Friday, May 28, 2004
ANOTHER SURE SIGN OF SUMMER... NEW PIX
Believe it or not, I actually posted some pictures over at The Fotolog.
What I'm Reading
Two new books in the book bag (see full comments at What I'm Reading).
CALLED TO HOLY WORLDLINESS, by Richard J. Mouw
The first chapter deals with the corporate calling, saying that the church's call flows from the fact that God is creator, that the chuch is one, and that piety is a "cultivation and expression of religious attitudes" in the world. The church is called as a body and each individual must find his or her place in that calling. Chapter two deals with the need for a theology of, for, and by the laity. It is the laity who know their context. They know the questions that theology must answer. Well, that's as far as I've gotten. More later.
THE COURAGE TO TEACH, by Parker J. Palmer
I'm actually studying through this one. Palmer says there are four basic questions asked about teaching: 1) What subjects shall we teach? 2) What methods and techniques are required to teach well? 3) For what purpose and to what ends do we teach? and 4) Who is the self that teaches? Educational reform usually focuses on #1 and #2; rarely do they look at #3 and they NEVER look at #4. In this book, Palmer focuses on question four.
CALLED TO HOLY WORLDLINESS, by Richard J. Mouw
The first chapter deals with the corporate calling, saying that the church's call flows from the fact that God is creator, that the chuch is one, and that piety is a "cultivation and expression of religious attitudes" in the world. The church is called as a body and each individual must find his or her place in that calling. Chapter two deals with the need for a theology of, for, and by the laity. It is the laity who know their context. They know the questions that theology must answer. Well, that's as far as I've gotten. More later.
THE COURAGE TO TEACH, by Parker J. Palmer
I'm actually studying through this one. Palmer says there are four basic questions asked about teaching: 1) What subjects shall we teach? 2) What methods and techniques are required to teach well? 3) For what purpose and to what ends do we teach? and 4) Who is the self that teaches? Educational reform usually focuses on #1 and #2; rarely do they look at #3 and they NEVER look at #4. In this book, Palmer focuses on question four.
Wednesday, May 26, 2004
APPARENTLY, I'M SEAGREEN
#2E8B57 |
Your dominant hues are cyan and green. Although you definately strive to be logical you care about people and know there's a time and place for thinking emotionally. Your head rules most things but your heart rules others, and getting them to meet in the middle takes a lot of your energy some days. Your saturation level is higher than average - You know what you want, but sometimes know not to tell everyone. You value accomplishments and know you can get the job done, so don't be afraid to run out and make things happen. Your outlook on life can be bright or dark, depending on the situation. You are flexible and see things objectively. |
Who knew?
file under GET A GRIP, PEOPLE!!!
"Holy war has broken out between civil libertarians and Los Angeles County officials over whether a tiny Latin cross on the county's official seal is an unconstitutional religious symbol or a part of California history."
The ACLU is at it again. They want LA County to remove a tiny cross from the city seal. So, have they been to the California Missions? Do they know the crucial role those missions played in California and Los Angeles history? Yes it's a religious symbol (DUH!), but it's not there for religious purposes. It's there for historical purposes. Folks are way too easily offended these days. Gee.
Read the article here.
The ACLU is at it again. They want LA County to remove a tiny cross from the city seal. So, have they been to the California Missions? Do they know the crucial role those missions played in California and Los Angeles history? Yes it's a religious symbol (DUH!), but it's not there for religious purposes. It's there for historical purposes. Folks are way too easily offended these days. Gee.
Read the article here.
Tuesday, May 25, 2004
What I'm Reading
Well, the summer reading season has begun and I've finally updated the book list (see here). I celebrated the beginning of summer by reading The Missing Piece (by shel silverstein) yesterday. Gotta love Shel! Current book is on nutrition.
Later this week I'll put the way-too-long list of books I plan to read this summer.
Later this week I'll put the way-too-long list of books I plan to read this summer.
Monday, May 24, 2004
Just finished stacking the bits...
The other day I posted the preliminary findings of the Faith Factors Project (see here). Well, today, here are the ministry implications from my twenty-some page paper:
Preventative Actions
• A sufficient number of adults involved in the lives of children and youth so that healthy mentoring relationships can form.
• A focus on biblical content, taught in the context of caring relationship.
• Early participation in leadership of and service to the faith community.
• Careful review of those who work with children and youth. Ministry decisions can have enormous impact in the lives of youth and children.
• Integration of biblical content and caring community in the structure of service teams. Develop a more open definition of small groups.
Restorative Actions
• Intentionally develop a loving, accepting environment, where members welcome people as they are, yet love them enough not to leave them there.
• Develop a number of entry points. Not everyone will re-enter through a small group, a Sunday school class, or Sunday morning worship. Some may re-enter through service teams and work groups. Be creative and provide for this probability.
• Take as much care with college and adult ministries as with children’s and youth ministries. Though the needs are different, the needs are just as important.
• Finally, follow the Faith Factors Project. It is likely that the results of this research will provide a wealth of information on helping believers transition from childhood faith to adult faith.
Mind you these are implications following 22 pages of theoretical foundations, narrative analysis, and theological reflections (some of which I may post later, but, alas, not today). I will add this, after listening to the five presentations in class I am more convinced than ever that the content of faith MUST be packaged in the community of faith (a la Hebrews 1:1ff). God's most complete communication of himself is through the person of Jesus. Dare we say that the most complete communication of Jesus is through the faith community of the church? I'm not sure we can say that, but I'm thinking we can. That leads me to ask, How are we doing?
Anyhow. Spring 2004 is done. My head hurts. I'm tired. My nose is stuffy. My lungs are full of crud. But God loves me and God is on his throne and that's enough.
Bye for today...
Preventative Actions
• A sufficient number of adults involved in the lives of children and youth so that healthy mentoring relationships can form.
• A focus on biblical content, taught in the context of caring relationship.
• Early participation in leadership of and service to the faith community.
• Careful review of those who work with children and youth. Ministry decisions can have enormous impact in the lives of youth and children.
• Integration of biblical content and caring community in the structure of service teams. Develop a more open definition of small groups.
Restorative Actions
• Intentionally develop a loving, accepting environment, where members welcome people as they are, yet love them enough not to leave them there.
• Develop a number of entry points. Not everyone will re-enter through a small group, a Sunday school class, or Sunday morning worship. Some may re-enter through service teams and work groups. Be creative and provide for this probability.
• Take as much care with college and adult ministries as with children’s and youth ministries. Though the needs are different, the needs are just as important.
• Finally, follow the Faith Factors Project. It is likely that the results of this research will provide a wealth of information on helping believers transition from childhood faith to adult faith.
Mind you these are implications following 22 pages of theoretical foundations, narrative analysis, and theological reflections (some of which I may post later, but, alas, not today). I will add this, after listening to the five presentations in class I am more convinced than ever that the content of faith MUST be packaged in the community of faith (a la Hebrews 1:1ff). God's most complete communication of himself is through the person of Jesus. Dare we say that the most complete communication of Jesus is through the faith community of the church? I'm not sure we can say that, but I'm thinking we can. That leads me to ask, How are we doing?
Anyhow. Spring 2004 is done. My head hurts. I'm tired. My nose is stuffy. My lungs are full of crud. But God loves me and God is on his throne and that's enough.
Bye for today...
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