Called to Character post #3: The solution
Two days ago I shared the origin story and basic ideas of a new higher-education initiative, “Called to Character.” And yesterday I shared a description of the need the initiative is setting out to fill. That is, students’ need for formation in faith-informed practical wisdom for life and work—a need that was once addressed in the originally faith-based vision of liberal arts universities but is increasingly becoming eclipsed as universities—both secular and church-related—professionalize, focusing more and more on technical training and career credentialling.
Today’s post outlines the nature of the solution this initiative offers.
“There are those who seek knowledge for the sake of knowledge; that is Curiosity.
There are those who seek knowledge to be known by others; that is Vanity.
There are those who seek knowledge in order to serve; that is Love.”―Bernard of Clairvaux
I’ve loved this quotation of Bernard’s for many years. It speaks directly to the proper telos - the good and proper end - of education. I had it posted on my office door when I taught at Bethel Seminary (MN). Bernard’s third motivation for seeking knowledge animates the spirit of this initiative and the nature of the solution it offers to the need expressed in the previous post.
In fact, what I’ll describe here are three different categories of solution: (1) an intellectual framework (described in three parts), (2) some practical helps (also three-part), and (3) the fostering of two kinds of relationality.
The solution I – A framework
A. Occupations as vocations
Martin Luther and other Christian teachers have taught how our occupations can be vocations, through which we help others thrive as instruments of God’s providence. Vocation is not about us – it is about the well-being of those we serve.
B. Scripture and philosophy
The earliest Christian tradition interpreted classical ethics through Biblical virtues, forging a new body of character-forming practical wisdom for life and work. This interpretive and formative task must continue today in the church and the university.
C. History of occupations
The substance and contours of our occupations developed slowly in history: Our churches and colleges must study and teach how human work has taken shape, served human flourishing, been corrupted and redeemed.
The solution II - Practical helps
A. Practical wisdom
In the Christianized classical tradition, “prudence” or practical wisdom is the master virtue – teaching us how to do the right thing in the right way for the right reasons. Practical wisdom is a powerful tool for contributing well and warding off confusion and temptations in students’ current and future callings
B. Temptations and vices
Every occupation is corruptible in particular ways, holding the potential to malform the worker and their work. Students need spiritual disciplines and wise practices to push back against occupational currents that may “pull them downstream” and pollute their work.
C. Virtues and strengths
Every legitimate calling also requires virtues and character strengths. Spiritual disciplines and wise practices grounded in wisdom traditions can help form the worker in these virtues and strengths. (For one example, see David Brooks’s “The Quiet Magic of Middle Managers”)
The solution III - Discernment and fellowship
A. Discernment
Some formative practices attune students to God both in their present callings as students and in their preparation for future callings. Spiritual disciplines that fit students’ future occupations foster discernment, wisdom, and resolve for wise and characterful vocational lives.
B. Fellowship
Christian fellowship among students training toward similar vocations is essential to vocational formation. Common learning and mutual support helps in the difficult process of developing character, which strengthens students for their callings.