God 's Left Hand And Right Hand Kingdoms

When People are Big and God is Small is written by Edward T. Welch. Welch is a professor of Practical Theology at Westminister Theological Seminary. In addition to being a professor he also serves as a counselor, a faculty member, and the director of counseling and academic dean at Christian Counseling and Education Foundation. Welch has added his expertise to the field of counseling and theology by contributing to multiple books. Welch’s contributions do not end with books but expands to writing more than ten articles for the Journal of Biblical Counseling and other periodicals. Welch earned a M.Div degree from Biblical Theological Seminary and a PhD in Counseling Psychology (Neuropsychology) from the University of Utah. Drawing from his education and experiences, Welch possesses plenty of reputable credentials to warrant attention and discussion to his book, When People are Big and God is Small.

We talk about “doing” the will of God, but the will of God has much more to do with “being” than “doing”. It’s not about being in the right place at the right time; it’s about being the right person, even if you find yourself in the wrong circumstances (pg 30)”.

In today’s society it is hard to be a teacher; especially, in a secular school. The students in this setting need Christian teachers more than anything. The children today need to have a teacher that has biblical values and understands just how important it is to live by these values. Before stepping foot into a classroom, a teacher really needs to understand that each child’s worldview will make a difference as to how the teacher leads her instruction and how the students processes the instruction that is given to them. We are there to encourage our students to take a good look at them self and really examine what they believe their worldview is. This being said, we really need to understand what a worldview is, why integrating our worldview into the classroom is so important, what it really means when someone talk about integrating, and how a teacher can begin to develop worldview integrative activities in a secular and Christian school environment.

Education plus God equals success. While this statement is true, the job of incorporating the truth about God into everything taught is becoming increasingly more difficult. Schultz charted public education’s view of reality, truth and value throughout the history of the United States to show how an unbiblical worldview has increasingly taken hold of society, the educational system and

With reference to Peta Goldburg’s (2012) Transforming religious education: Implications from the Second Vatican Council, the following discussion will review and critique the important religious education approaches that has had an impact on the Catholic schooling system for the past fifty years, and also help shape the contemporary classroom we teach in today.

The statement “philosophy of Christian education” contains much information to be unwrapped. The term philosophy literally means, in the Greek, “love of wisdom.” In this case, the study of philosophy involves a “critical

A church whose pastor and others in leadership have failed to put in place a proactive plan for discipleship for Believers is usually a “growing” church — growing stagnant, growing cold, growing spiritually immature Christians, and eventually, many growing closed. Patte said, “There is much at stake in accepting or rejecting the challenge of discipleship…” When a pastor or a church makes a conscious decision to make discipleship of Believers a primary focus in their

Sitting in a classroom filled with several maps of the world, vast spines of colorful books, and watching the clock hit the next hour, there is nothing more that a seven-year-old would rather do than be stuck sitting in a desk for eight hours of the day. Looking back to when I was young and learning about the history and background of the church, I was illiterate. According to Bud Heckman’s definition, “religious literacy is the understanding of the profound role that religions plays in human social, cultural, and political life in both contemporary and historical contexts” (2).  Learning about religion seemed

To set the scene, a first grade teacher at McCordsville Elementary School in Indiana wrote a letter home to parents requesting them to speak to their children about inappropriate classroom language. In the letter, she explained she had an unsuccessful “talk” with her students about refraining from the use of religious words such as God, Jesus, and Devil, and says “I do not want to

Eventually, teachers, in the public school system, will find themselves in the crosshairs in the debate over a student’s expression of religious beliefs within the classroom. What should a teacher do if a student decides to submit an essay on Jesus as their hero accompanied by a drawing of the Last Supper? Should the teacher accept the student’s submission? If so, will the assignment be displayed on the classroom wall? By investigations the students’ religious rights under the First Amendment, coupled with the evaluation of the assignment, and the teacher’s practice of displaying student’s work in the classroom will reveal the predicament that the instructor will find themselves in.

Going into Mr. Ostranksy’s bible class, I was inquisitive to see how he taught and how much I retained. I recall that on the first day of class, Mr. Ostransky came in and told a cheesy joke and just smiled at us. He knew all of our names without asking us. Being both intriguing and awkward, I realized he would be a valuable teacher for me to have. “This would be the class that forced me to think,” was my immediate thought.

The subject of religion in public schools is one that has been debated vigorously and passionately. The warriors from the Right and Left fail to appreciate the facts because they are caught up in the rhetoric and have difficulty viewing this emotional topic dispassionately (Haynes, 2011). Both sides are right about one thing: this is an important subject.

As Christian educators, we are called to promote and support learning in those areas. True teaching is a sharing of realities, likening the teaching process and weaving connections between their teachings and understandings themselves and the world around them. If we do not make connections for the students to the world around them, many times these precious gifts graced upon them will be overlooked or passed by because the young minds may not be able to recognize them. Some areas of observation might be seen as open doors to see or perceive and understand something of God and His motion as reflected through the created world and the Bible. Other areas might be seen as open doors to respond, apply, express and practice in ways that are consistent with biblical values. When these areas are discovered and embraced, many times they can address the major developmental needs in the spiritual, intellectual, physical, social, and emotional realms of the student’s life. Identifying these areas is helping the students begin their walk with the Lord and their own calling.

Furthermore, if you cannot have ethics without God, which one of God’s teachings should be following. Should the teachings in the old testament championing an “eye for an eye” be tossed aside in favour of the new testament teaching of us to “turn the other cheek”. If God’s will is good, then it is both morally right to exact revenge, as well as demonstrate forgiveness to an injustice. I argue that this argument challenges the premise that God is omniscient as in the old testament, God commands and permits one act, and in the new testament contradicts and supports an entirely different act. If we follow the DCT and assume that as God’s will is good then both commands are correct, then it is up to the individual to decide which moral action to take. If such freedom is possible in making moral decisions, then divine command may not always be needed to satisfy our moral duties.

Gonzales, Justo L. The Story of Christianity: The Early Church to the Present Day. Peabody,