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  A letter from Eric and Becky Hinderliter in Lithuania  
             
 

March 3, 2003

Greetings from Lithuania!

Winter lingers on here in Klaipeda. The winter darkness has ended but snow and cold persist. We are hoping for an early spring. Lent begins in a few days, so Easter cannot be far away. Easter always renews our hope and refreshes us.

Becky and I both teach full-time at Lithuania Christian College (LCC), and this seems to take all our energy. Becky has four sections of accounting and 85 students. I teach four classes in economics, social policy, and entrepreneurship. We try to have the best teaching materials and to put the lessons in a Lithuanian context. Thanks to all of you who have helped gather and send these classroom books and materials!

 
             
 

"Waiting on tables in Dublin or being a live-in babysitter in London seem to offer better prospects than floundering in the weak job market in Lithuania."

  Learning how to teach here has not been easy. Since a principal learning objective is English proficiency, English is the language of instruction. The content of the books and materials is comparable to a typical college in the United States. When filtered through a second language, there is a double challenge for a teacher. Students struggle to express themselves clearly in English. Students' abilities at LCC vary widely, so we spend much time teaching vocabulary and practicing reading. We say we are all teachers of English.  
             
 

But language is not the only challenge. There is talk these days in Lithuania about "post-Soviet nostalgia"—the longing for an era where things seemed to be simpler, the risk of failure was smaller, the pace of life was more predictable, and the choices available were clear (if limited). Students in my economics classes struggle to make sense of the "forces of the market economy." When asked what the main task of a business is, many will respond: "to create working places." The teacher in me says "no, the correct answer is to produce efficiently and sell at a profit!" Some students can't tell if this is just the latest foreign ideology or some invisible force that rules the world. The students look at what is happening economically to their parents. Their fathers are losing their jobs as new owners introduce current production technology and cut workers. Their mothers are trying to start new careers but they don't have much chance at retraining or continuing education. So we spend time explaining what the market does well and what it does poorly—and on how a Christian might respond, both to the needs of the individuals hurt in the new, fast-paced system and to public debate about economic and social policy.

Jobs seem like the number one concern among students. I asked a class of 20 seniors about their job prospects when they graduate in May. Only one had a clear idea about a job. The rest were pessimistic. Most students think they have a better chance if they emigrate to a European Union country. Waiting on tables in Dublin or being a live-in babysitter in London seem to offer better prospects than floundering in the weak job market in Lithuania. We try to equip our students with "marketable" skills but the students rightly ask "What if there is no market here?" The economy of Lithuania is actually doing comparatively well in the last two years and we try to convey these hopeful signs to students.

The majority of students at LCC are not Christians. Most have only a passing knowledge of the Bible. A Christian worldview often seems like a strange perspective to students. A legacy of the Soviet past is skepticism about pronouncements and ideals. Students want authenticity in their teachers. Our behavior is what they believe, not what we say or try to teach directly. Students are keen to watch how we spend our money, how we treat them, and how we treat each other. This semester a Lithuanian teacher and I are teaching a new course about world poverty and economics. We offer a Christian ethical and theological perspective on poverty and injustice. Most students respond with academic interest to the theological readings. To move the discussion to the level of faith is often a challenge. We give our perspective and hope that our testimony about God's preference for the poor and the hope of justice for victims is authentic and will resonate with students as they hear these Christian messages, often for the first time.

We do what we can and pray for help and inspiration. A few years ago the Christian education committee at Bethany Presbyterian Church in Lancaster gave me this prayer. It's on our refrigerator here as a reminder of why we were sent to LCC: "They are watching me closely in all that I do, to see if my life is worthy of you; so please help me each day be the best I can be, that each student I teach will see Jesus in me."

We are beginning to think about our future here at LCC. Our term at LCC ends June 30, 2004. We think we are called to be at LCC. We hope you want us here as your representatives—as ambassadors for Christ. Our prayer is that the will and the means be provided for us to continue at LCC for another term. We ask that you give prayerful consideration to the new PC(USA) "mission initiative" now underway, that the church's number of mission workers be increased. We also hope that you consider our directed mission support account. To know that we are part of a larger Christian community that extends beyond LCC sustains us. May your journey through Lent prepare you to arrive at Easter morning refreshed and ready to hear Jesus say again "Peace be with you. As the Father has sent me, I am sending you" (John 20:21).

Peace.

Becky & Eric Hinderliter

 
             
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