest impact on the future of the church through the experiences he had with his seminarians, beginning at Zingst, and then moving to Finkenwalde and ultimately to the collective pastorates in Kosslin and Gross Schlonwitz. Bonhoeffer was a demanding educator – he expected a high level of exegetical acumen from his students, but he was equally concerned with who the young men were, and what they were training to become. Bonhoeffer did not just want to share information or pass along esoteric tidbits of theological trivia. He wanted to form ministers who could go out into one of the most demanding, and physically terrifying, situations in church history and not only survive, but to thrive and help their church members to thrive.
The fact that a majority of Bible majors in universities and colleges associated with Churches of Christ do not plan to or even want to enter into congregational ministry* is a devastating indictment against the education they are receiving. Various reports are suggesting that there are not enough students enrolled to adequately serve the number of congregations who presently need ministers, and with the baby boom generation of preachers getting ready to retire or are no longer able to serve the congregations, the need for additional servant-ministers will soon become acute. The ultimate answer to this need is no doubt far more extensive than the suggestions in this thin volume, but if you are looking for a place to begin, the wisdom in this book would be my first suggestion.
*Based on a personal report of one prominent university dated some years ago. Other colleges and universities may have a much higher proportion of students who not only desire, but are actively planning, to enter into congregational ministry. My apologies if my brush is painting with too broad of a stroke.
Yesterday I added to an already oversized series of rants against our education system in the U.S. (I did not realize just how oversized until I reviewed what I had already written. Yikes). But I am passionate about education. I guess it is in my DNA. So, just so that I can not be accused of only being a complainer and not one who offers any solutions, I offer the following solutions to repairing our broken education system. Will any be implemented? Probably not, but I would love to see some, if not all of them at least attempted.
- Get all politicians out of the education system. There should be NO elected officials higher than the immediate, local school board. School board members should be a part of district (or districts) that they oversee. They should shop in the same shops, eat in the same restaurants, attend the same churches and pay the same taxes. They should be held accountable by those who elect them, and terms should be short enough so that the weak and ineffectual can be removed. There absolutely should not be any county, state or federal level of education oversight. The higher the level of elected (or appointed) education officials the greater the mismanagement and damage done to the local classroom.
- Parents have to assert their authority in the classrooms. For far too long parents have abdicated their God-given role in the rearing of their children to the “specialists” and “professionals” in the education system. No – children have been entrusted to parents, not the state or the federal government, and parents should be intimately aware of what is being taught the classroom, and how it is being taught. Any time a “specialist” or a “professional” tells a parent, “I know more about what your child needs than you do” that person should be removed from the school or classroom as far as physically possible.
- All administrators, from the superintendent of the school down to the principal, and from the president of a university down to the deans and department chairs, must be in the schools and in the classrooms. That means that the administrators’ offices should be in the schools, not some separate “administration building.” NO! Put the office of the superintendent in the schools – and if s/he is the superintendent over a number of school campuses, then each school campus should have an administrative office and the superintendent should rotate among those campuses on a regular basis. Every administrator, including superintendents, principals, university presidents, vice-presidents, and deans should be required to teach one course every 3 – 4 school semesters or quarters. That’s right – if you are not teaching then you should not be considered a school “administrator.” If you are not dealing with intractable discipline issues, if you are not working with obsolete or incoherent textbooks, if you are not having to deal with leaky roofs and inoperative plumbing, then get out of your position. If you do not know the names of your teachers, and as many students as possible, then you are not an educator. And especially if you are not even qualified by the state or district in which you live to be in a classroom, then you are not qualified to be an administrator. We have far too many professional administrators who have forgotten, or perhaps who have never even been in a classroom. This is especially true of university presidents and vice-presidents. Get in the classroom or get out of education.
- Discipline must be re-established in the classroom. The unruly child cannot be allowed to hold the rest of the class hostage. Minor infractions should be dealt with swiftly and certainly. Repeated or more significant infractions must be dealt with by the principal or other duly empowered employee. After appropriate measures have been taken and the child is still unruly – kick them out of the classroom. Education is a privilege, not a guaranteed right. If a child, and especially if the parents of an unruly child, will not submit to the authority of a teacher (and higher school authority), then the child does not belong in the classroom, period. If necessary, create a special room with trained personnel to handle those with behavioral issues, but get those students out of the main-line classes.
- A college education is another privilege, not a constitutional right. Many children do not need to, nor do they wish to, attend college. Many professions do not require a college degree. College is not the place to “find oneself.” If you do not want to push yourself to the absolute extreme of your capabilities, do not attend a four-year college or university. Take a year or two and travel the world. Work in a soup kitchen or join the military. Dig ditches or clean sewers. Discover your life’s calling by actually getting out and trying a few things. Then, if a college or university degree is what you want, you will actually apply yourself and earn that degree.
- Let’s eliminate “guaranteed” school tuition scholarships and low interest loans. Free money is slowly killing higher education. A person’s birth does not entitle them to a bachelor’s degree. Let’s make a university education worth something again. That means raising, not lowering, entrance standards, and it means judging a university based on the quality of their graduates, not the quantity of students enrolled in their programs.
I could probably go on – but those are probably enough to get started. Our education system is broken: it is top-heavy, inefficient, caters to the disobedient and built on the idea that education is an entitlement and not a discipline. Parents have abdicated their primary role in education, and teachers have been stripped of their ability to maintain discipline in their classrooms. Teachers must be held accountable, but they must also be given the freedom to exercise their love of teaching.
And, for the love of everything pure and special about education – let us please get politics and politicians out of our schools!
To begin, I am not an “expert” in the field of education. However, I have had more than the average experience both in learning and teaching. I just completed my Doctor of Ministry degree – not the highest peak on Mt. Academia, but it was a hefty hike. I have about 4 years (give or take a month or two) as a flight instructor, both on the ground and in the air, and that qualifies as some pretty unique educational opportunities. When you have a student and a classroom in which death is a very real possibility, you learn to teach effectively pretty quickly. I also have now been teaching in a community college or university setting for four years (one semester at a community college, 3 and 1/2 years at a university). So – Ed. D. I am not, nor am I a retired public educator. But – I have been around the block a couple of times. And, I have a daughter in elementary school – so I can see what is happening from the bottom-up, as well as the top-down.
Everyone is worried about the demise of America via the path of immorality. While I share everyone’s worry about the collapse of biblical morals in our country, I am not convinced that America will fail (or fall) because of lax morals. To be perfectly honest, during the “Roaring 20’s” the crime rate, examples of racial animosity, and, yes, sexual perversity makes our present age look pretty tame. I certainly would not want to be transported back to that time period. Granted, much of the sexual perversity was hidden, but I seriously doubt it was as invisible as many would have us to believe.
No, the reason I fear for America is because of our stunning – almost inexplicable – rejection of the basic concept of education.
I love my students, I really do. There are a few I would like to strangle, but in a good way. I just do not think they are working up to their potential. My frustration with the students in today’s university is that they have been so utterly and completely cheated. They have been told they are the most brilliant, smartest, and most over-achieving generation to grace the world stage – and many of them cannot compose a coherent sentence, let alone an argumentative paragraph or essay. They have been lied to, mass promoted, babied, and coddled ever since they entered kindergarten.
My wife hates it when I get on these rants because she is a substitute teacher, and she is all too familiar with the stresses of teaching. In no way do I want to disparage the well-meaning and hard-working teachers in today’s classrooms. As in any profession there are a lot of bad apples in the barrel, and they certainly give the rest a bad reputation, but 99% of the teachers in today’s classrooms are hard-working, dedicated, education professionals.
The problem with education today revolves around a group of people who, to borrow a phrase, should not even be trusted to be left alone with a pack of matches. They are called “politicians.” Their only job is to raise obscenely huge amounts of money and then to turn that money into votes. They know nothing about education, and except for the occasions when they must address the issue, could care less about education. Professional politicians have gutted the education system here in New Mexico – and they appear to be utterly oblivious to the fact.
Closely related to the politicians are the professional administrative staffs that, as with the politicians, know little and care less about classroom teaching. Those administrators who work their way up from the classroom are generally good administrators. However, those who have nothing more than a higher degree in “Educology” are disasters in the schools. All theory and no practical experience, they take what the politicians hand them and force the teachers to follow. If we had a few more administrators who were willing to stand up to the politicians, our schools would be so much the better.
I am intimately aware of a state university that has been told – get this – that its library holdings are too large. Yes, you read right. The university has to cut its library holdings by upwards of 50 percent because there was simply too many books and journals on the shelves. There must be room made for the foofy coffee and deli bar. And no library would be complete without a commons area where students can gather and plot their next demonstration against the administration. Oy vey. I guess you get what you pay for.
At its core, education is really a very simple process. You start with the absolute minimum that is necessary, and you add piece by piece, drilling and memorizing and practicing and rehearsing, until you have a principle or a concept mastered. Then you add another piece, and you drill and memorize and practice and rehearse until it is mastered – and on and on you go. There is something wonderfully egalitarian about the fact that in English subjects almost always precede verbs, and the fact that 5 x 4 = 20. The social issues faced in an inner city school in Baltimore cannot be compared to the social issues faced on the reservations of northwest New Mexico, but nouns and verbs and multipliers and divisors are always the same. For all the variables in social contexts, education itself is wonderfully fair. If you work hard, you learn. If you play all day, and if your teacher’s hands are basically tied behind their backs – you don’t learn. And that, my friends, is what is happening all across our beautiful fruited plain.
Employers are experiencing a greater and greater difficulty in hiring qualified workers. Simple tasks like writing a report or giving a public presentation are impossible when the employee is used to communicating with sentences like “y are u l8??” I have students that think Wikipedia is an academic cornucopia, except that they would not recognize what the word “cornucopia” actually means unless they “google” it.
America is at risk – and not necessarily from immorality. America is at risk because young Americans are not being pushed to be the most highly educated workers in the world economy. We are in the process of dumbing down our educational system to the point that our graduates will simply not be able to find good jobs, and those that do end up being employed are going to have to be re-trained and re-taught by their employers at a staggering cost. Those nations that insist on basic, fundamental education are going to pass by the United States like we were standing still, if they have not already done so.
The United States put men on the moon learning how to spell and cipher and speak intelligently using techniques that are now considered passé and, in some circles, even damaging. I wonder why that is? Are we actually afraid of success? Do we actually fear accomplishment? Why do we reward mediocrity? Why is everyone so content with this trend?
I give a huge shout-out to my peers who genuinely do care about their students and the process of education. I hope you serve long enough to see the trend reversed. I know you care – and I thank my daughter’s teachers who care about her and her classmates. I know how you are limited – and I see your frustration. Maybe, just maybe, sanity will return, and you can begin teaching the way your heart and your head tell you is the best way to teach. We can hope, anyway.
Yesterday I shared how I almost came to hate the guitar – something that for virtually all of my life I have loved. I focused on how my instructors (who were undoubtedly good people, and who only had the best intentions, I am sure) almost drove my love of the instrument from me. I drew the conclusion that as teachers we have a tremendous burden, and responsibility, not to kill our student’s love of the Bible by promoting our own agendas. Today I want to look at the equal but opposite issue of a lack of desire and love of the Bible by many who would consider themselves faithful Christians.
Now, right of the bat I want to explain that I KNOW we are not supposed to worship or venerate the Bible. It is the word of God that points us to the Word of God – we are to love and worship God and his Son, not the message that teaches us about God and his Son. However, just as a musician loves the piece of paper that contains the notes that he or she will eventually transform into a glorious piece of music, so too we must love the medium that leads us to the author of our faith. And, for Christians, that medium is the Bible.
I understand my observations here are largely anecdotal, but in my half-century or so in observing the church I have noticed a decline in the interest in serious Bible study. I believe there are several reasons for this decline – some more understandable than others, but real never-the-less:
- As I mentioned yesterday, I believe bad teachers drive a love of Bible study away from us. On the one hand are teachers that make it sound like they, and they alone, can climb Mt. Biblius, the great peak from which all spiritual wisdom is obtained. Only they can see the great truths of the subject at hand (which makes we wonder if that truth is even there, but that is another story). Everyone else in the class is just plain ignorant, and this teacher communicates that feeling in a number of verbal and non-verbal ways. On the other hand is the teacher who never comes to class prepared, quickly reads over the class text about 10 minutes before class starts, and then “teaches” a class that revolves around reading one verse at a time, and then asking that most penetrating of questions, “What do you think [insert author here] meant when he wrote that?” Brilliant discussion question, that.
- There is a pervading sense of anti-intellectualism among Christians, and I have especially seen and heard that mentality expressed among members of the Churches of Christ. It is almost as if class members prefer their teacher to be uneducated – that way if they say something that is incorrect (or even incomprehensible) they cannot be corrected. There is something intimidating about being the presence of someone who can answer virtually any question you throw at them, and when it comes to questions of religion, sometimes we do not want all our questions answered or statements evaluated. I find that this is ONLY in regard to the Bible, as NO ONE wants a surgeon who barely squeaked by with C’s or D’s on his transcript, or a lawyer that passed the bar exam on his 10th try by answering one question correct more than the minimum needed to pass. We want the best surgeons to open our bodies, the best lawyers to argue our cases, the best pilots to fly our airplanes; I would suggest we need to demand the best Bible teachers as well.
- With regard to full time ministers, we do not allow for the kind of study required to actually teach a Bible class. If uncle Bob goes in for a 6 hour surgery, we expect Bro. Jones to sit with the family in the waiting room for every minute of those 6 hours. Plus there is the Kiwanis Club meeting, the luncheon at the Senior Center, 15 absentees to visit and cajole, and the ever-present high school football game or drama presentation. Between phone calls and “drop-in” visits, the average preacher gets to spend maybe an hour or so on his Bible class lesson (the rest of his non-existent preparation time is devoted to his sermon or sermons). With our demands on his time, we are in effect telling the minister – “Hey, we really do not want in-depth Bible lessons – just give us the warmed-over re-runs from some lesson you prepared in the past. We are not going to remember what you say 15 minutes after class anyway, so why spend so much time preparing your lesson?”
And that leads me to my final point – and the bookend to my last post. Many preachers and teachers can get by with teaching pabulum simply because the audience does not care. In their mind they can check the box that says “Attended Bible Study” and that is all that matters. The actual content is inconsequential, and actually if the teacher makes demands of time and mental acuity, the response is emphatically negative. How dare the teacher demand that the students actually buy a study book? How dare the teacher demand that the student perform homework? How dare the teacher expect that the text for the lesson be read and studied before the class period begins? How dare the teacher expect that the student actually does something with the lesson (like put it into concrete, identifiable, practices)?
I stated yesterday, and I firmly believe, that teachers bear a tremendous burden. That burden is to nurture and support the love of learning that a student brings to a Bible class. It may be ugly, it may be messy, it may not fit the “technique” that a teacher has in mind, but the goal of education is the transformation of a life, and if a student comes wanting to learn, the teacher must find a way to help that student learn.
But there are some things a teacher cannot do – and chief among them is to create that love of learning. I have stood, Sunday after Sunday, in front of a class of uninterested, uncaring, and unmotivated church members whose only purpose in being present is to fulfill a legal requirement. They do not want to to be challenged in any way – mentally or physically. They verbally say “We are here for Bible study” but their hearts are far from God. (See Isaiah 29:13-14; Proverbs 17:16) They sit with glazed-over eyes, or they trim their finger nails, or they fumble absentmindedly with some object they happened to have discovered on the pew or in their pocket.
Bad teachers are responsible for a number of sins. But when we as God’s children do not demand high-quality, serious Bible study, we should not be critical when we get the kind of lessons that put us to sleep and kill whatever interest there might have been in any kind of profitable Bible study.
I mentioned yesterday that the Bible is accessible – it can be mastered, though not in the sense that we can know everything about it or can answer every question that can be posed to us. But every part of the Bible can be taught, and can be understood, if the heart to learn and the heart to teach are both there.
God, give us a heart to learn! And, God, give us teachers who will not quit until our thirst for learning exceeds their thirst for teaching!
There is something deep within the psyche of the modern, born-again, “praise God and pass the contribution plate” Christian that cannot leave bomb-proof, unassailable, “put the atheists in their place” kind of scientific evidence alone. (How is that for incorporating generic identifiers?) What is mean is this – you cannot hardly turn on your computer today without someone, somewhere “proving beyond a shadow of a doubt” that some such thing once doubted is now finally, beyond any shadow of a doubt, proven to be real or historical or some such thing. It might be the age of the earth, or the hypothesis that humans shared living quarters with dinosaurs, or the exact, precise, down-to-the-minute day and time that Jesus was: born, crucified, resurrected, ascended, and/or will come back to earth. The number of things that science can supposedly prove “beyond a shadow of a doubt” is truly staggering. And, call me a skeptic, but I wonder if even a fraction of the claims are even remotely scientifically accurate.
Let me illustrate with a couple of stories. It is very definitely true that during certain times within history, Christians would travel great distances and pay money to visit “relics” of saints. So, pieces of holy objects such as the cross or Noah’s ark, or bones, hair, blood – you name it – from all sorts of “saints” started showing up with quite startling frequency. It is said, for example, that if you had every single piece of the wooden cross upon which Jesus was said to be crucified, gathered back from all the sales of “genuine cross relics” dealers, you could take those tiny little shards of wood and rebuild St. Peter’s Basilica. Not bad for two beams of wood.
As a very real example of devotion to “relics” today stop and consider the veneration given to the Shroud of Turin, the purported burial cloth of Jesus. Never mind it has never passed a test that dates it older than the middle ages, many believe it to be the actual burial cloth of Jesus.
The one story that just always leaves me shaking my head that so-called intelligent people will accept it is the story that EVEN TO THIS DAY gets retold regarding NASA, a special clock, and the missing day of Joshua 10:12-14. As the story goes, in order to go to the moon, NASA had to develop a clock with incredible accuracy. It was so accurate, so the story goes, that the developers made it go BACKWARDS in time to verify its accuracy. They kept going back, back, back, until, LO AND BEHOLD they discovered a missing 24 hour period in the age of the earth – Joshua’s missing day!! Are you kidding me?? Intelligent people cannot see through this? But they can’t, because (1) they do not want to see through it because it purportedly proves a point they want proved and (2) what self respecting American patriot would question the National Aeronautics and Space Administration?
Has anyone who believed this story ever wondered why NASA did not just keep going back to find out PRECISELY how old the earth is with their wonderful clock? Has anyone ever heard of a clock that can tell time BACKWARDS? Yet, this story gets repeated ad infinitum by otherwise intelligent people and, because they tell it, it gets believed by an entire new generation.
Those who demand bomb-proof, unassailable, “beyond any shadow of a doubt” proof only prove one thing – how fearful and shallow their faith truly is. God did not allow the Israelites to know where Moses was buried lest his grave become a shrine. God did not allow Noah’s ark to survive lest it become an idol. God did not allow the ark of the covenant to survive for the exact same reason, as with the cross, the tomb, and anything else related to critical events in the Bible. Those relics are just raindrops in the overwhelming ocean of world history. We do not know nor can we calculate the day of Jesus birth, death, resurrection (beyond the “first day of the week”), or ascension, and we certainly cannot figure out the day of his return. Those who claim to be able to do so are charlatans – or are the mistaken minions of such charlatans. They either have an agenda to push, or a book to sell. Be very careful of such spiritual snake-oil salesmen.
Just stop and think – seriously think – about one question. If you cannot believe that God can raise his Son, his incarnated self, from the grave, just exactly why would having a piece of the cross on which he was killed prove that fact to you? And, if you can believe that God did, in fact, raise Jesus from the grave, why would you need to prove Joshua’s “missing day” to buttress your faith? There are occasions when I fear that Karl Marx’s statement that religion is an opiate for the people to be far, far too accurate for my comfort level.
But, if you still want to believe in all this new scientific evidence that proves everything from the age of the earth to the exact location of Moses’s 70 palm trees please let me know. I have a piece of Jesus’ cross that I would love to sell to you.
Andrew Root, Bonhoeffer as Youth Worker: A Theological Vision for Discipleship and Life Together (Grand Rapids: Baker Academic, 2014)
I am a Bonhoefferophile. Happiness to me (if I cannot be fly fishing somewhere on a cold trout stream) is a big cup of Earl Grey tea, a book by or about Bonhoeffer, and a long afternoon. But, that having been said, there is nothing worse than a bad book about Dietrich Bonhoeffer. Regardless of how much you like steak, there come a point that if it is cooked poorly, even a filet mignon is a wretched piece of meat. So, when I heard that a book about Dietrich Bonhoeffer as a youth worker had been published, I was immediately and deeply suspicious. Possibly no theologian has been used and abused more than Dietrich Bonhoeffer. Liberals see Bonhoeffer as the consummate liberal, conservatives see Bonhoeffer as a flag carrying conservative. I was afraid to find that Mr. Root would make Dietrich Bonhoeffer out to be the paragon of modern “pizza and praise God party” youth minister. I read some encouraging reviews, so I cautiously bought the book. The siren call of another study on Bonhoeffer was just too strong to resist.
Boy, am I glad I did.
My fears of Mr. Root transposing American youth ministry onto Bonhoeffer were dispelled on p. 3 when he wrote, “Actually, as we’ll see in the chapters below, Dietrich Bonhoeffer more than likely would have been strongly against many of the forms American youth ministry has taken since its inception.” Mr. Root is still too kind, but at least he put my mind at ease. The rest of the book served this summary well – he clearly demonstrated the vast difference between Bonhoeffer and American elitist, entitlement based youth ministry.
Root’s work is divided into 14 chapters and runs 208 pages long – so the book moves quickly. Root takes a chronological approach to studying Bonhoeffer’s work with youth, which is not the only way to study Bonhoeffer’s theology, but it works very well in this case. Root demonstrates that throughout his work with youth (which is far more extensive than most people realize), Bonhoeffer was consistent and demanding. Bonhoeffer was a theologian first and foremost and not at all concerned with the “bottom line” that defines so much American youth ministry. However, he was particularly adept at recognizing the capacity of his audience to perceive and adopt theological concepts, and so Bonhoeffer was a master at pedagogy as well as theology. Reading this book illuminates how important it is for a youth worker to be firmly grounded in theology, as well as methodology to convey that theology. (Note especially chapter 6, “Tears for Mr. Wolf: Barcelona and After”, and chapter 9, “They Killed Their Last Teacher! The Wedding Confirmation Class.”)
I am afraid that many (if not most) American youth ministers will not like this book – if they even understand what Root is saying. Most American youth ministry creates idols out of young people. “Do this, or we will lose our youth!” “Don’t do that, or say that, because our young people will not like it and they will leave!” Most critical, youth ministry in America treats theology like the plague – you can do just about anything, but for crying out loud stay away from theology. Even if you have to (horrors) talk about God, make sure he comes across as a BFF, so that you will not scare the poor little darlings.
Bonhoeffer, as Root so powerfully and eloquently demonstrates, viewed young people as individuals who were both capable and responsible for learning about the great and deep things of God. And Bonhoeffer viewed youth ministry as a critical part of the entire congregation – Bonhoeffer never wavered from his insistence that the church, and especially the congregation, was the center of the world for the Christian. I think Bonhoeffer would be aghast at the way our youth ministries pull young people away from the church – we actually destroy the community of the saints by isolating one of its most critical components.
Root demonstrates beyond question that for Bonhoeffer, theology had to be the center for youth ministry. How he managed to accomplish what he did is another story – certainly not everyone is going to be as gifted as Bonhoeffer in working with youth. But, if you love young people, if you are concerned about the young people in your church, and especially if you are currently involved in ministering to young people, this is one book you need to buy, read, and most important, fit into your ministry.
Just do not expect to find a 21st century youth minister in Dietrich Bonhoeffer. He was not, and for that we should all be very grateful.
Last night I was watching a documentary on the Apollo space program on YouTube. After the episode was over I surfed those “recommendations” that are over on the side of the screen. One happened to be about how the “hoax” of the Apollo program was finally, incontrovertibly, proven. I clicked on the video, more out of curiosity than anything. At first I was amused, then concerned. Finally I just became angry. Reading the comments below the video only made me more angry.
Now, I must say that there is a certain little voice in the back of my head that whispers, “These people are just out to rock the boat, get a little rise out of people. They don’t really believe all this conspiracy garbage, but they want you to think they do, just to provoke a response.” I cannot really be sure – but from watching the video and from reading the comments, it certainly appears that a great many people believe the whole Apollo space program, and especially the lunar landings, were all one huge hoax, filmed by Stanley Kubrick on some desert wasteland in Arizona.
But it is not just the Apollo space program. There are people who do not believe the space shuttle actually flies into space, that the massacre of the school children at Sandy Hook elementary school actually took place, or, of course, that Lee Harvey Oswald killed president Kennedy.
This might all be mildly amusing if it were not for more than a few some troubling issues. One, these “conspiracy theorists” refuse to consider any conflicting evidence. The more evidence that is presented to them that contradicts their hare-brained ideas, the more they insist that your argument proves their conspiracy. Take, for example, the Apollo space program. How many thousands of individuals would have to be in on the hoax that the US supposedly sent 12 men to walk on the moon? Yet, confronted with this question the “conspiracy theorists” simply argue that proves their point – the power of the government was so overwhelming that it could and did keep those thousands of people (a large number of whom are still living) so utterly silent about the hoax. Never mind the photos that were recently taken that show the bases of the lunar landers still on the moon, with numerous foot and rover tracks all around the landers. Hoaxes, all of them. If you can fake an entire lunar landing, you could certainly fake a few “supposed” satellite pictures.
The conspiracies around the Sandy Hook massacre are more disturbing, so I will not dwell on those. Anyone who denies the carnage that took place at that school is not just deluded, they are psychotic. They are genuinely mentally ill.
As I was pondering all of this, a related though occurred to me. People have been denying the birth, life, death, and resurrection of Jesus ever since the first century. These “conspiracy theorists” have created all manner of convoluted stories as to how the “myth” of Jesus was created – from the virgin birth, through his miracles, and finally ending with the crucifixion and resurrection. No matter how much evidence is provided to these people, their only response is, “See, that just goes to prove that my theory is correct – Jesus never existed!”
This goes a long way to prove a theory that I have – that the field of apologetics is basically designed for those who already believe in the truth of Scripture. While all the various attempts at “proving” the truth of Scripture are interesting, and some are more convincing than others, it is readily apparent to me that no amount of “evidence” demonstrating the truth of Scripture will convince anyone if they initially choose to reject the basic premise of the Bible – and that is that God exists.
If God had wanted men to prove that he exists, he would have given us the exact manner in which to do so. But he did not – he gave us the Bible, a story that relates how he created us, loved us, and eventually became one of us so that we might at some point choose to accept his love. Scientific proof (the stuff of apologetics) demands adherence to scientific theories and laws, but it does not require any kind of a loving relationship. God, however, does not want a mindless adherence to a set of laws, even his laws. He wants a relationship with that which he created – us. God loves us, and wants us to enjoy the blessings of loving him in return. The field of apologetics misses that point entirely. Apologetics is about science. The Bible is about faith and love. Science never created a Christian. Only the cross can create a Christian. And there is no “incontrovertible” evidence that the cross of Jesus ever existed. Unless, of course, you are willing to accept the eyewitness accounts of both his followers and his enemies. But, never let contradictory evidence foil a good conspiracy theory!
Speaking of foil, those people who doubt the Apollo space program, that Lee Harvey Oswald shot president Kennedy, or the fact that the 9/11 terrorists flew jets into the World Trade Center, causing them to ultimately collapse, need to tighten their tin-foil hats around their heads a little tighter. They are a living definition of the concept of lunacy – the idea that the moon has demonic power over human beings. Reality is a scary thing – especially when you refuse to accept the overwhelming evidence of hundreds, if not thousands, of individual pieces of evidence and testimony. Those who have a theory that men never walked on the moon, that the FBI, the CIA, and the mafia all conspired to kill Kennedy, and that the US government was complicit in detonating bombs in the twin towers to destroy them probably hate this post.
That’s okay by me. I don’t believe any of them really exist. They certainly cannot prove they exist, even if they think they do. The proof of their existence is all just one big hoax.
Try to deny that fact!
Yesterday I responded to another blogger who equated information with education. He claimed that because the millennial generation had access to the greatest amount of information in history, that made them the most educated generation in history. In a not-so-subtle poke at irony, I pointed out that conclusion revealed a considerable lack of education – mere information does not equate to education.
So, in the spirit of fairness (and after re-reading my post a couple of times) I think I should offer a few thoughts about what education IS, as opposed to what it is not.
First, education certainly begins with the accumulation of information. You cannot be educated in an intellectual vacuum. So, you have to have some information in order to be educated.
Second, education requires the accumulation of differing types and levels of information. If you receive your information from only one source your education will only go so far. Also, if your information stays on one level you will never proceed very far in your quest for an education. I’ll have more to say about this later. And, finally, your information must be quality information. You can surf the internet and get literally hundreds, if not thousands, of bits of information that is questionable, unreliable, or just plain false.
Third, education requires a competent teacher/mentor. Whereas a great amount of information can be gained just by reading books (or the internet), real education requires the poking, prodding, and positive resistance provided by a caring, knowledgeable teacher. Good teachers know when to support, when to challenge, when to question, and when to discipline. As the Ethiopian eunuch responded to Philip when asked if he understood the prophet Isaiah, “How can I, unless someone guides me.” (Acts 8:31). We all, every single one of us, needs a competent teacher to move beyond the basics of any field.
Fourth, the best education is achieved in the presence of many others. In other words, the best education is communal, not private. Now, here again, you can learn great things, and you can take private lessons and become quite well informed – but to be truly educated you need to rub shoulders (and exchange thoughts, impressions and ideas) with others. The wise teacher once wrote, “Iron sharpens iron, and one man sharpens another.” (Prov. 27:17)
Fifth, education takes time. You cannot bake a cake in 30 seconds. Concert musicians will practice their scales for hours, not minutes. Real education involves more than the ability to “google” a word and scroll through a couple of dozen web sites. Real education takes time – lots of it.
So, it may very well be that the millennial generation ends up being the most educated in history – but they are far too young and inexperienced at this point to make such a grand conclusion. I am going to withhold my final judgment until the millennials cease to be the generation that is known for moving away from home to go to college, only to get a degree and move back in with their parents because they can’t, or won’t, establish their own lives. It is a generation under construction, and it is too early to declare they are the most anything.
As I close, I just want to add a theological twist to this post (after all, the title does involve the word “theology.”) It is a huge aggravation to me that certain individuals will claim to be well educated when all they read are books written by certain authors, or published by certain publishers, or blogs written by “approved” writers or preachers. I know publishers who will not publish certain works because they do not fit the “profile” of the publisher. There are then people who will only buy books from that publisher because the publisher is “safe” or “sound” or “approved.” Thus, the same material gets re-hashed and re-published in various forms (none of which are controversial or designed to stretch anyone’s comfort zone) and yet the publisher and the reader both strut around like so many peacocks in a zoo, proclaiming their erudition. Here is a hint – if you only read books because you know going in what the author’s conclusion will be, and you read the book because you agree with that conclusion, you are NOT getting an education. It is the height of stupidity to speak in an echo chamber and to be impressed because all the voices you hear agree with you.
To be truly educated, you must be able to express the conclusions of those who disagree with you in such a manner that they know you have not only read their material, but actually understand it.
No preacher should ever proclaim that he understands any subject, or the beliefs of any group of people, unless he reads deeply and broadly in that subject or group. I cannot tell you how many people have tried to teach me about the Emerging Church and they have never read a single book written by someone who actually promotes the Emerging Church movement. Oh, but they read a review of a book written about the Emerging Church by a “sound” brother in the faith, so that is good enough.
O, please, spare me your pathetic ignorance.
I hope this clarifies why I responded to that blogger in such a straightforward manner.
Yesterday I was directed to a blog post regaling the virtues of the millennial generation. For those of you who do not know, the millennial generation is that group of people born in the late 1970s (or early 1980s) through the mid 1990s. So, the oldest of this group are entering their 30’s, the youngest are still in college, or are perhaps entering college. You can find many different opinions as to when a “new” generation arrives and supplants its predecessor. There are obviously large “buffer” groups in-between clearly defined generational groups.
Anyway, in this blog the author made the statement that the millennial generation is the most educated generation in modern history, if not all human history. I almost choked on my coffee. But, then I understood what the author was saying. In the next paragraph he pointed out that millennials have greater access to more information than any generation before. Now that I can agree with. But, seriously, information does not equal education.
I deal with millennials every day. And, granted, some of them are incredibly gifted, brilliant, and well educated young people. And, on the other hand, some of them are dumber than door-knobs, yet with the ability to google just about any topic and scroll through thousands of bits of information in just seconds. They know how to work their tablets and smart phones with amazing dexterity, and yet they cannot think their way out of a wet paper bag.
Having access to information does not equal education. You can live in a library for all of your life and still be illiterate – just having millions of books at your disposal does not mean you know what is in them, nor does it mean that you can process the information that they contain in an intelligent manner. The fact that the author of the blog appeared to be a millennial himself (just going by his picture) proves my point. He equated information with education. Education certainly requires information, but education means far, far more than access to or even appropriation of information.
What does this have to do with theology? It is funny, but one of my college groups was discussing the huge increase in the number of Bible translations over the past couple of decades. Whereas I grew up with maybe a dozen translations to choose from, now there are hundreds, with more being produced every year. You have more translations on your smart phone than I had to study in the library at ACU (okay, that dates me). But, the proliferation of translations has done nothing to increase the knowledge of the Bible, nor general biblical literacy. If anything, knowledge of the Bible has decreased with the increase in the availability of modern Bible translations. Access to greater information has actually had a negative affect in terms of people knowing the text, and how to apply the text of the Bible. The Bible has just become another app on your phone, standing in competition with FaceBook, Twitter and the latest, greatest computer game.
I do not mean to unduly criticize the millennial generation. Those in this category certainly did not ask to be born in the year they were born, and they were handed a world that was thoroughly trashed by the Boomers and Gen X. Maybe the millennial generation will be able to fix some things that need to be fixed, and, God willing, maybe they will see fit to return their sights onto God and the Church. They have a tough row to hoe – and mere access to information is not going to help them. They need to learn how to process that information, and they need to learn how to make that information work to the benefit of mankind, not its detriment. My generation did not do such a good job with that mandate. I can only hope the millennials, and my daughter’s generation (what ever it will be called) can do better.
But, please, do not confuse information with education. That just proves how uneducated you really are.