Faith-Learning Integration

Journalism

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BIBLICAL PRINCIPLES FOR JOURNALISM

First Testament teaching is quite clear: honesty and transparency in reportage is essential. No group, no elites, no persons in power, no newsroom should control what a populace hears.

 

“ALL THINGS CONSIDERED”   Deut 19:15-18; Prov 18:17

Every side of an issue should be fairly represented.  Objectivity and accuracy is paramount.  Accusations against individuals should not be ascribed to “unnamed sources.”  Witness and accused must confront each other.

 

THE CAMERA DOESN’T LIE?  Gen 3:9-13; Ex 20:16; Prov 19:4-6

Cropping a picture and framing a headline do the same thing–highlight the point of view of a journalist.  Here are some questions to ask:

Who was behind the story?  Where was the story placed?  How much time or attention did it receive?  Who benefited and who was damaged by the story?  Perspective and prominence sway viewers and readers.  Instead of making someone look good, the journalist should give everyone a good look.

 

STATISTICS   Leviticus 19:35, 36; Proverbs 11:1; 16:11; Amos 8:4-6

Surveys can be written to get the kind of response one desires.  Statistics can be skewed to influence a certain choice.  In this way, public opinion polls can be used to dictate national policy.  Scripture mandates truthfulness in numbers and measurement.   Journalists have the power and responsibility to communicate carefully in an age of statistical morality.

 

HEADLINES   Deut 19:18-21; Proverbs 10:21; 12:17-19: 16:30

Always the first and often the only reading some accomplish is the bold print introducing an article.  Words must be chosen carefully in every context, especially in places where conceptions are shaped. [BTW, *this* picture should never be forgotten: the Tiananmen Square massacre in Beijing, China.]

 

EDITORIAL POLICY  Proverbs 2:3, 4; 6:16-19; 10:14; 15:1, 23, 28; 16:27,28; 18:13, 17; 24:12, 24-26; 25:15; 26:23-28; 29:19

Any newspaper should be constantly cognizant of and willing to apply the following principles of “word power”:  integrity, honesty, painstaking accuracy, understanding the potential good and harm, guarded, substantiated, and opinion based on fact.  Though there may be limited impact on direct action, words can be the compelling means by which to encourage righteousness in the populace.

These principles first appeared in classes I taught in the 1990’s, later in an unpublished booklet entitled Understanding the World through The Word (1996).

 

MUSIC

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God’s gift of music expresses life.

Biblical Basis: 1 Chronicles 15,16

Psalm 47:7 “For God is the King of all the earth; sing to him a psalm of praise”

Psalm 119:54 “Your decrees are the theme of my song”

Isaiah 55:12 “You will go out in joy and be led forth in peace; the mountains and hills will burst into song before you, and all the trees of the field will clap their hands.”

 

Biblically Integrative Music:

1 Chronicles 15, 16 was written during the Babylonian captivity: people had lost their sense of identity, history, and destiny.  The prophet concentrated on the exploits of David.  The king decided that the best way to keep Israel’s history alive was through song.  Three major statements about music are established:

(1) The Song was Responsive (1 Chronicles 15:16, 25, 28).  Music is human response to God’s world, His words, and His works.  Old Testament stories are punctuated with song and dance (i.e., Exodus 15).  The greatest Israelite kings were musicians (David and Solomon).  The Psalms were Israel’s hymnal.

(2) The Song was Rehearsed (1 Chronicles 15:19-22).  Order, arrangement, preparation, skill, creativity, professionalism are important.  1 Chronicles 15:16-16:6 records a full choir, orchestra, and a dance troupe punctuated with “shouts” and percussion (vv. 25, 28).

(3) The Song was a Regular, Repeated Remembrance (1 Chronicles 16:6, 37).  Music is “sacred” (16:42).  The event of celebration was over but the story lives in the song.  One cannot remove music from “story” without losing meaning.

Related Concepts:

  1. All people groups sing (Isaiah 14:7).
  2. Deserts sing (Isaiah 35:1-2), as do the heavens and mountains (44:23; 49:13).
  3. At Creation, the angels sang (Job 38:6, 7).
  1. In Heaven, music rings (Isaiah 51:11), angels sing (Isaiah 6:1-3), God Himself makes music (Zechariah 3:17; Revelation 5:13), and eternity will resound in song (Revelation 21, 22).
  2. At Jesus’ Incarnation, people and angels sang (Luke 1, 2). Entering Jerusalem, people sang “hosannas” and Jesus quoted psalms (hymns) at His own death (Matthew 27).
  3. Worship is our constant activity encompassing all aspects of a person and their life in devotion to The Lord Jesus. We honor God through our giftedness, committing our living service to Him (Ex 26:1; 31:1-11; 35:30-36:1; 1 Chron 6:31-46; 16:1-42)
  4. Styles of Music—whether lullabies or war songs, Canon in D or funeral dirges, celebrations or laments—are claimed by God’s (2 Chron 20:21; Ps 45; 137:4-6).
  5. Hymnology—variations of truth recorded musically—are to honor Jesus (Ephesians 5:19-20; Colossians 3:16).
  6. Healing (1 Samuel 16:23), hope (Isaiah 35:5-8), and celebration (2 Samuel 6:14-15) are all themes contained in biblical song. Music is a God-given expression for community and remembrance.  Court songs, battle songs, harvest songs, work songs, songs of loss and victory—all of life was worship to God’s people.

Attitudinal Objectives:

  1. Express joy through music in response to the Creator.
  2. Respond to life circumstances—whether humanly positive or negative—with musical themes developed by biblical prophets and apostles.
  3. Agree that rehearsal and repetition in skill development is both an acknowledgement of our dependence upon The Triune God and our fallen, finite state which necessitates continual renewal.

 

 

Life Application Activities

  1. Discuss why music is the only art that is lost immediately after it’s sung?  Why must music be re-played by individuals to be remembered?  Why does modern recording equipment not solve the problem?  Why do people go to concerts?  Why do bands tour?  Why are old songs remade?  Why are national anthems played before athletic contests?  Have people forgotten?
  2. Discuss the implications for Christian curriculum on the following levels: (a) inspiration vs. mediocrity; (b) excellence vs. second-rate performance; (c) technique; (d) style communicates idea; (e) creativity; (f) repertoire; (g) intention; (h) composition; (I) performance.
  3. Study Aquinas’ perfect standard for beauty that consisted of (a) integrity, (b) proportion, and (c) brilliance.
  4. How can the following affect the quality of music: (a) mediocrity; (b) imagination; (c) manipulation; (d) entertainment; (e) political statement?
  5. How can human sin affect the subjectivity of (a) Definitions—“excellence”, “appreciation”, or “refinement” could become matters for personal preference; (b) Evaluation—reviewing or judging a musician’s work is left to individuals or communities themselves marred by inadequacy and inconsistency; (c) “It’s a matter of taste”—personal significance vs. general agreement of meaning in music may result from relativism; (d) “Some things are more important than others”—since all things belong to God, everything is important (some consider evangelism, theology, or missions as separate, distinct); (e) “That’s ‘secular’ music”—is a dualistic statement, namely that there is a realm over which God cannot say ‘I am Lord’.  All musicians use the same material, notes, and chords.
  6. What is the worldview and historical impact on music in culture?
  7. How are musical performers affected by (a) character (e.g., arrogance); (b) audience (e.g., idolization); (c) business (e.g., the distraction of making money)?
  8. Implications for the Christian Curriculum.  (a) educator modeling—choice of selections, interpretation, character, etc.; (b) biographical notes of famous composers/musicians.
  9. Belief Comparison. (a) Utilitarianism—worth in usefulness (gospel tunes as well) (b) Consumerism—dependent upon sales; (c) Aestheticism—beauty equals truth; (d) Purism—art is for art’s sake; (e) Relativism—form and style do not matter.
  10. Listen to the messages of familiar songs or have students bring in their favorite tunes to discuss from a Christian point of view.

Additional Resources

DeMol, Karen A. Sound Stewardship: How Shall Christians Think About Music? Dordt Press, 1999.

Smith, Jane Stuart and Carlson, Betty.  A Gift of Music: Great Composers and Their Influence.  Crossway, 1978.

Kavanaugh, Patrick.  The Spiritual Lives of Great Composers.  Sparrow, 1992.

Singing

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Singing changes our thinking.

TIME reports (here) that singing lowers stress, sidelines depression, and boosts joy.

Singing Christmas carols in the streets and hymns at church celebrations inspire Christians.

 

Three major statements about music are established in 1 Chronicles 15, 16:

(1) Songs were responsive (15:16, 25, 28).  Music is a human response to God’s world, His words, and His works.  Old Testament stories are punctuated with song and dance (Exodus 15).  The greatest Israelite kings were musicians (David and Solomon).  The Psalms were Israel’s hymnal.

(2) Songs were rehearsed (15:19-22).  Order, arrangement, preparation, skill, creativity, and professionalism are important.  1 Chronicles 15:16-16:6 records a full choir, orchestra, and a dance troupe punctuated with “shouts” and percussion (15:25, 28).

(3) Songs were a regular, repeated remembrance (1 Chronicles 16:6, 37).  Music is “sacred” (16:42).  The event causing celebration lives on in the song.  One cannot remove music from the “story” of God’s work in His world. The history of God’s work is recorded in song.

Hymns are important to The Church because they reinforce the story of God’s work throughout history. Christians should study the Bible, and stand on its on sound doctrine.  Part of sound, theological Christian instruction comes through singing hymns “teaching and admonishing one another in all wisdom, singing psalms, hymns, and spiritual songs” (Colossians 3:16)

 

When our kids were growing up we would sing hymns at home and sing hymns on the way to church. Catechizing children (see my essay here) in God’s Truth is the duty of every Christian parent. Our curriculum should include singing: shows the importance of community, “encouraging each other with sound doctrine” (Titus 1:9).

Christian hymns help us to focus our attention on teaching truth. Hymnals in my study are just as important as any other book in my home since song focuses my attention on Truth.

The Truth of Jesus’ entry into time-space history is celebrated in song!

Singing at Jesus’ birth took place before, at, and after Jesus’ Incarnation!

Jesus’ mother, Mary, sang ahead of Jesus’ birth. Mary’s Magnificant is recorded in Luke 1.

Zechariah, John the Baptist’s father also rejoices in Luke 1, prophesying Jesus’ work

Simeon and Anna spoke in celebration: their own thanksgiving for seeing Jesus is remembered in Luke 2.

And oh yes! The angels sang to the shepherds in Luke 2!  If all the people involved with Jesus’ birth sang, it would seem singing Christmas hymns at Christmas would be our best response.

My favorite Christmas hymn captures the before, during, and after of the most important event in human history: Jesus’ birth.

The words of my favorite Christmas hymn tell what Jesus did for the world:

Come thou long-expected Jesus,
Born to set Thy people free;
From our fears and sins release us,
Let us find our rest in Thee.
Israel’s strength and consolation,
Hope of all the earth Thou art;
Dear Desire of every nation,
Joy of every longing heart.

The hopes, desires, and longings for release, for rest, is the expression of Christian hymns and the hope of all mankind. 

We Christians celebrate in song THE Savior, Jesus, of whom it is prophesied will “come with healing” and so “heal our wounds” (Malachi 4.2; Isaiah 53.3; 1 Peter 2.24).

Singing has indeed changed Christian thinking!

One of the many faith-learning integration tools I have been using for years with Christian school teachers and leaders around the world. I have created a 100,000 word document giving biblical principles for 20 major academic disciplines available for purchase for Christian schools here, at Curriculum Trak. [First published at https://warpandwoof.org/hymns-part-1/ ]

All Things

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All Things

Learning EVERYTHING from a Christian perspective.

Sometime early in the 1990’s I did a simple concordance study of “all things” or “everything” in Scripture. I’ve listed here the basic results. I have used the list in one venue or another ever since. I’ve included it here under “faith-learning integration” as the basis for how I think about the totality of creation: people, events, places, ideas.

In All Things may God be praised (1 Peter 4:11)

God placed All Things in His hands (John 3:35)

He gives life to All Things (Nehemiah 9:6; 1 Tim 6:13)

He gives us All Things (Acts 17:25; Romans 8:32; 2 Peter 1:3 “for life”)

All Things are created for, by, and through Him (Proverbs 16:4; 26:10; Isaiah 44:24; 45:7; John 1:3; Acts 7:5; 14:15; 17:24; Romans 11:36; 1 Corinthians 8:6; Ephesians 3:9; Colossians 1:16 (2x); Hebrews 2:10; Revelation 4:11; 10:6)

God is the builder of All Things (Hebrews 3:4)

All Things are under Him (Psalm 8:6; John 13:3; 1 Corinthians 15:27, 28; Ephesians 1:22; Philippians 3:21; Hebrews 2:8(2x))

He is upholding All Things by the word of His power (Hebrews 1:3)

He is before All Things and by Him All Things consist (Colossians 1:17)

He works out All Things after the counsel of His will (Ephesians 1:11)

Through Him (Jesus) to reconcile to himself All Things (Colossians 1:20)

In All Things He might have preeminence (Colossians 1:18)

He has been appointed heir of All Things (Hebrews 1:2)

The end of All Things is near (1 Peter 4:7)

Until the time comes for God to restore All Things (Acts 3:21)

He will make All Things new (Revelation 21:5) and he who overcomes will inherit All Things (Revelation 21:7)

His anointing teaches you All Things (1 John 2:27)

All Things for us to enjoy (1 Timothy 6:17)

Give thanks for All Things (Ephesians 5:20)

One of the many faith-learning integration tools I have been using for years with Christian school teachers and leaders around the world. I have created a 100,000 word document giving biblical principles for 20 major academic disciplines available for purchase for Christian schools here, at Curriculum Trak.

Mathematics

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Math incorporates at least 15 creational concepts from Genesis 1:1-2:3

Worth: the existence of time, space, and matter indicates value (1:1)

Skill: finesse and craftsmanship describe “God’s work” (2:2)

Beauty: “and He saw that it was beautiful” (1:10, 12, 18, 21, 25)

Form: “light…darkness…water…sky” (1:3-2:3) structure, mode, orderly arrangement of the parts of a whole

Function: each thing had a purpose (1:14 “let them be for…”)

Harmony: each thing interrelated properly with everything else (1:12)

Utility: “I give you every plant for food”—usefulness for living life (1:29)

Uniqueness: “He separated” (1:4, 6, 7, 14, 18) assigning each part a place

Variety: “according to their kinds” (1:11-12, 21, 24-25)

Design: “it was so” (1:7) and “the universe was complete” (2:1)

Time: “evening and morning” (1:5)

Appreciation: “God saw what He had made” (1:4)

Space: “separating the waters above…below” (1:7) depth

Matter: “water…ground” (1:6, 9)

Energy: “God created” (1:1) supernatural power; “there was light” (1:3), a natural resource for earthly capability

God’s Intention for the Use of Math in the World

“The chief aim of all investigations of the external world should be to discover the rational order and harmony which has been imposed on it by God and which He revealed to us in the language of mathematics”. 

Johannes Kepler Mystery of the Cosmos (1596)

Math, like philosophy, holds out an ideal world. Truth in math IS. Humans discover but do not create math.

Math is permanent. Unlike science, where theories may or may not be true, math expresses “timeless truth.”

Math forms the basis for apologetics. No other field of study possesses such unanimously accepted standards.

Math, like technology, can be misapplied. Some mathematicians stress a difference between pure math (e.g. theorems) and applied math (e.g. engineering). But math is also used in building weapons of warfare.

Math, like art, is beautiful. Both disciplines create pleasing, aesthetic patterns.

Math is the language of the physical world. The way the world works is dependent upon equations which do not vary.

Math rests on assumption. Postulates (i.e., accepted as true without proof) are evidence of faith, belief, or worldview.  Postulates are essential to build any system of math.

Math points out human limitation. Checking problems highlights our finite, fallen natures through our need for repetition and correction.

Math rejects neutrality. Exactitude and precision are necessary for mathematical operation.

Math demonstrates perfection. To prove a math statement false one only need show a single example where the statement is untrue.

Math is dependent upon omnipresence. Characteristics of triangles are true everywhere. Proofs are true everywhere. Geometry works within immense, yet not infinite space.

“Sun, moon, and planets glorify Him in your ineffable language!  Celestial harmonies, all ye who comprehend His marvelous works, praise Him.  And thou, my soul, praise thy Creator!  It is by Him and in Him that all exists.  That which we know best is comprised in Him, as well as in our vain science”. 

Johannes Kepler, after discovering the third law of planetary movement, The Harmony of the World (1619)

One of the many faith-learning integration tools I have been using for years with Christian school teachers and leaders around the world. I have created a 100,000 word document giving biblical principles for 20 major academic disciplines available for purchase for Christian schools here, at Curriculum Trak.

 

Biblical Science Principles: Christian Faith-Learning Integration

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Faith-Learning Integration: Ten Biblical Science Principles

The Foundation and Permeation of Biblical Truth with the Creation

 The Source of Authority. Where do we get the information that we need?  Is it reliable, authentic, and authoritative?  How is the information interpreted?  If God has revealed Himself in His world, then He can be known (Psalm 19:1-11; Col 2:3).  The laws of science come from the authority and law of God (Gen 2:16, 17; Deut 4:5-8; Col 1:15-20). For example: Motion, properties, etc.

God, not matter, is eternal.  If we know from where everything originated, then we know to whom we’re responsible.  God is both transcendent and immanent—apart from and close to, caring for His creation at the same time.  God created.  Matter was brought into being (Neh 9:6; Job 12:10; Acts 17:25, 28; Col 1:17; Heb 1:3). For example: death, life cycles, entropy, etc.

Predictable Patterns in God’s Creation.  Mathematicians and scientists rely upon God’s stable universe.  His world is stable and consistent because of His Word (Lev 26:4; Ps 148:6; Prov 8:29; Ecc 3:11; Jer 8:7; 31:35-37).  Order establishes logic, logic constitutes pattern, pattern produces models, models make possible probability, probability allows for prediction, prediction predicates hypothesis, and hypothesis identifies proof.  A proof demonstrates “true Truth.” For example: Periodic Table, reproduction, etc.

Discovery and Invention in God’s Creation.  People all over the world and throughout time uncover truth collecting data, applying information, exploring, and observing.  What is true in one place is true in another (Ps 64:9; 65:8; 66:5).  Diligent probes can reveal new information.  However we only uncover “the tip of the iceberg” of God’s works (Job 28:3, 11; 26:14). For example: Famous discoveries, inventors, etc.

Unity and Diversity in God’s Creation.  Like puzzle pieces put together to make a picture, so the world fits together showing similarities and differences.  The orderly arrangement of the parts make the whole (Gen 1:3-2:3).  God’s wisdom is the basis for how the world works (Prov 3:19-20; 8:22-31; 25:2). For example: rats and humans share similar anatomy allowing scientists to understand how our bodies work through experimentation on rats, etc. For example: solar system, classification, etc.

Beauty, Awe, and Wonder Lead to Worship.  More knowledge of God’s creation allows for scientific delight (Prov 25:2).  Wonder and gratitude ought to be our response to the way creation is made (Gen 2:23-25; Psalm 148; Rev 21:1-4). For example: the scientific revolution, induction, deduction, discovery, etc.

Community Covenants.  All things do what they’re told because God established contracts with creation (Gen 1:11-12; cf. Jer 33:2, 20-21, 25-26) and humans (Gen 2:16-17; 9:8-17). For example: day/night cycles, seasons, etc.

The Infinite and the Finite.  We don’t know everything.  What we do know continues to expand.  Since discovery is continuous for finite minds in a finite universe, it is best to recognize and stand in awe of the Infinite Creator (Gen 1, 2; Deut 29:29; Job 26, 28; Prov 30:2-4). For example: astronomy, microbiology, etc.

The “Ideal” and the “Real”.  Things don’t always work the way we think they should.  Sin has altered our ability to perceive God’s creation.  Genesis 3:17-19 tell us that things will be harder for people because of their rebellion in Eden.  God’s standard (the “ideal”) is never changed, but He works in the world in spite of sin (the “real”). For example: disease, healing, approximation, etc.

Function and Roles.  God gave all matter, space and time particular responsibilities to work a certain way (“And God said, let the…” Gen 1:9, 11, 20, etc.).  Everything has a purpose (“Let them be for…” Gen 1:14).  God governs His creation through His creation order (Gen 1:16-18 “God made…to govern”). For example: energy, laws, etc.

Example: A Faith-Learning Integration Unit on Birds

Determine what method of biblical integration relates to your unit.[1]

Scriptural Study: Are there specific Scriptural statements about your unit that identify a clear biblical principle?  In this case, there are some demonstrative comments about birds while there are many verses that comment on God’s creatures. The following list is only representative of wedding the supernatural view of God with His creation:

  1. Genesis 1:20-21 God…
  • “created…every winged bird”—birds are a direct result of His handiwork
  • “according to its kind”—varieties of birds
  • said “Let birds fly above the earth…”—a place for the birds is established
  • said “and across the expanse of the sky…”—the amount of birds is large (corresponding to the parallel comment that the water is to “teem with living creatures”)
  1. Genesis 2:19 God commanded that man name the animals establishing his authority over creatures while providing a classification system
  2. Genesis 9:10, 12, 15-16 God made an agreement with all creatures concerning the judgment of the earth
  3. Psalm 103:20-22 all God’s works are to give Him praise.
  4. Psalm 104:24-30 the earth is full of God’s creatures who depend on Him for their food and are given “good things”
  5. the birds will participate in God’s judgment

God’s Attributes

God is Creator (Gen 1:1; John 1:3, 10; Eph 3:9), Sustainer (Matt 6:26; Heb 1:3), Beneficiary (Col 1:16; Heb 2:10 “for Him”), Redeemer (Col 1:20; Rev 21:1-5); Judge (John 5:29; 2 Peter 3:10-13), and Restorer (Isa 65:21-23; Acts 3:21) of His creation, including birds.

Life Questions

  1. What’s Real?  How can I know birds exist?
  2. What’s Known?  How can I study birds?
  3. What’s Best?  How do I treat the birds?
  4. What’s A Person?  How am I different than the birds?
  5. What’s Next? What happens when birds die?

[1] For example, God’s attributes, Bible study, life questions, belief (worldview) comparison, books, textbooks, themes, subjects, the humanities, or the sciences. See my book The Whole Truth: Classroom Strategies for Biblical Integration, pp. 101-135.

One of the many faith-learning integration tools I have been using for years with Christian school teachers and leaders around the world. I have created a 100,000 word document giving biblical principles for 20 major academic disciplines available for purchase for Christian schools here, at Curriculum Trak.

Debt, Borrowing, Lending, Financial Planning: Biblical Proverbial Wisdom

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Interest kills. Creditors bear responsibility. Borrowers need discernment.

Biblical directives are necessary in a world where indebtedness to build school buildings is common. The primary injunctions concerning indebtedness are directed toward the creditors—those who have the financial ability to abuse others by lending at interest (Ex 22:25-27; Lev 25:35-38; Deut 23:19, 20). Judgments against the lending-borrowing practice focused on exorbitant interest charged to those in need while “the rich became richer” (2 Kg 4:1-7; Neh 5:1-13; Ps 15:5; Prov 28:8; Jer 15:10; Ez 18:13; 22:12; Hab 2:7).

Borrowing is always viewed in a negative light (Prov 17:18), something one would want to avoid (Prov 22:7). However, borrowing is not altogether outlawed (Ex 22:25; Ps 37:26; Matt 5:42; Lk 6:35). It should be also noted that the original etymological range of the word “loan” meant to take a bite or consume. “Don’t bite off more than you can chew” or “be careful he doesn’t take a bite out of you” are common reminders. So borrowing is allowed though not advocated.

Scripture indicates that a borrower is a slave to the creditor (Prov 22:7) and debts must be repaid (Ps 37:21; Rom 13:7-8). So, a person or institution should follow these guidelines when considering indebtedness:

(1) Prayer—According to His sovereign will, God will meet His peoples’ needs (Matt 6:33-34; Ph 4:19; 1 Jn 3:21-24; 5:14, 15);

(2) Prudence—Believers should ask wise questions. Is the purchase necessary? Is it a need? Will the purchase further the purpose of Kingdom building without inhibiting the total program of the school? (cf. Prov 17:1; 27:23-24);

(3) Planning—God’s people should be shrewd (Lk 16:1-9), reaping eternal benefits. Budgets, collateral, etc. should be mapped out taking every practical precaution (Prov 21:5);

(4) Petitioning—Christians must grant people the opportunity to be blessed in giving by allowing the need to be known (Acts 4:32-37; 2 Co 8, 9; 1 Tim 6:17-19). Willingness to lend was a sign of righteous graciousness (Ps 112:5), debt repayment might be dropped (Prov 19:17), and a “loan” might be transferred to “gift” status (Ps 37:26) making creditors, contributors.

On the surface, numerous passages of Scripture seem to mitigate against the pledge (“striking the hand in pledge”; Prov 6:1-5; 11:15; 17:18; 20:25; 22:26-27; Ecc 5:4-5). However, our 21st century vocabulary does not correspond to the original writer’s language. The word in Hebrew “to take or give in pledge” refers to a security or deposit, what is referred to now as “collateral.”

The application of these verses to life had much more to do with a ‘vow’. Both Old and New Testaments emphatically state that once a promise had been made it must be kept (Ecc 5:1-7; Jas 4:17). People who pledge ought to be instructed that this financial promise to God’s work must not be taken lightly. Better not to pledge and bear no responsibility than to pledge and bear a penalty.

The Hebrew idea of “pledge” is a warning against a blind fiscal guarantee which may lead both creditor and borrower to ruin. Scripture considers this practice to be gambling—the pompous belief that monetary responsibility can be put off until tomorrow (Prov 27:1; Jas 4:13-17).

The bottom line about the bottom line?

  1. Live within your means.
  2. Purchase only what you need.
  3. Put off desires for more, better, or different.
  4. Be accountable with another person or other people about your money.
  5. Remember that the money we have is not ours: we are simply stewards of what has been given (1 Chronicles 29:11-17).

The statement was originally written for a project in 1987 and has since been included for the “School Wide Biblical Integration,” a presentation in 2002, used in various venues since.

 

“What Am I NOT Hearing?” Recognizing Cognitive BIAS in Research

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“What’s missing?”

“What am I *not* hearing?”

These are the first questions I ask myself whenever I hear the news, watch a movie, take a class, or enter a Zoom meeting. Why does silence dominate one agenda, noise, another?

As a professor, I press students to hear another voice other than the one constantly in their ear, in front of their eye, prominently “app’d” on their phone, or emblazoned on a t-shirt.

What is most distressing in news coverage, Hollywood pulpiteering, or social media suspension is the idea that some other person might have a different view, another explanation. But we are often left with no countervailing weight, nothing to scale our measurements, against the pundits on the screen.

“Silencing” opposition takes place by downplaying, defaming, diminishing, or disparaging others. To silence opposing views – no matter the idea, person or event – conforms to an arrogance-arc: I know what you need to know and will tell you so.

Thanks to Heterodox Academy, I use this “Cognitive Bias” article with students https://bit.ly/2Z3GIjE

Thanks to INC., I use this article: “7 Mental Exercises to Make You a Better Critical Thinker”

https://www.inc.com/larry-alton/7-mental-exercises-to-make-you-a-better-critical-thinker.html