Do you have students who agonize over how they can justify living-college-life-as-usual when so much is so wrong in the world? Likewise, do you find yourself conflicted about how to teach when your heart is troubled by hatred and violence directed at vulnerable groups, by the state of division in our country, and the degradation of our planet?
If so, the concert of song and spoken word by Parker J. Palmer and Carrie Newcomer at the Festival of Faith and Writing at Calvin College would have inspired and strengthened you. If you weren’t there, here are some reflections from someone who was. Continue reading →
A recent piece in the Chronicle (“We’re teaching grit in the wrong way,” March 18, 2018) suggests that by focusing on the development of self-control, we are missing the importance of the cultivation of virtues such as compassion and gratitude as these may go further (or is it deeper?) in helping students achieve the needed “grit” to succeed in college and beyond. The author, David DeSteno, is a professor of psychology at Northeastern University who works on “the science that underlies human virtue,” and the piece seems to promote the key claims of his new book, Emotional Success: The Power of Gratitude, Compassion, and Pride (Houghton Mifflin Harcourt, 2018). Not surprisingly, given his discipline, DeSteno’s analysis emphasizes the psychology of self-control, yet in nudging us to consider gratitude and compassion something even more fundamental (or is it more encompassing?) seems to be missing. In DeSteno’s hands, developing strong interpersonal relationships and the ability to cooperate helps ensure “long-term success.” Students will have increased perseverance as well as a reduction in stress and loneliness and “enhanced well-being” when they can work toward a long-term goal.
Does the content or substance of the goal matter? What are they working toward? And why? Continue reading →
The title of this post is a lyric from an absolutely brilliant song on Josh Ritter’s 1999 self-titled, debut album, entitled “Stuck to You.” Aside from stating the obvious about love and Teflon, there is a story behind this particular song that might, depending on how you read it, shine an interesting light on vocational discernment. Continue reading →
The majority of students enrolled in my upper division Native American literature course tend to select The Absolutely True Diary of a Part-Time Indian as their favorite book of the semester. I believe this has much to do with the voice of the novel’s narrator and protagonist, Arnold Spirit. The fourteen year old Spirit is honest, vulnerable, crass, insightful, and comedic, and although it is the only work of young adult fiction my students read in this course, the text wrestles with issues every bit as complex as those we encounter in the assigned works of “adult” literature. While I conclude my class with this book in order to end on a particularly contemporary note, I will be teaching it in a freshman seminar course on vocation this fall for a very different reason: it wrestles with many of the major themes in Catherine Fobes’s insightful and important essay, “Calling Over the Life Course: Sociological Insights,” which serves as chapter four in the NetVUE anthology, Vocation Across the Academy. Continue reading →
What is the difference between traditional academic advising and mentoring for vocational discernment? Is the latter simply an extension of the former, a way of advising “the whole student”? Or is mentoring for vocation constitutionally different enough to warrant its own set of reflections? Continue reading →
In leading faculty and staff workshops on vocation at the NetVUE campuses of Illinois College and Carthage College, I have used this short video to spark conversation. Although the video definitely broadens the scope of vocation beyond specifically theological callings, it does make explicit references to God and to Jesus (it was produced by the Fund for Theological Education). This is always a delicate balance. Continue reading →