The Professor's Office

Beginning this summer, Learner is teaching/research assistant for a very popular professor here on campus. Basic responsibilities include grading one-page reflection papers in which people interact with assigned books read, as well as longer 10-15 page papers that are actually apologetic letters students are assigned to write to a non-believer they know.

But on top of these duties (and other more academic ones to come), most of Learner's work for the professor this summer has been a major office organization overhaul Learner has dubbed "The Genesis 1:2a Project" ("The earth was without form and void, and darkness was over the face of the deep...").

Five full trash bags and twenty hours later, Learner has yet to really make much of a dent in the deep. Sitting facing the desk, here's what you would see:

Table to the right: three file holders with a collection of files in them. The furthest one to the right holds files on literary figures, the middle one holds small random folders, and the one to the left holds other various folders. These will all get assimilated into the filing cabinets, but Learner had to do something with them until then.

Continuing to the left of the three file holders, there are two stacks and a box. These are what the professor needs to go through and decide what he wants to keep and what Learner can pitch. Whatever he doesn't throw away, Learner must find a place for it. The remaining things on the far end of the table are just waiting to find a file home.

Across the desk, you would notice that both it and the two tables on the rug are clear of files. This was Learner's progress yesterday. On the righthand corner of your desk is a package on top and underneath are some bags of books the professor wanted bibliographed. On the left hand corner of the desk, there are four different pages that were most current and Learner wondered if the prof needed them.

As you continue to look to your left, you would notice that Learner cleaned out the shelf above. There are only two files there now (there were dozens before): the first is a Faculty folder the professor used to take to such meetings; the red folder is a file on higher education training and development. Learner thought the two tied together, so he put them there for now.

In the closet behind you, you would notice some stacks, but they are quite condensed from what they were. These are the professor's edited class files, put here to get them out of the way before Learner places them (either as is or even further segregated) into the archival filing cabinets across the room. They're grouped by class/like topic right now (and some stacks are bigger than others - apologetics files, for instance), and Learner is planning to group them as such in the cabinets or break them down further to lighten their loads.

Learner's plan was to have the professor go through what he did/didn't want of the two stacks and the box, and then hit the archive filing cabinets (three in all, including three rows of full shelves above). He was planning to get the cabinets consolidated and then rearrange the books (7 bookcases' worth) according to what the prof wanted. This all seemed

However, the good-natured professor sprung a surprise on Learner this afternoon, showing him the attached bathroom on the side of his office where, to the professor's visibly embarrassed chagrin, a box of papers sits behind the door and a bathtub/shower literally filled with boxes of files as well. This, Learner says, will easily add another 15 hours to the project, not even counting the work aforementioned (which will easily be twenty hours or more).

Learner's application: If becoming a professor, learn to love organizing as much as teaching. Or, just get an idealistic, sucker-of-an-assistant who is more than willing to do it for you.

Oy Vey

Learner has his first Hebrew exam (dubbed "a major quiz" by his prof) this Thursday. This "major quiz" will take 45 minutes to an hour.

Currently he's trying to memorize the vocab card for "Oh, crap."

One Year Ago This Week

One year ago this week, I, Tychicus, began chronicling the life and times of Learner for all to read. It's been quite an experiment, one that I have relished despite Learner's perpetual rolling of his eyes at my enthusiasm for his seminary plight. Deep down, I think he likes having his thoughts (random and otherwise) out there for others to read, but he would probably never do something like this himself.

At least if he has, I don't know about it.

In thinking through this past year, the temptation is to look back and reflect, but Learner has asked that I not do that as, he says, "Nostalgia is a form of mental illness." As Mrs. Learner has accused him of being so reminisciently sick at various times since movng back to the Midwest, Learner suggested we consider the future and leave the past (at least for now) behind.

However, in considering topics for such posts, neither one of us had much of an idea as to what we should include. So, I turn to you, dear reader (if indeed you are there and dear), and ask you for your opinion. Is there any particular question or direction you would offer as to how to proceed from here? Any thought as to where to go? Anything you are just dying to know?

As it's been a year, I've finally turned the comments on and would encourage you to make your voice heard, even if it's the silliest or most serious of postings. And, if there are no postings to be shared, perhaps I'll take that as a sign that my work here is done.

Our fate is in your fingers, dear reader. Speak and we shall listen...

Malcontent with Bible Content

Learner got his Bible Content exam back tonight: a 99. That's three points better than his score last year, but still six points shy of what he needs to test out of the class (a 105). His next chance is in July; if he fails that one, there's one in August, but if he doesn't pass that one, it's "hello" to an extra (and involved) three-hour class all this fall.

While it was a different version from the initial test taken (and harder, Learner thought), he's having a hard time equating the last year of his life spent studying with only a three-point improvement. Granted, a majority of the questions missed were (presumably) random and trivial (if things in the Bible can be called "trivial") bits of information, but still...only three points?

Of course, as alluded to in the previous post, the question becomes whether or not to study in some kind of earnestness the 80-page Bible overview document Learner procured last year from the Renaissance Man. As the test in July will be yet another version, it's not like Learner can accurately guess at the content and what he perhaps missed to get right next time. And yet how realistic is it to put in the necessary time to study and remember a majority of dates and places sprinkled throughout the entire Bible?

Perhaps a solution would be to not worry about the test and just take the class. After all, he reasons, the point of seminary is to learn the Bible and not just test out of a class concerning its content.

Hmm. Maybe he's learning something here after all...

Spring Grades and Such

Still no word on the results of the Bible Content exam, but Learner wasn't too worried about that last night as he was taking his first of three Hebrew quizzes - in the first fifteen minutes of class!

Thankfully (though slowly), he did well and remembered 95% of what he had crammed into his head as it relates to Hebrew consonants, vowels, and syllabification. He thinks he may have more of an initial crush on Hebrew than he did Greek last summer, but pulling his vocab cards out this morning, he says it's hardly love.

In other academic news, Learner got his spring grades back:

Apologetics & Outreach: A
Covenant Theology: A
God & Humanity: A-
Elementary Homiletics: B+
Gospels: B

All seemed according to what he thought he'd earned, but he was disappointed (though not at all surprised) by his homiletics score. Unfortunately, while he prepared and gave good messages, he didn't jump through enough "hoops of structure" pushed in the course, and probably got what he deserved (though not what he agreed with).

Like that's never happened before, he says...

Bible Content Exam in 30 Minutes

Learner is preparing to take (for a second time) the seminary's official Bible Content Exam, a comprehensive test aimed at evaluating a student's knowledge of the Bible. All incoming students are required to take the exam, and each has two chances to pass it instead of having to take the class for an entire semester.

As Learner missed passing the thing by nine lousy points last year, he gets to take it again and will do so in about half an hour, along with all the new incoming students this summer. Apart from all his study of the past year, he's not really put much else into it, so he may end up getting what he deserves. Hopefully, he says, a year's worth of seminary education will make nine points worth of difference.

If not, he says he's going to feel really stupid.

Hebrew Tonight

Summer semester finally begins this evening, as Learner is set to begin Hebrew. Thanks to a cram course with Albert last night and a little review this morning, he knows (or at least can recognize) the twenty-two letters of the Hebrew alphabet (writing them is a different story). He's got his grammar book and the professor's exercise packet from the bookstore (as well as his flashcards) and is desperately trying to train his mind to read right to left.

Now all he needs is a yamika.

Overheard

Overheard at yesterday's seminary summer kick-off picnic:

Rob (standing over grill, cooking brats): "That's one hot fire."

Learner (standing near Rob, helping cook brats): "Yeah, I've always thought burning to death would be one of the most painful ways to go."

Rob: "Actually, they say that after the first minute, all your nerve endings are singed, so you don't feel anything."

Learner: "Who's 'they?'"

Rob: "I don't know."

Learner: "That first minute would be pretty long and painful."

Rob: "Yep."

Somehow neither of these two seem ready for martyrdom.

Mover for Hire (Minus the "Hire" Part)

'Tis the season for people moving - in and out. Learner and I just returned from helping yet another family move into their student apartment here on campus (after helping three different apartment neighbors move out last week). Fortunately, things ran smoothly and the whole process of unloading only took an hour and involved no stairs (always a good thing).

Learner remarked to me while we were "schlepping" (his word for "suffering while carrying something large") a couch how interesting the whole moving phenomenon is. Referencing his own move-in last summer, Learner said that if he somehow had power over society to exercise some kind of worldwide cultural change, he would make it so that if/when people move, they leave all their basic stuff (big furniture, etc.) and just make do with the stuff left by someone else where they are moving to.

This, Learner said, would solve a lot of moving hassles (not to mention put the moving industry - rental trucks, storage units, etc., which Learner thinks is nothing but a price-gouge and should be criminally prosecuted - out of business). Of course, there would be other complications that would arise from this new model of migration, as people moving would not just be looking for a particular house or apartment, but also considering what is left in it. I laughed at him and his thinking, but in a way he makes sense (granted, perhaps in a parallel universe, which is where he usually is most of the time anyway).

Other observations Learner made this morning: people are insecure about having other people view and handle their things, especially if they have just met those helping them move; people moving always think (and say repeatedly) that they have way too much stuff, but no one has any real plans to do anything about it after it's stuffed into their new living space; the five or six seminary students who show up with a smile on their faces are really not THAT excited to spend an hour or three schlepping boxes (these looks are the same ones reserved for when they meet with a professor for their end-of-semester oral exam); jokes and other attempts at humor during the moving process tend to be barely a step above your average 10-year-old's and should be left to the professionals (i.e. late-night comedians and politicians).

Learner's top ten rules for helping seminary students move are:

1) Always let the husband handle the boxes marked "fragile".

2) Never comment on how you think the move is going, particularly in relation to a previous moving experience (the people who are moving will feel insecure if they feel they're being compared to another move).

3) Don't shy away from the big stuff - somebody's got to get it and it might as well be you.

4) Don't shy away from the little stuff - same reason.

5) Do your best to honor whatever markings are on the boxes as to where they go (just throwing stuff in the first room you come to eventually blocks the path and doesn't serve the new residents well when they go to unload).

6) Let the seminary student who is moving in believe he really has an outrageous number of books (even though he doesn't).

7) Drink plenty of fluids.

8) Don't get bent out of shape that you have to spend time doing this (ask yourself HWJM?: "How Would Jesus Move?").

9) While the principle is right, disregard the rationale behind #8 - it's stupid.

10) Never forget that, at least at seminary, you once had to move in and you will have to one day move out - be the kind of mover you want to help you when the time comes: quick, quiet, and quip-resistant.

More moves to come this summer. As always, I'll keep you posted.

File This

Learner and the family are back in town after a week-long trip to see Mrs. Learner's family. Learner says it most definitely was a "trip" and not a "vacation," as a vacation is a trip that does not involve relatives, and this one did. The family arrived back in town yesterday, and have plans to make the most of the next week before summer Hebrew begins in June (more on that to come, I'm sure).

Last night and most of today, Learner merged all his class notes, handouts, syllabi, and papers with his existing (and extensive) paper filing system, revamping it along the way. His goal in all this is to begin creating an easy-to-use, accessible new system that incorporates all his past studies, messages, research, etc., with the plenteous material harvested over the course of this past year.

After spending a good eight hours on the project, Learner says he's liking the results - as of this afternoon, he had culled through all documents (past and present), identified what might be useful and actually used in the future, and pitched a good amount of pages that were, well, lacking in the depth department (some of his stuff goes back as much as 15 years ago when he was still learning how to study the Bible, and a few of his ideas then were, he said, a bit humorous). Thankfully, he's a good systematizer and has the spiritual gift of throwing things away, so that helps.

Having heard about his efforts, I thought I'd drop by to see his files and detail some of his categories for my purposes here. What follows (in no particular order) is a condensed version of said list:

Syllabi
Basic Study Helps
Leadership
Calling
General Theology
Systematic Theology
Covenant Theology
Confessions
OT/NT Relationship
Apologetics
Evangelicalism
Postmodernism
Dispensationalism
Humanism
New Age
Idolatry
Deism
Law
Gospels
Paul
Union with Christ
Sacraments
Parables
Miracles
Sufficiency of Scripture
Hermeneutics
Epistemology
Homiletics
Sermons
Open Theism
Women
Prayer
Fasting
Individual files for various Bible study topics
Individual files for various books of the Bible

All in all, a good amount of studied material that, with additions each semester and a little general maintenance each year, will hopefully serve Learner (as well as those he serves) in better learning, understanding, and helping others with the things of God.

On the Oral Exam

Learner and I are sitting in the student center, as he has just finished his last exam (Gospels - somewhat tough, but fair, and certainly not as difficult as the mid-term). It's as hard to believe for him as it is for me - as of this morning, he has completed (successfully, no less) his first year of seminary. It's a nice moment.

While the Gospels exam this morning was the more traditional written kind, one of the more novel experiences Learner has had in his first year of seminary is preparing for and "taking" oral exams, which the remainder two finals this past week were.

The routine goes something like this: two weeks before exam time, the professor(s) hand out a sheet of paper of approximately 15 questions, the topic of each could easily be made into a book or commentary series. With so much material to cover, students typically organize (reluctantly, at least for Learner) themselves into study groups, in which the questions are researched, answered (in theory), and then shared with the rest of the group.

For each test, Learner has been fortunate to have been included in study groups that have numbered 15 different students; thus, the labor of arriving at answers is significantly diffused. However, if the members of the group slack off (or worse, enjoy listening to themselves write, which is both annoying and immature), the model breaks down fairly quickly, people get frustrated, and a lot more work is required before one can begin cramming answers and anagrams into one's head.

Once the complete study guide is assembled (usually numbering anywhere from 25-50 pages, depending on the thoroughness of the group), Learner's process is to then read through it all and highlight what might seem pertinent (which, depending on if someone did a "data dump" cut and paste, can be a lot of work). He then makes his own handwritten outlines and notes to try to consolidate even more that which he has determined is important, and in so doing (as well as by way of random readings and re-readings preferably more than the night before) tries to remember some of what he wrote down.

His process seems to work well as the results seem to evidence: 94 on his Apologetics & Outreach exam; 93 on his Covenant Theology exam (the other nice thing about oral exams is you find out your grade on the spot). With major papers still out in both classes, his final grade is unknown, but with any kind of comparable score to his tests, he should walk away with A's in both, which would be great (and different from his Gospels grade, which most certainly will be in the B range). His other two classes - Elementary Homiletics and God & Humanity - are both borderline A/B, depending how the percentages (which he never understands) work out, so all in all, he's pleased.

Of Much Study and Weariness

The official end-of-the-semester Word, as recorded in Ecclesiastes:

"The words of the wise are like goads, and like nails firmly fixed are the collected sayings; they are given by one Shepherd. My son, beware of anything beyond these. Of making many books there is no end, and much study is a weariness of the flesh. The end of the matter; all has been heard. Fear God and keep his commandments, for this is the whole duty of man."

Three exams to go. Learner has little motivation, but he's trying.

What the Cell?

Of all the things that bother Learner (and there are many), perhaps the most annoying is when people unabashedly talk on their cell phones in the library. Somehow, these folks have mistaken a place to study for their own personal call center.

Learner says he really, really hates that.

The Weight of Seminary

Learner enjoys exercising about as much as he enjoys getting a paper cut…then having lemon juice poured on it…then soaking it in turpentine. From his perspective, “good” and “workout” have no business being in the same sentence, let alone the same language.

And yet, when he stepped on the scales a week ago and registered the highest weight (granted, by only ten pounds) he's ever been at in his life, he says he realized that he's finally going to have to come to grips with the fact that his 35-year-old body is just not capable anymore of absorbing his 15-year-old eating habits. In addition, he recognized that it’s probably time to get serious about some kind of intentional physical exercise that involved more effort than doing remote control curls on the couch.

As grateful as he is to be alive, he says he must be honest that the fact that he's going to have to start working at being alive and caring for what once simply took care of itself frustrates him. It’s work to try to eat better (let alone right); it’s work to wake up earlier in the morning (let alone exercise for forty-five minutes each day); it’s work to have to think about taking care of his body (as well as the five other bodies - his family - he's responsible to take care of on a daily basis).

But it’s work that, because he's alive, he says he's called to do. As anybody trying to take better care of his or her body knows, there are no quick and final fixes to good health, nor does going it alone tend to work, at least for the long haul. He's had to ask Mrs. Learner to help him watch what he eats, as well as ask God to help him to do the things – eat less, exercise – that he doesn’t always want to do.

Good thing tomorrow is an official day of fasting here at the seminary. For physical reasons, Learner could use a week...

On Student Counciling

Big day today as Learner turned in his Greek translations for Gospels class and is about to turn in his 10-page paper on New Testament Use of the Old Testament for Covenant Theology. This weekend will find him hunkered down to crank out a sermon on Philippians 2:12-18 for Monday, editing his God & Humanity team essay for Thursday, and possibly beginning his 10-page paper for Apologetics & Outreach (due in ten days or so). From there, it's three finals and the spring semester is complete.

In other news, Learner was nominated and elected by his class to be the male student council representative (or the "Middler Rep" as he's now being called). This morning was his first official meeting, bringing past and future councils together for a baton handing off and the outcome was, well, slightly underwhelming. Part of it might have been that Learner had higher expectations (when was the last time that happened?); part of it might have been that he overslept and woke up a whole 10 minutes before the meeting was to start.

Most probably, the reason for his blahness was simply that he hates being looked at as a rookie in any context. He confessed to having flashbacks of last summer, to meeting a bunch of people he didn't know (or who knew him), and to feeling like just another body in the room ("cow in the chute" was his exact remark), and he's surprised he still gets bothered by this feeling it, that is both having it as well as realizing he's having it.

While he's excited to have actually been voted in, and is eager to try to make a difference (the difference perhaps being to somehow justify to the campus body that student council actually does something for seminary students - he's heard others wondering that a lot), he says he is somewhat concerned that this is going to end just being a big time suck with little return on his investment.

One week of classes left...and then finals...and then a break...and then (gulp) Hebrew...

Monday, Monday

Enjoyable Easter yesterday as the family went to church, took naps, watched baseball, and had some friends over for a tasty dinner that Mrs. Learner worked all weekend to prepare. The evening wrapped up with some reading and a movie, not to mention a fair amount of clean up. Good time had by all.

Learner just emailed to say that he was the first one in the library this morning when it opened. With no classes today because of Easter and several important projects (Covenant Theology paper, second sermon for Homiletics, Apologetics letter, Greek translation work, etc.) all due in the next three weeks, today is the first day of the rest of his semester, he says.

He also remarked that he wonders what would happen to a majority of published Reformed Christian scholarship if the city of Grand Rapids, Michigan (and its many academic publishers) were wiped off the face of the earth? Seems like every book and commentary he consulted on Saturday had some kind of connection to Grand Rapids. Guess the Dutch have a few things to say about Reformed theology.

Saturday Update

Learner said the movie last night was good. He didn't cry like he thought he would, but he did say he was moved despite his lack of tears. And, he's looking forward to Easter morning service tomorrow.

For those of you who were following Learner's pseudo-saga from this past week, here's an update:

Hebrew - he got in the class with the "great" professor and is quite relieved

Rest of schedule - all worked out remarkably well for Learner to be able to teach the classes at the local school (now all he needs is to be offered the actual job)

Other school - they called; thanks, but no thanks (something to do with not having a degree in the particular class Learner applied for...details, details)

Gospels exam - the bad news: Learner got a 72; the good news: because of the curve, that ended up being a B

Bonus update: God & Humanity paper - 94, a pleasant surprise

Mrs. Learner - they seem to be back on track, but it was a long road to hoe; finances still an issue (like that's a newsflash)

More as I have it. In the meantime, Easter tomorrow!

Good Friday

From a recent bookstore promotional email:

"Easter is a gateway to spring's splendor - a time to pack away your sweaters, open the house to afternoon breezes, and dream about the possibilities of the season ahead."

From Matthew 26:27:

"Then he (Pilate) released for them Barabbas, and having scourged Jesus, delivered him to be crucified."

Thinking of the two statements above, Learner says he finds it interesting how differently we think of Easter these days. Of course, the two sentences are not mutually exclusive (indeed, he and Mrs. Learner have packed away their sweaters and enjoy an afternoon breeze as much as the next person), but he's uncomfortable with how comfortable he and the rest of our culture (and often the Church) can be in thinking about Jesus' crucifixion and resurrection.

Tonight, he and Mrs. Leearner are planning to watch The Passion of the Christ for the first time. Apparently, they've owned the movie since it came out in 2004, but Learner has not had the courage to ever watch it. Being a little squeamish in general (any kind of television surgery - real or representative - freaks him out), he never felt up to witnessing the brutality of crucifixion in detail. But he says it's more than not wanting to watch graphic physical torture that has kept him from viewing the movie these past several years. And, it's not (only) because at the time of the movie's release, everyone and their dog went to see the movie and he didn't for the principle of it.

No, more than squeamishness or self-righteousness, Learner says the thought that "For God so loved the world, that he gave his only Son, that whoever believes in him should not perish but have eternal life" (John 3:16) has always been his stumbling block. He's part of this world that God loves. And that makes him part of why Jesus was crucified.

So tonight, he'll watch. And it will be extremely difficult, he says, but not just because an actor depicting Jesus will appear to be physically tortured. Rather, the difficulty according to Learner will be in realizing anew that Christ's crucifixion (one of the most documented historical facts in all of antiquity) was for the sin of the world, which (thankfully, mercifully) includes all of his.

The celebration of life at Easter time goes beyond the fact the calendar says it's Spring. Friday's here...but Sunday's a'comin'...

Happy Easter.

Holy Pre-Registration, Batman

Holy Week is not getting off to the best of starts, largely because it's a semi-official occasion/recognized calendar event, and these always add pressure that makes Learner feel like he should be doing something different in his life as a result. Unfortunately, Learner doesn't really feel like he's doing anything different (fasting, praying, etc.) than he wouldn't do any other week, so he's frustrated with himself. This compulsion, he says, is why he hates holidays - the sense of expectation he places on himself just eats his lunch.

On another front, today is when Learner is due to pre-register for his next year of classes. Several anxieties are playing havoc with his head, primarily who he's going to get for Hebrew (the word on campus is that one prof is great; the other, well, not so great). As Learner is poor at languages, who the teacher is could make an enormous difference in his success/failure, and he's envisioning going in today at 5 p.m. for his scheduled appointment and being told that the guy before him got the last slot with the good prof.

Other scheduling complications include trying to set a schedule that incorporates the hours from a possible local teaching opportunity that he hasn't even applied for (The Renaissance Man is the link on this one). In addition, the other school to which Learner has applied to teach next year won't return his email or voicemail, so he's unclear as to even what the schedule might be there, let alone whether or not he'll even get an interview at all.

To top it off, Learner is due to get his Gospels exam back sometime today, and this is not helping his patience today. Whether he did well or not, he just wants to know; it's the waiting that kills him.

Finally, he and Mrs. Learner had a discussion/disagreement last night about the topic that always sets him off - money - and he's in a bit of a funk over that. When Mrs. Learner asked him why he was so upset, Learner tried to explain his mentality that, if things are so tough for them, how much worse it must be for so many millions/billions of others who are so worse off. This, he said, is why money bothers him so much - he feels so helpless to do anything of significance in his own situation, let alone for those who need it more than he does (i.e. those who won't eat this week), that he just wants to give up.

I told him that wouldn't be a good idea as he would then leave me with no new material to blog.

"Great, Tychicus" he said. "Another opportunity to let someone down."

Whups.

Potty-Training Application

This morning, Mrs. Learner took the two younger ones to the seminary's one-day-a-week on-site childcare while she ran errands with the older two.

On his way home from class, Learner met them all coming home. His youngest (who is two and almost potty-trained) had on her back a sticker handwritten by Mrs. Learner that said, "Ask me to go potty, please."

Learner said he smiled at both the message and the child's unawareness of the request for help in something she was still learning how to do. He then wondered briefly how his own sticker(s) might read. I offered these suggestions:

"Ask me to not be so obsessive-compulsive when it comes to assigned readings, please."

"Ask me to be less insecure about what people think of me at most hours of the day, please."

"Ask me to learn to take a compliment and not always turn it into a joke, please."

"Ask me to be more gracious and not judge others, please."

"Ask me to love my wife and family more, please."

"Ask me to stop believing it's all about me, please."

"Ask me to pray, please."

Learner didn't think my suggestions were all that funny.

Applicable, yes; funny, no.

Spring Break

Learner has one class left before spring break officially begins and he's fairly excited about the fact that, come 2 p.m. today, he gets to take a nine-day hiatus before he has to be in class again. Of course, spring break will not be like those trips in college (which he never made anyway) in which students completely lose their minds in some warmer climate, never cracking open a book; rather, Learner estimates that he needs to put in three solid hours/day of reading just to catch up. Somewhere in mid-February, he got behind and now seems a most opportune time to get back in the race.

And yet, he's not planning on being a bookworm all break - he and the family are going to the farm for the first half of the break, and Learner anticipates some long walks with his kids, a few movies with Mrs. Learner, and no traffic for miles around. Mrs. Learner has also communicated her anticipation of farm living for the next several days, as she is growing more and more enamored by most things rural (even though she can't properly pronounce that word).

Upon return to campus during the middle of next week, Learner has several personal appointments with a professor or two, some friends or three, and a movie night with one of his pastors to watch The Exorcist, which is the pastor's favorite flick. All this on top of that aforementioned three hours of study per day, and that will probably wrap up spring break, at least for this year.

Good news: Learner got a B+ on his open theism paper, a fine mark from this particular professor (who is a good writer himself, and very critical of bad writing). Also, Learner's favorite prof asked him if he would serve as his teaching assistant this summer/next year, so Learner was rather thrilled about this invitation and opportunity.

All in all (and realizing there are still miles to go before the semester's over), Learner feels pretty good about heading into the break. He continues to enjoy the seminary experience and - surprise, surprise - is even beginning to wonder if the pastorate might be how God is leading him more and more. Thankfully, several years will pass before any of that needs to be confirmed, but Learner does wonder if that might be the best use of him as a whole person.

Then again, he says, there's always blogging...

Learner's Take on Open Theism

It's a bit long for this medium, but here's Learner's paper on open theism, as presented in the book, The Openness of God:

“God gives us a role in shaping what the future will be.
He is flexible and does not insist on doing things his way.
God will adjust his own plans because he is sensitive
to what humans think and do.”
- The Openness of God

“What is man that you are mindful of him,
and the son of man that you care for him?”
- Psalm 8

Imagine you are an ant. As ants are small, so are you. Busy and hard-working, but small.

Now imagine that I am god of the ants – the Yahweh of yard bugs, so to speak. And suppose that you, as an ant, know that I am your god, that I made you, and that I have also made a way for us to communicate. But here’s the rub: I began with some goals in mind for the world, ones that your ancestors rebelled against and chose apart from. As a result, I can’t achieve my goals without you, and you can’t achieve yours without me.

But, I have an idea. Perhaps we can work this out together, you, from your perspective, helping me, from mine, run the world. You tell me what you want to do and, in good faith, I promise not to categorically override your desires. I’ll even promise to limit what I know about the future or might have once wanted to sovereignly bring about. Never mind the differences between us (you, an ant; me, your god). This will simply display how much you mean to me as I respect your decisions, as well as how almighty of a god I am in being able to adjust and still make it all work.

So, where do we start? What do you want? Tell me what you think.

I’m open.

Is this an accurate perspective of the relationship that exists between God and humanity? Are we capable of such partnership with God? Is God really open to us in this way? In The Openness of God, the answer to all three questions is an unqualified “yes”. But does this description of line up with the historic understanding of the Scriptures?

I would say not. Instead, the authors have developed a biblical worldview that begins with an anthropology of those created, and then builds a theology of their Creator. The result is a system that looks at life through the wrong end of a telescope: God seems smaller, man seems bigger, and any differences between the two don’t seem to matter.

The Appeal of Open Theism
What is the appeal of open theism as a theological system? In a word, I think it is an imagined “equality” – humanity’s with God’s – that implies a sharing of opportunity, respect, influence, and benefit, all of which are values atop our culture’s list of ideals.

Theologically speaking, our presuming to be equal partners with God resonates with our American egalitarian tendencies, seemingly elevating our role and importance in the universe and putting us on more of a level playing field with the God who created it. This, we reason, is good for both parties, as it conceivably helps our spiritual self-esteem while painting God as more approachable and personal than perhaps otherwise thought.

Another attaction of open theism that the authors put forth is that, on a practical level, this open view of God is the working perspective a majority of evangelicals (consciously or unconsciously) hold, as evidenced by how they pray to and petition God:

“(The open) view resonates deeply with the traditional Christian devotional life. Biblical personalism is widespread among believers, for it allows for a real relationship with God. When we address God in prayer we commonly believe that we are entering into a genuine dialogue and that the future is not settled…If we remember that it presents in a systematic way what most Christians already practice in their devotional lives, then it will not seem strange at all…" (8)

In other words, the authors are saying that because Christians tend to pray with the hope that the future is not settled, indeed, it must not be; thus, the outcome of the world and our lives within it come as much from humanity’s desires for it as from God’s.

They go on to say that, as partners, humanity must have had equal knowledge and influence concerning this outcome, not only in the unfolding of the historical biblical narrative, but also in the creation of it, for (somehow), “God knows everything but is still learning what the world is becoming.” (125)

Oh, the Humanity
Indeed, the open view of God might comfort humanity, resolving the perceived tension between God’s sovereignty (though without foreknowledge) and man’s free will. Anthropologically speaking, this view appeals to humanity’s need to feel wanted, not to mention our American values of charting our own course and being able to make up for previous mistakes (i.e. the Fall) by working our way back to some position of influence.

Biblically and traditionally speaking, though, open theism holds a higher view of man and a lower view of God than I believe it can or should, at least when compared to the past 5,000 years of Christian orthodoxy and teaching on our human nature. For if…

“…orthodoxy is that understanding of God, Jesus Christ, and human nature such that the gospel story of redemption in Christ is preserved in a manner faithful to its ancient telling…” (from class notes)

…then we may be indeed be in partnership with God – and it may have been at his initiation and invitation – but we are not equal with him, for we stand in debt to his perfection and holiness because of our sin and need for redemption. While God freely provided such redemption in the saving work of Christ, this redemption does not restore us to a level equal with God, but rather only to that of our initial (and perfect) humanity in Adam, who, even as a partner with God, was still quite subject to him in the Garden.

The God of the Scriptures
Though Psalm 8 does record God making man “a little lower than the heavenly beings,” our idea should be that this gap is at least as significant as the one between you as an ant and me as your god, if not much, much greater. Contrary to open theism, the Scriptures clearly teach that God is sovereign and independent (Daniel 4:35); that God is immutable and eternal (Psalm 102:26-27); that God is omniscient and all-knowing (Hebrews 4:13); that God is indeed all this and more, regardless of whether or not we as his created humanity agree that he can be, should be, or is.

Though the open view of God may in some ways seem more appealing to or descriptive of fallen humanity and our perspective of what our place in the universe might be, the independent, eternal, and all-knowing God of the Scriptures is still the one to whom we must appeal. For while the traditional Christian perspective of both God and man does not deny the reality of humanity’s free will co-existing alongside or within God’s sovereignty somehow, it does not confuse the former with the latter, either.

Mid-Terms

You'll pardon the lack of posts of late as Learner has been ambushed by an early mid-term week and I've not seen much of him as a result.

Last we talked, he was looking down the barrel of preparing and preaching his first sermon for his Homiletics class, writing three individual reflection papers on several books he was trying to finish, composing a four-page paper on the view of humanity from an open theism perspective, and researching and making an initial proposal for his big Covenant Theology paper due later this semester.

The good news is he only has one actual mid-term exam (Gospels), which is in an envelope in his bag, waiting for him to pull out, open, and give himself two hours between now and a week's passing to take. Getting through this exam and literally a month's backlog of reading should put him on top of things again.

As if he ever were.

Learner's Creed

For his Apologetics and Outreach class, Learner had to hand in today a paragraph/half page of what it is he believes. This would have been easy enough, but the caveat was he could not use traditional "Christianese" to communicate his beliefs. It's hardly brilliant, but this is what he sent me when I asked him if I could read his creed:

I believe there is a God in the universe who existed before the universe did.

I believe this God is creative, and the world we experience and the people we are serve as evidence of his creativity.

As good as it all started out, I believe we screwed up what God wanted by wanting what only we wanted – not just in the beginning, but also now.

Nevertheless, I believe God is loving and planned for our mistake, not to mock our imperfection but to illustrate his love for us.

And I believe God showed us love, even when it hurt.

I believe we don’t deserve God’s love, but I’m grateful for it.

I believe I need God’s love. I also believe that I need God.

I believe God is still around, and I believe God isn’t me.

And I believe this means something. God says the same thing.

Guess it makes sense.

Random Observations, Part 1

As Learner is entering into the mid-term phase, complete with papers, projects, and exams, I thought I'd share a few of my own observations about life at seminary. As Learner is always so serious most of the time, I thought some humor might be in order.

Random observations (in no particular order or worth):

- There seems to be a rather disproportionate amount of women at seminary named Rebecca.

- Modes of book transportation are as varied as the student body (or bodies). For instance, while Learner purposely uses a black leather bag that only holds his computer, one class binder, and a thin book, other students transport entire libraries back and forth across campus in regulation-size hiking backpacks. I've also seen books carried in plastic bags, stuffed in oversized coat pockets, jammed in baby strollers, and transported in the hands of small children while their parents also have their hands full.

- Though they'll probably preach from Colossians 3:23-24 and other such verses on excellence, these future preachers and pastors sure do leave and walk by a large amount of litter and trash on campus.

- For most seminary students, coffee - not the face of God - is the first thing they seek in the morning.

- The silly rituals and rhetoric of junior high male/female relating are very much alive and well among the seminary's single population.

- A majority of the professors have noticeably larger-than-average skulls, presumably due to their enormous brains. This fact is especially pronounced when professors get haircuts.

More to come, I'm sure.

Working the Woe

Yesterday, as part of his internship for the seminary, Learner led the first part of his church's morning worship service, filling in for his friend/internship overseer/associate pastor, who is on a three-week sabbatical to work on his doctorate dissertation.

While Learner has always been comfortable in front of people (and has had plenty of experience being so over the years), this time around was a little different as he was in a suit.

Learner never wears a suit.

To complicate matters, he and Mrs. Learner had quite an argument the evening before that, contrary to good biblical teaching, they let the sun go down (as well as rise) on their anger. Thus, when they picked me up on Sunday morning to ride to church, well, the mood in the van was...tense.

Learner taught Sunday School - his last in a six-week series on multiple generations in church - and then, as he had agreed to the previous week, led the Call to Worship, the first hymn, and prayed an Invocation at the beginning of the service. Mrs. Learner skipped Sunday School altogether (she usually goes to his class when she's not teaching five-year-olds once a month), and she listened to the service from a private room in the back of the sanctuary, in tears.

Earlier in the week, the two of them realized that this Sunday might be a first glimpse of sorts of what life might be like as a pastor and as a pastor's wife. Suffice it to say, it was not the most glorious of revelations.

Here is the prayer Learner wrote on Sunday morning (in the middle of the fight) for the Invocation, read immediately after the opening hymn, "A Mighty Fortress Is Our God":

"O, God, our Mighty Fortress, our bulwark never failing, we come to you now – each of us wounded from battle, weary from burden, worse for the wear. Thank you for being a refuge for us; for being a respite for us; for being rest for us. Allow us the grace this morning to enter into the Mighty Fortress that is your presence, trusting not in our ability to do so, but trusting only in your invitation to do so.

O, God, if indeed you are our Mighty Fortress, then we have no choice but to seek your protection from our enemy – from your enemy – the evil one, for 'still our ancient foe doth seek to work us woe.' Truly, God, 'his craft and power are great,' but they are not greater than yours. Shield us from his onslaughts and his desires; heal us from the sting of his wounds; and forgive us, God, of our own treasonous tendencies to leave the love of your lordship. In Jesus' name, Amen."

He can be a poetic one, that Learner.

Now if he just weren't so much of an ass the rest of the time...

Poetic (Planned?) Parallelism

Idea from Learner's reading currently blowing his mind this week:

"...Jesus must have spent time in organizing his teaching and preparing its form, for unless we assume that this poetic parallelism simply popped into his mind on the spur of the moment, we must conclude that Jesus carefully prepared 'for his classes.' Perhaps some of the time that he sought to be alone was not only for the purpose of prayer but also to prepare what and how he would teach."

- The Method and Message of Jesus' Teachings by Robert H. Stein

Valentine's Day

Learner said Mrs. Learner fixed heart-shaped pancakes this morning in honor of Valentine's Day. Apparently, however, the majority of the pancakes were quite crooked in their heart-shapedness, and Learner's second child thought they looked more like butterflies than hearts and could she have some more syrup?

So much for romance in the morning...

Women at Seminary

With little exception, there are a healthy handful of women in a majority of Learner's MDiv classes. Some of these women are pursuing the MDiv degree (foregoing ordination) in order to pursue translation work or other ministry opportunities; others are in programs (counseling, etc.) for which MDiv classes meet needed requirements.

From Learner's perspective, having women in the classroom is an altogether great thing, though he wishes the ladies would feel the freedom to ask questions, speak up, and feel more a part. His guess is they don't feel this freedom because they have encountered a few men (students, not professors - they seem very affirming) on campus who would not appreciate them doing so. And that's sad.

For instance, overheard between classes this week:

"Be careful of women who go to seminary."

"Why?"

"They either want a man or they want to be one."

Learner wonders how much Mrs. Learner picks up on this attitude from men while attending her classes. He wonders if any women (mistakenly) pick it up from him. He also wonders why some men are so threatened by women learning.

N.T. Wright's Take on the Cynic

The history (and hope) of Learner's type (the Cynic), as described by N.T. Wright in Jesus and the Victory of God:

"The word 'Cynic' itself comes from the Greek kyon, meaning 'dog': the Cynics barked at society, snapped at its heels (we must remember that dogs were normally scavengers, not family pets, in the Greco-Roman world), warning people, waking them up, harrying them into thinking differently about their lives...

...the Cynics' teaching eschewed the complexities of the more serious education of the day, and aimed simply at challenging received opinions, 'altering the currency' in the phrase attributed to Diogenes, and advocating a life lived in harmony with nature rather than with the enslavements and immorality that accompany wealth. Freedom, self-sufficiency, and self-control: these were the Cynic's goals, and almost any means to express them for oneself, or to shock others into seeing their value, was acceptable."

Learner says he likes N.T. Wright.

Philemon 1:6

Learner just emailed this verse as a follow-up to my previous post:

"I pray that you may be active in sharing your faith, so that you will have a full understanding of every good thing we have in Christ."

Interesting.

Learner, Learner, Let Down Your Hair

Of the many assignments Learner received last week, one was to read Jerram Barrs' The Heart of Evangelism. Suffice it to say, it's been a long time since Learner read a book on evangelism. And, while the ideals of "going and making disciples" and "always having an answer for the faith he professes" were motivating in his early faith, Learner says the reality of his non-existent evangelistic life - not just in the past year, but easily the past five - is quite embarrassing. He wonders how true of the American church this really is, or if he's the only person training for the ministry who has little to no desire to seek out relationships with unbelievers in the midst of learning more about God, his heart for the world, etc.

Part of his problem over time (at least as he has so quickly rationalized it) has been the fact that the "place" mentality of campus living he has so enjoyed has really served as a huge barrier to the natural flow of all kinds of people, particularly unbelievers, into his life. This, of course, has not been supplemented by any kind of intentionality in the midst of those non-campus journeys out into the world; rather, his mentality has always been one of "leaving the fortress" of home, hoping not to get thrown off track of his errand list or timetable, being courteous to all the people he's sure he'll never see again (and he usually doesn't), and then making it home unscathed despite the hassle of having to go out in the first place.

After reading half the book, he again finds himself wondering (as he says he has many times before), what kind of heart he really has for unbelievers? Or, perhaps a more penetrating question (as asked in his Apologetics and Outreach class, for which the book reading was assigned last Thursday) is this: "Who do you love to hate?"

Learner says his "love to hate" list goes something like this:

- slackers
- demeaning extroverts
- Muslim fundamentalists
- politicians
- really, really brilliant people
- celebrities
- parents who don't discipline their children
- overly (annoyingly) happy people
- poor people
- rich people
- people unconcerned with hygiene
- Oprah
- and, after reading this list, himself

He's sure the list could go on, but the length of it (and his ease in creating it) bothers him. The more he thinks about it, he wonders if his "fortress mentality" is truly to blame for his lack of evangelism of people - seems to be more of his heart and its inability to break for others in need, in want, in sin, in darkness, in life.

God, forgive him for being so opposite of You in so many ways. Help him love people. He wants to...and he doesn't...but he does...really.

Christian Theology's Adorable Mystery

From Learner's first day of readings for his God and Humanity class:

"Agnosticism, suffering from a confusion of concepts, sees here an irresolvable contradiction in what Christian theology regards as an adorable mystery. It is completely incomprehensible to us how God can reveal himself and to some extent make himself known in created beings: eternity in time, immensity in space, infinity in the finite, immutability in change, being in becoming, the all, as it were, in that which is nothing. This mystery cannot be comprehended; it can only be gratefully acknowledged."

- Herman Bavinck in Reformed Dogmatics: God and Creation, vol. 2

Learner, doing his best Keanu, said "Whoa".

False Simplicity

Learner officially registered for classes on Monday, and tomorrow kicks off the spring semester. He's eager to get back into the classroom and justify his existence as a student. While he's felt guilty at the relaxed pace of things, I can vouch for the fact that he's been working on stuff; he just has little to show for it, I suppose.

Yesterday, Learner picked up the various syllabi to try to get a jump on some of the reading this semester which, considering his shelf-and-a-half of new books, will be quite a bit. Unfortunately, none of the syllabi contained actual assignments but instead more readings, so he's just going to have to wait until tomorrow to start.

Last night, the family and I went over to Albert's house for dinner with his wife and kids. Learner commented to Albert's wife that Albert, a flaming extrovert, seemed in dire need of school to start - he was bouncing off the walls, enjoying the conglomeration of kids as much or more as he did the adult company.

Learner says he is greatly looking forward to a semester without having to learn a biblical language. Though he'll still have to use Greek this spring, as well as deal with Hebrew this summer and fall, he says he wants to take good advantage of not having to carry flashcards around with him everyday or cram for vocab quizzes the morning of class. This will be a nice change for him.

In addition this semester, he and Mrs. Learner (who is taking another five hours of classes this semester) are trying to be more intentional about exercising regularly (at least three times a week), and he has one volume left of The Chronicles of Narnia to read to his girls, which he hopes to begin tonight with them and finish early next month.

"Everything seems so simple today," I told him.

"That," he said, "changes tomorrow."

Grades

It's been a good, long break. Learner and I are slowly but surely getting back into the academic routine, and I thought I might start with a report on Learner's grades. Despite his doubts and two wretched group projects (which cost him in both Prep and Del and Covenant Theology), he did well (and even slightly better than he thought overall). Here's how things turned out:

- Greek in Exegesis - Predicted: B-/C; Actual: B-
(Learner's papers saved him; not too bad for flunking the mid-term)

- Preparation and Delivery of Sermons - Predicted: A; Actual: A-
(group project dragged him down)

- Theology of Prayer - Predicted: A; Actual: A+
(one project was the whole grade; fortunately, he did well on it)

- Covenant Theology - Predicted: A-/B+; Actual: B+
(group final exam score of 85 hurt; this one made him mad/sad)

- Spiritual and Ministry Formation - Predicted: B-/C; Actual: A-
(strong performances on final paper/exam salvaged this grade)

With classes starting in another two weeks, Learner is gearing up for the following courses:

- Elementary Homiletics
- Apologetics and Outreach
- Covenant Theology II
- God and Humanity
- Gospels

More as we get closer to starting back up...

Fall Semester

Done.

Ten Days Later

Learner (who is less than 12 hours away from taking his last final of the semester) and I were talking earlier today, marveling at how the past ten days have felt like a year and a minute at the same time. It seems between then and now, he has somehow successfully met all his deadlines without failing anything (at least to the degree he knows), and he's now fighting his desire to blow off this last exam and declare the mid-semester holiday officially begun.

Life on a seminary campus this time of the semester is quite interesting. For instance, Learner has certainly noticed fellow students becoming more sociable with each exam taken. As a result, Learner and Mrs. Learner have enjoyed some added time with others this weekend, though it's been a bit tricky as they themselves are not completely finished with their exams and have had to weigh their extroversion with their need to study (surprisingly, their need to study seems to have lost).

Another observation regarding a semester's end is that it's very difficult to talk about anything non-school related with others as everyone seems so overwhelmed by their building academic pressures. Learner hates this, but confesses that he fell into the trap more than a few times, both out of a habit-forming as well as a conversational necessity kind of way. In other words, one can try to bring up other topics of interest, but no one seems to have many others at this point in the semester. This, Learner thinks, is both understandable and sad.

Personally, the last 6-7 weeks (for it really has been crunch time since the beginning of November) have been good for Learner. He tends to function well under deadline and the need to focus, and does even better when everyone else is making a bigger deal of things than he himself normally would. Sure, he's given to extremity in terms of processing at times, but that gets held in check when someone else is being more ridiculous than he would even be.

Regarding his grades for the semester, here are his predictions:

- Greek in Exegesis: B-/C (yes, believe it or not, he should pass)
- Preparation and Delivery of Sermons: A
- Theology of Prayer: A
- Covenant Theology: A-/B+ (depending on his paper)
- Spiritual and MInistry Formation: B-/C (depending on his paper and the exam he takes tomorrow)

All in all (and considering he's still married and his four children still recognize and love him as their father), not a bad first full semester.

For my part, I give him a B- for making it through, for dealing with some issues head on, and for being liked by many and respected by most. That said, he still has room for improvement in terms of his devotional life (i.e. finding and having a consistent one), his use of time (particularly earlier in the semester when everything is not "due"), and his friendships with friends and professors (not thinking himself a bother in interacting with them).

So yes, all in all, not a bad first full semester. As soon as the grades come back, I'll post them here and we'll see how accurate Learner's evaluation really was.

Snow

Snowing hard today. Learner, having just taken his last Greek class (hopefully ever) this morning, turned in his exegetical notebook and Greek reading report, and is now spending the morning in the library basement reading technical commentaries on Matthew 5:17-20 in preparation for writing his exegetical paper this weekend.

Not one to miss out on a moment of melancholy as caused by this morning's quiet snowfall, Learner just emailed me a haiku poem inspired by the sight:

Sinner Wonderland
Snow falling down, white
Like grace over human shame
Sinner wonderland

One of his favorites so far, he says. Of course, this also counts for his poem prayer book project, so that makes him feel even better (he's all about creative multi-tasking).

How Do You Say "Slacker" in Greek?

Below is a note Learner is turning in tomorrow with his exegetical notebook on Ephesians (which he is even now trying to finish) and his Daily Greek NT Reading Report, a chart of his attempts to read his Greek New Testament ten minutes a day, five days a week this fall semester. The killer was that no two readings could be done on the same day, and each week's readings had to be done days in that week, with a maximum of five days credit for any one week.

What's done is done, I suppose. Final exegetical paper due Tuesday.

Here's the note:

Professor,

You’ll forgive me if this sounds like a page of excuses; it’s meant as an explanation, but I suppose sometimes there’s little difference between the two. As you can probably tell by my Daily Greek NT Reading Report, I was not a very good member of the 10-Minute-A-Day-Club, reading only a measly 10 out of 63 possible days. I’m not proud of this, but I knew I was in trouble as soon as you handed out the sheet and gave us the assignment.

You see, whenever I try a reading program (in Greek or English), I always struggle because my obsessive-compulsive tendencies tend to work against me. How? Basically, the first time I miss a day, I’m sunk, especially when I can’t go back and “catch up” the missed dates as per your instructions. Thus, you can see I started well but missed a day that first week, after which I went downhill. I tried for a fresh start week five, but after missing a day (and seeing the empty spaces above from previous weeks), I suppose I gave up. It’s just really hard for me to finish something if I have a daily, visible reminder of the fact that it’s not going to be perfectly completed.

Part of this quirk is due to personality (INTJ); most of it is lack of grit. I regret not having done more of this assignment, not only for the sake of my grade, but especially because I wanted to do so much better in learning Greek than I feel I have this semester. Because of your teaching, I have learned so much about Greek as a language; however, because of my own failure to dig in and fight through my lack of ability (which led to my lack of desire), I feel like I have failed miserably in actually learning the Greek language.

I wanted to write you this note to apologize, as well as to let you know that I’m really trying on the exegetical paper. I’m sorry if I’ve disappointed you. Please forgive me.

Learner

PS: The reason the X’s are on the sheet is so I wouldn’t feel tempted to write down passages I didn’t read. The last thing I wanted was to add lying to my failure in completing this report.

Surf's Up

After a stellar week last week of paper writing, reading, and taking his last Greek quiz ever, Learner is into week two of what looks to be a three-week attempt at desperately trying to stay on top and in front of the wave of momentum.

And it's been a good start: he's two-thirds of the way done with his exegetical notebook on the first four chapters of Ephesians (due Thursday), has pulled a majority of sources for his exegetical paper on Matthew 5:17-20 (due Tuesday), and has a killer page-and-a-half intro started on his Spiritual and Ministry Formation paper (due Tuesday). The prayer poem book is semi-laid out (though he wants to add a few more masterpieces), and he is even starting to initially think about some of the questions on various study guides for upcoming final exams (next week).

What's not so good is he is fighting off the sniffles and the beginnings of a cold as the weather has quickly snapped cold. And, after the momentary high from last week of ace-ing his Preparation and Delivery of Sermons exam and turning in his Covenant Theology paper, it's slow-going getting the momentum going again for another important week of work.

Momentum has always been a good thing for Learner. While he's not particularly one to put things off, he does occasionally need some instant of energy in which he gets things started before he can really feel like he's going. He says his philosophy has never been to fear the oncoming wave of building momentum (usually triggered by the calendar's deadlines); at the same time, he's not one of these guys who does the work so far ahead that it's more work paddling out (metaphorically speaking) than it's really worth.

Instead, Learner says his goal is to paddle out far and soon enough to catch a good wave and then, when the wave starts to build and then break, get up, focus, and stay on top and in front of the thing, riding it out for all it's worth rather than being crushed or missing it all together by the time it hits the shore. It's perhaps a little hard to illustrate in words, but Learner feels like the wave of momentum has crested, and these next ten days will be a wild ride to the beach.

Prayer Poems, Part 2

More entries from Learner's prayer poem project:

Wine Menu
Have mercy on me, O God
Lest your anger be all you have to offer
If so, I’d like to see your wine menu
That I might choose the harshest grapes of wrath

Safe to Say
It’s safe to say that I am a sinner
to say otherwise would be the risk involved
But I’m finally convincing myself
or maybe You are

I was wondering, though, God
As You are judge, witness, and defense
Does my case have to involve so many others?
Seems a little crowded here in the courtroom

Last I Checked
Last I checked, I was alright
But that was only a minute ago

I should probably check again
But that would be only a minute later

And besides, I was alright
Last I checked

Prayer Poems

Learner and the family spent a few days on the farm for Thanksgiving and had a relaxing, thankful time. They came back yesterday (Saturday) to get a running start on what could be one of their roughest academic weeks at seminary so far.

Aided (to some degree) by the fact that they have a few sick kids as of last night, they stayed home from church this morning and, perhaps somewhat guiltily, are enjoying the day at home.

One of the projects Learner is working on is his prayer poem book. Here are a few "masterpieces" (said smirkily with much sarcasm):

Depending on My Theology
Depending on my theology
God is sovereign or He’s biased
God is good or He’s absent
God allows or He’s dead

Depending on my theology
God observes or He’s deaf
God knows or He’s behind
God causes or He’s retired

Depending on my theology
God was or He wasn’t
God is or He isn’t
God is to come or He’s already left the building

Depending on my theology
my theology may not be the best thing to depend on

Prayer Haiku
It’s learning to breathe
Then learning to forget how
This is prayer to me

So he's no Whitman, but he's trying...and having fun in the process.

Weather That Matches His Temperament

Learner awoke this morning to the sound of rain. He walked to class with no umbrella or complaints. While others scurried around and scrunched down, Learner happily walked from building to building, marveling how people get freaked out by overcast skies and rain.

"This is weather that matches my temperament, so I feel right at home," he says. "It's just too bad I have to study and can't get out and enjoy it more."

Release the Beast Within

A month ago, Learner and a fellow student (Tom, pictured above) had the idea to finance their seminary experience with a new beer based on the Greek word "thaerion" (spelled here phoenetically), which translates to "beast" in English.

As Learner was looking for an excuse not to study this weekend, and Tom (who is all things Italian, hence the map above) was over for a movie, they stayed up late designing a bottle label for their beer.

Now if only they had an actual product to sell...

Anybody Got a Rubber Room?

It's beginning to hit the proverbial fan for Learner as, in addition to the same glorious/ridiculous amounts of required weekly reading, he can look forward to the following projects over the next month:

- Reading and completing an 8 page paper on D.A. Carson's Exegetical Fallacies for Greek in Exegesis (due Nov. 23rd)

- Researching and writing a 10-12 page hermeneutical process paper for Covenant Theology (due Dec. 2nd)

- Completing an exegetical notebook on Ephesians 1-4 for Greek in Exegesis (due Dec. 8th)

- Researching and writing a 10-12 page exegetical paper on Matthew 5:17-19 for Greek in Exegesis (due Dec. 12th)

- Writing and designing a prayer book of original poetry for Theology of Prayer (due Dec. 12th)

- Researching and writing a 8-10 page theology of ministry paper for Spiritual and Ministry Formation (due Dec. 12th)

Exams run Dec. 13th-19th.

Learner's psychotherapy begins Dec. 20th.

Recipe for Disaster

From Learner's readings in Covenant Theology class:

"Think of a doctrine. Double it with variant interpretations. Divide by denominational distinctives. Add some technical jargon. Subtract any practical relevance. Finally take away the doctrine you first thought of, and what are you left with? Probably the sum of the average theological student's awareness of the relation between his theological study and the mission of the church."

- Christopher J.H. Wright in Themelios 15.2 (1990), p. 39

Learner's Top Ten Seminary Lessons (So Far)

Another week, come and gone. I haven't written much this past week as Learner has been fairly preoccupied with catching up from fall break last weekend (Thursday-Sunday). Thankfully, with the exception of having to diagram a passage in Greek and cramming for two quizzes, the bulk of the work has been of the reading and highlighting type (Learner's favorite, followed closely by writing essays of any sort). As a result, he's just about caught up.

Earlier today, we were talking about what he's learning in the midst of his seminary experience so far. As the conversation was interesting, I asked him if I could take notes for my project here. While he still rolls his eyes at the premise of me (or anyone else) being interested, he agreed.

Here's what I wrote down:

1. It's been far too long since Learner has read (and read about) the Old Testament, particularly the exodus narrative. The power and significance of all that, he says, must have been almost too much to behold then, as it seems sometimes almost too much to believe now. But he does, and he's glad he does.

2. He has been guilty of an amazingly convincing type of individualistic evangelicalism and feels like he now must work very, very hard to even begin to read the Scriptures with more of its communal mentality in mind. He's not mad at anyone about this (himself in particular), but the question of how he missed it all these many years haunts him.

3. As he always says he has, Learner likes Reformed theology a lot, but says it scares him how smart some of the men (from the early church fathers to his current professors) were/are in crafting and communicating it. They make sense...and that scares him a bit.

4. At the same time (and perhaps in ambitious arrogance), he wonders what part in the ongoing thought and discussion of these ideas he might play now and in the future? Learner doesn't understand how he can love all this "stuff" (as he calls it) so much when he feels so comparatively inept in handling it.

5. It's not like it's a surprise, but he's come to the conclusion that he "sucks" (whatever that means) at biblical languages. While he can be a bit hard on himself, there is some evidence for his claim (i.e. failing his Greek mid-term with a score of 62%).

6. Every thought (great, awful, or otherwise) has been said or written by someone else a dozen times over throughout the course of history. What, Learner wonders, was he originally thinking when he thought he was originally thinking?

7. It's taken a long time (and it's still a long road to hoe), but he might barely be beginning to understand the idea of responding to God's grace rather than trying to earn it. Stay tuned.

8. Learner wishes everyone could experience seminary, but he also realizes not everyone would want to because of all the reading, writing, thinking, and studying involved. He's okay with that, though in a way, he says, it makes him a little sad.

9. He's discovered that professors have more to do than just teach and write books, but strangely, most of them want to do more than just teach and write books; in other words, they care for their students. This surprises Learner, as just when he thought he might not be "geek" enough for the job, he now wonders if he might be too much.

10. Finally, the theme/goal of Learner's seminary experience (thus far, at least) seems to be to have no pride left to swallow by the time he's through (if, indeed, he makes it through). He says he's not there yet, but the progression has certainly been in this direction.

Riding the Short Bus

From Learner's write-up for Spiritual and Ministry Formation class:

"On page 85 of Children of the Living God, author Sinclair Ferguson asks, 'Have you ever seen a well-adjusted family cope with a brother or sister who is physically or mentally retarded? It is deeply moving to watch the mixture of special discipline and grace that makes such a family member not only belong, but actually be treated as special in the family circle. So it should be in the family of God.'

My own experience resonates with Ferguson’s observation of what the family of God should be like. More times than I can count, I have been the retarded family member in need of special discipline and grace – for my inabilities, for my lack of self-control, for my need for help and attention. Fortunately, I have been around many (and am married to one) who choose to “cope” with me despite my special needs, for I can be hard to live with and to love.

While the first five chapters of Ferguson’s book did little for me overall, I can’t get this illustration of the special needs family out of my head; it is a powerful and personal idea of what God is and what his family is to be. I need to pray for more of a heart to cope with others and their own special needs, just as God and so many others do and have done for me. After all, when it comes to maturity, I’ve been riding the short bus most of my life."

How to Make the Sadist Greek Professor Laugh

This morning, after finishing his Greek mid-term exam a full 10 minutes after everyone had left the room, Learner turned his test into his professor, who with a smile, gleefully asked how it was.

"Everything you promised and more," Learner said. "But it's kind of like vomiting," he continued, "you always feel better when it's over."

The professor burst out laughing and paid Learner the ultimate of compliments: "I'm going to remember that one," he said with a grin.

All Talk

Earlier this evening, after dropping the children off at the seminary's log cabin for a few hours of free childcare, Learner and Mrs. Learner went to dinner with The Renaissance Man and his wife. The food was Mexican, the conversation enjoyable, and the laughs fun and honest.

During the conversation, Mrs. Learner mentioned that she and Learner were going to pull an all-nighter this evening in order to catch up on quite a bit of housework, study, and time together.

Learner called a minute ago to tell me this, as well as to say he's still planning to make good on the threat. However, he said, after finishing a reading assignment, Mrs. Learner fell asleep on the couch at about 10:15 p.m. Apparently she's still there.

"She's all talk," Learner said.

Knowing him the way I do, I'd say he will be shortly as well.

Mid-Term Slump/Crunch

It's ironic Learner has hit a mid-term slump in his reading and studying just as the mid-term crunch of exams and papers kicks in.

It's going to be a long two weeks until the end of the month, he says.

Bored with the Gospel

As part of the continuing Spiritual and Ministry Formation discussion on understanding and living by grace rather than works, Learner is wrestling with author Jerry Bridges' words on page 67 of his book, Transforming Grace:

“We need to remember that God has already been shown to be the exceedingly gracious and generous landowner. To realize that grace, all we must do is acknowledge we are not more than eleventh-hour workers.”

This phrase best describes the disconnect for Learner in understanding and living by grace. Unfortunately, he's not sure knowing/recognizing it as such helps all that much.

In the past, Learner has been told by those who have loved him that he has an “entitlement complex” of sorts. The guy who once explained it best said that the story Learner seems to repeatedly believe about himself (i.e. who he is and what he thinks he deserves) somehow gives him permission to engage in behavior and thinking that does not always go along with who he really is (a Christian) and what he really deserve otherwise (hell).

Thus, his experience would back up Bridges’ theory that to live by grace involves changing how he views himself. But (and this is the frustrating part), he's not sure he's seen it work when he's tried (and he supposes his trying is part of the problem, but he REALLY doesn’t get what the alternative is).

Part of the problem is people won’t let Learner confess how wretched he sometimes knows that he is because they themselves don’t or won’t believe it; part of it is that he thinks that he's honestly just bored with the gospel as both a narrative and a motivator, and he's not sure he's experiencing it as reason and power to change. He says he knows he should, but he's not sure he has, at least not to the extent that he dreams he might.

And yet, by God’s grace (he's sure), he believes. "Go figure," he says.

Avon Calling

Learner and I are sitting in the seminary's newly remodeled student lounge, talking. By no intention of our own, we can't help but overhear a loud conversation between a soon-to-graduate missionary-hopeful and the world's most eager recruiter.

The over-the-top enthusiasm is exceeded only by the number of ministry cliches used. As a result, the missionary recruit is buying it all hook, line, and sinker, thanks to the annoying "God has a plan for your life," paint-by-numbers tone and mentality of the recruiter.

"Ring, ring. Time to pick up the clue phone," Learner says. I agree.

Mid-Term Mercy

Learner's Greek prof, in a fit of mercy, moved the mid-term exam back a week to better cover subjunctives, participles, and infinitives.

When Exegesis Attacks

This morning, Learner and the rest of his classmates in Greek exegesis turn in their team exegetical assignment. The professor (who is writing a commentary on the book of Ephesians; thus, Learner's theory is that he and his classmates are doing his research for him) had divided the class into groups of 3 or 4 with an assigned passage from the last two chapters of Ephesians 5 or 6.

Tasked with compiling technical commentary for Ephesians 6:10-20, Learner and two other assigned classmates met to divide the workload. Upon discussion of the assignment in which they made sure they each knew what was expected, they divided the work, agreeing to take two weeks to ensure time to research the recommended and required four commentaries, and write their individual reports.

Upon completion of their individual assignments, Learner compiled the results and emailed initial draft to the other two. They then met the next morning for two hours to walk through the draft in detail, with each contributor highlighting the main ideas as well as the nuances of his passage. Questions were asked, points clarified, wording and formatting adjusted, and the report submitted.

I won't bore you with the entirety of their final 31-page report, but in case you're interested, here's a non-technical snippet from Learner's findings on Ephesians 6:18 (I didn't include the Greek translation and word studies due to Blogger's inability to reproduce the Greek font):

"And pray in the Spirit on all occasions with all kinds of prayers and requests. With this in mind, be alert and always keep on praying for all the saints."

–Paul describes attitude to maintain by use of two participles (“praying” and “keeping alert”)
1) could express means but more likely shows manner of action; argues punctuation at end of 17 should be comma rather than period (Hoehner, 855)
2) prayer itself is not identified with any weapon (O’Brien, 483)
3) prayer is not seventh piece of spiritual armor as some claim (Lincoln, 451)
4) prayer is believer’s “vital communication with headquarters” (Bruce, 413)

–Cyclical perspective: prayer is for the purpose of maintaining alertness; prayer causes alertness, alertness keeps believers in prayer (Hoehner, 859)

–One-way perspective: believers need to stay alert; such vigilance is to be accompanied by perseverance and prayer; believers are to persevere so as to overcome fatigue and discouragement, and not to fall into spiritual sleep or complacency (O’Brien, 485)

–Lincoln agrees more with O’Brien than Hoehner: to be alert involves renouncing spiritual sleep of the darkness of this age (cf. also 1 Peter 4:7)

–Paul’s call to prayer in expectation of the Lord’s coming seems reasonable (cf. 1 Corinthians 16:22; Revelation 22:20; linked elsewhere in NT: Romans 12:12; Colossians 4:2; cf. Acts 1:14; 2:42; 6:4) (O’Brien, 485)

–Important to note repetition in this verse, done for emphasis to suggest thoroughness and intensity in regards to prayer (Hoehner, 459)

–“all the saints” indicates all believers are involved in this struggle against evil powers (Hoehner, 859)

–“all the saints” refers to those whom have been joined in the new community of God’s people (cf. 1:15; 2:24-18:3:8); four-fold “alls” (“prayer and supplication, with all perseverance, and supplication for all the saints”) underscores most emphatically the significance which the apostle gave to such mutual intercession (O’Brien, 486); four-fold alls typical of writer’s plerophory of style (Lincoln, 453)

–Preposition means “around, about, concerning” and when followed by genitive after verbs or nouns regarding prayer “introduces the person or thing in whose interest the petition is made; thus, takes places of “concerning, on behalf of” (BAGD 644; BDAG 797; cf. also Wallace, Greek Grammar, 363)

–Writer reminds readers of links with all the saints (cf. 1:15; 3:18), which should bear fruit in breadth of their concerns and prayers (Lincoln, 453)

This is probably enough to make the point that this was not an enjoyable assignment. At least as of this morning, though, it's over.

Mid-term exam in one week. "Ugh," Learner says.

Is There a Debit Card for That?

With the exception of detailing Learner's fall schedule (which, to his amazement, he has been able to stick to so far), I recognize that many of the posts throughout September were a bit "soft" in terms of actual reporting on the academic elements of seminary life. Forgive me. I have such a heart for Learner that oftentimes in my subjectivity I forget to include the more objective realities of his experiences.

So, as we're into a new month (October - one of Learner's favorites for reasons of fall weather and the World Series), let me take more of a "beat reporter" mindset and bring you news from Learner's Spiritual and Ministry Formation class, which is designed to help the student identify calling, gifting, ministry philosophy and contribution. Having just finished The Call by Os Guinness, Learner and Mrs. Learner have started Transforming Grace by Jerry Bridges, in which Bridges writes with helpful simplicity about a matter that, for Learner at least, is personally complicated: the grace of God.

Bridges is a master of both unique but accurate exposition. For instance (and with regard to the parable of the landowner in Matthew 20:1-16): “The landowner was not only fair with his workers; he was progressively more generous with each group of workers he hired throughout the day. He received, not what he had earned on an hourly basis, but what he needed to sustain his family for a day. The landowner could have paid them only what they had earned, but he chose to pay them according to their need, not according to their work. He paid according to grace, not debt.”

While Learner wants to critique Bridges’ presumption as to the landowner’s motives in paying a full day’s wages (couldn’t he have just been keeping his advertised word rather than giving thought at all to the worker’s needs?), he's not sure his skepticism makes sense as to why Jesus would tell the parable in the first place. Contextually, Jesus is not trying to prove that God keeps his word but rather that he is a generous and gracious God who gives what we do not deserve, out of grace and not out of debt, as Bridges puts it.

Learner's tendency toward this kind of critique is unfortunately too telling as to how little he really experiences the grace of God. His sense (obsession) of right and wrong, combined with five generations of farm background in which “you only get what you work for” and “don’t bother anyone with your troubles” constantly works against his acceptance (though not his recognition) of his need for grace. Sadly, to this farm boy, grace is what you are to give to others (it’s what good neighbors do); debt is what you have to pay back (and, he says, "we all know what payback is...").

More to come...

Open Season

Yesterday, after hearing no questions pertaining to the vast verb tense chart covered in class, Learner's Greek professor declared "open season" on said chart and everything previous for Thursday's quiz.

"Open season." These were the actual words, Learner said.

"Why does it suddenly feel like I have antlers?" he asked.

Learner As Mr. Ed

From Learner's reading to his children, in which Bree, who once thought of himself as noble war horse and trusty steed, is comforted by the old Hermit as Bree had just tucked tail and run for his life while his rider, Shasta, jumped off to turn and fight off the lion (Aslan) chasing his injured female friend, Aravis, on her horse, Hwin:

“‘My good Horse,’ said the Hermit, who had approached them unnoticed because his bare feet made so little noise on that sweet, dewy grass. ‘My good Horse, you’ve lost nothing but your self-conceit. No, no, cousin. Don’t put back your ears and shake your mane at me. If you are really so humbled as you sounded a minute ago, you must learn to listen to sense. You’re not quite the great Horse you had come to think, from living among poor dumb horses. Of course you were braver and cleverer than them. You could hardly help being that. It doesn’t follow that you’ll be anyone very special in Narnia. But as long as you know you’re nobody very special, you’ll be a very decent sort of Horse, on the whole...’”

- from The Horse and His Boy, by C.S. Lewis, pgs. 151-152

Day of Prayer

Official day of prayer today at the seminary - no classes. Learner says this has been much-needed time set aside to refocus a bit and just talk to God. As always, the idea of a day of prayer is more intimidating to him that it should be...but usually more meaningful than he thought it would be in the end as well.

Asking him what he's been praying about, Learner let me read his journal (he tends to be most focused when he writes out his prayers). This is what he prayed/wrote this morning:

"How do I pray today, Lord? For forgiveness, certainly; for understanding and patience in the interim, definitely; for a warm heart and a growing hope, to be sure; for a sense of some kind of presence and progress that are beyond me, no doubt - for all these, Lord, I ask you.

I again confess my sin - the control tendencies, the fear, the pride, the lack of trust, the abundance of lust, the cold and arrogant way I can have about me toward others, the self-reliance, the self-preoccupation, the self itself - God, forgive me of all this and help me turn from it all in ways both great and small, measurable and surprising. Thank you for your mercy and grace in the meantime - past, present, and future. You are patient with me, God. Remind me of this when I am so impatient with you.

For Mrs. Learner and the children, Lord, I ask that you be the husband and father I could never be. Keep them from a life of unnecessary fear - from lack of provision, from missing love, from conditional acceptance, from lack of protection - because they have you as husband and father (and thus hope) in addition to me. Reassure them somehow when I don't or can't, and keep me from being threatened by your perfection in the midst of my imperfection.

What do you have to say to me, Lord? What is it you want me to hear? What is standing in the way of responding to your voice? Can I ask you to speak louder, or would you help me to think softer? You know my heart in the matter - the good and the wicked of it both. Help me understand it better, that I might trust you with it completely.

I don't think I worry per se, God, but I do wonder: what is your plan for all this (our family, our time at seminary, my writing, my life)? How will you provide for our needs (for our finances, our emotions, our relationships)? Where will any of our past and present lead to down the road, and will we be able to be (or learn to be) honestly and truly content? I don't worry, God, but I do wonder. Keep the latter from becoming the former.

I pray for my classmates, Lord, for all these same things and ones you know about that I don't. Like me, they are unworthy of any call (and feel so), and yet they are made worthy by the call because it is your call. Allow them the joy of seeing that call fulfilled. Their hearts are bursting; their minds are sharp - place them according to your will and pleasure, and allow me whatever opportunity is helpful to them toward that end.

Thank you for this time, this place, this life, Lord. Restore the joy of my salvation here and now (or at least soon), and enable the overflow of it to touch others and bless you. Not my will but yours be done...really...hopefully...humbly...truly.

Amen."

Amen, indeed. He doesn't pray often, but when he does, it's honest.

Lessons Learned

Learner just called with the bad news that his Specialized mountain bike (a $600 gift from his former director) is missing, probably stolen. Last he saw it, it was by their apartment's backdoor, placed in a corner not visible from the front; in other words, only somebody who knew it was back there or who happened to be wandering in back could have taken it. This makes Learner sad...and angry.

It's what he gets for trying to trust people, he says. It's what he gets for trying to hold his possessions with an open hand, daring life to either confirm or negate just how much or how little he actually is tied to his belongings. But perhaps the lesson that hurts most (even more than the one that you should always lock up your bike even on a seminary campus) is that it is indeed a fallen world. Learner says he's getting really tired of learning that one on a daily basis.

Had Learner seen him steal it, woe to the guy who took the bike, he says. Instead, he guesses he'll just have to forgive and move on.

On foot, that is.

Skipping

Learner is skipping chapel this morning to exegete Ephesians 1.

It begins.

Less Is More

Living on campus has afforded Learner and Mrs. Learner the opportunity to sell their red 1992 Cavalier. This leaves them with only their 1996 Honday Odyssey minivan...and no other car insurance, maintenance, or (supposedly) headaches apart from it.

"Less is more," Learner says.

That is, until he has to get somewhere.

Ten Days In

Officially ten (or so) days into the fall semester and it is both glorious and ridiculous in terms of the amount of reading and scheduling required to make things work, Learner says. World-class athletes have no margin for missing work-outs or sloughing off on their diets as their bodies are so finely tuned and affected by even the slightest deviation from their regimen; the same feels true for him right now (minus the world-class athlete physique and the almost humorous idea of Learner on some kind of diet).

And yet, he's loving it as it really feels like what he thought graduate school/seminary might. Between Learner and Mrs. Learner, they have 19 hours, but even with homeschooling their four children, this has seemed fairly manageable (even fun). If they’ve felt any struggle with schedules right now, it’s been because of random external circumstances (day-and-a-half membership class at church this past weekend combined with Mrs. Learner’s parents being here; the family gearing up to go to the farm next weekend so the children can experience the local Apple Festival, etc.). After next weekend, Learners says he thinks they’ll be able to hunker down and be okay.

And yet, Learner wouldn't be Learner if there wasn't a flip-side. Here’s what he says he's nervous about:

• Papers – not so much writing them but researching them (it’s been a long time, he says, and he's not sure he knows all the rules for the process anymore, especially now that everything’s changed because of the Internet). He hopes to get some time at the seminary's Writing Center soon for some pointers.
  
  
• Relationships – it’s been good in that they've connected with some folks so far, but already Learner says he feels he's toward the brim of his people-cup, at least in terms of doing more with a few and being cordial and interested in the rest. Being on campus is still a great thing and he loves walking to class and seeing many people whose names he knows (he still remembers what it felt like to be lost in a sea of humanity at his university of countless thousands); however, there are folks he gravitates toward and others he doesn't, and he's still figuring out how to think about that.
  
  
• The children – in many respects, he's as close to his kids as he's ever been in terms of locale, time, and initiative, and yet they are really beginning to change (his two oldest, especially). Trying to keep track of what’s going on with each of them is requiring some new discipline on his part to evolve his parenting tendencies and let them learn some things in some new ways. It’s good, he says, and he's learning as they do, but it’s also different, just as everything else about their lives seems to be these days.

In general, though, he's encouraged by the fact that the family is here and that they're here now – at this stage of their lives – and not earlier or later. God’s timing, he says, has seemed quite right in many respects, and he's trusting that the sense of that is also the reality of it. While he and Mrs. Learner are far from figuring things out, they are working hard and making the most of the opportunities before them in a way that matches the challenges coming at them.

Learner said he had the thought the other day that, if for some reason, someone told him he had a year to live so what would he do with it, his thought was that he's doing what he wants to do with it now, though that’s not always been the case in the past. All in all, he says, it feels like a really good fit so far, dead or alive.