Pounding on Church Doors

What would cause you to "pound on the church door"?

Criticizing church seems to be a favorite Sunday afternoon pastime for Christians today. In our futile search to find the perfect church, we take great license in criticizing every aspect of the church service, the pastor, and church members.

On the way home from church, the diatribe usually begins ...

The music is too loud; the music is too boring. The sermon is too long; the sermon was too superficial. Children should stay in church; children are a distraction. I hate how they play music during the prayer; I love how they play music during the prayer. Young people need their own age-appropriate message; young people should listen to the main sermon. Old hymns need contemporary tunes; don't change the old hymns. We should come forward to take communion; we should sit and take communion together. The pastor should wear a tie; the pastor should not wear jeans; the pastor should dress casually.

I'm sure that Martin Luther in the 16th Century had many complaints about his church, but what caused him to take the drastic step to publicly post his 95 theses on the church door? He had to know the risk that he was taking ... a couple objections would lead to a debate; 95 objections is going to lead to excommunication (or worse). What tipped the scales from annoyance to action? What caused him to pound on the church door?

He was driven to action when the church was promoting a salvation heresy. Luther's main objection in 1517 was the selling of indulgences to spring souls out of purgatory and into heaven.

Luther and many of the other reformers preached the solas of salvation ...
Instead of preaching salvation through the purchasing of Indulgences, Martin Luther and the reformers preached salvation by Grace ALONE, through Faith ALONE, in Christ ALONE.

Indulgences was not a minor "worship war" issue (e.g., pitting praise songs vs. hymns), it was a salvation heresy; thus, it caused Martin Luther to pound on the church door.

Another time in church history in which the institutional church promoted a salvation heresy was during the Crusades. A papal bull (or official church decree) was established providing indulgences for anyone who went on a crusade ... essentially guaranteeing salvation to any of the "crusaders."  Unfortunately, nobody stepped up to pound on the church door during this time to object to this heresy.

We don't need to pound on the church door when we disagree with certain things in the church ... minor interpretations of scripture, worship styles, preaching style ... in those things, we should seek to live in harmony (Romans 12:16).  However, when official church statements promote salvation heresies, we need to stand up and pound on the church door. .

When the church "preaches" deviations from the gospel message of orthodox Christianity (salvation is by grace alone, through faith alone, in Christ alone), then we need to pound on the church door in objection. Although more subtle than selling salvation, the modern church does peddle the message that Christ's work is not enough. Christians need to do certain things and act certain ways to earn salvation. Have you heard a "cross plus" salvation message? i.e. Salvation = the work of Christ on the cross + our works.

Can you think of any examples?  If so, pound on the church door.

Let me close with a quote from Martin Luther that encourages us to take action ...

Our lives begin to end the day we become 
silent about the things that really matter.
- Martin Luther

Happy Reformation Day!

Fowler Revisited: Faith Formation Simplified

Each spring, I teach a class on human development. We walk through the developmental stages studying Piaget and Erickson, primarily. Although this is a traditional dev psych course, it is just an introduction as it is taught at the high school level.

Being honest, one theory that has always perplexed me is Fowler's faith development (Stages of Faith, 1981). Because I don't understand his stages well, my students also struggle with this theory. The terms and Fowler's descriptions confuse me (I admit I am not as smart as he is), and I keep coming up with exceptions. I struggle with trying to put faith development into a linear stage model. Ultimately, I feel guilty with my lack-luster handling of Fowler's stages of faith, especially as a Christian (teaching at a Christian school). Most likely though, as a Christian, I resist Fowler because of a reflection on my own faith journey: I'm almost 50 years old and still see myself bouncing around stages 1 through 5 ... and nowhere near stage 6.

As a Christian educator and as a parent, I have thought deeply about how I can help guide my students and my own children in their faith formation. Knowing that faith is something that God does, what can I do to help guide students in their faith? What should I do first as a foundation? How can I build on that foundation?

Driven by my (and my students') cognitive dissonance with Fowler, I developed a simplified version of faith development.

1. KNOW IT -- know the stories of the Bible (the basics of biblical literacy)

• Children’s Story Bibles: The Jesus Storybook Bible (Sally Lloyd-Jones), 100 Bible Stories for Kids (Tyndale)
• For older readers: E100 Bible Reading Plan, Read the Bible in a Year plans.

Knowing the Bible is the foundation; every other stage builds on this knowledge. While it is essential to the foundation of faith, believers never move out of this stage. The more "advanced" you are as a Christian, the more you will want to read and know the Bible.

2. USE IT -- Using the biblical knowledge and apply it to life (the basics of theology)

• VeggieTales: "What have we learned today?" -- Each episode ends with a song followed by an application message by Bob.
• Sunday School Applications
• Sermon applications: How do I apply this Bible passage to my life?
• Practical Theology: How does what the Bible say impact how I live?
• Catechisms (Westminster, Heidelberg, New City)

Applying the Bible passages is a natural progression in faith development and learning the head knowledge of catechisms and theology continues to build that firm foundation. Like stage 1, Christians never leave this stage; reflecting on the application of a passage is an important part of faith at any age or maturity level. Although the first two stages truly builds a strong faith foundation, it doesn't always mean that one believes.

3. BELIEVE IT -- Faith is believing in what we do NOT see (Hebrews 11:1); True belief in Christ's work on the cross for our salvation.

• Child-like Faith: believing before anything is proven
• Heart Changed by the Holy Spirit; Born Again

Faith is truly a gift from God and does not depend on stages 1 and 2. The logical "normal" faith development would follow the Know It / Use It stages, and then the individual would accept Christ, make a public profession of that belief in Him. However, God doesn't always save people the "normal" way; in fact, He saves the "lost." Often faith development for individuals, especially those who accept Christ at an older age, begin at this stage. God works in their heart through a variety of people, messages, experiences, and they believe ... then they read the Bible and learn how to apply it. As we know, many people know the Bible and know how to use it, but do not truly believe it.

4. LIVE IT -- Genuinely living out our faith … not by duty or obligation

• Works Flowing from Faith: James 2:14-17 -- What good is it, my brothers, if someone says he has faith but does not have works? Can that faith save him? If a brother or sister is poorly clothed and lacking in daily food, and one of you says to them, “Go in peace, be warmed and filled,” without giving them the things needed for the body, what good is that? So also faith by itself, if it does not have works, is dead.

Many religions would have works earlier in the stage process as a means to achieve salvation. However, for Christianity, living out our faith is an outpouring of gratitude because of what God has done for us.  As the old hymn "When I Survey the Wondrous Cross" (Isaac Watts) says: "Love so amazing, So divine, Demands my soul, my life, my all." A mature faith leads to sacrificing all for Christ.

Faith is not something that fits into stages. God can capture our heart later in life and place a deep desire to both live out our faith (stage 4) and know the Word (stage 1) continually until we die. We never graduate from one stage to the other; and we never "arrive" at a final stage of faith. However, as Christian parents and Christian educators, we do work intentionally on faith development ... and we pray that God uses us, broken vessels that we are, to bring about a mature faith in those He has placed in our care.

Apologies to James Fowler, but faith formation is not that easy.

Language Impacts Culture

I recently saw Won't You Be My Neighbor?, the documentary of Fred Rogers' life working in children's television. This documentary had so much to say about healthy child development and education, but I left the movie theater with a profound appreciation of the importance of language. Fred Rogers understood that words matters. He intentionally chose every word said by the puppets (most of whom he voiced) and every song that was sung on the show. This demonstrated his understanding of the power of the word.

Words can impact culture in significant and positive ways. Unfortunately, words can also negatively impact culture; television shows, music lyrics, politicians, and celebrities provide us with daily examples of this fact. I cannot imagine what Fred Rogers would say about children's television and media today ... talk about "turning over in his grave."

Language Matters
The corporate world also understands that language matters. Companies that want to create culture begin with language. Three of the best examples of this are Starbucks, Chick-Fil-A, and In-N-Out Burger. Starbucks refers to their employees as "partners" and have redefined sizes for the world: a small is now called "tall," a medium is "grande," and if you want a large, it is a "venti." Chick-Fil-A answers every "thank you" with a "my pleasure." And, of course, the entire country knows what a Double-Double is, even though In-N-Out Burger is limited to the Southwest.

Did you know In-N-Out
 even has a "secret menu"?

Each of these companies intentionally created their own language to build a distinct and positive culture. Customers who can speak the "language" of the culture feel part of the community, part of the inner circle. They feel accepted.


Language in a School Culture
Of course, educators can learn much about using language to strengthen culture from both Mr. Rogers and the corporate world.

Here are a few steps for educational leaders to consider

1. Recognize that words matter. A phrase like "sticks and stones can break my bones, but words can never hurt me" tend to downplay the importance of words, but words (and its positive or negative impact on school culture) can significantly impact teacher and student performance. Start at this point ... words can be used powerfully.

2. Take the temperature of your school culture. One needs to measure the temperature of the room before he/she knows whether to turn on the air conditioning or the heat. These temperature measurements can be informal ("I am sweating ... do you feel warm?") or formal (check the thermometer). Likewise, school culture can be measured informally or formally.

• Informal Measurement -- Talk regularly with your staff, student leaders, and parents about topics of concern. Assemble a focus group of appropriate stakeholders to get feedback/insight.
• Formal Measurement -- Find or create a survey to measure your school culture; begin collecting this data annually.
• US Department of Education has created ED School Climate Surveys that can be administered for free. Check out the resources HERE, including the pdf of the survey.
• AdvancEd MS/HS Student Survey ... see sample HERE.
• MGSSE and HSSSE -- the Center for Evaluation and Education Policy (CEEP) at Indiana University has developed two instruments to measure student engagement and school environment. These instruments are not free, but will provide the school with helpful data to evaluate school culture. More information can be found HERE. 

3. Reflect on the results. With your ed leadership team and valued stakeholders, discuss the results of the measurement. Celebrate 2-3 areas of commendation and identify 2-3 areas needing improvement.

• Think about language ... does your school community struggle with disrespect, gossip, complaining? Do staff/students in your school tear down rather than build up?

4. Be intentional (as Mr. Rogers). Take careful steps to select words that will become part of your school culture. Create a distinct language for your school and over-communicate those words.

• Many schools will choose words from a mission/vision statement -- my school's words come directly from our mission statement: Inspire, Equip, Engage. However, if you are addressing a specific culture issue, general words like these may not suffice.
• Schools trying to change a culture may have to adopt a new procedure or program. Schools struggling with negative words may want to adopt the How Full is Your Bucket? program.

5. Continue to tend your school culture. Language can have a powerful, positive impact on school culture; it can also be a culture killer. Keep a close eye on language. Unfortunately, we live in society rife with crude, vulgar, degrading, mocking language. This language enters our hallways and classrooms and will negatively impact the school culture. Don't give in ... keep monitoring language. Language monitoring is culture tending. Like tending a garden, tending your school culture requires hard work every single day. 

• Challenge your student leaders to help monitor the language. You know you are winning when students say to each other ... "Hey, we don't use that language here!"

I know we don't live in Mr. Rogers' neighborhood, but words matter wherever you live. Language impacts culture, and culture impacts everything else.

Continue to lead and learn!

Doing Classroom Dishes

Every few months something gets stuck in our dishwasher drain pump ... I am never sure how the item gets through the filters, but it usually ends up costing us $100 to have it repaired. While waiting for the repair, my family washes dishes ... the old fashion way.

Standing with my hands in hot, soapy water for 30 minutes provides me with the time to reflect. To be honest, this inconvenience has slowed down my life, caused me to drop my device, and has provided me time to reflect ... all good things.  

It has also caused me to think about efficiency machines, like dishwashers, that are ubiquitous elements of life. Tools, like dishwashers, make life more efficient, but do they wash dishes better?  Likewise, is an efficient life a better life?

Because I am an educator at heart, my dishes reflection time has been spent considering the impact of "doing dishes" in the classroom. Does more classroom efficiency mean more effective teaching and learning?

Ever since the Industrial Revolution, efficiency and cost effectiveness has been valued and embraced in our culture. The world of education has also focused on efficiency. In the early 19th century, the "monitorial" model of education surfaced. In short, it was a concept that reduced the number of adult teachers needed in a school by having a "monitor" teacher (adult certified teacher) oversee a group of student teachers who, in turn, taught the classes.

It was efficient and cost-effective because the school system only had to pay one adult teacher, but was it beneficial to education? Clearly, this model is not in the best interest of student learning (notwithstanding, many universities still use this model by having TAs/GAs teach the undergraduate classes).

The monitorial education model wasn't effective, but the Industrial Revolution's influence is still seen in classrooms today. We strive for efficiency in the classroom ... even though it has little correlation to effective learning.

Doing Classroom Dishes -- Effectiveness over Efficiency

Build Relationships
Building relationships with students takes time. Often it takes weeks at the beginning of the year to learn names and connect relationally with students ... not very efficient but truly effective in making a difference in student lives. The time spent building relationships with students is vital to teaching and learning; however, it also teaches the important life-lesson that tending relationships takes time.

Inefficient (but effective) Communication
It is more efficient to send an email to the entire class describing a lesson than it would be to sit with each student and carefully describe and guide the lesson. But, what is more effective for student learning? Take the time to communicate face-to-face and individually as much as possible; intentional times of teacher circulation during the class to check-in on progress and clarify expectations is essential.

Both of these concepts are also important life skills that students need to learn: tending relationships takes time and communicating face-to-face is more effective. It is vital for students to see their teachers modeling these life skills; life skills that students need. Exhibit A-Z: students trying to resolve a conflict over social media. You cannot effectively tend a relationship or clearly communicate in 280 characters.


Increase Wait Time / Resist Calling on Blurters
One classroom practice that is soooo enticing for teachers is to focus on students who know the answer and are eager to respond. Blurters are so good for efficiency; they provide the right answer at the right time so that a teacher can move on to the next point in the lesson. Efficient but not effective ... at least, if one is concerned about everyone in the classroom learning. Letting blurters drive the pace of a lesson often leaves the majority of the class behind. Here is an article on the benefits of increased wait time to improve learning.

Here are a few other areas that educators should consider in order to celebrate effectiveness over efficiency.

• De-Emphasize Timed Tests -- ugh, those dreaded "math in a minute" tests that has turned a generation of potentially strong conceptual math thinkers into math haters.
• Book Research over Digital Research -- resist the quick Google search for answers on digital devices, rather encourage students to critically read information in context to gain understanding in addition to the "correct" answer.
• Annotated Bibliographies -- the power of this exercise to teach reading, summarizing, and truly understanding is limitless.
• Hand Writing Letters to Friends -- what!? communicate in more than 280 characters?
• Writing Out All Math Steps -- calculators are more efficient, but true understanding is achieved through going through all the steps.
• Include R&D Before the Project -- encouraging students to think through research and design and even make a project proposal before jumping into a group project prepares students to be a valuable part of an effective team in the workplace.
• Reading Out-loud -- it is much more efficient for a student to read on his/her own, but seeing AND hearing a written text facilitates comprehension and memory.

Of course, we want to utilize technology and efficiencies in the classroom so that every student can learn and be more productive, but make sure that it is also effective.

• What are you doing in your classroom because it is efficient?  
• Is it also effective?

Btw, it's been over a month since our dishwasher has been broken ... no calls yet to get it repaired.