nurturing servant leaders in religious education - Scholarly ...

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Chapter VI: Analysis In this chapter I will examine the identified relationships of service presented in the findings using the central metaphor of the garden. In doing so I seek to understand signs of garden flourishing as they have been identified through a sampling of its life. The purpose in doing so is to explore and understand the conditions in which the human spirit flowers in contemporary organisations. Effort will be taken in these areas in order to address the central research question: How does the CES nurture servant leaders? The participants in this study generally upheld the definitions of servant leadership as they have been presented in the literature. Participants seemed to have a particular understanding of the overall purpose of servant leadership, meaning it was not service for service sake, but service in the framework of a greater end. Participants highlighted they knew their service could be for others both inside and outside of the CES context. The Value of Connection Participants in their responses demonstrated a definite love of others in envisioning servant leadership. The connections identified led me to ruminate upon a plethora of interdependent relationships that allowed for the growth (increased health, wisdom, freedom and autonomy) spoken of by Greenleaf (2002). Responses demonstrated that relationships of service, what makes up the leadership environment, may be expressed through numerous channels. Like root systems, the relationships often get tied up, are overlapped, and have so many sources that it can be difficult to tell where service begins. The complex fact that the garden is like this is an attestation to the splendid nature of life. Dyck (1994) explained “individual life is not actually something that comes solely by having a living body of one’s own but is a state of interdependence, maintained by a human network of aid, services, and restraint” (p. 6). In addressing the topic of servant leadership, I shall attempt to celebrate the identified relationships 81
of service in the garden from the findings, of where and how love through nurturing might be taking place in the particular context of the CES. Valued Relationships Participants cited several key relationships of service through their discussions. These relationships held particular importance in participants’ perceptions of servant leadership. For instance, the personal relationship of participants to Jesus Christ was held in highest importance in regards to service and inner peace. Christ was the ideal type to which participants held their standard of the servant leader. As Director C explained, I think all institute programmes actually provide an emphasis on Christ-like attributes…Again, we’re heading back towards that model and ideal of the Saviour. We’re all pointing them (the students) in that direction (DC). Other important relationships of service cited by the participants were relationships with family members, with co-workers, with their culture, with themselves, with knowledge, with the CES, with the Church, and with those that they admired. I would like to take time to explore these relationships further. Plants in the garden: Participants The plants in the garden enjoy the same soil, hold potential for growth, and have a particular bloom that cannot be changed, only enhanced through proper care and nurturing. Plants in the garden all represent life, and as such diversity among the plants is appreciated and adds beauty to the garden. Plants can strengthen other plants in one way by sharing roots systems, helping the garden to withstand destructive forces. Participants generally did not portray themselves as gardeners of others, but more as plants in the same garden. This may be, for volunteer teachers, because many were the same age as those they were teaching. However, one volunteer teacher, significantly older than the others, commented in a focus group how much he appreciated the strength of the others in the room, for what they were offering to him in the way of strength and understanding, 82
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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
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 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: cultures to some degree and were ab
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
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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