We are made of stardust. It is a hugely popular saying in our culture. In one form or another it has been repeated numerous times in recent years by such people as singer Joni Mitchell (August, 1969), Carl Sagan (book, 1973; “Cosmos”, 1980), and most recently and sophisticatedly by physicist, Neil deGrasse Tyson (2017). It is not a new idea, showing up in an ancient Serbian Proverb and probably being first stated in modern times in a speech by Albert Durrant Watson, then president of the Royal Astronomical Society of Canada: “Our bodies are made of star stuff.”
What are we to make of it?
As Christians we evaluate all truth claims in the light of Scripture. The Bible says, “In the beginning God created the heavens and the earth (Genesis 1:1), and not until day four that “God said, ‘Let there be lights in the expanse of the heavens’” (1:14). Since “the Lord God formed man of the dust from the ground” (2:7), the dust out of which man was made existed before the stars were created. It is reasonable that we have many of the same elements as we measure to be present in stars through spectral light analysis. Those elements were present in both the heavens and earth formed in the beginning. But a straightforward reading of the text gives no indication that earth was derived from this substance and there were certainly no stars. Therefore, we are not made of stardust.
The Substance behind the Material.
Earth, and therefore people, derived from stardust is a construct to fit Big Bang cosmology, and it fits well with our self-importance in God-denying Humanism. As Bible believing Christians, we must be very careful not to be drawn in by seemingly innocuous ideas that are false and dangerous.
The Real Source.
Our real value and source is not derived from “stardust brought to life, then empowered by the universe to figure itself out” (Tyson), but from God “breathed into his nostrils the breath of life, and man became a living being.” (2:7) Man is impressed by the dust because it is self-glorifying, but the believer is impressed by the breath of life because it and the dust are God-glorifying. Our value comes from being made in God’s image. (1:27)
Implications.
This greater value of man means capital punishment is right(Genesis 9:6) and abortion is wrong (Exodus 21:22-25), children are a blessing (Psalm 127:3-5), and “you shall love your neighbor as yourself” (Leviticus 19:18, Matthew 22:39, Romans 13:9).
And we have known this value and source of mankind since ancient times as well: ““The Spirit of God has made me, and the breath of the Almighty gives me life.” (Job 33:4) These ideas are not just about theological or scientific perspectives. It is about who receives glory and praise and allegiance:
“Thus says God the Lord,
Who created the heavens and stretched them out,
Who spread out the earth and its offspring,
Who gives breath to the people on it
And spirit to those who walk in it,
“I am the Lord, I have called you in righteousness,
I will also hold you by the hand and watch over you,
And I will appoint you as a covenant to the people,
As a light to the nations, To open blind eyes,
To bring out prisoners from the dungeon
And those who dwell in darkness from the prison.
I am the Lord, that is My name;
I will not give My glory to another,
Nor My praise to graven images.
Behold, the former things have come to pass,
Now I declare new things;
Before they spring forth I proclaim them to you.” Isaiah 42:5-9
Passionate Learning
Posted in Cultural commentary, Education, Experience, General, Influence, Learning, Teachers, tagged Curiosity, Education, Interests, Learning, Relevance, Teaching on July 16, 2021| Leave a Comment »
When I reveal that I am a retired teacher, many folks will begin a discussion about the challenges of being a teacher and the problems with education. After 28 years in the classroom, I could profundicate and philosophize all the day long on the subject. A few days ago the subject came up and several well worn paths were traversed until the other party referred to a story I told about students really learning as “incidental learning”. That got me fired up because the term means that the learning was “accidental / indirect / additional / unplanned”. (1) The learning that I described was quite intentional, direct, central, and planned. What was actually different about it was that it was intended to solicit interest and passion for the learning process and the subject matter. I referred to these lessons as Affective Biology.
I will not be able to pronounce the solution for all educational woes in this short article, and many of them are moral rather than educational anyway, but one thing that my experience assures me of is that students only learn well what they are interested in. Teach them what they want to learn about, what they are curious about. Teach them concepts relevant to their life and useful to their pursuits. Entice them to learn about things they don’t think they are interested in by showing them the need of it to understand and do they things they are interested in.
Now those who develop and command curriculum will wring their hands at this point because “the student needs a well rounded education” and besides, they don’t know what they are interested in. Both of these ideas are true, but “because I said so” or “it looks good on your college resume” or “we want you to be a well rounded individual” do not cut it with the blissfully or belligerently ignorant.
Instead, explore and promote curiosity. Answer seemingly random questions and facilitate research of interests and unexplored rabbit trails. Go deep enough that the students have to want the seemingly “boring” rote learning to have the tools to understand. Make deals with them so that they can explore while agreeing to give you full attention on developing tools for their tool box that they don’t think they even need. Be honest enough to tell the student that not every moment or concept of learning is exciting, but much is needful to understand the real interests of the learner.
Be a passionate learner yourself and your students will catch the fire of passionate learning. Tell them stories of how you learned and what interests you have and how learning deepens their experience of life as it has deepened yours.
By the way, none of this will work with straight jacket curriculum and mind numbing standard testing. I’m done. I’ll put that back in the box. I’m a retired teacher. (2)
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