nurturing servant leaders in religious education - Scholarly ...
nurturing servant leaders in religious education - Scholarly ...
nurturing servant leaders in religious education - Scholarly ...
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what I did not expect to f<strong>in</strong>d was the balanc<strong>in</strong>g effect that the CES seemed to<br />
represent for participants. By balanc<strong>in</strong>g I mean the recognition that study participants<br />
gave to the CES as a force for giv<strong>in</strong>g back <strong>in</strong> mean<strong>in</strong>gful ways. As the garden<br />
metaphor demonstrates, the balance of multitud<strong>in</strong>ous elements must be at work for<br />
optimal growth to occur.<br />
Hav<strong>in</strong>g served <strong>in</strong> numerous positions <strong>in</strong> the Church, and hav<strong>in</strong>g taught classes on<br />
Church doctr<strong>in</strong>e, the time pressures for preparation and study might seem to be tak<strong>in</strong>g<br />
away from the life’s balance be<strong>in</strong>g addressed here. Yet, there seemed to be a great<br />
energy drawn by participants <strong>in</strong> assembl<strong>in</strong>g as a class, as a group of teachers or<br />
adm<strong>in</strong>istrators with a purpose. The fundamental connection of people com<strong>in</strong>g together<br />
for a space of time to share <strong>in</strong>tellect and spirit served as a strong foundation for<br />
balance <strong>in</strong> the lives of participants, and appeared to be key <strong>in</strong> participants’ cont<strong>in</strong>ued<br />
commitment to the organisation.<br />
I addressed the theme of time <strong>in</strong> the f<strong>in</strong>d<strong>in</strong>gs. Several participants <strong>in</strong>dicated they did<br />
not care how much time they devoted to their assignments, as long as they felt they<br />
were do<strong>in</strong>g a good job. Yet not every participant addressed the theme of time. It<br />
would be naive to believe that every, or even any participant, especially volunteer<br />
teachers, gave their time out of an abundance of surplus hours <strong>in</strong> a day. All volunteer<br />
teachers referred to work<strong>in</strong>g at other full or part-time jobs, to be<strong>in</strong>g parents, students,<br />
to hav<strong>in</strong>g days full of other work. Why would participants then feel a desire to devote<br />
<strong>in</strong> vary<strong>in</strong>g degrees portions of their lives to be<strong>in</strong>g <strong>in</strong> CES sett<strong>in</strong>gs?<br />
We have only to look at the abundance of community groups, church organisations,<br />
volunteer committees, and corporations that participate <strong>in</strong> or offer similar endeavours<br />
on some level, to see that the CES is far from an isolated example. Address<strong>in</strong>g the<br />
posed question, there appear to be multitudes of people who desire to serve <strong>in</strong><br />
particular ways. There is “strength <strong>in</strong> numbers” when it comes to effect<strong>in</strong>g change,<br />
and organisations such as those listed above and many others give opportunities to<br />
express that desire. F<strong>in</strong>d<strong>in</strong>gs showed that all participants were eager to uplift the lives<br />
of others through their efforts.<br />
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