Barnabas File

What does today’s seminary student look like?    This is a big question, but I would like to address this from one perspective.   This week I will wrap up two years as interim director of Contextualized Learning at Central Seminary in Shawnee, KS.  Over the past twenty years, I have been associated with the seminary in various ways—director of the Tennessee site in Murfreesboro, supplemental instructor in several areas, designer of the contextualized learning component of the CREATE program, interim director of the Doctor of Ministry program, faculty advisor, and financial supporter.   Over those twenty years, the Master of Divinity program has evolved in structure and in accessibility.  Central aggressively developed satellite centers in the early 2000’s and programs specially for Korean students.  Central had already moved to an online program prior to the COVID-19 pandemic, so they were ahead of the game in offering a degree that was affordable and accessible for student wherever th

When the Apostle Paul came to Philippi, he probably planned to use his usual strategy.   Paul and Barnabas had developed a particular strategy on their “first missionary journey.”   They went to urban centers of influence; they started in synagogues where there might be “low hanging fruit”—people with some background in faith; they were willing to stay in one place if the results were positive (two or three years)—much like Paul and Barnabas’ experience at Antioch; they kept in touch with the resulting congregations.   From the beginning, the second missionary journey was different.  A vision (16:6-10) led them on a different path.  In Philippi, a different strategy came into play.  Listen to Acts 16:9-15: 9  During the night Paul had a vision of a man of Macedonia standing and begging him, “Come over to Macedonia and help us.”  10  After Paul had seen the vision, we got ready at once to leave for Macedonia, concluding that God had called us to preach the gospel to them. 11  From Troas

A staff member was going through a difficult personal situation.     It had nothing to do with his work, and he was not the instigator of the situation.     I knew it had to be addressed administratively.     My supervisor and his supervisor were quite ready to abdicate the resolution of this to me!     With some trepidation, I chose to take this to the governing group.     They listened patiently as I outlined the situation. Then, to my surprise, two of the committee very readily supported my recommendation to keep this staff member on board. In fact, all members of the committee expressed a great deal of compassion.   What are key leadership skills?  Various lists are posted from time to time and some writers even seek to identify the one essential skill for an effective leader.  I will not add such a list, but I would argue that there is one skill that every leader should seek to embody:  trust.   For most of those in leadership positions, trust is not a given; it must be earned. Be

When you hear the term “performance review,” what is your first reaction?    Too often it creates a flutter in the stomach.   When we sign on for a position, whether in a church or any organization, we become accountable to work toward the fulfillment of the mission of that entity.  In most situations, a person is expected to meet with his or her supervisor at some point on a regular basis to evaluate whether that is happening.  I have conducted numerous “performance reviews” and have been the subject of some that were downright uncomfortable!  Over the years, I have learned from experience and from some mentors that there is a better way.   In his book The Performance Paradox , Eduardo Briceno identifies three ways that successful organizations have changed their performance management (performance review) systems.  These are very humane guidelines that would be helpful in a church or any faith-based organization.   First, get rid of forced rankings where employees are graded based on

In a recent Baptist News Global article , editor Mark Wingfield noted, “The future of Christianity in America is not to be found in denominations of any kind. It will be found in networks and affinity groups.”   Almost from the beginning of the American nation, denominations have been the driving force behind the spread of the Gospel and the birth and development of churches.  Each denomination has:   Encouraged a (particular) doctrinal stance. Offered those of their tribe the opportunity to identify with a larger group of people. Supported clergy leaders in various ways. Organized to engage Christians of their faith in the work of mission and evangelism. Provided Christian education resources. Called out and educated clergy.   As a student of history, I must acknowledge that some were more eager to embrace these tasks than others. It often took an act of rebellion or external work on the part of clergy and laity to bring these tasks to fruition before their denomination would assume r

“The best way to predict the future is to create it.”   This quote is attributed both to Abraham Lincoln and Peter Drucker.  It is a challenge that many theological institutions are taking to heart.  The course of theological education is uncertain due to the culture, the economy, and the evolving needs of churches.  Contextual changes call for internal changes, and every internal change has implications.   Acadia Divinity College (ADC) recently developed a Futuring Lab on the possible futures of theological education and the church.  This was developed with a Pathways Grant from the Association of Theological Schools funded by the Lilly Endowment.   One of the tools developed was a Theo-Futures Wheel and Activity Guide.  In one section of this worksheet, participants are asked to consider the implications or possible effects of any specific change.  These are clustered in four areas:   Human/Relational:  Emotional, mental, physical, and social implications for individuals or communit