Monthly Archives: July 2022

The Tools of the Trade

The changes in teaching tools over 50 years

I first walked into a classroom as an underqualified teacher in 1972. Being a slow learner, there were still some units of study to complete at University. I had started in Economics but switched to History and this change caused a delay. So I wasn’t fully qualified until 1974. What I didn’t know or understand at the time was that I was on the threshold of huge changes in the way that education would develop in the next 50 years. Slow learner or not, I would have to keep my skates on to keep up.

Ocean Grove Primary School circa 1957 – Pieter with slate

A few years ago I visited a great indoor/outdoor museum in Ostersund, Sweden. In the schoolhouse there were desks made up of sand trays – a desk with a thin layer of sand so you could practise your letters or do you sums in the sand and then erase them to leave a blank layer of sand for the next exercise. In Grade 1 at Ocean Grove Primary School we had large black slates and a stick of chalk to do our writing and arithmetic. Things had been this way for a long time.

In 1972, when I began my career, if a teacher wanted multiple copies of a document, a spirit or ink duplicator was used. Spirit duplicators were good for handwritten documents and short runs of under 50. The colour in the stencil would disappear but the students loved the methylated spirits smell and held the sheets of paper to their noses. The ink duplicator would use a wax stencil that had the material typed on it or inscribed with a stylus. This could print hundreds of copies and be retained in a sleeve of blotting paper for future use. The downside was that playing with the dark ink was a messy affair. I would regularly be berated by my child bride for ink on the shirt cuffs. Newfangled photocopiers were too expensive to use for class sized duplication and most copiers still used a grey tinted photographic paper.

Overhead projectors were expensive and the few in the school would be in strong demand. Then video recorders started making an appearance in schools during the mid 1970s. They added some flexibility to the TVs that had been recently brought in, but they were hideously expensive and there were at least three different formats to choose from: Betamax, Phillips and the ultimate winner,VHS.

Even later in the 1970s and into the early 1980s personal computers such as the Vic20, C64, Atari, Apple and a myriad of others were making their appearance, starting off a format war far bigger than the video cassette wars. In this decade the first computers were making their way into schools but they were rare and seen as a gimmick by many.

Still to arrive was the Internet, Data Projectors, large class sized LED screens and apps and devices galore.

I write all this simply to show how much the tools used in education have changed over the years and I haven’t included the change from blackboards to white boards and then interactive white boards.

But all this leads to other questions: Has teaching improved? Have these tools made education a better experience? Have these tools enabled students to reach their potential?

A film can introduce a child to a new world of wonder. It can lead to questions, inquiry and further exploration. But it can also be used as a baby sitter and time waster. A printed sheet may sharpen a child’s maths or English skills or simply fill in some left-over minutes in a lesson. The same is true for a tablet and an app. At the heart of the tool’s effectiveness lies the competence and passion of the teacher. As a general rule I would suggest that a teacher with knowledge and passion, without these tools, is more effective than a teacher with these tools but without a deep knowledge of his or her teaching area and no enthusiasm for their craft. It is a roundabout way of saying that it is the teacher not the tools that sits at the heart of effective education.

Furthermore, it is the way we use these tools that carries with it another hidden layer of meaning. What are the values and attitudes that accompany them? What are we showing, living and implying to our students in the way we use these tools?

Are we reinforcing the pervasive and mind-numbing entertainment culture of our society? Are these fascinations available to us to while away the time and to titillate us or are we suggesting that these tools are there for us to explore the world, enhance our understanding and thereby serve God and our neighbour more effectively?

The way we teach and the way we use tools are laden with a subtext – for good or ill.

Has teaching changed over 50 years. I would suggest it has become even more complex, not simply because society is more complex, but our very teaching style can carry with it a sense of complicity with the values of our culture, or, in stark contrast, something far more radical – a critique of culture. Our teaching can reveal the good or ill of the tools we are using. It can encourage students to be, not just critical consumers, but more importantly, judicious and productive users of the tools at their disposal.

It was far simpler to practise one’s letters on a sand desk.

Categories: Education, Future | Tags: , , , | 2 Comments

The Future

Today, I am sitting in a small office, possibly for the last time, interviewing families who wish to enroll their children in Kinder and Foundation for 2023. Family by family they come in and tell me about their desires for their children. These children are bright eyed buttons, some shy, others exuberant and a few just cautious. “What does this old man with a grey beard want?” they seem to think.

It struck me that when these children are my age it will be at the eve of this century – around 2093. And I can’t help but ask so many silent questions: what will the world be like, what will these lives have experienced, will these children have faith, what will have happened to the great issues of our day like climate change, refugees and war, what will be their hopes for their children and grandchildren? The questions mount but the answers lie buried in a future of uncertainty.

But there is good news. The good news is the reason why I am interviewing at a Christian School. There is a God, the God, who knows the future and will not be defeated by the foolishness of humanity. There is hope. A hope that lies outside our own wills and ability and in the person of Jesus Christ who came to seek and save the lost.

When I was 5, my great grandfather was in his 80s. He had been born in about 1870. He grew up to see a new century, WW1, the Great Depression and WW2. Despite all that, his hope in a faithful God was passed onto his son, his son’s son and his son’s son’s son (me). None of the circumstances that he experienced dissuaded him from the truth of God’s Word. I pray that this will be true for these young bright-eyed children who have blessed my day.

Categories: christian education, Faith, Life | Tags: , , | 1 Comment

The Rise of a Social Dictatorship

The modern world has become even more confusing than ever before. Innately, as post-moderns, we create our own meaning and discover our own “truths” so that we can be “authentic”. However, it is increasingly clear that some people’s “truths” trump others. It is ok for a biological male to identify as a woman, or anywhere in between for that matter, but clearly it is not socially acceptable for a conservative Christian to hold a view that biology and gender are connected.

The result is that we end up with an attempt at “inclusivity” that clearly excludes some. The story of the “Pride Jersey” in the recent Rugby League debacle shows that “inclusivity “can only go so far. For the South Sea islanders of faith, it is clear they couldn’t be included. We can add: so much for “celebrating diversity” as well – another popular mantra.

As a result of this confused, self-centred and self-authenticated thinking which, incidentally, needs the approval of other like-minded people, we have, ironically, excluded others and failed to acknowledge their unique views shaped by faith. In this Brave New World we all need to think the same as those who have shaped the latest views on gender and sexuality. By the way, there are so many other dimensions to our humanity than just sexuality, but it seems that our sexuality is vastly more important than any other facet of our multi-dimensional humanity.

So my question is simple: Why do I have to think the same as others to be socially approved? I can’t stop a woman thinking that she is a man, but why do I have to agree? My approval or disapproval will not make a whit of difference. It seems we are headed for a social dictatorship where the views of the majority will be imposed on the minority. Is this just?

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An Anniversary

Today is the 28th anniversary of my father’s death (July 14th) and as anniversaries often do, it caused me to reflect on the influence of my father – especially as I am a couple of years away from the age at which he died.

Dad and his violin

My Dad wasn’t perfect. A tradition I have faithfully carried on. He had a quick temper and could be stubborn. Traits that I dutifully learned as a young boy. But there are many qualities that I should have learned but was slow to grasp. He was a generous man: generous with his time, possessions and the little money he had. He was a man who took a keen interest in people’s lives and tried to help them as best he could.

Maarten, my Dad, was uneducated and this was largely due to the time in which he grew up – in the midst of economic depression, and later, war. But he was intelligent and astute. He saw through pomposity and bravado. On the other hand, he saw the best in people. When I might have been dismissive of someone, he would respond and tell me I didn’t understand the hardship and trials that this person had been through and which had, in turn, shaped their lives and attitudes.

He had that sense of responsibility that characterised many of his generation. Responsibility towards his family, his church, his customers and neighbours.

Also, he had a wicked sense of humour, liked a glass of wine or a cold beer on a blistering hot Aussie day, and loved his music – particularly Bach.

Looking back, I give thanks to God for having this dad as my father. He encouraged, at times bullied, me into making the most of my learning – one that he never had the opportunity to experience. He passed on beliefs and values for which I will be eternally grateful.

Twenty-eight years dead but still very much alive!

Categories: Family, Reflections, Uncategorized | Tags: , | Leave a comment

The Census – Religion and Australians

The recent Australian census results have revealed that fewer Australians than ever before have stated that they are religious. How should the Christian Church take that message? A slap in the face? A challenge? A cause for reflection? A sign of the times?

Probably all of these.

The church has been “on the nose” for a while. Abuse of children, high-profile pastors abusing their position and other bad press have all been on a steadily growing the list of Christless behaviour.

However, in all this, we should not lose sight of the faithful adherence to the gospel and its calling by many who have quietly, worshipped God, cared for, served and loved their neighbour as an outworking of their faith in Christ – people who have faithfully served and loved despite the appalling behaviour of some.

However, that doesn’t mean there is not much to repent of and seek forgiveness for.

For many decades, if not centuries, church adherence has been tribal. As Michael Jensen pointed out in a recent article (https://tinyurl.com/y93hc8pa) different tribes belonged to different churches. Scots were Presbyterian, and Irish, Catholic and so on. This demise is not something to cry about. It was too often more about a culture and ethnicity, than Christ. Today we see something similar in the US with belief and politics morphed in a very unholy collaboration. A return to a church that is fundamentally anchored in Scripture is to be encouraged and applauded.

Also, Barny Zwartz points out in The Age,(July 10th) ( https://tinyurl.com/4rnuxjww )  “We don’t yet have full figures for the 2021 Census, but in 2011, when 6 million Australians claimed no religion, only 59,000 identified as atheists. There were more Jedi knights.” The point is that people are reluctant to disavow a belief in the existence of a higher being yet they have, as Michael Jensen points out, opted out of the club the family may have belonged to in the past.

Zwartz also compares the census data with the National Church Life Survey, “Research by the National Church Life Survey shows that by far the most hostility to Christianity comes from people aged 50 to 65 – as director Dr Ruth Powell observes, the people who hold the microphones right now. NCLS research suggests that only 21 percent of Australians go to church at least once a month – but that figure rises to 32 percent among 18 to 35-year-olds.” There are points of light and hope in these figures.

The census is, however, a cause for reflection. What does it mean to be church in C21st Australia? How do we reflect Christ and His Kingdom in a winsome way? How do we represent God and the gospel in a way that encourages Australians to think beyond the tribal connections of the past and to reflect on the true meaning of life in a way that honours the God of eternity? Also, how do we repent genuinely, for the poor behaviour of the few who have dishonoured the name of Christ so publicly, while acknowledging humbly that none of us live as Christ calls us to live?

This is a challenge. How do we convince people they are spiritual beings with a soul as well as a body and that in this life, and the next, there is a God who desires the best for them and calls them into a relationship with Him?

Categories: christian, Christianity, Church | Tags: , | 1 Comment

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