I serve in a seminary. How and where we teach is often conducted with methods and in settings very similar to other, more familiar educational settings. The teacher or professor delivers content, and we sit and listen, much like in a public school or a college lecture hall. We know answers to test questions are being given, and tests must be passed to move on to the next level. We take notes. We study. We produce those answers. And we move on.
This is all fine and good. We do a lot of good work. But the church is a different kind of setting, with different educational modalities and formational aims.
We have a problem when we get our wires crossed and begin thinking that the church is identical with the seminary, and how we’re led and taught effectively in one place is identical with the way we’ll lead and teach in the other. In the seminary, we’re taught all kinds of facts about the Bible, history, theology, and the practice of ministry. Those things are important. But we mistakenly assume that it is these facts, and these points of emphasis, that we’re supposed to stress while with the congregation. When we do this, there is something more central, more important, and more essential that we miss. What are we missing?
In The Contemplative Pastor, Eugene Peterson writes about his discovery that his educational outlook for pastoral ministry was very different than that of a previous generation of pastors, who throughout church history had learned “on the job” within the life of a parish. Seminaries, either as independent institutions or embedded within university systems, are more recent innovations. How we learn now, and how we teach, isn’t the only way to do it, nor is it the only way it has been done.
Peterson discovered both our problem and a different way to approach the pastoral task as a Christian educator. He writes:
My secularized schooling had shaped my educational outlook into something with hardly any recognizable continuities with most of the church’s history. I had come into the parish seeing its great potential as a learning center, a kind of mini-university in which I was the resident professor.
And then one day, in a kind of shock of recognition, I saw that it was in fact a worship center. I wasn’t prepared for this. Nearly all my preparation for being a pastor had taken place in a classroom, with chapels and sanctuaries ancillary to it. But these people I was now living with were coming, with centuries of validating presence, not to get facts on the Philistines and Pharisees but to pray. They were hungering to grow in Christ, not bone up for an examination in dogmatics. I began to comprehend the obvious: that the central and shaping language of the church’s life has always been its prayer language.
Out of that recognition a conviction grew: that my primary educational task as pastor was to teach people how to pray. I did not abandon, and will not abandon, the task of teaching about the faith, teaching the content of the gospel, the historical backgrounds of biblical writings, the history of God’s people. I have no patience with and will not knowingly give comfort to obscurantist or anti-intellectual tendencies in the church. But there is an educational task entrusted to pastors that is very different from that assigned to professors. The educational approaches in all the schools I attended conspired to ignore the wisdom of the ancient spiritual leaders who trained people in the disciplines of attending to God, forming the inner life so that it was adequate to the reception of truth, not just the acquisition of facts. The more I worked with people at or near the centers of their lives where God and the human, faith and the absurd, love and indifference were tangled in daily traffic jams, the less it seemed that the way I had been going about teaching made much difference, and the more that teaching them to pray did.
The educational task of the pastor is to teach, or to invite, people to be in relationship with God. It is to invite, model, instruct, and encourage them in the life of prayer. There are other facets to teaching, of course. But prayer is central.
