Tag: lifelong vocational discernment

Exploring Vocation in the Health Professions: Promoting Longitudinal Discernment

As students gain clarity about their vocational choice(s), we must create a longitudinal path that provides opportunities for students to revisit vocational discernment throughout their college experience.

A series of posts about a collaborative project at the University of Dayton to develop courses, programs, and opportunities for undergraduate vocational discernment in the health professions, including a first-year course, “Discover Health and Medicine.”

I am always amused when I’m asked if I work in the field in which I earned my undergraduate degree. The answer is no, and in fact, I go out of my way to explain to students my meandering path to my current vocation. When I reflect upon my experiences, I accept that had I made different choices as an undergraduate, my path may have been straighter and more efficient, but I would not be the same person that I am today.

In my initial blog post in January, I shared my colleagues’ and my plan to develop a Discover Health & Medicine track for students who express interest in a career in the health professions but had not been initially accepted into a traditional pre-health major. Our two-semester, first-year class will incorporate an intentionally extended vocational exploration and discernment process. For those students who are interested in exploring a vocation in the health professions, this class will teach the skills of discernment and provide tools and resources to use in setting goals.

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Letter to a young colleague

I have been holding your email in my heart and mind since I received it. Thank you for the confidence you have placed in me! You are in the throes of vocational discernment, even as you enter your mid-career. I certainly understand your concerns for the present and future realities of your calling.

The following letter is offered in the spirit of Rainer Maria Rilke’s Letters to a Young Poet (written between 1903-1908).

Dear colleague,

I have been holding your email in my heart and mind since I received it. Thank you for the confidence you have placed in me! You are in the throes of vocational discernment, even as you enter your mid-career. I certainly understand your concerns for the present and future realities of your calling.

The older I get the more difficult it is for me to control my own ego and impatience when I mentor others. Why do I, by default, frame the answers to other people’s questions by using my own “special” narrative? Why do I feel compelled to move quickly and forcefully to bold solutions? I hope my response to you is clear and measured in humility, empathy, encouragement, and honesty, and that it gives you something of the help you’re seeking.

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Called by a Book

The book forced me to ask serious questions about the restoration vision. What, after all, should be restored? And that question led to another—what sort of issues stood at the heart of the Christian religion?

At its core, the question of vocation—if we are Christians—has everything to do with living one’s life as a disciple of Jesus, hearing his summons, embracing his call. And the life to which he calls us—if we have ears to hear—is a life of solidarity with those he called “the least of these”—the hungry, the thirsty, the naked, the stranger, the sick, the marginalized, the oppressed, and those in prison. 

In a word, Jesus calls us to become fully human—to see through the facades of power, fame, and success, to burst the artificial barriers that separate us from people less fortunate than ourselves, and to claim our common humanity. As William Stringfellow observed many years ago, this profoundly Christian vocation can be lived out through any number of professions or careers.

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Educators have the benefit and obligation of hindsight

I find it useful to think of “vocation” as one of Western culture’s master plots for narrating or making sense of our lives.[1] But we need to recognize that a narrative approach to vocational self-understanding—whether secular or religious—throws into stark relief the differences between the situation 1200px-Rear-view_mirrorof faculty and staff, on the one hand, and the situation of the students with whom they work, on the other.

It is much easier for faculty and staff to tell their stories than it is for students to imagine with any certainty the story that will, eventually, be theirs. And that uncertainty places obligations on educators Continue reading “Educators have the benefit and obligation of hindsight”

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