OK. I don't see well enough to read this! Let's change the font!
". . .all scripture is god breathed" - activities or crafts: another search someone did. Never really thought about explaining the concept of "God-breathed" to children but we probably talked about it. There may be more insights to be had from a word study or whatever knowledge of the original language you might have. (Maybe it was an idiom?) Where else in scripture did they use that same word?
I got thinking about things we do with our breath. You could define it but the concrete of it is what we do all day everyday.
We breathe in.
We breathe out.
Ants breathe, elephants breathe!
If living things don't breathe, we die.
How long can you hold your breath?
We keep breathing.
God breathed! implies to me that it wasn't just once
What can you do with your breath?
You can blow.
You can have a blowing contest to see who has the most breath. (It might not be the biggest person in the room.)
You can blow a pin-wheel or blow a kiss. You can blow the seeds of a dandelion.
You can blow on a cold window and write your name. That was the first thing I thought of when I thought of (scripture-God breathed-kids) but the words won't stay there.
You can give mouth to mouth resuscitation to keep someone alive but I'm not sure that people in the scriptures knew about that.God probably did.
Bad breath, sweet breath.
Coughing, spreading germs. Not sure people in scripture knew about that either, but again - God did.
Breath comes out of your mouth. Words come out of your mouth - stories, commands, laughter, anger, sadness . . .
So this isn't an activity. This isn't an answer. It's just something to get you thinking. God exhaled and gave us His word? Doesn't sound the same as "all scripture is God-breathed". Not sure why. Maybe because there's something present tense about it. See where your pondering leads you . . .
You may find that, after exploring all the different things you can do with your breath, just saying it that way - "All scripture is "God-breathed . . . " is enough for young imaginations.
Thursday, June 25, 2009
Saturday, June 20, 2009
John 8 - the middle and the end
I'm using the NIV, by the way.
Pause after the first story.
If you have older kids or adults use John 8 as a reading with voices.
[Someone to read for Jesus, voices for all the other participants, a narrator]
If you know something about drama and skits take it to the next level. Pay attention to props, set, [vs 20 "He spoke these words while teaching in the temple area near the place where the offerings were put". Is this important? John notes this.]
Pause between verse 20 and verse 21. Then keep going!
In verse 31 Jesus is speaking to a group within a group - the leaders who believe Him and those who don't. Visually you can put the kids in different colored T-shirts in a mixed crowd, but when Jesus speaks to those who believe him, that group has the same color and they move closer to one another and really focus on Jesus.
Remember that no one knew Jesus would die and then be alive when Jesus was talking to them.
So play with this. Do it. Become participants. When you talk about it afterwards, listen to the kids' observations.
If you must ask questions: What did you learn about Jesus? What did you learn about God the Father? What did you learn about following Jesus?
Pause after the first story.
If you have older kids or adults use John 8 as a reading with voices.
[Someone to read for Jesus, voices for all the other participants, a narrator]
If you know something about drama and skits take it to the next level. Pay attention to props, set, [vs 20 "He spoke these words while teaching in the temple area near the place where the offerings were put". Is this important? John notes this.]
Pause between verse 20 and verse 21. Then keep going!
In verse 31 Jesus is speaking to a group within a group - the leaders who believe Him and those who don't. Visually you can put the kids in different colored T-shirts in a mixed crowd, but when Jesus speaks to those who believe him, that group has the same color and they move closer to one another and really focus on Jesus.
Remember that no one knew Jesus would die and then be alive when Jesus was talking to them.
So play with this. Do it. Become participants. When you talk about it afterwards, listen to the kids' observations.
If you must ask questions: What did you learn about Jesus? What did you learn about God the Father? What did you learn about following Jesus?
John 8 - just the beginning...
Somebody was looking for activities for John 8. John 8 is a pretty heavy chapter - Jesus and the religious leaders meeting head on. Jesus is on their turf - in their synagogue, teaching. A few posts back I think I made a comment about bringing Jesus to kids, giving kids the tools to recognize Him. Another situation where religious leaders didn't recognize Him, but that comes later.
You could translate the first part of this story for kids without too much difficulty: Jesus is in the temple (like our church building). Some leaders bring a woman to Jesus who has done something really bad. And they say, "We caught her doing it. The Bible says we need to stone her. What do you say?" They are trying to enforce what the Law says but John also tells us these men were trying to trap Jesus. They were trying to trick him.
But Jesus said to them, "Whichever of you has never done anything wrong can throw the first stone."
The leaders began to go away one at a time, the older leaders first. [All this time Jesus was writing on the ground. I don't know why. Maybe you do. The obvious: Jesus could read and write. :) ]
Finally all the leaders left and Jesus asked the lady, "Where are they? No one is condemning you? No one is accusing you of wrong?"
The lady said, "No one sir." [Just an observation, but who gave Jesus more respect?]
Jesus said, "I don't condemn you either. Go. Leave your life of doing this bad thing."
Ask your kids: What do you think about this? Did this ever happen to you? What did you learn about Jesus in this story? What can we do to help us remember what Jesus did?
But there's more. This is just the beginning of this chapter. This is just the beginning of the story - at least for us as grown-ups . . .
You could translate the first part of this story for kids without too much difficulty: Jesus is in the temple (like our church building). Some leaders bring a woman to Jesus who has done something really bad. And they say, "We caught her doing it. The Bible says we need to stone her. What do you say?" They are trying to enforce what the Law says but John also tells us these men were trying to trap Jesus. They were trying to trick him.
But Jesus said to them, "Whichever of you has never done anything wrong can throw the first stone."
The leaders began to go away one at a time, the older leaders first. [All this time Jesus was writing on the ground. I don't know why. Maybe you do. The obvious: Jesus could read and write. :) ]
Finally all the leaders left and Jesus asked the lady, "Where are they? No one is condemning you? No one is accusing you of wrong?"
The lady said, "No one sir." [Just an observation, but who gave Jesus more respect?]
Jesus said, "I don't condemn you either. Go. Leave your life of doing this bad thing."
Ask your kids: What do you think about this? Did this ever happen to you? What did you learn about Jesus in this story? What can we do to help us remember what Jesus did?
But there's more. This is just the beginning of this chapter. This is just the beginning of the story - at least for us as grown-ups . . .
Monday, June 15, 2009
TCITB: Chapter 14 "Children and the Image of God"
from TCITB Chapter 14
Children and the Image of God
by W. Sibley Towner
Sorry about the long breaks but it takes me a while to read and digest these chapters and even as slow as this is I feel like I'm racing through. I may not be doing the best job of taking the discussion to the next step, "What do we do with this? How does this change or reinforce how we think and our everyday interactions with children?" but you can!
This is the beginning of Part III: Thematic Essays. The Image of God is the theme of this essay - created in the image of God, even as children. The author supports the idea that our being created in the "image"or "likeness" of God includes children "underscoring the full humanity and dignity of all children". [TCITB p 308-9] Some of you may read this and say, "But of course children are created in the image of God." Mr. Towner explores a bit of what this means and his discussions of original sin and dominion are most interesting to me.
The author gives us 9 different ways to interpret the "image of God " as it occurs in the scriptures, emphasizing that the one thing they seem to have in common is that this image is something God shares with man but not with animals. [TCITB p. 309-311]
He then examines seven "exegetical issues raised by the foundational texts" that influence how we understand this and "how they are generally addressed by scholars today." [TCITB p. 311-316] This is a lengthy discussion looking at the language: similarities and differences in the use of different words for "image" and "likeness". [TCITB p 313-15] the use and implication of the writers using plural referring to God and later to Adam and collective implications. He also looks at gender. [TCITB 312-13]
His discussion about authority is wonderfully insightful. [TCITB p 312-316] He focuses on a simple conjunction suggesting an alternative translation - "Let us make 'adam in our image, according to our likeness, so that they may have dominion. . . " - implying something different from the "trampling, enslavement, and harsh rule by the powerful over the weak." [TCITB p. 315] Given this, he asks "how are we to represent God?" He talks about exercising our "kingly rule within the ecosphere in God's manner, the way God would do it. That means treating the creation with tenderness and appreciation for its intrinsic goodness and beauty." He says, "such a meaning coheres nicely with the natural curiosity about and admiration of other creatures that are exhibited by children." [TCITB p. 316] Later, at the end of the chapter he says "[f]rom a right relationship with God flows nurturing 'dominion' in the world." [TCITB p. 323] From my perspective, that attitude would also naturally flow to the way we treat children.
Towner then asks, given what we know, "what can we say about the meaning of the image of God and how it might apply to children and childhood?" The author sees the image of God in "relational terms". He talks about how we relate to the One who placed His divine image in us, how we relate to one another and how we extend those bonds to children (male-female, extended family, parent chld, grandchildren). He talks about our relationship with with God's creation revisiting the meaning of the word "dominion" emphasizing respect, interacting, charity, and disciplined stewardship. [TCITB p. 317-318]
Contrasting ancient Israel to other cultures of the time, the author says that "only kings and related elites were living images of the high god. Israel 'democratized' and generalized the imago dei concept to the point that all human beings bore it and bore the consequent responsibility of exercising rule over the earth as kings would do." There's more in these pages. [TCITB p. 318].
He emphasized that 1) though humans are created in the image of God, God and and man remain distinctly different. 2) "although the image of God in human beings can be obscured or distorted, it cannot be smashed or erased."[TCITB p. 319] Towner's discussion of the dissonance between God and Man will challenge your ideas about "original sin." [TCITB p 319-21]
From the author's perspective, the idea that children are human beings created in the image of God may not be directly stated in the Hebrew scriptures but it is implied, and he believes well supported. [TCITB p. 321-323] From my perspective, the fact that Jesus came to us as a child instead of through some divine miracle as an already grown adult, fully relating to God His Father, and the world He was born into, as well as the fact that He only walked with us until His early thirties just underscores all this.
So, he is examining what "image" means . . . we still have to keep learning about the One who created us in His image. Then, we are created in the image of God even as children. . . what does that mean? How does that affect our interactions with children? Their interactions with God and the world around them? God's interactions with all of us?
We don't answer questions here, we ask them. :) They need smiley faces on Blogger...
Children and the Image of God
by W. Sibley Towner
Sorry about the long breaks but it takes me a while to read and digest these chapters and even as slow as this is I feel like I'm racing through. I may not be doing the best job of taking the discussion to the next step, "What do we do with this? How does this change or reinforce how we think and our everyday interactions with children?" but you can!
This is the beginning of Part III: Thematic Essays. The Image of God is the theme of this essay - created in the image of God, even as children. The author supports the idea that our being created in the "image"or "likeness" of God includes children "underscoring the full humanity and dignity of all children". [TCITB p 308-9] Some of you may read this and say, "But of course children are created in the image of God." Mr. Towner explores a bit of what this means and his discussions of original sin and dominion are most interesting to me.
The author gives us 9 different ways to interpret the "image of God " as it occurs in the scriptures, emphasizing that the one thing they seem to have in common is that this image is something God shares with man but not with animals. [TCITB p. 309-311]
He then examines seven "exegetical issues raised by the foundational texts" that influence how we understand this and "how they are generally addressed by scholars today." [TCITB p. 311-316] This is a lengthy discussion looking at the language: similarities and differences in the use of different words for "image" and "likeness". [TCITB p 313-15] the use and implication of the writers using plural referring to God and later to Adam and collective implications. He also looks at gender. [TCITB 312-13]
His discussion about authority is wonderfully insightful. [TCITB p 312-316] He focuses on a simple conjunction suggesting an alternative translation - "Let us make 'adam in our image, according to our likeness, so that they may have dominion. . . " - implying something different from the "trampling, enslavement, and harsh rule by the powerful over the weak." [TCITB p. 315] Given this, he asks "how are we to represent God?" He talks about exercising our "kingly rule within the ecosphere in God's manner, the way God would do it. That means treating the creation with tenderness and appreciation for its intrinsic goodness and beauty." He says, "such a meaning coheres nicely with the natural curiosity about and admiration of other creatures that are exhibited by children." [TCITB p. 316] Later, at the end of the chapter he says "[f]rom a right relationship with God flows nurturing 'dominion' in the world." [TCITB p. 323] From my perspective, that attitude would also naturally flow to the way we treat children.
Towner then asks, given what we know, "what can we say about the meaning of the image of God and how it might apply to children and childhood?" The author sees the image of God in "relational terms". He talks about how we relate to the One who placed His divine image in us, how we relate to one another and how we extend those bonds to children (male-female, extended family, parent chld, grandchildren). He talks about our relationship with with God's creation revisiting the meaning of the word "dominion" emphasizing respect, interacting, charity, and disciplined stewardship. [TCITB p. 317-318]
Contrasting ancient Israel to other cultures of the time, the author says that "only kings and related elites were living images of the high god. Israel 'democratized' and generalized the imago dei concept to the point that all human beings bore it and bore the consequent responsibility of exercising rule over the earth as kings would do." There's more in these pages. [TCITB p. 318].
He emphasized that 1) though humans are created in the image of God, God and and man remain distinctly different. 2) "although the image of God in human beings can be obscured or distorted, it cannot be smashed or erased."[TCITB p. 319] Towner's discussion of the dissonance between God and Man will challenge your ideas about "original sin." [TCITB p 319-21]
From the author's perspective, the idea that children are human beings created in the image of God may not be directly stated in the Hebrew scriptures but it is implied, and he believes well supported. [TCITB p. 321-323] From my perspective, the fact that Jesus came to us as a child instead of through some divine miracle as an already grown adult, fully relating to God His Father, and the world He was born into, as well as the fact that He only walked with us until His early thirties just underscores all this.
So, he is examining what "image" means . . . we still have to keep learning about the One who created us in His image. Then, we are created in the image of God even as children. . . what does that mean? How does that affect our interactions with children? Their interactions with God and the world around them? God's interactions with all of us?
We don't answer questions here, we ask them. :) They need smiley faces on Blogger...
Sunday, June 14, 2009
Another approach to stories and characters
Pick a book of the Bible. Any book. Take Acts. Look for the stories.
For younger kids, read the stories about Paul.
For older kids, pick one of Paul's letters and see what you can find out about him. What kind of person was he? What did he care about? What can we learn from him? How was God faithful to him?
You can do that with David, Abraham, Sarah, Esther, one of the disciples or someone who followed Jesus - anybody you find in scripture.
Look at conflict and problem. What was the conflict? What was the problem? What did the character do to resolve the problem? What did God say? What did God do?
Just don't forget to focus back on what it tells you about God: Father, Son, Holy Spirit...
For younger kids, read the stories about Paul.
For older kids, pick one of Paul's letters and see what you can find out about him. What kind of person was he? What did he care about? What can we learn from him? How was God faithful to him?
You can do that with David, Abraham, Sarah, Esther, one of the disciples or someone who followed Jesus - anybody you find in scripture.
Look at conflict and problem. What was the conflict? What was the problem? What did the character do to resolve the problem? What did God say? What did God do?
Just don't forget to focus back on what it tells you about God: Father, Son, Holy Spirit...
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