Review of “Looking at Resources Through a Lutheran Lens”
By F R Chyn

The lead presentation by the Rev. Theodore W. Schroeder starts by creating a sound relationship with his audience as peers, and in fact more experienced, in curriculum selection than he is by giving them credit rather than lecturing as an expert. Selection of Lutheran resources starts with testing the participants’ critical theological thinking by viewing a video on a man’s recovery from a terrible climbing accident. This kind of discussion helps assess how education leaders view and select curriculum materials as the video is well made and attractive but the theology is not Lutheran; it fits one of glory rather than the cross. There is included in an appendix a succinct and valuable EduHelps article that distinguishes between theology of glory and theology of the cross. Analyzing the experience of the man in the video helps participants reflect on their own theology and how this video could be used to contrast evangelical thinking on God’s will with Lutheran theology. Another good thinking exercise for curriculum selection was to look at a lesson ostensibly on a good topic like trusting in God but using the wrong example—Samson so don’t let the intent of a lesson cloud judgment on the means selected. Having participants work in small groups on this exercise was a good way for learners to participant in their own learning and a helpful experience for immediate use in curriculum selection.

Next, core Lutheran doctrines are expressed in visual form thru drawings in appendix A courtesy of Bob Sitze so a different modality of learning is used. This is helpful for meeting the needs of visual learners and engaging another side of the brain rather than lecturing. Also, the discussion of possible meanings of the drawings at first glance is useful for exploring feelings elicited and divergent thoughts.

While Lutheran identity may be important to seminarians, to the average person looking for a church the one that seems pleasing and meets their particular needs, regardless of denomination, is where they join---this is a feature of our pluralistic culture. The old attitude that we’ve always done it that way hinders Lutherans embracing other ethnic groups where the growth is. We need a sense of Lutheran identity untainted by an air of superiority as Martha Storz’s article in appendix B discusses an attractive way of looking at charisms or gifts that make Lutherans distinctive rather than superior; for instance having a confessional church. Her article is useful for considering a way of creating a safe and respectful atmosphere for cultivating new members from other ethnic or marginalized groups. Bishop Hanson’s letter in appendix C holds educational leaders accountable for sharing Lutheran identity in the sense of faith seeking understanding so don’t be afraid to open the Mason jar of a closed doctrinal system (Lutheran Confessions) to let in fresh air and vitality. Another important consideration is assessing where people are in their faith formation and meeting them there; don’t assume background knowledge in learners due to mere chronological age. This two part presentation to educational leaders on selecting resources for Lutheran religious education, moving in sequence from easy to difficult to a crucial aspect of learning design with this essential consideration of teacher preparation concluded with “part of our challenge is not only to provide resources, but also to provide opportunities for teachers to begin to understand that these kinds of experiences (challenges from learners), where we go through the process of revisiting our baptism, where we go through the process of being renewed, is most fundamental to Lutheran education. “ I say Amen.

Review of “Looking at Resources Through a Lutheran Lens”
By F R Chyn

The lead presentation by the Rev. Theodore W. Schroeder starts by creating a sound relationship with his audience as peers, and in fact more experienced, in curriculum selection than he is by giving them credit rather than lecturing as an expert. Selection of Lutheran resources starts with testing the participants’ critical theological thinking by viewing a video on a man’s recovery from a terrible climbing accident. This kind of discussion helps assess how education leaders view and select curriculum materials as the video is well made and attractive but the theology is not Lutheran; it fits one of glory rather than the cross. There is included in an appendix a succinct and valuable EduHelps article that distinguishes between theology of glory and theology of the cross. Analyzing the experience of the man in the video helps participants reflect on their own theology and how this video could be used to contrast evangelical thinking on God’s will with Lutheran theology. Another good thinking exercise for curriculum selection was to look at a lesson ostensibly on a good topic like trusting in God but using the wrong example—Samson so don’t let the intent of a lesson cloud judgment on the means selected. Having participants work in small groups on this exercise was a good way for learners to participant in their own learning and a helpful experience for immediate use in curriculum selection.

Next, core Lutheran doctrines are expressed in visual form thru drawings in appendix A courtesy of Bob Sitze so a different modality of learning is used. This is helpful for meeting the needs of visual learners and engaging another side of the brain rather than lecturing. Also, the discussion of possible meanings of the drawings at first glance is useful for exploring feelings elicited and divergent thoughts.

While Lutheran identity may be important to seminarians, to the average person looking for a church the one that seems pleasing and meets their particular needs, regardless of denomination, is where they join---this is a feature of our pluralistic culture. The old attitude that we’ve always done it that way hinders Lutherans embracing other ethnic groups where the growth is. We need a sense of Lutheran identity untainted by an air of superiority as Martha Storz’s article in appendix B discusses an attractive way of looking at charisms or gifts that make Lutherans distinctive rather than superior; for instance having a confessional church. Her article is useful for considering a way of creating a safe and respectful atmosphere for cultivating new members from other ethnic or marginalized groups. Bishop Hanson’s letter in appendix C holds educational leaders accountable for sharing Lutheran identity in the sense of faith seeking understanding so don’t be afraid to open the Mason jar of a closed doctrinal system (Lutheran Confessions) to let in fresh air and vitality. Another important consideration is assessing where people are in their faith formation and meeting them there; don’t assume background knowledge in learners due to mere chronological age. This two part presentation to educational leaders on selecting resources for Lutheran religious education, moving in sequence from easy to difficult to a crucial aspect of learning design with this essential consideration of teacher preparation concluded with “part of our challenge is not only to provide resources, but also to provide opportunities for teachers to begin to understand that these kinds of experiences (challenges from learners), where we go through the process of revisiting our baptism, where we go through the process of being renewed, is most fundamental to Lutheran education. “ I say Amen.