Checkmarks

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Check

It’s become a standard of success these days – how many checkmarks can I get and how many checkmarks can I give?

Situation #1

I’m a student at a local university.  The majority of my classes are online and the format is a checklist of instructions and assignments.  I spend my days tackling the tasks on that list in order to receive a checkmark.  Ironically, I’m getting an A in all my classes and so far, I can assume that if I do the work (get a checkmark) a good grade will follow.

Situation #2

I am also homeschooling my two youngest children – 7 & 10.  Yes, it’s an insane combination (I never claimed this was a good idea, though it does feel like the right one).  We start our school at 6:30 with a morning devotional before family members have to leave for school and work.  I proceed with instructions, planning, and a moment of connection before I start my own studies.  My two children spend the rest of their day self-governing their occupations based on a checklist of ideas.  I have been so impressed and a bit surprised by how effectively they are spending their day in productive, independent practice, study, and leisure activities.  As they complete a task, they bring their checklist to me to inspect and sign off.  They have been highly motivated by the checkmark.

Situation #3

My teenage daughter has chosen to remain in the local high school, at least for the remainder of this year.  She does, however, struggle quite a bit with some basic study skills due to learning challenges. Needless to say, her grades are reflective of this condition and she is failing some of her classes.  At first it was quite a traumatic experience for her to not be just like everyone else, even though she was probably putting in double the effort.  She was enjoying the idea of possibly being the first in our family to graduate from a public school.  All her older siblings had graduated from our homeschool as well as passed the GED, but she wanted to be unique, I suppose, by being like everybody else.  She was equating her value on whether she could measure up to these outside, other-imposed, standards of accomplishment.  In other words, she was striving to get enough checkmarks to make the cut of being acceptable.   

What does all this mean?  Probably nothing. Though I do find it interesting.  This motivation is obviously secondary to say the least.  In all three cases, the dopamine fix of earning a checkmark, was the motivation instead of the underlying purpose of all this – obtaining an education.

I do the work on the checklist for my classes.  And what have I gotten from all my effort?  

Simply… a checkmark…! 

I can’t say that I feel I have mastered the content or internalized it into my character – partially because I’m too busy earning checkmarks to take it to a deeper level. My younger children earn a checkmark simply so their work plan for the day has a signature in each slot, (it is visually appealing) not necessarily because they are inspired or wanting to engage in those pursuits.  My teenage daughter was doing a tremendous amount of learning, but because it didn’t meet someone else’s standard of acceptability, she was considered a failure. There is definitely some drawbacks to the checklist approach to education.

On the other hand, when one studies, they learn.  Duty brings about desire. And the ZPD (Zone of Proximal Development) is tested, resulting in growth.   So does the end justify the means? Is there a better approach to learning or is this as good as it gets?

Of course, if that desire to learn something is already inside the student, the checkmark is simply an organizational tool to accomplish what is internally motivating them.  If the inner desire if focused on something else (say being popular or pleasing the teacher or obsessive tendencies to have all the checks marked) than the checklist becomes a management tool to control or be controlled.  Which becomes a moral concern.  Is it ethical to manipulate someone to accomplish what we think is in their best interest? That philosophy sounds all too familiar in context of the war in Heaven.

I love to learn and develop, so I don’t mind utilizing the checkmarks as a tool to accomplish that end.  Although for a person to be required to receive checkmarks as the standard of determining whether they are learning is pretty controlling and missing the mark.  Surely there is a more meaningful way to motivate and measure a person’s engagement in learning.  Surely there is a method that encourages the child to WANT to do what is necessary to learn rather than HAVE to do it.  The carrot and the stick method is a pretty lame application of motivation.

Here are a few ideas I’ve come up with that might be a better approach

·       

•            Inspire a child with truth, based on correct principles, so that they are self-disciplined to do what is necessary to learn. (Teach them correct principles and allow them to govern themselves)
• ·         Inspire a child with interesting exposures to the content they are needing to learn.
• ·         Have child set goals, help them set up an action plan, and then mentor them in how to reach that goal. 
• ·         Studying what the child wants to learn and taking advantage of all the learning opportunities that exist within their interest. No checklist yet learning is happening organically.

Having some way to measure learning is essential for the teacher. I get that. Using that method to motivate may be easy, but definitely an inferior means.

Coming Home

My life is filled with interims.  This last 12 months was a big one.  I spent almost a full year working as a Teacher’s Assistant in a public school setting.  The reasons are varied and complicated though the lessons have been many and valuable.   I gained a deep friendship with the teacher I worked with along with insight into the system that I couldn't have before as a life-long homeschooling mother.  I got to see, firsthand, why so much of the school experience is classroom management and even why passion about a subject could be a difficult to handle situation.  I was able to see why so much emphasis is placed on state mandated standards and why parents are so far removed from their children’s educational experience.  And I definitely witnessed how children associate learning and school in a negative light.  I won’t imply I have correctly identified solutions to any of these scenarios, although the first-hand experience has been insightful and real.   

I did however feel like I was participating in some psychological experiment.  You know, the kind where participants are asked to do something by someone of supposed authority and in order to fulfill that assignment, they do things that they never would have done on their own. (ie. The Milgram Experiment https://www.youtube.com/watch?v=xOYLCy5PVgM )

Stanley Milgrim with his shock machine

What was disturbing and confusing the first week I was there, became commonplace, even understandable.   I was trying to wrap my mind around why things were done in a certain way and with the outside requirements of state funded standards, parents supposed best interest of child, burned out teachers from dealing with discipline issues and unrealistic expectations, and children who are over stimulated and over entertained, I was not having much luck processing the components.  And unfortunately, it was easier simply to obey what the authorities said than to make sense of a complexity that was beyond me.

Recently, I was listening to one of Dr. DeMille’s addresses when he talked about the National mentality versus the tribal mentality.  Briefly outlined, the nation’s objectives and accomplishments were on the wealth and success end of the spectrum whereas the tribe’s objective and accomplishments leaned more toward relationships and true happiness.  Although, I didn’t necessarily want to put my children in the public school, I was trying to make the best of the situation by submitting to the strengths it had to offer.  Most everybody else was doing it and even I was a product of the public school system, so surely my children would fare alright since that is what I had to do.  Eventually I had adjusted to the routines and systems and had integrated in fairly nicely, I thought.  But at the back of my mind and heart, I was not content.  When I realized that I was utilizing a system that failed at accomplishing relationships and happiness, I could see why I was struggling internally.  I definitely prefer the tribal mentality.  Here I was wanting to have the perfect balance of relationships (with academic content, with the children and other teachers, with my own inner peace) in an environment that was pursuing job training, conformance to outside pressures, and regimented studies that makes learning a drudgery.  I already knew this but experiencing it has brought a new depth to my understanding. 

I recently went to Parent Teacher Conference and although I enjoyed visiting with some of the teachers, the majority of the experience left me feeling belittled and managed.  The teachers were VERY good at managing the classroom, managing the children’s inappropriate behavior, managing the schedules and the required standards, but I didn’t feel that they were capable of managing a relationship (or maybe a better way of saying it was they were capable of controlling a relationship but not simply experiencing one).  There was nothing organic or real or love-based about the encounter and I left feeling concerned about my children’s ability to associate good feelings with learning. 

Fortunately, my circumstances changed enough (maybe internally more than externally) that I quit my job and came home.  At present, my children are still attending school until more things are in my favor, though I anticipate their return eventually.  It has been such a sweet experience to “Come Home”.  After trying to convince myself (more like LIE to myself) that everything would turn out alright, I am serving my family once again by being a guardian of the home.  Preparing meals, cleaning house, reading stories, and interacting in a reduced stress manner never felt so glorious.  My running faster than I had strength has finally ended and I’m feeling the relief of breathing freely again.  The transition will not be complete until I bring my children home and we once again become a unified central unit rather than simply a docking station in between outside social obligations, but I feel a wonderful sense of peace at stepping outside of that “national minded” system.  Leaving the “What” of education and returning to the “Why” is bringing me joy, inner peace, and excitement that I couldn’t experience within the ‘system’.  My “Why” is to nurture relationships, prepare for mission, and be consistent to what I know to be true.

Peaceful Anxiety

Tax season has always been a pain in the neck.  This year more so than any other time.  My husband has his own business and to be painfully honest, we are not so great at separating personal expenses from business expenses.  Due to the hassle of shuffling funds from one account to another (as well as non-dependability of receiving said funds), purchases were made from what ever account had the money.  So at tax time, I was scratching my head pretty hard.  As I added up the personal expenditures and compared them to the amount of tithing that was paid... there was a significant discrepency.

Unfortunately, debt is not a new concept for us, however being in debt to the Lord was.  My covenants were not being fulfilled, and the idea was absolutely appalling to me.  I thought for sure there was some error... at least in the amount of debt.  At tithing settlement, for the first time in my life, I had to admit that we were not full tithe payers.

And of all the gall, the bishop just shrugged it off and said, "yes, and I'm sure you will get it caught up so that you will be full tithe payers as soon as you can".

Grady already was working way too hard and things were super tight to have any hope of incrementally getting caught up. The painful realization was becoming crystal clear.   I had to go to work.

This wasn't the type of situation where it is wiser and even more profitable to start my own business.  I knew that concept already.  What I needed, though, was a steady amount of budgetable income.  A J.O.B.  As I considered my options, I knew I couldn't take just any job because I was still accountable for four children.  The harsh reality became painfully obvious.  They had to go to a public school...  Just kill me now. 

As I was considering my employability, I knew I wanted to be at the crossroads for them.  Transitioning from full-time homeschooler to latch-key children was simply too much for my mother heart to handle.  So I looked for employment in the school systems which would make it possible for me to have the same hours as them.   Afer all, I did major in elementary education and I'd worked in education for the past 20 years. It only seemed logical to pursue that course.  All of us were going on a grand, new, scary adventure, but we were doing it together - as much as possible.  Fortunately, I was employed at the very charter school that my youngest children were attending.

And you know what.  It has been one of the best and worst experiences of my life.  I am learning so much and we are having experiences that were not possible on the previous path.  None of my children want to go back to homeschooling (at present) and I'm not so sure if I would want to do that myself.   Of course I am struggling with feelings of self-betrayal and abandoning all that I've stood for.  But at the same time,  I'm experiencing the peaceful anxiety or the serene chaos of trusting the Lord is at the helm in the midst of tumultuous waters.

Image from Following the Voice Within

I won't claim to have any clear vision of the destination of the path I'm on, though I know that all things will turn out well.   I'm sure this internal turmoil is minor in comparison to the trials that others have had to endure.  I recognize that and am grateful for my own version of my refining fire.  But it is STILL a refiners fire and uneasy growth is taking place.  It's not what I planned for or even desired, however, the  peaceful anxiety is evidence of God's involvement in my life.  And that makes everything okay.

Are Children Inherently Malicious?

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Through some unforeseen chain of events, my children are attending a public school and I am working outside the home.  And like most things, I’m sure the Lord is teaching me lessons I wasn’t aware (or desiring) that I needed to learn.   Fortunately, I have been able to be employed as a TA (Teacher’s Aid) at the very school my youngest children are attending.  I get to be involved in what my children are experiencing as well as make money on the side.  Win-Win, right?

And while this may only be a temporary interim employment, it’s all coming back to me why I didn’t feel the desire to continue pursuing my elementary education major.   I recall it had something to do with the amount of politics that were involved in education – and very little to do with teaching children.  Now that I’m in the thick of it, I’m seeing a good deal of the teacher’s role… is classroom management – with very little to do with igniting a fire in the heart of the child to love learning. 

I get that a room of 20 plus children is similar to herding cats and it would be impossible to instruct them unless there is some semblance of order.   I get that children are young and inexperienced and need to be guided in how to behave appropriately.  And I also get how I am working with elementary aged children and the lessons they are learning now will set the stage for the rest of their schooling experience and so the lessons are more about self-control and less about academic content.

But what I don’t quite understand is why addressing inappropriate behavior makes me feel like loving kindness, long suffering, and patience ought to be replaced with the stern “LOOK”, zero tolerance, and no opportunity to connect with the child’s heart. 

I’ve seen, first hand, why teachers might lose their love of teaching because of the difficulty in managing a classroom.  Let’s face it, sometimes kids are tyrants.  The teachers develop the furrowed brow, the low tolerance for disorder, the no allowance for individual expression because it downward spirals into community chaos.  (The same thing might apply to parents.)

So I’m curious…Are children inherently malicious?

I’ve known some people who view them this way.  Give them and inch and they’ll take a mile. 

A milder, yet similar assumption might be that children are innately immature.  You know, the whole Id, Ego, and Superego assumption.  

Picture from simplypsychology.org

They are ego-centric and incapable of monitoring themselves without staged “lessons” to direct them into appropriate behavior – commonly called discipline.  With that premise, it is the teacher’s (or parent’s) responsibility to cause them to behave contrary to their juvenile nature in order to grow – correct? 

I wonder if that popularly adopted theory doesn’t take into account the dual nature of the being – spiritual… as well as physical.  Our spirits are quite mature and developed – they’ve passed the first estate and have learned all they could learn in Father’s presence.  Now we are experiencing a veiled spiritual memory and awareness while simultaneously working with the undeveloped natural body.  It’s quite the juggling act when you think about it. 

When children misbehave, it isn’t necessarily a result of them solely being selfish and inexperienced, but a navigating of how to work this undisciplined portion of their physical nature while not wholly remembering their disciplined and mature spiritual self. 

I get that it is difficult to see the greatness of a person who is defiant and unwilling to cooperate with what we view as a more noble objective.  (That probably needs to be put into different perspective as well.)  Requiring everyone be quiet so they can hear what I have to say is helpful, but helping the child connect with their mature self and desire to want to be respectful is a much more powerful, useful, and life-changing lesson.

 

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Those two hidden assumptions about children,

1)      A physical being going through a development from instinctual response to moral based decisions

and

2)      A combination of both a mature spiritual and immature physical being going through a process of becoming unified – to remember the one and develop the other.

may sound very similar, I know, but understanding the underlying assumption for a behavior is huge in determining the appropriate response to that behavior. 

You have to admit that we respond differently when we believe something was done with intent rather than it being done innocently or accidently.  Of course, both theories take into account that the behavior is done innocently and in need of improvement.  However, the latter is a much more complex process and so much more is going on than simply caveman to civilized behavior.

And if children are simply immature and need directed into appropriate behavior, then the teacher/parent takes on the role of controlling or manipulating the child in order to train them to behave in their best interest.  That sounds a lot like Satan’s approach.   But if children are already giants of character that are struggling to balance the outside forces that are placed upon them, then the teacher/parent takes the role of leading them to find their innate greatness.  Both approaches are done through discipline, but the premise and motive is completely different.  Control versus loving persuasion.

Discipline alone trains the body, however, runs the risk of offending the spirit.  Discipline with a heart connection, takes into account the dual nature of children while preserving one’s own desire to behave in a Christ-like manner. 

“No power or influence can or ought to be maintained... only by persuasion, by long-suffering, by gentleness and meekness, and

by love unfeigned; By kindness, and pure knowledge...

Reproving betimes with sharpness, when moved upon by the

Holy Ghost; and then showing forth afterwards an increase of

love toward him whom thou has reproved, lest he esteem thee

to be his enemy...

                                                        (Doctrine and Covenants 121:41-43)

Indivisible Education

The other day I was talking with my sister about my school – First Foundations Academy LLC.  She was giving me feedback on what I had put together and suggested that maybe I not put such a heavy emphasis on teaching values and religious viewpoint and instead focus more on the academic aspect.  Saying that many parents may feel uncomfortable allowing their children to be taught those things away from home, and they probably felt that was more of their responsibility than the schools.

At first, I tried to explain that academics is the major aspect of the school however the form she was looking at (an explanation of FFAL philosophy) was outlining the worldview the academics would be coming from and the desired outcome of the students.  You know, like all good beginnings - The WHY or ‘start with the end in mind’ objective of the child’s education.  The purpose of their academic study was not only to give them cultural literacy and the ability to compete in the world but to help the student establish those first foundations of faith and the character necessary to experience genuine happiness while become a positive contributing member of society. 

She was still trying to compartmentalize them as separate objectives, when it finally dawned on me – She thinks they CAN be separated. 

And even worse, she thinks they had been separated in her and her children’s education experience.  I guess the discovery of their union had happened so gradually and over a span of time, I’d forgotten when I was operating under the same pretense. 

There was, however, a time I recall when I actively chose to use resources that were explicitly “valueless” or free from a religious point of view, thinking I didn’t want my children to be unfairly influenced by someone else’s agenda – so I wanted the information to be strictly and only… knowledge. 

I believe it wasn’t until I learned how the founding fathers viewed the importance of education [in the Northwest Ordinance of 1787 - Article 3] as necessary for good government and mankind’s happiness, that I began seeing it differently.  They said that schools and education are comprised of three components.

1) Religion

2) Morals

3) Knowledge

At first I thought that was their planning strategy – to include all three of those components – but as I began observing one area, I noticed that it actually internally possessed the other two.  Maybe not as visibly as one might think, but it was there. 

Learning a religion - it always had moral training along with knowledge.  Moral training - included a religious viewpoint and is taught through knowledge.  And the same thing came with secular knowledge.  If a subject appears to be devoid of a religion – it would fall into an atheistic or humanistic viewpoint (even the courts ruled this as a religion).  If it appears to be without any moral message – you got it.  That was the moral training taking place. 

And because knowledge appears to be absent of religion and morals, like it is simply barebone information – it’s easy to assume they can be separated.  The campaign to learn academics at school and religion and morals in the home is really a way of promoting a dual training (which leads to confusion, I might add) to be trained in atheism and/or humanism for six to eight hours a day and a small token of time on the family’s preferred moral/religion at dinnertime and the weekends.  And we all know how with homework, friends, media, and other outside influences, it is probably even less time than that. 

It’s no wonder so many are struggling with “cognitive dissonance” and feeling they have to abandon their faith in order to come to any peace of mind.  If so much of what they see and experience is understood as being “without God” and very little learning involves “with God” it is not a holistic or consistent worldview. 

So yes, First Foundations Academy LLC, focuses on the first foundations of (1) Religion (2) Morals & (3) Knowledge.  It strives to identify “What is Truth?” within those components in a unified mindset rather than a cynical or contradictory approach. The difference between this school and say public school, is the philosophy is right out front and center – so parents can see exactly what religion and morals are attached to the knowledge. 

Internal Decay - Ewww

I just had a dream.  And like most of my dreams the details are quickly fleeing from my mind as I wake up enough to function.  I’ll try to put the details back together as I write.

I was at the dentist office having some dental work done.  For some reason my face was swelling because of the procedures that had been performed.  I can’t recall what the problem was but it was the typical result for having the problem repaired. 

Man, this is frustrating because I’m not being able to recall the dream much at all now – but I do recall as I was entering the tinkerbell stage (half awake, half asleep) that I was curious what could be the purpose for having such a dream.  The thought came to me that it is comparable to the journey that I’ve been taking lately.  An internal journey of discovery. 

Most of my life, I have been a good girl.  Making correct choices without really struggling much with temptation.  Staying true to the faith and having a natural inclination to be obedient to correct principles.  A duty-bound girl, by choice.  I am grateful for these tendencies because it has prevented a great deal of heartache and trouble. 

But lately, I have been exploring deeper beyond the outward motions and decisions.  Such things as my beliefs, my intents, my emotions, my thoughts, my triggers, my true self, etc.  It has been an eye-opening journey to say the least.  I’m finding a great deal of inconsistency – alright I’ll say it– hypocrisy.  I’ve been surprised by the things I’ve been learning about myself.  As well as amazed by the power these internal elements have been having on my life. 

It’s kinda like my teeth in the dream.  They perform their function of chewing and speech.  Even get some daily care and cleaning without giving it much thought as to what might be going on beneath the hard enamel surface.  Some stuck food (stuffed emotions) or internal weakness (false limiting beliefs) or bad habit of dental care (poor self-talk) or poor nutrition choices (listening to or believing shame messages) etc, has slowly been eating away and decaying the inside of my teeth.  On the outside surface, my teeth are still functioning to normal capacity, but inside these little things are going to affect not only my teeth, but my smile, my diet, my finances, even my relationships in a big way. 

And now I’m feeling the results of having the dental work being done – so to speak.  As I identify my emotions and experience them, really feel them rather than stuffing them (as if that’s really an option), I’m s.l.o.w.l.y. learning how to identify the message or purpose for those emotions in a healthy manner.  Process them then let them go.  [The drill work has begun]  As I recognize a belief that was made as a young child (and not based on any type of truth, I might add) that has been affecting me and limiting my capacity my entire life, and then stating affirmations of the correct truth to reprogram that belief. [scraping out the decay]  As I recognize my speech is limiting in in nature and how my verbage is creating that manifestation in my life – like saying “I can’t” is a prayer that is quickly and consistently answered, and choose instead to use gentler terms. [Packing the tooth with filler]   As I look in the mirror into my eyes and search for who I am apart from what I look like or what experiences have defined me.  [putting the sealant on]  As I do these internal repairs, yes, my jaw is swelling from the manipulation, but I can feel healing taking place.  I can feel increased functionality.  I can feel greater results are going to happen.  I can feel one-in-purpose or not hypocritical to myself. 

Okay, that’s probably enough with the tooth analogy.  I’m not really that big into dental care and so I find it interesting that this particular dream was the symbol that I’m using for this internal journey. 

But it’s one more step in the quest to BECOME.  Not simply gaining an education and making good choices.  Not simply engaging in the best philosophy behind the type of education to receive.  Not simply planting a good seed to yield a good harvest.  But to clean out the heart and the mind from past refuse or abuse and start again fresh with a good consistent first foundation.  

It's Always Been Greek to Me . . .

When I first heard the concept of the Greek education versus Hebrew education, I found it extremely fascinating.  There was something almost exhilarating as well as liberating to see outlined how I had been a walking contradiction.  The methodology and results between the two clearly put them as opposing forces and I had been trying in vain to make them compatible.  Some of the points that impressed me are as follows:

 

The Greek is focused on the mastery of knowledge and skills.  The Hebrew is focused on purpose and relationships (where knowledge and skills are a by-product or acquired along the way while building relationships and fulfilling purpose). The Greek philosophy sees the mind as a container that needs to be filled.  The Hebrew sees the mind as clay which needs to be molded into its masterpiece. 

The Greek teacher manipulates its student through behaviorism.  The Hebrew teacher inspires the student to desire to change their behavior.  The Greek approach is to shape the mind.  The Hebrew approach is to shape the heart.  The Greek method is to put knowledge in so they can regurgitate it and know what to think.  The Hebrew method is to draw knowledge out so as they search inwardly and learn how to think. 

The differences continue.  The Greek method is very organized and systematic – compartmentalized subjects and packaged curriculum.  The Hebrew method is messy, where all subjects and concepts are intermingled in a unity or wholeness. 

Greek education is dependent on teacher’s training and tools (curriculum), whereas Hebrew education is dependent upon the teacher’s love for the student and the content.  Greek students attempt to learn what the teacher knows.  Hebrew students attempt to become what the teacher is. The Greek focuses on Content.  The Hebrew focuses on Context.

If the opposing views were looked at with anamosity it might be said that the goal of the Greek education is to create individuals who are “useful idiots” to serve the state.  Whereas the Hebrew strive to create individuals who are “blindly obedient” to serve their creator. 

The Hellenistic objective is ‘knowing’.  The Hebrew objective is ‘BECOMING’ or the practical application.  The Greek is concerned with right thinking.  The Hebrew is concerned with right conduct. The Greek learn in order to comprehend.  The Hebrew learn in order to worship God or serve mankind.

The Greek thinker views success as acquiring or owning beauty, brawn, intelligence, money, or popularity.  They ask the question “How will this benefit me”.  The Hebrew mindset views success as demonstrating service to others, worship to God, and obedience to his commandments.  They ask the question “How will this benefit others”.

That long list probably would have been better organized as bullet points in two separate columns (Greek style) but the poetic factor (Hebrew style) of the contrast would have been lost.  Yet another demonstration of the two divisions of thought. 

So now a couple questions.  1) Is it true? and 2) Does it matter?  Of course there are proponents and opponents for both sides of those questions.  In my humble opinion, it is more a matter of principle than a matter of facts. 

I agree that the factual application of this idea is in gross error.  Not all Greeks were consistent in this way of thinking and neither were all Hebrews so saintly in their application. 

Chicken or the Egg?

The world loves to view things in the extremes.  And people love to sensationalize their perspective is superior than another – stuck in an either/or mode of thinking.  But that doesn’t necessarily indicate that reality exists in that mode. 

One of the philosophies may have possibly been foundational or a preparation to the other.  Such as we find in the comparison of the lower (mosaic) law versus the higher (Christian) law.  Both are valuable for the purpose they were meant to perform, but one is more complete.  That applies in this context as well.  The Greek focus of content or knowledge is a valuable objective to pursue, but it is lacking in completeness of the whole person. 

The Greek way of thinking may be different and lacking, but still had influence on the Hebrew.  The Hebrew ideal originated from Adam and so must have had influence on the Greek perspective.  It all sounds like the childhood dilemma - Which came first, the chicken or the egg?  The Greek or the Hebrew?  

Again, chronology of influence may be missing the boat.  Identifying the distinguishing characteristics of each mode of thinking is valuable to clarify where one may be or where one would like to go, but it doesn’t establish which one is consistent with truth.  

The Greek education has been all I've ever known in my own schooling experience.  It's always been Greek to me.  But should it continue to be.  The Hebrew philosophy pulls on my heart as what I want to obtain for myself, my children, and ultimately, for all society at large.  Focusing more on the BECOMING rather than simply the KNOWING.