(Eighth in a series that delves deeper into the characteristics of a flourishing student – click here to read the original post on flourishing.)
I had two differing experiences in my educational career that dealt with the aspect of vocation. One was in my 8th grade year when my teacher took some time with each of us to talk about our individual talents and how we might use them in high school and beyond. A second came during a very confusing time of life as a college freshman – seeking direction in the guidance office, I was given a vocational test. The test suggested that I should consider becoming a rabbi; I thought this a curious outcome since I was not Jewish, but an evangelical attending an evangelical college. (Given that I am writing this blog on nurturing student faith, maybe that test was not that far off! :) Needless to say, one experience was helpful, and the other was not particularly so.
I hope that as K-16 institutions, we are now doing a much better job with helping students understand how God has gifted them and also helping to discern God’s call in their lives. But I wish I had more certainty – please write if you feel this is an area of strength in your school – I would love to share what you are doing!
Over the last decade, the recognition in the business world, that we should be working from our strengths rather than spending time trying to build weak areas, is a welcome relief to our previous deficit approach. I am specifically referring to the work done by Clifton and Buckingham and the numerous books written as follow-ups to this groundbreaking work. Using a strengths model, I believe that the time is ripe for us to better equip students through identifying their gifts/talents and having them practice using their gifts/talents in team settings. We have said that we believe all children can learn, so then we can’t continue to teach in the same ways – we need to be helping students know who they are and how God has wired them, thereby optimizing their talents in the classroom. Secondly, we know that cooperative learning is a research proven strategy, but unless we have identified individual gifts/talents, we likely will not effectively put project groups together where talents are maximized.
Last month I shared what Beaver County Christian is doing with having their alumni come in and talk about how their Christian education is impacting their careers. One of the benefits that I like about this project is that it serves to cultivate the missional imagination of the students. Through the stories shared by the alumni, students can begin to imagine how they might be listening for, and living out, God’s call in their lives. As a child I was brought to “missionary union meetings” to hear how missionaries were making an impact on the world out there. Although I didn’t always enjoy going, I usually enjoyed the engaging stories, the cool artifacts, and learning about the world on the other side of the globe. I realize now that my parents were trying to expand my missional imagination!
We are living in a time where we have a greater global awareness through our connectivity, more movement toward a personalized student educational experience, and more understanding how teams function best. These three aspects may indicate that this is a perfect time of convergence around better equipping our students to flourish through understanding their gifts/talents and how God is calling them. What is working well in this area at your school?