“Never look back unless you are planning to go that way.” - Henry David Thoreau

The BIGGEST PROBLEM that I have with ME … or the guy in the mirror if I wanna leave me out of it … MY BIGGEST problem is ANY tendency whatsoever on my part to EVER be lured into EVER look back nostalgically.

Of course, I have fond memories of the past, but I REFUSE to look back with nostalgic LONGING for the past. It’s one thing to be grateful for the past; it is WRONG to long for it.

We should not look in the rear view mirror when we are driving into the future … TIME does not work that way AT ALL!

God is giving us gifts that we are to enjoy and celebrate IN THE MOMENT TO COME … we are to be grateful for the gifts that we ARE ABOUT TO RECIEVE!

I detest nostalgic longing for the past … it’s evidently some sort of sin that the Devil has designed to make us ungrateful. I am not going to fall for that ploy! I HATE the SIN of that level of INGRATITUDE. I HATE IT!

Looking back and desiring the future to be just like some comfortable memory of the past is exactly equivalent to being SUPREMELY UNGRATEFUL for the moment that is about to happen.

In other words, when I pray to let God’s will be done … I come before my Creator, in the name of my savior, Jesus Christ, to also petition that God grant me the superhuman spiritual ability to accept the Holy Spirit into my life.

When I pray for those things … that God’s will, NOT MINE, be done AND that the Holy Spirit transforms me in a way that I can’t do … I am BEGGING God for the ability to be ecstatically joyous and grateful for the moment that is about to happen … and to be able to appreciate the joy and the beauty in that moment that is about to happen.

Whenever, I am behaving like a whiny little crybaby … or sad about missing the bygone days … I realize that sadness is derived by not being ready and anxious to joyously welcome in the moment that is about to happen.

In other words, it’s like the ungrateful, spoilt little crybaby boy telling his parents and grandparents that this year’s presents SUCK and he’s going to pout until they give him presents like in the past … well, maybe I am not always a fan of corporal punishment, but if there was EVER a time for an ungrateful little brat to be SLAPPED SILLY … it would be for that kind of supremely disgusting whininess.

And yet’s that is EXACTLY what we are doing when we look back nostalgically and wish for God to give us the same gifts that he gave us in the past.

MAYBE we should start telling others around us to keep their nostalgia to themselves … WE ARE ABOUT TO CELEBRATE THE MOMENT THAT IS ABOUT TO HAPPEN … and we HAVE DECIDED THAT FROM NOW ON we are going to be grateful for the gifts that we are about to be given!

The Theology of NEVER LOOKING BACK

Looking back longingly, with nostalgic unrealistic yearning for one’s past life, has consequences, just ask Lot’s wife - Genesis 19:26

I am working on a 200-module, year-long Christian post-graduate level intensive curriculum in theology, psychology, cognitive neuroscience, dementia, alcoholism, and various coping mechanisms related to aging, decline, atrophy of skills, death, and grieving losses:

Theological Foundations (30 modules):

1-5: Biblical Perspectives on Aging and the Human Lifespan

6-10: Theological Anthropology and the Meaning of Human Existence

11-15: Suffering, Death, and Resurrection in Christian Thought

16-20: Eschatology, Eternal Life, and the Afterlife

21-25: Pastoral Care and Spiritual Counseling for the Aging

26-30: Bioethics and End-of-Life Decision Making

Psychological and Cognitive Neuroscience Perspectives (40 modules):

31-35: Lifespan Development and Aging Processes

36-40: Cognitive Changes and Memory Decline in Later Life

41-45: Emotion Regulation and Psychological Well-Being in Older Adults

46-50: Neuropsychology of Aging and Age-Related Disorders

51-55: Neurobiology of Stress, Anxiety, and Depression

56-60: Psychoneuroimmunology and Mind-Body Interactions

61-65: Neuroplasticity, Cognitive Reserve, and Brain Maintenance

66-70: Psychological Resilience and Successful Aging

Dementia and Neurodegenerative Disorders (30 modules):

71-75: Alzheimer’s Disease: Pathology, Diagnosis, and Treatment

76-80: Vascular Dementia and Cerebrovascular Disorders

81-85: Frontotemporal Dementia and Primary Progressive Aphasia

86-90: Lewy Body Dementia and Parkinson’s Disease Dementia

91-95: Mixed Dementia and Atypical Presentations

96-100: Caregiving, Support Systems, and Community Resources

Alcoholism and Substance Abuse (20 modules):

101-105: Neurobiology of Addiction and Alcohol Use Disorders

106-110: Screening, Diagnosis, and Assessment of Alcoholism

111-115: Pharmacological and Psychosocial Interventions for Alcoholism

116-120: Spirituality, Twelve-Step Programs, and Recovery

Coping Mechanisms and Emotional Challenges (50 modules):

121-125: Grief, Bereavement, and Loss in Later Life

126-130: Loneliness, Social Isolation, and Connectedness

131-135: Nostalgia, Reminiscence, and Life Review Processes

136-140: Daydreaming, Mind-Wandering, and Mental Time Travel

141-145: Stress, Coping, and Adaptation in Aging

146-150: Depression, Anxiety, and Mood Disorders in Older Adults

151-155: Suicide Prevention and Intervention Strategies

156-160: Existential Concerns, Meaning-Making, and Spiritual Struggles

161-165: Forgiveness, Reconciliation, and Resolving Unfinished Business

166-170: Gratitude, Positive Psychology, and Successful Aging

Pastoral Care and Practical Theology (20 modules):

171-175: Preaching, Worship, and Ministry with Older Congregations

176-180: Intergenerational Programs and Faith Formation

181-185: Pastoral Visitation, Counseling, and Spiritual Direction

186-190: Rituals, Sacraments, and End-of-Life Ministries

Research, Methods and Peer-Reviewed Publication of Findings

Quantitative, Qualitative, and Mixed Methods Research Designs

By the end of five modules, students will have had a deep exposure to the statistical foundations and experimental design principles that underlie rigorous and reproducible research in the social and health sciences. They will be equipped with the very basics of the comprehensive toolkit for future Just-In-Time investigation as specific needs arise of traditional and cutting-edge research methods, as well as an basic understanding of the practical skills needed to conduct and publish high-quality research in an increasingly pre-print-driven digital and open scientific ecosystem.

Foundations of Probability and Statistical Inference

  • Probability Theory and Stochastic Processes

  • Estimation Theory and Hypothesis Testing

  • Bayesian Inference and Decision Theory

  • Nonparametric and Robust Statistics

  • Multivariate Analysis and Dimensionality Reduction

  • Computational Statistics and Monte Carlo Methods

Experimental Design; Causal Inference; Qualitative Methods; Mixed Methods

  • Randomized Controlled Trials and A/B Testing

  • Quasi-Experimental Designs and Natural Experiments

  • Observational Studies and Propensity Score Matching

  • Instrumental Variables and Regression Discontinuity

  • Difference-in-Differences and Synthetic Control Methods

  • Mediation Analysis and Causal Mechanisms

  • Adaptive Designs and Sequential Experimentation

  • Bayesian Experimental Design and Bandit Algorithms

  • Grounded Theory and Ethnographic Methods

  • Phenomenology and Interpretative Phenomenological Analysis

  • Narrative Analysis and Discourse Analysis

  • Mixed Methods Research Designs and Integration Strategies

Longitudinal / Panel Data; Survey Research; Questionnaire Design, Psychometrics; Scale Development

  • Repeated Measures ANOVA and Mixed Effects Models

  • Growth Curve Modeling and Latent Trajectory Analysis

  • Survival Analysis and Event History Analysis

  • Multilevel Modeling and Hierarchical Linear Models

  • Dynamic Panel Data Models and Autoregressive Processes

  • Missing Data, Attrition, and Dropout in Longitudinal Studies

  • Sampling Techniques and Survey Weighting

  • Response Biases, Measurement Error, and Reliability

  • Item Response Theory and Rasch Models

Online Research Platforms/Tools; Research Ethics and Responsible Conduct

  • Reproducible Research with R Markdown and Jupyter Notebooks

  • Version Control and Collaboration with Git and GitHub

  • Open Science Frameworks and Preregistration

  • Preprint Servers and Open Access Publishing

  • Semantic Scholar, Connected Papers, and Citation Analysis

  • Papers with Code and Reproducible Machine Learning Pipelines

  • Ethical Principles and Regulations for Human Subjects Research

  • Informed Consent, Privacy, and Data Protection

Data Visualization, Open Source Communication; Leadership and Community Development

  • Information Design, Data Storytelling, Jupyter/Polyglot Notebooks

  • Interactive Dashboards, Web Applications, Rentable Compute (eg Paperspace, GCP Collab, etc.)

  • Independent Research Project Repositories and Research Ecoystems (eg PapersWithCode)

  • Research Portfolio, Social Media, Outreach Dissemination Strategies

Throughout these five modules, students will been encouraged to engage in their own hands-on data analysis, experimental design, and research projects that apply advanced statistical methods and innovative research tools to real-world problems in medicine, psychology, and economics. The curriculum emphasizes an EXTREMELY BROAD OVERVIEW … to give perspective … in the development of critical thinking, scientific integrity, and collaborative research skills, as well as the ability to effectively communicate and disseminate research findings to diverse audiences. The point these modules is NOT to make a student proficient in any one area … that proficiency will develop when they actually use tools … the POINT is to give them a very general understanding of the DIFFERENT statistical tools and experimental research designs methods available, and the types of things that obscured by using the wrong tool … which is USUALLY DONE to make the data agree with the funding authority [or future funding sources].

Presentation of Research Results and Integrative Webinar/Podcast

Throughout the course, students will have engaged in a combination of resources and hands-on experiential learning activities that integrate theological, psychological, and neuroscientific perspectives on aging, dementia, alcoholism, and coping mechanisms. The curriculum emphasizes the development of critical thinking, empathy, and pastoral care skills, as well as the ability to apply theoretical knowledge to real-world contexts.

By the end of this intensive program, students will have a deep understanding of the complex interplay between spiritual, emotional, and cognitive factors that shape the aging process and its associated challenges. They will be equipped with the knowledge and skills needed to provide effective pastoral care, counseling, and support to older adults and their families, as well as to develop innovative ministries and programs that promote successful aging, resilience, and spiritual well-being.

The course also places a strong emphasis on the ethical, social, and theological implications of aging and end-of-life issues, as well as the importance of fostering a supportive and inclusive community that values the wisdom, dignity, and contributions of older adults. Through a combination of academic rigor, practical application, and personal reflection, this curriculum provides a comprehensive foundation for Christian leaders and scholars who seek to address the challenges and opportunities of an aging society.