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manifest through their ability to work effectively with others, derive consensus, take initiative, question, and propose (p. 11). Colour/aroma/fruit: Realised potential Colour and aroma give beauty to the garden and make it attractive. Their presence is a primary sign of flourishing, and represents the crowning effect of the garden. Only the plant itself can put forth its own colour, aroma, and fruit, in spite of the work of other elements. Participants expressed real joy in the progress of others. Through all of the unseen bonds of service that were consistently present in the life of the garden, the strength of themselves and others was the telling sign that nurturing had taken place. For several volunteer teachers the metaphorical proof of fruitfulness came through feedback from students years after teaching had taken place. No matter the length of time, the same feeling of satisfaction that they had helped someone else to bloom was the result. The courage to grow and put forth signs of flourishing was an element of confidence, and could only come from the participants themselves, in spite of outside service. Many of the participants cited that the CES had assisted them in knowing better their own potential. They felt stronger in their abilities as teachers, in their increase in knowledge, in their inner confidence because of their experience in the CES. Chapter Summary This chapter has presented and explored a variety of relationships of service as they were considered in relation to the emerging themes presented in the findings. Participants in the study indicated that CES offered an opportunity to enhance service relationships, gain knowledge and have practical experience. The following chapter will seek to further explore relationships of service to the overall theme of nurturing the human spirit. In this chapter I will also seek to apply the findings of the study to contexts outside of the CES. 95
Chapter VII: Application of Findings The participants in this study identified numerous relationships of service to which they could connect their experience in the CES. In helping to conceptualise these relationships I have used the analogy of a garden. The garden metaphor has been helpful in visualising the hypothesised elemental interdependence of people, philosophies, constructs that play a key role in any organisation that seeks to build and nurture people. Participant responses highlighted important reasons why we come together as people. In this chapter I would like to address the role of the CES in bringing people together by exploring three aspects of nurturing that have emerged from the findings: i.e. balancing, renewing, and regenerating. In categorising the trends thus, I hope to effectively critique the CES as a nurturing organisation, and address potential application of the findings outside of the immediate research context. Organisational Nurturing Throughout the latter stages of writing the thesis, I have frequently returned to the transcripts of participant interviews and focus groups. I have played the recordings of each repeatedly, listening to participant voices, always coming away feeling that each session was successful in getting to the heart of the greater theme being addressed in this thesis: namely when people are able to come together in mutually perceived meaningful ways beautiful growth and transformation can happen. Organisations large and small possess tremendous capacity to build people as whole people through methods that only they can employ. From the findings of this study, the nurturing of the human spirit in the CES appears to rest heavily on the organisation providing frequent and meaningful formal opportunities for gathering and sharing together. Balancing When beginning the thesis process I did not doubt that I would find elements of integrated service at work in the organisational experience of participants. However, 96
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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
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uilt sufficiently on studies conduc
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Exploring paradox Servant leadershi
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the actions of a servant-first scho
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Unfortunately, with increasing mate
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Significance of the study The curre
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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 and 102: whole person. In speaking of the wh
Page 103 and 104: CES was a way in which the purposes
Page 105 and 106: wisdom is portrayed as “antitheti
Page 107: new opportunities to learn, to enga
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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