Monday, 30 March 2020

‘Doing’ School at Home During the Covid-19 Virus - Some practical help


While this topic isn't from my book 'Pedagogy and Education for Life', it's such a critical issue right now that I thought I'd provide a link to one of my other blogs on which I've just posted some practical help for parents teaching their children at home.

Around the world right now there are many families trying to manage life at home during the Covid-19 Pandemic. While every family's situation and each nation, is dealing with this problem in different ways, all face similar challenges in relation to their children's education. As a trained teacher, author of varied learning activities for parents, and devoted father and grandfather I've tested these ideas and many more. But due to the Corona Virus many parents across the world have found themselves acting as teachers at home. This is a nightmare for some, but it can be rewarding and even fun!  In this first post in a practical series I deal with the most basic questions first:

  • How can I as a parent who isn't a trained teacher make this work?
  • What if my child gets through all of the school work in a couple of hours?
  • How can I make some of the work fun and engaging?
  • How do I juggle my paid work if I'm working at home as a parent at the same time?

I follow this with some basic rules

#1 Do establish some basic rules 

#2 Do complete the work that your children's teachers are setting - but don't assume that it has to be done first

#3 Do program in physical activities outside (weather permitting).

#4 If you are able establish a place within your home or apartment where school activities take place.

# 5 Do provide time for marking work (if that is the task of the parent not teachers) and give good feedback and praise.

# 6 Do be consistent! Discipline for the teacher always breaks down when they are inconsistent towards children in the class (or group). 

# 7 Do build into the day planned 'Tension Breakers'. 'Tension breakers' (i.e. things to stop chaos when the wheels are falling off the family, or a child is having a meltdown!) are used when everyone seems to have had enough.

Want to know more? Visit my blog 'Literacy, Families and Learning' and look out for future posts.


Monday, 2 March 2020

The need to be ‘kidwatchers’ - Principle 12

As I discuss in my book ‘Pedagogy and Education for Life’, if we are to influence the life of our classrooms, we need to be engaged with our students and consciously monitor the day-to-day classroom life. But as well as classroom life, we need to be aware of each student’s life outside the classroom, for invariably this has an impact on life within school. My 12th Principle from my Christian Pedagogical Framework is framed by the question “how aware am I of the life activities and behavior of my students outside the classroom?” This starts with the playground, but also extends to the home and community life of our students across their many external communities of practice. This might seem a ‘bridge too far’, but if our students are demonstrating inappropriate, ‘interesting’ or unusual behavior in other contexts, how might this inform our understanding of them within school. 

Essentially, teachers need to be sensitive to any signs that their life at home, or in varied wider contexts outside school, might create additional challenges or opportunities. The latter is just as important, life and learning might just be much more exciting and rewarding in the wider world than in the school or classroom. The example of Chanda in Chapter 2 of my book illustrates this perfectly. A student who wouldn’t write at school was a prolific writer of music at home.

Understanding the student world outside school
How can we as teachers have any idea what occurs outside the school for our students? This can be positive and negative. At times in our schools there are children who at home or in the wider world, might face abuse, poverty, fear and disadvantage. How can we tell such things? Understanding and discerning the needs of our children involves observation and attention to the whole of life of our students as much as we are able. Might some students come to school hungry? If a child arrives at school in an untidy state, what might this tell us? Or if they seem to lack basic resources for school should we be concerned? Is their homework done, and so on? What is our relationship like with their parents? Do we know them at all? Do we have any idea how supportive or otherwise their families might be?


In a more positive frame, what passions and interests do our students have outside school? Are there areas of life outside school that demonstrate unusual gifts, special abilities, perhaps just different and more positive behavior? How can we build on what we know about our children to encourage them and form them? Do we listen to and observe them as they arrive and leave, play and chat with friends in informal moments? What insights might we gain in the diverse and multiple communities of practice they inhabit?

Using 'Open' Questions
One basic and practical way to learn more about our students is to ask open questions that invite response and offer a window into their ‘hearts’ and minds. This will generally be done one-to-one or in small groups. This type of close observation has been referred to by some as ‘kidwatching’ which I refer to in chapter 9 of my book. An American colleague of mine coined the phrase over 30 years ago. She discusses the practice in full in her book ‘Kidwatching: Documenting Children’s Literacy Development’. As the name suggests, the technique was designed to provide “…a framework for engaging in systematic, yet very personalized, data collection”.  While she coined the phrase for a narrower application to literacy, I have developed a much broader application in relation to each child’s participation in school and community life. How might we use such a technique in our schools? And what can we learn from using it?

 For example, do we demonstrate a desire to come to a greater understanding of why our students do or don’t engage in activities within the classroom and school? My basic contention is that only by listening, observing and asking the right questions, will we understand our students more fully, and be able to assess their well-being and journeys towards faith. I’m constantly surprised by how little teachers know about their students. Or, in some cases, how they often offer inappropriate activities for their children, or fail to identify when children are unwell, unhappy, under stress, withdrawn, and so on. I saw this as a parent when observing other parents, but also constantly as a teacher. At times teachers fail to see telling signs that students are withdrawn and distant, stressed, frustrated or sad. This might be due to issues beyond the classroom, or perhaps an inability to cope within the school.

Two real life examples
Let me share two real examples from my teaching. I have changed the names and some details to ensure that there is no chance of identifying individuals. The first was a 3rd grade boy (I’ll call him Ralph) who I taught in a city school. He came to school tired, late, untidy and smelling of cigarette smoke every day. He was withdrawn, always late in finishing work at school, he rarely completed homework, and he struggled to make friends. After some weeks and endless frustrations, I was to find out from varied professional sources that the child lived in a two-room shed, that his father was an alcoholic, chain smoker and occasional drug user. Life was chaotic at home, sleep was difficult and study or homework at the dining room table (the only space to work), impossible due to communal use, as well as the scattering of empty bottles and full ashtrays.

The second student was an attractive and precocious girl in Grade 5, who had no end of friends at school. But she struggled to complete schoolwork due to her tendency to be easily distracted from any work activity. This behavior continued for all of one term. She was referred to our school counsellor. After a number of sessions, she discovered that the student’s mother had left their family home during the school holidays and had not been seen or heard of for 3 months. With her father working five days per week and shift work at times overnight, and her older brother at university, she was frequently left alone. 

Understanding the lives of both children was essential for understanding my challenges with both in the classroom. Kidwatching involves paying close attention to the behavior of our students, and being prepared to look more deeply for telltale signs of disrupted lives outside the classroom. And perhaps ask that one more question that could elicit a personal response.        

Attentiveness to student life - 'Kidwatching'
In chapter 6 of my book I suggest that we need an attentiveness to the student life of the
classroom to create opportunities to observe their actions, emotions, hopes, fears,
frustrations and joys. At its most basic level, “kidwatching” requires teachers to use their eyes to observe student lives, and their ears to listen to what students do and don’t say. Not in order to pry, judge, or to indoctrinate, but to understand them. We need to demonstrate a desire to come to a greater understanding of why our students do or do not engage in activities within the classroom and school. In the case of Chanda, who I discuss in chapter 2 of my book, what I did was not startling. First, I acted on her noncompliance with the writing curriculum when I observed it. Second, I asked some questions. Finally, I took the time to observe her more closely, and I made an effort to know her better. This deliberate activity enabled me to learn about her avid writing at home and to build upon and use this knowledge to make a difference to her as a student.

The view of pedagogy outlined in my book defines learning as socially constituted within communities of practice, not simply classrooms and schools. Learning takes place within the life of many communities in which students and teachers participate. As teachers, we are doing much more than imparting knowledge and skills, we are also forming young lives as we engage with them in a rich life of apprenticeship, mentoring and discipleship. To quote Chapter 6 (p.86) of my book:

Christian pedagogy, will lead to an education that points towards Kingdom goals in the moment-to-moment life of the classroom. It is not simply the delivery of doctrine and teaching in chapel, Scripture classes and Bible studies, nor is it simply the reinforcement of a specific worldview. Pedagogy will always reflect the attitudes of the teacher, the purposes that drive classroom activities, discipline and praise, rewards and punishment, as well as the words spoken and the knowledge shared. This is an education that is implicitly, and sometimes explicitly, centered on God’s purposes for his creatures, not simply the pursuit of the goals of the world.
                                                                                              
To embrace such a view of pedagogy and to implement it in our classrooms, requires deep knowledge of our students. This is where ‘Kidwatching’ comes in.

Monday, 6 January 2020

Understanding & Responding to the Diverse Nature of Learners - Principle 11


One of the most depressing things that I observe in schools is the tendency to adopt a core and common curriculum taught using a limited set of teaching methods. Even more depressing is the fact that this approach takes no account of varied learning styles, nor does it consider the individual needs, interests and abilities of the children in the classroom.


The use of curriculum and teaching practices that assume all students are the same, and teaching diverse classes a common program with identical expectations, couldn’t be further from what Christian education should be. God made us as unique and diverse creatures, and this wasn’t by accident. Varying abilities and even learning styles weren’t an unfortunate accident of creation.

All students will have different strengths, weaknesses, and needs. Romans 12:3-18 is the place in Scripture we go to when we think of different spiritual gifts. But just as God has given his people varied spiritual gifts, he has also created us with different abilities, strengths, interests, skills, personalities and so on. The diversity evident in any classroom is extraordinary and needs to be accepted and addressed. This will be demonstrated by using varied methods, techniques and strategies for the varied abilities and gifts we will see represented in our classrooms.

"4 For just as each of us has one body with many members, and these members do not all have the same function, so in Christ we, though many, form one body, and each member belongs to all the others. We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach; if it is to encourage, then give encouragement; if it is giving, then give generously; if it is to lead, do it diligently; if it is to show mercy, do it cheerfully." (Romans 12:3-8)

 Christian teachers, classrooms, and schools should at least grasp and demonstrate these basic understandings in word and action. We are to do this by responding to, valuing, respecting and building on our children’s varied abilities, skills, needs and gifts. Teaching to the middle, or application of restrictive methods to the point of frustration for some, is not an option that should serve as an appropriate goal or acceptable practice. We are to encourage and help students who are slower to learn, and enrich those students who show specific gifts. We must also develop those who have learning difficulties. God has made our children to be different, hence we need to educate, extend and grow all of our students as learners and people.

Recognising pedagogically that we understand diversity and difference

God delights in us as learners and has given us the ability to learn in varied ways. Learning can occur in formal and informal ways within the family (Deut 6:1–9) and likewise the school. We should use varied methods to accommodate the differences that we observe in our students. The Bible offers many examples of the diverse ways that humans learn, as well as clear and practical examples of how great teachers work. The actions of teachers across the Old and New Testaments demonstrate the varied activities used. These include planning diverse activities that respond to our observations and experiences, a strategy that Jesus used often (e.g. Luke 13:18–21). In other places in Scripture we see how narrative and parables were used to teach (Ezek 17; Luke 8:4–8). On other occasions learning was framed using allegories and metaphor to help learners grasp profound truths (Isa 5:1–7; Ezek 16). Good teachers in the Bible also offered and used first-hand experience to reinforce key learning (Luke 9:1–8; 10:1–20). Learning of course throughout the ages has often occurred within the general activities of life, as discussion and questioning were used by parents and teachers to help children and adults grasp new ideas and concepts (e.g. Luke 24:13–25). The Bible also has many examples of signs and symbolic acts being utilised to bring home significant truths (1 Kgs 11:29–39; Isa 20:1–6).  

In many ways, the above diverse approaches are similar to what the educator would call experience based learning. And of course, direct expository teaching through the spoken and written word is common and needed as well. Do we exercise our freedom to use sound and varied methods that equip our students for the whole of life? This diverse array of models for learning from the Scriptures should encourage us to think broadly about the possibilities for shaping teaching and learning in our classrooms.

In summing up, let me say that experienced teachers know almost intuitively, that just as there are many different and unique learners in every classroom, there are many methods we can use in teaching that match the different types of learners. As I stress often in my book ‘Pedagogy and Education for Life’, and already quite specifically in the 7th Principle, we must never assume that all students are the same. God made us as individuals. No two of us are exactly the same and all have a part to play in God's world (1 Cor 12:27) as well as in any classroom. God also gave each of us different gifts to be used. The Apostle Peter reminds us that each of us “should use whatever gift you have received to serve others, as faithful stewards of God’s grace in its various forms.” (1 Pet 4:10).

Teachers have a great responsibility to use diverse pedagogy to assist learning and teaching. This is to reflect student diversity, and to encourage the diverse gifts and abilities that we see in our students. With such diversity within our students, it should be obvious that diverse methods are needed to help our students to learn and grow into independent and mature learners.

Friday, 25 October 2019

'Little People's Literacy Learning' - A New Resource

While this is a blog linked closely to my book 'Pedagogy & Education for Life', I thought readers might also appreciate seeing a free online resource that I co-wrote with a colleague. It was designed for a broad audience - all preschool parents and carers. It's FREE!


I co-wrote this online preschool support program for parents of children 0-4 years with Anita Ayre. It was released in 2018 but has been upgraded with 6 new modules. The Australian Literacy Educators Association has just uploaded the latest modules in this free online program. No catch, just free support and practical ideas for new parents not sure how to help their children to learn.

This support program started out with my co-author Anita Ayre preparing activities for her daughter to support her first child (i.e. Anita's grandchild). I was asked to partner with her to develop this online program for parents and grandparents. 

The resource program is available FREE via the 'Australian Literacy Educators Association' website. It is called 'Little People's Literacy Learning: A guide for engaging parents and carers'. It offers practical help for parents and carers of children aged 0-5. Did I say that it's FREE. No catches. You don't need to be a member of ALEA to access the resource. It is open to all.

The guide was launched in 2018 for parents and carers and comes with hundreds of activities that you can enjoy with your child. Initially, there were 17 units. Now it has grown to 27 with new modules on 'Maths', 'Maths Language', 'Technology Use', 'Measurement', 'Space' and 'Pattern' just released. The modules will help parents to use simple activities as part of life. Some are incidental and others have some limited planning required. But all you need to know is explained in the modules. All activities are designed with an emphasis on learning through collaborative play and shared discovery. Why are so many of the recent modules related to maths? Because language and literacy have many important relationships to these topics.

Monday, 23 September 2019

Do we encourage creative risk-taking and problem solving in all learners? Principle 10

My apologies for taking so long to get back to the 20 pedagogy principles in my book 'Pedagogy and Education for Life: A Christian Reframing of Teaching, Learning, and Formation'. My 10th principle is once again, a reflection of the fact that God made us to be creatures who learn. I have no doubt that at times, to learn we need to take risks, and in the process, make mistakes and even errors before solving problems that matter. I contend in my book that learners who fail to take risks effectively reduce their chances to be successful. This is true of all inventors, entrepreneurs, explorers, successful business people, sporting stars and so on. 

As teachers, we need to create 'space' and a degree of freedom to make mistakes and take risks. The Bible teaches us that God delights in his creation, the work of his hands and the sharing of these gifts with others (Exod 35:30–35). So too, he calls us to work in the world he has given us with a view to the future.

Above: An early sketch of Da Vinci's concept of how man might fly (Wiki Commons)

In Genesis 1 man is given the tasks of “filling,” “subduing,” and having “dominion” over the earth (Gen 1:26–28). This does not mean simply the function of maintenance, but also of developing, cultivating, and making so creation continues to move ultimately toward its end. God’s world is simultaneously in a state of decay and recreation. He calls us to use creative minds and willing hands to develop and sustain the world until his kingdom comes (2 Cor 5:1–21). Do we nurture and place value on the development of curiosity and creativity as we encourage students to act in and on the world as they await the return of Jesus?
Above: Martin Buber
 
Martin Buber argues in his book 'Between Man and Man' that in the newborn child God has implanted the "capacities to receive and imagine the world". In effect, the world, by which he means the whole environment, nature and society, actually educates the human being as it "draws out his powers, and makes him grasp and penetrate its objections.”

As I argue in my book, the successful teacher will create an environment in which children see problems to be solved, opportunities to puzzle over life matters, and the “strangeness” of the world as they seek to make their way in it as risk-taking and problem-solving learners.

Classrooms and schools where pedagogy, curriculum and teaching reflect a 'cookie cutter' view of education will graduate learners who are good at replicating, remembering and reproducing the knowledge and skills of others. They will be less successful at graduating original thinkers, reflective practitioners, inquiring minds and original thinking. Nor will they be good at challenging and testing ideas. There are risks of course in forming students who are prepared to question the ideas of others, for example they will test ideas, but ultimately such characteristics will contribute a great deal to resilience in young learners. I will build on these ideas when I discuss Principle 11 in my next post.

Tuesday, 6 August 2019

Why has God given us imaginations?

This post is based on the ideas in my book 'Pedagogy and Education for Life'. The content was delivered in the form of two talks to the staff and leadership of Pacific Hills Christian School in Sydney in July 2019.
 
Veith & Ristuccia in Imagination Redeemed, suggest that the imagination allows us to “relive the past and anticipate the future”. But of course, remembering and speculating do this as well. How is the imagination different? Some ask, “Isn’t it just another kind of thinking?” Well yes, but at the same time no!

My formal definition of imagination is that “it is an intellectual activity of mind that involves the connection of prior and new knowledge and experiences to help us grasp beyond the known and the understandable” Cairney (p.124). Creativity on the other hand is a response to our imaginations, that helps us to express, understand and share, that which otherwise might seem almost unknowable. Creativity also allows us to transform these deep meanings into forms that help us and others, grasp something of the meaning being communicated.

As a Christian, while I believe that God reveals truth through his word by the power of his Spirit, I also believe he gave us imaginations that can help us as we plumb the depths of the truth in his word. But of course, we must exercise care with our imaginations as we seek the knowledge of God and what he teaches us from his word. We are warned in many places in Scripture against the improper use of the mind. For example, in 2 Corinthians 10:5, where Paul is defending his ministry against opponents who were discrediting him, he wrote “We demolish arguments and every pretension that sets itself up against the knowledge of God, and we take captive every thought to make it obedient to Christ” (NIV).

I believe that as educators and Christians we have been badly served by the improper sidelining of the gift of the imagination, that God in his kindness gave to us alone, and not to any other creatures. I argue in my book that there are 4 primary reasons that God gave it to us.

First, the imagination is a human characteristic that is part of who we are; it is part of the CHARACTER God gave to us.

Second, it has been given to us by God to help us understand who he is, as well as to grasp something of our purpose as his creatures, who he made to be supported within COMMUNITY.

Third, the imagination is implicated in how God reveals truth to us, and draws us into a relationship with him through our SALVATION in and through Christ.

Fourth, the imagination is a human quality that is implicated in how our desires are shaped, and our true IDENTITY found as his chosen children.

1.    Imagination and CHARACTER

The human imagination is one of the cornerstones of our nature and character. While creativity is connected, and interrelated with the imagination, it is different and we should try not to confuse the two. Imagination is a gift of God that allows us to appreciate, understand, respond to, and marvel at the things he has done.

God is of course imaginative, and in his kindness and mercy, he made us as creatures able to use imaginations to help us understand his purposes for us as creatures made in his image.
  
TrevorHart writes, that “Imagination acts to perpetuate a fragment of beauty already in the world” (Hart). They are part of the way we receive and reciprocate the knowledge and beauty of God.

Imagination is expressed and used in varied ways, including our words, emotions, actions, and imaginings, and they can reveal knowledge and truth, as well as directing our passions and motivations.

I see it as the intellectual activity of the mind that connects prior and new knowledge and experiences, with our grasping after the unknown. It is part of the way we make sense of and respond to our world, but it also helps us to grasp that there is a world beyond.

BernardMeland suggested that beyond “constructive understanding” is another level of application of the imagination, that is implicated in questions or reflections on one’s human destiny. This he suggested requires metaphysics and theology as well. Only at the intersection of these varied resources for thinking and imagining can we grapple with truth and the unknown. This is character shaping!

2.    Imagination and COMMUNITY.

While the imagination can be a solitary task, it is also something that we use and exercise within COMMUNITY. Communities are relational groups of humans in which we live with others and seek to love, explore, learn, understand and support one another.

In many ways, this is why the informal networks of life beat the formal structures of education hands down. They can have a  strong influence on the ‘heart’, life priorities, hopes and dreams. It is in communities, where young people are able to ‘speak into’ the lives of their friends in ways that few teachers and even parents can. As Lave &Wenger stressed, our students dwell together in multiple communities of practice that shape minds, lives, expectations, imaginations and hoped for futures.

Sadly, some children in our schools see little relevance for school to their worlds and the things that matter to them. The communities that matter most for them are outside the formal structures and life of school.

The extent to which we engage the world with our imaginations has a strong relationship to the multiple communities in which we are participants, members and dwellers. And in particular, it influences the allegiances we form with varied ‘Communities of Practice’.

The Apostle Paul understood the need for human transformation, as the early church emerged and people from varied backgrounds came together. In his writing, he often challenged followers of Christ to imagine different futures, different possibilities, different communities centred on Christ as early Christians lived, served and grew in community. And imagination was implicated! In Ephesians 2:1-10, we read how Paul challenged this new community of believers to grasp that they were no longer bound by their past. How else can we grasp the enormity of what God promises us in verses 6 & 7.

And God raised us up with Christ and seated us with him in the heavenly realms in Christ Jesus, in order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8

3.    The imagination and ETERNITY

Christian formation in the school and family is also about nurturing and growing the citizen on this earth with an orientation toward the next. We are ‘in-between’ people. Our students need to keep firmly in mind that this life isn’t all that there is. They must have a focus on eternity!! What we want our children to become in the world today, should be directed to what they are destined to become in the kingdom of God. Our true citizenship is elsewhere! Paul wrote to the Philippians:

Join together in following my example, brothers and sisters, and just as you have us as a model, keep your eyes on those who live as we do. 18 For, as I have often told you before and now tell you again even with tears, many live as enemies of the cross of Christ. Their destiny is destruction, their god is their stomach, and their glory is in their shame. Their mind is set on earthly things. But our citizenship is in heaven. And we eagerly await a Savior from there, the Lord Jesus Christ, who, by the power that enables him to bring everything under his control, will transform our lowly bodies so that they will be like his glorious body.” (Phil 3:17-21)

The focus of a Christian pedagogy is not the building of better citizens to successfully take their place in civil society (although this might be important), but rather the maturing of children in Christ.

As Paul tells the Philippian church, “our citizenship is in heaven, and from it we await a Saviour, the Lord Jesus Christ, who will transform our lowly body to be like his glorious body, by the power that enables him to subject all things to himself (Phil 3:20–21).” The stories of life have a big impact on us under the direction of God’s Spirit.

When I first heard someone teach from Matthew 11:28-30 my imagination was captured by God! Through the power of his Holy Spirit, I was able to grasp the possibility that I could have an eternal existence! ETERNITY was now emblazoned on my heart and in my mind. As well as a God-given capacity to think, understand, comprehend and reflect, my God given capacity to imagine was implicated in how I was able to grasp God’s revelation to me through his word.

I had caught a glimpse of God’s kingdom and his Son. My imagination had been captured by God! I was able to glimpse that I could have an eternal existence! ETERNITY was now emblazoned in my heart and mind.

4.    Imagination and IDENTITY

God also uses our imaginations in shaping our IDENTITY. Only God can help our students to grasp that this life isn’t all that there is. As they are confronted by the truth of the Bible, God will can open their minds to reconsider the things that matter. Their minds and imaginations also be captured by God as our students begin to grasp that their very IDENTITY must be established in Jesus if they are to be the people God made them to be! Only in relationship to him can they live the fulfilled life that they were meant to live in and through a relationship with the Lord Jesus Christ.  


We are to strive to make school a place where CHARACTER is shaped in COMMUNITY, as we teach our students and nurture them towards ETERNAL salvation in Christ. We are to help them to grow, and understand that their true IDENTITY is to be found only in Christ. What we want our children to become in the world today, should be directed to what they are destined to become in the kingdom of God.

But you are a chosen people, a royal priesthood, a holy nation, God’s special possession, that you may declare the praises of him who called you out of darkness into his wonderful light. 10 Once you were not a people, but now you are the people of God; once you had not received mercy, but now you have received mercy. (1 Peter 2:9-10)

As our students arrive in our schools and classrooms, they don’t come as clean slates. Instead, they come with memories and hopes, and imagination is related to both. And of course, their imaginations may well have taken them to places other than God!

Our experiences and memories in concert with our imaginations can take us in many directions. These are ‘identity forming’ experiences in life. Some of our memories can lead to a range of human emotions including pride, bitterness, lust, anger, even regret. But God can take our memories captive as well as our imaginations.

In 1 Corinthians (15:33-38) - a passage in which Paul that urges his readers to stop sinning - we find him urging his readers and hearers to a conversion of the imagination. As Richard Hays in 'The Conversion of the Imagination' explains, “He was calling Gentiles to understand their identity anew in light of the gospel of Jesus Christ”.

Jews and Gentiles were being challenged by the gospel to reevaluate their identities. Such a profound shift in perspective - so profound that our very imaginations are captured - requires reason, memory, and the imagination as the Spirit of God transforms us.

This transformation in the early church was achieved as Paul constantly fostered and sustained by what Richard Hays calls “a process of bringing the community’s beliefs and practices into critical confrontation with the gospel story.” This Hays suggests calls for a “conversion of the imagination.”

As a teacher, you witness young people before your very eyes seeking to transition from one identity to another. As children and adults transition from one state to another, there is always the possibility for reinvention. And of course, the imagination is implicated in such identity shifts.

Imagination is central to how our student minds are engaged, hopes are formed, aspirations are primed, friendships are conceived, and supported. As students engage in the life of the school and the communities of practice they inhabit, imagination plays a key role in connecting who they are, who they wish to become, and what is critical to their sense of belonging.

Summing Up

Imagination is a gift from God. He made us to know and worship him, and built within us, the capacity to imagine the future and to try to make sense of the past. Nowhere is our imagination more important than in helping us understand the depth of meaning of God’s word to us spoken by the prophets, teachers, disciples, and of course through his Son.

The imagination is a gift from God for life and indeed is part of the way he draws us to himself. Anthony Esolen in 'Ten Ways to Destroy the Imagination of your Child' has a delightful way of expressing the tension between what we know and what we do not know and have yet to discover:

“The imagination opens out not principally to what it knows and finds familiar, but to what it does not know, what it finds strange, half hidden, robed with inaccessible light.”

This of course, is why stimulating the imaginations of our children is so critical.

Like knowledge, skills, and abilities of varied kinds, imaginations are given to us in order to glorify God. Our God reveals the purposes for which he created us, as we seek to cope and respond to life’s experiences. He does this in parallel with our encounters with his revealed word. At God’s initiative, he uses his word and our imaginations to convict, rebuke, and turn us from rebellion to acceptance of him as Lord and Savior. 

Saturday, 1 June 2019

Imagination, Creativity & 'Life': Principle 9

The imagination is not simply a fanciful invention of mind. Imagination is always related to knowledge in one form or another, and reason is never far from our imaginings. I define the imagination as an "intellectual activity of the mind that connects prior and new knowledge and experiences with our grasping after the unknown. It is part of the way we make sense of and respond to our world, but it also allows us to ponder the world beyond."

The use of the human imagination spreads beyond language and literature to include physical and creative actions, strategic thinking, innovation, planning and so on. The varied human outputs of life are at least partly expressed through our imaginations and longings, as we seek God and experience all he intended for us.

Indeed, imagination is part of the way we make sense of and respond to our world, and it also helps us to ponder the world beyond. The application of imagination in all of its God-given fullness, is neither simply constructive, analytical, or logical thinking, nor is it whimsical, ungrounded thinking, disconnected from data, evidence, and the senses. As Bernard Meland(1) suggested, the imagination can be something beyond “constructive understanding”. In fact, the imagination, is implicated and perhaps required in questions or reflections on one’s human destiny. This requires metaphysics and theology as well knowledge. Only at the intersection of these varied resources for thinking and imagining can we grapple with truth and the unknown.

Trevor Hart(2) drawing on the work of Richard Kearney(3), suggests that the imagination is “pervasive [and] a feature of our existence, [and is close] to the heart of our existence.” He argues that it is a critical feature of our humanity, with many connections to the mundane and everyday activities of life. It can involve “expecting, planning, exploring, fearing, hoping, believing, remembering, recognizing, analyzing, empathizing, loving, conjecturing, fantasizing, pretending.” This is in addition to what teachers might see as the more specialized creative activities of life that schools typically embrace. These language, art, literature, music, and invention.

Veith and Ristuccia remind us that human imagination also allows us to “relive the past and anticipate the future.”(3). Our God “made us as imaginative beings and placed us in a world which calls forth from us responses of an imaginative sort if we are to indwell it meaningfully and well . . . Life in all its fullness is from top to bottom, from beginning to end, a highly imaginative affair.”

The imagination is implicated as we seek to understand our world, the things we find hard to grasp, and those ideas that seem beyond our present understanding. This is true of Scientists, craftsmen, writers, builders, and doctors who all imagine futures in which they build on knowledge and know-how, to make, create, mend, and have an impact on the world.

As I explore in chapter 8 of my book 'Pedagogy and Education for Life' (Imagination and Life'), whether we read, listen, view, smell, touch hear, or even experience our world emotionally, imagination is an intellectual activity of the mind that connects prior and new knowledge and experiences. It is part of the way we make sense of our world and respond. Imagination involves much more than simply art, music, drama, dance, writing, and reading. We also imagine to consider possible futures, memories of our past, and our quest to make sense of all sensory inputs, and engage in our world. God also uses our imagination as he reaches out to us, convicts us, inspires us, and reveals the truth of his word, and also his plans for us. It is part of the way God draws us to himself.

Imagination is also evident in and required to read God’s word. In considering the role of poetry in the Old Testament, Walter Brueggemann in 'The Creative Word' challenges us to engage and consider the key role imagination plays in the poetry of the Psalms, Proverbs, and the prophets. He suggests the idiom “breaks and shatters the dominant universe of discourse.” The biblical poet writing impressionistically can draw readers into irony, metaphor, and parables, enabling the reader to maintain some critical distance while seeking meaning.(4) Hence, poetry can reveal meanings that would be beyond our grasp if not arranged just this way.

A. W. Tozer, in his book 'The Pursuit of God'(4), discusses the difference between a scribe and a prophet. He suggests the church needs to hear the “tender voice of the saint who has penetrated the veil and has gazed with inward eye upon the wonder that is God,” rather than simply being told by someone what they had read (the “scribe”). Matthew Ristuccia(5) makes the point that Ezekiel exemplifies the prophet in Tozer’s text, someone who is able to see what the scribe cannot, because unlike the scribe, his imagination has been captured as God reveals truth through the visions. So, while we know God reveals truth through his word by the power of his Spirit, our imaginations are an important way in which this truth is made known to us. Veith and Ristuccia suggest with the aid of the imagination “meaning is made . . . a vision for life is set . . . mind and heart and will converge”(5).

God uses our imaginations as he draws us toward himself. When I hear stories of acts of Christian conversion, I am always stunned at how God can use a verse or two of Scripture to draw us toward himself. And yet, the testimony of the one drawn toward him can seem so different from another reading of the same verse. God’s use of Matthew 11:28–30 to convict me of my sin and to bring me to my knees is in stark contrast to the reading of these same verses by others. Not in its meaning, but in its application, and the way God through his Spirit touched my deepest need and shone a light on my sin. I saw and heard in these words a different application than another might. The simple words became just words for me! God used my imagination to see myself with clarity for the first time. Words, truth and the imagination all played a part as God through his Holy Spirit brought me to my knees.

It is important to issue a final warning about the misuse of the imagination. God’s word warns against the improper use of our imaginations. Scripture of course gives us guidance here. Jeremiah, for example, warns us not to walk “in the imagination of [our] hearts” (Jer 13:10). And, of course, Romans 1:21–23 reminds us that humankind in its endeavors can become darkened. Instead of being wise, we can become fools and exchange the glory of God for images of him made to look like mortals or even birds, animals, and reptiles. This is a case where human imagination is depraved and can lead away from God. Hence the quest of every Christian must be to “take captive every thought” and make them obedient to Christ (2 Cor 10:5).

As well, we must not allow discussions of the role of the imagination to displace the primary revelation of God through his word. While God only seeks to lead us toward truth, our imaginations, as well as our ignorance, can lead us elsewhere. Only when our imaginations are in step with the Spirit of God are we able to plumb the depths of God’s wisdom that he reveals through his word.

Veith and Ristuccia nail home this point by suggesting that human imagination is where meaning is made, where a vision for life is set, where mind and heart and converge. It is simultaneously the most strategic and the most forgotten part of the human soul when it comes to Christian discipleship. As well, they suggest that imagination expressed within community is one of the ways God transforms us. The imagination expressed, tested, and considered with others not only transforms individuals, it changes groups and builds communities. This is a critical understanding for the teacher.

The imagination is a gift from God for life and indeed is part of the way he draws us to himself. Anthony Esolen has a delightful way of expressing the tension between what we know and what we do not know and have yet to discover:

The imagination opens out not principally to what it knows and finds familiar, but to what it does not know, what it finds strange, half hidden, robed with inaccessible light.(6)

To sum up, God made us to be imaginative beings with varied skills that we are to teach to others. Our imaginative natures are used by God in our lives and as part of our worship of and search for him. God’s revelation of himself, including his truth and purposes for us, can involve his use of our imagination (Rev 22:1–21; Eph 1:17–18). As teachers we must ask ourselves do we create classroom and school environments in which the imagination is celebrated and enjoyed as an essential part of the flourishing of human beings as knowing animals? Do we also encourage imaginative interest in learning about God’s world and his purposes, and creative applications of the knowledge and gifts he has given to us? We should!

1. Meland, 'Higher Education and the Human Spirit', 1953.
2. Hart, 'Between the Image and the Word', 2013.
3. Kearney, 'Poetics of Imagining: Modern to Postmodern', 1998.
4. Tozer, 'The Pursuit of God', 1948
5. Veith & Ristuccia, Imagination Redeemed, 2014.
6. Esolen, 'Ten ways to destroy the imagination', 2010.