Words
Children's Resources
Teaching The Mystery Of God To Children
A Book Of Clues
To name something is to acknowledge its existence. If children are having numinous experiences as I believe they are, we can give them words to express these visions. Though words and logic can never capture the nuances we can try with an airy net of words to contain them.
Children have a different dimension of seeing that is only partially accessible to adults, but they are, I believe, valid in their own right. It would only be out of great presumption that the child's religious experience would be devalued or discarded. However, keep in mind that often their visions run far ahead of their ability to express them. These visions are diverse, overflowing, endless, abundant beyond measure or may be a new way of seeing a very simple thing.
I love the story from our Native American culture that tells how adults who had lived first in caves learned to make tepees by watching children play with cottonwood leaves. The children stacked the leaves against each other and used little sticks to keep them from falling over. The old men watched, learned to make tepees, and changed the lives of the whole tribe, for now they could follow the buffalo and take their homes with them. The old people still say we should always watch and listen to children.
"God" is a word, just a word, for the supreme unknown. What is the reality for which the word "God" was created? Children seem to know the word God and I often wonder how they learned it and what it means to them. One child asked, "Who was God's mother?" I suggested to her that God came before. God never came into existence and never passes away because God's very nature is to exist; and then the Omnipotent God made something out of nothing. Do they have any idea what I am talking about? Do I? I keep hoping a child will explain this to me.
Defining God
To help children enlarge their definition of God try this:
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Step 1: Give them this statement: God is a being beyond which no greater thing can even be thought.
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Step 2: Tell them this story (taken from The Song of the Bird by Anthony de Mello): In the ant world it is believed that God has two stings whereas an ant has only one sting. The ants believed that in ant heaven they will also have two stings and they argue about where the stings will be located.
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Step 3: Children seem comfortable talking to animals, so begin here. Say to your students: Pretend you are a reporter. Your assignment is to talk to different creatures about how they see God. How might a cat think about God? A butterfly? A bird? Choose other animals that you think would be appropriate. Next, expand the reporting to humans. How would a three-year-old child think about God? What would God be like to a rocket scientist? To a brain surgeon? Add other appropriate suggestions.
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Step 4: Consider again the definition you gave them in Step 1. Perhaps the understanding that God is a being beyond which nothing greater can be thought, might be clearer to them now.
God is only a word to describe the experience. God is beyond our greatest desire or thought. It is startling to consider that we dare to give a name to this supreme being; this blinding light of the universe; this penetrating all-seeing eye; this infinite beyond our words. Using language to reach the unreachable sets a kind of limitation on us. God is above every name that is known.
Next, consider words about God. There is a difference between words that can be understood and words that are not to be understood but known. For example: God is love.
A little child told me a truth about God. Six-year-old Isaac was given the assignment by his teacher to write about himself. On a cheerful picture with bright colors of yellow and red with straight rows of tulips and a sun with a smiley face he wrote: "I am a happy child. I was made to be held."
Children know what love is. Can they make the jump that God IS love? Even though God is unknowable there is something in us that seeks God and knows we belong to God.
The love of God is no simple thing. Not only do we long for love, we long to be the most loved. One friend shared with me that as a child she was continually asking her mother, "Who do you love most -- God or me?" The answer "I love you both" never satisfied her. How can we understand and help our children understand a love that knows no boundaries -- no competition -- no jealousness?
Words said over and over shape us. Consider the children's gospel song: "Praise him, praise him, all ye little children, God is love, God is love." If you do not know the tune, say the words in a clapping rhythm.
.
Praise him, Praise him,
All ye little children,
God is love, God is love.
Eastern religions have taught us the power of mantras in helping us center on God. A mantra is an incantatory recitation said over and over working deep into the soul. Children might say "Almighty God" or "Amazing God" or "Loving God" over and over and slowly they find God is with them in the deepest level of their lives.
Along the same lines simple words like "Thank You, Lord" repeated inwardly over and over throughout the day can bring God closer. Or consider "Use me, Lord" or "Thy will be done." This really becomes a kind of inward prayer preparing us for God's wonder. John Westerhoff suggests that we say over and over "Christ is risen! Christ is risen!" rather than give an elaborate and oftentimes confusing explanation of resurrection.
To get your children in the habit of thinking about God throughout the day, set an alarm clock in your classroom to go off every ten minutes. Continue with your regular teaching plans for the day. When the alarm sounds stop whatever the class is doing and children silently say their one or two word mantra. Take only a few seconds, then continue with the class, following the same pattern through the entire class session. This is done so that they may be mindful and to counteract our perpetual tendency to forget about God. Encourage the children to get in the habit of inwardly praying to God while outwardly they continue with their regular schedules.
A Time To Reflect
1.
Take your time and list all the names you can think of for God. Consider how each name is a little different. With what name for God do you feel most comfortable?
2.
Consider other words that cannot be understood, but though not understood, are known. For example: happiness, joy, loneliness, grace. Can you think of others? Meditate quietly on these words.
3.
Try using a prayer mantra yourself. Choose perhaps a favorite Bible verse such as "God is my refuge and my strength" repeating it often throughout the day.
4.
In all of language what is the most beautiful word you know? Ponder your answer.
5.
Think of the names of the children you love. When you know a name you recall the person behind the name. Say the names to yourself and reflect on the images that emerge.
6.
"The best things cannot be said. This is why the second best are misunderstood." Ponder this statement and try to think of an example illustrating it.
Children have a different dimension of seeing that is only partially accessible to adults, but they are, I believe, valid in their own right. It would only be out of great presumption that the child's religious experience would be devalued or discarded. However, keep in mind that often their visions run far ahead of their ability to express them. These visions are diverse, overflowing, endless, abundant beyond measure or may be a new way of seeing a very simple thing.
I love the story from our Native American culture that tells how adults who had lived first in caves learned to make tepees by watching children play with cottonwood leaves. The children stacked the leaves against each other and used little sticks to keep them from falling over. The old men watched, learned to make tepees, and changed the lives of the whole tribe, for now they could follow the buffalo and take their homes with them. The old people still say we should always watch and listen to children.
"God" is a word, just a word, for the supreme unknown. What is the reality for which the word "God" was created? Children seem to know the word God and I often wonder how they learned it and what it means to them. One child asked, "Who was God's mother?" I suggested to her that God came before. God never came into existence and never passes away because God's very nature is to exist; and then the Omnipotent God made something out of nothing. Do they have any idea what I am talking about? Do I? I keep hoping a child will explain this to me.
Defining God
To help children enlarge their definition of God try this:
ï¾¥
Step 1: Give them this statement: God is a being beyond which no greater thing can even be thought.
ï¾¥
Step 2: Tell them this story (taken from The Song of the Bird by Anthony de Mello): In the ant world it is believed that God has two stings whereas an ant has only one sting. The ants believed that in ant heaven they will also have two stings and they argue about where the stings will be located.
ï¾¥
Step 3: Children seem comfortable talking to animals, so begin here. Say to your students: Pretend you are a reporter. Your assignment is to talk to different creatures about how they see God. How might a cat think about God? A butterfly? A bird? Choose other animals that you think would be appropriate. Next, expand the reporting to humans. How would a three-year-old child think about God? What would God be like to a rocket scientist? To a brain surgeon? Add other appropriate suggestions.
ï¾¥
Step 4: Consider again the definition you gave them in Step 1. Perhaps the understanding that God is a being beyond which nothing greater can be thought, might be clearer to them now.
God is only a word to describe the experience. God is beyond our greatest desire or thought. It is startling to consider that we dare to give a name to this supreme being; this blinding light of the universe; this penetrating all-seeing eye; this infinite beyond our words. Using language to reach the unreachable sets a kind of limitation on us. God is above every name that is known.
Next, consider words about God. There is a difference between words that can be understood and words that are not to be understood but known. For example: God is love.
A little child told me a truth about God. Six-year-old Isaac was given the assignment by his teacher to write about himself. On a cheerful picture with bright colors of yellow and red with straight rows of tulips and a sun with a smiley face he wrote: "I am a happy child. I was made to be held."
Children know what love is. Can they make the jump that God IS love? Even though God is unknowable there is something in us that seeks God and knows we belong to God.
The love of God is no simple thing. Not only do we long for love, we long to be the most loved. One friend shared with me that as a child she was continually asking her mother, "Who do you love most -- God or me?" The answer "I love you both" never satisfied her. How can we understand and help our children understand a love that knows no boundaries -- no competition -- no jealousness?
Words said over and over shape us. Consider the children's gospel song: "Praise him, praise him, all ye little children, God is love, God is love." If you do not know the tune, say the words in a clapping rhythm.
.
Praise him, Praise him,
All ye little children,
God is love, God is love.
Eastern religions have taught us the power of mantras in helping us center on God. A mantra is an incantatory recitation said over and over working deep into the soul. Children might say "Almighty God" or "Amazing God" or "Loving God" over and over and slowly they find God is with them in the deepest level of their lives.
Along the same lines simple words like "Thank You, Lord" repeated inwardly over and over throughout the day can bring God closer. Or consider "Use me, Lord" or "Thy will be done." This really becomes a kind of inward prayer preparing us for God's wonder. John Westerhoff suggests that we say over and over "Christ is risen! Christ is risen!" rather than give an elaborate and oftentimes confusing explanation of resurrection.
To get your children in the habit of thinking about God throughout the day, set an alarm clock in your classroom to go off every ten minutes. Continue with your regular teaching plans for the day. When the alarm sounds stop whatever the class is doing and children silently say their one or two word mantra. Take only a few seconds, then continue with the class, following the same pattern through the entire class session. This is done so that they may be mindful and to counteract our perpetual tendency to forget about God. Encourage the children to get in the habit of inwardly praying to God while outwardly they continue with their regular schedules.
A Time To Reflect
1.
Take your time and list all the names you can think of for God. Consider how each name is a little different. With what name for God do you feel most comfortable?
2.
Consider other words that cannot be understood, but though not understood, are known. For example: happiness, joy, loneliness, grace. Can you think of others? Meditate quietly on these words.
3.
Try using a prayer mantra yourself. Choose perhaps a favorite Bible verse such as "God is my refuge and my strength" repeating it often throughout the day.
4.
In all of language what is the most beautiful word you know? Ponder your answer.
5.
Think of the names of the children you love. When you know a name you recall the person behind the name. Say the names to yourself and reflect on the images that emerge.
6.
"The best things cannot be said. This is why the second best are misunderstood." Ponder this statement and try to think of an example illustrating it.
