A u gu s t 2 0 0 8 Vo l um e 14 : 2
Lutheran
Australia
The value of values education
The argument is that schools have
a responsibility to help teach
student values.
In 2004, in response to the perceived
erosion of community values the
federal government cobbled together
its own set of values and pronounced
them mandatory for all Australian
schools. And as if to underscore
the importance of these values
schools were obliged to daily run the
Australian flag up their flagpole – all in
the name of Australian values.
Defining the terms
E
ducation is a value-laden
activity. Values are core
to a school; they come
with the architecture and the furniture
and decorations of the building itself.
The value of
values education . ................ 1 - 3
Nurturing values .................. 4 - 5
National values
education forum . ...................... 6
in this issue
LEA values at St Stephens
Lutheran College . ...................... 7
Micro ethics in
school leaderships . ................... 8
Small cards and
gentle whispers . ........................ 9
REGIONAL NEWS:
LEQ . ..................................... 10 - 11
LSA ....................................... 12 - 13
LESER . ................................. 14 - 15
The treasure within ................. 16
But what are values and how are they
different from morals and ethics?
Values refer to the principles and
convictions which an individual holds
that act as general guides to behaviour,
the standards by which particular
actions are judged to be good or
desirable. The terms, values, morals
and ethics can be separated thus; what
is prized or held in high esteem (values)
implies standards of appropriate
human behaviour (morals) compatible
with principles (ethics) governing what
is good for the person and for the
society to which the individual
belongs. In practice, however, the
terms ethics, morals, and values,
inform each other in unquantifiable
and often inseparable ways.
They are personified in the attributes
of the teachers and in the standards
of behaviour of the students; they are
made explicit in the rituals, particularly
those that accompany tragedy or
celebrate success.
However, in recent times there has
been a lamenting that core values
have been lost from our community.
Typically, from the Australian
perspective, Judge McGuire, President
of the Children’s Court, Queensland, in
1997 said the following, ‘There is now,
I believe, a widely accepted view that
we as a nation have abandoned many
of our traditional values, and are living
off our moral capital’. Others have
linked the lack of values by children
with an increase in family breakdown
and delinquent crime, Australia’s high
youth suicide rate, and a decline in
respect for those in authority.
Values in schools
Schools as institutions have their own
value sets. In a landmark ethnographic
study of a Canadian Catholic school,
Peter McLaren (1993) found that
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the underlying values system in
this school was the importance of
students to ‘become catholic’ and
to ‘become workers’. Despite the
curriculum being well taught by the
teachers somehow the students were
‘subliminally’ imbued with the notion
that to be catholic and to be a worker
mattered most. This then begs the
question; What value statements are
we conveying to the students in our
particular Lutheran school(s)?
If we think about, and work with,
our students as ‘clients’ what value
statement is this making to our
students? Similarly, what value
messages are we conveying when
we think about, and work with our
students as:
• market share
• things to be babysat while they
grow into rational beings
• empty vessels to be filled with
information
• a means to an accumulated school
year 12 ranking
• servants of the school/college
or as:
• a part of God’s creatio continua
• redeemed children of God
• sharers of, and contributors to,
lifelong learning?
There are such things as school or
institutional values just as there are
community values and family values.
And there are individual values held by
adults and children alike.
sValues
THEME FOR
THIS ISSUE:
The development
of values
To the casual observer, values may
appear to develop, or build up over
time in much the same way as
barnacles accumulate below the water
line of a boat. And it appears also that
many of our Lutheran schools trust
time to take its course such that over
the life of a student in one of our
Lutheran schools they accumulate
‘Christian values’. School prospectuses
attest to Lutheran schools having a
strong values program or Christian
values, but when you scratch a little
deeper very few Lutheran schools
actually has an explicit values
program. It appears that many of
us in Lutheran schools assume that
teaching Christian Studies together
with a worship program will imbue
our students with (Christian) values.
However, expecting the ethos of the
school do the teaching of values is
like expecting a Mercedes Benz car to
transform the driver!
No matter how good the ethos of a
school is, it will never replace good
explicit values teaching as the vehicle
for values development. Indeed,
it has been shown that a child/
student’s values can be positively
changed through the process of direct
curriculum intervention.
Values education
The term ‘values education’ has
encompassed and, in practice has
often been seen as having a particular
emphasis on, education in civic and
moral values. Over time there has
friendship, obedience, appreciation,
honesty, responsibility, co-operation,
self-control, humility, courage, justice,
love, kindness, hope, forgiveness,
thankfulness, peace, joy, unity, rituals,
freedom, celebrations. A new concept
word is selected each month and
is introduced to all of the students,
through classroom discussions,
devotions, literature sources (fiction
and non-fiction), music and drama.
In addition, the concept word is
reinforced and practised on a daily
basis in classroom and playground
settings. School parents are invited
to support the program via school
newsletter articles.
been a number of approaches or
models to values education including;
values clarification, values analysis,
Kohlberg’s moral development,
character education, and Jerome
Bruner’s worldview approach.
While each of these models has
particular pedagogical nuances,
they each address the teaching of
values in an explicit manner. Schools
too will address the teaching of
values in differing ways but in order
for any values education program to
be effective good explicit teaching
is involved.
Scaffolding to explore
values concepts
Values are both multifaceted and
multidimensional. To concentrate on
the exploration of a set of values or
a values system during an isolated
lesson in year 4, or as part of the year
11 Christian Studies curriculum, is to
deny students the richness that is
‘values education’.
The values program at Good News is
cyclic in nature and trans-disciplinary
in delivery with children encountering
each value concept/word every
One Lutheran school’s
values education journey
In 1999, the philosopher Jonathan
Glover wrote a book (Humanity: a
moral history of the 20th century)
in which he analysed the motivation
behind the known atrocities of the
20th century. Glover postulated that
if you dismantled the identity of a
person, disregarded respect for a
person, or suspended sympathy
(compassion) for a person then the
way was open to commit even the
most heinous of crimes against
humanity. Good News Lutheran
School, Middle Park, Qld, has adopted
a program of values education that
builds on positively developing the
identity of each student as well as
reinforcing respect and compassion
for all people. In addition, these three
‘pillars’ are supplemented with the
purposeful introduction of twentyfour value concept words (based in
part on the West Kidlington model);
tolerance, faithfulness, patience,
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two years. This allows each student
to encounter the concept of justice,
for example every two years and
with a growing level of maturation
and complexity. In this manner
students are able to explore the many
facets of a value concept and in the
process begin to construct their
own meaningful set of values. An
emerging and coherent value system
for each student is probably possible
only at the later stages of secondary
education but coherence and cohesion
is enhanced by the groundwork
undertaken at all stages of primary
and middle school.
Measurement of
children’s values
While the methodology for assessing
student cognitive development is well
known to educators and it has, over
time, yielded significant information
about the students in our schools, the
methodology for the measurement
of non-cognitive aspects of student
progress, such as affective and social
development, values and attitudes is
much more problematic. This poses
a problem, namely, on the one hand,
we hear calls for positive values and
efficacious values programs to be
taught in our schools and on the other
hand we note that the measurement
of the efficacy of values and values
programs is problematic.
From 2001-2006 I undertook the task
to develop an instrument to measure
the profile of primary school children.
Known as the Children’s Values
Profile the instrument captures the
values dimensions of: Emotional
Intelligence, Self-Concept, Worldview,
School Climate, Student Behaviour,
Social Skills, and Social Expression
(Note: a spirituality dimension for
the Children’s Values Profile is being
developed). Each of these dimensions
has a set of attending questions,
which, when self-reported by the
students on a 5-point Likert scale,
yield rich data about individual
student values profiles. By aggregating
the data for each school, strengths
and weaknesses in a school’s values
program can readily be identified. The
Children’s Values Profile is constructed
and normed to measure the values
profiles of students in years 4 to 7.
for the dimensions of social skills,
school climate and worldview, while
boys recorded higher scores for areas
associated with physical activity,
mathematics, ‘friendships’ with boys,
and doing things ‘to gain rewards’.
An important element of the
Children’s Values Profile data was
the comparison of the characteristics
of students with high values profile
scores with students with low values
profile scores. A normal frequency
distribution was achieved across the
participants’ scores. A low 15% cut-off
point was calculated (15th percentile)
and the results of these students
were compared with students in a
high 15% cut-off (85th percentile).
Using a combination of qualitative
Research findings
Children’s Values Profile data was
collected from eleven Lutheran
schools, both country and city and
representing differing socio-economic
status scores. The results support the
notion that children’s values formation
can be influenced by socio-economic
status factors and gender. In terms of
gender, girls recorded higher scores
and quantitative procedures it was
identified that students with low
values profile scores had fewer
friendships, featured low in peer
selection for games and tasks, had
poor to average social competence
according to teachers’ ratings, had low
social comprehension skills, utilised
fewer abstract and inferential thinking
skills, and were over represented by
boys. In comparison, children with
high values profile scores as a group
had greater gender balance, and these
students had a wide circle of friends,
were reported to be leaders, were
highly competent socially, appeared
to participate in, and to value, strong
social contacts, and to utilise more
abstract and inferential thinking
skills. Finally, students with high
values profiles displayed high levels
of language pragmatics and ‘theory
of mind’ skills when verbalising their
moral choices. Children with low values
profile scores tended to value moral
choices that advantaged themselves
and demonstrated less abstract
understandings of social language.
The way forward
We know that good pro-social
programs aid and abet values
development. We know that ‘theory
of mind’ skills (the ability to read
and respond to the body language
and emotions of others and oneself)
enhance values development. We know
that good explicit values teaching
can positively change children’s
values. And we know that values are
multifaceted and multidimensional
relying on exploration across the
full range of primary, middle, and
secondary schooling.
The task then is to put all of this
together into a cohesive program for
all students in the Lutheran school
system so that at the very least
Lutheran school students will be,
‘contributing to the moral capital of
this nation’.
Dr Loyd R Fyffe
Principal
Good News Lutheran School
Middle Park, Qld
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Nurturing values
V
alues education has
been firmly on the
national education
agenda for four years now.
The previous federal government’s
emphasis upon values in schools has
certainly had a mixed response from
educators and community members.
There has been significant debate
about what values education should
look like in schools, as well as the
anticipated outcomes for students,
in both the short and long term.
Lutheran education has recognised
that, if we accept Hill’s definition of
values as lived beliefs (Hill: 2004) then
values lie at the heart of the education
we offer. We realise that our values
occupy centre stage because our
underlying philosophy about being
human is shaped by our theology.
Christenson (2006) summarises this
perspective when he states that
Genesis ‘tells a story about how we,
as humans are related to the created
world and how we are related to
the Creator. He explains further, ‘our
second informing story is the story of
God’s love for the world in Christ Jesus’
(Christenson: 2006).
This in turn impacts upon our view
of education. Lutheran education
becomes both broader and deeper
than merely focusing on ‘the what’.
Instead we believe that ‘education
is about the coming to be of person
(and) in the process . . . about learning
particular skills and knowledge’
(Kloeden: 2007).
Lutheran Education Australia has
produced a key document A vision
for learners and learning in Lutheran
schools (LEA, 2005) to summarise this
perspective. We keep abreast
of current research to understand
our learners and learning. We
recognise that this knowledge may
change as new insights are provided.
Our view of learners and learning
is also shaped by theology; key
theological tenets that are drawn from
our biblical understanding.
Woven together, these key statements
provide us with a clear direction about
the kind of education we offer to our
students. Education becomes much
more than acquiring a whole lot of
facts. Schooling is actually about the
nurture of individuals. We state:
[In] Lutheran schools . . . [our] students
[are] informed and sustained by the
Word of God, to develop their Godgiven talents so they [in turn] may
shape and enrich their world.
[A framework for Lutheran schools]
We recognise that we want our
students to develop and ‘grow’
particular attributes and abilities
whilst they are at our schools. We call
these Lifelong Qualities for Learners.
These attributes include not only
‘being good learners’ but also being
able to discern what knowledge is
worth knowing. We want our young
people to know how to learn, to be
able to think, solve problems, lead
and contribute to our world.
Loyd Fyffe and Good News staff
schools across our system have been
working diligently to give these values
human skin, to demonstrate what
they look like in action. As a system,
we have been working nationally and
regionally to support schools in this
endeavour. There are three main ways
that we have demonstrated particular,
important values. Firstly we have
demonstrated the core value that is
related to our Christian heritage and
theology. Secondly we are developing
a range of activities so that children
appreciate the meaning of particular
values, and thirdly, regional themes
and projects have been linked to
particular, specific values stated in
A vision for learners and learning in
Lutheran schools (LEA, 2005).
As a system we ask: How do students
shape and enrich their world?
What lifelong
qualities do we want
to demonstrate for
our students?
What lifelong
qualities do we want
them to exhibit
when they leave
our school gates
at the end of their
student careers?
Demonstrating the value
of our Christian theology
and heritage
First and foremost LEA has worked
hard in recent years to provide, as a
core part of its program, a Christian
Studies curriculum that is contextually
appropriate for the Australian scene
and for 21st century learners.
The LIFE curriculum has been replaced
by the more contemporary Christian
Studies Curriculum Framework. The
time and budget attached to the
systematic rollout of this curriculum
framework nationally demonstrates
that this project truly reflects our
Again we turn to the document A
vision for learners and learning in
Lutheran schools (LEA, 2005) where we
boldly name ten significant qualities –
our values:
Love, justice, compassion, forgiveness,
service, humility, courage, hope,
quality and appreciation.
Following the documentation of
these values (and in some cases
even before they were documented)
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heart to the world. The more recent
adult education programs including
the three part Pathway series
(Pathways: spiritual focus, Pathways:
theological focus and Pathways:
vocational focus), together with Equip
demonstrates that we are serious
about orienting teachers who join
the Lutheran education system. In
short, we are keen to support and
‘grow’ teachers’ understanding of the
Lutheran theology that undergirds
our system and ‘how this theology
informs critical areas of school life’
(Core propositions describing highly
effective teachers in Lutheran
schools: 2000). We also seek to
demonstrate the lived reality of a
Christian community by providing
active and age-appropriate worship
at our school sites together with
a network of pastoral care for our
students and their families.
The issue of behaviour management
is another area where many Lutheran
schools are questioning punitive
practices and asking: Do these practices
reflect our values? As a result, many are
developing a restorative approach that
is both ‘whole of school’ and encourages
students to be accountable for the
real consequences of their actions.
The focus is always on building and
enhancing positive relationships for all
in the school community and beyond.
In South Australia, Unity College is a
leader in this field. In Queensland nine
schools (St Andrews, St James,
St Peters (Boarding), Peace Cairns,
St Johns Kingaroy, Redeemer Biloela,
Faith Plainlands, Faith Redlands and
Living Faith) have become pilot schools
during 2008 under a theme ‘relational
management’. The theme coordinator
(part time) is Steve Brady, counsellor
from St Andrews College.
All pilot schools have agreed to
undertake training, examine their
policies and documents with a
restorative lens and work collectively
to share their experiences.
Developing students’
understanding of the
meaning of values
Since our values have been explicitly
stated, many schools provide a range
of experiences to develop students’
understanding of particular values.
Good News Lutheran School, Middle
Park Qld, was the recipient of the
Rolph Mayer award for a longstanding
values education program it provided.
This school has designed and
implemented (and evaluates in an
ongoing manner) a research-based
values program which is deeply
embedded across the entire school.
The program began in 2001.
They focus upon one value each
month. The program encourages
each student and the wider school
community to learn about specific
values; each is challenged to reflect
upon those values, how they shape
our interactions and frame our lives.
The school has willingly shared their
expertise and insights into effective
values education with other schools,
both state and non-state, within
Queensland and nationally.
The principal, Dr Loyd Fyffe summed
up: ‘Values are both multidimensional
and multifaceted. With this in mind,
values will develop over time and
will take on a particular ‘shape’ for
each individual as life experiences,
engagement with the school
curriculum, and social interactions
intersect and meld. Values are, in part,
formed by a worldview and, in turn
inform a worldview’.
Charina Burgess and Gene Clark with Lutheran teachers during their
PNG visit, July 2007
to communities (both near and far) by
being discerning, resourceful
problem-solvers and implementers as
well as caring and steadfast supporters
and advocates.
Linking values to themes
and projects
Service, as one of the Lutheran
Education Australia values, is pivotal
to our understanding of who we are
and Whose we are. Our understanding
of service is linked to a Lutheran
understanding of vocation. Vieth
(2002) summed up the breadth of our
understanding of ‘service’ by stating:
It is with this intent that the group
seeks to better understand and
reflect a culture where this core value,
service, flourishes. One way Lutheran
schools have developed this value
is by making connections to and
developing partnerships with other
service arms of the Lutheran church,
eg, Australian Lutheran World Service,
Lutheran Community Care and with
local community agencies near-by
particular schools.
In God’s design, each person is to love
his or her neighbors and to serve them
with the gifts appropriate to each
vocation. This means that I serve you
with my talents and you serve me
with your talents.
Recent research literature has
provided insights about developing
the value service and linking this to
educators’ growing understanding
of learning. We believe that this
paradigm of linking service and
learning provides additional insights
as we grow and develop the value of
service within Lutheran schooling in
Queensland. At the heart the notion
of service learning is the intentional
connection of classroom instruction
with community service. Service
learning links three domains: cognitive
(the head), affective (the heart), and
behavioural (the hands) (Billig 2004).
Many schools are exploring diverse
ways this value of service can be
enacted in an educational context.
Lutheran Education Queensland
has gathered together a Service
Learning Group of interested teachers
and leaders to discuss how to give
expression to this value. We want to
encourage our students to contribute
Recently educators from Lutheran
schools have been provided with
the opportunity to explore the
significance of service in a different
cultural context. Australian Lutheran
World Service has led teacher tours
to countries such as Nepal and Papua
New Guinea. Dr Adrienne Jericho
led an educator tour to PNG in 2007.
Educators from two Queensland
Sonya Sutherland and Helen Folker visiting the primary school at Lawe
Beringen, Tanah Alas, Indonesia
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Lutheran schools visited schools in the
Tanah Alas region of Aceh as part of
a LCA Qld District – HKBP Tanah Alas
District partnership program.
In short in Australian Lutheran schools
values and values education is not an
appendix, an attachment or add-on to
our education program. Instead values
and values education is positioned
centrally. Our values, in fact, reflect
Lutheran education’s ‘beating heart’ to
the world. These values that bind our
community and community practices
are infused by a spiritual dimension.
Christians have first experienced and
had these values demonstrated by a
living and loving God. For example, it is
the Christian God that first established
the value of love, compassion and
forgiveness towards humanity
through Christ.
Therefore we not only list our values
but recognise their Source as well as
our need for mutual encouragement
together. Hence as we state our values
we include these acknowledgements:
Whilst living in community,
learners are encouraged to reflect
characteristics of God through
core values, especially love, justice,
compassion, forgiveness, service,
humility, courage, hope, quality
and appreciation.
Meg Noack
Executive Officer – Curriculum
Lutheran Education Queensland
National Values Education Forum
T
here has been
much debate,
experimentation
and thoughtful activity around values
education in Australia since the 2005
publication of the National Framework
for Values Education in Australian
Schools. In late May the National
Values Education Forum provided an
opportunity for schools from around
the country to share their journeys,
successes and challenges, and also
demonstrated how far the values
education conversation has progressed
in Australia over the recent years.
Earlier discussion focussed on
questions such as ‘Is teaching values
possible and desirable for all Australian
schools?’, ‘Which values are important
for all students?’ and ‘Of what value
are the Nine Values for Australian
Schooling (Donkey) poster?’ The focus
has now firmly shifted to centre on
deeper questions about effective
values teaching, its connection to
other school programs and to the
academic achievement of students.
Following is a short summary of key
themes emerging from this forum.
Teaching values
Nazreen Darsoo (University of
Johannesburg) provided a useful
framework for thinking about levels
of knowing about values essential for
effective and transformative learning:
Knowing that (declarative): this is
simply knowing what a value is, what it
means; but this kind of knowledge will
not produce change
Knowing how (procedural): this is
knowing how to demonstrate a
value is important, but transfer of
this knowledge to behaviour is still
not automatic
Knowing to (volitional): this is learned
primarily by seeing valued adults
living the value; this learning leads to
changes in moral/ethical behaviour
Teaching which enables learning
at each of these three levels needs
to occur to enable students to live
the values we envision for them. It
concerns the whole child, the whole
of school and the whole curriculum
past fifty years, this has not translated
to higher rates of reported happiness
(in fact, depression rates have risen
sharply). A focus in schools only on
academic competence and work
readiness will clearly not guarantee
our students a happy and healthy life.
and can be incorporated into activities
such as:
•
•
•
•
•
•
•
•
student action teams
philosophy for children
socratic circles
peer support programs
sustainability projects
involvement in community events
service learning
integration into units of work in
any curriculum area
• story, drama and the arts
• pastoral care programs
• worship program
Happiness, according to Professor
Seligman, is a function of:
Positive emotion (the pleasant life):
this is the superficial happiness, for
which there are many shortcuts!
Positive character (the engaged life):
where a person feels actively involved
in and contributing to life
Positive institutions (the meaningful
life): where a person attaches deeper
meaning to their engagement in life
Such teaching is grounded in real life
and experience, it is relational and
it speaks personally to students and
enables their voice to be heard.
It is the second and third aspects
of happiness that are foundational
to life satisfaction and wellbeing
(pleasure ONLY adds to these) and
both engagement and meaning can
be modelled, taught and nurtured in
students through both formal and
Andy Furco’s (University of
Minnesota) typology of values
education also provides an overview
of understandings students need
opportunities to develop (below).
Values
clarification
Some values may be interpreted and operationalised
differently in different cultures. Students need to understand
this and develop a language to discuss values with others
Values
discernment
All values are not equal; one may be more important or better
than another in a particular situation. Students need to learn to
apply good judgment
Values
optimalisation
A value operates on a continuum; each of us has a point along
the continuum we’d describe as ‘best expression’ of that value;
sometimes conflict arises not as a result of a values clash, but
from differing degrees of application.
Values
incongruity
In some situations, values may be incompatible and in conflict;
a person reconciles an internal conflict in values through
rationalisation and justification. Students need opportunities
to face and work through such difficult tasks.
Values
preference (and
dominance)
Individuals have predispositions for particular values.
Students need to consider their predispositions and the
implications of these.
informal methods. And the teaching,
discussion and reflection on values
in both curriculum and other school
contexts is central to this.
Values education and
student wellbeing
Professor Martin Seligman argues
that schools must play a role in
nurturing students’ wellbeing, sense
of meaning and life satisfaction. His
research indicates that while western
culture has seen vast improvements
in material wealth, technology, health,
human rights and protections over the
Values education and
academic achievement
Terry Lovatt describes values
education as ‘not a moral imperative
– but a pedagogical imperative’.
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Enriching academic programs
with values dimensions provides
opportunities to connect to students’
personal and emotional selves, to
engage in real world problems and
contribute here and now (your value is
not just in what you will become, but
in what you are and can do today).
When values are embedded within
the fabric of teaching and learning in
the school, they provide a significant
platform for engaging students and
their voices in school. Furco pointed
to Australia as a leader in this area,
avoiding the ‘trap’ of the ‘bolted on’
values education program where
learning is unconnected to real
experience or wider learning.
While at this stage research which
clearly indicates the links between
values education and academic
achievement of students is yet to
emerge, we do know that the goals of
values education do have a positive
effect on academic outcomes of
students, as demonstrated below.
Values education
• Positive identity
• Social competency
• Positive values
• Commitment to learning
• Empowerment
• Positive working climate
• Constructive use of time
Academic achievement
Values education, while certainly not
new, particularly to Lutheran schools,
continues to evolve in Australia.
Internationally people are taking
notice of what is happening here.
For more information on the 2008
National Values Education Forum,
school projects or resources being
developed for schools, go to
www.curriculum.edu.au/values.
Vicki Schilling
Education Officer – Curriculum
Lutheran Education Queensland
LEA values at St Stephens
Lutheran College
T
he LEA values for
Lutheran schools were
produced at a very
opportune time for our college. We
had been grappling with developing
a succinct set of values that reflected
our college community and the way
in which we wanted members of our
community to relate and interact with
each other. We also required the values
to provide the language to springboard
those relationships and be part of our
everyday interactions.
Our approach has been multifaceted
and incremental over the past 3 years.
Semester 2, 2006:
Introducing the values to
our college community
• The devotion roster for the
semester was based on a value
per week. The value formed
the basis of staff and student
daily devotion as well as the
weekly chapel address and
student presentation.
• That value also formed the basis
of the pastor’s reflection article in
the weekly college newsletter.
• As a culminating activity students
created posters [pictured below]
for each of the values. The posters
then formed the basis of our
promotional display at the local
city council library during term 4.
•
2007: Reinforcement
• The devotion theme for the year
was Heroes: From Old Testament
to New Testament and on to
modern Christian. The heroes
studied were linked to the values,
initially specifically individual but
becoming more multidimensional
as the year progressed.
• As a culminating activity during
term 4 each class nominated
a value which they explored
by defining the value in terms
of what it looks like when I
demonstrate this value in the
college community; selecting
a well known person who
exemplifies this value and giving
a short description of ‘how’; and
choosing a text.
• Our college calendar for 2007 used
the values to illustrate
•
•
•
each month. Each value was
illustrated with photos of
students, a text, a hero and a
related description.
Our Student of the Week program
was also based on the values;
again a specific value each week
progressing to leaving it open
for teachers to nominate the
value applying to their student
nomination.
At our annual presentation night
the SSLC awards were based on
a consistent display of all values
over the year. The citation for
each student then formed an
integral part of the Head of
College address.
The values posters created by
our students were displayed on
numerous occasions over the
year such as at church, during
National Lutheran Schools Week,
at information nights, expos and
promotional displays.
Our main college promotional
brochure was redesigned and we
took the opportunity to weave the
values through the photos at the
top of each page.
2008: Integration
• Our college calendar was again
based on the values and used
the definitions developed by the
students, again with a text and
photos of members of the
college community.
• Student of the Week during term
1 was again value specific with
the remainder of the year being
teacher directed.
• Our managing personal behaviour
policy, procedures and forms
were reviewed to integrate and
reinforce the values language; as
were our various pastoral care
skilling programs.
• Our student diary has all ten
values illustrated on the cover.
The LEA values are at the heart and
soul of St Stephens. They have become
embedded in our daily practice as we
live out our faith in service to others.
Cheryl Lupschen
Head of College
St Stephens Lutheran College
Gladstone Qld
As a member of our St Stephens
Community, I can show the value of
FORGIVENESS
by:
zSaying
sorry as well as accepting the
apologies of others
holding grudges or dwelling on past
hurts
zAlways looking for the positive side to
any situation
zBelieving that anyone can change their
behaviour for the better
zSeek to understand when someone upsets
me
zNot
One day God spoke to a man named Jonah. “I want
you to go to the city of Nineveh. They are doing bad
things there. You must warn them to stop or I will
punish them.” Jonah disobeyed God. He ran away.
He bought a ticket on a ship that was sailing to
Spain, in the opposite direction to Nineveh. God sent
a big storm. It was so bad the ship was going to
break in two and sink. All the people on the ship
were frightened, except Jonah. He was fast asleep.
The sailors found Jonah and woke him up. “Why has
this storm happened?” they asked. Jonah said “It
was because of me, because I have disobeyed God.
If you throw me into the sea the storm will stop.” The
sailors threw Jonah into the sea and the storm
stopped. God sent a big fish to swallow Jonah. While
Jonah was inside the fish, he prayed and asked God
to forgive him. After three days and nights, the fish
vomited Jonah out on to the shore. Once again God
told Jonah to go to Nineveh. This time Jonah
obeyed. The people of Nineveh listened to Jonah
and stopped doing bad things. God was very
pleased that the people had changed their ways, and
he decided not to punish them. (Book of Jonah)
As a member of our St
Stephens Community, I can
show the value of
COURAGE by:
zStanding up for our values
and beliefs
zNot giving up on difficult
tasks
zAdvocating for the rights
of others when they are
unable to do so
zAttempting to go beyond
previous achievements like
not stopping half way up
the rock wall
For the spirit that
God has given us
does not make us
timid; instead, his
Spirit fills us with
power, love and self
control.
2 Timothy 1:7
Daniel was a very wise and good man. He served the king so well that the king gave him a very important position. This made other men jealous. They couldn’t find anything wrong with his work or his life.
So they decided that they had to find something wrong with his religion. They saw that Daniel prayed everyday to God. So they went to the king and said “Your majesty you should make a new law to Say
that noone can pray to any person or god except you. Anyone who does not obey this law will be thrown into the lion’s den.” The king agreed. Daniel heard about the new law. He went home, knelt in front
of his window as usual, and prayed to God as he had always done. The men saw Daniel praying and went to tell the king. The king like Daniel, and tried to find a way to save him. But he had to do as the
law said. So Daniel spent the night in the lion’s den. The next morning the king ran to the lion’s den and called out to see if Daniel was still alive. Daniel answered the king. “God knows that I did not do
anything wrong. He sent his angel to protect me from the lions.” The king was very happy to see that Daniel was safe. He punished the men who had tricked him into making the bad law and ordered
everyone to respect Daniel’s God. If we try to live our lives God’s way, like Daniel did, God will give us the help we need. (Daniel Chapter 6)
Be tolerant with one another
and forgive one another
whenever any of you has a
complaint against someone else.
You must forgive one another
just as the Lord has forgiven
you.
Colossians 3:13
As a member of our St Stephens Community,
As a member of our St
Stephens Community, I
can show the value of
I can show the value of HOPE by:
zPlacing my trust in God to provide what I
need
zBeing open to all possibilities and not being
limited by what we might wish for
zLooking forward with confidence
LOVE by:
zResponding from my
heart as a response to
God’s love
Love is patient and
kind; it is not jealous
our conceited or
proud; love is not ill
mannered or selfish
or irritable; love
does not keep a
record of wrongs;
love is not happy
with evil but is
happy with the
truth. Love never
gives up; and its
faith, hope and
patience never fail.
Love is eternal.
1 Corinthians 13:4-8
My trust is in you, O Lord; you are
my God. I am always in your care.
Psalm 31:14
7
Micro ethics in school leadership
… the devil is in the detail
T
he world in which we
live, the place where
Lutheran schools are
operated, is a place of confusion and
uncertainty. In the area of values and
ethics there are a number of responses
that seem to be available for every
issue or dilemma that presents itself
to the busy school leader. There are
numerous views on what it means to
be an ethical educator. Experts from a
variety of traditions have competing
suggestions to offer us as we seek
to ‘make ethical choices’ or to ‘make
Christian choices’. It is easy for us to
become confused not only about the
choices we should make, but even
about the bases on which we should
make them. As Lutheran Christians
we have a long tradition, but applying
that tradition to the complex issues
and questions that we face daily in our
classrooms and schools is neither easy
nor straightforward. We are confused
by differing opinions, advice and
suggestions. Even the experts do not
always sing in harmony.
Our contemporary Lutheran schools
are no longer monocultures centred
on German Lutheranism fully
informed by the Scriptures and the
Lutheran Confessions. They are
pluralist social institutions where
we live and interact with people
from a variety of backgrounds,
experiences, customs, religions and
cultures. They contain atheists and
agnostics, Muslims, Buddhists, New
Age advocates, Baptists, Catholics,
Christian fundamentalists, Calvinists
in several forms and Jews, as well as
lifelong Lutherans. These folk hold
not only different beliefs, but also
a wide variety of ethical and moral
convictions. Teaching in this rich
tapestry can be trying, testing and
traumatic. However it can also be a
place that makes for a vital, engaging
and interesting educational and
evangelical challenge.
Our Australian society is struggling
with its moral and religious roots,
as increased mobility, unstable
families, me-ism, uneven wealth
distribution and secularism erode
and undermine a common moral
and ethical perspective. Our schools
are very much a microcosm of this
overall situation. We have a need to
work out our own values, and then to
hold crucial conversations with staff,
parents and students that enable us to
come to agreement on those values.
Specifically, there is a need to take on
board what standard or framework
the Lutheran Church holds to and how
this will find expression in a particular
school community.
overwhelmed by God’s love for us
just as he finds us, and compelled by
that love to follow, albeit imperfectly,
the Christ. Martha Stortz suggested
that we need to look more closely at
the practices in the life of the church
that shape the life of discipleship. She
speaks of these practices as the way
that we are formed into the Christian
life and come to trust the promises
of God. For her, formation can be
seen as initiation into the practices
of discipleship. Formation shapes
moral action. It does so by causing
the individual to ask not, ‘What is the
right thing to do?’ but rather, ‘Who
am I called to be?’ This leads to the
important question, ‘Whose am I?’
Thus the focus is on the individual’s
identity as the basis for their morality.
The focus is not on how to act, but
on how to respond to the acts and
promises of God.
Because Lutheran schools are
Christian, and because they are staffed
by what are euphemistically called
‘practising Christians’, there is a strong
expectation that they will in fact be
communities within which virtuous
moral lives are lived. This leads to
tension points for those hired to work
in the schools and for those who
attend them. Can we have a common
understanding of the values on which
a moral life is based? I would argue
that from the point of view informed
by Scripture and the Lutheran
Confessions, a moral life is a life of
discipleship. Therefore, it is important
that we gain an understanding about
being a disciple of Christ.
A second point that Stortz makes is
that formation requires community.
Formed disciples are not rugged
individualists, but rather people in a
network of relationships with God, self,
and others. Disciples are shaped by
and help to shape their communities.
She points out that, ‘Luther is
deeply aware of how relationships
constitute both the individual and
the community. His explanation of
the Fourth Commandment creates a
taxonomy of reciprocal relationships
between parents and children, church
and believers, citizen and state,
servant and master.’ For her the key is
the orientation for all relationships to
the individual’s relationship with God.
What is the nature of being a disciple?
It is not about being a perfect person.
It is about being a person open to
the work of the Holy Spirit, who is
moulding and transforming people
tainted and broken by sin, until the
day they become fully restored to
their true nature in the image of God.
It is about living as if we were not still
shackled to our sinfulness.
For Stortz, formation helps the disciple
take on the ordinary. It is easy for
people to see ethics as something
needed to assist in deciding the big
questions. Formation on the other
hand is the tool that develops the lens
through which the individual looks at
the mundane, day-to-day situations
of life. Formation assists the disciple
We are called to be restored; we are
called to be justified; not because we
can do it ourselves, but because Christ
has done it for us. As disciples we are
8
to see more accurately the world,
the people around us and the God in
whom we ‘live and move and have
our being.’ Formation gives a vision
of reality that is true and accurate,
avoiding the narrow focus of self that
casts all others into its shadow.
Finally, formation is centred in the
church and theology. According to
Dietrich Bonhoeffer:
Formation is not an independent
process or condition which can in
some way or other be detached
from this form. The only formation
is formation by and into the form of
Jesus Christ. The point of departure
for Christian ethics is the body of
Christ, the form of Christ in the form
of the Church and the formation of
the Church in conformity with the
form of Christ.
Thus formation is initiation into
practices of discipleship and the
practices for a distinctive way of life
that we call Christian. It has its basis in
the church and its teachings.
Our ethical challenge usually does not
present itself in the big issues of school
operation, although these should
receive due consideration and decision.
Rather, the ethical challenge is in the
thousands of little decisions to speak or
not speak, to act or not act that occur
in day to day living. Often the ethical
challenge is overlooked because of the
rather mundane and ordinary nature of
the situation or event.
We are challenged to the
establishment of a consciousness of
the important in the routine, of the
significant in the ordinary and of the
value-laden nature of every act.
Dr Ken Albinger
Lutheran Strand Coordinator
Australian Catholic
University Limited
Small cards and gentle whispers
Living in community reflecting
characteristics of God through
core values, especially love, justice,
compassion, forgiveness, service,
humility, courage, hope, quality and
appreciation. (LQL, p 5)
L
utheran schools are
gospel places. The LCA
and Its Schools statement
states that Lutheran schools aim to
provide a ‘formal education in which
the gospel of Jesus Christ informs
all learning and teaching, all human
relationships, and all activities in
the school’. The gospel forms the
foundation for all that happens in a
Lutheran school community.
Lutheran schools are, therefore,
grace places. God’s grace is
two-fold. God’s accepting grace, his
unconditional acceptance of, and
love for, us provides assurance of our
salvation through Jesus’ death and
resurrection. The second side of the
grace coin is transforming grace which
shifts a person’s worldview.
They perceive the world and particularly
the people in it from a changed
perspective, in a new light, through new
eyes and influences how they respond
to the circumstances and challenges
faced and in their encounters and
relationships with others.
Transforming grace is evidenced in
how people live out their vocations,
shaping their response as husband or
wife, as a parent to children, as a child
to parents, as a teacher to students, in
conversations with others, how they
drive when behind the steering wheel
of a car, how they wait in a long queue
at the supermarket check-out.
In the Old Testament we read about
the time God ‘passed by’ Elijah in
the desert. It was not dramatic or
loud. He was not in the wind, nor the
earthquake, nor the fire, but rather
in a gentle whisper (1 Kings 19:11-13).
Today he continues to reveal himself
in gentle whispers which are heard in
the small things that Christians do as
they live out their vocations. Although
hidden, we ‘see’ God in the ordinary
lives of ordinary people faithfully
living out their vocations regardless of
how grand or mundane they may be
perceived to be in human terms.
The LEA values highlight the fact
that God sends us back into
our communities to be
earthy individuals – to be in
relationship with others, but
transformed by the grace of God
to be his gentle whispers and
reflecting the fruit of the Spirit.
This fruit is love from which flows
‘joy, peace, patience, kindness,
goodness, faithfulness, gentleness,
self-control’ (Gal 5:2223). This love will be
seen as compassion,
kindness, humility,
and a desire to
‘bear with [others]
and forgive...
grievances’ (Col 3:
12-14).
The values for
Lutheran schools
are gentle
whispers which embody the
nature of transforming grace:
love, justice, compassion,
forgiveness, service,
courage, humility, hope,
quality, appreciation.
Now the LEA values are
available in card format which
utilise artwork by Cheryl
Lupschen and her students from St
Stephens Lutheran College, Gladstone
Qld. The LEA values have come alive
through the value cards which serve
as constant reminders of what we are
called to be and what we are capable
of becoming in Christ.
where it is viewed by many people
who represent diverse committees,
groups and agencies of the church
when they meet to discuss, deliberate
and decide on important matters
relating to their specialised area of
ministry. It hangs as a reminder of
the values upheld by an integral part
of the mission and ministry of the
church, namely its schools.
It also serves as a constant reminder of
God’s two-sided grace coin.
The values for Lutheran schools have
also been produced in poster form.
The LEA Living in community poster
which features the values for Lutheran
schools is displayed quite prominently
in the LEA office. A copy of the poster
has also been framed and now hangs
in the LCA national office boardroom
Adrienne Jericho and Joan Scriven
Lutheran Education Australia
9
Regional news:
Lutheran Education Queensland
Grace Caboolture
campus opens
T
he final day of
National Lutheran
Schools Week saw the
official opening and dedication of the
Grace Lutheran College, Caboolture
campus. So it is that our ‘community
of Grace’ now extends from the
Redcliffe Peninsula to Caboolture.
With the campus established, we
now complement St Paul’s Lutheran
Primary School and will offer a genuine
P-12 learning environment for those
students learning in St Paul’s today or
enrolling in the future.
It seems appropriate that we have
begun to grow a new college in
Caboolture, known as ‘Grace’, out
of the ground work done by the
congregation and primary school of
St Paul’s Caboolture.
We started the year rolling out Plan
B due to extended building delays
caused by heavy rain and tangles of red
tape. Despite teaching in two locations
1.5 kms apart, and literally driving
miles between lessons each week
during term one, we have ‘kept our
noses above water’ academically and
now enjoy the benefits of our modern,
well-equipped campus. We loathed
the statement ‘as the weather permits’
during term one, but now finishing
term two in our new campus (home)
we seldom give it a second thought.
What words do you use to describe
the activities of the first term of a
new school? Pioneering, exploring,
adventuring, travelling? Learning,
persevering, playing, praying, hoping,
encouraging? Founding, grounding,
growing, building? The list goes on…
Trinity Lutheran College students
We have been encouraged by the
enthusiasm and exuberance of our 88
founding students across year 7 and
8 and their willingness to embrace a
range of learning experiences. Even
with torrential rain, mud and the ‘cabin
fever’ it brings, the campus staff have
not wavered in their resolve to deliver
quality education and build solid
relationships with their students.
TLC: an internationally
minded school!
S
ince their beginnings
Lutheran schools have
sought to prepare and
equip their students for a life of
service to their God and their
community. Over time, the way in
which Lutheran schools have sought
to do this has changed. In the 21st
century globalisation has been the
most powerful factor impinging on
how we imagine our world. As a result
of globalisation the world has become
borderless and nothing is overseas
anymore. National boundaries have
become less significant, ‘for this is
a borderless world in which one’s
humanity counts for more than one’s
nationality, and where we all have
collective responsibility for the planet’.
As such, Lutheran schools need to
be preparing and equipping our
young people for a life of service in a
globalised world, and all that it entails.
So we now begin to explore new
pathways to the future at Caboolture.
We don’t know what the future
holds, but we know who holds it and
together we press on to see what
experiences He will bring us. Planning
a trip to the Sunshine Coast? Drop in
and say hello, we would love to show
you around.
Allan Dallas
Head of Caboolture Campus
At Trinity one of the most important
ways we have sought to equip and
prepare our students for life in a
globalised world has been through a
focus on ‘international-mindedness’.
International-mindedness has many
facets, but crucially it includes helping
our students to:
• understand themselves and others
as a product of their culture
• recognise and appreciate the
foundation of one’s own culture
From left: Pastor Vince Gerhardy, John Gerlach, Fred Stolz, Adrienne Jericho,
Allan Dallas and Pastor Tim Jaensch
10
• see others’ cultures a valid and
vital as their own
• seek to celebrate and affirm
others’ cultures
• work collaboratively with others
of a different culture
• seek justice, mercy and a fair go
for self and others
• have an understanding, respect
and empathy for others
• see issues in a global context
• take responsibility for finding
solutions to local and global issues
• appropriately serve others on a
local and global level
• affirm those in the local
community with a different
cultural background
• have an awareness of the human
condition and the commonality of
human experience
• recognise that others with their
differences can also be right
Trinity has sought to develop
‘international-mindedness’
primarily through the International
Baccalaureate. Trinity has
been offering the International
Baccalaureate’s Primary Years Program
successfully for the last six years, has
introduced the Middle Years Program
into year 6 and 7 this year, and has
spent much of the past 18 months
laying the groundwork for offering
the Diploma in Senior School from the
start of 2009.
Regional news:
Lutheran Education Queensland
‘International-mindedness’ is
evident in many ways at Trinity. In
the primary school our program of
inquiry supports and encourages a
culture of acceptance and respect for
children and families from different
countries and cultures, and the central
ideas that guide our inquiry units are
globally transferable. For example in
year 1 our students learn that people
celebrate different events differently,
while in year 5 they learn that through
migration, people bring unique
perspectives and contributions to their
new countries. Opportunities for the
celebration of our school’s cultural
diversity are encouraged and enjoyed.
The college provides opportunities
for meaningful action and service
from P-12. In recent years the college
has raised over $30,000 to build
facilities for a school in Mozambique;
students in the senior school have
the opportunity to undertake a
service trip to a remote Aboriginal
settlement in the Northern Territory;
and we are currently looking to build a
partnership with two schools in PNG.
Through the various International
Baccalaureate Programs and its
intentional focus on ‘internationalmindedness’ Trinity has sought to
continue to fulfil one of the key
missions of a Lutheran school –
preparing and equipping our young
people for a life of service to their God
and their community.
variety of sports. We congratulate the
following graduates and wish them
well in their competitions:
Jodie Bowering (Grace LC 1999)
Softball
Alana Boyd (Immanuel LC 2001)
Track and Field
Jarred Graves (Concordia LC 1999)
BMX
Kylie Palmer (Grace LC 2007)
Swimming
Melanie Schlanger (Immanuel LC 2003)
Swimming
Jenny Screen (Concordia LC 1998)
Basketball
Emma Snowsill (Trinity LC 1996)
Triathlon
Melissa Wu (Trinity LC Primary 2004)
Diving
Dennis Mulherin
Assistant Director, LEQ
Schools technology
challenge
T
he F1 in Schools
Technology
Challenge – involving
25 nations – is the largest science and
engineering challenge for high school
students in the world involving more
than two million students from as
young as 13 years of age.
It tasks young students, both males
and females with designing a
miniature 100 km/h F1 racer using the
most sophisticated 3D engineering
software tools available in the world
today. They conduct virtual analysis
using Computational Fluid Dynamics
(CFD) and Finite Element Analysis,
manufacturing the car with CNC
technology, and carry out physical
testing using smoke and wind tunnels.
They also have to produce a technical
portfolio, collaborate with industry,
develop their public speaking,
marketing, and team sponsorship
skills, and finally race their cars. This is
not kid’s stuff!
63 year heritage and only
6 months old!
Concordia Lutheran College is a hub
school and we have all the equipment to
design, manufacture and test the cars,
ready for competition. Our collaborating
business are RME (Russell Mineral
Equipment), Wagners, Toowoomba
City Council and Vanderfields. Students
have worked with these companies to
develop their own designs for the school
challenge to choose two teams for the
regional finals.
Classes commenced in January 2008
with almost 100 prep to year 8 students.
Each year the school will progress a year
level so that by 2012, it will be a full P-12
school with an estimated 1,500 students.
School finals were held during
June in the gymnasium. Students
were assessed on their designs for
engineering and speed. They also
presented a folio of the design process
and their business plan. The overall
winner was team Sub-Zero consisting
of Jonathan Lanham, Richard Hensel
and Isaac Heuschele who also took
out first prize in the Professional
class for years 10-12. Team Shadow
won first prize in the professional
class for years 7-9 with ‘Lumborghini’
coming in a close second. The team
of year 8 students, Ven-M, won first
in the novice class for years 7-9. The
three winning teams will go on to
represent the college at the Regional
F1 Challenge in August.
Tim Kotzur
Deputy Head of College
Trinity Lutheran College
O
Bring on Beijing!
n 8th August when the
2008 Olympic Games
officially start in Beijing,
Lutheran education in Queensland
will have a significant vested interest
with eight past students of our
schools representing Australia in a
Christine Loan
Marketing Administrative Assistant
11
A
lthough St Peters
Lutheran College’s
Springfield campus has
only been opened since January this
year, there are clear signs that the
benefits of a Lutheran education are
very much in demand.
Situated in of one of Australia’s fastest
growing urban corridors, St Peters
Springfield is well-positioned to offer
people coming into the area the
strong values and traditions that has
underscored St Peters Lutheran College
at Indooroopilly since 1945.
‘It was important to be able to
hand-pick staff, as they are critical
contributors to our own embryonic
culture, but ultimately, it will be our
students who will define us publicly
through their interactions with the
community and each other, their
achievements and their attitudes’
stated Jill Lange-Mohr (principal).
Commencing in 2009 staged
development will include further
classrooms, a community library,
sporting and recreational facilities.
It will all take time, but then again,
they did start 63 years later!
Regional news:
Lutheran Schools Association SA/NT/WA
T
TLC EcoClassroom
atachilla Lutheran
College (TLC)
EcoClassroom was
essentially created to develop in
students and others a sense of the
importance of nature and natural
processes. It is designed to inspire us
all to see the wonder of God’s creation.
The intention is to promote an attitude
of enjoyment and at the same time,
a caring and responsible approach
towards the environment so we can
make a difference in the world beyond.
In 1997 the vision to create an outdoor
learning facility became a reality with
a 2.4 hectare site at the college being
allocated for a dynamic environmental
project. The purpose of the area is
to be a learning place to facilitate an
understanding of plants, animals, soils,
water and the atmosphere plus develop
a knowledge of the geography and
history of the Willunga Basin.
Models used to generate this purpose
built environment were that of preEuropean ecosystems that would
have once existed in the local area.
The first step in achieving the project
goals was direct seeding of a mixture
of Indigenous native plants in a one
hectare section of the area in 1997.
Since then students and the wider
community have propagated plants
through Trees for Life and engaged in
planting activities on an annual basis.
In 1999 a weather station, wetland
pond and feral exclusion fencing were
established. By 2001 walking trails were
developed and seven distinct microecosystems identified and mapped.
constructed, while improvement to
both the physical environment and
education program will continue.
In recent years, the college community
has developed a closer understanding
and appreciation of this special
facility. TLC invites other schools and
community groups to visit this
unique resource.
A breeding program commenced in
2002 with the release of brush-tailed
bettongs and long-nosed potoroos
into the enclosure. Both populations
are continuously monitored by the
members of TLC Student Environment
Council and the Friends of the
EcoClassroom and maintained at
sustainable levels. In the same year,
through the Doorways to Construction
program, boardwalks were built in 2004.
This project has been developed
and maintained through federal,
state and local governments, the
college council, Lutheran schools in
SA, private businesses and in-kind
volunteer support.
Dolores Amos
Tatachilla Lutheran College
Kaurna Tappa, an Indigenous
interpretive trail, was the major
project for 2006. This was developed
in consultation with Kaurna Warra
Pintyandi and describes through
interpretive sign features of the area in
both Kaurna and English.
S
Serving from the heart
erving from the Heart was
the theme of the Alice
Springs Lutheran Schools
Conference. 120 staff from Living
Waters Lutheran Primary School and
Yirara College attended the two day
conference hosted by Living Waters in
June. It was two days full of worship,
workshops, electives, fellowship and
sharing wonderful food.
Students and visitors to the site are
involved in activities and school
subjects including macro-invertebrate
studies, fauna monitoring, threatened
species, night tours, soil monitoring,
water testing, pastoral care, Aboriginal
education, photography, art,
geography and community studies.
Invited guests from the Lutheran
Schools Association SA/NT/WA led
much of the conference. Barry Kahl
(Director) affirmed staff in the work
that they are currently undertaking
and his personal reflections testified
to the undeniable life-giving value
of Lutheran schools both past and
current. Neville Grieger’s (Spiritual
Development Facilitator) insights
into the parables provided heartfood for the spiritual workshops and
Lois Pfitzner (Deputy Director) told
dynamic stories of Lutheran schooling
in the LSA region.
Because of the dynamic nature of the
project, work with the environment
is ongoing. Within a few years an
interpretive research centre will be
On the Thursday evening we had
a social function that gave us the
opportunity to get to know the staff
from each school. This gathering
Tatachilla Garden Group
12
Staff at Alice Springs conference
was attended by the Mayor of Alice
Springs, Damian Ryan. During his
speech he paid tribute to Lutheran
education and the positive impact it is
having in a town like Alice Springs.
The focus of the conference was
vocation and service coming from the
heart, the centre, from one’s personal
relationship with Christ our Saviour.
Serving from the Heart however is
not just a theme for schools and it’s
not just about a job. Serving from
the Heart is about love in action, in all
that we do, all that we say and in all of
our relationships.
Christian love and service is not
about being active in the church but
being active in the gospel.
Corinthians 10:31 tells us ‘... whatever
you do, whether you eat or drink, do it
all for God’s glory.’ In all our activities
we are to serve with a Christian heart.
In all our relationships we are to
love with a Christian heart. Not out
of selfishness to manipulate, or for
reward, or to be seen, but out of love.
We love, in response, because Christ
first loved us. Love the feeling, grows
out of love the action.
As we serve those around us, we a
challenged to have every action,
word and relationship filled with love.
Regional news:
Lutheran Schools Association SA/NT/WA
2009 opening for
Port Lincoln
Howard Springs
Campus opens
eeds are sewn from the
service and giving of one
person to another through
the gifts received from God. The
impetus for the start of Lutheran
schooling in Port Lincoln comes from
such a source.
Now faith is being sure of what we
hope for and certain of what we do
not see. Hebrews 11:1
S
Recipients of care and support after
a devastating bushfire in the lower
Eyre Peninsula the previous summer
attended the SA/NT LCA convention
in August 2005 to express their thanks
for the love and care shown to them
by others. While at the convention
they heard the report on Lutheran
schooling in the district. Impressed
by what was presented about the
purpose, actions and outcome of
the schools, a seed was sewn about
establishing a Lutheran school in
their own local area as a means of
combining schooling requirements,
sharing the gospel with others and
nurturing the developing faith of their
own young people.
Commitment, conviction, vision
and faith have marked the years in
between as thoughts, ideas and plans
come together to realise the dream. A
dedicated group [members of the Port
Lincoln congregation and associated
connections] with an amazing cross
section of talent, experience and
capability have inspired and driven
the investigations in consultation with
the LSA.
T
his was the theme
for the celebrations
that occurred in June
at Good Shepherd Lutheran College
NT. The college celebrated the official
opening of the middle and senior
school campus as well as joining
together with past teachers, students
and families to celebrate the 10th
anniversary. The celebrations reflected
on the fact that through every stage
of the development and expansion
of the college, faith has been the
key. Faith that God will provide land
for the buildings, funding from the
government, staff to teach and
students to attend. The community
gave thanks for all that God has
provided over the last ten years.
Above: Navigator College Council
Chairperson, Kingsley Macdonald with
newly appointed principal, Kaye MathwinCox. (Courtesy of ‘Port Lincoln Times’)
The steps for getting the school
underway continue to move steadily
towards a January 2009 opening.
The anticipated enrolment of 150 at
starting date will span reception to
year 8. The principal [Kaye MathwinCox] has been appointed, the
‘green field’ is undergoing suitable
transformation – with a little brown
mud as an in between stage – and faith
and commitment continue to be the
inspiration as details of establishment
and operation face the planning
community in the coming months.
The opening of the Howard Springs
campus commenced with a Welcome
to Country by Donna Odegaard from
the Larrakia community.
Donna welcomed the college to
Larrakia land and spoke about the
importance of teaching the students
about the Larrakia traditions and
culture. The buildings were dedicated
by Pastor Lester Reinbott and then
officially opened by Barry Kahl,
Director, LSA SA/NT/WA. Students
from both the primary and middle
school [pictured below] led the singing
and the service was ably led by the
college captains, Nicole Klau and Aaron
The school has been named Navigator
College and we pray that through
its community witness to others
the strong Christian spirituality
component of its multi-dimensional
navigation will be the beacon
envisioned by the founding group.
The school will be located within the
Port Lincoln city boundaries in a ‘green
field’ site adjacent to a waterways
residential development identified as
the Lincoln Lakes Marina. Next to the
school site is the hub of a significant
number of major sporting bodies of
the town. Courts, ovals, pitches and
associated facilities will be in existence
for immediate use by the school with
anticipated further development in the
years ahead.
13
Simpson. Despite some unusual gusty
winds that managed to send projector
screens tumbling and dust flying, the
ceremony went off very well.
The community then had a 10th
anniversary dinner and was fortunate
to hear John Heffernan, the founding
principal, talk about his experiences
of those early days dealing with
everything from sewage pumps to
curriculum writing. John also shared
his delight to now see that the
enrolment has grown from the 18
students on the first day to currently
over 400. The weekend concluded
with a church service. It was a fantastic
time that highlighted the role that the
college has played in the lives of the
children who attend. Students spoke
openly about their faith and how the
college has helped nurture that faith.
Claudia Squire a year 5 student said:
Being at Good Shepherd is a wonderful
experience. I have been at Good
Shepherd Lutheran College since
Transition and since then I have learnt
so much about God and life. I have
become a Christian and I have extended
my Christian life by just recently getting
baptised last year. Thank you Good
Shepherd Lutheran College.
This testimony sums up better than
anything else the role that Lutheran
schools play in the lives of the
students that are taught.
Julian Denholm
Principal
Good Shepherd Lutheran College
Palmerston, NT
Regional news:
Lutheran Education South Eastern Region
A
A Hong Kong experience
s flight CX 134 sat at
the end of the runway,
15 staff members
from Horsham Lutheran Primary
School adjusted their seatbelts,
said a quick prayer and wondered
what they had let themselves in
for. There was an air of excitement,
nervousness, apprehension and a
sense of adventure as we made our
way to Hong Kong and the Kimberley
Hotel in Kowloon, which was to be our
home for ten days. No rest for us this
Easter, although it would be a slight
exaggeration to say that the tour was
all work and no play. We were on a
mission to visit Lutheran schools in
Hong Kong and learn as much as we
Students from Victory Lutheran College, Wodonga
D
A successful joint venture
uring June four
students from Victory
Lutheran College,
Wodonga, joined with eleven students
from Mt Beauty Secondary College on
a Malaysian Airlines flight, bound for
Kuala Lumpa and Sarawak. They were
accompanied by five adults – teachers
and helpers.
The group spent eight days in Sarawak
in the city of Kuching which we used
as our base ‘camp’ staying in the
Holiday Inn – a well appointed 5 star
hotel. From there we travelled into
Bako National Park where we walked
through mangrove forests and tropical
jungle, seeing Proboscis monkeys in
the trees, lizards and hermit crabs.
We travelled up the Lemanak River by
longboat, and stayed in a longhouse
guest house which led to many
wonderful experiences: meeting the
chief and witch doctor and families of
the longhouse, lunching next to the
river, jungle walks and much laughter
and cards games at night after joining
in activities with the families of the
long house.
On return to Kuala Lumpa there was
shopping, sight seeing and bargaining.
We also visited a secondary school in
Kuala Lumpa where we were made
very welcome. The students mixed
extremely well and our students taught
them how to kick a football (Aussie
rules that is). We returned home after
twelve days of mixing and meeting
new students, new cultures, hot and
humid weather, wonderful food and
very kind and friendly people. The
trip was a wonderful success with the
students received many compliments
on their positive behaviour all the way.
GET organisation was wonderful and
everything went according to plan with
no sickness or accidents. We did get a
chance to practise our language skills
even though Bahasa Malay is a little
different to Bahasa Indonesia. Roll on
the day when we can go to Indonesia!
Hong Kong Island
Barbara Cain
Indonesian teacher
Lutheran Tsang Shng Siu Leun school
14
could about Lutheran education in
a range of schools within a different
cultural setting. Although it must also
be said that some went with the aim of
filling their cases with $10 Gucci bags,
$12 Rolex watches and other bargains,
but that’s another story.
As we travelled from the airport to
our hotel we were struck by the sheer
number and size of the highrise
apartments that filled the landscape,
and yet this still didn’t prepare us for
the hustle and bustle of the streets of
Hong Kong. Nathan Road at 9:00pm
was about as diametrically opposite to
the main street in Horsham as you can
possibly get and this was one of the
many things we wanted to experience
during our tour.
Regional news:
Lutheran Education South Eastern Region
Highlights of our tour were many and
varied and included: a two-day visit to
the Hong Kong International School, a
meeting and lunch with the President
of the Lutheran Church Hong Kong
Synod, Dr Allan Yung, a Chinese
worship service with an English
interpreter, youth fellowship activities
at Lui Cheung Kwong Lutheran College,
and day visits to Lutheran Tsang Shing
Siu Leun School and St Matthew’s
Lutheran School. During our school
visits we met and spoke with staff and
students and even managed a little
bit of teaching as well. Wherever we
went we were overwhelmed by the
warmth, generosity and hospitality of
people and their desire to find ways to
improve the educational opportunities
for their students.
a dozen of our students to Hong
Kong where they will spend a week
attending classes at Tsang Shing Siu
Leun School. It is hoped that this
will be followed by a return visit to
Horsham by a group of their students
and staff.
After an amazing visit to this dynamic
part of the world, where they are
intentionally developing themselves
to be a truly global city, what next?
Our visit became the foundation
for our Chapel theme of Mission
Opportunities; local and global. It
seemed quite natural that from this
theme we began to ask ourselves
how we might help some of those
in our global Lutheran school family.
Wanting to further our relationship
with Lutheran Tsang Shing Siu Leun
School, we are sponsoring their
Developmental Dean, Mr Ho Tak (John)
Chan, to attend ACLE and then spend
some time with us in Horsham. To
assist with their students’ acquisition
and development of English skills,
planning is underway to take about
Our study tour to Hong Kong was a
great trip, but may prove to be just the
first step of a longer journey.
Jeff Gork
Principal
Holy Trinity Lutheran School
Horsham
50 years of Lutheran
education in Dimboola
S
t Peter’s Lutheran Primary
School in Dimboola
recently celebrated its 50th
birthday. Many ex teachers, students,
principals, school council members
and parishioners returned to Dimboola
for the weekend of celebrations, which
concluded with a worship service
on Sunday morning. This was led by
Pastor Greg Pietsch, a past student
and current president of the Lutheran
Church Victorian District.
Steve Pugh (1993-1997) and Stuart
Ahern (1982-1987). Each principal,
together with current principal Leon
Kroehn (principal since 2001) provided
guests at dinner with amusing
anecdotes of their time at St Peter’s.
These were added to by students
who attended the school in each
principal’s term.
Whilst currently a small school, over
700 students have attended the school
since it began in 1958. Although
some students have since left the
district, there are a number who have
remained in the Dimboola area, have
sent their children to St Peter’s and
third generation students are now
enrolled in the school.
The school was recently painted and
the garden area given a ‘make-over’.
Each classroom boasts an interactive
whiteboard and is well-resourced.
Students in the school are given every
opportunity to enjoy and celebrate
learning together.
Former principals of the school who
attended the dinner on Saturday
night were Alan Wiebusch (1968-1972),
Stephen Rudolph (1978-1981),
Hong Kong Lutheran school - Senior school assembly and play area
Hong Kong International school Junior school play area
St Matthew's Lutheran school and
play area
Dimboola principals (from left): Steve Pugh, Leon Kroehn, Alan Wiebusch,
Stephen Rudolph, Stuart Ahern
15
The treasure within – revisited
climate change, energy requirements
and terrorism. The successful
growth countries have embraced
globalisation, which requires total
commitment to the market economy.
Those European countries that limit
the market by keeping taxes at levels
to safeguard social security or protect
the rights of workers will not prosper
in the new global world order. The
market seems to be the ultimate
value – pursue market values and the
treasure in the new globalised order
will be yours.
. . . the kingdom of God is like a
treasure hidden in a field . . . and for
joy over it he goes and sells all that he
has and buys that field. [Matt 13:44]
M
athew’s parable
of the great
treasure tells of
a person who knows exactly what is
being looked for – what the treasure
is; the person sells everything,
demonstrating total commitment to
the task of finding the treasure; and
then goes about the task of treasure
seeking with joy. The parable is an
uncomplicated picture of the kingdom
of God and of life generally.
Politicians also like to tell an
uncomplicated story (create a narrative
the journalists would say) that makes
all that they say convincing. The 2007
Australian election was about who
told the best story about the future.
Emphasising such future-oriented
themes as youthful leadership,
climate change, bandwidth and an
education revolution was seen as
important in contributing to the
present government’s electoral
victory. Preparing well for the future
was seen to be the ultimate goal or
treasure, if you like, that the electorate
was seeking.
Lutheran
Not all societies would tolerate the
inequalities Watson describes in the
USA especially in New Orleans post
Katrina. How do countries decide
between adequate social care and
the low taxation regime required in
the market economy? It all depends
on what the treasure is. Life is about
identifying what the treasure is and
having a commitment to pursue it.
Two recent books focussed my
thinking about ultimate beliefs and
what societies treasure about what
is regarded as desirable and fully
satisfying. The ultimate treasure
makes sense of life and looks to a
better future.
As we pursue our treasure may we
do so with clarity and with energy.
The parable of the treasure also
calls for us to go about our task
with joy. Our treasure should also
be like that parable of the treasure
– uncomplicated. Then the little
treasures in front of us can have
something to really treasure.
Adrienne Jericho
Executive Director
Lutheran Education Australia
It is now ten years since Jacques
Delores presented the UNESCO
report, Learning: the treasure within.
This timeless report is a reminder
that the real treasures are within,
and educators have the privilege of
ensuring that they do not stay hidden.
Delores challenged us that education
was about:
•
•
•
•
Robert Shapiro in Futurecast 2020
paints a picture of the great themes
to be faced in the next decade – the
fundamental changes in demographics
with the impact of ageing, the primacy
of globalisation and living with just
one superpower and threats from
Australia
It was very clear what the Delores
report valued and saw as the treasure.
A vision for learners and learning in
Lutheran schools is a framework that
outlines what Lutheran Education
Australia values.
What is our treasure? What treasure
do our students see as important for
us as individuals, as individual schools
and as a group of Australian Lutheran
schools? What is the story that we tell
from which others learn about what
we treasure? What do we want our
students to treasure?
In American Journeys Don Watson
reflects on his journeys by train and
road through America investigating
and trying to makes sense of ‘its
confidence, its religions, its heroes, its
violence, its material obsessions and
its stultifying contradictions’.
He notes that despite the inequalities
and paradoxes, the seemingly infallible
belief prevails ‘that if I am an American
I am as free as can be’. There seems
to be a belief that as long as there is
freedom, ‘I will forgive the things that
my country does that are not in my
dreams or nature’. For the people that
Watson spoke to freedom was the
ultimate belief and value – the treasure
as it were.
Serving Australian Communities Through Christ Centred Education
to education and not to narrow its
vision by viewing education simply as
the gateway to a globalised
market economy.
Learning to be
Learning to know
Learning to do
Learning to live together
These four pillars of learning were
a powerful framework with which
to think through what happens in
schools. The report was a challenge to
governments to value education and
particularly a holistic approach
16
A joint publication of
the national and regional
offices of Lutheran
Education Australia. 197 Archer Street,
North Adelaide 5006
Tel 08 8267 7318
Fax 08 8267 7320
Email [email protected]
A full list of references for the
articles in this issue is available
from the LEA office.
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