Tag Archive | Briarwood Christian High School

Not Satisfied with Half the Picture: My Quest for Truth Beyond Tradition

In April 2017, Dr. Rivkah Lambert Adler sent out invitations to participate in a book project with the working title, Ten From The Nations: Exploring the Torah Awakening Among Non-Jews. Her motivation is to increase awareness of the fact that we are witnessing the gradual fulfillment of Zechariah 8:23. She did so by compiling testimonies from non-Jews who have experienced a Torah awakening of some sort, and from Jews who are actively building relationships with those who are stepping forward from the nations. Her book includes the voices of Christian Zionists, Bnei Noach, Ephraimites, Gerim and more.
It is an honor to be one of those invited to submit a testimony. What follows is the story of my journey into an appreciation of Torah and the Hebraic roots of my Christian faith.
For more information on Ten From The Nations, visit http://www.tenfromthenations.com/.

For the first few years of my life, people fell into one of two categories:  white, or black.  Then the rules changed and the world got complicated.

Scenes of my formative years. Left: going to church in Pensacola, Florida, with my father and older sister in 1962. Right: Dawson Memorial Baptist Church (with Pastor Edgar M. Arendall) and Briarwood Christian School in Birmingham, Alabama.

The world into which I was born was white, Southern, and Baptist.  That was in 1961, when the requirements of my father’s career in insurance caused my parents to depart from their native Alabama and take up temporary residence in Pensacola, Florida.  As we moved back to Alabama in 1963, the Civil Rights Movement entered its most active stage.  Dr. Martin Luther King, Jr. wrote his Letter from Birmingham Jail, sit-ins and marches defied segregationist strongholds, and the Federal Government took steps to correct a longstanding injustice.  Little of this turmoil impacted me until 1968, when a Federal judge ordered the desegregation of Birmingham’s public schools.  One day I went to school with my all-white third grade class of about 20 students; the next day the class had swelled to over forty, half of whom were black.

I cannot say whether the addition of so many new playmates of color caused any trauma to myself, but I know that it shook my parents to their core.  At the end of that academic year, they removed my brother and me from the public school, opting to make the financial sacrifice of placing us in the sanctuary of a Christian academy where we could receive a better education.  It also had the advantage in their eyes of being an all-white school.

Well, almost.  What may have escaped their notice was that Briarwood Christian School had a non-discrimination admissions policy.  That explains the presence of one black child in the kindergarten – the only black child enrolled there during my years at Briarwood.  My education was hardly interracial, and yet this turn of events triggered inexorable alterations to my worldview.  By the age of 8, I learned that the antiseptic white society into which I had been born was less utopian than I had been taught.  There was a world of color awaiting my exploration, and a host of questions that the scripted answers could not begin to satisfy.

What I had been taught was not all wrong.  Much of it was right, but it was incomplete.  So was the worldview of my black counterparts –much of it quite right, but incomplete.  Our combined worldviews formed a far more complete picture, with the white perspective filling gaps in the black perspective, and vice versa.  Thus my education proceeded along two parallel tracks:  a formal track provided by the teachers and preachers at school and church; and an informal track hidden in the recesses of my heart and soul and mind.  The hidden track evaluated everything presented to it, often reaching conclusions at odds with the accepted norms.  Hence the reason it remained hidden.

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“When Troubles Come”: A Tribute to Dr. Edgar M. Arendall

How do children learn to be adults?  More importantly, how do they learn to be real men and real women?  More importantly still, how do they learn to be godly men and godly women?  Two men of God, Moses and the Apostle Paul, give us the answer:

Hear, O Israel:  The Lord our God, the Lord is one!  You shall love the Lord your God with all your heart, with all your soul, and with all your strength.  And these words which I command you today shall be in your heart.  You shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up.  You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes.  (Deuteronomy 6:4-8 NKJV, emphasis added)

You therefore, my son, be strong in the grace that is in Christ Jesus.  And the things that you have heard from me among many witnesses, commit these to faithful men who will be able to teach others also.  (II Timothy 2:1-2 NKJV)

Molding godly people out of irresponsible children is a task for mature, godly men and women who determine purposefully to pass on what they know.  It is a conscious decision which carries weighty responsibility and a lifetime commitment.  The heartaches can be many and wearisome, but the rewards are far greater, not only for the individual, but for all humanity, and for the Kingdom of God.  Few answer the call of godly mentorship and discipleship.  That is a tragedy played out before our eyes in broken lives and broken nations.  And yet it only takes a few to reverse that trend.  One man may speak volumes into the lives of many young people.  Our Messiah Yeshua showed us the model; the 12 men He discipled changed the entire world.

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