When Your Children Ask You
17th Sunday
after Pentecost
Exodus 12:21-28
September 11, 2016
Exodus 12:21-28
September 11, 2016
Rev. John
M. Caldwell, PhD
First United Methodist Church
Decorah, Iowa
First United Methodist Church
Decorah, Iowa
Five
core values. It sounds familiar. Mission statements, core values,
strategic goals: all of them fancy phrases that sound like they were
invented by consultants who are trying to justify their high fees.
Church management, like its older sibling business management, churns
out jargon. Every few years the latest thing comes off the presses
and soon everyone is talking the latest language.
I
sound pretty cynical, I know. But I've been around this business long
enough to have gone through several earth-shaking,
paradigm-shattering management fads. They tend to blend together. Oh,
what is it this time? Development paths? Well, all right then! The
higher-ups are all excited, or at very least it is clear that they
expect me to be excited. And, who knows? Maybe there is something
useful to be gained from the re-packaging and re-branding.
I
actually heard a church administration consultant say something
useful. She was talking about staff supervision, but I think it
applies to any part of our institutional life: staff job
descriptions, budgets, or program development. She said, "It's
not the document
that
counts; it's the conversation."
We
have a statement of five core values. They are themselves the product
of a lot of conversation, some of it in the planning committee, some
of it in the Administrative Council, some of it among anyone in the
congregation who was interested and available. The statement is good,
as good as anything I've ever seen, but the statement doesn't really
count. It's just a document. It only counts if it spurs us to
conversation and if we let the conversation carry us forward.
The
five core values statement grew out of the questions that we asked
several months ago. We shared the responses early this year on lists
posted around the sanctuary. Then you tagged the statements that rang
most true for you with sticker dots. Then the planning group sorted
the statements and arranged them by theme. As we did that we realized
that what we had was a statement of what we value in First United
Methodist Church. The list is not a referendum on our programs or
proposals for future ministry. It’s a list of what is important.
Programs come and go. So do pastors. Values are more permanent.
And
they are helpful when we know what they are. They can guide us as we
make decisions. They can help us understand ourselves and explain
ourselves to others. They can spur our ministries forward as we
imagine what these values would look like fully enfleshed. They can
give our shared life greater focus without constraining us to a tight
agenda that would be out of date by the time it was drafted and
published.
I
struggled a little about the order of presentation, but this week at
least is settled, because we begin a new Sunday School year and
present Bibles to our fourth graders. That's pretty
intergenerational, I think.
The
Bible doesn't spend a great deal of ink talking about children. In
the ancient world children were mostly invisible. Stories about
children were mostly stories about the early detection of an adult's
character and fate. "The boy is the father of the man" was
a popular way of saying it.
But
there are a few times when children come into view in ways that
actually take seriously their need to learn the culture of faith,
their need for identity-formation as members of the people of God.
Our reading this morning is one of them.
The
passage is part of a larger unit of the text that remembers the
deliverance of the children of Israel from slavery in Egypt. At the
center of that story is a meal--the Seder meal, or Pesach--and
at the center of the instructions for the meal is a reminder that
children need to understand why this ritual meal is celebrated.
Unlike
the Christian ritual meal, the Eucharist, the setting for this Jewish
meal is in the homes of the community's families. Three or four
generations were gathered at the Seder. In the story this meal would
have been new to everyone at the table, but later when they
"enter[ed] the land that the Lord [had] promised to give to
[them]" there would have been layers of experience. The oldest
generation would remember decades of Seder meals. Their memories
would trace their own path from when they themselves asked the
questions through their maturity as adults and parents to their place
as the guardians of wisdom in their families and communities. The
youngest children might well have been agog at the unusual actions
taken in preparation for and participation in this meal. They might
indeed have asked the question, "What does this ritual mean to
you?"
Later
in the life of the Jewish people, the rituals around Passover were
standardized and part of that process included providing a place in
the ritual itself for the question. It was expanded until, in one
version of the ritual, one of the children present asks:
Why
is this night different from all other nights? On all other nights,
we eat either leavened or matzoh;
on this night--only matzoh.
On all other nights, we eat all kinds of herbs; on this night, we
especially eat bitter herbs. On all other nights, we do not dip herbs
at all; on this night we dip them twice. On all other nights, we eat
in an ordinary manner; tonight we dine with special ceremony.
In
this model of religious education, how does a child become a
fully-participating member of the community? By fully participating
in the ritual action of the community and by being allowed to ask
questions of adults who are prepared to give appropriate answers.
This
question--and its presence in the Seder meal--is a token of a total
approach to religious education. There will be questions all along
the way. "Mama, Jimmy had pork chops last night. He said there
were really good. Why don't we ever have pork chops?" "Papa,
Louisa's family has a Christmas tree decorated with pretty ornaments
and colored lights. On Christmas everyone gets presents. Why don't we
have a Christmas tree? Why don't we get presents?" "Rabbi,
why do we have to learn Hebrew?" Good questions, all of them.
And the community expects that any adult would be able to answer them
or take the asker of the question to someone who can.
The
Jewish people live a multiple-generational and even
inter-generational life. Children learn from adults about the how and
the why of their way of life. Adults reconnect with the deep meaning
of that life through the experiences of children. Adults bring
rational thought and mature emotion to the relationship; children
bring the magic. Both are needed. Each generation must show the next
their way of life and tell about it as well. Show and tell is at the
heart of religious education. The adult generation must not allow
this process to fail. The Jewish people are not allowed to not
teach their children.
We're
not so different:
As
a congregation we value the relationships that are formed between
different generations which nurture each person's spirit and create a
sense of belonging.
We
are a congregation that aspires to inter-generational life. We value
inter-generational relationships for at least a couple of reasons. It
is in fact a biblical value, one that is most often taken for
granted, hardly ever noticed, but almost always present. It is also
part of our own experience in families. How does someone become a
Caldwell? You can be born into the family or you can marry into it.
But then, what? You become a Caldwell by living with Caldwell's
(which is the principal reason there are so few of them). You learn
(and contribute to) the specialized dialect of English spoken by
Caldwell's. You listen to the stories told at family gatherings. You
do what the Caldwell's do.
There
aren't any classes you can take; there are no books to read, no
websites with links to the knowledge you hope to acquire. Being a
Caldwell is caught more than taught. To date, there is no known cure,
only treatment to help you live a relatively normal life in spite of
it. Maybe you this sounds familiar.
We
value inter-generational relationships. And for good reason: they are
the principle means by which identity as a Jesus-follower is formed.
Just as the Jewish Seder imagines Jewish identity being formed by
conversation between the elders of a family and its youngest members,
so does the Rite of Baptism imagine Christian identity being formed
by the relationship between an infant being baptized and her parents
and baptismal sponsors:
Will
you nurture these
children
in Christ's holy church, that by your teaching and example [that's
just a phrase that means "show and tell"] they may be
guided to accept God's grace for themselves, to profess their faith
openly, and to lead a Christian life?
we
ask. And the parents and sponsors reply "I will".
As
important as Sunday School is and as useful as a Sunday School class
might be for some things, to put the full weight of our efforts at
forming Christian identity on it is simply doomed to failure.
Consider this: Suppose that parents brought their children to Sunday
School every time it met from birth to age eighteen. Never mind that
we don't start classes at birth and haven't had a Senior High class
for years. Add up the hours that each child would spend in a
Christian Education classroom setting. How many years would a child
have to go to public school in order to accumulate the same number of
hours? Just think about that for a moment.
When
I do the math, here's what I come up with: One hour a week for 34
weeks for each of 18 years comes to 452 hours of Sunday School.
Divide this total by 7 hours a day of public school and we have an
equivalent of 65 days of school. This year the sixty-fifth day of
school falls on December 6. To summarize: weekly attendance at Sunday
School for eighteen years yields the same amount of face-to-face
classroom time as attending Kindergarten through the first week of
December. The good work that the Sunday School does is simply not
enough.
There
are historical reasons for our relying on Sunday Schools to do the
Christian Education heavy lifting. There are also reasons to see that
we need a different model. And, after all, we've only had Sunday
School for two hundred thirty-two years. It's not as if we've always
had it!
What
if we took inter-generational relationships seriously as the main
carrier of education? What if we moved from the more head-centered
focus of the classroom to a more relational understanding of
education? What if we put more focus on households as the place where
most identity-formation happens? What if we asked of each ministry of
the church that it foster forming inter-generational relationships on
purpose and not simply as a happy accident? What if, for example,
when we have a church cleanup day, we put together cleaning teams
with three generations wherever possible, and not necessarily three
generations from the same family? What if parents knew when they
brought their young children with them to church, that there would be
other adults, especially older adults, who would be willing and even
eager to sit with those young children? What if parents were free to
worship as grownups knowing that their children were safe, loved, and
fully participating?
The
culture of our community often works against forming deep
inter-generational relationships. Parents and grandparents go to work
or "work" at retirement while children are segregated with
their own cohorts in schools. Parents and grandparents sit in the
bleachers and watch as their children perform in sporting events.
Neither of these scenarios gives much time for forming relationships.
And what about the many, many families who do not have grandparents
living nearby or the grandparents whose grandchildren live a
half-continent away? What if we could help those "orphaned"
generations get together and come to value each other? What if there
were someone who could explain to me what Pokémon-Go is all about?
What
if coming to church brought people into a space where these
relationships were valued and where the work of transmitting and
transforming culture and identity were on the agenda? What if we
extended the length of our morning gathering to include time for
generations to learn together around the theme of the worship
service?
What
if? What if? Well, you can keep this going! And, if an answer that
embodies our core value of inter-generational relationships emerges,
grabs you, and wrestles you to the ground, you may well have become
the custodian of a Bubble-Up ministry. Let's talk!
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