Resources

(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).

I’ve been neglecting my scholarship since March 2020. That, in case you don’t remember, is when the pandemic hit, sending faculty off into a mad scramble of Zoom, hybrid teaching, mental health emergencies, and social distancing. Once vaccines allowed us to stick our heads back out, we began working on tasks we had neglected during that mad scramble. And all the while, wave after wave of terrifying news coverage hit. George Floyd. The invasion of Ukraine. “Don’t say gay” laws. More talk about bathrooms than I would have thought possible. The seeming inevitability of another Trump/Biden election. Ever increasing temperatures, metaphorically and literally. Wildfires in the West, in Canada, and on Maui. Gaza. In the middle of all this, I started my sabbatical. That is an amazing privilege, but it put me face to face with my demons because I hadn’t even looked at my scholarship since March 2020 (except for the frantic days last summer when I wrote my sabbatical application). I couldn’t remember what I was supposed to be working on. And when I reread my application, I realized that I didn’t care. How could my research matter, to me or to others, in a world that increasingly literally is on fire? The state of our profession made it even harder for me to delve into my scholarship. Majors and programs are shrinking, budgets are being cut, departments are closing. Every week seems to bring more bad news. At the same time, most of us need to rethink our teaching and learn new pedagogical techniques because more and more students need more basic instruction than we are trained to provide. And we need to figure out how teach in the era of ChatGPT. So yeah. It’s a lot. Under these circumstances, how should we approach our scholarship? What can we learn, write, and do that will benefit us, our profession, and our students? It depends. Some of us do find meaning by delving deep into traditional scholarship of discovery, examining the arcana of Greek and Hebrew terms, exploring manuscript variations and intricate scholarly debates, even while recognizing that few will read our work. Some are nourished by the intellectual challenges in that work and emerge refreshed and intellectually stimulated. Others don’t, but find themselves constrained by circumstances. They need to do scholarship to earn promotion or tenure or to have a chance of landing a teaching position. These are all good reasons to dig into the obscure references and produce additional journal articles. But what about the rest of us? There seem to be plenty of faculty who, like me, don’t find meaning and purpose in the scholarship of discovery. And some of us, like me, are tenured. If we don’t have to publish another peer-reviewed article, what else might we reflect on and write about? There is an opportunity in this moment of crisis and uncertainty, an opportunity to change course and to engage in scholarship that feels more meaningful. What that means will be different for different people. An increasing number of faculty are doing work in social justice. Some are turning their attention to climate change and the despair it induces in many of us. I am staying closer to home, focusing on some of the challenges in my own profession: I’m thinking about how academics in the humanities can move forward and how we can avoid burnout. How can we learn to live well despite having less stability and more uncertainty than before? Can we find good ways to grieve for the careers we thought we would have and for the fields that we love and then find meaning and joy in teaching new populations of students instead? Philosophers and religious studies scholars have deep resources to draw on here, thousands of years of reflecting on happiness, meaning, and the human desire for stability and permanence in a world of rapid change. I’m diving in, reading about acceptance, grief, and hope in Buddhist and Christian texts, in psychological research, and even in self-help books. And I find inspiration in an unexpected line from a psychology journal article: “Hope can be practiced by locating a deep desire, value, or commitment and taking a step toward it.”[i] For so long, I’ve thought that hope for our profession required believing that the numbers of majors, funding, and programs will increase again. That would be lovely, of course. But this line points towards a different understanding: Hope is the practice of teaching and working in a way that expresses our core values and commitments and continuing to do so even though the situation is changing. It is not all that I wanted, but it makes my work feel meaningful and important again. That may be enough.     Notes [i] The quote is from James L. Griffith’s “Hope Modules.” He is paraphrasing Kaethe Weingarten’s “Hope in a Time of Global Despair.” (I have not yet read Weingarten’s article yet, but it’s next on my list).