Two Theories of Learning

Two Theories of Learning

I can trace my intrigue with Christian education to one single moment. That moment was when I stumbled upon a statement by Morton Kelsey that went something like this: For Christian education to be authentic, its approaches need to be…

Education by Israel Galindo

Using Conversation in Teaching and Learning

When I talk to people about dialogical learning, they often reply, “Yes, we have great discussions in my class.” But discussion and dialogue, as learning methods, are different things. And then there’s conversation.

But conversation too can be…

Education by Israel Galindo

A Leadership in Ministry Q&A

The Center for Lifelong Learning interviewed Associate Dean for Lifelong Learning, Israel Galindo (“Dr. G”), about the Leadership in Ministry Workshops, part of the Center’s post graduate Pastoral Excellence Program.


CLL: Can you share briefly what the…

seminary like Holy Week analogy

Functioning At Your Best as Leader

Someone once asked an imaginative question: “What if some day scientists discovered a differentiation gene?” It was a fun question to ponder, but, genes don’t work the way most of us imagine. Bowen’s Scale of Differentiation posits that one characteristic…

Understanding the Difficult Parishioner

Interacting with seminarians typically raises two affections in me. The first is hope. God is still calling people to participate in the redemptive mission of the Kingdom, and people are still answering that call. The second, is a bit of…

The 15 Most Common Anxiety Triggers in a Congregation

It’s no secret that congregations experience times of increased anxiety. Those periods of acute anxiety can be triggered by any number of events, conditions, or situations. Here are the 15 most common triggers to anxiety in a congregation (in no…

The Box Story

I counseled a parishioner who was dissatisfied with his work for a religious agency.

“I can do the work,” he said, “but my heart is not in it.”

Meanwhile, he was pondering the possibility of a new job that was…

Spiritual Leadership During Turbulent Times

During periods of societal regression, people may feel more entitled to even their bad behavior.

They may feel they have legitimate “excuses” for behaving as they do and that this should be understood and accepted no matter what the negative…

How Do You Measure Success?

I encountered one of the most centering definitions of success during high school.

It was by Ralph Waldo Emerson.

His more humanistic definition of success goes: “To laugh often and much; to win the respect of intelligent people and the…

Triangle Games

The concept of the emotional triangle often is referred to as the “building block” for emotional process dynamics in relationship systems (families, churches, organizations, etc.).

Dual relationships (one on one) are difficult to maintain so it does not take long…

Do Not Judge

At a conference I experienced that familiar unsettling situation where an audience member asks a question, you do the best you can to respond on your feet in-the-moment, only to later, after the event is over, come up with a…

Leaving Well

I have had many conversations with clergy who are contemplating leaving their ministry settings.

It’s not unusual for these consultations to come in waves, and it is always interesting that they do.

It seems that issues, crises, fads, and topics…

Use Entry Points to Help Students Get Into the Lesson

How do you help students to get the point you’re trying to teach?

More often than not most of us try the direct approach: “Just tell them!”

But a paradox in learning is that often students do not learn what…

Education by Israel Galindo

Learning is not an outcome of Teaching

The counter-intuitive notion that learning is not an outcome of teaching can be a challenging concept.

This is natural, for several reasons.

First, due to our experiences, we tend naturally to associate teaching with learning.

Second, despite the logical connection…

Education by Israel Galindo

Nine Things I Learned About Leadership (So Far)

One axiom about vocations is that it takes about three years to learn a job and about four and a half years to get competent at it.

It’s something I tell seminarians as a caution about the complex work of…