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I was down in Mexico a few years ago for a gathering of peers who are leading faith communities around the world. It was a rich time of conversation, encouragement and visioning.
Walking through a local Mexican neighborhood between sessions, something struck me. While those of us in the Minority World (often called the 1st or Western World) are thinking and talking about our theology, most of the folks in the Majority World (often called the 3rd World) have no choice but to simply live into their theology. Talking about our theology, faith and practice in lecture halls, church buildings and conference rooms is a luxury that the vast majority of Jesus followers in the world have no opportunity to participate in.
It's not necessarily a bad thing, but it is reality. And those of us with this luxury better own up to it, because it is easy for us in the West to think we have a corner on the market of theology, which we then project (whether consciously or subconsciously) onto the rest of the world. But whose to say theology built in academia is any more valid than theology build in the realities of everyday life?
When I'm hanging out with my Jesus following friend who lives and serves in a West Bank refugee camp, it would make no sense for me to debate atonement theories, eschatological interpretations or the latest "hot button" issue. There is no time for my friend to concern himself with those things when right in front of him people are committing suicide from depression, going hungry on the streets and feeling the endless effects of war. My friend believes in the crucified and risen Jesus and is doing anything he can to live out the Jesus' story in the place he has been entrusted.
In this context, theological debates not only seem secondary, they seem like a distraction from faithful life and practice.
Now, I'm NOT saying that academia, study and debate are bad things. No, they are essential for a robust faith than fuels the community of God for mission in the world. Personally, I am enlivened by academia and some of my most formative development has come about in this context. With that said, the classroom of real life relationships — with those who live and practice in context FAR different than my own — have been much more significant to my development than any lecture, book or debate.
Related: 10 Things Christians Should Say More Often
In short, I would argue that our theology must be as much formed and informed by everyday practice than it is by academic research. Now, I know there is no prefect balance here, but those of us in the West would do well to at least keep this in mind as we speak and write in our somewhat insular reality.
Since I had this realization on the streets of Mexico, I have committed to only/primarily communicate "lived content." "Theoretical content" is somewhat easy to come up with, it doesn't require a lived expression and, to be honest, there is already WAY too much of this floating around. I want to be known for smoking what I'm growing (I'm sitting in Denver as I write this, so this metaphor seemed especially relevant. Don't be offended).
As communicators (and we are ALL communicators whether we like it or not), producing "lived content" is an act of discipleship. We have to submit our words to the lives we are actually living as we stumble toward Jesus.
Are we to be marked by our compelling words and thoughts or by our transformative actions embodied in the realities of everyday life? I don't think it's an either/or, but a both/and.
Lists seem helpful, so here you go:
Damage of Communicating Only/Primarily Theoretical Content
1. We fall victim to a war of rhetoric. It's easy to have strong opinions if they are divorced from embodied practice in the realities of everyday life. Think of all the ridiculous "debates" we see on social media that not only take away time from real life advocacy, but create the illusion that we are actually offering something constructive and helpful to the community of God. For example, it's easy to "talk" about abortion or war or whatever. But are we walking with the single mothers who are most prone to abort their babies or just telling them not to do it? Are we only calling out militarism in our culture or actually living out an alternative?
2. Theoretical content is removed from reality and its implications for our global village. What happens as a result is we come out of our "classrooms" (seminary, churches, etc.) with all the "answers" and begin to project our words and opinions on others. It is not formed in the context of relationship and it is not only narrow-minded, it is destructive.
3. Creates in us a false identity of who we've convinced ourselves we are rather than who we actually are created to be. When we talk more than we live, there is a temptation to form our identity around what we think or say rather than who we were created to be in the world.
Also by Jon: Syria…The Stuff No One Wants to Talk About
4. We live through others opinions of us rather than through a rooted set of practices that create space for us to live out true self and calling. When we communicate more than we live, we will inevitably open ourselves up to the opinions of others, whether positive or negative. If we aren't rooted in everyday practice, it is easy to begin to believe we are who others say we are rather than our true identity as sons and daughters of the Father.
Gift of Communicating Lived Content
1. Keeps us rooted in a community of practice. We can't "go rogue" and begin to live an autonomous life than produces a bunch of content that hasn't been refined by the fire of real life.
2. Holds us accountable to lead with a way of life rather than an articulate vision. There are ALOT of good communicators today. While that is a gift, it can also be a curse. A good vision is only as good as the positive implications it has on the lives of those around us.
3. Ignites the imagination and practice of those who hear you communicate. The world and the Church is STARVING for content that is actually being lived out. There are more resources based on theoretical proposals than ever before. What we need are stories that inspire and practices that sustain for the long haul.
4. Ultimately, we get to actually experience and live life to the fullest. Our most faithful expression of following Jesus is not spoken, but embodied.
Producing "lived content" is not only my commitment, it is my struggle. And I don't think I'm alone. Will you link arms with me and stumble forward together?


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October 4th, 2019
October 5, is World Teachers' Day, a day we acknowledge the dedication and passion of our educators. This morning, 64,000 students across Waterloo Region made their way to school. They entered classrooms excited and ready to learn. In each classroom, our incredible teachers have lessons prepared, smiles on their faces, and are ready to start the day. Teachers are the foundation of education at the WRDSB.
The theme selected by UNESCO for this year is "Young Teachers: The future of the Profession." This day provides an opportunity to celebrate the teaching profession worldwide, to take stock of our achievements, and to address some of the issues central to attracting and keeping the brightest minds and talents in the profession.
The teachers in our district explore many professional learning opportunities throughout the year, expand their knowledge, support our strategic plan, and acquire new skills that benefit the learning outcomes of their students. On their own time, they organize clubs that support students' interests and coach teams which foster good sportsmanship and build important life skills. But most importantly, they create safe, equitable and inclusive learning environments where students experience a strong sense of belonging and connection – a space where they will succeed and reach their potential.
I would like to wish all of our teachers and educators a Happy World Teachers' Day. You provide value and enrichment to our students, our community, and our future. Thank you for all you do as you grow and learn with our students – making a difference for each and every one.
John Bryant
Director of Education
Waterloo Region District School Board

subset: commoncrawl


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Here be Dragons Dinosaurs
I know that there are people out there who are quite responsible about the home-schooling of their children in terms of providing instruction and curriculum that is similar or more rigorous than that provided in the public schools. I do not care. Here is why: schools are about more than education. They are about socialization and citizenship. They are about being members of the greater society. Personally, I think everybody should go to public school, but I can accept that accredited parochial and other private schools serve a purpose that public schools don't. And to some extent, I think that private schools still provide that sense of communal belonging and responsibility. But if you care about education at all, and you home school your children, shame on you for opting out. Because while you might be doing a very good job, the eloquent arguments of people like you allow people who
teach stuff like Beowulf, Killer of Dinosaurs! to 'teach' their children at home.
I'm not even going to go into how offensive I find it that home-schoolers frequently demand that their children be allowed to participate in music and sports programs provided in the public schools. You opt out? You're out. I just don't think people should be able to opt out. Education isn't something that should be provided by the non-educated. Parental rights shouldn't trump the rights of children, and the rights of the general public to insist that all our children -- the people who will grow op to live and work with us -- be well educated with us. If you don't like the public schools in terms of facilities, safety, and rigor, get off your ass and do something about it. With the time you are supposed to be spending home-schooling your kid, you could be effecting real change for lots of kids.
(Please note also the blatant plagiarism. That's a good, Christian lesson. Not.)


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TUESDAY, Oct. 2, 2018 -- The risk of death from dangerously low blood sugar is much higher among seniors who have both diabetes and dementia than those with diabetes alone, a new study finds.
Researchers analyzed data from nearly 20,000 people aged 65 and older with type 1 or type 2 diabetes who were followed for up to five years after their first recorded low blood sugar episode.
Those with both diabetes and dementia had a 67 percent higher risk of death following dangerously low blood sugar (hypoglycemia) than those with diabetes alone, according to study findings.
"Hypoglycemia is an under-recognized risk factor for death in older adults with diabetes and dementia," said study author Dr. Katharina Mattishent, an Alzheimer's Society clinical research fellow at Norwich Medical School in England.
"In this vulnerable group, clinicians and patients should move away from relentless pursuit of strict glucose-lowering targets, she said. "The focus must be directed at rigorous detection of hypoglycemia using continuous glucose monitoring devices."
The findings were presented Monday at the annual meeting of the European Association for the Study of Diabetes, in Berlin. Such research is considered preliminary until published in a peer-reviewed journal.
"With no new dementia drugs in 15 years, minimizing risk and improving care is key. We know that diabetes can raise the risk of developing dementia, and with both of these illnesses on the rise we urgently need to understand this relationship better," said James Pickett, head of research at the Alzheimer's Society.
"Very low blood sugar levels are clearly dangerous to anyone with diabetes, and this suggests the effects might be even more extreme in people with dementia," Pickett said in a meeting news release.
"The study didn't show cause and effect but, given the dangers of low blood sugar levels, clearly it should be managed carefully," he added.
More information
The U.S. National Institute of Diabetes and Digestive and Kidney Diseases has more on hypoglycemia.
Copyright © 2018 HealthDay. All rights reserved.


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• slake •
Pronunciation: slayk • Hear it!
Part of Speech: Verb, transitive
Meaning: 1. To quench, to satisfy a thirst for, as to slake a thirst or desire. 2. To reduce or moderate, to relax or slacken, as a pill to slake a pain.
Notes: Although this word has been in circulation for centuries in a host of meanings, its family is not very large. The active adjective is the participle, slaking, though there is a passive adjective slakable carried by few dictionaries because of its rarity. This word today is heard almost exclusively in the phrase 'to slake one's thirst' though it has far more interesting uses. Let's use it before we lose it.
In Play: Anything you can thirst for, may (or may not) be slaked: "One night camping could not slake Marilyn's desire for the outdoors; she bought a complete camping outfit and began planning her summer around it." From this sense, the meaning of slake easily moves to the reduction of the intensity of anything: "Robin Hood tried to slake the roaring campfire with the remainder of the grog in his mug, but the alcoholic beverage had the opposite effect."
Word History: Today's Good Word descended to us from Old English slacian, a verb built on slæc "slack, sluggish". It is hence a close relative of slack. The original Proto-Indo-European root was a rarity exhibiting both a Fickle S and a Fickle N. The initial S appears in derivations in some languages but not others. English slack is based on the same root as Latin laxus (lak-sus) "loose, slack" (whence English lax) and Russian legkiy "light". The same root also produced Latin languere "to be languid", with an N that did not make it to English slack or slake. (We would not wish William Blaisdell to languish for lack of gratitude for submitting today's Good Word—which should help slake our desire for knowledge of the English vocabulary.)
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By Wes Woods II
Staff Writer
The Claremont Symphony Orchestra will hold a free performance to honor Great Britain, host of the 2012 Olympics, at Bridges Hall of Music at Pomona College.
The event starts at 3:30 p.m. Sunday while doors open at 3 p.m.
Bridges Hall of Music is at 150 E. 4th St.
Attendees can be dropped off in front of the hall and park in streets to the west or in the parking structure off of First Street, according to a news release.
Performed at the event will be:
Sir Edward Elgar: Pomp and Circumstance March No. 4
Joseph Haydn: Symphony No. 94 "Surprise"
Ralph Vaughan Williams:
Fantasia on a Theme of Thomas Tallis
English Folk Song Suite (arr. Gordon Jacob)
Sir Edward Elgar: Pomp and Circumstance March No. 1
After the performance, there will be a free "Operatic Love Duets" program by Begona Bilbao and Don Squillace of Claremont's Vineyard Touring Opera at Casa de Salsa.
The 6 p.m. performance and fundraiser will take place at the northwest corner of Foothill and Indian Hill Boulevards.
Before the performance, CSO's Catherine Summers will perform harp music from 5:30 to 6 p.m.
Casa de Salsa will donate a percentage of the food orders from the menu, a la carte, or from Judy's Burgers menu.
An email, concert program or flyer for the CSO must be presented for the CSO to get the donation.