
Of course, as a theologian, I was delighted to have this conversation with my son. It was fascinating to see how his mind worked, to hear him evaluate the strengths and weaknesses of high and low Christologies, to hear how he resolved the question himself, and to have an opportunity to share my own thoughts with a genuinely engaged, truly curious, and attentively listening dialogue partner in the person of my teenage son. Not too shabby a victory for any parent!
As we talked, he continued to provide context for the question, which began as a classroom debate in his high school theology seminar. Apparently, the students were tasked with taking some element from their in-class discussion, evaluating it, and then applying it practically by a twofold retrospective reflection in which the students were 1) to identify a specific situation in their life that could have gone better and 2) to share how their insight drawn from class would have made all the difference. Now, my son expressed a bit of frustration with this assignment because he would have preferred to discuss how today’s insights might help him in the future, rather than to dwell in the past. As his wheels turned, I left him alone to puzzle out his assignment, with the promise that I eagerly would return in an hour to see what he produced, accompanied by my own essay on the same task.
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