Mayday

The following is a fictional allegory:

We were turned around. Visibility was non-existent. The thick black smoke was no longer content to remain at the ceiling and pushed persistently down upon our heads. Already hot from battling a blaze in sixty-five pounds of gear, the room was heating up. We needed to get out. Flash-over was imminent. And if we were going to make it home, we needed to navigate this home that we had never entered before and find the door. The problem was, we didn't know if we were in the A-B corner or the C-D corner.

That's when everything became automatic. I reached up to my radio mic clipped to my collar and keyed the radio: "Mayday, Mayday, Mayday. Units 312 and 317 located on the ground division; further location unknown. Air at 50%. Visibility is poor." I released the mic and listened for Incident Command to acknowledge mayday. As soon as I heard IC confirm my mayday and activate the RIT (Rapid Intervention Team) my partner and I activated the PASS (Personal  Alert Safety System) alarms on our air packs so that RIT would be able to locate us. The next thing we did was to feel up and down the hose line in our hands. When my hand hit a coupling, I repeated the saying in my head: "smooth, bump, bump, to the pump." With my gloved hand, I located the smaller diameter portion of the coupling and the two larger portions that would point me in the direction of the pump and thus the safety of the outside. 

Following this hose line, my partner and I snaked our way through the house for what seemed to be an eternity but in reality was barely even minutes. At times, as we moved along that hose line, my partner questioned if we were headed in the right direction. But then we would remember all the times we had practiced this procedure and decided to trust our training and have faith that the line in our hands was connected to safety. As we neared the door, we saw the RIT headed our way in their search for us. We canceled our mayday over the radio and crawled out the front door and into the yard. 

As I reflected about this incident and the manner in which my partner and I overcame the dire danger of the situation, I was struck by the spiritual application in my life. Just as I and my fellow firefighters regularly train for those times when we might be faced with such an emergency, so I daily train for the way in which I will respond to the spiritual crises in my life. As a firefighter, if during training I practice attempting to find my way out without requesting aid or without using a hose line to guide me out of danger, then, when I'm minutes away from flash-over and adrenaline kicks in and everything becomes automatic, I will be a needless line of duty death statistic. As a Christian, if I respond to the minor crises in my life on my own and refuse to utilize the council given in Scripture, then, when the real storm hits I will not survive. But, if I daily lean upon Christ and His word in every situation, my automatic response in the big trials will be the same. 

A Tale of Two World-Views

When it comes to the origin of the world, there are two world-views which dominate the mainstream scientific discussion. The first, Atheism, relies heavily on the macroevolutionary model. The other, Judeo-Christianity, leans on the idea that everything on this earth is the result of a literal six-day creation. However, one of these world-views has some fatal flaws.  

The foundation upon which Atheism sits, the macroevolutionary model, fails to reconcile itself with two important rules of science. The first states that in order for an idea to be scientifically valid, it must be both observable and repeatable. But when examined more closely, the macroevolutionary model is neither observable nor repeatable. When one asks a proponent of macroevolution for an observable example, he is given examples of microevolution instead and told that macroevolution requires units of time far too large to be observable. And, try as they might, no experiment has successfully recreated the processes of macroevolution. Despite it's wide and hearty acceptation, the macroevolutionary model fails to meet perhaps the most fundamental rule of science. 

The second rule of science that poses a problem for the foundation of Atheism is known as the rule of entropy. Webster's Dictionary defines entropy as "a measure of the degree of disorder in a substance or system: entropy always increases and available energy diminishes in a closed system". According to Classical Mechanics page 78, a closed system is a "physical system which doesn't exchange any matter with its surroundings, and isn't subject to any force whose source is external to the system." As macroevolutionists describe it, according to this definition, our world would be classified as a closed system. This would require our planet to move from an ordered state of existence to a disordered one. However, they claim the opposite to be true. They claim that our planet started out as infinitely disordered and over eons of (unobservable and unrepeatable) time, is becoming more ordered. Again, the foundation of Atheism requires the reversal of a fundamental rule of science. 

However, Christianity fits nicely within these rules of science. Christianity states that when God created our world, it was infinitely ordered. But, when man rejected God as the sustainer of that order, entropy began to increase; the perfect order with which God had created the planet, deteriorated. Even the lives of the people inhabiting the earth fell apart. But the gospel, or good news, is the fulfillment of the other rule of science which Atheism fails to satisfy: the creative power of God is both observable and repeatable. If man will yield and permit the creative power of God to work in his life, then that re-creation (creation repeated) will be observable as God restores man's life to one of order. 

And to top the cake: those who allow God to re-create their lives, will witness the physical re-creation of the physical world!

Holding God Hostage

We've all heard the story of Jacob as he wrestled with the Angel of the Lord. The story has been recounted to us since we were little children. But, I don't think we truly understand the significance of the events in the story. At least I didn't until I recently had a similar experience.

Jacob has been away from his father's home for decades. His father and mother have both died, his father-in-law has abused Jacob's hard work, and the influences in the home of his wives' father are not conducive to raising sons in the fear and admonition of the Lord. And so, Jacob packs up his family and begins the journey back to his childhood home and the land of promise. But Jacob's brother, whom Jacob had cheated more than once remained a threat not only to Jacob, but also to Jacob's family.

As concerned as Jacob was for the safety of his wives and children, another matter weighed upon his heart. He looked back on his life and the mistakes that he had made in his life and they were overwhelming. I imagine he looked at the lives of his father and grandfather and compared his own disaster of a life to theirs, not to mention what he knew God had expected of him, and felt the weight of shame and helplessness. He looked at his present situation and peril and couldn't help but think that his previous choices and actions had placed not only himself, but also those he cared for and loved in this grave danger.

And so, Jacob does the only thing he knows to do: he goes off to seek his God's miraculous intervention in prayer. But as the night wears on, Jacob feels no assurance of God's protection. Instead, he feels that his sins are too great and that God has passed him by. Jacob is desperate. And to make matters worse, he is seemingly attacked as he pours out his heart to his God. Jacob attempts to fight back and struggles through the night with this stranger. As he struggles, he realizes that his attacker is holding back and yet Jacob can still not overcome him. This realization is followed by the conclusion that he must be wrestling with God himself.

Jacob determines that he knows that the God he was raised to worship and serve is one of love and mercy and is incapable of abandoning His repentant servant. And, so, Jacob transitions from fighting for his life to attempting to hold onto his last thread of Hope. As the morning light begins to crack across the sky the Angel of the Lord says "let Me go for the day breaks." It is now that Jacob expresses his faith in the love and mercy of God. Jacob responds, "I will not let You go, except You bless me."

Have you ever felt, like Jacob did that your mistakes and rebellion have gotten yourself and those you love in trouble than God is willing to get you out of? These thoughts are of the enemy, and are allowed by God to test our faith. When faced by these doubts, cling, as Jacob did, to your Savior and proclaim "I will not let You go, except You bless me!"

Wired to Self-Destruct

This post requires a bit of a disclaimer. It strays some from the style and topics previously included on this blog. However, I would like to point out that it is not entirely removed from the original goal of Creator's Image. God wants the very best for us and our children and He is a God of reason and order and wishes us to approach things in a similar manner. 

This is a research paper I wrote a few years ago as an education major looking for scientific evidence for the effectiveness of technology in education. What I found was quite shocking, and I feel it needs to see the light of day (or the internet).



The use of technology in the education of America’s preschool and early elementary-aged children has increased steadily, yet dramatically in the past few decades.  I remember my early childhood quite well.  My parents were very strict about what I could and couldn’t watch on television.  I was only allowed to watch those shows they thought were educational.  When I was in preschool, I don’t think there was a more faithful viewer of the show  Sesame Street.  As I grew older, they cut back the amount of time that I spent in front of the television and began to get me educational games to play on our dinosaur of a personal computer, but I continued to watch an occasional episode of  Bill Nye the Science Guy, or  Mr. Roger’s Neighborhood.   But, in observing the children that I come into contact with, the amount of time that they spend in front of a screen of one type or another is completely astounding.  I’ve asked the parents out of pure curiosity how they feel about how their children are spending their time, and the parents seem to have no problem with it based on the fact that they believe their children are learning necessary skills for life.  As an Education major (at the time I was writing this),this response brought me to my next question: how effective is the use of technology in early education, and at what price to the child’s well being are these academic accomplishments gained?  This is what I found.

In working with kids in a variety of grade levels, I get to see the things that today’s elementary aged children are learning and not learning.  Few of these children have the math competency required of me when I was in their respective grade levels.  For example, when I was in third grade, I was memorizing my multiplication tables, but in working with the third graders under my supervision, I have found that they are still struggling with the concept of borrowing when subtracting.  In addition to this, the majority of the students that I work with are enrolled in remedial reading classes, because their reading abilities are not up to the level at which the State says they should be.  These claims are further substantiated by the fact that an examination of the average verbal SAT scores from 1972 to 2005 have dropped by twenty-eight points (Pearson Education, publishing as Infoplease).  While this study also indicates that math scores have risen, I have to ask myself if this is due to a true greater understanding of the mathematic principles or due to advancement in the capabilities of modern calculators.  My experience and the test scores indicate that children in high-tech education environments are not learning more, but actually appear to be learning less.
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Academic success should not be the only factor examined when looking at the effects of technology in the education of our young.  There is considerable evidence that links certain learning disorders to the early use of technology.  In fact, it has been suggested that among other things, over stimulation of the young mind by flashing lights, electronic sounds, and flickering screens could lead to or exacerbate Autism.  Technology proficient toddlers may face unique developmental peril if specific mediums trigger too much stimulation of the creative portion of the brain while at the same time neglecting to stimulate the relational portion.  A research project documented by N. Fox and others indicates that children around the age of four who experienced overstimulation of the right side of the brain combined with a lack of stimulation of the left exhibited relational isolation (Olfman 86).  These are classic, textbook style symptoms of the ever prevalent disorder, Autism.  In fact, estimates indicate that twenty to thirty years ago, only .05% of children had Autism or Autism related disorders (Chang M.D.).  The number of cases has risen similarly to the rise in technology usage by toddlers.  By 2008, the Center for Disease Control approximated that 67% of children around the age of eight had an autism related disorder (Chang M.D.).  While it is certainly not the only factor, research seems to indicate that the use of technology in early brain development contributes to learning disorders.

​Another effect that I have observed in working with young children is a lack of understanding of the basic physical laws that govern the world around us.  If you have ever watched a young child drop a toy repeatedly and watch it fall, you know that it is quite natural for a child to test the laws of physics.  However, if that child spends a considerable amount of time in front of a computer, television, or gaming device, he does not get this experience in the workings of the physical world.  “Young children naturally tend to disbelieve their own power as compared with a computer, which is “opaque” – that is, on can’t really understand or see what makes it work.  Even though youngsters become adept at running programs, they can’t ultimately control the computer’s behavior….On the contrary, good play materials (e.g. paints, empty boxes, nonanimated dolls, toy tools, tinkertoy building blocks, and playing cards) are fully under the child’s control and operate in accordance with natural scientific laws, such as gravity.” (Olfman 87)  If a child can see that the car does not move unless he pushes it, he will learn that Newton was correct when he said that an object in motion or at rest will remain in that state until acted upon by an outside force.
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While educational technology may reduce the amount of time young children spend in front of the television, these children are still not getting the necessary amount of physical activity needed for proper development.  Pediatricians have found that physical activity is crucial for proper bone development, and should be encouraged (Janz 1387).  In addition, it is believed that a child’s physical activity routine is determined for life in his early preschool years (Grøntved 1).  The lack of physical activity on the part of our youth becomes apparent when we look at the number of campaigns to get our kids active.  America’s youth sit in a classroom all day with but brief moments of recess, they come home, sit at the table and do homework, and then instead of going outside and getting the fresh air and the exercise that they so desperately need, they sit in front of the television, or they play video games.  This pattern of physical inactivity was perceived to be a problem as early as 1903 by a revolutionary in the field of education.  She said, “The physical inaction which seems almost inevitable in the schoolroom – together with other unhealthful conditions – makes it a trying place for children, especially for those of feeble constitution.” (White 207)  Educational technology just eats up more time that these kids could be utilizing to build up their physical health.
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Finally, these educational technologies are not going to the students that would need them the most.  Minorities and those of low income have historically had to work harder to gain a quality education than those of higher income, indicating that they could benefit the most from these technologies.  However, it is not financially realistic for these people to obtain these tools.  The majority of the games designed for the cheaper and more popular gaming systems (Nintendo, Playstation, etc.) are the less educational action games; whereas, more of the educational games are designed for the more expensive personal computer based systems.  The case that an unbalanced portion of the noneducational, and often brutal games are played by poorer kids has been observed by R.M. Scantlin, and raises alarm (Clavert, Jordan and Cocking 51).  While there are programs designed to take these technologies to the low-income and minorities, it is hardly enough.  It must be remembered that these programs are designed and run by corporations geared toward making money, and will typically only go far enough in providing these technologies to boost their public image.  Those technologies being used by minorities and those of low income are typically not those designed to be educational, but rather the more action oriented and gore filled games marketed toward entertainment rather than education.

I found the results of my research to be both unexpected and educational.  As an Education major, I want to know the most effective methods available, so as to efficiently achieve the desired ends without interfering with the mental and physical development of the children under my care.  I fully expected educational technology to be at least slightly more effective and less detrimental considering the incredible support given to the cause by parents, legislators, and educators.  However, my research gave an entirely different picture.  The effectiveness of the technology is inconclusive, while the mental and physical jeopardy to which it places the student is well documented.  I am unsure of whether technology would be more useful in the education of older, more mature students, but I am now convinced that its use should be avoided in the education of our preschool and early elementary-aged children, for the good of both their physical and mental development.

Be A Man!

When I saw this video, I was reminded of many of the boys that I worked with while teaching at Advent Home Learning Center.  Our society is infiltrated with males who are wearing perpetual masks.  These masks are the result of years, and even generations, of pain.  Pain inflicted by the "men" in their lives: fathers, coaches, etc. For a long time society has had this idea that being a man means not letting one's emotions show.  Boys are told "men don't cry", or "buck up, and be a man".  To an extent, this perspective is still prevalent; However, in an attempt to counteract this mentality, secular psychologists and counselors have gone to the other extreme and produced a new type of male: one that is an emotional basket case.

In the book Education, one of my favorite authors has a very different perspective on what it means to be a man. She writes, "The greatest want of the world is the want of men—men who will not be bought or sold, men who in their inmost souls are true and honest, men who do not fear to call sin by its right name, men whose conscience is as true to duty as the needle to the pole, men who will stand for the right though the heavens fall." (pg. 57) This perspective has less to do with whether man shows his emotions and more to do with having confidence in what is right and what is wrong, fulfilling duty, and  standing firm for what is right. Michah 6:8 has a very similar definition of manhood: "He has told you, O man, what is good; and what does the Lord require of you but to do justice, to love kindness, and to walk humbly with your God?"

Today God is speaking to you.  He commands to you to "be a man"!  God needs a generation of men who will not be bought or sold, who will listen to their consciences and not cave under pressure, who will be just and defend those who are treated unjustly.  He is looking for a generation of men who will walk humbly with their God.  So, take off your mask, and be a man!

Stoplight Christianity

Imagine with me for a moment. You are driving across town. As you approach an intersection, you notice a man wearing worn camouflage pants, a torn t-shirt, and a beard that, if it were to be washed, would most likely resemble that of Santa Claus. He's holding a cardboard sign which reads "Disabled and homeless, please help." As you get closer to the intersection, you start pleading with the light to stay green so that you can just zip by this man. But, the light turns yellow; you think about stomping the gas, but it's too dangerous. You're stuck there as the traffic light cycles. You keep your eyes zeroed in on that traffic light, trying not to make eye contact with the man who is literally holding his plight on a sign for the world to see. You tap your fingers on the steering wheel anxiously as you think "He'll probably just spend any money I give him on drugs or alcohol." What you don't know, is he is avoiding eye contact too. Out of shame this man is staring new holes into his already patched shoes. Finally, the light turns green, and you immediately step on the gas and flee the awkward situation.

We've all been faced with this situation. I have sat at a traffic light and gotten irritated because a slow light forced me to acknowledge the raw suffering of humanity. It's something that we would much rather not be faced with. We would much rather live our important busy lives with out having to be bothered by the "charity cases". I speak as one who is also guilty.

Peter and John were in a similar predicament when they were following Jesus. Matthew 19:13 says "Then some children were brought to Him so that He might lay His hands on them and pray; and the disciples rebuked them." (NASB) Jesus rebukes them and shows them how a Christian is supposed to respond to the "charity cases", and it's a lesson we know they took to heart.

Let's fast forward to Acts chapter 3. Peter and John are going to worship in the temple, and there is a lame beggar sitting there. As this beggar sees Peter and John approaching the gate of the temple, he begins to plead for coins. Rather than trying to speed up or pretend that they don't see him, we're told in verse 4 "But Peter, along with John, fixed his gaze on him and said, 'Look at us!'" (NASB) Peter and John lock eyes on this beggar and tell him to look at them. Verse 5 says that he looked up at them. This simple act of locking eyes with this beggar communicated to this unfortunate child of God the deepness of the love of the Creator for him.

In the three years that Peter and John had spent with Jesus, they had learned to not avoid certain people only because it might make them feel uncomfortable or look bad. They had learned what it meant to be in the Creator's image.

A Gospel for the Nations

Not only are we made in the image of our Creator, but He has put a knowledge of Himself in each one of us regardless of culture, education, or geographical location. I have long understood this as a result of my belief that the God I serve is a just and loving God. I mean, how could a God who claims to be just and loving make His salvation dependent on acceptance of a gospel that is spread by humans limited by the current means of transportation; what about all the natives who have never heard the name of Jesus?  But, it wasn't until this morning during my morning Bible study that I found the Scriptural evidence for that which I had for so long believed in my heart.

It's found in the book of Romans chapter one.  Verses sixteen through twenty read: "For I am not ashamed of the gospel, for it is the power of God for salvation to everyone who believes, to the Jew first and also to the Greek. For in it the righteousness of God is revealed from faith to faith; as it is written, 'but the righteous man shall live by faith.' For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men who suppress the truth in unrighteousness, because that which is known about God is evident within them; for God made it evident to them. For since the creation of the world His invisible attributes, His eternal power and divine nature, have been clearly seen, being understood through what has been made, so that they are without excuse."

This revelation of God through His created work has been referred to in Spirit of Prophecy as God's second book, and is the method through which God reveals Himself, His divinity, and His power to those who have never been exposed to the Judeo-Christian gospel. It's only the natural action of a God who is by nature just and loving.