Showing posts with label Study. Show all posts
Showing posts with label Study. Show all posts

Saturday, March 19, 2011

They Could Not Keep Their Eyes Open


During my morning readings a few days back, I came across this phrase.  It suddenly dawned upon me that Jesus' students encountered the very same struggles that students today face.  

At one of the most important times in their life, when they had been asked specifically by their teacher to stay alert, they were found falling asleep!  And we're not talking about one of the stragglers at the back of the class.  No, these were Jesus' three top students -- the inner circle -- the creme of the crop -- the "summa cum laude" guys -- who couldn't keep their eyes open!

So, if that was the case with Peter, James and John, this poor teacher should not be surprised nor offended when even some of his most diligent students occasionally can't seem to keep their eyes open during class.  Now, I try to provide some incentive for them to stay awake. 

Rather than standing in one place at the front of the classroom (which I have observed seems to be the norm among many of the local prof's here), I try to infuse some variety into the discussion by walking about through the aisles and even sometimes taking a place at the back of the room in order to challenge the students to adjust to a new posture in order to engage a new perspective. 

In addition to these peripatetic tendencies, I also take some pains to restrain my natural inclination to speak up and so try to lower my volume a bit.  As you might imagine, though, this strategy tends to have the opposite effect than the one I'm seeking.  So, those short periods of soft tones are usually followed by an abrupt exclamation or the invocation of some Latin maxim whether it is application to the legal issue under consideration or not. 

But you might be asking at this point, why is it that my students are having such a struggle to stay awake.  Am I that boring???  Well --- I’ll let you ask my students to answer that one.  I will only say that I'm trying to be ever interesting and engaging.  I'm trying to talk less and ask questions more -- to encourage dialogue and eliminate monologue.  That said, though, there is another possible cause. 

You see, students here are very conscientious about their studies that they will often stay up quite late diligently studying in preparation for the next day's classes.  They study so much, that when they come to class, the struggle to stay awake -- not because they're uninterested in the subject under discussion or just bored -- they're EXHAUSTED!

Since that is indeed most often the case, I just might start bringing a couple extra pillows to my classes and offer them as rewards (not to be used during lectures, however!) to the most diligent disciple who, like Peter, James and John, find that they "could not keep their eyes open."

Tuesday, March 8, 2011

School is Never Out -- Instruction is All Around!

This little guy showed-up outside my apartment window yesterday morning as I was talking on the phone with Sandy.  He's a "Yellow-rumped Flycatcher."  Pretty cool! (I didn't take this picture, but I'm hoping to capture a few photo's in the near future). He has quite a song to sing, too!  His appearance reminded me that I need to get a bird feeder.  As I've looked for one at shops and on-line, though, I've begun to realize that folks don't seem to feed birds around here.

I guess they think that the birds do pretty well for themselves and there is just not much "extra" seed lying about to give over to the birds.  And yet, these little beautiful creatures continue to thrive even though "they sow not, nor gather into barns."  Seeing this beauty reminded me also of the fact that all that we encounter in each day is teaching us.  Jesus exhorts us in his Sermon on the Mount to "consider the birds of the air and the flowers of the field."

The reality of on-going instruction for the one who is aware was also brought home to me recently through a brief passage in Thich Nhat Hanh's little book, Being Peace. He writes:  "We can learn from everything that is around, that is in us.  Even if we are not at a meditation center [or on a retreat or even in a classroom] we can still practice at home because all around us the teaching is present.  Everything is preaching . . . each pebble, each leaf, each flower is preaching . . . (36).

King David said it this way: "The heavens keep telling the wonders of God and the skies declare what he has done.  Each day informs the following day; each night announces to the next. They don't speak a word, and there is never the sound of a voice.  Yet, their message reaches all the earth, and it travels around the world." (Psalm 19:1-4a, CEV).  So, give a listen and keep learning.  School is never out.  Instruction is all around you right now where you are.

Saturday, January 8, 2011

The Emperor's Three Questions

Thich Nhat Hanh concludes his little book on mindfulness with a story told by Tolstoy about an emperor who had three questions he wished answered.  I believe this story conveys some profound truth that all who acknowledge God's revelation through common grace should heed.

"One day it occurred to a certain emperor that if he only knew the answers to three questions, he would never stray in any matter.  What is the best time to do each thing?  Who are the most important people to work with?  What is the most important thing to do at all times?

"The Emperor issued a decree throughout his kingdom announcing that whoever could answer the questions would receive a great reward.  Many who read the decree made their way to the palace at once, each person with a different answer.

"In reply to the first question, one person advised that the emperor make up a thorough time schedule, consecrating every hour, day, month, and year for certain tasks and then follow the schedule to the letter.  Only then could he hope to do every task at the right time.

"Another person replied that it was impossible to plan in advance and that the emperor should put all vain amusements aside and remain attentive to everything in order to know what to do at what time. Someone else insisted that, by himself, the emperor could never hope to have all the foresight and competence necessary to decide when to do each and every task and what he really needed was to set up a Council of the Wise and then to act according to their advice.

"Someone else said that certain matters required immediate decision and could not wait for consultation, but if he wanted to know in advance what was going to happen he should consult magicians and soothsayers.

"The responses to the second question also lacked accord.  One person said that the emperor needed to place all his trust in administrators, another urged reliance on priests and monks, while others recommended physicians.  Still others put their faith in warriors.

"The third question drew a similar variety of answers. Some said science was the most important pursuit.  Others insisted on religion.  Yet others claimed the most important thing was military skill.  The emperor was not pleased with any of the answers, and no reward was given.

"After several nights of reflection, the emperor resolved to visit a hermit who lived up on the mountain and was said to be an enlightened man.  The emperor wished to find the hermit to ask him the thee questions, though he knew the hermit never left the mountains and was known to receive only the poor, refusing to have anything to do with person of wealth or powers.  So the emperor disguised himself as a simple peasant and ordered his attendants to wait for him at the foot of the mountain while he climbed the slope alone to seek the hermit.

"Reaching the holy man's dwelling place, the emperor found the hermit digging a garden in front of his hut.  When the hermit saw the stranger, he nodded his head in greeting and continued to dig.  The labor was obviously hard on him. He was an old man, and each time he thrust his spade into the ground to turn the earth, he heaved heavily.

"The emperor approached him and said, 'I have come here to ask your help with three questions:  When is the best time to do each thing? Who are the most important people to work with? What is the most important thing to do at all times?'  The hermit listened attentively but only patted the emperor on the shoulder and continued digging.  The emperor said, 'You must be tired.  Here, let me give you a hand with that.'  The hermit thanked him, handed the emperor the spade, and then sat down on the ground to rest.

"After he had dug tow rows, the emperor stopped and turned to the hermit and repeated his three questions.  The hermit still did not answer, but instead stood up and pointed to the spade and said, 'Why don't you rest now?  I can take over again.'  But the emperor continued to dig.  One hour passed, then two.  Finally the sun began to set behind the mountain.  The emperor put down the spade and said to the hermit, 'I came here to ask if you could answer my three questions. But if you can't give me any answer, please let me know so that I can get on my way home.'

"The hermit lifted his head and asked the emperor, 'Do you hear someone running over there?'  The emperor turned his head.  They both saw a man with a long white beard emerge from the woods.  He ran wildly, pressing his hands against a bloody wound in his stomach.  The man ran toward the emperor before falling unconscious to the ground, where he lay groaning.

"Opening the man's clothing, the emperor and hermit saw that the man had received a deep gash.  The emperor cleaned the wound thoroughly and then used his own shirt to bandage it, but the blood completely soaked it within minutes. He rinsed the shirt out and bandaged the wound a second time and continued to do so until the flow of blood had stopped.

"At last the wounded man regained consciousness and asked for a drink of water.  The emperor ran down to the stream and brought back a jug of fresh water.  Meanwhile, the sun had disappeared and the night air had begun to turn cold.  The hermit gave the emperor a hand in carrying the man into the hut where they laid him down on the hermit's bed.

"The man closed his eyes and lay quietly.  The emperor was worn out fro a long day of climbing the mountain and digging the garden.  Leaning against the doorway, he fell asleep.  When he rose, the sun had already risen over the mountain.  For a moment he forgot where he was and what he had come here for.  He looked over to the bed and saw the wounded man also looking around him in confusion.  When he saw the emperor, he stared at him intently and then said in a faint whisper, 'Please forgive me.'

"'But what have you done that I should forgive you?' the emperor asked.  'You do not know me, your majesty, but I know you.  I was your sworn enemy, and I had vowed to take vengeance on you, for during the last war you killed my brother and seized my property.  When I learned that you were coming alone to the mountain to meet the hermit, I resolved to surprise you on your way back and kill you.

"'But after waiting a long time there was still no sign of you, and so I left my ambush in order to seek you out.  But instead of finding you, I came across your attendants, who recognized me, giving me this wound. Luckily, I escaped and ran her.  If I hadn't met you I would surely be dead by now.  I had intended to kill you, but instead you saved my life!  I am ashamed and grateful beyond words.  If I live, I vow to be your servant for the rest of my life, and I will bid my children and grandchildren to do the same.  Please grant me your forgiveness.'

"The emperor was overjoyed to see that he was so easily reconciled with a former enemy.  He not only forgave the man but promised to return all the man's property and to send his own physician and servants to wait on the man until he was completely healed.  After ordering his attendant to take the man home, the emperor returned to see the hermit.  Before returning to the palace the emperor wanted to repeat his three questions one last time.  He found the hermit sowing seeds in the earth they had dug the day before.

"The hermit stood up and looked at the emperor. 'But your questions have already been answered.'  'How's that?' the emperor asked, puzzled.  'Yesterday, if you had not taken pity on my age and given me a hand with digging these beds, you would have been attacked by that man on your way home.  Then you would have deeply regretted not staying with me.  Therefore the most important time was the time you were digging in the beds, the most important person was myself, and the most important pursuit was to help me.

"'Later, when the wounded man ran up here, the most important time was the time you spent dressing his wound, for if you had not cared for him he would have died and you would have lost the chance to be reconciled with him.  Likewise, he was the most important person, and the most important pursuit was taking care of his wound.

"'Remember that there is only one important time and that is now.  The present moment is the only time over which we have dominion.  The most important person is always the person you are with, who is right before you, for who know if you will have dealings with any other person in the future?  The most important pursuit is making the person standing at your side happy, for that alone is the pursuit of life."

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 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.