This document discusses engaging and transforming entire university communities for Christ. It provides examples of how Christian students and faculty can engage others through programs, discussions, and witness across different areas of a university, including academics, staff, and campus life. The goal is to contribute Christian perspectives to all areas of study and issues facing universities, and to form learning communities where faith and knowledge are integrated holistically. Quotes and biblical principles provide a framework for understanding this call to influence universities in a way that brings about positive change.
The Vocation and Mission of the Religion TeacherMann Rentoy
Presented by EMMANUEL M. RENTOY
President & Executive Director
Center for the 4th & 5th Rs Asia
This is part of the Series on SEMINARS FOR TEACHERS OF CATHOLIC SCHOOLS
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The relationship between science, engineering and technology is discussed. The emphasis on useful practical outcomes for human benefit and human flourishing is then used to suggest how to "engineer" a new way forward for the British Methodist Church.
The Vocation and Mission of the Religion TeacherMann Rentoy
Presented by EMMANUEL M. RENTOY
President & Executive Director
Center for the 4th & 5th Rs Asia
This is part of the Series on SEMINARS FOR TEACHERS OF CATHOLIC SCHOOLS
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The relationship between science, engineering and technology is discussed. The emphasis on useful practical outcomes for human benefit and human flourishing is then used to suggest how to "engineer" a new way forward for the British Methodist Church.
Mission instittute & Lifelong Learning at EDS 2013Diane D'Souza
A presentation to the Board of Trustees of Episcopal Divinity School (EDS) in Cambridge, Massachusetts on May 22, 2013. It summarizes the recent progress of two Boston-area Episcopal initiatives---the Mission Institute and Lifelong Learning at EDS. Director Dr. Diane D'Souza makes the presentation from her perspective, three months into the job.
The Mission Institute and Lifelong Learning at EDS: A Brief OverviewLifelongLearningEDS
This description of the Mission Institute and Lifelong Learning at EDS is a May 2013 presentation by Dr. Diane D'Souza to the Board of Trustees of Episcopal Divinity School in Cambridge, Massachusetts. It gives an overview of where these two initiatives stand from the perspective of D'Souza, who directs both.
2016-17 Colin MacLaurin Fellows Program at the University of MinnesotaMacLaurinCSF
We're pleased to announce that we're now accepting applications for the 2016-17 Colin MacLaurin Fellows Program, which is open to all students at the University of Minnesota. Visit maclaurincsf.org/fellows for more information and to apply!
This is a digital solution for a youth leader engagement problem I was asked to solve for an NGO called Ampleforth Centre for Theology and Spirituality (HK).
My Role: Head researcher, content strategist, prototyping, information architect, interface designer, user testing.
We applied the User experience process of discovering the problem, researched through interviews and focus groups, affinity mapping, creating personas, storyboarding, wireframing, prototyping, user testing and reiterating. The idea of a website was proposed to address the major issue of the lack of resource sharing platform, and gamified learning, the mobile version of the website was created as a high-fidelity prototype.
The solution was proposed to the board of directors and existing members, and the project is currently under development.
Mission instittute & Lifelong Learning at EDS 2013Diane D'Souza
A presentation to the Board of Trustees of Episcopal Divinity School (EDS) in Cambridge, Massachusetts on May 22, 2013. It summarizes the recent progress of two Boston-area Episcopal initiatives---the Mission Institute and Lifelong Learning at EDS. Director Dr. Diane D'Souza makes the presentation from her perspective, three months into the job.
The Mission Institute and Lifelong Learning at EDS: A Brief OverviewLifelongLearningEDS
This description of the Mission Institute and Lifelong Learning at EDS is a May 2013 presentation by Dr. Diane D'Souza to the Board of Trustees of Episcopal Divinity School in Cambridge, Massachusetts. It gives an overview of where these two initiatives stand from the perspective of D'Souza, who directs both.
2016-17 Colin MacLaurin Fellows Program at the University of MinnesotaMacLaurinCSF
We're pleased to announce that we're now accepting applications for the 2016-17 Colin MacLaurin Fellows Program, which is open to all students at the University of Minnesota. Visit maclaurincsf.org/fellows for more information and to apply!
This is a digital solution for a youth leader engagement problem I was asked to solve for an NGO called Ampleforth Centre for Theology and Spirituality (HK).
My Role: Head researcher, content strategist, prototyping, information architect, interface designer, user testing.
We applied the User experience process of discovering the problem, researched through interviews and focus groups, affinity mapping, creating personas, storyboarding, wireframing, prototyping, user testing and reiterating. The idea of a website was proposed to address the major issue of the lack of resource sharing platform, and gamified learning, the mobile version of the website was created as a high-fidelity prototype.
The solution was proposed to the board of directors and existing members, and the project is currently under development.
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...OH TEIK BIN
A free eBook comprising 5 sets of PowerPoint presentations of meaningful stories /Inspirational pieces that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English and Chinese.
My other free eBooks can be obtained from the following Links:
https://www.slideshare.net/ohteikbin/presentations
https://www.slideshare.net/ohteikbin/documents
Discover various methods for clearing negative entities from your space and spirit, including energy clearing techniques, spiritual rituals, and professional assistance. Gain practical knowledge on how to implement these techniques to restore peace and harmony. For more information visit here: https://www.reikihealingdistance.com/negative-entity-removal/
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
2 Peter 3: Because some scriptures are hard to understand and some will force them to say things God never intended, Peter warns us to take care.
https://youtu.be/nV4kGHFsEHw
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
Exploring the Mindfulness Understanding Its Benefits.pptx
Engaging univ benalin final
1. UESI Foundation day celeberation
Engaging the Whole
University for Christ
- Benalin. C.R (Vimal)
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. 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. NOT ENGAGING THE WHOLE
UNIVERSITY. WHY?
●
What do we normally
conduct?
●
What efforts we could
have done?
● What constitutes a
whole university?
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. Biblical Basis for engaging
university
Colo 1 : 15- 20
Gen 1 & 2, Adam naming
Lk 4 43: Establishing Christ's kingdom in
campuses
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
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. 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. 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. 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. 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. 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. 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. Examples of Reaching
the Whole University
Undergraduates & Graduate Students
Advanced Graduate Students & Faculty
The Whole Campus
Staff
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. 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. 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. 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. 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. 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. 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. 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. 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. 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/