I love that idea from Tresta on "risking rootedness." Saying no/staying put always risks "missing out" or advancing/climbing the ladder. But the risk is often worth it.
Absolutely. I think about this in terms of guiding young adults from the outset -- weighing pros and cons of various majors/career trajectories... perhaps even their effect on the ability to stay rooted or near family. It is often too late to change course once a person is on a certain professional trajectory, which I empathize with. I believe sometimes a better counseling on the front end of young adulthood, with proper perspective (beyond what would best suit them and their interests) could reap some rewards down the line.
Haley, I’m getting ready to coach another season of high school volleyball and I’ve been thinking and praying for new ways to talk to the seniors about their future. Some of them already have “a plan” but I know, from my own kids’ experiences, how stressful the questions from well-meaning adults can be at this stage of life. It’s a small town with all the stereotypes, and so many kids are questioned into making big plans that don’t mean anything—just filling a need to answer a question. Do you have suggestions for this conversation?
(Thank you for sharing my essay among such thoughtful work ❤️)
It was great! It's so good for kids to get that experience - mine have in limited doses as we've visited my sister in law's family dairy farm that recently had to fold. Such good interaction with the realities of material life. A reminder to seek these experiences and lessons out in smaller, regular ways... for those of us not on farms. :)
So sorry to hear you were sick! That sounds awful.
I enjoyed reading/watching all the Bonhoeffer pieces, especially with their emphasis on how he lived his life and how he was viewed during his own time. I only hear the American version of his story, which of course looks a little different from the reality.
"A People Without Culture" is a sobering article. I just read an article in The Atlantic (added the link below) about the new reading curriculum being used in some NYC schools that only focuses on short articles and excerpts with very few full length books. There's been a push against it, but it's wild to me that anyone thinks this a good idea for the long term.
Goodness, there's so much good reading and books on Bonhoeffer. But I loved the gentle and accessible introduction to his life in Laura's book.
I loved how Nadya connected both deep reading AND listening (as it was in the oral tradition, and also today with reading aloud books, audiobooks, lectures, even sermons, etc) as both being integral to developing those muscles of attention. I am more an auditory learner so I'm always grateful when people make that connection. :) It is not always either or, but they do strengthen each other!
Oooof, yes. My brief stints teaching middle school English Language Arts (in title 1 schools) was enough to make me believe that article. Teaching in a public school was absolutely not what I envisioned at the time, and was very defeating and exhausting. Behavior issues and teaching-to-the-test aside, many kids do not even learn to read proficiently but are pushed further and further along in school. Many of the 7th graders I encountered were reading at a 4th grade reading level. That doesn't lend itself to much deep reading and writing as a teacher would hope. It's a whole big problem of interrelated issues.
I love that idea from Tresta on "risking rootedness." Saying no/staying put always risks "missing out" or advancing/climbing the ladder. But the risk is often worth it.
Absolutely. I think about this in terms of guiding young adults from the outset -- weighing pros and cons of various majors/career trajectories... perhaps even their effect on the ability to stay rooted or near family. It is often too late to change course once a person is on a certain professional trajectory, which I empathize with. I believe sometimes a better counseling on the front end of young adulthood, with proper perspective (beyond what would best suit them and their interests) could reap some rewards down the line.
Haley, I’m getting ready to coach another season of high school volleyball and I’ve been thinking and praying for new ways to talk to the seniors about their future. Some of them already have “a plan” but I know, from my own kids’ experiences, how stressful the questions from well-meaning adults can be at this stage of life. It’s a small town with all the stereotypes, and so many kids are questioned into making big plans that don’t mean anything—just filling a need to answer a question. Do you have suggestions for this conversation?
(Thank you for sharing my essay among such thoughtful work ❤️)
Love the snippet on At Home with Bonhoeffer. Heading to listen ASAP!
Hope you’re feeling better!
I also loved that article on city kids on the farm!
It was great! It's so good for kids to get that experience - mine have in limited doses as we've visited my sister in law's family dairy farm that recently had to fold. Such good interaction with the realities of material life. A reminder to seek these experiences and lessons out in smaller, regular ways... for those of us not on farms. :)
So sorry to hear you were sick! That sounds awful.
I enjoyed reading/watching all the Bonhoeffer pieces, especially with their emphasis on how he lived his life and how he was viewed during his own time. I only hear the American version of his story, which of course looks a little different from the reality.
"A People Without Culture" is a sobering article. I just read an article in The Atlantic (added the link below) about the new reading curriculum being used in some NYC schools that only focuses on short articles and excerpts with very few full length books. There's been a push against it, but it's wild to me that anyone thinks this a good idea for the long term.
https://www.theatlantic.com/ideas/archive/2024/06/nyc-schools-stopped-teaching-books/678675/
Goodness, there's so much good reading and books on Bonhoeffer. But I loved the gentle and accessible introduction to his life in Laura's book.
I loved how Nadya connected both deep reading AND listening (as it was in the oral tradition, and also today with reading aloud books, audiobooks, lectures, even sermons, etc) as both being integral to developing those muscles of attention. I am more an auditory learner so I'm always grateful when people make that connection. :) It is not always either or, but they do strengthen each other!
Oooof, yes. My brief stints teaching middle school English Language Arts (in title 1 schools) was enough to make me believe that article. Teaching in a public school was absolutely not what I envisioned at the time, and was very defeating and exhausting. Behavior issues and teaching-to-the-test aside, many kids do not even learn to read proficiently but are pushed further and further along in school. Many of the 7th graders I encountered were reading at a 4th grade reading level. That doesn't lend itself to much deep reading and writing as a teacher would hope. It's a whole big problem of interrelated issues.
So sorry you were so sick. Sounds terrible.
It's been a wild ride of Covid, with a rebound of the virus again this weekend.... but on the mend we believe!