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.



Spoon River Post

Post 1: Spoon River

On January 21, I went to the theatre production of Spoon River, which was originally a series of small poems written by Edgar Masters. The director of the production was Concordia student, Kate Sandvik. In the production they had a variety of the poems recited by the dead characters to a little girl. Each poem was written by a different person with a different story. Some of the dead people from Spoon River  were a drunk, a pastor, married couples, and a doctor, a lawyer, and many more. Each had their own unique story. After several poems the characters would sing a song or two that went along with a particular poem. Some of the song where “Down to the River to Pray,” “Fly With Me,” “How Can I Keep From Singing,” and “I’ll Fly Away.” Each song had different rhymes and beats allowing for a variety of songs to help move the production in a smooth, interesting way. While each song was being sung the characters would dance, which helped keep the play move forward. This whole production may not entirely connect with this semester’s content, but deals with last semester and the five “ways of knowing.”

Theater is a part of the five “ways of knowing” through imagination. The writing, singing, acting, and dancing are all forms of art that were represented throughout the production. The poems that the girl uncovered helped give voice to those who thought their stories were lost. It reminded me of a story from the Baltic states, which thought they were voiceless and lost because of being occupied by the USSR. They were then freed by the USSR, and they all came together holding hand and singing together about their freedom. The people’s voices were heard by the Soviets through negotiations that lead to their freedom, just like the girl hearing the voices of the dead who thought they were lost. Imagination allows for the expression of the feelings that we may think we will never be heard.

I thought this production was very well done, and made me think of life in a new light. I always thought that I would not be remembered and have a lost story. The production allowed me to see that my story can be uncovered or remembered by anybody, even though I am not famous. My story can be remembered through my friends, my future students, children, or anyone I may come in contact with. They may not know my whole story, but they may remember a tiny bit just from an interaction. When I looking back at my education, everything we learn is apart of someone’s story. The music and art, that we see today, at first were not memorable until after the death of the artist or composer. They thought that their work was not going to be memorable, but it is now today. We see this with Vincent Van Gogh’s paintings. We hear it with Mozart’s operas and music compositions. We read it with F. Scott Fitzgerald’s book, The Great Gatsby. All these people were not famous during their lifetime, but people uncovered their works which tells of story of someone who thought they would be forgotten.


D.I.E Post 4: Martin Luther and the Reformation

D.I.E Post 4: Martin Luther Art and the Reformation

Thomas Rassieur, from the Minneapolis Institute of Art, came to the convocation today to talk about the Martin Luther Art and the Reformation Exhibit. Rassieur and four German partnerships created this with exhibit filled artifacts, art, and documents from Martin Luther and the Reformation. Rassieur first talked about Martin Luther’s upbringing. Martin Luther’s last name was actually Luder, but he changed it when he was at the university. Luther said he was from humble or modest bringings, but was actually from a wealthy family. His father had interests in mining and smelting furnaces, and was a mayor of a certain part of the town. Because of Luther’s upbringing he was able to afford to go to the university. Rassieur then talks about some of the artifacts at the exhibit or items that were found at the dig at Luther’s homes. A gold ring was found in Luther’s tower in the area where his toilet would be. The ring came to that place because he threw in there to hide it from his wife that got the ring from Wolfgang, a Protestant who fancied Katerina. A table and chair from Luther’s study room are on exhibit. An  indulgence box and community chest are on display. It was learned that Martin and Katerina did things differently besides their religion. Katerina ran the household. Martin signed his estate to her instead of his sons. Martin, also, was one of the first to write against the Jews. All of the information that was learned was really new, that most people do not hear about in religion class in the Lutheran faith.

The Martin Luther Art and the Reformation Exhibit helps show the five ways of knowing, that are currently being taught in honors. Some of the pieces at the exhibit can draw out emotion. When finding out about Luther’s views towards the Jews, one may become upset because they thought he was marvelous and now that truth to be a lie. The whole process of finding the artifacts and learning the new information is all observation, since archeology is science. The archeologists have to have background on Luther and the area to know where to find possible artifact, which is reason. Some of the pieces are artwork, writings, and song which is all part of aesthetic. The whole idea about the Reformation itself is revelation by gaining a better understanding of the God who created all things while still knowing so little. The Reformation helped bring the focus back to God and allowed for more people to be able to read His word and have their revelation about it.

In my view just hearing about this exhibit shows that while we are remembering and celebrating the Reformation Martin Luther was not perfect and was human like us. He made a lot mistakes like we do. I like how Rassieur didn’t talk about all the stuff that most people know about Luther, but instead talked about the things that most people do not know. From this convocation I can say I learned a lot more about the person who started my Protestant faith is even closer to being same person as me, a sinner that wants to be closer to God. I always thought that Luther was someone less sinful than me, but Rassieur proved me wrong. The main thing that sticks out is the fact that anyone can stand up for the Bible and the faith, when the church goes astray. Martin Luther was a normal guy like the rest of us. Who knows the next Martin Luther could be any of us.

Higinbotham Presentation

D.I.E Post 2: 2016 Higinbotham – The World Within

Kao Kalia Yang was a former professor for Concordia University, and currently teaches at Carlton. She is of Hmong culture, born in Thailand, and came to America during her childhood. She is the author of the books, Latehomecomer and The Song Poet. She starts her speech by giving a background of her, while at Concordia. She then goes into her personal life talking about the job losses of both her parents and the miscarriage of her firstborn. She talks about the time she was little, with her dad singing a song at New Years. That her dad had one album out of music and that they lived of the money he made from that album, which was five thousand. She continues with talking about her grandmother and how the book, Latehomecomer, is a goodbye letter to her. She then has the speech become directed by the audience. The audience asks a series of questions about why she wrote and her hmong heritage. Those questions where were she based her speech allowing for the people to see the world within her. This was allowed because she took the audience inside her world within by her use of emotion to let the people see her truth.

Emotion from the five ways of knowing is seen throughout her speech. When she talked about her grandmother, her father, and her struggles, one could see and hear the emotion that she presented in her speech. The emotion she shows, lets a person know that she is being genuine and tell the truth.  Not only does the emotion tell us about her truth, but allows her to find her own truth. The struggles she endured throughout her life helped he come to find who she is. They gave her the mindset to live each day, so that if she died she knew she died a good day. That means her day having meaning and importance to her. Emotion allows for people to look inside themselves to know the truth about them and who they are. The emotion she uses, overall, give her speech what it needs to leave a lasting mark on the audience.

Yang gave a very good speech. It was different for me because I have never been to a presentation where someone basis of the speech comes from the audience. I liked how she introduced herself by talking about her past in connection with her book. The audience then kept it close together and not going many different directions. She was asked about her writing and her past, she connected the two together very nicely. The way she talked sounded poetic, which made sense she admired many poets and writers. I wish that she talked more about her experience and the books she did longer before letting question direct the speech. Overall, this speech was really good. It allowed for me to see her world within, but to show me that my world within comes from my experiences and how I interpret them.

Convocation 1: Conversation, Connections, and Community

Convocation 1: Connections, Community, Conversation

Conversations create connections between people. Connections between people create a community. In the convocation, the speakers and the author, of Reclaiming Conversation, talked about how all of these are affected because of technology. The author, through videos, talks about how technology takes people away from face-to-face conversation Texting and chatting online takes away the empathy and emotion that talking in person allows people to see. Even when we are in person and there is a phone even by, it distracts people from the conversation. Technology, also, doesn’t give us that solitude people need, to appreciate people for who they are. Then a former student talks about children in her neighborhood, and how she was mad at them. When she went outside to talk them she created not a dislike for each other, but a friendship, being connected together through the garden she has. Another former student talks about how talking how coming to Concordia gave him a different sense of community through the diversity and the conversations he had at the college.

The conversations, connectedness, and community relate to the five ways of knowing through emotion. When having conversations in person, we can see the emotions expressed to know how they are feeling, when we speak to them. When we have connections with people we create empathy for each others and those like them. Empathy is feeling and understanding the same emotions for someone, even though you are not in the same situation they are in. When we have connections with others we form a community. In a community there is understanding and acceptance from knowing each other and their emotions.

When coming to this convocation I didn’t really have high expectations, but after listening to it, I really enjoyed it. The message was great, even though I knew it was a problem. It just reinforced the message to me more. I love how the speakers were from Concordia to help understand and make the message more clear. When the book was talked about it felt like the author was telling us about the book, through the videos that were shown. Overall, it was a great presentation, which makes me want to look forward to more convocations.

Paradox Lost Book Review

Paradox Lost Book Review

When asked about the Christian faith or the Bible one of the most common answers is Jesus. Paradox, on the other hand, little to none. There are many paradoxes concerning many different topics inside them. Robert P. Hansen writes about a few of these in his book, Paradox Lost: Rediscovering the Mystery of God. In this book, he uses a variety of different examples to describe both the types of paradoxes and paradoxes themselves, to help introduce the idea to his audience.


Robert P. Hansen is a pastor and former professor in Ethiopia. He is the author of several articles for different journals. He wrote Paradox Lost as an oracle in sermonic tone. This makes sense because of his history as a professor and pastor. He uses a table of context in beginning of the book to show the chapters inside each of the five sections. He then adds a table inside chapter to show which paradoxes fit inside which of the three paradoxical categories. He uses this table to help show the examples and where they fit in this book


In Paradox Lost examples where one of the main ways that help the reader understand the concept of these paradoxes. He provides examples for the three types of paradoxes, a picture frame, tuning fork, and an auger. He describes the first type of paradox as a picture frame, “Picture Frame: reframes reality as we look through it” (22). The second is the tuning fork, “Tuning Fork: both tines must vibrate together to create a new note” (22).  The third is the auger, “Auger: performs best when hands are far apart on opposite handles” (22). Each of the three types have example paradoxes to help understand the God and the Bible more.

Each example of the three types has an example of their own to help explain one of the many paradoxes in found in the Bible and the faith. In the picture frame, it contains the paradoxes of sayings of Jesus, kingdom parables, great reversals, and faith versus works. In chapter 5, Hansen describes the way Jesus’ saying are like how the German approached the Maginot Line in France. This examples is to how Jesus talked about the bad things in a different way. In chapter 12 the decision on who chooses first in the relationship with God is visualized with a captain of a ship and lighthouse. God is the lighthouse and the person the captain. He uses this illustration to help present how the relationship comes to be.  Hansen goes on to described the Trinity, in chapter 17, with dancers to explain how the Trinity is one, but separate at the same time. All these examples one purpose that to help explain our relationship with God through deeper understanding.


Hansen does a fairly decent job describing the paradoxes and their types throughout the book. While some of the examples were really easy to help make the connect, others could have either better explained or use a different example. When Hansen describes the first type of paradox with the picture frame, that is a very good example. When someone goes to look at a picture frame they open a window to a memory and a hope for a future. The first type of paradox goes to describe the paradox of how Jesus helps open a window to memories of a past self and hope for future in God’s kingdom. The tuning fork is used to help describe the second type paradox found where those types deal with our relationship with God. On page 22 Hansen describes that in order to have the right note both tines must be present even though they are opposite. That is what the relationship with God is like, in order for that note of salvation God both the person and God have to be present in each other for it to work. The auger is the example for the third type, the example was really great, but it could be really hard to understand if someone does not know what an auger is to begin with. Hansen described the auger type paradoxes as being far apart to perform perfectly. If the hands are not far apart and opposite it will not work, which is what these paradoxes are trying to say. When Hansen explains the paradox about how Jesus tells people the bad he uses the Maginot Line. “Sometimes we need to find a detour around the Maginot Line” (49), that is what Jesus did he did not go out and say the bad right away. He found a different approach to telling judgement, like the Germans did around the Maginot Line. This example helped make a better understanding on how Jesus approaches his people about telling his news both good and bad. Hansen goes to explain how the paradox of “who chooses who” by a captain and a lighthouse, “I am the captain of the ship, but God is the lighthouse” (95). Hansen is trying to show the audience that people have free will within God’s plan. People control their lives with their decision, but God helps direct them to him with his light. Since people are the captain they can choose to follow the light or not, deciding their ultimate fate. Many people do not understand the paradox of the trinity. Hansen tries to explain like this, “Dancers become one in the dance, even as they retain their individual identities” (137). Hansen describes the trinity with two people, which can be harder to see the one becoming two. He could have made this example by going bigger, like an orchestra or band. In the Trinity God, Jesus, and the Holy Spirit have their individual places, just how each member has their own part to play. When the music begins each member playing creates one musical pieces, while containing their individualities. It is the same way with the Father, Son, and Holy Spirit, they are all one God, but with their own individuality. Hansen overall does a great job explaining the beginning of these paradoxes, but it is up to the person to above and beyond to understand them even more.

Hansen uses many examples throughout his book to explain the paradoxes in the Bible and Christian faith. While most were great, some of them could have been better. With the help of these examples he opens up the ability to go above and beyond in our knowledge of God. While people will never know everything about God, Robert P. Hansen helps bring the people one step closer. It is up to the people themselves though to follow his example and take that step above and beyond.