Failing Better, Part II

The one time I tried to teach a course explicitly on vocation, I landed right in column B of Catherine Aird’s famous quote from His Burial Too: “If you can’t be a good example, then you’ll just have to be a horrible warning.” The warning I took from my failure was to respect the limits of the physical universe and admit that I can’t teach a decent course in comparative theology while simultaneously doing justice to the literature and themes of vocational studies. On the other hand, it seemed possible to take a micro—or perhaps stealth?—approach to teaching vocation: making small changes that would integrate a vocational perspective into the work the students and I already had to do. 

In an essay on “midrange reflection,” Patricia O’Connell Killen writes compellingly and consolingly that it is the “small, incremental changes in [teachers’] practice” that “cumulatively contribute to mastery and excellence while at the same time strengthening the teacher’s sense of vocation and clarity of purpose.” Gradually, if we persist, those small reflective steps “help faculty develop both self-possession and a fluid freedom congruent with their deepest vocational impulses.” Importantly, this kind of ongoing reflection and strategizing requires a sense of play, as “insights emerge, and events are interpreted differently as alternative possible meanings and missed dimensions are confronted.” 

So here, especially for others who value vocational formation but can’t squeeze one more text into their courses, are strategies that seem to work—or, it might be better to say, are worth playing with.  

Continue reading

Failing and Failing Better: Teaching Vocation When You Don’t Have Time to Teach Vocation

The academy needs a new journal, and I propose we title it It Seemed Like a Good Idea at the Time: The Journal of Negative Results. Scientists have long argued for the importance of publishing negative results, accounts of experiments that ended up disproving the researchers’ hypotheses. As Mehta Devang explains in Nature, “When negative results aren’t published in high-impact journals, other scientists can’t learn from them and end up repeating failed experiments.”

Attending to what doesn’t work, and why, is no less important in other fields, teaching included. On this blog, Kathleen T. Talvacchia writes that “It takes some measure of courage and self-esteem to reflect honestly on our limitations and, at times, the outright failures in our teaching and scholarly vocations. Often, it is not an acceptable stance in a profession based on the assumption that everyone with a doctorate has the capacity to learn all that they need in order to do the work required with excellence” (See “Reaffirming our Vocational Authenticity with Courage and Humility.”)

Continue reading

Reaffirming Our Vocational Authenticity with Courage and Humility

Of the many types of distractions that clear my mind during the pandemic lockdown, I have found it especially entertaining to re-read Louise Penny’s Three Pines mysteries. The series, set in a fictional Canadian village in Quebec’s Eastern Townships, features Chief Inspector Armand Gamache of the Sûreté du Québec as he and his team, often with the assistance of the villagers of Three Pines, investigate and solve crimes that deal with murder. If you have read these mysteries, you will remember that Gamache has often told new agents of the police force the four statements that can lead to wisdom in their lives and success in their work: (1) I was wrong. (2) I’m sorry. (3) I don’t know. (4) I need help. Gamache hopes to ground the new agents in humility and an openness to critique and change that can develop them as effective and humane investigators. He is challenging the new agents to develop an honesty and genuineness in their communication with others as they investigate crimes, one that arises from a morally aware personal character and that shows respect for the persons involved in the incident. In turn, this personal authenticity creates an investigator that is grounded in human sensitivity and professional effectiveness.

It struck me that these statements might also be useful for reflecting upon vocational call. Clarifying and living out a vocational commitment involves a fundamental disclosure of authenticity—an awareness of meaning and purpose in our lives is rooted in that which we value.

Continue reading