Sunday 8 December 2013

Now For Something Completely Different!


Monty Python irreverently took a TV generation on a journey of comedy and social comment in a manner and style completely different to what they had been used to. In a crazy kaleidoscope of sketches, cartoons and and zany antics, they bombarded the viewer with a new paradigm in comedy, one I would dare to suggest has not been surpassed since. Kenny Everett and the Goodies went close, although one could argue they were but disciples of Monty Python, not explorers of new territory.

History shows that human beings like the status quo and will resist any attempts to change from what has served them well. This is the case, it seems , whether you are talking about the big picture or in terms of individuals. People do not like to change what they believe, what they think they believe and what has become habitual. It is for it always has been and therefore there is no need to accept or embrace this new thing, whatever it maybe. Habits of thought and practice, be they personal, institutional or societal, often require a cathartic experience or a lengthy debate, sometimes both, before they are changed.  Look at slavery, race and gender based issues for example. Something completely different rarely comes without a struggle.
Over the last few weeks I have been reflecting on both - faith and education.  Both have had an accepted worldview which is, and has been for sometime, challenged by new ways of thinking and doing.  Both are struggling to make the transition from the known to the unknown, from the accepted to the something completely different.

To read more go to http://bit.ly/1at8nMr

Tuesday 19 November 2013

An Unhealthy Obsession.

Our world has an unhealthy obsession with violence. Be it sport, war, crime, tragedy or self-destruction.  The language around sport, the bring back the biff and the brother against brother, mate against mate tag lines of sport promotion speaks all about the violence inherent in physical conflict.

Violence sneaks into our language without us knowing. Suddenly we are 'doing battle'; we no longer say we don't like something, we hate it; to get fit we go to a boot camp; we are not going to simply win, but we are going to 'smash' them, and much more.  


James Hillman suggests by the title of his little book that we have 'A Terrible Love of War'. He suggests we are hardwired for conflict as a means of individual and corporate identity and an affirmation that there is something worthy enough, great enough, big enough to die for. C. S Lewis, the writer of Narnia, took it for granted that war was with us forever and could not understand the position of pacifists or those advocating non-violence. He believed war was inevitable, and sometimes necessary. He suggested the primary purpose of war was to remind us we are destined to die.

To see the full post go to www.contemplativejournal.com and click on blogs.

Sunday 27 October 2013

Youthful Prophets

For most of my adult life I have had the great pleasure of working with young people; on the streets of Sydney and Brisbane; in the juvenile detention centres; in the Royal Australian Navy and in schools across two states. I say pleasure because young people are open, honest, sometimes a little too honest, quick to cut through the superficialities to the real questions.
And they won’t be put off by adult posturing and pretence.  They can sense when you are fair dinkum.
A year 9 student recently lost his father unexpectedly. He is doing it tough. He came to see me, and after some discussion, I looked him in the eye and said, ‘ I would be lying to you if I said what happened will ever get better. It won’t. You will just get better at handling it.’  He looked at me and said, ‘Thank you for saying that. I needed to hear that.’ He was looking for a love or respect that was real, hard and true.  

For more go to www.contemplativejournal.com by following this link - http://bit.ly/18pEMw6



Sunday 20 October 2013

The Widow and The Judge

‘Then Jesus told them a parable about their need to pray always and not to lose heart. He said, “In a certain city there was a judge who neither feared God nor had respect for people. In that city there was a widow who kept coming to him and saying, ‘Grant me justice against my opponent.’ For a while he refused; but later he said to himself, ‘Though I have no fear of God and no respect for anyone, yet because this widow keeps bothering me, I will grant her justice, so that she may not wear me out by continually coming.’” And the Lord said, “Listen to what the unjust judge says. And will not God grant justice to his chosen ones who cry to him day and night? Will he delay long in helping them? I tell you, he will quickly grant justice to them. And yet, when the Son of Man comes, will he find faith on earth?” (Luke 18:1-8)

The widow annoys the judge. The judge caves in. The widow gets her justice. And all is well! Well…no!

The wealthy powerful judge's comfortable life is unhinged by the persistent insistence of the powerless poor widow. She is hungry, forgotten, outside of the circles of respectability all because of something she had little control over, her husband died. In her plight she goes and stands outside the house of the one who can do something for her and begins pleading, and doesn't stop. Like the cat who sits outside your bedroom window in the middle of the night and keeps you awake, taking no notice of your colourful language, she keeps right on, and on, and on.


You see she is stuck in the space-in-between - in between what she once had and what she is entitled to, in a word, respect. But not only is she stuck in that space, so is the judge.  He is committed to the status quo but is being pleaded to move to a place of justice, a place where he is asked to take action to put right what is wrong.

To read more go here http://bit.ly/1i5Ddcl

Thursday 3 October 2013

Living the Monastic Life - My Mother and Dementia

I visited my mum this last week. Wow, what a surprise. When Dad died we knew Mum had dementia but we were not sure just how badly she was affected. 

To ensure things went as well as could be expected we took preventative action.

My brother placed notes in prominent places around the house. Above the stove, reminding her to turn it off. By the door, reminding her to keep it locked. All windows and places of access were given extra security. A comprehensive list of contacts, service providers and emergency numbers were blu-tacked above the telephone.  The local Meals-on-Wheels were arranged to provide meals several days a week.  The Community nurses came, assessed her needs and agreed to visit everyday for an hour or so, just to keep a check on here.  She agreed to go to the weekly memory group and would be picked up for church on Sundays and, whenever possible, on Wednesdays.  A community worker would take her shopping each week.

We  hoped all this would work, but we were unsure of the outcome. Yes, we held our collective breath.

For more on this go here: http://bit.ly/1at8nMr

Thursday 12 September 2013

Thomas Merton & Young People

Thomas Merton & Young People, link here http://bit.ly/17Xhsrl. Take a look at my latest article on www.contemplativejournal.com

Sunday 8 September 2013

The Elephant In The Room

My first reaction when I began to write this article was to go looking for the scholarly professional papers on the subject of grief and loss. What do the professionals say? What does the research have to contribute? What can I learn off the grief and loss help sites?

Then I stopped. Why is it that we seek out professional help when none is needed? Why do we want to know what 'they' say (whoever they are) and why is their opinion of more value than mine, or the young people I stood beside in this latest experience of death? Why do we not listen to ourselves and those who have experienced death up close and personal without running it through some theoretical paradigm, which we hope, will render death harmless?


For more follow this link, http://bit.ly/13uKkay or go to www.contemplativejournal.com.


Tuesday 30 July 2013

The Lord's Prayer - A Rubric for Life

The Lord's Prayer


Our Father in heaven,
hallowed be your name.
Your Kingdom come, 
your will be done, 
on earth as in heaven.
Give us today our daily bread.
Forgive us our sins,
as we forgive those who sin against us. 
Lead us not into temptation, 
but deliver us from evil. 
For the kingdom, 
the power and the glory are yours. 
Now and for ever.
Amen.

'Lord, teach us how to pray.'

Sitting in my office earlier this week, I had one of those special moments teachers and school chaplains occasionally experience. In conversation with a student we were discussing what our purpose in life was. He looked at me and said, 'My purpose in life is to write my own purpose.' This was not a glib throw away line. It was a carefully thought out position by a self-aware young man (15 years old). He went on to explain that instead of spending time trying to find God's will and purpose for him, he was going to live the life he was given and in doing so, would write the purpose for his life as he went along. We explored how he came to that conclusion and the implications for the way he lives his life, and it was clear that this more than just a wish. It was a part of his life rule and practice.

Somewhere he had intuitively understood the dictum Brother Christian spoke about at Gethsemani, 'You become what you practice.' He is becoming, slowly but surely, his own purpose. His practice of living life as it is, right there in front of him, with gratitude and humility, is beginning to write itself on his life for others to see. He is not praying for a purpose, he is acting as one with a purpose.

In the chinese classic, the  Confucian text the Hsiao Ching, which is basic reading for the average Chinese school student, the writer outlines five basic relationships necessary for good relationships and good leadership. They are:

  • the relationship between father and son, which is justice;
  • the relationship between mother and son, which is compassion,
  • the relationship with the parents, which is filial love;     
  • the relationship between elder brother to younger brother, which is friendship;
  • the relationship between the younger brother and the elder brother, which is respect.

It is understood that if these relationships are developed and practiced then the community takes on a foundation of love. The Hsiao Ching says; ' He who really loves his parents will not be proud in a high position; he will not be insubordinate in an inferior position, and with equals he will not be contentious.' In other words, when you have these relationships right you are balanced at your centre. You know who you are and you do not need to belittle others, to grovel to others or to argue to be noticed and to ensure that others know you are there. You are at peace with yourself and your purpose in life, and you are able to help others as they write this purpose for themselves.

The disciples have noticed that the disciples of other rabbi's have a communal prayer which sums up the teaching and philosophy of their particular school of faith.  They want one too. But as usual, what they ask for is not necessarily what they get. Yes, Jesus gives them a prayer, and it's a 'nice' prayer. It's short, simple and easy to remember, always good for a school prayer. Yet it is more than just a prayer. It is a rubric for life. It is a compressed manual for writing our purpose.
                                                                 
This is a prayer of humility, of divine purpose, of sufficiency, of compassion, of attention. It reminds us that regardless of who we think we are as human beings, God remains forever at the centre of God's creation, that if we put this prayer into practice in the world in which we live, we will not only write our purpose, but we will write God's purpose. It's up to us.

A proper understanding of our relationship with God, with our world and with others will empower us to live life to the fullest and to open the space for others to live similarly.  We are not haughty and egotistic because we praise and worship God as the centre of all things. We understand that life is a mystery to us and only God knows what the kingdom of God looks like but if we write our purpose by staying in our lives we will play apart in bringing in the kingdom of God. We recognise that we don't need more than what is sufficient for our immediate needs and therefore will live in such a way that others have their daily bread. We recognise that we are not perfect and need compassion for our frailties and that others need us to treat them in same way, and we know that our frailties trip us and that we need to pay attention to our emotions, desires and prejudices so that we avoid disaster for ourselves and for others. It is rubric for living.

And the Lord's prayer is difficult.  It is not a prayer for us and those like us.  It is not just a prayer about our relationships with our family (although that is often hard enough) or with people who share our image and our values.  It is a prayer that asks to help those we fear, those that frighten us, those who are different to us, those who challenge our feeling of privilege and entitlement. It is a prayer that asks us to challenge the prevailing societal attitudes which victimises, discriminates, isolates and marginalises others such as the the voter ID law in some US states which will effectively stop minorities without photo id from voting, or the changes to the processing of immigrants arriving by boats in PNG and leaving them there. 

When Jesus gave his disciples this prayer he was laying down a rule for life which he went on to elaborate in his story of how prayer works. The neighbour gives the bread because of the persistent practice of asking and appealing to his sense of justice and compassion, not just because it was annoying, and it was annoying.  The world will only welcome in the kingdom of God if we are annoying, that is if we unceasingly practice the Lord's prayer as the means to write ours and God's purpose for the world.

And it's not just for Sunday or just now. Doing it once doesn't count.  It's for now and forever. And no matter how hard it may make life for us, we do not have permission to stop praying the Lords prayer. 

Saturday 20 July 2013

Abraham, Sarah & Trayvon Martin


 “The Lord appeared to Abraham by the oaks of Mamre, as he sat at the entrance of his tent in the heat of the day. He looked up and saw three men standing near him. When he saw them, he ran from the tent entrance to meet them and bowed down to the ground.” Genesis 18:1-10a 

One of the interesting things about staying in Brooklyn, New York, was that I was often the only white person on the subway, on the street or in the shops. The first time I hopped on the subway, it was more than a little confronting to realise that there was no one else in the carriage with the same colour skin as mine.

Standing on the corner of 116th St & 8th Ave (Frederick Douglas Boulevard) in Harlem was another very distinct experience of isolation and alienation. It was late afternoon, it was raining and I was huddled undercover with a number of people very different in appearance to myself.

I was alone, in the sense that I was not 'normal' for that environment. I was different.

My experience in Louisville was very different where, once again, I became part of 'normal' society. I looked the same as everybody else - white! Louisville seems to be a segregated city to me. Perhaps I'm wrong.

During my time in New York, the trial in the Trayvon Martin case was the dominant story. Dominant, not just because he was shot in the street by a stranger, but because of the colour of his skin. Trayvon Martin was African American, and regardless of what people have written and said about this case, the colour of his and his assailants skin was at the fulcrum around which it revolved.

When I commented that I had had no incident of 'Stop and Frisk', the much discussed New York police policy of stopping and frisking without cause, the answer was quick: 'Of course YOU wouldn't, you are not black.'

John Howard Griffin, a friend of Thomas Merton, wrote one of the most significant books of the 1960's.  It was called Black Like Me and chronicled his experiences when he changed his appearance from white to black and he went to live amongst the black people in the American South.

Here is a snippet of his experience:
'I was the last to leave the bus. An elderly white man, bald and square of build, dressed in worn blue work clothes peered intently at me. Then he crimped his face as though I was odious and snorted, "Phew!". His small blue eyes shone with repugnance, a look of such unreasoning contempt for my skin that it filled me with despair.
It was a little thing, but piled on all the other little things it broke something in me. Suddenly I had had enough. Suddenly I could stomach no more of this degradation - not of myself but of all men who were black like me.' (BLM, pp 153-4)

Much of the discussion about the Martin case, amongst the African American people, was how do we protect our children, particularly young men? How do we stop this happening again?

How do we move past colour as the first door into people's lives? Christopher Pramuk in his book Hope Sings, So Beautiful makes the case clearly and is well worth reading, not just to understand the race issue in America but the issue of privilege and poverty and it's roots in colour and race right around the world, including Australia.  He writes authoritatively as one who,with his wife, has adopted two Haitian children and has lived and worshipped within an African- American community.

Pramuk writes graphically of the long line of Haitian citizens who line up everyday, way before dawn, dressed in the Sunday best, to apply for a visa to 'the promised land'. They pay four hundred non-refundable US dollars just to apply, and of the 'tens of thousands who apply each year, less than 2 percent will be granted a visa.' (HSSB, p6) And you are only allowed to apply once!

The Genesis story of Abraham and Sarah's encounter with strangers suggests very clearly what we need to do and it is simple, like Abraham and Sarah we are to look at all others, legal or 'illegal' refugees, black or white, gay or straight, male or female, able bodied or disabled, as an opportunity to offer welcoming hospitality. It is to look, not for sameness or difference, but to see the person in all, and be open to the possibility of relationship, blessing and hope.

Abraham is sitting just inside his tent on in the middle of the day. Maybe it was a great spot to catch a breeze, maybe it was out of earshot of Sarah or maybe it was where he could get a good look at what is going on around him and his home. He was doing the equivalent of sitting on his veranda watching the world go by.

Each morning, when I walked down Winthrop Avenue, Brooklyn, on the way to the subway I was greeted by a cheery good morning from the two elderly ladies sitting on the stoop, the veranda, of their home which sort of fell into the street. A little further down was the elderly gentleman, occasionally further down was the young mum and her baby, each would say hello, comment on the weather and wish you a good day.

Like Abraham they were expecting and greeting those who passed by, strangers they did not know but welcomed into their lives by this little daily routine.  Sometimes they were there when I returned. Either way they were a joy in my life, people who connected me to my community, as it became while I was there.

They expected strangers and so did Abraham.  It was midday, it was hot, and people travelling at that time needed hospitality and a welcome. Abraham made sure he was there to care for those who were out in the midday sun. And so was Sarah – absent from the stoop but within calling distance if required to provide hospitality.

Notice when Abraham sees the strangers he does not hesitate. ‘When he saw them, he ran from the tent entrance to meet them and bowed down to the ground’. He didn’t wait to see if they had come through the right immigration channels, if they had their papers, if the colour of their skin was the same as his, if they were acceptable for someone like him to greet.  He made no assessment of character, no check on the geneology website, and made no attempt to see if they would rob or murder him and his family.

He simply welcomed them, not as strangers, but as guests and friends.  The hospitality wasn’t over the top. It was basic. It met their needs. They were cleansed, given something to eat and drink, and made welcome.  Abraham didn’t bring on entertainment or a feast fit for celebrities.  He simply welcomed and cared for them. Nothing more, and nothing less.

And Genesis says, ‘The Lord appeared to Abraham’. And a promise of a child was made again. Neither of which Abraham sought or desired when he welcomed the strangers.  He simply did the hospitable and the ordinary – he welcomed strangers without judgement, without fear, without question. And he received much more than he expected.

Standing under the awning in Harlem as the rain bucketed down, I was joined by a young African American boy, just a bit older than Trayvon. He was a solid young man and we exchanged greetings.  As the time went on, the sun went down and the street came to life, he stayed next to me, not talking just standing there, occasionally glancing my way. Just before I was to leave he looked at me and said, ‘Now, you take care’, and disappeared. It was then I realised he was my guardian angel, he had taken it on himself to stand beside this rather strange Australian who had obviously wandered into the ‘wrong’ part of town.

Like Abraham he welcomed the stranger and I entertained an angel. How differently life would have been for Trayvon, and could be for us, if only we could let go of our prejudices and entertain strangers as Abraham and Sarah did. It is simple, but seems never to be easy.

Monday 8 July 2013

Natural Beauty of New York City

I think I will just sit right here! Is that o.k. with you?

Why, helloo! I remember you from........

I know, we are beautiful!

Bubbles, bubbles, everywhere!

Well, go on, take my picture!

See, I'm a professional on the catwalk!


Don't shoot now, you fool! What will my fans think?

A vegetable garden in Battery Park

The vegetables
Now that's relaxing

My name's Fern and I'm on border control!

The Vietnam Veteran's Memorial. A must see!

Friday 5 July 2013

Baseball - at the NY Mets Thru An Aussie's Eyes!

Headed to the baseball for the Mets game and it was POURING DOWN! Thought for certain it would be off. Got there and it stopped, they took off the covers, drained the swimming pool sized ponds and the game started 2 hours late. Watched the Mets get beaten and left at 12.30, they were doing the fireworks after that! Wouldn't happen in Australia. Someone would complain about the noise! Not New York!. Got the crowded train home. It was a full house on a Wednesday night, 30,000 plus people.

Now the baseball. What happens? Nothing much for a long time, then something for a very short time, and then nothing. It's like a 16 yr old boy looking for a girlfriend; he takes a lot of swings, hits a lot of foul balls, strikes out most of the time, occasionally gets to first base, may get to second base, and only rarely, very rarely hits a home run! And when he does, the crowd goes wild!

Now having said that, it is difficult to hit that little white ball with a round stick when the bowl is travelling at 97 miles per hour and is thrown from around 20 yards away directly at you (less than a cricket pitch)! I admire the skill of those who can, such as the Mets captain David Wright who hit a home run last night. Their pitcher, Matt Harvey, throws at 96-97 mph consistently. His slow ball is in the mid to late 80's!

The crowd, the noise, the excitement and the hopeful expectation gets you in, and you find yourself yelling just as much as the die-hard fans when something great happens.

It was a great night out. Thankyou @Mets.

Tuesday 25 June 2013

Thomas Merton: Innocent, Playful, Learner, Teacher!

Over the last two and a half weeks I have been immersed in the life, work and writings of Thomas Merton, American Trappist monk who died tragically in 1968 aged 52. You may ask the question why and it would be a sensible one. 

To discover what made him the acclaimed author of over 60 books; teacher and spiritual director of young men in the monastery; a collaborator with over 2,000 correspondents, producing over 21,000 pieces of correspondence; rapacious reader of the classics, the religious masters and contemporary literature; a social activist involved in the 1960’s ferment of race, nuclear weapons, Vietnam war and technology; and someone who fitted all this in between 7 periods of prayer, time for private prayer and the work-a-day life of a Trappist monk in an economically viable monastery.

The answer? He was an innocent and playful learner and teacher!

Innocent in that he never thought he knew the answers. There was always more to learn, more to know, more people to hear from, more inspiration to gather. He was like a small child who simply soaks up the world around them, making sense of it as they grow and become more and more engaged with the world. A cursory scan across his books will show that he assimilated ideas in such a way that he never became static. He was always becoming. 

Playful in that his sense of humour was never far from the surface. He played with ideas, engaged with people in a way that bought out their ideas and thoughts, and allowed space for others to become in the way he was. Listening to his lectures one discovers an openness, warmth, depth and willingness to listen his audience responds to with laughter, questions and discussion. His classroom was alive with playfulness.

Learner, because that was his vocation. Yes he was a monk, but the task of a monk is to be open to God and the creativity alive in the world. His journals, working notebooks and correspondence reveal a man on the search for something he hadn’t seen or heard before. He epitomises the life-long learner.

Teacher, because in learning, he taught. Teaching wasn’t a skill or method for him. It was the natural outcome of a life lived in a state of perpetual learning. And he still teaches today in that his life and works have inspired over 300 doctorate and masters theses, the International Thomas Merton Society of scholars and ever-growing corpus of books using his thought to expound everything from ecology to solitude to Zen! 

As parents, teachers and students are we, like Thomas Merton, innocent, playful, learners or teachers? And if not, why not?

Friday 21 June 2013

Wyclef Jean "The Carnival Begins"

Last night in New York had the privilege of being in the audience for Wyclef Jean's "The Carnival Begins" at B.B.Kings in Times Square. Wyclef, for those unfamiliar with him, is a Haitian rappper and hip hop artist who recently ran for President of Haiti.

The show was a powerful expression of the musicality and poetry of rap and hip hop. While the high sound and energy sometimes masks the sophistication of the art form, the talent required to transmit it to his listeners is evident for those who listen closely. Wyclef encapsulates the highest form of his art.


Wyclef's stage presence, professionalism and synchronicity with his audience explodes on stage. Yet his generosity in sharing the stage and deflecting the focus on to his co-performers, artists he is mentoring and guiding, is examplary. Watching the stage, his genuine concern for these young artists is visible on his face and in his eyes in unguarded moments.

The presence of the Haitian soccer team was a coup. Great show of national pride and support. It was an example of the man's heart for his people which no doubt endears him to all who get to meet him.

For me, this was so far from where I live, a room full of people whom I would appear to have little in common with yet with whom I share a deep sense of longing and hope. Humanity may be a little crazy but there is a better day coming!

Thanks @Wyclef for a great experience.










- Posted using BlogPress from my iPad




Monday 17 June 2013

An Epistle from New York

The "whispering gallery" is located on the Grand Central Terminal dining concourse. Here, the acoustics of the low ceramic arches can cause a whisper to sound like a shout. Sound impossible? To test it out, you and a friend stand in opposite corners of the large arched entryway. You face the corner and whisper. Your friend will be able to hear your voice as if you were right next to them, not whispering into a far-away corner in a very busy and noisy train station in New York



Discernment, or the ability to hear what God is saying to you about your life and future, is not always an easy task. There is a lot of noise in our lives. Not  just physical noise but the noise of activity, stress, relationships, busyness, deadlines and expectations. These shut out our capacity to hear what is going on within, the place where the still smal voice speaks.



Just like in the "whispering gallery", we have to turn away from our crowded lives and listen for the voice of our friend across the way in the privacy of our own hearts. It is a voice no one else hears but you, and it wants to be heard. Whether we hear it or not is up to us and our capacity to step away from the centre to the edge of our lives and listen, a skill we may have yet to cultivate.








- Posted using BlogPress from my iPad

Location:Rogers Ave,New York,United States

Sunday 16 June 2013

RedShoes, RedNose, Redemption - RedShoesWalking: ITMS 2013 - The Conference

RedShoes, RedNose, Redemption - RedShoesWalking: ITMS 2013 - The Conference

ITMS 2013 - The Conference

The 2013 International Thomas Merton Conference is in it's third and penultimate day. It seems to have been a lifetime in coming but it has been over in a flash mob of papers, workshops and plenary sessions.  Not too menton meditation, prayer and worship, music and dance.

The plenary sessions introduced us to key Merton ideas and iconic texts such as Chris Pramuk speaking on 'Haggai Sophia', Merton's celebrated prose poem; Michael Higgins entertaining us with his paper on 'Merton As the Public Academic' and Elizabeth Dryer challenging our understanding of Merton. This mornings panel session with a range of speakers sharing insights into Merton and Henri Nouwen was both entertaining (Fr John Bamberger, the former Abbott of the Genesee Monastery kept the laughter coming) and insightful.

I enjoyed the workshops with Christine Bochen on 'Teaching Thomas Merton', a practical workshop on curriculum and teaching which will be useful for future classes! Watch out students, Thomas Merton comes your way!

At the heart of the Sacred Heart University sits the University chapel, which is a must visit site for anyone who ventures into this part of Connecticut.  The mosaics on the sanctuary wall is to be hold (watch this site for future photographs).

Tonight we will listen to celebrated author and spiritual guide, Ronald Rollheiser. I am looking forward for this.

Tomorrow the conference closes and I catch the train back to Grand Central station before heading to my new 'home' in Brooklyn.

Friday 7 June 2013

New York - Here I Come!

Monday 10 June I fly out to enjoy 4 weeks in New York and Louisville, Kentucky. 

The purpose? Well, I am presenting a paper at the 13th international Thomas Merton Meeting in Fairfield, New York before undertaking some research at both Bellarmine and Columbia Universities on the man himself. That in itself is exciting as I have only read about him and his material from others. Here is a chance to see his handwriting, watch how the words fit the page and get an insight into the man himself.

I am also spending 3 nights out at Gethsemane where he spent his monastic life. While not wanting to sound over the top, this will also give a further sense of Merton and what influenced is thinking and writing.

I plane to update this as regularly as possible while away so, watch this space.

Sunday 19 May 2013

Peter the Reluctant Learner Comes Alive!


Acts 2:1-21

Today is Pentecost Sunday, often referred to as the church's birthday, the day when God poured out the Spirit on the early church gathered in Jerusalem. It was an amazing spectacle and it is this spectacle we often get caught up in. And it would have been so easy to have been swayed by tongues of fire, roaring winds and otherwise mono-linguistic people speaking in foreign languages. This story of God breaking in on, not just the disciples though they were there, but devout Jews and people from every part of the known world is a story too good to ignore, yet we often drain it of it's power and relevance for us today.
This story is an example of experiential learning, the type of learning we search for in our teaching, parenting and living. We are called to become involved in this event which is being experienced by us and by people all throughout the world at this very moment. Jesus promised to send the Spirit to teach, to breakdown, to unify and to celebrate the creative and redeeming wonder of God, and Pentecost is that day.
The wonder of teaching is surprise, and as teachers, if we lose the capacity to be surprised by our material, our students and our selves, our teaching becomes static, lifeless and dead.  Each day we are surprised by students, students who respond with amazing insights, attention and participation  we were not expecting, not at least from 'that' particular student.  Marking Religious Education assignments I have been surprised by the students who have surprised me with the quality of their work and their insights into the world around them.  These haven't been the brightest and the best, just ordinary students who have given of themselves in a way that says, 'I am listening and I am capable of catching you off guard.'  When we are not looking something amazing happens. That is Pentecost in action, that is the Spirit of God continuing to create wonder and blessing in places we consider dead, not alive, barren and unproductive.
Peter gets up to speak, Peter the petulant, the impulsive, the one who speaks before thinking, the one who cut off the soldiers ear with his sword, the one who denied Jesus three times, gets up to speak in the midst of this amazing moment. Peter speaks without hesitation, plainly and powerfully, no impulsive sayings, no over the top rhetoric - just good plain speaking knowledge - he speaks what he learnt when Jesus was with them. Peter becomes the archetypal student, the student we hope we teach. He gives us hope that those in our classes who mimic the 'old' Peter - Peter the student -  will become Peter, the learner who now acts on what he was taught:
  • He is aware - of what is happening, of who is there, and of the importance of the occasion;
  • He applies reason - 'These men are not drunk' - and asks those listening to take this situation seriously,
  • He is contextual - he remember's the prophets words and quotes them as the reference for this moment in history.
Peters speech in it's entirety reflects the power of experiential learning.  While Peter had spent 3 years with Jesus, he had also spent a lifetime with the Torah and the Jewish traditions as well as in the world as a business, fishermen, son, husband and parent. Peter gathers together all the learning which had come his way and uses it here to teach those who were gathered from all over the known world and who had, many of them, a similar understanding of the Jewish scriptures as he.
Peter would have recognised in the diversity of languages and peoples the image of the Tower of Babel where God brought into being individual languages so that people could not communicate as before.  Now they, despite their diversity through the primacy of language, are brought together to experience the unity that comes from Spirit.  Note that no language is discarded, no difference is erased, they still have their languages and their ethnic and cultural differences, but they are united through the power of the Spirit. They are one, but different. Diversity becomes a strength not a weakness, and they are challenged to engage and learn from each other in the glow of Pentecost.
Luke has Peter dismantling the arguments of those watching, the devout Jews, who accuse the crowd of being drunk.  When the Spirit surprises, our natural reaction is to find an excuse, a way of rationalising what we have seen so that we can avoid embracing what is there.  The challenge to the conformity of the devout Jews to an ethnic Jewish religion, to the idea that they and they alone are Gods' people, and that that God only speaks to and through them, was powerfully experienced by them at this moment.  All of a sudden centuries of accepted teaching, learning and expectations have been challenged to the brink of collapse, how do we respond? Let's find reasons and excuses to trivialise and dismiss it out of hand.  That way we can go on doing what we have always done and not have to learn something new.
Students and children (even ours) do that to us each day.  We have preconceived ideas what teaching and learning looks like, what particular students or children are like and what we can expect from them and, even when they surprise us, we often simply dismiss that as a one off and fail to embrace the learning in that moment for ourselves.
Students and children (and people in general) learn and process their learning in ways that are particular to them.  They often only learn when those who teach them are no longer in the room. Peter is forced to recall his teaching, to process what he has learnt and to get up and present it without notes, powerpoint slides or a rehearsal.  He speaks off the cuff and has to rely on what is with in him, much of which he was still processing, yet here he is giving the speech which set the church up for the future and him as the leader of that church.
In my RE classes I have a number of Peter's and at least one by that name. I have been driven to distraction by these young boys and girls wondering when their disruptive, some times disrespectful, sometimes oppositional behaviour will stop and they will begin to learn. I said to a fellow teacher on Thursday after a particular difficult year class, 'Tell me again, why do we do this?"
One student hadn't submitted his assignment, and when challenged said he would do it sometime, I said 'sometime isn't good enough, tonight is'. I marked some of the others work and was surprised at both the quality and the insights into contemporary issues and the thinking of the Apostle Paul.  I met 2 boys on the stairs and told them they had done good and asked permission to publish their work for others to see. One said yes straight away, the other said no, until I told him it was for other schools and not students at our school, then he was very happy.  I learnt something about that young man right there, how he sees himself and how he wants to be seen. He was proud of his work but he didn't want to stand out amongst his peers.  Later on that night, at 6.30, an excellent assignment came through from the boy who said he would do it sometime!
As teachers we, just as Jesus did and God before him, become frustrated at the lack of obvious and visible response from the students in front of us.  The Peter, James and John's in our classrooms disrupt, interrupt and are abrupt, but they are learning and will activate and implement that learning as and when they and the moment is right. Our disappointment is just that, our disappointment, not theirs. Jesus knew Peter had it in him, that's why he told him he would be the Rock on which he would build the church. Even Peter didn't believe him!
Here at Pentecost, Peter comes of age and his learning matures and bubble forth like a new wine, empowered by the surprising breaking in of God's moment and Spirit. Pentecost is the promise of the hidden, the unseen, the previously unknown to break forth in diversity and surprise.
Our task? To stay awake and not resort to our preconceptions, ancient practices and accepted wisdom. The Spirit will surprise us, but we have to be awake to be surprised!