Christian Living

Conventional wisdom these days seems to quietly concede that dads are not all that necessary anymore. Just watch a sitcom. One mom (or two) is sufficient for a healthy upbringing. Dads may be great, but are most certainly dispensable.

Due to the mercies of God, dads are sometimes unnecessary. Kids who grow up without a father in the home can develop into strong, successful people. Having said that, principles should not be constructed from exceptional cases. Broadly speaking, kids prosper uniquely when they are afforded the privilege of growing up under the influence of an involved, loving father who acts like a man.

For a somewhat distinct set of reasons, children equally need moms. I’m not denying overlap between the two subsets; nor am I suggesting all dads must fit a precast mold. But qualifiers aside, engaged fathers bequeath unique benefits to the nurture of healthy, well-rounded children. And it’s okay to say so now and then.

Why do kids need dads? The question could be answered from any number of angles—physiological, philosophical, sociological, theological, etc. Permit here a less formal response. Why do kids need dads? Bear hugs. Wrestling matches in the living room. Launching toddlers into the air and catching them on their way down—even if only by one limb. Responding triumphantly to the bloodied knee of a quivering-lipped munchkin looking for pity: “Way to go, kid-o, nice work!” Discussing what’s under the hood of a car and why it matters. Tackle football in the back yard. Demonstrating the fine art of mowing the lawn and cleaning out the garage. Initiating, then providing the calming presence on a scary amusement park ride. Watching a ball game and analyzing it afterwards. Playing with knives. Demonstrating a love for sweaty, dirty work. Telling a kid pointedly: “Get over it,” or “No, you can’t do that.” No monkey-business enforcement of consequences for children who break rules. Teaching the craft of using power tools, raking the lawn, changing a tire, and building a bike ramp. Pedagogy on shaving and tying a tie. Leading hunting, fishing, and camping trips, and adventurous hikes in nature. Teaching teenagers to park the car in the garage. Teaching teens to take responsibility when parking the car in the garage doesn’t go so well. Gruff warnings to the young man showing interest in your daughter. Gruffer words when warding off sleaze balls interested in the same daughter. Enlightening your daughter to the reality that what she sees as a cute outfit strikes guys differently. Warning sons about the destructive powers of pornography. Handling failure and trials with a steady spirit and steely resolve. Showing confidence and faith in God during tough times. Demonstrating the grace and strength of saying, “I was wrong, please forgive me” and “I love you.” Showing appropriate affection to the kids’ mother. Protecting and honoring that same woman before their eyes with persistent fidelity. Bequeathing to the kids the stabilizing roots of family culture, of faith in God, of hope and love.

Romans 12:6-8 describes eight gifts: prophecy, serving, teaching, exhorting, giving, leading, and mercy. 1 Corinthians 12:8-10 lists nine manifestations of the Spirit: word of wisdom, word of knowledge, faith, gifts of healing, miracles, prophecy, distinguishing of spirits, tongues, interpretation of tongues. Verse 28 adds eight appointments: apostles, prophets, teachers, miracles, healings, helps, administrations, and tongues. 1 Peter 4:11 mentions only two gifts: speaking and serving.

We know that every believer has the Spirit of God (Rom 8:9; Eph 1:13-14), that “we have gifts that differ” (Rom 12:6), that to “each one is given a manifestation of the Spirit” (1 Cor 12:7), and that “each one has received a special gift” (1 Pet 4:10). We also know that while identifying one’s spiritual gifts(s) with certainty is not required and may not even be entirely possible, the Spirit’s giving and manifesting is not at all irrelevant. These gifts are designed to play an important role in the church. After all, they are deliberately tasked means designed to work toward one vital end: “so that in all things God may be glorified through Jesus Christ, to whom belongs the glory and dominion forever and ever. Amen” (1 Pet 4:11b). If their purpose is His glory, then ignoring them is not an option.

But if a person is, for example, fairly certain that they have been gifted with teaching, then what are they to do when faced with a different ministry opportunity having little or nothing to do with teaching? What if there is a financial need in the church that the “teacher” is aware of and has the means to help resolve. Can he claim that he is only to function as a teacher, and hasn’t got the gift of helps? Does this absolve him of any responsibility toward the needy family? 2 Corinthians 8:14 describes the purpose of abundance as for supplying needs (without any reference to spiritual gifting, by the way). Paul adds in 9:8 a broader purpose statement for abundance: “…always having all sufficiency in everything, you may have an abundance for every good deed.” Every good deed implies that one’s work and service is to extend beyond personal spiritual gifting, though a case could be made that all gifting—including God’s provision of material wealth—is spiritual gifting.

I’ve always preached that all honest work is God-glorifying and that the opportunity to engage in labor and reflect God’s character through it is a great privilege. Over the years, I’ve also emphasized that if you’re doing the work God wants you to do, however “secular” it may be, you shouldn’t stoop to do anything else. Even vocational ministry is a demotion if it’s not what God wants you to do.

It was one of those moments when I didn’t know whether to laugh or cry. So I opted to just shrink lower into our second-row pew, stifle my giggles, and hold my seven year-old son close, thanking God for him and all his glorious honesty.

If you are a regular reader, you know that my husband pastors a rural church; and while we do our best to keep our kids out of the fishbowl, we do expect them to participate in the full-scope of congregational life. Including our mid-week service. This isn’t usually a problem, but like all of us, there are those days when they’d rather stay home. Perhaps they’re tired, busy doing other things, or in the case of my seven-year-old son, simply find Legos more interesting than having to sit still for an hour.

On this particular Wednesday night, we had dealt with the standard objections over dinner, and by 7:05, everyone was safely ensconced in our normal pew with our heads bowed as one of the deacons opened the service with prayer as only a deacon from a rural Baptist church can. About half way through, he asked God to touch the hearts of “those who could have come tonight but chose not to.”

Not missing a beat, my son piped up, “Well, I didn’t want to come, but I HAD to.”

Read the series so far.

Many outstanding Christian leaders received the most rigorous, comprehensive training available to them. Today’s Christian schools must be equally motivated to cultivate outstanding Christian thinkers and leaders, whatever their future paths.

To ensure the requisite academic depth, an assessment tool such as Bloom’s Taxonomy is useful. Developed as part of a landmark research study led by educational psychologist Benjamin Bloom, this tool ranks six learning objectives according to their relative sophistication. In ascending order, they are (2001 revision): Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Pondering this spectrum, one can readily categorize individual academic courses, schools, and even particular styles of Christian schooling.

From the outset, it should be evident that styles of Christian schooling markedly differ in their abilities to span this spectrum. The dividing line is often the type of curriculum used. Less effective are those which seek predetermined, pat answers. More effective are those which encourage independent thinking and originality. This does not mean ceasing to teach absolute Truth. It does mean allowing students to examine ideas pro and con, to ask difficult questions, to challenge tenuous conclusions, and even to sometimes respectfully disagree. This would be a departure from the instructional paradigm found at some Christian schools.