Barnabas File

In a recent report by the Association of Theological Schools, graduating students “perceive theological education to be effective in helping them think theologically, but somewhat ineffective in preparing them to administer a parish.”  Generally, students rated their programs high in “ the ability to think theologically, the ability to use and interpret scripture, and the ability to relate social issues to faith.” They gave very low ratings to skills such as “ability to give spiritual direction,”ability to integrate ecological concerns. . . [and] insights from science into theology and ministry,” and the “ability to administer a parish.” These are all important concerns, but let me address just two of these—opposite sides of coin, perhaps, or complementary practices—spiritual formation and administration.  First, one of the biggest challenges of congregational clergy today is helping parishioners grow in their faith.  We use terms like “discipleship,” “spiri

When it comes to dealing with moral and philosophical issues that impact our humanity and our belief systems, science fiction literature offers a wonderful platform for creative engagement. Unfortunately, thoughtful science fiction films are few and far between.  Arrival, starring Amy Adams, Jeremy Renner, and Forest Whitaker, is one of the few and is worth seeing. Writing about this film is difficult, because it is would be easy to share spoilers that would, well, spoil the film for you.  There is a significant twist that is interwoven throughout the film and, I have to admit, someone had to explain it to me. The protagonist of the story is Dr. Louise Banks, a linguist who is enlisted by the military to interpret the language of a crew of an alien craft that has landed (actually, it never touches the ground) in Montana.  There are twelve of these craft all over the world.  Various governments are working to discover how to communicate with the aliens. Initially cooperati

In many ways, the annual calendar is an artificial construct but it has been with us long enough that we adopt certain attitudes and emotions around it.  We think in terms of endings and beginnings.  We think about what is past and what is in the future.  This is ingrained in us.  I worked on a college campus long enough that I still think of the year in academic terms.  Of course, continuing to teach at a seminary and having grandchildren in school reinforces that practice. As we follow the calendar, we practice certain rhythms in life.  When we come to the “end” of a year, we reflect on the past twelve months.  At the “beginning” of a new year, we plan and think about the future.  For many, this is the time of making New Year’s resolutions (many of which don’t last past January 15). What if you really wanted change in your life in the coming year.  What would you do?  Whatever your challenges or opportunities are in 2017, a coach can help you to embrace them and make the

Each year, the Association of Theological Schools gathers information about graduating students in member institutions.  According to a recent report, “In 2016, 183 institutions (67% of member schools) used the graduating student questionnaires, reaching 6,293 graduates (43%) at ATS member schools. They constituted a fairly representative cross section of member school demographics in terms of age, race/ethnicity, gender, and degrees earned.” There were a number of interesting findings, but a significant one is that an increasing number of graduates are completing a majority of their coursework online or in other non-traditional ways. The report indicated, “The percentage of graduates who have completed a majority of their coursework in hybrid (10%) or fully online (5%) courses remains relatively small, but the numbers are rapidly increasing, while graduates completing a majority of their coursework as traditional daytime students on a main campus continues

“To err is human; to forgive, divine.”—Alexander Pope If you have ever been in a leadership role, this has happened to you.  Someone has accepted an assignment, and you not only expect them to complete it, but you are depending on them to do it.  Then they pull out, fail to show up, or don’t follow through.  What’s a leader do in this situation? First, don’t get angry.  You are not only wasting your energy but your time as well.  What is done is done, so focus all that energy on assessing the situation, picking up the pieces, and moving on.  If the task is important, give your attention to completing it. Second, recognize your responsibility.  Did you fail to provide something that the person needed?  Were you disconnected and not aware of their progress or lack thereof?  Where did communication break down?  Accept responsibility if necessary.  Now that’s out of the way.  Let’s move on. Third, as my Granddaddy used to say, “Pull up your britches and get to work.” I

We cannot motivate others.   We can provide an environment in which people can become motivated, but real motivation comes from within.   In the same way, a leader cannot make people into innovators.  If this is true, then what is the role of the leader in innovation?  How much can a leader do to foster innovation among others?  Alec Horniman is the Killgallon Ohio Art Professor at the University of Virginia Darden School of Business, teaching in the areas of ethics, strategy and leadership.  He suggests three actions that a leader can do to foster innovation. First, invite people to join the process of innovation.  The innovative leader invites others along on the journey. He or she is not only a role model but a resource, sharing experiences and opportunities.  An innovative leader invites others to be part of the process and to learn together.  An innovative leader does not just attend conferences and explore opportunities.  He or she invites others t