Week 6 SnapShot Correction
Posted on: Sunday, August 5, 2018 7:30:00 AM EDT
Good Morning, Fellow-Learners!
As our learning activities continue to flow into our growing in favor process, make every effort to engage our QAC with encouragement and story-tuning insight. Our unique “final project” begins this week with Story-Tuning Part 1 (Phases 1 & 2). We are story-keepers in constant need of story-tuning! “ As I mentioned early on, Story-tuning is a symphonic process of being and becoming like Christ in a specific relationship. That process involves having a tight & bright Guiding Purpose Statement grounded in our core Guide Post. The influence of these factors informs story-tuning’s Gap Management process – deliberately and diligently moving from where we are now to where we need to be soon.
If you have any questions about these notions, please post to the QAC and we’ll enlarge the conversation. Let’s make every effort to make Story-Tuning Part 1 (Phases 1 & 2) a rich and meaty engagement! Dig deep and dig up many insights from ALL the readings, assessments, and learning activities as you complete the following Week 6 tasks. PLEASE BE ATTENTIVE to the requirement to use ALL resources in the Thread. Think – “I am writing a final project!”
- Carefully review readings, assessments, and previous learning activities. Draw upon what you have already learned.
- Content Building Forum 4: Thread due Friday (11:59 p.m. ET); Reply due Sunday (11:59 p.m. ET)
- Review My Grades and let me know your intentions regarding late assignments (if applicable). I’ll work with you if you become a more responsible communicator. I can’t read minds. If I could I might forget, so give me something by email to remember.
- Make note that Week 8 ends August 24 (Friday 11:59 p.m. ET) NOT August 26, Sunday.
Let’s close with a bit of merry-up medicine. CLICK HERE for another light-hearted moment.
- Required Resource Purchases (Selected Readings in Course Schedule)
Bradberry, T., and Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: Talent Smart. [ISBN: 978-0974320625. Must purchase BRAND NEW to receive an active Emotional Intelligence Appraisal test code]
Collins, D. R. (1975/2016). BeMIS adjective check list assessment. Williamsburg, VA: Measurement and Planned Development, Inc. [ISBN: NA]
The Adjective Checklist online assessment coupon may be ordered through MBS Direct (i.e., student voucher or credit card) or see BeMIS Instructions in Course Content (i.e., credit card or paypal). DO NOT complete the assessment until detailed instructions are provided in the appropriate Week/Module.
Epperly, B. (2014). A center in the cyclone: Twenty-first century clergy self-care. New York: Rowman & Littlefield. [ISBN: 978-1-56699-713-3]
Issler, K. (2012). Living into the life of Jesus. Downers Grove, IL: IVP. [ISBN: 978-0-8308-3811-0]
Ortberg, J. (2014). The me I want to be. Grand Rapids, MI: Zondervan. [ISBN: 978-0-310-34056-0]
Pettit, P. (2008). The foundations of spiritual formation. Grand Rapids, MI: Kregel. [ISBN: 978-0-8254-3469-3]
Rosenberg, M., and Silvert D. (2013). Taking flight! Master the DISC styles to transform your career, your relationships…your life. Upper Saddle River, NJ: FT Press. [must purchase from MBS #2004123]
The related DISC online assessment code is bundled with the textbook through MBS Direct (i.e., student voucher or credit card). NOTE: Student must purchase this resource as BRAND NEW and from MBS ONLY as this is a special package with a special code. Publisher will NOT supply free codes or sell this resource directly to students. DO NOT complete the assessment until detailed instructions are provided in the appropriate Week/Module.
Scazzero, P. (2015). The emotionally healthy leader: How transforming your inner life will deeply transform your church. Downers Grove, IL: IVP. [ISBN: 978-0310494577]
Thomas, G. (2011). Every body matters: Strengthening your body to strengthen your soul. Grand Rapids, MI: Zondervan. [ISBN: 978-0-310-29081-0]
The DISC/Taking Flight Profile, BeMIS Adjective Checklist, and Emotional Intelligence Appraisal assessments will be self-administered in Week/Module 3.
- Content Building Forum (6)
Due to the nature of these collaborative, cumulative research-based forums, these learning activities will have a “paper-like feel” (i.e. more is expected than in typical discussion based forums). In this respect, he student will write a substantive research-based thread in response to prompts in each forum.
Each thread must be at least 450 words and noticeably integrate course-related knowledge. In the same week/module, the student will write a substantive research-based reply via the forum’s QUOTE feature to 1 other classmate’s threads. Each reply must noticeably integrate course related knowledge and be at least 150 words.
Since these forums inform the cumulative learning experience, thoughtful integration of insights must be noticeably supported from the readings and/or assessments, pertinent research, and when appropriate, the Bible.
Abridged APA parenthetical citations should be used for required resources in each post; complete citations and References should be used for secondary resources in each post. All posts must be written with clarity and conciseness, without spelling, grammar, and word choice errors, and adhere to content-building forum instructions and rubric. Specific instructions are provided in the assignment folder of the course. See Course Schedule for due dates. (Assesses Learning Objectives IV. A-G)
Content-Building Guidelines & T.I.P.S.
(To Insure Personal Success)
Due to the nature of these research-based forums, learning expectations will create something of a “paper-like” feel (i.e. research, critical thinking, and application are expected). These forums are not designed to be opinion-based discussions but rather for the development and assimilation of pertinent material for the final project. With this in mind, the remainder of this document provides direction regarding expectations for these unique meaning-making forums.
- You will meet the first expectation of a CBF assignment by posting a thread within the forum. Your thread will set the stage for further class contributions.
- After posting the thread, you are required to substantively reply via QUOTE button to at least 1 of your classmate’s threads. Reply with Quote permits pertinent material to be inserted within a classmate’s thread. Place cursor within classmate’s thread and type substantive insights from the readings. Differintiate your QUOTE with bold and Dark Blue colored font. Make sure to noticeably support (i.e., use intext citations and not footnotes). See Course Schedule for posting designation and deadlines. In the event of miscommunication within module prompts, use the Question & Answer forum to seek clarification.
- Unless otherwise stated in a forum’s prompt, the thread must be at least 450 words and posted before 11:59 p.m. (ET) on the day assigned in the Course Schedule (i.e., Friday). An inserted QUOTE must be at least 150 words and posted before 11:59 p.m. (ET) on day assigned in the Course Schedule (i.e., Sunday).
- Responses (threads) to each forum question and/or subsequent research-based interaction (replies with QUOTEs) should be supported appropriately. If using a required course resource, an abridged in-text citation is sufficient. Complete intext citations and a References List are required for secondary sources. For APA questions, use the PurdueOWL (see QAC links) to build correct in-text citations and References, especially for handouts, lecture notes, and Power Point Presentations. Do not simply “copy and paste” a reference from an electronic source. Always construct the required reference entry or you will likely lose points due to recopied errors.
- An annotated outline format (see end of document) is recommended to provide organizational clarity, easily viewed material, and to align with the course’s cumulative research/writing approach.
- Your instructor’s feedback will reference expectations and itemize strengths & weaknesses delineated in the Content Building Forum Grading Rubric. Review the Grading Rubric before building posts (Threads & Replies).
The overarching goal of each forum is to promote critical thinking within the classroom and to produce knowledge that is essential for the completion of subsequent learning activities. This is achieved by satisfying two directives.
- Remain noticeably connected to all of the readings by integrating what you have already learned into the current forum (cite/reference accordingly). In this course, all assignments lean and connect in Weeks 6-8. This means the last three weeks will have varying levels of fresh redundancy. In other words, cumulative knowledge must be freshly synthesized into the last three weeks’ learning activities.
- o Do not disconnect; continue to push supporting truths, insights, and techniques FORWARD!
- Develop an atmosphere for learning in every post by “digging deeper” and “exercising striking influence”. In other words, do not hesitate to respectfully challenge and/or resource weaknesses in a classmate’s posts (cite accordingly). This is NOT opinion-based interaction; make assertions that noticeably connect with verifiable truth (i.e., create a path of investigation via appropriate citation).
- o State areas of agreement (dig deep). Perhaps this already comprises the bulk of your response to classmates’ posts. However, simply reiterating what has already been said or stating “I agree” does not help you or your classmates learn. Instead, dig deeper into the readings/presentations and noticeably “contribute and/or “add to” the developing conversation, especially with assertions/affirmations/arguments grounded through appropriate citation and References.
- o State areas of disagreement (i.e., exercise striking influence) with your classmate’s post; cite accordingly. Your instructor is not suggesting that you should launch into offensive attacks (we can disagree agreeably) but to demonstrate an influence that probes what is said and challenges thinking. You can make statements such as “While I agree with…I tend to disagree with . . .” (then state why and noticeably support the rationale). You can also say “I was intrigued with your statement that. . . but I’d like more explanation. What can you tell me about. . . ?” Or, “I’d like to explore your concept of . . . further. My question is. . . “. NOTE! When you pose a question or leading statement, continue with sufficient insight from the readings to help the reader track with your thinking about the matter in question.
Disagreement is perfectly acceptable within a forum if it is offered respectfully and substantively, as a well-thought out and supported response (cite accordingly) within assignment parameters. For interaction to truly flourish, critical thinking and respectful challenges should influence every conversation.
- The following foundational axiom is essential to meaning-making:
Without timely and sometimes “striking” interaction, there is no significant growth!
Inspiration supports this premise: “As iron sharpens iron, so a man sharpens the countenance of his friend” (Pro. 27:17, NKJV). “Digging deeper and exercising striking influence” will add to our collective growth and development.
By way of illustration, think about gardening. Visit a nursery and ask a gardener how to plant azaleas. You may be shocked to hear that the root ball must sliced before planting. Sounds detrimental to the health of the plant, doesn’t it? Actually, cutting the sides of the root ball allows the roots to make a fresh connection with life-giving earth. If this does not occur, eventually the roots will continue to grow inward rather than outward, causing the azalea to languish and eventually die. Likewise, the use of striking influence empowers growth and development by challenging root-bound ideologies. J
With these two directives and axiom in mind, the following Content Building Forum (CBF) T.I.P.S. (To Insure Personal Success) will amplify expectations and equip you to be successful in the completion of CBF assignments.
TIP 1: It is absolutely essential that you review Grading Rubrics, carefully read each forum’s prompt, and ask a specific question(s) when unsure of how to proceed!
Each forum requires 1 thread and at least 1 reply via QUOTE to a classmate’s thread. The completion of a content building engagement is not dependent on receiving a classmate’s response to your thread but upon your initiative to interact with at least 1 classmate’s threads. Though not required, it would be helpful to interact further and with as many classmates as time allows.
TIP 2: Good form invites reader into the flow of your thoughts!
Each thread must be pasted from a word document into the message box and formatted with sufficient clarity that even the most inattentive reader can easily see what is being addressed. For example, if a forum prompt poses 3 questions, provide each question and its corresponding answer. Numbers and bold may be used to clearly present questions.
Similarly, each reply must noticeably relate to what is being addressed. For example, every QUOTE must strengthen another’s thread. In some way, highlight/point out the statement or missing element you would like to challenge and/or clarify further, then substantively respond with freshly cited material from the readings. Do not merely reiterate or affirm what a classmate has stated; add to!!
Proofread carefully and eliminate distractions such as misspellings and awkward syntax. Correct every spelling and grammar errors highlightd by red and green squiggly underlined words. Use Times New Roman 12 pt font.
TIP 3: Remain noticeably connected to the readings!
Each central assertion should offer thoughtful analysis grounded in an assigned reading, handout, or power point presentation with an appropriate citation and meaningful example. For example, if one of your assertions uses notions from Epperly (2014) and a Rice (2017) presentation, then 2 intext citations are required. As mentioned earlier, these required course materials do not need to be added to a References section; only secondary sources are placed in References according to current APA guidelines. Support the assertion with a pertinent example to make sure the most inattentive reader gets your thought. Never assume the reader understands what you are writing or knows the source of your assertion. Every reply with QUOTE should follow the same pattern.
Anchor assertions first in the required materials and lectures, and then integrate insights from secondary sources (e.g., Bible, recommended texts and or journals, etc.,).
TIP 4 (somewhat redundant but necessary): Each reply with QUOTE should noticeably strengthen a Classmate’s thread!
Make every effort to noticeably strengthen or add to assertions, especially if a classmate’s post is unclear, shallow, or unsupported. If a classmate did not satisfactorily address a particular point, then provide what is needed. Do not state what was missed without filling in the “blank”! Avoid affirmation as it is too easy to add nothing substantive to the discussion. Make every effort to offer additional substantive thoughts regarding a classmate’s thread (i.e., more than just “I like this student’s idea.”). It should explain why you like the idea (or not) through a well-thought out and grounded response.
Consider these action verbs as you seek to strengthen a classmate’s thread: point out, identify, explain, describe, illustrate, compare, examine, relate, compose, propose, prepare, evaluate, revise, value, assess, etc.
Anchor assertions first in the required materials and lectures, and then integrate insights from secondary sources (e.g., Bible, recommended texts and or journals, etc.,).
TIP 5: Make every effort to form Christ in the conversation with others (i.e., Gal. 4:19; 2 Peter 1:1-15).
In other words, treat each forum as an F.A.I.T.H. Gym.
Seek to Find Additional Information That Helps you to exercise and develop your soul (i.e., life; Lk. 21:19), under the authority of the Word of God, through the person and work of the Wonderful Counselor, within the midst of healthy relationships, in your pursuit of the imitation of Christ (i.e., like Paul, pursue imitation and influence imitation; Eph. 5:1; 1 Cor. 11:1).
An abridged Sample Response to a forum prompt follows; note how the student-author soundly connected assertions to the readings (i.e., required and secondary sources).
Learning and Growing in Spiritual Formation – It Takes a Lifetime!
1.“Inherent in the idea of spiritual formation is the notion that a particular person is being changed (formed) at the core of the person’s being (spirit)” (Pettit, p. 19).
- Authentic spiritual formation is a lifetime marathon, a process requiring our whole lives as well as our whole desire, to be conformed into the image of Jesus Christ.
- Spiritual formation is a process requiring me to be connected to Jesus Christ each and every moment and every area of my life. Jesus said in John 15:5 (NIV) “I am the vine; you are the branches. If a man remains in me and I in him, he will bear much fruit; apart from me you can do nothing.”
Jesus’ life is an example of how to live connected to his Father: John 5: 19-20 “I tell you the truth, the Son can do nothing by himself; he can do only what he sees his Father doing.
Essential core practices for spiritual formation are:
- The Word of God – Ps. 119:105 informs us that God’s Word lights our paths. We must soak up God’s Word; meditate on it, memorize it and then use it in our daily lives.
- Community with other believers – 1 Cor. 12 – the Body of Christ is one unit though it is made up of many parts. “Thus, spiritual formation is far from a private exercise between God and myself…it is never just for my own benefit. God renews us, so that we can be ambassadors of renewal for others, whether as encouragement for the edification of other believers or as witnesses of light to those who sit in darkness” (Pettit, p. 115).
- Jesus exhorted in Luke 21:19 (NKJV) “By your patience possess your souls.”
- Possessing our souls requires effort – In Phil. 3:12-13 (NIV) Paul acknowledges, “Not that I have already…been made perfect, but I press on to take hold of that for which Christ Jesus took hold of me.”
- I can only possess my own soul if am aware and alert to what is going on in my soul; this requires times of reflection throughout the day. “Reflection is the discipline of pausing and considering what you are thinking and feeling, as well as what you have been doing and saying to others” (Burns, Chapman, & Guthrie, 2013, p. 48).
- There are “gaps” in our lives between where we want to be like Jesus and what our life actually looks like. Changing these gaps requires a process:
o We are “alert” and we become “aware” of a gap
o We “ask” God for direction in making changes
o We “act” in obedience to the changes necessary
o This process is similar to learning a new language – it is a process that requires effort and diligence to achieve the desired results (Issler, pp. 71-74).
- An example from my life dealing with the psychological aspect:
- Emotional intelligence is defined as the ability to “proactively manage your own emotions (EQ –self) and to appropriately respond to the emotions of others (EQ – others)” (Burns, 2013, p. 103)
- My family of origin – Looking back at my family after completing my “Life Story” (Pettit, pp. 217-244), I think that my father may have fallen somewhere into the spectrum of autism; thus, emotions were not often displayed or acted upon in our family (other than anger). I had to learn how to relate to others emotionally throughout my life.
- I must continually work to enhance my emotional intelligence: “Emotional intelligence is not fixed genetically, nor does it develop only in early childhood…[It] seems to be largely learned, and it continues to develop as we go through life” (Burns, 2013, p. 106).
- Practices that I am using to enhance my EQ:
o Times of reflection – “We must learn to….create space to step aside from our constant movememnt in order to contemplate, reflect, and prepare for future action” (Burns, 2013, p. 49).
o Journaling – “Feelings need to be articulated in a safe way. Words allow us to manage feelings rather than being engulfed by them” (p. 119).
o Accurately identifying emotions – I have printed up a list of emotions that I use to help me identify what I’m feeling in my morning and evening times of reflection.
o Explore a family genogram – I completd a family genogram and I continue to explore emotional trends and patterns I see in myself that are related to my family (pp. 275-281).
- I see myself becoming more aware of my emotions and better able to understand emotions in others as I take these steps toward enhancing my EQ-self.
- I am beginning to realize that this process of becoming more like Christ will last a lifetime!
Burns, B, Chapman, T. D., & Guthrie, D. C. (2013). Resilient ministry: What pastors told us about surviving and thriving. Downers Grove, IL: IVPress.
CBF 4 Story Tuning Phases 1-2 Student Sample
Explanation: Story-tuning is Growing in Favor’s diligent process of being Christlike and becoming more like Christ in a specific way in a specific relational context. Consider our course’s Growing in Favor with God and others’ core notion: Moving towards the Me I Need to Be through Christ and His resources, in a specific relational context, is governed by a deliberate purpose (i.e., Guiding Purpose Statement) and grounded in a diligent process (i.e., story-tuning phases).
This student sample of story-tuning (CBF 4 and 5) did not have a perfect score but it did head in the right direction. Note its structure, how well it used required resources in each forum, and the substantive replies with quotes. Carefully the review CBF Guidelines & Expectations, Rubric and CBF 4 & 5 Instructions. Make sure to provide organizational clarity, utilize all course materials, and noticeably proofread to eliminate misspelling and grammar errors.
Content Building Forum 4 – Phases 1-2
Phase 1: The Me I See NOW
The first phase of the story-tuning process is to describe the current state of personhood. This holistic descriptive analysis encompasses four domains: spiritual, psychological, physical, and relational. This phase requires deep reflection (Issler, p. 47; Epperly, pp. 37-38, 167), confrontation of self (Scazzero, p. 51), honesty (Ortberg, p. 25), and awareness, which is achieved through the awakening ministry of the Holy Spirit (Issler, pp. 43, 45; Ortberg, p. 155; Scazerro, p. 66). The process involves taking up God’s invitation to learn more about oneself (Issler, pp. 35-36), as he is invited in to reveal the hidden depths of oneself (Psalm 139; Ortberg, p. 159).
- Spiritual story-tuning can be viewed from one of two approaches: (1) rule following and (2) following Jesus (Issler, pp. 15-36; Ortberg, p. 28) Rule following results in guilt and frustration, with its emphasis on trying harder to grow spiritually. Following Jesus results in freedom, as it emphasizes trying softer and living into the flow of the Spirit in the day-to-day of life.
- Although I engage in regular quiet times that include Bible reading and prayer, this habit consumes at most 5-10 minutes of my day. Spirituality has been compartmentalized and focused on conducting prescribed disciplines at set times. This results in often feeling disconnected (Ortberg, p. 35) and out of the flow of the Spirit (Ortberg, p. 39).
- Psychological, or emotional, story-tuning seeks awareness (Scazzero, pp. 25, 27) and understanding of self. Various assessment tools provide insight into self and relationships.
- The composite of the three assessments (Taking Flight! DISC Report, 2018; Emotional Intelligence Appraisal, 2018; BeMIS Personality Report, 2018) reveal the following personality traits. I do not think or talk about emotions. Thus, my EQ is quite low and something I should work on, as the appraisal indicated. I am a CS on the DISC survey. I am analytical, orderly, neat, and value precision and accuracy. I am shy, reserved, and modest. I seek stability, security, and consistency. I am diligent, reliable, and dependable. I am easy-going, low key, friendly, and kind. I can be skeptical, pessimistic, worrisome, anxious, and dissatisfied.
- Physical story-tuning must be understood as pursuing physical health and fitness as a matter of spiritual stewardship (Thomas, p. 47; Epperly, p. 64). Thomas argues that the overall goal of physical wellness is to position oneself to be an instrument that is useful for service (p. 50). To achieve this, one must examine three areas related to physical health: exercise, diet and rest (Epperly, 66; Thomas, 159-160).
- I regularly engage in light calisthenics each morning for approximately 6-7 minutes. I also ride my road bike 10 miles 1-2 times per week.
- I pay attention to food nutrition labels to gage the level of cholesterol I intake. Besides that, I eat whatever I want. My family also engages in the unhealthy practice of eating out 2-3 times per week.
- I am in bed 7-8 hours a night, although it is often interrupted and I get up well before I must. I take technology Sabbaths every night, not looking at my phone after 8:00pm until the next morning. In addition, I do not take my phone to church on Sundays.
- Relationships provide opportunities to flourish through blessing others (Ortberg, p. 13, 30-31). Spending meaningful time with caring people is a necessity (Ortberg, p. 182). Marriage is the most important interpersonal relationship, as it is one’s loudest gospel message (Scazzero, pp. 97-99)
- In addition to the traits listed above, the surveys also revealed the following about how I interact with others. While I am helpful and a good team player, I am also extremely non-confrontational. I am diplomatic and tactful with others. I keep people at a distance. I do not want to be the center of attention. Interacting socially is uncomfortable for me unless in intimate settings. My wife has told me that I am a “wall flower” in social settings.
- My marriage is not where it once used to be, as my wife has commented that she often feels distant and as if we are leading two separate lives that rarely intersect. I would say that my marriage is a soft witness of God’s love.
Phase 2: The Me I Want to Be SOON
Seizing upon Epperly’s advice to employ vision (p. 118), my guiding purpose statement is: seeking to reflect Christ, I am committed to become an observant husband. My definition of personal growth and development is that growing in favor with God and others is an intentional pilgrimage of redemption, sustained by divine resources, toward loving Jesus and others well. With these visionary elements in place, below are highlights of my preferred personhood.
- Spiritually, I want to experience the freedom that comes through surrender, trying softer, creatively engaging in spiritual practices, such as participatory meditation and open prayer, resulting in bearing much fruit, i.e. flourishing, as I am in the flow of the Spirit (Ortberg, pp. 41-42, 54, 60-69, 70-75; Issler, pp. 135-142; Scazzero, p. 120).
- Psychologically, I want to be emotionally aware, recognizing and leveraging my emotions and other’s emotions in order to love well. I want to be comfortable engaging in social interactions (although I do not need to be a social butterfly), including confrontation, when necessary. I want to better accept uncertainty and be more flexible. I want to see the best in others. I want to be content (Ortberg, p. 41).
- Physically, I want to be regularly engaged in 3-4, 10-mile bike rides each week and 1, 20+ mile bike ride each weekend. I want to eat out once per month. At home, I want to eat leafy green salads 4-5 times per week and eat fresh fruit daily. I want to have full, restorative sleeping habits. I want to incorporate regular retreats of varying lengths into my calendar.
- Relationally, I want to be in the flow, blessing others, especially my wife. I want her to notice that I notice her! I want our marriage to proclaim the Gospel message loud and clear (Scazzero, pp. 97-9)!
The Me I see now and the Me I want to be
The me that I see now is as Pettit says a positional Christian one that recognizes the depth of our sin and places our trust in the finish work of Christ on our behalf, at that point we are a Christian (Pettit, 2008 p. 44). Thank God that it’s not the finish work for one day I will finally be conformed to Christ this positional will become actual. This process is what spiritual formation is all about (Pettit, 2008 p. 45). To state it plainly every since I began this class I have been in the spiritual formation process. Initially, I must confess that my view of self-was somewhat distorted in the fact that I felt healthy and balanced. That assessment was due to a lack of tools for subjective evaluation of self. As I continue to take advantage tools such as The Bemis personality report, which reveals at present I am as reliable and diligent as are most people, and as attentive to duties, the responsibilities of adulthood, and obligations as others (Bemis, p. 31). About as reliable and diligent as are most people, he is as attentive to duties, the responsibilities of adulthood, and obligations as others. Simultaneously that I may have difficulties Setting aside the rolls I learned in my childhood as do most people. This difficulty may manifest itself through the same amount of independence and uncertainty about how to cope the demands of life that’s others show (Bemis p. 31). Also, taking flight revealed that my Dove, Parrot personality style although creative and enthusiastic in most areas lacks the power of the leadership initiative of the eagle personality and leaves me subject too many opinions from outside sources. The influence of these assessments all adds up to some relational issues that I have noticed because of these assessments that I am still languishing in with my wife in my inability to give her my full attention at times when I should be. The area where I am currently flourishing according to Scazzero’s understanding your loving union with God assessment revealed I was in a good place of rest and centeredness in my relationship with God.
Where I see myself in 60 days as John Ortberg stated flourishing is gods gift and plan, and when you flourish you are in harmony with God, other people, creation, and yourself (Ortberg, 2010 p. 14-15). I see myself in 60 days understanding who I am better by developing my ability to recognize the environment and the people around me. Aristotle said knowing yourself is the beginning of all wisdom (Rosenberg & Silvert 2013 p.131). The Bible says, however, the beginning of wisdom is the fear of God. In 60 days I see myself combining both to become the balanced man-god created me to be. I do not deceive myself into believing that I will be able to bridge the gap between them Me I am now and the me I want to be in my power.
I understand that the grace of God must bridge the current me and the sanctified me. With God’s help in 60 days, I can see myself beginning to practice at least three of the seven transformative DISC principles. Principle one understanding your style, principle number two recognize the style of others and principle number three thinking about style when establishing expectations (Rosenberg & Silvert, 2013 p. 133-138). Within 60 days I see myself developing an exercise regiment that lines up with Gary Thomas and his view of living from the chin up. Thomas says God gave us souls-and bodies to go with them. To be fully alive, fully human, fully the people God created us to be, we have to take care of our bodies, discipline them, and make them our servants in our service to God (Thomas, 2001 p. 29). In the next 60 days I see me as a Child of God that participates in on my decisions; and that when I do good, god and I cooperate in this partnership more I am the finite partner and God is the infinite partner (Issler, 2001 p. 32). In conclusion, I see myself changing the answer to the question presented by Bruce Epperly what keeps you at the poolside (Epperly, 2014 p. 33). Changing my answer from the excuses that many of us pastors make about members and location, and hindrances that are beyond our control. I will begin taking steps toward getting up and carrying my bed so to speak. Through this experiencing healing and wholeness in the embodiment of self-care that reflects God’s passion for abundant life, Pausing Long enough to listen to my most profound yearnings and express it in my dreams, physical condition, vocational possibilities, and desires (Epperly, 2014 p.37).
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