Honour Forgotten

Giving Honour, which I have looked at in some recent posts, is a matter of the heart. We are commanded to give honour, not as an outward form but as a heart choice. The problem in our society is that we have lost the notion of honour and only the form remains.

In bygone eras the giving of honour was a matter of character training. Children and youth learned to hold people in a place of honour. From that heart to give honour the child would happily do the things that expressed the honour in their heart.

When I was a child, and that wasn’t so long ago in historical terms, children still called adults by a title, such as Mr Jones or Mrs Smith. We were taught to respect our elders. Adults could not be spoken to the way we would speak to another child in the school yard. We had to say, “Excuse me”, when we wanted their attention. We had to wait for them to give us their attention before speaking. And so it went.

In a generation before mine it was customary for children to remain silent in the company of adults. At the dinner table, for example, children were to sit quietly and not speak unless spoken to. This behaviour pattern expressed honour to the adults and humility and self-control on the part of the children.

In the middle of last century it was still considered reasonable for a wife to serve her husband. She might prepare a hot drink for him and fetch his slippers to make him comfortable.

When travelling in a bus or train children were to give up their seat to an adult and everyone would give up their seat for an elderly person.

Honour was given to adults, the aged, those who were in positions of responsibility, those needing care, and so on. However, many people only learned the form, and not the heart attitude of honour that went with it.

In a previous post I pointed out that honour is a visible process. I’m going to almost contradict myself here, by noting that it is possible to go through the external motions, but not actually have the right heart attitude.

What happened historically was that children were taught to do the right thing, but not to feel the right heart attitude. Giving up their seat to an adult was seen as a duty, like a chore, but not as an expression of honour for that person.

Wives were told to please their husband, but as a matter of duty, not as an expression of the honour that was to come from their heart.

Children were told to be silent but did not understand why. So they demanded to be heard and no-one knew how to deal with that.

The actions have all but disappeared, because the people trying to teach them only held them as duties and appearances that had to be kept up. When the actions were challenged or disobeyed the teachers could not come up with a compelling reason to reinstate the lost practices. The problem? The practices had become a hollow and empty form of the process that was remembered. The action prevailed for a season, without the true heart basis upon which the actions were built.

We need to rediscover ‘honour’ and that will be reflected in actions that express honour to others. But it starts in the heart. If a child despises their parent then forced acts of honour are vain. If a child has no heart for the elderly then they will resent having to give up their seat for those people.

Honour has been forgotten and needs to be rediscovered. I pray that the Lord give us grace to make that discovery and to change the way people behave because we are able to transform their hearts first.

Disqualified Man

The lecturer stood to the podium and cleared his throat. Within moments he began his tirade, railing against all manner of things which he disdained. He was highly educated, enviably intelligent, eminently successful, supremely qualified, unanimously endorsed and ever so arrogant in that pre-eminent place.

One of the students turned to a friend and began discussing some trifling matter external to the whole proceedings. The student persisted in his disruption and spoke louder by the minute until many were distracted, including the speaker.

Finally the lecturer stopped his rant and called to the distracter, in an angry and contemptuous tone, demanding, “Do you know who I am?”

The student stood to his feet, paused and then spoke clearly for all to hear. “Yes sir. You are a jerk!”

Taken aback, the lecturer bore into this foolish lad with biting sarcasm. “And what makes you so sure you’re not the jerk?”

The young man explained. “Sir, you are a rationalist, are you not?” The lecturer nodded his agreement. “And you don’t believe in anything more significant than man.” “Of course not!” came the reply.

“So you place your trust in the abilities of the human mind?” The lecturer paused for a moment then gave a nod. “Then sir,” the young man continued, “I contend that you are a Jerk!”

“That’s outrageous!” the lecturer responded. “Certainly not.” The young man hastily replied. “I am human and I have as much right to an opinion as any other. In my opinion, sir, you are a Jerk!”

“Then get out of my lecture!” The lecturer demanded. “No sir, I choose not to do so”, was the reply. “I demand that you go!” “But sir, you have no more right to speak than any other. You have already admitted so.” The lecturer struggled to see how anything he had said gave any significance to this upstart.

The young man continued. “Sir, you have assured me that there is no greater authority in the universe than humans. So there is no morality or dignity apart from what men choose to give each other. I choose to give you none whatsoever. You are thirty years older than the rest of us, so you are out of touch. You were educated before many of the advances we take for granted, so you were taught things we wouldn’t teach today. Mankind and human society have evolved beyond the things that made you what you are. So I say, you are a Jerk!”

The lecturer scanned the room then tried to continue his presentation. Once he had finished his first sentence the student also began addressing the group. Both voices resounded in competition until the lecturer realised he was getting nowhere.

The young man continued. “Here is a man who has denied his own dignity. By enshrining the mind of man he has debased himself to being nothing more than one animal contending with others. He has no right to any moral authority. He has no right to assert his opinion over another. His whole life is of no substance and no consequence. Once he is dead he will soon be forgotten. His opinions will be outdated and his science displaced by later insights. He has thrown his whole life in the trashcan in the vain belief that it will ennoble him. Therefore I say, without equivocation, that he is a Jerk!”

The lecturer watched on, bemused, as the young man abducted his whole class. “Here is a noble being, graced with intellect, experience, insight and abundant personal resources, yet who cannot recognise the dignity of who he is. Instead of acknowledging that God has graced him and given him privilege and significance, he has denied the very existence of God and thus relegated himself to the status of just one more rat on the rubbish heap.”

“Sir, I contend that you are much more than you think. You are worth far more dignity than I have shown you today. I have withstood you now, not because I despise you, but because I want better things for you. I want you to enjoy the amazing wonder of God’s design and purpose in your life. But you insist on being a jerk. You insist on pretending that you have no value at all, except what you can demand from others who have no particular value at all.”

“Sir, I am about to sit. I do so because I want to hear your lecture. I want to be enriched by you. I want to be ennobled by you. But if you deny your own nobility you deny me the richness of the grace God wants to give me through you. Sir, please acknowledge God’s goodness in you. And please continue with your lecture.”

The young man, still standing, began to applaud the lecturer. As he did so he sat down. Everyone applauded, and it seemed they were applauding the lecturer, yet surely they must have been applauding the speech they had just heard.

When the din subsided the lecturer tried to speak. He was not exactly sure what to do next. He finally cleared his throat and said, “I think we have all heard enough today.” With that he turned to gather his papers.

The young man sprang to his feet and began applauding vigorously again. In moments the whole student body rose to its feet, some hooting and hollering while others simply clapped and smiled.

This story continues in a later post – “Disqualified Still?”

Click the link to go directly to the continuation: DISQUALIFIED STILL?

Learning – extra 3 R’s

You’ve heard of the 3 R’s – Reading, Writing and ‘Rithmetic. That’s the junior school learning that we all have to undergo. But once we’ve moved on from the first 3 R’s there’s an extra 3 R’s that enhance our learning. Many of the posts on this blog site have the extra 3 R’s in mind.

The extra 3 R’s are: Reasoning, Repetition and Recall.

Reasoning is the ability to think clearly and to see through the bluff and guff that is thrown at us all the time. If a person cannot reason well they will fall prey to the mind games and delusions of others. This site helps you reason things out by presenting clearly stated Biblical and other insights in a simple and reasoned manner. You don’t have to agree or disagree with what is posted, but the posts will stimulate your thinking and help you foster good reasoning processes.

As an instinctive teacher, Repetition and Recall are favourites of mine. Long ago I discovered that the way to master things and to lock them away for long-term access involves hearing things multiple times (that’s where Repetition comes in) and being prompted to bring something back from the back our your mind (that’s the Recall component). Good exam preparation, for example, should involve repetition, but also test questions that force the student to recall what they have learned. Spot quizzes, revision questions and similar tests are great for recall.

As I prepare various posts I am naturally inclined to remind you of things that I may have not spoken about for a while. That process prompts both repetition and recall. With the logophile, vocabulary subject, I’d like to get you doing some daily repetition and recall. The same goes for the church history posts.

That’s why I recommend that you subscribe to the daily email service built into this blog. Click the link on the lower left of the homepage and subscribe to receieve an email each time a new posting is made. Those frequent repetitions and reminders will be part of your on-going learning experience.

You’re never too old to keep learning and growing – so activate those extra 3 R’s by subscribing to the email feed of this blog.