Lutheran Education Winter 2007

2007·2.4 MB·

by  Concordia University Chicago

Lutheran Education
Published Since 1i \65 b\ the Facult\ ()f
C()nc()rdia L'ni\'(:rsit\, Ri\cr hmesi, lllin()is
\'"lu111e 141; :s. umber :2
Publisher: Df-John F Johnson, President
Concordia Lni\ersity, RiYer forest, IlL
Editor: (). John Zillman, Department of Ps\cholog\
Contributing Editor: Ed Grube, J, utheran Education Association
Associate Editors: H. Robert Hares, Department of Jliston' and
Political Science
\\illiam Duey, Department of Human Performance
General Editor: Peter E. Pohlhammer
Regular Departments:
/lr/lllilll~,tmtil'f '1 (ilk Glen Kuck, St. Paul Lutheran School, Chicago, III.
cn:
DeE EXprfJriollJ \'rilliam Cullen, Department of Leadership,
,\!, ,!/ip I)iJ(~ ,\!i llirtner Rich Bimler, past President, Senior Staff !\ssociate
\\'heat Ridge ~Iinistries-retired
,Ieconr/ar) Seqlll'll[(, Craig Parrot, Lutheran High, Denver, Colo.
Tea(bil(~ tlie 1O lll(~ Shirley Morgenthaler, Early Childhood Education,
ClYe:
Tor/ay:, Llltbmlll Er/llca/or Jonathan Laabs, Executive Director,
Lutheran Education ,\ssociation
Cover Design: Del Klaustcrmeier
I Jlt!milfl Edlwi/iull jlJltrtw/ (lSSN ()024()74HH) is published four times per year. .
Subscriptions arc S 10 a year, and are available from Ll/!!Jmlll I:dlltatiull jOIll'lla/,
740() /\ugusta St., Ri\'Cf Forest, II, 6030S-1499.
Periodical postage paid at Nappanee, IN.
POSTMASTER: Send address changes to I JIt!Je/,'JI/ I ~dllCC1tion jOllrnal,
74()(} Augusta St., River Forest, IL ()()40S-1499.
LliI/JtI(lfl I ~dlita!iofl journal is available on microfilm. \X'rite to University
i\ficrofilms, North Zeeb Road, Ann Arbor, 1\11 4H 103. Printed in CSA.
I jlf!;emfl hducatiofl Journa/ has been selected as the professional journal of the
Lutheran Education /\ssociation (LEA), ~lembers of the LEA receive the journal
as part of membership benefits. Inquiries regarding membership may be
addressed to U;:/\, 7400 Augusta St., RiYer forest, IL 603()S-1499. The journal
and LEA remain independent entities.
Llft/;mm hdlf({ltiull jOlfrnal· r a/mile 141, No.2-Page 81
In T his Issue:
89 Lutherans and Race: In the Vanguard or Behind the Times?
by Kathryn M. Galchutt
103 The Place of the Devil in Lutheran Catechesis by Tom Von Hagel
113 Using the English Standard Version: A Few Notes of Caution
by Andrew Steinmann
124 Appropriate Approaches to Planning, Preparing, and Implementing
Young Children's Dramatic Performances by Robin Rezek
129 From the Little Red Schoolhouse to the World: Teaching, Learning,
and Safety on the Internet by Scott Schuth
Llltheran bdIlCtltion/ollrtla!' L" ()/lime 141, J\TO. 2-Page 82
Deptrtments
85 Here I SiLLooking at Facebook.com
O. John Zil/man
135 Secondary Sequence ... How to be a Good Story Teller
Craig Parrott
137 Multiplying Ministries ... Five Ways to Communicate Good!
Rich Bimler
140 Administrative Talk ... Grow Antennae, Not Horns
Glen Kuck
143 Today's Lutheran Educator ... A Common Thread
Jonathan C. Laabs
I jltlitmn f ~rllIi{Jtion jOllma!· 1 "Olltllll' 141, ;\'0, 2-Pagc ftl

Monda\:; arc ... well. .. ;\[onda\'s.
,\ftn the \\eekcnd, we get hack to the routine and,
for a lot of people, Sunday afternoon or e\'Cning might
as well be part of ;\Iondm an\\\';!y. First, though, comes a
hrief rl'spite mcr the \\Tekend - S0111e household chores,
shopping, ma\'l)l' a Satmda\ e\cning D\,D with the
spome, church in the a.111. and madJC snoo/.ing <1\\'a\'
fort\-tlye minutes (If <1 golf tournament on tcln'ision in
E the ;lfternoon \\'ith the Sunday paper on the tloor ne:--..t to
the recliner. In our house, this short-li\ cd pniod of
0
u. indolence i:; ()ccasionalh broken h\ a phone call from the
daughtn a\\'a\' at college. Those doggoned cell phones
~
0 d( m't ah';l\:; prm'ide the hest connection, but it's always
.0c good to hear her \'oice,
Tlll'll, later, it all starts again. ,\ll of the /.illion dctails
(l)
u
of \\hat the \\'ork \\cek \\'ill bring, comparing calendars,
c
C 0 working out \\'ho's got a meeting on which night and all
.L..l-. E
.- of the fest dominates the late afternoon and n'Cning.
C N Sut1lL\\, .\pril 1'), 2()W \\as prubahh \cn similar for fi\c
C
..c facult\ n)('mbers and tWl'l1t\-sc\cn of their students at
C)
0
.s:-:::: -, \,irginia Tech and all of the parents, spouses and family
0 111c111hns to \\'hom the\' were connectcd.
~
0 >-
0 ..0 The longer the time the son or daughter has been
......
at school, the less tlTlluent the phone calls - that's
. ,[\\';1\'
.... the w:\\ it's supposed to be if they're rea]]\' gro\\'ing up
.-
and \\c parent~ arc rea]]\' letting go - but usualh the
en
worst kind of phone call ()ne gets is from a kid who has
C0111e down \\'ith strep and eH'n th()llgh she knows she
(l)
~ can go to the campus health center in the morning, still
(l)
just \\ants to talk to (not Dad) - \Io1l1. ()l1e doesn't
::I: (:'\'(:1'
e:-;pect Of \\ant to e\cn conceptualizc that the last phone'
call \\'as the final c()n\crsation ()ne \\'()uld have with one's
child.
\\'e talkcd about it in 111\ classes here at Concordia ()n
the TUCSlja\ morning after \\c'd all \\atched the Cl\N
c()\erage: the repeated \ide() clips of S\\.\T teams rush
ill~~ int() position and of the shattered : ()ung bodies being
Cirri cd from CbSSf()()l11 huildings and had the read the
horrific ne\vs in the morning papers. ['or many in my undergraduate
classes, the Columbine High School shootings were a part of their child~
hood - they remembered, certainly, but they were really pretty young at
the time. \'('e had a moment of silent prayer in each class for the families
of the \'ictims and for healing to begin in a distant campus community
but it didn't strike me just ho\v close we all really were to each other
until, during that quiet moment, I looked out at the group in my after~
noon class and realized that the attendance on that particular day was
thirty ~ three.
The event hit people at diffc:rent levels, of course. For those of us
with children in college far from home, \ve suddenly just needed to hear
their voices. My students had a quick response for the TV "talking
heads" who asked, "How could the gunman get into the dorm?" The
,-------------------------, reply? "Aw, c'mon, you
For those of us with children in jus t wai t for someone to
college far from home, we sud walk out and w)u walk
denly just needed to hear their right in." But maybe
voices. they'll be a bit more cau~
tious now. Their questions
L-__________________- -'
of me were more viable. "\,('hat \\'ould we do here on our campus?" I
replied, "\,(Te have contingency plans and backup contingency plans."
And we do, thanks to administrators \.vho foresaw the need for a 24/7
campus security force decades ago, long before campuses were required
to publicly report crime statistics.
The photos of the Virginia Tech students in their dorm rooms, with
friends or all of the other images, whether more formal or completely
casual and college student crazy - and probably taken at 1 a.m. - could
be of anyone's kid on Facebook.com. For those of us who teach, the
faces of the lost ones pictured in Time and i\'elJ'J))'cek could ha\'C been
our own students, whether at the college le\'C1 for people like me and my
colleagues or those of the kids we hac! in pre~school, elementary or high
school classes of years ago, now enjoying the challenges and freedoms
of being college students. I get to see it every (1<1\ around here; you may
only see them on breaks from school or oyer the summer. They sure do
grow up, don't they? Even if the\, hac! some of that growing to do when
\,ou had them in your class, willingly put up with them because
\'OU \'OU
knew this experience was coming and was worth it and you helped them
get there. That's what we're Called to do.
All of that time, all of the effort, the struggles, the accomplish~
I jltliemll J~'dllcati(m ]ollrfla!· r olil!llC /41, ,\'0, 2-Pagc 8(l
ments, the mess, the awards and troublesome behavior, adolescent indis
cretions with resulting phone calls to parents, grading their work, listen
ing to beginner band students, coaching them to wins or losses or in
those leading or supporting roles and then - finally - sitting in a hot
gymnasium and watching them cross the stage at graduation to yet
another variation on the "\X:re-made-it-we've-got-the-world-by-the-tail!"
commencement message, carefully crafted to pass inspection but laced
with coded meanings that only an eighteen year old would really want to
understand.
All gone? All ,vas ted?
I t is said that the hardest loss to bear is that of a parent who loses a
child. I think that for a teacher to lose a student has to be very close,
especially when it occurs in the prime of their academic years, the time
for which we all worked to prepare them, from pre-kindergarten through
high school. I've lost three that I'm aware of. You too? It's really hard,
isn't it?
The questions and imTstigations will go on for a long time. The sim
ple, single present truth in all of this though is that, for all of the fami
lies who lost a daughter or a son, there won't be a college-beater-style
car pulling up to the house this spring to disgorge all of the musty, dusty
earthly possessions at the semi-permanent home base; no one still on
Undergraduate Standard Time, sleeping until 1 p.m., then going out until
2 a.m. for the three days before they have to start the same summer job
again; nobody pulling up a chair to the refrigerator to eat what they call
"real food," even leftm-ers that are three suppers old.
It \vill be quiet and unbearable and utterly hopeless.
Losing a child is like that. God knows. He lost one too and, for him,
he knew the time and the date and the very place it would happen long
beforehand. He would know the cause of death and even names of the
killers without forensic evidence. There would be no contingency plan,
security backup or emergency responders. But the news got out on that
occasion, too. \X/e're still trying to comprehend that, too, in our own
human ways. Not the death itself - we understand that part all too well,
whether from e,-ents like the Virginia Tech tragedy or in our own per
sonallosses. But, in the elegance of his plan, God provided the answer
to all of it, the Victory, the Hope in hopeless times while we were still in
our sins, for all of his lost daughters and sons whom he created, gifted,
sustained and Im-ed so much that he was willing to give up his own son
J J/tiJe/'clI7 l-:ducatiofl journal- r allll1!t 141, 1'\[0. 2-Page H7
for them. \,\Te can start to understand how much it cost.
That's why \ve share the news with our students and, through the
collective prayers of many, mam Christians that week in /\pril, we
shared that hope and asked that God grant it and his peace to the fami~
lies and classmates of Ross, Brian, Ryan, j\ustin, Matthew, Caitlin,
Jeremy, Rachael, Emily, Jarrett, !\[atthew, Henry, Partahi, Lauren, Daniel,
Juan,~linal, Daniel, Erin, :\fichacl, Julia, :\lary, Reema, \X'aleed, Leslie,
:Maxine, Nicole ... and Seung ... and to the families, spouses and col~
leagues of Christopher, Jocelyne, Kevin, GX., Li\iu ... and to all of the
other teachers they e\cr had. LEJ
101m /',iI/ll/{/i1, / :di/or ilia), /;1' {()llIar/l'd a/ Jo/JII,%i1/)//{I/l(w[l 'Chiem!rudll,
I ~lIt!Jeraf1 1: rillwtirJtl JO/lrna!· [ ~o/lIlJIe /41, ;\'0. 2-Pagc IlIl
Lutherans and Race: In the
Vanguard or Behind the Times?
by Kathryn M. Galchutt
f~ditor:r ~\'ote: Concordia Cflil'l:nit)' C!Ji((~{!,o lim ~Jt{//;/iJ!lcd {/ Iraditioll of
r('(()/"lli\I>Z~ t/Jf (()ntl7illl!iOJlJ of DI~ jImtin I jt!lifr Killl!" Jr. eacli Ja1l!fclJJ'
willi ada)' 0/ prr<~m!I!J tlial /,,\.'{/Illille I!I~I' ieJ'f'C)' alld tlie ltIljiniJ/led bmillcJJ
0/ !!Jalten 0/ race /11 AlIIerim. r!lefo//oJlll';Z~ iJ tbe adapted Ie);'! of J)I~
CaldJlftt:1' Jectiofl{// presclll{/li{)i'l Oil JanI/ar)' 15, 2007 to J/I/den/J, j(mt!!J',
J/4} alldjiimril' 0/ COlltord/ri.
PortirJllJ 0/ tbz~\' preJC!llclt/O!l JJ'ere drtlll'll dimliyji'olll 11ft' retell! book,
The Career of Andre\\' Schulze, 1924-1968: Lutherans and
Race in the Civil Rights Era (2005). Tbe Journal tbankJ berpllb
!i.I'IJtI~ ;\Iercer-BookJ, /orperlll!JJioll to J/lClre tbfJf remarkJ alld t/;f direct
reji>I'CII(fJ 10 tb{l! /ex! tlllTeill.
First of all, I \\'ant to thank you for inviting me here to speak at
Concordia, Chicago. I also want to commend your institution for
sponsoring various events to remember the life and legac\' of
l\Iartin Luther King, Jr. :\Iartin Luther King Day is not meant to be just
another "day off," but is intended to be a day of education, service, and
community building. In the spirit of the Ci\'il Rights l\[(wement, it is a
time to analyze our place as Christians and as Americans in our society
and in our \,\'CHld. It is a time to look back and retlect on \\,hat has been
accomplished in terms of race relations and also a time to look around
to determine what remains to be accomplished.
So in that spirit, I am here to discuss the topic of "Lutherans and
Race," I came to know much about the history of Lutheran race rela
tions through the story of ,\ndrew Schulze. j\ndrew Schulze was a white
Lutheran pastor \\'ho ministered to black Lutheran congregations during
the 192()s, 19.)()s, and I 94()s. After seeing how his own parishioners were
treated, by both church and societ\, he became an ;1(hocate and an
acti\'ist for better race relations. In the later years of his ministry, he \\'as
the leading tlgure in founding the Lutheran Human Relations
Association of j\merica and also became im'ohed in the Ci\'il Rights
::\fm'Ctnent. Ih learning more about the life and ministry of j\nclre\'\'
I jil/mill/ I :rillc{i//rl// jo/mltl!· [ dill/it 14!. So. 2-Pagc 89