Martin Luther and the Called Life

One of the chapters in Martin Luther and the Called Life that struck me the most was chapter two, Luther: His Road to Vocation. This chapter tells about Martin Luther and his quest to find his vocation. It starts by talking about his father’s life, who was a miner that worked really hard to provide for his family. Because of this Luther was able to be sent to different schools, so Luther could live his father did not. Luther was sent to be school to be a lawyer, but an event caused that to change. Luther was caught in a terrible thunderstorm and prayed to St. Anne for protection. He then vowed that he would become a monk if he was saved. He was saved, and he joined the monastery. Luther first thought that he found his true calling or vocation. As time passed he began to question this vocation because his taking of instruction seriously and desire to please God tripped him up. All of this mainly came up because of the sacrament of penance, which most of us know or have seen as private confessionals with the priest. Because of this he was sent into the pit darkness. He then comes to a new realization about Christ  and his sacrifice that gives new meaning to him and vocation. Christ exchanges forgiveness, life, good conscience, and freedom. He then recieves our sin and everything that comes along with it. We receive this through faith alone, nothing we do can bring us closer to God. Through this Luther find his vocation.

Today, in a world where focus is one us and the pressure to be the best is high, this chapter appeals to us today because it shows the struggles back in the 1500’s were similar to today. In Luther’s time there was a hierarchy of those closest to God, and everyone who was not involved with the church was on the bottom. The people were told that to be closer to God or be a good Christian they are to commit themselves to God through a nunnery or monastery, and live a certain way there. Today most people think that to be a good Christian we need to do good works, and live of life with a bunch of rules, along with fitting into the standards of society. The struggle with Luther shows the real battle that results by trying to lead this life that conforms to society. It then at the end reveals to us that all we need to do to be a good Christian is to have faith, and nothing else. We are not forced to do anything to earn our eternal life. Back then they did not have to join a monastery. Today, we are not forced to do works and live a life that is formed around laws. This frees the person to do things for Christ. By doing things for Christ we do good for our neighbor out of the love for God, and nothing else. No matter what we do in life we have multiple vocations because of Christ and what we do because of him.

This chapter really struck me when I had personal reflection because it brought me back to when I struggled in life to find my calling and my faith. When I was in middle and high school I struggled with finding my place and faith similar to Luther that brought me into a depression. It took much soul searching and scripture to find myself almost out of the bounds of this depression. It was not really until late last year where my faith became more true and sealed to Christ. That was through reading Martin Luther’s struggle and reading how nothing I do can take me away from Christ. That my faith is what saves me. When I thought I was not good enough for Christ I found that I am because of Him. He gave me everything when I believed in him, and that was all. It helped me see that even when I make mistakes I am still His, and that the things I do

Hidden Figures

Hidden Figures

On Monday, May 1, our class watched Hidden Figures to conclude our semester together. The movie was about three black women were “computers,” mathematical calculators, for NASA during the space race against the Soviet Union. The three woman– Katherine Johnson, Dorothy Vaughan, and Mary Jackson– all had integral parts helping the United States get ahead in the space race by sending John Glenn into orbit around the earth. Katherine was responsible for doing the calculations for Glenn’s take off, point of reentry, and landing zone. Dorothy was responsible for getting an IBM computer to start working for NASA, also keeping jobs of many other African American female computers by having them work on the computer with her. Mary had responsibilities the with engineering design of the rocket Glen would be in. Throughout this story they faced marginalization for being both African American and female.

This real story relates both semesters of Honors this year, but especially with HON 120. It relates to imagination from the “five ways of knowing” by recreating a story and putting it into real life again. It relates to hearing the voice of the marginalized because this movie and the book it was based it helped give these women the credit they deserved for their work they did for NASA. They all faced discrimination for being African American. Katherine was forced to go a half a mile to use the restroom and drink from a separate coffee pot. Dorothy was not allowed to become a supervisor and check out a certain book from library. Mary was not able to go to college classes she needed to become an engineer until she fought it in court. These women were also marginalized because they were women. Katherine was not able to attend critical meetings for her calculations because she was a woman. Mary was questioned by a professor for attending class because the curriculum was not meant for women. Towards the end though their voices were heard. Katherine’s boss got her clearance to attend the meeting also got rid of the colored bathroom signs and her separate coffee pot. The judge allowed Mary to attend classes at a segregated school. Dorothy was able to become the supervisor of the IBM.

I really enjoyed this movie a lot because it was a story of empowerment for both African Americans and woman. A lot of people probably would not have known about these women unless they knew more about NASA back then. I really liked that we got to see into the personal lives of these women as well. One of my favorite actresses, Octavia Spencer, was Dorothy in the movie playing a sassy woman in the film, which I love. Every film she is in she is sassy, and she does it so well. Overall, I really enjoyed the film and the message that this film gave. Katherine’s boss, Al Harrison, said, “Here at NASA we all pee the same color.” To me this film was all about what he said there because we are all the same no matter what race or gender.

Spring Into Dance 2017

2017 Spring Into Dance

On Sunday, April 30, I went to the Spring Into Dance. It featured many different dances with numbers of students in each piece. There were ballet, hip hop, Hmong, ballroom, and contemporary types of dances in the program, giving it a wide variety to speak to everyone who came. There were students, alumni, and professionals who choreographed each piece showing the talent of these people to not only dance but to teach. Before each piece, the choreographers would speak about each dance telling the audience the meaning behind them. 

The dancing in Spring Into Dance relates to both HON 110 and HON 120. Dancing is considering a creative process of movement involving all parts of the body to create a vision in one’s imagination, one of the “five ways of knowing” we studied in HON 110. Because dancing can be a visual representation, it can be used to hear the voices of the marginalized. There are many cultures where dance is a part of their life: Native American, African, Hmong, Chinese, and many others.  Their dances give a visual voice into knowing about their lives because they have danced for celebrations, protection, and religion. Today with more modern types of dancing choreographers are now able to put music and dance to a particular event or message. I remember seeing a dance on television that was inspired by the Black Lives Matter Movement. It featured dancers dancing to a darker type of music with an African American dancer having an “artistic” death by a white dancer. After that, each dancer did their own dance with never much unison to show inequality.  At the end of the dance, all of them came together and danced in unison, ultimately coming together holding hands to represent equality.

Overall, I really enjoyed this dance program. I am usually not one who is into watching dancing, but because of the variety of dances involved,  I really enjoyed watching everyone. I enjoyed seeing my friends and classmates dance because some of them I did not know could dance like that. I really enjoyed the dance, On My Wedding Day, because it was a type of dance I have never seen. It gave me a glimpse into the Hmong culture with the mother-daughter relationships they have with the wedding. I loved the costuming for that because it was really similar to their actual traditional clothes. All the dances were amazing and helped create a good end to the school year.

Spring Jazz Concert

Spring Jazz Concert

Saturday, April 29, was the Spring Jazz Concert featuring Blue Rondo Band, an instrumental jazz group, and Vox 9, a vocal jazz group. First to play was Blue Rondo, which played six  songs: “Boplicity,” “Basin Street Blues,” “Waltz for Hornz,” “Walnut Creek,” “So What,” and “Blues in Hoss Flat.”  In between “Walnut Creek” and “So What” the piece Summertime was played by a small select few. In the band, under the direction of Adam Rossmiller, were two alto saxophones, two tenor saxophones, a baritone saxophone, two trombones, and one trumpet. The band then had professional musicians fill in the rhythm section: bass, drum set, and piano. Vox 9, under the direction of William White, sang six songs: “God Only Knows,” “Come Sunday,” “Wings to Fly,” “Drive My Car,” “A Life for Me,” and “That’s What Friends are For.” In between the first and last three songs four of the students sang solo songs with a guest instrumental solo in each. First was Scott Kleppe who sang “Quiet Nights of Quiet Stars” with a trumpet solo by Adam Rossmiller. Anne Gifford sang “L.O.V. E” with a saxophone solo by Keith Williams. Logan Van Sickle sang “Nature Boy” with a saxophone solo by Josiah Bode. To conclude the solos, Laura Taranto sang “At Last” with a saxophone solo by Keith Williams. Overall, the music created a beautiful concert, showcasing every student’s vocal and instrumental talents.

The jazz concert ties into Honors 110 through imagination and emotion from the “five ways of knowing.” The jazz music fits in imagination because music is a creative art form used to describe practically anything one could think of. The pieces of music can also be used as a way to represent emotion. A person can tell the emotion in the vocal piece through the tone of the singer’s voice, the tempo, and lyrics. In Laura’s solo, one could sense the emotion of happiness in the piece through the lyrics, her uplifting voice, and the upbeat background and tempo. In instrumental pieces, it can be harder than just the title, dynamics, and tempo. One may need to know more about the genre and the piece, itself, to figure it out. Ballads are mainly romantic, giving off the emotion love and happiness. They also can be about sad, like “break up” ballad, so to figure the emotion out, titles help. Jazz can relate to Honors 120 through its history. Jazz first has its early forms from slavery as a way to help relieve some of the hardships that came with slavery. Today’s jazz has its roots from African Americans, like Duke Ellington. When jazz started becoming popular in the 1920’s and 30’s African Americans were marginalized because they were not able to show their talent to many, and had to perform to African Americans only. When technology became more prevalent and cheaper African Americans were able to perform their music on air to the masses without race becoming an issue. Because of the radio people only focused on the voice, and skin color did not matter unless it came to the radio station head. People could have just been going through the radio to find some to listen to, and when the jazz caught their attention they may have never known that it was an African American run station.

For this concert I performed in the instrumental group, Blue Rondo, and performed a solo in the last piece, “Blues in Hoss Flat.”  My favorite songs that I played in were “Walnut Creek” and “Blues in Hoss Flat.” I loved the part I played in “Walnut Creek” and the saxophone melody that was throughout the piece. I was also very confident in the piece because the many practice sessions we had. I loved “Blues in Hoss Flat” not because I had to solo, but because it was one of my most confident pieces I played this whole year. From Vox 9 I really liked “A Life for Me” because the song was so touching and the soloist sang so beautifully. Another one I really liked was “Drive My Car” because I am a Beatles fan, and the vocal percussion in that piece was great. I really enjoyed working with the jazz band, but really wished we had a student rhythm section this semester. Overall, I enjoyed this concert and am proud of the performance I gave with my fellow musicians.

Student Showcase Art Gallery

Jamie Tan and Student Showcase Art Exhibit

Thursday, April 20, was the opening of Jamie Tan’s Head Trip art exhibit and the Student Showcase exhibit. Jamie Tan had several different painting to showcase. There pieces that had were one a colored piece of paper with the same color painted on it. When looking at the piece multiple times one could find something new every time in it. She also then had a painting that was composed of different canvases coming together together to create one full image. The Student Showcase Exhibit featured different art forms: ceramics, sculpture, drawings, paintings, and photography. Each piece had the creator’s personal style to it, which helped give each piece its own personal touch making it memorable. 

The art really fits into the imagination and emotion categories of the five ways of knowing because imagination is the creativity that goes into each piece and emotion is put into the piece by the creator. Art work can be a form of expressing one’s emotions and feelings about current situations. This then ties into hearing the voices of the marginalized because it is a way one can show another what is going on. It is another way to voice the concerns of the marginalized. We see different forms of art also come out from different races and cultures who are marginalized, and it is used as a piece of history for them. The artwork can be used to tell their story and struggle just like a book can. Art is a way that connects people, and allows for others to take a step into someone’s life, and that is what these works in the gallery did.

I am not usually one to enjoy looking at artwork, but this exhibit was rather neat. It allowed me to support my friends, and see the talent they have as well as the other students at Concordia. One of my favorite pieces was the piece called “Ocean in a Bowl.”It was piece of pottery that after glazing literally looked like there was water in it. My first time seeing I literally almost touched the piece to see if there actually was water because it looked like there was. Another one of my favorites, that I do not remember the name, was this big sculpture made out of cardboard and tape. It did not really have a definite shape to identify what it is, but it just looked really cool because the of the way the color of the tape and the cardboard looked together. This whole exhibit made me appreciate art just a little more, but overall made me see the true talent in some of my friends.

Poetry Convocation

Poetry Month Convocation


Wednesday, April 19, was the convocation for poetry month. This convocation was not the typical convocations like the one in the past were there was just one speaker. This one had multiple people speaking, both staff and students. Each person would take turns going up and share a piece of poetry that they enjoy, and some even shared their own that they wrote. Authors– Billy Collins, Alice Walker, Heather Wasti, Donald Justice, James Agee, and Margaret Stevenson–were all read with each having a different tone. Some of the poems were funny, depressing, or uplifting, and others just made one feel relaxed. The readers were of various ages, races, ethnicities, and both gender represented. All of this created a enjoyable event to close the year.

Poetry incorporates well into last semester and this semester. For the “five ways of knowing,” in Honors 110, poetry would fall into the imagination category. Poetry is a creative process used to describe various subjects, such as history or mood.  Because of its ability to convey different subjects, it then ties into emotion. Poetry displays emotion through the tone, syntax, diction, metaphors, and other literary device used in poems. When reading a poem one can get the sense of what the author is  feeling since there may be a possibility of more than one emotion. For Honors 120, poetry is an expression of what one may feel. In classes we read poetry about different people who were marginalized. Poetry along with song is one of the various ways people share their stories of marginalization in hopes that someone is going to listen. Honors 120 is all about listening to the marginalized and poetry is just another way of listening.

I really enjoyed this convocation because it was not like all the others this year.  I really like the different readers because each person had a different poem with a different message to it. I usually do not like poetry, but this convocation really showed me different types of poetry that I am interested in. I am really glad I got this experience, and I am thankful for the more respect I have for poetry because of this.

Privilege Walk


Privilege Walk

Last Monday, March 27, was the first privilege walk hosted by the Honors Program, CHUSA, and UMOJA. A privilege walk is something that shows people their advantages and disadvantages in society. People can be disadvantaged or marginalized through race, gender, sexuality, economic status, religion, etc… The privilege walk was primarily used for Honors to show white privilege, but also showed privilege in other areas. To start the walk, a group of volunteers lined up on a line. Dr. Chapman then asked a series of questions highlighting different areas where privilege may be found. Some questions had one take a step forward because of a question showing privilege. “Step forward if you got a job or acceptance to school because of a parent or family member.” Some questions had one take a step back, showing where they have had a disadvantage. “Step back if  you have ever had to worry where your next meal would come from.” In the end, after the all the questions, there were some gaps across the spectrum. There were a lot more people in front of the line than behind. Most of the people behind the line were African American heritage or Hmong. Then after the walk everyone sat in a circle for a debriefing. In the debriefing the people were asked about how they felt about the walk and other things. During the debriefing some people really opened up about themselves, making it more impactful, and creating a great eye opening experience for anyone who came.

This event connects very well with what Honors 120 is focusing on, hearing the voices of the marginalized. The theme for this semester is racism and white privilege. The main thing was to show the privilege that is not easily seen or in our control.  It showed that most of our white privilege are things out of our control. The things that  put some people of color behind the line were also out of their control as well. One of the most important things this showed was that no matter our situation- whether or not behind the line- we do not let this define who we are. Our privilege could also then be used to help others up, and bringing equality to all. 

To me the privilege walk was very eye opening, but not surprising. It wasn’t surprising because I expected myself and my class to be in front of the line and those who were of color closer or behind the line. It was eye-opening though because of what happened during the debriefing.  I saw sides of people I did not know, whether or not they were my friends. It also affected me a lot because  my family has a history of marginalizing anyone who is not white and Christian. Through this experience it made me angry because of people like in my family’s of treating people who are “different” feel disadvantaged. It made me feel like it was partially my fault because of my background, even though I do not feel that way about minorities. So while it was eye opening it was also upsetting. I would do this again because it did make me more aware of my privilege. If we did do it again, I would want a more diverse range questions. Overall, I am proud of my class for participating, but more proud of those who opened up because this allowed for us to try and make Concordia a better welcoming place for all.

March 21 Band and Orchestra Concert

Concordia Chamber Ensemble and Concert Band Concert

Tuesday, March 21, was the chamber ensemble and concert band concert. First was the chamber ensemble under the direction of Alison Fahy. In the ensemble were two violin, two violas, a cello, and an upright bass. They performed two pieces before the band. The performance for the band was their home concert after a five day tour through South Dakota and Wyoming. The band consisted of six flutes, an oboe, two clarinets, two alto saxophones, two tenor saxophone, a bass clarinet, a bassoon, six french horns, six trumpets, five trombones, a baritone/euphonium, two tubas, and six percussionists, all under the direction of Aaron Isakson. In the concert were eight different pieces: “Groove Music,” “Gathering Places.” “Buffalo Dances,” “ Into the Light,” “Communion,” “With Each Sunset,” “White River Revival,” and “American Flourish.” In between each Isakson would talk about each piece and parts of what happened on tour. There was an intermission that was in between the fourth and fifth piece. Overall, the whole concert lasted around two hours.

In Honors 110 the five way of knowing- reason, observation, emotion, revelation, and imagination- were taught. Imagination is the arts: music, theatre, sculptures, painting, drawings, and pieces of literature. The concert is a prime example of imagination because of the music performed. It can also be an example of emotion because some of the types of music performed can bring out emotion in the musicians and audience. It can can be represent emotion by how the music is written. A happier pieces would have a lot more places of loud music, fast tempo, and groovy upbeat rhythm. A sadder piece usually has more crescendos and decrescendos, a slow temper, and softer sound. Honors 120 is about the hearing the voices of the marginalized with this year’s focus on racism. This concert helped represent the voice of Africans Americans with the piece, “Gathering Places,” that was dedicated to the Civil Right Movement and the museum that is in Greensboro, North Carolina. The songs that were put into the piece were songs of brotherhood and songs from the African American culture, creating a beautiful piece of remembrance and emotion.

This concert was an amazing concert to me, and it’s not just because I am in the band. I was skeptical, in the beginning, because of the struggles we had putting everything together. We were never able to play all these within our hour class time on both Mondays and Wednesdays. But with each concert each piece got better, even though we had doubts about some. By the time of our home concert the pieces were at our best, even though there were little spots of mistakes. My favorite piece was “Buffalo Dances” because I liked how there were different instruments features throughout the piece. It had different styles of music with different tempos. I especially liked the piece because I got to stomp on the floor and use a plunger as a mute to make buffalo-like sounds with my trombone. I also liked this piece because we practiced this one more than some of the others, and therefore it was one we played bed. I really liked this concert better than our first because I had more songs that our band liked and gave a wide range of music. None of our pieces will ever be perfect because one never can be, but we played our best which is as close to perfect as we can get.

2017 Poehler Lecture Blog

2017 Poehler Lecture: “So how are the children?”

 Tuesday, March 7, was the annual Poehler Lecture at Concordia.  This year’s speaker was Dr. Barb Schoenbeck, a former elementary teacher and professor at Concordia St. Paul. She got her Bachelors from Concordia Teachers College, now Concordia River Forest, later getting her Masters and Ph.D. in Education from the University of Minnesota. In 1978, she became a professor at Concordia and founded the early childhood education program at Concordia.

Dr. Schoenbeck based her lecture about early childhood education on one question that a tribe in Africa, the Maasai, would always ask, “How are the children?” To the warriors of the tribe the well being of tribe depended on the children. The children were so important that the children seemed to belong to everyone. They were so important that their needs came first, even above the elderly. After talking about the Maasai she talked about the children in the United States. She stated startling facts about children in United States that showed that the children were not doing as well as they should be. She then transitioned into the 5 stages of development that occur in a child’s early years. She first shortly talked about the physical stage before going into the intellectual, the main part of her lecture. When talking about the intellectual stage she started with facts about intellect in early childhood. She stated that fifty percent of mental intelligence is formed by age four, and fifty percent of achievement and behavior patterns are formed by age nine. She then broke the stage into ten essential requirements for intellectual development: care, safety, self esteem, touch, music, communication, reading, loving solid relationships, interaction, and play. Care is the basic needs a child needs: food, water, etc… Safety are the things children need to have or  be free from for their safety. These include a safe place to sleep and play. They need to be free from pests, abuse, and other things to keep them safe. Self esteem is necessary for them to thrive and feel apart of something. Touch is needed for brain development and making physical connections. Music helps stimulate the brain in ways other things can not. Communication is needed because from birth children absorb the common ways they need to communicate, and discard those they do not. Reading is important because it helps expand vocabulary, the building blocks for literacy, and put children on the big step for success for their future. Loving solid relationships and interaction go hand in hand in starting  social development. Play is necessary because it allows children to explore the world around them, but needs to be kid-driven and not forced. She then talked about social, emotional, and spiritual needs showing how all these basically come from intellectual development or are supported because of it. She then ended her speech by emphasizing that development cannot be force.

Honors 110 and 120, each class having a different objective, applied to this lecture even though two different types of material being taught. Honors 110 taught the five way of knowing: reason, observation, imagination, emotion, and revelation. At first I had to no way for connecting it to this lecture until hearing the five stages. These stages go right into the ways of knowing. Reason is intellectual development because intellect helps build our reason, and without intellect there would not really be any reason. Observation is physical development because observation is science that is needed to explain physical development or growth. Without seeing growth in the human body it could be more difficult to learn about the body. Imagination is social development because imagination allows us to connect with other people, whether it is through music, theater, art, or sports. Social development allows for imagination to be used with multiple people instead of being kept to ourselves to see or hear. Emotion and emotional development are obviously fit together. Revelation relates to spiritual development, because without revelation spiritual development would not be needed. The five ways of knowing and development, while being totally different things, work together. Just as each of the five ways of knowing work with each other  the fives stage of development works together. While all are separate, they still need to work together to achieve the main goal.

In Honors 120 we are learning about the marginalized, especially race. Development of those who are marginalized, whether is is economic, racial, religious, or ethnic, can be stunted. If a child’s basic needs are not met because of their economic situation, all five stages are affected because all the child can focus on is where the food is going to come from. This decreases their growth, and can lead to disease caused by a weaken immune system stemmed from not having nutrition. Because of the worry for food, why would they care about school, friends, or faith? The worry for food can create anxiety and depression for the child. Issues that sadly arise from race, ethnicity, and religion can cause problems with intellectual, emotional, spiritual, and social development. If a child is bullied for any of these it affects their self esteem. When bullying occurs, it overall affects their emotional development and can cause anxiety and depression. These hinder a person’s intellectual development because the anxiety and depression take over the brain to the point where it is almost impossible to focus on learning. When a kid is bullied and if depression or anxiety arises it hinders their ability to socialize because of the trust issue it creates. When a kid is bullied, the child questions everything, even religion, because things at the time are so bad that they do not believe in God. Marginalization can occur to anyone, and to some people it happens more, leading to problems in a child’s development. The more we learn to recognize this and fight to change it, the more it benefits the children, so we know they are alright or good.

This lecture to me was very important and eye opening because of my major being elementary education. While to some this lecture seemed like it did not apply to them because of their major, yet most of the people will or have kids involved in their life somehow. This information is not just important for those working in schools or daycares. It is important for those who are possibly going to have families because then they can try to help ensure that their child is developing where they need to. It also can give  an eye opener to parents that they should not worry if their child is not walking by age one or not tying their shoes at age four. This can show them that don’t need to try and force development on them, because if it is being forced, it is going to hinder the child rather than benefit it. To me this lecture was great because of the information she provided that not everyone knew; the question that was used throughout, and how easy the message can stick to someone’s thoughts. It sticks with me not because of my major, but more so because I love children, and to me they are the future. To me children need to be more of a focus than they are right now. If we do not focus on the children, the future is going to harder for them and eventually cause the future to crumble. When I look at what I can do to help the children, I ask myself everyday, “How are the children?”

Reformation Heritage Lecture

Reformation Heritage Lecture: Remaking the World with Law and Gospel

Tuesday, February 7, was the Reformation Heritage Lecture. The speaker was Dr. Sarah Hinlicky Wilson, who has written two books and in many journal articles about the Christian faith. That night Dr. Hinlicky Wilson decided to talk about Martin Luther’s love for the Law and Gospel of the Bible, and her unique hobby of finding wrong views of the Law and Gospel. She talked about the wrong views about the Law and Gospel such as, the Gospel gets rid of the Law. She said that the Law is not a list rules we have to follow, but instead a way God wants us to live; that the Gospel is not a do whatever you want card because of grace. She then went on to describe that Jesus is Gospel through the gift that He is to us, but also an example because of how He lives according to God’s Word or Law. We are to be like Jesus, following the Law, but also asking for forgiveness when we need to, which is always. We need to have a balance of both Law and Gospel in our lives.

This integrates into the this semester’s theme of hearing the voices of the marginalized. One way Jesus is an example is that He cares and loves those who are not loved or who are discriminated against in the world. Race is becoming a big issue in this country again, and African Americans feel that they are not being heard. Jesus listened to those who were discriminated against, like the prostitutes and tax collectors. We, who are white, should then follow Jesus’ example and listen to them, hearing their concerns for they are being marginalized. God’s Law, the Ten Commandments, tells we should not murder. In Matthew 5, Jesus talks about murder as lack of unity among people. Jesus said, “You have heard that it was said to the men of old, ‘You shall not kill; and whoever kills shall be liable to judgment.’ But I say to you that every one who is angry with his brother shall be liable to judgment; whoever insults his brother shall be liable to the council, and whoever says, ‘You fool!’ shall be liable to the hell of fire.” The lack in unity is what racism can be described as. This then applies to the second greatest commandment, “Love your neighbor as yourself.” We are to love our neighbor as ourselves, and if we mistreat people we are breaking that commandment, but also the first. That commandment is loving the Lord with all heart and soul. Today, we are in a world where Jesus would have been turned away because of his race and where he came from. We are not loving those who are “different” and therefore not loving Jesus.

This lecture has affected me in different ways by showing me news ways of viewing the Law and Gospel. It gave me a new light with following Christ’s example more. Because of my past I have had a hard time loving and forgiving those who have hurt me in my past. I have always had a big resentment towards those who really hurt me, but then after the lecture it showed me that I was truly not following Christ’s example. Christ loved those who persecuted Him, and He forgave them. This gave me a new light that no matter what I should still love those who hurt me. It doesn’t mean I have to like them, but I still need to love them for they are people too. That also means I need to forgive them, because they may have not have known how bad they were hurting me.