Molly recently began here Doctor of Ministry work at the George W. Truett Theological Seminary.
One of her pre-seminar sessions was with Dr. William J. Abraham. He offered the students a list of classroom virtues and practices. What are those virtues? As follows, with Abraham’s expanded description.
Desire for Truth
The aptitude to discern whether the belief-forming processes, practices, and people yield true beliefs over false ones. People motivated by this desire will be more likely to conduct thorough inquiries, scrutinize evidence more carefully, investigate numerous fields of study, consider alternative explanations, and so forth.
The capacity to recognize reliable sources of informed judgment while acknowledging the limits of our knowledge and the fallibility of our judgments. This is not created in isolation but takes into account feedback and correction from other sources of informed judgment.
The capacity to tackle difficult questions without seeking simple answers. Ignoring complex and difficult questions only solidifies vices such as intellectual dishonesty, close-mindedness, and rash judgments. These vices preclude the possibility of refining our thinking and of participating in conversations with others.
Be able to say, “I don’t know.”
The desire to engage in an open-ended search for knowledge, understanding, wisdom, and so on. Presumed here is the capacity to take seriously different ideas and counterarguments, recognizing that being impulsive in assessing evidence fosters intellectual deficiencies and hinders intellectual growth, both personally and communally.
The willingness to articulate one’s own position while considering other perspectives. Responding to objections entails tenacity but should not be confused with close-mindedness.
Articulate robustly. Deal with objections as friends.
An Integrative Habit of Mind
The capacity to grasp how things fit together in light of one another and how an understanding of this sort relates to the situation at hand.
Molly records Abraham saying, “If you cultivate these, you will be more able to detect the divine in the world.”
Over the summer months our office revisits our past year of experiences in Truett’s Spiritual Formation courses. We review student feedback and think about our core objectives and overall approach. The courses have different components, and different points of focus within each component. Keeping everything clear is a challenge.
For the coming year, we’ve designated three primary spaces in each course: Teaching, Covenant Group, and Canvas.
The teaching space is led by an instructor, either Professor Angela Reed or myself, and is focused on the application and practice of spiritual formation concepts and ideas in the life of the leader and the life of the community. Not only are we teaching key spiritual disciples and a theology of spiritual formation, we are helping students make connections to their lived experiences as disciples of Jesus as leaders and as part of the body of Christ. The key questions here are: “How does my understanding of spiritual formation and commitment to spiritual practices shape me as a leader?” and “How do these concepts and practices shape the life of the Christian community?”
The covenant group space is led by mentors. Covenant groups are subgroups within each spiritual formation course and consist of five to eight students. These groups focus on the spiritual disciples (or practices) and their experiences with those practices, building relationships in Christian fellowship, and providing accountability for one another.
Canvas is our designated space for written assignments and online community. In the online tool, Canvas, associated with our course, we use discussion prompts and discussion boards to invite student to reflect on their experiences and their reading, and to interact with one another after submitting an initial response. Our mentors and instructors also interact with students in this space.
In an effort to better explain the spiritual formation process, we’ve also created two more visual diagrams that represent differences in approaching the spiritual life from grace-based and guilt-motivated frameworks. First I’ll explain the guilt-motivated framework, and then I’ll say a few words about our grace-based perspective.
In our conversations with students and in our experiences in ministry, we’ve found that many have adopted a guilt-motivated approach to the spiritual life, one that is rooted in misunderstandings of the Christian gospel and subtle (and sometimes overt) shifts toward a works-righteousness way of sanctification. Students are often clear that they are justified by grace, but struggle to see how grace continues to be the dynamism at play in spiritual growth.
Years ago I heard John Ortberg give a talk wherein he talked about a guilt spiral, an approach to the spiritual life where people hear about various ways of connecting with God and, after being compelled, they give it a try. After trying a while, they get tired and fail, and as a result they quit. But then as time passes and they hear more sermons and exhortations to be “doing” certain things, the guilt accrues and becomes too much to bear, and as a result trying begins again, only to repeat the whole cycle over again, spiraling down and down in defeat.
A guilt-motivation approach to spirituality, given enough time, deadens the soul. We need an alternative, a way of approaching the spiritual life that is undergirded, informed, and animated by grace. It is God working in and through us, even as we commit and decide to follow after Jesus Christ.
Professor Reed speaks about this process as a spiral, and our key words recast our understanding of growth.
First, we commit to act. We do the things that Jesus has called us to do. This draws together many streams within the Christian tradition, including the contemplative and activist streams. Our actions are done in response to the calling of Jesus and in line with our tradition.
After taking action, we reflect on what took place. What did we think? How did we feel? What happened? What went right? What went terribly wrong? What was helpful? What was unhelpful? Where was God? Where were the points of resistance? What adjustments are possible? What did I discover about myself?
Then, we learn. We pay attention to our answers and make note of our new knowledge, which includes knowledge of God, self, and our world.
Finally, we refine. We look ahead to our next action–whether it be prayer, fasting, service, sabbath, or some other action taken with God–and prepare to engage from our new point of growth.
This process also spirals, but in a virtuous way. Experience deepens and knowledge deepens.
Our models are in process. We’re constantly listening and discerning and seeking new and better ways to connect truths about the spiritual life to our students as they find themselves today. But these models are a good start, a good foundation, and reflect concepts that we will explore in the year to come.
Following extended conversations with and consultation of seminary faculty, alumni and friends, Dean Todd D. Still, Ph.D., announced today, with strong support from university administration, the formation of a Wesley House of Studies at Baylor University’s Truett Seminary. In conjunction, he announced that Dr. William J. Abraham, a theologian, philosopher, author and minister, will serve as the founding director of this strategic initiative.
In this role, Abraham will ensure that students attending Truett from Wesleyan traditions are nurtured and networked for the ministries into which they are being called. Additionally, Abraham, who will regularly teach courses at Truett pertaining to Wesleyan thought and practice, will collaborate with individuals, congregations and organizations in the Wesleyan tradition in the recruiting, training and placing of students and in supporting and educating ministers who are already engaged in gospel service.
“From its inception in 1994, Baylor’s Truett Seminary — an orthodox, evangelical school in the historic Baptist tradition embedded into a major research university — has been blessed to train ministerial students primarily, though not exclusively, from baptistic congregations,” said Still, The Charles J. and Eleanor McLerran Delancey Dean and The William M. Hinson Professor of Christian Scriptures. “In recent years, however, Wesleyan students and churches have begun to turn increasingly to Truett as a desirable destination location for theological education. We have, in turn, warmly welcomed these Christian friends into our seminary community, which exists to train God-called people for gospel ministry in and alongside Christ’s Church by the power of the Holy Spirit. The establishment of The Wesley House of Studies at Baylor’s Truett Seminary strengthens further this ongoing practice and places Truett on a trajectory to become an increasingly multidenominational school while holding steadfast and true to its doctrinal and ecclesial commitments.”
A gifted teacher, sought-after lecturer, prolific author and ordained elder in the Methodist Church, Abraham holds degrees from The Queen’s University, Belfast, Northern Ireland (BA); Asbury Theological Seminary (M.Div.); and Oxford University, Regent’s Park College (D.Phil.), and has taught at Seattle Pacific University, Harvard Divinity School and Southern Methodist University.
“We are on the cusp of a new day for the future of the Wesleyan network of families across the world,” Abraham said regarding the creation of The Wesley House of Studies at Truett Seminary and his appointment to serve as its founding director. “In order to fulfill the promise in store for us, we urgently need fresh ways of providing the spiritual, practical and intellectual resources that are essential for the work up ahead.
“Baylor University is a world-class institution, and the creation of a Wesley House of Studies at Baylor University’s George W. Truett Theological Seminary is a landmark development,” he said. “I can think of no better place to be home to a vibrant Wesley House. I am thrilled to play my part in making it a stellar center of excellence that the Holy Spirit can use for reform, renewal and awakening on a global scale.”
I know I have Methodist friends out there who are discerning a call to theological education. There’s a place for you at Truett. As a bonus, I’ll get to see you, too.
I was crawling through the Truett Seminary chapel archives and came across a message from Paul W. Powell, offered November 5, 2013. Here is a link to the video, and here is a link to the audio. I wish I had an easy way to embed the files, but Baylor’s hosting service doesn’t provide code I can easily integrate into my site. The message is titled, “Learning from the Long Walk.”
Brother Paul was pastor of Green Acres Baptist Church in Tyler, Texas for seventeen years, my home church. Paul baptized me and, years later, preached the charge on the occasion of my ordination on April 10, 2005 at the First Baptist Church of Allen, Texas, pastored then and now by the Reverend Chad Selph. Paul died at the age of 83 in December of 2016.
While digging around the internet doing a little bit of background research on Paul, I came across a 2005 “Pastoral Letter” he wrote while serving as Dean of the George W. Truett Theological Seminary. Here’s a quick story he told:
Baptists are people of the Book. The Bible is the rule and guide for our faith and practice. We have a Baptist Faith and Message, but it is not a creed. No one has to sign it; no one is forced to subscribe to it. It is simply a statement of what Baptists generally believe.
We claim no creed but the Bible. Several years ago Richard Jackson gave me a Bible that had embossed on the front of it in gold letters, “The Baptist Faith and Message.” He had it right.
One more reason I will continue to be a fan of Paul’s.