# data[].attributes.headline
What are important aspects of spirituality from the Lutheran Perspective?

# data[].attributes.subject
What are important aspects of spirituality from the Lutheran Perspective?

# data[].attributes.body
We're moving towards a world that continues to become more secular, moving from traditional religious practices to more isolated and individual practices.  It is therefore  essential that Lutherans are sensitive to the secular world, understanding that we're the first bible some people may ever read from, and the first religion that some people are being introduced too.  With this in mind, delivering 'good news' through the bible needs to be both meaningful and contemporary to individuals immersed in the 21st century.  The remaining question surrounding this process, is how do we share the good word of the bible with people who are seemingly disinterested in religion, and have grown to become passionate about spirituality?  The Lutheran perspective highlights that this process can be achieved through the development of relationships, based on the fundamental thread of spirituality and a deeper understanding of how God is at the centre.  Progressing further, it is about introducing people to Jesus through our actions, our interest in them and our care for them.  Developing an understanding that God is the foundation that we build our life on, and around, he is the centre, the redemption and our saviour.  Lutheran perspective is to present the scripture by creating a relationship between the human experience and theology that individuals in the 21st centaury are able to resonate with.

Passages in regards to spirituality:
John 1
1 In the beginning was the Word, and the Word was with God, and the Word was God. 2 He was with God in the beginning. 3 Through him all things were made; without him nothing was made that has been made. 4 In him was life, and that life was the light of all mankind. 5 The light shines in the darkness, and the darkness has not overcome[a] it.

Through God everything is created, without God nothing is created. This passage represents the importance of understanding that God is our creator and foundation, for with his word we are saved.

# data[].attributes.attachment_link.readable_text
8 He himself was not the light; he came only as a witness to the light.

14 The Word became flesh and made his dwelling among us. We have seen his glory, the glory of the one and only Son, who came from the Father, full of grace and truth.

John the Baptist Denies Being the Messiah

He said, "I am not."

He answered, "No."

22 Finally they said, "Who are you? Give us an answer to take back to those who sent us. What do you say about yourself?"

24 Now the Pharisees who had been sent 25 questioned him, "Why then do you baptize if you are not the Messiah, nor Elijah, nor the Prophet?"

John Testifies About Jesus

31 I myself did not know him, but the reason I came baptizing with water was that he might be revealed to Israel."

37 When the two disciples heard him say this, they followed Jesus. 38 Turning around, Jesus saw them following and asked, "What do you want?"

They said, "Rabbi" (which means "Teacher"), "where are you staying?"

So they went and saw where he was staying, and they spent that day with him. It was about four in the afternoon.

40 Andrew, Simon Peter's brother, was one of the two who heard what John had said and who had followed Jesus. 42 And he brought him to Jesus.

Jesus looked at him and said, "You are Simon son of John. You will be called Cephas" (which, when translated, is Peter).

Jesus Calls Philip and Nathanael

43 The next day Jesus decided to leave for Galilee. Finding Philip, he said to him,

45 Philip found Nathanael and told him, "We have found the one Moses wrote about in the Law, and about whom the prophets also wrote-Jesus of Nazareth, the son of Joseph."

"Come and see," said Philip.

47 When Jesus saw Nathanael approaching, he said of him, "Here truly is an Israelite in whom there is no deceit."

48 "How do you know me?" Nathanael asked.

Jesus answered, "I saw you while you were still under the fig tree before Philip called you."

50 Jesus said, "You believe because I told you I saw you under the fig tree. You will see greater things than that." 51 He then added, "Very truly I tell you, you will see 'heaven open, and the angels of God ascending and descending on' the Son of Man."

# data[].attributes.attachment_link.title
Bible Gateway passage: John 1 - New International Version

# data[].attributes.attachment_link.description
The Word Became Flesh - In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning. Through him all things were made; without him nothing was made that has been made.

# data[].attributes.body
What is important to you?
There are many aspects of my life that are important and dear to my heart.  This includes my faith, relationship with God, family, emotional wellbeing and my commitment to educating adolescents.  These drive me to pursue a greater connection with God and those around me

What are you passionate about?
I am passionate about education and helping young adults find their own direction in life.  This may be through a career pathway or developing interpersonal skills they are able to use throughout their life.

What has brought you here?
As a graduate teacher, I was looking for a position that would allow me to grow personally and professionally.  While many schools offered a lot of exciting opportunities, I was initially drawn to Trinity Lutheran College because of the community centered education they provided, and the exciting opportunity to become a senior teacher.  Through my first year Trinity provided me with the opportunity to grow professionally and develop my relationship with God at the same time.

What questions do you have about Lutheran education and your role?
While I have always been apart of a Christian community, I had never experienced Lutheran faith.  Extending from this, this was my first year in a teaching position.  This led to the following questions:

1. How does Lutheran Christianity differ from other denominations?

2. How will this affect my role as a teacher?

3. How do I incorporate Lutheran ethos into my personal pedagogy?

4. If I am still learning about Lutheran education, how can I accurately and meaningfully represent it to my students?

How will I answer these questions?

I plan on answering these questions by actively participating in groups discussions during our connect sessions and any PDs.  Furthermore, I can continue to learn from other experienced educators and valuable church members such as the Pastor and Chaplin currently at the school.  With an open mind and willingness to learn, I believe that I will start to develop an understanding and potentially find answers for my questions.

Reflection (written towards the end of my learning journey)
Through various different connect sessions and personal research I have become more versed in what Lutheran education, Lutheranism and a relationship with God means.  A variety of resources that were provided have lead me to a deeper understanding about what it means to be loved unconditionally by God and have a deep and meaningful relationship with our father.  During many sessions and conversations, my understanding of Lutheranism and what it means to be a child of the lord shifted.  While I knew little about the the Lutheran perspective I was nervous about judgement from others, however, I quickly learnt that the Lutheran perspective is open and provides growth opportunities for all.

# data[].attributes.body
While I spent most of my life attending church in some form or another, being exposed to various scriptures and readings along the way, I have realised that my understanding and perception of Lutheranism and Christianity as a whole is superficial at best.  With this in mind, when I consider community and what that means not only to God but Lutheran Education, I am only led to the thought of the church and the community that exists there.  I also consider my family as a community, coming from a large group, I know that with them, I will always and have always been supported.

I am excited to consider to new aspects of this as and undoubtedly will learning throughout the in-person sessions and reading the padlet resources.

# data[].attributes.body
Identify repeated and highlighted words and phrases in the given resources?
Words that were consistently repeated included:

Identity

Community

Learning

As previously identified, community is something that is very important to my personal and professional career as it inspires communication, collaborative work and a positive work environment.  Through reading various resources given, it is obvious that Lutheran schools promote students to "understand themselves better through living in a nurturing community with explicit values".  This caters to an environment where individuals are cherished and and respected for their strengths and weaknesses.

Leading on from this, Identity was another common theme presented throughout multiple resources.  It became clear that Lutheran education and Lutheranism wants individuals within their community to be aware of their humanity allowing them to grow and be open to the influence of the Holy Spirit.  Furthermore, that God does not depend on our worth or sense of self, but on his unconditional commitment to us.  The importance on worth and identity extends to education where a students specific needs are not only considered important, but are considered imperative in creating a safe environment for learning.

The final word that was identified was learning.  While this was expected, it says a lot about Lutheran education as they are able to prioritise not only a students individuality and faith, but their education and learning needs as well.  Lutheranism believes that all positive knowledge and learning is a gift of God and that life in a Lutheran school is about learning and growing their understanding of a Lutheran worldview.

The focus on so many different dimensions of life leads me to the conclusion that Lutheran Education and Lutheranism is multifaced organisation that promotes self worth, individuality, learning, community and a strong relationship with God.

# data[].attributes.body
It has become clear  that Lutheran schools encourage all learners to grow intellectually, emotionally, spiritually and socially as they encourage a Holistic approach to education.  This involves appreciating and recognising each students individual strengths and areas in which they need assistance.  Whist encouraging students to become problem-solvers, Lutheran education also challenges learners to grow into caring and responsible individuals as they participate in Service Learning.

Through history, a clear emphasis on education has been present, however the Lutheran faith has also played an immense role in creating schools that are unlike any other.  These learning environments cater towards students that are already of the faith and students who have not yet begun their journey.

Viewing the world from the Lutheran perspective means creating an environment that leads to individuals who are self aware, passionate about learning and proud of their individuality.

Resources used:
1. Lutheran Education
2. Lifelong Qualities for Learners
3. What is Lutheran Education

# data[].attributes.headline
Lutheran Education: Where did it all start?

# data[].attributes.subject
Lutheran Education: Where did it all start?

# data[].attributes.attachment_link.readable_text
Lutheran schools look forward to a bright future, continually raising the bar for quality education and building thriving communities where every individual is valued as a loved child of God.

In the early years Lutheran schools refused government funding to protect their independence. They focussed on teaching the Christian faith based on their Lutheran heritage, using the German language. Attendance was compulsory for children of the congregation.

Lutheran schools gradually broadened their curriculum to embrace a wide range of subjects. They moved from a focus of teaching their children in their own communities to welcoming in the broader community and constantly strove to be among the best educators in Australia.

# data[].attributes.attachment_link.description
Lutheran schools look forward to a bright future, continually raising the bar for quality education and building thriving communities where every individual is valued as a loved child of God. In the early years Lutheran schools refused government funding to protect their independence.

# data[].attributes.body
Through the various resources I have encountered, it is clear that Lutheran education prioritises a Holistic view on learning, encouraging all learners to grow intellectually, emotionally, spiritually and socially.  Through this, the aim is that each generation of Lutheran learners will produce critical problem solvers, knowledgeable individuals, creative learners and caring and compassionate individuals.  Trinity Lutheran College uses weekly chapels (interactive), daily devotions (provided by the staff), service learning, extra curricula (activities catered to a wide range of individuals) and a teaching staff dedicated to the growth of all unique personalities.

After reading the following quote:
"All Lutheran schools provide a rich variety of learning experiences that encourage creativity and inquiry, foster respectful dialogue and leave room for wonder.  We openly acknowledge that our Christian heritage shapes our values and our school culture."  With this in mind, it is clear that Trinity Lutheran College upholds the values of Lutheran education.

The following resources show a variety aspects of Trinity Lutheran College that both students and staff actively participate in:

# data[].attributes.attachment_link.title
Page not found | Trinity Lutheran College

# data[].attributes.attachment_link.title
Trinity's Teaching and Learning Framework

# data[].attributes.headline
Statements in Practice at Trinity Lutheran College

# data[].attributes.subject
Statements in Practice at Trinity Lutheran College

# data[].attributes.body
Goal 1: The Australian education system promotes excellence and equity. [the Alice Spring Mpartnwe Declaration Goal 1]

We are a proudly non-selective school in terms of enrolment opportunities.

The Personalised Pathways we offer are unique to Trinity and we offer multiple pathways to ensure that we provide for the needs of all our students.

We offer Velocitas Extension programs across academics, sports and performing arts.

We have a strong Learning Enhancement department and program to cater for the needs of students who experience learning difficulties in fundamental areas of learning.

We have a vibrant Languages department, providing foreign language learning, overseas study tours to Japan, China, India and Germany and hosting of students from Germany, India, China, Korea and Japan, so as to help the students to develop a global outlook and celebrate diversity – globally connected community.

Goal 2: All young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community.

Confident and creative individuals:

We offer a wide range of curriculum, co-curricular and extra-curricular opportunities to cater to the diverse needs and talents of our students.

Our performing arts, technology, innovative hub and STEAM programs help to develop a creative and innovative mindset and approach to learning in our students.

Our extensive sporting program, Duke of Ed, Kokoda and outdoor education programs also help to develop their team work, resilience, confidence and self-esteem.

Successful lifelong learners:

Academic and pastoral care sessions to enable our students to consolidate their literacy, numeracy and learning skills learned in core classes.

Through our daily devotions, Christian studies, pastoral care and chapel services, we help students make sense of the world and connect to the wider world.

Careers guidance is available to older students to assist them in finding a suitable career pathway after senior years.

Our P – 12 Teaching and Learning framework, reiterates important skills such as communication, collaboration, reflection and diversity and focuses on service learning

Active and informed citizens:

Through our pastoral care, chapel, assembly programs our students develop a world view based on Christian values and morals, providing them with a strong moral compass.

Through our service learning program, our students learn to be contributors to the society and be the voice of those whose voices are silent.

# data[].attributes.body
What is the understanding of spirituality in the resource?
- Subscribing to various ideologies of Christianity without participating or immersing themselves in the 'rules and regulations' of an institution.
-Finding different things you're connected to and connecting to yourself.
- Spirituality is a subjective concept that may mean different things to different people
- It is no necessarily a rejection of religion, but the constitute of religion
- It's about finding peace.

What does the author suggest are key ideas about spirituality in Australia?
- Finding peace within and searching for a higher purpose.
- Guidance and calmness with aspects of many Christian ideologies such as 'love thy neighbour' and forgiveness.
- No commitment to the doctrine/ dogma encountered in traditional Christian institutes.

What conclusions can you draw about what is important to Australians?
- Finding a pathway for themselves that allows them to develop a deeper understanding of their purpose.
- Creating a community where these can be explored without committing to the constitution of various religions.
- Freely moving between various beliefs and practices to apply their learnings to different situations.
- Growing in a country where happiness is considered easy to find, but can be difficult to keep when in difficult situations.  Therefore the craving of understanding a 'higher power' that can give comfort is common.

Sources
https://www.abc.net.au/news/2016-05-22/hugh-mackay-beyond-belief/7432866

https://www.sbs.com.au/news/seeking-spirituality-as-australia-becomes-less-religious

# data[].attributes.body
1. Identify the emerging ideas about spirituality in Australia.

- Secularism & Spirituality

2. Discuss as a group and agree on the key ideas.

- People have moved away from the church and are seeking more spiritual enlightenment

3. As a whole group discuss and develop a list of common ideas about spirituality from an Australian perspective.
- Individual spirituality, lose 'rules', more flexible.
- Not religious may mean moving away from institutional rules and more a set of beliefs that suit individual desires

Rise of spirituality  but not religion

Not organised religion

Will draw on Gods strength in funerals, weddings, Christmas but in other times it is about what they feel good about

All about the self and what they are comfortable with and what makes them feel good

People find organised religion destructive and that is why they take the parts that suit them and have spirituality without the church involvement

People are turning to spirituality and not religion

Not organised religion

People are identifying as SBNR - Spiritual but not religious

Engaging more in yoga and meditation for self fulfilment

Respect the values of the church - and still use Church for celebrations like weddings, funerals, and times of crisis like prayer for sick, but not used all the time.

People turning away from organised religion due to bad past

Spirituality is different to faith

If you do not like the idea of organised religion due to the history of that religion

# data[].attributes.body
My Role as Christian:
As a Christian, I need to live based on the Lutheran perspective and worldview.  As I continue on this journey it is vital that I am aware and able to distinguish between the Lutheran perspective and other Christian denominations.  Students and Parents who come to Trinity Lutheran College have a variety of different faiths and values; conversely, there will be many staff and students who may be more versed than I am in the Lutheran perspective.  Keeping an open mind will allow me to grow as a Lutheran and lead other people on the path of God.

Christian Studies:
Through Christian Studies, students are introduced to the Lutheran worldview and perspective.  To creative a learning environment that promotes self reflection and the acceptance of faith, it is imperative that I create a safe and supportive environment in which students can grow.  Furthermore, upholding the Lutheran worldview and teaching the importance of the scripture, faith and Gods grace is crucial.

Pastoral Care:
With hours in a week dedicated to pastoral care, I believe it is my role to create an open environment where students feel safe to express their honest opinion.  This creates a forum for questioning without judgement and encourages the students to seek the truth.

Service Learning:
Lutheran schools believe that 'service is not only a personal response to God’s love but a broader response as part of one’s humanity for the sake of justice for all'.  With this in mind, it is essential that I help develop a community where service learning activities are an integral part of the curriculum and content.

# data[].attributes.body
Worship
As a young staff member, and new to the Lutheran Faith.  I am honoured to be able to learn about and express my faith at school.  This is through weekly staff and classroom devotions where I am either able to lead, or learn, from others faith and understanding.  I would like the opportunity to continue learning from others as I move forward and learn about the Lutheran Perspective.

# data[].attributes.body
Devotions
Class:  These devotions are regularly run by myself during our lessons in a way that is light hearted and easy to relate too.  Many children who come through to Trinity Lutheran College do not come from churched families and therefore, they do not have a preconceived understanding of what devotions are, how to relate to them and how they can bring us closer to God.
For this reason, it is important to keep devotions light and easy to understand so all have access.

Classroom Devotions:
Proverbs 27:17 As one piece of iron sharpens another, so friends keep each other sharp.

This was stated at the beginning of the lesson and was used to introduce our topic for the week.  Students had too work together to break this down and explain the meaning to me.  Linking this too how we can keep each other 'sharp', students discussed how they can work as a team, and how through our connection with Jesus, God is our team.

# data[].attributes.headline
The Lutheran Church and Lutheran Education

# data[].attributes.subject
The Lutheran Church and Lutheran Education

# data[].attributes.body
What is the relationship between the Lutheran church and Lutheran education?

"The Lutheran system has developed its own Christian Studies curriculum to provide students with a knowledge of Christian beliefs and teachings. Each school and ECS intentionally employs teachers who are able and active in supporting students in a Christian approach to life."

There should be a visible and clear connection between Lutheran education and the Lutheran church.  With regular chapels and classroom devotions, Trinity Lutheran College is on its way to creating a culture where both are important.  However, not all staff value the Lutheran church, nor do they actively create practices for service learning and worship.  This creates a crack in what should be a transparent mindset amongst staff.

What questions do you have about the Lutheran church?
Why do some churches allow female pastors/ ministers but Lutheran churches do not?
How does the church maintain the balance between modernity and tradition?

# data[].attributes.headline
Trinity Lutheran College Worship and Service

# data[].attributes.subject
Trinity Lutheran College Worship and Service

# data[].attributes.body
https://www.tlc.qld.edu.au/trinity-life/worship-christian-studies

# data[].attributes.body
The school website has many facets that involve both the learning and importance of faith as well as the integral aspects of the educational program used.  The schools website has an emphasis on creating individuals that are "discerning, compassionate, creative, balanced and resilient citizens" through a holistic approach to education that focuses on individual learning.  With this in mind, the school pushes for excellence and high expectations.

Extending on this point, Trinity Lutheran College has a wide range of extracurricular activities that students can participate in.  Among other things, these are often based on community and togetherness.

Through continued analyses of the website, it became clear that the school website was advertising to attract the greater community, with little emphasis on our Lutheran Foundation.  The school motto is:
'No other foundation ........ Jesus Christ', however other than under the main logo, this does not appear to be very present on the the page.

This method allows the college to entice families from non-religious backgrounds or varying religious backgrounds.  Acting as a business this decision makes sense and increases possible intake of students.  However, I don't think that the website needs to go all the way of minimal representation.  There is a middle ground where we should proudly display our values and beliefs, while staying current and speaking to families of various backgrounds.

# data[].attributes.headline
What is revealed about the spirituality of the school by texts and images

# data[].attributes.subject
What is revealed about the spirituality of the school by texts and images

# data[].attributes.body
Leading on from my previous paragraph in regards to the representation of the Lutheran faith through the website, there is little revealed by the spirituality of the school.

I tried to move through the website with the mentality of a parent looking to potentially enrol their child at the school.  The first page I was attracted to outlined the Teaching and Learning journey of students throughout their time at Trinity Lutheran College.  Among other areas, I looked over the co-curricula activities and the Trinity journey.  After analysing these I moved towards the Our Heart section and began reading through the different tabs.  Out of the eight tabs available, only three explored the schools relationship with Lutheranism.  Additionally, these sections were small and informative in comparison to the other sections.

With this in mind, my interpretation of the website is that it uses the core values of Lutheranism, but focuses on how these values are integrated into the education system, and not how they're related to the gospel or spirituality.

# data[].attributes.body
What is the importance of the community?

Connection to the community

Serving with heart, hand, head

Engage with church

Value all members and build alliances

Participation in college life

Service

Responding to the needs of others

Valuing other peoples contributions

Respect

Embracing diversity

Positive interactions

Respecting environment and facilities

Aspiring to improve

Personal excellence

What is revealed about the spirituality of the school by the text and images?

The logo and name of the school reflects the Christian foundation of the school

The logo includes a dove representing holy spirit and peace and also includes the cross representing Jesus and the sacrifice He made for us

Underpinning Christian values- listed in about section

Greater emphasis on life long learning over being a life long Christian

What questions arise as you consider the website and the information about spirituality in Australia?

The website backs up the observations about spirituality in Australia in that it is general and not specific about Christianity

Website is not overt about Christianity and the Lutheran aspect of the school specifically

Is the website discrete about Christianity on the website on purpose? - Is this to show that we can accept anyone instead of being exclusively Christian?

Does all of the language on the website reflect Christianity or does it move too far to the side of being friendly to people outside of church that it looses its biblical grounding?

# data[].attributes.body
Throughout this process, I have become aware of a wide variety of aspects surrounding Lutheranism and Lutheran education.

Gods love is unconditional and his grace is a present we do not deserve but need.  Our good deeds and actions are a reflection of his grace given, not a product of our own volition as we are both saints and sinners.

In Australia, more and more young people are aligning themselves not to a specific religion, but spiritual 'beliefs' that embody a connection to something greater and allow individuals to find a purpose within.  The world becomes more and more secular everyday, affecting how Lutherans are able to successfully preach the good news of the bible.

To combat this, the readings and materials highlighted the importance of building relationships based on the fundamental thread or spirituality and a deeper understanding of how God is at the centre.  Through our actions, our interests in them and our care for them, we're able to introduce a variety of different people to Jesus.  Extending from this, it is essential the message relates to individuals form the 21st century; meaning it needs to be relevant.

The Trinity Lutheran College website has followed this trend, with little emphasis on spirituality and grace, but a large emphasis on the core values the religion upholds.  This appeals to many families in the 21st century as they're able to send their children to schools that have a spiritual connection without it being the focus of their education.

# data[].attributes.headline
What have I discovered about practices that can be applied in the classroom?

# data[].attributes.subject
What have I discovered about practices that can be applied in the classroom?

# data[].attributes.body
Throughout this process, I have been able to reform my understanding of spirituality and grace.  I am to show my faith through my actions, interests and care in my students.  This is supported by our restorative practices program that builds the foundation for behaviour management at the school.  Understanding that when every student walks into the classroom they come with their own story and background, unique to the individual.  I need to ensure that I reflect God's grace in my actions create a learning environment that is supportive and empathetic.

# data[].attributes.body
1. Why do we feel we have to hide our faith on our website?
2. Why is there a movement from Australians to be tied to spirituality, but not any particular faith or religion?
3. How can I improve myself if I am both a saint and sinner?
4. Am I able to choose to move closer to God, or am I a willing participant in the relationship he started?

# data[].attributes.body
Australians are often introduced to God through engagement with the community, however, the way in which he is portrayed will vary depending on each individuals experience with Christianity and religion in general.

Australia is a beautiful country in which multiculturalism grows and flourishes.  While Christianity is the most practiced religion, we share a land in which people have been given the freedom to choose their beliefs.  However, recent studies have found that more and more young Australians have shown less and less interest in religion over the past decade.  Dr Bouma, an expert in religious diversity, stated that “Australia has a low temperature expectation of religion — don’t get too excited about it — and those who do get very excited about it or get more serious about it are viewed with a little bit of suspicion,”.

Considering this, any young Australian has been brought to God with this context in mind.  God has not always been brought to the teenagers in our care as our Father who will look after, and cherish their uniqueness, but rather someone who enforces good behaviour.

# data[].attributes.body
God has created all

God continues to create

We're made in God's image

God declares his creations good

People are invited to pursue their relationship with God

Vertical relationship with God

Horizontal relationship with creation

God is still creating

God is always present

God works through many avenues

God us given us gifts

Creation is the result of Gods will

Holy Spirit is the confessed life-giver through whom creation came

All things were created through the Son

Redemption is the renewal of creation

# data[].attributes.body
What good things exist that God created?
God has created all and everything he has created is good.  In the classroom and at our school, the following are good:
- Friendly Students
- Passionate Teachers
- Learning: through students hard work and creation
- Supportive Staff and Community
- The opportunity to learn more about God and his care for us
- Safe environment

What brokenness/ stressors exits?

- The resources are limited
- Staff are worked to the maximum
- There are students who come that cannot be helped
- Many students have broken homes

Group Discussions:
In what ways does creation theology inform Lutheran education?

-"We don't educate children for the future we educate children to create the future"

-Lutheran education acknowledges God as creator and joins in the care of the world and people

-Lutheran schools are communities that value learning as Gods gift to people and inspire them to respond to the needs of the world

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

We are all created in God's image and therefore are able to have a vertical, conscious relationship with him.  God has also given us gifts through his creation such as our eyes, ears and hands.  With these gifts we should show our love for God and his creation through our actions, through our education.  Use our gifts to represent how to live a life with God holding the steer.  This means that when talking to and building relationships with students, I need to use these gifts.

What new learnings have I experienced?
That God has created and is currently creating.  He is always with us as he continues to create.  Sometimes his creations come to life through the forms of miracles, other times, his creations come through the form of medicinal science, law, agriculture etc.  Additionally, I learnt that creation is not only Gods work as the Holy Spirit is the confessed life-giver whom creation came and all things were created through the Son.

What learnings have reinforced my current thinking and why?
The relationship that I have with God is unique and individual as God knows each one of his creations, and his creations are good.  This doesn't mean that Son doesn't exist in me as we are all saints and sinners, but it does reinforce that through God I am saved and through God I am able to live.

# data[].attributes.body
What might a successful 21st learner know and be able to do?

- Intergrade into society
- Know their identity and worth
- Be apart of and create a community where support and care are promoted by all individual learners
- Admit to being wrong, and being open about challenging their current perspectives
- Uphold excellence in themselves and others

How might we measure success in Lutheran education?

I think that success in Lutheran Education should not be measured on academic achievements from students, but their development as a well educated individual who can implement their skills and knowledge in society.  Are they respectful? Do they show compassion and understanding? Do they serve the community?  If our students know their identity through Christ, and are able to learn through their relationship with God, we can call them successful.

In what ways can learning be gift or a negative?

Learning allows an individual to expand on their current understanding of the world and how it works as they gather information from various sources and from various teachers (all who have their own expectation of the world and what excellence means).  With this, however, a sense of unknowing can develop as people learn that sometimes what they know for a fact isn't true.  Additional to this, the current education system tests students on their ability to remember but not necessarily practice their understanding.  This build pressure as exams cause stress, and can undermine the reason that learning is a gift.

Lutheran education seeks to nurture learners who respond to the needs of the world. In what ways is this consistent and at odds with perceptions about learning from parents and the wider community?

The perceptions of the community will vary depending on each communities experience with education and Lutheranism.  As a school, we strive to provide the best education for students. an expectation and perception of parents.  However, to provide this, we're focused on teaching students to know themselves, Jesus and where they fit into society.  With our world becoming increasingly secular, I think that sometimes parents do not always support this narrative.  Building individuals who can integrate and provide for the greater community is not only a perception that aligns with the communities, but families as well.

# data[].attributes.headline
How does creation theology inform they why and the how of Lutheran Education

# data[].attributes.subject
How does creation theology inform they why and the how of Lutheran Education

# data[].attributes.body
How:

Proving a Pastoral care service

Growth Groups (using our God given gifts to share our learnings and understandings with others)

Chapels(worshiping God and all his Grace.  Redemption for our sins through him)

Approaching education through a Holistic view

Promoting the understanding and view that all students are unique individuals with their own God given gifts and abilities, strengths and weaknesses and distinctive characteristics

Creating community serving individuals that are able to use their learning from a holistic point of view to provide services and care.

Why:

All people have a responsibility towards creation as we're seen as co-creators with God.

Through God's guidance we promote the individuality and uniqueness in Lutheran Education.

Divine instruction given to us by God

Lutheran Education teaches, through a holistic approach to education, that we need to respect ourselves and our bodies (respecting God's creation) and that we need to use our gifts and abilities to support the wider community (respecting God's creation and continuing God's creation through advancements made)

# data[].attributes.headline
How does creation Theology shape an aspect of your work with students?

# data[].attributes.subject
How does creation Theology shape an aspect of your work with students?

# data[].attributes.body
This resources was easy to understand and informative.  It gave me clarity on what creationism means and how this affects my relationship with God and others.  It also gave me ideas of how I can express this throughout my teaching and pedagogy.

# data[].attributes.body
"God looks after the universe he created. God set up the laws of nature (day and night, the seasons, the laws of physics, etc) by which the universe continues to exist in an orderly way. God is not limited by these laws, however. God continues to work within his creation and he may use his power to bring about ‘supernatural’, miraculous events."

There are many resources in Connect Session 2 that furthered my understanding on creationism and the Lutheran perspective.  I found that my belief of what this means was continuously challenged as I learnt more and more about cocreation and the knowledge that God has not stopped his influence on creation, but that he continues to create and influence the world we live in.

There were many articles that influenced my understanding of creationism and what this means.  As I learnt that while people are created in God's image, we're all unique individuals that have our own strengths and weaknesses.  While I logically understood and advocate this belief, I learnt that it is through your relationship with God that individuals are able to learn themselves and appreciate the gifts, abilities and distinct characteristics that God has given us.  As mental health awareness continues to grow and become more supported by the populace, it is Lutheran Schools that have created a direct link between this and faith.  God has always supported, and continues to support individuality.  Expressing this to students, highlighting that all of Gods creations are good, and that through him , we're all connected, may allow them to accept and understand themselves through his lens.

The article by Bartsch extracted from Lutheran Education Australia, has been the most contradictory and informative resource as is directly opposes certain views I held.  This article focuses not on the differences, but the similarities of creation and evolution.  It highlights that while these concepts explore what appear to be different views on how it all began, they both focus on understanding the truth in relation to the origin of the universe.  We can learn from them both as they ultimately seek to take reality seriously.  However, this is only possible if theology and science remain open to the insight gained by each other.  While attending a Christian church as a child, and learning about evolution during my studies, I have always viewed these concepts are contradictory on principle, not understanding that science has been used to try to explain how, when and where, while theology seeks to explore who and why.

Throughout all of these articles I have learnt that God has, and continues to create a world where we're able to live in plenty. That our individuality and uniqueness are gifts of God and part of his creation. When we use these gifts to support our community, we lead others to God and become co-creators.

# data[].attributes.headline
Reflection on Practices/ Application in the classroom

# data[].attributes.subject
Reflection on Practices/ Application in the classroom

# data[].attributes.body
As a senior science teacher, I have had the pleasure of teaching students of various ages about evolution and the scientific theory that supports this.  During these lessons, questions were raised about the validity of the scientific theory as it opposes the belief that God creates all.  Before learning and growing in this connect session, I was never able to give students an answer that satisfied both sides of the argument (as I viewed them to be separate).  However, I now feel confident in exploring the concept that they are not contradictory in nature, and that both can be accepted.  Furthermore, that scientific theory is used to try and explain the bible as if it were a concept of when, where and how, but it fails to discuss who and why.

Leading on from this, I have taken the idea of individuality and uniqueness into pastoral care sessions as we discuss why these should be celebrated.

# data[].attributes.body
How do I further explain that scientific theory and God's creation are not two different sides of a coin, but are concepts that can support each other?
While acts of service allow me to become a co-creator with God, how I do use this to assist others in building a deeper relationship with God?

# data[].attributes.headline
Why Does Lutheran Education Value Community?

# data[].attributes.subject
Why Does Lutheran Education Value Community?

# data[].attributes.body
Lutheran Education Values community because:

God created all and God's creation is good.  Therefore, every individual should be valued as an individual, created with unique gifts from God

Human beings are created in God's image, designed to communicate with him.

All relationships should be grounded in our relationship with God

God exists in a relationship as he is three in one and one in three with the Father, the Son and the Holy Spirit.  We're therefore designed to exist in relationships.

Relationships are part of the foundations that are central to Christianity, therefore this must be reflected in our teaching and service practice

Working with students, families and others builds relationships and therefore builds a community.

# data[].attributes.headline
In what ways has the learning about community relationships informed your understanding of your role and contribution?

# data[].attributes.subject
In what ways has the learning about community relationships informed your understanding of your role and contribution?

# data[].attributes.body
As part of my teaching, I have always believed that building relationships are at the centre of a successful classroom and therefore pedagogical practice.  Over the last two years of teaching this has been reinforced as with positive relationships with students has allowed me to further assist in not only their emotional development, but their intellectual development as well.  Leading from this, I believe that positive relationships with students families allows for a smooth transition between expectations at home and at school.  Throughout these readings, these theories have been further solidified but have also shed light on the role and contribution I should play in the community.

While my teaching pedagogy already involves building relationships with students and parents, I now believe it is my responsibility to create more in-depth relationship that create a sense of belonging inside and outside the classroom.  This can be achieved by inviting the community into the classroom and building lessons around issues and topics that involve the students and their lives.

Leading on from this, I believe that I can further develop and grow as a teacher by ensuring I use the community around me.  While it may not seem like it, teaching can be a very lonely career.  Once you walk into the classroom, you become the sole person responsible for these students safety, emotional and intellectual development.  It's important the I used my colleagues to collaborate and even team teach during some lessons.

Furthermore, the resources covers the importance of relationships with each other because of our relationship with God.  I think it is my responsibility to help students to develop their own relationship with God during pastoral care lessons.

# data[].attributes.headline
God as the Father, Son and the Holy Spirit

# data[].attributes.subject
God as the Father, Son and the Holy Spirit

# data[].attributes.body
This was the first article I read. It's focus being on exploring the basis that God exists in relationships. While there are many factors that the article focuses on to explore this, I felt that the most impactful point was discussing the trinity in which the Father, the Son and Holy Spirit exist in. The triune was first introduced to me during this course and became an area that I struggled to conceptualise. As I stated in my anecdotes, I strive for an explanation in all areas of my life, I want to understand and and learn from all life experiences. This made the triune a difficult topic to grasp as it is not one in which human beings can understand. It is not to be explained, but believed in with Faith, and represented through your relationship with God. This article started my journey on understanding why community is important and valued in Lutheranism and Lutheran Education.

# data[].attributes.body
This article further solidified my learnings from the the first article and discussed that humans are meant to build relationships with each other as we're built in God's image, and God is part of the most miraculous relationship of all, the Triune. This article further explained that our relationships with other human beings should be built on the foundation of our relationship with God.

# data[].attributes.body
As previously stated, I seek to explore an understanding of all new ideas, concepts and challenges I confront through life.  I now have the understanding that I am able to do this because of the gifts that God has given me, and these gifts should be shared with others, so I can share the word of the lord.  This article almost lead a clear pathway of 'expectations' that god has for his creation.  The first being that "we are called to be creates, to recall our basic connectedness with the rest of creation, appreciating and celebrating it".  I felt that this first expectation is often forgotten as humans are negatively affecting God's good creation through the destruction of forests, the production of green house gases into our atmosphere, and the extinction of God's many other creations.  How are we to face God and have an open communication with him when we are mistreating his gifts.

The second expectation refers to relationships with each other and with God.  It states that "we are called to be human, to be creatures in conversation, responsible because response-able to God".  The simple manner in which they examined this made it clear to me that our communication with each other and God is, in itself, a gift.  That we're able to build relationships brings us closer to each other through God.

The remainder expectations further support the previous ones focusing on community, taking care of the world that is not ours, but Gods, and, using our God given gifts in the community as acts of service.  I think this links back to creation and that we're not faceless humans that have no purpose, but we're unique individuals that are loved for our distinctive qualities.  These qualities should therefore be shared with others, sharing the word of God, as it is through him, we have been given these gifts.

# data[].attributes.body
This article acted as a way to further support topics discussed in the previous literature.  The Bible passages used in reference to community and the relationships that we build because of God had the biggest impact on me.  I often find it difficult to thoroughly understand the Bible and what each passage really means.  I explored the Bible Gateway to find any passages that explore relationships, and that I can understand.  In Genesis 28: 3, 35: 11 and 48: 4, God blesses Israel (God given name) to be fruitful and build his own community. How could these ever be considered anything other than important to Christianity and Lutheranism if God himself, blesses his children with it as a gift? How can we ever treat it as anything other then a blessing to share with God, and in his name, build our own communities.

# data[].attributes.attachment_link.readable_text
3 Jacob said to Joseph, "God Almighty appeared to me at Luz in the land of Canaan, and there he blessed me 4 and said to me, 'I am going to make you fruitful and increase your numbers. I will make you a community of peoples, and I will give this land as an everlasting possession to your descendants after you.'

5 "Now then, your two sons born to you in Egypt before I came to you here will be reckoned as mine; Ephraim and Manasseh will be mine, just as Reuben and Simeon are mine.

# data[].attributes.attachment_link.title
Bible Gateway passage: Genesis 48:3-5 - New International Version

# data[].attributes.attachment_link.description
Jacob said to Joseph, "God Almighty appeared to me at Luz in the land of Canaan, and there he blessed me and said to me, 'I am going to make you fruitful and increase your numbers. I will make you a community of peoples, and I will give this land as an everlasting possession to your descendants after you.'

# data[].attributes.body
What new learnings have I experienced?
Jesus was sent to restore our relationship with God in the new testament.  He is part if the triune and is therefore allows us to communicate with the Father.  It was his grace that sent Jesus to us to clear our sins, opening a channel of communication.  This should be shared and rejoiced in our lives as we build relationships with others.

What learnings have reinforced my current thinking and why?
That relationships are the foundation on which we grow and develop with God.  They are there because we have been loved, and therefore know how to love.  This has reinforced my current teaching pedagogy, which focuses on building positive relationships and therefore creating a community.

What am I still unsure about?

I am still unsure about the triune and how I discuss this with my students.  As it is such a complex topic, how do I emphasise to them that it is not about understanding, but instead about faith.

Furthermore, does my community have to be in a pre-determined spiritual place, or can my community be placed elsewhere?

How might I find answers to my questions?

Talking with and discussing with other colleagues at Trinity, as we're a community and therefore, can support each other.  Reading through scripture and opening a line of communication with God.

How might this impact my practices or way of being?

Understanding that because of God, we are graced with lives that allow us to build relationships and love each other through his love.  Also understanding that we are all broken beings, and need of a saviour.  This means that I should have compassion and forgiveness for others as we're all in need of God, without him, we're weak, without him, we don't have strength.

How does this impact my teaching? Include reference to the Padlets!

I need to be compassionate and caring with students as we're all broken.  Through the development of positive relationships, I can guide students with love to Christ, and help them build a relationship with our Father, as he has built with us.