On Home and Moving and Childhood Anxiety, from Jess Archer, a Voice of Experience

3183077340_f713327c6c_z

As the daughter of the director of Billy Graham’s North American crusades, Jess Archer had moved 12 times by the time she was 14—going from city to city and country to country. This, she wrote this week in Christianity Today, turned her into “the poster child for generalized anxiety disorder.”

In her article, she groups relocating during childhood with experiencing divorce and being in foster care as “major traumas” that weaken or destroy the concept of home and can lead to “serious anxiety disorders in kids.”

When it comes to describing the trauma of moving, some Third Culture Kids and some TCK parents would agree whole-heartedly; others would say they don’t understand what all the fuss is about. But can we all agree that moving produces anxiety, even if it’s not of the serious-disorder kind?

Archer goes on to give advice on how to ease our children through transitions, including preparing them, taking time to say goodbye, protecting their routines, and praying over them.

I especially like her prayer, offered for an anxious child at bedtime. I like it so much that I don’t mind that she uses the word season (just a pet peeve of mine). I like it so much that I’m praying it for my children. I like it so much I’m praying it for my wife and for myself, and for my friends in transition, too:

God of peace, this child needs rest. Her body is tense and her mind is wired. Nothing in this space feels like home. Good shepherd, loosen the knots of anxiety. Infuse her with hope of a grand design for good in her life. Show her that a new season is coming, and that you make all things new.

Amen.

You can find Archer’s post, “Too Many Transitions Can Traumatize Our Kids,” at Her.meneutics (Christianity Today, July 25, 2016). And if you’d like to read more of her thoughts on finding stability as a child in a life filled with change, go get a copy of her memoir, Finding Home with the Beatles, Bob Dylan, and Billy Graham: A Memoir of Growing Up Inside the Billy Graham Evangelistic Association (Westbow, 2015).

At her blog, Archer includes the following excerpt from her book:

What people wanted to ask me growing up the way I did was: Can you tell me what it means to have a home? They wanted to ask me, but they didn’t have the language for it, and I was only a child. They thought, How would she know? She’s just a young girl.

Instead, people asked me a standard set of questions: How many places have you lived? Which was your favorite place? Which was the worst place to live? But what they really wanted were answers for their own lives. When I said I didn’t really have a home, they shivered for themselves . . . displacement at the core of every heart. The haunting need to know a place is yours forever, but the deep fear that it isn’t. Because I didn’t have a permanent home, I wrestled better and harder than most adults with the need for one, and by the time I was a teenager I had burned through to an expanded definition.

And amen again.

[photo: “Big Pilot,” by Chris Murphy, used under a Creative Commons license]

Goodbye: Making a Hard Word Easier [—at A Life Overseas]

IMG_7628

From my post this month at A Life Overseas –

goodbye /gə(d)-ˈbī/ excl. / salutation spoken at a departure, extremely unpopular for certain English-speaking tribes, such as cross-cultural workers, TCKs, their loved ones, and the like.

Many of us know from experience that saying goodbye can be hard, really hard. And practice doesn’t make perfect. In fact, it often makes it worse.

But what makes goodbye so tough to voice? It’s not because it’s hard to pronounce. That’s simple enough. Rather, it’s the meaning behind the word that’s difficult. Is that because we don’t actually know the definition of goodbye? To quote that great linguist/philosopher Inigo Montoya, “You keep using that word. I do not think it means what you think it means.”

Goodbye actually comes from God be with you, which, in it’s older form, was God be with ye. From there, it morphed into such shortened versions as God be wy youGod b’w’yGodbwyeGod buy’ ye, and good-b’wy. The replacement of God with good was influenced by the similar phrases good day and good night, which takes it even further from the original. Seen in this way, goodbye is related to the French adieu and the Spanish adios, which mean “to God,” as in “I commit you to God.”

So what’s so hard about saying, “God be with you”? What’s so difficult about giving someone a blessing? Why do we so often hear, “I don’t want to say goodbye”?

Maybe it’s because we do actually know what it means—at least for those who move far away. . . .

Continue reading

[photo: “Goodbye Summer 2011,” by deargdoom57, used under a Creative Commons license]

When in Rome, Quote Those Church Fathers . . . and Then Do That Roman Thing

7208901308_80bd938e30_z
It could be the mantra of cultural chameleons:

When in Rome, do as the Romans do.

It’s so well known that all you have to do is say, “When in Rome . . .” and we fill in the rest. But where did the phrase come from? Why Rome? And what is it that we should do when we’re there? To find that out, we have to go all the way back to the fourth century—and delve into the practices of the early church.

When Casulanus wrote a letter to Augustine asking “whether it is lawful to fast on the seventh day of the week,” the early church father replied with his “Letter 36,” written in 396 AD. The passage below is Chapter 14 of that letter:

Since, therefore (as I have said above), we do not find in the Gospels or in the apostolical writings, belonging properly to the revelation of the New Testament, that any law was laid down as to fasts to be observed on particular days; and since this is consequently one of many things, difficult to enumerate, which make up a variety in the robe of the King’s daughter, that is to say, of the Church,—I will tell you the answer given to my questions on this subject by the venerable Ambrose Bishop of Milan, by whom I was baptized. When my mother was with me in that city, I, as being only a catechumen, felt no concern about these questions; but it was to her a question causing anxiety, whether she ought, after the custom of our own town, to fast on the Saturday, or, after the custom of the Church of Milan, not to fast. To deliver her from perplexity, I put the question to the man of God whom I have just named. He answered, “What else can I recommend to others than what I do myself?” When I thought that by this he intended simply to prescribe to us that we should take food on Saturdays—for I knew this to be his own practice—he, following me, added these words: “When I am here I do not fast on Saturday; but when I am at Rome I do: whatever church you may come to, conform to its custom, if you would avoid either receiving or giving offence.” This reply I reported to my mother, and it satisfied her, so that she scrupled not to comply with it; and I have myself followed the same rule. Since, however, it happens, especially in Africa, that one church, or the churches within the same district, may have some members who fast and others who do not fast on the seventh day, it seems to me best to adopt in each congregation the custom of those to whom authority in its government has been committed. Wherefore, if you are quite willing to follow my advice, especially because in regard to this matter I have spoken at greater length than was necessary, do not in this resist your own bishop, but follow his practice without scruple or debate.

Augustine, “Letter 36,” to Casulanus, Chapter 14, 396 AD, in Philip Schaff, ed., Nicene and Post-Nicene Fathers Series I, Volume I, J.G. Cunningham, translator, Christian Literature Company, 1892

Thus, the ultimate source of “When in Rome” is Ambrose, quoted by Augustine, speaking on whether or not to fast on Saturday.

A few years later Augustine returned to the story of his mother and Ambrose in his reply to Januarius, who had posed these questions concerning taking communion (“the sacrifice”) during Lent:

What ought to be done on the Thursday of the last week of Lent? Ought we to offer the sacrifice in the morning, and again after supper, on account of the words in the Gospel, “Likewise also . . . after supper”?

Augustine replied that some practices in the church are authorized by Scripture, and some are set by traditions followed by the global church. But in a third category, there is room for freedom:

There are other things, however, which are different in different places and countries: e.g., some fast on Saturday, others do not; some partake daily of the body and blood of Christ, others receive it on stated days: in some places no day passes without the sacrifice being offered; in others it is only on Saturday and the Lord’s day, or it may be only on the Lord’s day. In regard to these and all other variable observances which may be met anywhere, one is at liberty to comply with them or not as he chooses; and there is no better rule for the wise and serious Christian in this matter, than to conform to the practice which he finds prevailing in the Church to which it may be his lot to come. For such a custom, if it is clearly not contrary to the faith nor to sound morality, is to be held as a thing indifferent, and ought to be observed for the sake of fellowship with those among whom we live.

I think you may have heard me relate before, what I will nevertheless now mention. When my mother followed me to Milan, she found the Church there not fasting on Saturday. She began to be troubled, and to hesitate as to what she should do; upon which I, though not taking a personal interest then in such things, applied on her behalf to Ambrose, of most blessed memory, for his advice. He answered that he could not teach me anything but what he himself practised, because if he knew any better rule, he would observe it himself. When I supposed that he intended, on the ground of his authority alone, and without supporting it by any argument, to recommend us to give up fasting on Saturday, he followed me, and said: “When I visit Rome, I fast on Saturday; when I am here, I do not fast. On the same principle, do you observe the custom prevailing in whatever Church you come to, if you desire neither to give offence by your conduct, nor to find cause of offence in another’s.” When I reported this to my mother, she accepted it gladly; and for myself, after frequently reconsidering his decision, I have always esteemed it as if I had received it by an oracle from heaven. For often have I perceived, with extreme sorrow, many disquietudes caused to weak brethren by the contentious pertinacity or superstitious vacillation of some who, in matters of this kind, which do not admit of final decision by the authority of Holy Scripture, or by the tradition of the universal Church or by their manifest good influence on manners raise questions, it may be, from some crotchet of their own, or from attachment to the custom followed in one’s own country, or from preference for that which one has seen abroad, supposing that wisdom is increased in proportion to the distance to which men travel from home, and agitate these questions with such keenness, that they think all is wrong except what they do themselves.

The above section is Chapter 2 of Augustine’s “Letter 54,” written in 400 AD. In the letter’s Chapter 4, he furthers his argument, not only saying it is inappropriate to take one’s customs into a new setting, but he also cautions against returning home with customs learned abroad and, acting the part of the enlightened traveler, promoting them as superior:

Suppose some foreigner visit a place in which during Lent it is customary to abstain from the use of the bath, and to continue fasting on Thursday. “I will not fast today,” he says. The reason being asked, he says, “Such is not the custom in my own country.” Is not he, by such conduct, attempting to assert the superiority of his custom over theirs? For he cannot quote a decisive passage on the subject from the Book of God; nor can he prove his opinion to be right by the unanimous voice of the universal Church, wherever spread abroad; nor can he demonstrate that they act contrary to the faith, and he according to it, or that they are doing what is prejudicial to sound morality, and he is defending its interests. Those men injure their own tranquillity and peace by quarrelling on an unnecessary question. I would rather recommend that, in matters of this kind, each man should, when sojourning in a country in which he finds a custom different from his own consent to do as others do. If, on the other hand, a Christian, when travelling abroad in some region where the people of God are more numerous, and more easily assembled together, and more zealous in religion, has seen, e.g., the sacrifice twice offered, both morning and evening, on the Thursday of the last week in Lent, and therefore, on his coming back to his own country, where it is offered only at the close of the day, protests against this as wrong and unlawful, because he has himself seen another custom in another land, this would show a childish weakness of judgment against which we should guard ourselves, and which we must bear with in others, but correct in all who are under our influence.

Augustine, “Letter 54,” to Januarius, 400 AD, in Philip Schaff, ed., Nicene and Post-Nicene Fathers Series I, Volume I, J.G. Cunningham, translator, Christian Literature Company, 1892

This English translation of Chapter 4 includes a summary of Ambrose’s advice that gets closer to the wording of our present-day “When in Rome”:

[E]ach man should, when sojourning in a country in which he finds a custom different from his own consent to do as others do.

Many years later, in 1599, the English playwright Henry Porter wrote The Pleasant History of the Two Angry Women of Abington. In it, one of the charactersNicholas Proverbs, says,

Nay, I hope, as I have temperance to forbeare drinke, so have I patience to endure drinke: Ile do as company doth; for when a man doth to Rome come, he must do as there is done.

Henry Porter, The Pleasant History of the Two Angry Women of Abington, 1599, in Charles Mills Gayley and Alwin Thaler, Representative English Comedies: From the Beginnings to ShakespeareMacmillan, 1903

And finally, in 1754, Pope Clement XIV wrote “Letter 44” to Dom Galliard, concerning the monks under his authority. The English translation that followed in 1777 gives us a form of “When in Rome” that brings us nearly to what we have today. This time the topic is the suitability of taking a nap during the day:

The siesto, or afternoon’s nap of Italy, my most dear and reverend Father, would not have alarmed you so much, if you had recollected, that when we are at Rome, we should do as the Romans do.—Cum Romano Romanus eris.

Is it either sin or shame, then, for a poor Monk, in a country where one is oppressed with excessive heat, to indulge in half an hour’s repose, that he may afterwards pursue his exercises with the more activity? Consider, that silence is best kept when one is asleep. You who reckon among the capital sins, the pronouncing of a single word when your rules forbid the use of speech,—take the example of Christ when he found his Apostles asleep: Alas, says he to them, with the greatest mildness, could you not watch with me one hour?

Clement, “Letter 44,” Interesting Letters of Pope Clement XIV (Ganganelli): To Which Are Prefixed, Anecdotes of His Life, Volume I, translated from the French, London, 1777.

Now that I’ve come to the end of my post, I’ve got to give credit where credit is due. Thanks to The Phrase Finder for identifying most of the sources above. And the photo, titled “Rome,” is by Luca Sartoni (used under a Creative Commons license). There’s some pretty nice architecture in the picture, behind the tourists. I’m thinking it took more than a day to build a place like that. By the way, that area is called Campo Marzio. If you’d like to see it in person, it should be pretty easy to find. I’m guessing that once you’re in Italy, all roads will lead there. And when you arrive, you’ll know what to do.

Cross-Cultural AT&T: Opa! and True Dat

I stumbled upon these two commercials from AT&T. I’m not sure what demographic they’re going for, but they got my attention.

The first one shows us a fun (but possibly expensive) custom from Greece. The second lets us hear that girl-next-door Lily Adams speak Russian. Turns out that the actress who plays Lily, Milana Vayntrub, was born in Uzbekistan, moving to California at age three.

Study Prep: Getting Your Kids Ready for College back in the US

143186839_5c9fad13cd_z

Now that your kids’ school year has started, it’s time to take in a big breath, let it out slowly . . . and start thinking about graduation. Ready or not, college is just around the corner.

Hear that sound? Listen closely. It’s the sound of time marching by.

While we can’t slow down the passage of time, we can prepare ourselves, and our children for what lies ahead. And if going to college in the US is part of your child’s future, then take a look at these tips for getting ready. They’re based on my experience sending two children back to the States for college while we were overseas, putting two into high school in the US (after home schooling and having them attend school abroad), and working in a university admissions office. Do you have anything to add? Let me know in the comments.

  1. Academics
    Before your child begins high school (or as soon as possible thereafter), find out the college-prep requirements and recommendations for the state in which she plans to continue her education. Each state will have its own list of required coursework for entrance into its public institutions, with courses in English, math, science, social studies, and fine arts. The list may also include classes in such areas as foreign language or personal finance. You’ll also want to check with individual colleges, public and private, to find out what additions or exceptions their requirements might have in comparison to the state’s core curriculum.
  2. Homeschoolers
    Most colleges welcome the addition of home-schooled students to their campuses, but homeschoolers will want to find out what documentation is needed and any hoops that they might need to jump through for admission. Students with diplomas from unaccredited high schools may have additional requirements, as well. Also, if students will be transferring to a Stateside high school before graduating, make sure you know the school’s policy on what courses they will give credit for towards graduation.
  3. AP
    For students taking AP (Advanced Placement) courses, check with potential colleges to see what level of test scores they accept. Also, find out if successful completion of an AP course will earn advanced placement (taking the place of a college-level course), credit (hours toward graduation), or both. While you’re at it, see if the school will allow a bilingual child to test out of foreign-language courses. This may or may not be part of CLEP (College Level Examination Program) testing. Testing out of classes not only can help meet degree requirements but can also be an easy way to add a minor.
  4. PSAT/NMSQT
    Students can take the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test), during their junior year. The test, from the College Board, is used for awarding National Merit Scholarships. High-scoring students who receive semifinalist status can apply to be finalists. Interested students outside the US will need to find a local school that is administering the test. To help with this, the College Board offers a PSAT school search form.
  5. SAT and ACT
    While some institutions don’t require SAT or ACT scores, the majority do. But which one should your child take? There are differences between the two exams. For instance, the SAT emphasizes vocabulary more than the ACT, and the ACT has a science section while the SAT does not. Other differences are more subtle. For a helpful comparison of the tests, see “The SAT vs. the ACT,” from The Princeton Review. You can find international test centers for the SAT here, and ACT’s international sites here. Contact your target schools to see if they “superscore.” Superscoring combines section subscores from two or more test dates, using the highest from each section instead of using only the scores from one date.
  6. Deadlines
    Don’t forget to keep track of deadlines: deadlines for submitting university and scholarship applications, for filling out housing contracts, for making payments or setting up payment plans, etc. Check early, as some will be much sooner than you might think.
  7. FAFSA
    Another big deadline is for filing out the FAFSA (Free Application for Student Aid), found at fafsa.ed.gov. The FAFSA is used to determine how much a family is expected to contribute to a student’s college education and, thus, how much will be offered in financial aid and loans. Results are reported to up to 10 colleges at a time. The application period opens January 1 for the following school year, but each state has its own deadline, found here. Individual colleges may have earlier deadlines, as well. Tax data is necessary for completing the form, but updated information can be supplied later by amending the application. Even if students know that their family won’t qualify for federal or state financial aid, they should submit the FAFSA anyway, as it is often used for scholarship selection. It is important to remember that filling out the FAFSA is free, so if a site asks for payment, it’s not the official FAFSA.
  8. Scholarships
    When it comes to scholarships, there are those offered by individual colleges, and there are many, many more out there that are looking for qualified recipients. Some students treat scholarship application as if it were a job, and it can pay very well, with funds adding up well beyond the cost of school. For reviews on five top scholarship websites, take a look at Blake Sander’s article at MoneySavingPro. Remember that any scholarship or grant money that goes beyond paying qualified education expenses (tuition, fees, and books, but not room and board) is considered taxable.
  9. Transcripts
    Students will need to submit high-school transcripts to colleges as part of the admission process. For most schools, the transcripts will need to arrive in a sealed envelope from the high school in order to be considered official. Some will accept faxed copies from the high school. Foreign transcripts that are not from US accredited schools will need to be evaluated for authenticity, for diploma validation, and for determining a US GPA equivalent. Some colleges will do this in house, while others will require you to send the transcript to a third-party evaluation agency. If the transcript isn’t in English, it may be necessary to have it translated, as well.
  10. Campus visits
    Many colleges offer online virtual tours to help you get a good feel for their campus. Look at the institution’s web site, but you’ll also find a number of schools represented at YouVisit’s college site. If you’re in the States, it’s beneficial to have an in-person visit. If you give a school enough notice before you arrive, they should be able to arrange a tour for you.
  11. In-state tuition
    Back to finances: One of the biggest concerns for out-of-country parents is the issue of in-state tuition for public schools. Even if you’ve previously lived in a state your whole life, the fact that you don’t now means that your child will have to prove he deserves in-state status. The final decision will come from the university, and it will depend on such things as parents’ owning a house there (though that by itself is not enough), living there for a number of years, having ties to the state and other factors that show a probability the student will remain there after graduation, filing state income tax, registering a vehicle, registering to vote, having a library card, etc. Schools have widely varying rules on how students can gain in-state status on their own, such as living in the state as a financially independent adult for a period of time. Some schools offer in-state rates to children of alums or to residents of neighboring states or states with regional student exchanges. Words such as dependentresident, home, and domicile are important to define. (Hint: They may not mean what you think they mean.)
  12. Admissions office
    Make a friend in the admissions office of the colleges you’re serious about, someone you can email, or call, to get answers to your questions. You might get in touch with someone in international admissions, as well, for help with issues that are unique to students living outside the US.
  13. FERPA
    Understand that even if you want to stay in control of your child’s education, you will be limited in the information you can get from the school. Under FERPA (Federal Educational Rights and Privacy Act), the college cannot give you such things as grades, class schedule, or billing information without the students written consent—even if you’re the one paying the bills.
  14. Orientation
    Make plans for your child to arrive in the US in time for student orientation. The earlier she enrolls, the more classes will be available for filling out her schedule. Orientation is a good time for parents, if you’re able to come, to hear first-hand the details of college life. It’s also good time for releasing your child toward independence. (That’s why you’ll probably be sent to a different room while your child picks classes.)
  15. On campus
    You’ll want your children to find community when they relocate. Some campuses will have a residence hall set aside for honors students or a floor designated for students with common educational interests. You can contact local churches and campus ministries (some of which will offer housing). Maybe there’s a Mu Kappa chapter (for missionary kids) on campus. Or maybe the school has a recognized group for Third Culture Kids (TCKs). International student clubs may offer a good fit as well.
  16. Transition
    Our two sons who came back to the US for college while we were overseas attended reentry programs. These were very valuable in helping them understand the transitions they were facing and giving them practical advice for acclimating to US culture. The two seminars we used are sponsored by Barnabas International (they also offer one in partnership with the Narramore Christian Foundation) and Interaction International. For help in understanding the TCK mindset and how to navigate cultural changes, get a copy of Third Culture Kids: Growing Up among Worlds (by David Pollock and Ruth Van Reken) or The Global Nomad’s Guide to University Transition (by Tina Quick).

The kids really are growing up. It’s never too early to get ready. Hear that sound?

[photo: “Graduation Cake Guy,” by David Goehring, used under a Creative Commons license]

When Grandma’s Lap Is Far Away

8263620238_4df2a740c8_z

Diane Stortz knows a thing or two about being separated from family. She’s the co-author of Parents of Missionaries: How to Thrive and Stay Connected when Your Children and Grandchildren Serve Cross-Culturally.

She also knows a thing or two about children’s books, having written Words to Dream OnThe Sweetest Story Bible, and a couple for Roman Downey’s Little Angels series, among others.

By my reckoning, that means that she knows two things or four about finding books to send to grandchildren overseas.

If you’d like some good advice, go to her blog and read her five points on what to look for when choosing the right storybook for children.

And at Christian Children’s Authors, she puts in a plug for recordable children’s books. Maybe it’s because I don’t have grandchildren yet, but I never knew there was such a thing. What a great idea for staying in touch with faraway granddaughters and grandsons, nieces and nephews.

In this post, Stortz mentions three publishers that produce recordable books: Hallmark, DaySpring, and Publications International. Using that as my starting point, here’s a sampling of what I found (it includes lots of grandmas and lots of bears)—

Conversations to Keep: Grandma and Me
That’s What Grandmas Do
My Grandpa and Me
Guess How Much I Miss You

Guess How Much I Love You
Under the Same Moon
What Aunts Do Best/What Uncles Do Best
I Love You So Much

I Love You Head to Toe
Wherever You Are: My Love Will Find You
Bright and Beautiful
All Day Long with Jesus

Bedtime Prayers and Promises
Sesame Street, Together at Heart
If . . . 

And here are a couple for sending back the other way—

I Love You Grandma
My Grandma Is Special

Susan Adcox, “Grandparents Expert” at About.com, writes that Hallmark recordable books are “pure magic.” “What child wouldn’t be entranced to open a storybook and hear it read in a grandparent’s voice?” she asks.

She goes on to compliment the recording process, calling it “practically foolproof.”

What Is a Bridge but a Paradox?

5078301307_31b7f7a46a_z

What do you see when you see a dock?

A place for studying the horizon?
For dipping a toe in the water?
For casting off?

Or a place for lowering your sails?
For stepping onto dry land?
For coming ashore?

Is it a place for setting out or coming back? Much depends on the compass of your heart.

If for you, the dock is too short, out of desire or necessity, you build it forward, step by step, plank by plank, as you go—through the spray and the mist and the fog. And when you’ve built till you’re more coming than going, you see another shore—build, step, build, step. You are there.

This is crossing cultures. This is creating a bridge. This is going from home to home.

Then, at some point, out of desire or necessity, you step back onto the bridge. You must have been gone a long time, because what was once a complete span is now incomplete. You need to build to close the gaps. And at times you’re simply on a dock again, building to a shore you cannot yet see. Strange. It was a bridge before.

This time while you’re crossing, you find that in the mist there are others with you, and when they talk, you understand them, because they are speaking your language.

“Where are you from?” you hear someone ask, and the answer, “That’s an interesting question.” “You, too?” one says. “Me, too,” another replies. You understand them, not because you use the same words, but because when you speak those words you agree on the impreciseness of their meanings: near, far, hot, cold, friends, enemies, rich, poor, family, strangershere, there, hello, goodbye. Their meanings are slippery, like the damp boards beneath your feet. And the slipperiness is comfortable.

In time, you cross the bridge again and again, sharing familiar greetings with those in the misty middle. But never do you set out without having to repair what was built before. You continue . . . build, step, build, step.

What is a bridge, but a paradox, leading from home to home, from not-home to not-home? Your heart’s compass spins. The shores, they push and pull, they give hugs at arms length, they don’t plan on changing, but they do. The same can be said of you.

And then, out of desire or necessity, you settle down farther inland. You put down roots in loose soil. There’s a dock over the next, next hill. You go to visit from time to time and walk its length. You listen to the slap of the waves. You breathe in the smell of the ocean. You taste the salt in the air . . . and you remember the sounds and the smells and the bitter-sweet flavors of where you used to be.

What do you see when you see a dock?

You put down roots in loose soil, but you still speak the language of the bridge.


These thoughts are inspired by Mission Training International‘s “Pair of Ducks.” MTI uses two rubber ducks—a “yay duck” and a “yuck duck”—to show cross-cultural workers and their kids that all the places where they’ve lived have their good and bad parts.

[photo: “Harbour Bridge,” by D.Reichardt, used under a Creative Commons license]

TCKs as Prototypical Citizens and Culture Shock as Exaggerated Poop: Ted Ward’s Views on Growing Up Abroad

16241388115_fec39f427a_zQuotation tracing. It’s almost as exhilarating as tracing a river.

According to the Taipei Times, the sport of river tracing may have been birthed in Taiwan in 1982. That year, a Japanese expedition team representing the Osaka Grassshoes Society traced the Nantsi River to the top of Taiwan’s Jade Mountain. (How’s that for an epic-sounding adventure?) Years ago I got to chaperone a group of junior-high-school students in a much less demanding trek, hiking in and up a fast-moving mountain river in northern Taiwan. We had a great time wading, swimming, crawling, and climbing. Not only did we find the spring that was the river’s source, but we also enjoyed—and discovered a lot during—the getting there.

So it is with quotation tracing, finding the origin and context of well-known, though often misquoted and misattributed, quotations. There’s much to be learned from tracking down quotations, and now that I’m older, I find that quotation tracing is more suited to a more sedentary lifestyle, as well.

My target quotation this time is one that we read often in literature about Third Culture Kids. And just like river tracing in Taiwan, it comes from the 80s. It’s Ted Ward’s

TCKs are the prototype citizens of the future.

I used this form of the quotation a few years ago in a blog post that I wrote. Sadly, at the time, I hadn’t checked the source. Had I done so, I would have seen that the original comes from page 57 of “The MK’s Advantage: Three Cultural Contexts,” in Understanding and Nurturing the Missionary Family. The chapter from Ward is an abridged version of a presentation he made in Quito, Ecuador, at the International Conference on Missionary Kids, held in 1987. (David Pollock and Ruth Van Reken, in Third Culture Kids: Growing Up among Worlds, are two who point to this source.) I would have also seen that the quotation has been paraphrased over time.

Speaking about the qualities that define Missionary Kids (MKs) as world Christians, Ward says,

Another characteristic is the loyalty to Christian values, even above the social pragmatics that we deal with in any society. There are characteristics of the internationalizing community of Christ that may very well, in this increasingly shrunken world, become characteristic of the church in general in the twenty-first century. One of my propositions is that the missionary kid of the nineties will be the prototype of the Christian of the twenty-first century [emphasis mine].

Because Missionary Kids are a subset of Third Culture Kids, it’s not a stretch to apply what Ward said to the larger group as a whole, but it’s interesting that his comments in this context refer not to general global citizens but to citizens of the community of Christians. This is understandable, though, as Ward’s audience was missionary families, and if he were talking to expat families in general, I would think it logical that he would apply the same principle to the broader category of all TCKs.

But looking at Ward’s presentation as a whole, I find something even more interesting. It’s his strong pronouncements of how MKs should embrace the advantages of their lives abroad and should not focus on the perceived negatives. “I view the MK growing up experience,” he says, “as very positive and very valuable, in comparison with the experiences available to their cousins who are stuck back home.”

To combat negative stereotypes applied to MKs, Ward uses somewhat blunt language, language that grates against my way of thinking. But one of his goals seems to be to shake up our assumptions, and my discomfort shows that he has been successful in that with me.

At the time that he spoke at the Quito conference, Ward was serving as dean of International Studies, Mission, and Education at Trinity Evangelical Divinity School. Before that, he spent 30 years at Michigan State University, teaching in the areas of education and curriculum research, and taking a leading role in the field of theological education.

While at Michigan State, Ward was a colleague of Ruth Hill Useem, the sociologist and anthropologist who coined the term Third Culture Kid. Ward describes Useem’s technical usage of TCK as being in the context of

cultural variables that are not definable in terms of ours and theirs. She was talking about the dynamic of that which is different because people from outside settings residing in an inside setting do not take their primary identities ultimately from either, but they take it from the commonness that they have with others who are doing the same thing.

But Ward goes on to point out that Useem’s definition of third culture is based on her study of “the overseas intellectual communities of Western European and American people in the sciences and technology.” And he writes that the paper in which she coins the term Third Culture Kid has “no reference to anything like what we would call the MK.” Therefore, he believes that today’s use (or “misuse”) of TCK has made it a “static term,” with “standard values” and “generalizations about it which lead us to the wrong questions.” (edited 5/11/21*)

What are some of the wrong questions? They are nonsense questions. “Is it OK to be an MK?” “What are the problems of being an MK?” They’re dumb questions, but they’re the questions that a static view of culture leads you to.

Then you get preoccupied by rootlessness. Oh, come on. Millions of people in the world are rootless. Don’t get paranoid about thirty thousand kids when ten percent of them are rootless.

It is this kind of negative thinking, especially by parents of MKs, that Ward opposes. For instance, in the area of culture shock:

Words like culture shock—good grief! Talk about popularization of some bad research! Culture shock—for the most part largely exaggerated poop! Incompetency, yes, but incompetency comes in all kinds of forms.

And about American expat parents who are concerned about their children’s lack of understanding of US culture, he responds,

I find more MKs understanding the nature of American society than people who are raised wholly within it. Would that we could get that message across to parents. Paranoid parents have got to be helped.

Ward also laments missionary parents’ worries about reverse culture shock. Years ago, it wasn’t so easy for missionaries or their children to return “home,” so they weren’t so apt to influence their children towards the inevitability of going back. One qualification of MKs as prototypical world Christians, says Ward, is their ability to serve God anywhere, without being tied down to a particular country or culture, especially the one from which they came.

Ward believes that the long-term work of missionaries has changed. “A career missionary today does not get buried in China at age forty-seven under great mounds of Chinese soil,” he states. “He gets buried at age forty-seven at a North American mission office desk under mounds of paper.” Ward doesn’t want this sort of mindset to be passed on to Missionary Kids.

Ward has given me, a former missionary and current parent of several MKs, a lot to think about, and I wonder how I would have responded if I had been in his audience 27 years ago.

While tracing Ward’s quotation to its source, I’ve been challenged, affirmed, and stretched. I’ve learned a few things and I’ve read some things that I’ll be pondering for a while. I’m grateful for the work that Ted Ward has done for and with cross-cultural workers and their families. And while I’m not on board with everything he’s said (for instance, I don’t think that culture shock is “largely exaggerated poop”), I do understand that there can be a tendency toward paranoia and excessive navel gazing.

We need balance. It’s good to look inward, with caution. But it’s also good to look up and out and aim for some mountaintops, to hike some rivers, to look with optimism at the path ahead, and to see the landscape from a different perspective.

(*In my original post, I misunderstood Ward’s view of how Useem defines the term Third Culture Kid, writing “According to Ward, Hill Useem applied it to particular new cultures—new communities in a distinct time and place—that expats form inside their host country. This is different from how we currently use TCK (or MK) to describe a broad group of people raised overseas.” I have rewritten the paragraph above to better express Ward’s objections to today’s usage of TCK.)

(Ian Bartholomew, “Taiwan’s Rivers Offer Vast Potential for Adventure,” Taipei Times, August 19, 2001; Ted Ward, “The MK’s Advantage: Three Cultural Contexts,” Understanding and Nurturing the Missionary Family: Compendium of the International Conference on Missionary Kids, Quito, Ecuador, January 4-8, 1987, Volume I, Pam Echerd and Alice Arathoon, eds., William Carey, 1989.)

[photo: “Consumer Confidence!” by Chris & Karen Highland, used under a Creative Commons license]