One of the hats I’ve gotten to wear over the past year is teaching/facilitating as an adjunct professor in the Indiana Wesleyan University Adult & Grad studies program here in Cincinnati. The class I’ve been facilitating for IWU is Philosophy & Christian Thought. I am excited to begin another round of it tonight actually at the Dayton campus.
I was just reading over my end of class survey report and read one of the most encouraging pieces of feedback I’ve ever received from one of these philosophy students:
This response was under the section “What suggestions do you have for faculty improvement:”
THAT is a gift! It’s often tough to inspire these students much about philosophy, but if I can raise their level of enthusiasm about Christ and the Gospel…success! 
When anyone asks how the ministry is going, I often begin with something like this:
“You know, this first year of being on campus is mainly about learning the culture and context of students here in Cincinnati.”
In some ways, that response is evasive and in other ways it’s completely accurate.
There is a learning curve of some sort involved with any kind of endeavor or career transition. Although there have been many transferable concepts and principles from my first 15 years of ministry, there are also particular lessons and skills to be learned as I position myself on a campus and in the lives of college students.
Today was one of those days that I celebrate and leave campus feeling so affirmed in my calling and my compatibility with this mission to the University of Cincinnati. The particular lesson I learned today was about being lovingly assertive. It really doesn’t take much for a college student to avoid an appointment we’ve made. They suddenly have to prepare for a lab, attend a meeting, study with a friend, take a nap, etc. There is seemingly no limit to the student’s creative capacity when it comes to responsibility evasion. But…there also maybe more room for assertion and compulsion than I had previously thought. My typical response in these situations is something like, “Hey, no problem…let’s try meeting up next week then.” Today I tried something a little different. With two different students today I responded with, “Okay…sounds like you have a lot going on. How ’bout if we just get together for about 10 or 15 minutes? I’d really like to spend a little time with you today and just see how you’re doing.”
Both students agreed and I was able to spend a couple of minutes just checking in, encouraging, and even praying for one student. I certainly believe you could cross the line from being assertive to pushy if you aren’t careful. But I have enough relational equity with these students to know where the line is and have a little cushion. And instead of completely missing the chance to connect I was able to spend at least a few minutes investing a little more life and gospel with both of them. (1 Thessalonians 2:8)
It’s one of those words that comes with its own set of luggage, right?
There are connotations… miscommunication… abuse…baggage.
I have recently set out on the task of engaging the idea (and calling) of holiness. Especially important to me is the need to communicate the truth of holiness and sanctification in ways which get at the real heart of transformation, grace, and discipleship.
Oord and Lodahl do a really nice job of describing the “core notion” of holiness as a response of love to God and others which really flows out of God’s call, God’s purposes, and the nature of God Himself.
Where much of the holiness “baggage” comes from is when peripheral notions (rule keeping, legalism, set apart-ness, consecration, etc) of holiness take the place of that core notion . I have a couple more titles to read on this topic so I’m looking forward to a renewed vision for and emphasis on faithful holy living as I challenge college students to pursue Christ-likeness and God’s mission to love.
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