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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.

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I have learned from Connect that Lutheran theology influences education and how one can (I) can more effectively present faith through teaching. One of the resources that I found to be profoundly impacting me included teaching as a vocation and Growing Deep. These have reinforced my attitude; every time I interact with my students, I have an opportunity to show them the love / work of Christ.

Another area covered in the Connect program and impacted me was how to develop a Christ-centred student community. In terms of class dynamics, I have been more conscious about creating feelings of embrace or acceptance of the dignity of the students. A critique of the concept of community, supported the student perception of belonging to a friendly group to improve learning and character.

Also, I have been able to pray and understand ways of correctly including scripture in my teachings. One reminded me of all the resources: "All authority belongs to God, and everything we teach and learn should be sourced from His Word." This approach has changed my perspective in my Units of Inquiry, not just academically but more so spiritually, as a 'go to' tool for students and seeing them grow in faith.

In all, Connect has assisted me in assuming a more Christ-centred approach to my teaching that emphasises community and faith in how I teach. It has helped me change how I look at teaching by awakening the calling aspect of being a teacher and working for God the creator.

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God’s word inspires and guides Lutheran education communities.

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God has created us for relationships and Christian spirituality finds expression in love, service and our vocations.

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Lutheran education is centred in the belief that God invites all people to join God in ongoing creation and care for the universe.

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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 desriptions about the way one of the theolgiocal perspectives can shape your role and work with students.

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Guiding questions that will support your critical reflections

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Guiding questions that will support your critical reflections

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What are important aspects of spirituality from a Lutheran perspective?

Your reflection here...

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

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

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

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Guiding questions to support your critical reflections 

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Guiding questions to support your critical reflections 

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How can we know about God?

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

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

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

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Guiding questions to support my critical reflections

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Guiding questions to support my critical reflections

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Why does Lutheran education value community?

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

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

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Guiding questions that may support your critical reflections

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Guiding questions that may support your critical reflections

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How does creation theology inform the why and how of Lutheran education?

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

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

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The Lutheran theological elements define services and schools for early years children based on grace, community, and vocation. Such principles are not only in the experience that a person receives, including the distinct approach of teachers to students, but also in faith, love, and service.

Of all the religious concepts, grace plays the most important role in my work. Understanding that love and salvation cannot be earned makes me relate to Lutheran theology and so to students. Because of my belief that each child is unique by being children of God, I spend quality time with each student regardless of his or her ability. I always embrace error by informing the my kids that error is inevitable in learning and development. Grace also defines how I develop community attachment since every student counts, and their input is essential to our classroom.

In a natural context, this means that I promote acceptance of the classroom environment that lacks tolerance for error and that all students should be treated politely. From the same point of view, Lutheran theology affects my approach to teaching and the relationship between teachers and learners, which model the Gospel's love.

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 2 

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 2 

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God's grace as revealed in Jesus is central to a Lutheran understanding of spirituality.

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

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Evidence of engagement through notes, photos, recordings of articles and discussions - session 1 

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The beliefs and values you bring are important. We believe you have an important contribution to make to Lutheran education.

To commence the online engagement reflect on your own beliefs and purpose.
View the video: Dream to Achieve
Record your thinking online (use a platform with which you are familiar) as you reflect on these questions:

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The beliefs and values you bring are important. We believe you have an important contribution to make to Lutheran education. To commence the online engagement reflect on your own beliefs and purpose.

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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.

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An example of evidence from a session:            Our notes from our discussion on the readings around spirituality

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An example of evidence from a session:            Our notes from our discussion on the readings around spirituality

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An example of responses to guiding questions

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An example of responses to guiding questions

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An example of evidence from a session:         Human becoming 

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An example of evidence from a session:         Human becoming 

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Connection is of great importance to me—the connection between theology and lived-out values. I am passionate about educating students holistically, head, heart and hand.

Connection is also what brought me to this school—connection to the practice and values of the Christian faith.

Many questions go through my mind when I think about Lutheran education. Some of these are:

How big is the Lutheran faith around the world? How does it look in different parts of the world?

How inclusive is the Lutheran faith, regarding societal changes?

How do we support the knowledge and understanding of other religions in an international Christian School?

How can we authentically plan for and learn about Lutheran faith through our learning and teaching program?

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Throughout my Connect experience, I have struggled with how to teach Lutheran theology in an everyday classroom setting, particularly with a diverse community. A question I have is how to share who we are and our theology, Lutheran, specifically as part of a faith community with students who come from different positions of beliefs while appreciating and nurturing their practice. Another issue is how to foster more meaningful religious commitments, especially if the students are at the age and are already starting to pose questions like what they want to believe in.

For my continued learning, I plan to continue to learn about the aims of teaching in a Lutheran School and how theology can be done across subjects and how faith can be cultivated in my students. I will seek information on how to elaborate Christian Studies lessons concerning diversity. I also plan on working with other teachers to discuss various methods and talk about others teaching experience. Also, I will continue to learn the scripture and pray for the best ways to enhance students' spiritual development. Through these initiatives, I want to enhance my capacity as a Lutheran educator and build on my calling to deepen students' faith formation.

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An example of evidence from a session:   Reference to resource from Session 1 padlet   

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An example of evidence from a session:   Reference to resource from Session 1 padlet   

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Nadia Bolz Weber describes grace as..... inclusive of language of tools.
This video was significant for me because..... I too seek tools to help me experience God's grace.

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Lutheran Theology in 90 Seconds -- Nadia Bolz Weber

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An example of evidence from a session:     Lutheran world federation  

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An example of evidence from a session:     Lutheran world federation  

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Climate justice:
I found this really interesting as I didnt know the Lutheran church in a global way. I am challenged by....

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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 )

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LWF's advocacy for creation care and climate justice

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What has helped me in my journey is my upbringing. The things that have helped me are my education journey connected to a religious school. The school taught me the foundations and values that have enabled me to inquire further into God and the teachings of Jesus. The things that have hindered me are the sociology of religious beliefs.

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Reflect on Australian spirituality. This sets the context for our exploration of GRACE.

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https://padlet.com/LuthEdAus/connectsession2

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Evidence of Engagement:

We work together with God, in a loving relationship.

There is no hierarchy.

We are a community, we congregate together, as Christians we are the new people of God - we are meant to be together in fellowship.

Paradise/Heaven - in a perfect relationship with all of our loved ones, and ourselves.

Community is why we have been created.

Relationships aren't perfect - our desire to be like God (Powerful, in control) is what can cause imperfections.

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How to Be Here by Rob Bell - Adam and Eve

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God's love is the free gift that liberates us. It is not owed to us, and it is certainly not earned by us. God's saving act liberates us from the power of every attempt to control or enslave us. It also empowers us to love others. T Christenson p97

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God's love is the free gift that liberates us. It is not owed to us, and it is certainly not earned by us. God's saving act liberates us from the power of every attempt to control or enslave us. It also empowers us to love others. T Christenson p97

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The central value system that governs Lutheran education is the belief that all learning is grounded in Christ. Our are taught how to be good students and how to meet and live up to the expected virtues of honesty, compassion, and service. Our students seek to nurture the best in oneself, academically, emotionally and spiritually, whilst respecting talent and gifts provided by God. Furthermore, Lutheran schools have a great community by encouraging responsible student service and the practice of their faith. Frequent opportunities for participating in Bible study, prayer, and Chapel play a vital role in faith development, helping our students cultivate their knowledge and relationship with God and applying Christian values and principles to their daily lives.

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"Grace means there is nothing we can do to make God love us more . . . and there is nothing we can do to make God love us less." —Philip Yancey What is so amazing about grace

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"Grace means there is nothing we can do to make God love us more . . . and there is nothing we can do to make God love us less." —Philip Yancey What is so amazing about grace

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If the gospel is "good news," why is it getting such bad press lately? And what can be done to reverse the trend? Multiple Christian Book Award® winner Philip Yancey challenges Christians to actually live the mercy-filled message that is so often preached.

Bible Gateway interviewed Philip Yancey about his book, Vanishing Grace: What Ever Happened to the Good News? (Zondervan, 2014).

[ See all of Philip Yancey's books in the Bible Gateway Store]
Briefly define the biblical idea of grace.
Philip Yancey: The classic definition is "God's unmerited favor." I would loosen that up a bit to say that it means God's free gift of the opposite of what we deserve. We deserve wrath and get love, deserve punishment and get forgiveness-all because of Jesus' sacrifice on our behalf. See Ephesians 2:6-9 for Paul's summary of the nature and importance of grace.
You begin the book by quoting a portion of Hebrews 12:15, "See to it that no one misses God's grace." How is this verse central to the book's message?
Philip Yancey: It strikes me that individual Christians and Christian organizations strive for world-changing goals that, although well-intentioned, may be unrealistic or not strictly biblical. Some set the goal of converting everyone; that's admirable, but clearly the New Testament doesn't anticipate such an achievement. Some want to clean up society, something the disciples never dreamed of, living as they did under decadent Rome. Here's a goal, though, that applies to all of us, one we can all work toward. And I wrote the book because for most people grace is not the first word that comes to mind when they think of Christians. Some are indeed missing God's grace.
The title of the book suggests that grace is endangered. What's changed in the 20 years since your classic What's So Amazing about Grace?
Philip Yancey: The US has become increasingly divided and polarized, and meanwhile a whole new set of global enemies has appeared. Surveys report on the rise of the "nones," outsiders to the faith who claim no religious commitment. In short, the West is becoming increasingly post-Christian, and we need to adjust our approach because the Good News no longer sounds like good news. Fortunately, the Bible gives a lot of guidance on this issue, because the Apostle Paul operated within a Roman Empire even more skeptical of and hostile to believers than what we live under today.
How are the Christian behaviors of "love" and "grace" intertwined and how are they separate?
Philip Yancey: Love is an overarching style of relating to another. Love your neighbor as yourself, Jesus said, and later added, "Love your enemies." "Love your wives," Paul advised the Ephesians ( 5:25). To me, grace zooms in on "the other," not the familiar, someone more like an enemy than a neighbor or family member. The rubber hits the road when we try to show grace to a person most unlike us, even someone morally offensive. Jesus was a master of grace: he attracted sinners and moral outcasts even as he offended the religious and responsible people of his day.
The Apostle Paul wrote that Christians are "the aroma of Christ" that may seem like the fragrance of death to one and of life to another (2 Corinthians 2:15-16). Does that metaphor imply that some non-believers are going to negatively misinterpret our message and that there's nothing a Christian can do about it?
Philip Yancey: Probably so. There's an "offense" to the gospel no matter how graciously we present it. It includes the message that God, not humanity, is the ultimate judge of right and wrong, and that the choices we make here have eternal consequences. Interestingly, though, in Jesus' own day the most religious group, the Pharisees, found his "aroma" the most unpleasant. Grace is a free gift of God, but to receive a gift you must have open hands. Those who admit a need open their hands far more readily than those who consider themselves morally superior.
What does it take for churches to be known as places where grace is "on tap"?
Philip Yancey: Oh, I could tell you stories! Some churches do it well, some don't. One way of asking that question is, "How would a person who views himself or herself as a miserable failure feel if they wandered into your church? Often I use AA or other recovery groups as a model. You wander into one of those groups, and they embrace you immediately-as long as you honestly admit the need for help. Yet all too often the truly needy see church as the kind of place you have to clean yourself up before you enter. If your church conveys that spirit of condescension or judgment, it's likely not a place where grace is on tap.
How do you answer the question you pose in the book, "Is the good news really good news"?
Philip Yancey: Without a doubt. Read the stories in the Gospels. "I was blind but now I see" ( John 9). "[My son] was dead and is alive again; he was lost and is found" ( Luke 15). "For God so loved the world that he gave his one and only Son" ( John 3:16). The news is spectacularly good, especially when held up against the bleak, nihilistic view of modern thinkers, as I discuss in the book. Somehow, though, we're not conveying that good news very convincingly.
What's the difference between showing grace and being tolerant?
Philip Yancey: You can be tolerant in a legalistic or paternalistic way, by fulfilling the law or honoring a quota. You can't show grace that way. Grace is heartfelt, tinged with love, a spillover gift of the God who extended undeserved favor toward us-"while we were still sinners," as Paul says ( Romans 5:8)-and asks us to dispense it to others. It's not a natural response. Indeed, C. S. Lewis called it the one distinctive of Christianity found in no other religion.
What do you mean by "holy subversion" and how does it coincide with grace?
Philip Yancey: I use the phrase holy subversion to describe a style of getting our message across within the broader culture. We can confront the culture directly, and sometimes we must. We can withdraw completely, though Jesus sent out his followers "like lambs among wolves" ( Luke 10:3) rather than hiding them in the safety of the barn. I suggest another alternative: while living within it we can show the broader culture a different way of being human. We can care more for the vulnerable than for the successful, demonstrate a contrary way of purity, pursue forgiveness rather than revenge. In other words, we can follow Jesus in such a way that it awakens thirst in the watching world so that they, too, want a taste of the Living Water. The early Christians did that in a way that transformed the Roman Empire. Can we follow their example today?

Bio: Philip Yancey serves as editor-at-large for Christianity Today magazine. He's written 13 Christian Book Award®-winning books and won two ECPA Book of the Year awards for What's So Amazing About Grace? and The Jesus I Never Knew. Four of his books have sold over one million copies. Yancey lives with his wife in Colorado. Website: www.philipyancey.com

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Vanishing Grace: An Interview with Philip Yancey - Bible Gateway Blog

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If the gospel is "good news," why is it getting such bad press lately? And what can be done to reverse the trend? Multiple Christian Book Award® winner Philip Yancey challenges Christians to actually live the mercy-filled message that is so often preached. Bible Gateway interviewed Philip Yancey about his book, Vanishing Grace: What Ever [...]

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Guiding questions to support my critical reflections

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Guiding questions to support my critical reflections

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Why does Lutheran education value community?

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

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

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Lutheran schools and early childhood services provide a range of opportunities for all staff and students to be engaged in learning about, and experiencing, Christian spirituality. It is our prayer that staff and students will find these opportunities and experiences helpful in their personal spiritual journey.

Staff and students experience Christian spirituality through practices such as whole school or ECS worship, staff devotions, class or pastoral care group devotions and staff retreats. Staff have the opportunity to learn about Christian spirituality through courses such as Connect and Equip and ongoing formation opportunities provided by the school. Students learn about Christian spirituality through their learning, experiences and relationships in the school or ECS and specifically in the key learning area, Christian Studies.

Your Connect facilitator will describe the Christian experiences that you will be involved in at your school or ECS and introduce you to key staff who will provide support for you.

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Lutheran schools and early childhood services provide a range of opportunities for all staff and students to be engaged in learning about, and experiencing, Christian spirituality. It is our prayer that staff and students will find these opportunities and experiences helpful in their personal spiritual journey.

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Trinity Icon- inviting us into  relationship

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Trinity Icon- inviting us into  relationship

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https://catholic-link.org/andrei-rublevs-icon-of-the-holy-trinity-explained/

https://d2y1pz2y630308.cloudfront.net/17509/documents/2017/8/Trinityicon.pdf

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The Explanation of this Famous Icon Will Give You a Deeper Understanding of the Trinity

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Highly creative piece, Andrei Rublev’s icon, Troitsa (Russian for Trinity), is an interpretation of Genesis as an image of the Holy Trinity.

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The Lutheran Church and Lutheran Education

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The Lutheran Church and Lutheran Education

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View the video by Bishop John Henderson, of the Lutheran Church of Australia.

Explore the relationship between the Lutheran Church of Australia and Lutheran education through the following two websites.

The Lutheran Church of Australia and its schools (statement)
History of Lutheran education in Australia (video)

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4. The Lutheran church and Lutheran education

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View the video by Bishop John Henderson, of the Lutheran Church of Australia. Explore the relationship between the Lutheran Church of Australia and Lutheran education through the following two websites. The Lutheran Church of Australia and its schools (statement) History of Lutheran education in Australia (video)

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Example Reflection on Session 2 - Creation Theology

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Example Reflection on Session 2 - Creation Theology

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4. Critical Reflection: How does creation theology shape an aspect of my work with students?

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4. Critical Reflection: How does creation theology shape an aspect of my work with students?

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We must remember we are stewards of what God has provided for us, not owners. Joyce Meyer quote

What learning from this session can I apply to my role?

As an educator I am responsible to join in on this ongoing creative process of creationism through teaching, to serve the needs of my students. To ensure that their minds are continually created through lifelong learning. I MUST nurture wondering, curiosity, awe meaning and celebration! I play a critical role in co-creating the minds of students.

What questions remain uppermost in my mind?

Actually really enjoyed this session, I thought I would have so many more questions- but I actually don't.

How is this affirming/challenging/freeing for you?

This has been incredibly affirming for me as a Primary Teacher who teaches Science. I have always focused on Creationism as Genesis from the bible, instead of opening my view to think of it as a constant cycle of renewal and creating- which is my role as a teacher every day! That is why I love teaching, I am privileged to be part of this journey with my kids.

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GUIDING Q1: How does creation theology inform the why and how of Lutheran education?

Reading the framework for Lutheran Schools., it is clear to me that the entire Lutheran framework for schools revolves around encouraging and support students to be informed and sustained by the word of God to develop their God-given talents so that they may shape and enrich our world. A continual cycle of creation is the foundation.
I realised that I have often thought of creationism as mostly the creation of nature and the biological world, but from reading this, I now view it much more as the creationism of students, their learning, and them as individuals. My role as a teacher in a Lutheran school is to support students to renew and create themselves in a continual cycle. To allow them to feel safe and supportive as they experience and navigate this creation and move through these development cycles. As it is continual creation. I am privileged and blessed to be such an integral part of this creation.

GUIDING Q2: How does creation theology shape an aspect of your work with students?

Reading this article: Is science replacing God? - Lutheran Church of Australia. (2021). Retrieved 26 May 2021, from https://www.lca.org.au/is-science-replacing-god/

I have realised that my task as a teacher who teaches science within this context is to help individuals within our community; both those who are scientifically informed and those who are less informed, to come to terms with the ongoing dialogue between the natural sciences and Christian faith foundation of creation.
When interpreting Genesis and Creationism, students want to know the who, what, when and why... many scientific questions, but the focus is on the intent and most importantly that students realise that simply the message from me is that - the intent is that God is the creator.

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Questions I have. How does the idea of internationalism fit within a school that practices one form of religion?

How do we ensure that we support all religious denominations if we are an international school?

How much information can we share about our personal spiritual beliefs with our students? IS this supported?

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What is important to Lutheran Education?

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What is important to Lutheran Education?

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The most valuable thing, in my case, is the community. Our community promotes a refined quality of education in both the teaching and learning process and simultaneously promotes a nurturing atmosphere for the Spiritual growth for all our students. It recognises the plurality of cultures and traditions and supports people of all origins and individual belief systems.

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How is the spirituality of Australia reflected in our context?

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How is the spirituality of Australia reflected in our context?

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Australia is committed to reconciliation, voice referendum and acknowledgments.
There is a difference between spirituality - internal and religious - external.
Religious is stories, rituals, song, history, buildings, clothing.
Prayer and meditation.
Connects us to God (deity) build meaning within ourselves who am I? Why am I here? What is the meaning of life?
Australian spirituality using McCrindle (Census Data)

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From a Lutheran point of view, spirituality derives from the theology that the 'specific saving' can only be by the grace of God alone and anything at all by faith in Christ alone. This belief influences how we live, learn, and engage in relationships, and the key components include the word of God, the sacraments and Christ. Regarding spirituality, Lutherans focus on faith in practice, works, voices, and saints and the ability to see God daily.

Kindness is at the core of Lutheran education communities because it entails acceptance, forgiveness, and spiritual growth. It helps us remember that regardless of the outcome in 'life', we are loved unconditionally by God. Grace has teachers, staff and students engage in a spirit of humility and hope with their mistakes so that they can learn from them. It fosters a community that calls everyone because we are all children of God, and everyone is encouraged to learn. In Lutheran education, 'grace' is not just a theological concept but a practical approach to teaching and learning. It is about creating an environment of acceptance and forgiveness, where students feel safe to make mistakes and learn from them.

In my teaching, grace works through me because I have to be patient with the students, tolerant and forgiving as I nurture the students' spiritual and academic development. Besides the initial responsibility of delivering knowledge, I must set an example of Christian behaviour to welcome all students and let them know they are essential and important to the community.

Issues about giving grace together with expectations- how to be graceful and require people to be responsible. It also brings the question of how to teach our students about grace and accepting the grace given when our students may feel that s/he is undeserving of it. In order to answer these questions, I can discuss them with my colleagues, read theology books, and search for my own experiences of grace. This will improve my flow of grace in class on an everyday basis and with students because in my inner faith, I understand and believe that I will never be able to operate at a level with zero tolerance for error because errors are part of the learning process.

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Lutherans believe that God created the world, including everything in it, deliberately and with love, is the central value of Lutherans when it comes to education. It brings us to the reality that each learner is created in the image of God and therefore has value and talents. This defines why we teach and the approach and context: teaching students to appreciate their call to stewardship of the world, God has created and practiced love and order in the teaching and learning process. In the classroom, creation theology determines how I perceive students; I am encouraged to show appropriate respect and care for them as creations of God. When teaching science, history, or art curriculum, I endeavour to show students that God is in all of it.

Nevertheless, a brief discussion of creation theology also warrants questions from my kids. That raises a good question: How do I incorporate it into all learning strands? What should I do when students approach me with creation theories and other complexes, appearing after discovering something in nature or due to differences in beliefs? As a Primary Teacher, I am responsible for offering students ways of making sense of faith and reason. To answer some of these questions, I can refer to theological and educational literature, discuss with colleagues, and initiate open discussions with students. I will reflect and meet with students when they need me personally, and be a source of encouragement and wisdom on discovering God's support in developing their head, heart and hand. All of these help me ensure that I follow the goal of Lutheran education and assist our students to develop academically, spiritually, and personally.

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Community is a very important aspect in Lutheran education, as it reflects God's design for us to live in interdependence as members of God. In a Lutheran school, a strong community fosters a sense of belonging and inclusivity, contributing to the growth and development of the students, teachers, and families.

All I have learned about community relationships has opened my eyes to the broader perspective of being a teacher. I am a role model to the learners, teaching them how to cultivate good relationships and live out the values of being a Christian in our community. In my interaction with my students, I ensure that I uphold Christ's principles of love and forgiveness; hence, what the students experience from me prepares them to become responsible citizens in society and be productive in their learning journey.

For me, ideas about community bring several issues: How do we make everyone in the student population feel a part of that/our community — people with different backgrounds, learning difficulties, and other individual circumstances? I also wonder about teaching effectively and building the necessary relationships with students. To answer these questions, it is crucial to engage in conversation with other educators, learn more about strategies for building community, and use scripture/Growing Deep Document and prayer to find ways to create a welcoming and safe educational community in our school. This proactive approach ensures that every student feels valued and included.

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We can know God because God chose to reveal Himself to the human world through the written word in the Bible, the world of creation, and finally, in the person of Jesus Christ. Creation reveals His power, while the special revelation gives us insight into who He is, how much He loves us, and how He helped with salvation. With this perspective, I uphold that Lutheran education directs our work of instructing students in knowledge and the work of Christ.

Lutheran education communities of practice/schools are defined by and built upon God's Word, as the means of instruction/learning, interpersonal interactions, and faith modelling. As a teacher, I take on the role by emphasising how compassionate I should be to my kids. This calls for humility and portrayal of the image of Christ to the my students, plus making them understand the work of God.

Lutheran education is based on theological beliefs that include grace, call, and service. Grace tells us that salvation is free; and work is spirit driven worship. These principles form a basis for educating people about spiritual and personal development.

These concepts create questions in my mind, including the following: How do I assist the learners in linking theology to what they experience in their daily lives? How do I make the Word of God real to them? To address these questions, I can read through literature, speak to my peers, and discuss them with students and other teachers. Reflection and prayer shall also help me in the process of adapting the principles to my teaching.

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Participating in Connect gives me a clearer perspective on how Lutheran theology influences my teaching career. The Lutheran education principles of community, grace, and the integration of scripture shape my interactions with learners and how I facilitate learning and teaching program. My goal is to create an atmosphere in my classroom where the students do not fear failure but expect it and feel cherished. Grace influences my teaching approach to assist my kids in improving their faith and learning, while community entails a renewed appreciation of togetherness and belonging.

I also incorporate teachings of the Bible in my classroom by ensuring students learn how God is involved in everything and anything around them. However, I still wonder how to motivate learners to engage with Luther's messages and how to help them grow spiritually as they ask questions about their faith.

In order to answer these questions, I will need to continue to learn, complete EQUIP 1 and 2 and consult with other educators. In summary, I have learnt a lot that has enhanced my understanding of Lutheran education and the need to embrace this type of learning and teaching with humility as a teacher to help my students learn and grow.