There's a young man in my congregation--let's call him
"Michael"--who's trying to turn his life around. He's been in and out of
detention centers and prisons since he was 13. Over and over again, he was
caught stealing cars, smoking pot, breaking and entering; you name it, he's
done it. But now he's trying to change, to turn around.
Walk through most people's houses, and you'll quickly get a sense of what they love. The art on the walls, the books on the shelves, the kitchen gadgets, photographs, knickknacks and pets, the size and number of TVs—all reveal where the occupants' hearts lie.
Theories of change vary widely. Does progress arise from
countless participants, working in countless places and ways? Does it require
an organized movement? How critical are public, influential leaders? At what
point is there a need for precedent to be set from the top down?
Although Jesus is called teacher in the Gospel of Mark, that Gospel includes little of the teachings of Jesus. His parables confound his listeners rather than leading to greater understanding. Jesus’ teaching in Mark is performative, says Brian Blount; Jesus taught by the way he lived. He doesn’t teach love as a concept, he acts it out by touching lepers and allowing diseased people to touch him, engaging women as equals, associating with the marginalized, and breaking laws that don’t promote human well-being. If we want to teach the reign of God as Jesus taught it, then we need to craft a curriculum that does more than inform (Interpretation, April).