Engaging univ benalin final


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Engaging the University

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Engaging univ benalin final

  1. 1. UESI Foundation day celeberation Engaging the Whole University for Christ - Benalin. C.R (Vimal)
  2. 2. Few Stories A Hindu teacher taching Bible from Hindu perspective in BHU A pro communist teacher teaching English lit from communist perspective Many Christian and other students interested to join Bible studies avoiding Bible studies by giving reason 'we want to study' A Christian alumini in BHU avoiding EU-EGF meeting to concentrate in academics
  4. 4. UESI in the 20th and 21st Centuries 20th Century  Success: “students reaching students” 21st Century  Challenge: “engaging the whole university”  So as to transform the student community as UESI's vision statement states.
  5. 5. NOT ENGAGING THE WHOLE UNIVERSITY. WHY? ● What do we normally conduct? ● What efforts we could have done? ● What constitutes a whole university?
  6. 6. What constitute a Whole University? People  Undergraduates  Graduate students  Faculty  Research staff  Administrators  Workers Programs  Teaching  Research  Critical thinking  Search for truth  Tackling the big issues • In scholarship • In the world
  7. 7. Biblical Basis for engaging university Colo 1 : 15- 20 Gen 1 & 2, Adam naming Lk 4 43: Establishing Christ's kingdom in campuses
  8. 8. Theological Framework for engaging Colo 1 : 15- 20 – God is the owner of all field of study. He created them for His great plan and purpose Man with his sinful nature has corrupted many of these fields by his fallen priorities without any acountability to God. But God acounted for its redemption in Christ Our call to be responsible stewards in field of studies
  9. 9. Problems faced by India and the world calls for engaging
  10. 10. What hinders us from engaging the whole university? • A narrow understanding of the gospel seen only in terms of personal salvation  A divided understanding of life in terms of 'sacred' and 'secular' So we ended up making “Christian” students instead of “Christian students”
  11. 11. Quotes “God has called me to work at the university. I can have as much influence there as pastors can in a church, in a way. It sounds kind of mystical, but there’s that inner urging. I think even a non- Christian can understand that. There’s this desire, this goal, and that’s what God puts in people. That basically is what calls them to their profession or where they’re to be.” (microbiology professor)
  12. 12. 3 Diamensions of Engaging the university • Understanding the culture and dominant worldviews of the modern university • Forming learning and witnessing Christian communites • Seeking to influence universities so that they become more humane and just institutions, instruments of the Kingdom of God rather than mammon
  13. 13. Forming Learning and witnessing communities • Students, researchers, faculty, administrators engaging holistically, dialogically and prophetically with the diverse conversations, academic and the non academic. • This is more than evangelism and apologetics • It makes us open to learn from others and to make Christian contribution to study, research, administration and teaching • This eventually proves as to how Christianity of the Bible is the answer to the problem of mankind. • This constitutes Christian mind contributing to nation building
  14. 14. The Dialogic model of engaging  Takes the university seriously on its own terms  Regards the university ministry as a distinctive calling, not a reproduction of the local church on a university campus  Engages the mind  Injects faith into all conversations in the university
  15. 15. Seven Principal Features  It is proactive. It brings Christ to the great issues of major universities and the great issues to Christ  It is expansive: it nurtures the minds of Christian students and engages Christian faculty  It is comprehensive: it shines the light of Christ into every corner of the university  It respects the intellectual gifts of the students and faculty   It is relevant – it takes on the big issues of current academic life  It listens as well as speaks  It enjoys intellectual community
  16. 16. Fundamental Shifts  The Christian mind is enjoyed as enthusiastically as the Christian soul  Christians move from the edge of the university into its heartland  Christians learn “to think Christianly” about every issue encountered by the university  The barriers between students and faculty are reduced  Christian students are prepared to be leaders in every sphere: society, government, the market, the church, the media, science, technology, public administration, sport
  17. 17. Examples of Reaching the Whole University  Undergraduates & Graduate Students  Advanced Graduate Students & Faculty  The Whole Campus  Staff
  18. 18. Example: Undergraduates & Graduate Students in New Delhi, India Summer Study Program  6 weeks, 5 days a week, 5 hours per day  Reading 2-5 books per week  Christian readings  Other readings • From the Ruins of Empire by Pankaj Mishra • Empire by Niall Fergusson • The Black Economy in India by Arun Kumar • The Ascent of Money: A Financial History of the World by Niall Fergusson Topics • Black Money Laundering • Cloning • Protest against Government • International Trade Negotiations • Climate Change Summit debates www.summerstudy2013.wordpress.com
  19. 19. Example: Doctoral Students in U.S., Australia Student Passion Talks, Stanford University  10-15 minute talks  Student research & intersections with faith  Topics: • Artificial intelligence & game design • Computer science and hacking, open-source software • Psychology and neuro-science University of Queensland  Topic: Christians Engaging the University  20 faculty, post-docs, graduate students  International relations, biochemistry, physics, computer science, law
  20. 20. Example: Whole Campus, University of San Carlos, Guatemala Arts Festival for Justice  Christians in Guatemala mostly silent on violence, corruption, inequality, racism  Goal: show a different face of Christianity to the university  Approach: • An arts festival on campus focused on justice • Authorized as part of campus-wide student program • Students wrote ‘mini-plays’ to perform on stage • Student wrote a theme song • Students created a painting exhibition—a collage on justice  Results: 100 people performing on stage -- 600-700 attending festival
  21. 21. Example: Campus-wide Impact, Nigeria NIFES Social Response Unit  Goal: “quest for total and absolute engagement of our students with contemporary social realities.”  Approach: Social Response Unit  Programs: • HIV/AIDS tests, education • Free medical checkups • Stress management seminars • Job training • Corruption seminars See SPAN for more . . . .
  22. 22. Example: Project Gratitude, Singapore  Goals • Mobilize entire student body to express appreciate to campus workers (e.g., cleaners, bus drivers, security guards) • Create a “culture of gratitude and compassion.”  Approach: • Offer a small gift—a piece of fruit, a cup of coffee—to campus workers • Present workers with a note of gratitude for their work • Create a public exhibit of photo essays  Results: • Surprise and gratitude from workers • Campus-wide coverage, including student newspaper See SCAN for more . . . .
  23. 23. Future Example? Chinua Achebe, Things Fall Apart (1958)  Things Fall Apart, “after Ghana’s independence, for many Africans, the most important event for a whole generation.”  A powerful critique of Christianity  8 million copies sold – translated into 50 languages  How can we use this novel now to engage the university in Africa? In the Global North? Elsewhere in former colonies?  What conversations could we have in the university with Christians and non-Christians about the themes of Things Fall Apart? See SPAN for more . . . .
  24. 24. Process “the goal of UESI is to release the creativity of young people.” Gideon Para-Mallam  Exciting IFES innovations come from students  Young people do not know that something cannot be done  They don’t know that something is impossible  They invent AND they act  May we, who are older, give them the oxygen to breathe new energy into IFES movements
  25. 25. Questions to ponder  Why do you think your academic field is very precious in God's sight?  Can you write down few points as to how you can integrate your subject with the redeeming gospel?  What activity can we think of this academic year for engaging the whole university?
  26. 26. Prayer by samuel johnson Almighty God, in whose hands are all the powers of man; who givest understanding, and takest it away; who as it seemeth good unto Thee, enlightenest the thoughts of the simple, and darkenest the meditations fo the wise, be present with me in my studies and enquiries. Grant, O LORD, that I may not lavish away the life which Thou hast given me on useless trifles, not waste it in vain searches after things which Thou hast hidden from me. Enable me, by the Holy Spirit, so to shun sloth and negligence, that every day may discharge part of the task which Thou hast allotted me; and so further with Thy help that labour which, without thy help must be ineffectual, such success as will most promote thy glory, and the salvation of my own soul, for the sake of Jesus Christ. Amen.
  27. 27. Sources ● Articles published in “Campus Link” (UESI's bi-monthly magazine) http://issuu.com/uesicampuslink/docs/campuslink_julyaug_2013 – Engaging the University by Raj Mandol – Students... Engage your campus as stewards by Reji Koshi Daniel – Rethink UESI by Sathish Joseph Simon ● Audio lectures: – Henry Martin lecture on “Engaging the University” by Dr. Vinoth Ramachandra http://www.martynmission.cam.ac.uk/pages/centre/lectures-amp-seminars/lectures.php – Word and World – Engaging the university by Dr. Terence Halliday http://ifesworld.org/media/audio/wa2011-aen-engage-terence ● Some online resources: – IFES Engaging university fb group https://www.facebook.com/groups/193305160731645/ – http://meetjesusatuni.com/ – http://blog.emergingscholars.org/ – http://cs.redeemer.ca/derek/blog/
  28. 28. Thank you