Teaching is a Craft

Education can be reduced to one simple rule:

put the cookies on the bottom shelf.

Elementary school students with their hand raised to ask a question. Focus on boy in red.
“The teacher is the living curriculum” Dr. James Braley

The Whole TruthBiblical Theology of Didactics [“Didactics” comes from the Greek word “to teach.”]

Students must be able to access knowledge taught, teachers are responsible to make the knowledge accessible. Communication of content is the essence of what educators do. So teaching is not separated from learning; the teaching-learning process is unified.

Answers to the questions “How does everything fit together?” and “How does life make sense?” are based on the intersection and unification of heaven and earth through Jesus who holds all things together (Col. 1:17). There is a unity of Truth (2 Kgs. 19:15). All “truth” is inclusive within His “Truth.” Since God alone made the heavens and the earth (Neh. 9:6; Pro. 30:4; Isa. 44:24) and the whole of creation gives Him praise (Ps. 69:34) Christian thinkers must answer the question “How do our studies give praise to God?” Christian teaching-learning must synthesize the source of all wisdom, Jesus (Col. 2:3), proclaiming Him, admonishing and teaching everyone with all wisdom (Col. 1:28).

encyclopedia of CEGod is the transcendent Source of all knowledge and authority (1 Sam. 2:3; Num. 24:16; Pro. 2:6). By this knowledge, God created the world (Ps. 104:24) and with the wisdom still embedded within creational law (Pro. 8:12-31) the natural world operates on supernatural ordinances. 

People are responsible to this God and His Truth (Pro. 1:7; 9:10). Fearing God is premised upon relationship which is the essential component of all knowledge: to love God (Mark 12:30, 31). People simply discover—they do not create—truths resident within creation from The Creator (Is. 28:23-29; Pro. 25:2). Humans continue to discover truths hidden from earlier generations owing to unfathomable depths of God’s mysteries (Job 38-41).

Truth in the world is interpreted through the Truths in God’s Word (2 Co. 10:3-5) which are eternal and universal (Is 40:8; Jn. 17:17; 1 Pe. 1:25). Human pursuit of knowledge must be earnestly sought and granted by God (Prov 23:23) by those who are discerning (Pro. 14:6; 15:14; 18:15). Because human knowledge is skewed by sin (Ti. 1:15), Scripture is the final authority for assessing the assumptions of worldviews (1 Jn. 4:4).

schoolBiblical Philosophy of Didactics

The life of a Christian teacher is as important as the curriculum they communicate: they are the “living curriculum” (Lk. 6:40). Teachers should model their belief (1 The. 2:7-12).  Students must be trained in a holistic, cohesive Christian paradigm (2 Kgs. 23:25; Ez. 7:10; Acts 2:42-47). Knowing should affect being, producing action (1 The. 1:6-9). Teachers are accountable for what they teach (Jas. 3:1). Teachers are authorities, whose authority is given by God (1 The. 5:11-12; Heb. 13:17).

Students have worth, value, and dignity because they have been created in God’s image (Gen. 1:26-27). Students are also inherently corrupt in their nature because of The Fall of humanity (Gen. 3; Rom. 3). Pupils need, then, direction and discipline corralling sinful proclivities (Deut. 30:11-15) through Jesus’ sacrifice; what is twisted by sin is reconciled through Christ (2 Cor. 5:17-21). The student is seen as an individual with varying learning styles and potentialities (1 Pe. 4:10-11). 

storytellingChristian instruction is distinctive. Change in method does not demand change in message (1 Co. 9:19-22). Since God is Truth, His Spirit instructs Christian authority in academic realms (Rom. 8:5-9; 2 Tim. 1:14). Christian teachers, nurtured with a Christian philosophy of education, direct students as they discover the truth of God’s world around them (1 Tim. 4:11-16). Learning is work which is adversely affected by The Fall (Gen. 3:17-19). Christian education must recognize the general rebellion against the discipline to learn (Pro. 1:1-9, 22).

Transformational learning is the goal of Christian education (Isa. 29:13; Jas. 1:22-25), best done in community (Acts 2:42-47). Skills, facts, ideas, and procedures are all reclaimed for the Christian classroom premised upon the unifying truth of Scripture (1 Kgs. 4:29-34). Because all truth is God’s Truth (Ps. 119:89-96) students are taught to discern truth wherever it may be found (Heb. 5:11-14). The latest theories, the oldest philosophies, the most recent practices in schooling are evaluated biblically to discover purloined pieces of truth and their applicability to the Christian educator’s approach (Is 28:23-29).

students heads downThere is no dichotomy between secular and sacred—the whole world and all of life belong to The Creator (1 Chr. 29:10-16; Ps. 24:1; 50:9-12; 89:11). Because of common grace—truth found within creation—can be accessed because The Creator was pleased to leave it there, intending delight and wonder for the discoverer (Job 26; 28:1-11; Pro. 25:2). Ways of knowing (epistemology) are premised upon “the fear of The Lord” (Pro. 1:7; 9:10).

The Christian Scriptures are the central organizing core of education (2 Tim. 1:14; 2:15; 3:14-17), allowing for evaluation and interpretation of all theories and data, while giving purpose to the process of Christian. The Christian scholar (2 Chr. 17:7-9; Pro. 2:1-6; 2 Cor. 10:3-5) bears responsibility to develop a theological awareness so as to employ a Christian thought process in the pursuit of true Truth .

school bibleChristian Practice of Didactics

Intentionality should be a Christian teacher’s watch word. Planning is the first step in creating a systematic approach to teaching. Interiority is the ultimate Christian education change agent. Teaching is a craft. A teacher’s gifting matters. Learning should engage a multiplicity of learning styles, modalities, and methods since people are multifaceted, yet whole. Christian scholars can learn from unbelievers because the human discoverer of truth is subservient to the true Truth. The ability to know and to grow in knowledge of the Creator and His creation is within the purview of thinking people (cf. Ps. 64:9; 65:8; 66:1-5; 67). Believers must continue to mine truths no matter where they are found or by whom they are found. Furthermore, though culture and context may condition the perceptions of different people groups, the common nature of reality is true for all people in all places at all times (Ps. 117).

Christian teachers may facilitate learning experiences but teaching is not the facilitation of experience or the construction of knowledge. Knowledge is not static. It is ever expanding.  This does not mean, however, that truth is invented or created. Truth is discovered, ordered, analyzed, and applied. Truth exists apart from the truth seeker. Teachers help students discover truth and order it in a manner that is consistent with the ultimate Truth of the Word of God.

addiction-researchHerein the learner should understand both that she bears responsibility for learning (Pro. 2:1-6) while teachers are encouraged to bring learning to the learner (Ps. 71:14-18). Understanding steps in the learning process—stages of maturation—would help instructors fine tune their methods to the learning styles of their pupils (Heb. 5:11-14). Ultimately brought to a place of ownership (Acts 17:11), students would become teachers (Gal. 6:6). In this way, the “holes” of human nature shot through with corruption can be made “whole” through the process of maturation (Ps. 119:97-100) within the scope of Scriptural principles (Ps. 119:89-91).  Children as corrupt image bearers (Ecc. 7:29), then, can acknowledge that there is Someone outside themselves to whom they must give an account.  But the process of moving children to that level of commitment is the task of the teacher elucidating and magnifying a transcendent source of truth (Ps. 71:14-18).

“Didactics” © is one of 17 articles included in The Encyclopedia of Christian Education, Rowman & Littlefield, April, 2015 by Dr. Mark Eckel.

Other Helps

Howard Hendricks, Teaching to Change Lives: Seven Proven Ways to Make Your Teaching Come Alive, 2nd ed. (Colorado Springs, Multnomah Books, 2003).

Harro Van Brummelen, Steppingstones to Curriculum: A Biblical Path, 2nd ed. (Colorado Springs, Purposeful Design, 2002).

How Do I Change My Attitude?

Do we need an attitude adjustment?

attitude

 https://peanuts.wikia.com/wiki/Charlie_Brown

What mindset bends our habits of thought?

Belief and behavior influence a person’s being. Often neglected, building the interiority of one’s inner life is imperative. Character development is important within all educational opportunities. Attitudes are impacted over time, within community, by means of truth, through story. Ethical standards which transform are considered imperative worldwide. Since character and virtue are invisible, immaterial qualities, it seems the emphasis in Christian education settings should be developing that which is unseen.

Biblical Theology of Attitudes

The role of The Spirit in connecting truth with how people live is dependent upon their internal focus. The change agent is not up to the person, but The Spirit; transformation is impossible by oneself (Eph. 2:1-9). The Holy Spirit initiates the ongoing sanctification process through His indwelling creates the possibility for change in the Christian (Rom. 8:5-9). The interior life of the learner is built with the help of The Spirit, under authority of The Word of God, walking in God’s way (Gal. 5:13-6:5). Faulty desires are restrained and redirected through control of God’s law—literally “teaching”—which directs wise choices for living (Ps. 119:97; Pro. 3:1; 13:14).

Jesus changes Christians (1 Co. 1:30) through the work of the Holy Spirit at regeneration (Ti. 3:5). Sanctification begins at one’s conversion, the process is life long (2 Co 3:18), and is completed “at His coming” (1 Co. 15:23; Ph. 3:21). Sanctification is progressive: a continuous, ongoing development of being conformed to the image of God’s Son (Rom. 8:29). God is at work in the lives of believers (Ph. 2:13) to wholly sanctify them (1 The. 5:23). He equips (Heb. 13:20-21) through The Spirit who indwells saved people (2 The. 2:13; 1 Pe. 1:2) who are said to “walk in The Spirit” (Gal 5:16-18). The internal development of conformity to Christ looks forward (Ph. 3:13-14) but presently affects thinking (Col. 1:10), emotions (1 Jn. 2:15), will (Ph. 2:12), body (2 Co. 7:1) and spirit (1 Co. 7:34).

But believers will not continue to struggle against sin (1 Jn. 3:6, 9). Believers are to yield (Rom. 6:13), present (Rom. 12:1), strive (Heb. 12:14), purify (1 Jn 3:3), and make every effort (2 Pe. 1:5) to work out the sanctification process before God. Self-disciplined effort on the part of believers (Gal. 5:23; Ti. 1:8) is “keeping in step with The Spirit” (Gal. 5:25). Motivation for pursuing righteousness comes from love for God (Jn. 14:15, 21), fear of God (1 Pe. 1:17; 2:17), clear conscience (1 Tim. 1:5, 19), and increased effectiveness in the use of God-given gifts (2 Tim. 2:20-21).

Biblical Philosophy of Attitudes

Habits born of walking with The Spirit are developed, directed toward a Christian way life properly lived. Virtue is the proper ordering of one’s life after God ordained ends. Virtue is the development of these good habits. Virtue is creating a disposition toward the good. To do good is first to think and be good. Since Christians are new creations in Christ (2 Co. 5:17) good works should result (Gal. 6:9-10; Eph. 2:10) based on virtuous characteristics (2 Pe. 1:3-11).

Character intention and motivation are internally controlled by the governor of a life habitually connected to deliberation over what is good. A sanctified “conscience,” then, is the brake or gas pedal properly applied in loving God by loving others (Acts 23:1; 24:16; 2 Co. 1:12; 4:2; 1 Pe. 3:16, 21). In every case cited, one’s internal character is directly tied to one’s external commendation before other people. A person’s attitude is changed—at times, through adverse circumstances (Rom. 5:4). Preparation of mind coupled with self-control knowing one’s eternal destiny should cause a person to live a life of obedience (1 Pe. 1:13-14; 4:1-2).

Motivations and intentions can be self-centered (Pro. 16:2; Heb. 4:12-13; Jas. 4:1-3).  The thoughts of one’s inner life will be measured by God and seen in life (Num. 32:23; 1 Chr. 28:9; Ps. 44:21). The thoughts and intents of a God-shaped attitude would include a heart tested with integrity, willingness, honest intent, joy, loyalty, and wholehearted devotion (1 Chr. 29:14-19). The habits of one’s heart come from attitudes producing actions, proved by deeds (Acts 26:20; Jas 1:22-25; 2:14-26; Ti. 3:1, 9, 14).

Christian Practice of Attitudes

A Christian life changed through salvation in Christ, a renewed spirit by His Spirit, and attitudes formed through virtuous habits is intentional. Memorization of Scripture creates joy (Ps. 119:103; Jer. 15:13). Reading the histories and biographies of Christian leaders moves the reader to action (1 Chron 12). Internalization occurs in the study before the teacher teaches in the classroom (Eze. 2:9-3:3). The Christian teacher must teach as if the Christian viewpoint has already changed them (2 Co. 3:2). The source of goodness focuses attention on God whose Spirit is transplanted within us (2 Tim 1.14). A person becomes that which they love—an affective directive (2 Tim 4:10; 1 Jn 2:15).

Human beings are resistant to order. If there is a resistance to internal control, external controls will be necessary. All would like to have their own way, go their own way, and be their own person. Because people are resistant to order and just laws which proceed from it, they look for distractions and fulfill selfish vices. Children are incapable of developing good attitudes by themselves. There is a need for discipline of mind and appetite. To build virtuous attitudes, virtuous habits must be created through the virtue of manners. Virtue is the ordering of the person toward what is good in life based on God’s goodness. If pleasure is the end, goal, or focal point the individual is robbed of a complete life. Right attitudes are helped by the Christian community. Christian teaching helps attitude change by instilling virtuous stories.

Ultimately, Christian attitudes show love for God as Christians love people.

Other Helps

Glen G. Scorgie, et al, Dictionary of Christian Spirituality (Grand Rapids, Zondervan, 2011).

Kenneth Boa, Conformed to His Image: Biblical and Practical Approaches to Spiritual Formation (Grand Rapids, Zondervan, 2001).

“Attitudes” © is one of 17 articles included in The Encyclopedia of Christian Education, Rowman & Littlefield. by Dr. Mark Eckel.

“Beauty” is found in Cooking, Dance, Artwork, Music & Everything in God’s Creation

The Creator created creatures

who creatively create from creation.

beauty-hummingbird

Truth, goodness, and beauty

are generally accepted indications of human creativity.

Pleasure in life suggests outside standards which allow for innovation within life’s margins. Architecture, theatre, painting, poetry, music, artwork of all kinds by all people everywhere suggest humans were made to express and enjoy aesthetics.

beauty-michaelangeloBiblical Theology of Aesthetics

God is Truth: all truth is His, and truth reflects Himself (1 Kgs. 17:24; Ps. 25:5; Isa. 45:18, 19). God is Beauty: equality, harmony, symmetry, and proportion have their source in Him (Gen. 1:3, “He separated,” meaning all things are given their exact place; Ps. 27:4; 90:16, 17; 96:6-9). God is Good: He sets the standard for both expression and evaluation (Gen 1:3, “He saw that it was good”; Matt. 19:17; Mark 10:17-18). All good things come from God (1 Chr. 29:14, 15; Jas. 1:17; 1 Tim. 6:17). Creative skills come from God including intelligence, knowledge, and craftsmanship (Ex. 28:3; 31:1-11; 35:30, 31; 36:2; Isa. 28:23-28).

The Creator created creatures who creatively create from creation. Humans are made in God’s image (Gen. 1:27).  beauty-artPeople represent God and are God’s representatives on earth (Ps. 8).  God’s likeness in humanity imbues creativity, intelligence, willfulness, design, purpose, planning, imagination, and appreciation with the creation (Pss. 111:2; 145:3-13). Creation was intentionally made to entwine utility (trees made good for food) and aesthetics (trees made pleasing to the eye, Gen 2.9). God combined strength, balance, function, and beauty in His creation as do His creatures (Gen 1; 2:5, 8, 15).

beauty-architectureArtists used their God-given gifts (Ex. 26:2) of artistic design (35:32) and abilities of intelligence, knowledge, and craftsmanship (35:31) who could also teach (35:34) and who were stirred to do the work (36:2). Songs were rehearsed in Israel (1 Chr. 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 (vv. 25, 28).

beauty-rembrantIn the Old Testament The Holy Spirit indwelt people for leadership purposes, including proclamation (1 Sam. 10:5-6) which was also an art form (Ex. 35:21). The instructions for the tabernacle were given through language as written revelation (Ex. 39:42-43)—not the personal, inner experience of the prophet-artist. So the creation of the tabernacle was dependant upon outside revelation not an internal, artistic “voice”. This observation suggests that a biblical view of artistry begins with God rather than humans. Unbelievers contribute excellence in their artwork (1 Kgs. 5:6; 2 Chr. 2:17-18) which pleases God (2 Chr. 7:12-16).

Biblical Philosophy of Aesthetics

For the Christian, all of life is worship: the total response of the total person to the Lord Jesus (Acts 24:14; Phil. 3:3). beauty-durerChristian purpose is to give God glory, whatever the task. God’s glory (literally, “weight”) resides within His creation (1 Chr. 16:28). The responsibility to “throw God’s weight around” falls to Christians in their God-given giftedness, through their God-given vocations (1 Cor. 10:31; Col. 3:23). Talent, time, money, possessions all come from God (Lev. 25:23; 1 Chr. 29:14-15). Believers give back what has been given (1 Tim. 6:17-19).

beauty-dance1 Chronicles 15 and 16 kept the beauty of Israel’s history alive through the aesthetics of song.  Three major statements about art through music are established. First, singing was artistically responsive (1 Chr. 15:16, 25, 28). Art can be a human response to God’s world, His words, and His works. Old Testament stories are punctuated with song and dance, for instance (Ex. 15). The greatest Israelite kings were musicians (David and Solomon). The Psalms were Israel’s hymnal. Second, the song was rehearsed (1 Chr. 15:19-22). Order, arrangement, preparation, skill, creativity, and excellence are important in aesthetics. 1 Chronicles 15:16-16:6 records a full choir, orchestra, and a dance troupe punctuated with “shouts” and percussion (vv. beauty-ballet25, 28). Third, singing was a regular, repeated remembrance (1 Chr. 16:6, 37). Music is “sacred” (1 Chr. 16:42). The event of celebration was over but the story lives on in the song. One cannot remove music from the “story” without losing meaning (2 Chr. 20:21; Ps. 45; 137:4-6). Hymnology teaches Truth (Eph. 5:19-20; Col. 3:16). Healing (1 Sam. 16:23), hope (Isa. 35:5-8), and celebration (2 Sam. 6:14-15) are all themes contained in biblical song. Aesthetics are God-given expressions 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.

Aesthetics—value judgments about creation—is dependent upon personal interpretation of reality through the lens of Christian beauty-choirthought (“and God saw,” Gen. 1:4, 10, 12, 18, 21, etc.).  While the culture maintains personal and experiential parameters are outside of others’ authority, The One who made humanity demands certain standards (Gen. 2:16-17). Truth is grounded in eternal verities (Ps. 119:160). Beauty is not in the eye of the beholder; rather, appreciation of creation is based on The Creator (Gen. 2:9). Goodness is not relative; rather, within a fallen world, both method and message can coincide with a biblical framework of creative expression (Gen. 2:19-20).

beauty-theaterChristian Practice of Aesthetics

  1. Appraise the relationship between human creativity and purpose in life.
  2. Persuade students that value, meaning, and order find their source in God.
  3. Approve that pleasure and enjoyment is integral in a Christ-centered view of living.
  4. Recommend imagination is a reflection of God’s image.
  5. Affirm that taste, inspiration, vision, beauty, and appreciation have a source in a biblical-revelation controlled environment.
  6. Research an artist, go on a field trip to an art museum, or discuss the artwork of a specific sculptor, painter, etc.
  7. Discuss the problem of idolatry in artistic communities.
  8. Develop a biblical view of worship that corresponds directly to the arts.
  9. Explain that art in any form rehearses the struggles and joys of life.
  10. Exhibit aesthetics as a display of truth versus falsehood, the latter necessitating redemption.
  11. Display the battle between right and wrong through drama.
  12. Propose solutions to corruption through artists who display redemptive exhibitions.
  13. Harmonize artistic expressions to reflect God’s intention of wholeness.
  14. Express joy of The Creator and His good creation through beauty.beauty-chef

Rehearsal and repetition is the discipline of the artist, overcoming creation’s corruption and the creature’s laziness. Aesthetics can remind the Christian of God’s words and works.

Mark believes beauty comes in many forms through all people. This essay, along with 16 others, will be published in the new Christian Education Encyclopedia in October with Rowman & Littlefield. Dr. Eckel teaches the concepts of aesthetics through The Comenius Institute and to his students at Capital Seminary & Graduate School.

Other Helps

Hillary Brand and Adrienne Chaplin, Art and Soul: Signposts for Christians in the Arts (Downers Grove, IL, Inter Varsity Press, 2002).

Leland Ryken, The Christian Imagination: Essays on Literature and the Arts, (Colorado Springs, Waterbrook Press, 2002).

Steve Turner, Imagine: A Vision for Christians in the Arts (Downers Grove, IL, Inter Varsity Press, 2000).

American Literature: Thinking as a Christian

American writers constructed prose and poetry on a Puritan foundation . . .

StudiesInClassicAmericanLiterature

. . . but were haunted by the house they built.

pilgrimsEnergized by Providence and biblical injunction, migration from Europe to America had its strongest influence from committed Christians. In search of a “new world” where faith could be practiced in freedom, Plymouth Rock pilgrims brought with them a commitment to thinking Christianly about everything. Early American writing was infused with God’s attributes, attributing creational phenomena to the Creator. The personal, eternal, triune God of the Bible was a general commitment of early American authors.

jonathan edwardsPreacher-writers such as Cotton Mather and Jonathan Edwards advanced the study of all things based on a God-centered view of life. Magnalia Christi Americana and The Christian Philosopher displayed Mather’s literary prowess. Edwards, most known for his prodigious sermon output, wrote volumes on a plethora of subjects including biographies, science, theology, and philosophy. American literature has its roots in 17th and 18th century New England.

Of course, not all followed biblical thought, creating new strands in the fabric of American literature. Those who rejected the Christian faith often did so based on

(1) denial of biblical authority,

(2) abandonment of supernatural miracles,

(3) departure from salvation through Christ alone, and

(4) disavowal of original sin.

Mark TwainRejection, however, does not necessarily equal defection. God may be rejected but He cannot be ignored. As in the biblical book of Esther, lack of God’s mention does not equal His nonattendance. Immaterial questions of authority, meaning, and ethics pervade American literature, questions that allude to, if not cry out for, an immaterial answer. Individualism, pragmatism, traditionalism, or syncretism attempt to fill the void but cannot satisfy the vacancy. American literature is at times “godless” dealing with humans as they are—great yet broken, a vessel empty without God.

EmersonRalph Waldo Emerson tried to fill the void with Nature, attempting to replace God with himself. “I become a transparent eye-ball . . . I am part or particle of God (On Nature) and “No law can be sacred to me but that of my nature”[1] (Self Reliance) express the essence of American literature which turned away from Christianity.

CraneHerman Melville’s estrangement from God is metaphorically marked by his masterpiece Moby Dick. Mark Twain’s antipathy toward Christian viewpoints simmered throughout his early writing coming to a boil in later writing such as Letters from the Earth and The Mysterious Stranger. Jack London’s Call of the Wild or short stories such as “To Build a Fire” are more blatant, relying on nothing and no one outside the natural world. Absent supernatural authority, Stephen Crane’s “The Open Boat” submits to naught more than indifferent nature whose “high cold star on a winter’s night” is its only communication.[2]

HawthorneWriters who maintained a Christian viewpoint did so struggling with biblical beliefs within a fallen world. Believers’ uncertainty clouded but did not cover their Christian faith in matters of justice, suffering, doubt, and evil. Christianity gives voice to literary artists who want to consider mystery, as in Flannery O’Connor’s short story “Revelation,” or crises of faith, as in John Updike’s “Pidgeon Feathers.” Nathaniel Hawthorne’s “The Minister’s Black Veil” describes the tortured human heart.

CatherAnnie Dillard is haunted by Transcendent Presence in The Pilgrim of Tinker Creek. Frederick Buechner’s Godric reminds the reader of human depravity, overwhelmed by God’s mercy. Katherine Paterson’s Bridge to Terabithia is her response to the death of a neighbor’s child within the parameters of Providence. Willa Cather’s expansive view of place tells the reader geography changes us, enticing the reader to consider God’s attendance everywhere. Unimpressed by scientific advance in The Professor’s House, Cather places importance in “the old riddles” concerned that human conduct include the problem of sin because without it people are “impoverished.”[3]

McCarthyAll authors ponder the great questions of life, no matter their beliefs. Marilynne Robinson’s focus on the gospel in Gilead implores the reader to reflect on implications for the Christian message: “You can know a thing to death and be for all purposes completely ignorant of it.”[4] American author, admitted atheist, Cormac McCarthy contemplates life and death, good and evil in books such as No Country for Old Men and The Road. Everyone confronts evil as “a true thing” as he posits through the voice of a Mexican prisoner in All the Pretty Horses

Americans have ideas that are not so practical. They think that there are good things and bad things. They are very superstitious, you know . . . It is the superstition of a godless people . . . There can be in a man some evil. But we don’t think it is his own evil. Where did he get it? How did he come to claim it? No. Evil is a true thing in Mexico. It goes about on its own legs. Maybe some day it will come to visit you. Maybe it already has.[5]

DoctorowPerhaps E. L. Doctorow’s City of God summarizes the ultimate issue for the searcher: “That the universe, including our consciousness of it, would come into being by some fluke happenstance, that this dark universe of incalculable magnitude has been accidentally self-generated . . . is even more absurd than the idea of a creator.”[6]

SteinbeckEast of Eden, John Steinbeck’s master work, might best portray Christianity’s impact on American literature. “Choice,” timshel in Hebrew, provides the crux of the story. Steinbeck concludes “thou mayest” as the decision that all people face between good and evil, right and wrong, righteousness and rebellion; whether one will go the way of Cain or the way of Abel.

EastThe tension found in East of Eden is the tension everyone finds in themselves. Steinbeck, though not a Christian, felt the pressure of timshel through his grandparents who were Christian missionaries. The Christian message is honest with human choice in American literature. The literary preference between following the Christian God or not can be understood by an American use of terms: one either accepts the Puritan ethos or rejects it as “puritanical.”

“Christianity in American Literature”© is one of 22 articles included in the History of Christianity in the United States (Rowman & Littlefield) by Dr. Mark Eckel

References and Resources

Brown, W. Dale. Of Fiction and Faith: Twelve American Writers Talk about Their Vision and Work. Grand Rapids, MI: Eerdmans, 1997.

Cowen, Louise and Os Guinness, eds. Invitation to the Classics: A Guide to Books You’ve Always Wanted to Read. Grand Rapids, MI: Baker, 2006.

Davis, Jeffry C. and Philip G. Ryken. Liberal Arts for the Christian Life. Wheaton, IL: Crossway, 2012.

Eckel, Mark and Tyler Eckel, “Author Without Authority: Stephen Crane’s Belief within The Red Badge of Courage and ‘The Open Boat,’” Intégrité, Spring, 2013 (12:1), 32-41.

Kazin, Alfred. God and the American Writer. New York, NY: Knopf, 1997.

Larsen, David L. The Company of the Creative: A Christian Reader’s Guide to Great Literature and Its Themes. Grand Rapids, MI: Kregel Publications, 1999.

Lockerbie, D. Bruce. Dismissing God: Modern Writers’ Struggle Against Religion. Grand Rapids, MI: Eerdmans, 1998.

Luccock, Halford E. and Frances Brentano, eds. The Questing Spirit: Religion in the Literature of Our Time. New York, NY: Coward-McCann, Inc. 1947.

Lundin, Roger. From Nature to Experience: The American Search for Cultural Authority. Lanham, MD: Rowman & Littlefield, 2005.

Tippens, Darryl, Stephen Weathers, Jeanne Murray Walker, eds. Shadow & Light: Literature and the Life of Faith. Abilene, TX: Abilene Christian University, 2005.

[1] Ralph Waldo Emerson. Ralph Waldo Emerson: Selected Essays, Lectures and Poems. New York, NY: Random House, 2006, pp. 18, 153.

[2] Stephen Crane. The Open Boat: And Other Tales of Adventure. New York, NY: Doubleday & McClure Company, 1898, p. 45.

[3] Willa Cather. The Professor’s House. Lincoln, NE: University of Nebraska Press, 2002, p. 68.

[4] Marilynne Robinson. Gilead. New York, NY: MacMillan Publishers, 2005, 6.

[5] Cormac McCarthy. All the Pretty Horses: Book 1 of The Border Trilogy. New York, NY: Knopf Doubleday Publishing, 2010, p. 194.

[6] E. L. Doctorow. The City of God. Waterville, ME: Thorndike Press, 2000, p. 47.

Sin for One But Not Another? How to Form Personal Convictions (#1)

“Is there a line we should not cross?”

convictions-trespass

He wanted to know which movies

Christians should and should not watch.

He was sincere, adamant, and honest.

I believe each Christian should read Romans 14 and 1 Corinthians 8,” I began. “Those two chapters set the convictions-boundariesparameters for personal convictions.”

I went on, describing the basic ideas of the two chapters, pointing out, as Paul did, that “what is sin for one is not necessarily sin for another.”

But he continued to press the issue. “Come on. There has to be a line some where! If the only thing we say is ‘a Christian shouldn’t watch porn’ then we could watch anything else!”

He brought up The Wolf of Wall Street referencing what he had read about the movie: there are numerous sex scenes, innumerable profanities, nudity, drug use, and every type of lasciviousness.

“You are right.” I tried to steer him back to the point. “Should we intentionally set sin in front of ourselves?” He shookconviction-wolf his head up and down in agreement. “I wonder if you also agree with other sin we intentionally practice.” I listed potential but very practical situations.

1. Should you spend $5 on a cup of coffee at a shop that does not practice “fair trade”?

2. Should you purchase goods from a company which gives money to Planned Parenthood?

3. Should you support a candidate who is gay but who agrees with your political positions?

convictions-panhandler4. Should you give money to every panhandler you meet on a city street because the Christian is to “give to everyone in need.”

5. Should you make decisions based on what will make you ‘happy’?

“Those issues do not deal with movies!” he shot back.

“But these issues ask the same question, ‘Do you have a personal standard of conduct for every situation?’” I was trying to be direct without being offensive.

His point was repetitious: “There has to be a standard somewhere.”

I referenced Scriptural standards. I reminded him of The Spirit’s conviction. I spoke of local church guidelines, pastoral exhortations, possible conduct rubrics, and accountability within community. I gave multiple, biblical references to personal responsibility under the auspices of biblical boundaries.convictions-boundary

Nothing sufficed.

Others in the group engaged the matter from various angles. It was a heartfelt, honest discussion.

One thing was missing: accepting personal responsibility. [1] The problem for this young man, the problem with this line of questioning, was that one must accept personal responsibility for his own actions: the specific point of Romans 14 and 1 Corinthians 8. [2]

convictions-answersI wish there was an exact answer for every specific question I have about conduct in life. I wish I knew the particular words that would make it absolutely easy to make decisions. I wish my mind could be so precise about every issue I face. I wish I could make strict, literal, accurate assessments of every problem for all people. But alas, my wishes cannot meet the demands.

Sometimes people continue to ask questions

because they do not like the answers.

Sometimes people continue to ask the same questions

because they do not want an answer.

Mark has and continues to address the central concern in life: authority. Dr. Eckel knows we all kick against authority every chance we get . . . ever since Genesis 3. 

[1] His facial expression, tone, body language, and eye contact registered what I have seen occasionally during my teaching vocation: rejection of me as an authority. I have encountered the same issue for years. The same person who rejects someone’s authority wants that same authority figure to offer exact, authoritative guidelines so that those authoritative guidelines can also be rejected.

[2] Paul offers general guidelines from Romans 14 and its corollary 1 Corinthians 8. New Christians, fresh from idolatrous practices, believed that eating meat offered to idols was a sin. Paul counters the immature Christian belief in these chapters. The apostle uses the term “servant” (Rom 14:4) to suggest the idea of “conviction”: a viewpoint about which we can agree to disagree. Principles to practice from Romans 14:

1. Condemnation should not happen! Convictions do not dictate what another does (14:1-3).

2. Convinced in one’s own mind, coerced only by God’s direction (14:4, 5).

3. Conscious of God’s presence in decisions about conviction (14:6-8).

4. Convicted by The Lord who alone knows our hearts (14:9-12).

5. Concerned for the “weaker brother” and “stumbling blocks” (14:13-21).

Who is the “weaker brother”? 1 Corinthians 8:7 suggests that this is a new or young convert to The Faith. They (1) regard as wrong that which is not wrong or (2) are unclear, undecided in judgment. This believer is NOT someone of differing convictions. The “stumbling block” is an obstacle consciously, purposefully, willfully designed to ensnare a victim or plan temptation. Growth is expected in the Christian life. Again, “weaker brothers” are new Christians, NOT a deacon in the local church for 30 years.

6. Confined between us and God (14:22)

7. Conscience controlled by The Holy Spirit dictates our decisions (14:23).

Bottom line: Can some things or activities be sin for some and not others? Yes. But notice the continuation of Paul’s thinking through to Romans 14-15:1-7, 1 Corinthians 8, and Galatians 6:1-5. Be sure to understand:

1. The weaker person should not be made to feel inferior, unwanted, or odd.

2. The stronger person should not be maligned, resented, or criticized.

3. Levels of spiritual development do exist.

4. “The strong” bear responsibility for the “weak” (Gal 6:1)

5. Spiritual good of others is our imperative focus.

 

How Do We Know Right from Wrong?

As soon as you use the word “should” . . . . . . you assume a standard, a system of morality. Beliefs   Moral philosophy, also known as “social ethics,” seeks answers to the question “What is right and wrong?” Supposed synonymous words (morals, values, ethics, or beliefs) often assume that correct behavior arises...

Poetry: Thinking as a Christian

“Tell all the truth, but tell it slant.”

poetry

https://en.wikipedia.org/wiki/File:Wheatley_Poems.jpg

Poetry

Our little systems have their day;

They have their day and cease to be;

They are but broken lights of thee,

And thou, O Lord, art more than they.[i]

Every writer, including a poet, has a point of view. The poet addresses the subjects of God, life, humans, ethics, or the afterlife. The poet allows feeling about thinking, wrestles ambiguity within reality, expresses life through symbols, employs imagery about substance, and stresses experience as trustworthy.  A word paints a thousand pictures. Poetry is premised upon the visual power of verbal connections in the human imagination. 

Biblical Theology of Poetry

And we must extinguish the candle, put out the light and relight it;

Forever must quench, forever relight the flame.

There we thank Thee for our little light, that is dappled with shadow.

And we thank Thee that darkness reminds us of light.

O Light Invisible, we give Thee thanks for Thy great glory![ii]

When a person points to an object, the focus is not on the finger but upon its intended target. For the Christian, poetry is not an end in itself but a descriptive pointer toward Heaven (Ps. 141:2; 142:2) or a marker of experience on earth (Ps. 19:1-6). Unbelieving poets may accept the mythical muse as their director; the Christian believes God’s Spirit communes with the poet’s spirit (Pss. 32, 51), responding to the vagaries and vicissitudes of life. God uses poetry to communicate His Truth to people within His revelation to them. Jesus’ famous words “Haven’t you read?!” (Mat. 12:3, 5; 19:1; 21:16, 42; 22:31) establish the expectation: reading, reflection, and response to revelation is necessary (Ps. 139:23-24).

The interpretation of peoples’ words is important.  Ecclesiastes uses poetry to examine naturalism showing that its insufficient view of the world must be corrected (1:2; 3:19-21; 9:1, 10). Laments from Job (chapter 3) or Psalms (88) must be understood in the energetic, emotive spirit of the Eastern mindset. Song of Solomon uses poetic terminology for physical affection between Solomon and his bride.  Jeremiah uses animal husbandry to communicate Israel’s sin (2:23-25). Isaiah uses Middle Eastern vineyards to explain Israel’s rootedness to God (Is. 5:1-5).

Response to the wonder-awe of the mysteries of life, the immensity of creation, and the ineffable nature of God must be part of the poetic interpretive process (Pss. 104, 149, 150). Poetry demands an attention to peoples’ emotions (Ps. 13:1-2). Personal-relational-historical connections from the reader to the author are necessary (Ps. 57). Imagination is necessary to understand poetic connections (Hab. 3:17-19). Repetition of truth through poetry strengthens Christian teaching processes (Deut. 32; Jud. 5; 1 Sam. 15:22-23; Col. 3:16; 1 Tim. 3:16).

Word pictures are used to make the reader visualize (see), empathize (feel), and synthesize (fuse) their worlds. Advertisements in television, radio, magazines and billboards explain what is obvious: pictures are important. When Isaiah (44:6-20) sarcastically belittles idol makers, the visual imagery in the poetic diatribe reverberates off the page. Zoomorphism, personification, metaphors, and anthropomorphism bring words to life. Christian teaching should utilize the power of poetry both inside and outside of the Bible.

Christian Practice of Poetry

As kingfishers catch fire, dragonflies draw flame;

As tumbled over rim in roundy wells

Stones ring; like each tucked string tells, each hung bell’s

Bow swung finds tongue to fling out broad its name;

Each mortal thing does one thing and the same:

Deals out that being indoors each one dwells;

Selves — goes itself; myself it speaks and spells,

Crying What I do is me: for that I came.[iii]

Methods of teaching could employ various uses for poetry. Hopkins’ poem above explains that everything in God’s world has purpose; its meaning is tied up in what it is, what it was intended to be. The design of God’s creation cannot be overlooked.  In another way, poetry can be used to compare and contrast point of view. The poetry of the skeptic William Ernest Henley “Captain of My Fate” can be seductive. But Alfred Lord Tennyson’s eternal view in “Crossing the Bar” gives one pause when the poems are placed side-by-side. e.e. cummings “pity this busy monster manunkind, not” could be held up next to Shakespeare’s seven stages of a man in “As You Like It” and Edgar Allen Poe’s “The Conquerer Worm.” The images by themselves are stark, showing human-centered, earth-bound views of people. A comparative, distinctive Christian view would be obvious. Symbolism, imagery, and figures can be aptly used in worship and teaching. Allowing words to be heard, to be given honor, would benefit all who listen, giving credence once again to the importance of expression and memory. Poetry addresses wounds too great to bear, helps to deepen the understanding of the tear, cleansing the wound.

Poetry stimulates imagination and activates possibilities. Poetry exposes ideas in different ways.  Poetry builds theological vocabulary.  Creating connections with people happens through poesy. Peoples’ perspectives are broadened through different thinking processes in poetry.  Ultimately, transformation—people changed in their thinking and living—is the ultimate Christian teaching outcome (Ps. 119:103; Jer. 15:16; Ezek. 3:2).

Tell all the Truth but tell it slant—

Success in Circuit lies

Too bright for our infirm Delight

The Truth’s superb surprise.

As Lightning to the Children eased

With explanation kind

The Truth must dazzle gradually

Or every man be blind.[iv]

Other Helps

Dana Gioia Can Poetry Matter? Essays on Poetry and American Culture (Minneapolis, Graywolf Press, 2002).

W.H. Auden, The Dyer’s Hand and Other Essays (New York, Vintage Books, 1990).

“Poetry” © is one of 17 articles included in The Encyclopedia of Christian Education, Rowman & Littlefield, April, 2015 by Dr. Mark Eckel.

[i] Alfred Lord Tennyson, “In Memorium: A.H.H. The Prelude”

[ii] T. S. Eliot, “The Rock”

[iii] Gerard Manley Hopkins, “As Kingfishers Catch Fire”

[iv] Emily Dickenson, “Tell It Slant.”

Why We Teach the Next Generation: The Purpose of Education

“So when your son asks, ‘Why?’ say to him…”

CatechismJewish and Christian parents both face the same question. “Why?” asks for meaning, reason, and purpose. All people interested in passing on the system of beliefs they hold ponder the best way to do so for their children.

Biblical Theology of Catechism

Everyone has a heritage, a tradition, something passed down to another. Whether positive or negative, heritage has a sense of permanence. Land was given as an enduring right to the Hebrews (Lev. 25.23, 28; Num. 26:52-56; 1 Kgs. 21:3-4). The Hebrews were God’s heritage (De. 4:20; 32:9), in turn, He was to be theirs (Ps. 119:57; 142:5). God gave His law for His people’s inheritance (De. 33:4; Ps. 119:111). Primary for Hebrew peoples is that children are an inheritance from the Lord (Ps. 127:3). Hebrews combined the two most precious earthly possessions they had—God’s law and their children—to establish a practice of answering “Why?”

Four repetitious passages establish the Jewish catechetical tradition. In each case, the same format is followed: (1) the question, (2) who asks, (3) who answers, (4) what event occurred, and (5) what action was taken. The first three are always the same. Children seek meaning from a certain event from their parents. Passover (Ex. 12:24-28), law-giving (De. 6:20-25), and the Jordan crossing (Josh. 4:1-9; 19-24) are the events prompting the catechism, the passing down of the information to “generations yet to come” (Ex. 12.42).

Further observations illicit ideas for the catechetical process to be followed. The rite or ritual was a literal work, labor, or service (12.24). The service (13:5) was something planned or scheduled (13:4) and gave an opportunity to have a ready answer (13:8) to the question (13:14) which was assumed (Ex. 10:2). A similar question was later asked about a stone marker for the Jordan River crossing. The sign was a historical symbol pointing back to a space-time event (Josh. 4:6). The pile of rocks was to be a memorial, a place of reflection, recalling the past event (Josh. 4:7).

Biblical Philosophy of Catechism

Five ways of thinking spur people to pass down their belief to the next generation. First, the importance of belief prompts teaching. The events of history must not be forgotten; etched in memory parents relive the past. The past depends on interpretation, so guidance is needed to maintain proper analysis. Second, the intention of belief promotes planning. Teaching does not happen by happenstance. Traditions are employed to create repeated attention to historical detail. Physical-visual aids are necessary to connect the past to the present, one generation to the next. Third, the instruction of belief upholds meaning. A celebration of creed develops confidence, something upon which future generations can depend. Question and answer can build trust leading to certainty. Fourth, the indicative of belief encourages investigation, the idea that credibility is sustained through proper analysis. A story retold is only as good as the research and enquiry into whether or not the history is true. Fifth, the imperative of belief endorses commitment. If the belief is true, people have no other choice but to tell it. Exclusivity marks the belief. There can be no neutrality, no vacillation, and no acceptance of competing belief systems. The belief is a command of God, not a human invention.

Christian Practice of Catechism

Will Christian young people be able to meet the challenges of the twenty first century? A catechism is both a personal and corporate attempt to educate sons and daughters of The Faith. Children need to know what and why they believe. “What?” must proceed “Why?” then “How?” the teaching is given. The early Church was certainly concerned that some had not been well taught (He. 5:11-14), teaching being critical to the future of The Church. In the case of the Hebrews (5:11-6:2), the catechism had calcified. Christian teaching had occurred but prompted no growth. These Christians did not know “the elementary principles” (5:12), the primary materials of creation (2 Pe. 3:10). Maturity should result from consistent Scriptural training (Heb. 5:14). Catechism can lead people to the well of learning but each person still bears responsibility to drink.

Very deliberate practices can give clear direction for The Church’s catechesis based on Scriptural teaching. Catechism should be a curricular design, planned and scheduled. Attention should be paid to detail developing the necessity of personal reflection. The educational process should involve question and answer as well as stories being retold. Christian interpretation is based on historical connections which are maintained. Seriousness and solemnity should mark the procedure. Parents should be personally involved with their children’s belief education. Active learning, visual aids, and physical memorials help convey the Christian remembrance. An audible invocation or commencement engages the children; helpful as they plan to pass on to their children what they have learned.

Christian children must be able to defend what and why they believe, able to give an answer to all who ask with gentleness and respect (1 Pe. 3:15-16). The content of belief is combined with communication for the sake of training. Knowledge gives confidence for explanation to others. Two groups, believers and unbelievers, benefit from continuing catechesis according to Joshua 4:24: “so that all the peoples of the earth may know that the hand of the LORD is mighty, that you may fear the LORD your God forever.”

Mark wrote and taught a catechism for his own children; the catechism has been used for years after with senior high school students in Christian schools. “Catechism” (C) is published in the Christian Education Encyclopedia.