"Adults tend to treat children the way they do because of who they think the children are.


But, children tend to be the way they are because of how adults treat them."

One Theme

Six years ago, in a dream, I saw a boardwalk that extended into the distance. It seemed to have no end. Without bend or swerve, it led me toward an unseen horizon. At every step I took, I could enter an infinitely large library of mankind’s published works on the left side of the boardwalk, or a stark wilderness on the right. 

Now, six years later, I know I traveled some distance along that same boardwalk while writing this book. Guiding my thoughts and hand throughout that journey has been a compelling desire to reconcile what I learned about God and my relationship with Him when I was a chid with what I was learning as an adult through over 50 years of experience as a Christian and an educator.

Every student whom I have had the privilege to teach, mentor, or coach, from junior high levels in the 1970s to doctoral levels beginning in the mid-1980s and extending until now, has fine-tuned my interest and sensitivity to others, to life itself, and to God. I believe God has used each of those students to lead me to this point. I am deeply grateful for each one.

Perhaps because I did not plan the steps I took while writing these books, I sense that they are the products of a surreal blend of knowledge and spiritual insight gained from both sides of the boardwalk that escaped from my dream to inhabit my breath. I can now offer what might be a unique view of God and His relationship with humankind.

For centuries (even millennia), historians and reformers have tried to help educators see the need to navigate away from a subtly pervasive force that C.S. Lewis referred to as "That Hideous Strength."[2] 

Educational policy makers, politicians, and others have been complacently letting our children grow up learning how to swim in a sea of societal values impregnated with an increasingly compromised relationship with (dependency on?) technique and technology both of which impact our morals and relationships.  In fact, morality and religion are largely techniques (i.e., routines we follow to get what we want as efficiently as possible).

Unfortunately, like icebergs, those societal virtues are at the mercy of a variety of powerful ocean currents. Furthermore, like icebergs, the impact of promoting those values while we are educating our youth, lies mostly unnoticed beneath our awareness and concerns. 

If God is not interested in helping to free us from those dependencies, why did He send Jesus to suffer and die between heaven and earth on a cross? Why did He raise Jesus from the dead? And why did the Holy Spirit descend on the 120 individuals (Acts 1:15) in the upper room on Pentecost?


Does God want us to raise our children to learn how to know Him and trust Him more, the same as, or less than He wants us to raise our children to be moral and learn how to be 'successful' in whatever culture helps tie them them to the earth?