Perspective and Positionality: Learning As an Act of Reverence
The famous meditative garden at the Ryoan-ji Temple in Kyoto, Japan, is a dry landscape that illustrates the importance of considering perspective.[continue reading...]
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About Lutheran Education Journal
The Lutheran Education Journal is the oldest continuously published journal of education in North America. It was, and remains, a journal of the faculty of Concordia University Chicago, an institute of higher learning in the Concordia University System of the Lutheran Church-Missouri Synod (LCMS).
“HOPE is knowing that, even when there is no hope, there is hope in Jesus Christ.” I like this definition of hope. It is energizing, revealing, affirming, true, and of course, Hopeful. I contend that one of the challenges in the church, school, and society of 2011 is that there are not enough hope peddlers […]
My wife and I recently took a vacation to the Florida Everglades—one of the last frontiers of America—where we saw all sorts of exotic plants and animals including storks, herons, manatees, loggerhead turtles, deer, dolphins, and alligators. We were surprised to see the multitude of alligators lying on the banks of the channels in the […]
I do not own a gun. I never have. However, I do enjoy eating wild game like venison when I get a chance. In the earlier years of my ministry as a DCE in a northwestern Minnesota congregation, I was once invited to borrow a congregational member’s gun and to join him hunting on his […]
We Lutheran educators continue to be caught in a world fixated on the worries, woes, and wars of life, both globally as well as personally in our own lives. Just last night, watching the Evening News, I was struck by the reality of the news commentator saying “Good Evening,” and then proceeding to tell me […]
One of the true joys of my years spent on the faculties of Concordia College-New York and Concordia University Chicago has been the time that I’ve spent with the teachers, children, and schools of the Lutheran Church. I’ve been able to meet and speak to teachers and administrators at conferences. On a more personal level, […]
The Lost World of Genesis One: Ancient Cosmology and the Origins Debate. John H. Walton, Downers Grove, IL: InterVarsity, 2009, 192 page, Paperback, $ 16.00. For almost eighty years the Lutheran Church-Missouri Synod has publically declared its belief that God created the world as narrated in Genesis, stating, We teach that God has created heaven […]
This article will explore the effects of three constructs on stress. The first two, positive reappraisal and rumination are cognitive emotion regulation strategies; the third is optimism. A secular explanation of each construct as it relates to stress will be presented. This article will then submit a biblical perspective on stress and the three constructs. The article will conclude by proposing biblical meditation as a viable solution to the experience of stress.
Psychologist Richard Lazarus known for his cognitive-mediational theory within emotion, was one of the first researchers to explore the relationship between cognition and emotion. He defines psychological stress as the relationship between the person and the environment that is appraised by the person as taxing and endangering quality of life (Lazarus & Folkman 1984). Lazarus argues that defining stress objectively by depending only on environmental conditions is not desirable. He believes that the person-environment relationship that brings stress about is subjective (Lazarus & Lazarus 1994).
Much attention has been given recently to the Danielson model (Danielson, 2007) of teacher evaluation. This model has become increasingly popular in many schools and a variety of states throughout the U.S. What’s the big deal about Danielson? How does this successful public school model apply to Lutheran and other private schools? Why should Lutheran educators consider it?
The problem of this study was to determine the relationship between perceived stress and a specific set of predictor variables among selected teachers in Lutheran schools in the United States. These variables were cognitive emotion regulation strategies (positive reappraisal and rumination) and optimism. The sample consisted of 582 early childhood teachers, 147 participated. They answered three surveys: the Perceived Stress Scale (PSS), the Cognitive Emotion Regulation Questionnaire (CERQ) and the Life Orientation Test Revised (LOT-R). The hypotheses were tested and confirmed. A standard multiple regression revealed that all three independent variables (rumination, positive reappraisal and optimism) are statistically significant predictors of perceived stress for this population of Lutheran teachers. This study shows that as levels of positive reappraisal and optimism increase, perceived stress decreases. This means that reappraising stressful situations in a positive light and having an optimistic outlook on life ameliorates stress. This study also shows that as rumination increases, perceived stress increases as well. This means that dwelling on the negative aspects of stressful situations exacerbates the experience of stress.