Today's post - a Poem, Enjoy!

Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.

We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.

We passed the school, where children strove
At recess, in the ring;
We passed the fields of gazing grain,
We passed the setting sun.

Or rather, be passed us;
The dews grew quivering and chill,
For only gossamer my gown,
My tippet only tulle.

We paused before house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.

Since then 'tis centuries, and yet each
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.
Emily Dickinson

The Beginning of a new semester - Musings from the Mere.

Greetings! I know it has been a while since my last post, but Summer school and vacation have kept me away. With the beginning of a new semester I thought it appropriate to muse for a while on my thoughts and feelings going into another year.

I begin the semester with copious questions (again) about the nature of the educational process and the value of traditional education system. I am still convinced the way the system is currently structured leaves students unprepared to face the realities of the world post commencement. Here are some of my lingering questions: (1) what value is it to students in the real world to have them memorize data for the sake of tests and measurements - dates, outlines, paradigms, etc.? Why have students write "research" papers when they have no clue how to write in the first place - I mean, when a student applies to a retail job or a desk job in the future, their bosses are not going to have them do such a thing, right. If one argues it is simply to build in them the discipline to do so, then I think it is not the proper motivation. They did not come to University to build discipline (that is for the home, prior to coming) but to be trained to think about systems, analyze texts, and write critical essays on them, right? (2) Do we stifle the process of dialogue and learning by having 50 min. classes where the process is cut short by the clock - what does this model about learning? (3) What do we really mean by integration? If by it we mean take Bible classes and fit the other disciplines into the Bible, then I think it is not what it means (I am open to suggestions here). (4) Prejudices, how much of what I do in the classroom and out of it is based on known and unknown prejudices - ones passed on to me from others who have them and have not considered their origin? Am I even aware of my own? Do I know them but fear the outcome of questioning them? (5) Why do students come to University? Why spend thousands of dollars a year to come to University - to get a job, I think not? To go in debt - I think not... To learn to think! To evaluate reality, to learn to interact with other humans who are doing the same thing?!?!?!?!

Ok, enough, you get the point. One of my goals this term is to love to learn and learn to love in a way that will stimulate others along the same path. Remember, the unexamined life is not worth living (Aristotle).

So let it begin, let the texts be opened and the mind expanded! Cut the student lose from the chains that have bound their minds to unexamined presuppositions, to wonderment of the unseen realities surrounding them. Let them be human - seekers of truth, answers that fail them... let them learn to "be".

Josef Pieper

"And seeing and saying this [concerning Thomas's view of natural reality as divine creation], he makes two things plain: first, that man's turning toward all aspects of the world is an attitude not only justified but required by theology - very much so; and second, that theology itself can develop only within the framework of total reality, and that not one single element of that total reality can be excluded from consideration. As we summed it up once before: 'theologically based worldliness, and a theology open to the world.' (Anthology, 163)

Enough said - no comment needed. Let the revolution begin!! All things belong to Christ.

More on Pedagogy

During a lengthy discussion with Fred this morning, he jumped up, and ran into his office only to emerge with a book, "Teaching to Learn, Learning to Teach" by Anne French Dalke. It is worth citing here for you. Feel free, as usual, to provide feedback.

"Someone who is filled with ideas, concepts, opinions and convictions cannot be a good host. There is no inner space to listen, no openness to discover the gift of the other ...those 'who know it all' can kill a conversation and prevent an interchange of ideas. Poverty of mind as a spiritual attitude is a growing willingness to recognize the incomprehensibility of the mystery of life ... To prepare ourselves for service we have to prepare ourselves for an articulate not knowing ... a learned ignorance ... [with] less to say but much more to listen to." (Henri Nouwen, cited in Dalke's book above. pg. 181)

May we all be humble and courageous enough to allow ourselves to unlearn something today...even if it costs us everything.

The grace of the Risen Christ be your today.

Tom Wright, Justification: God's plan, Paul's Vision

Sorry for the delay in posting - life has been crazy. I am in the process of reading Tom Wright's newest book on Justification - so far so good. I plan on writing a review once I read it. It is not available in the US yet but you can get a copy from amazon.uk.com. I am hopeful this book will generate some conversation instead of creating more problems between Christians attempting to understand the truth. Blessings to your day.

Summer Greek at PBU

Announcement: New Testament Greek in the Summer.

Philadelphia Biblical University is offering NT Greek this Summer. The class will last 10 weeks (This is two semesters: Greek Grammar and translation) and meet three times a week - MWF from 8-12. If you are in the Philly, NY, DE, MD region and need Greek for seminary or undergrad we would love to have you come and join us. If you have questions, feel free to email me @ john.oliff@gmail.com.

I am using Clayton Croy's Greek Grammar. My methodology is to learn enough grammar initially to begin translating simple sentences, then move to larger portions of text (while at the same time working in the chapters in the Grammar) as soon as possible. Before the end of the two semesters we will translate 1 John, Revelation 1-3, a dozen or so short stories, several sections from the LXX and Church Fathers. We will end the course with readings and a discussion on discourse analysis and translate Mark 5.1-20 as a test case for this. The above texts are not in stone, at the beginning of the semester I will poll the class to see where their interest lie. Come a join us, it is tons of fun.

John

The Beginning: WWC

I arrived safely after a delay in Milwaukee - there was so much snow on the plane that they had to de-ice it before the plane could leave. The trip from the twin cities was normal - 4 hours...ugh! I arrived to a campus buzzing with skiers who were not students - many of the students thought I was one of them. One even considered kicking me out of the library (just like Brice did last year).

I quickly got into my normal "arrival to WWC" routine - unpacked my clothes, had a cup of tea, unpacked my books and headed to the fireplace in the library - not like my fireplace at home with the wood cracking and the smoke emminating, but a steady flam with the wood never burning. At one point I sat there and said to my self, "what kind of wood is it that does not burn?" Bummer to say the least? At least I did not have to get up and put more wood on it or use my poker to fix the wood - and then wash my hands...again, and again. I guess in the long run, time was saved (not that one can really save time mind you!).

I went to my first meal with the students and decided to sit by myself to "test" the waters and learn. No one talked to me or sat with me. The next meal things changed. A group of students sat with me and conversation ensued.

I spent Saturaday in the room and then in the library. Three students were there and I finally mustered up the courage to speak with them. "Who are you and where are you from, I asked them?" One is from Ohio (John) and the other two are from PA (Sarah and Drew). I came to fine out that I went to school with Drew's youth pastor Tony Taylor. It is indeed a small would.

Enough for now, time to read and prepare for today's discussions.