The Outrageous Idea of Academic Faithfulness - Leader's Guide by Chris Wagner

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS

LEADER’S GUIDE

"The Outrageous Idea of Academic Faithfulness is the sort of book that should be read by Christian students going to college and studied in campus fellowship groups. It provides clear and accessible guidelines as to how to relate one's faith to academics. I hope it will be widely used." --George Marsden, author of The Outrageous Idea of Christian Scholarship

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS LEADER’S GUIDE INTRODUCTION TO THE 3(D) GUIDE

Overview

In his book The Outrageous Idea of Christian Scholarship (Oxford University Press, 1997), George Marsden argues that there should be room in the academy for Christians to do Christian scholarship. Such faith-informed scholarship is not neutral, but is grounded in particular presuppositions and directed toward particular concerns. We are convinced that what is true for the scholar is also true for the student. The Christian faith should have a direct bearing on the academic lives of students. In our work teaching and ministering to undergraduates, we have noticed that many Christian students are not engaging in their studies as an expression of Christian faithfulness. The Christian life involves, in their way of thinking, only church attendance, bible study, prayer, behavioral concerns. Academic life, though, is something altogether different. In this area of life, they assume that Christians are simply like other students—they hear lectures, record notes, read books, do projects, and take tests. We have written The Outrageous Idea of Academic Faithfulness (Brazos Press, 2007) to invite students into the adventure of uniquely Christian and culturally relevant scholarship. In our own experience, when the topic of academic faithfulness or Christian scholarship has been raised, Christian students see the challenge as beyond them, as a task for the stout and the wise, for the uniquely gifted. Our book is for the ordinary Christian who is also a student, and we want to help them bring those two words together—Christian student. Why do academics matter? What difference does being a Christian student make? What does faithfulness look like in the classroom? How does the Christian vision of vocation empower students to take their course work seriously as an act of devotion and discipleship? In what ways does the passionate worship of God that is so prevalent among evangelical students on campus relate to the more mundane tasks of writing papers, reading assignments and working in the lab? Such big questions can’t be wrestled with and answered alone. While the book can be used for individual study, we have found that students grasp the content of the book much more thoroughly when read under the guidance of a mentor, small group leader or teacher. The following leader’s guide is designed to assist leaders in their preparation for leading discussions around the themes in The Outrageous Idea of Academic Faithfulness (hereafter, TOIAF). Our hope is to see a generation of young scholars take both their faith and studies seriously.

About the authors: Donald Opitz (PhD, Boston University) is associate professor of sociology and higher education at Geneva College. Derek Melleby (MA, Geneva College) is the director of the College Transition Initiative for the Center for Parent/ Youth Understanding through a partnership with the Coalition for Christian Outreach.

For more information about the book visit: AcademicFaithfulness.com & BrazosPress.com

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS LEADER’S GUIDE Main Objectives for TOIAF: The Christian faith should have a direct bearing on the academic lives of students. In our work teaching and ministering to undergraduates, we have noticed that many Christian students are not engaging in their studies as an expression of Christian faithfulness. TOIAF invites students into the adventure of uniquely Christian and culturally relevant scholarship. This book helps students to:

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develop the Christian mind and practice of life long learning

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view academic pursuits as a significant aspect of discipleship

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understand the difference being a Christian makes in the classroom

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begin to develop a Christian perspective on his/her academic discipline

Who should read TOIAF? The primary audience for TOIAF is undergraduate students early on in their college experience as well as college bound high school students. To this end, the book has been utilized in first-year college programs and discussed in church youth group settings. But other readers have benefitted as well. Parents should read it to get a better understanding of what their children will experience in college. Pastors have benefitted from the way the book connects faith, learning and culture. Professors have commented that the book is a helpful primer/refresher for how to integrate faith and learning. Friends have read it because we made them, but even they got something out of it! And, last but not least, Oprah should read it. Oprah, if you are listening: PLEASE READ AND RECOMMEND THIS BOOK!

Leader’s Guide Format Each section of the leader’s guide has three main components: (1) Scripture to Consider: biblical passages that connect to main themes of the chapter; (2) Quotations to Ponder: key quotes that provide a summary of each chapter; and (3) Questions to Discuss: questions from the book along with leader’s notes to better prepare for the discussion.

Suggested Settings for Using TOIAF: •

Church youth group

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Youth/college Sunday School

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Youth volunteer training

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Christian high school classroom

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High school/college faculty discussion

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Parent/teen conversation

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College orientation/ classroom

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College fellowship groups

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College fellowship leader training

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College admissions’ counselor training

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New faculty orientation

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS LEADER’S GUIDE

Scripture to Consider:

The faithful flower

Matthew 25:14-30; 2 Corinthians 10:5; Colossians 2:3

Quotations to Ponder: “This is the adventure: putting everything that we are and have in service to the King. And during college we have a special opportunity to offer him our learning.” (p.8)

“Christ is the very source of learning, and his disciples are the intended recipients of that wisdom and knowledge. As we learn in faith, not only will our own capacity for wonder and insight and love increase, but others will benefit as well.” (pgs.11-12)

Questions to Discuss: 1.

When you think about bringing the two words together—academics and faithfulness—what comes to mind? Students struggling to answer? Consider rephrasing the question: Do you know someone who you would say is faithful to God in the way he/she approaches academics? If “yes,” how so? If “no,” why is this the case? Why is this such an outrageous idea?

At this point, do you believe the outrageous idea of this book: that God cares about your academic work? Drive the point home: The creator God cares about all of his creation including learning and academics. Is anything “outside of God’s concern?

Why do you think some people would consider academic faithfulness to be an outrageous idea? Possible answers: academics aren’t a high priority for God; God should stay out of classroom; school is a game and we figure out how to get the best results with the least work; their aren’t many models for what it looks like.

LOVE FAIT H

FAITHFUL CITIZEN

UL HF D IT AR FA EW ST

“We want you to find the deep satisfaction of pursuing your daily labors (for now, primarily attending class and studying) as service to God. We want you to experience the unending challenge of exalting Christ as Lord of your thinking… imagine the application of your learning—your studies and plans and dreams—as an expression of love, or better yet, as a conduit for the love of God.” (p.11)

L H FU FAIT CH R CHU ER B ME M

FA I T STU HFUL DEN T

“When the topic of academic faithfulness or Christian scholarship has been raised, Christian students often see the challenge as beyond them, as a task for the stout and the wise, for the uniquely gifted. We think every Christian student has been called by God to think faithfully about learning.” (p. 9)

F EM AIT PL HF OY UL EE

FA HU ITH SB FU AN L D

The book begins with an invitation to students. We want them to explore an outrageous idea—that God cares about academic work. We are asking them to join the adventure of academic faithfulness.

L HFU FAIT N SO

Introduction

Rooted “In Christ”

Students have found the above diagram to be helpful when explaining “multifaceted faithfulness” (p. 10). Consider starting your first meeting with a discussion of what faithfulness means. Read biblical passages related to faithfulness (Matthew 25:14-30 1 Corinthians 4:2; 1 Peter 4:10, 2 Corinthians 3:18). How is faithfulness a theme that runs through all of Scripture? How is God faithful to his creation? How does faithfulness get at our central responsibility as humans?

What are the implications of 2 Corinthians 10:5 and Colossians 2:3 for your academic work? See if the group can remember any of verses from the Bible that deal with the mind, learning, and thinking.

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 1: Wide-Eyed

LEADER’S GUIDE

What do students expect from college? Some come expecting that it will be a carnival of experience, Beer and Circus all the way. Others come in pursuit of Grades and Accolades. We are suggesting something quite different based on Romans 12:1-2.

Scripture to Consider: Matthew 13:45-46; Romans 12:1-2

Quotations to Ponder: “Expectations have profound implications on what we actually find at college.” (p. 15) “College will change your life forever, and many leave with deep scars.” (p. 16) “Beer and Circus... is about disengagement from the central purposes of higher education. Perhaps a bigger problem than alcohol on American campuses is a pervasive disengagement with learning.” (p.17) “Being concerned about... grades, is appropriate, but too often students become obsessive about grades and success and begin to lose the bigger picture. Learning needs to be pursued with the right motives and applied to worthwhile purposes.” (p.19)

The Critical Years “For those whose pathway leads them into the world of the university, decisions are made during that time that are determinative for the rest of life. In the modern world, the years between eighteen and twenty-five are a time for the settling of one's convictions about meaning and morality: why do I get up in the morning? What do I do after I get up in the morning? One then settles into life with those convictions… and principles of one's entire live.” —Steven Garber, The Fabric of Faithfulness: Weaving Together Belief and Behavior

“We cannot simply conform to dominant cultural assumptions about college. We need to develop a view of higher education that has been deconstructed (de-idolized) and redeveloped—prayerfully, thoughtfully, graciously.” (p. 21)

Questions to Discuss: 1.

A few expectations that students have for college were suggested in this chapter. Summarize them in your own words. Beer and Circus: drinking, partying, hooking up, but also a distraction from learning, studying, maturing. Grades and Accolades: obsessed about high grades and building a portfolio/resume.

What are/were your expectations for college? Where did your expectations come from? A few were mentioned: popular movies, basketball camp, extended high school. Discuss how realistic most of our expectations are. For students heading to college or early in college ask: What are your biggest concerns for what college will be like. For students already in college focus on whether or not the expectations for met.

Beer and Circus? Up-and-coming hip hop star Asher Roth presents a poignant picture of the Beer and Circus expectations of colleges students. You can download his music video “I Love College” at www.mtv.com or at www.thedailykush.com.

The Critical Years

What is an idol? What idols were mentioned in this chapter? What other idols are found (and worshipped) on college campuses? Idolatry is an important concept in the book. From our experience, most students haven’t thought very deeply about what an idol is and how idols work. Spend time discussing that, at root, all sin is idolatry, the worship of some thing other than the true and living God, worshipping created things, rather than the Creator (Romans 1:25).

Read Romans 12:1-2. What are the far-reaching implications of these verses for your time in college? The years between 18-25 are considered the “critical years.” Decisions are made that are formative for the rest of life. Students are transformed during this time: will it be toward the patterns of this world or toward faithfulness to God?

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 2: Babylon U

LEADER’S GUIDE

Here we focus on the opening chapters of Daniel. Nebuchadnezzar’s strategy to assimilate Daniel and friends into Babylonian culture is exposed, and the faithfulness of these young students is explored. Students in the American academy can learn a great deal from the trials and testimonies of these ancient wise men.

Scripture to Consider: Daniel 1-6; Proverbs 11:2, 17:24; Colossians 2:8

Quotations to Ponder: “We need to recognize the danger of deceptive philosophies and traditions and to undertake our collegiate journey with care and courage.” (p. 28) “People are always being ‘trained’ for certain patterns of life by the culture the surrounds them. What you learn and how you live while in college really matters. And to the degree that your mind is not renewed by the gospel and your life is not transformed by the power of Christ, you will conform to the dominant culture.” (p. 30)

Got Wisdom? “Only God’s wisdom can reveal the mysteries of life… Biblical wisdom is more than a knowledge of facts, it is more like a skill (a “knowing how” rather than a “knowing that”) based on our relationship with Jesus Christ. Wisdom is a divinely given ability to have insight as to the best way to live life.” —Tremper Longman III, Daniel: NIV Application Commentary

“Humility must mark us deeply as we study.” (p.36)

Questions to Discuss: 1.

Toward the beginning of this chapter we say that “education for responsible action is easily trumped by education for upward mobility.” What is the difference? Education for responsible action: the main purpose of learning is service: to God, neighbor and communities. Education for upward mobility: school is simply the next step up the social latter, on to a “better life.”

Read Colossians 2:8 and 2 Corinthians 10:5. How are these verses similar? How are they different? Why are they important to keep in mind while you are learning new things? Make sure students notice how one in reactive and the other is proactive.

Review the first sex chapters of Daniel. In what ways is the story of Daniel a good example of what it looks like to be a Christian college student? Emphasize the fact the Daniel took learning seriously, that his main concern was honoring God, “come what may.”

We suggest that, to one degree or another, everyone of us has been “Babylonized.” What are some examples? Education for upward mobility; measuring the “good life” in economic terms; living for the weekend…

Pursuing academic faithfulness will require sacrifice. What sacrifices do you think you will need to make? Suggestion: Get the conversation going by first asking what sacrificing they think they have already made.

Are the challenges to academic faithfulness the same, no matter what kind of institution you attend? How might they be different?

Movie Discussion There are many interesting movies about education. Examples include: The Emperor’s Club, Dead Poet’s Society, Good Will Hunting, Mona Lisa Smile, Back to School, Van Wilder. Consider watching a movie about education and discussing these questions: 1. What does the movie communicate about education itself? 2. According to the characters in the movie, what is education for? 3. How do you relate to any of the characters, particularly their understanding of education?

Discuss the differences students face whether attending a religious/Christian school or “secular” school.

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 3: Believing is Seeing

LEADER’S GUIDE

Most college and university students experience their learning in bits and pieces. Even amidst the pieces, students often catch glimpses of things important and profound, but aren’t provided with the big picture, with the missing gestalt. This chapter provides an introduction to worldviews and to the story of the Bible, concluding with the re-sighting of the Apostle Paul, suggesting that students come to see the world in a whole new light.

Scripture to Consider: Genesis 4; Matthew 13:24-28; Colossians 1:13-14; Acts 9

Quotations to Ponder: “Once we turn our attention to deep beliefs… I think we will discover that ultimately believing, not seeing, comes first for everyone. Beliefs come first and shape the way we see everything else.” (p. 42) “Worldviews are more caught than taught, or perhaps we ought to say that worldviews are generally absorbed through ordinary socialization.” (p. 44) “Learning to see wholes or to see through the whole, is really the first step in developing a biblical worldview.” (p.46) “Believing is not really seeing so much as being seen and then coming to see anew.” (p. 52)

Questions to Discuss: 1.

We have suggested that “beliefs come first and shape the way we see everything else.” What are some examples of things you believe without “seeing”? Examples from the chapter include: germs, justice and gravity.

Define “worldview” in your own words. How do social institutions, including the media, carry and perpetuate our cultures dominant worldview? Consider watching a TV sitcom, cable news program or music video and ask these questions: (1) What does the show say about the way the world is? (2) What does it say about the way the world ought to be?

What do we mean by apprehending a “biblical gestalt”? Does your academic work feel like a study of pieces, fragments of the whole? Biblical gestalt: seeing the “big picture.” Ask students if they have had moments in their education where one class connected to another. How did they make those connections? How did it enhance what they were learning?

Read Colossians 1:13-14. What does this tell us about the contours of a Christian worldview? Kingdom is a central theme here. Is this a central theme of the Bible? Review the “six sentence” summary of the Bible on pgs. 47-48. Notice the role “kingdom” plays in this telling.

After meeting Jesus, Saul (later the Apostle Paul) had to relearn how to see everything in terms of his dramatic encounter. What are some things that you have had to relearn as you have grown in your faith?

Sunday Afternoon on the Island of the Grande Jatte —Georges Seurat

Worldview A commitment, a fundamental orientation of the heart, that can be expressed as a story or in a set of presuppositions. —James Sire, The Universe Next Door A comprehensive framework of one’s beliefs about things that function as a guide to life. —Albert Wolters, Creation Regained A vision of life and for life. —Walsh & Middleton, The Transforming Vision A set of spectacles through which we see everything. The perspective or perceptual framework out of which we think and talk and move in the world. —Opitz & Melleby, TOIAF

Share your own spiritual journey. What changes have you made as you’ve grown in your faith?

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 4: A Story-Framed Life

LEADER’S GUIDE

Worldviews aren’t really just ways of seeing, they are ways of living, of acting in one story or another. This chapter includes brief discussion of the biblical drama as well as the stories of modernity and postmodernity. The main concern is to connect students to the biblical drama, and to encourage them to see themselves as actors in the grand story of God’s redemption in Christ.

Scripture to Consider: Matthew 25:14-30; Luke 10:25-37

Quotations to Ponder: “God enjoys a good story. Otherwise, why create the glorious and pristine creation and then subject it to time and to human oversight? And isn't’ the Bible a story, the grand story of God’s creation, its desolation, and its restoration?” (p. 58) “The biblical story has appeal because it is so comprehensive and coherent, so true to cosmic order and human experience. Once people listen intently and enter the story, many are hooked.” (p. 65) “A good curriculum should help lead students to develop wisdom and discernment, to live a life of humility and curiosity and delight. A good curriculum tells a story and invites students to participate in that story.” (p.66)

If you were to write the story of your life, what would the title be? What are some twists and turns? Are there any villains or heroes? Would you say that your story has been shaped by the biblical story or by another life-shaping story? What motivates students to attend college? Are the motivations in line with the biblical story or the American Dream?

Jesus was a storyteller. He often told stories, or parables, as an invitation for the hearer to enter into a story and find the theological meaning by becoming one of the characters. For example, read Luke 10:25-37 and Matthew 25:14-30. Why do you think Jesus taught in this way? What do you learn from these stories? What other parables come to mind? Does being a good neighbor and putting talents to use have anything to do with college?

Have you ever gotten lost in a story? Describe the experience. Revisit the poem “One Day” on pgs. 64-65

Is the academy part of a story, and should it be part of the Christian story? The U.S. had colleges before it had high schools. What does this tell us about the “story” colleges and universities are a part of in America. Why do we value higher education so strongly?

Storyline: creation-fall-redemption The Bible is the story of God’s own creation, the devastation visited upon that creation by sin, God’s ongoing engagement with humankind to redeem that which has been befouled, and the eventual restoration of the entire creation in Christ.

Modernity Storyline: matter-ignorance-progress The material is the real. Only the empirical can be truly known.

Questions to Discuss: 1.

Biblical Drama

T.S. Eliot wrote, “Hell is the place where nothing connects to nothing.” Have you experienced college as a fragmented piece of “hell,” or have you experienced educational gestult? Skip ahead and read Brea’s prayer request on p. 125. See if students in the group can identify with Brea. Have they had a similar experience? If not, how have they been able to make connections in their learning?

Whatever is wrong (with me, with the world) can be righted by human insight. Eventually human beings will solve the problems of the world, and our technology will be the key.

Postmodernity Storyline: culture-oppression-expression Reality is socially constructed, a human fabrication. Human beings can’t help but to create realities that serve some and oppress others. There is no hope for ultimate healing, but at least we can strive to give voice to those who have been silenced.

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 5: Fish-Eyed Learning

LEADER’S GUIDE

This chapter explores the development of the Christian mind. It takes key aspects of the biblical story (creation, fall, redemption, consummation) and applies them to the challenge of Christian learning. Christian students must learn to recognize the creational goodness at the root of their studies, the fact that every discipline has been twisted and torn by sin and that in Christ all things (and every discipline) are being and will one day be restored.

Scripture to Consider:

Commenting on Acts 17: 16-34:

Matthew 6:33; Mark 12:30; Luke 4:14-21; Romans 8:22-23; 2 Corinthians 5:17-20; Ephesians 1:7-10; Revelation 21-22

Quotations to Ponder: “We want to recruit you to become a deeply thoughtful Christian, exercising your brain to get it in shape for service.” (p. 70) “Every thing is part of God’s creation, and academic disciplines should be developed, not to exploit the things of creation, but to understand them faithfully.” (p. 74) “As Christian students we should seek to comprehend the good of God-made structures, counter the lies and heal the scars of sin, and contribute to the development of neighbor-loving relationships and God-honoring cultural development. (p. 76)

Questions to Discuss: 1.

Have you encountered the notion of a “Christian mind”? Ask students whether or not they have thought about “developing the mind” as part of discipleship to Jesus.

What keeps us from developing our minds and loving God with our minds? On pgs. 137-138 we list what college students have noted as obstacles to academic faithfulness. Compare lists.

Mars Hill Paradigm “Let me say three words about this remarkable address. First, Paul affirmed what could be affirmed within the Athenian culture. At the same time, Paul confronted rank idolatry… Third, he outflanked their thinking. Affirmation, confrontation, and outflanking opposition: If you want to interact with and transform your culture, study the Areopagus speech and see how Paul went about his task, then go and do likewise—if you dare. Affirm what can and should be affirmed, confront what can and much be confronted, and outflank that which is looking in the right direction but which then turns back and settles for second best.” —N.T. Wright, Transforming the Culture

Fundamental assumptions about the nature of reality lie behind every academic theory and every discipline. How have you noticed this? Why is recognizing fundamental assumptions crucial to academic faithfulness? Have students tell stories of hearing something in class that they thought conflicted with the Bible. What was their response?

Have you recognized the “lies or ideological confusions” in your discipline or in any of your courses? Human nature is a good example. Are people inherently good or bad? Discuss the difference this makes in developing academic theory and inquiry.

Read Acts 17:16-34. Does this story suggest implications for academic faithfulness? Paul has clearly done his homework. He has studied Athenian culture enough to know where it affirms and where it conflicts with the Biblical story. Students must do the same with their course of study. How might this be a paradigm for writing academic papers (see side bar)?

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 6: FOUR-I-ED Learning

LEADER’S GUIDE

In place of the biblical categories discussed in the previous chapter (creation, fall, redemption, consummation), here we explore a model that gives attention to integration, idolatry, investment, imagination. These four categories not only express obvious connections to the categories in the previous chapter, they also begin to explore the active responsibility of faithful students.

Scripture to Consider: Exodus 20:1-6; Psalm 115; 1 Corinthians 3:10, 8:4; Ephesians 5:5; Colossians 3:5, 17

Quotations to Ponder: “We have a distinct advantage over others seeking to develop an integrated perspective. We know the source of the integration… God is the source of both the diversity of the creation and of the unity that makes sense of the creation.” (p. 83) “The Bible portrays a seamless continuity between our knowing and our doing… Learning isn’t merely for job readiness or self-advancement. Learning ought to be a way to love God and neighbor, a way to care for the creation and develop healthy communities.” (p. 87) “Once a Christian comes to believe that life matters, that the creation is designed for the flourishing of life, and that God cares about life in this world, then our investment in work and all kinds of things takes on a new significance.” (p. 91) “Our world needs to hear voices of articulate, modern-day prophets who measure what is against what should be.” (p. 92)

Questions to Discuss: 1.

This chapter includes vocabulary that may be new to you. Define the following terms and explain how they were used in this chapter: integration, idolatry, shalom, antithesis, third-way, and common grace? See side bar.

What does it look like to integrate faith and learning? Why is simply having an integrated “perspective” not the goal? Read Matthew 7:24-27 and consider how Jesus’ words might add to the connection of knowing and doing.

Why is imagination so important to academic faithfulness? Revisit the questions posed by Richard Middleton and Brian Walsh on pgs. 93-94. Ask students to consider whether or not they believe their suggestions to be imaginable. Why or why not?

Key Terms Integration: The crucial intersection highlighting the deep, rich, essential connections between faith and learning. Idolatry: Living according to our own agenda. Worshipping created things rather than the creator. In the New Testament, Paul identifies immaterial unfaithfulness, like greed, as idolatry (Ephesians 5:5; Colossians 3:5). Shalom: The peace of God dwelling with us, and of human community dwelling together in the blessing that comes from God’s nearness. Antithesis: The idea that a Christian perspective is fundamentally different from every perspective that is not Christian. Jesus is Lord of all, contending for his own creation against every false claim upon it and every false lord that claims it. Third-way: The quest for biblically grounded theory or faithful models for Christian living. Common grace: God pouring out good gifts and wisdom on believers and unbelievers alike.

Do you read the Bible the way Herbie does? Ask students if their understanding of the Bible has changed overtime. How so? Do they resonate with Herbie’s thoughts on the Bible? Are they regularly involved in some kind of Bible study? Why or why not?

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 7: Embodying the Idea

LEADER’S GUIDE

In this chapter we provide concrete suggestions and practices of students who are striving to pursue their studies as an act of service to God. We don’t think that students will catapult into academic faithfulness all at once or simply by reading about it. At some point they’ve simply got to get on the bike and ride. Our focus here is on being connected to God and to a community that will support this academic adventure. We also advise students to pay attention, to probe with good questions, and to be patient.

Scripture to Consider: Proverbs 13:20; Colossians 1:15-20

Quotations to Ponder: “We often encounter new ideas and have deep discussions, but then we stop short of embodying the faithfulness that we have envisioned.” (p. 101) “Our relationship with Jesus can’t rest on the emotional high. It must be nurtured the way any relationship is—by spending time together. And this is what the church is all about.” (p. 103)

Academic Prayer God, I trust that you have called me to this institution, this major, this class. Help me to discern the lies, to retain valuable insights, and to contribute humbly as I may. I ask for your wisdom as I learn more about your world. Watch over me as I study and engage this material. Through my work here, prepare me to serve in your kingdom. Amen.

“Prayer is a vital first step toward academic faithfulness… Pray for your professors, for your classmates, for your research interests, for wisdom… pray about taking learning seriously.” (p. 105) “Christian students need faithful friends to encourage, stretch, refine, and strengthen them.” (p. 105-106) “We need to nurture our own curiosity and critical inquiry in order to get to the heart of important issues and to understand those issues in their broader cultural and creational context.” (p. 109)

Questions to Discuss: 1.

The biblical idea of knowing includes our response to what is learned. Why is this important to keep in mind? Ask students to consider a time when something they learned led to a direct action or change in their life.

What are some of the practices that help you nurture your relationship with Jesus Christ? “Practices” might be a new idea to some students. Be ready to explain your own practices and spiritual disciplines.

Why is prayer essential to academic faithfulness? Are you willing to commit yourself to the week-long prayer experiment mentioned in this chapter?

Double Listening “We listen to the Word with humble reverence, anxious to understand it, and resolved to believe and obey what we come to understand. We listen to the world with critical alertness, anxious to understand it too, and resolved not necessarily to believe and obey it, but to sympathize with it and to see grace to discover how the gospel relates to it.” John Stott, The Contemporary Christian

Revisit the prayer and prayer assignment on p. 105. Do students currently pray in this way? Why or why not?

We mention six different kinds of relationships that we think are vital for academic faithfulness. What are they? How many of them do you currently have? Do you have any ideas of how to pursue the others? See p. 107 for the different kinds of relationships. Read Proverbs 13:20 and discuss why good community is vital.

Read Colossians 1:15-20 and insert your major in place of “things.” Does this sound right to you? How does this change your perspective on your major? What difference does it make?

THE OUTRAGEOUS IDEA OF ACADEMIC FAITHFULNESS: A GUIDE FOR STUDENTS Chapter 8: Chutes and Ladders

LEADER’S GUIDE

We’ve introduced several students along the way, and in this chapter their stories are prominent. We let them describe how they do additional reading to develop a Christian perspective on a topic, and how they strive to write papers that they can sign SDG (as Bach signed his music, sola deo gloria).

Scripture to Consider: Proverbs 29:18; Romans 12:1-2; 1 Corinthians 12

Quotations to Ponder: “Academic faithfulness is not easy. We said it would be a meaningful adventure, but we never said it would be a breeze.” (p.119) “Two things can happen to a college student, and both of these things are very bad… You can lose the capacity to dream, and you can lose the gumption to act.” (p. 124) “You’ll finally be satisfied only when your personal dreams and ambitions are connected to the purposes of God in the restoration of his creation.” (p. 126) “If your capacity for delight and wonder and curiosity and compassion is being enlarged while you are in college, then that is a very good sign indeed… that is what most of us really want for ourselves. Academic faithfulness is the sure cure for collegiate boredom, apathy, and listlessness.” (p. 131)

Why Are We Students? We study in order to Understand God’s Good Creation And the Ways sin has distorted it So that, in Christ’s Power, we may bring healing to persons and the created order. And, as God’s image-bearers, Exercise responsible authority In our task of cultivating the creation To the end that all people and all things may Joyfully acknowledge and serve Their Creator and true king.

Questions to Discuss: 1.

Why is practicing patience important? What potential dangers exist if we are not patient? Why is it often difficult to be patient? What cultural forces are at work that keep us from being patient?

In this chapter we ask you to consider three audiences when writing academic papers. What audience do you generally consider? Have students considered starting small discussion groups for their writing? What excites them or worries them about doing something like this?

Have you ever worked at something so diligently, something that you even brought your beliefs to bear upon, that you would be willing to mark it S.D.G.? Be ready to share your own struggles in this regard. Why is it often easier to simply “get the grade”?

What are some of your big dreams? What are some small acts of faithfulness that you could pursue to make those dreams a reality?

Additional Resources Be sure to visit us on the web: www.AcademicFaithfulness.com Here you will find, articles, related reading, audio resources and much more! Join the conversation!

Tell stories of people you know (including yourself!) that have pursued dreams. What are the costs? Was it worth it?

Do you suppose that God is interested in our play and recreation as much as in our work and study? Discuss the practice of Sabbath keeping. How might keeping the Sabbath relate to academic faithfulness?