Danny is a new student in class. He has verbal processing problems. I spent hours preparing to help Danny bridge the divide between what he hears, what he knows, and his ability to communicate his thoughts to me. School psychologists and brain specialists helped me help Danny learn.
Ephesians 5 is a passage I explained to a class because the students asked how Christians should interact with pagan music. Hours were spent researching the exegetical background from a variety of biblical scholars whose expertise assisted me bridge the interpretive divide.
In preparation for my lessons in a given week I relied upon educational and communication processes taking me from text to teaching, from then to now, from the truths of Scripture fleshed out through life applications.
In each case above, I interacted with people who have gleaned pieces of truth–common grace–in their God-gifted vocations which profit me in mine. We are ambassadors of reconciliation (2 Co 5:18-21)–a process of wholeness dependent upon the cross for all things on earth and in heaven (Col 1:20). Christ, The Word, is preeminent in all things (1:18) because He created all things for Himself (1:16), holding all things together (1:17).
However, “all things” bothers us sometimes because we have misused and abused everything. For example, we are rightly squeamish of technology, like cell phones, which interrupt community while appreciating their benefits which might include parental connections with our children. All systems are finite, fallen, human constructs. But broken shards of a smashed mirror still bear reflective qualities. We rightly yearn for wholeness while acknowledging our struggle with how to put the pieces together.
To limit God’s work to “direct” intervention of Scripture, prayer, and Christian ministers is to limit God. What of Cain’s progeny whose manufacture of musical instruments were later commanded to be used in worship (Gen 4:21; cf. Ps 148, 149)? What of Jethro who enabled Moses’ leadership skills (Ex 18)? What of pagan Cyrus whom Yahweh called “messiah”–one sent with a mission (Is 44:24-45:1)? What of “the works of God” found in creation which both believers and unbelievers ponder (Ps. 64:9; 111:2)? What of Bono from U2 fame in our own day who has pricked the consciences of government and Church with Matthew 25 and its application to African poverty and disease?
In one way or another, we unconsciously depend on the latest human tools to help us in our responses to ourselves and each other. God’s “wonderful deeds for men” (Ps 107:8, 15, 21, 22, 24, 31) are multifaceted, not limiting the discoveries which God has hidden for people to find (cf. Prov 25:2; Job 28:1-11). It is the wisdom of God which helps us to understand everything we do originates from His perspective (Job 28:12-28).
The greatest commandment includes the wholistic approach given to us by God Himself. To love my students is to use all the gifts left to us by our Lord in this world—no matter who has discovered them. If brain research aids my understanding of a student, if pop rock music speaks to life issues, if teaching methods make a concept clear, I will use pieces of truth from the source of God’s common grace.
Mark Eckel, “Pieces of Truth from a Smashed Mirror,” Christian School Education 10:4 (Spring, 2007): 27. Mark taught junior through senior high school students for 17 years in ACSI schools.