The video does a really great job of contextualizing each reference.
Looking into the text of the Bible.
Matthew Vines' "God and the Gay Christian” video at the bottom of this article analyses six passages related to homosexuality in the Bible. It does a really great job of contextualizing each reference (because we all know that Scriptures out of context can cause misinterpretation at best and d-r-a-m-a at worst).
We've also broken down each reference to homosexuality in the Bible here:
This story in Genesis 19 is probably the most popular passage used to condemn homosexuality. Here is how Vines explains it:
"God sends two angels disguised as men into the City of Sodom where the men of Sodom threatened to rape them. The angels blind the men, and God destroys the city. For centuries, this story was interpreted as God's judgment on same-sex relations, but the only form of same-sex behavior described is a threatened gang rape."
So gang rape = not good (also not the same thing as homosexuality). But the recap of Sodom and Gomorrah found in Ezekial 16:49 highlights what Vines believes is the real point of the story:
"Now, this was the sin of your sister, Sodom. She and her daughters were arrogant, overfed, and unconcerned, they did not help the poor and needy."
In other words, everyone using this story as evidence of the sin of homosexuality, might be missing the point entirely.
Yep. We've all heard that Leviticus is where the Bible straight-up says that homosexual behavior is an abomination. And yes, it does. It also says that homosexuals should receive the death penalty (. ). It also says the same thing about eating pork or shellfish, charging interest on loans, and a whole bunch of other restrictions that were a part of the Old Testament Law Code. But for Christians, the Old Testament doesn't (dare I say "shouldn't?") settle any issue because Romans 10:4 says that Christ is the end of the law. Which is probably why most Christians today eat meat, use credit cards, wear makeup, and support equality for women. Because, as Hebrews 8:13 says, the old law is obsolete and aging.
"Even their women exchanged natural sexual relations for unnatural ones; in the same way, men committed shameful acts with other men and received in themselves the due penalty for their error."
This is where Vines really digs in on the the cultural context angle. In Biblical times, same-sex behavior was primarily seen as happening between adult men and adolescent boys (masters and servants — yikes), via prostitution, and by men who were married to women. In all of those cases, we can see why it would have been viewed as sinful, excessive, lustful, and against God's law. But he makes no mention of love, commitment, faithfulness, or the type of same-sex relationships that are at question in the debate around marriage. (By the way, Paul also says that men having long hair is "unnatural" and that women shouldn't speak in church, so it's clear Paul himself may have had some issues of his own.)
These words are included in the New Testament's lists of people who will not inherit God's kingdom. And there has been much debate over their original meaning. (Translating ancient words is hard, guys.) Some believe them to mean homosexuality and sodomy, whereas others have said that the closest modern translation would be "dirty old men." Ha! Here's how Vines explains it:
Many modern translators have rendered these terms as sweeping statements about gay people, but the concept of sexual orientation didn't even exist in the ancient world. Yes, Paul did not take a positive view of same-sex relations (nor did he support women speaking in church. ), but the context he was writing in is worlds apart from gay people in committed, monogamous relationships. The Bible never addresses the issues of sexual orientation or same-sex marriage, so there's no reason why faithful Christians can't support their gay brothers and sisters.
Fascinating, right? If you'd like to learn more about homosexuality in the Bible or hear Matthew Vines' personal story check out his book "God and the Gay Christian."
This article originally appeared on 06.27.14
From Your Site ArticlesKids are losing interest in STEM subjects between ages 11 and 15. Here's what that means for future innovation.
Photo courtesy of UScellularKids on a field trip learn from Sania Naseem, Senior RF Planning Engineer at UScellular.
Imagine being a 12-year-old girl in a small town who’s interested in computers. You’ve learned a bit of programming online, but you don’t know anyone who works in the tech field and your school district doesn’t have the kinds of classes you need to explore further.
How likely would you be to keep and pursue that interest?
Since the internet changed everyone’s lives in the 1990s, there’s been a push for Science, Technology, Engineering and Mathematics (STEM) education. Universal reliance on technology has made STEM careers not just desirable but vital, and the speed at which those fields are moving means we need young people to stay interested in them.
Research indicates that we’ve largely succeeded in reaching kids when they’re young—children demonstrate a deep fascination with STEM subjects up to age 11. But something shifts during adolescence. Past age 11, interest in STEM starts to wane, often dissipating by age 15.
The question is why.
To get to the bottom of this STEM age/interest gap mystery, wireless carrier UScellular partnered with developmental psychologist and researcher Richard Rende, Ph.D. Through a state-of-the-art analysis of the research, Dr. Rende helped uncover the barriers that prevent youth—particularly girls and those living in rural communities—from maintaining and nurturing their interest in STEM.
Students taking a STEM field tripPhoto courtesy of UScellular
Dr. Rende found that keeping kids from losing STEM interest as they become teens requires programs that are equitable, relatable, relevant and supportive.
Here’s what those four drivers look like in practice:
- Bringing STEM programs to rural areas that don’t have access to advanced courses or school-based curriculum
- Countering the notion that STEM isn’t for everyone and offering buffers for when kids are confronted with stereotypes or biases
- Exposing girls to women in STEM professions who share similar backgrounds in smaller and rural communities
- Having STEM professionals share their experiences growing up so youth don’t see them as “superheroes” doing something unattainable
- Programs and field trips that demonstrate how STEM is applied, especially in ways that connect to the local environment or technology kids already use
- Incorporating kids’ voices to help guide the elements of a program
- Provide supportive mentorship, especially when projects become more complicated and require emotion regulation and resilience
- Teach cognitive skills that will help kids believe they have the capacity to succeed in STEM subjects
Kids learning about cell towers from Cheryl Dennard, Senior Manager of Core Services Engineering at UScellularPhoto courtesy of UScellular
To test out his findings before sharing them with the world, Dr. Rende worked with UScellular’s non-profit partner, YWCA, which has an after-school and summer program called TechGYRLS, designed to inspire girls in grades 3 to 8 to consider future careers in STEM fields. Together they created a refreshed STEM program guide incorporating Dr. Rende’s research and worked with focus groups at various YWCA locations to get feedback.
“What we see to date is that programming and mentoring to ‘train’ kids to be STEM people is not always enough to sustain and encourage interest during the transition to adolescence, especially for underserved youth,” says Dr. Rende. “We need to help them see the opportunities in STEM that spark their curiosity and gain belief that they can confidently explore all the possibilities available to them in STEM, including those that go beyond the traditional STEM careers like mathematician or scientist. It could be a vet, a nurse, wireless network engineer, arborist, audio engineer, turf scientist, or mechanical engineer and may not be a career that requires years and years of higher education.”
After-school enrichment programs like YWCA’s TechGYRLS can be found in communities all over the country, and parents, guardians and teachers can help the kids in their communities by identifying similar programs and encouraging them to participate. If teachers or youth-focused non-profits want to create their own STEM program, Dr. Rende’s whitepaper can help inform their approach and design to keep kids interested.
UScellular and YWCA are working on a digital version of the program guide to increase access for even more youth and help educators improve their STEM programming. Longer term, the perceptions and attitudes of the TechGYRLS participants will be measured to evaluate if the current decline in STEM interest is being reduced or averted. Advancing innovation requires people who pursue careers in STEM fields, so the more interest we can spark and sustain in young people, the brighter our future will look.
Learn more about how UScellular is supporting STEM education here.
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