This issue contains some personal musings and reflections on how and when theological education happens—or perhaps doesn’t happen. Many of us have our own musings and memories about situations in which teachers and students become engaged and motivated.
In the small lobby of the offices of the Christian Century hang two large mounted posters. Each contains a familiar photograph of a major figure in American Christianity, along with a brief quotation from one of the articles he wrote for the Century. One poster features Reinhold Niebuhr; the other, Martin Luther King Jr.
It’s a truism in my trade that one negative comment about the sermon can pretty much ruin your Sunday. We preachers position ourselves at a sanctuary door or in front of the chancel to greet the members of our congregation after worship, many if not most of whom tell us that they liked or enjoyed or appreciated our sermon. The rest smile and say, “Good morning.”
It is generally not a good idea to refer to one’s children in sermon or print, but I’ve concluded that when it comes to grandchildren, such rules are suspended. Rachel goes to Cardinal Bernardin School in Chicago, and as her mother was putting her to bed one night last year during Advent, she asked Rachel if she had learned any new songs at school recently.
It’s a cliché to observe that since September 11 we are living in a different world, that everything seems different now. But it is true. I heard Harvard’s Peter Gomes say recently that things sound different now. Phrases read and spoken for thousands of years suddenly sound immediate, as if they were written last week for us.