Filed under: Main
The following article was published in the summer 2006 issue of the Journal of Adventist Education, published by the General Conference of Seventh-day Adventists.
Imagine my shock and surprise when I, assigned to teach Adventist history at a college other than where I now work, discovered that some students who had received Adventist primary and secondary education had no idea why 1844 was a significant year for Adventism. I certainly was not expecting them to show me how William Miller had arrived at the conclusion that Christ’s second coming would occur in that year. Nor was I asking them to give support for the Adventist teaching of the pre-advent investigative judgment. I was simply asking if they knew why that year remains important for Adventists. So, confronted with this woeful ignorance of a basic fact of Adventist history, I was mortified.
Having taught Adventist beliefs and history in four higher educational institutions in different parts of North America over the past seven years, I can testify that the initial shock I felt has fully subsided and has been replaced by grudging acceptance of the reality that most of our students are simply not in tune with our heritage. Certainly, many are quite knowledgeable about our past. But the majority of students in our colleges are shamefully ignorant of where the denomination has come from and alarmingly uncertain about what constitutes the Adventist identity.
The sense of alarm I feel may arise more from my hyper-sensitivity to this issue as a denominational history teacher. It may just be that students have a better understanding of our past than they let on. But conversations with my colleagues in both history and religion departments across North America have only confirmed my observation. I even wonder sometimes if we as a community are sliding toward mass amnesia about our heritage. Indeed, we have much to fear for the future as we seem to be raising a generation that is forgetting “the way the Lord has led us, and His teaching in our past history.”
This “pandemic” of amnesia leads me to the primary objective of this article—that a course on Adventist heritage be required of all students in Adventist colleges and universities. This is not meant to be the solution, but as an important step toward reversing the trend toward historical amnesia and deepening the sense of heritage and identity among our youth and young adults. Naturally, this step should be followed by a re-visioning of the way we present our heritage in all levels of Adventist education. But this article focuses on mandating Adventist heritage education on the tertiary level as the first step.
Why Teach Adventist History?
Why, then, should Adventist colleges require a course on Adventist heritage? Several months ago, one of the administrators at Pacific Union College made a statement that led me to stop and think. In response to students’ perennial complaints about required worship and chapel attendance, the administrator said, “We require what we value.” Certainly, not everything that we value can be required, but adding an Adventist heritage course to the general education requirements would make a strong statement about what we value as Adventist institutions.
Currently, almost all Adventist colleges follow the liberal arts college model which includes a sizeable general education corps which amounts to roughly one-third of each student’s overall coursework. That corps includes courses on composition, literature, history, art, music, mathematics, basic sciences, social sciences, health, business, and religion. In some cases, students are required to take specific courses (without being given any alternatives) within these disciplines, because those courses are foundational to their college experience. In essence, we require these specific courses because we value them highly as indispensable features of our students’ college education.
Adventist heritage can be one such course. This course would be required because our identity and heritage as Seventh-day Adventists lie at the core of our existence and mission. Just as mandatory English composition and math courses equip our students with skills that are vital to life of useful service to the world, the mandatory Adventist heritage course would lead them into a reflection on what it means to be an Adventist, where we have come from as a community, and where we ought to go as individuals and as a church. In short, it would empower our students with a deeper sense of identity, heritage, and vision as Adventists. This is central to the mission of Adventist education—central enough to warrant inclusion as a required course in the general education program.
Currently, this is not happening anywhere in North America. Four colleges include an Adventist history course as one among several that fulfill either the history or religion requirement, but no Adventist college or university in North America requires an Adventist heritage course for all undergraduate students. Thus, it is not only possible, but quite likely that students graduate from an Adventist college without substantive exposure to the heritage that has shaped the Adventism of today.
Why a College-level Course?
Some may wonder why Adventist heritage would need to be required on the college level when the Academy religion curriculum includes it. It is true that Adventist history is currently being taught on the secondary level. Each year, tenth graders using His Story: In Our Time as their second semester religion textbook learn about the history of the Adventist church. However, that is not enough for the following reasons. First, a great number of students entering Adventist colleges come from public or other private schools without having had any formal education in Adventist beliefs and heritage. Many of them come looking for, perhaps for the first time in their lives, a distinctly Adventist educational experience. Also, many of these students are non-Adventists for whom their time at an Adventist college represents the only time when they have the opportunity to learn about our heritage. It is deeply troublesome to think that currently many of these students are graduating from our colleges and universities without ever having received any formal introduction to Adventist heritage.
Second, even for students who studied Adventist history in the academies, replication will prove to be a good thing. While the academy level introduction to the denominational history tends to focus on the facts and stories from history, the required college level course would focus on a more in-depth, critical discussion of the history, current issues, and future direction of Adventism. Such a college course is urgently needed to help our students understand and embrace Adventism in a mature manner—as part of making a personal, adult decision to remain (or become) a Seventh-day Adventist.
The Curriculum
What would this course look like exactly? The “ideal” course on Adventist heritage would not be too different from the ones that are currently offered in denominational colleges and universities across North America. But it would not be just a history course, though. It would be a course that not only studies Adventism’s past, but also takes a deliberate look at current issues in Adventism and the Adventist identity. The questions central to this course would be:
What lies at the core of Adventism?
What were the driving forces behind the birth and growth of Adventism?
What makes Adventism Adventism?
How should Adventism grow and change to fulfill its mission more effectively?
While its primary orientation will be historical, it will clearly have some theological and sociological features as well. As such, this course may be best run as a team-taught course, utilizing instructors not from history and religions departments, but also from all other departments who have given serious reflections on the meaning and value of Adventism in the world.
An Introduction to the Adventist Worldview
In essence, this course will provide each student with a solid introduction to the distinctly Adventist worldview. A study of the Adventist heritage will show students how we as a faith community have come to view God, the world, and humanity. It will also afford students a deeper understanding of the Adventist philosophy of history couched in the theme of the great controversy. Students will see that this view of history offers an alternative to the evolutionary/directional (that history is a process that unfolds from primitive to advanced) and cyclical views of history (that history proceeds in cycles following the deterministic pattern of growth, dominance, and decay). They will gain a view of God who works out the salvation of the human race through a process of redemptive acts in human history, though opposed by the evil one. They will also come to the recognition that what is happening on earth has “cosmic dimensions” and “eternal consequences.”
Arthur F. Holmes, in his classic work, The Idea of a Christian College, states that a Christian college ought to be concerned with “the development of Christian perspectives in all areas of life and thought.” The Christian college, he continues, “retains a unifying Christian worldview and brings it to bear in understanding and participating in the various arts and sciences, as well as nonacademic aspects of campus life.” To paraphrase Holmes, an Adventist college has the responsibility to work toward developing Adventist perspectives on life and lead students to apply the Adventist worldview in all situations of life. While such an infusion of the Adventist worldview should take place in every facet of Adventist colleges, the proposed course will make a compelling case for that worldview and lead students to make a deliberate effort to apply it in every area of their lives.
Not Only about the Past
Though the term “Adventist heritage” points to the past and its impact on the present, the proposed course is ultimately about shaping the future. As Ellen White wrote more than a century ago, we have “nothing to fear for the future, except as we shall forget the way the Lord has led us, and His teaching in our past history.” Given the current level of knowledge and appreciation for our heritage among our college students, it appears that we have much to fear for the future. Something needs to be done to help the so-called millennial generation find a sense of continuity and connection with the Adventist identity and heritage. Otherwise, our future as a faith community will be in serious jeopardy. Thirty years from now, the Adventist church as an entity will undoubtedly remain standing and even thriving, but what will constitute the essence of Adventism in 2036? What shape will it take? What changes will have been made?
George Knight, who has applied sociologist David Moberg’s research on the “life cycle” of religious organizations to the Adventist church, has suggested that the North American Adventist church has entered Moberg’s fourth stage of institutionalization, which immediately precedes the fifth and final stage of “disintegration.” Knight rightly urges that the Adventist church to recommit itself to its founding purpose and mission that have provided its reason for existence and impetus for growth. The millennial generation too needs to know and understand clearly what the mission of the church is and the purpose for which it exists. Otherwise, Adventism may very well find itself spiraling down into the period of disintegration.
This means that we must proactively teach and emphasize the Adventist identity and heritage to today’s growing generation if we seek to insure the future health of our community. Of course, this does not mean that the 21st century identity of Adventism needs to be the same as that of the 19th century, or that changes in our self-understanding or theology equals apostasy. No doubt, changes are happening in the psyche of the up-and-coming generation—perhaps even in areas that are considered to be core. However, these changes—if they are to made—cannot be made without an informed understanding of our heritage. The question is: Will we let the changes just happen to us, or will we determine proactively what changes we will and will not make?
To be sure, one cannot expect a single course in college to instill the Adventist worldview in all our students or to turn all our students into proactive theological thinkers. But it will represent an important step toward deepening our students’ understanding of our heritage while sharpening their identity as Seventh-day Adventists. It will also signal a strong message to our community and to the world of what we value as a movement. To these ends, I urge Adventist colleges to require a course on Adventist heritage to all their students as part of the general education requirements.
The published, 4-color pdf version of this article is available for download from the Journal of Adventist Education website at: http://circle.adventist.org/files/jae/jae200668052104.pdf.
Very compelling argument you make, Julius. I’m no professor of Adventist History, and the idea of growing up Adventist and knowing nothing about 1844 alarms me. I’m also alarmed by George Knight’s assessment of Adventism’s life cycle stage. I wonder just what will be necessary to break out of the cycle and protect our future.
Comment by Blue 11.09.07 @ 6:04 pmWhen I was at CaUC the required course, as I recall, was an RELT called SDA Christianity for which _The Reign of God_ was the text. Everyone had to take this unless they were doing the two year set, Theology I and II. My question to you, Julius, Is Adventist identity better imparted to students by a theological or an historical course?
Comment by David Hamstra 11.09.07 @ 10:38 pmDoubtless many will join me in agreeing with your concern and with the preliminary step of including such a course among the requirements. It says something disturbing that the need has not been addressed before now. Adventist institutions often suffer from too little foundation and too much superficial structure. Jesus’ warning about how thoughtfully you found your structure comes to mind.
Comment by Larry Kirkpatrick 11.09.07 @ 10:39 pmIs there a course in any SDA school, at any level, which surveys in detail, the Adventist treatment of the teachings of Jesus, both in word and deed, from the Millerites to the present? This would likely chronical theological milestones rather than historical necessities.
Comment by David Vickman 11.10.07 @ 11:50 amJulius,
I graduated from Southern in 2000 and was required to take Adventist Heritage as part of my general education requirements (this along with “The Life and Teachings of Jesus”, which was basically a read of the Desire of Ages and the gospels.) Is this no longer the case?
While I understand the concern you have, I share a broader concern of the general lack of basic Christian history, doctrine, and identity found amongst many graduates of Adventist colleges and universities.
What about the first 1800 years or so of Christian history? Requiring an Adventist heritage class apart from a solid grounding in Christian thought and history only perpetuates the naive thinking that the church started in 1844 and leaves students to reinvent the theological wheel.
In my opinion, graduates of and Adventist college/university should be given the requisite tools to intellectually reclaim their general Christian identity and then to integrate the perspectives of Adventism into this broader framework.
Comment by Zane 11.10.07 @ 10:00 pmI agree with Zane. I had taught Adventist heritage 1 & 2 (denominational history and spirit of prophecy) in our mission college. Separated from the larger picture of Christian history, which we assume students have already studied and understood, Adventism doesn’t make sense. Worse, it could lead students to believe, wrongly if inadvertently, that Adventism truly constitutes either the remnant or the major portion of God’s people.
Comment by Joselito Coo 11.11.07 @ 8:58 amWhy are we afraid of our future? Doesn’t God have it in his hands? Where does such a fear come from? Could any of North America’s adventists explain it to me? Thank You
Comment by Premek Bar 11.11.07 @ 10:33 pmBlue: I think deliberate, intentional attention to and engagement with history is the only way we can preserve both our past and future. How? Among other things, historians need to make history available.
David H.: I’m biased. Historical.
Larry: Aye, aye.
David V.: I don’t know. I haven’t seen one.
Zane & J. Coo: Good points; I agree. As far as I know all SDA history courses taught in N. America are taught contextually–within the stream of Christian history and thought. I don’t think there’s any other way. Of course, you understand that I’m not arguing that we don’t have to teach Christian history. Rather, simply that we require Adventist heritage. But if forced to a choice, I’d opt for Adventist heritage through which Christian history and theology can be woven in. Here’s why. I think someone will say to your comments: What about Israelite history and Greco-Roman history? Christian history apart from solid grounding in the two histories also perpetuate Christian naivete and ignorance. But then … someone else will say, how can Israelite history be understood apart from the Sumerian, Babylonian, Egyptian, etc.? The practical reality is that the I and the now are the starting points of studying history, never the beginning of history. So, working backwards in history to see where we came from (to the practical extent possible) is the most interesting and meaningful exercise - especially for a foundational undergrad course. But I agree with you in that we can never teach Adventist heritage by itself.
Premek: Fear comes from ignorance. To rephrase White’s words that I quoted: We have everything to fear for the future when we forget the way God has led us and God’s teaching in our past history. In that sense, the Scriptural record is necessitated and sustained by fear–fear of forgetfulness. And this fear seems to be universally applicable to Adventism in that Adventists in general tend to be so future-oriented that they are quick to discount and disregard the keeping of the memory of the past.
Comment by Julius 11.11.07 @ 11:35 pmJulius, you are partly right, but I think the problem lies deeper than we could imagine. I see that the main reason why especially the year 1844 is not so atractive to adventists today is that God didn’t respond to the desire of our pioneers. They tried to overcome that, as we get used to say, “great disappointment,” with the theology of sanctuary. But problem is that theology has had and still has lower (I would say “no”) influence on common believers.
Comment by Premek Bar 11.12.07 @ 11:09 pmAs you know, any religous community is based on collective experiance with God. Israelites have Exodus, Christians have Ressurection. They both were great events of God’s victory. But we? We have the great disappointment. And our theology tends rather to explain, to cover this disappointment than honestly to admit our ignorance of God’s providence and to take away the question that steadily returns: why hasn’t God fullfiled our expectations and hope yet?
Ellen G.White: We have nothing to fear from the future except as we forget how God has led us in the past.
Jack W. Provonsha [and others]: We have nothing to fear from the past except as we forget how God is leading us into the future.
Comment by David R. Larson 11.13.07 @ 4:51 amJulius, a question to stir the discussion pot. =)
Two dates:
325 A.D. - formulation of the Nicene Creed (ecumenical affirmation of the full humanity and divinity of Jesus Christ made by most major Christian traditions–East and West)
1844 A.D. (or there abouts) - formulation of the Sanctuary, Sabbath, State of the Dead, and Spirit of Prophecy doctrines (with new emphasis on the doctrine of the Second Coming)…Oh, and NEWSTART.
If one had to choose between the two, which is more important for an graduate of an Adventist college/university to have studied and be familiar with?
I would argue that the first date is much more important, because it is a central belief held by most Christians through history. (Even if one does not subscribe to it, he/she should know why they do not, and what the issues are.)
I agree with you that the study of history has to begin somewhere. The question is where do “we” (Adventists) begin? Is it with the preaching of William Miller? The Reformation?
The attitude I encountered when taking Church History I & II at an Adventist university was a general attitude of derision. The course, although it was not offered in the religion department, was required of all religion majors. The attitude of the professor as well as the majority of the students was that the the vast majority of Christian history is one of falling away from “truth”, i.e. darkness. The “truth” becomes revealed in 1844. (Perhaps this was just my take on it, as I was required to read through “The Great Controversy” in another class and this greatly shaped my general historical perspective at that point in my life.)
I worry that a required “Adventist Heritage” course, over a general “Christian History” course would only reinforce this mentality.
I guess I’m saying that if I had to choose between the two, I’d opt for a general Christian history course with Adventist perspectives woven in, not vice versa.
I’m in full agreement with the Ellen White quote that has been quoted about God’s leading in the past, if it broadly defines “us” as the Christian church in general and “past” to mean way before 1844.
Comment by Zane 11.13.07 @ 9:43 amAu contraire, mon ami Zane…
I’d say 1844 is more important because my own birthdate is existentially more important than the birthdate of my father.
I know it’s fashionabe to say we’re Christian first and then Adventist, but I’d say otherwise. We’re Adventist first, and then Christian….
Yeah, I’m a Nam-inalist.
(Hey…can we hang out in the evening of Jan. 12 after my presentations that day?)
Comment by Julius 11.13.07 @ 10:02 amCall me a “realist”…not a Nam-inalist. =) Without my dad, I wouldn’t exist.
I’ve recently been asking my Adventist friends (those that like discussing such matters) if “we” Adventists have more in common with Catholics (who believe in Jesus, but do not observe the Sabbath) or observant Jews (who keep the Sabbath, but do not believe in Jesus.) Who’s got more “truth”?
This usually results in a nice conversation that gets to the heart of the issue about Adventist identity.
We can discuss this and more in January…lol.
I’ll try to make it to your presentation that day and yes, some definite hanging out afterwards.
(You have a place to crash already while you are here?)
Comment by Zane 11.13.07 @ 1:39 pmWhen I attended Walter Martin’s Sunday school class, he mentioned a book, written by a Presbyterian, named Ralph Didier, I believe, titled “Hang On to Your Heritage.” It’s a use it or lose it, sort of book, which might help in this discussion.
Comment by David Vickman 11.14.07 @ 8:57 pmJust compare this. Jews commemorate Exodus every year in Pascha. Christians commemorate Ressurection every week in a mass. Adventists don’t have anything of that, because of lack of any liturgy, in which would be possible to cultivate the memory of 1844. The event was explained so early (I guess two or three days after it, tell me if I am wrong), and implemented in theology, and there was no need to commemorate a God’s silence.
Comment by Premek Bar 11.14.07 @ 10:34 pmThe other issue is that we admit the only explanation of 1844 that was given by E G. White in the Great Controversy that 1844 had been a test from God to find out if his people were faithfull or not.
Could we then be surprised that young adventist (I believe not only young) do not know why 1844 is significant for their own identity?
Imagine my own shock, when, on a mid-term test for a “Life and Teachings of Jesus” course I included the question, “List the four Gospels in order as they appear in the New Testament.” All four, easy enough, were also assigned reading for each session, and listed on the syllabus. . . . but did you know “Ezekiel” is one of the Gospels? - at least according to one of my PUC students.
I want to attribute that answer to poor test-taking skills or nervousness. But other teachers inform me that some students think the Maccabeans was something John the Baptist ate, or kosher jelly beans. Yikes!
When I was a PUC student, Dr. Warren Ashworth and Greg King did assign Ellen G. White’s book, “Desire of Ages,” so why don’t I? Well, many students don’t even read the Bible, much less tackle any of the Red Books.
It’s not just a matter of “Adventist literacy” or “biblical literacy” - it’s often a matter of basic literacy - historical, cultural, and even spelling.
I teach “Introduction to Christian Ethics,” but once in a while a student greets me with “Hey, I took Christian Ethnics from you!” Christian ETHNICS?
On essays, I see the phrase, “this day in age.” What’s that? Oh, “this day and age” (I think).
Every quarter I give a brief lecture on the importance of spelling: that “relational” is a different word than “rational.” You would think “spellcheck” would help, but really, it doesn’t seem to make a difference for some folk.
I am tempted to be relieved if students can recognize “1844″ as a year (much less the significance), rather than as the name of a new rock group or hip-hop artist (e.g., Curtis Jackson calls himself “50″). I’m tempted, but I’m not ready to acheive such deficiency - not yet.
Yet I do wonder what happened in Adventist academy and church before they got to college. This week a freshman student suggested we watch “Prince of Egypt” (the animated Disney movie about Moses) for extra-credit or for class. Really? In “Life and Teachings of JESUS”? Soon, I suspect, we’ll be giving assembly credit for watching Veggie Tales’s version of Jonah or Queen Esther.
Yet, I suppose the task (and burden) of teachers everywhere is always the same: to TEACH! And yes, it is always rewarding when you realize students have indeed learned and grown in various ways. And it would be grossly unfair and inaccurate and lazy to assume ALL Adventist students are so illiterate about Adventist heritage. Some are quite well-versed. Whether they care or not, . . . that’s another issue.
In “Life and Teachings of Jesus” today, we went over John 9. Whose is to blame for the blindness - the man or his parents? Jesus’ response is that it doesn’t really matter or help to assign proper blame, only that God would be glorified as the work of grace and healing was carried out (”Work the works of God”).
So regardless of why exactly we are where we are, we have a privileged task. We are always just one generation from disintegration.
So while it might be a nice idea to require an Adventist Heritage course at the undergraduate level, just consider that there are MANY courses already required that often don’t seem to produce the desired effect of a generally well-rounded education.
I’d like to require SPELLING (or require students to submit their assignments via text message, because apparently studies show that young people are [surprisingly] more careful on their text messages than they are on college essays. Sigh.
Comment by Jimmy J. Ha 11.16.07 @ 7:19 pmA prerequisite for Adventist history should be the history of Christianity. Adventism didn’t spring suddenly with no prior religious beliefs. If we are Christians, we should know from whence we came. Far more important than an 1844 date, which is an embarassing admission that we really “goofed” in setting a date, contrary to the Bible’s explicit statements that no man knows the hour.
Besides, 1844 did not mark anything that could be seen, observed, or shown to be of significance.
No different than Joseph Smith’s golden tablets.
How many SDA academy graduates, or even college students know of the twists and turns in eventually accepting the NT canon and the Nicene creed? Or that until Constantine, Christians were called atheists?
Usually, the Adventist thinks of their beliefs born immediately of Judaism–because the Jewish law is proclaimed by SDAs. We should focus on our mutual beliefs with other Christians rather than contrasting them as “we have the truth” and they are wrong.
Comment by Elaine 11.24.07 @ 7:51 pmI became an Adventist when I was in third grade when we were shown some videos about the early Adventists at my little SDA school and then the pastor from the church came over and told the stories of the pioneers. After hearing the stories of those heroic, dedicated, and in some ways tragic people, I raised my hand to answer the pastor’s question and said yes, I want to be baptized. When, during the Bible study sessions leading up to baptism, the pastor explained the thing about Jesus Christ dieing for our sins, I thought that sounded good too. But from what I recall, the original impulse had come from hearing the stories of the pioneers of the SDA church. Whether or not this was as it should be, I’m not sure.
Later on, in 8th grade and in high school, I understood more clearly the relevance of Christ and Christ’s death for me. And in some ways, I thought it was more important than the Adventist stuff.
Right now, although presentation is an issue, I’m not sure I dichotomy is quite so fundamentally relevant. In Early Writings, Mrs. White says that in her girlhood, she felt she would do anything if she could just have the smiles of Jesus. I think we can study the history of the pioneers Christocentrically in much the same way that we study the Jewish history in the Hebrew Bible in terms of Jesus Christ and possibly even more so since Christ is such an important part of their way of seeing things.
Comment by Bob 11.25.07 @ 1:04 pmHow soon before you revert to a white background? It is virtually impossible to read as it now is, and the poster’s names are not seen.
Why was the dark background chosen? Some particular reason?
Comment by Elaine 11.25.07 @ 3:49 pmElaine - Sorry about the problems you’re having with the current scheme. I chose the template for the way it looks and is organized, and it comes with a color scheme that I don’t know how to control. If I spent time tinkering with it, I could figure it out, but I don’t have the time. I just wanted something much simpler and more elegant. I think I had the other template for about half a year, and I think I’ll keep this for a while. Maybe you can try increasing the size of the font on your browser. Once again, my apologies. I did increase the size of the font at your request. Hope that helped.
Comment by Julius 11.25.07 @ 9:45 pmThe arguments were well put together. However the outcry expressed there reminds me about the 4M sociological stages through which it seems every church has to go, including Adventists. It starts first as a movement, then it becomes a machinery. After that it becomes a monument, and finishes as a museum. I believe we are somewhere between the last two stages.
Comment by Tihomir Kukolja 11.27.07 @ 4:55 pmTell the museum line to the thousands of Seventh-day Adventist young people involved in the Youth Conferences movement. But please, not while they are drinking any liquids.
Comment by Larry Kirkpatrick 11.27.07 @ 5:55 pmThose four steps may well apply to individual churches, but as Mr Kirkpatrick pointed out, not to denominations. Adventism as a whole includes parts that fit into each of the four categories IMO.
Comment by Thomas 11.28.07 @ 5:01 amI have no problem with the Adventist history classes being taught in the Adventist denominational educational institutions. Probably they should. But this should be done with academic and factual decency. When a church gets to a stage three or four of the 4M, there is always a tendency to recreate it history at mythological levels. I also agree that the SDA Church has all the 4 Ms present.
Comment by Tihomir Kukolja 11.28.07 @ 6:07 amTruth should always trump tradition! Relentless pursuit of the truth! Truth or consequences! Truth or Repose? You can have one…or the other…but you can’t have both! Sorry for sounding like a fortune cookie!
Comment by David Vickman 12.07.07 @ 8:20 pmWould it be ok, in the light of the current theme, to suggest watching of the following video that focuses on the recent challenging history of the Worldwide Church of God - Called to be Free: http://www.youtube.com/watch?v=_YG51Hw2vYk
Comment by Tihomir Kukolja 12.09.07 @ 8:32 amSolution for the bright white type on milk-chocolate background reading difficultiies.
I so wanted to read these posts but was unmotivated by the visual challenge and irritation.
Howerver, I have found a soltuion.
I copy the text of the entire post and paste it to Word or any wordprocessor will do, and WOW!
I can now read progressiveadventism.com again engjoyably in glorious black type on a white background.
God does answer prayers but not the way one expected.
Comment by Raul Batista 12.13.07 @ 9:00 amTihomir
Maybe you could provide an english translation for those of us who do not know serbian?
Comment by Thomas 12.15.07 @ 8:01 amThomas, I have unintentionally placed here a completely wrong link (it is actually Croatian). Apologies to anyone who got confused. This is what I was originally planning to suggest - http://www.youtube.com/watch?v=LWAtvE1xiRk
Comment by Tihomir Kukolja 12.15.07 @ 4:52 pmMoving video! WWCOG went from Moses/Armstrong to Paul/Evangelical. They needed to stop at Jesus/Christ! So does the rest of Christianity! Unless I’m missing something, this would be a first in the 2,000 years of Christianity…Someone please prove me wrong…I really want to be wrong…
Comment by David Vickman 12.15.07 @ 8:21 pmThe YouTube video on the changes in the Worldwide Church of God should serve as a warning to other groups contemplating abandoning their heritage to join the Evangelicals. A happy medium might be preferable to swinging from one extreme to the other. WWCG immediately lost most of its membership and income, as well as their TV ministry and university. A more gradual approach, positively reinforcing the best of their past, while talking less and less about the worst of their past might have been less self-destructive…
Comment by David Vickman 12.18.07 @ 11:51 pmGood bye. The format is impossible to read. The blog is good, but unreadable.
Comment by Elaine 12.25.07 @ 10:41 pmI’m a grad student at Texas A&M. I teach undergraduate mathematics to undergraduate engineering majors. These kids can’t add fractions. I suspect the situation is similar at Adventist institutions. What you have stumbled upon isn’t a problem with religious education in Adventist institutions in particular, it’s a universal problem of education.
If you don’t know mathematics then you won’t know how incredibly useful it is in the world, because you won’t recognize a situation in which it would be useful, because you don’t know the mathematics necessary to make that judgment. Similarly for history. Convincing people who do not know the subject of its utility is a hard sell, even if it is supremely “useful”.
Comment by Robert Jacobson 12.29.07 @ 12:27 pmLeave a comment
Line and paragraph breaks automatic, e-mail address never displayed, HTML allowed:
<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>