Would St. Justin Martyr recognize us as Christians? After reading his, “Discourse to the Greeks,” I have my reservations. I doubt he would recognize me.
The Comedy Central duo has long been using comedy to challenge injustice. Now they’re tackling education.
The new skit portrays Keegan-Michael Key and Jordan Peele as primetime anchors of “TeachingCenter,” a show meant to mimic ESPN’s flagship athletic program, SportsCenter. The two hosts obsess over new teaching trades, a live draft for teachers, and an in-depth analysis of pedagogical technique. We even get a glimpse at a BMW commercial starring an educator.
The French composer Claude Debussy once said, "Music is the space between the notes." His compositions were a part of Impressionism in music, a movement in the late 19th and early 20th centuries that focused on suggestion and atmosphere and favored short forms of music like nocturnes, arabesques, and preludes. This movement was a correction of the excesses of the Romantic period, where the focus was on strong emotion and the depiction of stories and the favor was toward long forms of music like symphonies and concertos.
I created my SOLE space by providing one desktop computer per four students, a whiteboard to write questions on, and paper and pens for students to take notes for their sharing at the end of SOLE.
Then I asked a big question — “Why does a blue whale have such an enormous heart?” — and I let the adventure begin. My students began their investigations.
After 40 minutes, they shared their discoveries.
“Blue whales swim all over the world,” said Ki’ara, “So they need a gargantuan heart to be their motor.”
“Blue whales can call to each other over almost a thousand miles,” said Heavenly. “They need a big heart to talk to each other.”
“They swim together in pairs,” said Amare, “So they need huge hearts to care for each other.”
“Yeah,” said Isaac, “That’s true … it takes a huge heart to care for somebody.”
“Kids who are nice to me on the playground must have a big heart like a blue whale,” added Aydan. “And people who are mean must have small hearts.”
“Hmmm,” I said. “How can we have big hearts for each other instead of small hearts?”
As people of faith, we sometimes don’t take time to prepare ourselves for what is ahead. With so many things vying for our time and attention, it is difficult to educate ourselves about all facets of critical matters. Even in our relationship with God, we gloss over important details that will guide us into a closer walk and become content with a distant half-hearted relationship. However, a casual walk with God is not one we should settle for. By delving into God’s Word, we are able to draw upon God’s wisdom for guidance and find a deeper relationship with God as we travel through this journey of life.
In a similar fashion, we cannot settle for casual knowledge of the Affordable Care Act, which is now upon us and “gives Americans unprecedented information about the health plan choices in their own communities.” The Kaiser Family Foundation reports in a recent poll that 51 percent of all Americans are still unsure about how the ACA will affect them. 42 percent of Americans thought that Congress had overturned the act or that the Supreme Court had ruled it unconstitutional. And, many Americans worry that they will have to shell out more money due to the new health reform law. This uneasiness and misinformation certainly warrants a closer look as we journey through the multiple avenues of the Affordable Care Act.
A life transition — like any effort to follow Jesus — is stressful: packing and unpacking, bidding farewells, refocusing from one set of commitments to a new future. It might be summarized in the early North African church leader’s interpretation of this Sunday’s Gospel reading from Luke 14:27: “Take up your stress and your tortures.” (Tertullian)
This September, my family’s transition from the hazy days of summer’s more casual pace back into the back-to-school rat race is tougher than usual. It not only involves our own children finding their way back onto their college campuses, but I am going too, to teach at Valparaiso University where I’ve been appointed to an endowed professorship which supports the study of Christian values in public and professional life.
Of necessity, most roads back-to-school are paved with lines of procedures, rules, and formalized rituals. The foundation of learning, however, is far less formalized or predictable — it’s more relational, like a disciple and master, protégé and mentor, choral director and chorister. Whether in musical arts, as in in Vy Higgensen’s Gospel for Teens program, or in biblical hermeneutics, the best learning happens in healthy relationships.
"We all have a story to tell."
These are the words that will greet my new elementary students as they enter my classroom this year.
I will tell them my story: who I am, what I do, when I was born, where I have lived, why I am a teacher, how I came to our school.
I will tell them this story: When I was their age, I carried a tattered journal, a Papermate pen, and a pocket dictionary everywhere I went. I wrote about the people, places, and things I saw with my eyes, heard with my ears, smelled with my nose, tasted with my tongue, and felt with my hands. I put down on paper the ideas and feelings that were floating around in my head and my heart. I was nerdy (and still am) ... but I was me!
"Will you tell me your story?" I will ask them.
The question for me as a teacher is not so much "What could have been?" as it is "What can be?"
I think of my fourth grader holding signs that say, "I am MLK," "I am Anne Frank," "I am Harvey Milk," "I am Daniel Pearl," "I am James Byrd, Jr.," "I am Matthew Shephard," and "I am Yitzhak Rabin." Though she cannot really be them, she certainly can take up their work and carry it on in her own life. She wants to become a doctor so she can help people live. With that spirit, she will help these martyrs live, too.
As a teacher, it is my job not only to help students imagine a world without hate, but also to help them find the tools and the heart to build it.
The announcement was broadcast at the end of the day over the school’s public address system.
"Our Teacher of the Year for 2013-2014 is ... Mr. Barton. Congratulations!"
I walked out into the third-grade hallway where students were lined up for dismissal. Little hands reached up and patted me on the shoulder. Small voices joined together and called out, "We're proud of you, Mr. Barton!" Alondra, a quiet student, pulled me close and said, "Thank you for being my reading teacher." I was honored and humbled.
As I walked back into my classroom, I reflected over my five years teaching at this Title I elementary school. "Who am I, what have I done, to become Teacher of the Year?" I asked myself.
We were walking up the beach, on the sand as the tide moved out toward the ocean. I was holding Zeke's hand, talking with him about sea things. "I didn't know jellyfish swam this close to the shore during the spring," he said in 5-year-old wonderment. "I bet that drift wood is as old as The Old Man and the Sea. I think a horseshoe crab's blood can be used to treat cancer."
"Look," I said.
"What is it, Dad?" he asked.
I picked up a shell out of the deep, hot sand and held it in my open hand.