Think Spring...

It's lighter longer. It smells springy. Though this winter was not hard as North Idaho winters go, it was, as usual, dark. What a relief to have more daylight. It creeps into my life quietly and almost unnoticed, until suddenly, I DO notice it. And I rejoice. Is it the same for you?

More light points my thoughts outward--toward growing things, toward things being made new.

I went searching for interesting spring sites, and came across one which you may enjoy looking over with your children. How is God making all things new? Enjoy!

http://www.learner.org/jnorth/

Speak With (like) Conviction

I have noticed, especially in the past few weeks, that either my brain is tired or I am lazy.  Perhaps I need to read more challenging books, or study the thesaurus, or stay off facebook. I'm not sure. Of this I am sure: my vocabulary is thinner than it once was. When I describe something or react to my kids' pronouncements, all too often I hear myself resorting to "That's cool!" or "Awesome!" or "Interesting!" and not working very diligently to dig up more descriptive words.  When I recognized how often I was reaching into the same boring barrel, pulling out tired, nondescript phrases, I was shocked. And bored. Bored with saying the same things, and bored with hearing the same words on tv or in conversation.

I believe the Lighthouse curriculum refers to words like these as dead words. Dead words have been so overused or misused that they express absolutely nothing at all. "Expired" words are not encouraged at Lighthouse.  We make a concerted effort to develop vocabulary from the time our students are reading until they go on to high school--by providing and encouraging lots and lots of variety, quality, and quantity in reading materials; by incorporating vocabulary exercises in our spelling curriculum; by giving students many opportunities to create and give oral presentations; by refusing to speak "down" to our students, even the smallest ones.

In the poem, "Speaking With Conviction," Taylor Mali, a former teacher and current comedian and slam poet, highlights some current cultural speech oddities and the importance (and disappearance) of declarative sentences. He performs his poem in the following video, his words illustrated by typography student Ronnie Bruce. We played this video for the junior high students today, and their grins and laughter were telling. Please take a minute to laugh a bit and learn from his point of view (Click on the photo below, click the white arrow in the window that comes up,  and make sure the sound is up):

I want to find words that reflect my conviction. I want my children to believe that it matters whether or not they use deep, thought-provoking words; to believe that people will listen when they speak; to believe that it's preferable to use every ounce of intelligence they've been given, and not hide it away for fear of being called a loser.  Today, I'm pulling out my thesaurus, I'm committing to less time on facebook and more time reading Bonhoeffer, Twain, and Dickinson. I'm going to pay more attention to the words my children hear when they ask me what I think.

I challenge you to do the same. Let's teach our children to speak with confidence and conviction!

It's Never About the Money

When you hear the words "faith-based" at Lighthouse, the idea behind the words has everything to do with actively engaging in a relationship with God.

It's never about the money. And it's all about the money. That sounds like a contradiction, but is it?

The Lighthouse board and administration are confident that the Lord led our school to adopt a new (and some would say radical) tuition model we call "faith-based", in which individual families undertake to engage with God about the use of their resources--all of their resources: money, time, talent, intellect, energy, goodwill...the list is rich, thanks be to God.  I believe that the board's priority was to lead the Lighthouse families to first submit wholly to God, and second to submit to God specifically with regard to their resources. It's the submission and engagement that matters most.  It's never really about the money. It's about exercising faith in a God who engages.

In truth, "faith-based" should apply to any tuition model, regardless of whether it revolves around a tuition amount that is hard and fast, or a tuition amount that is determined by each individual family's assessment of God's leading.  One model "risks" the possibility that not enough students will enroll because not enough families can afford the hard and fast tuition amount. Another model "risks" the possibility that not enough money will come in because families will feel free to treat their tuition commitment with less than full submission. 

In either case, the exercise of faith in God's provision is the key. If the students come, God will have provided them; God will have provided the resources families need to achieve the goal they believe he has led them to pursue; God will provide the means to honor the commitment a family makes to pay their tuition. Dare I say that may mean a family must choose to borrow the funds in order to honor their God-inspired commitment and trust God to provide the means to pay the loan back? It's never about the money, it's all about faith in God's provision.

But I believe it's all about the money, too. Why? Money is something we like to have "enough" of. If you say that's not true, I think you aren't being honest with yourself. Having enough money--however we measure what "enough" is--helps us feel "safe" and can even serve, falsely, to validate or invalidate the path we've taken.  Lots of money? "Why, I must have chosen what God intended, because he is blessing me financially."  Not enough money? "Well, then I must have taken the wrong path in life. God is displeased."  I believe that this attitude turns money into an idol. I can say this because I am the chief sinner. In terms of exercising radical faith, there are few areas that hit me harder than the financial area.

Imagine for a moment that instead of giving money the idolatrous power to validate or invalidate our life choices, we recognize money as simply one tool in a toolbox that God created for our good. Other tools in the box are named health, joy, children, talent, creativity etc. Each is designed to elicit a faith response from us.  Each affords us the opportunity to use them as possessions for our own selfish desires (idol worship) or to freely offer them back to God for use in His hands (true worship).

In this capacity, money has no other value than as God's tool used for our good. He doesn't need it to provide for himself, for he "owns the cattle on a thousand hills". He says in Job 41:11, "Who has a claim against me that I must pay? Everything under heaven belongs to me." Money itself is not necessary for God to accomplish his purposes or to do his work.  But he knows that the quality of our "work"--"to glorify God and to enjoy Him forever" according to the Westminster Confession--depends on what we trust. The depth with which we trust in money or resources holds great sway over how we feel and what we choose. The person with much is tempted to believe that his riches keep him safe; the person with little is tempted to believe that his poverty takes away his safety. Obviously, in some senses this is true: money cures many ills, literally. And the pain of poverty can be crushing. But in the eternal perspective (which we must take as followers of Christ), the opposite is true: annointed poverty is freeing (think lilies of the field and the poor in spirit), and idolatrous wealth is enslaving (think camel and the needle's eye and the rich young ruler). And so God lovingly wields the tool of money to reveal our idolatry and teach us to trust him.

The fact of the matter is that God wants us to trust him for our needs--daily. What if our money behaved more like the manna in the desert? God gifted the Israelites with a commodity that was self-regulating. It rotted overnight when it was stockpiled. How different our world would be if our money disappeared from our bank accounts overnight, and every day was a new day to experience God's provision from zero.  If we had a particularly profitable day, wouldn't we be quick to distribute all of our wealth, every day, before it disappeared? Wouldn't we be quick to give it to those in need? That actually sounds like heaven to me. It sounds like freedom. It sounds like a wild, joyful, annointed party.

Please understand that I'm not insisting we give our money away every day. That would fly in the face of other equally valid ways of using money for God's glory, and undermine the God-prescribed use of resources for sabbatical rest—after all, God allowed the Israelites to gather and squirrel away two days worth of manna in preparation for the Sabbath. And obviously, God could have made money like manna and he chose not to. But I encourage you to use illustrations like this to think creatively about money as a God-designed tool which provides opportunities to glorify God and trust him.

So, now is the time to re-evaluate our response to the call to radical faith in God's provision. What is he calling you to gain by giving away? What is he waiting to bless you with spiritually? Where is he using the tool of money in your life to reveal your heart toward him and your faith-response to his provision? I challenge you to engage in a mighty way with God this year.  Because it's all about the money. Because it's NEVER about the money.

What Are You Good At?

Each of us has something we do particularly well. Something we would call our "gifting," or our talent. Chances are, we've heard from an early age how talented we were in that one particular area, and if we are fortunate or had parents who were enthusiastic, we may have felt gifted in numerous areas. I was always considered "good" at art and writing; my older brother has always been very good with mechanics; my younger brother is a fabulous musician. My "giftings" seemed to make achieving good grades easy--I worked hard, sure, but my strengths definitely dovetailed with the requirements of scholarship. My brothers on the other hand--equally gifted, but in different areas--had to work harder at school, both to achieve and remain interested. Perhaps you can identify, or have a child that struggles or achieves easily in this way.

Well, I came across an educational theory (stay with me here, it gets interesting...)that addresses these differences, and in some ways (not all) expresses how we teach and structure much of the Lighthouse curriculum.  It is called "multiple intelligences," introduced in 1983 by a man named Howard Gardner. Now I wouldn't begin to claim that I've read everything Gardner says about his theory, so give me grace if I've meandered down a strange little educational path, but it's intriguing to consider, so here we go.

Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences:

• Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
• Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
• Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber
• Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly
• Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully
• Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others.
• Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
• Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature
• Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

Take a minute and think about which of these intelligences you have, or you see in your children--it's kind of a hoot. You can even rank them (if you tend toward a mixture of intrapersonal and mathematical-logical intelligence...)

Many times, traditional curriculum does nothing to recognize that not every student is able to excel at standardized testing, or writing essays, or rote memorization. What I see Lighthouse doing well is incorporating opportunities for students to express knowledge gained in various ways according to their "multiple intelligences," especially in our Independent Study curriculum. Any of the following ideas would fit with what our teachers call The Lighthouse Way, and be seen in other forms in our classrooms:

• History courses studying period music and art.
• Science units incorporating visual, musical and kinesthetic experiences.
• Language arts classes reading Civil War literature, studying re-enactments and building a topographical map.
• Elementary school students composing and performing songs about math concepts which satisfy the rubrics they and their teachers have developed.
• Middle school students creating multimedia presentations combining animations, MIDI compositions, and writing to satisfy interdisciplinary unit requirements.

    
It is exciting to work with a group of people who love and value the God-given intelligences of our kids. If you are interested in learning more about the multiple intelligences theory, take a look at this website: http://www.thirteen.org/edonline/concept2class/mi/index.html, where you can even take an M.I. test of your own. :)

(Credit for content goes to www.thirteen.org., http://www.thirteen.org/edonline/concept2class/mi/index.html, accessed 1/19/12)

Thinking Out Loud

We're very excited to launch the new LCA website design! We hope that the new design more accurately reflects what Lighthouse is about...we'd love to know what you think.

Our school has always been a hidden jewel in Coeur d'Alene. One of our goals is to help the community have a better idea of what we do well. Our hope is that the new website will accomplish the goal of reaching a larger audience. Lighthouse parents, you can help us reach that goal by telling your friends about Lighthouse and sending them to the website for information. You can also check the website frequently for updates, and link our site to any internet sites you have access to. The more we are linked, better the internet "sees" us, and the better our internet ranking will be.

If you have content you'd like to see on the site, please call or email the office. We welcome blog material!

Launching in to something new has it's up sides and down sides, rewards and risks. We feel confident that in this case, the risks are worth the rewards. Blessings to you and thanks for visiting our site!

Susan