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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Overall, the list shows a trend towards a deep conversion to a cause, and <strong>in</strong> this case a<br />
<strong>religious</strong> cause, to lead out of a sense of love. Characteristics listed by participants<br />
seem to centre on the <strong>in</strong>ward development of <strong>servant</strong> tendencies and the importance<br />
of self-mastery. Miss<strong>in</strong>g from this list, although popular <strong>in</strong> <strong>servant</strong> <strong>leaders</strong>hip<br />
literature, is a focus on foresight and conceptualisation. A reason for this may <strong>in</strong>clude<br />
the Church’s belief that personal revelation comes from only one div<strong>in</strong>e source. One<br />
cannot receive personal revelation without prepar<strong>in</strong>g the self, or be<strong>in</strong>g the <strong>servant</strong>-<br />
first, <strong>in</strong> order to then become a steward over others. As with all Church<br />
call<strong>in</strong>gs/assignments, the bless<strong>in</strong>g of revelation on behalf of others supersedes the<br />
need for foresight, and comes only as positional authority is given over others. The<br />
only path to this stewardship type of <strong>leaders</strong>hip is through service.<br />
Service from Realised Potential<br />
More than simply focus<strong>in</strong>g on others, participants <strong>in</strong>dicated that they themselves had<br />
to first be <strong>in</strong> an able position to serve <strong>in</strong> order to then impart service to others. When<br />
asked what it meant to serve, answers showed that service could not be given from a<br />
position of weakness, from an empty vessel, they had to first feel confident <strong>in</strong> their<br />
potential to give, and understand what it was they had to give. Speak<strong>in</strong>g of <strong>servant</strong><br />
<strong>leaders</strong> Director A expla<strong>in</strong>ed the trend this way,<br />
There’s got to be a confidence with<strong>in</strong> themselves that they recognise that they<br />
have abilities and talents and that they can share those abilities and talents with<br />
others as they recognise the needs with<strong>in</strong> them.<br />
Many volunteer teachers expressed that they felt this <strong>in</strong>ner confidence. Eight <strong>in</strong>dicated<br />
a desire to serve <strong>in</strong> response to hav<strong>in</strong>g been given so much <strong>in</strong> the way of personal<br />
knowledge, experience, and talent. Participants acknowledged that their talents,<br />
experiences, and gifts on which to draw had been div<strong>in</strong>ely bestowed, and as such<br />
service was a way to show gratitude for be<strong>in</strong>g given these personal gifts. Indicative<br />
answers <strong>in</strong>cluded,<br />
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