The Christmas card scenes of the birth of Jesus of- ten leave me wondering how we got these pictures from the story in the Bible. For example, the crèche scenes depicted with Mary on one side of a manger and Joseph on the other both looking adoringly at the baby wrapped in cloths ‘wearing’ a halo don’t quite fit the reality of the story.
Now I realize that a photographer in that day, [if there had been such a thing] would have had the sensibili- ties to not take the picture of this family right after the baby was born, but my remembrance of what my wife looked like after the birth of any of our children certainly would not have made it onto any Hallmark card. While I think that my wife under all other circumstances is very beautiful and would rival any “Mary,” it simply is not reality to think of Mary without the sweat and exertion of labor and being exhausted. If the baby was lying in a manger, it was be- cause the mother wanted some rest.
Also, what was the baby like? I know that all mothers think that their baby is the most beautiful creature ever to be born. For mothers, it seems like a halo sur- rounds their baby. It is as though their baby is the object of perfection. But newborn babies, after they’ve been washed of all the blood and mess of living inside the womb, often have malformed heads, are dark red and scrawny. They are not often the cherubic, fat-bodied, full-cheeked babies of Christmas cards.
So without being cynical, what did take place in the stable of the inn? Think of it this way: the Creator of the Universe took on the characteristics of a human being. He suffered the indignities of being assigned a body, being confined to a womb, and enduring the pain of being born. He wore no halo, received no crown, and was gazed at in wonder by shepherds mostly because the announcement they had heard said here in this dark, scrawny baby was the long awaited Messiah who was to be the Savior of the world!!
That is the wonder of Christmas. O come let us adore Him!
Monday, December 16, 2013
Tuesday, December 3, 2013
Post-Thanksgiving Thoughts
One of the things that I am very thankful for at Immanuel Christian School is the teachers. God has brought together a stellar group of people who not only love God but also are excellent educators.
Take Mrs. Kerrick, for example. She is only in her second year of teaching first and second grades and she has already begun establishing her applications of our time- tested curriculum with amazing results that combine fun with rigor in understanding early math and phonics concepts. Miss Rodriguez picks up that early learning and builds on it with a quiet and disciplined atmosphere where students thrive on understanding early grammar and basic multiplication and division. This is no small feat considering that most sixth grade students and up who are applying from other school settings cannot divide. Mr. Boehret, of course, has developed over thirty years of practice in teach- ing fifth and sixth grades and leaves his imprint of organization and study skills which are molded into step-by-step procedures for everything from term papers to studying for spelling.
By the time students get to the third floor, they are well prepared to meet the world of academic learning that Mr. Boston, Mr. Riggall and Mr. Kapuschinsky impart. Mr. Boston establishes the pace with expectations that prepare students for high school. His quiet demeanor and patient explanations give students who do not understand the opportunity to get individual help. Mr. Riggall, with his sidekick, Mr. Bacon, team up to produce a classroom atmosphere where understanding classic literature and movement of history is serious, yet fun. Mr. Kapuschinsky’s repetition of terms gives students the nomenclature of a subject so that they are light-years ahead of their peers. These students understand the “why” of math and science. Of course, Miss Jones gives the foundation for all this in her kindergarten classroom and though in her first year, has taken the task seriously and sees great promise for the year ahead.
I would be remiss to not mention Mrs. Irvin, Mrs. Dallachiesa, Mrs Borgos, Mr. Sappie, Miss Welsh, Mrs. Chernock, Mrs. Tritt, and Mrs. Nerger. Aren’t you thankful that your children get the benefit of all these people?
Take Mrs. Kerrick, for example. She is only in her second year of teaching first and second grades and she has already begun establishing her applications of our time- tested curriculum with amazing results that combine fun with rigor in understanding early math and phonics concepts. Miss Rodriguez picks up that early learning and builds on it with a quiet and disciplined atmosphere where students thrive on understanding early grammar and basic multiplication and division. This is no small feat considering that most sixth grade students and up who are applying from other school settings cannot divide. Mr. Boehret, of course, has developed over thirty years of practice in teach- ing fifth and sixth grades and leaves his imprint of organization and study skills which are molded into step-by-step procedures for everything from term papers to studying for spelling.
By the time students get to the third floor, they are well prepared to meet the world of academic learning that Mr. Boston, Mr. Riggall and Mr. Kapuschinsky impart. Mr. Boston establishes the pace with expectations that prepare students for high school. His quiet demeanor and patient explanations give students who do not understand the opportunity to get individual help. Mr. Riggall, with his sidekick, Mr. Bacon, team up to produce a classroom atmosphere where understanding classic literature and movement of history is serious, yet fun. Mr. Kapuschinsky’s repetition of terms gives students the nomenclature of a subject so that they are light-years ahead of their peers. These students understand the “why” of math and science. Of course, Miss Jones gives the foundation for all this in her kindergarten classroom and though in her first year, has taken the task seriously and sees great promise for the year ahead.
I would be remiss to not mention Mrs. Irvin, Mrs. Dallachiesa, Mrs Borgos, Mr. Sappie, Miss Welsh, Mrs. Chernock, Mrs. Tritt, and Mrs. Nerger. Aren’t you thankful that your children get the benefit of all these people?
Monday, November 25, 2013
Thanksgiving
Give thanks to the Lord for He is good; His love endures forever.... Psalm 136:1
Yippee!! Here is a chance to celebrate a holiday that values all the things that are important to Christians and we can do it legitimately! I know, I know, the world has made it into a day of celebrating turkeys and family time and the beginning of Christmas shopping. And I am thankful for all of those things, too! I like turkey and being with my family and the excitement of planning for Christmas. But, I get to be thankful TO GOD!
Here is where we differ from the world. We do not have just a generic thankfulness. We know that all the blessings we celebrate are from an omnipotent Being who gives us the ability to think (consider Nebuchadnezzar who for a period of seven seasons thought that he was a cow), who makes all our body parts function, and who gives us the tangible blessings of daily life. Yes, there are tragedies that we have endured this past year; yes, there are circumstances that I would not have chosen; yes, there are many things about our present state of affairs that causes concern. However, without being ostrich-like and sticking my head in the sand, I can genuinely be thankful TO GOD for the abundance of blessings, physical as well as non-tangible, that I and my family and friends enjoy.
So what will you do this Thanksgiving after you have en- joyed the turkey, stuffing, and cranberry sauce? Will you and those gathered at your table reflect on those blessings and tell of the goodness of the Lord for what He has done? Will you, in the midst of the tears of sadness that ought to be cried, also say, “The Lord has proven His love to be good...” ?
Our prayer at Immanuel Christian School is that you will know the goodness of the Lord and be able to thank HIM this holiday season.
Yippee!! Here is a chance to celebrate a holiday that values all the things that are important to Christians and we can do it legitimately! I know, I know, the world has made it into a day of celebrating turkeys and family time and the beginning of Christmas shopping. And I am thankful for all of those things, too! I like turkey and being with my family and the excitement of planning for Christmas. But, I get to be thankful TO GOD!
Here is where we differ from the world. We do not have just a generic thankfulness. We know that all the blessings we celebrate are from an omnipotent Being who gives us the ability to think (consider Nebuchadnezzar who for a period of seven seasons thought that he was a cow), who makes all our body parts function, and who gives us the tangible blessings of daily life. Yes, there are tragedies that we have endured this past year; yes, there are circumstances that I would not have chosen; yes, there are many things about our present state of affairs that causes concern. However, without being ostrich-like and sticking my head in the sand, I can genuinely be thankful TO GOD for the abundance of blessings, physical as well as non-tangible, that I and my family and friends enjoy.
So what will you do this Thanksgiving after you have en- joyed the turkey, stuffing, and cranberry sauce? Will you and those gathered at your table reflect on those blessings and tell of the goodness of the Lord for what He has done? Will you, in the midst of the tears of sadness that ought to be cried, also say, “The Lord has proven His love to be good...” ?
Our prayer at Immanuel Christian School is that you will know the goodness of the Lord and be able to thank HIM this holiday season.
Monday, November 18, 2013
End of Quarter - Start of New
Report Cards are out in mail and should have arrived or will arrive today. The second quarter is into its third week already and students have this opportunity to do better if they were not happy with their first quarter grades.
Let me give you some perspectives on how to think about report cards as indicators of how a student is doing. The number on the report card does not give any clues as to effort, study connections, test stress, memory problems, or a myriad of other factors. All it indicates is that the student could not get the information or other grading components of a class high enough to “get a good grade.” It does not tell you “why.” That is the hard work that parents are primarily responsible for—but also that which ICS teachers and I are constantly questioning.
So let me help you explore some of those possibilities of low grades. How does your student study? Do they think that repeating information over enough times is going to help them get it stuck in their heads? (That may work for telephone numbers, but is not helpful in getting information to stick long term.) What they need to do is connect information to something that they already know. It can be non- sense, like HOMES as a device to help them remember the names of the Great Lakes. Or it can be something that connects to a previous step, such as, knowing the biological classification system (Kingdom, Phylum, Class, Order, Family Genus, Species) helps a student to see where a specific plant or animal differs from others that may appear similar at first glance. (The apple’s blossom and certain roses are similar and belong to the same Family: Rosaceae, but not the same Genus.)
Another possibility to pursue is whether they are let- ting things go until the last moment. This is a bad habit because it produces “crammers.” Instead of taking small bites in a subject (seven items on a study sheet per night) they try to cram as much into their head at the last moment.
Do they reproduce the same methods as the test is given? For example, if you are orally giving your child their spelling test and they know the words, but they must write them in school, perhaps there is a disconnect in the act of writing. Do other situations in life indicate that your child has difficulty remembering multiple steps? It will show up on tests as well.
In pursuing the answer to the “why” question, it will require your time. You may need to keep trying answers before you find out what makes your child “tick.” But sitting down with them each night is probably THE most significant thing you can do.
Let me give you some perspectives on how to think about report cards as indicators of how a student is doing. The number on the report card does not give any clues as to effort, study connections, test stress, memory problems, or a myriad of other factors. All it indicates is that the student could not get the information or other grading components of a class high enough to “get a good grade.” It does not tell you “why.” That is the hard work that parents are primarily responsible for—but also that which ICS teachers and I are constantly questioning.
So let me help you explore some of those possibilities of low grades. How does your student study? Do they think that repeating information over enough times is going to help them get it stuck in their heads? (That may work for telephone numbers, but is not helpful in getting information to stick long term.) What they need to do is connect information to something that they already know. It can be non- sense, like HOMES as a device to help them remember the names of the Great Lakes. Or it can be something that connects to a previous step, such as, knowing the biological classification system (Kingdom, Phylum, Class, Order, Family Genus, Species) helps a student to see where a specific plant or animal differs from others that may appear similar at first glance. (The apple’s blossom and certain roses are similar and belong to the same Family: Rosaceae, but not the same Genus.)
Another possibility to pursue is whether they are let- ting things go until the last moment. This is a bad habit because it produces “crammers.” Instead of taking small bites in a subject (seven items on a study sheet per night) they try to cram as much into their head at the last moment.
Do they reproduce the same methods as the test is given? For example, if you are orally giving your child their spelling test and they know the words, but they must write them in school, perhaps there is a disconnect in the act of writing. Do other situations in life indicate that your child has difficulty remembering multiple steps? It will show up on tests as well.
In pursuing the answer to the “why” question, it will require your time. You may need to keep trying answers before you find out what makes your child “tick.” But sitting down with them each night is probably THE most significant thing you can do.
Monday, November 11, 2013
Kids Are Fun!
by Kelly Knowlden
My mother often would say to us when we were in high school, “You spend so much energy on getting kids to grow up and then by the time they are able to have an intelligent conversation, they leave home.”
Each child is made in God’s image and that makes them unique and special. Our task as parents is to try to understand them and help them reach their potential as image bearers with their set of abilities and liabilities. That takes a lot of work.
First, when they are little, the task involves getting children to understand that they live under the rule of some- one else. That doesn’t mean that we teach them to respond to our barking orders. It does mean that they must learn the humility of heart associated with hearing and following instructions whether or not they make sense.
During the elementary school years, the world begins to expand and your children begin to see the world in differences. This can be unsettling to both parents and children when kids play it to their advantage, “Freddie’s parents don’t make him do....” Parents particularly want to rein- force that they are on their children’s side, even in situations that don’t seem fair.
By the time your children are in junior high, it helps if you have a healthy sense of humor because these are years when they are old enough to know better, but they push every limit with a hundred questions that often appear disrespectful. Again, teaching them the ability to ask questions but accepting your answers even when the answer runs counter to what they think makes sense, is important.
The high school years are the transition years of helping them to make responsible choices by talking to them - a lot! And of course, this usually happens when they come out to the living room at 11:30pm with the long face and the question, “Can I talk to you for just a minute?” That “minute” will be some of the most valuable time you will ever spend with them. Don’t miss it.
Of course, if you’ve been successful at imparting the truth that you are on their side and you’ve won their hearts, you will get calls during college as well which gives you a parting shot at perspectives that are true and right.
Does all this seem daunting? For me too! Thankfully, the Manufacturer of the child is also the Author of the “owner’s manual.” His wisdom gives help and hope for every step of this journey. If I could summarize one thing, it would be: “Enjoy them. Laugh often. Don’t get stuck in the immediate problem as though it is the whole world. Seek God together.”
My mother often would say to us when we were in high school, “You spend so much energy on getting kids to grow up and then by the time they are able to have an intelligent conversation, they leave home.”
Each child is made in God’s image and that makes them unique and special. Our task as parents is to try to understand them and help them reach their potential as image bearers with their set of abilities and liabilities. That takes a lot of work.
First, when they are little, the task involves getting children to understand that they live under the rule of some- one else. That doesn’t mean that we teach them to respond to our barking orders. It does mean that they must learn the humility of heart associated with hearing and following instructions whether or not they make sense.
During the elementary school years, the world begins to expand and your children begin to see the world in differences. This can be unsettling to both parents and children when kids play it to their advantage, “Freddie’s parents don’t make him do....” Parents particularly want to rein- force that they are on their children’s side, even in situations that don’t seem fair.
By the time your children are in junior high, it helps if you have a healthy sense of humor because these are years when they are old enough to know better, but they push every limit with a hundred questions that often appear disrespectful. Again, teaching them the ability to ask questions but accepting your answers even when the answer runs counter to what they think makes sense, is important.
The high school years are the transition years of helping them to make responsible choices by talking to them - a lot! And of course, this usually happens when they come out to the living room at 11:30pm with the long face and the question, “Can I talk to you for just a minute?” That “minute” will be some of the most valuable time you will ever spend with them. Don’t miss it.
Of course, if you’ve been successful at imparting the truth that you are on their side and you’ve won their hearts, you will get calls during college as well which gives you a parting shot at perspectives that are true and right.
Does all this seem daunting? For me too! Thankfully, the Manufacturer of the child is also the Author of the “owner’s manual.” His wisdom gives help and hope for every step of this journey. If I could summarize one thing, it would be: “Enjoy them. Laugh often. Don’t get stuck in the immediate problem as though it is the whole world. Seek God together.”
Friday, November 8, 2013
Brain Scramblers
by Kelly Knowlden
What are contributing factors to brain confusion? Let me start by talking about pedagogical methods. Having student learn information in haphazard ways without connecting it to previously learned material gives students the impression that learning is not systematic. Also, not making connections to daily life in either application or by motivation increases a student’s disinterest in the educational pro- cess. ICS deals with these teaching methods by training teachers and reminding ourselves of these often.
Another thing that causes disruption to the brain is a lack of discipline. Corporal discipline that starts when children are little and incorporates the biblical standards of patience and prayer help structure the heart in not giving in to whatever it desires. This translates into learning taking place when it is hard and not full of fun. It helps the motivational process as well. Children that are trained by the method explained in the Proverbs will gain the value of hard work.
Brains are also scrambled by emotional stress. This can be due to many factors, including a move, death of someone close, perceived or real stress in the home because of parental tensions, physical needs, health needs, hurts from those close to the family or many other issues. These are all results of living in a broken world and are often outside the scope of our control. However, parental ability to be confident in the goodness of God and ultimately His work on the cross will undermine these stresses and help children learn.
There are neurological brain scramblers whose causes are far too complex for us to figure out. We do know that they exist and do affect not only the way students learn, but also how they perceive all of life. The reason these disabilities show up in the classroom is that the structure of learning imposes certain requirements of the brain that may not have been noticed in the home environment.
Of course, dislike of learning a subject affects ones ability to acquire that information as well.
So in dealing with all the possible reasons for learning problems, we end up working as consistently as possible with a “troubleshooting” mentality that tries to “figure out” what is the thing that a particular student is dealing with. Then we work at applying various methods of discipline, correction, learning devices until we see real learning take place. Over all, the teachers and administration at ICS work very hard at serving you to help unscramble the brain puzzle that makes learning difficult. If you need our help, call and set up an appointment with the teacher or myself.
What are contributing factors to brain confusion? Let me start by talking about pedagogical methods. Having student learn information in haphazard ways without connecting it to previously learned material gives students the impression that learning is not systematic. Also, not making connections to daily life in either application or by motivation increases a student’s disinterest in the educational pro- cess. ICS deals with these teaching methods by training teachers and reminding ourselves of these often.
Another thing that causes disruption to the brain is a lack of discipline. Corporal discipline that starts when children are little and incorporates the biblical standards of patience and prayer help structure the heart in not giving in to whatever it desires. This translates into learning taking place when it is hard and not full of fun. It helps the motivational process as well. Children that are trained by the method explained in the Proverbs will gain the value of hard work.
Brains are also scrambled by emotional stress. This can be due to many factors, including a move, death of someone close, perceived or real stress in the home because of parental tensions, physical needs, health needs, hurts from those close to the family or many other issues. These are all results of living in a broken world and are often outside the scope of our control. However, parental ability to be confident in the goodness of God and ultimately His work on the cross will undermine these stresses and help children learn.
There are neurological brain scramblers whose causes are far too complex for us to figure out. We do know that they exist and do affect not only the way students learn, but also how they perceive all of life. The reason these disabilities show up in the classroom is that the structure of learning imposes certain requirements of the brain that may not have been noticed in the home environment.
Of course, dislike of learning a subject affects ones ability to acquire that information as well.
So in dealing with all the possible reasons for learning problems, we end up working as consistently as possible with a “troubleshooting” mentality that tries to “figure out” what is the thing that a particular student is dealing with. Then we work at applying various methods of discipline, correction, learning devices until we see real learning take place. Over all, the teachers and administration at ICS work very hard at serving you to help unscramble the brain puzzle that makes learning difficult. If you need our help, call and set up an appointment with the teacher or myself.
Monday, October 28, 2013
Homework
by Kelly Knowlden
Family life is complex in that it requires a juggling of all the responsibilities and involvement in many different organizations. There are church nights and family events among other things. For many there are the plethora of choices in which you can enroll your child. However, near the top of the list ought to be a high priority on sitting down with your child and helping them be successful at school. After all, you are paying several thousand dollars for their education. Surely you want them to get the most out of that. Remember, education is a parental task. The school is just the agency through which you are accomplishing it.
So what should “doing homework” look like? Somehow, the child needs DIRECT intervention while doing homework. The smaller the child, the more involved the parent. However, high school students also need your involvement in encouragement and motivation. [I remember having this conversation with one of our children who was having difficulty with trigonometry: “Here, let me help you ..” She knew very well that I know very little about trigonometry, so as I studied the numbers on the page with all the various symbols of higher math, I would make observations like: “Now why is that number here.” and “What does that squiggle mean?” Of course, none of it was very helpful, other than saying to her, “I care about how you do your work and am on your side.”] The bottom line is that you NEED to have some sort of interaction with them that holds them accountable and allows them to see that you are not indifferent to what they are doing.
Telling them to “Go do your homework.” is NOT a good method of involvement - even if you check their work afterwards. It conveys that they are on their own and that they just need to “do it.” You cannot gauge their frustration nor their need of spiritual encouragement. This last point is significant if you are going to develop in your children a sense of ultimately finding their help in the Lord. Praying with them, showing them the scriptural encouragements and walking with them through their “trouble spots” will indicate that you can identify with the difficulties of understanding. That is what Jesus has done for us. He has walked through the “trouble spots!” He has encouraged us with the truth that He is with us... He will never leave nor forsake us... He is a help in the midst of trouble.
If they tell us to get lost, or are irritated by our involvement, then we have the hard work of winning them to see that it is necessary to be involved. With Christ’s help, it can be done. That is what we do in helping children with homework. We bring the incarnation of Christ to the practical level of involvement in their lives.
Family life is complex in that it requires a juggling of all the responsibilities and involvement in many different organizations. There are church nights and family events among other things. For many there are the plethora of choices in which you can enroll your child. However, near the top of the list ought to be a high priority on sitting down with your child and helping them be successful at school. After all, you are paying several thousand dollars for their education. Surely you want them to get the most out of that. Remember, education is a parental task. The school is just the agency through which you are accomplishing it.
So what should “doing homework” look like? Somehow, the child needs DIRECT intervention while doing homework. The smaller the child, the more involved the parent. However, high school students also need your involvement in encouragement and motivation. [I remember having this conversation with one of our children who was having difficulty with trigonometry: “Here, let me help you ..” She knew very well that I know very little about trigonometry, so as I studied the numbers on the page with all the various symbols of higher math, I would make observations like: “Now why is that number here.” and “What does that squiggle mean?” Of course, none of it was very helpful, other than saying to her, “I care about how you do your work and am on your side.”] The bottom line is that you NEED to have some sort of interaction with them that holds them accountable and allows them to see that you are not indifferent to what they are doing.
Telling them to “Go do your homework.” is NOT a good method of involvement - even if you check their work afterwards. It conveys that they are on their own and that they just need to “do it.” You cannot gauge their frustration nor their need of spiritual encouragement. This last point is significant if you are going to develop in your children a sense of ultimately finding their help in the Lord. Praying with them, showing them the scriptural encouragements and walking with them through their “trouble spots” will indicate that you can identify with the difficulties of understanding. That is what Jesus has done for us. He has walked through the “trouble spots!” He has encouraged us with the truth that He is with us... He will never leave nor forsake us... He is a help in the midst of trouble.
If they tell us to get lost, or are irritated by our involvement, then we have the hard work of winning them to see that it is necessary to be involved. With Christ’s help, it can be done. That is what we do in helping children with homework. We bring the incarnation of Christ to the practical level of involvement in their lives.
Tuesday, October 22, 2013
History
by Kelly Knowlden
How should a Christian view and value the study of history?
In 1828, Noah Webster penned this definition of history that gives a good starting place for such a discussion. “History is an account of facts, particularly of facts respecting nations or states; a narration of events in the order in which they happened, with their causes and effects. History regards less strictly the arrangement of events under each year, and admits the observations of the writer. This distinction is not always regarded with strictness...What is the history of nations, but a narrative of the follies, crimes and miseries of man?”
Scripture gives us a ‘behind the scenes’ understand- ing of that last statement. Psalm 78: 2-8 says that “I will utter things hidden from of old...things our fathers have told us....so the next generation would know them.. And they in turn would tell their children...Then they would put their trust in God and would not forget His deeds...”
Events that unfold must be viewed with the Sovereign God as the Author, Architect and Sustainer of nations and individuals with His purpose to have men seek Him. God’s unfolding of His story is such that while He superintends each step, yet He decrees all things so that man acts as a free agent, choosing and acting in accordance with his nature and without any constraints on his will.
The Chancellor of the German Empire from 1871- 1890, Otto von Bismarck, recognized this: “The statesman cannot create the stream of time, he can only navigate it. The statesman must try and reach for the hem when he hears the garment of God rustling through events.”
Job says it this way in ch.12: 19 and 23: “He leads priests away stripped and overthrows the mighty. He makes nations great, and destroys them; He enlarges nations, and disperses them.”
Our understanding of history is dependent upon others’ observations and biases. Good historians try to piece together a reliable account of what happened using information most consistent with the “feeling of the day.” Nothing is more provoking than the imposition of a modern mindset on the motives of why, for instance, the Pilgrims came to America. [They despoiled the land and ravaged the noble Native Americans.]
So at ICS, our students of history must learn to evaluate the sources and gain skills in ascertaining what “fits” with the mindset of the times. They must remember that God is the Author of His-story. They must seek Him and His wisdom to understand it.
How should a Christian view and value the study of history?
In 1828, Noah Webster penned this definition of history that gives a good starting place for such a discussion. “History is an account of facts, particularly of facts respecting nations or states; a narration of events in the order in which they happened, with their causes and effects. History regards less strictly the arrangement of events under each year, and admits the observations of the writer. This distinction is not always regarded with strictness...What is the history of nations, but a narrative of the follies, crimes and miseries of man?”
Scripture gives us a ‘behind the scenes’ understand- ing of that last statement. Psalm 78: 2-8 says that “I will utter things hidden from of old...things our fathers have told us....so the next generation would know them.. And they in turn would tell their children...Then they would put their trust in God and would not forget His deeds...”
Events that unfold must be viewed with the Sovereign God as the Author, Architect and Sustainer of nations and individuals with His purpose to have men seek Him. God’s unfolding of His story is such that while He superintends each step, yet He decrees all things so that man acts as a free agent, choosing and acting in accordance with his nature and without any constraints on his will.
The Chancellor of the German Empire from 1871- 1890, Otto von Bismarck, recognized this: “The statesman cannot create the stream of time, he can only navigate it. The statesman must try and reach for the hem when he hears the garment of God rustling through events.”
Job says it this way in ch.12: 19 and 23: “He leads priests away stripped and overthrows the mighty. He makes nations great, and destroys them; He enlarges nations, and disperses them.”
Our understanding of history is dependent upon others’ observations and biases. Good historians try to piece together a reliable account of what happened using information most consistent with the “feeling of the day.” Nothing is more provoking than the imposition of a modern mindset on the motives of why, for instance, the Pilgrims came to America. [They despoiled the land and ravaged the noble Native Americans.]
So at ICS, our students of history must learn to evaluate the sources and gain skills in ascertaining what “fits” with the mindset of the times. They must remember that God is the Author of His-story. They must seek Him and His wisdom to understand it.
Thursday, October 17, 2013
What Kind of Education?
by Kelly Knowlden
Education that accepts a standard of mediocrity is neither Christian nor education. Some may argue, “Come on, Mr. Knowlden. What is the big deal that students need to be so precise in their handwriting?” Of course, parents would not want to hear their mechanic say, “What’s the big deal? So I missed a bolt.”
One of the things that education does is it provides an impetus for excellence. If a child does not want to do excellent work of the highest standard, he will be the same kid who throws together the double-bacon cheeseburger with the lettuce half-falling off at his fast-food employment.
So we hold standards high. We also do it with grace. We are unapologetic about how high the standards are, but we also have teachers who bend over backwards to help students who are willing to work hard. On our end, we invest in time-proven educational strategies that give results. We help young students memorize chunks of information, poetry, drill facts, states and capitals, etc. Then as students get older we take those facts and attach concepts to them that stretch their understanding and make them ask questions that require more than filling in little bubbles on tests or regurgitating information from the book. We teach processes of math and science. We show the big picture of history. We have students understand the mechanics of grammar so that they are able to write and speak well.
So why is the standard high? God’s standards are high. He holds all mankind to the impossibly high standard of perfection. And all the world is accountable to that standard. However, because we serve a God of grace, He has met that standard through the Lord Jesus Christ. So you and I have lived in a world with the same two goals as ICS: High standards held with grace.
Don’t give up on either. The results are worth it - even when students don’t “get it” now. Press on.
Education that accepts a standard of mediocrity is neither Christian nor education. Some may argue, “Come on, Mr. Knowlden. What is the big deal that students need to be so precise in their handwriting?” Of course, parents would not want to hear their mechanic say, “What’s the big deal? So I missed a bolt.”
One of the things that education does is it provides an impetus for excellence. If a child does not want to do excellent work of the highest standard, he will be the same kid who throws together the double-bacon cheeseburger with the lettuce half-falling off at his fast-food employment.
So we hold standards high. We also do it with grace. We are unapologetic about how high the standards are, but we also have teachers who bend over backwards to help students who are willing to work hard. On our end, we invest in time-proven educational strategies that give results. We help young students memorize chunks of information, poetry, drill facts, states and capitals, etc. Then as students get older we take those facts and attach concepts to them that stretch their understanding and make them ask questions that require more than filling in little bubbles on tests or regurgitating information from the book. We teach processes of math and science. We show the big picture of history. We have students understand the mechanics of grammar so that they are able to write and speak well.
So why is the standard high? God’s standards are high. He holds all mankind to the impossibly high standard of perfection. And all the world is accountable to that standard. However, because we serve a God of grace, He has met that standard through the Lord Jesus Christ. So you and I have lived in a world with the same two goals as ICS: High standards held with grace.
Don’t give up on either. The results are worth it - even when students don’t “get it” now. Press on.
Tuesday, October 8, 2013
On With the Show, This is It!
by Kelly Knowlden
What is the value of having students memorize lines and movement to present a story? Why do we invest months of time into a drama production that is over in three nights?
There are a couple of reasons that ICS has a Drama Production. For students, the value of poise on the stage, overcoming fears, the discipline of memorizing lines and then bringing those lines to life by conveying emotion are valuable. But one of the things that takes place in the process is to have students understand what life looks like from another perspective. It forces them to not be themselves. [Read: die to self.] They must become someone else. They must portray a convincing story that they really are the character that is listed in the playbill.
That requires a degree of humility and willingness to be conformed to someone else’s character. This of course, has great ramifications for Christians. It is the life story of all of us, whereby we are transformed to become conformed to the character of the Lord Jesus Christ.
In that way, students who participate in those stretching opportunities, whether drama, spelling bees, speech meets, chess meets, or basketball - all have their eyes opened to new experiences, new skills, and new ways of thinking.
As a school, drama provides us with a venue to tout our students’ abilities. We want to make them known to our community and are thinking of ways to do that. We are thankful for the many volunteers who are willing to help us pull off these extra-curricular activities. Many school are able to pay their staff. We cannot do that and so the weight of that falls on the parents and friends of ICS who make these things happen.
For parents, drama is one of those opportunities to help your child expand their abilities and talents. It allows you to expose your child to things that do not require them to be excellent in order to participate. We take students who may be mediocre but are willing to work hard to do their best. Where students have taken advantage of that, they have learned how to handle defeat graciously, how to overcome the embarrassment of “messing up” in public and even how to excel!
What is the value of having students memorize lines and movement to present a story? Why do we invest months of time into a drama production that is over in three nights?
There are a couple of reasons that ICS has a Drama Production. For students, the value of poise on the stage, overcoming fears, the discipline of memorizing lines and then bringing those lines to life by conveying emotion are valuable. But one of the things that takes place in the process is to have students understand what life looks like from another perspective. It forces them to not be themselves. [Read: die to self.] They must become someone else. They must portray a convincing story that they really are the character that is listed in the playbill.
That requires a degree of humility and willingness to be conformed to someone else’s character. This of course, has great ramifications for Christians. It is the life story of all of us, whereby we are transformed to become conformed to the character of the Lord Jesus Christ.
In that way, students who participate in those stretching opportunities, whether drama, spelling bees, speech meets, chess meets, or basketball - all have their eyes opened to new experiences, new skills, and new ways of thinking.
As a school, drama provides us with a venue to tout our students’ abilities. We want to make them known to our community and are thinking of ways to do that. We are thankful for the many volunteers who are willing to help us pull off these extra-curricular activities. Many school are able to pay their staff. We cannot do that and so the weight of that falls on the parents and friends of ICS who make these things happen.
For parents, drama is one of those opportunities to help your child expand their abilities and talents. It allows you to expose your child to things that do not require them to be excellent in order to participate. We take students who may be mediocre but are willing to work hard to do their best. Where students have taken advantage of that, they have learned how to handle defeat graciously, how to overcome the embarrassment of “messing up” in public and even how to excel!
Monday, September 30, 2013
Why Do Birds Suddenly Appear?
by Kelly Knowlden
Every person wants to know the answer to some basic questions and there are some very funny skits using these questions... a young man asking his mentor, “Who am I? Why am I here?... Why do
birds suddenly appear?” [last question is for those of us who remember The Carpenters song Close To You]
Of course, the seriousness of the first two questions really demands an answer that can only be given in the context of family. I have written about parents naming their children in past weekly reminders, so I would like to focus on the second question: Why am I here?
All of us need a sense of purpose that is tied to reality. While children are young and their personalities and propensities are still developing, it is exciting to think of all the possibilities that are open to them. Communicating a sense of hopefulness in anticipating the future is necessary so that children do not become cynical or bitter.
However, what children need more than that is to have an “ultimate” sense of their purpose, namely, that they are created by God for the purpose of delighting in Him. God is to be enjoyed. It is fun for children to go to Grandma’s house because they have a sense of Grandma’s love for them that is different from yours [partially because you have to deal with the day to day...]. They need to sense that same enjoyment with God. They are here to be submissive to Him and His direction for them. That is why submission is so important to teach them. If they gain that sense of humility while they are young, they will know great peace and delight in the odd directions, twists and turns that “life” brings them.
So how do you develop that sense of purpose? Tell them the old, familiar stories of the Bible with that perspective. When reading of Samson, talk about how Samson was living for pleasures and desires that were temporary. He did not sense His need to be delighting in God who gave him his strength. He thought that “I am strong enough for this.” Then talk to your children about how we believe the same lie. “I can do this...” is inculcated from the time children read Grover from Sesame Street until they start watching every movie out there. Every video game is based on that premise.
Every person wants to know the answer to some basic questions and there are some very funny skits using these questions... a young man asking his mentor, “Who am I? Why am I here?... Why do
birds suddenly appear?” [last question is for those of us who remember The Carpenters song Close To You]
Of course, the seriousness of the first two questions really demands an answer that can only be given in the context of family. I have written about parents naming their children in past weekly reminders, so I would like to focus on the second question: Why am I here?
All of us need a sense of purpose that is tied to reality. While children are young and their personalities and propensities are still developing, it is exciting to think of all the possibilities that are open to them. Communicating a sense of hopefulness in anticipating the future is necessary so that children do not become cynical or bitter.
However, what children need more than that is to have an “ultimate” sense of their purpose, namely, that they are created by God for the purpose of delighting in Him. God is to be enjoyed. It is fun for children to go to Grandma’s house because they have a sense of Grandma’s love for them that is different from yours [partially because you have to deal with the day to day...]. They need to sense that same enjoyment with God. They are here to be submissive to Him and His direction for them. That is why submission is so important to teach them. If they gain that sense of humility while they are young, they will know great peace and delight in the odd directions, twists and turns that “life” brings them.
So how do you develop that sense of purpose? Tell them the old, familiar stories of the Bible with that perspective. When reading of Samson, talk about how Samson was living for pleasures and desires that were temporary. He did not sense His need to be delighting in God who gave him his strength. He thought that “I am strong enough for this.” Then talk to your children about how we believe the same lie. “I can do this...” is inculcated from the time children read Grover from Sesame Street until they start watching every movie out there. Every video game is based on that premise.
Monday, September 23, 2013
Foggy Roads
by Kelly Knowlden
Have you ever driven in the fog - a fog that was so thick that you could not see 30 feet in front of you? What did it feel like? If you are like me, there is a scary feeling in the pit of stomach because you think of all the what-ifs that seem to be very intense. “I cannot see the yellow line...What if I drive off the road into a ditch... What if I overtake another car and have an accident because I cannot see them...?”
That is what it is like for children who grow up without the boundaries of a “yellow line” of submission to parental direction. Here I am talking about more than just the “do what I say, because I said it—NOW!” Children need the guidance that parental direction gives, but they need to be taught to accept that direction as well. Here I am talking about teaching our children the intent of obedience which is submission to authority. The definition of submission is to humbly accept another’s will or direction. The longer children live without that understanding of obedience as a submission to authority, the more the child will think of his autonomy as “normal.” He will come to “like” that feeling of scared excitement of being in the fog...
So, how do you have a child “feel” loved if he has not understood the issues of submission? It is not too late to talk to him about that. Here are some things you will want to ensure that your child understands in those “non-discipline” moments of reading God’s Word together.
Have you ever driven in the fog - a fog that was so thick that you could not see 30 feet in front of you? What did it feel like? If you are like me, there is a scary feeling in the pit of stomach because you think of all the what-ifs that seem to be very intense. “I cannot see the yellow line...What if I drive off the road into a ditch... What if I overtake another car and have an accident because I cannot see them...?”
That is what it is like for children who grow up without the boundaries of a “yellow line” of submission to parental direction. Here I am talking about more than just the “do what I say, because I said it—NOW!” Children need the guidance that parental direction gives, but they need to be taught to accept that direction as well. Here I am talking about teaching our children the intent of obedience which is submission to authority. The definition of submission is to humbly accept another’s will or direction. The longer children live without that understanding of obedience as a submission to authority, the more the child will think of his autonomy as “normal.” He will come to “like” that feeling of scared excitement of being in the fog...
So, how do you have a child “feel” loved if he has not understood the issues of submission? It is not too late to talk to him about that. Here are some things you will want to ensure that your child understands in those “non-discipline” moments of reading God’s Word together.
- Authority is established by God. It is not your idea. You are simply a “vice-regent” that is, working under the laws that God has ordained to run the universe.
- Submission to authority rules out debate and talking back. Questions, respectfully asked with a willingness to do what is asked, regardless if they make sense, are acceptable. Children need to be taught “how” to ask these kinds of questions.
- God has placed those in authority over us for our good. Even when the authority makes errors in judgment or is wrong, God can be trusted in what He has given.
Monday, September 16, 2013
Tomatoes and Children
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| Photo by CJW |
Tomatoes grow best in 75-85 degree temperatures. The soil should be kept evenly moist and prepared with a good fertilizer.
It should be no surprise that children also grow best in certain conditions. Let me consider just one of those. But let me first tell you a story to illustrate the point that I want to make.
When our oldest son was in first grade, I was the teacher. I had a good relationship with him and things went along fine. However, school is a bit different from home and he would do these things that all kids do - but he was my son and I didn’t want him to do them... For example, rolling his pencil down the desk for the purpose of hearing the sound it makes. I would look at him with a stern look and shake my head. I would use my eyebrows to express “STOP already!” I would use other facial methods for conveying my disapproval. After several weeks of this, I began to realize that my relationship with him was different. Then I heard our pastor speak about Proverbs 3:12 ...because the Lord disciplines those he loves, as a father the son he delights in. It was the last part of the verse that hit me like a ton of bricks. If someone asked my son if Daddy loved him he would have answered “yes...” because he knew it was the right answer. If the question was, “Does it feel like Daddy loves him,” I think the answer would have been quite different. I had inadvertently put him in the “doghouse” daily by my looks and attitudes.
Growing children who do not look elsewhere for their acceptance is dependent upon parents being able to create an atmosphere where the child FEELS loved. We do that by our acceptance of them in spite of all their foibles and misbehavior. (That does not mean that we accept that behavior; that topic will be next week...) Rather it resembles the love that we receive from the Lord of glory.
How are you conveying that everyday?
Monday, September 9, 2013
Speaking and Listening
by Kelly Knowlden
Kids often think of parents as lecturers. If a parent wants the kid to know something, the parent tells him what it is that he wants the kid to know. This is the reason for the “Wah wah-wah, wah-wah” sound used in Charlie Brown TV specials when the teacher or parent is giving instruction.
And there is good reason for parents to give instruction. The Bible tells parents in many places to speak words of instruction: (implied) “Listen, my son, to your father’s instruction and do not forsake your mother’s teaching.” Prov. 1:8. Children do need instruction and we do need to give it.
However, that being said, we also need to be wise in listening to our children. I often tell teachers that if the child wants to chase rabbits, then you chase rabbits. Here is what I mean: You are talking to your child about good work habits and they say that they have a hard time concentrating. Rather than telling them that they need to concentrate, ask them what they mean by that. Or, ask them why they don’t seem to have a hard time concentrating on things that they like to do. Or ask if there is some- thing about this particular subject that makes it hard to concentrate. The questions are limitless! Then if they respond with, “Well, I mean that I am thinking about the game I was playing and could not get that out of my head,” more questions will help dissect and refine the problem.
Of course, there will be need to give them the truth of coming to the One who stands with His arms open wide ready to help. That spiritual component of help can only be given if you, as the parent, have really listened to your child and know what it is that they need to hear from God’s Word.
My prayer is that at the end of this year, we all would be further in our ability to hear what our children are saying and speak to their spiritual needs from the truth of God’s Word.
Kids often think of parents as lecturers. If a parent wants the kid to know something, the parent tells him what it is that he wants the kid to know. This is the reason for the “Wah wah-wah, wah-wah” sound used in Charlie Brown TV specials when the teacher or parent is giving instruction.And there is good reason for parents to give instruction. The Bible tells parents in many places to speak words of instruction: (implied) “Listen, my son, to your father’s instruction and do not forsake your mother’s teaching.” Prov. 1:8. Children do need instruction and we do need to give it.
However, that being said, we also need to be wise in listening to our children. I often tell teachers that if the child wants to chase rabbits, then you chase rabbits. Here is what I mean: You are talking to your child about good work habits and they say that they have a hard time concentrating. Rather than telling them that they need to concentrate, ask them what they mean by that. Or, ask them why they don’t seem to have a hard time concentrating on things that they like to do. Or ask if there is some- thing about this particular subject that makes it hard to concentrate. The questions are limitless! Then if they respond with, “Well, I mean that I am thinking about the game I was playing and could not get that out of my head,” more questions will help dissect and refine the problem.
Of course, there will be need to give them the truth of coming to the One who stands with His arms open wide ready to help. That spiritual component of help can only be given if you, as the parent, have really listened to your child and know what it is that they need to hear from God’s Word.
My prayer is that at the end of this year, we all would be further in our ability to hear what our children are saying and speak to their spiritual needs from the truth of God’s Word.
Tuesday, June 4, 2013
Summer Comes
by Kelly Knowlden
Each of you will know in the next week a change of pace in having children around all day. And while this will give you more time with them, what you do with that time will matter most. But what other hope do we have for the Church of Christ to stand as lights in this darkened world than having you invest time and energy into the next generation? So here are a few thoughts for the summer.
First, discipline yourself (and your children) for the purpose of godliness, for godliness is profitable for all things, since it holds promise for the present life and also for the life to come. (I Tim. 4:8) This means that you will set goals for your children’s summer. You will give them tasks to do and do the tasks with them. Whether it is pulling weeds, emptying the dishwasher, or cleaning the bathroom, your working with them will make it be fun and also model for them the perspective of being good stewards of what God has given. You will not allow excuses of “it’s too hot,” or “I’m so hungry” - though they may be fact - to alter what you’ve asked them to do. You will have conversations that have meaning and are formative: the kinds of things that you want to impart to your children before they leave home. That will include instruction in not-so-common manners. Using “please,” “thank-you” and teaching children to not be the center of all conversations is invaluable. Having them write thank you notes is a practical means of having them be thankful. They could write one to their teacher for the great sacrifices they have given this year! Or they could write a real letter to Grandma!
In all this, while you work and play together, read and talk together, you will want the Word of God to be a major factor in all you do. That will help you to accept them for who they are (including all their limitations and personality/character quirks—they probably got them from you!) just as Christ has done for us! It will help you be interested in them and what they are thinking.
Whatever you do, don’t let the summer float by just taking the kids places or letting them play or sit in front of the TV. Set some goals for them and for yourself. Then by Christ’s strength - go for it!
Each of you will know in the next week a change of pace in having children around all day. And while this will give you more time with them, what you do with that time will matter most. But what other hope do we have for the Church of Christ to stand as lights in this darkened world than having you invest time and energy into the next generation? So here are a few thoughts for the summer.
First, discipline yourself (and your children) for the purpose of godliness, for godliness is profitable for all things, since it holds promise for the present life and also for the life to come. (I Tim. 4:8) This means that you will set goals for your children’s summer. You will give them tasks to do and do the tasks with them. Whether it is pulling weeds, emptying the dishwasher, or cleaning the bathroom, your working with them will make it be fun and also model for them the perspective of being good stewards of what God has given. You will not allow excuses of “it’s too hot,” or “I’m so hungry” - though they may be fact - to alter what you’ve asked them to do. You will have conversations that have meaning and are formative: the kinds of things that you want to impart to your children before they leave home. That will include instruction in not-so-common manners. Using “please,” “thank-you” and teaching children to not be the center of all conversations is invaluable. Having them write thank you notes is a practical means of having them be thankful. They could write one to their teacher for the great sacrifices they have given this year! Or they could write a real letter to Grandma!
In all this, while you work and play together, read and talk together, you will want the Word of God to be a major factor in all you do. That will help you to accept them for who they are (including all their limitations and personality/character quirks—they probably got them from you!) just as Christ has done for us! It will help you be interested in them and what they are thinking.
Whatever you do, don’t let the summer float by just taking the kids places or letting them play or sit in front of the TV. Set some goals for them and for yourself. Then by Christ’s strength - go for it!
Tuesday, May 28, 2013
Transition
by Kelly Knowlden
The end of the year is in sight and so most students and parents are thinking of summer. For us in the office, we are doing a lot of planning for next school year. One of the things that the Board is thinking about is how to be better at what we do. That is a general question that we entertain often, but this year we are trying to determine how to market ourselves as a distinctly Christian institution that brings the grace of the gospel to bear on the lives of children who are living in a secular culture.
That task is not easy. We come at that task from a very different perspective from our public school counterparts. We work from the goal of education (learning, not grades) and then think about how children learn at various stages as well as about that for which they should be held accountable. So students will have homework that must be done in ways that demonstrate their understanding of the process of education. (Again, not just the answers.) So high standards of work (handwriting, formal presentation of work, following the order given that shows all their work, etc.) and high expectations of timeliness, diligence and effort are expected. If the student is doing that kind of work, then learning will take place and will be rewarded. Another aspect that we are thinking about is how to modify coursework for students who genuinely follow the process but for various reasons of maturity, ability, and learning differences are unable to understand the material.
This is a valuable exercise for us and will increase our ability to serve you. We ask that you would pray for the Board and the administration of the school. Our goal is to serve families and students for many generations with a mind/heart-shaping worldview of truth.
The end of the year is in sight and so most students and parents are thinking of summer. For us in the office, we are doing a lot of planning for next school year. One of the things that the Board is thinking about is how to be better at what we do. That is a general question that we entertain often, but this year we are trying to determine how to market ourselves as a distinctly Christian institution that brings the grace of the gospel to bear on the lives of children who are living in a secular culture.
That task is not easy. We come at that task from a very different perspective from our public school counterparts. We work from the goal of education (learning, not grades) and then think about how children learn at various stages as well as about that for which they should be held accountable. So students will have homework that must be done in ways that demonstrate their understanding of the process of education. (Again, not just the answers.) So high standards of work (handwriting, formal presentation of work, following the order given that shows all their work, etc.) and high expectations of timeliness, diligence and effort are expected. If the student is doing that kind of work, then learning will take place and will be rewarded. Another aspect that we are thinking about is how to modify coursework for students who genuinely follow the process but for various reasons of maturity, ability, and learning differences are unable to understand the material.
This is a valuable exercise for us and will increase our ability to serve you. We ask that you would pray for the Board and the administration of the school. Our goal is to serve families and students for many generations with a mind/heart-shaping worldview of truth.
Monday, May 20, 2013
The Christian Mind
by Kelly Knowlden
The task of a Christian school is to educate. It is to give truth from God’s perspective to the people it serves. Normally we think of the children that are going to school as being the recipients of this education. But as part of our task, we have purposed to influence families also. Normally, the church is God’s means for influencing families, and while our intention is to never replace the church or its authority in the life of families, we do recognize the cultural pressures that we all face every day. So ICS seeks to support the church in the life of families by being one more “voice” that is speaking truth into people’s lives. We see this as necessary because of the godless thinking coming from all available communication devices.
Hence, this article each week. We have looked at a host of topics purposefully trying to think bibli- cally - and along the way, I’ve learned a lot. Of course, if you ever read something that you disagree with or would like to discuss further, please do not hesitate to talk to me. It is the “iron sharpening iron” that hones us into seeing the world we live in more accurately.
Now comes the planning for next year. You will receive your “Next-Year-Info-Packet” today. We are anticipating God’s blessing on the school. You can be a part of that by telling others in your acquaintance of the benefits that have come to you because of your child being at Immanuel Christian School. We are particularly interested in getting little children started on this path of having a Christian mind. It involves simple things, like “how you hold your pencil cannot be part of your ‘self-expression.’” It also deals with the need to know traditional math. (Most students entering ICS up to the tenth grade do not know how to do long division!) It will have as its goal, becoming like our Teacher. They, then, will be asking the question, “What do I have to give to this world that I live in?” rather than “What can I get out of this world?”
Pray that we think Christianly and are able to train minds and hearts of the students we serve - and sharpen their parents’ thinking along the way.
The task of a Christian school is to educate. It is to give truth from God’s perspective to the people it serves. Normally we think of the children that are going to school as being the recipients of this education. But as part of our task, we have purposed to influence families also. Normally, the church is God’s means for influencing families, and while our intention is to never replace the church or its authority in the life of families, we do recognize the cultural pressures that we all face every day. So ICS seeks to support the church in the life of families by being one more “voice” that is speaking truth into people’s lives. We see this as necessary because of the godless thinking coming from all available communication devices.
Hence, this article each week. We have looked at a host of topics purposefully trying to think bibli- cally - and along the way, I’ve learned a lot. Of course, if you ever read something that you disagree with or would like to discuss further, please do not hesitate to talk to me. It is the “iron sharpening iron” that hones us into seeing the world we live in more accurately.
Now comes the planning for next year. You will receive your “Next-Year-Info-Packet” today. We are anticipating God’s blessing on the school. You can be a part of that by telling others in your acquaintance of the benefits that have come to you because of your child being at Immanuel Christian School. We are particularly interested in getting little children started on this path of having a Christian mind. It involves simple things, like “how you hold your pencil cannot be part of your ‘self-expression.’” It also deals with the need to know traditional math. (Most students entering ICS up to the tenth grade do not know how to do long division!) It will have as its goal, becoming like our Teacher. They, then, will be asking the question, “What do I have to give to this world that I live in?” rather than “What can I get out of this world?”
Pray that we think Christianly and are able to train minds and hearts of the students we serve - and sharpen their parents’ thinking along the way.
Monday, May 13, 2013
Hungry?
by Kelly Knowlden
Appetite drives. Whether it be the quick snack at the end of a school day or a full course meal. We know the pushes of stomach-growls and because of the availability of food, we satisfy ourselves. Now all that is necessary and the spiritual battles that attend our eating, is not really my point. Rather, the larger question that must be posed to us day by day, as we deal with all that comes to us, is “What are we hungering for?” You see, we have this sense that there are certain things that will satisfy us and make us content. As a result, we pursue that which is a gift of God, rather than the Giver.
Let me explain. Here are the circumstances: I have a flat tire. I am late. I have responsibilities that must be done and I am in an ‘out-of-service’ area for cell phones. I will respond to this by trying to satisfy the inner pushes that I feel. I will try to control my world by being angry at the mechanic who just put on new tires. I will vent my frustrations by crying. (“There, there. That will make you feel better.”) I will become self-righteous when no one stops to help. All of these are my attempts to make everything okay. They are all lies.
Are you hungry for fullness of blessings? Do you long to know the secret of peace in relationships with others in your world? (Jaded hearts say it is not possible.) That which we are hungering for and cannot accomplish by all our find-games, can be worked out through opening our empty hearts and trusting in Christ. That means that flat tires become an opportunity to be filled with the peace of Christ because we know He is good and brings only that which is good for me. Hunger is satisfied by living by faith.
Appetite drives. Whether it be the quick snack at the end of a school day or a full course meal. We know the pushes of stomach-growls and because of the availability of food, we satisfy ourselves. Now all that is necessary and the spiritual battles that attend our eating, is not really my point. Rather, the larger question that must be posed to us day by day, as we deal with all that comes to us, is “What are we hungering for?” You see, we have this sense that there are certain things that will satisfy us and make us content. As a result, we pursue that which is a gift of God, rather than the Giver.
Let me explain. Here are the circumstances: I have a flat tire. I am late. I have responsibilities that must be done and I am in an ‘out-of-service’ area for cell phones. I will respond to this by trying to satisfy the inner pushes that I feel. I will try to control my world by being angry at the mechanic who just put on new tires. I will vent my frustrations by crying. (“There, there. That will make you feel better.”) I will become self-righteous when no one stops to help. All of these are my attempts to make everything okay. They are all lies.
Are you hungry for fullness of blessings? Do you long to know the secret of peace in relationships with others in your world? (Jaded hearts say it is not possible.) That which we are hungering for and cannot accomplish by all our find-games, can be worked out through opening our empty hearts and trusting in Christ. That means that flat tires become an opportunity to be filled with the peace of Christ because we know He is good and brings only that which is good for me. Hunger is satisfied by living by faith.
Monday, May 6, 2013
Shoes that Pinch
by Kelly Knowlden
Sometimes children see a pair of shoes that they think are neat and they want them. The shoes may have been shoes similar to what some famous person wore. Or perhaps they have a special effect or neat logo that is wanted. Behind that want is a world view that says “having these shoes will bring me popularity (and therefore pleasure), satisfaction, and delight.” “Other kids will like me.” “They will make me look cool.” “I will be in the IN crowd.”
Note that those promises are all based on my perception of reality, of what is important and what will last. These are all lies of the Deceiver. It does not matter if the shoes are sturdy, durable, safe or the right size. If they pinch, or rub, or cause fallen arches or give any of the other possible problems with footwear, the bottom line is, “Will I be better liked (and therefore feel better about myself.)?”
World view counts. If I continually promote or define the cultural shouting to my children that what they wear, have or want is most important, then I must be prepared to deal with the battles that will come when they demand something that I do not deem appropriate or good. If I am making choices for them that are consistent with biblical truth and guiding them in seeing their value, then I will need to battle the cultural shouting. Either way, there will be a battle. As for me, I want to be fighting on the side of TRUTH beyond the cultural fads and styles. It will demand a large investment. The result will be young people who have a world view that says there are no arbitrary decisions even in choosing shoes!
Sometimes children see a pair of shoes that they think are neat and they want them. The shoes may have been shoes similar to what some famous person wore. Or perhaps they have a special effect or neat logo that is wanted. Behind that want is a world view that says “having these shoes will bring me popularity (and therefore pleasure), satisfaction, and delight.” “Other kids will like me.” “They will make me look cool.” “I will be in the IN crowd.”
Note that those promises are all based on my perception of reality, of what is important and what will last. These are all lies of the Deceiver. It does not matter if the shoes are sturdy, durable, safe or the right size. If they pinch, or rub, or cause fallen arches or give any of the other possible problems with footwear, the bottom line is, “Will I be better liked (and therefore feel better about myself.)?”
World view counts. If I continually promote or define the cultural shouting to my children that what they wear, have or want is most important, then I must be prepared to deal with the battles that will come when they demand something that I do not deem appropriate or good. If I am making choices for them that are consistent with biblical truth and guiding them in seeing their value, then I will need to battle the cultural shouting. Either way, there will be a battle. As for me, I want to be fighting on the side of TRUTH beyond the cultural fads and styles. It will demand a large investment. The result will be young people who have a world view that says there are no arbitrary decisions even in choosing shoes!
Monday, April 29, 2013
Sandbox Choices
by Kelly Knowlden
A famous author said that our view of God is too low. It is like a child grubbing about in a sandbox hearing mother say, “Come get in the car. We are going to the beach,” and being dissatisfied with having to leave his play. His contention was that often our thoughts of God are stuck to the ‘sandbox’ of the moment. Rather than seeing the glorious expanses of a limitless-oceaned God being part of every moment, we are content to have God be there at our beck and call as we think we need Him.
What I was struck with the other day in thinking about this, was that we are making choices all day long.... and often our choices are sandbox choices. I choose to stay in bed to pray and have my prayer time filled with a dreamy-stream-of-consciousness sort of prayer, rather than the “beach” choice of being a warrior in prayer and getting out of a warm bed to fight the battles against the world, the flesh and the devil. My ‘sandbox’ choice to eat another helping of potatoes “because they taste good” often betrays the joy and delight of “being at the beach” with the surety that eternal things last, temporary pleasures are just that, and that indulging in God’s good gifts makes them to be gods. (“Ultimate pleasure is found right here!”) The sandbox beckons with propped feet and news magazine “because I have to keep up with the news” rather than the freedom of ocean-vistas and endless sand-digging delight of reading and thinking about God’s Word. Choosing to sit and help with homework, choosing to fix a good meal, to hang up clothes when I take them off, to eat all things on my plate without grumbling, to helping sister with her chores, all in the face of having other things I’d rather do, are “beach choices.” You see, my view of God must affect my day to day choices or else He is not really God...something else is.
Is your God “grand beyond thought?” Is He full of resplendent glory, full of mercy and tender com- passion? Is He the One that is coming soon to recompense all men? Does He goad you to action? Let’s lift our eyes above our sandbox shovels and pails to the “beach” which holds endless delight, solid joys and rich treasures evermore.
A famous author said that our view of God is too low. It is like a child grubbing about in a sandbox hearing mother say, “Come get in the car. We are going to the beach,” and being dissatisfied with having to leave his play. His contention was that often our thoughts of God are stuck to the ‘sandbox’ of the moment. Rather than seeing the glorious expanses of a limitless-oceaned God being part of every moment, we are content to have God be there at our beck and call as we think we need Him.
What I was struck with the other day in thinking about this, was that we are making choices all day long.... and often our choices are sandbox choices. I choose to stay in bed to pray and have my prayer time filled with a dreamy-stream-of-consciousness sort of prayer, rather than the “beach” choice of being a warrior in prayer and getting out of a warm bed to fight the battles against the world, the flesh and the devil. My ‘sandbox’ choice to eat another helping of potatoes “because they taste good” often betrays the joy and delight of “being at the beach” with the surety that eternal things last, temporary pleasures are just that, and that indulging in God’s good gifts makes them to be gods. (“Ultimate pleasure is found right here!”) The sandbox beckons with propped feet and news magazine “because I have to keep up with the news” rather than the freedom of ocean-vistas and endless sand-digging delight of reading and thinking about God’s Word. Choosing to sit and help with homework, choosing to fix a good meal, to hang up clothes when I take them off, to eat all things on my plate without grumbling, to helping sister with her chores, all in the face of having other things I’d rather do, are “beach choices.” You see, my view of God must affect my day to day choices or else He is not really God...something else is.
Is your God “grand beyond thought?” Is He full of resplendent glory, full of mercy and tender com- passion? Is He the One that is coming soon to recompense all men? Does He goad you to action? Let’s lift our eyes above our sandbox shovels and pails to the “beach” which holds endless delight, solid joys and rich treasures evermore.
Monday, April 22, 2013
Stewards 2
by Kelly Knowlden
Implications of being stewards of this world include having our children understand that they are not primarily consumers, but rather responsible citizens of the earth. Application of that truth includes everything from how they leave the lunchroom table (some high school students leave their portion in a deplorable state!) as well as what standard they adopt for their work. It includes their use of money and how they view environmentalism. There are also applications to the way they steward their relationships. (Sadly more and more students have bought into Satan's lies of relationships being about themselves and how others make me feel.)
So how do you as a parent convey all that? It is by reminding yourself regularly of the fact that you are a steward. You will have thought through the implications of God’s truth of recycling, use of pesticides, stewarding expendable income, stewarding information, what to do with personal trash, use of technology, stewarding time, etc. This will provide material for enough conversations that will last all 18 years that they live in your house. Even if you don’t know all the answers, students want and need to know the reasons for what takes place in life. And they will want to know that those reasons are pinned to objective truth—not just what you think. Of course, the conversation factor will be backed-up by how you live. Remember, the reason for the rebellion of the 60's was because parents could not give the next generation valid, objective reasons for why they needed to obey parents, comb their hair and be respectful of authority.
In light of this topic, I wanted to commend students and teachers who were involved in the PA Clean-up Day. We take care of a nine square block section of the city and our own school grounds. The area looks very nice and the students did an excellent job! I appreciate their enthusiasm and willingness to be good stewards.
Implications of being stewards of this world include having our children understand that they are not primarily consumers, but rather responsible citizens of the earth. Application of that truth includes everything from how they leave the lunchroom table (some high school students leave their portion in a deplorable state!) as well as what standard they adopt for their work. It includes their use of money and how they view environmentalism. There are also applications to the way they steward their relationships. (Sadly more and more students have bought into Satan's lies of relationships being about themselves and how others make me feel.)
So how do you as a parent convey all that? It is by reminding yourself regularly of the fact that you are a steward. You will have thought through the implications of God’s truth of recycling, use of pesticides, stewarding expendable income, stewarding information, what to do with personal trash, use of technology, stewarding time, etc. This will provide material for enough conversations that will last all 18 years that they live in your house. Even if you don’t know all the answers, students want and need to know the reasons for what takes place in life. And they will want to know that those reasons are pinned to objective truth—not just what you think. Of course, the conversation factor will be backed-up by how you live. Remember, the reason for the rebellion of the 60's was because parents could not give the next generation valid, objective reasons for why they needed to obey parents, comb their hair and be respectful of authority.
In light of this topic, I wanted to commend students and teachers who were involved in the PA Clean-up Day. We take care of a nine square block section of the city and our own school grounds. The area looks very nice and the students did an excellent job! I appreciate their enthusiasm and willingness to be good stewards.
Monday, April 15, 2013
Stewards
by Kelly Knowlden
Stewards were known for being responsible for their master’s affairs while he was gone. This could include his business, his activities and even his household. They functioned as the guardian and supervisor for all aspects of the operation. They were personally held responsible for the outcome of that which they oversaw.
As parents, you are stewards. You are entrusted with the awesome job of raising the next generation. They will pick up most of their cues from you and your lifestyle. Here is where it gets scary. I do not know about you, but I do not want my children to be completely like me and my wife. It would be nice to think that they would only pick up our better attributes, but the truth is that they also observe all our foibles and faults and will probably either - react to them and attempt to come up with some better system of response, or more likely, end up just like me. I do not need them to have my paranoia, my fears, my insecurities. I need help to have them see the world more broadly than my narrow perspectives.
That is where the church body comes in. I need the church to interact with my children through the various means that they provide... Sunday School, summer clubs, youth activities, and the like will put them in situations where they will be supervised by godly people who love children and young people and who will hold them accountable to generally the same standards I have but use their own words and ways of expressing that.
The Christian school also does the same thing. Students who study and learn under influential people each day such as teachers will often pick up various ways of thinking and expressing themselves that reflect what they see in their mentors. My children (all over 21) have been the beneficiaries of both of those opportunities. Church and Christian school teachers have provided them with other role models that were invaluable in my parenting. I have been very thankful to God for that great blessing!
Stewards were known for being responsible for their master’s affairs while he was gone. This could include his business, his activities and even his household. They functioned as the guardian and supervisor for all aspects of the operation. They were personally held responsible for the outcome of that which they oversaw.
As parents, you are stewards. You are entrusted with the awesome job of raising the next generation. They will pick up most of their cues from you and your lifestyle. Here is where it gets scary. I do not know about you, but I do not want my children to be completely like me and my wife. It would be nice to think that they would only pick up our better attributes, but the truth is that they also observe all our foibles and faults and will probably either - react to them and attempt to come up with some better system of response, or more likely, end up just like me. I do not need them to have my paranoia, my fears, my insecurities. I need help to have them see the world more broadly than my narrow perspectives.
That is where the church body comes in. I need the church to interact with my children through the various means that they provide... Sunday School, summer clubs, youth activities, and the like will put them in situations where they will be supervised by godly people who love children and young people and who will hold them accountable to generally the same standards I have but use their own words and ways of expressing that.
The Christian school also does the same thing. Students who study and learn under influential people each day such as teachers will often pick up various ways of thinking and expressing themselves that reflect what they see in their mentors. My children (all over 21) have been the beneficiaries of both of those opportunities. Church and Christian school teachers have provided them with other role models that were invaluable in my parenting. I have been very thankful to God for that great blessing!
Monday, April 8, 2013
Objective Truth
Part of being a child is that they don’t come to life with what is necessary to live objectively in a world that is not going to go according to their wants and wishes. They are self-oriented; mindful of their own wants, wishes, ways but pretty blind to the needs of others. They are caught in their own hopes and dreams and plans for each day and when circumstances and relationships don’t go that way, they become angry, disillusioned and sometimes, bitter.
So when they come home from school and you ask them how their day went, you become their sounding board for how to respond to what happened. If, for example, they are all smiles and happy, then you will not need to reinterpret what happened. (Not that it doesn’t need reinterpreting, but you will have plenty of other chances to do so with the troubles that come.) But, if they come in with the barrage of problems, “No one sat near me at lunch,” or “I didn’t understand anything in math class today,” then is when you have the opportunity to bring objective truth to them.
As a parent, that is your task. You are the outside objective truth agent to your children when they are caught in the throes of emotional responses. Obviously, you need to be on their side, hear their complaint and ensure that they know that you have heard them. But the next step is to NOT get caught up in their hurts. Becoming offended at the student or adult or circumstance that has happened, will leave you unable to bring to them the truth that is always true.
So what do they need to hear? First and foremost they need to hear that God is good. Their interpretation will be, “If God loves me, then why did this happen?” Second they need to hear that "All things are being worked out for our good and God’s glory." Their interpretation will be “God doesn’t love me,” or “How could this possibly be good?” I know this is difficult when our kids have been hurt. But that is what they need to hear because it is true. It is what we need to hear as well. So we must be soaking ourselves with this.
So when they come home from school and you ask them how their day went, you become their sounding board for how to respond to what happened. If, for example, they are all smiles and happy, then you will not need to reinterpret what happened. (Not that it doesn’t need reinterpreting, but you will have plenty of other chances to do so with the troubles that come.) But, if they come in with the barrage of problems, “No one sat near me at lunch,” or “I didn’t understand anything in math class today,” then is when you have the opportunity to bring objective truth to them.
As a parent, that is your task. You are the outside objective truth agent to your children when they are caught in the throes of emotional responses. Obviously, you need to be on their side, hear their complaint and ensure that they know that you have heard them. But the next step is to NOT get caught up in their hurts. Becoming offended at the student or adult or circumstance that has happened, will leave you unable to bring to them the truth that is always true.
So what do they need to hear? First and foremost they need to hear that God is good. Their interpretation will be, “If God loves me, then why did this happen?” Second they need to hear that "All things are being worked out for our good and God’s glory." Their interpretation will be “God doesn’t love me,” or “How could this possibly be good?” I know this is difficult when our kids have been hurt. But that is what they need to hear because it is true. It is what we need to hear as well. So we must be soaking ourselves with this.
Tuesday, April 2, 2013
Names
by Kelly Knowlden
“Humility, at least in part, is the act of giving and receiving true names. Not the names that pride would have us accept that are ours by right, but neither the names that shame would have us accept which may contain a grain of truth but are not the whole truth.”1 Do you remember how Grima Wormtongue ‘named’ King Theoden in The Two Towers? “You are tired and old...”
You are I name ourselves all the time. We do it by our thoughts of “I’m great,” or “I’m stupid.” We base our understanding of our self on comparisons with others and determine how we rate, on everything from abilities... to looks... to popularity. Then we ‘name’ ourselves and act accordingly.
In many instances we take ourselves far too serious. We forget that God’s determination of us is not based on any horizontal comparisons. Cosmic laughter is God’s response to Osama bin Laden. (Ps. 2:2 says, the kings of the earth take their stand and the rulers gather together against the LORD and against His Anointed One. “Let us break their chains,,” they say, “and throw off their fetters.” The One enthroned in heaven laughs.) Could it be that my names for myself are not the accurate ways that God sees me? They really become our “emperor’s clothes.”
Could it be that my importance be no more than dust? Yet, my prayers move the heart of the King of the Universe! Perhaps my importance is to be a dust particle that plays out the role of faithful dust! Then for sure laughter is indeed the best response. When I remember that the God in Heaven names us, why, then we have a Name that is worthy to bear! Then my microscopic existence is enlarged! He tells me that I am His son... a warrior... blessed... steward... redeemed...etc. That changes those old names so that I gain a biblical understanding of who I am. That is true humility.
1 Tolkien’s Ordinary Virtues, Mark Eddy Smith
“Humility, at least in part, is the act of giving and receiving true names. Not the names that pride would have us accept that are ours by right, but neither the names that shame would have us accept which may contain a grain of truth but are not the whole truth.”1 Do you remember how Grima Wormtongue ‘named’ King Theoden in The Two Towers? “You are tired and old...”
You are I name ourselves all the time. We do it by our thoughts of “I’m great,” or “I’m stupid.” We base our understanding of our self on comparisons with others and determine how we rate, on everything from abilities... to looks... to popularity. Then we ‘name’ ourselves and act accordingly.
In many instances we take ourselves far too serious. We forget that God’s determination of us is not based on any horizontal comparisons. Cosmic laughter is God’s response to Osama bin Laden. (Ps. 2:2 says, the kings of the earth take their stand and the rulers gather together against the LORD and against His Anointed One. “Let us break their chains,,” they say, “and throw off their fetters.” The One enthroned in heaven laughs.) Could it be that my names for myself are not the accurate ways that God sees me? They really become our “emperor’s clothes.”
Could it be that my importance be no more than dust? Yet, my prayers move the heart of the King of the Universe! Perhaps my importance is to be a dust particle that plays out the role of faithful dust! Then for sure laughter is indeed the best response. When I remember that the God in Heaven names us, why, then we have a Name that is worthy to bear! Then my microscopic existence is enlarged! He tells me that I am His son... a warrior... blessed... steward... redeemed...etc. That changes those old names so that I gain a biblical understanding of who I am. That is true humility.
1 Tolkien’s Ordinary Virtues, Mark Eddy Smith
Monday, March 25, 2013
Culture Changers
by Kelly Knowlden
We often make the mistake of thinking that the “big” people and institutions in life are what change culture. While it is true that they shape culture, it is really the “little” people like you and me that change a culture. It is not government, or businesses or presidents or judges that really change culture.
It is those who will stand up for what is right, who are willing to fight for moral reasons - passing laws on the basis of moral reasons, not votes or convenience. It is those who are willing to care about our neighbors, who are willing to live outside of self, who do not live by how they feel. It is done by those who will speak in private as though they were on the podium, remembering that God in heaven knows all and will bring into account all actions done, all words said. It is by those who raise children who work hard and know what it is to live under submission to authority - not because the authority is always right, but because it is always right to respect those who have that God-ordained calling. It is those same parents who are not content when the greatest delight in life is to sit in front of a screen and wipe out virtual men. They will want their children to be exposed to the greatest thinkers of all time and will seek to understand them and their legacy. They are going to hold them to the highest standard and not allow them to complain because it is too hard. And then they are also going to teach their children how to respond when they are sinned against... not by complaining about all the other teachers and children in the world, but by showing them who Jesus is and why He came. They are not going to allow their children to excuse their behavior with “reasons.” They are not going to point fingers elsewhere when things don’t go their way. They are going to remind them that when there are interpersonal problems the solution always lies within themselves - not in changing the other guy. They are going to be those who do not look at the color of skin nor their nationality, but rather measure a man by his character, his integrity. These will be those who change culture.
Ultimately it lies in those who have had their heart’s culture changed...who see their need of a resurrected Lord to overcome their natural tendency toward the self-orientation of life. As we reflect about the resurrection of Jesus Christ, let us pray that He would change the culture of our hearts.
We often make the mistake of thinking that the “big” people and institutions in life are what change culture. While it is true that they shape culture, it is really the “little” people like you and me that change a culture. It is not government, or businesses or presidents or judges that really change culture.
It is those who will stand up for what is right, who are willing to fight for moral reasons - passing laws on the basis of moral reasons, not votes or convenience. It is those who are willing to care about our neighbors, who are willing to live outside of self, who do not live by how they feel. It is done by those who will speak in private as though they were on the podium, remembering that God in heaven knows all and will bring into account all actions done, all words said. It is by those who raise children who work hard and know what it is to live under submission to authority - not because the authority is always right, but because it is always right to respect those who have that God-ordained calling. It is those same parents who are not content when the greatest delight in life is to sit in front of a screen and wipe out virtual men. They will want their children to be exposed to the greatest thinkers of all time and will seek to understand them and their legacy. They are going to hold them to the highest standard and not allow them to complain because it is too hard. And then they are also going to teach their children how to respond when they are sinned against... not by complaining about all the other teachers and children in the world, but by showing them who Jesus is and why He came. They are not going to allow their children to excuse their behavior with “reasons.” They are not going to point fingers elsewhere when things don’t go their way. They are going to remind them that when there are interpersonal problems the solution always lies within themselves - not in changing the other guy. They are going to be those who do not look at the color of skin nor their nationality, but rather measure a man by his character, his integrity. These will be those who change culture.
Ultimately it lies in those who have had their heart’s culture changed...who see their need of a resurrected Lord to overcome their natural tendency toward the self-orientation of life. As we reflect about the resurrection of Jesus Christ, let us pray that He would change the culture of our hearts.
Monday, March 18, 2013
Lessons from the Juvenile Court
by Kelly Knowlden
The recently published Steubenville, Ohio rape case involving two high school football players will end up in front of a grand jury in mid-April because the Attorney General said that this incident must be investigated fully. Allegations of a possible cover-up will mean that charges could be brought against any who failed to speak up after the attack last summer including other teens, parents, coaches and school officials. Students who stood by recorded the attack and gossiped about it online. Hundreds of thousands of text messages, social media posts and online photos indicated that there were those present who saw nothing worth stopping.
Here is the interesting part: The judge urged parents and others “to have discussions about how you talk to your friends, how you record things on the social media, and how you conduct yourself when drinking is put upon you by your friends.”
In our society, who is responsible? We will probably see a case that will try to make the boys and all those who texted, videoed, or uploaded photos as being exempt from guilt. The coaches will not be blamed for having the best interests of their state championship team at heart. It was the fault of the people who hosted the party. It was because there was a testosterone imbalance. It was because it was due to lack of parental oversight. Interestingly, who is allowed to speak about moral issues with students?
For those parents who speak to children out of the eternal truth of God’s Word, who take their children regularly to church, who are helping children understand what it is like to live in a fallen world and how they must learn to respond to it, you have a helper in the process. It is Immanuel Christian School. We are challenging children and young people with their responsibility to work hard and honor God with their talents and abilities. They are also responsible for their actions, whether they be wrong or right. And in our interactions with those who transgress the law, we point them to a sufficient Savior who has worked into the world the consequences of ‘reaping what is sown’ and yet is willing to forgive.
The recently published Steubenville, Ohio rape case involving two high school football players will end up in front of a grand jury in mid-April because the Attorney General said that this incident must be investigated fully. Allegations of a possible cover-up will mean that charges could be brought against any who failed to speak up after the attack last summer including other teens, parents, coaches and school officials. Students who stood by recorded the attack and gossiped about it online. Hundreds of thousands of text messages, social media posts and online photos indicated that there were those present who saw nothing worth stopping.
Here is the interesting part: The judge urged parents and others “to have discussions about how you talk to your friends, how you record things on the social media, and how you conduct yourself when drinking is put upon you by your friends.”
In our society, who is responsible? We will probably see a case that will try to make the boys and all those who texted, videoed, or uploaded photos as being exempt from guilt. The coaches will not be blamed for having the best interests of their state championship team at heart. It was the fault of the people who hosted the party. It was because there was a testosterone imbalance. It was because it was due to lack of parental oversight. Interestingly, who is allowed to speak about moral issues with students?
For those parents who speak to children out of the eternal truth of God’s Word, who take their children regularly to church, who are helping children understand what it is like to live in a fallen world and how they must learn to respond to it, you have a helper in the process. It is Immanuel Christian School. We are challenging children and young people with their responsibility to work hard and honor God with their talents and abilities. They are also responsible for their actions, whether they be wrong or right. And in our interactions with those who transgress the law, we point them to a sufficient Savior who has worked into the world the consequences of ‘reaping what is sown’ and yet is willing to forgive.
Monday, March 11, 2013
Conversations
by Kelly Knowlden
Conversation, generally defined, means to talk.
However, there is a lot of talking which would never fall into the category of an “interchange of thought” (Prov. 10:19). What often happens in group settings where talking is taking place, is one person speaks about a topic and all others stand around waiting to lunge in with their piece and so on.
Now here is where the Christian mind must do its work. For the mouth speaks out of the overflow of the heart (Luke 6:45). Self-centeredness of living will never see conversation as an opportunity to find out what is going on in the heart/mind of someone else. Rather we will “air our own opinions” (Prov. 18:2).
In talking to our children, we often end up telling them how we would deal with the problems they face (or how we did “when I was a boy...”) or we tell them what we think they need to hear. Very little time is spent in finding out what they are thinking and feeling. And so we reproduce by modeling people who mostly fill the air with self-talk.
Conversations with our children ought to be a combination of instruction in truth coupled with finding out what they are thinking. Prov. 20:5 says, “The purposes of a man’s heart are deep waters, but a man of understanding draws them out.” Learning how to ask effective questions that get “under the skin” will help them understand themselves. Then we will have the opportunity to posit objective reality into their lives that gets them past “this is how I feel.” We certainly do not want to so identify with their hurts and immature perspectives that we get drawn into their thinking, but rather we will want to ask them questions that help them hear truth that is real outside of how they feel. Those questions will sound like, “Could it be that she did not mean to snub you?” or “Is it possible that you did not hear the teacher accurately?” This will take time, effort and repentance from our own self-centered conversations but the results will be children who feel heard and engaged in the lively discourse of truth!
Conversation, generally defined, means to talk.
However, there is a lot of talking which would never fall into the category of an “interchange of thought” (Prov. 10:19). What often happens in group settings where talking is taking place, is one person speaks about a topic and all others stand around waiting to lunge in with their piece and so on.
Now here is where the Christian mind must do its work. For the mouth speaks out of the overflow of the heart (Luke 6:45). Self-centeredness of living will never see conversation as an opportunity to find out what is going on in the heart/mind of someone else. Rather we will “air our own opinions” (Prov. 18:2).
In talking to our children, we often end up telling them how we would deal with the problems they face (or how we did “when I was a boy...”) or we tell them what we think they need to hear. Very little time is spent in finding out what they are thinking and feeling. And so we reproduce by modeling people who mostly fill the air with self-talk.
Conversations with our children ought to be a combination of instruction in truth coupled with finding out what they are thinking. Prov. 20:5 says, “The purposes of a man’s heart are deep waters, but a man of understanding draws them out.” Learning how to ask effective questions that get “under the skin” will help them understand themselves. Then we will have the opportunity to posit objective reality into their lives that gets them past “this is how I feel.” We certainly do not want to so identify with their hurts and immature perspectives that we get drawn into their thinking, but rather we will want to ask them questions that help them hear truth that is real outside of how they feel. Those questions will sound like, “Could it be that she did not mean to snub you?” or “Is it possible that you did not hear the teacher accurately?” This will take time, effort and repentance from our own self-centered conversations but the results will be children who feel heard and engaged in the lively discourse of truth!
Monday, March 4, 2013
Long Term Thinking (Hope)
by Kelly Knowlden
For most of us, we end up getting mired in the here and now, because it is “in-your-face.” So we get stuck on the moments of kids who don’t obey, teens who won’t work, workmates who are incorrigible, bosses who are not compassionate, friends who fail us, front page news that is ever-alarming, etc. What should we do with all that? Let me suggest two things:
First, get something else “in-your-face.” Remember what Hebrews 12:1-3 says: “let us throw off everything that hinders and the sin that so easily entangles. And let us run with perseverance the race marked out for us, fixing our eyes on Jesus.....Consider him who endured such opposition from sinners, so that you will not grow weary and lose heart.” We need the daily reminders to ourselves that what we see and feel is not all that is. We need to remember that Jesus Christ came as the Son of God to experience life in a broken world to identify with us and now pleads for us. We need to remind ourselves that while I live with the brokenness of sin in me and all around me, I do not need to despair for Jesus has overcome the world and has promised something greater is coming. That leads us to the second thing.
Second, we need to remember that today is only a “slice of life” that has a before-this-day and an after-this-day to it. Today is not all there is. We often respond to circumstances as though there is no history to the problem or as though there will be no tomorrow. We want answers and solutions immediately. Often that is not how God works in the world. In Psalm 90, God reminds us that He is “our dwelling place throughout all generations. Before the mountains were born or You brought forth the whole world, from everlasting to everlasting You are God.” The psalmist goes on to say that our days are like a blip on a screen and ends with asking God to “Teach us to count our days.” A songwriter added, “Make our days count.” We need to be people of long-term vision.
Children and young people are caught in the immediate gratification syndrome that is prevalent in all ages but is rampant in our day. Communication is instantaneous, connections to the web are becoming faster than light, fast food is available, credit allows us to get what we want when we want it, relationships that don’t work are dissolved, and what seems expedient at this moment is the answer that is given.
We need to build in a long term view that puts Jesus in the central place so that we do not grow weary and lose heart.
For most of us, we end up getting mired in the here and now, because it is “in-your-face.” So we get stuck on the moments of kids who don’t obey, teens who won’t work, workmates who are incorrigible, bosses who are not compassionate, friends who fail us, front page news that is ever-alarming, etc. What should we do with all that? Let me suggest two things:
First, get something else “in-your-face.” Remember what Hebrews 12:1-3 says: “let us throw off everything that hinders and the sin that so easily entangles. And let us run with perseverance the race marked out for us, fixing our eyes on Jesus.....Consider him who endured such opposition from sinners, so that you will not grow weary and lose heart.” We need the daily reminders to ourselves that what we see and feel is not all that is. We need to remember that Jesus Christ came as the Son of God to experience life in a broken world to identify with us and now pleads for us. We need to remind ourselves that while I live with the brokenness of sin in me and all around me, I do not need to despair for Jesus has overcome the world and has promised something greater is coming. That leads us to the second thing.
Second, we need to remember that today is only a “slice of life” that has a before-this-day and an after-this-day to it. Today is not all there is. We often respond to circumstances as though there is no history to the problem or as though there will be no tomorrow. We want answers and solutions immediately. Often that is not how God works in the world. In Psalm 90, God reminds us that He is “our dwelling place throughout all generations. Before the mountains were born or You brought forth the whole world, from everlasting to everlasting You are God.” The psalmist goes on to say that our days are like a blip on a screen and ends with asking God to “Teach us to count our days.” A songwriter added, “Make our days count.” We need to be people of long-term vision.
Children and young people are caught in the immediate gratification syndrome that is prevalent in all ages but is rampant in our day. Communication is instantaneous, connections to the web are becoming faster than light, fast food is available, credit allows us to get what we want when we want it, relationships that don’t work are dissolved, and what seems expedient at this moment is the answer that is given.
We need to build in a long term view that puts Jesus in the central place so that we do not grow weary and lose heart.
Monday, February 25, 2013
Once upon a time...
by Kelly Knowlden
Here is a story worth hearing.
Ben Carson was eight when his mother was left to raise the children on her own. Because the family was very poor, his mother sometimes took on two or three jobs at a time in order to provide for her boys. Some days the boys would not see her because she would go to work at 5:00 AM and come home around 11:00 PM, going from one job to the next.
Both Ben and his brother experienced difficulty in school. Ben fell to the bottom of his class, and be- came the object of ridicule by his classmates. He developed a violent and uncontrollable temper, and was known to attack other children at the slightest provocation. Convinced that something needed to change or else Ben would end up like the other boys in the projects, his mother determined that limited television and reading good books would be to her son’s advantage. So she made her boys read two books per week and write a book report for each!
“At first, Ben resented the strict regimen. While his friends were playing outside, he was stuck in the house, forced to read a book or do his homework. But after several weeks of his mother's unrelenting position, he began to find enjoyment in reading. Being poor, there wasn't much opportunity to go anywhere. But between the covers of a book he could go anyplace, be anybody, and do anything. Ben began to learn how to use his imagination and found it more enjoyable than watching television. This attraction to reading soon led to a strong desire to learn more. Carson read books on all types of subjects and found connections between them. He saw himself as the central character of what he was reading, even if it was a technical book or an encyclopedia. He read about people in laboratories, pouring chemicals into a beaker or flask, or discovering galaxies, or peering into a microscope. He began to see himself differently, different than the other kids in his neighborhood who only wanted to get out of school, get some nice clothes, and a nice car. He saw that he could become the scientist or physician he had dreamed about. Imagining the possibilities, Ben improved in his schooling and went on to graduate from high school with honors.”1
Today Ben Carson is a renowned neurosurgeon who has received more than 50 honorary doctorates, won many awards, and recently spoke at the National Prayer Breakfast. He credits reading as a major turning point in his life.
1 A&E Networks
Here is a story worth hearing.
Ben Carson was eight when his mother was left to raise the children on her own. Because the family was very poor, his mother sometimes took on two or three jobs at a time in order to provide for her boys. Some days the boys would not see her because she would go to work at 5:00 AM and come home around 11:00 PM, going from one job to the next.
Both Ben and his brother experienced difficulty in school. Ben fell to the bottom of his class, and be- came the object of ridicule by his classmates. He developed a violent and uncontrollable temper, and was known to attack other children at the slightest provocation. Convinced that something needed to change or else Ben would end up like the other boys in the projects, his mother determined that limited television and reading good books would be to her son’s advantage. So she made her boys read two books per week and write a book report for each!
“At first, Ben resented the strict regimen. While his friends were playing outside, he was stuck in the house, forced to read a book or do his homework. But after several weeks of his mother's unrelenting position, he began to find enjoyment in reading. Being poor, there wasn't much opportunity to go anywhere. But between the covers of a book he could go anyplace, be anybody, and do anything. Ben began to learn how to use his imagination and found it more enjoyable than watching television. This attraction to reading soon led to a strong desire to learn more. Carson read books on all types of subjects and found connections between them. He saw himself as the central character of what he was reading, even if it was a technical book or an encyclopedia. He read about people in laboratories, pouring chemicals into a beaker or flask, or discovering galaxies, or peering into a microscope. He began to see himself differently, different than the other kids in his neighborhood who only wanted to get out of school, get some nice clothes, and a nice car. He saw that he could become the scientist or physician he had dreamed about. Imagining the possibilities, Ben improved in his schooling and went on to graduate from high school with honors.”1
Today Ben Carson is a renowned neurosurgeon who has received more than 50 honorary doctorates, won many awards, and recently spoke at the National Prayer Breakfast. He credits reading as a major turning point in his life.
1 A&E Networks
Tuesday, February 19, 2013
"Why do we have to learn this?"
by Kelly Knowlden
This is a great question! It gives us a chance to combat the “hollow and deceptive philosophies” touted by our culture. Think of it this way: if there had been no sin, how would people think about education? Would it be drudgery, or would all people instead see life as too short to understand how the world works? [Even if they lived forever!]
In our utilitarian society, man has decided that if something is not useful immediately, then it is not pursued or becomes thrown away. Likewise, in education, the usefulness of a specific subject has become the measure of its worth. Gone is the brain-stretching inquisitiveness that pursues all avenues of thought simply because God has given us this world to explore and rule. Gone are the standards of education that holds open all doors to knowledge as long as possible before devoting oneself to a specific academic pursuit.
Now add to that hollow philosophy the deceptive whispers to men’s souls that THEY must determine whether something is useful. If each student is trying to determine the worth of what is studied, you can imagine the curriculum they would pick!
Our ability to hold out for students the wonder of God’s world, the delight in learning as much as possible about it and emphasizing that NOW is their opportunity to learn, will fortify their souls against the cultural shouts of “What use will this be to me?” and “Why do I have to learn this?”
This is a great question! It gives us a chance to combat the “hollow and deceptive philosophies” touted by our culture. Think of it this way: if there had been no sin, how would people think about education? Would it be drudgery, or would all people instead see life as too short to understand how the world works? [Even if they lived forever!]
In our utilitarian society, man has decided that if something is not useful immediately, then it is not pursued or becomes thrown away. Likewise, in education, the usefulness of a specific subject has become the measure of its worth. Gone is the brain-stretching inquisitiveness that pursues all avenues of thought simply because God has given us this world to explore and rule. Gone are the standards of education that holds open all doors to knowledge as long as possible before devoting oneself to a specific academic pursuit.
Now add to that hollow philosophy the deceptive whispers to men’s souls that THEY must determine whether something is useful. If each student is trying to determine the worth of what is studied, you can imagine the curriculum they would pick!
Our ability to hold out for students the wonder of God’s world, the delight in learning as much as possible about it and emphasizing that NOW is their opportunity to learn, will fortify their souls against the cultural shouts of “What use will this be to me?” and “Why do I have to learn this?”
Monday, February 4, 2013
Celebrating Books
by Kelly Knowlden
Mrs. Julie Knowlden has served the school as a volunteer librarian for many years. She gives time to this project as she is able and this year is doing some “book advertisements” during the month of February. She will be visiting each classroom on Fridays through March 1 to promote selected books that are excellent reading material for that particular grade or grades. This past Friday, she read portions of The Scarlet Pimpernel, Let’s Roll, Leah’s Pony, and The Wing Shop to various grades. The goal in doing this is to inspire children’s curiosity in reading good books.
We will celebrate our Book Week from February 25-March 1. More details will follow. However, let me mention once again one of the books that will KILL your child’s love of reading. It is Facebook. Here is why. The medium is the medium. It is an electronic relationship with others that swallows large amounts of time and allows one to “design” themselves and their presentation of self to others. Then they can have inane conversations that resemble relationship but have no real “face” time so that others can really see what you are saying (reason for emoticons). It ought to be called “Faceless-book.” Please also note that though students insist that Facebook is private, colleges and employers hire people to do searches on Facebook to find out about potential students or employees. Anything they download is public domain— including pictures, quotes and words. If you have not checked out your child’s Facebook lately, you’d better. I have been on some (unknown to them) and think that some students are leading double lives. Of course, by now you’ve noted the addition to the 2013-2014 Student Handbook concerning Facebook.
The reasons for reading are numerous and we will be noting several of them in the next few weeks leading up to our week of fun celebrations. Student’s lives will be richer for the characters they meet in books. We read to all our children until they were out of the house. The memories of doing so are sweet in those shared experiences. I would not trade them for one faceless moment on the computer.
Mrs. Julie Knowlden has served the school as a volunteer librarian for many years. She gives time to this project as she is able and this year is doing some “book advertisements” during the month of February. She will be visiting each classroom on Fridays through March 1 to promote selected books that are excellent reading material for that particular grade or grades. This past Friday, she read portions of The Scarlet Pimpernel, Let’s Roll, Leah’s Pony, and The Wing Shop to various grades. The goal in doing this is to inspire children’s curiosity in reading good books.
We will celebrate our Book Week from February 25-March 1. More details will follow. However, let me mention once again one of the books that will KILL your child’s love of reading. It is Facebook. Here is why. The medium is the medium. It is an electronic relationship with others that swallows large amounts of time and allows one to “design” themselves and their presentation of self to others. Then they can have inane conversations that resemble relationship but have no real “face” time so that others can really see what you are saying (reason for emoticons). It ought to be called “Faceless-book.” Please also note that though students insist that Facebook is private, colleges and employers hire people to do searches on Facebook to find out about potential students or employees. Anything they download is public domain— including pictures, quotes and words. If you have not checked out your child’s Facebook lately, you’d better. I have been on some (unknown to them) and think that some students are leading double lives. Of course, by now you’ve noted the addition to the 2013-2014 Student Handbook concerning Facebook.
The reasons for reading are numerous and we will be noting several of them in the next few weeks leading up to our week of fun celebrations. Student’s lives will be richer for the characters they meet in books. We read to all our children until they were out of the house. The memories of doing so are sweet in those shared experiences. I would not trade them for one faceless moment on the computer.
Tuesday, January 29, 2013
Geography
by Kelly Knowlden
Here are some of the questions that our students need to know answers to:
If you know 5-6 answers, you are average. If you know 7-8 answers, you are doing well. If you know 9-10 answers, you must be a graduate of ICS! One of our goals for our students is that by the time they graduate from high school they know the names and location of 200+ countries of the world. (Some experts only count 196 countries in the world, but they are not including many of the island nations in the Pacific and also the small countries such as Andorra, Monaco, and the Vatican City). That is usually a high school geography course that includes drawing the world by heart!
Why is that important? Here are three reasons: First, this is God’s world. The more we know about it and appreciate the diversity that He has created, the more we will be able to appreciate Him! Second, to know about God’s world is to understand the differences in people that He has made. (It DOES make a difference if you grew up in a country where the spring monsoons caused the rivers to overflow and flood the land!) Third, food and clothing choices have historically been due to climate not to fashion. We want our students to appreciate those choices within the context of that culture.
Do you want to know the answers to the questions above? Here they are: 1. Niagara. 2. New York and New Hampshire. 3. Brazil 4. Bolivia and Paraguay 5. Philippines 6. Bangladesh 7. New Zealand 8. French Polynesia 9. any of these: Eritrea, Somalia, Sudan, Kenya, Djibouti and 10. Volga River.
Here are some of the questions that our students need to know answers to:
- What waterfall would you see if you took a ride on the Maid of the Mist?
- Name two states that touch Vermont?
- What is the largest country in South America?
- What countries in South America do not have any seacoast?
- Manila is the capital city of what country?
- East Pakistan is now known as what country?
- What island country in the south Pacific has a north and south designation in its name?
- Tahiti is part of what island group?
- Name one country that touches Ethiopia.
- Name the longest river in Europe.
If you know 5-6 answers, you are average. If you know 7-8 answers, you are doing well. If you know 9-10 answers, you must be a graduate of ICS! One of our goals for our students is that by the time they graduate from high school they know the names and location of 200+ countries of the world. (Some experts only count 196 countries in the world, but they are not including many of the island nations in the Pacific and also the small countries such as Andorra, Monaco, and the Vatican City). That is usually a high school geography course that includes drawing the world by heart!
Why is that important? Here are three reasons: First, this is God’s world. The more we know about it and appreciate the diversity that He has created, the more we will be able to appreciate Him! Second, to know about God’s world is to understand the differences in people that He has made. (It DOES make a difference if you grew up in a country where the spring monsoons caused the rivers to overflow and flood the land!) Third, food and clothing choices have historically been due to climate not to fashion. We want our students to appreciate those choices within the context of that culture.
Do you want to know the answers to the questions above? Here they are: 1. Niagara. 2. New York and New Hampshire. 3. Brazil 4. Bolivia and Paraguay 5. Philippines 6. Bangladesh 7. New Zealand 8. French Polynesia 9. any of these: Eritrea, Somalia, Sudan, Kenya, Djibouti and 10. Volga River.
Tuesday, January 22, 2013
Half Way
by Kelly Knowlden
Now that we are at the half way point of the year, I wanted to mention some things that cannot be half-way.
Now that we are at the half way point of the year, I wanted to mention some things that cannot be half-way.
- Students cannot be “half way” done with homework. Oh, they will never say that. But they will come up with vague answers to your questions about whether they are done with their work that ought to be alerts to you that perhaps you’d better look at each item specifically. You are building character that way. You are holding them accountable to their word. You are able to deal with untruths that makes their character not trustworthy. You are showing them the importance of being a person of integrity that does what he says and says what he does.
- Tasks begun cannot be done “half way.” When our children clean their room or wash the dishes, help them see that the task is not done until you say that it is done. A clean bedroom will not have things hurriedly stuffed under the bed or in the closet so it is out of sight. Dishes washed will mean that the sink strainer is cleaned out or the dishwasher is emptied or whatever standard you set.
- “Half way” cannot mean that the rest of the year is a slide. What happens during the next month and a half is that students get tired of winter, of school work, of dull routines. The half way point is exciting to us as adults in that it shows us how far we’ve come. To young people it means that there is another half to go. Encourage them with unexpected adventures. Simple things work best: like a picnic in the living room or a night of board games together. The anticipation of the event is “half” of the fun.
Monday, January 14, 2013
Godly Culture
by Kelly Knowlden
As parents, you have more influence on the culture of the school (and this country) than anyone else. The issue is that you LIVE WITH your child. Though the teachers perhaps spend more waking time with them than anyone else and are giving them truth and modeling godliness for them, they primarily operate in the sphere of formal instruction and relationship. You, on the other hand, are shaping their character in powerful ways because you are on display all their other waking hours.
What you believe to be true will be passed on by the way you respond to life. How do you talk about the president? What do you say out loud about the referee when your favorite team loses a game? How do you respond to your child’s poor grades or bad behavior? What comes out of your mouth about what takes place at work? How do you interact with what you see on television or in movies? (Even when you say nothing concerning what is seen - you are saying something very powerful! You are indicating that you think everything on the screen is okay!)
Why is it that what is spoken (or not) is so powerful? It is because it conveys what we believe to be true about God. If I do not speak to my children about my concerns over the head-chopping in movies, then I am saying that God does not care about that issue. If I meet my child’s complaint about his homework with either the “buck up and just do it” or with the “oh, honey - I’m sorry that you have it so hard... I’ll talk to the teacher about it” - I convey that God is a hard and indifferent taskmaster or one who emotes and fixes all the problems of life. If I bad-mouth the referee’s call, then I am not only saying that I can criticize an authority’s work, I am also undermining my own authority, by implicitly allowing my child to criticize my work. More importantly, I am saying it is okay to criticize God’s running of the world.
What your child brings to school is the theology that he gets from life experiences and his interpretation of your response to them. However, if you are taking your family’s life experiences and running them through the grid of WHO GOD HAS REVEALED HIMSELF TO BE IN HIS WORD, then you will have children who gain a sense of who they are designed to be and how the world works. This will impact not only the school culture, but the culture of wherever they live!
As parents, you have more influence on the culture of the school (and this country) than anyone else. The issue is that you LIVE WITH your child. Though the teachers perhaps spend more waking time with them than anyone else and are giving them truth and modeling godliness for them, they primarily operate in the sphere of formal instruction and relationship. You, on the other hand, are shaping their character in powerful ways because you are on display all their other waking hours.
What you believe to be true will be passed on by the way you respond to life. How do you talk about the president? What do you say out loud about the referee when your favorite team loses a game? How do you respond to your child’s poor grades or bad behavior? What comes out of your mouth about what takes place at work? How do you interact with what you see on television or in movies? (Even when you say nothing concerning what is seen - you are saying something very powerful! You are indicating that you think everything on the screen is okay!)
Why is it that what is spoken (or not) is so powerful? It is because it conveys what we believe to be true about God. If I do not speak to my children about my concerns over the head-chopping in movies, then I am saying that God does not care about that issue. If I meet my child’s complaint about his homework with either the “buck up and just do it” or with the “oh, honey - I’m sorry that you have it so hard... I’ll talk to the teacher about it” - I convey that God is a hard and indifferent taskmaster or one who emotes and fixes all the problems of life. If I bad-mouth the referee’s call, then I am not only saying that I can criticize an authority’s work, I am also undermining my own authority, by implicitly allowing my child to criticize my work. More importantly, I am saying it is okay to criticize God’s running of the world.
What your child brings to school is the theology that he gets from life experiences and his interpretation of your response to them. However, if you are taking your family’s life experiences and running them through the grid of WHO GOD HAS REVEALED HIMSELF TO BE IN HIS WORD, then you will have children who gain a sense of who they are designed to be and how the world works. This will impact not only the school culture, but the culture of wherever they live!
Monday, January 7, 2013
Picking up the Gaunlet
by Kelly Knowlden
Having a son that was interested in making chain mail items makes words like hauberk, coif, and gauntlet all make sense. The gauntlet is a “mailed glove to protect wrists and hands from wounds.” The phrase in the title become clear when the terms are understood.
As parents, one of the most difficult things to do day-by-day is to remain fixed on the end goal of education. We get stuck on “getting good grades,” or perhaps “just getting work done.” As adults, we forget about the important things of having students that are doing their best, desiring what is good and right and molding their characters to be humble servants of Christ. So we badger, plead, accuse and then decry their faults. Our concern for them is often not expressed as love, but as manipulation. Their interpretation of even our best efforts is many times misunderstood. We end up having relationships that distance, rather than ones that bridge gaps.
A new year is a good time to “pick up the gauntlet.” My vulnerable hands need a mailed glove to do battle against the wrong ends of education. So I cannot desire kids to “just get it done,” without seeing their need to “persevere without excuses” as the central issue. I cannot make “getting a good job” be the main goal of their schooling, but rather I must help them discern what gifts and abilities God has built into them and help them use those in service to others. I cannot convey any sense of disappointment in low grades, but rather see those as opportunities to ask questions that will hone their self-assessment of effort, motive and desire.
Thankfully we have One who has “picked up the gauntlet.” His hands healed and touched the broken. They raised the dead. His hands blessed fish and bread and fed thousands. And when the time came, his hands were pierced through with nails to provide me with not only a gauntlet, but all armor to fight battles “against the rulers, against the authorities, against the powers of this dark world and against the spiritual forces of evil in the heavenly realms.” You will find courage to battle well by meditating on the One who will fight for us as we look to Him.
Having a son that was interested in making chain mail items makes words like hauberk, coif, and gauntlet all make sense. The gauntlet is a “mailed glove to protect wrists and hands from wounds.” The phrase in the title become clear when the terms are understood.
As parents, one of the most difficult things to do day-by-day is to remain fixed on the end goal of education. We get stuck on “getting good grades,” or perhaps “just getting work done.” As adults, we forget about the important things of having students that are doing their best, desiring what is good and right and molding their characters to be humble servants of Christ. So we badger, plead, accuse and then decry their faults. Our concern for them is often not expressed as love, but as manipulation. Their interpretation of even our best efforts is many times misunderstood. We end up having relationships that distance, rather than ones that bridge gaps.
A new year is a good time to “pick up the gauntlet.” My vulnerable hands need a mailed glove to do battle against the wrong ends of education. So I cannot desire kids to “just get it done,” without seeing their need to “persevere without excuses” as the central issue. I cannot make “getting a good job” be the main goal of their schooling, but rather I must help them discern what gifts and abilities God has built into them and help them use those in service to others. I cannot convey any sense of disappointment in low grades, but rather see those as opportunities to ask questions that will hone their self-assessment of effort, motive and desire.
Thankfully we have One who has “picked up the gauntlet.” His hands healed and touched the broken. They raised the dead. His hands blessed fish and bread and fed thousands. And when the time came, his hands were pierced through with nails to provide me with not only a gauntlet, but all armor to fight battles “against the rulers, against the authorities, against the powers of this dark world and against the spiritual forces of evil in the heavenly realms.” You will find courage to battle well by meditating on the One who will fight for us as we look to Him.
Wednesday, January 2, 2013
"For This New Year"
by Kelly Knowlden
I hereby highly resolve to ...
Even if our new year’s resolutions are not made so formally, yet we make them with a high degree of
purpose to change. We see the value in the change; we understand that it will be good for us or for others in our world and so we determine that this year I will be different. I will keep my room clean. I won’t say “um” in conversations. I won’t be impatient. I will be kind to the cat... etc.
Of course, if you are of an age higher than thirty, and if you make such resolutions, that in the corner recesses of your mind you are also a bit skeptical or perhaps even cynical that this year will really change anything at all.
Why is that? It is because we know that change does not come through good promises to ourselves. We look in the mirror and see the same person day after day and realize that we are in some way stuck with ourselves. On our “good” days, we are okay with that. But on our “bad” days, when we see a bit about ourselves that we do not like, we know that we need to do SOMETHING. So we make promises.
Here is the real problem: people don’t change that way. Habits, ruts, routines, addictions, obsessions, inclinations, tendencies mark us. They are the patterns of a lifetime of choices that cannot be made just because we wish them so.
So then, what are we left with? No hope?
Not so. For that is the real power of the Christmas season. It is in the “after He came to earth” part that gives us hope. Because God became like us in every way [except without sin] He is able to come to our aid in our times of need. What is that aid? Change! In seeking the King of kings and Lord of lords, and in recognizing our great need to change, we repent [turn around] and go in a different direction based on His strength and will. My seeking will take the form of those questions mentioned before: What is He like? How does He deal with the world? What about the tragic events that happen? How do I know Him? What does He require of me? Do I need to win His favor? What does it take to be good enough to see Him?
His answers are life-changing!
I hereby highly resolve to ...
Even if our new year’s resolutions are not made so formally, yet we make them with a high degree of
purpose to change. We see the value in the change; we understand that it will be good for us or for others in our world and so we determine that this year I will be different. I will keep my room clean. I won’t say “um” in conversations. I won’t be impatient. I will be kind to the cat... etc.
Of course, if you are of an age higher than thirty, and if you make such resolutions, that in the corner recesses of your mind you are also a bit skeptical or perhaps even cynical that this year will really change anything at all.
Why is that? It is because we know that change does not come through good promises to ourselves. We look in the mirror and see the same person day after day and realize that we are in some way stuck with ourselves. On our “good” days, we are okay with that. But on our “bad” days, when we see a bit about ourselves that we do not like, we know that we need to do SOMETHING. So we make promises.
Here is the real problem: people don’t change that way. Habits, ruts, routines, addictions, obsessions, inclinations, tendencies mark us. They are the patterns of a lifetime of choices that cannot be made just because we wish them so.
So then, what are we left with? No hope?
Not so. For that is the real power of the Christmas season. It is in the “after He came to earth” part that gives us hope. Because God became like us in every way [except without sin] He is able to come to our aid in our times of need. What is that aid? Change! In seeking the King of kings and Lord of lords, and in recognizing our great need to change, we repent [turn around] and go in a different direction based on His strength and will. My seeking will take the form of those questions mentioned before: What is He like? How does He deal with the world? What about the tragic events that happen? How do I know Him? What does He require of me? Do I need to win His favor? What does it take to be good enough to see Him?
His answers are life-changing!
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