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Recently I led a workshop at a church. I was asked by the pastor to address the topic, “What is Biblical Literacy?” Of particular note, congregational leaders wanted to know how to get millennials and Gen Z back to church. With the apparent drop, no, plummet in said groups’ attendance, this particular body was seeking any handles, tips, or miracles to reach persons in these age brackets. According to some attending the event if church members could become more biblically literate, they could help twenty- to forty-year-olds see how relevant the Bible is here and now. Of course the aforementioned congregation is not alone. Any number of churches, temples, mosques, and religious institutions are struggling to get persons born circa the 90s in seats. This is not to paint a broad stroke as there are indeed exceptions to the rule. However, documentaries on God, Faith, and Millennials continue to highlight said challenges. It is clear that millennials, many of whom are current seminary or divinity school students or graduates, are pushing the religious envelope. They long for environments where attention to social justice, sexuality and gender, personal story, and spirituality shape conversation and praxis. During my workshop the dialogue around biblical literacy led to exchanges between various religions, honoring their sacred texts. In this Christian context, the question of whether this specific church was “promoting a different path beyond Jesus as savior” arose. Boom! At this point I shared with attendees what I often note in the classroom. It is important to treat what happens in academic settings with intellectual hospitality. This is never to aver that contexts outside of the hallowed halls of academia are not intellectual. They are indeed!   What I was purporting to those astute members during the seminar is that as professors we must be mindful that not everything we teach should be shared in other contexts. Not all readings, ideas, and theories are applicable to the work of faith-forming religious institutions outside of graduate theological institutions. Some matters need to stay in the classroom while others are apropos for the Sunday School or for the training ground for one’s religious beliefs or spiritual development. I dared not answer that one question posed to me because it was not my place. That was the work of the pastor. I am an ordained preacher. Intellectual hospitality calls me to know my scholarly assignment as a professor, adhere to the directives given for any invitation, and sojourn with leaders of religious institutions seeking to ensure the survival of their congregations and communities.

The following is adapted from a talk given by Dr. Townes during the 2024 Wabash Center’s BIPOC Faculty Luncheon at  the annual conference of the American Academy of Religion (AAR) and the Society of Biblical Literature (SBL). Self-care is within the matrix of our total health; how we care for ourselves—mind, body, soul, and spirit. Self-care is often the last thing for which the academic life makes allowances. We must decide that we will craft the habits of mind, heart, soul, and body. There is no one way to go about self-care, as we each have our own biorhythms and social contexts. But I believe there are things that we can all hold onto in the necessary work of taking care of ourselves; things that will also help us in bringing people whole in the classroom; things that serve our scholarship, our institutions, our families, and our kin. In thinking these things through, I have found myself revisiting a passage of sacred text that is apocryphal for me. Some may have heard me reflect on this before. This passage has the same kind of holy-fying (wholly-fying) impact on me. It is found in the film, Daughters of the Dust by the African American filmmaker Julie Dash, which tells the story of a Gullah family preparing to come to the mainland at the turn of the twentieth century. Tradition, change, migration, and bondedness to the land, are woven together in the story’s Peazant family. The memories of slavery and working in the indigo plantations of the island are the stuff of history books, written in the hands of the older members of the island and in the stories, they tell to the younger ones, the games the young and old still play, and in the African and Arabic words they continue to teach the children. The passage that I revisit are lines spoken by the character, Eula, who had been raped by a white man. The narrator of the movie, the Unborn Child, is Eula’s child. Only the audience knows that the child she carries is truly the one she conceived, in love, with her husband Eli. Eula calls the women to task for ostracizing Yellow Mary, a prostitute, who turned to this life after her own experience of rape. Yellow Mary had come home to the island to be with her family again and to heal. Eula reminds them all that the fate and hope of Yellow Mary is their own—no one escapes the ravages of evil, no on stands outside of the promise. Eula turns to the younger women and her words are for us as well. ‘There's going to be all kinds of roads to take in life.... Let's not be afraid to take them.  We deserve them, because we're all good women. Do you... Do you understand who we are, and what we have become?  We're the daughters of those old dusty things Nana carries in her tin can... We carry too many scars from the past. Our past owns us. We wear our scars like armor, for protection. Our mother's scars, our sister's scars, our daughter's scars... Thick, hard, ugly scars that no one can pass through to ever hurt us again. Let's live our lives without living in the fold of old wounds.’ It is within this constellation of possibilities that I want talk about self-care with you. The notion of all kinds of roads, and our willingness to take them. The fact that we are, most of us, good women (and men). We are the daughters and sons of those dusty things that Nana carries in her tin can—there are scars: glass ceilings and other discriminations based on gender, sexual orientation, weight, beauty, race, age, religiosity, culture.  And yes, we do wear some of those scars. For some of us they are like armor because we have discovered that we do need protection. But what does this do to us, ultimately, when we live our lives in the folds of old wounds? When we cannot see another way to be? These are the kinds of questions that come to mind when I am asked to talk about self-care. These are the kinds of questions that ask each of us to think through what it means to be responsible, to take responsibility for creating our health each and every day, to realize that taking care of ourselves is radical witness to God’s ongoing revelation—not only in history, but in the immediacy of our breathing. Indeed, God's presence is the very fabric of our existence, immanent and transcendent, and I think we must stay mindful that a key element of self-care is living our lives with integrity and faithfulness in God. This means coming to a sense of self, finding our identity, treasuring the gift of our lives. For me, self-care is an important component of health and healing in order to create whole and holy selves. So, we must take care that we do not spin our lives, our careers, our ministries around a success ethic that is grounded in measurable gains and regrettable losses. To practice care for ourselves, means recognizing that we can't run off with someone else's scholarship or appointment. Because even when we steal, that doesn't make it ours, it only makes it stolen. Self-care is about stretching into your deepest self to discover anew what restoration and healing can and must mean for you when it is grounded in grace rather than solely on the latest U.S. News and World Report model of success. I urge all of us to proclaim the blessedness, the sacredness of our lives. This can be a challenge. It is easy to lose sight of this in the midst of phones that ring without ceasing, calls that are never returned, e-mail after e-mail, and the oh-so omnipresent Zoom. But, if we think about the call to proclaim the blessedness, the sacredness, of our lives as a strength rather than as a virtue, we can draw comfort and sustenance. As a womanist, I believe that self-care must be embodied, personally and communally, as it brings together the historic force of our spiritual lives with the demand of the spirit to love our faith through our health and through taking care of ourselves as best we can. Self-care is not an abstract, sterile, utopian category. Health and redemption are tools to build bridges that actually go somewhere and give us redeeming time of sustenance building, so that we can continue to make bricks with no straw, if we must. We must, begin with the wounds, those scars, in Eula’s words, those of our mothers, daughters and sisters, thick and hard. We must start caring for those scars, the folds of those old wounds that have, in some cases maimed us with lies, secrets, and silences. These wounds that mark us, do not need to define us. For as wise folk, as people seeking wisdom, we must grasp a hermeneutic of suspicion. That is, we must examine our first works over and over again. Self-care comes in a variety of sounds and textures and I suggest that we need new visions of excellence and adequacy. Because holy boldness does not mean that we work ourselves to death right up to the pearly gates. We are not to provide racialized and gendered cannon fodder for a bureaucracy that likes to declare its holiness, or relevance, or scholarliness while colleagues engage in mind-numbing studious lint-picking from their sanctified navels; while some white male academics rail on about how white men can’t find jobs or a decent match to their self-anointed gifts and then look at all of us as if we should dignify such inane chatter; while issues of class go unaddressed every day and in every way; while “DEI” has suddenly become a four-letter word, while that very same diversity is helping to keep  many of our institutions afloat financially. Or, at least give us enough buckets to keep bailing water until the capital campaign begins to reap benefits. No, self-care means declaring that part of who we are is about seeking liberation of soul and body and intellect and spirit. It means that we must challenge ourselves to ask tough questions of ourselves and our religious homes and our academic institutions and our ministries. Self-care means that prophetic healthiness must be more than so many coins in a bankrupt economy that traffics in people's lives as so much loose change. Self-care means unpacking the gospel into living. So, how do we get moving in the direction of our self-care? There are many models for us. We have much to learn from each other. We should sit down with each other and give each other the important details of living, share with each other how we have survived, how we have thrived. This is not a time for pulling out an arrogant litany of braggadociosness about how successful we have been, or a heart-piercing recitation of how hard it is. No, this is a time for genuine lament, where we name the realities of our situations with as much accuracy and precision as we can so that our lamentations help us see that what is before us can be managed, if not transformed. Self-care, we do this communally—together. We seek, together, faith-filled ways to work it out, to care for ourselves.

(An audio version of this blog may be accessed here.) As scholar/teachers, we must have and be able to articulate our intellectual project. It is good if it happens in the early career stages of a scholarly career, but it is never too late. A scholar’s intellectual project is: the philosophical cornerstone of their scholarly career the 50,000 foot/big picture pursuit of their intellectual work the grounding of their work the perennial question, issue, the quest the epistemological guiding-star for decision-making toward that which the scholar works their entire career; their scholarly passion and intellectual haunting, that which they are interested in—regardless of their status or season of their career. The intellectual project is your big pursuit, your big idea. Your intellectual project is why you wanted to be a scholar and why you continue in scholarship. There will always be smaller, contributory ventures which engage, address, and actualize your central inquiry or question, BUT those smaller schemes are never the whole of your intellectual project. They may satisfy an aspect or element of your intellectual aspiration. However, the desire of your intellectual inquiry is bigger, much bigger, than any one expression created as a single book, journal article, course offering, or artistic rendering. The key is to be able to articulate the most basic description of your intellectual project. This is a necessary to your scholarship and to participating in a scholarly community. Your intellectual project, over the course of your career, and over the seasons of your work, will refine, deepen. The project might even shift and change. Regardless of these potential changes and shifts, your articulation of your principal project is paramount.   An intellectual project is not: a single job or your career; on the contrary, your places of employment are in service to your project a single grant proposal or committee accomplishment a single publication or panel participation defined by your approaches to your scholarship; the methodologies of engagement of your project are not the project dependent upon nor redundant to the conversation in your academic field; your project is meant to add to the conversation already in the field. You need a boiler plate speech. Your project must be articulatable in 3 to 7 sentences. You should have a succinct paragraph that describes, in its most basic, your intellectual project. This is as much for your own comfort and focus as for those who will ask you about your work. Knowing your project, as well as being able to succinctly communicate your project, allows you to work your project. This work is not easy. Your intellectual project’s articulation might feel elusive or vague. Intellectual projects can be bold/ “in your face”/dazzling. They can also be coy, temperamental, and evasive. Knowing your project is good—being able to articulate your project is what is needed; articulation may take time and great effort. Questions to spark, encourage, point toward clarity of articulation of your intellectual project: What is your curiosity? Or, to what are you compelled? To what are you called? What are your perennial questions? What are your big, philosophical, epistemological questions that are worth spending a career or lifetime pursuing? What issues would you study/explore/interrogate/pursue with or without salary? What agenda do you bring to every job? Toward what questions or issues do you bend every job, all writing, and all your courses? What has broken your heart and so now, to mend your heart, what will your scholarship be about? What is your immortal wound, and how are you saving your own life through scholarly pursuit? What, for a lifetime, will you resist, protest, contest, and fight against? What wrong will you right? What makes you so mad that you spring into action – especially the action of intellectual work and scholarly labor? What is your vision for the new world and how will this vision be embodied by your scholarship? At the end of your life, when you look back over your long and illustrative career, to what did you say yes? What is the pattern of your yes-saying and what can you glean as having been your project? Who is your inspiration and what was/is their project? How will you attach to it; fulfill it? What is the intersection of your gifts/talents with the mighty needs of the world? Why did your people send you to school? For them, what will be your scholarly accomplishment and contribution? How will your scholarship liberate your people? Intellectual projects are often vivid to other people, ask someone who knows you and your work. What do they believe your project is? Going through a search process routinely helps with clarifying your intellectual passion, focus, and intent. These processes force you to articulate your vision, perspective, aspirations, and scholarly itches. Consider applying for a job and see what happens with articulating your intellectual project. Beyond participating in a search process, consider the following to assist with coming to know and articulate your project: Write and rewrite a mission statement, write an elevator speech, write in simple prose, 3 to 7 sentences; practice those sentences on family, friends, and colleagues until they make sense to them and have resonance with you. In question format—create a list of 50 to 100 questions which frame your curiosity and pursuits, then cull the list down to the questions you want to pursue for years to come. In poetic or in creative forms, design a rendition of your intellectual project, then contemplate it; after contemplation, write your paragraph. If your scholarly project is woven into a course, assign students the task of mapping, charting, postering or displaying the basic concepts of the course. This allows you a perspective to see what you talk about when you talk about what you talk about. Often our students know our work of thinking better than we do. Invite several faculty colleagues to create public or digital displays of their intellectual projects then host a gathering to explore and celebrate the current and future work of the colleague. Plan several recorded conversations with a trusted colleague who will dialogue with you as you think through, think out loud, and articulate. Re-read your dissertation. Use that as a springboard to say what you are, actually, about.

How can we teach trauma and religion? If part of the human experience is the reality of imperfection, limitation, and wounding—if loss and grief are inevitable in our lives, how can we better address them in our classroom?  In this first part, we want to speak to the importance of recognizing the immense suffering which in so many cases is unresolvable yet integral to human experience. Japanese philosopher Nishida Kitarō calls life a “continuity of discontinuities”[i] which permeate reality itself. This sensibility urged us to reconsider the way we typically begin each semester with “learning expectations”: it asks us to instead cultivate a posture of “collective intentions,” especially when we address trauma in our classroom. In a sense, trauma-integrating pedagogy calls for a radical alternative pedagogical practice that propels us to reconceptualize teaching processes and outcomes in a longer time frame. We believe that this practice humanizes both instructors and students and moves us toward more holistic ways of relating.  According to Jim, the intention of a contemplative community can be known as modeling to each other “a sincerity of heart,” which is the doorway to spiritual growth in a person’s life. When our intentions guide us, it does not guarantee an outcome but rather gives a posture of receptivity to witness each other’s (often subtle) “awakening”[ii]—an experience of being interrelated with that which is beyond our own individual experiences. Together, the participants are invited to tap into the unknown. Spiritual awakening is a relational journey that requires intention, devotion, teaching, and community, and these foundations lead us into both the depths and beyondness of love itself.  Through an emphasis on collective intentions rather than expectation, we invite a more gentle and nurturing way to engage the intense materials of our classes, whether they are stories of violence in sacred texts, literature, and ongoing incidents, or the woundedness that Christian mystics often perceive as invitations to contemplate with a spirit of tenderness and to write down first-person narratives. Practically speaking, cultivating collective intentions invites us to read texts in a spirit of inner silence and deep listening, which allows the text to speak to the reader, not as mere information. Emphasis on interior listening guides students to share what arises in them, however subtly, through writing and class conversation. We then transition to community sharing which must be engaged nonjudgmentally in the class, even if higher education might frame this practice as anti-intellectual.  Herein, we are beginning to see the challenges that are birthed from an attachment to learning outcomes and evaluation processes, which are often required by institutions. We recognize that those may inadvertently reproduce classrooms that do not allow us to adequately address trauma. Of course, evaluations and outcomes are important. But how do we accurately “assess” learning as deep relational “awareness” which includes trauma, justice, and religion but is not bound exclusively to it?  Perhaps a trauma integrating pedagogy calls us to co-liberate ourselves a bit from our attachment to outcomes, which are part of the social norm of productivity. If we imagine our trauma-integrating classroom as a relationally accountable container, we also need to reimagine assessments and assignments, in order to find collective ways to encourage the interior movements of each other. While this may seem to be a challenging negotiation with our institutions, we believe that it is an essential update to a pedagogy, especially in teaching trauma in our times full of massive violence, forced migration, and climate intensity. A pedagogy of collective intentions allows us to respond to and think with the lives in motion—actual human beings—within our class, within ourselves, and in this rapidly changing world. It is a pedagogy of the continuous journey of learning to trust ever more deeply in ourselves, the O/other, and the uncertain process itself.  A pedagogy of communal intention has convinced us that building a nonviolent classroom is essential in approaching difficult topics such as trauma and violence, and in our classroom practice we learn to place high value on flexibility and receptivity. For instance, silence and contemplation can be a sign of active learning. Rather than focusing on dissemination and regurgitation of information, we want to encourage students to speak in and listen to their own authentic voices. Simultaneously, instructors must always remind themselves that we cannot control or impose students’ learning or “awakening”—rather, we are powerless to empower students to heal trauma, let alone to heal it within a semester. Perhaps nothing external will seem to result from our class other than students becoming sensitive to themselves and others. But perhaps in a time of massive collective trauma, this is one of the most important lessons of all.  As ones who are called to teach theology and religion, we do not want to abandon the hope that our learning, or awakening, may come alive within students, or for ourselves much later. In an age that constantly demands immediate results, we must remind ourselves that learning is a lifelong process, particularly regarding difficult topics. Over and over, we must return to a humble spirit of sincerity that we are all imperfect beings who are continually learning to take skillful action in a world that is unstable, unpredictable, and wounded. And saying yes, we are invited to be and become patient and persevering one step at a time. Part two of our blog will address this topic in further detail.   [i] See “Theory of the Historical World” at https://plato.stanford.edu/entries/nishida-kitaro/#TheHisWor. [ii] A term borrowed from James Finley, which he describes as the purpose of the contemplative life and details in The Contemplative Heart (Notre Dame, IN: Sorin Books, 2000).