Christopher J. Devers

Review: Habits of Hope

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Cover image for "Habits of Hope" edited by Todd C. Ream et al.

Habits of Hope, Todd C. Ream, Jerry Pattengale, and Christopher J. Devers, editors, foreword by Amos Yong. IVP Academic (ISBN: 9781514010709) 2024.

Summary: Essays by educators on six key practices and how they may cultivate hope among faculty and students.

The pressures on those who teach in higher educational contexts have continued to ratchet up. The Covid pandemic intensified the pressure on professors and stresses in the lives of students. More recently, educational institutions have come under scrutiny and fire from federal and state governments that have included the suspension of research grants. Many educators are tired and discouraged.

The contributors to this volume don’t address how to ameliorate the larger cultural and institutional challenges. Instead, they focus on the practices at the heart of their work with students. Beginning with Jurgen Moltmann’s Theology of Hope, the editors root the theme of this volume in Christian hope. The opening essay by Kevin C. Grove, CSC draws on his experience as a member of the Congregation of the Holy Cross and their motto: Hail the Cross, Our Only Hope and talks about how the cross frames hopeful teaching at the University of Notre Dame.

Then, subsequent essays focus on hope in the following teaching practices:

Integration. Philip Ryken outlines some of the policies and practices at Wheaton that foster faculty development and student efforts to integrate faith and discipline.

Conversation. Cherie Harder, president of the Trinity Forum, discusses the value of discussing important questions in a disciplined and charitable manner. She advocates keeping it real, giving it time, listening, asking questions, avoiding invective, ditching your phone, reading widely, and practicing epistemic humility.

Diversity. Recognizing the controversial character of diversity initiatives, Kimberly Battle-Waters Denu emphasizes the theological and ecclesiological roots of diversity as a Christian practice and how that enriches the educational experience.

Reading. Hans Boersma, in one of the more abstruse essays argues for reading well as part of the process of “deification,” becoming more like God. The hope in understanding in our reading is that all the logoi we read participates in the Logos, the word God has spoken through his Son.

Writing. Jessica Hooten Wilson describes her own love of writing as a child and how we write out of the belief that there is something worth expressing, be it stories, history, or poetry. She shares some of her own practices with students including feedback on drafts rather than grades, written reflections, and reading other writers on writing.

Teaching. David I. Smith explores the how of teaching as more important to the nature of teaching than what is taught. He discusses how community within the classroom may work out practically.

As you might intuit, the context in which these educators work is the Christian college context. Yet educators in the public context might incorporate many of the elements of these practices in their teaching. In particular, Cherie Harder’s conversational practices are vital to Christians seeking to foster public square conversations in public universities. Everything Jessica Hooten Wilson writes about writing is applicable to any Christian working with students on their writing.

Hope is in short supply on campus these days. Yet the investment in the rising generation has always been an exercise in hope. No matter what else is going on, as long as there are students and teachers, there is opportunity for Christians to practice hope. This slim volume helps point the way.

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Disclosure of Material Connection: I received a complimentary copy of this book from the publisher for review.

Review: Cultivating Mentors

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Cultivating Mentors, Todd C. Ream, Jerry Pattengale, and Christopher J. Devers, eds., foreword by Mark R. Schwehn. Downers Grove: IVP Academic, 2022.

Summary: A collection of articles on the theological foundations, goals, and practices of mentoring in Christian higher education with a particular focus on generational dynamics.

Higher education institutions interested in both academic excellence and faculty and staff retention are paying increased attention to mentoring, particularly of junior faculty and staff. This is especially true of the Christian college context out of which the contributors of this volume write but many of their observations and recommended practices have applicability in the secular academy as well.

The collection opens with a foreword by Mark R. Schwehn, one of the most thoughtful commentators on academic life. He observes that in the present moment the differences between mentors and mentees offers the opportunities for mutual learning around technology and various forms of diversity. In the present era, concerns about mentoring in the context of diversity and inclusion are vital in welcoming increasingly diverse faculties .

The editors then offer an introductory essay laying out the emphases of this collection: attention to characteristics of the rising generation as they relate to mentoring, what the Christian tradition offers in terms of mentoring and the academic vocation, and the ideas and practices that follow for mentoring in scholarly contexts.

David Kinnaman, utilizing Barna research, stresses mentoring as a crucial formation process, addressing mentoring solutions for mental health, for trauma, mentoring toward vocational discipleship, and relational mentoring.

Tim Clydesdale writes on leading integrated lives and the role mentoring can play in navigating personal and professional commitments. He focuses on vocation and stresses reflection, practice, and community and the role these play in the “summoning” of vocation.

Margaret Diddams observes that in mentoring, the focus on the individual needs to be complemented with focus on the organization of which they are part and how they might flourish within that context. She examines three models of mentoring in the organizational context and their strengths and weaknesses: the institutional, the interactionist, and the inclusion models, concluding that an approach that draws on all of these may be best.

Edgardo Colón-Emeric focuses on the increasingly diverse academy and how we mentor toward a new we. He highlights the pilgrimage of pain and hope that is the mestizaje experience in transcultural engagement.

Rebecca C. Hong considers the transition that we are in the midst of from boomers to zoomers with a focus on the increasing human-centeredness of work, including the end of the office, home as work place, and the challenges of burnout, languishing, and the great resignation that have been consequences of the pandemic. She then returns to a focus on human-centered work design that values persons, nurturing flexibility, creativity, and innovation.

Tim Elmore explores generational differences and the intentional practices involved in mentoring with shortened attention spans, the dangers of being isolated behind screens, the prevalence of mental health issues, the changing landscape of technology, and the consumer experience. He argues for the cultivation of resourcefulness and resilience with mentees and suggests different forms of mentoring and crucial experiences that foster these qualities.

Beck A. Taylor discusses lifecycle mentoring across one’s academic career reflecting on his own journey from his undergraduate preparation, graduate school mentorship, his early academic career, his move into administration, and his path to university presidency. Beyond personal character, he believes rising leaders are marked by mission orientation, service to others, professional intentionality, and openness to mentorship.

Stacy A. Hammons concludes with a summary of key threads and important practices. She summarizes key challenges and five propositions addressing a theology of formation and calling, organizational change for effective mentoring, the recognition of the needs of Millenials and Gen Zers entering the academy, the needs of professionals transitioning to academic roles, and seriously addressing issues of diversity.

I appreciate the comprehensive and culturally relevant mix of articles in this collection addressing the theology of mentoring around vocation and formation, the institutional setting, the academic lifecycle, the particular characteristics and needs of those entering academic professions, and the vital issue of diversity. I think something more on the qualities of the effective mentor, and perhaps a bit more on what mentees should expect to invest in a good mentoring relationship would be helpful. Beck Taylor’s essay discusses this to some degree, but my own sense is the effective relationships occur when both come as active learners and listeners. I also think that material on finding mentors when one’s institution has not structured such opportunities could be valuable. However, this is an excellent, far-reaching discussion that points people to other writing while offering a number of practical recommendations on both the personal and institutional level.

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Disclosure of Material Connection: I received a complimentary review copy of this book from the publisher.

Review: The State of the Evangelical Mind

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The State of the Evangelical Mind, Edited by Todd C. Ream, Jerry Pattengale, and Christopher J. Devers. Downers Grove: IVP Academic, 2018.

Summary: A collection of essays surveying the state of evangelical thought twenty five years after Mark Noll’s Scandal of the Evangelical Mind.

In 1994, Mark Noll ignited something of a firestorm of conversation, particularly among evangelicals working in academic circles, when his book Scandal of the Evangelical Mind was published. It didn’t take much past the opening line to get the conversation started: “The scandal of the evangelical mind is that there is not much of an evangelical mind.” It was around this time that I joined what was then Graduate Student Ministry (later Graduate and Faculty Ministry) of InterVarsity, and we saw ourselves on the vanguard of trying to change this situation in our work with those preparing for academic careers. Mark Noll even spoke for a couple of our conferences, encouraging our efforts.

This book came out nearly twenty-five years later and serves as kind of a survey of the landscape, assessing where we’ve come–or not.

Mark Noll contributes an essay to this collection recounting both the fascinating history of the Reformed Journal and noting a number of more recent developments that give him cause for encouragement, noting evangelicals in many fields publishing at academic presses, the growth of Baylor as a Christian research university, Christian study centers on many campuses, and Christian professional organizations. Sadly, though, we’ve witnessed the passing both of the Reformed Journal and Books & Culture. Noll sees silver linings in these losses.

That’s less the case with Jo Anne Lyon’s essay. Lyon, who has an exemplary career in leadership of evangelical social action and justice organizations. She traces the history of evangelical social action from Wesley to the present, citing the historic Chicago Declaration of 1973 (on which I recently wrote). She remains hopeful but believes evangelicals need to recover their narrative of being on the forefront of efforts of justice, mercy, and love, a narrative co-opted by political alliances and nationalism.

David Mahan and Don Smedley’s two part essay contend for the place of campus ministries in the recovery of an evangelical mind, and, for Smedley, a sharp critique of Noll’s approach that criticizes Scottish Common Sense philosophy and apologetic approaches to evangelical intellectual engagement. Smedley prefers the apologetic approach of J. P. Moreland that affirms the very things Noll critiques as vital for evangelical engagement.

It is hard to discuss the Christian presence in higher education without reference to John Henry Newman’s The Idea of a University. Timothy Larsen contributes the requisite paper discussing Newman’s relevance to the present day university, addressing the formation of persons and not just minds, Newman’s apologetic for a liberal education when career training is a focus, and the vital role theology plays within the university.

If theology is important, what then is the role of seminaries? Lauren Winner addresses these questions focusing on the cross-shaped formation of both pastors, and of those in the pew. Winner makes the proposal that in our activist-oriented churches, it sometimes may be a win if someone thinks differently about something after worship.

James. K. A. Smith is perhaps the most explicit of the contributors to address the parlous state of evangelical churches. He contends that the independence and unconnectedness of so many of these churches ought be addressed by an embrace of the catholic character of the church, a rediscovery of cardinal doctrines offering a far more bracing vision of life than our political illusions.

Mark Galli concludes this collection with the observation of the uniquely “Jesusy” character of evangelicalism. He argues that this is what drives the uniquely evangelical presence in places like the garbage dumps of Cairo, and contends for the need to re-embrace this quality. He also recounted his own formative years in InterVarsity inductive Bible studies, and how they taught him how to read, not only scripture but other works as well.

This was my own experience at an urban university. Similar training taught me to read carefully, to pay attention to the text, to question the text. As much as any other discipline, this taught me to think Christianly, not only about scripture but about anything I read, or heard. It raises questions for me as I think about this survey of the state of the evangelical mind. Mark Galli suggests we need to be more “Jesusy” and I would agree. The embrace of the one, holy, catholic church and her historic beliefs (catholic in the sense of universal, not specifically the Roman Church) is important. But the Bible is another aspects of Bebbington’s quadrilateral. There are naive and destructive readings of the Bible, to be sure. But the careful reading of scripture, tested by the faith once received, seems foundational to me for an evangelical mind, and it concerns me that both traditional and new forms of media have increasingly been substituted for lives saturated by careful reading and thought, first about scripture and then all things.

What both this collection and my own reflections suggest is that while there are bright spots and resources, there is much work to be done. While I remain a person of hope because I believe in a God who redeems and revives, I am saddened by what seem large swaths of Christians in America who are politically captive and convictionally compromised. This may be the work of a remnant, and yet one that must never fall into an enclaved remnant mentality. It may be that such work is not one of awakening a church that may be in large parts apostate but engaging a culture in search of it knows not what, and an academy struggling with the fragmentation of increasingly specialized knowledge and the multiplication of identities. This was the work of Christians in the Middle Ages that led to the rise of the universities. It may be our work in this time.

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Disclosure of Material Connection: I received a complimentary review copy of this book from the publisher in exchange for an honest review. The opinions I have expressed are my own.