Typically, my engagement with FLEx is from an instructional perspective—providing feedback and problem solving as I work with teachers on their FLEx design.
But recently I played a new role when my son, for FLEx in his Anatomy and Physiology course, interviewed me about my heart attack last year. Somewhat predictably, his work was last minute, so the interview occurred during our 40-minute commute to school.
Looking back, I am grateful for his procrastination as the commute offered the ideal context for the interview. The Q and A format during this windshield time presented a brave and structured protocol for me to explore and openly share my experience. A rare scene unfolded as all three of my kids removed their AirPods to participate in the conversation.
What started as an overview of heart attack anatomy morphed into our voicing the effect of the heart attack on us individually and collectively. We shared what we were feeling (fearing) at the time and how the experience continues to impact us.
Believe me, before this moment, our commute could rarely be described as restorative. But this I know to be true: my son’s FLEx provided an opportunity for a healing conversation in our family. FLEx language rolls off the tongue so easily: “real work that meets real needs for real people.” But for the first time, as a “real person,” I experienced the restorative, Kingdom work at the heart of FLEx. My family and I are more whole because of it.
