Wednesday, December 29, 2010

Living to Teach Rather Than Teaching to Live

As I have been pondering the possibility of returning to teach at Handong University in Korea, I have been revisiting the Analects of Confucius.  One in particular is especially applicable to anyone who senses that the calling upon their life is a call to teach.

Of his own role as a teacher, Confucius said, "For anyone who brings even the smallest token of appreciation, I have yet to refuse instruction."



This responsibility to the one seeking instruction was again impressed upon me when I read this morning these verses in The Wisdom of Solomon: "The beginning of wisdom is the most sincere desire for instruction, and concern for instruction is love of her."  So when one is met with a request from those who are sincerely seeking instruction, the one who has a call to teach must give the most deliberate consideration to responding.


This type of thinking challenges me to confront the question:  Do you teach to live or do you live to teach?  Another way to put the question would be to examine whether I am accept the offer to teach primarily and principally as a means to make a living, or do I view the opportunity to teach as an open door through which God is directing me to proceed in faith depending upon him and him alone to provide for my earthly needs?


Am I taking no thought for tomorrow, anxious over what I will eat or where I will live or how I will be clothed?  Am I willing to follow on trusting the one who is my Guide, not only to make the way clear, but also to provide all that will be needed for me to progress along that way?  Here Bonhoeffer instructs: "The only way to win assurance is by leaving to-morrow entirely in the hands of God and by receiving from him all we need for to-day" (Discipleship, 178).






  

Tuesday, December 21, 2010

"Watch and Pray"

I find myself in a time of waiting.  As I ponder the options that are before me, I continue to wait on the responses of others to clarify what opportunities are presently open to me.  While prayer is always essential to the one who seeks to follow Christ, I'm realizing even more how necessary it is during these times of waiting.

Bonhoeffer's comments on the petition "Thy will be done, as in heaven so on earth" are particularly poignant as I seek to practice living a submitted, singular and sacrificed life.  He writes:  "In fellowship with Jesus his followers have surrendered their own wills completely to God's, and so they pray that God's will may be done throughout the world.  No creature on earth shall defy him.  But the evil will is still alive even in the followers of Christ, it still seeks to cut them off from fellowship with him; and that is why they must also pray that the will of God may prevail more and more in their hearts every day and break down all defiance" (Discipleship 166).

Psalm 40 echoes this theme -- "my delight is to do your will, O Lord!" -- and so may my heart and mind!  Show me your way, O Lord; lead me in the path you have set out ahead of me.  Again, Bonhoeffer speaks to the heart of the matter:  "It is always true of the disciple that the spirit is willing but the flesh is weak, and he must therefore "watch and pray" (Discipleship 170).

Friday, December 3, 2010

Practicing Mindfulness

A few weeks ago I learned that a teaching opportunity that I had been told would be opening for me here in the next academic year will, in fact, not be opening.  The door to that opportunity seems to be closing or is actually completely closed now.  I had been planning on that position, but now it appears that I have a much greater need to practice daily mindfulness rather than living so much for an imagined future whose fulfillment was and is completely out of my hands.

In the midst of this time of searching for guidance and reflection upon my calling to teach, I have started to read Thich Nhat Hanh's little book, The Miracle of Mindfulness.  Thich Nhat Hanh had a substantial impact upon Martin Luther King, Jr.  Dr. King even nominated him for the Nobel Peace Prize for his leadership in the movement for peace in Vietnam during the 1960's.

I was first introduced to the writings of Thich Nhat Hanh by my good friend and colleague, John Han, when I served with him on the faculty of Missouri Baptist University.  As I have read, I have been challenged by Hanh's insights in to living a whole life.  In this little book, he writes: "Mindfulness is the miracle by which we master and restore ourselves. . . it is the miracle which can call back in a flash our dispersed mind and restore it to wholeness so that we can live each minute of life" (21).

Thich Nhat Hanh's instruction on the practice of mindfulness echoes the theme of "single-mindedness" that pervades the New Testament.  More than merely a self-discipline, single-mindedness is very much a gift of the Holy Spirit as he is at work forming within each follower of Jesus the mind of Christ.  Paul exhorts the disciple of Christ to do whatever your hand finds to do heartily as unto to the Lord (Colossians 3:23) and to do all things to the glory of God.  This is practicing mindfulness.

May I be living more wholly in the fullness of my present calling today that I may know and practice such mindfulness in each moment that is granted to me.

Sunday, November 7, 2010

Lehr, Lehre, Lehrer

Over the past ten weeks or so, I've been attempting to study German -- not conversational German -- though, that would be tough enough .  No, my PhD program requires that all students demonstrate competency in Theological German (frequently characterized by compound words the length of entire lines and complex sentences as long as normal paragraphs in English) by satisfactorily passing a translation exam.  Mine is now set for one week from this Thursday.  I would greatly value your prayers!

My study has been and continues to be a formative and enlightening experience.  I'm finding that by learning another language, I'm also not only learning more about the meaning of words, but also about my own calling and mission in life.  Take, for instance, one of the words in German used to convey the concept of a "teacher."  That word is "Lehrer."  Cassell's German-English Dictionary defines this word as "teacher, schoolmaster, instructor, tutor."  It is based upon another word "Lehre" which may be translated into English with words such as "instruction, moral, warning, lesson, precept."

Both words, though, are built upon a more basic concept expressed in the word "Lehr"  Here's where the whole notion of being a teacher finds its foundation, its root.  "Lehr" has the meaning of a "pattern or model."  When I discovered this interrelationship of ideas expressed in the progression from Lehr to Lehre to Lehrer, I thought of the call of Jesus to his disciples -- "Follow me."  He is his follower's pattern and model, and, as it was in Jesus' life, so also everyone who would seek to be a teacher of others can only teach what that one's life models.

We will only be a Lehrer of the Lehr that our life embodies.

For to this you have been called, because Christ also suffered for you, leaving you an example, so that you might follow in his steps. ~ 1 Peter 2:21


. . . to give you in ourselves an example to imitate.  ~ 2 Thessalonians 3:9

Sunday, October 10, 2010

The End of Memory

Some time ago, I was asked to participate in a symposium sponsored by Fontbonne on the subject of memory.  A colleague and friend suggested that I take on a recent work by Miroslav Volf from Yale Divinity School entitled The End of Memory: Remembering Rightly in a Violent World.  I'm scheduled to present my talk on 21 October as part of a panel focused upon "memory and religious imagination."  Here's what I'll be presenting.



The End of Memory:  Does Volf Have It Right?

Memory often inspires religious imagination.  Collective memories have so inspired religious imagination that these memories have come to form, in many respects, the sacred texts through which the stories, teachings, and worship practices of a religion are conveyed from one group to another.  And as memory inspires religious imagination, so too, imagination calls us to remember – to remember what has happened, what has been said, and what has been done.

With a keen understanding of this mutual interworking of memory and religious imagination, Miroslav Volf, a contemporary theologian on the faculty of Yale Divinity School, endeavors to answer two vital questions in his 2006 work entitled, The End of Memory.  They are questions that both address the core of human experience and test the limits of memory and imagination.  They are questions presented to all who pray “forgive us our trespasses as we forgive those who trespass against us.”  They challenge everyone who confesses that “I look for the resurrection of the dead and the life of the world to come,” and these questions especially confront those who take seriously the command to love their neighbor as themselves even when their neighbor is their enemy. 

The questions are these:  how should we remember wrongs suffered, and for how long should we remember them?   The quite widely accepted responses to these questions are: “We must never forget” and, “always remember wrongs done to you!”  These are the admonitions that resound throughout our day and age.  They call not only victims to remember past wrongs done to them, but also place an obligation upon all who would seek to assure that such wrongs shall never again be allowed to grow unopposed into atrocities of evil.  While Volf’s approach affirms this very valid and necessary goal, he challenges popular thinking about remembering wrongs and reaches very different conclusions.

Now at the outset of our consideration, we must observe that Volf does not ponder these questions as a mere academic inquiry of an ivory-towered theologian.  Rather, he approaches his task out of the depth of his own experience of suffering.  In the early 1980’s, Volf was a victim of oppressive interrogations and psychological abuses at the hands of his homeland’s military investigators who accused him, during his compulsory national service, of being a traitor and a spy against the socialist regime in Yugoslavia.  Throughout his work, Volf revisits his own memories of the wrongs perpetrated upon him by an officer he refers to only as “Captain G.”  In a very real way, we are invited to walk with Volf on his journey to put into practice what he learns in response to the questions of how and how long one is to remember wrongs suffered.  As we do, we might reframe Volf’s inquiry to ask: can religious imagination take us to the end of memory?

Just as Volf is honest about his past experiences, he is also upfront about the core convictions that shape the answers he offers to these questions – answers he describes as “grounded in the Christian faith” (43).  He sets forth his faith convictions in the following propositions:

“First, we don’t just happen to be in the world as products of chance or necessity; the God of love created each one of us, together with our world.

“Second, we are not in the world just to fend for ourselves while pursuing lives filled with as little pain and as much pleasure as possible; God has created us to live with God and one another in a communion of justice and love.

“Third, humanity has not been left by itself to deal with the divisive results of our deadly failures to love God and neighbor – a fissure of antagonism and suffering that taints all human history and scars individual lives; in Christ, God entered human history and through his death on the cross unalterably reconciled human beings to God and one another.

“Fourth, notwithstanding all appearances, rapacious time will not swallow us into nothingness; at the end of history God, who took on our finitude in Jesus Christ, will make our fragile flesh imperishable and restore true life to the redeemed, so that forever we may enjoy God, and each other in God.

“Fifth, the irreversibility of time will not chisel the wrongs we have suffered into the unchangeable reality of our past, the evildoer will not ultimately triumph over the victim, and suffering will not have the final word; God will expose the truth about wrongs, condemn each evil deed, and redeem both the repentant perpetrators and their victims, thus reconciling them to God and to each other (43-44).

In the next portion of his work, Volf lays out a four-fold path in response to the question: how are we to remember wrongs suffered.  Put succinctly, he suggests that to remember rightly, we must remember truthfully, so as to heal and not harm, in a way that promotes learning and growth, within the moral framework of two primary meta-narratives of sacred memory – the Exodus of the Jews from Egypt and the Passion of Christ.  That path, though, is fraught with challenge.  To begin, remembering anything truthfully is a difficult task. 

We must guard against false memories even as we guard against bearing false witness.  Indeed, Volf maintains that there is a moral obligation to remember truthfully and that it is “part of the larger obligation to speak well of our neighbors and thereby to sustain and heal relationships between people” (63).  In light of this obligation, he asserts that “truthfulness constitutes a just use of memories and it constrains their misuse.  Truthfulness is also an important element of inner healing – of learning how to live with the past without its wounds being kept open by the blade of memory” (71).

It is then “healing” that marks the second dimension of right remembering.   That healing is initially nurtured by integrating the remembered wrongdoing into our life-story as we find and give such memories positive meaning.  Right remembering, though, moves us beyond individual, inner healing to seek the healing of others.  This step toward the other is possible when the memories of wrongs to not define us.  We remember not just as those who have been wounded, but, embodying an identity of new life, we remember as those who are committed to loving the wrongdoer and seeking reconciliation.  Volf maintains that “we cannot experience full internal healing from a wrongdoing suffered without “healing” the relationship with the wrongdoer” (83).

Volf readily admits that “remembering truthfully” and “remembering so as to heal” are insufficient in themselves to advance us toward reconciliation.  We must also move beyond what might be termed “literal” memory to the exemplary use of memory.  Exemplary memory pushes us beyond the concern for our own individual well-being to concern for the other – to the realm of the common good.  Exemplary memory makes “use of lessons of injustice undergone . . . to fight injustices taking their course today” (89).

Caution, though, is needed here.  If we are to use such lessons from past wrongs rightly, we must use them not just to motivate the fight, but, as the prophet Micah commands, “To do justly and to love mercy” (Micah 6:8).  Volf observes, “The memory of wrong suffered can teach us to struggle justly against injustice only if it is accompanied by a principled opposition to injustice” (92).  The basis for such opposition may be found in a larger moral framework.  For Volf, it is located in the meta-narratives found in the Jewish and Christian scriptures – what he calls “the two central events in redemptive history – Israel’s exodus from Egypt and Christ’s death and resurrection” (93-94).

These two sacred memories provide the moral framework within which we may rightly remember wrongs suffered.  The sacred memory of the Exodus and the Passion shapes identity for the one participating in this memory by their regular re-actualization in the practices of the Passover Seder and Holy Communion.  In these ways, sacred memory is embraced and deployed in the community of faith.  Sacred memory also defines a horizon of expectations as it turns our view from the past to the future and to the presence and work of God. 

“The memory of the Exodus and Passion is not primarily the memory of an exalted example of human victory over suffering and oppression.  [Rather,] it is primarily the memory of God’s intervention in behalf of humankind” (102).  Volf further suggests that lessons from these meta-narratives may be applied to the ordinary memory of injustice in several ways; for example, “Remember wrongs so that you can protect sufferers from further injury; remember them truthfully so as to be able to act justly, and situate the memories of wrongs suffered into the narrative of God’s redemption so that you can remember in hope rather than despair” (115).

For Volf, the lessons of the Passion memory are significant.   First, this memory teaches us to extend unconditional grace since we have been the recipients of such grace.  Second, it teaches us that we must affirm as valid the claims of justice.  Grace does not disregard justice.  In the Passion, Christ himself took on the punishment that justice demanded.  Thus, in order for the wrongdoer to receive the forgiveness offered in grace by the one wronged, the wrongdoer “must acknowledge their actions as wrongdoing, distance themselves from their misdeeds, and where possible, restore to their victims what [their wrongdoing] took away” (121).  Third, the Passion memory instructs us to aim for communion [in] a fully reconciled relationship.  “By forgiving, we take one crucial step in a larger process whose final goal is the embrace of former enemies in a community of love” (122).

Next, Volf turns to the more difficult challenge confronting us when we ask: “How long are we to remember wrongs suffered?”  He characterizes his exploration on this latter question as a “thought experiment” – that is, “not a straightforward argument for a position but an argumentative exploration of a possibility” that he describes as “very much in sync with what Christian tradition claims about redemption, both now and in the future” (142, n. 34). 

His experiment does not merely seek to explain what might happen if the memory of wrongs suffered is brought to its end.  Rather, it also proposes a way of life as its attempts to imagine one aspect of living out the full measure of the Christian creed.  In theoretical terms, he argues that memories of wrongs will not come to the minds of those who, in the future, enjoy God completely and enjoy one another in God.  In practical terms, the more refined question he pursues is this:  What would it mean to give a wrongdoer the ultimate gift – the gift of non-remembrance of the wrong done? (142, n. 32)

Admittedly, this would be a very strange gift.  Wrongdoers do not deserve it, and those who have suffered are not obligated in any way to give it.  Rather, Volf suggests that the gift is given “to imitate God, who loves wrongdoers despite their wrongdoing” (142).  There is, however, a significant limitation upon non-remembrance of wrongs.  It presupposes both that the one who suffered wrong has forgiven and that the wrongdoer has changed his mind, admitted his offense, received the offer of forgiveness and mended his ways (143).  Thus, this gift will only be provisional in the here and now.  It can be given irrevocably only in what the ancient creeds of the Christian tradition call “the life of the world to come.”  

At this point in his exploration, Volf acknowledges that he has not as yet given this gift to his own wrongdoer, Captain G – the person who subjected him to repeated interrogations and deprivations during Volf’s compulsory stint in the Yugoslavian army.  Ironically, in the very book in which he advocates an end of memory, Volf has memorialized his own wrongs suffered.  Yet, his failure to give this gift does not concede that the granting of it is impossible or even undesirable.  Rather, his own admitted shortcomings demonstrate that the gift of non-remembrance is not simply an act of the human will but is instead a divine gift that flows to us from the promise of a new world to come.  Isaiah prophesied of God’s intention when he wrote:

For I am about to create new heavens and a new earth; the former things shall not be remembered nor come to mind.  But be glad and rejoice forever in what I am creating; for I am about to create Jerusalem as a joy, and its people as a delight (Isaiah 65:17-18).

Thus, the forgetting of wrongs happens as a consequence of the gift of a new world.  Here we might rightly ask Volf whether the future non-remembrance of wrongs in the world to come has anything to say to us today.  His answer would be yes, because life in the world to come shows us how reconciliation reaches completion: “the wrong is both condemned and forgiven; the wrongdoer’s guilt is canceled; through the gift of non-remembrance the wrongdoer is transposed to a state untainted by the wrongdoing;” and both the wronged and the wrongdoer, bound in a communion of love, “rejoice in their renewed relationship” (149).

Volf concedes that this sort of “complete reconciliation” rarely happens in the here and now.  “In a world marred by evil, the memory of wrongdoing is needed mainly as an instrument of justice and as a shield against injustice.  Yet every act of reconciliation, incomplete as it mostly is in this world, stretches itself toward completion in that world of love” (149-50).  Thus, only those who are willing to let memory of wrongs slip ultimately out of their recollection will be able to remember wrongdoing rightly now. 

In this present world there remains an obligation to remember.  Such remembering is part of the pursuit of justice for the victims of evil acts.  As long as the evildoers remain evildoers and have not been brought before the ultimate Judge, the wrongs they have committed will have to be remembered (204).  But, Volf argues, that in fulfilling this obligation, Christians who take there faith seriously will aim at forgiveness and reconciliation. 

Forgiveness and reconciliation are also tied to the letting go of memories.  This non-remembrance, though, only makes sense after the victim has been redeemed; the perpetrator transformed and after a relationship between them has been redefined through reconciliation.  As long as reconciliation has not taken place, the obligation to remember wrongs stands.  Volf observes that “not only does memory serve justice; memory and justice serve reconciliation” (205).

But memory does have a limit.  It is not remembering “always.”  It is not “never forgetting.”  There will be an end to memory of wrongs when memory reaches its completion in the world to come.  Volf admits that if he did not hope in the world to come, he would embrace the “eternal” remembering of wrongs suffered.  But, because he believes that God has and will completely forgive in the world to come all who accept that gift, forgiveness is a possible way of life in the here and now. 

When we forgive those who have wronged us, we echo God’s unfathomable graciousness.  Just as God did for us in Christ, so too, when we forgive, “we decouple the deed from the doer, the offense from the offender.  We blot out the offense so it no longer mars the offender.  That is why the non-remembrance of wrongs suffered appropriately crowns forgiveness” (208).  By non-remembrance we overcome the past evil with the good of forgiveness and reconciliation.  Wrongdoing is thus consigned to its proper place – nothingness, and memory of wrongs suffered comes to its end (214).

Does Volf have it right?  Is the path he imagines the road to remembering wrongs rightly that will indeed bring us, though tentatively and provisionally in the here and now, to the end of memory?

            I hope so.

Monday, September 27, 2010

Practicing a Singular Life

One of my students at Fontbonne recently asked why I left the practice of law to become a teacher. When I have attempted to offer an answer to this question in the past, I usually end-up giving way more information than what the person who asked the question had anticipated, I'm sure.

Since the student who asked me was himself looking forward to going to law school and becoming a lawyer, I did not want my answer to convey that the profession of law was in any way unworthy of his pursuit.  To pursue it, though, we must be responding to a call.

Whether it is a call to law or a call to teach, we must, in order to respond, seek to understand how we have been individually designed and equipped to serve others.  When I initially pursued the practice of law, I was attempting to serve others, but somewhere along the way I began to live a duplicitous life.

The Scriptures teach us that "a double-minded man is unstable in all his ways."   Rather than seeking to serve others, I became more and more consumed by the ways of the world. (1 John 2:16).  Had I continued on that path, it would, for me, have been a road to desolation.

I was graciously enabled to depart from that road in order to seek to practice a singular life.  Now, I am, by God's grace, seeking to become what I have been designed and equipped to do for others.  That pursuit leads me to attempt to teach others what I have studied and am learning of the law and life.

Tuesday, September 14, 2010

Student by Day -- Teacher by Night

Now that the fall quarter at Concordia and the fall semester at Fontbonne have gotten into full swing, I find my weekly schedule working itself into a somewhat manageable pattern.  My days are devoted, for the most part, to study.  I spend about three hours each day at various libraries (Covenant Sem's, Concordia's or a nearby public library -- though not at the library of Trinity College in Dublin) in reading for my studies at Concordia and in preparation for my teaching at Fontbonne.

Currently, I am also working through Miroslav Volf's The End of Memory and will be writing a brief paper on his ideas about the purpose of remembering wrongs suffered toward the ends of forgiveness and reconciliation. I've been invited to participate in a panel discussion during Fontbonne's upcoming conference on the topic of collective memory.  The focus of the panel will be memory and religious imagination.

In addition to my reading, I also try to study German for at least one hour each day.  I'm working through translation exercises. My goal is to be sufficiently competent to pass the Theological German qualifying exam by the end of the fall quarter (mid-November).  I also meet each Thursday afternoon for one hour with my German tutor, Mark Schreiber, who is also a PhD student at Concordia.  Mark taught German for eight years and in just our first session has already provided me with outstanding guidance.

I'm auditing one class at Concordia this term -- Prof. Schmitt's Classics of the Devotional Life.  We're reading Augustine's Confessions this week, and will be doing a survey of spiritual autobiographies including John Bunyan's and even Thomas Merton's Seven Story Mountain.  Quite a survey!  I'm thankful that I auditing the class.  It is very enriching, but it would be a heavy load if I had to write the papers for this course as well as prepare for my German exam this quarter.

So that takes up most of my day time.  Now to the evenings. At this point in the semester, I'm teaching each Wednesday and Thursday evening.  I meet with my students in the Honors Seminar each Wednesday evening. We're studying the topic of civil disobedience -- its history, theory and practice.  We are examining the ideas that underlie the use of non-violent resistance as well as its uses especially in the 20th century.

One of the key questions I'm asking my students in this seminar to contemplate is whether non-violence can be practiced out of a purely pragmatic motivation or whether there must be some principled foundation to sustain those who would engage a resistance struggle non-violently.  In the first three sessions of the seminar, I'm already hearing some very keen insights from my students.  I'm looking forward to an enlightening semester together with them.

On Thursday evenings, I teach a class on the legal and ethical issues presented in the area of corporate communications. It is essentially a specialized business law and business ethics course focused upon the various lines of communications within the corporate context: management and employees; company and customers; competitors to competitors, to name a few.

The make-up of my two classes, though, is different.  The Thursday class is composed of 19 adult learners all of whom have full-time jobs during the day.  They are interested in the practical applications of the topics of our study.  They also bring a wealth of life and job-related experiences with them.  Out of these experiences flow both real-life insights and some very probing questions.

The Wednesday evening seminar is a small group of nine young, full-time college students who have qualified for the University's Honors Program.  They bring a wealth of knowledge that they have gained from their prior studies.  Each class presents me with a challenge -- a challenge to engage minds in thinking through the ideas that are presented by the subjects we are studying together.

I'm seeking to lead them to ask the next question, to probe deeper, to examine their own thinking and to consider carefully what their thinking may be leading them to do.  So in both my studies by day, and my teaching by night, I'm seeking to follow the pattern -- from study into practice and then, to teaching.

Friday, September 10, 2010

Attempts at Practice

In my studies recently, I read in Renate Wind's book, Dietrich Bonhoeffer: A Spoke in the Wheel, her description of Bonhoeffer as a student. It impressed me as setting forth a pattern worthy of following.

"[H]e . . . linked the theology which he was developing to the discovery of his own identity and his personal questions about existence.  It would later be called 'theology in the doing.' What the theologian Dietrich Bonhoeffer thought was a way of coming to terms with a life-style. Connected with this is the fact that he probably never said anything that he did not also attempt to put into practice"
(37, emphasis added).

That is the pattern.  When our eyes are opened to truth about the life we are called and commanded to live in Christ, we are to act in faith and obedience.  Our acting, though, cannot be in our own human energy or effort but in full and complete dependence upon the life of Christ within us.  In this way, we "attempt" to put into practice the truth that we are being taught.  What we study thus shapes our practice.

Monday, September 6, 2010

Stages of Formation

Human experience progresses through stages.  This simple truth has been recognized from ancient times.  Some observant travelers have described the stages in ways that help to guide and encourage others who are seeking to make a little progress along life's path.

During my year of teaching in Korea, I came to appreciate the influence of Confucianism on the formation of the Korean mind.  Some scholars of Christianity have even suggested that many of the teachings of Confucius provided fertile soil for the acceptance of the Gospel by the Koreans.

Confucius' account of his own progress along the journey of learning is one that provides helpful guidance to others who are also pursuing the path.  His students recorded his self-described stages of formation in The Analects, (Book 2.4), as follows:

"At fifteen I set my heart upon learning.  At thirty, I had planted my feet firm upon the ground.  At forty, I no longer suffered from perplexities.  At fifty, I knew what were the biddings of Heaven.  At sixty, I heard them with docile ear.  At seventy, I could follow the dictates of my own heart; for what I desired no longer overstepped the boundaries of right." 

It is encouraging to know that Confucius did not considered himself able to "follow the dictates" of his own heart until after fifty-five years of study and the cultivation of a "docile ear" to hear "the biddings of Heaven." Throughout all the years of study and the various stages of formation, he embodied in his practice the truths he came to understand. 

It is also worth noting that though at fifty, Confucius "knew" the biddings of Heaven, it took another ten years for his hearing of them with a submitted ear to form.  In my studies, may I not be seeking only the expansion of knowledge, but also an increasing sensitivity of my attentiveness, my mindfulness, and ultimately the submissiveness of my will to the will of God in Christ.

Saturday, September 4, 2010

Bonhoeffer and the Academic Pursuit

A life of study can be very tempting.  Especially so, if study becomes an end in itself.  To guard against the lure of such a life, it is vital to follow the way that others have walked -- through study into practice for the purpose of transferring what we have learned to others.  This is the path of study*practice*teach.  One of the foremost students, practitioners and teachers in this way was Dietrich Bonhoeffer.  In his short work on the Bonhoeffer's life and teaching, Mark Devine noted with particular insight the attitude Bonhoeffer took toward his studies:
"In 1929, having plunged himself exclusively into academic work, Bonhoeffer's love for ministry and fellowship with ordinary Christians reasserted itself along with his commitment to rigorous scholarly endeavor:  "Soon I shall be going to Barcelona for a fortnight's visit to my [former] congregation, of which I am very fond, and I feel in general that academic work will not hold me for long.  On the other hand, I think it very important to have as thorough an academic grounding as possible."  This statement fairly exposes the function of the two inner passions of Bonhoeffer's life, namely that, for him at least, academic work must serve hands-on ministry." (Bonhoeffer Speaks Today, p.119).

No endeavor of study is of value unless it leads first to a transformed life and then to the transference of truth to others.

Friday, September 3, 2010

Convocation -- A Call to Study

This morning I attended the opening service for the 172nd academic year at Concordia Seminary in St. Louis.  It was for me the beginning of my 51st year of study as a life-long learner.  Granted, I can not give you a first-hand accounting of my "learning" during those earliest of years, but according to my mother it included most of the basics of human experience: walking, talking and even feeding myself.  I can, though, attest to the challenge that issued this morning -- it was a renewed call to be a follower, a learner, and a doer of the Word of God.

I have been called back to finish what I started.  Several years ago, I had started a new course of study at Concordia, but at the same time, I've also been teaching -- part-time at Fontbonne, and then this past year, I took a leave of absence from my studies to pursue a visiting professorship at Handong University in Korea. 

While I had wonderful students and colleagues at Handong and fruitful times of teaching there, I sensed a persistent call to return to my studies here and devote myself more diligently to embodying the truths I'm learning.  In short, to follow the pattern set by Ezra -- to study, practice and then to teach. Even before attending this morning's convocation at Concordia, I read in my devotional time from 2 Corinthians 8.  I heard again His Word to me today: "it is best for you now to complete what . . .  you began not only to do but to desire" (RSV).

So, I have undertaken to finish, by God's grace, what I started.  While study will be my first priority in these coming days, I am, though, continuing to teach part-time at Fontbonne and a Bible class at my home church, West Hills.  What I'm purposing, though, is only to teach what I have first studied and sought to put into practice.  In these posts, I'll reflect on those endeavors as I seek to progress along the Tao of life-long learning by wholly following after him who is Way.