George Eliot’s novel Middlemarch was published nearly 150 years ago, in 8 installments from December 1871 to December 1872. Victorian readers would have had plenty of time to speculate on the characters’ decisions and lives as they awaited the next chapters to be published. Waiting, you see, was part of serialized reading.
Taking a year to read a novel is an elusive experience for contemporary life centered on binge watching serial television or listening to episodic podcasts. Immersion has its place, certainly, in a world that is fragmented and demanding, but reading over a period of time affords insight and transformation that compressed immersion does not.
“What is the quality of your waiting?” I once heard a spiritual leader ask. Academic calendars don’t encourage waiting but our vocational discernment clocks, which should be set for a longer, more deliberate reflection, can. The quality of our waiting can allow us to respond with purpose.
GenZ and Millennials spend a fair amount of energy cultivating a personal brand. It is sculpted out of consumer choices, Instagram photos, Facebook profiles, clubs, causes, stickers, Spotify Wrapped reports and more. Some of these elements seem cosmetic—what they post on social media or paste on the back of their laptops. Others clearly represent their personality, passions and commitments. Cumulatively, however, they are more than a digital avatar or aspirational identity. They suggest vocation.
Through their personal brand, individuals consider the implications of their choices. The process is not driven primarily by what makes them seem cool or popular; instead, it reflects their values and becomes the source of their power. Purchases have become less about status, for instance, and more about messaging. That’s why Nike sales spiked after it ran the ad with Colin Kaepernick and the motto, “Believe in something. Even if it means sacrificing everything.” Continue reading →
The annual “Mindset” list is an attempt to capture the milieu of the incoming class, offered to faculty and staff as a tool for understanding the new students arriving on campus. The class of 2022, we are told in this year’s list, have always been able to refer to Wikipedia and have lived in a world where same-sex marriage is legal somewhere. The world they know does not include Enron but has always included a vehicle known as a Prius and a television show called Survivor. Most of the 60 factoids on the list are light-hearted, referring to popular culture and some to political events.
But there, at number 4, is an item one could easily miss if breezing through the list. Nestled between the observation about Wikipedia and an image of people appearing to “talk to themselves” in public, is this statement: “They have grown up afraid that a shooting could happen at their school, too.”
The class of 2022 has lived in a world where mass shootings are recurring events. They have lived with a fear that it could happen to them at any time. Continue reading →
In this series of posts, I have been exploring how the future figures into vocational discernment. So far, my explorations have been more philosophical in nature as I have pondered the “prolepsis of vocation” and the importance of Aristotle’s notion of “Becoming.” In this post, I briefly consider how technology will increasingly affect such ponderings.
According to a growing number of analysts, we are on the verge of a technological tsunami that will change the world in ways comparable to what happened during the Industrial Revolution. As late as 1850, more than 90 percent of the humans on earth were still rural peasant farmers, but within a few turbulent decades those realities were overturned. Technological developments such as machine tools, the steam engine, railroads, and the telegraph (and the factories, sociopolitical systems, and capitalist financiers who enabled it all) thrust our traditional agricultural world toward industrial urbanized modernity.
Now more than half of the planet’s population lives in cities and everyone experiences global conditions that would have been unimaginable in 1850. In effect, the Industrial Revolution mobilized a blend of modern forces that changed the world: It changed where we live, what we do, how we interact with each other, how we think and relate to the cosmos, how we plan, dream, and educate our young. We can debate whether to interpret the revolution more in terms of progress or alienation, but it is impossible to deny its significance. [For more on the global implications of some of these developments, see Bren Tooley’s essay, “Vocation in A Global Frame.” – ed.]
And if the analysts are correct, a new and even more dramatic revolution is about to crest.
Reports out of Oxford University and the Bank of England project that, in the next few decades, nearly 50 percent of U.S. jobs will be replaced by “smart machines” displacing up to 80 million American workers. They also assert that the impact will be felt across a wide spectrum of professions especially as smart machines are increasingly able to perform non-routine cognitive tasks. Books like Jerry Kaplan’s Humans Need Not Apply(Yale, 2015) and Martin Ford’s Rise of the Robots: Technology and the Threat of a Jobless Future(Basic Books, 2016) analyze the employment threats from different angles, and Yuval Noah Harari’s provocative book, Homo Deus: A Brief History of Tomorrow (Harper, 2018) explores the broader philosophical and historical implications. (Harari’s thesis could be a topic for future post).
In terms of employment, this Automation Revolution is already creating new opportunities and jobs as the Industrial Revolution did previously. Some optimists think that the emerging transformations will produce positive results that outpace the challenges so that we will actually witness a huge leap forward in human progress and global improvement. They consider the fearful alarms to be Luddite hysteria stirred up by late-modern Chicken Littles.
But a growing consensus is not so optimistic. At the very least, despite remarkable advancements during the last few centuries, we must appreciate the global disruptions and chaos generated by the Industrial Revolution. It seems likely that we, our children, and grandchildren will soon have to navigate disruptions on an even bigger scale. In other words, the mounting Automation Revolution and all the technological, sociopolitical, and economic restructuring that it is already generating will affect everyone.
In Humility is the New Smart: Rethinking Human Excellence in the Smart Machine Age(Berrett-Koehler, 2017), Edward Hess and Katherine Ludwig assert that the emerging world requires us to transition from the “Old Smart” to the “New Smart.” The Old Smart is the industrial era’s emphasis on quantitative skills which smart machines increasingly perform in superior ways. The New Smart emphasizes qualitative capacities such as emotional engagement, critical and innovative thinking, intellectual and artistic creativity, self-awareness and introspection, compassion and dialogical collaboration. The New Smart is less about information access and more about processing and prioritizing the deluge of information we now experience. Hess and Ludwig broadly characterize these new capacities with the notion of “humility” which they correlate with lifelong learning, open-mindedness, and adaptive agility.
All said, it seems that the best way to prepare for the approaching tsunami is to nurture the most human of capacities especially among the rising generations. As such, NetVUE’s emphasis on vocation in undergraduate education as organic, realistic, embodied, narratively-based, communally-oriented processes is not just thought-provoking, it is critical for the future.
John D. Barton is Director of the Center for Faith and Learning at Pepperdine University where he also serves on the faculties of Seaver College’s Religion and Philosophy Division and the GSEP’s graduate program in Social Entrepreneurship and Change. His areas of interest and research include African philosophy, ethics and philanthropy, and inter-religious dialogue.
Recently, in my perusal of the Sunday New York Times, I saw the headline “Vocations: Tasting chocolate every day, for pay.” Vocations and chocolate? I had to read on.
What I found on the second page of the business section was an extensive interview with Brad Kintzer who is the chief chocolate maker for Tcho Chocolate in Berkeley, California. There were many moments of vocational reflection in the interview, including Kintzer’s review of his academic path: “I’d been interested in plant life as an environmental studies major at the University of Vermont with a focus on botany…. The cacao bean fascinated me from the first time I saw its tree in a greenhouse at the Montreal Botanical Gardens.” He also commented on his general curiosity and wide learning, describing the botanical aspects of cacao, the cultural uses of the bean, and its historical and spiritual significance.
The Vocations column is full of these sorts of stories—tracing people’s professional paths which inevitably involve other aspects of their lives. Though the Times’ writers describe the column as “people from all walks of life talk about their jobs” the column really does much more than that. The title “vocations” is obviously meant in a more narrow sense from the newspaper’s perspective, but I think we can see it in a broader, more nuanced way which speaks to the important work of vocational discernment, of finding individual purpose in communities and relationships throughout one’s life. Continue reading →
It has been a very difficult week at Pepperdine University.
Just a few days ago, on Wednesday November 7th, the shooting at the Borderline Bar and Grill occurred, and there were a number of Pepperdine students there. While all were severely traumatized, one precious first-year student, Alaina Housley, was killed. As many other campuses, schools, faith and social communities know all too well, the ripple effects of such violence reach far into a community. Thursday, we gathered for what was to be an initial prayer service on campus where pain, sadness, and anger were palpable. The grieving process for our campus community, not to mention that of other communities, will be slow and long. I can only imagine what it will be for the affected families. What can we do but hold each other and start to lift our feeble voices in prayer? Continue reading →
Finding a vocation in work can fulfill your life. It can also ruin it. I know this firsthand; both have happened to me. I used to be a tenured faculty member at a small Catholic college. For years, I was happy and successful by every measure. I was a respected teacher. I published. I won grants. I led committees that got things done. I was flourishing professionally.
Until one year, I suddenly wasn’t. I kept doing all the things a good faculty member does, but I did them with diminishing joy and increasing resentment. I started to get furious over small slights. I gained weight. I struggled to get to class on time. I struggled to get out of bed. The only thing that saved me from deeper misery—perhaps even saved my life—was a well-timed resignation letter.
What do we do when the word “vocation” itself is a problem? Vocation, NetVUE contends, is a powerful lens for undergraduate education. But what’s to be done when our students or our faculty/staff communities don’t much like the word?
For some institutions, an older history with the V-word with a much different meaning proves unhelpful as a platform for new programming. For others, it points to an approach for education which is entirely too theological for the climate of the campus. I work on a campus where care for the student journey of meaning, purpose, and well-being is extremely high. So much so, in fact, that “vocation” stands as one of our General Education Student Learning Outcomes. Our students look to faculty and staff for very holistic formation and we excel in providing it.
And yet, on our campus, if you openly use the word “vocation” or “calling” in a classroom, the conversation stumbles or stagnates. At times, in one-on-one conversations my students may be warm to the notion of a calling, but discussing that with peers in a class setting seems to violate some unspoken social taboo with students at Blackburn College. The V-word just does not fly here. So how do we educate through vocation without the V-word? Continue reading →
The results of a new poll show that faculty members play a primary role when it comes to mentoring most students. The new study was conducted by Strada Education Network and Gallup, drawing from a survey of over 5,100 U.S. college graduates in 2018. Among the key findings includes this fact:
Professors are the predominant source of undergraduate mentorship. Nearly two-thirds of recent graduates who agree or strongly agree that they had a mentor during college say that mentor was a professor (64%).
However, important caveats to that also came to light, revealing disparities in the experiences among students, depending upon ethnicity and background:
First-generation college student (FGCS) and minority graduates who had a mentor are less likely than their counterparts to identify their mentor as a professor, though professors still remain the primary source of mentorship for both groups. While nearly three-quarters of white graduates say their mentor was a professor (72%), less than half of minority graduates say the same (47%). Two-thirds of non-FGCS graduates say their mentor was a professor, compared with 61% of FGCS graduates.
Who is doing the mentoring?
Graduates’ professor mentors were most likely to come from an arts and humanities field: 43% of those who had a professor mentor during college say their mentor taught a subject in arts and humanities, followed by science and engineering professors (28%), social sciences professors (20%), and business professors (9%).
We know from previous surveys that a close relationship with a mentor was one of the strongest factors related to engagement and well-being after graduation. According to the 2014 study:
The three most potent elements linked to long-term success for college grads relate to emotional support: feeling that they had a professor who made them excited about learning, that the professors at their alma mater cared about them as a person, and that they had a mentor who encouraged them to pursue their goals and dreams. If graduates strongly agree with these three things, it doubles the odds they are engaged in their work and thriving in their overall well-being.
So what might these new results mean for institutions that are committed to fostering a culture of vocational discernment for their students? Some initial thoughts:
Colleges and universities should think carefully about where vocation programs are housed on campus.
Given the prominent role that faculty play in mentoring for many(but not all) students, they might use their influence to encourage students to seek out mentoring from other sources as well.
We cannot assume that faculty-to-student mentoring is occurring; we should not assume that all students are getting the support they need.
We must diversify the faculty if we care about mentoring all of our students.