Back to the Future III: Does the Future Belong to Smart Machines?

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.

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Vocation in a Time of Crisis: Reflections from Pepperdine, November 2018

Flames above the Pepperdine campus (photo by the author).

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

Back to the Future II: Prioritizing “Becoming” Over “Being”

Is personality the key to vocation?

A number of years ago, I attended an advising presentation aimed at a group of students undecided with regard to their major. The presenter told the students a version of the following: You cannot change who you are because you are wired in certain ways, and discovering the ways you’re wired can help you choose the right major and set you on a successful career path. From there, the presenter made the students aware of the resources available to them at the institution, including career counselors and various personality and skill surveys. The presentation was well-intentioned, and some parts were even inspiring. Students who felt confused and anxious about their academic choices were encouraged by being told they had distinct skills and gifts that could provide direction, and that trained professionals were ready to help them in the discovery and planning processes.

Of course, we all want to encourage and guide students as they navigate vocational choices and opportunities. That is, after all, why NetVUE exists. But NetVUE challenges formulaic approaches and offers nuanced imagination for vocation as a journey more than a destination, as something formed rather than found, developed rather than discovered, discerned with mentors more than detected with surveys. These are important challenges and correctives.

Nevertheless, even in more nuanced presentations, there are times when one can detect some residual assumptions of the formulaic/discovery approaches. In other words, some of the language we use to describe and promote the organic processes of vocational discernment still draws on philosophical assumptions that inform and enframe formulaic approaches. That is not necessarily bad since assumptions and language can be employed in different ways. But I find it helpful to bring the issues to the surface and engage them directly. This post is my attempt to do that by briefly contrasting the philosophical outlooks of Plato and Aristotle and their implications for vocational discourse. Continue reading

Back to the Future I: The Prolepsis of Vocational Discernment

“Prolepsis” is not a commonly used term, but it is helpful when talking to students about vocation. After all, what is college if it is not an opportunity to learn new vocabulary words?

Prolepsis connotes a present and active anticipation of a future reality. Said otherwise, to live proleptically is to live in the present in a way that reflects or is oriented toward an assumed future.

The DeLorean Time Machine in “Back to the Future” (1985).

To illustrate this, I ask students to take an imaginary journey back in time in my own life. While my parents’ generation might picture such an exercise through an H.G. Wells time machine, and I see myself jumping in a DeLorean equipped with a flux capacitor (at least if I can obtain some uranium or time things well during a thunderstorm), my students often choose to imagine a time-traveling drone equipped with a GoPro that can be controlled from the comfort of home. Any apparatus will do as I invite them to visit my fifteen year-old self at home in the suburbs of Philadelphia on any evening in August or September of 1982. I then tell them what they are nearly guaranteed to see. They will see my tall, lanky frame outside dribbling and shooting a basketball in the driveway until it is too dark to do so. (The full picture of my teen-self includes pre-Jordan tight shorts, socks pulled up to the knees, a headband, and Chuck Taylors.) Continue reading