Comforting Words

“Thus saith the Lord, Let not the wise man glory in his wisdom, neither let the mighty man glory in his might, let not the rich man glory in his riches: but let him that glorieth glory in this, that he understandeth and knoweth Me, that I am the Lord which exercise loving-kindness, judgment, and righteousness, in the earth: for in these things I delight, saith the Lord.” Jeremiah 9:23, 24. “He hath showed thee, O man, what is good; and what doth the Lord require of thee, but to do justly, and to love mercy, and to walk humbly with thy God?” “Who is a God like unto Thee, that pardoneth iniquity, and passeth by the transgression of the remnant of His heritage? He retaineth not His anger forever, because He delighteth in mercy.” Micah 6:8; 7:18. “Wash you, make you clean; put away the evil of your doings from before Mine eyes; cease to do evil, learn to do well.” Isaiah 1:16, 17. – {6T 148.3}
These are the words of God to us. The past is contained in the book where all things are written. We cannot blot out the record; but if we choose to learn them, the past will teach us its lessons. As we make it our monitor, we may also make it our friend. As we call to mind that in the past which is disagreeable, let it teach us not to repeat the same error. In the future let nothing be recorded which will cause regret in the by and by. – {6T 149.1}

Book Report

Ok everyone! Here's the "book report!"

First, "Learning Lessons from Furry Friends":
In 2011 I sold 61 copies.
In 2012 I sold 81 copies
In 2013 I sold 10 copies so far.
That's a total of 152 copies of my book!
Next, my newest release, "The Prodigal Pup":
In 2013 I sold 34 copies so far.
That's a GRAND TOTAL of $186 copies of my books sold! YAY!!

But here's the deal. In order to just BREAK EVEN, I need to sell OVER 6,000 copies of books. Want to help me out? Take a look at my books on Amazon, Barnes & Noble, and www.TeachServices.com. If you haven't already, buy a copy for a child that you know. If you've already done that, then please take a moment to rate and review the book. This will help to get it noticed.

Thank you all so much for your support and encouragement! I really appreciate it!

 

Conviction and Encouragement

This was written by my friend Hannah, and posted on her blog (which I encourage you to subscribe to!): http://www.hannah-rayne.blogspot.com/. If the message that she has shared in this post does not convict, challenge, and encourage you, then I don't know what will. And I repeat her question: Will you join the ranks? Will you lay yourself on the alter of sacrifice in order to let the Lord take control? I want to! But I know that I can't do it alone! I need the Lord's help, and I need your prayers!

Revolution's Flame

I’m tired of dreaming Revolution but not acting it. I’m tired of the complacency that follows me everywhere. I’m tired of the fact that it’s so easy to spend hours talking with friends, and yet so hard to spend an hour on my knees. I’m tired of reading those quotes about young people finishing the work, and not doing a thing different. I’m tired of having plenty when there are children starving with nothing. I’m ready for a change. Aren’t you?

 

I might not be going to Africa tomorrow. In fact I know I won’t be. But aren’t there people starving here in America too? Starving for love—starving for Jesus?

 

Isn’t it time for a change? I mean a real one. Not one that just begins and ends in our imagination; but one that changes us, our friends, and eventually our corner of the world?

 

Isn’t it time to pray like we’ve never prayed before? Not just for ourselves but for each other? To not even think twice about spending an hour on our knees, at any time, if that’s what the Master calls for?

And isn’t it time to put aside all foolishness? I mean, when was the last time we got together and our first thought was to talk about Jesus? And even if it was, somehow it wasn’t what came out. I’m tired of how awfully easy it is in the moment to burst out laughing at the end of a funny story and soon be on to one of my own, and yet how hard it is to keep a straight face and totally change the direction of the conversation. Where do funny stories fit into the Revolution?

 

I’m only sharing what He’s put on my heart. And I know it’s not just my heart He’s working on. Because this whole Revolution—it’s something we embark on together.

And yet somehow we’ve got to start living it, not just for a day, but for a lifetime. How? This is the question I’ve been pondering, and I’m coming to the conclusion that the only way is through a total heart change.

 

Because you know what it’s like. One morning I wake up all ready to jump out of bed and spend time with Him, and the next day I have no enthusiasm. That’s got to change.

 

And I’m sure I’m not the only one who has those times when I’m so close to Him that I can almost sense His heartbeat, but then a few weeks (or days) later I feel a million miles from Him.

And yet somehow, I just don’t think we can be living the Revolution one day and not the next. He’s got to change our hearts so that we get out of bed whether we feel like it or not, and fall on our knees. He’s got to place in us the burning desire to live in His presence, so that when He feels a million miles away, we won’t rest until we know our heart is knit with His.

 

And we’ve got to put aside our feelings and live by faith. We can’t just live it when we feel like it and just dream it when we don’t.

 

Luther lived revolution in his day. What was his key? Prayer. Bible study. He didn’t just read a daily devotional and pray a “help me be good today” prayer. It was hours of prayer, hours of time in the word. It’s what gave not only Luther, but the fathers of our faith their power.

 

And so, I am challenging myself, and I’m inviting you to join me. An hour of uninterrupted time on my knees everyday. Maybe you’re all doing it already, and I’m the last to catch on…

As for all I’m going to say on my knees for an hour, or how it’s going to fit into my schedule when I’m traveling, to be honest, I don’t know. But He does. And this Revolution is because we love Him.

Let me share a prayer from my journal this morning, and let me tell you again—I want to live this Revolution together.

 

“Revolution’s flame, begin in me. Put me heart and life aflame. More than anything this world offers, light my heart with loyalty. Self—let it be no more. Only the dead wood is ignitable. Take away my plenty; my all is Yours. Just let that fire burn bright in me. Bring the furnace seven times hotter, until I am pure gold, reflecting You. Change my heart—make it like Thine, until my life matches my words. No more dreaming about Revolution—let me live it.”

 

The enemy is waiting to knock us flat. But in my mind I see a battlefield with a line of soldiers standing shoulder to shoulder. The enemy tries to break through their ranks, but he can’t. Sooner will they give their lives than give him the victory. Their prayers are constantly ascending for each other. They stand, a solid line of soldiers—fighting together.

 

I’m ready for Revolution. Jesus, I’m looking forward to that hour tomorrow morning. And I’m thinking I won’t be the only one. Do whatever it takes to make us live Revolution. I’m in, if You’ll lead me.

--Written by Hannah Rayne, inspired by the Lord

The Larger Prayer

This hymn has really spoken to me the last couple days. Read it slowly and prayerfully, and I pray it will touch your heart as well

At first I prayed for light:
Could I but see the way,
How gladly, swiftly would I walk
To everlasting day!

And next I prayed for strength:
That I might tread the road
With firm, unfaltering feet, and win
The heaven’s serene abode.

And then I asked for faith:
Could I but trust my God,
I’d live infolded in His peace,
Though foes were all abroad.

But now I pray for love:
Deep love to God and man;
A living love that will not fail,
However dark His plan.

And light and strength and faith
Are opening everywhere!
God waited patiently until
I prayed the larger prayer.

"But the Greatest of These is Love"

I would like to thank my friend, Chris Dickerson, for allowing me to copy his work in its entirety to share with you all. This little article is very thought-provoking and meaningful, and I hope you all take the time to read it and be blessed (and perhaps changed) by it. Thank you!    ~Sarah

This is What Love Looks Like...

 
"This is something I have been mulling on for a few weeks now and decided to write it down and share. Too often we get hung up on the rules of Christianity and forget that the foundation is love. We zealously espouse our rules rather than showing others why those rules might be of value; I know I am guilty of that and to those I have done it to, you have my apologies.
 
"What I want to do is think about the foundational rules of Christianity, the Ten Commandments, but instead of stopping with them, try to explain, in my limited understanding, the real reasoning behind them. Maybe we Christians can live them better if we look into the rules rather than just at them. I will be putting verses in part because they are well known and this will allow you to look them up rather than just taking my word.
 
"When asked what is the greatest commandment, Jesus replied, “Love the Lord your God with all your heart, with all your soul, and with all your mind.”
 
"This summarizes our duty to God as set forth in the first four of the Ten Commandments.
 
"1. 'Thou shalt have no other gods before me.' I am your Creator and your Savior, without Me you don't even exist. And I performed both of those acts because I love you and want to be with you forever. There is no one else quite like you and without you My universe would not be quite complete. I want you to love Me totally because of what I have done for you in love. Having other gods means you don't appreciate what I have done, continue to do, and want to do for you, but have limited your vision to yourself those things right around., including human power which is weak and failing in all its forms, including money.
 
"2. 'Thou shalt not make any graven images or idols.' If you are making an image that you claim is Me, how can you do me justice? I am huge, the creator of the entire universe, I am greater than your mind can comprehend which means something you make to represent Me doesn't nearly capture who I am and what I can do. If you are making something out of wood, stone, metal, etc., what can it do for you; it has no life, just an object. You are depriving yourself of access to real help and power when you limit yourself to these items no matter how large they may be. Why limit yourself to what your mind can comprehend when I am and have so much more I want to give you because I love you.
 
"3. 'Thou shalt not take the name of the Lord they God in vain.' Loving someone mean respecting them, if you love me, why would you use my name in a vulgar, insulting, or simply low and common way? Just because I have to power to destroy does not mean I wish to or take pleasure in it, especially just over minor human disagreements. Why would I want to destroy people I created so I could have a special relationship with each? Yes, the day will come when I am forced to allow sin to consume itself and all those who have become one with it, but I will take no pleasure in those lost; I will miss them. Of course that is only one way My name is taken in vain, the more hurtful is those who claim to be mine but then do their own thing as though what I asked is unimportant. Misrepresenting Me hurts Me not simply because you are lying about who I am but are hurting others I have created and want to have a relationship with; you damage those relationships by your actions while claiming to follow me. Seeking your own pleasure while saying you are a Christian shows just how much you are missing, you want all the benefits without any of the 'responsibility' but don't realize that the real benefit is the intimate friendship I want with you, one that is truly freeing because I take away your guilt.
 
"4. 'Remember the Sabbath Day to keep it Holy.' I have set aside a specific time each week where I want to meet with you and deepen our friendship. Come and meet with me because you love me for creating you and saving you from evil. The time I've set aside is a reminder of what I have done for you both in making you and the world you enjoy and in freeing you from the slavery of sin. I don't demand your time and attention and if you love something more than me, then go do that, but I miss your company. Meeting with me is to be a time of joy though people have often made it a burden, please don't let their misinterpretation of who I am prevent you from knowing me personally and realizing the happiness I want to give you. Just as you would make special time for close human friends when they are available, I simply ask that you make the time for me when I am not only available but have made the time for you and promised special blessings because I love you.
 
"And then He added, 'And your neighbor as yourself.' This captures the qualities of the last six commandments because our love for God is expressed in our love for those He created and loves just as much as each of us.
 
"5. 'Honor thy father and thy mother.' I used them as my special helpers in creating you. They have more experience and hopefully wisdom with which to guide you both in avoiding mistakes but also in developing your friendship with Me. They were asked to put up with a lot when I gave you to them and, ideally, they accepted the challenge without a second thought simply because of love for who you uniquely are. They were supposed to represent me and, while some have failed miserably, I still love them and you and remain your truest and most involved parent.
 
"6. 'Thou shalt not kill.' For to kill is the antithesis of expressing love. It shows that you value something or someone as being more important that life I created and, if it is a person, died for. I did not spare My life, though I had every power to do so, but trusted Myself to My Father's love and allowed Him to take care of things; He protected Me against the worst Satan could do and does the same for all with a close friendship with Him. I did that because I valued your life as being more important than My own and My example is to be your example. While I recognize there may be times when the relative value of life means you need to hunt to sustain yourself, but if it is unnecessary then why is there a need to kill My creation for your person pleasure; be it appetite, power over life, or other reasons.
 
"7. 'Thou shalt not commit adultery.' Love does not willfully injure another and consciously tries to avoid unintentionally hurting another. If you love Me then you will not hurt the one I gave you to share the challenges of life with. This means even the thought will be guarded because the love will mean you wouldn't even want to have thoughts that might hurt them if they could read your mind. I can read your mind and so I can know whether you appreciate My gift and love us both as a result, or whether you are merely seeking selfish pleasure at the expense of one of those I love until such time and you can obtain that pleasure at another's expense. They may not always be perfect, but look in the mirror and understand that what they have devoted themselves to is not perfect either but both in a relationship with Me will grow into perfect love.
 
"8. 'Thou shalt not steal.' Have I not met your needs and more, or have we not developed a relationship where you can trust My word completely? I have promised to take care of all you need, but that isn't sufficient and your patience is lacking so you injure another for your benefit. You value your immediate pleasure over the security of one I love, wounding them mentally and emotionally so you can feel a false measure of short-term pleasure. Trust Me and My love for you and I will give you what you need, when you need it, and so much more that you won't be able to keep it all.
 
"9. 'Thou shalt not lie.' Love means being honest, even when it is painful, though one should never be careless or thoughtless when expressing the truth. Being right does not give you a right to self-righteous, mean, or vindictive because in doing so you are lying about what truth is really like. It is kind and considerate, tries to limit pain as much as possible, even is a world where pain is normal. Failing to be honest is an attempt to benefit oneself over that of another whom I love, whether it is a bald-faced lie, a white lie, or an implied lie where the other is allowed to assume something that isn't true. You are valuing yourself as more important than they are which is neither how I value you nor the example I lived.
 
"10. 'Thou shalt not covet.' This is the thought process that leads to killing, adultery, stealing, and lying, the precursor of a sin simply looking for an opportunity. As with stealing, it demonstrates the lack of trust you have in Me and my love for you. Because that is lacking you are continually looking to self-satisfy rather than looking to Me to satisfy; we have a tenuous or even broken relationship that I would like to fix. Please raise your eyes above the temporary things of Earth and look to Me where all needs will be permanently met because I love you.
 
"This is the standard we are expected to meet as Christians and because we didn't as humans Christ demonstrated what love is more directly and in doing so made an escape for His friends. That is what we should seek to be, His friend just as He is already ours and then the friend of all those other people He loves and wants to be friends with. Oh how much we miss in our religion today either making God a God of rules or a God of desperation forgiving all sin because He can't bear to destroy anyone. Neither is true, He is a God of love whose rules express that and a God of justice whose love demands letting go of those who have become so integrated with their sin that they would not be happy with Him. 'Love seeketh not its own,' whatever that may be.
 
"Those are some of the thoughts I have had rolling around, you are welcome to add or comment because I know this is just barely scratching the surface, but my hope would be scratching it just a little more deeply than we often do. All I would ask is that you please be gracious if responding, I know that religion is a touchy subject but true Christianity is not; the problem has long been all the people masquerading as Christians, including me too many times."

**Written by Christopher Dickerson; used with permission.**

Yes, I would readily welcome your questions and comments! How has this post touched you or caused to you think differently? Is there any points that you agree or disagree with? Thank  you again!   ~Sarah

The Lord's Prayer

Here's just a short paragraph from an article I read for school that really stuck out to me.

In Matthew 6 Jesus teaches his disciples how (not what) to pray. His method helps us understand whose we are. Calling God holy reminds us that we are his creation, placed on earth to worship and enjoy him forever. Asking that his kingdom come and will be done reminds us of our part as instruments of his redemption on earth. Requesting daily bread and the forgiveness of sins points to our need for physical and spiritual food. Asking for freedom from temptation and Satan reminds us that without God we are the devil’s quarry. --Bill Strom, "The Anchored Self", p. 7

I hope this gives you food for thought today.

What One Hot Water Bottle Can Do

I have never felt a headache like that before. It felt like my head was about to burst. And that, coupled with a fever and chills, aching muscles, and stuffy sinuses made for very disagreeable sleeping conditions. Yes, I had a bad cold and was suffering the worst of it at about 12:00... midnight. I had tossed and turned for hours, exhausted and yet unable to sleep because of that terrible headache and all the above. I tried sitting up, but that only made me feel faint and nauseated.

Finally, I couldn't take it any longer, and I called for and awakened my mother. You are never too old to be soothed by the cool hand of a loving parent on your forehead, the gentle brush of the hair from your face, and the quiet, calming voice filled with love and understanding. But even all that couldn't take away the grueling headache, the fever, the aching joints, and yeah... all of the above.

Suddenly, Mom had an inspiration. "Sarah, I'm going to get you a hot water bottle for your feet. That will draw the fever away from your head."

I wasn't sure if it would work, but at that point I was willing to try anything. Soon, Mom slipped the toasty warm bottle under the covers and I pressed my feet against it. Mom also propped me up in bed with pillows so that my sinuses could drain while I was reclining in comfort. Lastly, my loving mother got me a fresh, cold ice pack for my head, as the one I had was about as warm as my fevered body at that point.

Within minutes, I began to feel the effects of these simple remedies. I stopped moaning and tossing, my stomach began to settle, I began to feel calm and relaxed, and within ten minutes I was sound asleep. I slept solidly until morning, and when I finally awoke, I felt like a new person. Gone was the upset stomach, the aching joints, and that awful headache. Not only that, my fever had broken during the night. All that was left was the sniffles, which would clear up in a day or two. What a difference one loving mother and one hot water bottle can make!

You know, God has provided so many natural remedies for us to use when we are feeling the effects of this degenerated, sinful earth. Sicknesses, flus, upset stomachs, and "all of the above" do not have to be treated with pills and painkillers. Sometime something as simple as a hot water bottle can be used to break a fever, or charcoal tablet to soothe a soar throat, or an ice pack to relieve a headache. On top of that, there are sickness preventions, such as a healthy, natural diet, fresh air and exercise, and much more. Our bodies are the temples of the Holy Spirit; we are not our own. Let's take the time to learn more about how to stay healthy and get well so that we can present ourselves as living (not dying) sacrifices--holy and acceptable--unto God. God bless!

Overcoming

In the work of sanctification, we must overcome as Christ overcame, as the Bible puts it. He overcame in three areas: Appetite (commanding stones to be bread when he was wearied with hunger), Presumption (presuming upon God to save Him if He threw Himself down), and Worship (worshipping Satan to gain back the kingdoms of the world).

Appetite is the hardest to overcome, but we can be of good cheer--Christ has overcome the world.

Here is what Sister White has to say about appetite:
“Know ye not that your body is the temple of the Holy Ghost which is in you, which ye have of God, and ye are not your own? for ye are bought with a price; therefore glorify God in your body and in your spirit, which are God’s.” When men take any course which needlessly expends their vitality or beclouds their intellect, they sin against God; they do not glorify Him in their body and spirit, which are His. – {CD 118.2}

Yet despite the insult which man has offered Him, God’s love is still extended to the race; and He permits light to shine, enabling man to see that in order to live a perfect life he must obey the natural laws which govern his being. How important, then, that man should walk in this light, exercising all his powers, both of body and mind, to the glory of God! – {CD 118.3}

We are in a world that is opposed to righteousness, or purity of character, and especially to growth in grace. Wherever we look, we see defilement and corruption, deformity and sin. How opposed is all this to the work that must be accomplished in us just previous to receiving the gift of immortality! God’s elect must stand untainted amid the corruptions teeming around them in these last days. Their bodies must be made holy, their spirits pure. If this work is to be accomplished, it must be undertaken at once, earnestly and understandingly. The Spirit of God should have perfect control, influencing every action.... – {CD 118.4}

Men have polluted the soul temple, and God calls upon them to awake, and to strive with all their might to win back their God-given manhood. Nothing but the grace of God can convict and convert the heart; from Him alone can the slaves of custom obtain power to break the shackles that bind them. It is impossible for a man to present his body a living sacrifice, holy, acceptable to God, while continuing to indulge habits that are depriving him of physical, mental, and moral vigor. Again the apostle says, “Be not conformed to this world; but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect will of God.”—[Christian Temperance and Bible Hygiene, 7-11] Counsels on Health, 19-23, 1890 – {CD 119.1}

Next is the area of presumption. People don't often list this as one of the areas that they are struggling in, by perhaps that is because they are being presumptuous.

Here is Mrs. White again:
The sin of presumption lies close beside the virtue of perfect faith and confidence in God. Satan flattered himself that he could take advantage of the humanity of Christ to urge Him over the line of trust to presumption. Upon this point many souls are wrecked. Satan tried to deceive Christ through flattery. He admitted that He was right in the wilderness in His faith and confidence that God was His Father under the most trying circumstances. He then urged Christ to give him one more proof of His entire dependence upon God, one more evidence of His faith that He was the Son of God, by casting Himself from the Temple. He told Christ that if He was indeed the Son of God He had nothing to fear, for angels were at hand to uphold Him. Satan gave evidence that he understood the Scriptures by the use he made of them. – {Con 48.2}

The Redeemer of the world wavered not from His integrity, and showed that He had perfect faith in His Father’s promised care. He would not put the faithfulness and love of His Father to a needless trial, although He was in the hands of an enemy and placed in a position of extreme difficulty and peril. He would not at Satan’s suggestion tempt God by presumptuously experimenting on His providence. Satan had brought in Scripture which seemed appropriate for the occasion, hoping to accomplish his designs by making the application to our Saviour at this special time. – {Con 48.3}

Christ knew that God could indeed bear Him up if He had required Him to throw Himself from the Temple. But to do this unbidden, and to experiment upon His Father’s protecting care and love because dared by Satan to do so would not show His strength of faith. Satan was well aware that if Christ could be prevailed upon, unbidden by His Father, to fling Himself from the Temple to prove His claim to His heavenly Father’s protecting care, He would in the very act show the weakness of His human nature. – {Con 49.1}

Christ came off victor in the second temptation. He manifested perfect confidence and trust in His Father during His severe conflict with the powerful foe. Our Redeemer, in the victory here gained, has left man a perfect pattern, showing him that his only safety is in firm trust and unwavering confidence in God in all trials and perils. He refused to presume upon the mercy of His Father by placing Himself in peril that would make it necessary for His heavenly Father to display His power to save Him from danger. This would be forcing providence on His own account, and He would not then leave for His people a perfect example of faith and firm trust in God. – {Con 49.2}

Satan’s object in tempting Christ was to lead Him to daring presumption, and to show human weakness that would not make Him a perfect pattern for His people. He thought that should Christ fail to bear the test of his temptations there could be no redemption for the race, and his power over them would be complete. – {Con 49.3}

And lastly there is Worship, which Revelation says will be the final test of time.

This is what Ellen White had to say:
The time is upon us when the miracle-working power of the arch deceiver will be more decidedly revealed. And his deceptions will increase in their delusive attraction, so that they will perplex, and if possible, deceive, the very elect. The prince of darkness with his evil angels is working upon the Christian world, inducing those who profess the name of Christ to stand under the banner of darkness, to make war with those who keep the commandments of God, and have the faith of Jesus. An apostate church will unite with the powers of earth and hell to place upon the forehead or in the hand, the mark of the beast, and prevail upon the children of God to worship the beast and his image. They will seek to compel them to renounce their allegiance to God’s law, and yield homage to the papacy. Then will come the times which will try men’s souls; for the confederacy of apostasy will demand that the loyal subjects of God shall renounce the law of Jehovah, and repudiate the truth of his word. Then will the gold be separated from the dross, and it will be made apparent who are the godly, who are loyal and true, and who are the disloyal, the dross and the tinsel. What clouds of chaff will then be borne away by the fan of God! Where now our eyes can discover only rich floors of wheat, will be chaff blown away with the fan of God. Every one who is not centered in Christ will fail to stand the test and ordeal of that day. While those who are clothed with Christ’s righteousness will stand firm to truth and duty, those who have trusted in their own righteousness will be ranged under the black banner of the prince of darkness. Then it will be seen whether the choice is for Christ or Belial. Those who have been self-distrustful, who have been so circumstanced that they have not dared to face stigma and reproach, will at last openly declare themselves for Christ and his law; while many who have appeared to be flourishing trees, but who have borne no fruit, will go with the multitude to do evil, and will receive the mark of apostasy in the forehead or in the hand. – {RH November 8, 1892 Par. 7}

These are the final and biggest tests that we must overcome, but are we preparing in the little areas of life? Are we denying fleshly perverted appetites and habits? Are we following the counsels given in regards to health and dress reform? Have we surrendered all areas of our lives to God, or are we presuming that He'll surely save us even if we're still cherishing sin? Have we made God the only object of our worship and praise? Have we kept His Sabbath day holy? Our actions speak louder than our words.

In conclusion:
I speak these words to all who love and fear God. People who stand prepared to do the works of righteousness will not be deceived by the allurements of the enemy. The angels of God are by their side restraining them if they will be restrained. Their actions will be guided by an exalted sense of right. They will be enabled to distinguish between right and wrong, between truth—exalted truth—and error. Those who enter the kingdom of heaven will be those who have reached the highest standard of moral obligation, those who have not sought to hide the truth or to deceive, those by whom God has been exalted and His Word defended, those by whom principle has not been misapplied to vindicate the wiles of Satan.—Letter 188, 1905. – {CTr 198.5}

English Research Paper

One of the classes that I took this semester was Critical Thinking and Writing, in other words: English Composition II. Throughout the weeks of this course, I worked on developing one strong research paper in a subject area that would pertain to the field I hope to enter. I'm hoping to major in Education, so I chose the topic of religion in public schools. This 2,243 word document earned a grade of 89% or B+.
 

Religion’s Role in Public Education

 
The current conditions of today’s public school classrooms are not religiously inclined. Those with religious convictions often feel suppressed and “hushed.” For instance, Kafer (2002) told a story about a girl who was not allowed to pray with her friends for her school lunch (p. 41). Rather than seeing this act as a free expression of religion, her teachers apparently felt that this simple prayer would have been an infringement on the rights of others. Another example is given by Aspy and Aspy’s (1993) story of a little girl who drew a cross when asked to draw an illustration of Easter. “Allegedly, the teacher refused to accept the child's drawing on the grounds that it was unfit for the classroom” (para. 35). Yet, religion is quelled not only by teachers, but also by students who ridicule their fellow classmates for their religious beliefs and practices. As a teacher of high school social studies, Henderson (2012) came in contact with a Sikh student who felt pressured to cut his hair against his religious convictions in order to avoid ridicule from other classmates (para. 3). Overall, public school classrooms do not offer students much freedom to unashamedly adhere to religious principles or to ask questions and express opinions regarding religious topics.
 
However, public schools have not always had this attitude. In the past centuries, their views have changed slowly yet drastically. Passe and Willox (2009) pointed out that early American schools taught Protestant religion (p. 103). They went on to say that schools now give “multi-cultural” education, but usually side-step the religious aspects of the differing cultures (p. 104). Something seems to have slowly changed in the world’s way of thinking, creating a controversy that has been going on for years. However, to truly understand this issue, one has to know what is meant by religion. Spiro (1989) defined religion as “’[a]ny coherent framework for resolving issues of fundamental ethical and metaphysical significance’” (as cited in Aspy & Aspy, 1991, para. 3).  In this context, it can be defined as all religious worldviews, beliefs, and practices, including but not exclusive to Christianity.  Religious freedom, then, is the right to follow the convictions of one’s own conscience—regardless of one’s worldview. However, this freedom is subject to the wellbeing of others and to the laws of the land.
 
There seems to be two extreme opposite views to the question of religion in public schools. A few feel that religion should be an integrated part of the classroom, taught and required for students and teachers. Interestingly enough, the particular religion that these people promote is usually Christianity. Boston (2007) quoted one public school principal who, as a Christian, disliked the fact that freedom of expression included Buddhism, Judaism, and all other religions. “’The issue for us is about freedom of expression of Christianity,’” the principal asserted (as cited in Boston, 2007, p. 8). On the other hand, some rule that religion should be taken out of the classroom altogether. Larue (1998) expressed that “religious speculation” should be kept apart from “modern scientific investigation” in the public school classroom (para. 11). The majority of public schools seems to support the latter opinion and stays away from the subject of religion altogether. However, religion should be taught about, openly discussed, and allowed to be upheld by teachers and students alike. This practice will cause students to become more open minded, create a warm and accepting class atmosphere, and compel students to think analytically about their own and others’ opinions.
 
First and foremost, students can become more impartial toward the ideas of others through learning about religion. It is easy for young students to get the idea that their own opinions and lifestyles are the only standard. Learning about the different religious ideas around them can help students to realize that there is more in the world beyond their own limited spectrum. Rosenblith and Bailey (2007) said that the viewpoints and the cognitive capacities of students can be broadened from instruction in religion, resulting in “increased knowledge, understanding, and respect” (p. 99). It is interesting to note that knowledge must come before respect. Rosenblith and Bailey used the fall of the Twin Towers on September 11th, 2001, to illustrate this point. The attitudes of the American people toward the Muslims that arose from this incident proved Americans’ unfamiliarity with Islam (p. 99). Accordingly, Passe and Willox (2009) stated the following: “The issue of religious knowledge reached the forefront after 9/11, when Americans began to recognize how little they knew about Islam” (p. 104). Rosenblith and Bailey pointed out that after this event, people were suddenly stereotypically labeling all Muslims as “fundamentalists and terrorists.” They concluded by saying, “[R]eligious studies has the potential to eliminate harmful stereotypes and replace them with accurate information about religious groups” (p. 99-100). A better understanding of world religions would be the key to a higher esteem for people who practice those religions.
 
After the framework of increased knowledge of others’ views has begun to be built, then respect will begin to rise from that foundation. Jackson (2004) felt that learning about religion in school would teach students to “’interpret, reflect upon, and gain insights from different worldviews’” (as cited by Valk, 2007, p. 282). When young scholars realize that they can find the common ground between themselves and those of other views, they will be able to value and, as quoted above, “gain insight” from other religious viewpoints, rather than turning their backs completely on the adherents solely because they do not agree with them on certain points. The goal, then, is not to change students’ mindsets, but to help them to appreciate the mindsets of those around them. As Henderson (2012) remarked, “We can and should remain vigilant in protecting religious freedom, which includes … the need to make sure that people of all faiths, or no faith at all, are respected in our public schools” (para. 4). So it is clear that studying religious worldviews can give students better comprehension of, less partiality toward, and greater respect for those worldviews.
 
Secondly, the open-minded study and discussion of religion can create a friendly setting for students. Kafer (2002) affirmed that “[c]reating a space for religious expression … can improve the school environment” (p. 47). Instead of causing arguments, tension, and hostility, as one might expect, Hunter (2000) contended that in spite of students’ cherished and varied opinions, allowing a broad education which includes religion would nonetheless inspire them to collaborate with each other (as cited in Valk, 2007, p. 281). When children feel that their opinions and views can be voiced without being ridiculed, they will be less likely to scorn the ideas of others; they will feel understood and will subsequently try to understand those who hold different opinions than they do. Thus, a classroom where religion is allowed will have a warm, friendly atmosphere as children will learn to look beyond the disagreements and will cultivate, in Kafer’s words, “greater appreciation for the diverse religious heritage” of fellow classmates (p. 48).

Learning to work with fellow classmates will prepare children for the adult reality of working side-by-side with many diverse-minded co-workers, employers, in-laws, and others. In an introduction to an article written by Rosenblith and Bailey (2007), it was stated that since schoolchildren are part of a comprehensive society and government, they must acquire abilities, means, and information to operate on this “religiously diverse” planet, regardless if including discussion of religion in the classroom could be controversial (p. 93). Along the same line, the National Council for the Social Studies Curriculum Standards (n.d.) stated, "’Knowledge about religions … is absolutely necessary for understanding and living in a world of diversity’" (as cited in Kafer, 2002, p. 43). The public schools are excellent training grounds to begin this preparation. Accordingly, Valk (2007) voiced that instructing individuals to surpass personal independence and strive for dedication to others and mutual objectives is the true purpose of schooling (p. 279). What better place to educate young minds in the lessons of self-forgetfulness and commitment to group goals than in the public school classroom, which is open to, as Lynn (n.d.) pointed out, students whose religious and ethical backgrounds are diverse (as cited in Boston, 2007, p. 10). Children will learn to not let differences create dissension through the study of the varieties of religious worldviews.
 
Lastly, learning about religion will teach students to carefully analyze their own and others’ opinions. As Noddings (n.d.) said, allowing classroom discussions about religious topics will actually help students “’gather evidence, assess argument, discriminate among authorities, construct counterarguments, and challenge claims’” (as cited in Rosenblith & Bailey, 2007, p. 100). It would be well to notice the use of the word analyze in the former sentence. Most are more familiar with the phrase critical thinking than analytical thinking. While critical thinking can give the connotation of faultfinding, judgmental thinking, analytical thinking involves positive, rather than negative, evaluations and investigations. In other words, rather than ridiculing those who hold different religious views, students will learn to make their own personal assessments based on the facts and knowledge they gain.
 
However, this analytical thinking does not have to entail the sacrifice of the individual’s values and the acceptance of another’s way of thinking. On the contrary, human beings must learn to think and reason for themselves. Valk (2007) conceded this point by saying that rather than causing children to be confused about what to think, learning about other “religious and secular” views motivates students to strengthen their own mentalities and to know their own priorities (p. 283, emphasis added). When students’ religious opinions are allowed to be discussed and studied in school, the results will include not only a gain in knowledge, but also an increased ability to formulate carefully-considered beliefs rather than blindly-accepted views.
 
One of the most common arguments against allowing religious discussion in public schools is that to do so would be illegal. Aspy and Aspy (1991) noted the complications involving “the doctrine of separation of church and state” by saying, “Currently, there is evidence to support the contention that our rulings have caused teachers nearly to cease to discuss religion with their students” (para. 2). As government schools, public schools are also subject to the government’s laws. The United States Department of Education (2003) stated in a guide on public school prayer that the First Amendment is interpreted as not only restraining the government from initiating religion but also from interfering with or prohibiting private “religious expression and activities” (para. 9). This stipulation bans teachers from leading their classrooms in prayer to begin the school day, but also does not allow a teacher to restrict a student’s personal prayer. The American Civil Liberties Union (2003) explained more clearly that if students do not disrupt the class or try to compel others to pray with them, they have a right to pray at any time (p. 2). The American Civil Liberties Union also explained that while it is unconstitutional for public schools to teach religion, they may teach about how religion has affected the different subjects of study. The main point is that they cannot “promote religious beliefs or practices as part of the curriculum” (p. 1). Thus it is clear that public schools are allowed to teach about and hold impartial discussions about various aspects of religion in the classroom.
 
However, it appears that many schools are not taking full advantage of the freedom of religion that is granted to them. When Nord (1994), the vice president of the National Council on Religion and Public Education, did an analysis of public school textbooks, he found that even subjects such as science and economics that have religious history and influence were “conspicuously silent on the subject of religion” (para. 6). Not only are textbooks silent, but teachers and students also refrain from religious conversation. Aspy and Aspy (1991), in a 25-year study of around 200,000 hours of education, discovered that “[n]one of the classes involved in that enormous sample contained a single discussion that could be classified as relating directly to religious matters” (para. 8). This silence in such an important area limits the comprehensiveness of students’ education. Kafer (2002) said that “[a]n understanding of the role of religion in history, art, and current events is necessary for a wellrounded [sic] education” (p. 48). Public educators should become familiar with the current legal stipulations around religious education, and, while still abiding within the laws of each state, they should allow the cultivation of religious awareness to benefit their classrooms.
 
Religion is an essential part of the public school classroom. If schools will only make the most of the opportunities they have for studying and discussing religious topics, they will find that its presence will provide a better learning atmosphere for students as well as teachers. However, if public schools continue to ignore and even repress—failing to give students the religious history and background of certain topics—they will be showing hostility, and not neutrality, toward religion. Nord (1994) put it this way: “Consider this analogy: Would ignoring African-Americans or women in history texts show hostility, or be merely neutral?” (para. 11). Similarly, Aspy and Aspy (1991) stated, “If neutrality in religion is truly to be achieved in public schools, then more emphasis must be placed on providing nonbiased instruction on comparative religions and other similar topics” (para. 1). America’s schools should give religion a more prominent role in the public school classroom.
 

References

 

American Civil Liberties Union. (2003, July). Your right to religious freedom. Ask Sybil Liberty.

Retrieved October 4, 2012, from http://www.aclu.org/religion-belief/your-right-religious-freedom. This webpage talks more about specific case scenarios and the answers questions that could arise from those situations regarding religious freedom in school. The American Civil Liberties Union is a United States’ organization that promotes the legal rights of the American people.

Aspy, D. N., & Aspy, C. B. (1991). Religion in public schools. Counseling & Values, 36(1), 55.

Retrieved November 25^th, 2012, from Academic Search Premier. The Aspys evaluate the position taken by Spiro (1989) that religious discussion and education should take place in public school. C. Aspy is the Associate Professor of Family & Preventive Medicine at the University of Oklahoma Health Sciences Center, and D. Aspy is a consultant on education in Oklahoma as well as the founder and director of the Center for the Systematic Study of Values and Virtues.

Aspy, C. B., & Aspy, D. N. (1993). Why religion should be an integral part of public school.

Counseling & Values, 37(3), 149. Retrieved October 31^st, 2012, from Academic Search Premier. The Aspys state their views that religion should be put back into public education for historical and psychological reasons. C. Aspy is the Associate Professor of Family & Preventive Medicine at the University of Oklahoma Health Sciences Center, and D. Aspy is a consultant on education in Oklahoma as well as the founder and director of the Center for the Systematic Study of Values and Virtues.

Boston, R. (2009), Prayers, preaching & public schools: Religious right activists use wide variety

of tactics to evangelize in the classroom. Church & State, 62, 7-10. Retrieved December 5^th, 2012, from Academic Search Premier. Boston gives many examples of ways that public school leaders will try to promote their own religion in their school. Boston is the Assistant Director of Communications of the Americans United for Separation of Church and State, a group that promotes the constitutional separation of church and state.

Henderson, S. (2012). Respecting all Faiths. ACLU. Retrieved October 4, 2012, from

http://www.aclu.org/blog/religion-belief/respecting-all-faiths-our-public-schools. Henderson’s plea is that all faiths should be respected in the public school classroom. He is an Education professor at Fuman University and has also taught high school social studies.

Kafer, K. (2002). How to teach religion in public school. In T. Head (Ed.), Religion and Education

(pp. 41-48). Farmington Hills, MI: Greenhaven Press. This author feels that religion should be taught about more in public school. Kafer is an analyst of senior education policies at the Heritage Foundation and has also served as Republican congressmen McIntosh’s and Schaffer’s aide.

Larue, G. A. (1998). Science, Religion and Public School Education. Humanist, 58(3), 41-42.

Retrieved September 13^th, 2012, from Proquest Research Library. Larue believes that religion should be kept completely separate from science in public school where young minds are being molded. He is a biblical history and archaeology scholar and professor at Southern California University. He is also the Scientific Investigation of Religion committee’s chair.

Nord, W. A. (1994). Religion, the First Amendment, and public education. BYU Journal Of Public

Law, 8(2), 439. doi: 10.1080/01416200701479661. Nord feels that religion is being suppressed in public school, and to teach about it in class is a constitutional privilege that would reestablish balance and neutrality. He is National Council on Religion and Public Education’s vice president.

Passe, J., & Willox, L. (2009). Teaching religion in America's public schools: A necessary

disruption. Social Studies, 100(3), 102-106. Retrieved October 11^th, 2012, from Academic Search Premier. These authors take the position that teaching about religion in school, no matter the difficulties, is vital to maintain the religious acceptance that has been a part of our country’s democratic republic for centuries. Passe is a professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. Willox is a graduate student in the Department of Culture, Curriculum, and Change at the same university.

Rosenblith, S., & Bailey, B. (2007). Comprehensive religious studies in public education:

Educating for a religiously literate society. Educational Studies, 42(2), 93-111. doi: 10.1080/00131940701513151. These women say that public schools need to prepare religiously literate students by using a curriculum that involves studying religious subjects that will boost their knowledge of all religions and help them to thinking critically about each. Rosenblith is department chair of teacher education at Clemson University, and Bailey is professor of education at the same school.

United States Department of Education. (2003, February). Guidance on constitutionally

protected prayer in public elementary and secondary schools. USDE. Retrieved October 4, 2012, from http://www2.ed.gov/policy/gen/guid/religionandschools/prayer_guidance.html. This source gives guidelines for the constitutionality and the legality of school prayer. The Department of Education is a branch of the U.S. federal government.

Valk, J. (2007). Plural public schooling: Religion, worldviews and moral education. British Journal

Of Religious Education, 29(3), 273-285. doi: 10.1080/01416200701479661. Valk believes that in a society with many different perspectives, public schools should increase students' understandings of worldviews in general, while deepening their own in particular. He is Associate Professor of Worldview Studies at Renaissance College University.

Peculiar People

 

How would you have reacted if you had seen someone like this in the grocery store? Would you have stared? Would you have laughed? Would you have pointed and whispered to your companion? Perhaps you would have taken out your phone and quickly snapped a picture while this person's back was turned. If you had caught their eye in passing would you have smiled and nodded, or would you have quickly looked away in embarrassment?

 

I hope you would have smiled and nodded, because that person was me! Yes, you heard me right, and no, I have not gone crazy. I was merely completing a Psychology experiment to see how people react to the violation of a very prominent social norm: dress!

 

 

On Wednesday December 12th, I donned as close as I could find to 1800’s clothing (complete with ankle boots, shawl, and sunbonnet) and browsed up and down the aisles of Walmart.

 

Clothing is a very unconsciously important, unwritten social norm in our society today. People identify you by your clothing. For example, just the site of a white prayer cap and cape dress identifies a woman as a Mennonite. Black felt hats, overgrown beards, black capes and shawls and black bonnets spell Amish to anyone who sees them. Flowing silk skirts and long, full head coverings usually identify the Muslim women in a crowd. If someone is not part of one of these groups, the typical social norm is usually jeans, a tee-shirt, and tennis shoes. Professional people wear dress suits, and some wear stylish dresses, skirts, and high-heels. However, prairie dresses, shawls, ankle boots, and sunbonnets are a thing of the past, and to be dressed in this way really does go against the currents norms for clothing.

 

As I browsed around the store, “window shopping” and reading labels, I slyly watched people’s reactions to my clothing out of the corner of my eye. There were three reactions. The most common was for people to look me up and down, then immediately pretend to ignore me while catching occasional glances at my odd attire when they thought I wasn’t looking. I had expected this reaction, but I had not expected people to actually laugh at me! One woman coughed out a restrained laughed after she had passed me, and two young ladies actually laughed right to my face: “Oh my G**, really?” they laughed aloud, then began snickering and whispering to each other. In light of this reaction, it was very refreshing to have one older gentleman look me in the eye with a smile and a nod. I actually found it rather amusing when the man behind the checkout counter become extremely nervous at my peculiar-looking presence. He stared and his hands shook as he rung up my purchase! All in all, I cannot say that this was a fun experience. Quite the contrary, I felt very odd and out of place, causing me to withdraw into my shell instead of reaching out with smiles and nods like I often do. My strange appearance coupled with my apparent shyness then caused people to react to me the way they did.

 

Even though this experiment was far from fun, it was very eye-opening. I felt first-hand what people of religious groups such as Amish and Muslims must feel. The stares, ignoring, and laughs hurt—and the only thing that had changed about me was my clothing! Underneath I was still the same person who often walks through Walmart without feeling self-conscious! I did find it very interesting that my clothing did change the way I myself acted, however. Because I felt strange, I acted very reserved and withdrawn, which could have been one of the causes for people’s reactions to me. Truly, my eyes have been opened to how others feel who, usually for religious reasons, violate the social norm of dress. Underneath their clothes they are just regular people like you and me, and yet people shun them, stare at them, whisper behind their backs, laugh at them, and even take pictures of them. This treatment causes them to act withdrawn and shy instead of warm and friendly, which in turn increases people’s reactions to them.

 

This experiment came a little closer to home to me than it might have to others. You see, as a conservative Christian I have always tried to dress modestly in skirts and dresses—usually modern-day, however, minus the shawl and bonnet! Yet, as the world daily declines in morality, the “normal” dress becomes increasingly revealing and inappropriate. If we as Christians want to keep pure and modest, I think we will need to get more and more used to violating the social norm of dress (not with 1800's clothing though) in order to follow Godly standards!