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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that family members then do everyth<strong>in</strong>g to serve the matai does not translate to<br />
effective <strong>servant</strong> <strong>leaders</strong>hip. Rather, he po<strong>in</strong>ted out “a good matai with <strong>servant</strong><br />
<strong>leaders</strong>hip skills should mean the families are served by this person by teach<strong>in</strong>g them<br />
some pr<strong>in</strong>ciples of life” (DB). This director went on to speak of his ecclesiastical<br />
responsibilities,<br />
When I was first called as a bishop, the ward gathered together <strong>in</strong> one of the<br />
functions. They have separate tables for the bishop and the wife and the<br />
counsellors and their wives, and what they do is they serve them, give them food.<br />
So what I have done, as an application of this pr<strong>in</strong>ciple, I said to the ward I don’t<br />
want any head table, any more head table <strong>in</strong> any function of the ward. Wherever<br />
the bishop is sitt<strong>in</strong>g is the head of the table. Wherever he sits, <strong>in</strong> any corner of the<br />
hall, that’s the head of the table. And there are a lot of th<strong>in</strong>gs where I serve them<br />
first. I help the activity committee to serve the people, serve the ward. I am the<br />
last person to eat. And those are the th<strong>in</strong>gs, it was really hard for the ward<br />
members to accept it the first time, but now, they understand my rule as a leader<br />
(DB).<br />
The participants identified various ways <strong>in</strong> which the “true <strong>servant</strong> leader” was made<br />
visible <strong>in</strong> their lives. When asked how they applied <strong>servant</strong> <strong>leaders</strong>hip outside of the<br />
CES sett<strong>in</strong>g, participants offered examples from positions they held <strong>in</strong> organisations,<br />
i.e. church, school, work and family. Overall, answers <strong>in</strong>dicated that participants felt<br />
like <strong>servant</strong> <strong>leaders</strong> when they were able to see the impact they were mak<strong>in</strong>g <strong>in</strong> other<br />
people’s lives. Feedback, often given after extended periods of time, was one way <strong>in</strong><br />
which they were able to gauge their effectiveness as <strong>servant</strong> <strong>leaders</strong>. The next level,<br />
that of see<strong>in</strong>g others becom<strong>in</strong>g <strong>servant</strong>s as well, was also seen and acknowledged <strong>in</strong><br />
the f<strong>in</strong>d<strong>in</strong>gs. One participant shared an experience <strong>in</strong> which he made this connection,<br />
I conducted the devotional that even<strong>in</strong>g for our troop and I gave a lesson on the<br />
Atonement and we had a clos<strong>in</strong>g prayer. And I tried to have the Spirit come <strong>in</strong> as<br />
much as I could to teach, but it was still pretty hard. But after, it wouldn’t have<br />
been until about, just this year, one of those Youth, now a Young S<strong>in</strong>gle Adult,<br />
and she came up to me and she goes, remember the TFY was about two years<br />
before that. And she says remember that devotional that you took? And you did<br />
the lesson on the Atonement? She goes yeah, I th<strong>in</strong>k that was one of the th<strong>in</strong>gs I<br />
remember from the whole weekend, and I went and I taught that, as a student she<br />
taught it to her sem<strong>in</strong>ary peers as a spiritual thought, and she shared it with them.<br />
And afterwards I just sat back and thought out of the whole weekend she came up<br />
to me and she just, the th<strong>in</strong>g she spoke about to me about that weekend was that<br />
lesson that I taught that night. And it just really touched me that what I was able to<br />
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