nurturing servant leaders in religious education - Scholarly ...

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service is to use my gifts and talents to help somebody else…so that they can turn around and help somebody else (VT14). to share what I have and help others to reach their potential (VT15). You’re giving your best, not just your physical, mental, best, but your spiritual best to those that you’re teaching (VT8). using the Priesthood 16 (VT7). giving your time, your talents, your energy, to help other people (VT2). I get to share experiences that I do know about from my mission, from my learning, and I get to share that with the students (VT3). I’m sacrificing part of myself, whether it be time, knowledge, wisdom, and talents. Giving it to other people and allowing them to benefit from it (VT4). Service as Mutual Strengthening Although volunteer teachers gave answers that focused on strengthening others, five also indicated that reaching out in service could not only strengthen others, but also themselves. Church doctrine indicates that a person’s relationships and knowledge are the only “possessions” that will be able to be taken to the next life (Doctrine and Covenants 130: 18-19). As such, the importance of gaining ample positive association and wisdom are important life goals, and service is a direct and effective way to increase both. Personal increase was not portrayed as a selfish aspect of service, but rather as a chance for increasing personal enthusiasm to spur ongoing service to others. Illustrative answers of the receiving side of service are illustrated below, The greatest thing I’ve found out is when you give service you always find true joy. It makes you feel happy, and that’s what makes you want to do more, because it feels good (VT6). We’re helping people to understand…for me, what happens is, we start seeing the way the Lord sees…we get an opportunity ourselves to progress as teachers. Like example, for me, I’m teaching Doctrine and Covenants. I know nothing at all about Doctrine and Covenants, historically. Church history, I don’t know much at 16 The Priesthood for members of the Church refers to the authority to act in God’s name on the earth. It is given to worthy males in the Church and its purpose in to bless and serve others. 59
all. By being able to teach it, I’m learning, I’m growing, I’m progressing within, I guess, Church knowledge (VT3). I think it’s (serving) a twofold thing for me. It’s like any other calling in the Church, you’re giving your time, your talents, your energy, to help other people. But at the same time, when you’re serving you’re also giving yourself an opportunity to grow in the role (VT2). To serve is just to give of myself in order that I may be able to help others spiritually grow, and at the same time myself (VT5). Service to a Higher Purpose A third category appeared in the general topic of service, separate and distinct from the self and others, and that was recognition of service in the larger context of the end goal of service. Volunteer teachers indicated they felt they were assisting in the greater cause of helping in the work of their Heavenly Father. Answers indicated a definite incorporation of the mission of CES and hence the mission of the Church, namely to help all to “come unto Christ” (Moroni 10:32). Illustrative answers included, when you’re in the service of your fellow beings, you are only in the service of your God 17 (VT11). serving my Father in Heaven, anywhere in the Church (VT1). serving is helping Heavenly Father build His kingdom (VT8). as we serve, not only do we help others and ourselves, we help to build up leaders, and that’s in the scriptures to help others to come unto Christ (VT5). The central role of Jesus Christ Servant Exemplars 17 This is a reference to a scripture from The Book of Mormon in Mosiah 2:17 and is quoted near verbatim by the participant. “And now I tell you these things that ye may learn wisdom, that ye may learn that when ye are in the service of your fellow beings ye are only in the service of your God.” This may also be referenced to Ephesians 6:8. 60
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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
Page 21 and 22: Part of the inadequacy of our many
Page 23 and 24: who have planted the good word of G
Page 25 and 26: Chapter V presents the findings of
Page 27 and 28: Early missionaries found success am
Page 29 and 30: together to give them his last coun
Page 31 and 32: established an expanded institute p
Page 33 and 34: of data gathering there were 1758 s
Page 35 and 36: also helps teachers learn how to mi
Page 37 and 38: Chapter III: Literature Review The
Page 39 and 40: Ye know that they which are account
Page 41 and 42: Servant Leadership, now in its sixt
Page 43 and 44: 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: Overall, the list shows a trend tow
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 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
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112 Rieser, C. (1995). Claiming ser
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Appendices Appendix A-Structure of
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Appendix C-Participant Information
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Mobile: 021-1822-371 Email: Lesley_
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Zealand context, at least one year
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Appendix E-Director Consent Form Co
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Appendix G- Translated Information
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126 ‘E anga fēfē ha‘aku kau k
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Áho: Approved by the Auckland Univ
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Leadership.” What do you feel are
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