Jul 26, 2022 | Teachers Talking
Introduction: LIVING IN A STRANGE WORLD
Welcome to Teachers Talking for Term 3. Last term we explored how we can lead this generation of students to follow the Lord Jesus Christ faithfully and thoughtfully, discerning the idols of the age that seek to take their hearts and minds captive.
This term, we will continue this journey for it is a strange world that our students inhabit, where so much confusion and chaos exists. In his book ‘Strange New World’, Carl Trueman says “For our culture is one marked by plastic people who believe they can make and remake themselves at will; and by a liquid world in which, to borrow a phrase from Karl Marx, all that is solid seems to continually to melt into air”. [1] This is a powerful narrative, bombarding the imaginations of our children through dazzling images, music, the Arts and social media platforms. Those who live for Jesus are often seen as the bad guys [2] ; accused of being wrong and hateful for following too closely His Way. The Word of God is not just seen as out-dated, but also as dangerous because its teaching is viewed as harmful and repressive to human identity and freedom.
As Christian teachers, we are bearers of the better story for which human hearts yearn. When we embrace an educational journey for true human flourishing, we do so in the knowledge that we are not subservient to the dominant narrative of our culture but are citizens of the Kingdom of God’s Beloved Son. By God’s grace we have been set free to re-imagine our educational task and be the bad guys [3] for Jesus.
During Term 3, the Teachers Talking offerings will focus on our theme “Living in a Strange New World”. We trust these talks will assist you to be God’s storytellers who unfold the wondrous story of God’s Kingdom, so that students will be able to imagine, desire and embrace it for themselves in the world they inhabit.
“But even if you should suffer for doing what is right, you are blessed. Do not fear what they fear, do not be frightened. But in your hearts set apart Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect… “(1 Peter 3: 14, 15)[4]
Grace and Peace
TEC team
[1] Carl R. Trueman, Strange New World- How Thinkers and Activists Redefined Identity and Sparked the Sexual Revolution”, (Illnois: Crossway, 2022), 112.
[2] Stephen McAlpine, Being the Bad Guys-How to Live for Jesus in a World That Says You Shouldn’t, (Stanmore: The Good Book Company, 2021), 10.
[3] Ibid, 10.
[4] NIV
Jul 26, 2022 | Care Conversations
Student Leadership 1
All of our schools are seeking to develop young people who will have a positive influence in their communities, vocations and the world.
This influence must be one that reflects the nature of the Triune God. It should cause them to live and engage redemptively with grace and compassion.
All people have an influence upon others, just by their presence. But are some people especially equipped to lead? Are some called to influence more intentionally?
This semester we want to explore the whole idea of redemptive leadership and how we equip young people to bring hope, meaning and purpose in intentional ways.
Most schools have some formal leadership structures for students, often this occurs at Middle and Senior school levels. Terms like “Prefect” or “School Captain” seem to be quite common. In some cases, students apply for positions like these, in other situations they may be “voted into office”. It seems that there is a recognition of some “natural” leadership ability. Less common are strategic pathways that incrementally develop leadership amongst our students.
This seems rather odd. In most other areas, we help students to identify giftings and then provide development opportunities. In sport, for example, we will encourage all students to participate, but some will receive additional coaching to become more adept in their giftings. The same applies to musical ability, or creative arts.
We need to consider then, how we approach leadership development amongst our students.
Our initial questions might include:
- Why have a plan for student leadership development?
- What is our view of leadership and how do we develop a correct understanding and practice?
- Are there identifiable criteria for leadership?
- Are there recognisable leadership qualities and attributes?
- Are there agreed outcomes of good leadership?
- How do we develop skills that would make leadership effective?
- Is leadership development for everyone?
- How do we include leadership development in our school curriculum without adding additional burdens into teachers’ already busy lives?
These are important questions and I’m sure others will arise as we begin our exploration of this important area. Our first few weeks will be spent trying to develop a good theological and foundational understanding; then we can discuss some practical suggestions.
Blessings
Brian
Jul 26, 2022 | Wens Pen
LIVING CREATIVELY
What do you think of when someone mentions ‘being creative’, or ‘living creatively’? Does this mean that we are to aim for a flourishing life? Or perhaps it means being fulfilled? If it is either of these, what does ‘flourishing’ look like, or what does ‘fulfilment’ look like?
The Apostle Paul had a very clear understanding about this. This is what he explained in the final section of his letter to the Galatians:
6 1-3 Live creatively, friends. If someone falls into sin, forgivingly restore him, saving your critical comments for yourself. You might be needing forgiveness before the day’s out. Stoop down and reach out to those who are oppressed. Share their burdens, and so complete Christ’s law. If you think you are too good for that, you are badly deceived. [The Message]
In this context, living creatively requires a humble stance. It means bending over to help others, even when they have made a mistake that needs forgiveness and mercy. Forgiveness is not simply ‘ignoring’ the event. Nor is it holding court over the event.
Biblical forgiveness is owning the event and looking to help the person involved so that they can repent, be reconciled, and learn how to grow into Christ more through the event.
But the warning that Paul also includes is salutary and is consistent with what our Lord and Saviour Jesus taught: Do unto others as you would have them do unto you. (Matthew 7:12l NIV) That is, how would we want to be treated if we are the one who has wronged another? Would we want the opportunity to be forgiven and the relationship to keep moving forward? Would we want help to not make the mistake again?
Such teaching is radical compared to many ideas in our current era. But this is very orthodox for those who are called into community by their Creator and is seen in another key verse that is reflected in many parts of Scripture: do justice, love mercy, walk humbly and faithfully before God. (Micah 6:6 and Matthew 23:23)
How will we review these life principles in how we live together in our Christian communities that are undertaking Christian education?
Stephen J Fyson
Jul 26, 2022 | Teachers Talking
There is a bridge in Choluteca, Honduras that spans nearly 500 metres. It is not known for its size or the fact that it is a replica of the Golden Gate bridge. The new Choluteca bridge became famous as the Bridge to Nowhere. An addition to the original 1930’s bridge, it was an engineering feat of the 1990’s. It was built to withstand powerful hurricanes and winds common to the area and completed in 1998. In the same year, Honduras was devastated by Hurricane Mitch, a deadly category 5 hurricane. Miraculously, amid the devastation, the Choluteca bridge stood intact, in near perfect condition. However, a new challenge emerged – the Choluteca River which flowed underneath it, had carved itself a new path. Only dry land was in its original bed. The bridge could no longer provide crossing over the river.
Though built on a firm foundation, it was no longer able to serve its original purpose. Our cultural river has moved, and this has implications for our Christian schools. Things once thought of as solid realities such as institutions, including the family, have now been liquefied. “They are now malleable…….. unimaginable for past generations. Shaping them is easier than keeping them in shape. Solids are cast once and for all. Keeping fluids in shape requires a lot of attention, constant vigilance and perpetual effort …..”[1]
The institutions of government, the law and education no longer affirm a Judeo – Christian view of the world that was foundational to our western civilisation. As G. K. Chesterton said, “He (humanity)has always lost his way; but now he has lost his address”[2].
Harry Styles, a popular singer and celebrity in his song Sign of the Times, says,” Just Stop your crying, have the time of your life … things look pretty good from here.” [3]
This rival gospel is powerful and imaginative. The Gospel of Christ has never been proclaimed in a vacuum, but rather in confrontation with rival visions of the good life and the idolatries they promote for human flourishing. Current rival alternatives have global scope and power to shape hearts and minds. “We live in a space between relationships and communities that are physically close and a hyper connected world of distant yet present influences.” [4] These influences are powerfully present through technology and affect our students mentally, emotionally and spiritually.
When the culture war is on our school doorstep, how do we reimagine a Gospel-centred education in order to demonstrate the Kingdom of God in this strange new context?
If we have neglected to allow the Scripture to be foundational to our educational task, then it may be easier to surrender to the hostile culture and follow the path of least resistance. But as Christian teachers, we do not despair, for when the cultural war is on our doorstep, the Lord raises us up to unfold a better story centred in the person and work of Jesus, whose generous sacrificial love is extended to every person we teach. Jesus did predict that we would be the bad guys, hated by the world (John 15: 21), but our response is to demonstrate the love of Jesus for that world.
If we are to equip our students to embrace an intelligent and courageous faith for the long haul and form them into those who will serve the world compelled by the love of Christ, then our schools and our classes need to embody our story in the school culture and curriculum. For the Gospel of Christ when lived out through His people is always culturally renewing. The following need to be built into the fabric of school life so that our children and young people are invited to live the way of Jesus and embrace their God-ordained life purpose:
- A Community that lives the way of Jesus (in being and doing)
- A Creed that is anchored in the Word of God and engages with life and learning
- A Context that discerns the cultural narratives and educational influences that de-form our students
- A Calling where students are given opportunities to serve to learn and learn to serve, using their gifts to bless the school and wider community and globally.
In these ways we help our students make sense of the world and find ultimate meaning and purpose in it. For in Christ is our true humanity. “Jesus is the true Man, the Image, the King – and His followers, the branches of the true vine, those who share His body and blood and are indwelt and empowered by His Spirit, are themselves the truly human ones.” [5]
Grace and peace
TEC team
[1] Zygmunt Bauman, Liquid Modernity, (Cambridge: Blackwell, 2000), 8.
[2] Gilbert Keith Chesterton, What’s Wrong With the World, (San Francisco: Ignatius Press, 1994), np.
[3] https://genius.com/Harry-Styles-sign-of-the-times lyrics.
[4] Mark Sayers, Reappearing Church, (USA: Moody Press, 2019), 184.
[5] Nicholas Thomas Wright, Broken Signposts-How Christianity Makes Sense of the World, ((New York: HarperCollins, 2020), 185.
