First, the positives.

This year I am teaching 3 periods of ninth grade Biology and 2 periods of Earth Science for tenth and eleventh graders. Teaching Biology is much better now that I went through the entire curriculum last year. I am doing creative and hands-on activities this year. I have brought in live animals, such as goldfish, hermit crabs, crickets and brine shrimp, into the classroom to engage my students into a better understanding of ecosystems. We also watched seeds germinating and are now observing plants growing. Moreover, for each unit I have my students write essays which help my students synthesize the information at the end of the unit. Furthermore, I have done oral presentations with them to teach them presentations skills and videotaped them so they could learn from watching themselves. You can find this on our class website at sciencepaths.com.

The Earth Science class has been a challenge to teach accurately the first time around since I am learning the material as I go. There are far less behavioral issues with these students than the ninth graders. It makes a huge difference. I am learning from my mentor teacher, Mr. Batista, how to bring more energy to the classroom. I am chronically sleep-derived. It is a bad cycle. When I am tired, my decision-making skills are inhibited. I lose control, so I continue to be sleep-deprived. I cannot break out. This is helping me in some ways. I think of it as “drunk energy.” Since I am less inhibited, I am more bold. The down-side is that I misspell words sometimes and say silly things. Surprisingly, my students enjoy my silliness and I have had some quite successful lessons.

Now, the negatives.

Since I am out of control, when I try to sit down to grade student’s work or write graduate schools papers, I fail. I have an enormous amount of ungraded work. Last year I threw out a bunch of student’s work that I never graded. This year, I refuse to repeat my past mistakes; however, it is not looking much better. This is a major cause of many behavioral and academic problems that I see in the classroom. The students do not see consistent feedback on their work.

Also, my eighth period (last period of the day) class is out of control. I have several students who create havoc regularly.

Now that I have one year under my belt, I can identify failing students from a mile away. I am torn between giving up on them or not. It is an immense struggle to call parents to talk to them about their children’s behavioral issues, especially when the parents do not have a working phone number. I have even gone so far with one student as to consent to having a Dean beat him up. A Dean is person in NYC schools who is in charge of discipline in the school. For other students I have been tempted to think of ways to get them to stop coming to class. Maybe if I give them detention everyday, they will stop coming to class? It is almost unthinkable that these students will reform. I was killing myself last year thinking that I could turn the class around and not give up on students. Now, I see the necessity of sacrificing a few for the good of the whole. Utililitarianism is wrong. However, if I continue allowing them to be in my class, they will ruin the education of many other students. Consistency is key and so difficult for me.

In addition to behavioral issues, there is also the fun alternative with students cutting class, coming late or being chronically absent.

Also, the Christian club I have been trying to help organize is not materializing.

Lastly, I am growing more apathetic to Pace University Education classes, especially after being accepted to medical school and being tired. Today I got an email from one of my teachers that I am in danger of failing a class. It is crazy, because I always do 100 percent of the work in 100 percent of my classes almost always 100 percent late. Most Pace teachers are forgiving for late work to almost an absurd degree (in one class I did not turn in any work the entire semester and turned in all the papers several days after the semester ended, receiving an A in the class). That is why I am awake now and it is enough procrastinating for now.

Now, I can reflect on my year. Watching over the video and seeing how far my students have progressed from throwing objects at me in the beginning of the year to completing the Regents exam now has been gratifying. By the end of the year, I allowed my preparation for the MCAT and medical school admissions to overshadow the quality of my teaching. Fortunately, the desire for my students to perform well on the Regents helped makeup for the decrease in my performance as a teacher. The Regents results will tell.

Mr. Mikhail Lomize teaching biology at the Performing Arts and Technology High School (PATHS) at the Thomas Jefferson High School Campus in East New York, Brooklyn, NY.

Our co-principal, Mr. Frank Murray, was videotaping me as part of a formal observation. We were learning how the environment affects heredity.

Part 1:

Part 2 (it is fuzzy for the first few minutes only):

There are about 440 vocabulary words in the Regents Living Environment (LE) curriculum. I found lists of all the LE vocab in two formats: topical and alphabetical. These lists are extremely useful. I’m thinking of having my students paste these lists (in a modified format) in the back of their notebook and use it as an index. The students would write the page numbers for the notes that use each particular word.

There are about 165 full school days after you factor in Pep Rallies, afternoon parent-teacher conferences, assemblies, field trips, low-attendance days before holidays, a dozen mandated fire drills and the October 16 PSAT. Since 1200 minutes of lab are required to take the Regents LE exam, that is about twenty-four 50-minute periods. In reality, there needs to be at least 30 days for labs, because many students will be missing some labs they need to make up.

Hence, there are about 135 days to teach 440 concepts! It is necessary to narrow the 440 concepts down to about 100 while still covering the whole LE curriculum. It is possible.

Other than instruction, classroom management has been interesting. Although I kicked students out, called homes and reprimanded students for through objects, it is difficult to stop this problem entirely. Even in excellent veteran teacher classrooms, I’ve seen objects thrown at students covertly.

A few weeks ago, my classes started to get completely out of hand and no instruction was happening. I got paper balls, spit balls and writing utensils thrown at me.

I instituted a participation half-sheet the students fill out daily. Before, I would punish and give checks on a chart only for misbehavior. Now, students earn points and I give checks only for good behavior. Positive and negative reinforcement work better than punishment, as I learned in Intro to Psychology years ago.

Although it is a lot of paper work for me to grade the participation half-sheets, my classes are far more manageable and I’m teaching again. Now, my students know my expectations clearly and reflect daily whether he/she followed the rules. Moreover, the participation sheet gets every person to speak in class and answer a summary question.

Over 70 percent of my LE students are currently failing. About 85 percent of students fail the exams and about 20 percent of the students do their homework. However, these last few days, some students started performing better on the Regents LE questions, which is promising. I hear that during the approaching third marking period, students work the most, which is also promising.

Furthermore, Kevin Young, the director of NYC Student Venture, the high school ministry of Campus Crusade for Christ, has come to my school twice to meet with me about starting a Bible club at P.A.T.H.S. There is one teacher, one staff member and one zealous P.A.T.H.S. student I’ve been in contact with about making this dream a reality. I’ve also been hanging out with Kamil and others, which has been amazing.

Lastly, I am returning to Ann Arbor for Thanksgiving and will see Rob Bell with Kamil in NYC Sunday, November 25th, 8pm for the gods aren’t angry tour.

I just completed my first month of teaching my own classes. Many teachers congratulated me, because there are a significant number of teachers who quit by this time. I have no intentions of quitting. During my two month summer training, I know several people who left the program, but most teachers stayed.

During the summer, I took two education classes at Pace University and taught 8th grade summer school Earth Science in a poor Brooklyn neighborhood as an assistant teacher at I.S. 302 Rafael Cordero y Molina School (middle school). When the students came in the room, they would talk to their friends and continue talking to their friends for the duration of class. When I commanded the students to be quiet or instituted a class procedure (when I raise my hand, everyone stops talking and looks at me) to get everyone quiet, it would work for a few minutes or days, but ultimately failed. Since talking over the students was not effective, most instruction was repeated to each student individually or in small groups. This way, there would be about 10 minutes of learning time per student per 45 minute period. It was sad.

Also, on the days the lesson was not very engaging, the kids would first start talking loudly, then push one another and soon a “play fight” would break out. Girls would stab boys with pencils. Boys would pick up girls and body slam them.

This is common behavior for these kids, especially for socially-confused middle schoolers. One evening when I was waiting for a bus, I observed that one boy pushed another boy into a glass bus stop. The boy hit his head but nothing was broken, fortunately. An older woman instructed the boy to get his revenge. Revenge is a common theme with these kids. Many students say, “If someone throws a paper ball at me, I have to throw one back.”

Once I found my job at H.S. 507 The Performing Arts and Technology High School (P.A.T.H.S.) in Brooklyn to teach three classes of 9th grade Biology and one class of Health for grades 10-12, I was given a chance to do a better job than what I witnessed during the summer. I received several of the same students I taught during the summer. The first two weeks went OK. The students listened more and behaved better than during the summer, although I spent some time talking over students. On the third week, my class with the “honor” students started throwing paper balls. By the end of the week they were throwing volleyball-sized paper balls and a plastic water bottle with water at me. At that point, no instruction was happening. I started to doubt whether I made the right decision to teach in the inner-city.

After those incidents, I started contacting other teachers, administrators and parents for help with these students. Now, no students would dare throw anything in my class, because they know that they will be immediately removed and administrators and parents will be contacted. The only way the students behave well is by having many consequences for misbehavior.

By the fourth week, I had most of my students in check and I learned most of my students’ names, which helps immensely. These last fourth and fifth weeks, the students as a whole finally started to learn some biology. I can generally have all the students quiet and we can have discussions as a group. There is still much room for improvement with classroom management, but the difference is night and day. I received a lot of positive feedback from other teachers. One teacher said, “Mr. Lomize has improved more than any other first-year teacher in our school, especially for a white teacher [most of my students are Black or Latino]. He reflects and is flexible about changing his approach.” Another teacher said, “I’ve taught for thirty years in these schools and I could not control these kids any better than Mr. Lomize.”

The building I teach in used to be Thomas Jefferson High School, a large ~ 2000 student high school that had a 10% graduation rate and many violent crimes. Four years ago, Thomas Jefferson High School was shut down and gradually replaced by four small high schools. My high school–P.A.T.H.S.–is one of those four new high schools. The school still has metal detectors, but the attendance, violence and soon-to-be graduation rates are now much improved. Security guards are positioned in all parts of the school, the students have uniforms and rules are strictly enforced.

Lastly, I’m currently taking education classes at Pace University and will have a masters in education in two years. I enjoy my apartment, which is 20 minutes door-to-door from the school via the subway. My neighbors are mostly teachers and lawyers. I live in a predominantly African-American, Caribbean and Latino community. It’s interesting to learn about other cultures.

Originally published at Interconnectedness. Please leave any comments there.

I tried laying down the law by posting and rehearsing five classroom rules. Also, I established a way to quiet the class by teaching the students that, “When I raise my hand, everyone needs to look up at me and stop talking.” Lastly, I made assigned seats.

These procedures and the rules only worked for a few days, because I did not have any consequences beyond a verbal warning and I was inconsistent. The students were not graded on their daily performance and most students did not need to pass Earth Science during summer school. If a student failed math or English, they automatically had to take the full summer school curriculum, but only pass the subject(s) they failed. Moreover, summer school was seen by most people as “relaxed” and talking to parents did not seem to be recommended. Finally, it was difficult to be consistent with the class since I was not teaching or preparing the lessons most days. There was an inverse correlation between how engaging a lesson was and the level of misbehavior: the less engaging a lesson, the more misbehavior. Many of the lessons I did not prepare ended early, lacked demonstrations, and were disengaging. The level of success is mostly decided before you set foot in the classroom that day.

Although I made many mistakes and sometimes the class spiraled out of control with students throwing books across the room, stabbing each other with pencils, punching or body slamming one another, constantly swearing, listening to iPods, checking their cell phones and almost never listening to the teacher addressing the whole class (most of the instruction time was spent in talking to students one-on-one or speaking to small groups of students), I received superlative evaluations for my teaching. I was observed twice and by the second time received, “Exceeds Expectations” for all three categories: (1) Instructional Design and Delivery, (2) Classroom Management and Culture, and (3) Professional Values. During the time I was observed, the students behaved better than usual. Perhaps it was because I engaged them since I prepared my own lessons for those days? Perhaps I was fortunate?

The Pace University classes were an utter waste of time. We mostly learned about Understanding by Design. It is one of many ways to format lessons. It is not important how you format lessons; instead, it is important how engaging lessons are. If we focused on making demonstrations, activities, analogies, and other active learning concepts to prepare for teaching in September, then the class would’ve been useful.

It was so bad that I wanted to transfer from Pace University to City College. I contacted the NYCTF Placement Office and Pace Alternative Certification Office, but after much talking I understood that they would not let me make that switch no matter what. They already denied several other people before me. “They had to stick to their guns,” right? They “would not want to admit” that the Pace science curriculum was “b.s.” although many people came forward with complaints, so now there’s “bureaucratic red tape” to stop people from self-determination. They could let me go to Lehman College if I found a job in the Bronx; however, I hear that Lehman is no better than Pace. City College has the science immersion program and Brooklyn College has the Earth Science immersion program, which for some reason causes their general program to be better. Hence, future non-immersion science teaching fellows will have a low quality Master’s education unless you are keen and request to be transferred to City College directly after University placements are announced. It would’ve been nice for me to know this before. At this point, I was described as a “divorced child between my University and NYCTF.” It did not have to be this way!

Update (Monday, October 8, 2007): I hear that City College does not have a very good program either. Brooklyn College is the only college I get consistently good reviews, although it depends on what professor a student has.

Originally published at Interconnectedness. Please leave any comments there.

For fourth of July, Jan Dolle invited me to her apartment at Park Slope, Brooklyn. It so happens that Jan directed Summer In the City in Detroit in 1999 and 2000. Jan and her husband know many of the social reconciliation Christians I met in Detroit during Urban Immersion Spring Break 2007 and our Mission Serve trips. Now, I got to met many NYC social reconciliation Christians of all ages. I met staff and ex-staff of Here’s Life Inner City, Campus Crusade for Christ in NYC. They told me about Greater Restoration Baptist Church in Crown Heights, Brooklyn. I plan to go there tomorrow. This church has afterschool and GED/Literacy classes just like every inner-city church should have, yet many do not. In the past, when I would look at a church, I would usually consider, “Do my friends or peers go there?” or “Do they have good sermons?” However, now, I look at how a church is helping the community, if at all. The more they serve the community, the better.

The Pace University coursework is unpleasant, yet my classmates are wonderful. One fellow wisely said, “It is low level teachers teaching classes that are too long.” I expected education classes to teach all the nuances of active learning. Instead, our teacher has boring powerpoint lectures with little content and discussion. They give us volumes of reading assignments, which I do not read because it is not helpful. Instead, I read The Reluctant Disciplinarian and The First Days of School, or prepare innovative lessons. Fortunately, the NYCTF classes are better, because they are more practical. I learned more from 4 hours of NYCTF workshops than 16 hours of Pace University classes. I hear that other universities are similar. The best asset of NYCTF are the fellows. Experienced fellows teaching new fellows is ideal. Education school faculty offer little substance; hence, college education classes are commonly described as, “fluff.”

I recently learned that some administrators encourage some students to fail state exams. If a child is not performing well, some believe they would do better in a smaller special education classroom, rather than a class with 30 other students, although the child does not have Down’s syndrome, autism or other classic special education needs. Some administrators would purposely schedule a class early in the morning hoping that a child would miss the class and not pass the state exam. On the other hand, if a child fails a class, but passes the Regents exam for that class, then administrators will usually change the student’s grade to pass the class. Lastly, starting this year there will be a letter grade (A, B, C, D or F) assigned to each school based on a bell curve. The bottom 15% of schools will receive a D or F, and will likely be closed. The top 15% of schools will receive an A, and the principal (not school, students or teachers) will receive a ~ $20,000 bag of cash!

Originally published at Interconnectedness. Please leave any comments there.

The last day in our ED: 630 class. Classes are grouped by subject area. All my classmates are science teachers in middle or high school

About half of my classmates are recent college graduates. Many people dropped out of PhD programs because their research was not going to well. One person dropped out of Medical School. Jan Dolle resigned from staff with Here’s Life Inner City (Campus Crusade for Christ). I like talking with Jan, because she is knowledgeable about Christian social justice and very caring. She invited me to a cook out. Others ended jobs elsewhere.

This cut-out poster is part of our final exam for the class. Welcome to graduate school!

We watched short films made by students about, “What makes a good teacher.”

Lastly, my appeal to work in a high school for my five-week summer school assistant teaching was rejected. I will start teaching in P.S. 328 Phillis Wheatley School on Monday. I’m thrilled to assistant teach in this East New York school, because this is one of the highest need of the high-need schools/regions in NYC. I’ll probably never again have an opportunity to work in a preK-8th grade school.

Originally published at Interconnectedness. Please leave any comments there.

Tuesday through Friday I’ve had classes at Pace University from 9am to 6:30pm (Friday classes ended at 4pm). It takes me one hour to get from Richmond Hills, Queens to Pace University, Manhattan. Everyday for homework we have to read about 80 pages from various sources and write at least one essay. It is about 14 hours of work per day including travel and homework.

Yesterday on Friday, I interviewed at H.S. 545 EBC High School for Public Service in Bushwick. I was invited for a second interview. Some schools have three or four interviews before they hire a teacher, whereas other schools may have only one interview. I interviewed with the dean of the school who was also a science teacher. She seemed very caring and educated me on many issues in teaching. She talked more than me. She liked that I had research experience because they wanted to participate in a regional science competition.

This morning I discovered that I will do my five-week summer school teaching in P.S. 328 Phillis Wheatley School in East New York, Brooklyn. This school is pre-Kindergarten through 8th grade. I plan to teach high school, so I will appeal to teach summer school in a high school, because it would prepare me better come September. Here’s an overview of this school from insideschools.org.

What’s special: Free summer camp; new playground with track and field.
Downside: Frequent disruptive behavior.

Children who learn at PS/IS 328 deserve a Purple Heart. They are courageous, strong, and intelligent, and fight to get an education. Frequent assaults and misbehavior at the school result in an average in-house suspension rate of 18 students per day, and many students who remain in class sleep, crawl on the floor, hide under tables, chat, and curse. Some teachers aren’t much better.

While teachers yelled “sit down,” “be quiet,” and “get over here,” (one teacher screamed continuously for three minutes), students shouted “shut-up,” “get away from me,” and “I hate you.”

With an overwhelming desire to learn, one student in the 7th grade pushed his desk away from his classmates and sat alone. “I don’t like sitting in the group because they talk too much, and I can’t concentrate,” he said with frustration and sadness. “I don’t like this school.”

In fall 2003, Principal Douglas Avila arrived at PS/IS 328 to greater chaos. According to Avila, fights broke out daily, some administrators were unsupportive, and the school had no counselors. In response, Avila made numerous changes: He hired a behavior management specialist to work with both teachers and students; brought in two graduate students studying guidance counseling to work with detention students; reduced class size in kindergarten, 1st, 2nd, and 3rd grade to 20 students; extended the school day to 5:30 p.m.; hired new administrators; and added reading specialists for grades 1-4, and a New York University tutor for kindergarten. Avila has also sought to make teachers more accountable for what goes on in the classroom: In cases where only one student passed the state exams in a class, he demoted the class teachers to cluster teachers, that is, teachers of non-core subjects. He also brought beauty to deteriorating bathrooms. After an artist painted a mural in a boy’s bathroom, the vandalism stopped. “They started to respect the bathroom,” he said.

Still, he says, he needs more time — and more resources — to turn the school around. “I have one guidance counselor,” Avila said, “but what I really need is ten.” Fourteen percent of his students are homeless, the others live in public housing, and a few teachers voiced concerns about the effects of second-hand crack smoke on their students.

The school has several important strengths to build on. Some dedicated teachers use their expertise to engage students in exciting lessons and stop class disruptions. Their classrooms are elaborately decorated with student work, and they have larger class libraries. In one 5th grade class, student work was posted with cheerful stamps that said, “nice job” and “good work.” Essays and poems were printed on colorful paper with festive decorations. In a 2nd grade class, the children were excited about writing on whiteboard slates to solve math problems. As the teacher dictated a math problem, each student wrote the computation and solved it. Students then proudly raised their whiteboards, and one student explained the problem-solving process.

The school also benefits from its new basketball court, playground, and track and field. Music, drama, and step clubs are offered to the older grades during lunch. Additionally, there is a summer camp for 30 students in each grade. Held every weekday from 8:00 a.m. to 4:00 p.m. between June and August, the program offers exciting activities, including overnight camping for the younger grades and out-of-state trips for the older students. Children who participate in the Groundworks after-school program receive preference in admission to the summer camp.

Originally published at Interconnectedness. Please leave any comments there.

Speakers and workshops to explain how to put poverty on the agenda of our Church

Rich Nathan, a pastor from Vineyard Church said that no church will refuse to serve the poor, but a church will refuse a change of vision. So, if you want to help the poor, lead by example and your church will follow.

Shane Claiborne inspired my specifically. Have you heard of Shane Claiborne? He traveled to as part of the Christian Peacemaker Teams (CPT) to end the war, lives in an impoverished region of Philadelphia to serve the poor, advocates many ideas to help the environment, is a vegetarian and worked with Mother Teresa in Calcutta. Shane talked about the New Monasticism. Have you heard of the New Monasticism? Have you heard of the Christian Community Development Association (CCDA)? Have you heard of John Perkins?

The New Monasticism is living in a small intentional community in the abandoned places of the Empire, such as the inner city and other places where God’s children are oppressed. It’s “New” because this monasticism is for both celibate singles and married couples. Christians don’t start new churches, but breathe life back in the old shell of the Church. The three R’s of Christian Community Development explain this well.

The first R is Relocation. Jesus did not live in the suburbs. He neither gave charity nor did community service once in a while. His ministry was incarnational. He gave up his position of prestige to serve and know the most oppressed with ALL His life. It is more popular to give charity to the oppressed than to live with the oppressed. The problem with Christianity is not that we do not serve the oppressed, but that we do not know the oppressed. We won’t have a revival until we know the least among us.

The second R is Redistribution. Once we relocate and build a relationship with the oppressed, we will naturally want to help our friends. This will cause a natural redistribution of wealth. The poor will have their needs met, and the rich will realize they really did not need very much.

The third R is Reconciliation. Once we are living with the oppressed and sharing with them, there will be reconciliation among the different races, nations and social classes. It is the Kingdom of God.

The three R’s of Christian Community Development are (ALL TOGETHER): Relocation, Redistribution and Reconciliation.

The way we put poverty on the agenda of our church is by putting poverty on the agenda of our own life. Jesus did not go around forcing people to follow his agenda. Jesus even told people to keep his agenda a secret. Serving the most oppressed starts with community service, but it is much more than community service. It consumes all parts of our life. God is either Lord of all or Lord of none. Once we start loving God and others with all our lives, it is contagious.

Speakers and workshops to explain how to put poverty on the agenda of our Congress

Covenant for a New America tracts

Candidates Debate

Third day:

Lobby Day training

March from Church to Capital building

Compared to the January 27 Anti-War rally, people did not yell angry chants, but sang beautiful Christian songs of love. It was amazing.

Rally by the Capital building

Met with the aides of Senator Levin, Senator Stabenow and Representative Dingell

Aides told us that they were happy to hear from us and prefer hearing from us more than lobbyists.

I had a big question coming to this conference.

Do Christians try to influence their politicians? Would Jesus lobby His congress?

I’m going to talk about two main ideas I learned during Pentecost 2007.

First, talking with our politicians is not lobbying, but instead community service.

Second, Christians do much more than community service; Christians challenge the Empire, the state religion, by building the Kingdom of God.

What Would Jesus Do (WWJD)? Jesus would talk with politicians as far as they would listen, and at the same time He would build God’s Kingdom that consumes the Empire.

Talking with your politicians is community service, not lobbying. We were not lobbyists, but constituents. Lobbyists try to influence all politicians, but constituents only talk with politicians that represent their community. As an analogy, imagine you are at a university. Your professors are your congresspeople. Your classmates are your community. Your classes are your district or state. You are a constituent in your class. If your professor is hurting someone in class, you have a responsibility talk with your professor. A lobbyist tries to influence classes they are not a part of. Imagine if an unwelcomed stranger tried to influence your class. You probably would not like it. But if one of your classmates suggested a way to improve your class, it would be helpful and appropriate. You can send emails or letters to your professor or congressperson, but sometimes it is necessary to go to office hours. That’s what we were doing. We were going to office hours with our congresspeople. We went to office hours because God’s children are hurt by the policies of congress.

There are 9 million uninsured children in . It would take $50 billion over five years to decrease this number by more than half. Congress spends $10 billion per week, $10 billion per week!, on the war in . Instead of 5 weeks of fighting, we could protect millions of children from disease for 5 years. Yet, there is a debate in congress about sources of funding for this!

Politicians care what others think of them more than most people. Speak up! To proclaim the Gospel is the opposite of being silent. We worship God by giving a voice to the oppressed. It is a true church service. Before talking to my congresspeople, people mentioned that we ought to be like the widow who kept coming to the king incessantly until he agreed to her demands. Christians are holy gadflies. However, a king is not an elected official. Our elected officials want to hear from their constituents. When we speak with our politicians, it is community service, rather then just making demands.

Although Christians do community service, community service is far from the Kingdom. Christians challenge the Empire by building the Kingdom. Our hope is not in an improved Empire, but a radically different way of life: the Kingdom of God. This is exemplified in the three R’s of Christian Community Development. Talking with politicians is damage control. We want the Empire to be the least impedance to the Kingdom coming. Our hope and lives are in the Kingdom. Peace be with you. Shalom.

Originally published at Interconnectedness. Please leave any comments there.

This would mean that communion, offerings, the elders and other church functions should be administered in the house churches, not the gatherings. However, most small groups do not get organized enough to fill these functions, so the gatherings administer these functions by default. Gatherings would be like conferences, parties or celebrations. I've seen four categories of small groups.

1) Mixed up small groups for non-neighbors and different genders to know one another (e.g. Harvest Mission Community Church).
2) Unordered small groups for anyone to know anyone (e.g. Shalom Community Church).
3) Clustered small groups for neighbors and same genders to know one another (e.g. Cru).
4) Semi-clustered small groups for neighbors of all different backgrounds to know one another (e.g. Mars Hill, The Simple Way).

While small groups are generally a step toward house churches, categories 1 and 2 are better suited for making a cohesive gathering, and categories 3 and 4 are better suited for a cohesive house church, because people living in the same community are usually more connected.

The amount of small groups in American Christianity is growing. About ten percent of all church-goers are in small groups.

As small groups grow, the amount of house Churches grows too. To share possessions in common and know one another deeply, house churches are the way. The early century Church was based on house churches.

Originally published at Interconnectedness. Please leave any comments there.

Fred Barnes, on Fox's Special Report with Brit Hume:

[H]e spurred one of the most important transformations of modern times and basically taking a group, millions of conservative Christians who'd been apathetic about politics, really since the 1920s and turned them into an active, lively, concerned voting block, that basically joined the Republican Party and gave the Republican party rough parity with Democrats.

Originally published at Interconnectedness. Please leave any comments there.

Gregory Boyd wrote a book about The Myth of the Christian Nation published by Zondervan.

The Christian Right is not the only main Christian religious/political power in America. The Christian Right only describes 12.6% of the U.S. population. The rest of the U.S. population is divided in 11 other groups, with most groups being Christian. Here is analysis of the twelve major political religious voting blocs in America, known as the 12 Tribes of American politics. Please read the article about The Twelve Tribes of American Politics.

Most of these Christians voted based on the Christian culture wedge issues of abortion and gay marriage. Only the "Religious Left"  and secularists substantially valued the issue of violence and poverty at the ballot boxes.

Based on a Pew Forum study, evangelical Christians are the most nationalist group of Christians in America.

The U.S. population as a whole trusts military leaders more than religious leaders, politicians, journalists or businesspeople.

Here is a World War II propaganda poster for Christians to join the Air Force. I have not seen posters like this up now, but now it a more covert mentality, especially with U.S. evangelicals more than any other group in America.

Christian nationalism, and nationalism in general, is most alive in evangelical Christian circles. I consider myself an evangelical Christian. Evangelical Christians are some of the most active church-goers in America. There is much work to be done to reform evangelical Christianity to serve the Prince of Peace who nonviolently died on the cross as an example of the path to reconciliation among all nations.

Originally published at Interconnectedness. Please leave any comments there.

Originally published at Interconnectedness. Please leave any comments there.

If Christians worked to establish universal values, such as ending illness, poverty and violence, nobody would look upon Christianity as harmful in politics. The current "crucial issues" (according to Rick Warren) are 1) abortion, 2) stem-cell research, 3) homosexual marriage, 4) human cloning, and 5) euthanasia. (see my entry about the status quo Church). These issues do nothing substantial in solving illness (stem-cell research and human cloning already have strict ethical guidelines without Christian influence), poverty and violence (euthanasia is an act of mercy, not judgment, unlike war and capital punishment). Abortion is the only issue of significant gravity in this list. Ending poverty is essential in stopping abortion, yet poverty is no where on this list. Some call these Christian Right issues "moral" issues. Aren't illness, poverty and violence even greater moral issues because they destroy more lives? Since Christian Right issues actively distract people from ending illness, poverty and violence, why would people interested in moral issues, especially Christians, possibly support this?

The year 1980 is key. First, a little background. The American Old Left was characterized by FDR and the New Deal that focused on labor issues. The Old Right was formed as an opposition to the New Deal Old Left, because it viewed the New Deal as socialism. The Old Right supported small government and non-interventionism. The Old Right opposed involvement in World War II in Europe (although many Old Right people supported war with Japan), whereas the Old Left Franklin D. Roosevelt engaged in WWII in Europe. The Old Right faded by the time of the Korean War (1950-53) as key Old Right people died and the fight against communism escalated. The New Right became interventionist and favored big government, especially for military spending. In opposition to the New Right and the Vietnam War (1959-1975) the Old Left was replaced by the New Left during the 1960s and 70s, which was characterized by mass social activism and a focus on social revolution. The New Right Republican party was faltering after the Watergate scandal and the born again democrat Jimmy Carter took office. Republican Ronald Reagan was elected in 1980 with the help of New Right activists who denounced abortion, pornography, homosexuality, feminism, affirmative action and supported Israel militarily (because of dubious classical dispensationalist theology).

Why did the Republican Party suddenly become the Christian Right Party in 1980? Jerry Falwell who opposed Martin Luther King Jr., the civil rights movement, the equal rights amendment, women's liberation and gay rights was gaining power in the 1970s. Falwell's political clout climaxed has he and other Christian Right activists influenced the Republican Party to follow the Christian Right agenda to the dismay of many Republicans. James Dobson's Focus on the Family (founded in 1977) and Falwell's Moral Majority (founded in 1980) provided the necessary voters and social movement to make it possible.

These Christian Right activists did not know much about economics and foreign policy, but hated civil rights reformers. The Republican Party did not know much about harnessing the Christian vote, but were zealous to militarily oppose Communism (e.g. with Star Wars). This marriage of a counter-progressive domestic agenda and a militant foreign policy proved to be a winning combination that gave Ronald Reagan a landslide victory (91% of the electoral college).

Bush Sr. and Bush Jr. followed Reagan's footsteps. Bush Sr. did not emphasize the Christian Right agenda as much as Reagan and Bush Jr. The Republican primary competitor against Bush Sr., Pat Robertson (who founded the Christian Coalition), would have been the ideal Christian Right candidate.

Before the the Christian Right and Republican Party merged, the Christian Right was not an avid military interventionist (Christians held the same general population views, whereas 69% of evangelicals supported the invasion of Iraq in 2002, which was 10 percentage points more than the U.S. adult population as a whole; Bill Bright, Chuck Colson, James Kennedy and Carl Herbster with Richard Land sent a letter to Bush Jr. before the Iraq invasion to state that the Iraq invasion fulfilled Just War requirements although it was a preemptive war and the Catholic Church,  among other Christians, said Iraq invasion does not fulfill Just War requirements) and the Republican Party was not as avidly socially counter-progressive (it is unlikely the Republican party would oppose gay marriage, stem-cell research, etc. as avidly without Christian Right influence).

The current Christian Right can be thought of as the New Christian Right. The Old Christian Right was in the 1920s when Christians fought for prohibition of alcohol (which was a failure) and to stop teaching evolution in schools. 

The upcoming presidential race is loaded with big government, interventionist politicians. The Christian Right/New Right candidates are John McCain and Mitt Romney. Rudy Guliani is New Right without the Christian Right. The New Left Democratic candidates are Hillary Clinton, Barack Obama, John Edwards, Dennis Kucinich and Mike Gravel (in decreasing order of support for interventionism). Ron Paul is an Old Right (non-interventionist, small government) Republican candidate.

The founding fathers were firmly non-interventionist in foreign policy, preferring to trade with countries instead of meddling in other country's internal affairs. Now, both the Democratic and Republican party are war parties that favor interventionism. The Democratic Party supports multilateral interventionism, whereas the Republican Party supports unilateral interventionism. Fortunately, not all candidates follow their party line, such as Ron Paul and Dennis Kucinich. The Green or Libertarian parties form the peaceful alternative, but since there is no alternative run-off voting, they have almost no chance of winning.

Originally published at Interconnectedness. Please leave any comments there.

I see atleast three categories of Christian ministry. Christ most importantly brings life. How can Christians bring life? What do Christians save others from?

1) Illness. Jesus heals disease, mental illness and deformities. Medicine and science allow us to heal. Prayer heals. Christians must lift up science and all types of inquiry to follow Jesus. We need to treat AIDS/HIV, TB and more. Many doctors and scientists throughout history were Christians. (Evolution is a legitimate way to look at creation. If you reject evolution, you reject a part of God's creative power, which is love. Anti-evolution rhetoric is one of the greatest causes of atheism today.)

2) Poverty. Jesus feeds the hungry, lives communally, rebukes the rich and clears the Temple court. You cannot serve both God and money. Jesus relocated from heaven to serve the oppressed. The last shall be first, and the first last. God's redistributive economics is jubilee justice where every servant has enough. Christians relocate, redistribute and reconcile to follow Jesus. (Failure to help the poor is another cause of atheism.)

3) Violence. Jesus constantly battles against the strand of zealous nationalism in Judaism. Jesus is the suffering servant instead of a militant nationalist. Christ opposes the zealot mentality by subverting Roman/Temple power nonviolently (the Romans/Temple lost all credibility after killing God, a perfect being), showing compassion to Roman centurions who were disliked by the Jews (imagine how Palestinians dislike Israeli soldiers or how Iraqis dislike American soldiers), and even forgiving all sins on the cross. Judas Iscariot gave Jesus to the Romans/Temple to push Jesus to violence (the view that Judas betrayed Jesus to fulfill Jesus' mission — hence Judas is a hero — is not present in the canonical Gospels, but is present in the Gospel of Judas, a gnostic text). Jesus' disciples (Luke 9:56; John 18:11) and Judas betrayed Jesus every time they expressed zeal for violence. The fact that Jesus' disciples were so troubled by Jesus' arrest/cruxification (Judus commited suicide; Peter betrayed Jesus three times) shows how strongly they believed in the power of violence before the resurrection. The whole idea of the resurrection is to get ride of violence. Paul was a zealot before turning 180 degrees to become a Christian. The zealots killed for power, wealth and prestige. Jesus died to give all this away. Jesus ended sacrifice and taught the supremacy of mercy, even to enemies, as it was from the beginning of time. Christians overcome evil with good because our battle is not against flesh. (Causing violence or not stopping violence with love breeds intense atheism.)

Zach Hunter, a 15 year old from Atlanta, is an inspiring activist for Christian social justice. He started the “Loose Change to Loosen Chains” campaign when he was twelve. He recently wrote a book! "Be the Change."

"We can have a new peace and love movement, but instead of how the hippies tried to do it without God, we can do it with God." - Zach Hunter

Here's a short video.

Read about International Justice Mission (IJM), a leading Christian human rights organization.

History

Founded in 1997, IJM began operations after a group of human rights professionals, lawyers and public officials launched an extensive study of the injustices witnessed by overseas missionaries and relief and development workers. This study, surveying more than 65 organizations and representing 40,000 overseas workers, uncovered a nearly unanimous awareness of abuses of power by police and other authorities in the communities where they served. Without the resources or expertise to confront the abuse and to bring rescue to the victims, these overseas workers required the assistance of trained public justice professionals.

When the poor are hungry, homeless or alienated, the Church has come to their aid by providing food, shelter and missionaries to meet the pressing needs.  But when the poor have been oppressed, treated unjustly and suffered under the hand of someone more powerful, little was done on their behalf.

Accordingly, IJM was established to help fill this void, acting as an organization that stands in the gap for victims when they are left without an advocate. IJM staff members (human rights experts, attorneys and law enforcement professionals) receive case referrals from, and work in conjunction with, other non-governmental organizations and casework alliances abroad.

Education

IJM is committed to helping local churches embrace God's call to "Seek justice, rescue the oppressed, defend the orphan and plead for the widow."  Christians around the world are experiencing the joy of partnering with IJM to bring freedom to victims of oppression.  Their faith is being buoyed as they pray daily for the work of IJM and see the results of their intercession.

Originally published at Interconnectedness. Please leave any comments there.

"Librescu, an Israeli engineering and math lecturer who survived the Nazi killings and later escaped from Communist Romania, was one of several foreign victims of Monday's shootings, which coincided with Israel's Holocaust remembrance day." ()

Yesterday, Monday, April 16, 2007, Cho Seung-Hui killed 30 people before committing suicide. He killed two people in a dorm and 28 people in Norris Hall at Virginia Tech.

Maybe Jesus being the gate to God is more about sacrificing our lives for others — like Librescu being the sacrificial door for his students — than adhering to doctrine. We are called to imitate Christ, not believe in Christ. God believes we can follow him.

John 10:9-16:
"I am the gate; whoever enters through me will be saved. He will come in and go out, and find pasture. The thief comes only to steal and kill and destroy; I have come that they may have life, and have it to the full. I am the good shepherd. The good shepherd lays down his life for the sheep. The hired hand is not the shepherd who owns the sheep. So when he sees the wolf coming, he abandons the sheep and runs away. Then the wolf attacks the flock and scatters it. The man runs away because he is a hired hand and cares nothing for the sheep. I am the good shepherd; I know my sheep and my sheep know me—just as the Father knows me and I know the Father—and I lay down my life for the sheep. I have other sheep that are not of this sheep pen. I must bring them also. They too will listen to my voice, and there shall be one flock and one shepherd."

From ():
Students who survived the massacre at Norris Hall spoke of school janitors who, as Cho opened fire upstairs, ran to help others instead of saving themselves.

"The janitors came running through, and told everyone to get out," said Nick Vozza, 20, of Burke, Virginia, who was in the Norris Hall basement when Cho began his attack two floors above.

In a German class upstairs, a few students tried to barricade the door against the onslaught of bullets, and then tried to help their injured classmates while they waited for help, Trey Perkins, 20, told Fox News.

Of 15 students in his class, he said only about six came out alive.

Originally published at Interconnectedness. Please leave any comments there.

$8 could buy you 15 organic apples OR 25 fruit trees for farmers in Honduras to grow and sell fruit at their local market.

$30 could buy you an ER DVD Boxset OR a First Aid kit for a village in Haiti.

$73 could buy you a new mobile phone OR a new mobile health clinic to care for AIDS orphans in Uganda.

$2400 could buy you a second generation High Definition TV OR schooling for an entire generation of school children in an Angolan village.

See how rich you are at globalrichlist.com.

Are wealthy Christians called to Relocation, Redistribution and Reconciliation? Do Christians follow Christ?

Originally published at Interconnectedness. Please leave any comments there.

It was nearing the holiday season, 1994, time for our orphans to hear, for the first time, the traditional story of Christmas. We told them about Mary and Joseph arriving in Bethlehem. Finding no room in the inn, the couple went to a stable, where the baby Jesus was born and placed in a manger.

Throughout the story, the children and orphanage staff sat in amazement as they listened. Some sat on the edges of their stools, trying to grasp every word. Completing the story, we gave the children three small pieces of cardboard to make a crude manger. Each child was given a small paper square, cut from yellow napkins I had brought with me. No colored paper was available in the city.

Following instructions, the children tore the paper and carefully laid strips in the manger for straw. Small squares of flannel, cut from a worn-out nightgown an American lady was throwing away as she left Russia, were used for the baby's blanket. A doll-like baby was cut from tan felt we had brought from the United States.

The orphans were busy assembling their manger as I walked among them to see if they needed any help. All went well until I got to one table where little Misha sat. He looked to be about 6 years old and had finished his project. As I looked at the little boy's manger, I was startled to see not one, but two babies in the manger. Quickly, I called for the translator to ask the lad why there were two babies in the manger.

Crossing his arms in front of him and looking at this completed manger scene, the child began to repeat the story very seriously. For such a young boy, who had only heard the Christmas story once, he related the happenings accurately - until he came to the part where Mary put the baby Jesus in the manger. Then Misha started to ad-lib. He made up his own ending to the story as he said, "And when Maria laid the baby in the manger, Jesus looked at me and asked me if I had a place to stay. I told him I have no mamma and I have no papa, so I don't have any place to stay. Then Jesus told me I could stay with him. But I told him I couldn't, because I didn't have a gift to give him like everybody else did. But I wanted to stay with Jesus so much, so I thought about what I had that maybe I could use for a gift. I thought maybe if I kept him warm, that would be a good gift.

So I asked Jesus, "If I keep you warm, will that be a good enough gift?" And Jesus told me, "If you keep me warm, that will be the best gift anybody ever gave me." "So I got into the manger, and then Jesus looked at me and he told me I could stay with him—for always."

As little Misha finished his story, his eyes brimmed full of tears that splashed down his little cheeks. Putting his hand over his face, his head dropped to the table and his shoulders shook as he sobbed and sobbed.

The little orphan had found someone who would never abandon nor abuse him, someone who would stay with him-FOR ALWAYS.  I've learned that it's not what you have in your life, but who you have in your life that counts.

From Christian Stories

Originally published at Interconnectedness. Please leave any comments there.

When the Vietnam conflict broke out, the son went to war [as a medic]. He was very courageous and died in battle while rescuing another soldier. The father was notified and grieved deeply for his only son.

About a month later, just before Christmas, there was a knock at the door. A young man stood at the door with a large package in his hands.

He said, "Sir, you don't know me, but I am the soldier for whom your son gave his life. He saved many lives that day, and he was carrying me to safety when a bullet struck him in the heart and he died instantly. He often talked about you, and your love for art.

The young man held out his package. "I know this isn't much. I'm not really a great artist, but I think your son would have wanted you to have this."

The father opened the package. It was a portrait of his son, painted by the young man. He stared in awe at the way the soldier had captured the personality of his son in the painting. The father was so drawn to the eyes that his own eyes welled up with tears. He thanked the young man and offered to pay him for the picture. "Oh, no sir, I could never repay what your son did for me. It's a gift."

The father hung the portrait over his mantle. Every time visitors came to his home he took them to see the portrait of his son before he showed them any of the other great works he had collected.

The man died a few months later. There was to be a great auction of his paintings. Many influential people gathered, excited over seeing the great paintings and having an opportunity to purchase one for their collection. On the platform sat the painting of the son.

The auctioneer pounded his gavel. "We will start the bidding with this picture of the son. Who will bid for this picture?" There was silence. Then a voice in the back of the room shouted. "We want to see the famous paintings. Skip this one." But the auctioneer persisted. "Will someone bid for this painting? Who will start the bidding? $100, $200?" Another voice shouted angrily. "We didn't come to see this painting. We came to see the Van Goghs, the Rembrandts. Get on with the real bids!" But still the auctioneer continued. "The son! The son! Who'll take the son?" Finally, a voice came from the very back of the room. It was the longtime gardener of the man and his son. "I'll give $10 for the painting."

Being a poor man, it was all he could afford. "We have $10, who will bid $20?" "Give it to him for $10. Let's see the masters." "$10 is the bid, won't someone bid $20?" The crowd was becoming angry. They didn't want the picture of the son. They wanted the more worthy investments for their collections. The auctioneer pounded the gavel. "Going once, twice, SOLD for $10!" A man sitting on the second row shouted, "Now get on with the collection!"

The auctioneer laid down his gavel. "I'm sorry, the auction is over." "What about the paintings?" "I am sorry. When I was called to conduct this auction, I was told of a secret stipulation in the will. I was not allowed to reveal that stipulation until this time. Only the painting of the son would be auctioned. Whoever bought that painting would inherit the entire estate, including the paintings. The man who took the son gets every thing!"

God gave his son 2,000 years ago to die on a cruel cross. Much like the auctioneer, His message today is, "The son, the son, who'll take the son?" Because you see, whoever takes the Son gets everything.

From Christian Stories
Contributed by Gods Work Ministry Inspirational and Encouragement E-Mail

Originally published at Interconnectedness. Please leave any comments there.

The Bush administration said the program would improve the U.S. stockpile's reliability, security and safety and would allow for a reduction in the thousands of weapons held in reserve for a potential war.

Critics reacted sharply, saying the program sent the wrong international message when the U.S. was trying to stop the spread of nuclear weapons.

Key members of Congress said the program was moving too fast.

From Livermore lab to build hydrogen bomb, Los Angelos Times

Would Jesus create a new hydrogen bomb? Would God create a new hydrogen bomb? Would Christians create a new hydrogen bomb?

Please leave me a comment.

Originally published at Interconnectedness. Please leave any comments there.

CNN.com

A female monkey fondly cuddles a puppy at a shop in the Bangladeshi capital Dhaka, 9 May 2002. The pet monkey, bought from an animal trader, "adopted" the puppy and spends many happy hours hugging it. Hunting and selling of monkeys are prohibited under Bangladesh laws but they are seldom enforced.

Reuters photo credit Rafiqur Rahman

Animals "adopting" and caring for each other speaks much about the Kingdom of God. After realizing their abandonment, the baby tiger and orangutan saw past each others' differences. We are all abandoned orphans. We have a hard time realizing this sometimes. That's why God wants to adopt us.

"He chose us in Christ before the foundation of the world, that we should be holy and blameless in His sight, even above reproach, before Him in love. For He foreordained us to be adopted as His own children through Jesus Christ." Ephesians 1:4-5 (Amplified Bible)

God does not abandon people; people abandon people. People abandon. God adopts.

As we grow older we notice more differences. Prejudice is something we learn. A child's faith is a blank slate without prejudice. "Anyone who will not receive the kingdom of God like a little child will never enter it," Mark 10:15. This type of faith allows Hosea, the Prophet,  to marry Gomer, a prostitute, and have a child with her. It is easy to talk about reconciliation generally, but when people start marrying across different races, economic/social backgrounds and education levels, then the conversation becomes more tense. When reconciliation in the church becomes real, people in the church will be comfortable with their children marrying children of prostitutes, thieves and murderers.

People kill. God saves. Thinking you are better than someone else is the root of all conflict.

There is nothing wrong about eating from the Tree of Knowledge. It is wrong how Adam and Eve respond once they gain knowledge. New knowledge made them proud, causing them to blame each other for the "misdeed." Gaining knowledge without love brought/brings death into the world. God told them to not eat from the Tree of Knowledge, because God knew: Truth without love kills.

National Gallery of Art, Washington D.C., January 8th, 2006

If Adam and Eve were the same gender, would they be ashamed of their nakedness? Could differences between their composition cause conflict? It may be tempting to say everyone is the same for the sake of unity. By overlooking differences, it would create a "Utopia" based on blind comfort and happiness. Struggle purifies. Our job is to recognize difference when necessary and overlook differences when needed. Love without truth lies.

The Bible is the Tree of Knowledge. The Pharisees who valued the Torah more than anything else were some of the most depraved people according to Jesus. When we study the Bible, we eat from the dangerous Tree of Knowledge. This creates "Christians" who know their Bible, but blame others for conflicts in the world, just like Adam and Eve did. Some may say, "This is a fallen world. That's why there is sin, violence, lies and Satan in this world." This statement evades personal responsibility and blinds you of reality.

The Tree of Life, the source of love, is blocked with the flaming sword after Adam and Eve are unable to handle knowledge without becoming prideful.

Genesis 3:22-24
And the LORD God said, "The man has now become like one of us, knowing good and evil. He must not be allowed to reach out his hand and take also from the tree of life and eat, and live forever." So the LORD God banished him from the Garden of Eden to work the ground from which he had been taken. After he drove the man out, he placed on the east side of the Garden of Eden cherubim and a flaming sword flashing back and forth to guard the way to the tree of life.

God did not block the Tree of Life, as some people think: "The flaming sword is sheathed, but not before its blade was bloody with the blood of our Kinsman Redeemer, the second Adam," (http://www.biblebelievers.org.au/nl143.htm). Instead, humans block themselves from the Tree of Life. Knowledge brings pride. Pride creates a wall between us and love.

"The sword of the Spirit, which is the word of God." Ephesians 6:17

"For the word of God is living and active. Sharper than any double-edged sword, it penetrates even to dividing soul and spirit, joints and marrow; it judges the thoughts and attitudes of the heart." Hebrews 4:12

The flaming sword is the Bible. The Bible (the truth) separates people. Love brings people together. The person who overcomes differences by loving others gains eternal life (the paradise of God):

"He who has an ear, let him hear what the Spirit says to the churches. To him who overcomes, I will give the right to eat from the tree of life, which is in the paradise of God." Revelation 2:7

These two passage advocate that love without truth lies, not violence or abandonment.

"Do not suppose that I have come to bring peace to the earth. I did not come to bring peace, but a sword. For I have come to turn
   " 'a man against his father,
      a daughter against her mother,
   a daughter-in-law against her motherinlaw—[Micah 7:6]
a man's enemies will be the members of his own household.'
"Anyone who loves his father or mother more than me is not worthy of me; anyone who loves his son or daughter more than me is not worthy of me; and anyone who does not take his cross and follow me is not worthy of me. Whoever finds his life will lose it, and whoever loses his life for my sake will find it. (Matthew 10:34-39)

"I tell you the truth," Jesus said to them, "no one who has left home or wife or brothers or parents or children for the sake of the kingdom of God will fail to receive many times as much in this age and, in the age to come, eternal life." Luke 18:29-30 (Mark 10:29-30)

Truth without love kills our relationship with God and people. Love is more important than truth. Killing is worse than lieing. Truth and love are both necessary, because both the Tree of Knowledge and the Tree of Life are present in the garden. God says that eating from the Tree of Knowledge, "the man has now become like one of us." The perfection God teaches comes from discarding knowledge that puffed us with pride and embracing God's love for all people (e.g. orphans, widows, murders, prostitutes, thieves) by humbling ourselves before these people.

"External religious worship [religion as it is expressed in outward acts] that is pure and unblemished in the sight of God the Father is this: to visit and help and care for the orphans and widows in their affliction and need, and to keep oneself unspotted and uncontaminated from the world." James 1:27 (Amplified Bible)

P.S. If Adam and Eve ate from the Tree of Life, rather than the Tree of Knowlege, first, then they would be far better off, since killing is worse than lieing. God said that, "you must not eat from the tree of the knowledge of good and evil, for when you eat of it you will surely die." God does not have any prohibitions against eating from the Tree of Life. The serpant is crafty to lead Adam and Eve away from the Tree of Life, and toward the Tree of Knowlege.

Originally published at Interconnectedness. Please leave any comments there.

Plan for the future (my plans change often):

1. If I am a good teacher and God willing, after completing NYCTF, I will become a pastor or continue teaching.
2. If I am not a good teacher or God willing, after completing NYCTF, I’ll go to medical school and do Christian medical relief.

Either way, educating people and working to provide education for children will be an endless goal for me. I’m so thankful for this opportunity.

Acceptance letter:
Dear Mikhail:

Congratulations! On behalf of the New York City Department of Education, I am pleased to inform you that you have been accepted to the NYC Teaching Fellows June 2007 program to teach Biology/General Science. The subject you have been accepted to teach was determined by the staffing needs of the schools and a review of your teaching eligibility and preferences.

The Fellowship is one of the most competitive programs of its kind in the country. Fewer than 20% of candidates who apply are accepted, and this year was no exception, as we received a record number of applications for a limited number of spots. Your acceptance to the Fellowship recognizes your achievements to date, your demonstrated teaching potential, and your commitment to the children of New York City. We have great confidence in your ability to succeed in the classroom. You will be receiving a Welcome Packet in the mail with more information about becoming a Fellow, and we encourage you to review this information as you make your decision.

If you wish to participate in the June 2007 program, you must complete online enrollment and sign and submit the Fellow Commitment Form within three weeks. Your participation in the Teaching Fellows program is also contingent on a satisfactory reference and background check, possession of U.S. citizenship or a valid green card, and—before the beginning of pre-service training—our receipt of your official transcripts, and proof of conferral of a Bachelor’s degree. Any candidate who has reported inaccurate or incomplete information may have his/her acceptance rescinded. Additionally, you must pass both the LAST and the Biology CST before the start of the 2007-2008 school year in order to remain in the Teaching Fellows program and begin teaching.

Once again, we congratulate you and welcome you to the Fellowship. As a teacher, you will be assuming a critical role in the lives of the children of New York City. We look forward to working with you to help these students succeed.

Sincerely,

Vicki Bernstein, Director
Office of Alternative Certification

P.S. View the NYCTF June 2007 Enrollment Guide. There are a lot of ways to get kicked out of the program.

Originally published at Interconnectedness. Please leave any comments there.