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A couple years ago, a friend asked me to compile things I’d learned about keeping preschoolers busy.  I’ve been babysitting for about 20 years now, but I was still surprised at all the things I was able to write down.  I’m sharing them here in case you are looking for inspiration.  

 

Have a ball or object that you pass back and forth.  Before you pass, you have to say something in a list: a number, a letter, a color, a musical instrument, something they’re thankful for, a song, a toy, a character from a movie, something you can see, a sport, a type of transportation (cars, planes, trains…), an animal…  You get the idea.  You can practice saying a rhyme, verse, song by passing the ball back and forth and each person has to say the next word before they pass it.  Teach the game using a saying, song or rhyme they already know.

 

Set up a tricky way to pass some object to each other: around a chair, under a table, down a blanket like a slide.

 

Do simple games where there are two or three things they’re supposed to act out, and they must switch when you say the other thing: butterflies and caterpillars; land, water, sky; hills, mountains, plains/fields; (incorporate it into a story or lesson: grasshoppers and giants like the 12 spies’ perception when they spied out canaan);

 

Have a collection of objects.  Name them all together.  Cover the kids’ eyes.  Take one object away.  Have them guess/figure out which one is missing.  Play again with a different missing object.

 

You can do all sorts of things with a deck of cards, things for all ages.  For littles: 52 pickup; cards that are red; cards that are black; cards with faces; cards with numbers; hand them one card and tell them to find one whose shape, color, or number matches; have them practice counting by bringing you whatever amount of cards you say (you’ll probably have to help them count).  Lay numbers in order.  You can lay the foundations for odds/evens, addition, subtraction, division.  I’ve had older kids bring me cards adding up to a certain number – or just an odd number.

 

Train to be listening: have a code word for the day.  Any time the child hears you say it, they come to you and either get something (cracker, M&M) or do something (high five, hug).

 

Bat a balloon or roll a ball across a line, no picking up.  Also try kicking.  (Pre-soccer skill.)

 

Have kids try to stand on one foot without holding on to anything.  Count as high as you can, out loud, until they put their foot down or touch something.  Now have them do it while doing something else, like singing a song or patting their head or watching you do something silly.

 

With more than one child, instead of “tag”, do “bubbles” and “poppers”.  Tag is too abstract.  Tell them that once they have popped, they switch roles.  This works even if you want a number of kids who are “it”.  In my experience, kids won’t really switch; they’ll just pick their favorite role, keep doing that, and most kids will be ok with that.  The others will try to debate with fellow toddlers.  It’s kind of hilarious.

 

Have them balance something on their head.  Then have them walk, or sit down and stand up again (depending on how hard the balancing is).

 

Set up a bucket or bag (or two for two teams; you can compete, too).  Have the child fill up the bag, bringing only one object at a time.  (Use toys, socks, cereal if it’s a snack-size bowl.)  Just make sure the container is rather far away from the objects, so that the kid is using up a bunch of energy.

 

Have the child echo patterns of sounds or actions.  Start small.  Clap, stomp, make some noise, wave…

 

Streamers are super fun and cheap.  Wave them.  Use them as finish-lines.  Use them as lines to “balance” on.  Or to divide a room.  Or as a maze line to follow on a treasure hunt.  Pull off a strip and do something with both you and the child holding on.  If you let go or tear it, you have to start over.

 

Teach more basics of soccer.  But break it up.  Try not to put too many rules together all at once.  Have the child try to get a ball past you to a specific wall or basket (using hands or feet or whatever – just can’t be holding on to the ball).  Trade places and have them keep you from getting the ball past them.

 

“Is it the truth?”  While you’re playing, make statements whose truth or falsehood is obvious.  If it is true, the child stands up.  If false, they sit down.  Or have them do some other fun action.  If it’s true, they jump up and down…  If it’s true, they spin in circles.  They just have to switch once they hear the next statement.

 

This one is from a book called “Let’s Play!” that’s decent for ideas.  It’s for a group, not just one child.  Form pairs and give these directions: “touch feet” (kids touch their feet to each other’s), “touch wings” (touch elbows like wings), “tweet to your partner”.  Then call out “scatter sparrows!”  The children flap like sparrows, tweet like sparrows, while they’re either 1) scattering and finding a new partner or 2) scattering, then listening for your call to “touch feet” again when they must find a new partner.

 

Set up an easy obstacle course… line up objects in one straight line with several feet between each object.  Have the child weave in and out between the objects.

 

“Bowl” with whatever objects are on hand: cups, books, toys

 

Pretend you’re in a parade.  March.  Wave.  Bring a stuffed animal or balloon.  (Ever seen the Macy’s Thanksgiving Parade on TV?)  Stay in line and take a tour of whatever place you’re at, all in parade mode.  You can even stop at an opportune spot and do a performance.  Make sure to pretend you have a microphone if you’re singing!

 

Use a paper plate as a Frisbee.

 

Put small stuffed animals or soft balls (cotton balls, q-tips, other soft small objects you have are fine; raid your purse) on a large blanket or sheet (larger keeps the things on it better, but if there are only 2 of you, it will have to be smaller so you can hold it.)  You hold one side.  They hold the other.  Then wave it to see them pop.

 

Use a ribbon, streamer, jump-rope, narrowly-folded blanket to make a “river” in the middle of the floor.  Jump over the river.  Throw something over the river.  “Swim” under the river.

 

Play hot potato.

 

Go to sleep bunny, bunny.  Say that.  Have the child pretend to be a sleeping bunny.  When you think they won’t be able to “sleep” anymore, call “wake up, little bunny! hop, hop, hop!”  They have to get up and hop until you say to sleep again.

 

Again from Let’s Play!: Give the child an object they can toss in the air.  Tell the story of Jesus calming the sea.  Then play the game like this: when you say “Storm!” they toss their object up, over and over.  When you say “Be still!”, they must grab their object from wherever it is and sit down quietly.

 

Have a bunch of something: crumpled up junk mail, socks, paper airplanes, little balls like in a play-place (soft!).  Split them up evenly.  Make a line out of a streamer, couch cushions, tape in the middle of the room.  Put half of the objects on one side, half on the other.  Half of the children stand on each side (or you on one side, the child/children on the other).  Turn on a song.  While the music is playing, each of you throws as many of the things over the line as possible, even the new things just thrown over your line.  At the end of the song, the side with the *least* objects wins.

 

Teach hand signals for sports teams, like the referrees would use (I had to look up on the internet how to do these).  Show them.  Say it.  Have the kids do the motions, and say the phrases, too.  My favorite about this was that for soccer instead of any signals, I just have the kids put their hands in the air and run around like madmen yelling “SCORE!!!!!!!!!!!!!!!”  They like that, too.

 

Be active: gallop, toe-touch, jumping jacks, spin.

 

Set up items with only 1 letter on them in different parts of the room.  These could be posters you make or those little blocks with letters on them.  You probably only want to do a few letters at a time.  Call out the letter and have the child hurry to go touch it.  After they’re good at that, teach them one of the sounds the letter makes, and have them remember or repeat the sound before they can leave and go to another letter.

 

Since I was doing Awana, I taught the Cubbies how to stand with their toes behind a line.  I’d have them run, then say, “Line,” and they had to all get behind the line, not even touching it, quickly.

 

Take a walk and announce a color.  Say the names of things you see that are that color.  Encourage the child to participate.  The next time you take a walk, choose a different color.  It’s not guessing one item; it’s just identifying.  It’s like a preliminary to I-spy.

 

Kids love bubbles.  Blow bubbles for them.  See if they can catch them without them popping.  See if they can guess where they’ll land.   You can also try to catch leaves blown from trees in the autumn.

 

 

To God be all glory,

Lisa of Longbourn

 

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Once when I was babysitting, I threw a deck of cards on the floor.  Then I sent the various children on scavenger hunts.  The younger ones were sent for colors or shapes.  Then I could send some kids for certain numbers, or odd numbers, or even numbers.  The siblings who were old enough to know addition or subtraction could be sent for “two cards that add to nine”, or “three cards that add to thirteen”.

 

For more flexibility or to mix it up, ask for kids to bring you however many cards, as long as they add up to an odd number, or to a number greater than ten and less than twenty.  You could have the kids bring you one card, and then send them for a card that could be added to that specific card in order to reach a specific other number.  You can have kids of similar abilities race for the same answer, or you could give each kid their unique assignment and then say “go” to see who can complete their task first.  If the kids you’re working with don’t like messes, you could lay the cards out on a table in rows (it would be fun to sometimes have the cards in order and sometimes not).

 

This kind of activity helps kids to realize things about numbers and math that they wouldn’t necessarily if they were just memorizing tables.  I like it for the additional reason that it uses supplies that many people have around the house, and that it can incorporate younger and older children.  It is active.

 

To God be all glory,

Lisa of Longbourn

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I spent some time recently thinking about how I would help someone evaluate whether public school or homeschool is better for their family, especially coming from a perspective, like most American Christians do, of public school being normal.  In this I don’t want to be attacking public school or defending homeschool, but this article is informed by many of my reasons for preferring homeschool. 

 

What are your kids getting from public school?

What useful? What positive? What harmful?

 

What impact do their peers have on them?

When they’re getting along?  When they’re not?

 

Would your kids benefit from being in a smaller class size?

 

What is in the curriculum that would affect their worldview?

 

What other things are they being exposed to without wise guidance?

From peers? From libraries? From field trips?

 

What is the impact of being bound to a school’s schedule?

On sleep? On nutrition? On transitions between environments and authorities? On routine?

How much of their time at school is actually being used for education?  (Why do they still have to come home and work on their scholastic education via homework?)

Is a day structured around expectations and performance healthy for them?

 

Would they benefit from more interactive education?

Do they need more time to be active?

Do they need to slow down on only one or two subjects?  Could they benefit from forging ahead on a couple of subjects?

Would you like them to learn something that is not in your public school’s curricula? (Cooking, shop, business, Bible)

Would you like them to get a different perspective than what is being offered?

Would you like them to learn in a different way (more hands-on, more interactively, more self-study, more memorization, subjects integrated with one another)?

 

What message does it send them to be sent away for long parts of each day? How does your attitude impact their perception?  How should parents maintain honesty (for example, about being grateful for the break when kids go to school) with their children, while not burdening the kids with the shortcomings of their parents?

What message would it send them to be kept at home, unlike most of their peers?

 

What are they getting from time not in school?

What useful? What positive? What harmful?

 

Do you have enough time to give them what they need?

Do you have enough time to teach them what God has entrusted you to teach them?

About Him? About character? About how to flourish in the story God has given them?

Do you have enough time to build your relationships with them?

Do they get a (patient) chance to build their relationships with their siblings?

 

What are your reasons for not homeschooling?  Time? Focus on younger kids? Financial? Focus on other people? Focus on personal improvement? Stress? Intimidation? Inadequacy? Cultural normalcy? Influence culture? Perks of props and facilities and extra-curricular activities in public schools? Child’s socialization? Child’s practice with exposure to the world? Less strain on the mom-child relationship (not being teacher and mom)? Incorporating other adult influences for example and discipline? Hassle of truancy or curriculum laws?

Are your reasons based in truth, idealism, fear, selfishness?

 

 

To God be all glory,

Lisa of Longbourn

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What Makes A Culture?

Can an individual have their own culture, or must the aspects be shared by a group?  How much can be absent or altered without losing (collective) culture or (personal) identity?

When I think of culture, one of the first things to come to mind is food.  When I get a chance to visit another country, I want to experience their food: the tang in the air, the flavors, the different ingredients.  I’m curious whether food is mostly served at home or at a restaurant?  If Asian markets are any hint, pre-packaged foods are popular in China.  But Asian cooking involves all sorts of raw ingredients I’ve never heard of here in the United States.  Here also we have one of our cultures that only eats either frozen foods or fast foods or snacks.  But aren’t there still places in the world where cooking from scratch is an art?  Some cultures encourage bonding over sharing food in various degrees from a family meal to a family-style where the food is served all in giant platters into which people dip their hands to hospitality.  On the other end of the spectrum is the more formal dining experience, at a restaurant, with plates individually prepared, courses served.  There are cultures more receptive to buffets (my grandparents from Kansas *loved* them), or short-order cooking.  There is something special that some cultures encourage about preparing food together.  Some places esteem cooks highly, while others relegate the cooking of food to the lowliest classes (or women or slaves).  In some cultures dessert is a special treat, for holidays maybe – while some have a dessert at least once a day!  Which cultures care about nutrition?  Which about presentation?  Which about exotic flavors and innovative dishes?  Which focus more on comfort food and cravings?  What are considered comfort foods in various cultures?

I’ve noticed that different cultures have different modes of posture.  Some use chairs, and some cushions.  Some have sofas, others benches.  There are places where squatting is more common than sitting “Indian-style”.  Related to this, I think, is hygiene: how often do the people bathe, and by what means?  What are their toilet facilities like – or do they use fields, dig holes?  How do the people view health, view disease?  How do they treat it?  Do they use prayers or rituals?  Exercises?  Medicines?  Drugs?  Herbal remedies and nutrition?  Oils?  Mineral baths?  Other practices like chiropractors would employ?  Do they gather the sick together in hospitals or tend them at home?  Are there doctors?  How much treatment is limited to professionals?  Do they believe in preemptive medical care like scans or vaccinations?  At what points do they choose not to treat a person any more?

How are drugs and alcohol viewed?  Sometimes there are whole cultures built around the common experience of these substances.

What do people wear in various cultures?  What are the conventions; that is, is it normal for anyone to wear pants?  Robes?  Hats?  Certain colors or fabrics?  What is the style?  How often do fashions change?  How are they changed?  Does appearance matter as a form of art or more a form of modesty?  Is clothing more about the aesthetic or the functional?  How is clothing used to demonstrate distinctions in gender, age, class, employment, marital status, etc.?  Do people alter their bodies for the sake of appearance: foot binding, neck stretching, piercings, tattoos?

It seems to me that different cultures hold different ideas about acceptable risks.  Is it acceptable to let a child play near a fire?  Jump off a log?  Play where he might encounter a snake?  Get into a fist-fight with another child?  This is not exclusive to children, though.  In some cultures taking risks is involved in a rite of passage.  Risks are joined in together, to form social bonds.  Other cultures are much more conservative and careful, I think.  What do people put on the other side of the scale when they’re weighing risks?  Are fun and excitement of any relevance to them?  Competition?  Appearance?  Or do they only consider practical things like preparing for invasions or hunting for food?

Art is such a huge sphere for culture that I don’t even know where to begin.  Cultures have their favorite mediums, subjects, colors, motives.  I can only suppose that certain fonts are the preferred writing of specific cultures, since the fonts on grocery stores appealing to diverse cultures are unique and identifiable even in the United States.  People groups have their own favorite sounds of music, their customary scales in which their music is played or sung.  Some have more instruments than others.  Dancing varies from culture to culture in complexity and energy and purpose.

There are other forms of entertainment that vary depending on the culture.  Even the predominance of entertainment can be a mark of a different culture.  Sports are observed as entertainment, or played for entertainment; in some cultures it seems to be one more than the other.  Some sports are preferred by certain cultures, probably by way of other aspects of their culture (energy, reserve, risk) and inheritance (what did their parents play or watch?).  The complexity of toys, items used for play and entertainment, is also different in foreign places.  Some toys focus more on athleticism, others on skill and focus, and others do most of the work for you, performing for your enjoyment.  Toys can be scientific or domestic – little representations of the working world.  On the other hand, they can be silly escapes from the real world.

Architecture is probably a form of art, too.  But I think it transcends art in that buildings often serve additional purposes.  So, is the architecture of a culture about efficiency? Beauty?  Community?  Symbolism?  Do they use materials found at hand, or manufactured, or transported to the building site?  How big are they – are they too big for one family to raise themselves?  Do people try to live in the same place their whole lives, or are they ambitious for bigger buildings?  Do they live in natural formations like caves?  Do they dig out holes in the ground?  Do they live in trees?  By rivers?  Do they dig wells or irrigation trenches?  Do they build dams?  And how much do all of these things influence other aspects of the culture, like family and friends and food and business?

An aspect of culture in my own country so glaring that I failed to recognize it at first is materialism.  How many things do people own?  Is it a status symbol to own more?  Is sharing encouraged?  Do people show love through gifts?  How do people feel about financial sacrifice?  Do they invest in material things or in businesses – or adventures?  Where do they keep their goods?  Are things owned by individuals or groups or everyone?  Is there a distinction between land as property and removable objects as property?

Cultures have their own stories.  “Own” is here used loosely, because I have found common threads of story in many different cultures.  There are fables about the origins of things, and love stories, and stories of wars and sacrifice.  Some stories even have comedies, the sense of humor varying from culture to culture (and individual to individual).  What is seen as a hero?  Is it the man who slays the most enemies?  The man who rules the most living men?  The man who sacrifices himself?  Different cultures have their different monsters.  They have their own dominant fears, just as they have different favorite virtues.

Values shape cultures.  It seems that in America the dominant culture values independence, and speaking our mind.  I’ve heard of cultures that value the good of the whole.  Some value honor, others hold preserving life as a higher value.  Some value youth, and others value the elders.

Religions are often associated with and intertwined in cultures.  Is there one sovereign God?  What is He/he like?  Are there many gods worshiped?  Are certain animals or plants revered?  How is worship carried out?  Through song?  Pilgrimage?  Sex?  Sacrifice?  Sacred words?  Eating?

Cultures have often established their own rituals to recognize significant events like birthdays, coming of age, marriage, and other accomplishments (like graduation).  They have special ways of holding funerals.  They bring their own unique takes on holidays.  What fun, to see images and artifacts from Christmases in other places or ages!

Language is one of my favorite aspects of culture.  Is it important to the culture?  Is it precise or more personal?  Is it written or mostly spoken?  Is it tonal?  How appropriate are metaphors, slang, and profanity?  What are the customary greetings?  Besides the words spoken, what other gestures are included?  What gestures are seen as essential to good manners, and which ones are abhorrent?  Which ones are just the convention?  One tribe I heard of rubs its nose while thinking, but it is more common for my culture to scratch our head or chin – or to frown.  Does the culture encourage more or less expression of one’s own thoughts – or feelings?  Which is predominant: thoughts or feelings?  Is expression mostly communicated by gesture, action, word, or art?  Accordingly, are the people of the culture more generally reserved – or exuberant?  Are they loud or quiet?  Does everyone speak at once?  Do they take turns at anything they do?

How intimate are their friendships?  How many friends does a person tend to have?  Do they share their friends with their whole family, or is it a private affair?  How do they play?  Is playing part of friendship?  How do they show honor?  How do they respond to dishonor?  Is dishonor a casual joke or a serious offense?  How are reconciliations brought about?

There is diversity in any culture, large or small.  How is that balanced?  Is it suppressed or embraced?  Is there competition more than cooperation?  Do they try to come to unity, or to sameness?  Are differences displayed?  Analyzed?  Intentionally created?  What things are used to emphasize (or manufacture) what they have in common?  I know in some places religion does this, in others wars bring people together against a common enemy, and in others it is the common experience of standardized schooling that prepares them to respond in similar ways to things.

I don’t know if there are cultures without classes, but given that in most there are, how are relationships between the classes?  Is there mutual respect?  Is there resentment?  Are people generally content with the life to which they were born?  Do they practice cruelty or charity towards the classes that are more needy?  Is this voluntary or institutionalized?

How big is one’s sphere in their culture?  Who does a culture encourage friendship with?  Who does it encourage responsibility towards?  What are members encouraged to aspire to?  How much is proximity a factor?  What kinds of transportation do people use (walking, driving, biking, boating, flying, carting, carrying)?  Do people travel for social reasons or economic ones?  Or are there environmental reasons to practice a sort of migratory lifestyle?

Here in the United States we have many cultures living side by side, some whose “boundaries” are only a block or two from a significantly different group.  And with technology the way it is today, we can converse with people far away, travel quickly to see them, view photos they took, and purchase art created in foreign cultures.  How aware are people of other cultures?  (How aware are they that theirs is distinct?)  Are they interested in them?  Do they want to integrate good things from other cultures into their own?  Do they integrate foreigners?  Is this by means of cooperation or an initiation and instruction?  Are they willing to adapt their own culture?  Do they resist change?  Do they try to replace every culture they meet?  Do they replace the cultures of peoples they come to dominate?  Do they have compassion for foreigners or other cultures?  Do they feel superior?  Do they covet what other cultures have or are?

To an extent, family structure is different in cultures.  How do husbands relate to their wives, and what is expected of each within the home?  How do people come to be married?  How many wives may a man have?  How do parents relate to their children?  Who else bears the burden of child-rearing (community, grandparents, school, nannies)?  What kinds of discipline are used?  Are children seen and not heard?  Are they seen as trophies or contributors?  How important is extended family?  Is family more important than friends?  Are there specific obligations towards family members?  How does a family unit relate to the rest of the world?  How much is the government involved?

Some people view laws and government as providing order and security, or as being the at-the-ready conflict resolvers, while others expect the government to oversee all of the individual’s (and group’s) needs.  Some expect the government to enforce justice, and others are content with a system built on bribes.  Do the people believe it is their place to submit, or to reform, or to revolt?  In some places, the government is not only expected to take care of needs, but to take on big societal problems, and solve them.  Governments tend to look out for their own interests, but whether the peoples are ok with that or not is not so universal.  Some governments take in a vast number of citizens, whereas there are some whose range is limited to the immediate family of a Bedouin tribe.

Is business conducted in a personal way?  Does a person go door to door offering their goods or services?  Is there a public common market or do consumers seek out goods and services at specific phone numbers, websites, or stores?  Is a transaction considered between equals, or are service providers a lower class?  Are the servants recognized as members of a household or anonymous functionaries?  Is there a mindset of professionalism?  Who desires the professionalism – professional or consumer or both or neither?  How influential are corporations – the idea that no one person is responsible for the good or service being sold?

There is such a variety of technology, and tools, that are used in different societies, and these can be both representative and influential.  What things are used for communication?  For building?  Transporting?  How much of life is taken up by work?

What is the general schedule?  What is the work week?  How many hours in a day are work?  Is work a means or an end?  Which hours are devoted to sleeping?  When and how do people wake?  When do they play?  When do they have social activities?  Do they work together or finish their work and then spend time together?  When do they eat and how often?

If a group’s language is forgotten, and they move from the land of their buildings and ditches; if they stop playing with their old toys, and their clothing no longer distinguishes them clearly from one class to another – but they carry on a secret family recipe from the old, old days when all those things had been in place, have they lost their culture?  Can they share their recipe, market their spices and vegetables to other people groups, and still have their culture?  When do we say a culture has become distinct?  When do we say it has merged with another?

Should we try to preserve cultures?  Or is a way of life gloriously defined by the personalities and abilities and histories of the people who make up the group?  Is there a difference between dissolving a culture and replacing it?  What harms does the structure of tradition found in a culture cause?  What benefits does it provide?

To God be all glory,

Lisa of Longbourn

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Abdicated Discipleship

 

This week I read an article at The Wall Street Journal, spring-boarding from Rick Santorum’s recent controversies about birth control to a commentary on the societal effects of contraceptives.  For my purposes, I’m going to sum up part of their report:

 

Before birth control, women stipulated that they would only have sex with a man willing to take care of any resulting children (either only married sex or sex with the promise of marriage should she conceive).

 

After birth control and legal abortion, many women became willing to have sex, feeling like there was less potential responsibility attached.

 

These women’s willingness to fornicate raised the pressure on other women to also fornicate – even when they were less able to use birth control, or unwilling to abort.  Men began expecting sex as part of a premarital relationship – and if one woman wasn’t willing to give it, they could leave her and find someone who was, without commitment.  Why sacrifice yourself to take on the responsibilities of marriage?

 

As I read the above view of history, my brain worked to find the solution.  Obviously my hope is to marry a good man who believes that sex is sacred to marriage, and hasn’t jumped on board with the trends in this country.

 

Men in the secular world pressure women to have sex or do without relationships.  Men in the secular world make marriage hard to come by.  But what’s the excuse for men in the Church?  Why is marriage hard to come by for a Christian woman?

 

The norm, the expectation, for a man living in the United States is to go through a series of dating relationships, enjoying the benefits of intimacy, eventually getting around to marriage when he’s been with a woman for a long time and has a good job to (not support her and her children; she works and there will be far less children than in marriages of the past; but:) fund the engagement ring, wedding, and honeymoon.  Men in this country are not taught self control or responsibility – nor the value of marriage and fatherhood (only obligations of the two).  They are not equipped.

 

Because our secular world doesn’t tell stories about good men pursuing women with purity, marrying them, and fathering children – our Christian men are also unequipped.  No one is training the men outside the Church, so the men inside the Church aren’t being taught the necessary life skills either.

 

Isn’t that last point part of a much bigger problem?  Since when did the Church depend so much on the unchristian world to teach and disciple people?  Why don’t we have an alternative story, an alternative school of sorts?

 

Is it because the Church has made it our goal to blend with the world around us?  Is it because we have refused to be separate and holy, refused to be creative, and refused to labor in building the kingdom of God?  We convert citizens of the world to belong to thekingdomofGod– but is our task to transform their institutions as well?  Or have we been given a different kind of material to build a completely unique society?  Are we building their culture or God’s?

 

In God’s kingdom, singleness has great value – not in avoiding responsibility and commitment, but in refocusing those virtues to the building of this other culture.  In God’s kingdom, marriage is part of the typological design, where institutions and interactions breathe testimony to and imitation of the love of God.  It is to be sought and desired by those called thereto, prepared for and invested in.  Bearing children in a stable family is made to bring the next humans up in the fear and admonition of the Lord.  It is not supposed to be a regrettable consequence of giving in to lust.

 

Are there common features of the Christian community and the kingdom of the world to which the Church has lazily abdicated its roles?  Of course.  One of the powerful tactics of our Enemy (against whom we are supposed to be waging offensive war – in other words, building God’s kingdom for His purposes using His ways) is to take things that were created to be an instrument in the godly culture, and to take them out of their context and twist them just enough that they are ineffective.  By doing this, he gives people the impression that they are still practicing the good things God ordained.  They are also in little danger of those practices accomplishing what God intended them for.  And the more we get used to the twists and decontextualizations, the more the Enemy can bring the things farther away and the more he can morph what they actually are, still lying that they are the things we read in the Bible.

 

1 Corinthians 10:31, “Whether therefore ye eat, or drink, or whatsoever ye do, do all to the glory of God.

 

1 Timothy 4:4-5, “For every creature of God is good, and nothing to be refused, if it be received with thanksgiving:  For it is sanctified by the word of God and prayer.

 

To God be all glory,

Lisa of Longbourn

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Grandma Jerry

My grandma always wears a brooch when she wears a blazer.  She wears earrings every day.  Almost everything she eats gets salted.  Buffets are some of her favorite places to eat, along with Village Inn.  She loves fried chicken and chocolate cake.  Dogs eagerly jump up in her lap.  Electronics baffle her.  She recycles greeting cards.  In fact, all over her room you can find creative little innovations – the kind that work whether they look pretty or not.  But there are also many things she has around just because they are pretty: Kleenex box covers, music boxes.  When we were little, she would sit at her table and color pictures with us; I used to think she was condescending but now I think she really likes to color.  For years she has listened to books on tape, now on MP3.  A day before her 18th birthday she married my grandpa, together parenting their two sons and one daughter, all born inKansas.  She knows about wheat farming, mail routes, watering gardens, and driving in the evening in the country hoping to spot some deer.  Every glass at her table gets a couple ice cubes before dinner is served.  The Price is Right gets turned on every day, and she likes to know the temperature outside.  When joining others in their interests, she dives in, trying to look the part and keeping notes even on the names of referees at sporting events.  Her memory isn’t very good, and both of her knees are bad.  Her laugh, though, will always be wonderful.

 

To God be all glory,

Lisa of Longbourn

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Submission has come up a lot lately in my life.  I very much value authority and submission. But I don’t understand parts of it. Can you correct someone in authority over you? How do different authorities share their roles – church has authority, husbands have authority, fathers and mothers have authority, government has authority.  Can an authority delegate his leadership to someone else? For example, if God told Moses to lead the children ofIsrael, could Moses sit back and assign others to lead them? What role does delegation play?  What if God intervenes and exercises His authority directly (He told Isaiah to break the Mosaic Law, and he didn’t go to the priests or the king or the assembly to get permission)?  If there is no one exercising authority over me, is it my job to find someone to whom to submit?

 

Friends have challenged me on my interpretations of Church leadership.  Does God even give actual authority to elders, or is it more about responsibilities and respect?  Does an elder have a right to tell me when and where and how or how not to use my spiritual gifts? Can he tell me to go on a mission trip or to host a poor family in my home or to quit my job? Could a father or a husband? Do I have to get approval from my authority for every choice I make? If not, how do I know which ones to get his ok on?  Do those who were formerly under authority and are appointed to equal authority really exercise equal authority?  Who are elders accountable to?

 

I’m also wondering whether men, in general, ought to be followed by women, or only specific men: husbands, fathers, Church elders.  Paul says he does not permit a woman to have authority over a man (in church), and cites the order of creation, but does that mean women ought to never lead a man? Or is it bad to submit to a man who does not have a specific authority position over you (husband, father, elder)?  If a man has (any kind of) authority, does that mean he gets to tell you what to do (make me a sandwich; read this book; call your parents) or is the authority different somehow? Does it matter the sphere of authority?

 

One book I read as a study in discipline is a parenting book called Shepherding a Child’s Heart by Tedd Tripp.  It raised more questions.  What happens when kids become adults – do parents have the same authority over them? If a parent’s authority is derived from their responsibility before God to train up their children, then is it ok for other people to help parents?  Are there limits to the amount of a parent’s job that a babysitter, teacher, friend, or relative can take – can they discipline?

 

One point Mr. Tripp really tries to drive home is that parents don’t have authority because they are bigger, older, better, stronger, or smarter.  They have authority as God’s representatives to their children.  Therefore, they don’t get to decide what purposes – and in some cases, which means – they have in raising their children.  Training is not for the parent’s convenience or pleasure.  They must be good examples of submission (to God) for their children, who are likewise learning to submit (to parents and God).  The children are not theirs; they are God’s.  So God says parents are authorities, not buddies; trainers, not dictators; fellow humans, not gods.

 

To God be all glory,

Lisa of Longbourn

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