The Necessary Things

Gneration Me...A Must Read

Just finished Generation Me--Why Today's Young Americans Are More Confident, Assertive, Entitled--and More Miserable Than Ever Before.

The book convicted, calmed, and challenged me with its statistical data and quotes from GenMe'ers.

Here's a quote that captures the spirit of the book:
"Generation Me has the highest self-esteem of any generation, but also the most depression. We are more free and equal, but more cynical. We expect to follow our dreams, but are anxious about making that happen. In a recent poll, 58% of high school seniors said that growing up is harder now than it was for their parents."

I enjoyed the book because it balanced statistical data with a solid narrative theme throughout the book.

Although I purchased the book because I work with college student and want to understand them better, I realized that I share in the value system and paradigms of those I'm leading.

Every few pages I found a summary or statement that expressed my reality and worldview.

It's a must read because it's helpful for GenMe'ers struggling to understand their identity as well as for older generations desperate to understand those selfish and materialistic kids :)

Here's the link to the book's website. I will post my top 5 quotes in the near future.

Teach This...

A few months ago my high-school program called PACE (Program of Additional Curricular Experiences), started a facebook group that has been growing steadily since its inception. Even though it was at a public school, its one of the most distinguished and results-producing programs in the country.

After my first month in college it was apparent how solid this program was. I seemed to be more prepared for college than most of my peers.

This Malcom Gladwell article from the New Yorker is being commented on a lot in my online circles, and a quote from it half surprised me and half didn't:

Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of material. That difference amounts to a year’s worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a “bad” school with an excellent teacher than in an excellent school with a bad teacher. Teacher effects are also much stronger than class-size effects. You’d have to cut the average class almost in half to get the same boost that you’d get if you switched from an average teacher to a teacher in the eighty-fifth percentile. And remember that a good teacher costs as much as an average one, whereas halving class size would require that you build twice as many classrooms and hire twice as many teachers.

Mr. Garretson exuded the qualities of Gladwell's "Good Teacher." He taught so well that I can still recall the illustrations and phrases he used to teach the law of diminishing returns (the jelly doughnut law--say you purchase a dozen jelly doughnuts; you eat one jelly doughnut and it's amazing, the second one tastes good but not great, by the fifth one you're ready to throw up).

The article explores the challenges of selecting people who are 'good' at teaching and playing NFL quarterback. In both professions previous aptitude rarely predicts future success.

Full-time ministry proves equally challenging in predicting one's future success based on current or previous aptitude. A high emphasis on knowledge and skill definitely factors into this. In my experience, these two things allow someone a solid head start in ministry, yet most seem to fizzle once they encounter a great deal of stress, either personal, interpersonal, or situational.

I wonder if this high skill, low capacity dynamic plays out in teachers and NFL quarterbacks. I can definitely see it in NFL quarterbacks, but less with teachers. In my time here at Chico State, I have tried to select student leaders based more on capacity and less on skill or knowledge. These students have started slower than high skill/knowledge students, but over time become significantly more effective leaders, both in terms of their skill and capacity.

It's hard to not focus on the super-star students that seem outwardly to have it all, but experience has taught me that the students best fit for leadership often have slightly lower skill, but the heart and character to develop into high capacity/high skill leaders.

The Stops and Steps of Life...

"Nevertheless let us not forget that the stops, as well as the steps, of a good man are ordered of the Lord. If the work is His work, let Him control it, and, whether we expand or contract, let it be at His bidding, and a matter of equal satisfaction to His servant." from Soul Nourishment, George Mueller of Bristol

I've loved reading through Soul Nourishment during my times with the Lord the last two weeks. The insights and parallels between what I'm currently experiencing and what Mueller experienced amaze me as there are hundreds of years between us.

I'm surprised by how Mueller's biggest challenge/temptation throughout his ministry was to wait and depend on the Lord for strength, wisdom, and action. He lived to prove that God answered prayer and could be solely counted on for everything.

I'm positive that I hate the stops of life--I'm frustrated by the static and energized by change and movement, but I've experienced the stops of life to be most nourishing for my soul. I find myself in one of those stops both physically (I'm on the longest break of the year) and spiritually (God seems to be keeping my heart and mind focused on waiting, resting, and listening).

As much as I would prefer to be moving, I'm aware how often I run ahead of God's presence and provision, lying to myself that God wants someone who can get things done in their own strength. I'm resentfully thankful (is that possible?) for this stop that exposes my commitment to self will and independence, while encouraging me that the stops are in fact are crucial part of God's plan to redeem and sanctify my soul.

You Say Sola Scripture, I say Mola Scripture...

I came across a post from Emergent Village discussing the recent criticism of the doctrine of Sola Scripture.

Rather than share my limited and slightly ignorant theological position on the subject, I wanted to explore some of the comments in light of my new read, Generation ME--Why Today's Young Americans Are More Confident, Assertive, Entitled--and More Miserable Than Ever Before. 

Some recently read pages discuss the effects of the self-esteem movement on today's generation and after reading through the post I saw many parallels. Here's one quote from the blog on sola scripture:

This idea of inerrancy, pointed out in Jones’ 3rd axiom, places an enormous and quite unnecessary burden on us. But McLaren artfully finds a way forward that does not undermine the value of scripture in any way:

“I would prefer to use the term inherency to describe my view of scripture: God’s inerrant word is inherent in the Bible, which makes it an irreplaceable, essential treasure for the church, deserving our wholehearted study and respect, so that we can be equipped to do God’s work.” (The Last Word and the Word After That, Jossey-Bass, 2005, p. 111)

I was struck by the phrase 'places an enormous and quite unnecessary burden on us.' Honestly that phrase smacks of self-importance--part of the reason this author struggles with sola scripture is because it's burdensome to his being. WOW.

Or how about 'I would prefer to use the term inherency to describe MY VIEW OF SCRIPTURE.' Of course you do, because your view supersedes everything else, including the embracing of language and phrases that extend back 2,000 years.

Here's another one:

We need to rediscover the meanings of the “Word of God”, question without fear, like Luther, what constitutes the canon, authority and truth, and reconnect to the exhilarating story inherent in the words and life of the Redeeming God, the God of All truth.

I'm wondering if the author is even discussing sola scripture at this point. I'm guessing there are  significantly negative life experiences that this concept connects with at some level, because now the term is transformed into a metaphor that transcends logic and walks hand in hand with the biblical narrative.

By the end of the post I didn't sense that the author had shifted away from the concept of sola scripture--he still affirmed that the Bible has authority and was written by God--he did however manage to conform and reconcile an ancient concept with himself, which like Whitney Houston says: "Learning to love yourself is the GREATEST love of all." 

Google Zeitgeist 2008

Thought this was absolutely fascinating. Here's the link if you want to see what individual countries searched the most in 2008.

Tripping on The Tipping Point...

I thoroughly enjoyed The Tipping Point. It read much faster than I anticipated, which always leaves me feeling smart (a feeling I miss a lot since leaving college), and with a breadth of stories that illustrated the author's main points while surfacing thoughts of my own.

Here are a couple quotes I loved:

• "A Social circle is not a circle--it’s a pyramid." Gladwell believes that every social circle has a person at the top (Connector) who drives and connects the entire circle.
• "Simply by finding and reaching those few special people who hold so much social power, we can shape the course of social epidemics."
• "We like to think of ourselves as autonomous and inner-directed, that who we are and how we act is something permanently set by our genes and our temperament...We are actually powerfully influenced by our surroundings, our immediate context, and the personalities of those around us."
• "Weird as it sounds, if you add up the meaning of the Stanford prison experiment and the New York subway experiment, they suggest that it is possible to be a better person on a clean street or in a clean subway than in one littered with trash and graffiti." 

As someone obsessed with change, it was surprising to learn how many times major cultural epidemics happened through small changes. The book gave me a new appreciation and eye for the little things that could potentially lead to the change I'm often seeking.

Advice in a Firefight!

"You've got to do something, even if it's wrong."--Colonel Jack Jacobs, from his new book.

I watched an interview on Colonel Jacobs a few weeks ago and I loved the quote he shared from above.

It seems like in ministry there is a deep paralyzing fear of making mistakes. Not mistakes for the sake of mistakes or to demonstrate one's lack of togetherness, but mistakes that come from a genuine desire to gain an outcome that has no 'right' step.

Jacob's quote came from a situation when he was in an extreme firefight. I've noticed that without a deep sense of urgency it's hard to step out in the unknown.

I've seen a few important elements that go along with leading in this manner:

• Providing a solid context for stepping out in the unknown--the why's seem extra important when leading others into the unknown. If it's scary for me, then it must be even scarier for those following me.
• Communicating the urgency: Someone shared with me this question--'Why must it be done right now?' If I can't communicate that well, then perhaps this isn't one of those opportunities to try something new.
• Clearly portraying how the future could be dramatically altered by this decision. Although it may not work out exactly the way it's shared, helping others see the future and how it's connected to the present and past is essential.

I'm noticing that when winter comes I'm all about books and reflection. If the weather didn't steal bike rides and time outside with the family, I would vote for winter all around!

My New Read--The Tipping Point

I'm starting Malcom Gladwell's The Tipping Point. I heard a fascinating discussion via a podcast that he had with another colleague, and am even more excited to begin this book.

In general, I enjoy authors and leaders who think sharply but also distinctly from the dominant culture. In ministry my team and I continually evaluate why some things work while other things don't, and in general are concerned with what causes people to make the decisions they make.

I'm hoping for some insight into some of those things, as well as a pleasant and stimulating read over the upcoming Winter Break.

The Long Tail of Chico State...

If you've yet to read about the dynamics of the Long Tail, you can read a brief description here. The right side of the graph is the 'hits' of a given business. In the music business, it's Brittney Spears or if you love the 80's, Michael Jackson and Prince. Further down the tail are the niches, which doesn't necessarily imply lower quality, but less demand.

When I think about the long tail of Chico State in light of who we draw to our ministry, at the top or head of the tail are Christians who have grown up in church, next would be Christians who have some church background, and down the tail would be non-Christians of various kinds--seekers, friends of involved Christian students, etc.

The tension point is that our mission is to turn lost students into Christ-centered laborers. The question that periodically swirls in my head is this: 'Why aren't lost students at the head of our tail?'

We've observed a new layer in the last few years--turning students who think they are Christians into Christians. Many of our students are culturally Christian, but do not have a personal relationship with Jesus.

I've noticed that our focus is now divided between mobilizing true Christians to reach out to lost students, and helping cultural Christians establish a personal relationship with Jesus even though they are convinced they already have a relationship with Jesus.

I believe much of the frustration and lack of effectiveness at seeing more students trust Christ, and more evangelism happening in movements around the country is due to this reality. It's not something seen but felt. Because of this, it's hard to measure, evaluate, and take strategic steps to counteract.

My hope would be that we would be learners of the culture, and take small but intentional steps toward applying the things we learn to ministry, and not always 'going with what we know.'

Hit-Driven Evangelism...

I'm almost finished with The Long Tail and have loved thinking about the connections between the book's principles and observations and my own ministry philosophy and movement building principles.

Anderson, the author, defines our hit-driven media in the following way.

• A desperate search for one-size-fits-all products
• Trying to predict demand
• Pulling 'misses' off the market
• Limited choice

When I think about evangelism, in particular the tools we use for it, I'm realizing that we very much have a hit driven approach to developing evangelistic tools. Once again, our top-down model requires an evangelistic tool to fit all of these aforementioned categories, because they are thinking in light of the country.

If instead we could begin to develop niche-driven evangelistic tools from the ground up that would require less investment, contain more customization, easy to discard and have a short self-life, we may begin to see more evangelistic effectiveness. Also, our resources might be stewarded more in line with the real needs of college students, not perceived ones. 

I love the process of developing Soularium, one of CCC's newest evangelistic tools. They actually beta-tested it on a few college campuses of different ethnic and geographic places, modified it, and then released it. I thought this was a huge step forward because it solicited field input that actually affected the product! So many of our tools are handed to us, without any input on our part. Sometimes they work, sometimes they don't. 

I would love to see more regional and even cultural niche-evangelism tools developed. What if we partnered with IV to develop 200 new evangelistic tools, each geared toward a specific cultural or ethnic niche group? I wonder if we would see an increase in not only our external evangelistic effectiveness, but also our internal--meaning would multiple and context-specific tools actually inspire students to share their faith more?