Pondering the imponderables

Some of my students in my philosophy course are starting to get annoyed that the professor doesn’t answer their questions. More often than not, when a student asks a question, the professor will respond, “That’s a good question,” or, “What do you think?” It hasn’t stopped the students from asking good questions. In fact, as the course goes on, the students are learning to ask better questions. Continue reading

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Homeostasis finds a way

One interesting phenomena of the power of homeostasis is that whenever a leader attempts to bring about change he or she will most certainly encounter sabotage. And while we can find some comfort in the notion that reactivity is unimaginative, and therefore predictable, sabotage has a thousand faces. The fun thing about sabotage (if one can be non-reactive about it), is that while we can expect it, we will tend to be surprised at its source and the forms it takes. In that sense, for most of us, we never see it coming. Continue reading

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What will they say about you?

Leaders who are shortsighted worry too much about what people say about them. Whether it’s because of insecurity, a need for affirmation, issues related to competence or image, many leaders measure success in the metrics of immediate change. More often than not, however, the full measure of our success can only be measured long after we’ve gone from the organization we leave. Only then can can determine how lasting our influence was. Continue reading

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Nattering Nabobs of Negativity

One of the most important qualities for leaders is the capacity for vision. Extraordinary leaders, however, are visionaries. The dilemma for visionaries is that they often are ahead of their time. Leaders with vision see the horizons and lead people there. Visionary leaders see beyond the horizon and try to communicate to those they lead vistas of places yet unseen and possibilities of things not yet realized. It’s hard enough for leaders with a vision; they need to be resilient in the face of resistance. For visionary leaders, it’s harder. They need to change people’s perception of what is possible, and they need courage to commit to persistence of vision in the face of incredulity. Continue reading

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Homeostatic perpetuation

We can all appreciate that homeostatic forces are powerful dynamics in systems, from family to governments. Homeostatic force has at least two characteristics: (1) its force comes as a multigenerational tidal wave, and therefore difficult to resist, and (2) like a tidal wave, it is an unthinking force. Meaning, you can’t reason with it. Continue reading

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Can you pass this test?

Throwing out some old files and materials (New Year’s Resolution no. 7) I stumbled across an old final exam from a course I offered over two decades ago when I was teaching adjunctively. Reviewing the course material I was struck at how clunky the course was. Whoever let me loose on those poor graduate students during those years will be doing hard time in Purgatory. Being young and foolish is one thing; young, foolish, and passionate is a deadly combination. It seems I had yet a lot to learn about pedagogy and course design. Continue reading

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To think is easy (or not)

Quick quiz: What philosopher said, “To think is easy, to act is difficult. To act as one thinks is the most difficult of all.”?

Answer… Continue reading

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Virtual church

Some of us observe with amusement, and some impatience, the ongoing occasional conversations in theological education about the legitimacy, value, or congruence of online delivery for seminary education. At one time it was appropriate to include in that conversation talk about “emergent technologies,” but that epoch is past. Despite the track record of the effectiveness of online learning in just about every field of education, and the increasing number of schools, from kindergarten to graduate programs, that embrace online learning, theological education as a whole has been left in the dust. Continue reading

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Aesthetics

I’ll be teaching the educational philosophy course during J-term. It’s a course I enjoy teaching and one I think, when it connects with students, yields enduring understanding. Recently a former student wrote me to share his frustration at the lack of an educational philosophy at his church, and the effects it has on the practice of Christian education. It’s gratifying when we see evidence that students have cultivated discernment and understand the importance of educational foundations—theory and philosophy. Continue reading

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The Gadget Gene

I suffer from the male genetic malady of the Gadget Gene. If it blinks, lights up, requires batteries, has a button, buzzes, lights up, vibrates, connects to something else via wireless or a cord, and has a computer chip, I’m for it. I’m too much of a generalist to qualify for the lofty status of membership into geekdom, but I can understand the tribal dialect and can hold my own more often than not. I find some comfort in that I know I’m not alone in my malady (see Geekdad). Continue reading

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