In a Pit...

In a Pit...

Devotional inspired by the book In a Pit With a Lion on a Snowy Day by Mark Batterson and written for staff devotions at PCGS on 1/18/17.

“There was also Benaiah son of Jehoiada, a valiant warrior from Kabzeel. He did many heroic deeds, which included killing two of Moab’s mightiest warriors. Another time he chased a lion down into a pit. Then, despite the snow and slippery ground he caught the lion and killed it. Another time, armed only with a club, he willed a great Egyptian warrior who was armed with a spear. Benaiah wrenched the spear from the Egyptian’s hand and killed him with it.“ (2 Samuel 23:20-21

Chasing down a lion into a pit. Then, despite the snow and slippery ground, catching the lion and killing it.  Not a scene you see every day, but for Benaiah, a scene that eventually helped vault him into becoming in charge of King David’s body guard and be considered one of David’s mighty men. Benaiah was very likely quite scared of this lion, as he should be, but despite the uncertainty, he still chased after his fear and knew what had to be done with the opportunity that was facing him.

There are going to be figurative “lions” in everyone’s lives; tough situations that we face or go through. They might be situations at school, home, or within the community; tough interactions with a friend, family member, or co-worker; or maybe a nudging to do something drastically different than the current setting you are serving in. Maybe you have faced some big lions in your life already and are wondering when the next one will be coming around the corner. Whatever your life story, realize that these lions are opportunities where God can use you in ways that he has already been preparing you for. He is always using our past experiences to prepare us for the future work he has in store for us. Don’t be discouraged by these opportunities, but instead seek to find what God is teaching you through them.

Prayer:

Lord, we do not always understand the purpose of a certain situation. Forgive us when we think only of ourselves and not what you may be teaching us through the opportunity. Give us clear eyes to see the work you are calling us to do each day and the courage to take the step when we feel uncertain.

I Used to Think...

This post stems from a reflective writing assignment in my current graduate course, EDUC 564: Management and School Improvement. These are 3 "I used to think...but now..." statements related to education based on my observations over time.

I Used to Think…

1. I used to think having a staff of like-minded individuals would be the best culture for a school, but now I see the value in having a staff of differing backgrounds, personalities, and viewpoints. All the staff members should be in agreement with the mission of the school, but beyond that, there is high value in having a diverse group of teachers within a building. Before, I thought conflict should be avoided, as it can cause divisions and damage relationships. However, by having a staff that embraces that tension through their different views and perspectives will also allow for conversations that deepen the school and provide for growth. A well balanced staff lends itself to using the gifts of the staff members to further its mission. By having a well rounded skill set, a school can continue to move forward instead of lacking in one area or needed to look outside for help.

2. I used to think giving a letter grade was an accurate report of a student’s learning, but now I see the value in crafting proper feedback for students and parents and measuring learning against specific standards and learning targets. Giving an A, B, C etc... has long been the standard of reporting student learning within school systems. It is a comfortable way to report grades as it gives parents, who had the same grading system, a standard to measure by from when they were in school. I now see that these letter grades often do not have much meaning to them and are too rigid. Learning is a process and involves many different topics within a particular subject area. Receiving a B+ in Math on a report card says nothing about a student’s understanding of fractions, ratios, or algebraic expressions.

3. I used to think the staff members within the school were the primary skilled knowledge kits, musicians, performers, creators, and leaders for the students, but now I see how gifted students are in many areas, starting at a very young age. With the technology and opportunities available for students to have their hands on, students have become increasingly skilled and at times far surpass the abilities of their teachers. Whether it is a middle school praise band leading chapel, a 3rd grade student showing off his 3-D printed object, or a 7th grader showing a teacher how to program a robot, students have become more and more knowledgeable about an array of topics. It creates a shift that teachers need to have in their minds, with an increased focus on guiding students in their knowledge to help them process and prioritize the information available to them. Instead of taking just the role of presenter of knowledge, a teacher and school also increasingly becomes a facilitator of knowledge, recognizing the importance of providing different learning experiences for students to be involved with.

For Such A Time As This

This is a devotional written for staff devotions on Nov 9, 2016.

For Such A Time As This

“And who knows but that you have come to royal position for such a time as this?” Esther 4:14

I have just recently become absolutely fascinated with learning about family’s past. It started with a simple question someone asked to me in church about a month ago pertaining to what province in the Netherlands my family has roots in. I knew of one province from what my dad had told me, but I did not actually know what the connection was or what other provinces my family may have roots in. Long story short...this question has propelled me on a learning experience that had truly humbled me. From learning about and seeing the gravestones on a pioneer cemetery of ancestors who were among original group that settled Pella, to a 19 year old who came to the USA learn about the country for his family, to a young couple getting married in the Netherlands against the father of the bride’s wishes, to that same couple nearly moving to South Africa...I now sit in this room with all of you.

Whether you are aware or not aware of what city, province or country your roots go back to, the story of your path is truly amazing. We may not be in a “royal position” such as Esther was, but God has placed each and every one of us to be in these positions at PCGS. Pair the stories and histories that we have with the 450+ students that walk through the door each day, the amount of paths taken by each one to get to this geographical place is mind-boggling!

May we be encouraged as we reflect upon the fact that we are all God’s workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do. These paths did not cross by accident, but have been designed to come to this point “for such a time as this.”

Prayer:

Lord, thank your for the story you have written throughout history. We are so thankful for the reassurance that all the days of our lives were written in your book before one of them came to be. Help us to continue to realize that we have been placed in our roles at school, in our families, our community, and our churches to fulfill your purposes.

Devotional: Safety Warnings

This post is a devotional I gave at a PCGS staff devotion during the 2015-16 school year

Safety warnings. They are everywhere and on everything. From the annoying, but useful, beeping of a truck backing up, to the “danger: electrical shock” to the “warning: contains peanuts” on the outside of a peanuts package, we are constantly surrounded by reminders and people set up to provide protection and safety.  Unfortunately, having safety rules and regulations does not always mean that a person’s life will be problem free.

Thinking back to three jobs I had growing up, that statement is definitely true. My first real job was cleaning up in a meat department. With lots of sharp equipment, safety is of high importance, and if one is not paying attention, a slice to the finger can easily happen. Unfortunately, this is something by which have first hand experience with. As I was wiping off the meat slicer, my finger got too close and very easily, the slicer did its job. Thankfully, my boss was close by and had some gauze and we wrapped it up quickly, easing the pain and worry in my mind.  A second job, and interesting one, was working on a mink farm. Mink do not like being grabbed by the tail or leg, especially when being vaccinated, and they will let you know by not only trying to bite you, but also directing their spray at you. One way to protect yourself was by wearing thick gloves. A glove with holes in it or one that is not very thick, does not offer much protection to the hand inside as the teeth come biting after you. Again….I can speak from experience. My gloves were wearing thin and a bite was easily felt. And again, thankfully, my boss was close by, and after seeing and hearing my reaction to one of these attacks, he gave me his gloves for the rest of the day. His act allowed me to keep going with less worry. A third job was working at a furniture store. On deliveries, it is critical that before you leave to make sure the taller items are tied up securely in the back of the truck. I realized the importance of this my first summer. When we opened up the back of the truck at our stop to deliver some pieces of furniture, the 5 drawer chest I “tied” up an hour beforehand had been playing a nice little game of pinball in the back of the truck the whole trip. Needless to say, it was in no shape to be given to someone. My boss, who was with me, took it in stride and let the customer know that one more piece was still on its way to the store, and it would be delivered next time we came that way. I could tell he was unhappy, but not once did he get upset at me. Let’s just say I spent a lot of time practicing knots when I got back and never made the mistake again.  My boss’ words, actions, and grace shown to me in a time where I thought I would have to pay for the new piece of furniture allowed us to form a great relationship for the next 6 summers.

Although these examples of misfortune in my life are seemingly meaningless and had no long-term ill effects on me, they do provide a great lesson for what happens when life throws curveballs at you or hardships happen. As much as humans can try to be prepared for certain situations by reading up and getting educated on topics, eating healthy, exercising, and living safe, things will happen in life that that will hurt and make us stop in our tracks, they are just out of our hands. Fortunately, all is not lost, and we are not alone in the journey.

So who are the “bosses” that help us get through? For one, they are the people around you. The relationships formed with other people are very important, and set up opportunities for support. This means that you also are the ones who be that hand for others. John Ortberg in his book The Me I Want To Be states that “there the 3 laws of relationships: observation, observation, observation. People who give life to us are people who notice us. They know what we love and fear. When we work to truly notice someone else, love for them grows.” So take notice of others, and give them life. If you know someone who needs help and support to clean up physical, emotional, or spiritual wounds, pray for them, make them a meal, be an ear for them, encourage them, or write a note.

The most helpful “boss” that provides help and comfort is God.  God, as described in Psalm 3, is “a shield around me, my glory, the one who lifts my head high…he answers me from his holy mountain. I lie down and sleep, I wake again because the Lord sustains me. I will not fear though tens of thousands assail me on every side.”  Isaiah 43 also gives a reassurance of God providing protection and safety. It does not promise a problem free life, but does promise his care.

When in a time of hardship or when someone you know it, place your/his/her name in the blanks below and know that God is there.

Isaiah 43: 1-3

For Prayer:

Lord, help remind me of the following and that you provide:

“Do not fear, for I have redeemed ________

    I have summoned _____ by name; ____ is mine.

When __________ pass through the waters,

    I will be with _______.

and when ________ pass through the rivers,

    the rivers will not sweep over _______.

When __________ walk through the fire,

______ will not be burned;

    the flames will not set _____ ablaze.

For you are the Lord our God,

the Holy One of Israel, our Savior;

Amen.

Devotional: His Plans > my plans

The following is a devotional I wrote for our staff devotions at Pella Christian Grade School for the morning of Sept. 12, 2016.

His Plans > my plans

I am not in control. This has been a phrase that has made itself clearly evident to me through various events and conversations with people over the past several months. It is also still one I need to continue to remind myself of often. Most recently, I was reminded of it over the weekend how little control I have. I am definitely not in control of if or when a torrential downpour comes the night of the school's fall event.

We want to plan ahead, be aware of upcoming schedules, and organize for future events. This gives us security and comfort that we are not going to be thrown any curveballs or given any unforeseen additional tasks. We put reminders on our Reminders app, we schedule events on our Calendar app, we write things in our daily planner, and we jot down future plans on our fridge calendar. We plan for what we see and what we believe we will be seeing. However, our human eyes and minds are not able to see the whole picture. Proverbs 19:21 shows us that “Many are the plans in a person’s heart, but it is the LORD’s purpose that prevails.” Plans can be made, but it is ultimately God’s plan that will come through.

This summer I had the opportunity to be accepted to and attend a weeklong Christian school leadership training conference in Canada where we were assigned to read a portion of Spiritual Leadership by Henry Blackaby. Included in this reading is the following excerpt that Blackaby used to describe how Jesus carried out his work:

Jesus was never required to develop ministry goals or action plans. He was sent to follow the Father’s plan. . . Jesus came to fulfill his Father’s plans of salvation. He spent each day looking to see what the Father would reveal about his will. When he observed the Father at work, Jesus adjusted his life to join him. . .  Had Jesus entered [Jericho] planning to have lunch with [Zacchaeus] the most notorious sinner of the region? No. He had simply watched for the first sign of the Father’s activity. Once he was where the Father was working, Jesus immediately knew the agenda for his ministry. . . even in the most difficult assignments, including the cross, Jesus accepted his Father’s will unwaveringly. Jesus left his future, as well as his Second Coming, for the Father to determine. [Jesus said in Matt. 24:36: No one knows about that day or hours, not even the angels in heaven, nor the Son, but only the Father.] Jesus characterized his entire ministry with these words: “By myself I can do nothing.” John 5:30

As uncertain and frustrating as it may be at times, I am glad I am not in control. A Bible verse that is the most reassuring verse for me, and although not an easy one to swallow in the moment, is also from Proverbs, in chapter 3:5-6. “Trust in the LORD with all your heart and do not lean on your own understanding. In all your ways acknowledge Him, and He will make your paths straight.”

I am not saying goals and planning have no worth. God has given us phenomenal minds to create and execute plans, and he works through us in making goals for the future. However, there are times where plans do change. Whether planning for a vacation, relocating to a new area, communicating weekly school events, or making a School Improvement Plan, it is important to keep our eyes open for, as Mr. T started off the year with, “the next right step.” These steps will only become more clear to us when we are able to walk with our Father so closely that when he reveals something to us, we willingly change our own personal agenda to what he wants for our lives.

Prayer:

Lord, thank your for who you made each of us to be. You gave us each different gifts and abilities in order to carry out your work in your kingdom. You have placed all of us here for reasons only you know. Help us each to walk more closely with you in order to further understand what your plans are not only for this day, but in coming days, months, and years. Forgive us when we think our plans are better than yours or when we do not look to you when seeking guidance. Thank you for providing an example of the best follower there ever was, your Son.

ELDI: One Body, Many Parts

I recently attended Educators Leadership Development Institute, ELDI in Ontario, Canada. ELDI is a weeklong program meant for those new Christian school leadership or exploring the idea of moving into Christian school leadership. The following post contains a reflective piece I wrote in the days that followed the week. 

ELDI: One Body, Many Parts

Tyler Van Schepen
Educators Leadership Development Institute Orillia, ON
July 25-29, 2016

“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 . . .“

ROMANS 12: 4-5

Community. Relationships. Despite participants spanning across North America from the United States, Canada, and Belize; despite the fact that each person had a distinctive life path that has lead them to be in the program; despite a wide range of ages represented; despite each person having a very unique school setting from everyone else in the room, community was clearly evident and relationships were formed and built upon at the Educators Leadership Development Institute. Participants and facilitators of ELDI demonstrated community through the “connections based on commitments and relationships” (John Walcott, day 1). Those involved were committed to furthering their understanding of what it means to be a Christian leader within our settings whether that role was as an administrator, a teacher, a church leader, a parent, a spouse or any combination of various other responsibilities God has us currently fulfilling or has planned for us in our lives in school or out of it.

Relationships are a key aspect to any flourishing school, with the most vital relationship being with God. The most important role a Christian school leader can have is to be a spiritual leader for those whom he or she is leading. Leaders need to “learn to listen and be people of the text” (Jeff Blamer, day 1) and seriously form habits that “create spiritual growth” (Ray Hendricks, day 1) for oneself and individuals that are a part of the school. Being in scripture, praying often, reflecting on the Word, and spending time in devotions are critical elements of a spiritual leader.

TRUST: there is definitely a high degree of trust needed in God in order to gain a strong, personal relationship with him. Would his followers be fine with just the opening line of Psalm 23? “The Lord is my shepherd, there is nothing that I want.” Nothing? No vacation somewhere? No time with family or friends? . . . Who is the only person that can satisfy us when we are in a low point in our lives? God is what we need, because “when desert times come in our life, dependence on God is what gets us through” (Jeff, day 1). Just as the Israelites were called to Israel, which is not flowing with milk and honey but instead is 70% desert, God calls his people to depend on him for their needs. This dependence will not necessarily mean there will be an abundance of resources, as the green pastures God provides are not the lush, green fields of Iowa. The desert tufts of grass provide just enough daily bread to make it through—TRUST. When his people feel as though they are spent and are about to give up, God provides the quiet, living water of refreshment. He knows that we “need to be refreshed in order to do work well” (Jeff, day 1).

Whatever may pass

And whatever lies before me 

Let me be signing 

When the evening comes

Bless the Lord oh my soul 

Oh my soul 

Worship his holy name 

Sing like never before 

Oh my soul

I’ll worship your holy name

10,000 Reasons by Matt Redman

(Sung days 1, 3, and 5)

In the day-to-day work of a school leader, a myriad of relationships exist. The organization, governance and rules of the school are important in order for the school to function, but “leading with relationships is key rather than leading with paper or policy” (Diane, day 3). In order for the school community to thrive, these relationships need to be intentionally nurtured. “Schools should be places where visitors clearly see God in the way relationships are conducted” (John, day 1). Simple things such as “greeting each other well . . . sets the culture” (Ray, day 3) for these relationships. Through these relationships, it is important to take on the role of a shepherd, and “lead from alongside with patience, persistence, and perseverance” (Jeff, day 3). An effective school leader is not just managing people or objects but instead seeks to “work WITH rather than FOR or TO” (Diane, day 3). People are subjects to be honored, not objects to be managed, ignored, or seen as being needy.

The idea of working WITH others is important to keep in mind when having conversations. How one handles conversations when others come up to share their problems and issues will show where priorities are. “Being a sanctuary for others is hard; you need to listen to others and not speak your difficulties out to others” (Diane, day 3). Conversations drive the relationships around us, in fact “the conversation is the relationship” (Dianne, day 3). This can either have positive or negative results for relationships as “our lives succeed or fail gradually, one conversation at a time” (Diane Stronks, day 3). This just goes to show how careful speech must be. “We need to be quick to listen, slow to speak, and slow to become angry” (James 1:19). “A gentle answer turns away rage, but a harsh word stirs up anger” (Proverbs 15:1). Numerous situations involving people will be presented to school leaders on a daily basis. “People take up the most time in leadership” (Diane, day 3). Regardless of who comes or what the issue is, it will be important to “not see people in deficient ways” (Diane, day 3). When conflict and issues do arise, a leader needs “to be the person of shalom and peace” and acknowledge the fact that “you have build the trust of those around you when you feel overwhelmed” (Diane, day 3).

When involved in any form of leadership, it is significant to remember that just because a title of teacher, lead teacher, principal, administrator, superintendent, head of school, or various other titles that could be on the name plate, that the position does not necessarily mean leadership abilities exist. “It’s not about pedigree or title, if the heart is wrong, it is like a desert fruit – an empty puff with poisonous seeds” (Jeff, day 3). Although credentials are necessary in order to show requirements have been met, “the character we are is way more important than credentials . . . nothing important happens without the heart” (Diane, day 3). When in a position of leadership, one must utilize the position of authority wisely. “How you use your power determines your authority. Are you using your power to allow others to flourish?” (Ray, day 3).

The leader/teacher relationship is an extremely crucial connection within the school. When leading others, there are four basic needs that are essential for followers to have in their leader: trust, compassion, stability, and hope (John, day 2, as seen in Strengths-Based Leadership). A leader needs to recognize and understand the followers’ needs within the building. One way to do this is to sit down with teachers at the beginning of the year and ask “What’s exciting for you about being here? What do you need to be successful?” (Shannon Marcus, day 2). Keeping this development aspect front and center will allow teachers to continue to grow in their profession. It is important that leaders invest in the strengths of the teachers and recognize that “the knowledge is in the room” (John, day 4). This aspect of instructional leadership will help teachers take on a growth mindset for their professional practices. Teacher development will take many shapes and forms, as the needs of teachers are as varied as student needs within the classroom. Being a “cheerleader, collaborator, coach, consultant, or calibrator” (Jeff, day 4) will help meet teachers where their level of support is needed. Recognizing the level of support needed is a critical first step as a leader should keep in mind that “when trying to be supportive, don’t be overly supportive . . . don’t hold their hand” (Ray, day 4) unless, of course, it would be necessary. Lastly, relationships with leaders and teachers need to be done appropriately, recognizing the professionalism within the school building with boundaries set in place, so as to not let one’s personal friendships interfere with the vision and purpose of the school. A leader needs to be able to put the needs of the school first when dealing with a teacher issue. “Don’t be afraid to confront others with statements such as “Help me understand . . .” or “Should I be aware of . . . ” (Ray, day 3).

Students need to be given appropriate nurturing within school and be provided with the opportunities to grow their individual gifts. “Don’t make students lose their identity at the door, let Joey be Joey” (John, day 1). “Create safety . . . if a student comes to you, they trust you” (Diane, day 4). Schools need to be intentional about how students are being welcomed and educated in the classroom, so as to not impede on the individual God created them to be. “We need good reasons for doing things to other people’s children” (John, day 1). Schools are presented with a great opportunity to be a place for children where they can feel safe and develop their abilities. It is also a place for children to process decisions and learn from their mistakes. Restorative practices set up in school will help students along in the process and is another way of showing schools can work WITH and not FOR or TO. Schools need to balance the amount of nurturing and limit setting on students so as to not be neglectful, too punitive or too permissive. With the right balance, schools can be a place of restoration for students. This restoration is significant when considering how to deal with students who act out or misbehave. The following restorative questions (Diane, day 3) can help students understand the ramifications of their actions, without coming down harshly in a punitive way:

• What happened?
  
• What were you thinking of at the time?
  
• What have you though about since?
  
• Who has been affected? In what way?
• What do you think you need to do to make things right?

A leader, just as a shepherd would, walks alongside, working WITH not FOR or TO the students.

The school board is a vital group in making sure the school runs well. “Is the group hopeful? Is it committed to a Christian mission/vision? Are they all in?” (Shannon, day 2). Their governance, financial stewardship, strategic planning, and principal oversight are key responsibilities necessary for a flourishing school (Ray, day 2). “Board selection is crucial” (Shannon, day 2) and “should be representative of the school community” (Ray, day 2). In order for the school board to function well, “it is important their dashboard of instruments and gauges are in place; they cannot just look out the window” (Ray, day 2). The board needs to know the central aspects within the school such as enrollment, budget, student achievement levels, state of facilities, parent satisfaction, mandated policies, the school improvement, and various others in order to direct the school in the right direction. In addition, the importance of the board chair cannot be underestimated. A leader needs to “engage with the board chair and enlist trust with him or her” (Shannon, day 2).

All of these features and relationships are invaluable and will help a school flourish. However, the school leader needs a sense of self-awareness in order for these actions to be executed well. “Decisions don’t come into light until there is action” (Ren Siebenga, day 4). Leaders need to set routines that work for them so time can be spent well on what needs to be accomplished. This may require “viewing decisions on an importance/urgency scale” (John, day 4) in order to prioritize the day/week/year. “Know thyself; be comfortable with one’s story” (Diane, day 3). Each person’s routines will be different, but it is significant that “A leader knows his/her strengths” (John, day 2). Strengths Finder has shed light for me on what my strengths are: Learner, Connectedness, Maximizer, Adaptability, and Relator. Three of these strengths are in the Relationship Building domain of leadership. Knowing my strengths will allow me to continue looking for ways to build upon them and realize when my abilities may be needed. On the flip side, it is also important to understand that at times “I can’t do this, I need to surround myself with people who can” (Ray, day 2). Great leaders “surround themselves with the right team to maximize results” (John, day 2, as found in Strengths Based Leadership). For me, this means I need to seek out people around me who are going to be able to fill in the gaps of strengths I may not have. Whatever the results of the strength assessment may be, a leader needs to “find the theme present in their life . . . what’s your passion? Both the leader and the school have themes, find where the two mesh together” (Ren, day 4).

ELDI has been an extremely formative experience for me as I continue to fulfill and seek out the roles God is using me for. The week definitely opened my eyes even further to the tasks and responsibilities involved in being a school leader. This “opening- of-the-eyes” brought about a sense of invigoration and excitement for the possibility of being involved in administration at some point, but also further showed how demanding the job can be. The importance of knowing we will be given just enough, being led to En Gedi to experience the quiet, refreshing waters, and trusting the shepherd on the paths of righteousness will lead us through the desert places and valleys in life that normally would be impossible to get through. TRUST the shepherd as we continually search for the answers to the questions of . . .

“Who are you and where are you going?”

Specific formative experiences within the week:

• New personal connections
  
• A day in the life of a principal simulation: emails, role playing situations
  
• Small groups every day; processing the information with others
  
• Many small group/whole group discussions within the program; a group thirsty
  for information
  
• Psalm 23 devotions seen from a new perspective
  
• Reading Scripture through the lens of leadership
  
• Thursday night Q & A time
• Tasty/abundant food, paddle boarding, sand volleyball, a bonfire, a peaceful lake
  

Thanks to donors of CSI for helping make this program available to those who are committed to the cause of Christian education. Thanks to Jeff Blamer, John Walcott, Ray Hendricks, Diane Stronks, Shannon Marcus, and Ren Siebenga for being transparent and honest in sharing their knowledge with participants of ELDI. Thanks to CSI, Calvin College, OACS, SCSBC, and OCSAA for their development of this program and the resources made available to participants. Thanks to the 17 participants for also being open about their experiences and spending a week of summer vacation with complete strangers. 

The group photo of 17 participants and 4 facilitators. 

Control Beliefs

This post is a post from a discussion forum in one of my graduate classes for Dordt College's School Leadership program. This post is from EDUC 503: Interpreting Educational Research.

Religious perspectives “should be permissible as background beliefs in the academy. . . . not [as] ideas that we would normally introduce into the pragmatic academy as the evidence for our views. For that we would look to other beliefs that we share with persons from differing ideological camps, so that we could argue on common grounds.” (49-50) These beliefs may function as “control beliefs” (Wolterstorff says these function in two ways. Because we hold them we are led to reject certain sorts of theories (e.g. big bang theory) and they lead us to devise theories that are consistent with these beliefs). How would describe your control beliefs? Write your out and share them with us.

Do you think there is a common set that Christian researchers can use?

One control belief that is central to me is the Reformed view of God’s reign over all things and his presence in all things. This belief helps me understand more fully God’s plan and how there are not “boxes” of life where he does not have influence over. Because of his lordship, there is interconnectedness present throughout his creation. This definitely affects my life as a teacher by teaching in this way to the students that enter the classroom.

Tied to the first belief, I also realize that God is in control of my life. As Q&A #1 in the Heidelberg Catechism states “I am not my own, but belong body and soul to my Lord and Savior Jesus Christ.” This definitely a reassuring thought, that I can know I have eternal life through the sacrifice Jesus paid for me on the cross. Decisions I make here on earth need to reflect the fact that I am showing I belong to him.

A third control belief I hold to is from the Westminster Catechism Q&A #1 “What is the chief end of man? To glorify God and enjoy him forever.” Soli Deo Gloria, to God be the glory! I need to reflect the fact that I am giving God the glory, and not being self-seeking, looking for my own interests or personal gain when making choices or decisions.

So…can there be a set that Christian researchers use? As we have read in Marsden and know to be true, there can be a wide range of beliefs and interpretations within Christianity itself. However, the belief of glorifying God through further studying and academics should be a central theme to all Christians. It goes back to the question I addressed in an earlier discussion post: “Why have an academic career?” An academic career opens our eyes to the vast creation around us, to which we should only have one response—thanking and giving God the glory! Christian researchers should be focusing on opening new discoveries his God’s creation and seeing how different areas of life are connected and impact one another.