Childhood Christmas memories

When I was a little boy, Santa Claus brought our Christmas tree along with the stockings filled with small gifts and candy. The whole family would go to church on Christmas Eve for the Sunday School program, and when we got home my parents would hurry me off to bed, warning me that “Santa won’t come until you’re asleep.” Then my parents would stay up for what seemed like hours. I would even hear my mother vacuuming, and I would wonder why she didn’t go to bed, since Santa wouldn’t come until she and my father were asleep.

In the morning the tree would be in the living room, lights glowing, covered with ornaments, and many family presents under the tree. Of course back then the Christmas tree was enormous—it towered all the way to the ceiling. These days I barely need a stepladder to touch the top of the tree. They just don’t make Christmas trees the same any more.

We always had a real tree, and we always kept it up for all twelve days of Christmas, so I suppose it made sense for it not to appear before Christmas Eve. We had other Christmas decorations up through much of December. My mother would cut evergreen branches and weave them into a wreath for the front door. We had a ceramic nativity scene on a card table in the living room. My father would hang lights on the spruce tree in our front yard. Some years I would make ornaments for that tree. My mother saved the plastic trays that came with the meat, and on a long December Saturday or Sunday afternoon she would give me some of those trays and her collection of cookie cutters. I would trace the cutters onto the trays, cut out the shapes, and color them with crayons. I’m sure that kept me out of the way while she baked Christmas cookies and peanut brittle and fudge.

My father took off one weekday in December so the family could go downtown. My parents liked to see the Christmas decorations in the stores, but they told me the reason for the trip was so I could tell Santa what I wanted for Christmas. The men who dressed like Santa Claus in the suburban shopping malls only worked for Santa, but the man in the downtown department store was the real Santa Claus. Santa always made me feel nervous when I was little. It didn’t help matters that my parents and I had to stand in line for an hour or more to get to Santa, surrounded by other children and their parents. Frankly, I would have been content to stay home and write Santa a letter, but the trip into The City was an important tradition for the whole family.

The Sunday School students practiced for the Christmas Eve program on Saturday mornings in December. The smallest children sang “Away in a Manger” and “God Loves Me Dearly,” and older children sang other traditional hymns. We also had speaking parts, most of which were verses from the Bible. A few children would be selected to portray Mary and Joseph, the shepherds, the angels, and the wise men. I cannot remember which of those roles I played over the years. I do remember saying the verses from Luke that Linus recites for Charlie Brown to explain the meaning of Christmas. I remember the pastor’s wife standing in the back of the church during rehearsals, shouting, “I can’t hear you singing!” My memory is probably exaggerating, but it seemed that she did that every song, every Saturday, every year.

On Christmas morning once everyone was awake—and most years that happened earlier on Christmas morning than on any other morning, expect perhaps Easter—we would sit in the living room and unwrap the gifts in our stockings. Those were from Santa Claus, and the tradition was to shout, “Thank you, Santa,” for each gift we opened. Then we would tackle the gifts from family, which were under the tree. My parents gave me practical things like clothes. My out-of-state grandparents gave me the best gifts—one year a chemistry set, another year an electronics kit, and still another year an electronic Battleship game. Only recently did I learn that those grandparents always sent a check to my parents, and my parents actually chose their gift.

Around noon my in-state grandparents would arrive. We would exchange gifts, and then every member of the family had to show what gifts we had already opened that morning. The gifts stayed under the tree for several days before they were gradually gathered into the household possessions. Each member of the family had a certain section under the tree where our gifts were left. Early Christmas afternoon, we would have a grand dinner, much like the meal we had eaten a month earlier for Thanksgiving. I had to try a little bit of everything, even the sweet potatoes, which I already knew I didn’t like. My grandparents would visit with us through the afternoon. Sometimes we would work a jigsaw puzzle together. Then we had supper: sandwiches and maybe some leftovers from the grand dinner.

Often my favorite Christmas gift was something small in the stocking. One year it was a book about a man who lived in a white house on a street where every house was exactly the same. Every time he tried to make his house look different—such as planting a tree in his front yard–all the neighbors liked what he did and imitated him. Finally, he painted his house purple. When the neighbors again liked his idea, they were able to agree to choose different colors for their various houses. I read that book several times that Christmas day. Another year I got a Slinky in my stocking. I loved playing with that all afternoon, watching it walk down the basement stairs. When more family dropped by that evening, one of my cousins tried to take the Slinky away from me. I held on to it, and it was ruined. I was heartbroken. Christmas was early in the week that year, but Santa came back on Friday night and left a new Slinky for me to find by the fireplace Saturday morning.

My household has developed its own Christmas customs. Some are like those I had as a boy; others are different. The Sunday School program is on a Sunday in the middle of December instead of Christmas Eve. We go to the early Christmas Eve service, the big candlelight service at midnight, and the Christmas morning service. Christmas morning is my favorite. Our preacher not only keeps Christ in Christmas, but he also keeps the Mass in Christmas Day. A smaller group of people comes, but the joy of the holiday is warm and genuine.

May each and every one of you have a Merry and wonderful Christmas this year. J.

Six Christmas movies

Of the dozens (if not hundreds) of movies that are connected with Christmas in some way, a few have become family favorites and holiday classics. I’m sure everyone who celebrates Christmas has his or her own list of favorite Christmas movies. These happen to be six that my family and I try to watch around Christmas most years.

A Miracle on 34th Street (1947) begins with the Thanksgiving Day parade in New York City and ends on Christmas Day. A gentleman who looks like Santa Claus also claims to be Santa Claus. A mother and her daughter are skeptical of his claim, for obvious reasons, but when the man is committed to an institution for his belief, their neighbor (an attorney) takes up his defense. The movie tackles commercialism and cynicism in the modern observation of Christmas. Although it has no distinctly Christ-centered message, it still inspires a sense of genuine holiday spirit. Starring Edmund Gwenn, Maureen O’Hara, and Natalie Wood.

It’s a Wonderful Life (1946) lost money at its original release, but it gained popularity when it was shown repeatedly on television each December due to a failure to protect the movie’s copyright. A man is in despair over a large amount of money missing from his business. His guardian angel views a summary of the man’s life, then intervenes to rescue the man from attempted suicide by showing him how poor the world would be if he had never been born. Elements of this movie are widely imitated in movies and television shows. Although the movie completely fumbles the truth about angels, it is still an enjoyable production, and it does provide some cultural history for the first half of the twentieth century. Starring Jimmy Stewart and Donna Reed.

A Christmas Carol (1951) is the classic story by Charles Dickens that has been filmed a number of times. Ebenezer Scrooge is a dedicated and driven businessman who has no use for Christmas and little regard for his fellow man. The ghost of his dead partner arranges for Scrooge to be visited by three spirits representing Christmas past, Christmas present, and Christmas future. His experiences with these spirits entirely changes Scrooge’s personality, including his enjoyment of Christmas and his concern for his neighbors. The 1951 version is vivid with its depictions of the Christmas spirits. Starring Alastair Sim as Scrooge, with a small part played by Patrick Macnee, who also introduces my family’s recording of the movie.

A Christmas Story (1983) is based on the writings of Jean Shepherd, writings which I read in elementary school before the movie was made. The first time I saw the movie, the events in the story seemed strangely familiar, until I remembered reading parts of the book. A Christmas in the late 1940s is remembered by an adult Ralphie, with all the exaggerations that a child’s mind contributes to perception and memory. The movie does a splendid job of taking literally the descriptions from the book. The visit to Santa Claus at the store is almost identical to the visits to Santa I remember from my childhood. Starring Peter Billingsley as the young Ralphie.

The Lion in Winter (1968) takes place on and around Christmas, but there is no Santa Claus, no guardian angel, and no sudden change in personality after dealing with Christmas spirits. The year is 1183, and King Henry II of England has gathered his family for the Christmas holiday with consideration toward choosing an heir among his three sons: Richard, Geoffrey, and John. (Two of the three will reign after Henry.) King Philip II of France also attends this family holiday, as does Henry’s wife, Eleanor of Aquitaine. Filled with rivalry, deception, and plans within plans, the family gathering reveals the darkness of the human heart. The script is rich with vocabulary and rhythm that seem appropriate to the medieval setting. Starring Peter O’Toole, Katherine Hepburn, Anthony Hopkins, Nigel Terry, and Timothy Dalton.

The Passion of the Christ (2004) helps my family and I to remember the reason for the season. (Before this movie was available, we watched Jesus Christ, Superstar, for the same effect.) From his prayers in the Garden of Gethsemane, to his death on the cross and his resurrection, Jesus Christ is shown bearing the sins of the world to defeat evil and rescue humanity. Some critics complained of the realistic depiction of Christ’s sufferings, but for many believers the reality of the suffering makes the point of the movie more convincing. Directed by Mel Gibson (whose hands appear as those of the soldier nailing Jesus to the cross), and starring Jim Cariezel as Jesus.

Many more movies could be listed, but these six are those that I am trying to see this Christmas time. J.

But can you prove it?

Christians believe in God, but can we prove that God exists? Christians believe that God is known only through Jesus Christ, but can we prove that our religion is right and that all other religions are wrong? Christians believe that the Bible is God’s Word, the only reliable source of information about God, but can we prove that the Bible is true and dependable, without any human errors?

One problem with proof is that it is difficult to judge. No one is impartial on these questions. People either believe these things or they do not believe them. Much evidence can be offered to show that God exists, that he is known only through Jesus Christ, and that the Bible is God’s Word. Christians find great comfort in this evidence. Unbelievers seem always able to counter with evidence against Christianity which they find more persuasive. Frequently, conversations involving God and proof degenerate into two clear lines of battle, each side convinced that it is armed with the stronger and better evidence for its position.

A second problem with proof is that God is above such matters. Proof relies on reason and logic, and reason and logic themselves have their origin in God. God is not less than reasonable, but he is more than reasonable. Therefore, reason cannot fully grasp the truth about God. The existence of God cannot be detected in a laboratory. He is the Almighty Being, not the subject of some experiment. If some people are unable to detect God in the universe, the problem is not with God. The problem is with the method they are using to search for God.

The third problem with proof is that believers do not need proof. We already know from experience that God exists, that he is known through Jesus Christ, and that the Bible is God’s Word. We take these things for granted, because their truth is a familiar part of our lives every day. You need no proof that your best friend exists, or that the members of your family who you see every day exist. You encounter them and interact with them. In a similar way, Christians encounter God and interact with God, making proof of his existence entirely unnecessary.

If believers do not need proof, and unbelievers do not acknowledge proof, then why even discuss the existence of God or the other beliefs that Christians regard as important? Two reasons can be given to look at the proof. First, it reinforces and strengthens faith to consider the proof of what is true. Second, it makes conversation possible between believers and unbelievers. Those who have firmly decided not to believe will not be swayed by the most convincing evidence. Others, however, are willing to maintain an open mind. As they consider the proof, they might meet God himself and find themselves in a relationship with him.

Of the many ways of demonstrating the existence of God, four classic proofs are seen by Christians as fully convincing. First, the existence of creation requires that there be a Creator. No one can build a watch by dropping the pieces of a watch into a bag and then shaking the bag until chance brings the pieces together to form a working watch. Likewise, believing that the sun, the moon, the earth, and all the living beings on the earth are merely the results of a string of random events requires far more faith than belief in a Creator. The very order in the universe is a second proof for the existence of a Creator. Creation attests to the intelligence and wisdom of God, to his creativity and sense of beauty, and even to his sense of humor. Third, the existence of personality in some created beings reveals that the Creator also must have personality. As a stream does not rise above its source, so personality cannot randomly appear in the universe. It must have its origin in something similar. Fourth, the distinction between good and evil, between right and wrong, is proof of the existence of God. People do not make their own rules—or, when they do, other people point out that those rules are wrong. For anything to be wrong in the universe, there must first be a Source of what is right. Wrong is then identified as anything that contradicts that Source or rebels against him.

Granted that a God exists, how is one to know which of the many religions in the world are correct? Are they each right about some things and wrong about others? Are they merely stating the same truths with different cultural forms? Or is one religion clearly right, making all the other religions wrong? Those who study religion often distinguish between beliefs, practices, and ethics. While beliefs and practices vary greatly among religions, ethics seem to be roughly the same in all religions. All religious people believe that what is holy should be honored. All religious people believe that they should be kind and helpful to one another. The “Golden Rule”—that each person should treat others the way he or she wants to be treated—is stated by nearly every great religious teacher throughout history. Religious people know that they should do what is right. They know they should not do what is wrong. Most religions, however, teach that if someone has done something wrong, they must try again to do what is right. The uniqueness of Christianity is the message of redemption. Only Christians believe in a God who sacrifices himself to rescue his people from all that is wrong. Other religions tell stories about gods visiting their people. Many religions tell stories about the death and resurrection of a god. Only Christianity proclaims that God won a victory over evil and shares that victory with undeserving sinners. For this reason, when discussing religious teachings with unbelievers, it is helpful to skip over the proofs of God’s existence and start with Jesus of Nazareth: the proof that he existed (which few historians doubt), the proof that he began the movement which is known as Christianity, and especially the proof that Jesus died and was buried, but on the third day he rose again from the dead.

What proves that the Bible is God’s message to his people, a book to be treated differently from all other books, a book to be used to evaluate all other books? Only the Bible and the Quran claim to be God’s true messages. (They contradict each other. The Christian Bible identifies Jesus as the Son of God, but the Quran quotes God as saying that he has no sin. Both books cannot be right.) Buddhists and Confucians and Daoists and Hindus have spiritual writings, but they are not considered to be truth in written form. Of course anyone can write a book that claims to be a message from God. The fact that the Bible says it is God’s Word should not, by itself, convince anyone that it truly is God’s Word. As a historical document, though, the New Testament reliably reports what early Christians believed. The four Gospels began to be circulated at a time when some people could still remember seeing Jesus and hearing him speak. Even if the New Testament had no authority as God’s Word, the New Testament still describes the respect Jesus had for Moses and the prophets. He regarded them as authoritative, to be trusted and obeyed and followed. He used them as the source for all reliable information about God. In the same way, Jesus himself authorized apostles to be his messengers. He gave them authority to share his message as Moses and the prophets had earlier been given authority. The attitude of Jesus toward Moses, the prophets, and the apostles shapes the attitude of Christians today toward the words and the message of the Bible.

Many more things can be written on all three of these topics. In fact, long books cover these and other religious issues. This, though, is intended just as an introduction of one way to discuss proof as it relates to Christian beliefs. When discussing such truth, many unbelievers will try to lead the conversation away from Jesus. They would rather talk about ethics, or about science, or about different cultures and their different beliefs. For the Christian, the Key is Jesus. When talking about religion, we want always to be talking about Him. J.

 Education in India has undergone significant transformations over the years, evolving from ancient gurukuls to modern-day institutions. The system is diverse, reflecting the country’s vast cultural, social, and economic variations across regions. With a history deeply rooted in traditional methods of learning, India’s education landscape has progressed while facing several challenges and embracing reforms.

The traditional Indian education system was primarily based on the Gurukul system, where students lived with their gurus (teachers) to acquire knowledge. This system emphasized holistic learning, encompassing not just academic subjects but also moral values, life skills, and spiritual teachings. However, as India transitioned through different historical phases, including colonial rule, the education system experienced changes influenced by various ruling powers.

During British colonization, education was restructured to serve the needs of the colonizers, focusing on producing clerks and administrators for the British government. This period saw the establishment of English-medium schools and universities that emphasized rote learning and a rigid curriculum, which still persists to some extent today.

Post-independence, India recognized the importance of education in nation-building and committed to providing education for all. The country’s constitution mandated free and compulsory education for children up to the age of 14. However, despite significant progress in increasing enrollment rates, challenges like inadequate infrastructure, teacher shortages, and disparities between rural and urban areas persisted.

One of the most significant reforms in recent years was the introduction of the Right to Education (RTE) Act in 2009, aiming to ensure education for every child aged 6 to 14. This act addressed issues of accessibility and quality, focusing on the improvement of infrastructure, teacher training, and curriculum development.

India’s higher education system has also expanded, with the establishment of numerous universities, institutions, and the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs) gaining global recognition. However, challenges such as outdated curricula, limited industry relevance, and the need for more research and innovation persist.

The integration of technology in education has been a recent focus, especially in the wake of the COVID-19 pandemic, which accelerated the adoption of online learning. This digital shift, while promising in improving accessibility, also highlighted the digital divide, with many lacking access to adequate technology and internet connectivity.

Moreover, India’s education system faces challenges related to quality and relevance. The emphasis on rote learning often hampers critical thinking and creativity. There’s a growing realization of the need to move towards a more skill-based education system that prepares students for the challenges of the 21st century, fostering innovation, problem-solving, and entrepreneurship.

In conclusion, India’s education system has come a long way from its traditional roots, embracing reforms and initiatives to improve access and quality. However, challenges persist, and the system requires continuous innovation, investment, and a shift towards more holistic and skill-oriented learning approaches to meet the demands of a rapidly changing world. Efforts to bridge the rural-urban gap, address the digital divide, and revamp the curriculum to encourage creativity and critical thinking are crucial steps in shaping a more inclusive and effective education system in India.

EDUindex: Correlation Coefficient for Curriculum Relevancy and Employability

Daily writing prompt
If you could meet a historical figure, who would it be and why?

The EDUindex is a quantitative measure designed to evaluate the relevancy of educational curricula to post-educational objectives, especially in the context of employability. It serves as a Correlation Coefficient that quantifies how well an academic curriculum aligns with the demands of the job market, skills required by employers, and overall preparedness for professional careers. The EDUindex is an insightful metric for educators, policymakers, and institutions to assess the effectiveness of their educational programs.

1. Understanding the EDUindex

  • Definition: The EDUindex is a value that ranges from -1 to +1, similar to traditional correlation coefficients. Here, a value close to +1 indicates a strong positive correlation between the curriculum and employability objectives, while a value close to -1 indicates a negative correlation. A value of 0 would indicate no correlation.
  • Purpose: It aims to bridge the gap between academic content and the skill sets required in the real world by providing a measurable framework for evaluating curriculum relevance. The primary focus is on ensuring that graduates possess the skills and knowledge necessary to meet the evolving demands of industries and employers.

2. Components of the EDUindex

The EDUindex is derived from various parameters that can be broadly categorized into the following components:

  • Curriculum Content Relevance: Measures how well the topics and subjects taught align with industry standards, technological advancements, and contemporary practices.
  • Skill-Based Learning: Assesses the extent to which the curriculum incorporates practical, hands-on experiences such as internships, projects, and case studies that enhance employability skills.
  • Soft Skills Integration: Evaluates the inclusion of communication, teamwork, problem-solving, and other essential soft skills in the curriculum.
  • Industry Collaboration: Looks at partnerships between educational institutions and industries, including guest lectures, workshops, and industry-based projects.
  • Graduate Employability Rates: Analyzes the percentage of graduates securing employment in their field of study within a certain period post-graduation.

3. EDUindex Gap Analysis

The EDUindex Gap Analysis is a diagnostic tool that identifies areas where the curriculum falls short in achieving alignment with post-educational goals, particularly employability. It helps institutions recognize missing elements or gaps that are crucial for enhancing the relevancy of their academic offerings.

How Gap Analysis Works
  • Step 1: Data Collection: Gather data on current curriculum structure, graduate employability outcomes, and industry feedback. This can include surveys from employers, feedback from alumni, and job market analysis.
  • Step 2: EDUindex Calculation: Using the collected data, calculate the current EDUindex score to understand the existing correlation between the curriculum and employability.
  • Step 3: Gap Identification: Identify gaps where the curriculum does not meet industry expectations. For instance:
    • Missing Skills: Lack of courses on emerging technologies like AI, Data Science, or Cybersecurity.
    • Outdated Content: Curriculum components that are no longer relevant in the current job market.
    • Insufficient Practical Exposure: Limited hands-on experience in labs, real-world projects, or internships.
  • Step 4: Recommendations: Based on the gap analysis, recommend curriculum changes such as the addition of industry-specific modules, skill development courses, or enhanced industry collaboration.

4. Benefits of Using the EDUindex

  • Improved Curriculum Design: Helps institutions refine their curriculum to better meet industry standards, thereby increasing the employability of graduates.
  • Data-Driven Decision Making: Provides a data-backed approach for curriculum reforms, ensuring that changes are aligned with market demands.
  • Institutional Benchmarking: Enables educational institutions to benchmark their programs against industry standards and other institutions.
  • Enhanced Student Outcomes: By aligning the curriculum with employability, students gain relevant skills that increase their job readiness.
  • Feedback Loop for Continuous Improvement: The EDUindex fosters a continuous feedback loop where institutions can regularly assess and update their curricula based on industry trends.

5. Case Study: Implementing EDUindex in Higher Education

Let’s consider an example of a university implementing the EDUindex for its Computer Science program:

  • Initial Assessment: The EDUindex score was calculated as 0.45, indicating a moderate alignment with employability goals. Key gaps included limited exposure to cloud computing and AI.
  • Gap Analysis Results:
    • Missing Courses: No dedicated courses on Cloud Technologies or AI.
    • Industry Collaboration: Lack of partnerships with tech companies for internships.
    • Outdated Curriculum: Focused more on theoretical knowledge rather than practical applications.
  • Action Plan:
    • Introduced new electives on AI, Machine Learning, and Cloud Computing.
    • Partnered with industry leaders like Google and AWS for certification programs.
    • Enhanced internship opportunities and real-world projects.
  • Outcome: After implementing these changes, the EDUindex score improved to 0.75, and the graduate employability rate increased by 20%.

6. Conclusion

The EDUindex serves as a vital metric for aligning educational curricula with post-educational objectives, particularly in enhancing employability. By leveraging the EDUindex and conducting regular gap analyses, educational institutions can ensure that their programs remain relevant, adaptive, and effective in preparing students for the dynamic job market.