Skip to main content

Living in Peace

In the beginning, God established a world of wholeness and peace. Once that world was shattered by Adam and Eve’s disobedience, God chose to re-establish the state of shalom through his chosen nation, Israel. If Israel had obeyed God’s law of compassion, life in Israel for both men and women would have been the happiest place.

The Hebrew word for peace, “Shalom”, is so rich that its almost untranslatable. Thus the society envisioned by the psalmist in Psalm 85:10, as a society of shalom, is an order of life characterized by joy and justice, piety and plenty, kindness and caring. But God’s people failed to achieve God’s loving ideal. Isaiah graphically depicted the moral  and spiritual sickness of that disobedient nation (Isaiah 1:5-7). Divine punishment, administered in sorrowful grace, again and again overwhelmed Israel.

Although the nation lasted more than 450 years, eventually Israel was overtaken by invading empires. Thousands of God’s people were taken  captive and carried to another land. But God in his mercy allowed a remnant of Israelites to return from exile. They fiercely resolved not to repeat their ancestors’ sinful failure. So began a long period of legalism that extended from roughly 400 BC to 400 AD. Well-meaning rabbis, many of them devout and learned, developed a restrictive system of rules and regulations. At first these teachings circulated orally, but gradually their interpretations were written down. Life-giving laws that were once a delight and joy as well as the source of soul-enlightening guidance and blessing (Psalm 119) changed into a rigid system of religious ritualism that Jesus denounced (Matthew 23:13-14).

To be sure, there were teachers of the law, rabbis, priests, as spiritual servants of God, proclaimed and practised Micah 6:8, “He has shown you, O mortal, what is good. And what does the Lord require of you ? To act justly and to love mercy and to walk humbly with your God”. Likewise, many ordinary Israelites were models of virtue and piety, loving God and doing good to their neighbours. The  Jewish people as a whole found life a heavy burden under the oppression of their Roman conquerors and the rigid rules and structure of the Pharisees. Economically impoverished and spiritually ignorant, they were “harassed and helpless, like sheep without a shepherd” (Matthew 9:36).

Yet into this turbulent situation, Jesus came as compassion incarnate. He made caring central in his ministry, sweeping aside any legalistic distortions and ethnic limitations, and focussing on the all-inclusive grace of God. A Jew by birth, and a devout Jew by practice, Christ knew that his heavenly Father, the God of the Old Testament, is the God of compassion. Jesus modelled perfectly the compassionate neighbour-love that Paul later wrote about to the church in Corinth (1 Corinthians 13), declaring it to be the greatest of all virtues.

Comments

Popular posts from this blog

Reaction to Globalization

Globalization and the attendant concerns about poverty and inequality have become a focus of discussion in a way that few other topics, except for international terrorism or global warming, have. Most people have a strong opinion on globalization, and all of them express an interest in the well-being of the world's poor. The financial press and influential international officials confidently assert that global free markets expand the horizons for the poor, whereas activist-protesters hold the opposite belief with equal intensity. Yet the strength of people's conviction is often in inverse proportion to the amount of robust factual evidence they have.As is common in contentious public debates, different people mean different things by the same word. Some interpret "globalization" to mean the global reach of communications technology and capital movements, some think of the outsourcing by domestic companies in rich countries, and others see globalization as a byword for

LEARNING DISABILITIES

The term learning disability refers to many different types of learning issues that can vary widely in levels of severity. Students with a learning disability have at least average intelligence. They have areas of high functioning and areas of difficulties. Their learning disabilities are not caused by problem, such as vision or hearing impairments, or by primary emotional disturbance, and their challenges are not the result of poor schooling. Students with learning disabilities take in information, such as sights or sounds, but may have difficulty understanding or attaching meaning to it. They find it hard to organize information so that it is readily accessible. Retrieving the information from either short or long term memory is difficult. In addition, expressing the information, either verbally through speech or writing, or nonverbally may be a problem. Students with learning disabilities often exhibit wide discrepancies between different skills areas, in other words, they may be g

A TEACHER’S TRIBUTE TO STUDENTS

Teaching is a passion, and my experience as a teacher has been beautiful, emotional and fulfilling. Over the years, I’ve watched the student – teacher equation evolve: From Guru, as all-knowing to Guru as friend and equal, as someone who doesn’t always know the best. Today’s teacher and the learner are partners in the process of teaching and learning. We inspire, motivate and learn from each other; if I don’t know, I can admit it to my students. The teacher is only a facilitator; one who will help the student grow, become a self-learner. The teacher is only one of many sources. Not infrequently, there is a role reversal. With children being so tech-savy, often I am the student and they are my teachers. Has teaching changes the way I think ? Yes, most certainly. My students have shown me how to manage time. I marvel at how deftly they juggle sports, academics, dance, and theatre, for instance. I have learnt how to accept failure as I see my students taking success and failure with equan