
Hello as I wonder yet again,
It is shortly after midnight, and feeling exhausted earlier, I laid down. I feel asleep and awoke more than once listening to the news of the day. Now I am as wide awake as if it was time to get up in the morning, after a restful night’s sleep. As I’ve laid here, my mind has thought of one person after another, wondering how they are, and, in some cases, if they are. I reached out in a couple of cases. I am cognizant of how life seems to continue on, much like a rambling running post-winter stream — cold, and yet beautiful in its own way. We have not had much of a winter thus far, with it feeling more like late March for a couple weeks. I think I have had the shovel out only once the entire season. And yet perception and experience can be so varied. My two young, kind, and intelligent Ecuadorian house guests noted earlier how much they hate the weather. And that was their word at dinner this evening. Of course, I learned when there in early January, it is almost always 28-30 degrees Celsius and humid. So 0 degrees Celsius for them is quite a departure from their continual equatorial experience.
This week we will finish the first third of the semester, and after having an additional class added to my plate a week ago, I am feeling like I started over. I am working diligently to get up to speed, but managing another person’s class with no relational context and no sense of how their CMT was designed as it is has proven to be a challenge, and that is an understatement of gargantuan proportion. And at this point, my want to figure it out is more about the students depending on me than my personal desire to place this jigsaw puzzle into some recognizable image. Later this morning, it is my plan to drive to Mansfield, another of the branch campuses to our new Commonwealth University. It’s a 90 mile drive, and there is a chance the weather could be a bit dicey. So we’ll see what happens. Should make for an adventure. . . the adventure of Mansfield was a adventure of snow-covered highways on my return trip. It was a wonderful trip there, and our (my) colleagues on that campus are wonderful. It has been a wonderful beginning of the semester overall, and I feel like I am just managing whatever gets thrown my way.
What continues to alarm me, however, is how many people struggle with language and writing, but more so that such struggles are just to be expected. The number of students who note the following, with little sense of a need for change, confounds me. The most common statement I hear about writing from my students, at almost every level is: “I am not a very strong writer.” or something to the effect, “I don’t really like to write, and I have never been very good at it.” Either statement is difficult, but what is more consequential is they are not readily aware of what such a lack can create. I do understand some of the reason for their difficulty, but I do not really understand the belief that it is not really something they should be concerned about. Writing is one of the things that make us uniquely human, and I believe writing is what offers us an opportunity as humans to make sense of our thoughts, of our emotions, and even of our hopes. The more I witness our commitment to writing in daily life, in our public schools, in our universities, and even within our professional situations the greater concern I have. Writing is the way we move beyond the surface. Writing is how we make sense of complexity. And yet, even in my daily world, the amount of difficulty expressed by people when you ask them to write thoughtfully, analytically, and with an eye toward some sense of integration, the amount of trepidation that comes from such a request is beyond palatable. What allows someone to claim they are educated? Is it a piece of paper? Is it because they attended classes? It is because they have a particular position? Personally, and with a serious sense of conviction, I will assert it is none of these. I believe education is about what we did with our brains. I think it falls back on the ability of someone to think critically in any given situation; I believe it is the realization that one must engage in thorough analysis of that situation; and finally, I believe it is a commitment to intentionally integrate what is learned into the larger body of knowledge that makes the individual who they are. Sometimes their fear is not wanting to make a mistake. In the beginning of February is the birthday of the German theologian, Dietrich Bonhoeffer, the person who is the basis of my dissertation. That is the reason for his quote at the outset of this post, as well as it is germane.
An ability to think beyond the obvious requires someone to push themselves into that place unknown, proceeding with some fear, but also with some assurance that this is necessary. Thorough analysis comes from thinking, and realizing there is more than meets the eye; there is more than what initially comes to our minds. Again, it is being willing to realize the initial limits of something and wonder how we can achieve more. Too often we are content to take whatever comes, failing to imagine possibilities. And after the fact, we move quickly onto the next thing, seldom considering how it all fits together. I think it is at the minimal some appraisal of what has happened that allows for a different choice the next time. It is contemplating what my responsibility in the outcome is. We have become a world of blamers, of victims, abdicating our own free will when it is convenient and then complaining that we have it or we someone is taking it away when we want to claim it. It is the proverbial “wanting-the-cake.” When I think of some things I have done earlier in life, and then lamenting the outcome, I needed to step back and ask myself honestly what was my responsibility in that situation. Let me be brutally honest about the concept of accountability: it sucks! However, more importantly, it is real.
I remember arguing quite adamantly with my younger sister at one point. She really should have gone back to college as a veteran. She was a brilliant person, much smarter than I am. I believe that with every fiber of my being. However, when she graduated from high school (barely, but knocked her ACTs out of the park), she attended college. But it was private school and she had loans. She dropped out and went into the service, and probably could have received deferments on her loans, but failed to do the paperwork. When she got out of the service, she could not get Federal Financial Aid because of her delinquent loans, but she did nothing to fix it. Her SSN made her accountable. That number makes you easy to trace. In fact, a few years ago, I read an article about people whose SS payments were being garnished to pay their student loans. Consider what that says . . . things have a way of finding us, and with what we can do with technology, the idea of hiding is really quite impossible. Even today conversations with students, comments from students, demonstrate the reality of accountability in our lives. The reality of the legal age of accountability is different than the drinking age . . . 18 opens the floodgates of responsibility in a manner that many are not ready to face. One of the ways I see this on a college campus is with drinking. It is a different world, but if one thinks critically and honestly analyzes the consequence of that beer, that bong, or that briefly pondered action, I believe that many would take a different path. Our willingness to ponder any sort of reverberation of our actions is not something most of us are able to do. And yet, perhaps that is not avoidance as much as it is we are not well versed in how. We are so coddled. Perhaps too often, believing we are protecting the other, we actually make them more susceptible to getting their proverbial come-upense . . . consequence should not be something we fear, but rather something we understand. What does it take? “How many times will it take to get it right?” Luther in his Small Catechism seemed to understand this in the way he offered explanation. His mantra “We are to fear and love God so that . . . ” looked at both the difficulty being the saint and sinner that Luther believed us to be. Indeed, considering the Apostle Paul, he understood the issues of accountability. He understood the concept of hating the sin, but still loving the sinner. What happens in this reality is profound; it is freedom, the incredible freedom to be human. If we have the freedom to make mistakes to learn, then the critical, the thorough, the intentional offers safety. We have an opportunity to push the envelope of being incomplete, imperfect, but willing to make a difference. How do I allow my students the freedom to fail, to make the mistakes without judgment? What can I do to open the doors to growth, growth that does not merely happen, but happens intentionally . . . completely? If I can figure this out, I allow them to be educated, world-changing, individuals. I help in some small way to make the world a better place. That is the most profound pay one can offer. This video reminds me of how hard it is to be true to ourselves at times. Understanding who we are is where it all begins.
Thanks for reading as always,
Dr. Martin









