Charity: Water

Tuesday, March 23, 2010

Musth and Mentors

To Own a Dragon by Donald Miller, 30-32

"I learned a great deal about myself while watching a documentary a few years ago about elephants in a wildlife trust in Africa. There were twenty-five elephants, all of them orphans, and they had been brought to the trust twenty years before. They were becoming teenagers--in elephant years. The girls were adequate, getting along with the other elephants, but there were a few boys who were causing a great deal of trouble. The narrator talked about the frustrations these few elephants were feeling because they had gone into early musth cycles, which showed up as a green pus running down their right hind leg. This phase produced aggressive and violent behavior, the elephant equivalent of sexual frustration.

The narrator in the documentary said the elephant musth cycle begins in adolescence, and normally lasts only a few days. But among these orphans, the musth cycle was disrupted and had become unusually long. These elephants were taking out their aggression on rhinos that bathed at a local mud pool. An elephant would slowly lumber down to the pool, enter near a rhino, then spear it through the side with his tusks. The elephant would then lean his gargantuan forehead into the head of the rhino, holding the beast underwater until it drowned. The filmmakers followed these orphan elephants, who were always on their own, staggering about the wildlife refuge, fueled by a pent-up aggression they couldn't understand. They weren't acting like elephants--they didn't know what an elephant was supposed to do with all his energy, all his muscle.

Occasionally, two elephants in musth would meet, and the encounter was always violent, going so far as to uproot trees in the fray of their brawl. Then both beasts, bloodied, lumbered their separate ways alone--without a family, without a tribe...

Watching television that night, however, the narrator began to speak of a kind of hope for these elephants. Elephant development, apparently, begins very early. Female elephants are only capable of having children once every two years, and during those two years between babies, the young are cared for obsessively by their mothers. They are fed, sheltered, loved, and guided in their learning of basic survival.

It is only at the first musth cycle that a young male elephant leaves his mother and enters into the African wild, searching for a mentor, a guide. The green pus running down his hind leg and his smell like fresh-cut grass alerts an older, fully mature male, that this is a young elephant in need of guidance. Upon finding a mentor, the young elephant's musth cycle ends. The older and younger begin to travel together, to find food together, to protect each other--the older one teaching the younger what elephant strength is for, and how to use it for the benefit of himself and the tribe."

Musth and Mentors Video

Monday, March 22, 2010

Collateral Blessings of Going to Class

Every Monday, I have a night class from 6 to 9, the teaching of writing. The class is composed of half undergraduate and half graduate students, all either prospective or current teachers, so it makes for some very interesting discussions. I love the class. One of my fellow undergraduate friends, however, always has the same complaint: the undergraduate students are optimistic and passionate, aiming to change the world through teaching; the graduate students are negative and bitter, having lost their love of teaching. I suppose to some extent this is true. At least, I understand why he would say that. I hope he saw things differently tonight.

Recently, the graduate students have been giving presentations and leading class discussions for the first half of class. One of the graduate students tonight presented on self-efficacy and writing. She was asking a lot of good questions, like what are the connections between self-efficacy and writing, and whether or not being a good writer will affect a students' self-efficacy. This graduate student teaches at an alternative school in Charlotte, and she talked about how a lot of her students are very poor writers. Regardless of whether or not they really are poor writers, they certainly see themselves in this light. Many of these students have been told their whole lives that they're not good at school, that they're stupid, that they won't succeed in life. So many of the students at this alternative school have internalized what they've heard, and their self-efficacy is practically non-existent. They don't ever see themselves as being able to succeed in life--life outside of the streets--and especially don't see themselves as being able to succeed in the classroom.

As a part of her presentation, this graduate student read a letter one of her students had given her. This student has been in and out of trouble his whole life and currently is in juvie. 17, about to turn 18, and in the 9th grade. His letter would be considered as "bad writing" by school--lots spelling and grammatical errors. This graduate student, this student's teacher, however, didn't read that letter as "bad."

He wrote about his life, his struggles on the streets and in the classroom. He talked about how he's never been a good writer and he never will be. He had no potential in school and no future outside of trapping--drugs was his only future.

This student bared his soul in that letter. And school would call it "bad writing." In class, I started getting caught up in my own anger over how the education system works. I was fuming, barely listening I was so mad. I'm glad life didn't leave me in that place for long. I hardly had any time to be angry. This graduate student, reading her student's letter, started crying. That completely unplanned, choking kind of crying. For a while, she just stood there. Her lips trembled, her face grew red and wet, and she just stood there. When she finally started reading the letter again, it took her several tries to find her voice, and when she did, it came out in soft, short breaths.

Everything that we had talked about in class that day--grammar, writing, literacy, self-efficacy, --melted away, didn't even matter. The love this teacher had for her student overshadowed it all. And it re-focused me on why I'm in this education track in the first place.

Nella

I was going to post today. Before I post, I always check each of the other blogs I follow first. Don't know why, it's just my system. Well, after reading a blog post that Donald Miller linked to his blog, I realized someone else has a better story for today.

So here's Nella's.

I know it's long, but it's definitely worth it. You are going to need tissues for this.

Tuesday, March 9, 2010

His name is "Today"

I am who I am today in large part because of who has invested in me. I'm pretty sure I was unaware of these efforts at the time, but in retrospect, it's obvious who cared enough to invest in my life. I'm pretty sure I know exactly who was praying for me, too. I know for a fact that I wouldn't be who I am and where I am today if it were not for these people in my life. Looking at only one semester of classes left in my college career before I begin teaching, I've been thinking a lot lately about discipleship and mentoring. What's disappointing is that I realize I've missed a lot of opportunities to invest in others, especially since I've been here at college. What also sucks? It's really hard to pull myself out of the rut. The rut that says, "You'll be working with youth the rest of your life. Just focus on you right now. You're still developing, Keith." Okay, sure. This is a very developmental time in my life--lots of ideas and philosophies about life are taking form right now, lots of heavy life choices being made, blah blah blah. I just can't get that stupid voice out of my head: "Keith, this is your developmental stage, your foundational years. Focus on you right now, on your studies and on college stuff. You've only got like a year left of college. You have the whole rest of your life to change the world."

But then there's the quieter voice, the voice I hear less often: "Keith. I understand you need to invest in your studies and in college activities. But can't you see? don't you understand? Children and youth are being molded right now--their bodies growing and their minds shaping now. They will not wait for you. I get that you think you need to focus on you, but these kids can't wait till tomorrow, till you feel ready. They're being overwhelmed with influences, influences slamming them left and right, influences that won't wait for you. If you really care, if you really want to make a difference, drop your excuses and your fears. Be one more positive influence in these kids' lives now. And I'm not talking about the occasional Bible study or Focus trip or basketball game. Youth are more important than that, and what they need is so much more. They need long-term investment. Yeah, it's more demanding. But the world's influences? Relentless. These lives can't afford for you to wait any longer."

"We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need can wait. The child cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed.
To him we cannot answer 'Tomorrow'. His name is 'Today'." (Gabriela Mistral, 1948)

Thursday, March 4, 2010

Someone to Follow

As past blog entries have perhaps indicated, this semester has been rough. Emotionally, I've been driving on empty, and every other aspect of my life--the physical, the spiritual, the academic--has been overwhelmingly influenced by my empty emotional tank. The cool thing? God's really been working. Like a lot. Like a lot a lot. I'm gaining a little more peace and clarity every day. However, some days are still steps backwards; but for the majority, most days are small steps forward. Sunday was a leap forward. Sunday, one of my friends gave his initial sermon at my church (Palmer Grove Baptist), and his message was simple: "Stop letting your history dictate your destiny." I needed that message. I needed to be reminded of God's healing, God's redeeming of my history, and God's vision for my life. I think what I needed the most, though, was the reminder that I'm not alone. I needed to see a young man of God stand up before 800 people and cry. I needed to see vulnerability and passion. I had lost a vision God has given me for my life, and I needed someone to point me back. I needed someone to follow.


People crying people dying
People stealing people killing
People raping people hating--
All this hurting.

And that's how life goes

Everyone working everyone fighting
Everyone trying everyone striving
Everyone slaving everyone straining--
All this hurting.

And that's how life goes

The cycle continues,
Everyone alone.
Humans keep hurting and pains keep persisting,
Aching, crying, working, dying,
Everyone Alone.

And that's how life goes

Always reaping, never sewing,
Reaping and perpetuating
All this Hurt.
Because the examples provided--
Killing and Hating--
Are all we have to follow.

And that's how life goes

But,
All it takes is one--
One leader, one model,
One example,
A new example--
To begin a new cycle.

Just one example,
Someone to follow--
Promoting Peace,
Inspiring Hope,
Leading toward Love--
All it takes is one.

Just one solid example,
Just one to show,
It doesn't have to be like this;
There is another way.

And suddenly,
We find the stinging has weakened,
The suffering diminished,
The hurting assuaged,
The pain outweighed.

By what?

By love:
Shown in example,
Lived in words,
Spoken in actions.
One solid example,
Pointing us back,
Starting a new cycle.

Because what we really need,
Is someone to follow.



Thanks Donnie for being one of the few examples out there worth following.

"If I then, your Lord and Master, have washed your feet, ye also ought to wash one another's feet. For I have given you an example, that ye should do as I have done to you." --John 13:15