nurturing servant leaders in religious education - Scholarly ...

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Bright, Andrus & Lunt (2002) have explained “the holistic paradigm fosters an integrated understanding of clients within the context of their life experiences, interpersonal relationships, perception of health care needs, and the function and meaning of health care issues within their value systems and life goals” (p. 11). There are many elements present in the soil that can help to sustain the overall health of those that are planted in it. In Māori understanding, the concept of health holds a holistic view. Health has always been connected to every aspect of life, not just with physical health. The oft spoken greeting “Kia Ora!” literally means “Be Healthy!” Māori models of health include a holistic approach known as Whare Tapa Wha, or “house with four sides,” incorporating four aspects of holistic health. These are 1)Whanau (family and community aspects) 2) Tinana (physical aspects) 3) Wairua (spiritual aspects) 4) Hinengaro (mental and emotional aspects).While touching upon the mind, body and spirit, the Māori construct additionally perceives the good of the family and the community as being equally important in the overall health of the whole person. The gardener: CES The gardener works in the garden and is hands on with the life of the garden. The gardener works within the framework of the garden to make it beautiful. The gardener may be employed upon or own the land. The gardener has a vision of the garden based on the knowledge s/he has received through experience. The gardener is knowledgeable and may or may not be a native of the soil. My initial feeling coming into this project was that the role of the CES was the garden itself and the study participants the gardeners of young and tender plants or students. However, findings showed that the CES played more the role of worker for the purposes of the Church. The CES did not create the doctrine or the mindset through which service was given, but it did serve to provide a very real forum in which service could be expressed. The role of the CES was gratefully felt by participants but did not hold the central position that participants were working to improve. In other words, 89
CES was a way in which the purposes of the garden could be enhanced, much like the role of the gardener. The participants generally felt uplifted by their time in the CES. Volunteer teachers, even though they had different responsibilities than directors and were not compensated for their time, still saw similar benefits for their participation in the organisation. It seemed participants recognised the CES in the greater context of a way of life, not as the particular assignment they filled. They all felt stronger as leaders for their time in the CES and each expressed this openly. Water: Knowledge Water is necessary for life to continue. It feeds the plants and ensures their health and survival. Without it plants will die, the soil will become barren, and the purposes of the garden defeated. Water feeds not only the plants, but the gardener, the soil, and the animals and insects that live in and visit the garden. The desire for knowledge on the part of directors and volunteer teachers was high. Volunteer teachers expressed that they were as much learners in the classroom as their students, and teaching institute gave them a way to increase in their own knowledge of the Gospel. The thirst for knowledge was consistent, and learning ways to improve service was considered as central to using knowledge in effective ways, or showing wisdom. Newman, in his early work The idea of a university (1902) argues for the educating of the whole person, a liberal education that expands all the faculties of a human as a whole person. This education would be administered under a group of leaders sure of their contribution in the realm of knowledge. For, he contends, knowledge is part of a great circle of truth, which if students cannot partake of all of it, they will in the university setting “be the gainers by living among those and under those who represent the whole circle” (p. 101). This theory has been largely dismissed in the thought of individualism, that which would see individual plants as separate from the influences that make up its existence. 90
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NURTURING SERVANT LEADERS IN RELIGI
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Table of Contents Table of Contents
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CES and teaching tools.............
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List of Tables Table 1 2004-2005 CE
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vii
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opportunity to finish this degree c
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(seasons), Church Educational Syste
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thesis represents a personal journe
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leadership in which the servant lea
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viewed as a key element in the prod
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Part of the inadequacy of our many
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who have planted the good word of G
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Chapter V presents the findings of
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Early missionaries found success am
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together to give them his last coun
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established an expanded institute p
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of data gathering there were 1758 s
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also helps teachers learn how to mi
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Chapter III: Literature Review The
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Ye know that they which are account
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Servant Leadership, now in its sixt
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More grounding necessary Issues sur
Page 45 and 46:
uilt sufficiently on studies conduc
Page 47 and 48:
Exploring paradox Servant leadershi
Page 49 and 50:
the actions of a servant-first scho
Page 51 and 52: Unfortunately, with increasing mate
Page 53 and 54: Significance of the study The curre
Page 55 and 56: Chapter IV: Methodology The objecti
Page 57 and 58: context plays an important role in
Page 59 and 60: Chosen participants fell into two g
Page 61 and 62: have at times been divided in analy
Page 63 and 64: Focus groups Focus groups were cond
Page 65 and 66: Data analysis Data for this project
Page 67 and 68: Figure 1 Garden Elements Admirers S
Page 69 and 70: particular selection method was to
Page 71 and 72: Overall, the list shows a trend tow
Page 73 and 74: all. By being able to teach it, I
Page 75 and 76: Family The importance of the family
Page 77 and 78: One of my favourite people in one o
Page 79 and 80: highlights one director’s belief
Page 81 and 82: CES and the relationship with self
Page 83 and 84: teach when I was out on the mission
Page 85 and 86: CES and confidence Four volunteer t
Page 87 and 88: CES and integrity When asked what i
Page 89 and 90: share that night she remembered and
Page 91 and 92: While the differences of people wer
Page 93 and 94: cultures to some degree and were ab
Page 95 and 96: of service in the garden from the f
Page 97 and 98: From participant answers, it would
Page 99 and 100: evelation. As members of the Church
Page 101: whole person. In speaking of the wh
Page 105 and 106: wisdom is portrayed as “antitheti
Page 107 and 108: new opportunities to learn, to enga
Page 109 and 110: Chapter VII: Application of Finding
Page 111 and 112: Participants also indicated that th
Page 113 and 114: the significance of what was said,
Page 115 and 116: Chapter VIII: Conclusions and Recom
Page 117 and 118: Study strengths and weaknesses This
Page 119 and 120: Looking ahead: A personal reflectio
Page 121 and 122: Clark, J. R., Jr. (1992). The chart
Page 123 and 124: Intellectual Reserve. (1994). Teach
Page 125 and 126: 112 Rieser, C. (1995). Claiming ser
Page 127 and 128: Appendices Appendix A-Structure of
Page 129 and 130: Appendix C-Participant Information
Page 131 and 132: Mobile: 021-1822-371 Email: Lesley_
Page 133 and 134: Zealand context, at least one year
Page 135 and 136: Appendix E-Director Consent Form Co
Page 137 and 138: Appendix G- Translated Information
Page 139 and 140: 126 ‘E anga fēfē ha‘aku kau k
Page 141 and 142: Áho: Approved by the Auckland Univ
Page 143 and 144: Leadership.” What do you feel are
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