VOLUME 44 NUMBER 2 The DECEMBER 2003 Lutheran Educator

The WELS Education Journal The Lutheran Educator The education journal of the Wisconsin Evangelical Lutheran Synod edited by the faculty of Martin Luther College

VOLUME 44 NUMBER 2 A R T I C L E S DECEMBER 2003 Teachers Need Christmas Peace Editor — John R. Isch John R. Schultz 36 Editorial Board — Cheryl A. Loomis , Philip M. Leyrer, James F. Pope Editorial correspondence and articles Teaching Bible Truth should be sent to The Lutheran Educator, Editor, Martin Luther College, 1995 Luther Court, New to a Digital Generation Ulm, MN 56073. Phone 507-354-8221. Fax 507- Kenneth Kremer 38 354-8225. e-mail: lutheraneducator@mlc- wels.edu The Lutheran Educator (ISSN 0458-4988) is pub- lished four times a year in October, December, Using Cooperative Groups February, and May by Northwestern Publishing to Promote Accountability House, 1250 North 113th Street, Milwaukee, Wis- Patricia M. Grabitske 52 consin 53226-3284. Periodical Postage Paid at Milwaukee, WI. Rates: One year—USA/$10.00 –single copy/ $2.50. Canada/$10.70–single copy/$2.68. All A Model or Reality? other countries—air mail $16.80. Postage includ- Paul L. Willems 58 ed, payable in advance to Northwestern Publishing House. Write for multi-year rates. For single issue only, Wisconsin residents add 5% sales tax, Milwaukee County residents add 5.6% tax. Subscription Services:1-800-662-6093 extension 8; Milwaukee 414-615-5785). Write NPH, 1250 N. 113th Street, Milwaukee, WI 53226-3284. Order D E P A R T M E N T S online:www.nph.net/periodicals POSTMASTER: Send address changes to T h e As We See It Lutheran Educator, c/o Northwestern Publishing House, 1250 North 113th Street, Milwaukee, Christian Forget-Me-Nots? 35 Wisconsin 53226-3284. Reviews 62 Copyright ©2003 by Martin Luther College. Re- quests for permission to reproduce more than brief excerpts are to be addressed to the editor.

THE LUTHERAN EDUCATOR As we see it

Christian Forget-Me-Nots?

Have you ever wished that your students would forget you? Perhaps that thought crossed your mind after a less-than-stellar performance in the class- room. Let me rephrase the question: Have you wished on a regular basis that your students would forget you? Does that sound strange? Unhealthy? Downright weird? Consider one of Kate Wilkinson’s hymns (CW 467:6): “May his spirit live with- in me As I seek the lost to win, And may they forget the channel, Seeing only him.” To the children of your classroom, you’re a “channel.” You’re the one who, on a regular basis during the school year, brings Jesus to your students. The hymn writer voiced the desire that people would “forget” the channels, the human instruments that bring Jesus to others, and “see” only him. Are we really to forget the people who brought God’s word to us as children? Are we truly to forget the people who continue to bring God’s word to us as adults? And, even more, are others to forget our ministries and us? Obviously the hymn writer is using hyperbolic language. Consider what the inspired writer to the Hebrews said: “Remember your leaders, who spoke the word of God to you. Consider the outcome of their way of life and imitate their faith” (Heb 13:1). So what is the hymn writer’s point? She was expressing the longing of John the Baptist: “He [Jesus] must become greater; I must become less” (Jn 3:30). John was a man who understood his role in God’s kingdom. His mission was to prepare people for Jesus’ ministry. Once the Lord’s ministry was underway, John needed to take a step back and not block people’s view of Jesus. That’s humility in action. That’s faith in action. That’s a good picture of what Christian ministry is all about. Our ministries are not about us. They’re about Jesus. As we grow in my understanding of that, we will be content to be messengers of Christ, and not people who clamor to be at the center of attention, blocking others’ view of Christ. We will strive to be creative, imaginative and energetic in presenting Christ to our students, but we will seek to find satisfaction in our work, not in people’s reaction to our work. A major league baseball umpire once fielded this question: “How do you know when you’ve had a good day at the ballpark?” His answer? “When people leave the stadium and can’t remember who the umpires were.” He felt umpires should not dominate the game and, if they did their job faithfully, everyone’s focus would rightfully be on the players and not on them. How do you know when you’ve had a good day in the classroom? When stu- dents forget your name? No. It was a good day when you pointed your students to Jesus as their Savior and they “saw” him and remembered him. JP

D E C E M B E R 2 0 0 3 35 Teachers Need Christmas Peace

John R. Schultz

The angel said to them, “Do not be afraid. bing media blitz would not happen if I bring you good news of great joy that will be Jesus lived today. The world would not for all the people. Today in the town of David want him today anymore than it did a Savior has been born to you; he is Christ 2000 years ago. Many who saw and the Lord. This will be a sign to you: You will heard Jesus thought him to be no more find a baby wrapped in cloths and lying in a than a human being. People said of manger.” Suddenly a great company of the him, “Isn’t this the carpenter? Isn’t this heavenly host appeared with the angels, Mary’s son and the brother of James, praising God and saying, Joseph, Judas and Simon? Aren’t his sis- “Glory to God in the highest, and on earth ters here with us?” (Mk 6:3). His words peace to men on whom his favor rests.” rankled others. Soon the idea grew among the religious leaders that he Several Christmases ago, a cartoon could only be silenced by death—so appeared on the editorial page of the they killed him. local newspaper. It was captioned, “If Unwanted, reviled, scorned, con- Jesus Was Born Today,” and pictured a demned and finally murdered—looks lean-to stable featuring Mary and Joseph like he could have used a Madison talking with two slick ad-men. One of Avenue press agent. But wait! Hear the them says, “The Son of God! Really!! testimony of John the Baptist: “I have Just think of the potential. We start out seen and I testify that this is the Son of with your own designer apparel—shoes, God” (Jn 1:34). The entire Scriptures hats, t-shirts, jackets, even swimwear. testify that he was true God and true Then we’ll do a workout video—call it man. We confess in the Nicene Creed ‘Sweating with the Messiah’ or some- that he is “very God of very God, begot- thing. Maybe get a book or movie con- ten, not made, being of one substance tract.” with the Father.” John the Baptist testi- Although this little piece of blasphe- fies further that Jesus is “the Lamb of my may carry a message of anti-commer- God, who takes away the sin of the cialism, it or any other attention-grab- world!” (Jn 1:29). That is why his com-

36 THE LUTHERAN EDUCATOR Schultz ing is of such great importance. The and sing this Christmas season. It is a angel set the Christmas theme when he peace which strengthens us to withstand announced to the shepherds: “Today in the troubles and heartaches which the town of David a Savior has been come our way because of sin. It is a born to you” (Lk 2:11). peace we need to lift us up and point us Jesus the Christ came, lived, died, and to a glorious tomorrow, when we will rose again not to promote buying and live with Jesus forever. With such assur- selling so the economy rebounds. No, ances, we need no slick ad-men to dis- his perfect life, his atoning death, and tract us. his triumphant resurrection give us for- Read some more: John 14:27 giveness of sins and life everlasting. Dear Lord Jesus, through your Holy Spirit What a Christmas gift! None can com- help us to overcome fatigue and discourage- pare to this gift, which will last for all ment through the promise of true peace which eternity. This is the true peace of we have through what you have done for us. Christmas of which the angels sang. Amen. This peace does not automatically assure us that this present life or this John R. Schultz served as principal/administrator Christmas will be without stress, trouble, of Minnesota Valley Lutheran High School. He is pain, or sorrow, but is a peace of con- currently retired and living in New Ulm, Minnesota. science and a peace of mind. It is a peace of which your students will speak

All Are Vocal in His Name

The silent skies are full of speech And Christmas once is Christmas still; For who hath ears to hear; The gates through which he came, The winds are whispering each to each, And forests’ wild and murmuring rill, The moon is calling to the beach, And fruitful field and breezy hill, And stars their sacred wisdom teach And all that else the wide world fill Of faith and love and fear. Are vocal with his name.

But once the sky the silence broke Shall we not listen while they sing And song o’erflowed the earth; This latest Christmas morn; The midnight air with glory shook, And music hear in everything, And angels mortal language spoke, And faithful lives in tribute bring When God our human nature took To the great song which greets the King, In Christ, the Savior’s birth. Who comes when Christ is born?

PHILIPS BROOKS

D E C E M B E R 2 0 0 3 37 Teaching Bible Truth to a Digital Generation

Kenneth Kremer

their respective roles in communica- ITH THE 1987–88 presidential tion. Both are essential. They express Wprimary heating up, a political who we are, what we feel, think, and analyst asked Richard Nixon to evaluate know. No other creature in Eden was the communication styles of the top given this remarkable gift. Cows can’t contenders. The former president was remember their past or tell stories. candid. In his opinion Jesse Jackson Elephants find it impossible to plan stood head and shoulders above all oth- tomorrow’s activities or compose a son- ers. In his own words Nixon paid this net. Pigs can’t appreciate the beauty of surprising tribute to a political rival a painting or squeal a simple musical “because the African-American leader tune. This blessing is unique to of the Rainbow Coalition speaks the lan- mankind. guage of poets.” Schooled in the rhetor- The language of poetry includes ical traditions of gospel preachers, rhyme, rhythm, melody, parallelism, Jackson’s speeches were filled with repetition, cadence, and imagery. cadence, colorful phrasing, parallel con- Poetry captures our imaginations. It lifts structions, and meaningful imagery. us to the edge of human experience, The other candidates were mired in the leaving us with the alluring sense of prose of demography and historical abandoning time and space altogether. details, spewing data as if their heads Its structure is often cyclical. were filled with silicon chips. Nixon Song is poetry. Melody, for example, understood that the language of poetry mimics vocal inflections in pitch. The is in some ways eminently more power- rhythms of music closely resemble the ful than prose. He recognized that there rhythms of speech. Song was a very early is far more emotional energy in imagery development. While Jubal is given credit than there is in empirical fact. It was for developing the first musical instru- simple Platonic logic: passion moves ments (Ge 4:21), there is no biblical rea- masses in ways that reason cannot. Prose son to doubt that song, or at least poetic is for the brain; it lacks the capacity to speech, was a part of every-day life in touch a human heart. Poetry embraces the garden. hearts. Prose, on the other hand, is rooted in Of course, prose and poetry each play the soil of logic and order. We know

38 THE LUTHERAN EDUCATOR Kremer from Scripture that Adam engaged in ter, setting, plot, conflict, reversal, reso- the first prosaic conversation (perhaps lution, climax. From time immemorial, with himself) as he carried out the God- whether in the glow of a campfire, at given task of identifying all the species the kitchen table, or projected on a sil- of living creatures. ver screen, stories reflect the events of Dialog is prose. The language of law life. Some stories entertain. Some teach. is written in prose. Witnesses testify in a Some model heroes, or expose anti- heroes. Some sound an alarm. Some encourage. Some define values. Stories also set norms. They tell us who we are, and who we are not. They From time tell us what is acceptable, and what is immemorial, whether not. Society quickly disintegrates when it loses its ability to communicate its in the glow of a own story. Witness the collapse of the ancient civilization of Babel. By confus- campfire, at the ing their ability to communicate, God confounded an entire society hell-bent kitchen table, or on imagining a human story to replace projected on a silver his story of grace and mercy (Ge 11). Long ago our ancestors discovered an screen, stories reflect essential truth regarding story: Whoever tells the story defines the culture. When that the events of life. axiom is applied to a contemporary world, one suddenly realizes that media has had a huge influence in the shaping of our culture. For more than a century a variety of electronically advanced court of law in a prosaic format. All media have been telling the stories. And communication associated with count- the most powerful of these technologies ing, measuring, stating theorems—the have featured picture over word. In various sciences—all prose. Prose is other words, earthbound language. It engages that the storytellers part of our intellect that is interested in of the last cen- concepts that are actual and definitive. tury have been Prose thrives on story, demonstrating playing to the a healthy respect for past, present, and dominant future, which we know as history. In the sense of our Western mind story is linear. And every species, which story in every culture has an arsenal of is sight. The powerful devices to draw from: charac- old saw, a pic-

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ture is worth a thousand words, is far their history is? What is the picture more profound than previously imag- telling you about location or time? Now ined, so much more profound that our consider how the image makes you feel. media-saturated culture now values This is where image shines! Without image over word. And much like poetry, knowing the empirical facts of a picture image aims straight for the heart, you can still be moved by what you see. Pictures are compelling for the kind of impact they have on emotions. They touch us in human ways. Image has impact in another impor- God’s Word is a tant way. When you put an image aside, it lingers much longer than a fact masterful blend of expressed verbally will. And the stronger its emotional tug, the longer verse and story leads an image will linger in our memory. us to the inevitable Furthermore, people with less educa- tion (especially those who are illiterate) conclusion that the are more likely to remember an image than they are to recall words. It is author of this holy important for those of us who are inter- body of literature is ested in Christian pedagogy to remem- ber that pre-literate children also the Poet Laureate of belong to this demographic. Since the invention of writing some all time. five-thousand-plus years ago, mankind has depended on the written word for an objectivity that image simply did not provide. (For example, we trust a man’s words more when his promise is cap- bypassing reason and logic, often dis- tured in writing.) But in a world in torting our perception of how things which the value of an image is slowly (or really are. perhaps rapidly) displacing the value of Image engages imagination better the written word, image-driven percep- than it engages the cognitive intellect. tions threaten to overtake word-driven Look at a picture, any picture, moving perceptions. For some this is a frighten- or still, in color or in black and white, ing development. But there are some photo or artist’s rendering. From what positives worth exploring in this dramat- you see, what facts do you know for cer- ic new way in which the world goes tain? Does the picture tell you the about the serious business of knowing names of the people in it, when their and understanding truth. birthdays are, what they believe, what

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Poet Laureate very gates of heaven. And, because the Bible’s poetry is Spirit-breathed, and The Bible is a story of cosmic propor- thus filled with life, faith—its seeding tion. It contains many sub-stories of peo- and feeding—is the extreme outcome ple (characters, heroes, antiheroes), that we can expect to receive from read- who long ago (settings) experienced ing it. God’s grace (resolution), working (ten- God’s Word is an inspired mix of sion, plot) in their lives. These people prose and poetry. Its masterful blend of were like us. They had the same human verse and story leads us to the inevitable needs to satisfy as we have. Their lives conclusion that the author of this holy are metaphors for our lives. In Job’s suf- body of literature is the Poet Laureate fering we contemplate our own suffer- of all time. But for a gracious God, who ing. In Jacob’s wrestling match with always gives more than we could ever God’s Angel we see ourselves wrestling hope for, cadence and parallel construc- with God. In Thomas’ doubt we are tions are still not enough to communi- forced to examine our own weakness of cate everything he wants us to know. faith. With Peter’s confession we mea- Nor is character, setting, or plot. In love sure our own confidence in Christ. our Poet Laureate reveals himself in yet Both, as a unit, and as an anthology of another dimension—a dimension individual narratives, the story of woven deep into the fabric of both story Scripture is quintessential. and song—a divine media, complete But the Bible is also poetry. And every with power-packed imagery. We are bit of the Bible’s poetry is just as speaking of God’s holy pictures—shad- inspired as its prose. David wrote, “My ows of our spiritual reality in Christ heart is stirred by a noble theme as I Jesus. In the Book of Leviticus many of recite my verses for my king; my tongue these inspired shadows literally come to is the pen of a skillful writer” (Ps 45:1). life. In the sacrificial offerings, the festi- The psalmist’s noble theme-in-verse is vals and daily rituals, in the codes for no less than God’s plan to redeem sin- cleansing and purifying, God summa- ners. The Twenty-Third Psalm and rizes his promises and his plan in the Mary’s splendid Magnificat are extraor- simplest and most direct of formats— dinary exam- one that common people could readily ples of biblical understand. poetry— The great literature of our world also extreme poetry makes use of metaphor, analogy, and that leads to other similar devices; but none with extreme out- such profound, life-giving meaning. In comes. They Scripture’s pictured themes we find have the trees that give life, temples made of liv- capacity to ing souls, stones that sing, blood that bring us to the cleanses sinful hearts, water that forever

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quenches our thirst for freedom, cups burial cave, the brilliant light, and the that overflow, fishing nets that catch official seal. Are they merely part of the people, winds that disperse people, and story’s mechanics—stage props? We a city that draws them together. The wouldn’t be inclined to overlook them Bible is full of imagery for the soul: clay if we were telling this story to a class- pots, mustard seeds, yeast, blood, a room full of young children. They are doorframe, smoke, a stairway, a moth- too important. That’s because they are er’s womb, a lamb, a child, a star—all also picture language—biblical figures having deep spiritual meaning. All that interface with many other points in drawn from the simple things of human Scripture. experience. Without these pictures, the Life had its origins in a garden. Adam story of God’s love for mankind would and Eve were driven from that garden be destined to remain flat, like a paper of perfect communion with the Creator. map describing a spherical planet. It When Jesus said, “I am the gate,” he was would still be able to communicate sav- making an oblique reference to the ing truth, just as Mercator’s projection entrance to that garden from which helped sailors envision the globe as they Adam and Eve were expelled. He is the laid out their course on a two-dimen- only way to reverse their exit. When sional surface. But there would always Jesus prayed to his heavenly Father, ask- be a certain amount of distortion. And a ing him to remove from him the cup of valuable dimension in our understand- suffering, it happened in a garden. And ing—one that God intended us to what of the garden of God’s love, where have—would still be missing. we are the fruit of his labors and he is The story of the resurrection is the husbandman (Isa 5)? quintessential prose. The empirical fact Surely Joseph’s tomb outside the city of Christ’s victory over death is a history walls was much more than a prop. of unparalleled significance. It reads Jonah spent three days in the belly of a like evidence, meticulously gathered great fish, a powerful foreshadowing of and reported for the eternal record in a Christ’s three-day internment in the cosmic trial, presented in the earth- earth’s belly. Jesus himself spoke about bound language of prose. It establishes the temple of his body being torn down the facts of an actual event, occurring in and rebuilt in three days—another word real time and in a real place. It has a picture, and another reference to his definitive voice that provides for us real death, burial, and resurrection. characters, real plot, real setting, real Pilate’s seal securing the tomb was tension, and real climax. The headline more than a prop. Rome was a symbol echoes from all four gospels: “Christ of human authority. That wax seal rep- Conquers Death!” What a compelling resented the tension between story! mankind’s kingdom of power and But let’s take a look at a few of the God’s. Here was a picture of puny details: the garden, for example, the human authority pitted against the

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Author of Life. Every time we pray the To God dark and light are both alike. Lord’s Prayer we seal our prayer with a There are Bible stories that similarly doxology that glorifies the Victor: “For connect us to the imagery of darkness— yours is the kingdom and the power and a plague in Egypt, or the sky at noon on the glory, now and forever.” the first Good Friday. None of this is The bright light is hardly coinciden- accidental, incidental, or coincidental. tal. Nor is it merely a device to enhance And what are we to make of the light the Easter story’s dramatic tension. shining in the darkness of our hearts Light filled the heavens on the night of (Jn 1)? Revelation 21 tells us that no Jesus’ birth. Luke calls it the “glory of artificial light will be needed in God’s the Lord”—Cavode Adonai—God’s physi- eternal city, not even the sun. (No one cal presence among his people. Every in the entire history of our planet has Jew knew the significance of that expres- ever experienced life apart from solar sion. At Sinai the Children of Israel had energy.) And, lest we forget, it was Jesus first-hand experience with God’s pres- who said, “I am the light of the world.” ence in the light of the pillar of fire. What does he mean? How is his light Then they saw the light on the moun- placed in juxtaposition to the darkness taintop, felt the trembling earth, of Satan and hell in John 8? And why smelled the acrid smoke, and heard the does he use that phrase I am? sound of trumpets growing louder and And what is the significance of all louder. A few chapters later in Exodus those I Ams in John’s gospel? How do we read of the searing light that even they connect with Jahweh, the name Moses could not face directly. When he God used to reveal himself to Moses and returned to the people he had to merci- the Children of Israel—the God who fully place a veil over his face to protect transcends time and space, and whose the people from the effervescent reflec- grace is totally independent and free of tion of Jahweh’s luminous glory. John’s influence. And what about all the rest of gospel begins by connecting divine light the more than a hundred names the with life and the Word (Logos). Light Spirit inspired Bible writers to record in was the very first thing created. Christ Scripture? They represent a stunning himself was an active participant in the collection of word pictures—The Vine, creative act, Living Water, Emanuel, Son of God, illuminating Son of Man, Chief Cornerstone and the spectacle Capstone—each aimed at revealing that was yet to another facet of our Savior. These come. The names represent imagery of astounding light that con- depth and insight. They are there for fronted Saul our edification and instruction. on the way to Unfortunately, we rarely get to talk Damascus was about divine light, or I ams, or Jahweh also Christ. names, or the Bible’s gardens, or official

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wax seals because the church’s organiza- figures that God never intended. Why tional plan—the so-called cradle-to- should we think otherwise? Man’s imagi- grave curriculum—rarely calls for stud- nation is no less tainted by sin than any ies that approach Scripture from a holis- tic perspective. As a result, when these valuable pictures come up they are often treated like props. These inspired figures communicate truth. (A student of mine once said: While the theological “God wouldn’t have put them there if they weren’t important.”) They provide bones of Scripture are perspective. They have impact. They law and gospel, the linger in our memory. They go straight to the heart. While the theological literary bones upon bones of Scripture are law and gospel, the literary bones upon which the which the Bible’s Bible’s prose and poetry hang are these prose and poetry indispensable figures that hold the whole body of truth together as a unit. hang are these

A Nervous Overreaction indispensable figures

The Bible’s shadowy pictures often leave that hold the whole people with an uneasy feeling. Analogs body of truth together are elusive; shadows keep moving, shift- ing, re-connecting. The hard facts of as a unit. Bible history aren’t nearly as fluid. And poetry is…an art form. It’s supposed to be a little more “out there.” These fig- ures of speech fit well with the Bible’s poetry. But when figurative language is other part of him. Babel’s sin of imagin- connected to biblical prose, or when it ing a new, homocentric story has been becomes a part of every day life (as it repeated often. The word image can also did in the camps of the Children of have a much darker connotation. When Israel at Sinai)… well, aren’t there some we tamper with God’s truth in an pretty bad things that can happen when attempt to make a name for ourselves, you get into that abstract stuff in which we set ourselves up as false idols. one thing means something else? The pagan world has certainly been Actually there is a grave danger. Some guilty of mythologizing the Bible. But, will let their imaginations run unbridled sadly, more often the assaults on and things will then be read into these Scripture have come from within the

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church. The album. We should teach God’s people allegorizing of to do the same. These figures are there the Middle to edify and instruct. Failing to pursue Ages and, in them only frustrates God’s purpose. To modern times, suggest that such a study is so risky that the so-called only those who have mastered Greek or historical-criti- Hebrew are qualified runs contrary to cal method of Luther’s view. “Luther applied the scrip- approaching tural doctrine of the universal priest- Scripture are hood of all believers to the matter of two dramatic examples of how human interpretation. He encouraged lay peo- intellect can systematically pervert bibli- ple to read and interpret Scripture for cal truth (Kuske, 1995). These two expe- themselves rather than being bound to riences in history serve as fair warning any interpretation imposed on them by not to let either our imagination or our popes and bishops. By this Luther did reason play fast and loose with Bible not mean that each person had the free- truth. dom to interpret Scripture any way he Thankfully, the Reformation wanted to. Like his pastor, every lay per- addressed both tendencies, and clear son was bound to let Scripture interpret principles for Bible interpretation Scripture. This restoration of the free- began to emerge. But the dangers still dom for each Christian to read exist. The imagination of man’s heart is Scripture daily was a hallmark of the still evil from his youth (Ge 8:21, KJV). Reformation” (Kuske, 1995, pp. 150, The risk continues to be real and the 160). consequences grave. Since the fall this Furthermore, the risk has been over- temptation has been a constant concern stated. David Kuske writes, “Sometimes for the handling of God’s Word. For the statement is made that the interpre- this very reason Christ promises to be tation of figurative language in with us. With the trail clearly marked, Scripture is one of the most difficult we have every sanctified reason to pur- parts of biblical interpretation. Just the sue our study of the Bible’s imagery. We opposite is true. If we understand the do this with the confidence that the known figure of speech and limit our- Lord will bless us through our study. We selves to one point of comparison, those are reassured by the words of Saint Paul: passages that have figurative language “I can do everything through [Christ] should be some of the easiest for us to who gives me strength” (Php 4:13). And interpret. In turn, they should also be we “take captive every thought to make some of the easiest texts to explain in it obedient to Christ” (2Co 10:5). We sermons or Bible class, Sunday school, can, and we should, spend time and and catechism class” (Kuske, 1995, p. energy searching the Scriptures for the 92). meaning hidden in God’s picture

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The Double Box Creator. We didn’t have the first clue of what to look for or where to look. We Life as a sinful human being is fraught didn’t even have enough spiritual sense with difficulties. Very young children to stumble over him accidentally. Nor have no trouble articulating the prob- was there any inclination to try. Sin gave lem: We can’t see God! Neither can we us our own ideas about things like love touch him, smell him, hear him, or taste and power. We loved self. And we were him. We have no experience in the spir- it world. Every moment of our existence has occurred within the material param- eters of time and space. We can only hope to imagine things spiritual. Yet, Faith takes our God is a spirit. When we try to grasp spiritual that concept our imagination is easily led astray. To the unspiritual mind the understanding spirit realm appears as an anomaly. It is so outside the box of our experience beyond time, space, that it’s even difficult to imagine God when our mind’s eye is operating with and the obstacle of sanctified 20/20 vision. sin to give us the The difference between physical and spiritual has been there from the begin- reality of God’s ning—an awesome aspect of God’s cre- ation—though sin has all but obliterat- infinite kingdom. ed our appreciation for this difference. By creating man in his own image, God bridged the gap between a material world and his spiritual existence; it wasn’t a problem. In the garden, Adam satisfied to try to generate enough of and Eve walked and talked with God. our own power (in the form of wealth, Creature and Creator understood each influence, and intellectual acuity) to other perfectly. muddle through. Then the creature fell from grace. Luther said that natural man is an The gap between physical and spiritual enemy of God, blind to his truth and, in took on immense new significance. It spiritual terms, no better off than a became an impenetrable gulf. Sin had corpse. Enemies reject God’s gifts— destroyed man’s understanding of any- sometimes they even reject life itself. thing spiritual. In fact, no matter how Blind men can’t find their way back to hard mankind might try, it would now him. Dead men don’t care. We simply be impossible for creatures bound in have no natural resources for grasping time and space to connect with their the things of God. We don’t even know

46 THE LUTHERAN EDUCATOR Kremer what we are missing. Divine knowledge? to transport us to a whole new vista of Divine wisdom? Divine justice? Divine spiritual understanding—a kingdom love? Divine peace? We don’t get it. And truly not of this world—a kingdom of we don’t really want to get it. limitless power, incomprehensible wis- We are boxed-in twice: once by time, dom, absolute truth, endless peace, infi- space, and our own entrapment in sin; nite mercy, complete and unbounded and again by our own lack of a sancti- joy, pure goodness, unqualified hope, fied will to know this God who would go uncompromising justice, love that to any lengths to prove his love for us. knows no end to giving, eternal Life No small problem—one that we were without suffering and filled with mean- never going to fix on our own! ing, immeasurable glory, transcendent God had a solution: penetrate the understanding. Abstract concepts like double barrier …twice. He entered the these are difficult to grasp (Ro box himself to become flesh, to live 11:33,34). That is what makes God’s among his people, and die for them to multimedia projections in Scripture so expunge the curse they deserved. Then indispensable. He surrounds us with a he penetrated the barrier once more by never-ending media extravaganza to giving each member of his chosen fami- demonstrate his infinite goodness and ly the gift of faith. love. They take us not only from the Faith takes our spiritual understand- known to the unknown, but from the ing beyond time, space, and the obsta- known to the unknowable. cle of sin to give us the reality of God’s infinite kingdom. With faith we grasp A New Age things that are otherwise unknowable. How is a mystery too deep to fathom; Over the last four hundred years, sci- but with the miracle of faith we escape ence has been the dominant influence the confines of our double box to enter on our world’s dreaming. The prose of into God’s real kingdom. science replaced the bad habits of alle- This is where the Bible’s literary fig- gorical Bible interpretation. But it was ures go to work. Scripture’s figures are only one imagined story in exchange for constructed from the ordinary stuff of another. For four centuries, in the human experi- name of science, a pall of suspicion ence—finite would be cast over everything supernat- stuff. They are ural, including the mysteries of God and God’s holy his revealed Word. In an enlightened media, shad- world, if something could not be proven ows of a divine scientifically, it could not be real. As a reality. result, Bible (spiritual) reality was often Coupled with confused with things imagined (myth). faith, this stuff The casualties of this 400-year-old skir- has the power mish included the mythologizing of

D E C E M B E R 2 0 0 3 47 Kremer

angels, devils, sin, heaven, hell, and of media” even the Deity. From a secular perspec- (Gitlin, 2002, tive, science became an absolute, or per- p. 20). haps The Absolute; or at least the only The implica- absolute worth considering as a source tion is clear: for truth. wired citizens Today we find ourselves straddling of our world another demarcation in history. One are the least foot is planted in an age obsessed with connected the prose of reason, logic, and empirical people of all proof. The other foot is anchored in the time. For many, family relationships are swampy, image-enriched landscape of a sham. So are their relationships with illusion, perception, and intuition. friends. We fill the void with the false Precarious times! Even the false idol of relationships drawn from the media. science finds itself teetering, as Gitlin describes these relationships: mankind busily constructs a new story in “Like flesh-and-blood people, the ones the Babel tradition. Ironically, this new- with whom we have face-time, the virtu- age way of thinking was spawned in the al personages on-screen have identities soil of literature. What comes through and invite our emotions. Sometimes we the babble and fog of 20th century phi- evaluate them as physical beings and losophy is a Godless story that denies moral agents. Often we find them desir- the existence of absolute truth, decon- able, or enviable, or in some other way structs the foundations of Western they evoke the sentiments, the liking, (Judeo-Christian) culture, and views life irritation, or boredom, that flesh-and- as a banal extension of media (hyper- blood individuals evoke . . . They take reality). The story spun by contempo- up ritual places as heroes, leaders, rary thinkers is there is no meaning scapegoats, magical figures, to be (neo-nihilism). admired, envied, loved, or hated; to Today the flood of media images and matter” (my emphasis) (Gitlin, 2002, p. sounds are telling the story and shaping 21). the culture. In his book Media Unlimited, Worse, our disconnectedness has Todd Gitlin writes: “We vote for a way of extended to God and his Word, which life with our time. And increasingly… leads to spiritual starvation. In the we are in the media torrent…The more emptiness of that vacuum, people are money we have to spend, the more per- even more vulnerable to the proposi- sonal space each household member tion that there is no meaning in life. gets. With personal space comes soli- Without God it is true. tude, but this solitude is instantly crowd- The Bible’s picture language is a per- ed with images and soundtracks. To a fect fit for our contemporary world. degree that was unthinkable, life has Paul Kelm writes, “In a post-literate become an experience in the presence world, people are more likely to per-

48 THE LUTHERAN EDUCATOR Kremer ceive things through images and experi- three- or four-year-olds could under- ences than through logical proposi- stand. I asked them to be more specific. tions” (Kelm, 2002, p. 10). Image and A pattern began to emerge. The devo- experience with God’s pictured themes tions they were talking about were based tell a story about the only reality on our on Bible texts that contained picture planet that has ever had any genuine language. Often a parent would add, “I meaning—the story of God’s enduring like the Bible’s word pictures, too.” love for his creatures. Since then I have made it a standard People do not all see the world in the practice to encourage parents to talk same way. My wife and I have found it more about the Bible’s word pictures. necessary to carry two cameras on vaca- The age in which we live is a cauldron tions. She enjoys taking snapshots of of new paradigms. Some would say it is people. I prefer to shoot landscapes. In Babel revisited. The change we see all recent years the study of the human around us is largely the product of brain has made some progress in under- man’s imagination. For more than a standing how the left side of the brain century mankind has been obsessed and the right side work together. Each with the dream of creating a better side has its own way of dealing with sen- world. But the ongoing search for some- sory information. Some individuals are thing different (Le Differance, a major dominated by the right side, others are theme of post-modern thinkers and dominated by the left. Some people writers) exposes his failures. In the sig- operate better in the realm of imagina- nificant areas of life on our planet, the tion while others appear to do better human condition is no better off today with cognitive thinking. If this is true than it was when the builders of Babel’s (and the evidence is already quite per- tower foolishly imagined they could suasive), the church will need to consid- reach heaven through the new technol- er the implications for presenting the ogy of fired brick. Apart from Christ, gospel. Kelm writes, “The God who cre- there still is no peace, no justice, no ated us as rational and emotional relief from suffering, no answer to human beings, communicates to us in death, no escape from the guilt of sin, rational and emotional language; and and no real meaning in life. It would be he has chosen to make his saving pur- easy for Christians to point to man’s pose for our world dependent on his imagination as the cause for both the people’s proclamation of his message” foolishness and the failure. (Kelm, 2002, p. 7). Such a conclusion would be entirely Ten years ago, when I began to devel- out of order. Sin is the problem, and op the devotional magazine that later God has dealt with it. In the light of our became Lutheran Parent, I spent a year redemption, we must be careful not to on the road talking about daily devo- throw out the baby with the bath water. tions. Parents would tell me how much Our imagination is an extraordinary they appreciated those devotions their blessing. Yes it has frequently gotten us

D E C E M B E R 2 0 0 3 49 Kremer

into trouble (a good reason to remain in the basic message that Jesus loves me, steadfast in our study of God’s Word). there is also a wealth of transcendent But we dare not forget that with this beauty and spiritual knowledge hidden marvelous gift God has also given to in God’s pictures. Such lasting beauty humankind the power to build skyscrap- has the potential to bring a special mea- ers, bridges, and dams. With our God- sure of joy and spiritual strength to given ability to dream comes the inven- God’s people. Today’s young people are not readers in the traditional sense. But they are interested in story, and they are fascinat- ed with the vocabulary of image and While there is hope in symbol. David Bosch explains, “Metaphor, symbol, ritual, sign and the basic message that myth, long maligned by those interested only in ‘exact’ expressions of rationality, Jesus loves me, there are today being rehabilitated; they not is also a wealth of only touch the mind and its concep- tions, and evoke action with a purpose, transcendent beauty but compel the heart” (Bosch, 1995, p. 6,7). and spiritual Our sanctified imagination enables us to envision God’s heaven through the knowledge hidden in eyes of faith. It gives us new insights into God’s pictures. the past in which God’s grace has been a constant in a world burdened with sin and devolutionary change. And it gives rise to exciting new ideas about how we might better worship God and serve his people. Our ability to dream and create, tion of new technologies in medicine, using the marvelous gift of our imagina- communication, and transportation. It tion, is among the greatest of all of takes imagination to learn how to fly, God’s blessings. The Bible’s figurative invent a light bulb, land on the moon, language speaks to that imagination and discover a continent, defeat smallpox, informs faith, equipping God’s people design robots, and envision a personal for the telling and retelling of that mar- computer. Without the gift of imagina- velous story of our redemption in Christ tion, we could never appreciate Jesus. Shakespeare, Bach, Michelangelo, or Bruebeck. Nor could we ever fully I love to tell the story appreciate the richness of Scripture’s Of unseen things above, gospel message, for, while there is hope Of Jesus and his glory,

50 THE LUTHERAN EDUCATOR Kremer

Of Jesus and his love. Overwhelms Our Lives. New York: I love to tell the story Metropolitan, 2002. Because I know it’s true; Kelm, Paul. “A Theology of Ministerial It satisfies my longings Practice.” Unpublished essay, 2002. As nothing else can do. Kuske, David. Biblical Interpretation: The I love to tell the story; Only Right Way. Milwaukee: ‘Twill be my theme in glory Northwestern, 1995. To tell the old, old story Of Jesus and his love. ❧ Drawings of Bible stories are by Donald Muth, from “The Picture Catechism” © WORKS CITED 1983 Minnesota District of WELS.

Bosch, David. Believing in the Future: Kenneth Kremer is the editor of Lutheran Parent, Toward a Missiology of Western Culture. Northwestern Publishing House, Milwaukee, Valley Forge, PA: Trinity Press, 1995. Wisconsin. Gitlin, Todd. Media Unlimited: How the Torrent of Images and Sounds

His Mother Kept All These Sayings in Her Heart

As o’er the cradle of her Son The blessed Mary hung, And chanted to the Anointed One The psalms that David sung,

What joy her bosom must have known, As, with a sweet surprise, She marked the boundless love that shone Within his infant eyes.

But deeper was her joy to hear, Even in his ripening youth, And treasure up, from year to year, His words of grace and truth.

Oh, may we keep his words like her In all their life and power, And to the law of love refer The acts of every hour.

WILLIAM CULLEN BRYANT

D E C E M B E R 2 0 0 3 51 Using Cooperative Groups to Promote Accountability

Patricia M. Grabitske

ments for the week. Any child who had T SEEMS whenever teachers gather for incomplete work would receive a blue Ia bit of shoptalk, the subject of slip listing the work that needed to be “How do I get my students to complete turned in by Monday morning. The their work on time?” becomes a major blue slip asked parents to set aside time topic of conversation. High school to help the child over the weekend. teachers claim that holding students This system worked up to a point. accountable for assignments is the However, on a weekly basis, only 20 - biggest stumbling block they face. 35% of the children were completely Elementary teachers use any number of done with all assignments. Keeping management techniques and reward sys- track of incomplete work was taking up tems to encourage and entice their stu- far too much of my time and energy. dents to meet expectations for time This time could be much better used management and assignment comple- for instruction. tion. My reading in professional literature As third and fourth graders, the stu- led me to wonder if I could use peer dents in my classroom must make the pressure and cooperative grouping to transition to personal accountability for improve accountability. William daily assignments. In the past I have had Glasser’s choice theory states that peo- the children keep a daily assignment ple will choose to comply with instruc- book which parents were to sign each tions if they feel that compliance is to evening. Theoretically, the parents were their personal benefit at the time. checking with the child on the comple- Glasser maintains that individuals who tion of assignments see personal benefit each day. In produce quality addition, on work and that work- Fridays I ing as a team bene- would fits all the members of award yel- that team. low slips to Putting this theo- those students ry to work in the who had com- classroom, Glasser pleted all assign- insists, would turn out

52 THE LUTHERAN EDUCATOR Grabitske a better educational product. He urges the biblical teaching on the sinful teachers to make lessons valuable to the nature of man and the need to apply students and teach the students to work the Law and gospel as we do every day. together as this is the best reflection of Working together for mutual benefit in life outside the classroom. cooperative groups also carries out the Robbins and Finley, on the other commands of our Lord to help and hand, say that people do not naturally befriend each other and put the needs desire to work in groups. People are by of others above our own. nature self centered and wary of trust- I felt it was worth a try to form coop- ing others enough to collaborate on a erative groups in my classroom for the project. However, they go on, teams are purpose of increasing accountability, so a way of life and therefore people must I set up a plan of action to research the learn how to work together. It is neces- effectiveness of this approach. Over a sary for each team member to see the period of four months, I tested the personal value of working together effectiveness of heterogeneous, homo- toward an end product. geneous, and random grouping. In the Johnson and Johnson explain how last month I returned to individual cooperative grouping can raise student accountability for the purpose of com- achievement as well as promote social parison. If all the members of a group interaction. They also explain that form- had completed all of their assignments ing heterogeneous groups works best, for the week on Friday morning, the that homogeneous groups tend to put group would earn 20 minutes of game best friends together, and this tends to time. Group members were to remind interfere with the learning process. and encourage each other during the Random grouping, the Johnsons main- week so this goal would be accom- tain, gives results reflecting the termi- plished. nology: random. Since the educator has To form the groups, I followed the no control over who will be working advice of the experts, especially Johnson together, anything may happen. and Johnson, and ranked the children Random grouping may work well; it may from most capable to least capable. have disastrous results. Heterogeneous groups were formed by With the opinions of the experts in taking the top and bottom student plus mind, I wondered if I could lead the two from the middle. Homogeneous children to see the personal benefit of groups were formed by grouping the cooperating with a group to complete top four, the fifth through eighth, and daily work and thus apply this strategy so on. To form random groups, I simply to improving accountability. pulled names from a hat. The thought that people need to be Assignment completion would be taught to work in groups to overcome judged on the basis of awarding yellow their self centered natures struck a sym- and blue slips. A yellow slip on Friday pathetic chord. This truly lines up with morning means that all work is complet-

D E C E M B E R 2 0 0 3 53 Grabitske

ed for the week. A blue slip lists assign- children were told they must still work ments for which there is no grade with the same team for earning game recorded in the grade book and asks time on Friday. Even though the team that these assignments be completed members were not seated together, they over the weekend. Data was tabulated by needed to work together to accomplish counting the number of yellow slips the goal. (See Table 2.) awarded each Friday. Results from this type of grouping averaged 78%. Although this was some- Results

During the first month students were seated in heterogeneous groups of four. Students were excited to earn game time but leery of trusting others in their group to help them do it. The first week was rocky. There were many complaints about others not doing their part. My reaction was always the same, “If you want to earn game time, encourage your team- mates to do their part.” By the sec- ond week the children realized that complaining would get no action from me and focused their efforts on not only encouraging, but also helping teammates to manage their time and homework. In what lower than the 87% average for week three, many little “mothers” devel- heterogeneous groups, it was still a oped in the groups as one child (usually marked improvement over the 20-35% a girl) would help another go through average before starting grouping. the desk at the end of the day to make The third attempt at grouping was sure all work was turned in or taken random. Again, the results bore out the home to be completed. Scores soared research. Groups averaged 75%, better that week! (See Table 1.) than the original scores, but not as good In the second month, children were as heterogeneous or homogeneous grouped homogeneously. Experts said grouping. All three types of grouping this would not be effective, and I soon greatly increased the percentage of stu- found out they were correct. After two dents completing their assignments. weeks I had to break up the groups for (See Table 3.) purposes of management. However, the The fourth month saw a return to

54 THE LUTHERAN EDUCATOR Grabitske individual accountability. This would be for the sake of being done. A few my preference in an ideal world since attempted to bluff their way to a yellow we all need to learn to be accountable slip. (See Table 4.) for our own choices in life. For the first For the last two weeks of the project I two weeks of that month, the children decided to award game time at the beginning of the day on Friday. In this manner only those who held yel- low slips at the start of the school day on Friday would qualify for the reward. It was my hope that this would prompt the children to com- plete their work on a daily basis instead of waiting until Friday and that the quality of the work would improve. The first week of this plan resulted in 75% of the children holding yel- low slips by the time the starting bell rang on Friday morning. Those chil- dren played board games while those with blue slips worked on assignments that needed complet- ing. A few students holding yellow worked toward earning 20 minutes of game time on Friday. The first week 65% of the children had com- pleted all assignments by the time we began game time at 11:30. The second week it was 60%. Both these scores exceeded the scores before the project began. However, I noticed that many children were working very hard on Friday morn- ing to complete the work listed on their blue slips so they could earn a yellow slip before game time began. In doing so, they were not getting the benefit of immediate reinforce- ment of the Friday morning lessons. They were also sacrificing quality

D E C E M B E R 2 0 0 3 55 Grabitske

slips opted to use the time to work on publishing a writing project. This surprised me a bit, but they said they were not really interested in playing games. The second week of early morn- ing game time showed 80% of the children playing games and 20% working on overdue assignments. The transition to game time was much smoother when it was first thing in the morning. This time slot also gave me the time needed to help students through the rough spots as they worked on overdue assignments. This schedule proved to be a more natural “fit” for my students and me. improved the rate of completion over what was happening before this plan Conclusion began. The averages for each type of grouping were so close, ranging from All four methods of grouping or not 70% to 87%, that I was led to believe grouping the children to promote that it was the reward of game time that responsible accountability vastly was the motivator rather than the peer pressure or encouragement from members of the group. (See Table 5.) Even though the results of the individual accountability show that it was slightly less successful than the results obtained through grouping, I felt this method was more desirable. My hope with indi- vidual accountability was that the children had matured and would be able to handle time manage- ment on their own. However, these results could have been consider- ably influenced by a number of variables. The last two weeks of the project were also the last two weeks

56 THE LUTHERAN EDUCATOR Grabitske of the school year when our schedule the time. That will never happen this was irregular and the number of assign- side of heaven, but we continue to strive ments was greatly reduced. The chil- to come as close as possible.❧ dren were out of routine at school and at home, and their focus was not on WORKS CITED schoolwork. This strategy needs more study. If my Glasser, W. Choice theory in the classroom. conclusion that the reward is the moti- New York: Harper Collins, 1998. vator is to be proved or disproved, some Johnson, D. & Johnson, R. The nuts and experimenting needs to be done with bolts of cooperative learning. Interaction means of grouping, types of rewards, Book Co. Edina, MN 1994. and possibly means of qualifying for the Robins , H. & Finely, M. Why teams don’t reward in order to find a trend. It was work: what went wrong and how to make apparent that encouragement from me it right. Princeton, NJ: and encouragement from the parents Petersen/PaceSetter Books, 1995. meant more to the students than peer pressure. Pat Grabitske teaches at Trinity Lutheran School In a perfect world all the students in Belle Plaine, MN would complete all their assignments all

Peace on Earth Shepherds there were who in the fields by night kept watch, not wisting that a chorus bright Of angels would to them the news convey The dawning of the world’s most potent day.

Countless the nights of darkness and of fear The world has watched through, but the message clear Of prophets, martyrs, saints, and poets brought The healing word for which it blindly sought.

Visions from God-through men must come the word, Till the whole earth to action deeply stirred From war and dread and hatred wins release, And hails once more as King the Prince of Peace.

HELEN WIEAND COLE

D E C E M B E R 2 0 0 3 57 A Model or Reality?

Paul L. Willems

make models so large PPER grade teachers, amounts of data can be simpli- Uhigh school instruc- fied and understood. In addi- tors, and college professors tion much of science is tacit and who teach science must deal can be learned only by embrac- with the dilemma posed by the ing basic assumptions held by title of this article. As the teaching of the scientific community. These science in these classrooms turns away assumptions are difficult to articulate from the study of nature, which is the for they lie in the way science is done. science of the primary grades, it also They are acquired in a type of appren- turns away from the reality of the tree ticeship while working with other peo- and its leaves, the pond with its fish and ple. These tacit assumptions often the rock-covered mountain. Science involve modeling. Again science makes now becomes a study of information use of models when expensive or com- and methodology—deciduous trees, plicated experiment’s with the real fish, DNA, and igneous rock formations. thing arise. Testing a fully loaded 747 to These more abstract ideas are conceptu- determine the ultimate forces its tail al entities of human imagination. They and rudder can sustain before failing is are far less real than simple physical morally wrong and economically objects. The distinction between real impractical. Even measuring the wind and invented concepts may not matter speed and air pressure inside a tornado in the pragmatic world which asks, is extremely difficult in real life situa- “‘What is it?” But in the complex world tions. To investigate these phenomena in which humans live, “How does it science simplifies the problem and work?” is also important. That’s why devises tests and strategies to produce models and modeling exist. approximations. This is model making. It is a fiction to think that any student The model must be simple enough so in any classroom can discover all of its behaviors can be measured, but com- today’s science by himself or herself. plex enough so the calculations pro- There is too much to know. So humans duced from the measurements result in have learned to classify objects and to meaningful understandings of the

58 THE LUTHERAN EDUCATOR Willems behaviors of the phenomena found in ematical models. Mathematical models nature and help predict future behav- contain far less human emotional bag- iors in new situations. gage since mathematics is simple and Model making involves generating abstract. Mathematics is widely under- and/or collecting data. The data is then stood, is adaptable to changing situa- analyzed to discover patterns or pre- tions and, therefore, can be a very flexi- dictable behaviors. The developed ble model. It is easy to change mathe- model must be able to explain the pat- matics to accommodate the behaviors of terns found in the data and, ideally, be many different physical phenomena. able to infer untested behaviors in new Simple mathematical models are some- situations. Analogs or physical models times called laws or formulas. F = ma is are important tools to help visualize the an algebraic mathematical model for behaviors that are being observed. One Newton’s Second Law of Motion, a model for electricity is the fluid model. human conceptual model in itself. Voltage is analogous to fluid pressure in When Nobel laureate Richard a closed system, while current is similar Feynman (1918-1988) was asked to give to the rate of fluid flow. The fluid a simplified description for a quantum model struggles to explain electromag- physics concept, he was surprised to netic induction, and it fails completely learn that he could not reduce it to a with semiconductor applications. “freshman level” explanation. “This Electricity is not really a fluid, even means,” he said, “we don’t really under- though we may say, “Turn on the juice,” stand it” (Gleick, 1992, p. 399). Reality when we want to apply electrical energy was too subtle to model accurately. to a device. Models have limitations. Another Nobel prize winner, Max Physical models enabled Linus Perutz (b. 1914), was mystified by gravi- Pauling (1901-1994) to understand the ty. He thought when he reached the molecular pattern for the polypeptide university he would learn what it really chain of proteins, now known as the was. He later rote, “I was disappointed alpha helix. His success spurred on when they merely taught me that gravity James Watson (b. 1928) and Francis is what it does, an attractive force Crick (b. 1916) to use the model build- between two bodies that makes the ing approach to discover the structure apple fall with an acceleration of 10 of DNA. Nobel prizes were awarded to meters per second squared (Perutz, these men for their achievements. 1989, p. 205). The reality of gravity Researchers at the California Institute remains unknown. of Technology have developed an Scientists are not the only people who experimental model that uses mice to work with models instead of reality. investigate and understand human fear Weather forecasters use computer mod- disorders such as panic and anxiety els to predict rain and storms. (Wheeler, 2003, p. 25). However, often Economists use mathematical models to the best models of nature are the math- predict money trends and so influence

D E C E M B E R 2 0 0 3 59 Willems

the Federal Reserve Bank to adjust the avenues of study and scientific work prime interest rate. Psychologists use such as Newton’s Law of Universal the Freudian model or the Piaget model Gravitation and Einstein’s concept of to interpret human behaviors. Teachers the speed of light. In the older geocen- use educational models to effect student tric model these areas were unknown learning. Is science concerned only with mod- els or is there some vestige of reality in science? We know science uses real objects in the laboratory—meter sticks, Are we teaching our clocks, lenses—to obtain data. But the data observed is often not so regular as students that we have the textbook models would lead us to believe. What has happened? Data anal- now achieved a ysis, measurement approximation, aver- complete aging, error, and preconceived notions have happened. When Robert Millikan understanding of (1888-1953) was performing his now famous oil drop experiment, he kept God’s creation? Do doing the experiment over and over until he “discovered” data that fit his we think we teach theory and so won a Nobel Prize for reality? Do we claim quantizing the charge on an electron. (Goodstein, 1980, p. 25). Was it reality to teach true science? he observed or did he “beat the data into submission” to fit his preconceived Can we comprehend model? The algebraic algorithms writ- the mind of God? ten as the laws of science are generally better understood in their calculus form. And in this form, it is recognized that some terms are ignored or assumed to be insignificant and discarded so the and unexplored. Model building is a model can be made useful for practical part of science that involves human work. imagination and does not necessarily Science changes and modeling helps reflect reality. Christians know God real- foster its changing nature. The helio- ly created the universe. Science uses the centric model of our solar system “Big Bang” evolutionary model to replaced the geocentric model, not explain the universe in which we live. because it was simpler, but because it Many quantum models used to explain offered opportunities for further investi- the workings of atoms and of stars con- gations. This fresh model led to new tradict each other and defy common

60 THE LUTHERAN EDUCATOR Willems sense, but they provide workable solu- because the models that supported tions to everyday problems. them changed. These concepts were not A study of the history of science so real as they once seemed. reveals many descriptive models of Science is not truth. The old models nature. It sometimes appears that older still work although science has aban- models were simpler and today’s models doned them. Do we apply the heliocen- are more complex, but not all follow tric model when planning our summer this prescription. Geocentrism, with its vacation trip or do we assume the earth equants and epicycles, was not simpler is stationary, as did Ptolmey’s geocentric than the elliptical planetary orbits of model? Do astronauts work out their heliocentrism. We delude ourselves if equations with Einstein’s new gravita- we think the models of today are so tional model or do they assume clever they mimic reality. Are we teach- Newton’s model is good enough? When ing our students that we have now our students ask the tough questions— achieved a complete understanding of “What is the meaning of life?” or “What God’s creation? Do we think we teach am I doing here?” or “What happens reality? Do we claim to teach true sci- after death?”—they will not find the ence? Can we comprehend the mind of answers in a scientific model. They need God? Perhaps we, like Job of old, should the reality of Scripture. There is also say, “Surely I spoke of things I did not reality in the love of beauty, in the awe understand, things too wonderful for of a sunset and in a sense of humor or me to know” (Job 42:3). in a song. Science cannot model this I believe we should be as honest as we reality either, but it exists. ❧ can as teachers and acknowledge much of what is called science is based on WORKS CITED human imagination and is a model. Just because scientific theories are successful Gleick, James. Genius: The Life and does not mean they are real. Some mod- Science of Richard Feynman. New York: els cannot even be verified by direct Pantheon, 1992. experiment. Such models include how a Goodstein, David and Judith. “The star shines, how a cell can be alive, and Scientific Method,” Engineering and the scientific theory of evolution. Even Science, October 1980. those theories which give verifiable Perutz, Max. Is Science Necessary? New results are far less real than is a rain York: E. P. Dutton, 1989. drop, rich soil, or human beings. The Wheeler, Mark. “Flee or Freeze,” model which presupposes the existence Engineering and Science, 66:2, 2003. of virtual photons, tunneling electrons, or wave functions can easily do away Paul Willems teaches at Minnesota Valley with those same concepts if the model Lutheran High School in New Ulm, Minnesota. changes. Caloric fluid and phlogiston are no longer scientific concepts

D E C E M B E R 2 0 0 3 61 O’Neal, Debbie Trafton. Go Tell It on the A “Christmas Family Fun” section cen- Mountain. Minneapolis: Augsburg, ters around the tree. Suggestions are 2003. Illustrated by Fiona King. given for decorating with garland, paper Colorful illustrations accompany the chains, and stars. Families would enjoy text of the familiar African American making a handprint tree skirt. This spiritual, Go Tell It on the Mountain. A bor- “skirt” could become a family heirloom. der offsets each page of the refrain. Activities would be appropriate for a O’Neal has written an additional stanza variety of ages thereby getting all family brought to life through illustrations of a members involved. A copy of the song, modern day family preparing for O Christmas Tree, along with sign lan- Christmas. Gospel outreach is the theme guage directions completes the book. of the new stanza; “I want to share the CL good news with everyone on earth.” Classroom teachers could use this book to illustrate a hymnology lesson as well as using it as a springboard for a Kunkel, Jeff. What Scares Me and What I writing lesson. Families would appreci- Do About It. Stories and Pictures by ate the “family fun” section. Spreading Sunday School Kids. Minneapolis: the news of Jesus’ birth is the theme for Augsburg, 2003. Christmas crafts that families could pre- Childhood fears are explored in this pare. A copy of the song and sign lan- book. Sixty children ranging in age guage pictures complete the book. from three to fifteen contributed ideas CL for this book. In his StoryArt groups, Kunkel asked children to brainstorm a list of fears. Participants were then asked to draw and write about the fear O’Neal, Debbie Trafton. O Christmas itself followed by suggestions for ways to Tree. Minneapolis: Augsburg, 2003. cope with the fear. Illustrated by Ande Cook. The book is divided into topics: At The familiar carol, “O Tannenbaum,” Home, At School, Out and About, and provides the text for this story. Other Worlds. Younger children wrote Illustrations depict a family’s prepara- of fears typical for a particular age—fear tions for Christmas from buying to dec- of the dark, shadows, things that go orating a tree. O’Neal adds another thump in the night. Others wrote of stanza reminding the reader that the more serious matters, family troubles gifts we see at Christmas are a reminder and terrorism. Teachers will appreciate of God’s greatest gift for all. reading what children had to say about

62 THE LUTHERAN EDUCATOR school fears. this topic is a confusion that exists with A variety of strategies were discussed terminology: Luther speaks of a call and for dealing with fears. These ranged a vocation, both of which can mean dif- from the practical solutions (turning on ferent things. Bennethum goes back to a light) to sincere expressions of faith. Luther and to Luther’s studies of Many children used prayer and Bible Scripture to define the Christian voca- passages to cope with fears. The faith of tion as existing in the worldly kingdom. a young child was illustrated as a five- This is the kingdom of the law; of earth- year old stated, “I’m sticking my hand ly, horizontal relationships; of obliga- into God’s so I can use his power and tions we have with family, employers, love.” Authentic artwork and dialogue and government; of believers and unbe- from the children make the book lievers; of the means by which God pro- appealing to readers of all ages. vides earthly gifts that we need for our This book would provide an interest- body and life. This is the world that is ing start for a discussion or writing activ- described in the Small Catechism in the ity on fear. Christian families and educa- Table of Duties and the answer to the tors would be able to highlight God’s question in Confession: “What Sins love and protection no matter what Should We Confess? Answer: Here con- earthly troubles may occur. sider your station…” CL As Bennethum notes, Luther was attacking the notion of the Catholic church at that time: There is only one vocation that serves God—the work of Bennethum, D. Michael. Listen! God is monks and priests. Calling! Luther Speaks of Vocation, Faith, Bennethum also uses Luther to make and Work. Minneapolis: Augsburg, the distinction between the Reformed 2003. view of vocation (the Protestant work It is not always easy to find good dis- ethic) and the scriptural view of voca- cussions of Luther’s concept of the tion as a work of love that comes from Christian vocation. There is Gustaf faith and that serves others in love. A Wingren’s (1957) Luther on Vocation vocation is a mask of God through (now republished by Ballast Press) and which God bestows his blessings on us there is the Augsburg series of The and others. Christian at Work in the World. But there The author uses his experiences as a is not much that goes back directly to parish pastor to show how Sunday and Luther and makes applications today. Monday can be brought together for Bennethum’s work is a welcome addi- members of the congregation. Such a tion. He pulls together Luther’s ideas bringing together may not be obvious and many of his quotes in a simple to because the work of pastors and read, relatively thin (90 pages) book. Lutheran teachers often focuses on the Part of the difficulty on writing on work of the heavenly kingdom—preach-

D E C E M B E R 2 0 0 3 63 ing and teaching Law and gospel in makes a good case that it can be done church and school. Lutherans do and it must be done. Sunday well, but for many in the pew, The book is a good read for pastors, Monday presents unanswered questions teachers, and laypersons. You might also about how does one testify to a living check with the author on an outline on faith, how does one serve as a mask of the Christian vocation for a weekend God, how does one act honestly and retreat that he has. with love in the workplace? Bennethum JI

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THE LUTHERAN EDUCATOR