Sunday, March 24, 2013

Palm Sunday - March 2013

On Palm Sunday I visited once again another church in SLC as I have done many times during my sabbatical. I am trying to get a sense of why such a large percentage of 18-22 years leave this church. The church I attended this morning was composed primarily of 18 to mid-thirty young adults. The service is what I expected, a couple of songs that were hard to sing and a message that lacked a clear crystalizing point. Perhaps my biggest frustration was that the significance of Palm Sunday was briefly mentioned and there were no Palm Froms. 

I do not mean to be grumpy, though I am deeply concerned about the lack of history many of the churches I have visited manifest. Without at least a few connections to the Church, her history and the whoop and warf of the church year, all one can do is connect their faith to their immediate experience. It seems to me that at a minimum the contemporary church needs reconnect with Advent and Lent, including Holy Week. 

In struck me this morning that perhaps Robert Weber's Ancient-Future approach to worship deserves a second look. 

Wednesday, March 13, 2013

Character and qualities of a mentoring relationship



Mentoring relationships strive to engage the mentee holistically – as a relational, intellectual, emotional and spiritual being. Mentoring relationships (herein MR) are intentional in nature and in light of their formative potential ought to possess the following characteristics.

§  A MR values all participants as learners; each participant must be authentic, open and willing to learn from the other(s).
§  MRs involve learning to converse with each other. Adults learning to talk with young people, young people learning to talk with adults.
§  MRs are marked by mutual respect.
§  MRs respect boundaries; they do not force their way into areas of life where one is not comfortable going.
§  In MRs a mentor does not tell someone what to do; they ask questions and tell stories that challenge the mentee's perspective and frame of reference.
§  MRs seek to assist one in thinking through issues by asking questions, challenging assumptions, exploring options, identifying the possible intended and unintended consequences of one's attitudes, decisions and actions.
§  A MR challenges the mentee to consider and process perspectives that they may not normally consider.

Tuesday, March 12, 2013

Instructional Reflections

Over the last several months I have been reflecting on pedagogy or more precisely andragogy - the teaching of adults. Having taught for over twenty years at the undergraduate and graduate level I find myself increasing frustrated by the learning-teaching process. As an educator, this is okay. What I find frustrating is how both the understanding of teaching and learning are changing.

Sadly, when I began teaching the focus was on conveying data to students so that they could accurately recall it on an exercise. Yes, the students were to develop their reading skills, ability to communicate and critical thinking skills. Those things were generally "caught".

Over the years my understanding of teaching morphed to where I saw myself as mentoring students into a field of study. This shift in focus to mentoring was accompanied by a renewed interest in the learning process. Mentoring students into the field of biblical studies is different than teaching General Education survey courses. How do you assist students to develop a knowledge base so that they learn to evaluate, think, engage and make decisions as an educator?


  • Define what it means to be competent - what is a sufficient knowledge base so that our understanding of the educational process is clear and one is able to clearly communicate?
  • Learn how to ask the right types of questions - What are good questions and how ought they be framed? (Challenge: students are socialized into asking certain kinds of questions in a certain contexts?)
  • Diagnosis a situation is accurately - What is taking place?
  • Develop a biblically and theologically consistent instructional strategy - Will the approach build up the body of Christ and foster unity in the faith?
Teaching for data transfer, in the early years, was much easier. Mentoring students into a field of study is much more difficult and challenging. 



Wednesday, January 9, 2013

Practicum in Teaching - Student Questions on Teaching Styles

What exactly is a practicum in teaching? This is the question a class explored during its first meeting in order to develop an operational definition/description.

A practicum involves teaching in a laboratory setting complete with assessment in order to enhance one's teaching skills.

Teaching involves motivating students to learn new information so as construct an understanding of the world that shapes how they live.

Employing these description, the students self-understanding of their instructional styles, development of an assessment instrument and teaching multiple times in class the objective is to enhance their skills and effectiveness as instructors.

In reviewing student questions and synthesizing them, two important questions emerge.
1. How does one effectively adjust her/his teaching style to enhance effectiveness?
2. What is the relationship between the type of content and the teaching style employed?

Reflections on the above questions will appear in the next couple of days.


Wednesday, January 2, 2013

Practicum in Teaching

The evening was spent prepping for a new course titled Practicum in Teaching and reflecting on the axiom what is good for our young people is good for our congregations. How are these two things related, you ask? First, it keeps the focus on student learning. This questions the ever present assumption that good teaching ensures learning. Rather the focus ought to be on student learning in a way that contributes to creating meaningful learning experiences, including lecture. Second, by focusing on student learning it forces the instructor to identify the learning base present rather than assuming students know more than they do. Third, it challenges one to keep things simple - one point illustrated/illumined in multiple ways.

Pushing students to consider "Who they are teaching?", "What they are teaching?" and "Why they are teaching?" is fun, especially when they are forced to confront these questions after teaching.

Thursday, September 27, 2012

I just finished reviewing three curriculums: Where you live matters; Advancing the common good; and Being countercultural from Q and hosted by Gabe Lyons. The three curriculums engage a variety of ideas and people as discussion starters. The topics are not surprise and the standard boogie people of evangelicalism are once again harpooned. 

Though the curricula provide helpful leaping off places for discussion, there were two elements missing. These missing elements undermine the overall intent of the curricula and leave one feeling that the issues are merely "hot" topics within "pop" Christianity (i.e. evangelicalism). The first missing element is a lack of historical grounding. The church has a long history and it has at times contributed constructively to culture, and even led the way. A clear example is the work of Arthur Guinness described in Stephen Mansfield's, The Search for God and Guinness: A Biography of the Beer that Changed the World. This lack of historical grounding is addressed quite nicely in Jamie Smith's Letters to a young calvinist.



The second missing element is a clear biblical theology that is missional in character. How do the issues addressed fit into the larger scope of God's intentions for creation. Tim Keller perhaps get the closest to addressing the larger narrative in his biblical theology of the city. The issues addressed must be understood and explained with the context of the biblical Story, not drawn from the story and then validated through proof texting. Michael Goheen's A Light to the Nations: The Missional Church and Biblical Story  could serve as a clear biblical theology for approaching the identified issues in a more robust manner.


Thursday, September 6, 2012

Montreat Chapel Talk 1 of 2

Okay, two chapel talks ahead on Eph 2.10 and spiritual formation. Here is a draft of talk #1:


“A child's success can't be measured in IQ scores, standardized tests or vocabulary quizzes, says author Paul Tough. Success, he argues, is about how young people build character. Tough explores this idea in his new book, How Children Succeed: Grit, Curiosity and the Hidden Power of Character.
"For some people, [the] path to college is so easy that they can get out into life and they've never really been challenged," he [Tough] tells NPR's David Greene. "I think they get into their 20s and 30s and they really feel lost — they feel like they never had those character-building experiences as adolescents, as kids, that really make a difference when they get to adulthood."[1]
Paul Tough goes on to explain why character is more important than IQ scores, academic achievement and athletic prowess. His observations are unfortunately confirmed everyday in the stories of “successful” people whose character is marred through bad decisions.
In Ephesians 2:1-10 the Paul addresses the “character” of the church in Ephesus believing that it is essential for the church to understand who it is before exploring its purpose. In many ways this has also been the purpose of college in American Higher Education – the formation of character. Academic achievement and athletic performance were evaluated in light of a person’s character. A person’s character reflected on the character of his or her fellow students as well as the institution. Character has always matter; unfortunately in the church and society character is often devalued.
In Ephesians 2:1-10, Paul writes:

2:1         As for you, you were dead in your transgressions and sins, 2     in which you used to live when you followed the ways of this world and of the ruler of the kingdom of the air, the spirit who is now at work in those who are disobedient. 3     All of us also lived among them at one time, gratifying the cravings of our sinful nature and following its desires and thoughts. Like the rest, we were by nature objects of wrath. 4             But because of his great love for us, God, who is rich in mercy, 5           made us alive with Christ even when we were dead in transgressions—it is by grace you have been saved. 6       And God raised us up with Christ and seated us with him in the heavenly realms in Christ Jesus, 7          in order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8          For it is by grace you have been saved, through faith—and this not from yourselves, it is the gift of God— 9        not by works, so that no one can boast. 10          For we are God’s workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do. [2]
This passage explains how God and the out workings of God’s work form our character. Ephesians 2;10 is in essence a summary of the previous nine (9) verses. This passage is not about individuals; it is about the people of God. It is here that one of the key counter-cultural truths of Scripture slaps us aside the head, reminding us [plural] that spiritual formation or how the Holy Spirit is shaping our character is a corporate experience. Paul is addressing the church in Ephesus as a whole; the individual believer is understood through the lens of the community. A loose paraphrase of this passage for our setting might be as follows:
As for the Montreat College academic community, you were dead in your transgressions and sins, 2          in which you used to live when you followed the ways of this world and of the ruler of the kingdom of the air, the spirit who is now at work in those who are disobedient. 3          All of us [the faculty, staff and administration] also lived among them at one time, gratifying the cravings of our sinful nature and following its desires and thoughts. Like the rest, we were by nature objects of wrath. 4        But because of his great love for us, God, who is rich in mercy, 5         made us alive with Christ even when we were dead in transgressions—it is by grace the entire Montreat Academic Community [Faculty, staff, administration and students] have been saved. 6 And God raised us up [spiritually] with Christ and seated us with him in the heavenly realms in Christ Jesus, 7           in order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8 For it is by grace you [Faculty, staff administration and students] have been saved, through faith—and this not from yourselves, it is the gift of God— 9    not by works, so that no one can boast. 10            For we [the Montreat College Academic Community] are God’s workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do.
No one is spiritually formed apart from other believers; just as no one becomes an “honor” student or “MVP” by him or her self. We are spiritually formed as God through his Holy Spirit works through the scriptures and the faith communities in which we live. Spiritual formation is about the formation of character; the formation of a person’s being in light of God’s original intent: dependence, interdependence and intentionality.
            Dependence. Paul reminds that it is God that saved us. The gift of faith is the gift from God. This resonates deeply with the scriptural story. Early in Genesis we learn that God is the creator and we are not. We are creatures and not the Creator. The scriptures continually remind us of this fundamental truth. God works continually in the lives of us people to remind them of this reality.
            Interdependence. Pauls’ use of the plural “you” and “we” were already noted. In Genesis 2 when the woman was fashioned from the man we learn that a she was formed around a “rib” from the man. “Rib” refers to an aspect of personality; in essence man is only “whole” with the woman. In addition, the term “helper” whom God is creating is one that brings something necessary to the relationship. This particular term for “helper” only describes God in its other usages. From the very beginning the man and woman were dependent on each other to fulfill their intended purposes. Paul echoes this, noting that God is at work through the church in Ephesus. This stands counter to one of the great lies of our age, the individual is more important than the community; and in the church that individual spiritual formation is more important than the formation of the community of faith. God is primarily concerned with the formation of his people.
            Intentionality. We, the Montreat College Academic community are a specific type of community of Christians brought together to be spiritually formed by the grace of God. Whether one professes to be a follower of Christ or not; you are here through the work of God. The man and woman in the Garden of Eden were created to care for God’s creation and worship him. Caring for creation was an expression of worship. Why? The tree of the knowledge of good and evil provides a needed clue. The man and the woman were to develop a God-like knowledge of good and evil. God’s knowledge of good and evil is that the good is loved so much that anything contrary to it is repulsive. The man and the woman were to learn to love the things that God loves in word and deed in the way that God loves. To be spiritually formed as a community is to learn to love the things that God loves in word and deed in the way that God loves. It involves more than action or service; it is a living out of our core identity in Christ. God has brought this community together for a specific purpose – spiritual formation or the formation of your core identity using curricular and co-curricular elements – for God’s purposes. He is the work person; we are the one’s in which he is at work. 



[1] http://www.npr.org/2012/09/04/160258240/children-succeed-with-character-not-test-scores
[2] The Holy Bible: New International Version. 1996 (electronic ed.) (Eph 2:1–10). Grand Rapids, MI: Zondervan.