# data[].attributes.body
Articulate how your learning in Connect has influenced your understanding, practice and contribution to your Lutheran school or early childhood service

Please ensure you include quotes or reference to some key resources from the padlets in your critical reflections.

Through Connect, I have begun to see Christianity and religion as a whole in a different light. It has shaped my thinking to revolve less around the Bible being the explicit instructions on how to live a perfect Christian life, and relate more to how God is seen in our regular modern day life. The 3 Worlds of the Text activity, has encouraged me to consider the context of the time and the intentions of the stories found within the Bible. The excerpt, What is the Bible and how do we read it?, provided interesting conversations regarding the Bible and it's interpretation. I loved the quote from Rob Bell, "The Bible tells a story. A story that isn't over. A story that is still being told. A story that we have part to play in". To me, this is the basis of our roles as educators. The Word of God is the foundation to the commitment to a better world, and we are vehicles that drive this movement.

# data[].attributes.body
Analyse and describe the ways Lutheran theological perspectives can shape practices in an early years’ service, school or classroom.

Please ensure you provide some specific descriptions about the way one of the theological perspectives can shape your role and work with students.

To me, Luther's protest/reformation to the Catholic Church, is the perfect message that can be translated to the classroom. Luther believed in a better way of doing things and sought change in a positive way. He was open for discussion, open to challenge, worked altruistically, and wanted the greater good for all.

As teachers, the concept of grace is integral to our role. We will always be challenged by situations we experience every single day in our occupation. We need to be aware of our biases and selfish motives, and recognise that God loves and forgives all. These difficulties we experience can be dealt with through, grace, commitment and love. Our students need to know that we care about them, and are here to support them. Our policies and procedures reflect this at Geelong Lutheran College through the commitment to restorative practices. The aim is not to rid ourselves of difficulty and punish wrongdoers, but to seek understanding and support our students towards becoming better people and quality servants in our communities, making the world a better place.

Our stories, experiences, learnings will guide us in our journey towards living a Christ-centered life and education that GLC seeks to provide. Our College's logo reflects this where the Cross is the centre, demonstrating our commitment to this education.

In the classroom, Luther's commitment to change and a better world carries important implications to my role as an educator. Luther was evidently a critical-thinker and life long learner. He wasn't someone who simply accepted the way things were. He found ways to positively influence those around him. It is important that we inspire these qualities in our students. If our students can demonstrate a commitment to those around them through critical thinking and being life-long learners, we have achieved success in our roles. This can look different for individuals, but is a terrific starting place towards quality citizens.

# data[].attributes.body
God has created us for relationships and Christian spirituality finds expression in love, service and our vocations.

# data[].attributes.body
Lutheran schools and early childhood services are communities that value learning as God's gift to people for their wonder, growth, and to inspire them to respond for the needs of the world.

# data[].attributes.body
Lutheran schools and early childhood services are communities where grace abounds. While recognising the brokenness of humanity, they reflect the unconditional love of the Father, revealed through the saving work of his Son, Jesus.

# data[].attributes.body
God’s word inspires and guides Lutheran education communities.

# data[].attributes.body
Identify and critically reflect on unresolved issues or remaining questions to develop a plan for further learning that will advance your understanding, practice and contribution to Lutheran education.

Please include the questions that you have been wondering about through your Connect journey and/or the questions you still have uppermost in your mind as Connect comes to a close.
Please include a plan for how you will continue your learning so that you can inquire into your questions and wonderings.

Some things that I wonder in a school context about religious education:
- How do we get students to "buy in" on religious education? Particularly students from non-religious backgrounds. Even though our students are in Lutheran schools, often they are not there for the religious element of the provided education.  I do believe that students are respectful of the religious elements at GLC, but do they value it? Do they feel as though they would like to know more about Christianity? Do we view this as an issue? Or are we happy with simply being respectful and participating in required classes. I do find it difficult to engage students during devotions when religious contexts are mentioned as many of our students are not from religious backgrounds.

To address this, I think it's important for me to seek links between devotion, and other religious topics to things that are happening in the world right now. This hopefully will relate with students more and encourage them to be open to discussion and engagement with these topics.

- With Australians becoming more prevalent as not affiliating with any religious beliefs as per Census data, does this affect the way we do things in a Lutheran school? Will religious education change to accommodate "more valued" subjects by the growing majority? What is Lutheran Education's stance on this issue?

It would be worth discussing this with important stakeholders of GLC and getting an idea of their philosophies on religious education in schools and where they see it heading. Approaching this with a united stance is important to maintain a consistent approach to ensure transparency between the many involved in the education journey.

# data[].attributes.body
God has created us for relationships and Christian spirituality finds expression in love, service and our vocations.

# data[].attributes.body
Lutheran education is centred in the belief that God invites all people to join God in ongoing creation and care for the universe.

# data[].attributes.body
God's grace as revealed in Jesus is central to a Lutheran understanding of spirituality.

# data[].attributes.body
1. What is important to you? What are you passionate about?

I place great importance in the sense of belonging that can be found in different settings. My family was a large influence in my life, and encouraged my faith journey growing up, and they always came together to support every member. Looking back, this has largely influenced who I am today in my vocation as a teacher, and in my role as a member of the community. As a result of this, I am highly passionate about sharing my life with those around me in any and all capacities - I have a desire to live my life with others, sharing in the good times and the bad; always finding a way to come back together and learn from experiences. This means that within my classroom, I endeavour to live life with my students and their families, as well as with my colleagues. Teaching requires a deeper understanding, and a sense of connection with those I work with every day, so by sharing my goals, joys, faith, fears and failings with those around me, I can hopefully inspire them to live in community with myself and  others too.

2. What has brought you to this Lutheran school or ECS?

As mentioned above, my upbringing has had an integral part to play in who I am now, and my role at ......Lutheran College. .....

3. What questions do you have about Lutheran education and your role?

How can we navigate faith and Christianity in a loving and welcoming way in a world that is forever changing and challenging our beliefs?
What is my individual role in shaping the beliefs of my students, and how does that tie in with the roles of the church, families and school as a whole?

# data[].attributes.body
God’s word inspires and guides Lutheran education communities.

# data[].attributes.headline
An example of responses to guiding questions

# data[].attributes.subject
An example of responses to guiding questions

# data[].attributes.headline
Guiding questions that may support your critical reflections

# data[].attributes.subject
Guiding questions that may support your critical reflections

# data[].attributes.body
How does creation theology inform the why and how of Lutheran education?

"We are called into partnership to restore the brokenness of creation". When in school, we are attempting to fix the "brokenness" of some students. We are trying to provide a safe place to shape their lives in a positive way.
Each person is created with worth and dignity.
We are "co-creators", whereby we work with God, students, parents and any other stakeholders to be of benefit to the world we live in.
"Each person has equal, and unmeasurable worth. This had nothing to do with their contribution to society". This is something that we are trying to return to after a great amount of time where these values had been forgotten/neglected.

How does creation theology shape an aspect of your work with students?

"We are free to explore God's amazing creation". It is our responsibility to create lessons/opportunities for students to explore the Creation in our world.
We work to ensure that each individual's dignity is preserved and valued.
We aspire to develop life-long learners. With creation occurring each and every day, we teach to acknowledge, learn and appreciate these creations.

What questions or issues does the concept raise for me and how can I explore my questions?

How does the Bible's version of Creation, link with scientific developments?

# data[].attributes.headline
Guiding questions that will support your critical reflections

# data[].attributes.subject
Guiding questions that will support your critical reflections

# data[].attributes.body
What are important aspects of spirituality from a Lutheran perspective?

GRACE - forgiveness. Even when people least deserve it. That is the ultimate idea of grace. Grace is earned when we own our failures and ask God for KHEN.

In what ways might the concept of grace shape Lutheran education communities?

Grace is an overarching quality of all good education providers, not just Lutheran education communities. We aim to provide services to all students and families to give them the best chance through improving skills, providing support across a range of domains to make them the best version of themselves - no matter their wrongdoings. Good schools are there to make students better - not condemn them.

In what ways might the concept of grace inform the understanding of my role and my contribution?

My role as a teacher is to live a gracious life, where it is not my role to condemn actions, but to provide support and assurance towards making the people around me better. I do this as a collective and use the supports available to me through the communities I belong to be the best I can.

What questions or issues does the concept raise for me and how can I explore my questions?

Where is the line drawn? It is often difficult to always show grace to those who do not offer it to others.

# data[].attributes.headline
What do we believe? Lutheran Education. 

# data[].attributes.subject
What do we believe? Lutheran Education. 

# data[].attributes.body
What is important in Lutheran education?

Biblical literacy

Support structures

God's spirit is active in the community

Each person is a unique creation by God

Everyone has their own talents and needs

Knowledge and learning is a gift from God

Develop a spirit of service

Use gifts to help serve others

Caters for a wide range of abilities to provide quality learning for all students

Promote Christian growth and development

Embrace high standards of teaching and learning

Work as a team with parents

Share aims and values with families

Constant communication and encourage parents to be involved

Part of the greater community

Nurture the whole person in all their avenues/needs

To be Christ-centred and share the good news

Schools are communities of worship and service

Grace abounds

Inspire to cater to the needs of the world

What questions emerge for you after viewing the sites and videos?

Many of the phrases and words used in these statements pertain to the individual and creation of each person, and the importance of community and collaboration whilst being focused on Christ.

I now wonder:
How can our school better build a Christiancommunity?
How can our school encourage students to seek ways to use their individual gifts, talents and attributes to serve the wider community?

# data[].attributes.headline
Guiding questions to support your critical reflections 

# data[].attributes.subject
Guiding questions to support your critical reflections 

# data[].attributes.body
How can we know about God? / What does the Bible have to say about who God is?

"To know me is to breathe with me. To know me is to listen to me. To listen deeply is to connect" - Dr Ungunmerr Baumann. The Bible to me is a collection of stories from significant people, that aims to record important information and teach future generations. The Bible, like many texts, is to be interpreted for good. This interpretation often depends on the individual and their perception. I think that this is God. God, religion and teaching is all about interpretation, there is no single meaning of any of it, but the purpose is for good.

How does God’s word form and inform Lutheran education communities and my role?

"That is how we survive - telling the stories, sharing the knowledge, showing the places to gather food and water, passing on the ceremonies". This is very similar to the concept of the Bible, that it is through stories that we learn and inform our future children. Our experiences in life are like a Bible, whereby we use these to inform our teaching. We use our knowledge and learnings, to support our students and staff in their journey and creating their "life-Bible" and continue this cycle of making the world a better place.

What are the most significant aspects of Lutheran theology for Lutheran education?

For me, the story of Martin Luther and his protest is the most important aspect of Lutheran theology. The fact that the Bible is to be interpreted by everyone. Everyone should have the opportunity to read and make their own meaning for them - student-centered learning. It is through grace (which for me means to live a purposeful life, committed to the greater good) that we achieve a greater world.

What questions or issues does the concept raise for me and how can I explore my questions?

How does the Lutheran Church view the apocrypha or deuterocanonical texts (I hope I have used the correct terms)? Are there particular parts of the Bible that are not as valued by the Christian and Lutheran Churches?
What texts are important to education nowadays? Do we prioritise certain texts and learnings to be integral to Lutheran education?

# data[].attributes.headline
Guiding questions to support my critical reflections

# data[].attributes.subject
Guiding questions to support my critical reflections

# data[].attributes.body
Why does Lutheran education value community?

Humans are made to make connections through relationships. We live alongside other people and other beings in relationship to the environment and our spiritual journeys. A community is the people that are around us to help us become the best person we can be in different environments. That therefore helps the community. The person and the community are both just as important.

In what ways has the learning about community relationships informed your understanding of your role and contribution?

That it is our role to support students to connect and relate. Connect and relate to each other. Connect and relate to teachers. Connect and relate to the curriculum. Connect and relate to their families. Connect and relate to the world around them. Connect and relate to their spiritual beliefs.

What questions or issues does the concept raise for me and how can I explore my questions?

Our education is catered towards directing kids towards their paths and aligning them with what is "successful". When students are falling outside of those lines, we often see these students as "difficult". Often we don't see vocation as our goal, we see occupation as our goal. That being said, I do think GLC does a pretty good job of this compared to other schools with our pastoral care focus.

# data[].attributes.headline
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.subject
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.body
These Post It notes demonstrate the different perspectives when talking about 'Creation'. Some are traditional, directly linked to the Bible's definitions of Creation. Some are more modern perspectives on how Creation can link to current day versions/interpretations of Creation.

# data[].attributes.headline
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.subject
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.body
https://padlet.com/davidspike/386irddalnc13wcn

These discussions have affirmed and challenged my thoughts on religion and spirituality in schools.

# data[].attributes.body
After considering the different areas in which we explore the Christian faith and share in moments together, I wonder how can we best encourage prayer and devotion with our students?
We have our chapel services and Christian studies, as well as staff devotions, but how can I as an upper primary teacher find the time to provide my students with rich and meaningful devotion and prayer experiences, to further grow their faith and understanding of God as a loving Father and sovereign provider?
We struggle with time, but what would it look like? Is there a way to better way?

# data[].attributes.headline
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.subject
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.body
"Each person has equal, and unmeasurable worth. This had nothing to do with their contribution to society". This is something that we are trying to return to after a great amount of time where these values had been forgotten/neglected.

# data[].attributes.headline
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.subject
Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

# data[].attributes.headline
An example of evidence from a session:         Human becoming 

# data[].attributes.subject
An example of evidence from a session:         Human becoming 

# data[].attributes.body
This article was interesting. It is interesting to think of the people we are creating in our students – what does the world need? Christenson talks about not needing more successful people, but needing more peacemakers, healers, restorers. I like this, but it is conflicting to me. This changes our definitions of success and accomplishment. But how do we do that? We all of a sudden value completely different things. This changes our direction and what is sustainable.

# data[].attributes.headline
The Lutheran church and Lutheran education. 

# data[].attributes.subject
The Lutheran church and Lutheran education. 

# data[].attributes.body
What questions do you have about the Lutheran church?

How can the church connect more with the staff and stduents?
How can staff and stduents connect more with the church and the needs of the lcoal community?
How is the local Lutheran church active in the local community?

# data[].attributes.headline
An example of evidence from a session:     Lutheran world federation  

# data[].attributes.subject
An example of evidence from a session:     Lutheran world federation  

# data[].attributes.body
Climate justice:
I found this really interesting as I didnt know the Lutheran church in a global way. I am challenged by....

# data[].attributes.attachment_link.readable_text
Creation - Not for Sale

The LWF sees care for creation as a core calling and recognizes climate change as a matter of justice and human rights. LWF's advocacy for climate justice focuses on the protection of the most vulnerable from the impacts of climate change and holding governments accountable to their climate commitments, intergenerational justice, and interfaith collaboration.

Since the 1970s, the LWF has raised a prophetic voice regarding the ecological and climate crisis through resolutions, statements, and action.

Following the call to advocate for climate justice, member churches and World Service programs have put concrete climate action into place across the communion.

Since 2011 when the UN Climate Change Conference COP17 took place in Durban, South Africa, the LWF has sent delegations to these high-level meetings. Here, young people from the Lutheran communion have been at the forefront of LWF's engagement and critical advocates for climate justice.

Action for Justice Forum for Climate Justice

The Action for Justice Forum for Climate Justice is the space to convene LWF constituencies for joint discussions, strategizing, and engagement on policy, advocacy, and programmatic work. The forum includes member churches and, where appropriate, country programs and other relevant stakeholders. They work together to support advocacy at national, regional, and global levels to seek constructive ways to attain climate justice and creation care.

The objectives of the Action for Justice Forum for Climate Justice are to

Facilitate sharing and mutual learning among relevant stakeholders within and outside of the LWF

Provide a platform for mutual exchange, dialogue, learning, and shared understanding among LWF member churches and country programs

Provide a platform for joint LWF advocacy campaigns and projects

Provide a forum to convene LWF member churches, country programs, relevant regional or national institutions, inter-governmental and governmental actors, academic institutions, ecumenical and faith-based organizations, civil society actors to analyze contexts, and mapping needs to plan for Action for Justice themes strategically

Promote interactive and long-term partnership for advocacy among LWF member churches, country programs, and relevant stakeholders

Related Campaigns

"The Lutheran World Federation ... furthers worldwide among the member churches diaconic action, alleviation of human need, promotion of peace and human rights, social and economic justice, care for God's creation and sharing of resources."
- LWF's constitution

Delegates

Mr Khulekani Magwazah, Evangelical Lutheran Church in Southern Africa, South Africa

Ms Fernanda Zùñiga, Lutheran Church in Chile, Chile

Mr Erik Anders Oliver Bohm, Church of Sweden, Sweden

Ms Stephanie Joy Abnasan, Lutheran Church in Philippines, Philippines

Mr Sebastian Ignacio Muñoz Oyarzo, Evangelical Lutheran Church in Chile, Chile

Ms Erika Rodning, Evangelical Lutheran Church in Canada, Canada

LWF Staff

Ms Elena Cedillo, LWF Program Executive for Climate Justice,

Ms. Pranita Biswasi, LWF Youth Secretary, India

Event: LWF delegation at COP 25

Website: https://unfccc.int/cop25

Delegates

Mr Khulekani Magwazah, Evangelical Lutheran Church in Southern Africa, South Africa

Mr Romario Dohman, Evangelical Church of the River Plate, Argentina

Mr Wylie Cook, Evangelical Lutheran Church in America, USA

Mr Sindri Geir Oskarsson, The Evangelical Lutheran Church of Iceland, Iceland

Ms Helena Merle Funk, Evangelical Lutheran Church in Northern Germany, Gemany

Ms Beata Anna Kolarczyk, Evangelical Church of the Augsburg Confession in Poland, Poland

Ms Gloria Marthalena Samosir, Protestant Christian Batak Church, Indonesia

LWF Staff

Ms Pranita Biswasi, LWF Youth Secretary, India

Mr Fabián Wilches, LWF Senior Advocacy Officer, Colombia

Event: LWF youth delegation at COP 24

Website: http://cop24.gov.pl/

Delegates

Mr Sam SUKE, Lutheran Church of Australia, Australia

Mr Sikiom Sagenan KISKU POLLOB, Bangladesh Northern Evangelical Church, Bangladesh

Rev. Ida VARTIALA Evangelical Lutheran Church of Finland, Finland

Mr Lasse SCHMIDT-KLIE, Evangelical Lutheran Church of Hanover Germany

Ms Helena Merle FUNK, Evangelical-Lutheran Church of Northern Germany, Germany

Ms Kathrin NATHO Evangelical Church in Central Germany, Germany

Mr Sindri Geir OSKARSSON. The Evangelical Lutheran Church of Iceland. Iceland

Mr Edgar TOCLO Lutheran Church in the Philippines, The Philippines

Ms R.B.Sherly PRIYANKA, United Evangelical Lutheran Churches in India, India

Mr Daniel Andy Hoffmann SINAGA, Batak Christian Protestant Church, Indonesia

Mr Khulekani MAGWAZAH, Evangelical Lutheran Church in South Africa, South Africa

LWF Staff

Ms. Caroline Bader, LWF Youth Secretary, Germany

Event: "Creation- not for sale" - LWF delegation at COP 23

News

Website: https://cop23.com.fj/

Delegates

Mr Biruk Kebede ABETEW , LWF Ethiopia, Ethiopia

Ms Mami Brunah ARO SANDANIAINA , Malagasy Lutheran Church, Madagascar

Mr Pascal KAMA, The Lutheran Church of Senegal, Senegal

Ms Lily KWAW, Evangelical Lutheran Church of Ghana, Ghana

Ms Ditebogo Caroline LEBEA, Evangelical Lutheran Church in Southern Africa, South Africa

Mr Khulekani Sizwe MAGWAZA, Evangelical Lutheran Church in Southern Africa, South Africa

Ms Mari SALL Mari SALL, LWF Mauretania, Mauretania

Mr Cedrick YUMBA KITWA , Evangelical Lutheran Church in Congo, Democratic Republic of Congo

News

Website: http://www.cop22.org/

Delegates

Ms Pranita Biswasi, Jeypore Evangelical Lutheran Church, India

Mr. Jeffrey Buhse, Evangelical Lutheran Church in Canada, Canada

Ms. Paula Charlotte Göhre, Evangelical Lutheran Church in Bavaria, Germany

Mr. Pascal Kama, Lutheran Church of Senegal, Senegal

Ms. Vera Tkach, Federation of Evangelical Lutheran Churches in Russia and Other States, Russian Federation

Ms. Tamesha Martina Watson, Evangelical Lutheran Church in Guyana, Guyana

LWF Staff

Mr. Martin Junge, LWF General Secretary, Chile

Mr. Martin Kopp, LWF Climate Justice Advocacy Officer, France

Ms. Caroline Bader, LWF Youth Secretary, Germany

News

Website: http://www.cop21paris.org/

Delegates

Mr Jeff Buhse, Evangelical Lutheran Church in Canada, Canada

Ms Pranita Biswasi, Jeypore Evangelical Lutheran Church, India

Ms Martha Spangler, Evangelical Lutheran Church in America, USA

Mr Leiff Andersen, Church of Norway, Norway

Ms Matilda Mattson, Church of Sweden, Sweden

Mr Luis Flores, Lutheran Church of Peru, Peru

Mr Warime Guti, ELC-PNG, Papua-New Guinea

Mr Martin Kopp, Union of Protestant Churches of Alsace and Lorraine, France

LWF Staff

Ms. Caroline Bader, LWF Youth Secretary, Germany

News

Website: http://www.cop20lima.org/

Delegates

Ms Pranita Biswasi, Jeypore Evangelical Lutheran Church-United Evangelical Lutheran Churches in India; India

Ms Raquel Kleber, Evangelical Church of the Lutheran Confession in Brazil, Brazil

Mr Martin Kopp, Union of Protestant Churches of Alsace and Lorraine, France

Ms Matilda Mattson, Church of Sweden, Sweden

Ms Rose Stephens-Booker, Evangelical Lutheran Church in America, USA

Mr Piotrek Sztwiertnia, Evangelical Church of the Augsburg Confession in Poland, Poland

Mr Elija Zina, Lutheran Church in Liberia, LWF Council member, Liberia

LWF Staff

Ms. Caroline Bader, LWF Youth Secretary, Germany

News

Website: http://www.cop19.gov.pl/

Delegates

Nahun STÜRTZ , United Evangelical Lutheran Church, Argentina

Ms Raquel Kleber, Evangelical Church of the Lutheran Confession in Brazil, Brazil

Mr Warime Guti, ELC-PNG, Papua-New Guinea

Ms Anila Esther RAVI SAMSON, United Evangelical Lutheran Churches in India, India

Ms Iwona Anna BARANIEC, Evangelical Church of the Augsburg Confession in Poland, Poland

Mr Chris Böer,Evangelical Lutheran Church of Schaumburg-Lippe, Germany

Mr Jeff Buhse, Evangelical Lutheran Church in Canada, Canada

Mr Leiff Andersen, Church of Norway, Norway

News

Website

Delegates

Ms Eun-Hae KWON, Lutheran Church in Korea, South Korea (LWF Council)

Mr Joakim Book Jönsson, Church of Sweden, Sweden

Ms Raquel Kleber, Evangelical Church of the Lutheran Confession in Brazil, Brazil

Mr Sean Darryn Kuryszczuk, Evangelical Lutheran Church in South Africa, South Africa

Mr Hierald Edgardo Osorto, Evangelical Lutheran Church in America, USA

Mr Mike Lulanga, Evangelical Lutheran Church in Malawi, Malawi

Mr Viktor Liszka,The Evangelical Lutheran Church in Hungary, Hungary

LWF Staff

Rev Roger Schmidt, LWF Youth Secretary, Germany

Program

Young people for Ecojustice at the Climate Change Summit in Durban

Goal

Young people have put Ecojustice to the agenda of their churches and societies

Website: http://www.cop17durban.com/

2010's Publications

Creation - Not for Sale ( EN | DE | ES | FR | Estonian )

Fasting for Climate Justice - A Lutheran Perspective ( EN | DE | ES | FR )

Climate Hero - The Climate Justice Game of the Lutheran World Federation Youth

LWF together green and just ( EN )

LWF together the Earth needs you ( EN | DE | ES | FR | BA )

2000's Publications

Good Creation and Climate Change - A resource for reflection and discussion ( EN )

Good Creation and Climate Change - Spiritual and Ethical Perspectives ( EN )

Climate Change: Facing our Vulnerability ( EN | DE ) -

LWI#5 - Special: Climate Change from the Lutheran World Information PDF edition - 2008

Youth Toolkit on Climate Change ( EN )

Guiding Principles for Sustainable Development ( EN | DE | ES | FR )

1990's Publications

Environmental Guidelines

Concern for Creation - Voices on the Theology of Creation ( EN )

The liberation of creation and the myth of unlimited growth ( EN | DE )

# data[].attributes.attachment_link.description
LWF's advocacy for creation care and climate justice

# data[].attributes.headline
Reflection on the learning and my own practice

# data[].attributes.subject
Reflection on the learning and my own practice

# data[].attributes.body
The Lutheran church seems tt have a great emphasis on the concept of living in community with one another and serving each other, so it prompts me to consider how we are currently doing this as a school, and how I, as a teacher and member of the school community can provide better opportunities for said service.

I am also challenged to consider my own practise, and the way in which I prioritise the use of class time. Whilst struggling with the time-poor challenges of the job, I have neglected to acknowledge the different opportunities available to share in devotion and prayer with my students. I will work with the stduents to explore ways we can do this as a class community.

# data[].attributes.headline
An example of evidence of from a session:       The Bible project 

# data[].attributes.subject
An example of evidence of from a session:       The Bible project 

# data[].attributes.body
The Bible project article on creation was something I had never considered before. This will be great to use with students in science and Christian Studies. Students often have lots of questions about the Bible and the origin of the universe and this helps my understanding and will be a resoruce for them. I think....

# data[].attributes.attachment_link.readable_text
A Three Tiered Universe

Let's take a deeper look at how the ancient Israelites understood the division of the sky and the land as a starting point. Modern people think of the earth as a globe spinning around the sun in the vastness of space, but in the ancient world, the Israelites included, people saw things differently. All throughout the Bible, we find the common ancient view that the cosmos was a three-tiered order, consisting of three distinct realms stacked on top of each other: the skies, or heavens above; the land, surrounded by water; and the waters below.

The earth was a flat, disc-shaped piece of land floating on deep cosmic waters, which is why if you dig deep enough, you eventually hit water. This is "the deep" in Genesis 1:2, so they believed the land must be suspended, or "floating" above the deep by pillars (you've maybe heard the biblical phrase, "pillars of the earth"). The land, surrounded by waters, is where humans and land animals lived, and the waters around the land was "the sea," where all the sea creatures lived. Ancient Israelites also observed that the sky was a dome shape and that the sun, moon, and stars were embedded into the dome. There was more water above the sky, which the dome typically held back, but not always, which explained why sometimes it rained.

While the world functioned in the same manner as it does today, the Ancient Israelites' understanding of those functions differed dramatically. Today, we benefit from several thousand more years of scientific discovery and therefore have a larger context for the universe than those in the ancient Near East.

# data[].attributes.attachment_link.description
What does the Bible say about creation? Learn about how the Israelites thought of the universe looked in ancient times.

# data[].attributes.headline
Faith and Belief in Australia Infographic

# data[].attributes.subject
Faith and Belief in Australia Infographic

# data[].attributes.body
This was an interesting infographic that identified statistics on religious and spiritual beliefs in Australia from the 2016 Census.

Some key takeaways from this were the growing number of people who don't identify with any religion. Why is this? I believe that this comes with the ever-developing scientific discoveries about the world that often "undo" the beliefs of religion, which can be viewed as traditional.

The article also discusses attractors and repellents to religion. Many of these things I feel I can relate to both for and against at times and can often be conflicting for myself.

# data[].attributes.body
I discussed this with my group and how God's gift of grace and salvation isn't obtained by congratulating ourselves and to try to do these things out of selfish motivators. These things are ways of 'human attempts to obtain credit with God' (Christenson 2004), but 'a tree does not grow strength from its fruit, but it is recognised as strong by these fruits' (Christenson 2004).

This resonated with me in the quality of a person. For example, it is often easy to complete tasks as a teacher "because it is our job" and it is easy to take satisfaction in doing that as we are just doing our job successfully. But the desire to do this to support others (staff, students, parents, etc.) out of love and care is the sum of a good person.

# data[].attributes.body
· What new learnings have I experienced?

I have learned about different definitions of the word creation and what that means for education. It does not only refer to the story in Genesis, but to the ongoing creation that is occurring each and every day and how it is our job to embrace and encourage this.

· What reinforced my current thinking and why?

That our role as teachers is to develop our students as the whole person, not just as academics.

· What was challenging, confronting or confusing?

How we provide quality education to students considering their academic performance and developing quality people. How does that fit into a curriculum that demands academic excellence? In the article by Christenson, they talked about the lack of need for more “successful people”. It is a complete culture change for our education system, and I don’t necessarily know how that will work within our current system.

Considering the people we are creating in our students – what does the world need? Christenson talks about not needing more successful people, but needing more peacemakers, healers, restorers.

· Where might this connect to School policies, statements or culture?

Our school prides itself on the development of good character, rather than the best academics. Our culture prioritises pastoral care.

· What are some implications for your classroom practice?

Being understanding, prioritizing the development of the whole person, not just simply the subject curriculum

# data[].attributes.body
This is a terrific example of our innate need to connect. We seek connection and the desire to relate. In this case, Tom Hanks, has created his own connection from an inanimate object and that has helped him to be happy and feel like himself.

# data[].attributes.body
What are some of the communities you belong to?
- GLC (Year 7, Maths, PE, 7NB, new staff, Connect, Buddy Groups, etc.), cricket, footy, different friendship groups, Shepparton, Geelong, Armstrong Creek area

What roles/responsibilities do you have in those?
- Developing assessments, working within those faculties to do what is needed, communication, developing relationships
- Cricket - on field performance, communicating, working with spinners, supporting functions, hosting billets
Footy - on field performance, organising functions, making people feel welcome
- Shepparton and Geelong - connecting, looking after friends and families, contributing
- Armstrong Creek area - looking out for those around, walking dogs, cleaning up

What are some qualities of a flourishing community?
- People who are open and willing to support each other, respect, honestly, kindness, shared interests, shared goals, caring natures, shared responsibilities, understanding, etc.

# data[].attributes.body
Many quotes resonated with me here. What I interpreted from reading all were that we cannot survive without love for each other. The body functions as one, with the help of many parts. The community cannot function without the help of many. With faith and care for each other, our potential to achieve is endless. Connections are formed through love for one another and love for the divine. When communities and relationships are challenged, it is through love and forgiveness that these difficulties can be rectified. Above all, "God is love"/"Love is God".

# data[].attributes.body
Critically reflect on your learning, with reference to your evidence.

· What new learnings have I experienced?
- Occupation vs. Vocation - there is such a difference. Our job can be both at times. But ultimately the reason WHY we do what we do is more important than WHAT you do.

· What reinforced my current thinking and why?
- That we  strive to connect to those around us. It is integral to everything we are and everything we do.

· What was challenging, confronting or confusing?
- Our education is catered towards directing kids towards their paths and aligning them with what is "successful". When students are falling outside of those lines, we often see these students as "difficult". Often we don't see vocation as our goal, we see occupation as our goal. That being said, I do think GLC does a pretty good job of this compared to other schools with our pastoral care focus.
Make connections to your school context and your practice. Consider:

· Where might this connect to School policies, statements or culture?
- Our culture is a focus on love. We value our small community and from what I understand, we would love to keep our school small to properly serve our community to the best of our ability. I believe that's what our guiding principle is, is to support those who belong to our school community, which in turn develops the wider community to be better.

· What are some implications for your classroom practice?
- Love, forgiveness and belonging are some of the most important values for teachers in relation to your classroom and staff.

· How does this inform your understanding of your role?
- It continues to strengthen my belief that our relationships and connections to those around us are integral to our development.
Questions for further exploration:

· What would you like to explore further?
- How we can focus our attention away from individuals and turn it towards catering for the community? It would be amazing to be involved in the community but it is often practically impossible.

· Who, how and where might you go to answer these questions?
- Leadership, government, community programs. Unfortunately many of these things cost time and money that we so often lack. How can we find a balance and be effective members of community yet still attain personal educational achievement?

# data[].attributes.body
These survey questions were interesting. Whilst none of these are perfect for me and my views on the Bible, I do believe that the third quote is the one that I affiliate with the most. The Bible is a collection of interpretations from history. The way it is interpreted for me is the most important message and not taking the Word of God as literal and thinking that it must be followed the exact way it was written. In an ever changing society, the context of messages changes. For me, the Bible is the foundation of God's teachings that aims for a greater purpose in the world, we continue to interpret it through our own individual lenses and strive to do our best in our lives.

# data[].attributes.headline
What is the Bible and how do we read it?

# data[].attributes.subject
What is the Bible and how do we read it?

# data[].attributes.body
Below, are a series of quotes that I resonate with from this document. As a whole, they reiterate for me that we have got to recognise our biases, experiences and interpretations and be open and comfortable with not knowing everything, but to continue telling stories and passing on our knowledge and experiences to our students and others that come after us. Life is about sharing experiences for the good of all.

"While the message of forgiveness through the life,

death and resurrection of Jesus Christ remains the same, the word needs to be reinterpreted and reapplied to address a

variety of conditions and specific cultures. This is the challenge in Lutheran schools as they bring the students and the word of God together so that through the word the Holy Spirit can do the Spirit’s work..." - Malcolm Bartsch

"...the Bible by its very nature invites us to wrestle, doubt, imagine and debate... Jesus invites us into a story that is bigger than ourselves, bigger than our culture,

bigger even than our imaginations, and yet we get to tell that story with the scandalous particularity of our particular moment and place in time. We are storytelling creatures because we are fashioned in the image of a storytelling God... “My interpretation can only be as inerrant as I am, and that's good to keep in mind.” - Rachel Held Evans

"The Bible tells a story. A story that isn’t over.

A story that is still being told. A story that

we have a part to play in." - Rob Bell

"The fundamental story arc of the Bible is God is passionate about rescuing this world, restoring it, renewing it." - Rob Bell

"Your cultural/personal experience, and how you perceive reality is going to determine what you pay attention to, and what you do or don't pay attention to in Tradition. We've got to reveal this bias we're all working with..." - Rohr

# data[].attributes.body
·        What new learnings have I experienced?
Through this session, my thinking has been reshaped to revolve less around the Bible being the explicit instructions on how to live a perfect Christian life, and relate more to how God is seen in our regular modern day life. The 3 Worlds of the Text activity, has encouraged me to consider the context of the time and the intentions of the stories found within the Bible. The excerpt, What is the Bible and how do we read it?, provided interesting conversations regarding the Bible and it's interpretation.

·        What learnings have reinforced my current thinking and why?
That the Bible is not a perfect learning tool for the modern world today. It is not the "be all and end all", there is room for interpretation. This is like any text and any experience. Our lens and bias affects our views. Recognising these biases is important to living in peace with each other. Being aware of others and being open to different views, even when challenging is important.

·        What implications can you identify for your practice?
I loved the quote from Rob Bell, "The Bible tells a story. A story that isn't over. A story that is still being told. A story that we have part to play in". To me, this is the basis of our roles as educators. The Word of God is the foundation to the commitment to a better world, and we are vehicles that drive this movement.