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The conversation goes like this: “I saw you having class outside today.” “Yep! Great day!” “Don’t students get distracted outside?” Or … “I would do that, but I have PowerPoints.” Or… “I would, but I have 35 students.” Or… “What do you do with students who don’t want to?” I have this conversation at least twice a week. More when the weather is nice. So, for those of you who are intrigued by the idea, but have your own questions, I offer a practical guide to teaching outdoors. For context, I teach at a small liberal arts school where most of my classes are 30 students. I have taken classes of 38 outdoors, and yes, 12 or even 20 is easier, but it works with more, too. First, to the “I would, but I use PowerPoints” (or other technology), my answer is blunt. I don’t use them. I encourage you to allow the limit (not being able to use plug-in-able technology) and the new space (outdoors) to engender your creativity. How could your classroom be more active? Do you really need that one picture, or can you describe a thing to your students? This might be something my discipline allows for more than others: I don’t need diagrams unless I’m teaching Origen’s theology of the fall of souls. There are times I want a whiteboard, but even then, I find that if I tell students, “If I had a board I’d be writing this down,” they begin writing in their notebooks as if I had. I might spell a word or two that I would normally write, and I repeat myself more outdoors, making sure they catch the main ideas. It actually makes me a more attentive teacher. Some students do not want to go outdoors, or are allergic to grass, and many students do not like wet butts from dewy lawns. If it is borderline too cold, I give them the option and let them vote. Otherwise, on the first day of class in the fall and the first nice day in the spring I inform students that we will be outside and they should come prepared—bring something to sit on, layers and sunscreen. I recommend black pants in case the grass is still wet with dew or sprinklers so no one will be able to tell they are wet. I myself wear black pants for this reason, though like Elizabeth Bennett I don’t care if I have grass stains when I forget. Usually when it is nice the majority of the class wants to be outside, so I have no problem. No one has ever voiced serious hatred or concern. The question of accessibility is real. I have not yet had a student in a wheelchair, but I have had students on crutches and students allergic to grass. Wherever we are going to be, we have taken an accessible sidewalk to get there, so I simply position us close enough to the sidewalk so that students who want or need to sit on the sidewalk instead of the grass may do so. Often there are small walls or benches I can choose to be near if a student can’t get all the way to the ground. And always I tell students they are welcome to stand rather than sit for class. The other major accessibility consideration is hearing. It can be harder to hear outdoors because of ambient noises or simply the fact that they may sit farther away and my voice not carry as far in the open air. To be honest, there are times students have trouble hearing because lawn mowers decide that is the best time to mow the section of the quad next to where we are sitting. I joke about the lawn mowers so students know I am aware of the issue but continue teaching. They are never so close for so long that I cannot hold a lesson. If mowers get really close, I have students talk in small groups for a bit so they can be near and hear each other. For general hearing considerations, I stand rather than sit with them if it’s going to be an issue. If there is a particular disability, I make sure to sit or stand close to that student and make sure they can see my lips. I also repeat student questions and comments when students are not themselves loud enough during whole-class discussion. Additionally, I remind students to sit close together outside. They tend to spread out farther than they do in the classroom, and a simple reminder helps. Finally, the big question: Do students get distracted outside? Yes. But they get distracted inside, too. At least outside they are distracted by more interesting things. I find I am less bothered by it, at least. And in the end, the conversations, exams, and papers show that they are learning just fine. Because they’re doing it with a breeze in their hair, I think they’re learning more than fine.

To My Beloveds, What they don’t tell you about being neither-this-nor-that is that it’s problematic. You are always living in the in-betweenness of things. That means you’re suspect, you’re shifty, you can’t be trusted. People want you to pick one thing, to be one thing, like in a game of five-card draw and you can just trade up. It’s actually like Texas hold ‘em—there are no choices. You can only work with the cards you are dealt. What they don’t tell you is that this is all most people can handle when it comes to race, for example. Otherwise, you get questions like, “So, what are you?” I usually take a deep breath before responding, “I’m biracial. My dad was Puerto Rican, and my mom was Italian.” If their face registers further perplexion, I add, “My spouse is Moroccan [and Muslim, depending on the crowd]. That’s the ‘Hajbi’ part of my name.” Finally, a look of relief creeps over their face—that look like, “Oh, now I see. Now I get you.” What they don’t tell you is that this state of forever in-betweenness doesn’t quite fit into the essentialisms about how one should properly embody identity. Early on in my ministerial formation, I had white church members tell me things like, “I don’t see you as a person of color” and “You speak very well [for your racial background].” They, of course, offered these sentiments as compliments. I believe these presentations and affects that church members experienced in me are likely the ones that make white students increasingly receptive to some of the more challenging content that I teach in my courses. Yet, some of these students might remain suspicious of whether I am too “biased” to be teaching about certain topics focused on systemic injustice and colonialism. Conversely, my Latinidad creates a shared identity with students of color—Black, Indigenous, Asian, Latinx, and international students—because we harbor and endure similar subaltern experiences in/of the world. This is not to equate our experiences, however, as my light skin affords me great privileges in many respects. Moreover, among some Latinx students, not being a fluent Spanish speaker has relegated me to the edges. Similar looks of perplexion arise when people ask, “¿Hablas español?” and I respond, “No…poquito.” There are generational histories of trauma and assimilation behind this response, but I can’t explain that in the moment. The silence following our brief exchanges speaks volumes. What they don’t tell you is that all of higher education, including theological education, is meant to be a practice of training people to be one thing, not many things. Previous generations of multiracial and multiethnic students and scholars alike were sometimes forced by these systems to either assimilate completely (if they had the privilege of “passing” as white or white-adjacent in some way) or to play into the role of the “other” within their institutions, relinquishing any whiteness altogether in favor of a different kind of power that came with being a representation of diversity for the whole. Neither option was/is ideal, simple, or always binary. These folks have had to “keep their hand” close to their chests. What they don’t tell you is that this extends to other areas of identity and to academic disciplines themselves. One can be a biblical scholar, or a theologian, or a homiletician, or an ethicist, or a historian, and so on. To be more than one of these is to not be considered a true “expert.” But such disciplines, just like racial and other categories of identity, are modern constructions that constrain the realities of multiplicitous being and belonging. Being “interdisciplinary” is certainly cool these days, except when it’s not and can become a barrier to gaining respect and access to opportunities within the academy. Ultimately, what they don’t tell you is that you are actually both-this-and-that. That you possess a superpower to hold within yourself more than one thing—more than one identity, more than one set of perspectives, more than one disciplinary area of knowledge/skill, more than one culture and all that such entails. That this in-betweenness attracts others who also exist within the liminal realms of being and makes it acceptable within the system to live more fully into their both-this-and-thatness. That this superpower held by many breaks open the systems themselves toward imagining new ways of being and doing. In reality, what they don’t tell you about being both-this-and-that is that those who uphold such notions are just like you, even if they don’t feel it quite like you do. Perhaps your existence gives permission for these individuals to dismantle the silos, the only-one-thingness within themselves. Peace and Love/Paz y Amor, A Multiracial, Multiethnic, Interdisciplinary (and So Many Other Things) Teacher-Scholar

All storms are not the same. A light summer rain is not a category five hurricane. You must learn, in your context, to identify those storms that can be refreshing, and even enjoyable, and those storms that are life threatening and require you to batten down the hatches or evacuate. My Uncle Frank was a loving and unconventional man. He stood about 6’4” tall. He had a medium build. He was bald on the top of his head with a hair-ring around the sides. He wore a size 15 shoe and an extra-large hat. Uncle Frank was light-hearted and laughed often. He and my parents had grown up together in Cleveland, Tennessee. The Meridiths, the Bullocks, and the Westfields had known each other for many generations. By the time my brother and I were born, Uncle Frank and Aunt Emma, with their four children, lived in Philadelphia – near our family. My father treated Uncle Frank with the respect given an older brother. Our families were family to each other. Uncle Frank worked for a company that would buy out the local amusement park for its employees the Sunday of each Memorial Day weekend. Frank would accept the five tickets given each employee, then barter, negotiate, and acquire twenty or thirty more tickets so he could host a grand picnic for the extended family. My birthday is May 28; we would celebrate at the amusement park. Every year Uncle Frank would tell me the picnic was for my birthday. I loved Uncle Frank and Uncle Frank loved me. Uncle Frank would reserve a pavilion in the picnic section of the park just for his guests. The annual event felt like a family reunion. Upon arrival at the pavilion, each family would claim two or three picnic tables and set-up their spot. Each family brought food and beverages, more than enough to share.  The picnic was a grand feast with all-day rides, card playing (spades, bid whist, pinochle), lots of laughter, and being together. It was a day of excitement and fun. I have fond recollections of all my amusement park picnics, but there was one that was the most remarkable.  It was a sunny Sunday. Our family arrived at the park about 10am. We parked in the parking lot, then hauled our food and picnic supplies from the parking lot to the reserved pavilion. After greeting everyone, my brother, father, and I left my mom to set up our picnic tables. We went to ride the rides promising to return in two hours for lunch. We started with a ride on the Wild Mouse--the wooden roller coaster. Then the bumper cars, Ferris wheel and then the teacups. It happened when we were in line for a second ride on the roller coaster. Without warning--the wind whipped up with prolonged gusts. The sky darkened.  It began to drizzle. The drizzle turned to downpour. My dad told us we needed to go back to the pavilion. My brother complained because he wanted to ride, even if it was raining. Dad grabbed my hand, told my brother to move quickly and pointed in the direction of the pavilion. With a pout, my brother trotted ahead of us.  The downpour increased. As we jogged, it seemed as if everyone in the park was running - looking for shelter from the storm. It was pandemonium. By the time dad, brother and I got near to the pavilion the rain was teeming from the skies. The thick rain made it difficult to see. The winds were erratic. My mother was standing at the edge of the pavilion watching for us and, no doubt, praying. When Mom saw us at a distance, she began to call my father’s name and wave her arms. Dad picked me up, grabbed my brother by the hand and jetted to my mother. Everyone in the pavilion was packing up. My mom dried us off with an extra tablecloth and paper towels. As if out of nowhere, Uncle Frank ran into the pavilion and hollered, “Don’t leave!” Hearing Frank’s voice, people paused. Everything but the rain and the wind stopped to listen. Frank said, “Don’t go! The storm is not going to last long. Don’t go!” Several families ignored him – packed quickly and launched out into the mean weather headed back to the parking lot to drive home. Uncle Frank came over to my parents and repeated, “The storm will not last long. We are safer here than on the road.” My parents hesitated. They did not know what to do. Uncle Frank collapsed a card table, leaned it against a pavilion wall and instructed me and my brother to go under. We did. Frank covered the table with a tablecloth and made sure there were no exposed edges to be caught by the wind. Uncle Frank instructed us, “Stay there until we call you out!” The storm lasted another thirty or forty minutes. They were long and frightening minutes. Then, as abruptly as the storm had started--it stopped. With the stillness, my brother and I peeked out from behind the table. My father said, “Come on out, it’s over.” We crawled out and I looked around the pavilion. The only folks who had stayed were Uncle Frank, Aunt Emma, their four kids, our family, the Conway Family, and the Simmons Family. Anything uncovered in the pavilion was soggy or drenched, but no one was hurt. As if by magic, the thick black clouds continued to part, and the blue sky returned. The sun shone bright, again. The winds were gone. Together we cleaned up the pavilion and reestablished our picnic. Families had left covered dishes, coolers, and lawn chairs. Dad and Frank organized items they would return in coming days. My mom and Aunt Emma took inventory of the food and reset one large table of food and a beverage station for everyone. Mercifully, my birthday cake was unharmed. In about thirty minutes we heard the amusement park rides restarting. And here’s the best part--for the rest of the day there were no lines for any rides! Since most of the people in the park had fled during the storm, those of us who had braved the storm were now free to ride any ride without having to wait in line.  That day, I rode the roller coaster twenty-seven times! That day I rode every ride in West Point Park! That day was one of the best ever! Years later, I asked Uncle Frank how he knew we should stay at the pavilion during the storm. He said, “All storms aren’t the same. Even bad storms aren’t the same kind of bad. That storm came up so fast and unexpectedly, I knew it was going to move through just as quickly. I also knew driving in that kind of weather would have been more dangerous than hunkering down in that pavilion.” With a wry smile, Uncle Frank continued, “And, it was your birthday – we had not cut the cake!” Friends, storms in our careers are like this. Ask yourself, which storms are simply part of the ecology of faculty life, and which storms are potentially life threatening or cataclysmic? Negotiating the processes of hire, tenure, renewed contract and promotion is distinctly different from navigating in an institution that is restructuring or has filed for financial exigency. Learning to advise students, lead faculty committees, and find a suitable publisher can be challenging, but all are elements of the academic landscape.  How do you come to know what is usual and what is dangerous? We all need an Uncle Frank who can tell us if we should hunker down or run! Thank you, Uncle Frank.

I think every theological educator asks themselves some form of the following question: What is the raison d’être for my teaching? Sometimes this reflection manifests in a functional way amid the immediacy of constructing a syllabus as we interrogate our learning objectives. But there are also moments where we take a step back and think about the ultimate aims of our vocation. We render for ourselves an accounting of dreams fulfilled, deferred, and denied. I teach at a denominational seminary with an increasingly diverse student population such that there are many ecclesial and social contexts represented in my classroom. One context is the “purple church.” The simplest definition of the purple church is a congregation in the United States with red Republicans and blue Democrats worshiping together. Other articulations extend the metaphor beyond political polarization to encompass a community of faith with Christians who disagree on a variety of social issues, theological matters, and worship styles. Some believe that a necessity for pastoring in a purple church is the capacity to simultaneously exercise pastoral care and prophetic leadership. One interpretation of purple church ministry finds the “pastoral” focus addresses the personal needs of congregants and the “prophetic” focus seeks to inform congregants on how to faithfully engage their civic responsibilities. Yet even clergy themselves concede that effective ministry in this context requires biting one’s tongue sometimes and purposefully steering clear of some societal injustices. As an historian of Christianity in the United States, I encourage my students to examine the fullness of the past in all its wonders, horrors, complexities, and contradictions. In thinking about the purple church now, I want us to discern what it meant to pastor such a congregation then. In 1961, Jimmy Gene Peck, a graduate of Columbia Theological Seminary (where I teach today), accepted a call to serve as the pastor of First Presbyterian Church in Enterprise, Alabama. At that time, every graduate was a white man and most were in their twenties and thirties. Peck was born in 1934 and enrolled at Columbia in 1958 upon completion of his undergraduate degree from Presbyterian College. The town of Enterprise in southeastern Alabama had roughly 13,000 residents and First Presbyterian Church drew members from the town and from the military community at nearby Fort Novosel (formerly Fort Rucker). Prior to Peck’s arrival, the church had split as several members departed over their frustrations with what they viewed as the leadership’s lack of attention to military families. Peck therefore began his ministry feeling the deep wounds of division and promised to pursue a “healing ministry in Enterprise.” But there were other pains and divisions in Enterprise, a town in which thirty percent of the residents were Black, and the young pastor could not ignore the realities of anti-Black discrimination and white opposition to integration. On February 10, 1962, eight months into his ministry, Peck preached on racism. He selected several passages from the New Testament about Jews and Samaritans. He explained how Jesus conversed with a Samaritan woman at the well in John 4:9 and observed how opponents of Jesus in John 8:48 derisively called him a “Samaritan.” Peck compared the usage of Samaritan in the latter scriptural verse to “our popular terms of disrespect” – “nigger” and “nigger lover” – and hoped that white Christians would cease uttering these hateful racial slurs. He continued with a few words about the parable of the Good Samaritan in Luke 10:30-37 and an exposition of the risen Christ’s promise in Acts 1:8 that the message of God’s love will spread across Jerusalem, Judea, Samaria, and the ends of the earth. Peck’s seminary professors surely would have been proud of his skillful deployment of the Bible to compellingly connect how Jesus addressed enmity between Jews and Samaritans in the first-century Greco-Roman world to the twentieth-century context of Black and white Americans in Alabama. Peck was also careful to balance the pastoral alongside the prophetic in his sermon. He shared that he did not “speak excessively on the race question” from the pulpit because he too was wary of freshly minted seminary graduates who aspire “to redeem the world before the ink of his diploma is dry.” And Peck understood how the congregation was still hurting from the trauma of painful infighting. Yet he did not see how he could remain silent about the “race question” because it was omnipresent in schools, restaurants, newspapers, and everyday conversations. Peck desired to lovingly help prepare his congregants for civic engagement with gospel instruction: “Hard days are ahead, and God is counting on the church to lead society, not to lag behind it. May God grant us convictions which honor Christ, and grant us the courage of our convictions.” The quandary Peck encountered was that the convictions of some of his congregants as well as other local white Christians did not align with his. In an era before the internet and social media, the “Letters to the Editor” section within printed newspapers was a significant avenue for public discourse. After reading a letter from a segregationist Presbyterian minister in the Montgomery Advertiser, Peck submitted his own letter to express that he and some other white clergy supported integration. He noted that he did not speak for his congregation and did not wish to express political opinions. Rather, Peck simply wanted readers to know about the existence of white pastors who believed segregation was antithetical to the Christian gospel. Though Peck was cautious in his writing, the Montgomery Advertiser made an editorial decision that led to the demise of his ministry in Enterprise. When publishing Peck’s letter in 1963, the newspaper included its own title for the letter, “Christians Should Speak Out,” in bold print. The newspaper subsequently published an angry response to Peck. Annie Laurie Reaves, a white woman from Eufaula, criticized Peck for misconstruing the “plain teachings of the Bible,” which endorsed “the separation barriers between the races,” and admonished the pastor for deficient theological training: “I urge him, as his sister in Christ, to attend a better school, one where he can be taught of Holy Spirit.” Word spread about Peck’s letter, especially the backlash to it, and created the conditions of whatever the equivalent of going viral today was in the 1960s. After eighteen months of tumult in the church, which included lay leaders advising Peck to cease speaking about race, Peck submitted his resignation and asked the East Alabama Presbytery in 1964 to dissolve the pastoral relationship between him and the congregation. As a theological educator today, I wrestle with the lessons to be learned from Peck’s experience as a young pastor. Peck and other white clergy certainly ministered in a challenging context of intense political polarization and pressing societal injustices. It is clear to me that Peck’s ministry simultaneously reveals a shining example of individual courage and a searing condemnation of institutional sinfulness within the broader white Church. Yet I also wonder if some of my students treat Peck as a cautionary tale more than an imitable witness. More than a few clergy colleagues have recommended to me that Columbia and other seminaries like it must do better about educating students for leadership in purple churches. I am aware that one potential application, in view of the purple church, is to explore with my students what Peck might have done differently. But the more obvious lesson to me from this history is that the problem is less about the pastor’s capacities and more about the purple church’s limitations.

My first year at Fuller Theological Seminary, teaching Introduction to Black Theology, I failed myself and my students. I opened the class with a twenty-one minute clip of the most brutal scene  from the television mini-series Roots, which aired in January of 1977. The clip showed Kunta Kinte, brutally beaten with a whip, being hung from a post while other Africans were made to watch. He was beaten near to death and made to renounce his African name and refer to himself as Toby. With every lash of the whip the students squirmed in their seats. The lights were out in the room, I knew something was happening but I couldn’t see, literally and figuratively.  When I cut the lights on after the clip had played, the students were crying. One student got up and ran out of the room, wailing. The clip had traumatized my students. The students were not prepared for the clip. I had not expected this response. I had not prepared them. They were a mess. The classroom was in disarray and I was paralyzed. I was not prepared to handle this level of emotion. I stood in front of the class stunned, and feeling like an incompetent professor. How did I allow this to happen? Why didn’t I know better and do better? What now? What do I do? I don’t know. I stood helpless, in silence as the students wept, wiped their eyes, sniffled and sat. Sat, still yet squirming, and I couldn’t move. I looked at them, with no direction or leadership to offer. No words of comfort. No instruction. We sat together. As we set listening to the sounds of our emotions, there was an eerie feeling that came over the room. A feeling I couldn’t name. It was in the silence that we found our way. We wept together in this moment. This moment, pregnant with failure, birthed a new beginning. Not the beginning for the class I had anticipated, but something else. We sat in that moment, talked about our feelings. We felt in that moment and it opened a door. A door I didn’t see and could not predict.  The door was a new opening to what teaching could be. Teaching could be emotional. The door of the classroom as a space of embodied experiences. Students and professors gather in the sacred space of the classroom not to be taught, but to experience the presence of the Spirit. The classroom is not just a place we experience in our minds. It is a space to be embodied, to be felt in our hearts, our emotions, our cries, our tears our love. Our love for those whose stories we revisit that shape our own. This is my story; a story I pray I never forget. What is your story of failure? A failure that led to a breakthrough. 

Going to the local art supply store was something one of my cousins and I used to love to do as kids. I remember how she used to walk up and down every aisle looking carefully at all the different kinds of paints, brushes, and pencils. I could almost see her thinking about how she would use each one to improve her next project. While I liked going to the store, I never really used to think of myself as an artist. But I do now. I view teaching as an art. It involves carefully designing syllabi, assignments, classroom activities, and more. And I love to shop for new tools to improve this craft. I remember acquiring a simple but extremely helpful tool about ten years ago, during a Wabash Center Workshop for Pre-Tenure Theology Faculty. A member of the leadership team, Rolf Jacobson, encouraged us to read at least two books on teaching each year. Since then, I’ve adopted this advice as discipline. If I haven’t read my two books by the end of the academic year, I read them during the summer. I’ve found that reading about teaching not only keeps me up-to-date in the field, but it often prompts me to revise my syllabi or classroom assignments, which, at the very least, reenergizes my classroom presence and practice. I’ve also picked up another helpful tool from Wabash—probably the most useful one I’ve found to date: writing about teaching. I began this practice on a regular basis when I was first asked to contribute to a Wabash blog series back in 2014. I was given a schedule of deadlines for my contributions (around five over the period of a year or two). I found that the schedule encouraged a helpful rhythm for me throughout the academic year. Every few months I had to set aside some time to really reflect on my teaching and articulate it to others. I have the benefit of working in a department in which all of the faculty members are both collegial and dedicated to teaching. While we often chat about classroom experiences and things that either work or don’t work in our classes, these conversations are usually brief because we are all just so busy. Setting aside the time to write about my teaching, whether for a blog or in a journal, gives me extra space for processing and reflection. Sometimes this extra space is a necessity. Like the time when I fell down on the first day of class (!), or during the last several years when teaching during multiple pandemics and traumatic current events. In these instances, writing about teaching has helped me to discover, articulate, and distill lessons about myself as a pedagogue and ways to facilitate more engaged learning for students. Other times, I’ve found that writing about teaching has elicited valuable advice and feedback from others. Several years ago I reflected on whether or not it is helpful to display emotions in the classroom while talking about difficult topics like racism. I now understand that, as a white teacher, I was not seeing my own privilege in even asking the question. Comments and feedback on this blog helped me to grow. Receiving viewpoints different from my own allow this to happen. As is the case with research articles and manuscripts, writing and publishing about teaching puts my work out there for others to see. While this sometimes feels vulnerable, the critiques I receive often help me to come to a fuller, more accurate view of the topic or what I could be doing better. In other cases, I write about teaching because something beautiful happened! This happens when I see a “light-bulb” click on for one of my students, or when a classroom conversation takes on a life of its own and results in a moment of organic learning. Sometimes I see the Spirit move in unexpected ways in the classroom or I find that an assignment I designed worked well. Sometimes all of these things happen at the same time. These are moments of beauty. I write about them and read about how other teachers have experienced them in their own classrooms, so we can all appreciate the beauty. Like when my cousin uses a good paintbrush, I use writing about teaching to ultimately enhance the beauty of my craft.