Healing Prayer - Rob Gleghorn's Talk

Well, here's a video -- more like an audio -- clip of Rob's part of the talk at the campfire. You can't see anything except the flashlight that Heidi is holding, and the book Rob is reading out of. But it's really good. It was his part of the talk on "Healing Prayer" that Heidi and he spoke on. Rob is explaining that he didn't really think much of the Healing Prayer Workbook* that Heidi uses with women... until he went through it himself just a few hours earlier on the day of this clip.

*from the People Resources Team of The Navigators: peopleresources@navigators.org (719) 594-2555

http://video.google.com/videoplay?docid=3232977353420049258

Well, the embedded video doesn't seem to want to work, so you can click on the link above if you'd like to see it.

15 MPH

Here's another short clip... hope you can hear it okay. It's part of the beginning of Randy's talk at his house... actually there are two clips, but I missed a little in between. In the first, Randy introduces his talk:

The part I missed in between is when Hal Denney says, "This is the 'Lower Room' discourse," which caused all the laughter at the beginning of the next clip. This is why I could never be a professional photographer or videographer... I always miss the moment. Oh well. I try to make up for it a little by taking so many pictures/videos that I sometimes accidentally get something. Here's what followed (only the first minute or so of his talk... still just the introduction):

John & Rob Meet... Again

Here's a short video clip of when John Walters went out to greet Rob Gleghorn. Sorry I'm so far away, and you can't hear very much, but it was a memory...

What a Treasure

Here's a short video clip that is a treasure for us. A little background: our youngest, Paul, was being a little distracting during Randy's talk on Monday night, and was not willing to sit in my lap or Weldon's when we tried... but when he walked past Jim Downing, he looked up and his eyes lit up like he'd seen his Grandpa! Jim picked Paul up and held him and played with him for a few minutes with his nametag (like he really needed one of those!).

More pictures and updates

I just read Cathy McConnel's blog where she wrote about her time at the reunion and thought I'd put the link here: http://cathyincambodia.blogspot.com/2008/08/wonderful-time.html

Reading her's, I was inspired to add a few more pictures of our time at the reunion. If anyone wants any of these, I'd be glad to send them to you on e-mail. Just let me know!



Dinner in the King James (Cathy McConnell, Paul Goodwin, Randy Raysbrook)
Joy Milner - sorry we never made it up to Ladybug Lookout, Joy!


Marilyn Raysbrook - sporting a "Vegas" tatoo :) (Very temporary!)
Jamie Clark, Mary Wahl, and Jeff Wahl waiting for dinner -- "Where's the beef?!"
Ali Morgan... got those marshmallows a tad overdone!
Campfire at Echo Rock
Brett Clark, providing the ambience at the campfire. Thanks, again for playing, Brett!

Question for Critical Thinking

More from Randy:

QUESTIONS FOR CRITICAL THINKING

Few things in life are all that they appear to be. Critical thinkers know that and analyze ideas, concepts, or events by looking at them from many different perspectives. They discover what remains hidden to most people. Critical thinking can be taught by asking a person the right type of questions, questions that start deep thinking.

Teaching someone to think critically starts by asking them questions that are probing and purposeful. They are probing because they challenge the obvious and examine assumptions. Critical questions are purposeful in that there is a goal in mind—the discovery of truth. They are not questions for the sake of questions, they are questions for the sake of learning.

To help a person to think critically, whether in a Bible study, a conversation, or a teaching situation, learning the various types of questions is of great value. Each type of question produces a different type of thinking. The more types of questions a person knows how to ask, the better thinking he can induce in others.

Here are a few simple categories.

Defining
Defines the word or idea.
In your own words, what is _____?
Could you give me a simple definition of _____?
Based on our discussion/textbook, what is _____?

Describing
Provides details or personal impression.
Can you describe _____?
How would you tell another person about _____?
Could you draw a picture/graph/icon/cartoon of _____?

Analyzing
Separates information into components. Focuses on facts.
What are the qualities of _____?
What is happening or not happening here?
What are the characteristics of _____?

Predicting
Considers possible consequences
What if _____?
As you consider _____, what are some important events that might occur (positive and negative)?
What are the short/long term consequences of_____?

Opposing
Takes the opposing position.
If you were to argue against _____, what would you say?
Is there another way to look at _____?
What is the opposite of _____?

Going to Extremes
Views the idea or concept from extreme positions.
What is the most/least, largest/smallest, best/worst, most boring/most fun thing about, most expensive/cheapest part of, most difficult/easiest part of, most/least important aspect of, quickest/slowest part of, greatest asset/liability of _______?

Applying
Uses the concept in a practical manner.
How would you use _____?
Can you name some ways _____ might apply to you/another?
What are the implications if you/another do not act on this?

Evaluating
Makes judgments about value.
What concerns you about _____?
What is your opinion about _____?
Why is this important?

Comparing/Contrasting
Tells how something is like or unlike something else.
How is _____ like/unlike _____?
Can you name some similarities/differences between _____ and _____?
How would you differentiate between_____ and _____?

Personifying
Views the idea or concept from another person’s perspective.
If you were _____ (name a famous person currently living or from history), how would you react to this idea or concept?

How would a(n): accountant, advertiser, artist, celebrity, child, detective, historian, lawyer, parent, philosopher, psychologist, religious person, sociologist, teacher, teenager, or writer think about _____?



Copyright 2006 © Randy D. Raysbrook. Please do not reproduce without permission. RRaysbrook@comcast.net

Used by permission. (Thanks!)

Questions that Lifelong Learners Ask

This list is also from Randy Raysbrook:

1. What is the main idea?
2. What words best describe this?
3. What are its elements or parts?
4. What are its potential consequences (long-term and short-term)?
5. What don't I know about this?
6. Where can I find soft (people) and hard (books, articles) resources?
7. How does this work?
8. How do I explain this to another person in one sentence?
9. What is the most important part?
10. What things can I compare this with?
11. Is there another way to look at this?
12. Should I do anything with my observations or discoveries?