Are you feeling overwhelmed?  Guilty?  That you’re not doing enough?  Maybe you are doing too much at once (TMAO).  Rest is the remedy.  You deserve it.  You need it.  For those who receive my daily text messages,* you may have read this on Friday, April 11.  Sent to encourage people, especially while we’re living through a global pandemic, this message was also meant to challenge unhealthy expectations, including those that are self-imposed, about being productive.  And because we’re all susceptible to doing too much at once—becoming preoccupied with busyness at the expense of purpose—I’d like to share a few thoughts with you. 

EVERYONE HAS A GIFT 

One of the most rewarding aspects of my life is serving children as a school psychologist.  Supporting students with a range of abilities, skills, and interests has taught me that every person has a gift—something that they do exceptionally well, almost naturally or innately.  In light of this, here’s some encouragement: despite your grades in school, you have a gift.  Despite what others say about you or expect from you, you have a gift.  It could be drawing, painting, or perhaps singing or playing a musical instrument.  Maybe it’s envisioning what can be and creating something amazing where nothing currently exists.  Whatever it is—and even if you don’t know what it is—you have a gift and I encourage you to discover it (more about this later). 

EVERYONE HAS A PURPOSE 

Described by some as our why, purpose is the reason for something.  It gives meaning and focus to what we do.  In some ways, purpose is passion and fuels our actions.  Personally, my purpose is to communicate (minister) hope and wholeness and I am driven by encouraging those whom I encounter.  Despite how people are feeling and what they may be going through, it is my desire that an interaction with me gives them hope that better days are ahead and they grow closer to becoming whole. 

EVERYONE HAS AN ASSIGNMENT 

Whereas purpose is why, assignments are what we do in order to fulfill our purpose.  In other words, I communicate hope and wholeness through writing, teaching, school psychology, and music.  These activities are the vehicles by which my purpose is demonstrated in meaningful ways.   

Although purpose and assignments are necessary, they are also very different.  Most importantly, purpose (why) is greater than assignments (what).  Said another way, assignments are temporary; but purpose is longstanding.  For most of my life, I was very involved in music ministry.  Whether playing for churches and singing groups, teaching choirs, or writing cantatas, this was how I conveyed hope and wholeness.  But although music ministry is no longer my primary assignment, my purpose remains the same.  In fact, after knowing our purpose, we must also recognize when we are evolving as individuals and our assignments are changing. 

A RICH AND SATISFYING LIFE 

These words are recorded in the 10th verse of John chapter 10: “…My purpose is to give them a rich and satisfying life.”  Among other things, a rich and satisfying life is one that is lived on purpose and for purpose.  Related to doing too much at once, more than the amount of work that we’re trying to accomplish, a rich and satisfying life includes being selective enough to only engage in things that are aligned with our purpose. 

Although discovering our gifts, knowing our purpose, and accepting our assignments can unfold naturally through life experience, I also believe that spending quality time with God in quiet reflection can be helpful.  To avoid doing too much at once, ponder these questions.  First, what is my gift?  Yes, we should hone our skills through diligent study and disciplined practice; but what do I do particularly well?  What do I enjoy doing—especially without being paid or in the absence of an audience?  What am I doing when I feel most alive?  Next, what is my purpose?  What am I passionate about?  What brings me great joy and satisfaction?  Last, what is my assignment?  What should I be doing—in this moment—to fulfill my purpose?  After considering the answers to these questions, I pray that we’ll have the courage to make critical decisions.  Especially for things that we’ve done for a long time—despite how attractive or lucrative these opportunities may seem—let’s align our gifts, purpose, and assignments to avoid doing too much at once. 

*To receive a daily, inspirational message, text WHOLE to 77948.  Standard messaging and data rates apply.

In his writings to the Corinthian church, Paul provides explicit guidance about what should (and should not) happen when they assembled themselves together (I Corinthians 11; I Corinthians 14).  But nestled between these passages is a section dedicated to spiritual gifts.  Verse 7 of chapter 12 contains these critically important words: A spiritual gift is given to each of us so we can help each other.  And before delineating the specific areas of [spiritual] gifting (vv. 8-10), Paul establishes that their ultimate purpose is to benefit others.  Using the human body as a metaphor for the local church (vv.12-27), each part (member) is necessary for its health and optimal functioning.  In looking closer, let’s consider why diversity is essential to every aspect of our lives. 

THE NEED FOR INCLUSION 

Public education has implemented different instructional models to support students with disabling conditions.  Although placing children in restrictive settings away from their non-disabled peers was once common and acceptable, the ineffectiveness of exclusionary approaches has led to students with disabilities remaining with their typically developing peers to the greatest extent possible. 

Inclusive practices reinforce the fundamental idea that everyone has value.  Especially for young people with varied strengths and weaknesses, inclusion communicates that all students are important members of a classroom and school community.  In fact, if children are going to develop into responsible citizens who will make meaningful contributions to an increasingly global society, not only must they be exposed to people who represent different ethnicities and socioeconomic backgrounds, but they must also be taught to respect the spectrum of difference that exists in religious beliefs, political perspectives, and cognitive abilities.  Such exposure not only helps them realize that they need others, but that they are also needed by their peers.  I’ve seen it in my own professional practice: when students with weaker social skills are given opportunities to regularly engage with their counterparts who are displaying more prosocial behaviors, guess what happens?  They learn to share, take turns, and participate in reciprocal conversational exchanges.  And for those who may not have weaker skills in these areas, guess what they’re learning?  Patience.  Self-control.  They are becoming more accepting of individual differences.   

OPERATING AS AN ORCHESTRA 

Ultimately responsible for making music from all of the sounds emanating from voices, trumpets, trombones, baritones, saxophones, flutes, clarinets, and percussive instruments under their batons, conductors have intimate knowledge of what each instrument can do and how it contributes to creating something holistically beautiful.  But more than what they know about each instrument and voice in their ensembles, conductors also have a deep understanding of the music that they are directing.  While standing before their respective musical aggregations, conductors are intently focused on each part—especially the ones that are seemingly insignificant—because they, too, are critically important to the final product. 

Yes, conductors have a great deal of responsibility; but musicians do as well.  Coupled with developing their technical proficiency through consistent practice, musicians and vocalists must listen to those around them in order to make music.  In fact, the following admonition is rather appropriate: If you can’t hear your neighbor, you’re too loud!  A conversation between instruments and voices, music depends on individuals selflessly bending their ears and continuously adjusting what they are doing so that it fits with the other parts.  Similar to young people working collaboratively with their peers, when musicians and vocalists listen to one another, not only are they learning to appreciate that everyone has a part to play, but the other parts help them sound even better. 

Stay tuned… The next post encourages leaders to advocate for diversity in their respective organizations and individuals to embrace their gifting as necessary contributions to the greater good.

Of all his qualities, master teacher is one of Jesus’ most remarkable. But more than what he taught us, it was how Jesus communicated truth that made him the greatest teacher. When questioned by religious leaders (Luke 10: 25), rather than answering them directly, Jesus responded with queries of his own (v. 26). Additionally, he used short stories to clearly illustrate important principles. Through the parable of The Good Samaritan (vv. 30-37), let’s consider the following question: And who is my neighbor (v. 29)? 

THE HYPOCRISY OF RELIGIOUS PEOPLE 

Recorded in Luke 10: 30, a Jewish man was badly beaten and left to die on the side of the road. And rather than taking care of him, a priest and Levite ignored the wounded man (vv. 31-32). Whereas the priest crossed to the other side of the road and passed him by (v. 31), the Levite walked over and looked at him… but he also passed by on the other side (v. 32). Perhaps what is most damning about these verses is the hypocrisy of religious people. Seemingly satisfied with superficially talking about love as a conceptual ideal, they often fail to demonstrate the love of God. As depicted in the parable, religious people literally walk away from their brothers and sisters who desperately need their assistance. 

In looking closer, these verses also show the intentionality of hypocritical behavior. Despite the man’s vulnerable condition, the priest and Levite deliberately overlooked him and continued on their way. Even today, how often do we respond in a similar fashion? How often do we avoid helping those who are homeless and hungry? How often do we attempt to justify our inaction by saying they will likely use our money to maintain their presumed addictions? Although we momentarily pause to acknowledge the plight of those who are without, we quickly move on because attending to their needs would be too inconvenient. 

THE COMPASSION OF THE SAMARITAN 

Although religious men ignored someone who was injured and hurting, a despised Samaritan (v. 33) responded appropriately. Have you considered why he is referred to as the Good Samaritan? Why isn’t he known as simply the Samaritan? While one plausible explanation is that Good Samaritan juxtaposes his compassion against the insensitivity of the priest and Levite, from a historical, social, cultural, and political perspective, Samaritans were regarded as less than Jewish people. In fact, Jesus’ dialogue with a woman was especially meaningful because he was not supposed to interact with Samaritans (John 4: 9). Because Samaritans were not expected to be good, the labeling of the man as such was not only offensive, but it reinforced negative perceptions of the other. Because of his cultural background, what the Samaritan did was exceptional and noteworthy. Today, it’s equivalent to comments about Black men and women being articulate when we don’t highlight this for White people. Drawing attention to diverse individuals when they demonstrate the same qualities as those from the majority culture exposes our implicit biases about various groups. Friends, there is nothing new under the sun: deficit thinking and microaggressions have existed since Biblical times. 

The Samaritan—the one who was from a marginalized group and not expected to be good, or to do good—showed genuine love for a stranger at his own expense (Luke 10: 33-35). Moreover, his compassion was not for a fellow Samaritan, but someone who would likely overlook him if he was in a similar situation. 

AND WHO IS MY NEIGHBOR? 

This story was Jesus’ response to a question from an expert in religious law (v. 25) who wanted to justify his actions (v. 29). In other words, he wanted Jesus to say that it was okay to only love certain people because everyone wasn’t his neighbor. But through the parable, Jesus gently exposed his erroneous and convenient interpretation of The Law. Despite being from different walks of life, the wounded man and the Samaritan were neighbors. Despite not having a shared cultural heritage, these men were neighbors. Despite social and political constructions that divided them, they were neighbors. 

THE INEFFECTIVENESS OF THOUGHTS AND PRAYERS 

Tragically claiming the lives of 17 students and adults at Marjory Stoneman Douglas High School in Parkland, Florida on February 14, the familiar phrase in my thoughts and prayers has returned to mainstream consciousness. And while those who use this cliché are likely sincere, what does it mean through the lens of Luke 10? Although the priest and Levite ignored the man, they weren’t completely callous and uncaring. To some degree, they were concerned about his well-being. And while their thoughts and prayers were important, they were also insufficient. 

Like the dying man needed more than positive thoughts and passionate prayers, the young people who occupy our nation’s schools deserve better. As the Samaritan was convicted by a moral responsibility to love his neighbor as himself (Luke 10: 27) and convinced that he could do something to tangibly meet the man’s need, we must stand for what is right during this pivotal moment in our nation’s history. While there are myriad ideas about how to effectively address the gun violence epidemic, it is both alarming and disconcerting that we have done virtually nothing to change the disastrous policies, practices, laws, and loopholes that have killed more than one million people since 1968. Because we have the capacity to make decisions that will affect others, especially our children, more than thoughts and prayers, God expects us to act. 

Be encouraged with these words from James 2: 14-18: What good is it, dear brothers and sisters, if you say you have faith but don’t show it by your actions? Can that kind of faith save anyone? Suppose you see a brother or sister who has no food or clothing, and you say, Good-bye and have a good day; stay warm and eat well—but then you don’t give that person any food or clothing. What good does that do? So you see, faith by itself isn’t enough. Unless it produces good deeds, it is dead and useless. Now someone may argue, Some people have faith; others have good deeds.  But I say, How can you show me your faith if you don’t have good deeds? I will show you my faith by my good deeds.

Each industry studies ideas that are relevant to its success.  Teachers, principals, and superintendents are invested in learning about the most effective instructional strategies to help young people.  Philosophy asks questions about the meaning of life and love.  While some topics are significant to certain fields, others are applicable to virtually all disciplines.  Perhaps most notably, leadership has been examined from multiple viewpoints including business, education, and religion. 

The following statement has been attributed to Charles Spearman (d. 1945), a British psychologist who contributed to the contemporary understanding of human cognitive ability: intelligence is a word with so many meanings that finally it has none.  In other words, given the different conceptualizations of this somewhat nebulous construct, what do we really know about intelligence?  In some respects, the same is true about leadership.  While this blog does not fully capture what leadership is, I hope to offer some additional perspective on this concept. 

AN ANALOGY FROM SPORTS: LEADERSHIP ADVANCES THE GAME 

While many leaders are driven to succeed and solve the problems that are facing their organizations, leadership is not about winning.  Unlike competitive sports, leadership is more than scoring a touchdown or being the first person to cross the finish line. 

Through the lens of basketball, leadership is not limited to the person who makes the shot.  Importantly, leadership also includes those that assist the player who ultimately scores.  Whereas the shooting guard is responsible for making the basket, the point guard is a pivotal position that coordinates the team’s offense by ensuring the ball gets to the right player at the right time.  In the same manner, leaders appreciate the big picture and strategically allocate resources (e.g., people, money, time) for the maximum benefit.  Rather than being preoccupied with scoring, leadership focuses on playing whatever role is necessary to advance the game. 

AN ANALOGY FROM RESEARCH: LEADERSHIP CONTRIBUTES ONE BRICK, BUT DOES NOT BUILD THE ENTIRE HOUSE 

Metaphorically speaking, research is akin to building a house.  Specifically, a single research study does not answer every question; it is not trying to build the entire house.  Instead, quality research adds one brick to the structure.  Like astute researchers, effective leaders understand what has already been accomplished in a particular area and what should happen next.  What does the field need to know to grow in its understanding of a certain phenomenon?  Which brick should be laid to continue building the house?  In fact, if researchers and leaders do anything particularly well it’s not that they have all of the answers or solve every problem.  More importantly, they ask the right questions to inform their next step. 

Despite what we’ve heard about leadership, it is more than outcomes.  Though important, leadership is more than getting the job done and turning dismal situations into successes.  Never to be understated or overlooked, leadership is a process.  Like a point guard on a basketball team, or a researcher who works diligently to uncover more information about a pressing problem, leadership is about moving a cause forward. 

Friends, be encouraged.  No pressure: we don’t have to do it all.  No fear: we don’t have to know it all.  Having been given the opportunity to serve, leadership is the ability to leave people, places, and situations better than we found them.