Tag Archives: universities

Thoughts on faculty change management and innovation


Ken Bolden, Sandra Oh and Mark Philip Stevenson portray professors in “The Chair” on Netflix

I’ve mentioned that in the past few months, I’ve been honored to have rich conversations with theological educators across the country, focused in part on their vocational lives and challenges. (And at the same time, I’ve been reading every Chronicle article I could find on faculty vocation.)

As a (former) professor and the son of a professor, these people and these vocations are dear to my heart. And the pace of change in academe over the past ten years, and especially the past two, has been breathtaking. We’ve all been on a roller coaster, and we all feel new kinds of precarity (both personal and institutional) and we’ve all faced new challenges – as well as new opportunities – in our working lives.

In these conversations, the theme of change management and “forced innovation” came up again and again. Students are looking for new modes of education. The pandemic forced us to convert all our courses to online formats. Our budgets are more and more constrained, while we’re asked to do more and more. Shared governance seems largely a thing of the past, as institutions’ relationships with faculty continue to shift (and adjunctivization continues apace). In a previous post, I’ve paralleled this new reality to the tidal wave of change in the ’80s business world, which sparked the “third wave” faith and work movement.

Meanwhile, for those of us still in the academic trenches, how do we not only cope with this time of rapid change, but also build on the innovation we’ve been pushed into during the past few years – and the past decade?

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Readings on the vocations, and challenges, of professors today


Professor Lavanya Rajamani, Wikimedia, creative commons

For the past few years I’ve been part of an eclectic group of folks who have met every quarter to read through small, curated sets of readings on a common topic. Our topics have included current research on (and definitions of) human flourishing, systems thinking, network thinking, secularization and religion, institutions and professions, the rising generation, and many others. I’ve been honored to partner with a brilliant friend to curate the readings and guide the discussions for each of these seminars.

Our topic for our next discussion is “the vocation and flourishing of college and university faculty,” highlighting both the ideals and realities of the role of faculty in higher education and the current opportunities and challenges of being a faculty member.

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For the professors: are we at the “faith (spirituality) and work moment” in academe?


UC Berkeley April 2018 – Creative Commons

Recently I read several dozen articles from the Chronicle of Higher Education from the past few years, diagnosing “the moment” at which faculty find ourselves.

At the same time, I was re-reading my notes from a recent gathering of theological educators (people forming the next generation of pastors) I hosted–also to “diagnose this moment” at institutions with such programs. I asked about theological educators’ current sense of their vocations and their careers. Where are faculty in this specialized area finding themselves these days? Early on the first day of conversations, these factors emerged:

  • Anxiety with changes, transition to virtual work – is this real education? Am I doing it well? Not as satisfying. Missing potential for formation?
  • Sense of living and working in a time of transition – everyone knows education is ripe for disruptive innovation
  • Identity: am I simply a professor or also a mentor, coach, something else? – transitions in teaching [and I’d add: student needs and preferences in education] lead to questions of identity
  • The need for rest, with some burnout: schools have tighter budgets, are asking people to do more
  • New opportunities, flexibility to relocate, work from home, be near family, flourish in new ways, get in front of new audiences and address issues, needs, concerns beyond the traditional seminary (etc.)

As I read these notes, I was getting a strong feeling of déjà vu – where had we seen a combination of factors similar to this before? And it dawned on me: this was reminding me of David Miller’s characterization of the 1980s-90s in America, the rise of the “third wave” of the faith and work movement, and his description of the factors and pressures that led boomers to turn to questions of spirituality related to their work (both new age and traditionally religious), in search of a revived and restructured identity and a recovered satisfaction in work [in his book Got at Work]. I went back and re-read the main section of Miller that dealt with this and that made the link between vast changes in the business sector (in particular) and an increased focus on “spiritual” issues related to work. I’m pasting it below, then I want to draw out the parallel with today’s higher ed situation and faculty’s experience.

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On how, and why, whole sectors of modern work were birthed from the heart and mind of the Christian church


Been very busy over the past few years, and a bad blogger – not posting much at all.

Among other pieces I’ve posted elsewhere but forgotten to link here at the Grateful To the Dead blog is this one, featured at The Public Discourse blog – run by the Witherspoon Institute at Princeton. The piece is a fairly brief meditation on what the Incarnation has meant in Western culture. It contains some ideas that I first published in the Medieval Wisdom book, and that I’m looking forward to extending in my next book. That book will most likely explore how entire sectors of human work that foster and support the material and social dimensions of human flourishing emerged ex corde ecclesia – from the heart of the church (and informed by the mind of the church!):

Christianity is so much more solid, and real, and human, than the “spiritual, but not religious” imitations of today. Christian faith touches every aspect of our lives—material, social, cultural. It does so because our God was born as a human baby in a stable and nurtured by a teenaged girl named Mary.

. . .

Out of a desire to imitate Christ’s compassion for those suffering from bodily illness, they poured the work of their hearts into a new institution called the hospital, succored (especially) the poor sick, and so birthed not only modern medicine but also our whole non-profit sector.

Out of fidelity to Christ’s command to “love God with their minds,” they poured the work of their minds into a new institution called the university, and so laid the foundation for the scientific revolution.

And out of aching devotion to the beauty of God’s holiness, imaged forth in Christ, they poured their imaginations and craft and labor into the glorious, soaring beauty of the Gothic cathedrals, and so nurtured and fostered artists in all media from then to now.

Healthcare. Education. Culture. To us, who labor in every kind and corner of modern human work, medieval incarnational faith speaks a “word in season.” It tells us:

Our bodies matter.

Our minds matter.

Our relationships matter.

Our work matters.

In which, identity politics poisons yet another community once ruled by love (of their subject): the guild of medievalists.


A New York Times article can’t resist the obvious and amusing verb as it describes an ugly scuffle within the guild of those who study the Middle Ages: “Medieval Scholars Joust With White Nationalists. And One Another.”

The article chronicles an unedifying tale of buffoonish clashes between the grievance-identity guerillas and the tone-deaf Old Scholars Club. My first reaction was to dismiss the whole donnybrook as yet another illustration of Sayre’s Law (https://en.wikipedia.org/wiki/Sayre%27s_law).

But then I realized that the humor here is only surface-deep: I have attended the International Medieval Congress in Kalamazoo for the past seven years as a fascinated scholarly outsider (my field is the history of Christianity in the nineteenth century). In that time, I have found medievalists to be, more than the scholars in any other field I know, “amateurs” in the best sense of that term. That is, even the best credentialed and most published among them tend to study what they study out of pure fascination – love (the root amare, from which “amateur” is derived) is not too strong a word. This political posturing is a distraction and a blight in the midst of a Guild of Extraordinary Geeks who study what they study out of no other agenda than coming to a deeper acquaintance with fellow humans long dead–whose lives, cultures, and ideas compel them to long, late nights of study, and all the accompanying sacrifices of the academic life.

This vitriolic battle among the lovers of medieval knowledge is also sad because while courtesy, circumspection, humility, wisdom, and so many other (intellectual) virtues all fall among the first casualties, at the same time careers are being made–and everyone knows it.

And this just shows how deep the infection of political posturing runs in academe as a whole, and how unlikely it is that it will heal itself anytime soon.

(Tangent-that’s-not-really-a-tangent: while I was at Duke University in the late ’90s, I heard a distinguished and celebrated Americanist call some figures from American history “fascists.” The parallel (though I don’t remember what group he was attacking) was simply ludicrous. This historian was clearly subsuming responsible scholarship and teaching to partisan attack. In that moment I lost all respect for him–and I started developing my “crap detector” for such unhelpful polemic. I hasten to add that, in the classes (at least) that took, that detector almost never went off around professors. Unfortunately, however, when it came time to start teaching undergraduates at that same university, I could barely hear myself think for the jangling of that detector’s alarm. The sport of elite undergraduate students appeared to be that most ugly and unpleasant game of heated, moralistic attack-dogging.)

A final word: this present climate constrains me to add: I find the poison on the left and the poison on the right here equally, well, poisonous. A pox – or (why not) a full-on medieval plague – on both their houses!

Let us learn from such “jousts” what we should certainly learn: to discern where our work may illegitimately and harmfully minimize past sins or silence present voices. But also, to discern where the agendas of a variety of “culture wars” have rendered us useless as scholars. Let us not allow an honest desire to redress scholarly wrongs to become yet another one of those currently ubiquitous self-righteous and self-aggrandizing crusades (yes, I used the word), waged from the saddle of that most ugly of animals: the Moral High Horse.

And then, having dismounted and recovered what may be the dim and fragmented light of truth from the smoking furnace of polemical heat, let us return to the field of the Passionate Intellect with a redoubled will. For honest scholarship that follows wherever the evidence leads is a balm in a time of turmoil.

Faith VS. reason: A too-convenient modern story about medieval monks vs. scholars


council at sens at which Bernard accused Abelard

Council of Sens, 1140, at which Bernard of Clairvaux had Peter Abelard’s doctrine condemned

One more snippet on theology from  my forthcoming Getting Medieval with C S Lewis. Here’s a cardinal truth about reading history: just because you hear a story again and again doesn’t mean it’s true. In fact, it may indicate that a legend has taken on the aura of truth and is no longer being examined. That’s something like what I think has happened in the common “monasticism vs scholasticism” narrative you will often see in textbooks and hear in classrooms:

The “warfare thesis” projected backward

Now there is a modern scholarly narrative about scholasticism that you may have run across – it still seems quite popular. That narrative takes the politicized struggle between two strong personalities—Bernard of Clairvaux and Peter Abelard—and derives from it a thesis about the relationship between monastic and scholastic thinking: that the world of medieval theology was divided into obscurantist, fideist monastics who were afraid of using reason and dialectic and wanted to protect mystery, and intelligent, rational scholastics who didn’t care which sacred cows they slaughtered en route to a more “systematic” theology. In this story, Bernard of Clairvaux leads the charge against logic as the arch-monastic, and Abelard stands as the champion of logic and systematization. Continue reading

Thinking God’s thoughts after him: the rise of the medieval scholastics


Scholasticism

Scholasticism (Photo credit: Wikipedia)

I’ve been posting bits of my forthcoming Getting Medieval with C S Lewis as they get written. Today I launch into a three-part section of the chapter on the medieval passion for theology. This whole section deals with the peak movement in medieval theology: scholasticism.

Scholasticism is a much-misunderstood movement still covered with the mud of Enlightenment disdain (“All they did was sit around debating the number of angels that could dance on the head of a pin”). But its actual goals, development, and achievements lead us to some surprisingly modern applications. These take-aways for today have to do with the ways scholastic thinkers managed to hold together (not without tension and controversy) faith & reason, love & logic, religion & science, and Word and world, which will be the subject of the section following these three. As usual, all of this is still in draft stage, so you’ll see the sawdust and rough edges of the workshop.

So, on to part I of what my friend Bruce Hindmarsh likes to call the “potted history” of this fascinating movement in medieval Christian thought:

Definition, significance, and brief potted history of scholasticism

Although many areas and movements in medieval thought are worthy of study, this chapter will focus on scholasticism.

Definition

“Scholasticism” just means “theology done in the schools.” The schools in question were “the monastic and cathedral schools of the eleventh and twelfth centuries—Bec, Laon, Chartres, Saint Victor, Notre Dame de Paris—and the universities of the thirteenth and fourteenth centuries—Paris and Oxford and the long line of their younger sisters.”[1] Essentially, medieval scholasticism was the birthplace of systematic theology: the attempt to apply logical categories and modes of argumentation – especially Aristotelian dialectics – to the materials of Scripture and Christian tradition.

Significance

One of the remarkable things about scholasticism was the way it wove reason and tradition together. Though the 12th-century renaissance did amount to an awakening on “the positive value of human logic and the autonomy of the human mind,” it was based as well on the value of authority. We would do well to imitate the scholastics in this, for among those later Western thinkers who Fairweather says used the forms of thought, asked the questions, and raised the solutions of the scholastics are Luther, Calvin, Descartes, Spinoza, Leibniz, and Kant.  He concludes, “The great teachers of medieval scholasticism are among the most significant intellectual ancestors of the modern West, and their theological and philosophical ideas have played a large part in the doctrinal formation of every Christian communion which stems from Western Europe.”[2] Continue reading

A few illuminating glimpses into medieval theology and theologians–thank you, David Bell


All of the following come from David N. Bell, Many Mansions: An Introduction to the Development and Diversity of Medieval Theology (Kalamazoo, MI: Cistercian Publications, 1996). This is a splendid book–a sort of sequel to Bell’s Cloud of Witnesses, on early Christian thought.

Many thanks to my t.a., Shane Moe, for transcribing these. In each case, the page number of the quotation appears at the beginning of the line. The quirk of lowercasing adjectival forms of proper nouns is Bell’s or his editors–not mine:

[For more “glimpses,” from Jaroslav Pelikan, see here.]

(20): [re: Major developments in European intellectual history from 6th century onwards] There are five mile-stones to mark our way: (i) the pontificate of Gregory the Great from 590 to 604; (ii) the Carolingian Renaissance of the late eighth and ninth centuries; (iii) the papal reform movements of the eleventh century; (iv) the renaissance of the twelfth century; and (v) the rise of scholasticism and the universities in the thirteenth century. Continue reading

Podcast on evangelical theology, globalization, postmodernism, and seminary education, with John Franke & friends


This conversation was really fun to have. And maybe even has some light to cast on, as my colleague Kyle Roberts says, “the present and future of evangelical theology, the challenge of globalization and postmodernity, the prospects for the evangelical church in the days ahead, and the role of seminary education in all of this.”

Kyle (a rising theologian, like Christian Collins Winn, who also speaks out on this podcast) explains: “The dialogue participants were John Franke, of Biblical Seminary (on campus to lecture at Bethel University and Seminary), Chris Armstrong, church history professor at Bethel Seminary, Christian Collins Winn, historical theology professor at Bethel College of Arts and Sciences, and myself. Enjoy this discussion and please add any comments or questions of your own for further discussion.  We view this as the beginning of a conversation, not the end.”

Enjoy the podcast, and (we hope) many fascinating posts to come on Kyle’s blog.

“A religious genius.” “One of the most massive figures of the late 17th and early 18th centuries in Europe.” Ernst Stoeffler on August Francke


As far as I can tell, evangelicalism right now, here in America, could really use a re-infusion of the spirit of the 17th- and 18th-century German Pietists. And it is up to a school like Bethel University (truth in advertising: my employer), whose founding denomination is a Pietist one, to position itself under the fountain of historical Pietism and get a good, thorough soaking in that movement’s spirit. For though Pietism is our heritage, we don’t know what it was any more. That’s a sad loss.

Specifically, we stand to learn from such Pietist leaders as August Hermann Francke, the subject of this post, how to overhaul education, social action, and the Christian life along Pietist lines. If this sounds intriguing, then read on . . . Continue reading