Coming out of McDonalds and holding breakfast for the family, I headed to my truck thinking about a minor work related issue. Started the truck and slowly backed out trying to avoid hitting the car parked to my right. Happy to clear it, I turned the wheel and reversed a little more so as to head out of the parking lot to the road. Suddenly I felt a bump and heard a noise. Thinking I had hit a trash can or some object in the parking lot, I got out of the truck only to discover I had hit a short brick wall. The warning tone that an object is in the way did not activate due to the shortness of the wall I guess. A quick assessment revealed about 10 bricks knocked out and pieces of concrete located in wrong places.
Returning inside McDonalds, I found the manager and gave him all my contact information and several apologies. He explained that it had happened about 100 times and most people simply drove away without leaving their name and number. I returned to the scene and studied on my mistake, justifying the accident based on the shortness of the wall and the lack of room to maneuver. Getting back in my truck and driving home with breakfast, I began to reflect on the event and realized that in the end, I was indeed negligent and should have been more aware of the wall. I chose to park in that spot and several years ago purchased a large truck that makes parking a challenge. I made the choices and therefore am to blame.
How often do we fool ourselves into believing we are free from responsibility? How often do we blame others for our own mistakes? How many times per week do we point fingers and avoid the honest personal reflection that makes us uncomfortable? It is much easier to blame others or to be angry at objects for getting in our path. I like blaming health issues or a lack of aptitude or the weather for problems that arise. It is fun to absolve myself of responsibility by claiming that I did nothing wrong and that the rest of the world is to blame.
While I did apologize for my mistake, in a way that is not really good enough. We can be sorry for the wrong things we do but it is only through some sort of punitive action that we receive redemption. Figuratively kicking myself may not be good enough to deter the poor driving or the wrong decisions. And so I wait for the phone call telling me what I owe McDonalds to fix their little brick fence and pay restitution for my crime. Perhaps I should try a different tactic: such as contacting an attorney and suing McDonalds for the emotional suffering I have experienced after hitting their little fence which is obviously in a bad place surrounding an inadequate parking lot. Yes...that's it! I can make a bunch of money off the restaurant and claim NO personal responsibility. I like it.
Yet even writing the words down causes a bad taste in my mouth. After all, in the end I am the one who drove poorly and caused the problem. An advocate for justice, truth, and responsibility, I encourage everyone to examine himself or herself in self-reflection, accepting responsibility when appropriate and always being honest.
Okay, sorry for the preaching. Now I need to figure out how to be a better driver!
Sunday, March 27, 2016
Thursday, March 17, 2016
Thomas Jefferson and Liberty
A recent visit to Monticello, the home of Thomas Jefferson, left me reeling with the inconsistencies of his life, his practice, and his worldview. As a mythical and historical creature, Thomas Jefferson represents all that is great about our country. His remarkable intelligence, work ethic, and constant devotion to the ideals set forth that shaped and expanded our country into what she is today--a powerful, compassionate, and highly productive society. From the Declaration of Independence to his remarkable acquisition of the Louisiana Purchase, Jefferson made his mark on history and will long be acknowledged as one of great leaders of the United States of America. The oft-quoted words, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness" provide a guiding philosophy by which we built our country and continue to life our lives today.
We acknowledge the life and wisdom of Thomas Jefferson, the third President of the United States, who is deserving of our respect and admiration, a man with undeniable intellectual gifts driven to make a significant impact on the world, and one whose influence continues to be felt in our magnificent country and throughout the modern world. But he was also a human being and filled with foibles, flaws, and mistakes that often accompany the human spirit. How often do we encounter people whose words do not mesh with their actions? We rationalize this in many ways from hypocrisy to sin to emotional instability or maybe even chemical imbalance. We avoid harsh judgment of others due to our own personal awareness of frailty and the propensity to make mistakes. As great preachers remind us when discussing sin, the law deals with mistakes one way while a forgiving and loving God deals with it in other ways.
Those truths aside, there are only two explanations for why Jefferson kept slaves and why he (some disagreement on this) fathered children with one of them. One is that his desire for land, power, and influence overrode his view of liberty, and two his sexual appetite, maybe love, was greater than his prejudice toward slaves as property. Does it really matter? Yes, history does matter and not just to avoid mistakes of the past but also to explore our civilization, our culture, and our foundation of our governmental system. Gross inconsistencies between the practices of our founding fathers and the very words they penned leave the words shaky and tenuous when seen through the historical lens of action over philosophy. How can we now believe and apply the text to our lives and our country when the words had such little meaning in application? Or maybe that is unfair. Ultimately the power of the Declaration of Independence as a binding document becomes the lifeblood of our country in spite of the flaws of the original authors.
We can justify some of Jefferson's actions and his ownership of slaves by the context of the times. After all, he did keep them in clothes, provided food and shelter. He grew his own territory and contributed positively to farming, science, and the economy. He was a remarkable man who lived a life of significance far beyond that of most people. But no matter how many ways we examine his life and his contributions, the ownership of slaves cannot be justified on any level, particularly when examined from the man who encouraged life, liberty, and the pursuit of happiness. How can the author of one of the most influential documents in history propose liberty while opposing it in so blatant a manner? Is it possible to advocate for liberty and slavery at the same time? Did Jefferson only believe in liberty for whites? What about his own children who were born into slavery? Did they have the right to life, liberty, and the pursuit of happiness?
In a way these are difficult questions and point to a past society not ready to accept blacks as "all men" and certainly not equal. But in a way they are not difficult questions. The answer is clear and leaves no room for debate. Jefferson was morally wrong and incomprehensibly hypocritical as a champion for liberty and an owner of slaves. He compounded his morally reprehensible practice by having a relationship with a slave and fathering children with her, children he denied. It is easy for us to point fingers, pass judgment, and denounce his actions, and too often we brand others as undeserving of our respect without having walked in their shoes. We do not fully understand the social, political, nor economic pressures of the times and the high expectations of being Thomas Jefferson the statesman, author, President, and Founding father of a nation must have been tremendous. Surely a day did not pass where he felt an overwhelming burden and responsibility to live the life set forth for him as a leader.
But the words are hollow and the justification empty. Thomas Jefferson did not practice liberty nor did he believe "all men are created equal." Knowing this truth is painful and serves as a reminder of the flaws of human beings.
We acknowledge the life and wisdom of Thomas Jefferson, the third President of the United States, who is deserving of our respect and admiration, a man with undeniable intellectual gifts driven to make a significant impact on the world, and one whose influence continues to be felt in our magnificent country and throughout the modern world. But he was also a human being and filled with foibles, flaws, and mistakes that often accompany the human spirit. How often do we encounter people whose words do not mesh with their actions? We rationalize this in many ways from hypocrisy to sin to emotional instability or maybe even chemical imbalance. We avoid harsh judgment of others due to our own personal awareness of frailty and the propensity to make mistakes. As great preachers remind us when discussing sin, the law deals with mistakes one way while a forgiving and loving God deals with it in other ways.
Those truths aside, there are only two explanations for why Jefferson kept slaves and why he (some disagreement on this) fathered children with one of them. One is that his desire for land, power, and influence overrode his view of liberty, and two his sexual appetite, maybe love, was greater than his prejudice toward slaves as property. Does it really matter? Yes, history does matter and not just to avoid mistakes of the past but also to explore our civilization, our culture, and our foundation of our governmental system. Gross inconsistencies between the practices of our founding fathers and the very words they penned leave the words shaky and tenuous when seen through the historical lens of action over philosophy. How can we now believe and apply the text to our lives and our country when the words had such little meaning in application? Or maybe that is unfair. Ultimately the power of the Declaration of Independence as a binding document becomes the lifeblood of our country in spite of the flaws of the original authors.
We can justify some of Jefferson's actions and his ownership of slaves by the context of the times. After all, he did keep them in clothes, provided food and shelter. He grew his own territory and contributed positively to farming, science, and the economy. He was a remarkable man who lived a life of significance far beyond that of most people. But no matter how many ways we examine his life and his contributions, the ownership of slaves cannot be justified on any level, particularly when examined from the man who encouraged life, liberty, and the pursuit of happiness. How can the author of one of the most influential documents in history propose liberty while opposing it in so blatant a manner? Is it possible to advocate for liberty and slavery at the same time? Did Jefferson only believe in liberty for whites? What about his own children who were born into slavery? Did they have the right to life, liberty, and the pursuit of happiness?
In a way these are difficult questions and point to a past society not ready to accept blacks as "all men" and certainly not equal. But in a way they are not difficult questions. The answer is clear and leaves no room for debate. Jefferson was morally wrong and incomprehensibly hypocritical as a champion for liberty and an owner of slaves. He compounded his morally reprehensible practice by having a relationship with a slave and fathering children with her, children he denied. It is easy for us to point fingers, pass judgment, and denounce his actions, and too often we brand others as undeserving of our respect without having walked in their shoes. We do not fully understand the social, political, nor economic pressures of the times and the high expectations of being Thomas Jefferson the statesman, author, President, and Founding father of a nation must have been tremendous. Surely a day did not pass where he felt an overwhelming burden and responsibility to live the life set forth for him as a leader.
But the words are hollow and the justification empty. Thomas Jefferson did not practice liberty nor did he believe "all men are created equal." Knowing this truth is painful and serves as a reminder of the flaws of human beings.
Sunday, March 06, 2016
The Art of Teaching
Having spent a career studying great teachers and putting into practice myriad approaches to teaching, I am going to summarize my thoughts on what it means to achieve teaching excellence.
A good teacher knows the subject matter, sets the goals, and presents the information in a logical, sequential manner and in a such a way that students can use the knowledge to continue learning. Yes, teaching is about student learning in an environment that is both inspirational and focused on the subject at hand. For learning to take place, the teacher must create a climate of openness, mutual respect, and eagerness for knowledge. In such an environment, a variety of tools and methods can be implemented in order to encourage learning through dialog, lecture, technology, group activities, and a vast amount of web resources.
Because of differences in learning styles due to training, background, personality, aptitude, and receptiveness, it is necessary for a teacher to present information in a variety of ways, often reteaching a concept or an idea not only for emphasis but also to reach all types of students. Information must be delivered and communicated precisely with creativity, interest, and perception of the learners in the classroom. While learning can take place in stagnant environment whether online, virtual, or face-to-face, synchronous learning that involves personal interaction is the preferred communication and learning climate.
Regardless of the positive environment created by the teachers for the learners, there remains a need to inspire students and hold them accountable for the information. Inspiration can take many forms including organization, content, will power, personality, and varied experiences in and out of the classroom. An inspiring teacher is one who fosters interest in the subject matter and the desire to improve and strive for intellectual growth. Quality teaching results in eager students for learning and knowledge.
Accountability is a necessary and valuable part of teaching. Imparting information, sharing ideas, and communicating subject matter is particularly rewarding, but without any confirmation of the communication, teachers risk one-dimensional experiences that serve little purpose other than meeting the needs of the teacher. While we immediately begin thinking of tests, quizzes, and writing expectations, accountability, like teaching itself, can and should take many forms. The time tested Socratic method of teaching is a form of accountability as is perception of the experience. Quality teaching and communication in general have an abstract flavor that is almost indescribable yet perceived through body language, facial expressions, and general response of learners. This makes accountability both a science and an art, a joyful tool of assessing the efficacy of the teaching experience.
In a Christian context, teaching takes on a higher expectation of excellence, not unlike the life of Jesus Christ who communicated truth in a multitude of ways and demonstrated the ultimate sacrifice. As an example of quality teaching, Jesus lived the life he taught others and became a walking example of discipline, courage, truth and compassion. Applying this principle to today, teaching is not about delivering information but, instead, is about living it. The challenge to manifest truth can be overwhelming and sometimes impossible to attain, but the journey toward living out ones' faith and message is transformational both individually and collectively.
A good teacher knows the subject matter, sets the goals, and presents the information in a logical, sequential manner and in a such a way that students can use the knowledge to continue learning. Yes, teaching is about student learning in an environment that is both inspirational and focused on the subject at hand. For learning to take place, the teacher must create a climate of openness, mutual respect, and eagerness for knowledge. In such an environment, a variety of tools and methods can be implemented in order to encourage learning through dialog, lecture, technology, group activities, and a vast amount of web resources.
Because of differences in learning styles due to training, background, personality, aptitude, and receptiveness, it is necessary for a teacher to present information in a variety of ways, often reteaching a concept or an idea not only for emphasis but also to reach all types of students. Information must be delivered and communicated precisely with creativity, interest, and perception of the learners in the classroom. While learning can take place in stagnant environment whether online, virtual, or face-to-face, synchronous learning that involves personal interaction is the preferred communication and learning climate.
Regardless of the positive environment created by the teachers for the learners, there remains a need to inspire students and hold them accountable for the information. Inspiration can take many forms including organization, content, will power, personality, and varied experiences in and out of the classroom. An inspiring teacher is one who fosters interest in the subject matter and the desire to improve and strive for intellectual growth. Quality teaching results in eager students for learning and knowledge.
Accountability is a necessary and valuable part of teaching. Imparting information, sharing ideas, and communicating subject matter is particularly rewarding, but without any confirmation of the communication, teachers risk one-dimensional experiences that serve little purpose other than meeting the needs of the teacher. While we immediately begin thinking of tests, quizzes, and writing expectations, accountability, like teaching itself, can and should take many forms. The time tested Socratic method of teaching is a form of accountability as is perception of the experience. Quality teaching and communication in general have an abstract flavor that is almost indescribable yet perceived through body language, facial expressions, and general response of learners. This makes accountability both a science and an art, a joyful tool of assessing the efficacy of the teaching experience.
In a Christian context, teaching takes on a higher expectation of excellence, not unlike the life of Jesus Christ who communicated truth in a multitude of ways and demonstrated the ultimate sacrifice. As an example of quality teaching, Jesus lived the life he taught others and became a walking example of discipline, courage, truth and compassion. Applying this principle to today, teaching is not about delivering information but, instead, is about living it. The challenge to manifest truth can be overwhelming and sometimes impossible to attain, but the journey toward living out ones' faith and message is transformational both individually and collectively.
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