Tenacious Hospitality: Welcoming the Unwelcomed

The lecture was presented by Maleesa Breeding and Dana Hood with guest speaker Suzetta Nut. Dr. Hood explained the purpose of the lecture as how society places the people who are grieving on the margins. She stressed that the lecture does not give answers, but only generates more questions. The lecture is based on the ongoing grief parents of children with special needs face. The first question Dr. Hood asks the audience is how Romans 12:9-16 can teach us what God has called us to do. The section of the scripture she stressed is to be willing to “associate with people of low position.”

Next, Dr. Hood read some quotes from the people who are part of these families. This part of the lecture evoked an emotional response from both the audience and myself. To me, it was more personal. I have thought and said many of the words that were up on the screen and entered my ears. My son is a child with a disability. I felt a sense of relief to realize that I am not alone in my struggles.

After the voices of the families were discussed, Dr. Hood explained that these families are involved in a never-ending cycle of the five stages of grief: denial/isolation, anger, bargaining, depression, and acceptance. I partially agree with this. However, as we later discussed in my special education class, most families do not go through an acceptance phase. It is more of a resolution/pro-active stage of grief. To reach acceptance is the same as saying overcoming. When a child is disabled, the family can never overcome or accept the disability; because it would mean that the disability will eventually end. The disability never ends, and the affected family must learn to deal with the disability through resolution. However, Dr. Hood did state that the five stages of grief model is “too simple.” She stated that many families are faced with a sense of hopelessness, especially at times of transitions.

The next section of the lecture focused specifically on Suzetta Nut, the mother of a child with a disability as well as a gifted child. Suzetta is the children’s minister at Highland Church of Christ. She said there is no end to disabilities; and because of this parents often learn to do things they never thought they could. Suzetta talked about the fatigue, financial, and emotional stress on the families. She stressed there is typically two ways that parents approach dealing with a child with special needs. They either act the victim, or they push through and pretend as if all will be well. Suzetta later introduces a third way that parents approach the issue. This approach is one that most parents take only after the other two approaches fail. This is when the parents reach an understanding that their child will never be like other children.

As I stated earlier, parents get to a point of resolution. The third approach of Suzetta Nut’s testimony is where the resolution stage happens. I personally have taken a pro-active approach on my most recent journey through the stages of grief. I have begun to question my previous decisions to try to make my son like everyone else through the use of medications. I realize now that my son was made by God and in the state that God has intended. Who am I to question that? Like Suzetta, I have told everyone to stop praying for my son to be better and just to pray that I can cope with the disability in a compassionate, loving manner. Just as Suzetta does, I also look as my son’s life and his accomplishments as a miracle of God. Suzetta’s experiences have reached me. I know that I can face anything as long as I keep faith in God, and remember that my son is a child of God.

Love must be sincere. Hate what is evil; cling to what is good. Be devoted to one another in love. Honor one another above yourselves. Never be lacking in zeal, but keep your spiritual fervor, serving the Lord. Be joyful in hope, patient in affliction, faithful in prayer. Share with the Lord’s people who are in need. Practice hospitality. ~ Romans 12:9-16

The Blind, the Deaf, and the Lame

The Blind, the Deaf, and the Lame Summary

The author covers the references to the blind, deaf, and lame in order to gain an understanding of the historical beliefs as they pertain to people with disabilities. The Bible does not address mental disabilities.  Amos Yong states dualistic beliefs in “Disability” in Ancient Israel. Yong feels the Bible draws connections between the sovereignty of God and disabilities, and people with disabilities are to be cared for just as others who are marginalized are to be cared for. In ancient Israel, people with disabilities were considered unholy and imperfect. They believed disabilities were the result of broken covenants with God, and people with disabilities were not whole and could not be included in the kingdom of Yhwh.

In the next section, “Disability” and the Early Church, the early Church believed in inclusion only after healing. They felt that Jesus’ healing of those with disabilities meant people with disabilities should be pitied, and their future is secured by God alone. Jesus’ healings also led people to believe there was a direct connection between disability and sin. Therefore, many people associated disabilities with evil. Those with disabilities were marginalized and dependent on the grace of God in the gospels. However, it can be assumed the disabilities were only metaphors for the sins of man.

The next section, “Disability” in the History of Christianity, covers how the biblical accounts affected disability. Before Christianity in ancient Greece and Rome, most people with disabilities were included. Disabilities were treated as a family/civic matter. Not much was written about mental retardation in ancient writings, possibly due to high mortality rates, and the inclusion of people with disability. The ancient god of fire, Hephaestus, was crippled, but had magical powers. Therefore, many Greeks believed people with disabilities were thought to have amazing abilities. They often believed deformities were due to sinful parents, or omens, such as broken covenants with the gods. Therefore, they believed infants with deformities belonged to the gods. However, many with disabilities were still scorned, and Aristotle said deformities were caused by uncompleted pregnancies.

In the section titled The Patristic and Medieval Periods, we learn people with mental disabilities were included. For instance, Nicholas Thaumaturgos protected the feeble minded. Zotikos cared for discarded children who were to be put to death. A few Christians opened homes and hospitals for those with disabilities. Augustine believed God made the creatures of the world diverse to “manifest his glory and power” (31). Saint Dymphna was martyred by her insane father. Because her grave was a place of pilgrimage for those with mental disabilities, her resting place, Gheel, became known for its “tradition of caring for the mentally ill” (31). Hildegard of Bingen endured physical pains led to lack of mental maturation, which led to inspiration and service. Margaret of Castello completely gave herself to god after being abandoned by her family due to her disabilities. She performed more than two hundred miracles. Teresa de Cartagena was deaf by fourteen, and saw herself as an “admirable work of God” (33). She believed disability helps develop patience and other virtues. During this period, people believed that God is the creator of all things, even disabilities, disabilities are necessary to promote holiness, and the Church should help those with disabilities.

During the reformation and the early modernity, views on disability once again changed. Luther believed that people with disabilities were “mass[es] of flesh without a soul…the devil is himself their soul” (34). Therefore he believed people should drown or suffocate infants and children with disabilities. During the Renaissance, many believed deformities were cause by demonic activity. However, Paracelsus believed fools are restored by Christ, and they are not fools in their souls, just their minds, which makes them more pure. Paracelsus also believed after salvation, there will be no disabilities. Ambroise Paré believed there were twelve causes of deformities:

1) resulting from God, intended for God’s glory, 2) emanating from the wrath of God, 3) emerging from too great a quantity of seed, or 4)too little a quantity of the same, 5) being misshapened b the imagination of the pregnant mother, 6) by the narrowness/smallness of the womb, 7) by a traumatic pregnancy, or 8) by the mother’s fall, 9) deriving from other hereditary mechanisms or accidental illnesses, 10) rotten or corrupt seed, or 11) the improper mingling/mixture of seed, and 12) being changelings of the devil (36).

Paulus Zacchias identified intellectual defects as slow learners, who can be held accountable and can marry, fools, who can marry with permission from judges, but have difficulty learning, and stupid/mindless, cannot marry and exempted from penalties. John Locke believed humans are rational creatures. Therefore, those with mental disabilities are not human and incapable of reason. They are immoral and soulless; therefore can be killed as infants.

The final section covers the three notions of disabilities according to theology: 1) disabilities occur for God’s purpose, God creates all men, and people with disabilities are here to reveal God’s glory; 2) people with disabilities must trust in God, because suffering leads to holiness; 3) the Church must care for people with disabilities through charity.

The final section of Chapter 2 covers the new vision regarding theology and disabilities is required. Patty Burt, a person with mental retardation, has shown that through her disability, she was able to sort out what she learned from others and make up her own mind about religion. In religion, we are faced with a major dilemma. If we ignore conventional theology, we dismiss the views of people like Patty Burt. However, if we embrace conventional theology, we will be weighed down with ideas ingrained in historical tradition. Therefore, to move forward, we must reread biblical texts and look deeper for the positive representations of people with disabilities. Although the biblical stories are stereotypical, they also have a redemptive quality.

Yong, Amos. (2007). “The Blind, The Deaf, and the Lame: Biblical and Historical Trajectories.”  Theology and Down Syndrome – Reimagining Disability in Late Modernity. Waco: Baylor University Press.

One World Under God

As Christians, the globalization of a language should be our ultimate goal. God’s dream is for the togetherness of his creation. This togetherness will not be reached until all language barriers are broken. However, many people believe the globalization of a language is a mistake. People fear a global language. They do not realize that teaching a universal language is the key to the future. They cannot conceive that the globalization of a language may be part of an ongoing evolutionary process. People fear that regulation will eliminate their language. Thus, they are afraid that the globalization of English will mean the loss of culture.

Agreeably, language is tied closely to culture. However, many bilingual people are able to keep their culture alive as well as their native language. For instance, the United States of America is a culturally diverse nation. Diversity helps us to differentiate who we are and how we live. Many Americans were not raised in cultures that English language is the native tongue; however, in order to find our full potential in today’s culture and society many individuals had to learn formal English. To thrive as a culturally diverse world, we need to look at all of the native tongues spoken on Earth as an enhancement to culture. Unfortunately, we live in a world so caught up in black, white, and brown when describing culture that we fail to realize some cultures have no racial boundaries.

The Deaf community is one such culture. The biggest complaint from the Deaf is they feel excluded when they are among the hearing. Though it is easier for the Deaf to communicate with those in their own culture than with the rest of the world, they have learned how to assimilate with their surroundings. Women are another culture of many faces, colors, and backgrounds. However, they have learned how to assimilate into their national cultures as well. In order to assimilate to their places of employment many college graduates in India take on a Western persona to make callers believe that they are Westerners while taking customer service calls for many companies. However, when they go home, they go home to a rich culture that most Westerners cannot fathom. They, too, have assimilated, but to a worldly culture other than their national culture.

Assimilation is the key to a brighter future. A global language would bring us closer to becoming a worldwide community. English, today, is the key to assimilation for many people. As English speakers, “We are encouraged to view ourselves as being in some way on a “winning side” (502). English is the dominant language of Europe and is now being used all across the continent in a business settings and it is taught in most schools. Because the most dominant language spoken worldwide is English; in order to thrive, individuals need knowledge of the dominant language. Children in Taiwan learn English in order to give them a head start in the world. Their parents spend most of their annual income in order to give their children this boost. Konglish is a stepping-stone for Koreans to learn how to speak formal English. It should not be suppressed because it defines who the Koreans that speak Konglish are. We must remember, however, to teach also children of where they come from and who their ancestors. This are can give them a better sense of cultural identity. Educators do not teach students to speak informally; they learn informal speech from their peers and families.

We can use student’s languages as a doorway to teach them formal English. After all, education is a key to students’ futures. Through education, students learn formal language in order to prepare them for a better life. Failure to switch the language that educators teach to students in schools properly will not prepare students for their full potential. In English classes, it is the teacher’s responsibility to teach English. We must also teach students that words are a powerful tool. They must know the description of a verb or noun gives the verb or noun a power, either weak or strong. We must stress that words not only can enhance text, but also inadvertently hurt a reader, and words can be used to dehumanize people.

Students must learn that the choice of words can affect the audience. Therefore, they must take care to not offend anyone. If students choose not to offend anyone, they must be sure that you use politically correct words and phrases. Students must learn the type of writing the author chooses to do depends on the type of response the author wants. To keep the message positive, students must choose only positive imagery and metaphors. Again, language is the most important tool for any prospective author. Once a student turns in a finished essay, paper or assignment the language should be grammatically correct. No matter the language a student speaks, the language that they write is always and should always be more formal. Once the student has learned a formal language, they will be able to effectively assimilate into a worldwide culture.

Assimilation is not the only reason we need to look at a global language. We must understand that language is an eternal work in progress. Today, our language is already a former shell of itself, and it is always evolving. Though they have been changing since pen was put to paper, the shifts in language have been gradual and steady. This steady change is a lot easier for the speaker of any language to accept. Each generation sees changes in the way we speak and the way we write. Technologies have changed language in ways many could have never imagined. The art of formal writing may be lost forever if we do not set boundaries for the use of the new language. The more people rely on convenient shortcuts, such as symbols and emoticons; the more difficult it becomes for them to be able to communicate effectively with one another. Convenience tends to lead to evolution but do we want language to evolve in such a way. Though our language is constantly evolving, we should not allow it to evolve too quickly. Any sudden change to any language would unleash chaos upon the speakers of that language. If we are not careful, formal language is an art form that may be lost forever.

Many people believe in order to prevent the loss of formal language, there must be laws implemented in order to regulate the usage of language. This regulation could be detrimental to the evolutionary process of formal language into one language that all people can understand. Instead, law should protect language in order to preserve cultures. Language is one of the more important aspects of a culture; therefore, native languages should be preserved. Conformity removes our uniqueness; it changes who we are. It is possible to assimilate into a community without conforming to the community. Forced conformity can and will bring about the worst in people. It further separates mankind into social classes. Forced conformity makes radicals out of people and gives us more reason to fight with one another. It brings about chaos. Governing language is not a step toward unity; it is a step back. It rips us from our cultures, costs us money that could be better spent on human welfare, and it condemns honest people for being who they are. We can assimilate into a worldwide community if we let go of all of our social boundaries without releasing our hold on our cultures.

If we can let go of all our social boundaries and find common ground, we can stand together in a more peaceful manner. We must surrender our misconceptions of other cultures in the world in order to change the world. Globalization of a language does not mean the end of a culture. It can help people to understand each other’s differences. It can bring the world together into one community. We can make this culturally diverse community if we educate people on the rewards. We can get there by giving the marginalized people of the world a leg up by teaching them the language. We can make a united, worldwide community by allowing language to evolve naturally and without forcing a global language upon other people. Bringing all of mankind together into one peaceful community would fulfill God’s dream.

Let All the Children Come – Including Children with Disabilities in The Faith Community

Parents of children with learning disabilities are often told that they have to leave, or they feel that they cannot go to church. Many siblings of children with learning disabilities do not have a relationship with God because their families get turned away. In some churches, the attitude of the Sunday school teachers are that children with disabilities cannot keep up with other children, should be in a classroom where they can do the activities instead of keeping them with their peers, it would not be fair when special things are done for children with disabilities. However, other children often do understand.

This is why King David’s Kids was created. The families are able to get together with other families that understand what they are going through and participate in worship. The parents of children with learning disabilities try to find meaning. They believe that their children are capable of experiencing God in real ways, their children are capable of going up to be ministers, their children should never be treated so different and should be included, and typically developing children benefit with contact with children with disabilities.

Buy Let All the Children Come to Me: A Practical Guide Including Children with Disabilities in Your Church Ministries by Dr. Dana Hood and Dr MaLesa Breeding here.