By's Musings

Faith and Religion

By Leave a Comment

KPI – Part VIII: European Roots of American Higher Education

This illustration is the photograph of a colored lithograph by J. Wolf. The photograph is licensed under the Creative Commons Attribution 4.0 International license. Image courtesy of J. Wolf and Wikimedia Commons.

Higher education has been around in some form for over two millennia. American higher education is not quite 400 years old. Why does American higher education get all of the hype and publicity instead of our older European, Middle Eastern, and Asian brothers and sisters? How did the younger sibling grow up to be the 800-pound gorilla?

First aside:  Q – “Where does an 800-pound gorilla sit?” A – “Anywhere he wants.” The problem with this joke is that most gorillas are less than 6 feet tall and weigh less than 600 pounds. Phil, an Eastern Lowland Gorilla raised in the St. Louis Zoo, is the only recorded gorilla in captivity weighing in at more than 800 pounds.

The courtyard and fountain of the Qarawiyyin Mosque and Fountain. The photograph was taken by Mike Prince and is licensed under the Creative Commons Attribution 2.0 Generic license. Image courtesy of Mike Prince and Wikimedia Commons.

Second Aside: I must apologize for a mistake I made in my previous post KPI – Part VII: Historical Development of Higher Education, Condensed View. I fell into a trap I was attempting to battle: the myopic view of the world centered on Western Civilization. My error was listing the University of Bologna, founded in 1088,  as the oldest, continuous existing, degree-granting university in the world. That title rightly belongs to the University of Al-Karaouine, also written as al-Quaraouiyine and al-Qarawiyyin (in Arabic: جامعة القرويين), located in the Moroccan city of Fes el-Bali. It was founded in 859 by the young Arab heiress, Fatima al-Fihri, to honor the city of her birth and to serve and educate the community that welcomed her and her family as emigrants.

Aside three: Surprise! Surprise! As I wrote this post, I found that I couldn’t condense the history of American higher education into 1,000 words. Thus I will deal only with its European foundations in this post. I will use my next post to pick up the story on American shores with the founding of the “Colonial Colleges.” That story will start with Harvard College in 1636. I may be able to use that post to get us to the 19th Century. From there I will need at least one more subsequent post to carry us to the higher education scene in America today.

One of the drumbeats of proponents of modern American higher education is the constant encouragement for students to attend a university to obtain a broader vision of the whole world. Students are bombarded with advertisements urging them to spend a semester or year abroad to break down the insular barriers isolating them from other cultures.

View over Trinity College, Gonville and Caius and Clare College towards King’s College Chapel, seen from St Johns College Chapel, Cambridge (UK). On the left, just in front of King’s College Chapel, is the Cambridge University Senate House. Photo by Bob Tubbs, 1997, the copyright holder of this work. Tubbs has released this work into the public domain. This applies worldwide. Image courtesy of Bob Tubbs and Wikimedia Commons.

It may be ironic that American institutions of higher learning trace their education model and form of organization to a single archetype. In doing this, they are ignoring the traditions of most of the world that they are commending to their students.

The sole archetype is a system epitomized by the Universities of Oxford and Cambridge, and the European form embodied by the University of Bologna and the Sorbonne (or University of Paris). In this system, faculty with similar interests gather themselves into colleges in order to stimulate each other to create new knowledge, organize existing knowledge into understandable formats, and disseminate that knowledge as widely as possible.

These colleges recruit and admit students to their ranks based upon students’ identity with the interests of the faculty. The colleges provide academic facilities for the faculty, such as classrooms and offices. They are also responsible for providing housing and boarding facilities for the students, and some faculty.

In their earliest years, the British colleges required students to commit themselves fully to their education. This meant that students had to “live” in the residence halls and be available on a 24/7 basis. Everyone, students and faculty, ate formal meals together. This permitted extended academic discussions to take place over the course of the meals. Many faculty lived on campus which meant that education could occur around the clock.

Photo of Keble, College Dining Hall, Oxford University. The Hall was built in 1878 to resemble the dining halls of the 13th Century. Photo by DAVID ILIFF. License: CC-BY-SA 3.0. Image courtesy of David Iliff and Wikimedia Commons.

The separate colleges established a collective, called a university. Whereas colleges set their own curriculum and courses, the university set some minimal standards for degrees and conferred those degrees. Students could take courses in other colleges to complete their education. Most likely, only one college within the university offered music courses and programs. It was also likely that religion and philosophy courses were consolidated within one college. The disciplines of science, mathematics, humanities, literature, social sciences, law, and medicine would have had their own specialty colleges.

The interior of Christ Church Cathedral, on the campus of Christ Church College of Oxford University. Photo by DAVID ILIFF. License: CC-BY-SA 3.0. Image courtesy of David Iliff and Wikimedia Commons.

Right from their earliest days, religion was an integral part of Oxford and Cambridge Universities. All faculty had to be communicant members of the Catholic Church. Students were required to attend religious services and receive instruction in religious matters.

Somewhat surprisingly in their formative years, the continental universities were not tied formally to the church. They also did not have housing for students. Students lived in the community, which resulted in many conflicts with the “townies.”

In both the British and European universities the faculty were the formal masters of the organizations. Every major decision was decided either by consensual agreement or a vote of the faculty. From this arrangement, American higher education derived its ideal of faculty governance.

A photograph of the 14th Century fresco by Spinello Arefino of Frederick I Barbarossa submitting to Pope Alexander III. The fresno is displayed at Palazzo Pubblico, Siena. The photograph was transferred to Wikimedia Commons by Naudefj. Image courtesy of Naudefj and Wikimedia Commons.

When the University of Bologna was founded, it was established as a school that was free from ecclesiastic control. In 1158, Frederick I Barbarossa, the Holy Roman Emperor, issued a writ which became known as the Privilegium Scholasticum.  Among its provisions, this law declared that every school should be a group of students overseen by a master (dominus). This master teacher was to be paid through monies collected from the students. These payments were the first tuition charges.

The submission of Frederick I Barbarossa, protector of the University of Bologna, to the authority of the Roman Catholic Church, in order to secure his position as the Holy Roman Emperor, began two centuries of political wrangling among the faculty of the University of Bologna. It only subsided with the establishment of the School of Theology in 1358. For the next five centuries, Roman Catholicism was an integral part and a significant player in the life of the University.

Another provision of the Privilegium protected faculty and students in their pursuit of knowledge from the intrusion of all political authorities. This was a fundamental event in the history of the European university. The University has legally declared a place where research and new knowledge could develop independently from any other power. This was the beginning of the concept of academic freedom.

Finishing off this post, I will take leave of the palaces, halls, cathedrals, colleges, and universities of Europe and migrate to shores of the New World in North America. In my next post, scheduled to be published on Friday, April 5, I will look at the early development of American higher education

 

 

 

By Leave a Comment

KPI – Part VII: Historical Development of Higher Education, Condensed View

So many books; so little time. Image courtesy of Presenter Media.

There have been many books written about the historical development of American higher education, particularly its colleges and universities. Much less has been written about higher education in the rest of the world, especially prior to the fourteenth century. This brief 1,000-word synopsis can’t touch on everything. It is meant only to highlight what I believe to be the most pertinent phases in the evolutionary process which has given us today’s higher education enterprise in America and our modern universities and colleges.

I begin with a definition of education: Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, habits, and culture. From that starting point, what are the various levels of education? In particular, what is higher education?

Throughout most of today’s world, education is associated with schools and the process of schooling. Since 1945 the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has attempted to standardize the definitions of educational levels in order to collect, organize, and analyze education statistics on a worldwide basis.

In pursuit of this goal, UNESCO issued its first classification system in 1970 and has revised it several times. The most recent revision of the International Standard Classification of Education (ISCED) was published in 2011.

In the United States the National Center for Educational Statistics (NCES), a subdivision of the Institute of Education Science (IES), is charged by the federal Department of Education with keeping tabs on educational statistics in the United States and reporting that data to UNESCO.

NCES uses a slightly different format for reporting U.S. data than ISCED recommends. However, the two formats can be reconciled using the following crosswalk equivalencies:

ISCED/IES Educational Level Crosswalk Table of Equivalencies. Information gathered from the ISCED and IES websites by the author of this website.
Conceptual display of ancient family unit in Hong Kong Museum. The photograph was by Musestress and posted on Wikimedia Commons under the Creative Commons Attribution 3.0 Unported license. Image courtesy of Musestress and Wikimedia Commons.

From the above chart, it is obvious that education is clearly being tied to organized schools and the formal process of schooling. This has not always been the case. From historical legends, archeological records and anthropological observations of primitive peoples and tribes, it is believed that the earliest education of young children was the responsibility of family units as illustrated in the picture to the left. This education consisted primarily of simple survival skills. Young children were also taught the rudimentary communication skills of gesturing and the oral language of the parents.

The next phase of education coincided with the coalescence of families into communities and tribes. As families joined together with other family units, education evolved into a communal activity involving the whole community. In addition to more intricate survival and communication skills, social integration skills on how to live in groups were necessarily included in the education of the young.

These additions brought about the need for more specialized instruction which was satisfied by the appearance of master teachers. These master teachers were excellent communicators who could help the uninitiated acquire new knowledge, skills, beliefs, and values. They developed reputations and became much in demand.

A photograph of the Rosetta Stone, which contained the same passage in three forms of writing. The top script is Egyptian hieroglyphs, 2nd is Demotic Egyptian commercial script, and the 3rd is Greek. Photograph is from the Christian Theological Image Library. All of such works are in the public domain. They were scanned from out of copyright books, or photographs by individuals who offer their work to the public.

About this time in history, communications took on a new twist. The oral transmission of knowledge and culture was susceptible to transmission errors. Mankind began to transform oral language and gestures into symbols which were carved or pressed into stone or clay tablets. These symbols morphed into a written language which was inscribed on animal skins, tablets, or papyrus scrolls. The teachings of the best of the master teachers were transcribed and preserved for posterity.

The most well-known master teachers became legends: Confucius (China); Buddha (India); Plato, Socrates, Aristotle, Archimedes, Pythagoras, and Thales (Greece); Muhammad, Hillel, and Gamaliel (Middle East). Potential disciples traveled many miles to sit at their feet and listen to them in order to soak in their wisdom. Their teachings were recorded by these disciples and are still studied today. This was the higher education of the ancient world.

Jesus teaching His disciples while traveling through Judea. Photograph of original 19th century art work in Brooklyn Museum. Image courtesy of James Tissot, photographer, and Wikimedia Commons

The master teacher who really changed the world lived in the Middle East and taught for only three years. Jesus began His ministry by selecting 12 unlikely individuals as his disciples. He spent three years traveling around Judea, healing the sick, raising the dead, doing other miracles, and teaching his disciples and many other followers. His death and resurrection formed the basis of Christianity. Eleven of His original disciples, along with a later convert, Saul of Taurus (also known as the Apostle Paul), spent 60 years after Christ’s ascension into heaven evangelizing the known world. The effects of their labors, some twenty centuries later, are still being felt.

For the first millennium after Jesus, it almost seemed that higher education went into hiding. Master teachers were harder to find. Those, who lived and taught, have been mostly forgotten in the passage of time. The period of time from the Fall of Rome to the Renaissance evidenced an apparent absence of serious intellectual activity in the Western World. This may be the reason that this era is known as the Dark Ages.

In Western Civilization, higher education was on life support during the Dark Ages. It was kept alive by nobles, the elites, and the wealthy, who hired tutors to teach their prodigies sufficient knowledge and culture so that they could maintain their family place in the ruling scheme of things.

An 1890 sepia depiction of the Library at Alexandria. This photograph is licensed under the Creative Commons Attribution-Share Alike 4.0 International license. Image courtesy of Wikimedia Commons

In the remainder of the world, higher education was kept alive by the noble families, organized religion, and a few cities or states.  Judaism had its yeshivas. Islam had its madaris. Hinduism had its mathas. Buddism had its schools for monks. In general, Eastern Civilization was more amenable to an open system of higher education than the West. A number of cities had schools which made education available to all worthy and deserving individuals, not just the wealthy, elite or connected few.

The Seal of the University of Bologna. Since the seal is hundreds of years old, it is not copyrighted. Image courtesy of Wikimedia Commons.

With the Rennaissance came the rebirth of higher education in the Western World and the founding of universities. The University of Bologna, founded in 1088, is the oldest university in continuous operation. Unfortunately, I have reached my self-imposed 1,000-word limit, so I will pick up the story of American higher education this coming Tuesday. Until then, class dismissed.

 

 

 

 

 

 

 

By 2 Comments

What would you do with an extra 10 years of life?

Celebrating my 73rd birthday was very special. Image courtesy of Presenter Media.

In my previous post, I originally announced that this post would be entitled “What would make a 73rd birthday special?” However, as I wrote this post, I decided on a new title. The essence of the post is unchanged, but I thought the new title would challenge both me and my readers more.

This past week I observed the 73rd anniversary of my birthday. It was a very special day for me. The 73rd birthday is usually not one that is wildly celebrated. What would make a 73rd birthday special? My 73rd birthday represented ten extra years of life that most people, especially medical experts, didn’t expect that I would have.

In the early afternoon of March 16, 2009, less than a week after my 63rd birthday, I was milling about the university’s conference room, having coffee with colleagues and discussing the agenda for our upcoming business meeting, my last scheduled cabinet meeting as provost of the university.  Suddenly, without warning, I suffered a traumatic brain episode. A cerebral aneurysm burst triggering the implosion of a previously undetected, benign meningioma, which was attached to my right frontal lobe.

The headache was excruciating and I was almost completely incapacitated. Due to this experience, I know what the “10” on a pain scale feels like. Everyone in the meeting, except me, thought that I was experiencing a stroke. They immediately called 911. The EMTs arrived within five minutes and loaded me on their gurney for transport to the hospital.

I remember asking someone to call my wife Elaine to let her know what was happening. However, before the EMTs could wheel the gurney out of the conference room, I lost consciousness. I was in a coma for the next four days. My next memory after that request for someone to call Elaine was when I woke up in an ICU hospital bed with gauze bandages all over my head and wires everywhere.

The attending nurse called the on-duty neurologist who just happened to be the surgeon who had performed emergency surgery on me, the evening of that March 16. He rushed to my room and explained what had happened to me in the conference room and the first full day at the hospital. He didn’t pull any punches with a graphic description of the explosion of a cerebral aneurysm and the resultant implosion of a benign meningioma. Twice in the 30 minutes or so that he spent in my room, he spoke the same words: “There are no scientific or medical reasons to explain why you are alive and so alert.”

After the neurologist left I had the first opportunity to talk to Elaine. She told me a tale of terror for her. When she got the call from the university that I was on my way to the hospital, she was too upset to drive herself. She called our pastor who rushed her to the hospital.

By the time she got there, she was not allowed to see me. I was already being prepped for surgery. The ER doctor that she met at the hospital entrance didn’t do much to calm her nerves. She told Elaine to gather the family together. This would be a difficult task since both of our daughters with their families lived in Pennsylvania, a ten-hour drive to where we were living in Western Michigan.

When Elaine asked why she should alarm the family, the doctor indicated that if I survived the operation, which was doubtful, I would never be the same. The doctor said if it were her family she knew they would appreciate the opportunity to say goodbye.

The intervening ten years between March 2009 and 2019 is a tale of roaring firestorm after firestorm and miracle after miracle. During those ten years, I had dozens of medical setbacks. However, I am still alive and able to walk somewhat awkwardly and write somewhat haltingly. Due to my medical problems, I have interacted with scores of doctors who have all said essentially the same thing: “There are no scientific or medical reasons to explain why you are walking and talking.” They all use the same two words to describe me and my conditions: miracle and enigma.

I believe the story of those ten years is one that is crying to be told and I intend to do just that. I am currently working on a separate book-length manuscript which I have tentatively entitled Has anyone seen my life? It was here a minute ago.

The purpose of this post is three-fold. The first is to celebrate an extra 10 years of life that no one in the medical profession expected me to experience. The second purpose is to offer you a dozen of the many lessons that I learned or relearned during the extra 10 years that I have been given. The third and final purpose is to challenge you with the significant question: “What would you do with an extra 10 years of life?

Since this posting is special, I am going to dispense with my self-imposed 1,000-word limit just for this post. I trust you understand my desire to put it all out there in one shot instead of doling it out small piece by small piece.

Due to my medical problems I had to retire from full-time academic employment. This break from 50 or 60 hour work weeks gave me much time to reflect and write. What follows are a dozen of the many lessons that I have learned or relearned through this experience, intensive study, and much contemplation and reflection.

1. God is in control.

There are four scriptural passages that I have kept returning to during this past decade. I challenge you to reflect on each of them and how they apply to your life.

17And when I saw him, I fell at his feet as dead. And he laid his right hand upon me, saying unto me, Fear not; I am the first and the last: (Revelations 1:17, KJV)

22 And he said unto his disciples, Therefore I say unto you, Take no thought for your life, what ye shall eat; neither for the body, what ye shall put on. 23 The life is more than meat, and the body is more than raiment. 24 Consider the ravens: for they neither sow nor reap; which neither have storehouse nor barn; and God feedeth them: how much more are ye better than the fowls? 25 And which of you with taking thought can add to his stature one cubit? 26 If ye then be not able to do that thing which is least, why take ye thought for the rest? (Luke 12:22-26, KJV)

10 Fear thou not; for I am with thee: be not dismayed; for I am thy God: I will strengthen thee; yea, I will help thee; yea, I will uphold thee with the right hand of my righteousness. (Isaiah 41:10, KJV)

God is our refuge and strength, a very present help in trouble. 2 Therefore will not we fear, though the earth be removed, and though the mountains be carried into the midst of the sea; 3 Though the waters thereof roar and be troubled, though the mountains shake with the swelling thereof. Selah. 4 There is a river, the streams whereof shall make glad the city of God, the holy place of the tabernacles of the most High. 5 God is in the midst of her; she shall not be moved: God shall help her, and that right early. 6 The heathen raged, the kingdoms were moved: he uttered his voice, the earth melted. 7 The Lord of hosts is with us; the God of Jacob is our refuge. Selah. (Psalm 46:1-7, KJV)

2. Retirement is not necessarily in God’s plan for us. 

Our modern view of retirement is just that – a recent idea, historically speaking. It was introduced to America in the mid-1930s with the passage of the Social Security legislation. Most of the heroes of the faith found God’s calling to ministry to be a lifetime enlistment. Abraham, Moses, Joshua, David, John the Baptist, John the Apostle, Peter and Paul all were faithful servants until they were called home. I can find only one scriptural passage that directly speaks of retirement.

24 This is it that belongeth unto the Levites: from twenty and five years old and upward they shall go in to wait upon the service of the tabernacle of the congregation: 25 And from the age of fifty years they shall cease waiting upon the service thereof, and shall serve no more: 26 But shall minister with their brethren in the tabernacle of the congregation, to keep the charge, and shall do no service. Thus shalt thou do unto the Levites touching their charge. (Numbers 8:24-26)

The Levites were charged with serving the people of Israel by caring for the tabernacle, preparing and administering the sacrifices, packing up, moving and reassembling the tabernacle. This was extremely heavy labor and was reserved for the young and strong. The older Levites were given the task of ministering, guarding and advising the younger Levites who were doing the heavy lifting that required the strength of young bodies.

3. There is a special place in God’s economy for seniors.

Beside the Numbers passage above where the senior Levites were called to minister, guard and advise the younger Levites, there are other passages that indicate what the elders in the congregation should do.

17 O God, thou hast taught me from my youth: and hitherto have I declared thy wondrous works. 18 Now also when I am old and greyheaded, O God, forsake me not; until I have shewed thy strength unto this generation, and thy power to every one that is to come. 19 Thy righteousness also, O God, is very high, who hast done great things: O God, who is like unto thee! 20 Thou, which hast shewed me great and sore troubles, shalt quicken me again, and shalt bring me up again from the depths of the earth. 21 Thou shalt increase my greatness, and comfort me on every side. (Psalm 71:17-21, KJV)

12 The righteous shall flourish like the palm tree: he shall grow like a cedar in Lebanon. 13 Those that be planted in the house of the Lord shall flourish in the courts of our God. 14 They shall still bring forth fruit in old age; they shall be fat and flourishing; 15 To shew that the Lord is upright: he is my rock, and there is no unrighteousness in him. (Psalm 92:12-15, KJV)

3 Hearken unto me, O house of Jacob, and all the remnant of the house of Israel, which are borne by me from the belly, which are carried from the womb: 4 And even to your old age I am he; and even to hoar [gray] hairs will I carry you: I have made, and I will bear; even I will carry, and will deliver you. 5 To whom will ye liken me, and make me equal, and compare me, that we may be like? (Isaiah 46:3-5, KJV)

4. Obey the scriptural commandments and commissions.

It matters not how old we are, God expects us to obey all of his commandments. However, there are some that are very special and deserve our utmost attention.

35 Then one of them, which was a lawyer, asked him a question, tempting him, and saying, 36 Master, which is the great commandment in the law? 37 Jesus said unto him, Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. 38 This is the first and great commandment. 39 And the second is like unto it, Thou shalt love thy neighbour as thyself. 40 On these two commandments hang all the law and the prophets. (Great Commandment – Matthew 22:35-40, KJV)

18 And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth. 19 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: 20 Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you always, even unto the end of the world. Amen. (Great Commission – Matthew 28:18-20, KJV)

27 So God created man in his own image, in the image of God created he him; male and female created he them. 28 And God blessed them, and God said unto them, Be fruitful, and multiply, and replenish the earth, and subdue it: and have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the earth. (Creation Mandate – Genesis 1:27-28, KJV)

5. Watch carefully. Always be on guard.

You need to constantly take stock of your surroundings. Know your friends, coworkers, and enemies. Praise them when they do something right. Admonish them when they are wrong. Be patient with everyone in all circumstances. Pray without ceasing and give thanks without regard to your condition.

11 Wherefore comfort yourselves together, and edify one another, even as also ye do. 12 And we beseech you, brethren, to know them which labour among you, and are over you in the Lord, and admonish you; 13 And to esteem them very highly in love for their work’s sake. And be at peace among yourselves. 14 Now we exhort you, brethren, warn them that are unruly, comfort the feebleminded, support the weak, be patient toward all men. 15 See that none render evil for evil unto any man; but ever follow that which is good, both among yourselves, and to all men. 16 Rejoice evermore. 17 Pray without ceasing. 18 In every thing give thanks: for this is the will of God in Christ Jesus concerning you. 19 Quench not the Spirit. 20 Despise not prophesyings. 21 Prove all things; hold fast that which is good. 22 Abstain from all appearance of evil. 23 And the very God of peace sanctify you wholly; and I pray God your whole spirit and soul and body be preserved blameless unto the coming of our Lord Jesus Christ. (Watch carefully – I Thessalonians 5:11-21, KJV)

6. Equip yourself for the coming battle.

Whether we are talking about a job, a ministry, or even just everyday living, it can and will at some point become a battle. We need the whole armour of God to fight the battle.

11 Put on the whole armour of God, that ye may be able to stand against the wiles of the devil. 12 For we wrestle not against flesh and blood, but against principalities, against powers, against the rulers of the darkness of this world, against spiritual wickedness in high places. 13 Wherefore take unto you the whole armour of God, that ye may be able to withstand in the evil day, and having done all, to stand. 14 Stand therefore, having your loins girt about with truth, and having on the breastplate of righteousness; 15 And your feet shod with the preparation of the gospel of peace; 16 Above all, taking the shield of faith, wherewith ye shall be able to quench all the fiery darts of the wicked. 17 And take the helmet of salvation, and the sword of the Spirit, which is the word of God: 18 Praying always with all prayer and supplication in the Spirit, and watching thereunto with all perseverance and supplication for all saints; ( Whole armour of God – Ephesians 6:11-18, KJV)

7. Memorize and meditate on scriptures.

The only offensive weapon in the listing of the armour of God was the scriptures. Always have it handy. Be ready to depend on it in every circumstance.

10 With my whole heart have I sought thee: O let me not wander from thy commandments. 11 Thy word have I hid in mine heart, that I might not sin against thee. 12 Blessed art thou, O Lord: teach me thy statutes. 13 With my lips have I declared all the judgments of thy mouth. 14 I have rejoiced in the way of thy testimonies, as much as in all riches. 15 I will meditate in thy precepts, and have respect unto thy ways. 16 I will delight myself in thy statutes: I will not forget thy word. 17 Deal bountifully with thy servant, that I may live, and keep thy word. 18 Open thou mine eyes, that I may behold wondrous things out of thy law. 19 I am a stranger in the earth: hide not thy commandments from me. (Memorize and meditate on scriptures – Psalm 119:10-19, JKV)

8. Give yourself to God, since He gave himself for you.

We must present ourselves as a sacrifice, willing to do anything we are asked to do. It is our reasonable service.

1 I beseech you therefore, brethren, by the mercies of God, that ye present your bodies a living sacrifice, holy, acceptable unto God, which is your reasonable service. 2 And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God. (Be a living sacrifice – Romans 12:1-2, KJV)

9. Do everything as unto the Lord.

Whatever we do should be done as if we were doing it to honor and praise God.

14 And above all these things put on charity, which is the bond of perfectness. 15 And let the peace of God rule in your hearts, to the which also ye are called in one body; and be ye thankful. 16 Let the word of Christ dwell in you richly in all wisdom; teaching and admonishing one another in psalms and hymns and spiritual songs, singing with grace in your hearts to the Lord. 17 And whatsoever ye do in word or deed, do all in the name of the Lord Jesus, giving thanks to God and the Father by him. (Colossians 3:14-17, KJV)

This is not just meant for our “religious life.” It carries over to our everyday life. Translating it into “plain English” I believe the message is simply

    • Work hard
    • Play hard
    • Eat well
    • Sleep well
    • Watch carefully
    • Listen intently
    • Be accountable
    • Give credit where credit is due
    • Love deeply

10. Be where you are until you leave.

I wish I could take credit for this saying, but I can’t. Christ used a similar statement in instructing his disciples.

7 And he called unto him the twelve, and began to send them forth by two and two; and gave them power over unclean spirits; 8 And commanded them that they should take nothing for their journey, save a staff only; no scrip, no bread, no money in their purse: 9 But be shod with sandals; and not put on two coats. 10 And he said unto them, In what place soever ye enter into an house, there abide till ye depart from that place. 11 And whosoever shall not receive you, nor hear you, when ye depart thence, shake off the dust under your feet for a testimony against them. Verily I say unto you, It shall be more tolerable for Sodom and Gomorrha in the day of judgment, than for that city. (Mark 6:7-11, KJV)

Christ was trying to teach his disciples not to go from house to house seeking better accommodations, but to be satisfied with what they had. I first heard it from a wealthy Christian businessman, financier, and philanthropist, who was known as a generous but demanding boss. When he used it, he was suggesting that people in a given position should do the job they were hired to do until they left for another position.

I met this gentleman only once. The occasion was at a luncheon given in his honor by a college for which I was serving as the chief academic officer. In addition to honoring this individual for his service to the Christian community, the college was also asking him for a significant donation.

When we were introduced at the luncheon, the first thing he said to me was, “I’ve heard about you, and I like you.” I must have had a perplexed look on my face because he continued by saying, “You follow what I have tried to teach all of my employees: “Be where you are until you leave.”

As a college administrator and cabinet officer, I have always served at the pleasure of the President of the institution I was serving. I changed institutions four times during my career and was in the midst of a fifth change when I had the traumatic brain incident in March 2009. For each change, the president and I were on different sides of at least one question.

When the president and a subordinate disagree, the subordinate never “wins.” Even if the president loses, the subordinate doesn’t win. With each change, I had the privilege of continuing to serve the institution for a period of time until I could find another position. While I remained at the institution from which I was departing, I always did my job to the best of my ability. Every one of the presidents that I served commended me for that quality. The Christian businessman, in his due diligence of checking out our institution as a prospective recipient of one of his gifts, had asked two of those presidents about me.

Wherever you are, do the job that God has given you until He assigns you another task. It is the right thing to do. At some time in the future, you will be rewarded for your diligence.

11. Leave people or a place better than you found them.

There are many forms of this quotation. One form attributed to the legendary football coach Vince Lombardi is the following:

The price of success is hard work, dedication to the job at hand, and the determination that whether we win or lose, we have applied the best of ourselves to the task at hand.

Jesus always left those with whom he encountered in a better place or position than when he first met them. Consider the woman at the well, the woman taken in adultery, the blind beggar, Zaacheus in the tree, the 10 lepers, the woman with the issue of blood, Jarius and his daughter, the demon-possessed man named Legion.

The parables of the talents and the unjust steward help us understand that we need to be faithful in the little things.

10 He that is faithful in that which is least is faithful also in much: and he that is unjust in the least is unjust also in much. 11 If therefore ye have not been faithful in the unrighteous mammon, who will commit to your trust the true riches? 12 And if ye have not been faithful in that which is another man’s, who shall give you that which is your own? (Luke 16:10-12, KJV)

12. Help fellow pilgrims along the road.

We are called to minister to others and help them find the straight and narrow way. The apostle Paul in writing to the Christians in Rome let them know that they should follow Christ’s example. They were definitely called to be “their brothers’ keepers,” just as we are.

1We then that are strong ought to bear the infirmities of the weak, and not to please ourselves. 2 Let every one of us please his neighbour for his good to edification. 3 For even Christ pleased not himself; but, as it is written, The reproaches of them that reproached thee fell on me. (Romans 15:1-3, KJV)

These are some of the lessons that I have learned or relearned in the extra 10 years that I have been given. I hope and pray that at the conclusion of my life on this earth, I will be able to echo the words of Paul to the young Timothy:

5 But watch thou in all things, endure afflictions, do the work of an evangelist, make full proof of thy ministry. 6 For I am now ready to be offered, and the time of my departure is at hand. 7 I have fought a good fight, I have finished my course, I have kept the faith: 8 Henceforth there is laid up for me a crown of righteousness, which the Lord, the righteous judge, shall give me at that day: and not to me only, but unto all them also that love his appearing. (II Timothy 4:5-8, KJV)

In conclusion, what would you do if you were given another 10 years of life? How would you spend that precious time? By’s Musings returns to its regular publishing schedule next Tuesday, March 26 with a  post entitled KPI – Part VI: Hierarchical Management.

 

 

By Leave a Comment

New Look for the HEBB Website

I’ve been rethinking my approach to, the purpose of, and design of this website. All images in this post are courtesy of Presenter Media.

With this post, I was originally intending to roll out the new format of the Higher Ed By Baylis website. The collapse of my old website at first looked like a disaster. It has actually turned out to be something of a blessing in disguise. It has given me time to rethink my approach to, the purpose of, and the design of the website.

I’m one sick puppy over this situation.

Unfortunately, the rollout is not ready and that makes me sick. I have no one to blame about this delay except myself. I am frustrated with myself for misunderstanding the set of instructions that my webmaster provided me related to the new process of adding and editing pages on my website.

So instead of celebrating a big reveal, I am reluctantly left with just giving you a rough sketch of what I have planned for the website. However, I hope that my enthusiasm for the new format will move you to stay in touch until the new site comes to fruition. Moreover, I trust these peeks behind the curtain will whet your appetite to visit and use the site when it is fully operational.

I want my posts to engender intense conversations about the topics presented. I have attempted to make it clear that I want those exchanges to become vigorous dialogues so that my readers and I may share our thoughts and beliefs on what we feel are very important topics.

I have also hinted that I intend to use the transformed Higher Ed By Baylis website in four ways. I hope to employ it as a research-sharing center, a distribution center, a publicity center, and finally a recruitment center.

More than 1600 American colleges or campuses have ceased operations since 1950.

First, as a research-sharing center, I will make available a database that I have assembled on more than 1600 American colleges or campuses that have ceased operations since 1950. Using the information derived from our investigations into the circumstances and reasons for their closures, Ron Burwell and I have written several articles summarizing our findings which will be available as downloads from the website.

For each of eight factors, we have a three-point sustainability scale.

Based on these results, we are suggesting that there are eight factors that contributed to the decline and fall of these institutions. For each of these eight factors, we are proposing a three-point organizational sustainability scale [Thriving=+1; Surviving=0; Dying=-1]. The website will include detailed descriptions of these scales.

Combining all eight scales generates a vitality/morbidity index (VMI) for an institution. Every closed institution in our database had a negative VMI. The question that immediately came to mind was: “Could this index serve as a dashboard “idiot light” to warn institutions that trouble lies ahead?”

In addition to my work on institutional sustainability, I am writing a number of manuscripts in the areas of education, preparation for career and college, faith development, and Christian discipleship. Until I can complete those manuscripts, I plan to use the HEBB website as a warehouse and distribution center for excerpts, previews, and chapters from manuscripts from these manuscripts.

As I noted in this blog more than three years ago, health concerns made me shut down the individual consulting and counseling portion of the work of Higher Ed By Baylis. Those health concerns still persist. Thus, I am forced to turn my attention to the production of in-person and webinars related to these topics.

The third use of the HEBB website will be as a publicity center for these programs and webinars. When I have videotapes and printed resources from these programs, the website will then be used as a distribution center for these materials.

The first version of The Watershed Collaborative was a big box consulting firm.

The fourth use of the HEBB website will be centered on a new version of one of my big dreams. Five years ago I started talking to a number of former colleagues about the possibility of forming a consulting firm named The Watershed Collaborative (TWC).

This firm was to be unique within the consulting world. The name “The Watershed Collaborative” was derived from the concept of a “watershed” as a tipping point. When an organization faces a watershed decision, its choice can make a huge difference in the future success or failure of that organization.

TWC was fashioned after the idea of a big box provider like Walmart or Amazon. By building an army of experts in all areas of operations of organizations working together, TWC could address any problem faced by our clients. I was so confident of the expertise and caliber of TWC’s members, that I was ready to guarantee that our clients would be satisfied with their results. Every time I found experts ready to join me, new health problems would intervene. Thus, I had to momentarily shelve the dream.

The Watershed Collaborative re-envisioned as a non-profit think tank focused on educational issues.

I am ready to look at a new variant of The Watershed Collaborative. This time, I am proposing the establishment of a non-profit think tank. TWC would address policy and operational issues associated with higher education. Its members would produce white papers and substantial reports on significant educational topics.

I will use the HEBB website as a venue to recruit experts as contributing members of the collaborative and the funding sources necessary to power this dream.

Please stay tuned to By’s Musings for the announcement of the exciting rollout. In the meantime, next Tuesday’s post, Repurpose or Build Anew, is the first post in the Point versus Counterpoint series. It addresses the big question: “What’s the best way to make big changes in educational programs?”

 

By 1 Comment

By’s Musings New Foci

By’s Musings will focus on 3 areas: Education; Faith & Religion; Organizational Theory & Operations. All images in this post are courtesy of Presenter Media

As I noted in previous posts, I will be restricting my future posts to the three broad areas of education, faith and religion, and organizational theory and operations. These areas should open up many opportunities for engaging dialogue.

By’s Musings presents a focus on education.

Within the field of Education, I will begin by addressing a score of significant issues and dilemmas which have vexed contemporary society in general and the discipline of education in particular. Within these topics, there are numerous divergent and contrasting points of views. This diversity will hopefully engender much discussion. 

The list of potential topics is too long to include in this post. I will highlight some in future posts.

These topics include issues that relate to students, faculty, administration, curriculum, facilities, finances, policies, governance, and operations. Since they are too numerous to list in this post, I will include a preliminary list in a subsequent post.

I will be asking for your help in deciding what topics to include in the topics I cover in By’s Musings.

Along with the list, I will invite the audience to participate in a poll to help determine which issues I should address first. 

By’s Musings focuses on the areas of Faith & Religion.

Within the broad area of Faith and Religion, I plan to publish short posts that will be written in the form of testimonies, prayers, devotionals, and sermonettes.

A deep examination of scriptures in order to explicate Biblical principles and develop practical applications to everyday lives.

I hope to achieve two goals with these posts. The first is to explicate Biblical principles and develop practical applications to the everyday lives of modern Christians. I hope that this will help those who use Christ’s name will be able to integrate spiritual practices and disciplines into their daily lives.

Countering arguments that Christianity impedes intellectual curiosity and serious thought.

My second goal of this section is to counter the arguments of those who feel that any religious teaching, but particularly Christianity, impedes intellectual curiosity and hinders serious thinking.

One very active spokesperson for this group is David Silverman, a well-known atheist, who stated in his book, Fighting God: An Atheist Manifesto in a Theist World, “Atheists seek truth; theists ignore it.” 

I pray that God will help me to add something helpful and hopeful to the conversations.

My essays will attempt to show that there are Christians in the intellectual arena who do not ignore truth but sincerely seek it. Hopefully, and prayerfully, I will demonstrate that we can rationally say that faith and reason do not have to be at odds with one another. At the end of the day, it is possible to reconcile them.

Iron sharpens iron. Let’s hammer out the truth together.

However, this task is much too large for one person. I fervently desire and will solicit audience participation in this mission. We can come closer to the truth as a community. As the Lord, speaking through Solomon, admonished us in Proverbs 27:17, “Iron sharpeneth iron; so a man sharpeneth the countenance of his friend.” (KJV)

By’s Musings focuses on Organizational Theory & Operations.

In the arena of Organizational Theory and Operations, I will be concentrating on how organizations come into being, how they maintain themselves, and how they expire. This work is based upon ongoing research into closed institutions within American higher education (IHEs). A colleague and I have been working on this project in one form or another for many years.

More than 1600 American IHEs have died since 1950. Why?

For the past ten years, we have concentrated our study on more than 1,600 colleges in the United States that closed, merged, were acquired by another institution, or otherwise disappeared. In the course of this study, we have identified eight factors that we believe were the major contributing elements in the demise of these IHEs.

The eight factors of Vitality/Morbidity.Sustainability. How do I connect the boxes?

These factors were

  • Market
  • Expertise
  • Passion
  • Leadership
  • Values
  • Resources
  • Internal Culture
  • External Environment

You may recognize the first three as the three factors that Jim Collins identified as the key components for organizations seeking to move from Good to Great.

As I looked more closely at the eight factors, I came to the conclusion that they were definitely descriptive of the cause of death of the IHEs.

Could our factors help diagnosis the health of an organization prior to its demise.

Moreover, in most circumstances, problems in these factors did not appear overnight. Thus, it seemed reasonable that they could be the basis of a model that would serve as a predictor of future difficulties.

I was very excited at this point. Questions came fast and furiously. Firstly, could we develop a sustainability scale or a vitality/morbidity index, using these eight factors to determine whether an IHE was thriving, surviving or dying? Secondly, if this process worked for IHEs, could it work for other organizations? 

We need a consistent language to research and talk about colleges and their disappearances.

One of the biggest difficulties in this research was the lack of a consistent language to talk about colleges and their demise. The first posts in this arena will start the process of developing a consistent language to describe what we mean by a college and what happened to them.

The next set of posts will more fully define my eight factors and all of their subfactors. When we have completed this foundation, we will begin a series of posts that describe our sustainability scale and our vitality/morbidity index. We will save the details of our research for the website and later publication.

Watch for my October 2 post describing the changes coming to the Higher Ed By Baylis website.

 

By Leave a Comment

A New Format to Posts on By’s Musings

Something tried to cut us down, but we’re back and going to be stronger than ever. Image courtesy of Presenter Media

As I announced in the previous post What’s Coming Next on By’s Musings and the HEBB Website, we are launching a new format for this blog. When the old blog was chopped down, I didn’t know what we were going to do. However, now, I am very excited about the potential for a radically different, conversational approach to this “new” blog.

Let’s have a cup of coffee and a chat. Image courtesy of Presenter Media

Before I get into the details about all the anticipated changes, I want to take this opportunity to invite you to join me each Tuesday morning for a cup of coffee, and an enlightening and a vigorous chat. I chose Tuesdays because I hope readers will come to look forward to Tuesdays with By.

I unabashedly admit that this is a shameless attempt to appropriate the memories and feelings of attachment, compassion, friendship, and learning that I took from the pages of one of my favorite books: Tuesdays with Morrie: An Old Man, a Young Man, and Life’s Greatest Lesson.

A role reversal. The one time mentor now needs the help. Image courtesy of Presenter Media

Unfortunately, I can longer pretend to be Mitch Albom, a young author visiting his beloved mentor Morrie Schwartz. Instead, I must reluctantly relegate myself to playing the role of the feisty Morrie.

Let’s discuss this point further. Image courtesy of Presenter Media

Moreover, like Morrie, I am not willing to concede to the ravages of health and time. I purpose to fight until the end. I intend to fully wage the battle and enthusiastically engage in the back and forth process of arguing or discussing point versus counterpoint. I invite you, my readers, to join me in this daunting task in two ways.

Please read the posts. Think about them, React to them. Engage your friends with them. Image courtesy of Presenter Media.

The first way is the most obvious. I want you to read these posts. Thus, I will endeavor to make them inviting.  I also promise to do my best to make them interesting, both in terms of topic, as well as, in terms of readability. I want them to be such that you can’t wait to read them and recommend them to your friends and colleagues. 

The second, but more important change to my approach, is that I want you to be much more involved in the nitty-gritty of the posts themselves. I want your reactions. I want your thoughts. I want your comments. As I included in the hint above, I want you to engage with me and other readers in Point versus Counterpoint dialogues.

The origin of the English phrase Point versus Counterpoint most likely is the Latin phrase puntus contra punctum (literal translation: point against point).

The phrase usually references two very distinct approaches to formal or informal responses to a stated proposition or theme.

In a formal debate one participant attempts to defeat the other by countering the first person’s points with “better” points. Image courtesy of Presenter Media.

The first is typically evident in the discipline of debating.  Presents a counterpoint is a technique employed to defeat an opponent. By presenting evidence or arguments that undermine the proposition under consideration, debaters attempt to sway listeners or judges away from their opponents’ positions and toward their sides of the issue.

Handel Variations on a Fugue, Part 3. This score is Brahms’s Handel Variations, Fugue 9 (part 3). The image is a screenshot by deschreiber from a copyright expired edition of Brahms’s Handel Variations from the Internet Music Score Library Project. The work is in the public domain in its country of origin, and other countries and areas where the copyright term is the author’s life plus 70 years. Image courtesy of deschreiber, the Internet Music Score Library Project, and Wikimedia Commons.

 

On the other hand, in the discipline of music, the use of counterpoint is a technique meant to complete or complement a proposition or theme. Rounds and fugues are prime examples of the use of counterpoint in music. The formal definition of counterpoint in music is a contrapuntal composition in which a short melody or phrase (the subject) is introduced by one part and successively taken up by others and developed by interweaving the parts.

 

Got it? It all seems easy. I will state a proposition in a post and will take a position on that proposition. Then, it’s your turn to either counter it with opposing views or to complement it with views that complete the thought. I want you to make full use of the comment box at the bottom of each post. Please don’t hesitate to dialogue with me or anyone who makes a comment. I envision that this could turn into quite a learning adventure for all of us. 

Please keep checking out my blog By’s Musings and the HEBB Website. Like us on Facebook and follow us on Twitter. Image courtesy of Presenter Media.

As I approach my self-imposed limit of 1,000 words, I will detail more of my plans and thoughts on the three foci to which I will also restrict my posts. I have scheduled my next post for publication on Tuesday, September 25.