By: Arry Kraaij
On Thursday, January 23, 2025, a group of fourth-year primary education students departed for Guatemala—a completely different culture we had studied in advance. It is a warm society where community and relationships are highly valued, but it also struggles with insecurity, corruption, and crime. What would we discover and learn during this study trip? And what would be the amount we had raised for Christian education in Guatemala? Here is a reflection on our journey.
Beforehand, the students prepared by researching the culture and education system and organized a fundraising campaign. Lessons, building dikes and windmills, a traditional Dutch games day, and a presentation to the team were all planned.
What immediately struck us in Guatemala City was the stark division between neighborhoods. Some areas were heavily secured with surveillance cameras, gates, and barbed wire, making them relatively safe.
In the middle of the city, where 60,000 people live on a massive landfill, people searched for valuable items beside a large cemetery where even the dead were not safe—a chilling sight. The windows of our vehicles were tinted, and we were not allowed to open them. Traffic rules or signs were almost non-existent, and everyone drove chaotically together.
Compassion
Yet, in the heart of this city, children are sponsored by Woord en Daad, people on the other side of the world who feel compassion for the suffering of others. There was a place of hope—a Christian school welcoming children from that poor neighborhood.
A place where trees and plants grow, a playground, and children embrace you as you enter; teachers full of enthusiasm who radiate trust and love toward their students—truly impressive.
At that moment, I thought of the pedagogical quintet we had taught in primary education lessons. Here, everything became clearer for the students. Being a steward for the children entrusted to you—the students were literally embraced, not only by the teachers but also by one another.
“Come, join us”
No one walked alone or was bullied; everyone was included. “Come, join us,” I heard repeatedly around me. This made the role of gardener visible—a learning environment of safety, literally fenced off by gates. A garden was consciously created with room for play and movement, and the children even grew vegetables in small gardens.
Besides the shepherd role, where children were taught knowledge and skills, I mainly saw the role of guide. What is important in life? What really matters? On the wall was a large image of the name Jesus with a big red heart, and next to that heart were the temptations of the world, crossed out: money and power.
Perhaps the education seemed less effective by Western standards, where efficiency, performance, and results have become so important. However, in such a place on the other side of the world, we asked ourselves even more what truly matters. The roles of guide and priest became visible.
A lesson about respect—the students discussed what it means for everyday life. How do you treat others? What norms and values apply? How do you see this reflected in your clothing and customs? What does this mean for our lives? Jesus died for us, and our calling is to live a life in His light. In nearly every lesson and interaction, this returned and became visible.
Calling
It was remarkable to see these five roles reflected in the behavior of the teachers, who serve as stewards, gardeners, shepherds, guides, and priests. In a world full of temptations, we heard about calling. God has placed me here, in this country—this is where we work and live according to His will.
Although the wealthy United States is tempting, we remain here. This is the place where God has given us a task.
Later, the students came to me and said, “Sir, what can we still teach or tell these teachers?” “These people are already so far ahead.” It was wonderful to witness this movement. It became a journey of wonder; you grow to love the country and its people. That is valuable for our whole lives!
