Christian psychologist and therapist Wayne E. Oates wrote, “Two tuning forks that are alike will pick up each other’s vibrations. Persons are prone to imitate people they like. Therefore, change can be created in another person by stimulating the desire to be like you.” (The Psychology of Religion. Word Books, 1973, p. 157). In 1973 Oates uttered this “true” statement from the standpoint of the emotional and the evident frameworks (direct observation) of psychology. Today the neurosciences can make this same statement. But more and more, their frame of reference is the biological and the scientific.

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A friend asked me how I prepare my speaker notes for Powerpoint presentations. He saw that my speaker notes had the slide images on one side of the page with the corresponding notes on the other (with about four slide images to the page). He was not satisfied with the default Powerpoint printouts that came out with one huge slide image on the top half of the page and the notes on the bottom half of the page. Beside using up a lot of printer ink, it required him to flip a page for each slide.

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I receive an e-mail from a church staff member about that perennial problem: the pushy parent. It comes in all forms. Parents want allowances or exceptions for their “special” child, their “superior” child, or their “tender” child. They want the child advanced a grade, put in the “smart” class, held back a grade, or, put into the same group with their “special little friends.” Once, when I was a school principle a parent insisted on us putting her twin daughters in the same class all through grade school—and, requested that they always sit next to each other. There was no thought about encouraging individuation on the part of that mom!

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I’ve had a string of conversations recently with supervisors related to troubling staff. Few things seem as frustrating as working with underfunctioning or incompetent staff persons. Ironically, the overwhelming feeling by supervisors is one of powerlessness in the face of ineptitude. Other common dilemmas that get supervisors stuck are: the trap of needing to be liked, wanting to be seen as “fair” and “understanding,” and the fear of making a tough decision that will affect another’s life.

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Practices, programs, projects, and structures that lack rigorous attention to an informing philosophical foundation tend rarely to be effective over the long run. Lacking a philosophical base that informs practice assures that most educational enterprises will flutter from one technique, approach, or fad to another trying to find “what works.” That practice ensures a perpetual lack of direction, an inability to practice discernment, and a lack of guiding principles and values to inform and shape practice.

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It is always gratifying to see attention paid to the perennial ideas and ideals, the importance of understanding the events and lessons of history, and to the appreciation of the classics in any educational enterprise. Perhaps more so today, it is cause to celebrate when that attention happens in the context of theological education. An informal survey of courses of study in theological schools will reveal a diminishing opportunity for being introduced in any systematic way to the history and philosophy of educational thought and Christian education.

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The following is from the book Myths: Fact and Fiction about Teaching and Learning by Israel Galindo. How well do you know fact from fiction?

Fiction: In the beloved fairy tale, Cinderella wore glass slippers to the ball at the palace, which she loses at the stroke of midnight.

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