Are You Missing the Dialog?

By Dr. Barrett Mosbacker

In the previous post, Extreme Makeover! Take a Look, we noted the one of the significant upgrades to this blog was the addition of a Facebook page along with a discussion board.   The purpose of the discussion board is, of course, to encourage discussion around key issues facing our schools.  Current topics include:

• 100 Things Christian School Employees Should Never Do

• Did You Sign the Manhattan Declaration?

• School Board/Administrator Relationships

• What Topics/Issues for Articles and Discussion Would You Like?

Below is a sample of a recent dialogue concerning customer service, fairness, and student discipline.  You are invited to join an existing discussion or start a new one of interest!

Remember you can access the CSJ Facebook page by clicking on the Facebook logo on the right menu of this blog.

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You Should Sign the Manhattan Declaration-But Be Careful!

ManhattanDeclaration_Logo

By Dr. Barrett Mosbacker

If you have not read the Manhattan Declaration, I urge you to do so.  You can click this link The Manhattan Declaration to download a PDF version to read.  It is only nine pages long but well worth reading.  Click here to access the web site for more information and to sign the declaration.  Click here for a very informative FAQ document.

I urge you to sign the Declaration.  However, pray and think through this first.  It is very possible that by signing this Declaration you will increase the likelihood of personally, or the institution you represent, becoming the focus of verbal or legal harassment in the future.  Remember, what is posted on the Internet can ultimately become public.

Before you sign the Declaration, ask yourself this question, “Am I, by God’s grace, willing to pay a possible personal, family, or ministry price for publically supporting the principles outlined in the Declaration?” 

My prayer is that you will prayerfully sign the Declaration.  I also encourage you to pass this information on to others.

Finally, I believe you should consider having this document systematically discussed and analyzed in selected high school classes.  What a wonderful teaching opportunity—that deals with the Christian mind, heart, and will!

Wagging the Dog: Challenging the Backward Thinking of Parental Surrender

Guest Article by By Jonathan Nazigian

• There is a reason we don’t let 12 year-olds vote.
• There is a reason we don’t let 15 year-olds join the army.
• There is a reason we don’t let 13 year-olds drive.

Children are an incredible blessing from God, and we love them, but let’s face it, they are not the pinnacle of sound judgment. Ask any parent who has seen that glazed, deer-in-the-headlights look staring back at them after they’ve asked, “What were you thinking?” and you’ll know. There is a reason God did not say, “Let the child train himself up in the way he thinks he should go…”

Why? Because God, who created and designed us, knows we come into the world under the curse of sin. We are born in ignorance with our hearts bent toward rebellion. We are not, because of our sin nature, naturally prone to seek out God’s best over our own selfish desires. Just like us, adolescents struggle with many things, but the difficulty of their struggle is compounded with a profound lack the maturity and an absence of real-world experience that helps put those struggles into a better perspective. A few things we know . . .

1. Adolescents have little idea who they are (their true identity).
2. Adolescents do not successfully delineate between what they want and what they truly need.
3. Adolescents have lots of energy but are flooded with hormones. Hormones do not make judgment clearer.
4. Adolescents often have dreams not based in reality.
5. Adolescents are perpetually ungrateful and think the grass is so much greener anywhere else but where they are at the time.

And yet, even knowing all of this, many Christian parents will take the one parental decision that will have the greatest bearing on their child’s future—the decision as to who, aside from them, will most shape the worldview of their impressionable, searching, and vulnerable children for 40+ hours every week—and hand that decision over to the child to make.

As someone who has been involved in Christian Education as a student, a teacher, and an administrator for 33 years I have seen what used to be a rare occurrence grow into an astounding trend. Christian parents who leave the ultimate decision for their child’s schooling in the hands of their child.

Some parents do this directly. “Jonny, where do you want to go to school next year?”
Others do it indirectly; they cave in to their child’s constant complaining often directed at “the school” when, ultimately, the school is not the real issue, just the easiest target.
Others, who want to move their children from the public school system into Christian school, take an approach that is sabotaged from the start, “Susie, let’s just try Christian school for a few months, and if you don’t like it, you can go back to public school.”

It seems the tail is wagging the dog.

Where are the Christian parents who will make a decision in the best interest of their children and then fight for it, despite the external pressures and internal doubts that inevitably come? Where are the Christian parents who will stand their ground and fight for their children’s best future, even if it means fighting with their children in the short term?  Where is the Christian parent who will sit down with their child, look them in the eye, and say

,..To the child who’s being picked on…“Susie, I love you. And I know you do not like school right now. I know your friends are being mean, but just changing schools will not resolve the real issue. Mean girls are everywhere and you will face unkind people throughout your life. The best place to learn how to deal with them is in a school where the Biblical truths of peacemaking and reconciliation are taught.”

…To the child who has dreams of playing sports at the local public school…“Tommy, I love you. And I know you want to play football. But much more important in your life is your spiritual and academic future. I cannot sacrifice that for anything. I love you too much to put you under the influence of teachers, coaches, and friends who have other agendas and do not have your best interest in mind. We can explore township football, but when it comes to your schooling, Christian Education is a non-negotiable.”

…To the child doesn’t like the rules…“Mary, I love you. And I know you would prefer to wear other clothes and that you don’t like some of the rules at school. But your true character and integrity aren’t revealed by how well you obey rules you like. True character is revealed by how you respond to authorities and rules you don’t like. No place is perfect, but your spiritual formation is not something I’m willing to sacrifice to a public school.”

…To the child whose friends are leaving for public school…“Eddie. I love you. And I know several of your friends might be leaving for public school. But God does not hold me responsible for the choices other parents make. God holds me accountable for you. And I know that Christian school is the best thing for you. And I also know what real faith means. It means that despite how it feels right now, choosing to be obedient and to live God’s way will bring blessing, and that God probably has other and newer school friendships waiting for you.”

In the end, it all comes down to how we view what’s most important in the battle for the hearts and minds of our children.

Some parents view Christian Education like Karate classes or swim lessons—a nice little “extra” in their child’s life, so long as it is affordable and the child enjoys it. But if the finances get tough, or the child begins to complain, Christian school can be replaced with cheaper alternatives. Why pay so much for something my child doesn’t seem to like?

I choose to view Christian Education like food or immunizations. These are necessities to my family. I don’t care how much my children complain about having to eat balanced, healthy meals or the momentary prick of the doctor’s needle; my decision is firm, and it is for their best interest. And I will take a third job, do without vacation, or sell my furniture before I place my child in the furnace of an educational system centered on humanism, relativism, and cultural idolatry.

You see, God did not call me to a life of comfort, free from struggle. God called me to train up my children in the most Biblical way possible and to give them every opportunity to turn their hearts toward Him.

I refuse to surrender in this war.
Jonathan

Does Your Waiter Follow These Rules? What Rules Would You Write for Serving Your Parents?

October 2009

100 Things Restaurant Staffers Should Never Do

NYTimes, Bruce Buschel

Dr. Barrett Mosbacker, PublisherI found the following list of “rules” fascinating for several reasons: 1) It gives me a glimpse into the restaurant customer service world, 2) I found many (not all) of the rules outlined to be consistent with biblical principles of courtesy, and 3) it got me to thinking, “what would my list look like if I wrote one for Christian  teachers and administrators serving students and parents?” 

Here is an opportunity to share with our readers.  Read through the list below.  Then go to The Christian School Journal blog Facebook page, click “Discussions” and under the topic “100 Things Christian School Employees Should Never Do” post the items that you would include in a list of “100 Things Christian School Employees Should Never Do.”  Alternatively, you can post your list with the comment feature (left menu of this article).

If there are 100 for restaurant service staff, surely there are 100 for serving our parents.  After all, they are paying customers of the educational services we provide. 

Like the list below, keep each item simple and straight forward, including a touch of humor where appropriate. 

I will compile the suggestions and post them in a subsequent article.  Perhaps we can compile a list that will be of help to Christian schools and the parents they serve. 

100 Things Restaurant Staffers Should Never Do

1. Do not let anyone enter the restaurant without a warm greeting.
2. Do not make a singleton feel bad. Do not say, “Are you waiting for someone?” Ask for a reservation. Ask if he or she would like to sit at the bar.
3. Never refuse to seat three guests because a fourth has not yet arrived.
4. If a table is not ready within a reasonable length of time, offer a free drink and/or amuse-bouche. The guests may be tired and hungry and thirsty, and they did everything right.
5. Tables should be level without anyone asking. Fix it before guests are seated.
6. Do not lead the witness with, “Bottled water or just tap?” Both are fine. Remain neutral.
7. Do not announce your name. No jokes, no flirting, no cuteness.
8. Do not interrupt a conversation. For any reason. Especially not to recite specials. Wait for the right moment.
9. Do not recite the specials too fast or robotically or dramatically. It is not a soliloquy. This is not an audition.
10. Do not inject your personal favorites when explaining the specials.
11. Do not hustle the lobsters. That is, do not say, “We only have two lobsters left.” Even if there are only two lobsters left.
12. Do not touch the rim of a water glass. Or any other glass.
13. Handle wine glasses by their stems and silverware by the handles.
14. When you ask, “How’s everything?” or “How was the meal?” listen to the answer and fix whatever is not right.
15. Never say “I don’t know” to any question without following with, “I’ll find out.”
16. If someone requests more sauce or gravy or cheese, bring a side dish of same. No pouring. Let them help themselves.
17. Do not take an empty plate from one guest while others are still eating the same course. Wait, wait, wait.
18. Know before approaching a table who has ordered what. Do not ask, “Who’s having the shrimp?”
19. Offer guests butter and/or olive oil with their bread.
20. Never refuse to substitute one vegetable for another.
21. Never serve anything that looks creepy or runny or wrong.
22. If someone is unsure about a wine choice, help him. That might mean sending someone else to the table or offering a taste or two.
23. If someone likes a wine, steam the label off the bottle and give it to the guest with the bill. It has the year, the vintner, the importer, etc.
24. Never use the same glass for a second drink.
25. Make sure the glasses are clean. Inspect them before placing them on the table.
26. Never assume people want their white wine in an ice bucket. Inquire.
27. For red wine, ask if the guests want to pour their own or prefer the waiter to pour.
28. Do not put your hands all over the spout of a wine bottle while removing the cork.
29. Do not pop a champagne cork. Remove it quietly, gracefully. The less noise the better.
30. Never let the wine bottle touch the glass into which you are pouring. No one wants to drink the dust or dirt from the bottle.
31. Never remove a plate full of food without asking what went wrong. Obviously, something went wrong.
32. Never touch a customer. No excuses. Do not do it. Do not brush them, move them, wipe them or dust them.
33. Do not bang into chairs or tables when passing by.
34. Do not have a personal conversation with another server within earshot of customers.
35. Do not eat or drink in plain view of guests.
36. Never reek from perfume or cigarettes. People want to smell the food and beverage.
37. Do not drink alcohol on the job, even if invited by the guests. “Not when I’m on duty” will suffice.
38.Do not call a guy a “dude.”
39. Do not call a woman “lady.”
40. Never say, “Good choice,” implying that other choices are bad.
41. Saying, “No problem” is a problem. It has a tone of insincerity or sarcasm. “My pleasure” or “You’re welcome” will do.    
42. Do not compliment a guest’s attire or hairdo or makeup. You are insulting someone else.
43. Never mention what your favorite dessert is. It’s irrelevant.
44. Do not discuss your own eating habits, be you vegan or lactose intolerant or diabetic.
45. Do not curse, no matter how young or hip the guests.
46. Never acknowledge any one guest over and above any other. All guests are equal.
47. Do not gossip about co-workers or guests within earshot of guests.
48. Do not ask what someone is eating or drinking when they ask for more; remember or consult the order.
49. Never mention the tip, unless asked.
50. Do not turn on the charm when it’s tip time. Be consistent throughout.

51. If there is a service charge, alert your guests when you present the bill. It’s not a secret or a trick.

52. Know your menu inside and out. If you serve Balsam Farm candy-striped beets, know something about Balsam Farm and candy-striped beets.

53. Do not let guests double-order unintentionally; remind the guest who orders ratatouille that zucchini comes with the entree.

54. If there is a prix fixe, let guests know about it. Do not force anyone to ask for the “special” menu.

55. Do not serve an amuse-bouche without detailing the ingredients. Allergies are a serious matter; peanut oil can kill. (This would also be a good time to ask if anyone has any allergies.)

56. Do not ignore a table because it is not your table. Stop, look, listen, lend a hand. (Whether tips are pooled or not.)

57. Bring the pepper mill with the appetizer. Do not make people wait or beg for a condiment.

58. Do not bring judgment with the ketchup. Or mustard. Or hot sauce. Or whatever condiment is requested.

59. Do not leave place settings that are not being used.

60. Bring all the appetizers at the same time, or do not bring the appetizers. Same with entrees and desserts.

61. Do not stand behind someone who is ordering. Make eye contact. Thank him or her.

62. Do not fill the water glass every two minutes, or after each sip. You’ll make people nervous.

62(a). Do not let a glass sit empty for too long.

63. Never blame the chef or the busboy or the hostess or the weather for anything that goes wrong. Just make it right.

64. Specials, spoken and printed, should always have prices.

65. Always remove used silverware and replace it with new.

66. Do not return to the guest anything that falls on the floor — be it napkin, spoon, menu or soy sauce.

67. Never stack the plates on the table. They make a racket. Shhhhhh.

68. Do not reach across one guest to serve another.

69. If a guest is having trouble making a decision, help out. If someone wants to know your life story, keep it short. If someone wants to meet the chef, make an effort.

70. Never deliver a hot plate without warning the guest. And never ask a guest to pass along that hot plate.

71. Do not race around the dining room as if there is a fire in the kitchen or a medical emergency. (Unless there is a fire in the kitchen or a medical emergency.)

72. Do not serve salad on a freezing cold plate; it usually advertises the fact that it has not been freshly prepared.

73. Do not bring soup without a spoon. Few things are more frustrating than a bowl of hot soup with no spoon.

74. Let the guests know the restaurant is out of something before the guests read the menu and order the missing dish.

75. Do not ask if someone is finished when others are still eating that course.

76. Do not ask if a guest is finished the very second the guest is finished. Let guests digest, savor, reflect.

77. Do not disappear.

78. Do not ask, “Are you still working on that?” Dining is not work — until questions like this are asked.

79. When someone orders a drink “straight up,” determine if he wants it “neat” — right out of the bottle — or chilled. Up is up, but “straight up” is debatable.

80. Never insist that a guest settle up at the bar before sitting down; transfer the tab.

81. Know what the bar has in stock before each meal.

82. If you drip or spill something, clean it up, replace it, offer to pay for whatever damage you may have caused. Refrain from touching the wet spots on the guest.

83. Ask if your guest wants his coffee with dessert or after. Same with an after-dinner drink.

84. Do not refill a coffee cup compulsively. Ask if the guest desires a refill.

84(a). Do not let an empty coffee cup sit too long before asking if a refill is desired.

85. Never bring a check until someone asks for it. Then give it to the person who asked for it.

86. If a few people signal for the check, find a neutral place on the table to leave it.

87. Do not stop your excellent service after the check is presented or paid.

88. Do not ask if a guest needs change. Just bring the change.

89. Never patronize a guest who has a complaint or suggestion; listen, take it seriously, address it.

90. If someone is getting agitated or effusive on a cellphone, politely suggest he keep it down or move away from other guests.

91. If someone complains about the music, do something about it, without upsetting the ambiance. (The music is not for the staff — it’s for the customers.)

92. Never play a radio station with commercials or news or talking of any kind.

93. Do not play brass — no brassy Broadway songs, brass bands, marching bands, or big bands that feature brass, except a muted flugelhorn.

94. Do not play an entire CD of any artist. If someone doesn’t like Frightened Rabbit or Michael Bublé, you have just ruined a meal.

95. Never hover long enough to make people feel they are being watched or hurried, especially when they are figuring out the tip or signing for the check.

96. Do not say anything after a tip — be it good, bad, indifferent — except, “Thank you very much.”

97. If a guest goes gaga over a particular dish, get the recipe for him or her.

98. Do not wear too much makeup or jewelry. You know you have too much jewelry when it jingles and/or draws comments.

99. Do not show frustration. Your only mission is to serve. Be patient. It is not easy.

100. Guests, like servers, come in all packages. Show a “good table” your appreciation with a free glass of port, a plate of biscotti or something else management approves.

In Memoriam

By Mark Kennedy

2:30.

2:30 a.m., ante meridiem – the 2:30 that’s too early in the morning. It’s a time when babies make their debut on the world’s stage wailing from the shock of fresh air in new lungs.

But at 2:30 a.m. on August 11^th one old man, my ‘old man’, was making his final exit, gasping for each remaining breathe. At 2:30 I sat beside my 83 year old father’s bed, held his hand and waited for that slow train that comes for all of us sooner or later.

“All the world’s a stage”, says Shakespeare, “and all the men and women merely players.”

If that’s true, my father’s best performances were given on a stage made of ice.

From 1942 to 1957, he was part of the Toronto Maple Leaf hockey team. Statisticians will tell you that Ted “Teeder” Kennedy played his first Leaf game at age 17, that he was the youngest Maple Leaf captain, that he led 5 Stanley Cup winning teams, that he still holds the record for most Leaf playoff goals and that he received the Hart Trophy in 1955 as the NHL’s most valuable player. But numbers and trophies don’t tell the whole story.

His audience, the people who saw him play, talk about his unflinching courage, his unremitting hard work and his indomitable determination in the face of adversity – character traits that produced the statistics and a lot more.

Where do personal qualities like these come from?

No one is a self-made man. There are no demigods with genetic codes pre-programmed to accomplish great things solely by their own abilities. Events and circumstances enter into it, but more than any other factor, human influences shape character and inspire achievements. Parents, teachers and heroes matter.

“Who was your hero when you were growing up?” I once asked my father, expecting him to name an old time hockey player, like maybe Charlie Conacher.

“My mother.” he said, “The things she did were absolutely unbelievable.” We both sat silent for a while and I thought about that little Irish woman who immigrated to Canada almost 100 years ago. Margaret Burns was a teenager then, full of hopes and dreams for an exciting life in a new land. It was a beautiful fantasy - a song of innocence. Fifteen years later, tragedy was the theme of her song of experience.

She began her new life as a maid in what were wryly dubbed ‘summer cottages’ – American owned mansions on the north shore of Lake Erie in the town of Port Colborne, Ontario. Cooking, cleaning and mending were familiar duties for her and for so many other women of her generation and at least they provided her with a living.

At a community event she met Tom King, a worker at the local cement plant. They fell in love, married and had a son named Joseph. But while Joseph was still a toddler, tragedy struck. Tom King along with more than 20 million other people worldwide died in the flu epidemic of 1918. As a young widow with a little boy to raise she persevered through her grief. A few years later another local man came into her life. She and Gordon Kennedy married and began building a new family. Over the next five years Jessie, Jim and Gordon Jr. joined Joseph, as part of a rollicking, boisterous, happy clan of children.

But tragedy continued to stalk Margaret. At the age of one, little Gordon Jr. tried to climb a ladder, lost his balance and tumbled to his death.

Another heartbreak followed soon after. Weeks before the birth of my father, Gordon Sr. was critically wounded in a hunting accident. It took several agonizing days for him to die in hospital.

Hamlet’s stepfather Claudius said it eloquently, “When sorrows come, they come not as single spies but in battalions.”

How could anyone bare the weight of these accumulated sorrows? Margaret faced a future without any significant work skills or government safety net and with 4 young children to support.

To solve the critical problem of financial survival she turned her home into a restaurant and, in off hours, cleaned floors in local office buildings. In summers she operated a beachside snack bar and for the rest of the year at night she ran the concession booth at the local hockey arena with the help of her children. After all the teams had left her children would lace up their skates and play shinny.

It was a hard and wearing life for Margaret. Her daughter Jessie recalled often hearing her come home weeping in the early hours of the morning. “I’m so tired!” she would cry out, maybe to God. Nonetheless next morning she would be up early for another day of wearying physical labour.

And there it was. She was the personification of unflinching courage, unremitting hard work and indomitable determination in the face of adversity - it’s no wonder my father brought those character traits to the Maple Leaf hockey team. He learned them from his hero and he chose his hero well.

But there was something more, something that carried Margaret far beyond normal human capacities.

The New Testament book of Matthew records an amazing event that took place in the middle of a wind swept sea. Jesus astonishes and terrifies a boat full of his disciples by walking on top of the water toward them! He then challenges his friend Peter to step out of the boat and walk on the water too! And Peter actually does it for a few seconds! When he looks at Jesus he does the seemingly impossible but when he looks down into the tempestuous depths fear replaces faith and he begins to sink. Jesus has to rescue him.

Margaret turned to God in the tragedies that threatened to overwhelm her and her children and He lifted her above them. I know that because I knew her and because I found a remarkable letter in a box of jumbled correspondence and bills. She wrote it to my dad when he was struggling to finalize the purchase of his first home – a pretty minor thing in comparison to her troubles:

“Dec 28- 1948

Dear Theodore,” (She always used his full, formal name) “I am so sorry you have run into so much trouble with the house but dear don’t be discouraged. If you put your trust in God He will help you to overcome all the difficulties you run into. You will realize that as you get older.”

She wrote that after having lived through the deaths of two husbands and a beloved child. She knew what she was talking about. She had lived it.

2:30 August 11^th came and went. I would sit up for two more nights with my father before the spirit left his worn out body. Even in those last hours he wouldn’t give up easily. How could he with the heritage of his hero always in his heart.

As I wrote this I couldn’t help thinking about the heroes teaching in some of our Christian schools – the folks who, like my grandmother, work so hard and without ever receiving public celebrity status. Maybe some of them come home late at nights exhausted, maybe sometimes in tears. Maybe in the day to day grind they just don’t see any fruit from their efforts. For them I hope this article is an encouragement. Their work is not in vain. They are heroes for children who may just change our world for the better some day – and chances are many of those future world changers are the children from whom they would least expect it.

The Parable of the Bird and the Cow Plop

Guest article by Dr. Kennedy

I thought my readers might enjoy this “Rylism” that I shared with my staff recently. 

All these things Jesus said to the crowds in parables; indeed, he said nothing to them without a parable. (Mat 13:34)

There was a bird that lived in Canada. One winter he announced to the other birds, "I'm not flying south for the winter. I'm staying right here!" All the other birds said he was crazy, but he answered, "You're the ones that are crazy. You'll get down south, turn around and fly right back up here again next year. What's the point?!”

The other birds took to flight and left him behind.

Wondering what winter in Canada would be like, the lone bird was pleasantly surprised at the stretch of Indian Summer that lingered long into the fall. "Aha!" he said to himself, "I was right to stay. This is wonderful!”

But then, winter hit full force in the middle of December. Shuddering in the cold the silly bird finally realized, "I must hurry and leave before I freeze to death!”

He took to flight and made it as far as Montana. There, in mid-air, he froze up and tumbled to the ground; landing in a farmer's barnyard. "Oh, what a stupid bird I am," he moaned to himself. "I should've flown south with all the other birds, but now I am about to die.”

Just then a cow in the barnyard strolled past the fallen bird and without realizing it dropped a big cow-plop right on top of him! "Oh, this is just great," mumbled the buried bird. "It's not bad enough that I'm about to die; now I'm covered with cow manure!”

But then he noticed something he had not expected. The warmth of the plop actually began to thaw him out and restore him to life. "Why, what do you know about that?" said the bird. "This ain't so bad after all!" Then he began chirping and singing under the pile of cow plop.

Meanwhile, the barnyard cat was passing by and heard the sound of singing coming from the pile. Curious as a cat can be, he pawed around in the pile and uncovered the thawed bird. Their eyes met, there was a silent moment of suspense, and then the cat ate the bird. (Rylism)

The Moral of the Story

· First, not everyone who dumps on you is your enemy.

· Second, not everyone who cleans it off is your friend.

· Third, when you get dumped on, it is best to keep your mouth shut.

· Fourth, fly south for the winter! In other words, do that which God has created you to do; fulfill his purposes in your life. Obedience to what God has called you to do can keep you out from under the pile.

You are what you are by God’s design and grace. Praise, gratitude, and faithfulness are the proper responses. Pride in one’s gifts/abilities, covetousness of the gifts/abilities of others, or disappointment in one’s gifts/abilities are not proper responses to God’s design of you.

Then the LORD said to him, "Who has made man's mouth? Who makes him mute, or deaf, or seeing, or blind? Is it not I, the LORD? Now therefore go, and I will be with your mouth and teach you what you shall speak." (Exo 4:11-12)

See, I have called by name Bezalel the son of Uri, son of Hur, of the tribe of Judah, and I have filled him with the Spirit of God, with ability and intelligence, with knowledge and all craftsmanship, to devise artistic designs, to work in gold, silver, and bronze, in cutting stones for setting, and in carving wood, to work in every craft. And behold, I have appointed with him Oholiab, the son of Ahisamach, of the tribe of Dan. And I have given to all able men ability, that they may make all that I have commanded you. (Exo 31:2-6)

· Fifth, always remember the power of story in your teaching! Jesus, the Master Teacher, constantly employed story/parable in his teaching. Stories are powerful for capturing and holding attention. Stories help students remember the main point of your lesson.

He that hath an ear, let him hear.

Ideas Have Histories: Where Postmodernism Came From-Part I

This is part one of two articles on Postmodernism

By John Stonestreet, Summit Ministries

Postmodernism comes in all kinds of shapes and expressions, and this sort of variety can make it difficult to understand. Further, postmodernism resists categories and distinctions, and this makes it more difficult to nail down as a worldview. There is a larger intellectual history that must be understood in order to grasp the uniqueness and significance of postmodernism as a worldview.

Ideas Have Histories: How We Lost Our Minds…

While dividing history into distinct time periods is not an exact science, there are two major historical transitions that can help us clarify the emergence of postmodernism: (1) the transition towards modernism, typically dated around the 1700s and (2) the transition away from modernism which began in the late 20th century.

The transition from what is often called the pre-modern period into the modern period corresponds with the influence of Enlightenment thinking and the scientific revolution. Prior to the Enlightenment, there was a dominant cultural belief in the existence of the supernatural. This was due in large part to the rise of Christianity and specifically the Roman Catholic church as the most powerful cultural presence in medieval times. This was a world of authority, and authority rested in the hands of traditional institutions, especially the church, since it was entrusted with interpreting and communicating this truth to the common person.

With a belief in God came a strong belief in the concept of revelation, that God not only existed but had revealed Himself and His will in the Bible. This revelation was considered the primary source of truth, and could be trusted to unlock God’s metanarrative (or, “Big Story”) for the world. Believing was the starting point of real knowledge. St. Anselm, typifies a pre-modern perspective on truth: “For I seek not to understand in order that I may believe; but I believe in order that I may understand, for I believe for this reason: that unless I believe, I cannot understand.” This view of revelation and authority did not fare well during the Enlightenment.

The Enlightenment was a movement among European intellectuals in the 17th and 18th centuries. In the decades leading up to this time, the church’s authority had been successfully challenged politically (reactions against corruption), theologically (Luther, Calvin and the Protestant Reformation), philosophically (downfall of scholasticism), and scientifically (Galileo, Copernicus, and Baconian method). There was a growing disillusionment with the traditional educational, political and religious institutions, as well as their authoritative sources.

During the Enlightenment, authority shifted from traditional institutions to human reason. A scientific approach to the world yielded tremendous advances in medicine, technology, and communications and challenged the centrality of theology and religious belief as the paradigm for learning. Free from the restrictive shackles of traditional beliefs (thus, modernism), progress seemed inevitable. Immanuel Kant described this period of time in this way: “Sapere aude! ‘Have the courage to make use of your own mind!’ is thus the slogan of the Enlightenment.”[1]

The modern period had begun. The growing skepticism in regards to anything supernatural was matched by growing faith in human ability to know the world, control it, and reap the inevitable benefits. The “Big Story” of the world was not given by revelation; rather, it was to be discovered and perhaps even determined by science, reason and technology. This major transition was at the heart of the modern period.

However, from our 21st century perspective, it is clear that the predictions of utopia guaranteed in the modern period never materialized. Instead, modernists became disillusioned as military increase brought world wars; failed development policies led to class oppression and colonialism; economic idealism resulted in communism and the Cold War; and our best science created nuclear weapons and the threat of global devastation.

Postmodern writers, beginning with Nietzsche, began to question the integrity of modernism’s metanarrative of progress. In fact, the main casualty of a postmodern perspective is the very idea of a metanarrative. Postmoderns are skeptical of any and all claims to an authoritative comprehensive worldview, absolute truth about reality, and an overarching purpose to the human story.[2] Postmoderns embrace local narratives, not metanarratives; a multitude of stories, not a “Big Story.”

In short, it could be said that religious metanarratives were dismissed by modernism. Man-made ones are dismissed by postmodernism. This is what Myron Penner and others have referred to as “the postmodern turn:”[3] postmodernism is a turn away from the certainty and optimism of modernism. As Jean Francios Lyotard wrote: “Simplifying to the extreme, I define postmodern as incredulity toward metanarratives.”[4]

Answering the Postmodern Challenge

Postmodernism’s impact on Western culture is hotly debated, and various thinkers and writers- including those coming from a Christian worldview- have offered diverging opinions of it. Some see it as a passing fad; others see it as long-lasting paradigm shift. Some decry it as dangerously destructive; others embrace its destruction of the oppressive structures of modernity.

The most helpful contribution of postmodernism is, first, that it has successfully challenged the reigning paradigm of the modern period, which was based largely on naturalistic humanism. Modernism, in seeking to arrive at absolute knowledge through empirical investigation, separated matters of “faith” from matters of objective knowledge about the real world. Postmodernism confronts this dichotomy in ways that are helpful for the Christian worldview.

Second, postmodernism has cast a large shadow of skepticism (and has offered a strong dose of humility) on the modern belief in the efficacy and near inerrancy of human reason. As was seen during the modern period, human reason can be quite productive, especially in the arenas of science, medicine, and technology. However, human reason can also be manipulative and destructive, especially when it produces the totalizing ideologies (e.g. communism, Nazism, colonialism, etc) that characterized the modern period.

Third, postmodernism has demonstrated that objectivity and certainty are not exclusive to the realm of science as was claimed during the modern period. In fact, science is often quite biased and agenda-driven, and is therefore in no place to claim to be the final arbiter on all matters of knowledge. This is especially helpful for Christians, who often feel the burden to play by the rules of modernism and empirically demonstrate every aspect of Christian truth.

Fourth, postmodernism rightly reminds us of the power of our culture, and especially the language of our culture, in creating our frames of reference. The modern period demonstrated that this power can be used to marginalize and oppress others at the personal and the systemic level. For the Christian, then, care should be taken to distinguish Scriptural teaching from our cultural perceptions.

Finally, the emphasis of postmodernism on story and narrative fits (to a limited extent) with the way the Bible presents God’s interaction with the world. The Bible is, on the whole, a narrative through which God gives us the Truth about Himself, humanity and the world. Of course, for the postmodernist, no story is to be considered true in this absolute sense over and above any other story, and propositions from one interpretive community are irrelevant for others.

The Bible does not present a God whose story is one among many, but a God whose story is the story above all others. So, in dealing with the postmodern mind, evangelicals face a difficult situation. For the past several centuries, modernity has relegated Christianity to the category of an unscientific, unrealistic worldview that is simply not believable for thinking people. Some Christians are tempted to settle for having Christianity accepted as a truth rather than face the prospect of being dismissed due to dogmatically claiming to be the truth, and abandoning the concept of worldview seems to be a small price to pay for having at least some claim to “truth.”

Although the dethroning of humanistic scientific reason is attractive to battle-weary Christian intellectuals, the postmodern denial of all objective truth is unacceptable.

Further, it is important to note that none of the positive contributions of postmodernism originated with postmodernism! In fact, the Christian worldview has always attested to the limitations of unaided human reason, the effect of the fall on objectivity and certainty, the tendency of humans towards marginalizing others, and the role the concept of story plays in our experience.

Despite the popularity of postmodernism among many Christians, the Christian worldview and the postmodern worldview cannot co-exist without one capitulating to the other. One could argue that we are chronologically “postmodern;” but ideologically, we cannot become “postmodernists.”

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[1] Immanual Kant, “An Answer to the Question ‘What is Enlightenment?’” available online at http://www-personal.ksu.edu/~lyman/ english233/Kant-WIE.htm, accessed 08/30/2009.

[2] David Wells, Above All Earthly Powers: Christ in a Postmodern World (Grand Rapids, Mich: Eerdman’s, 2005), 74–90.

[3] Myron Penner, “Introduction” in Penner, Christianity and the Postmodern Turn: Six Views, 19–28.

[4] Jean Francois Lyotard, The Postmodern Condition: A Report on Knowledge trans. Geoff Bennington and Brian Massumi, in Theory and History of Literature, vol. 10 (Minneapolis: Univ. of Minnesota Press, 1984).

Product or Produce?

By Dr. Barrett Mosbacker

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I love dessert.  One of my favorites is pecan pie.  When I sit down to enjoy a piece of warm pecan pie Ala Mode there are two things that I am careful to do: 1) I eat slowly savoring each mouth watering morsel and 2) I am very careful not to waste a single crumb.  My dog can lick a plate clean but he has nothing over me when it comes to getting every last morsel of taste off of my plate! (yes that is my dog--like father like son!) 

When it comes to my dessert, I do not waste it!

Are We Wasting Our Lives and Ministry?

Dessert is trivial when compared with one's life and ministry.  One of my fears is that my efforts will be wasted.  I sometimes ask myself, "in the end, will all of my hard work and long hours, the stress in dealing with upset parents and the occasional recalcitrant employee, and the energy expended in creating a world-class Christian school prove to  be for naught?  What if the only thing that I have achieved is the creation of a great product--superior students, excellent staff, and an outstanding school--but I have not borne fruit?  What if I am doing many good things but ultimately not the essential thing?  What if I am building and running a very efficient factory rather than planting and cultivating an orchard?"

If I build a great school and produce great students but those students do not grow to love and obey Christ and if they do not learn to love their neighbors--and if the fault lies with me because I failed to do what was necessary to produce spiritual fruit rather than creating a great product--then I will have ultimately failed in my calling.  I will have wasted the ministry entrusted to my stewardship.  That would be tragic.

Distinguishing Produce from Product: What Does Fruit Look Like?

To ensure that we are cultivating produce and not merely producing a product we need to be clear what produce or fruit is.  What does authentic fruit look like in a Christian school?

In answering this question I would like to expand upon the typical definitions, which include producing students who: Love Christ, evangelize, raise godly families, and who are serving in a local church. All of these are essential evidences of spiritual fruit in the lives of our students.  Unless these things are true we clearly have not produced the desired fruit.

Nevertheless, I would like to offer a broader understanding of the fruit we desire to produce -- an understanding that incorporates and expands upon our typical definitions so that the spiritual completely engulfs the secular.

Education Pyramid

Below, for lack of a more creative title, is what I call the "Educational Pyramid" for Christian schooling.  The limitations of a blog article do not permit a comprehensive treatment of each component of the pyramid so a concise summary will have to suffice.

Each block of the Educational Pyramid builds upon the other. Beginning with the foundational understanding that Christ is the source and object of knowledge, the biblical doctrine of mankind's general call to exercise dominion and stewardship over creation is realized through each individual's vocational calling.  (for more information on this subject and the Creation Covenant, click here and see below.1)

Discovering and preparing for one's calling requires the development of a comprehensive course of instruction and co-curricular and extra-curricular programs.  Fulfilling one's calling for God's glory and in fulfillment of the Creation Covenant requires that one's time, talent, and treasure, realized through and arising from one's calling, be consecrated to God and to loving one's neighbor. 

Consecrating one's time, talent, and treasure through the dedication of one's vocation to God's glory and in loving one's neighbor inevitability leads to cultural transformation as Christians function as salt and light in this world.

More specifically, each block of the Educational Pyramid provides a rich framework for an expansive understanding of Christian education and for defining more comprehensively what we mean when we say we are striving to cultivate fruit, not merely create a product.

Christocentric Foundation

Christ is the ultimate source and object of all knowledge.  There is no knowledge, no truth, no harmony, no beauty, no freedom--nothing apart from Christ.  He is quite literally the Alpha and the Omega of existence and therefore of knowledge. 

For from him and through him and to him are all things. To him be glory forever. Amen. (Rom 11:36, ESV)

He has delivered us from the domain of darkness and transferred us to the kingdom of his beloved Son, in whom we have redemption, the forgiveness of sins. He is the image of the invisible God, the firstborn of all creation. For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities--all things were created through him and for him. And he is before all things, and in him all things hold together. And he is the head of the body, the church. He is the beginning, the firstborn from the dead, that in everything he might be preeminent. (Col 1:13-18, ESV)

Covenantal Mandate—General Call to Dominion and Stewardship (Gen. 1:27-30, 2:15)

Man has been called to the twin duties of exercising dominion and stewardship over creation. This is the raison d'être of his existence—to glorify God by engaging in creative and redemptive acts of dominion and stewardship over creation under the Lordship of Christ. To subdue and rule implies the sovereign exercise of control—the subjugation of creation to man. Cultivation is a stewardship activity—the process of preserving, nurturing, and improving creation for the purpose of increasing its beauty and benefit to man.

To aid him in this task, man invents tools--some simple like a shovel, some complex like a computer.  Some are cognitive like literature or mathematics.  Some are artistic like sculpture, music, or architecture. 

If the exercise of dominion and stewardship over creation for God's glory is the raison d'êtrefor our existence, then preparing students to use the tools required for doing so must be an important component of the Christian school’s curriculum. Students who graduate from a Christian school lacking fundamental skills and understanding in theology, science and technology, in the humanities, or in the arts will be handicapped in their efforts to glorify God through the redemptive exercise of dominion and stewardship.

Calling—Preparing for Vocation (Exod. 28:3, 31:6)

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The general call (Creation Covenant) is personalized by God’s calling and gifting of individuals for specific vocations.  Our ultimate goal is not to prepare students to be "successful" as defined by Western culture, it is to assist our students in discovering God's gifting and calling in their lives even if  fulfilling that calling means they will make less money and not climb the ladder of "success". For a summary of the definition of vocation as I am using it, click here or see below1).

Cultivation--Curriculum Content

The doctrine of calling provides the theological and practical basis for providing a rich curriculum that encourages and stimulates the cultivation of the varied interests and aptitudes of our students.  This is typically accomplished by offering standard and advanced courses and electives in the sciences, the arts, and the humanities.  Our curriculum must be deep and broad enough to help students discover their interests and gifts (which are usually indicators of calling) and to prepare them to pursue their callings through higher education and work.

Consecration

Our prayer and hope is that our students will consecrate their gifts, knowledge, and skills in service to God and in loving their neighbor.   Paul reminds us that, “whatever we do, whether we eat or drink, we are to do it to the glory of God.”  For most of our students, this is an abstract concept.

Using Our Gifts for God’s Glory: Making the Abstract Concrete

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To make this concept more concrete for 21st century students and to help them grasp what it means to consecrate themselves, their gifts, and their vocations to God, consider the following questions for class research, discussion, and debate: 

• How do we use computers and other technology for the glory of God?

• How does the Christian’s use of such technology differ from the non-Christian’s, or does it?

Similar questions can be asked about most any subject from history to physics.  By answering such questions our students will gain a more concrete and practical understanding of what it means to consecrate one’s work and life to the glory of God.

Using Our Gifts  for Loving our Neighbors

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Continuing with the technology illustration, consider that computers are great tools for problem solving, communication, modeling, research, and information storage and retrieval. As such, they can be used to aid man’s efforts to fight disease, speed communication, improve engineering designs and safety, make space exploration feasible, improve efficiency in the generation of power, and a whole host of activities too numerous to list here. All of these activities are redemptive in nature, i.e., they contribute to the alleviation of the consequences of the curse and promote the welfare of our community and world. Used in this way, computers become instruments of love.

Again, this same approach can and should be used for every subject we teach.  For example, how can an understanding of history be used to love our neighbors?  How can becoming proficient with a musical instrument be used to love our neighbors?

A Powerful, Living Example

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One of my favorite quotes comes from Dr. Francis Collins, a committed believer and the father of the Humane Genome Projectand as such one of the world's leading scientists.  Here is the statement he made standing beside President Bill Clinton when the announcement was made that the Humane Genome had been mapped.

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"The human genome consists of all the DNA of our species, the hereditary code of life. This newly revealed text was 3 billion letters long, and written in a strange and cryptographic four-letter code. Such is the amazing complexity of the information carried within each cell of the human body, that a live reading of that code at a rate of one letter per second would take thirty-one years, even if reading continued day and night. Printing these letters out in regular font size on normal bond paper and binding them all together would result in a tower the height of the Washington Monument."

For the first time on a warm summer day six months into the new millennium, this amazing script, carrying within it all of the instructions for  building a human being, was available to the world …

Without a doubt, this is the most important, most wondrous map ever produced by humankind…we are learning the language in which God created life. We are gaining ever more awe for the complexity, the beauty, and the wonder of God’s most divine and sacred gift …

It’s a happy day for the world. It is humbling for me, and awe-inspiring, to realize that we have caught the first glimpse of our own instruction book (Ps. 139:16?), previously known only to God” (Dr. Francis Collins, A Scientist Presents Evidence for Belief: The Language of God, (Free Press, New York), 2006, pp. 2-3

Is this not how we want our students to fulfill their callings for God's glory and in loving their neighbors?  Does this not represent produce (fruit) and not merely a product?  Is this not for what we strive so diligently?

Cultural Transformation

Just as Francis Collins is doing, our schools should be designed to prepare our students to make positive contributions to their community and culture through personal witnessing and discipleship, scientific and economic progress, the acquisition, and dissemination of knowledge, and the amelioration of human suffering.  As Christian educators we have the opportunity to teach our students to use their learning for the glory of God and the good of our neighbors, not merely as Francis Schaeffer once put it, "for their personal peace and affluence." 

This is why Christian schools are so important--and why we must  bear fruit and not merely produce a product.

Education in general and Christian education in particular can exert a powerful influence on our students and in turn, on the quality of our national life. To be sure, there are other powerful forces shaping our students and culture. The media, technology, and politics, to name a few, but it is the quality of the education received by those who will start families, fill pulpits, develop our technology, create our entertainment, and pass our laws that will shape the character and quality of each individual and in turn the quality of our national life.

Waterdrop

Consequently, few callings allow one to contribute more directly to the shaping of lives and to the welfare of a nation than Christian education. Like raindrops falling into a pond, Christian educators shape lives and “drop” them into communities. Each life creates ripples—some small, some large—that radiate into the community affecting it for good or bad. Like a constant rain, the drops fall year after year all contributing individually and collectively to the national pool of talent and character that ultimately shapes our nation’s character and determines our national destiny.

So How Do We Ensure That We are Cultivating Produce, Not Making a Product?

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So, with that as background, how do we ensure that we are cultivating fruit and not producing a product?  This may sound simplistic but Jesus provides the answer:

I am the true vine, and my Father is the vinedresser. Every branch of mine that does not bear fruit he takes away, and every branch that does bear fruit he prunes, that it may bear more fruit. Already you are clean because of the word that I have spoken to you. Abide in me, and I in you.  As the branch cannot bear fruit by itself, unless it abides in the vine, neither can you, unless you abide in me. I am the vine; you are the branches. Whoever abides in me and I in him, he it is that bears much fruit, for apart from me you can do nothing. (Joh 15:1-5, ESV)

Without attempting to exegete this passage, let me simply suggest that to abide in Christ so that we may bear much fruit means at least the following:

Prayerfulness

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I find that I must guard myself against living like a "practical  atheist."  That is, if I am not diligent about prayer I can find myself working harder than I pray.  If I do I may be productive but I will not bear fruit! 

Take a moment to read the following wonderful statement on reliance upon God.  As you read through this substitute preacher/preaching for teacher (administrator)/teaching/administrating. (You can download this in PDF format by clicking here or read it online at Christian Classics Ethereal Library.)

The Letter Killeth

During this affliction I was brought to examine my life in relation to eternity closer than I had done when in the enjoyment of health. In this examination relative to the discharge of my duties toward my fellow creatures as a man, a Christian minister, and an officer of the Church, I stood approved by my own conscience; but in relation to my Redeemer and Saviour the result was different. My returns of gratitude and loving obedience bear no proportion to my obligations for redeeming, preserving, and supporting me through the vicissitudes of life from infancy to old age. The coldness of my love to Him who first loved me and has done so much for me overwhelmed and confused me; and to complete my unworthy character, I had not only neglected to improve the grace given to the extent of my duty and privilege, but for want of improvement had, while abounding in perplexing care and labor, declined from first zeal and love. I was confounded, humbled myself, implored mercy, and renewed my covenant to strive and devote myself unreservedly to the Lord.—Bishop McKendree

THE preaching that kills may be, and often is, orthodox—dogmatically, inviolably orthodox. We love orthodoxy. It is good. It is the best. It is the clean, clear-cut teaching of God’s Word, the trophies won by truth in its conflict with error, the levees which faith has raised against the desolating floods of honest or reckless misbelief or unbelief; but orthodoxy, clear and hard as crystal, suspicious and militant, may be but the letter well-shaped, well-named, and well-learned, the letter which kills. Nothing is so dead as a dead orthodoxy, too dead to speculate, too dead to think, to study, or to pray.

The preaching that kills may have insight and grasp of principles, may be scholarly and critical in taste, may have every minutia of the derivation and grammar of the letter, may be able to trim the letter into its perfect pattern, and illume it as Plato and Cicero may be illumined, may study it as a lawyer studies his text-books to form his brief or to defend his case, and yet be like a frost, a killing frost. Letter-preaching may be eloquent, enameled with poetry and rhetoric, sprinkled with prayer spiced with sensation, illumined by genius and yet these be but the massive or chaste, costly mountings, the rare and beautiful flowers which coffin the corpse. The preaching which kills may be without scholarship, unmarked by any freshness of thought or feeling, clothed in tasteless generalities or vapid specialties, with style irregular, slovenly, savoring neither of closet nor of study, graced neither by thought, expression, or prayer. Under such preaching how wide and utter the desolation! how profound the spiritual death!

This letter-preaching deals with the surface and shadow of things, and not the things themselves. It does not penetrate the inner part. It has no deep insight into, no strong grasp of, the hidden life of God’s Word. It is true to the outside, but the outside is the hull which must be broken and penetrated for the kernel. The letter may be dressed so as to attract and be fashionable, but the attraction is not toward God nor is the fashion for heaven. The failure is in the preacher. God has not made him. He has never been in the hands of God like clay in the hands of the potter. He has been busy about the sermon, its thought and finish, its drawing and impressive forces; but the deep things of God have never been sought, studied, fathomed, experienced by him. He has never stood before “the throne high and lifted up,” never heard the seraphim song, never seen the vision nor felt the rush of that awful holiness, and cried out in utter abandon and despair under the sense of weakness and guilt, and had his life renewed, his heart touched, purged, inflamed by the live coal from God’s altar. His ministry may draw people to him, to the Church, to the form and ceremony; but no true drawings to God, no sweet, holy, divine communion induced. The Church has been frescoed but not edified, pleased but not sanctified. Life is suppressed; a chill is on the summer air; the soil is baked. The city of our God becomes the city of the dead; the Church a graveyard, not an embattled army. Praise and prayer are stifled; worship is dead. The preacher and the preaching have helped sin, not holiness; peopled hell, not heaven.

Preaching which kills is prayerless preaching. Without prayer the preacher creates death, and not life. The preacher who is feeble in prayer is feeble in life-giving forces. The preacher who has retired prayer as a conspicuous and largely prevailing element in his own character has shorn his preaching of its distinctive life-giving power. Professional praying there is and will be, but professional praying helps the preaching to its deadly work. Professional praying chills and kills both preaching and praying. Much of the lax devotion and lazy, irreverent attitudes in congregational praying are attributable to professional praying in the pulpit. Long, discursive, dry, and inane are the prayers in many pulpits. Without unction or heart, they fall like a killing frost on all the graces of worship. Death-dealing prayers they are. Every vestige of devotion has perished under their breath. The deader they are the longer they grow. A plea for short praying, live praying, real heart praying, praying by the Holy Spirit—direct, specific, ardent, simple, unctuous in the pulpit—is in order. A school to teach preachers how to pray, as God counts praying, would be more beneficial to true piety, true worship, and true preaching than all theological schools.

Stop! Pause! Consider! Where are we? What are we doing? Preaching to kill? Praying to kill? Praying to God! the great God, the Maker of all worlds, the Judge of all men! What reverence! what simplicity! what sincerity! what truth in the inward parts is demanded! How real we must be! How hearty! Prayer to God the noblest exercise, the loftiest effort of man, the most real thing! Shall we not discard forever accursed preaching that kills and prayer that kills, and do the real thing, the mightiest thing—prayerful praying, life-creating preaching, bring the mightiest force to bear on heaven and earth and draw on God’s exhaustless and open treasure for the need and beggary of man?

A Few Practical Practices

I have a very long way to go in improving my prayer life but by God's grace I have made a habit, not a perfect one but a consistent one, of doing the following, which I offer to you with the hope that these practical suggestions may encourage you in your prayerfulness so that you and I might bear much fruit.

• Start each day with prayer.  I pray that God will "bless the work of my hands each day."  I take this prayer, believe it or not, from a statement by Satan concerning Job "Have you not put a hedge around him and his house and all that he has, on every side? You have blessed the work of his hands, and his possessions have increased in the land." (Job 1:10, ESV)  My interest in not possessions but God' blessing on my labor. I do not want to labor in vain.

• Pray at the beginning of each meeting and prior to small and large decisions alike.  By prayer I do NOT mean a formalistic, ritualistic, obligatory prayer said before the start of meetings because this is what is expected.  I do not mean a mere habit.  I mean sincere short prayers that recognize the need for divine wisdom, God's kind providence, and the truth that  "Unless the LORD builds the house, those who build it labor in vain. Unless the LORD watches over the city, the watchman stays awake in vain. (Psa 127:1, ESV)

• I often receive prayer requests by email.  In order to be faithful to pray, as soon as I read the email I stop to pray for the request.  If I do not pray then I am likely to forget.  Likewise, if someone asks me to pray for them at school or in church, I try to immediately say a silent prayer so that I keep my word that "I will pray for him or her."

• By God's grace I try to make a habit of continuous, silent, short prayers throughout the day as issues arise, needs become known, opportunities present themselves and decisions have to be made--even in how best to respond to an email.  I sometimes pray before responding to emails in which I am asked for a decision or when frustration is being expressed, "Lord, help me to respond with grace, truth, and in wisdom."  Paul instructs us that we are to "Rejoice always, pray without ceasing, give thanks in all circumstances; for this is the will of God in Christ Jesus for you. Do not quench the Spirit."  (1Th 5:16-19, ESV)

The Study of God's Word

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It is disingenuous and self-deluding to expect God to grant wisdom if we are not willing to gain the wisdom and understanding that He has already given to us in His Word.  To neglect God's word is to neglect God's primary instrument for our sanctification and the source of divine wisdom and understanding.  Move beyond the five-minute devotional--read and study God's word so that you nourish your own soul and have something to give to others.

Your commandment makes me wiser than my enemies, for it is ever with me. I have more understanding than all my teachers, for your testimonies are my meditation. I understand more than the aged, for I keep your precepts. I hold back my feet from every evil way, in order to keep your word. I do not turn aside from your rules, for you have taught me. How sweet are your words to my taste, sweeter than honey to my mouth! Through your precepts I get understanding; therefore I hate every false way. Your word is a lamp to my feet and a light to my path.  (Psa 119:98-105, ESV)

They are not of the world, just as I am not of the world. Sanctify them in the truth; your word is truth. (Joh 17:16-17, ESV)

Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect. (Rom 12:2, ESV)

I do not cease to give thanks for you, remembering you in my prayers, that the God of our Lord Jesus Christ, the Father of glory, may give you a spirit of wisdom and of revelation in the knowledge of him, ... (Eph 1:16-17, ESV)

The Worship of God and the Fellowship of the Saints

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One cannot grow in wisdom, cannot abide in Christ, and cannot bear fruit apart from the Worship of God and the fellowship of His people.  Just as an ember will grow cold when removed from the flame, so too our souls will grow cold if not nourished through worship and fellowship.

But the hour is coming, and is now here, when the true worshipers will worship the Father in spirit and truth, for the Father is seeking such people to worship him. God is spirit, and those who worship him must worship in spirit and truth." (Joh 4:23-24, ESV)

Not neglecting to meet together, as is the habit of some, but encouraging one another, and all the more as you see the Day drawing near. (Heb 10:25, ESV)

How Are You Doing?

If you are like me you desire to cultivate fruit in the lives of your students, your staff, and your parents.  We do not want to reach the end of our work and our lives and look back and simply see a "product." 

Anyone can create a product.  Look around you--there are many unbelievers who are doing great things-building great products and companies, establishing great schools, making great scientific breakthroughs, exploring space, and curing disease.

The difference is that you and I are called to bear fruit, which transcends product making.  Products of any sort will end with this present world.  Fruit will abide forever.

• How are you doing in abiding in Christ? 

• How is your prayer life?

• Are you studying God's word and not merely having a five-minute devotional?

• Are you consistent in worship and when you are in church, are you worshipping your Creator and Redeemer or are you attending church?

Don't waste your life building and running a school or teaching a class.  Cultivate an orchard.

Without Christ we cannot bear spiritual fruit.  "As the branch cannot bear fruit by itself, unless it abides in the vine, neither can you, unless you abide in me."

I planted, Apollos watered, but God gave the growth. So neither he who plants nor he who waters is anything, but only God who gives the growth. He who plants and he who waters are one, and each will receive his wages according to his labor. For we are God's fellow workers.

You are God's field, God's building. According to the grace of God given to me, like a skilled master builder I laid a foundation, and someone else is building upon it. Let each one take care how he builds upon it. For no one can lay a foundation other than that which is laid, which is Jesus Christ.

Now if anyone builds on the foundation with gold, silver, precious stones, wood, hay, straw-- each one's work will become manifest, for the Day will disclose it, because it will be revealed by fire, and the fire will test what sort of work each one has done. If the work that anyone has built on the foundation survives, he will receive a reward. If anyone's work is burned up, he will suffer loss, though he himself will be saved, but only as through fire. (1Co 3:6-15, ESV)

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1Vocation Defined, from Wikipedia

Definition

The word "vocation" comes from the Latinvocare, meaning "to call"; however, its usage before the sixteenth century, particularly in the Vulgate, refers to the calling of all humankind to salvation, with its more modern usage of a life-task first employed by Martin Luther.

Concept

The idea of vocation is central to the Christian belief that God has created each person with gifts and talents oriented toward specific purposes and a way of life. Particularly in the Orthodox and Catholic Churches, this idea of vocation is especially associated with a divine call to service to the Church and humanity through particular vocational life commitments such as marriage to a particular person, consecration as a religious, ordination to priestly ministry in the Church and even a holy life as a single person. In the broader sense, Christian vocation includes the use of ones gifts in their profession, family life, church and civic commitments for the sake of the greater common good.

In Religious History

The idea of a vocation or "calling" has been pivotal within Protestantism. Martin Luther taught that each individual was expected to fulfill his God-appointed task in everyday life. Although the Lutheran concept of the calling emphasized vocation, there was no particular emphasis on labor beyond what was required for one's daily bread. Calvinism transformed the idea of the calling by emphasizing relentless, disciplined labor. In the Institutes of the Christian Religion (1536), Calvin defined the role of "The Christian in his vocation." He noted that God has prescribed appointed duties to men and styled such spheres of life vocations or callings. Calvinists distinguished two callings: a general calling to serve God and a particular calling to engage in some employment by which one's usefulness is determined.

The Puritan minister Cotton Mather, in A Christian at his Calling (1701), described the obligations of the personal calling as, "some special business, and some settled business, wherein a Christian should for the most part spend the most of his time; so he may glorify God by doing good for himself." Mather admonished that it wasn't lawful ordinarily to live without some calling, "for men will fall into "horrible snares and infinite sins." This idea has endured throughout the history of Protestantism. Three centuries after John Calvin's death, Thomas Carlyle (1843) would proclaim, "The latest Gospel in this world is, 'know thy work and do it.'"

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Extreme Makeover! Take a Look

By Dr. Barrett Mosbacker

As you can see, we have made significant changes to the blog.  We made the changes to improve its appeal and usefulness.  The new features include:

1. A new design—cleaner, easier to navigate, and more contemporary.

2. We created a new Facebook Fan page with a direct connection with the blog.  Articles posted on the blog will now appear on our Facebook page.  The Fan page includes a discussion board, comments by blog readers, and links to very useful resources.  CHECK IT OUT!  Please note:  We need 100 fans in order to quality to create our own URL for the Fan page.  Become a fan and help us qualify.

3. You now have quick access to related articles by clicking on the categories and tags on the left of each article.

4. Did you read an article of particular value or interest?  You can now share it instantly with others.  At the bottom of each article is a share button.  Just click and share!

5. We have made it easier to leave a comment.  Just click on the “comment” link at the left of each article.

We hope you like the changes!

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I wish to publically thank Mr. Zach Clark who devoted hours of his time to redesign the CSJ blog and to create the direct connection to the new Facebook Fan page.  Thank you Zach!

Leave a comment and let us know what you think of our Extreme Makeover.

Remarkable Times, Remarkable Blessings

Remarkable Times, Remarkable Blessings

by Zach Clark, Westminster Christian Academy, St. Louis

There is always a non-voodoo explanation.
From the TV series, Monk

In January of 2009, news began to spread that our nation and world truly was suffering the “worst economic crisis since the Great Depression”. The first week of January I was on the phone with Barrett Mosbacker, and I said to him, “I believe 2009 is going to be a remarkable year!” Barrett asked, “Remarkable in what way?” And I replied, “That’s what I like about that word…remarkable…I’m going to be right whether things get worse than anyone imagines or better than anyone dares hope for.”

2009 has been truly remarkable, and it’s not over yet. At the Christian school (grades 7-12) where I serve we faced the threats of major shifts in our region and world. From what I hear, it is possible that every Christian school in America faced some unique challenges this year, and many are struggling. At Westminster Christian Academy, we have been greatly encouraged by how God is leading us through these challenges. We are trying to determine what we are doing right (so we can keep doing it) and what we need to change or improve in the future (so we can stay strong).

I’m hopeful that some of my personal thoughts on the threats, strategies, blessings, and challenges that we have faced might be helpful to you.

We began the 2008-09 year having experienced the following in previous years:

1. Ongoing enrollment growth.
2. Ongoing income growth and record levels of giving.
3. Constant programmatic improvements and reputation for increasing quality.
4. The beginning of a capital campaign calling for transformational facility expansion, an entirely new campus.
5. A projection for another year of enrollment growth in 2009-10.

Only six months later, by February, we realized reality had changed:

1. A tuition increase was in place, although lower than in most recent years at 5%, it was still noticeable and felt by parents.
2. Shifts in our inquiries for admissions data suggested that enrollment would most likely hold steady, and more re-enrolling families than ever before would be requesting financial aid for the first time.
3. Unrestricted giving providing important dollars for the budget was the lowest in seven years. We projected our budget giving would be as much as 20% off of our budget.
4. Resistance to making any long-term campaign commitments was overwhelming.
5. A region-wide culture of fear and strong reactions was in place as we received constant advice on planning for such things as a possible 30% decrease in enrollment and 40-50% decreases in giving.

Another six months later, in August 2009, we started this school year with some amazing news of God’s provision through these difficult times.

1. Record enrollment, surpassing even our pre-economic crisis projections.
2. Record giving, and only a 10% drop in budget giving.
3. No significant cuts to people or programs that impact students and families.

Above I’ve provided a very general and high-level view of some of the key economic health indicators of a Christian school, and how dramatically they shifted. Perhaps your circumstances were more challenging or less so.

What I want to focus on in this piece is how we responded and the steps that we took because I believe they are instructive and helpful. Even though some may say the “crisis is behind us,” the basic steps we’ve taken and how we continue to move forward are based on core values and principles of effectiveness that should be helpful and transformative at any time. Our school leadership continues to discuss these, analyze these, and seeks to understand what is happening.

The aforementioned shifts literally seemed to occur overnight and our heads were spinning. There is no reason to pretend that we all “knew what to do.” Every person I talked to at the beginning of 2009 seem dumbfounded and awed by the changes that were occurring. I kept hearing people say, “I’ve never seen anything like it.” But, we took a deep breath, we prayed, we asked a lot of people for advice, and we tried to be steady and strong as we outlined how we intended to move forward during these strange times.

Firstly, we recognized that this is an overwhelming difficult time for so many people. Husbands and wives are facing fears and tests of faith they have never experienced before. Fathers and mothers are enduring major adjustments to their careers and lifestyles. Children are dealing with questions and uncertainty unique to this moment in history.

Secondly, we began by asking the question found in Ezekiel 33: “How should we then live?” We are finding strength in a renewed sense of our dependence upon God as we remember His faithfulness.

Thirdly, we made a conscious decision not to go into what we called a “hunker-down” mode. We wanted to be willing to make tough decisions but be proactive and not simply reactive.

Fourthly, we committed to communicate in an encouraging but straightforward manner.

Lastly, and maybe most importantly, we asked the Lord to help us discover ways to make decisions with the right priorities in mind. We believed this is a time where we could make significant statements about who we really are as a school community. We prayed that we could seize opportunities to live out the truth that God, in His unchanging love through Jesus Christ, is the faithful, merciful, and compassionate Provider and Savior of the world.

One of the things I personally learned is that all of the above is really easy to talk about. It’s taking the time to establish priorities and then make tough decisions to back it up that is the truly hard and sometimes painful part.

So, we recognized reality, asked questions, prayed, resisted the urge to hit the panic button, prepared to communicate, and established priorities to guide our decision making...and I mean all of this in the most literal sense possible.

Here are the priorities we established, put in writing, and communicated.

Priority #1: Today and Every Day

Today and every day, we will hold to our mission and vision to see young men and women equipped to engage the world and change it for Jesus Christ. Our core values will never change. We will keep the main thing, the main thing: the Christian education of the individual student. We continue to strive to hire and keep the best teachers, coaches, and staff members. We constantly improve, offering better value to students and families through the years, always working to become better than we once were.

Priority #2: Stronger Tomorrow

We are making the tough decisions that help us stay financially strong over the long haul. We are holding fast to the families we serve, enrolling new students, and we will serve families in good times and bad. We are pushing forward on difficult decisions that pave the way for our future sustainability, ensuring a strong Westminster in the future. We will also introduce new technologies and programs that best equip our students for their future, not our past. We will not compromise the quality of today for tomorrow’s dreams, but neither will we make decisions that are so shortsighted that they compromise the financial stability of our future.

Priority #3: Moving Ever Forward

We will continue to implement our strategic plan and communicate our vision for the future, providing opportunities for people to make a difference and make decisions that move us ever forward as a Christian school. Planning will continue to be a dynamic part of our culture. We pray that God will move the hearts of people to give in order to keep Westminster strong and improving, and we will continue to wait upon the Lord for the sale of our current campus and provision of our future dreams.

It is usually easy to establish priorities, the challenging part is making decisions on a daily basis that honor your priorities.

Then, we took it a step further. We articulated, in very specific terms, the types of disciplined actions we would be taking to reflect those priorities. I’ve underlined here the key principles.

• Implement conservative spending and aggressive fund-raising, making some tough decisions along the way in our annual budgets.
• Support creativity and innovation among teachers.
• Continue to go the extra mile for students who struggle socially or academically.
• Promote even more personal involvement of teachers and coaches in the lives of students and families, as many will face unusual challenges.
• Respond to the unique economic problems that may be faced by our parents and teachers to the very best of our ability.
• Improve our processes and communications with parents, utilizing non-paper methods to improve speed and lower costs.
• Leap forward in technology integration at the classroom level and 21^st Century learning for students.

And then, we started moving forward on all these actions in very tangible ways. I won’t go into every action, but here are some:

• We communicated like crazy, even asking families to respond to a “Share Your Heart” survey so they could tell us privately how the economy was really affecting them and give us advice.
• We put our campaign on a short-term hold, because Priority 2 said, “we will not compromise the quality of today for tomorrow’s dreams.”
• We froze faculty/staff salaries.
• We increased our total financial aid budget to respond to many re-enrolling families experiencing dramatic economic difficulty.
• We asked teachers and staff to give us their ideas on how to save money without reducing quality.
• We looked for key ways to add value to families without adding cost.
• We made significant shifts in our costs of paper and printing.
• Every administrator became personally responsible for helping teachers, staff, and even volunteers focus on student retention and new family enrollment.
• We increased our focus and energies on improving the school through changes, innovations, improvements, and efficiencies. And, we continued to focus on the implementation our Strategic Plan.
• We made our most significant and visible investment in technology for teachers ever, with every teacher receiving a new Macbook.

Ultimately, it is God’s mercies and provision, by His grace, that sustains us. But, I also know that God works through people, their decisions, and their strengths and weaknesses. Many schools are facing far more difficult times than we have. We do not pretend to fully understand all of what has happened or what is happening now. But, I do challenge you to join us in the day-to-day discipline of asking questions and digging deeper down and climbing higher up in the understanding of this calling of serving in a Christian school in today’s times.

2009 is indeed a remarkable year, and remarkable times remain ahead. Let us go forward together.