I have not looked at the whole thing.  But this has some wonderful ideas.  Very developmentally appropriate and Christ centered lessons.  




Thoughts:  liked how active the lesson is and how well it included so much active stuff for the kids.  It is a great level of participation.  

I just wanted to add to my lesson the idea that fasting for children is often a process.  I really try to make fasting a positive experience for kids.  When I am teaching this lesson I want to emphasize that children will probably not start out fasting for 24 hours when they turn 8.  I like the idea of gradually building children up to a full adult fast.  I also want to mention to the children that some people have health problems that prevent them from fasting.  For example- moms who are pregnant, or are nursing a baby.  

I think that often in my life I felt I defined fasting too narrowly, that fasting is a privilege and an opportunity to focus in prayer.  And that if we are sick or have a heath problem that it is possible to teach alternative aspects of fasting and prayer that are powerful.  God knows our hearts.  And even in the OT, it was allowed to make scarifies of less expensive animals if one was poor.  Mary and Joseph when they presented a doves and not a bull.  It was even allowed for the very poor to offer flour as a sin sacrifice.  

I just wanted to frame this lesson in a positive light, because fasting can be a very negative experience for so many people for the rest of their lives because of how it is taught and talked about, and I think that it is not necessary.



This is a great analogy of convergent and divergent thinking. And it’s really short 🙂

Divergent thinking

This is from Wikipedia:

Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions. It is often used in conjunction with convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a “correct” solution. Divergent thinking typically occurs in a spontaneous, free-flowing manner, such that many ideas are generated in anemergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. After the process of divergent thinking has been completed, ideas and information are organized and structured using convergent thinking.[1]

Psychologists have found that a high IQ alone does not guarantee creativity. Instead, personality traits that promote divergent thinking are more important. Divergent thinking is found among people with personalities which have traits such as nonconformity, curiosity, willingness to take risks, and persistence.[2] Additionally, researchers at Vanderbilt University found that musicians are more adept at utilizing both hemispheres and more likely to use divergent thinking in their thought processes.[3]

Activities which promote divergent thinking include creating lists of questions, setting aside time for thinking and meditation,brainstorming, subject mapping / “bubble mapping”, keeping a journal, creating artwork, and free writing.[1] In free writing, a person will focus on one particular topic and write non-stop about it for a short period of time, in a stream of consciousness fashion.[1]   

Here is a video from Sir Ken Robinson;

Closing the Gap

One of the fundamental questions that desperately need to be answered is, “How do we close the gap between hearing and actually educating children to  do?”   I think that this problem is prevalent in every aspects of educational instruction.  I looking at the children on Sunday at church and thinking about how what I was teaching was more of the same thing that they get in school.  Its simply the same model and gets relatively similar results.

The concept of changing education to revolutionize what we do is very scary for a society.  How do we measure?  How do we innovate a system that has not changed in almost a century?  How do it, when it has never exited before?

I think that one of the huge problems in our traditional model of education is that we teach children to sit and listen, and then regurgitate on a test, and then forget.  And then we wonder why our children cannot think creatively, or innovate, or do something that is not a guaranteed success.

We must teach our children to do and not to be passive learners.  And we must start younger and younger.  We marginalize a huge percentage of the population’s ability to contribute to our society and then wonder why when they reach a magic age why they are not producing up to speed.  We must encourage or children to do and to act, to think and to create.

It has been said that two of the largest predictors of the level of education that a child will go on to attain is based on family income and the education level of the mother.  The Pew foundation for religion did a study of religion and education based also on income.

The shocking thing is that there seems to an almost perfectly linear relationship between income and  college degrees.  It’s very interesting.  So what matters more, and does religion need to rethink how it teaches education in congregations?

This was a very thought-provoking movie.  I think that it is worth watching.  I was shocked at the number of children who did not meet the 8th grade reading proficiency test.  Even in well off mostly english speaking two parent homes the percentage was in the low 30% could pass the test.  It is shocking.