Lately I’ve had occasion to appreciate again the power of the past to influence the present. What is amazing to me is how much of that influence operates below people’s awareness, and how powerful that influence is on systemic homeostasis and patterns within systems.
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I recently heard again the pragmatist question “So what’s it good for?” related to systems theory. It’s a natural question whenever matters of theory arise. The best answer, of course, is that it’s a theory and therefore not really good for anything in the pragmatist sense. That is, it’s not very utilitarian. It’s a tool for thinkers not tinkerers.
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For ministers, and aspiring ministers, who embrace that part of their calling involves service to others, self-denial, and self-sacrifice, investing in self-care can be a challenge. Whatever its source, feelings of obligation, guilt, or shame; or a lacking sense of boundaries, clergy seem prone to a high risk of burnout related to a lack of self care. There’s no denying that ministry is complex, and therefore, endlessly busy, but those clergy and staff who fail to practice self care fail themselves and their congregations.
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Well, I can now cross out “Illustrate a book” from my list of 50-things-to-do-before-I-die (yeah, just 50, I’m not ambitious). I’ve had the privilege of illustrating the latest book by my friend Bill Tuck. He asked me to illustrate his new book on the character of Christ with some of my ink drawings. The book, titled The Compelling Faces of Jesus, is published by Mercer University Press and is available through various outlets. Here is the book description:
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There are two teaching behaviors that, once mastered, can help the teacher be more effective in bringing about powerful learning in the instructional setting. These are both fundamental teaching skills (“basic”) but both seem difficult for many teachers to master. Additionally, these two skills are interrelated. What are those skills?
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I’ve experienced the third instance in recent months of a classic pastoral triangle. It’s “classic” in the sense that it has all of the components of an “elegant” emotional process triangle: (1) it is generated by anxiety, (2) its source is family of origin relationships, (3) it is directed at the pastoral leader, (4) its content obfuscates emotional process, and, (5) it invites reactivity.
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Students in my online class have been studying about leadership in the congregation. From their reading (The Hidden Lives of Congregations) they are discussing some of the concepts addressed in the book: (1) the function of leadership is influence, (2) the importance of the leader as resident theologian, and (3) it takes 3-5 years for the pastoral leader to get to a place of influence that does not derive from his or her position.
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One of the topics in my current online course is educational assessment in the congregational setting. The students are reviewing a model for rigorous assessment of Christian education that my friend Marty and I present in our forthcoming book.* One issue students have raised, legitimately, about the issue of assessment, and the model offered in particular, is that putting a rigorous assessment process in place in the congregation will be a challenge and will seem daunting. I think that’s a valid statement.
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I received an interesting question about Bowen’s concept of self-differentiation. The question, an imaginative one, was “what if” some day scientists discovered a “differentiation gene.” It was fun to ponder, but, genes don’t work that way. More to the point, however, differentiation is a product of relationships in a system, the evidence of which is how one functions. If we were to go down the gene therapy route, or more specifically, the biological engineering route related to BFST, then a more likely focus would be how to lower anxiety. And we already have medication for that.
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