Working with yourself

Posted October 31, 2019 by Graham Cheesman
Categories: Uncategorized

Working with yourself

When we first married, we had a very old Ford Anglia car. It would get us from A to B (eventually) but you had to understand it and work with it not against it, understanding its strengths and weaknesses. We loved her but she was particularly hard to start in the mornings, needed constant topping up with oil and had a tendency for the windscreen wipers to fail in the middle of a storm.

There are plenty of books about how to work sensibly with others but one of our central tasks as theological educators is to work sensibly with ourselves. Just as our car did the job so long as you treated it carefully, aware of what it could and could not do, so with us. Plenty of us are hard to start in the mornings, need constant topping up with coffee and can’t see very clearly in a storm of stress. We need to know ourselves, work with, not against, us as we are and then the job will get done as best we can. What does this mean?

  1. Understanding our weaknesses and strengths, a fair assessment of our ability or otherwise, with academics, people, planning, management, public speaking.
  2. Recognising our need for a team around us, because we know we will not have all the skills necessary to do the job alone. Building a team with those not like ourselves.
  3. Knowing our stress signals, which could be growing anger, pains in the head or elsewhere, you name it, you have them, they are the body saying slow down or trouble is coming.
  4. The ability to apologise and gain forgiveness – from others and ourselves since we will mess up. A loving relationship with others should ensure forgiveness from them and we need to show as much grace to ourselves as God does to us.
  5. Knowing our time cycles of ability and using them. Early morning or late at night are classic times when we work best or worst, but it is often more complicated than that, we just have to know, and adjust our schedules to work with the cycles.
  6. Understanding when and how best to build in “time out” in relaxation is essential, on our own and with those we love, remembering that we have other relationships than our relationship with theological education!
  7. Realising all these things shift upwards as we mature and downwards as we age. We do not paint the picture of our self-knowledge just once, but need to regularly re-paint it in certain areas as we change.

You have probably noticed that God has hardly been mentioned in this post yet. However, all this is spiritual work. Only true humility will put us in a position to be able to assess ourselves correctly. We need divine wisdom (and wise fellow Christians) to guide our minds as we try for an honest assessment of ourselves. And a true assessment of ourselves will surely lead us to the view that we cannot do the job unless we have the help of God. The end result of working with ourselves then, is a life of prayer.

And what an encouragement when the job is done through us and despite us because God chooses the weak to confound the strong. Now and then, in our little old rattily car, we would pass some nice flashy BMW or Jaguar beside the road broken down and going nowhere. And we would laugh.

A useful reference

Posted October 1, 2019 by Graham Cheesman
Categories: Uncategorized

Dear sir/madam,

Thank you for inviting me to provide a reference for this candidate for a lecturing post in your seminary.  To my mind, there are six fundamental requirements of such a person, which are the very things we hope and pray for in our students;

  1. Competent academics. Excellent in one subject and with a broad knowledge of the whole field of bible and theology.
  2. Real spirituality, committed, in a lively relationship with God leading to a solid moral, loving life.
  3. Ministerial skills. In the case of a theological educator this means good enthusiastic teaching ability.
  4. Integration of life. Their spirituality and academics inform each other, their ministry is shaped by both and, in turn shapes them.
  5. Conviction of call. To prepare men and women for a life of loving and serving God and others.
  6. Relational, community emphasis. People skills, ability to work in a team with a joint sense of calling.

This man certainly has the first five and probably, now with more experience, the sixth also.

You should also know that he possesses excellent biblical language skills. He has plenty of missionary experience and was a pastor for a short while. He writes well, deeply but with practical intent although occasionally it is hard to make out exactly what he is saying and I am not alone in this. Character wise, he is an un-usual mixture of extreme humility and strong assertion of what he thinks is right.

But here is the problem; he is not at all the usual sort of person we employ in theological education today. You ought to know that he is very passionate, over the top at times. He is often in controversy and his language is pretty strong. He did have a disagreement with a fellow worker which split the team a while back, and all signs are it was his fault (which he later realised). He is also a charismatic, and I know that your seminary does not have this as an emphasis. He speaks in tongues, encourages prophesy, practices divine healing and sees visions. A while back, he refused to cut his hair for a while, and then formally cut it – for a religious reason, he said. I was not on his team at the time but it would have been interesting to be led by a long-haired charismatic if only for a few weeks! One other thing, he is not a well man. I will leave him to tell you more about that but it has bothered him greatly in the past.

All this means that if you appoint him you will be taking a real risk. He is very special and any seminary or college which employs him would be greatly blessed but its principal would have a real roller-coaster ride! It’s up to you but personally, I would go for him.

Don’t you think theological education is increasingly bland these days?

Best wishes, Luke

(PS I was his doctor for many years)

A tale of two candidates

Posted August 29, 2019 by Graham Cheesman
Categories: Uncategorized

A tale of two candidates

I have been an examiner for a number of doctoral dissertations and the pattern is pretty standard:

The academic candidate presents an idea, a thesis, that they seek to prove. Your job is to test them as to whether they have employed strict logic throughout, fully understood and interacted with all the key literature on the subject and been respectful and fair to those with whom they disagree. In their original contribution to the area, they must have been careful and accurate in use of evidence after properly assessing its value, accepting its complexity and not claiming an inch more than they can beyond reasonable doubt.

It is also your job to question them closely as to weak points – where they don’t match up to these standards – and the candidate cannot change the subject or try to divert your question but answer fully and truthfully in a carefully nuanced way, not with soundbites or emotion.

I also read the papers, listen to the radio and watch the TV, as political candidates present themselves. Again, the pattern is pretty standard. The political candidate often conducts him or herself as follows:

They present an idea, but rarely seek to prove it. They give a few emotional soundbites, often ignore evidence which is out there and regularly are as economical with the truth as they can get away with. A trick they sometimes employ is to create “enemies” they can unfairly attack. Their sources are occasionally the most scurrilous newspapers or TV channels. Often, they push a small truth too far and deliberately ignore a competing big truth in the presentation of their idea. Sometimes, they appeal to the prejudices of their listeners not their thinking and so re-enforce those prejudices.

Questioning them effectively is not possible since they have been trained in how not to answer questions, but rather deflect them on to ground where they are more comfortable. Of course, there are honest political candidates seeking to be fair and right in their writing and speeches, but, even for them, the system seems to include these practices in their job description. Like you, I guess, I would love to get the worst offenders into a viva voce examination room in the university and question them under proper academic rules!

Now there are also real weaknesses in the academic system, it can become a game, even a support for wrong. Academics are as sinful as everyone else. As Anthony Beevor points out in his recent book on the second World war, at the January 1942 Wannsee conference in Germany called by Heydrich to plan the extermination of the Jews, “just over half of the participants had doctorates” (Beevor 2012, 294).

However, the academic enterprise as a desire to seek fairness and truth rather than simply advantage for self, to use the mind God gave us in a correct, careful and honest way, all this is a fairer reflection of the world as God wants it to be than much of the political debate of today.

Our job as theological educators? To teach to our students right, careful academic method in the study and presentation of ideas as a recognition that God is concerned about truth, fairness, justice, and a correct understanding of reality. And remind them that these can be the starting points for understanding grace.


Posted July 1, 2019 by Graham Cheesman
Categories: Uncategorized


The average lecture or tutorial is 50 minutes long. The average cup of espresso is one fluid ounce drawn in 30 to 40 seconds and, if you are an Italian, drunk in one second.

Yes, sorry, this is another post on the relationship between coffee and theology, I was just sitting drinking this good espresso with my books around me and thinking about what to write and out it came. But humour me, I am also trying to say something important here.

This comparison between a lecture and an espresso raises a number of questions. A cheeky first could be “which do you prefer?” The answer to which would, for many, depend on the quality of the lecture and the quality of the coffee.

A better question would be “How can we combine the two?” And I have done that many times in tutorials and supervisions to which my students down the years will testify. Hopefully, a number reading this will agree that they went away with a love of theology and coffee, hopefully in that order.

But the question I really want to ask is “Why is one so long and complicated and the other so short, simple and powerful?”

Of course, lectures and tutorials have to be long and reasonably complicated, but they also should each be regarded as a single powerful experience of the subject presented. It is not the main task of a lecturer to pass on a lot of facts or views, although these may be present. The task of the lecturer is to get the students to experience the subject, to see, with awe, it constructed in front of them, to catch the enjoyment and emotion of a love, to taste it, enjoy it and come away saying I need more of that.

Our first job is to make the students feel the one powerful, delightful thing of the subject itself.

Only someone who is in love with coffee can, in the end be trusted to make a wonderful espresso and one bad experience of a poor espresso could put off a person from bothering to order it again. Only someone in love with their subject should be entrusted to stand up in front of our students and give them a love of their own and a desire for more.

The ultimate judgment on an espresso’s quality is intensity, the simple power of one thing lovingly shared. Much of the contents of the feedback forms we ask students to fill out are irrelevant to good teaching, or at least do not adequately test it. Maybe a question on intensity of experience would go some way to solving the problem.

And, of course, another question on the quality of the coffee.


Posted May 30, 2019 by Graham Cheesman
Categories: Uncategorized


I should warn you from the beginning that this is a very opinionated post.

If you are in theological education, you probably love books but the truth is, we are using books the wrong way.

And we will have to continue to do so while we are operating as an academic enterprise within its rules and practices. We read to teach; we look for articles which push our subject onwards or in a different direction; we read quickly, photocopy the essentials and work on them; we want to write therefore we read deeply in a narrow field; we know and appreciate the recent over the old otherwise our bibliographies are criticised.  There is genuine advantage in all this – indeed it is important and we enjoy it but can’t we also use books properly and teach our students to do the same?

What would that mean?

Firstly, we should treat them as friends, following Erasmus’s famous claim about his library. We don’t have a thousand friends whom we meet occasionally, we have a few good friends we encounter often. So with books. Find a smaller number of good printed friends (of all genres) which are worthy of deep friendship and read them often. They will be a choice specific to you, which is always the case with friends.

Secondly, we should generally prefer the old to the new. As C.S. Lewis said, the old has been proved by many years of use. The biggest issues which do not change are, in the end, more important than those which just belong to today. Indeed, they will help us in today’s problems. The best books are well out of date and yet not.

Thirdly, we should prefer the small to the big. There are some big exceptions to this rule but by and large (OK!), the books which change the world and change people are not large and do not have two or three volumes, they are small or average, deeply fundamental, felt writings.

Fourthly, we should read for enjoyment. There is an intellectual enjoyment in a really good book. There is even with a few great books, a sense of encountering beauty. Some books you take into your hands, and your head and your heart are “strangely warmed”. Even difficult challenges we encounter in their pages have a disturbing joy at times.

Fifthly, we should read to enhance relationship. A book is the rich gift of the author to the world. Behind it is a life lived, struggles encountered, joys felt, service given. We read and grow to know and sometimes love the author (or subject of the book) – though he or she may have lived hundreds of years ago. The best ones enhance our relationship with the Lord.

What to do? You can simply catalogue your small number of books of joyful wonder into a special category in your mind or use a special shelf  alongside your hundreds of other useful books. What you must do is return to them often when the world is too much with you, or not with you enough. Let your heart grow lighter as you pick them up.

And may they help you to find a peace and joy in this world and with your God.

In praise of weak students

Posted May 1, 2019 by Graham Cheesman
Categories: Uncategorized

In praise of weak students

Academically strong students are a delight. They bring out the best in us, we can interact with them at a deep level, they react quickly and efficiently to our advice and produce work of which not only they but their teachers also can be proud. An intellectual friendship develops not just between us and the strong student but between the scholars who delight us and that student. After all, we were probably an academically strong student ourselves years ago. Good students make good teachers, we say.

But there is a case for saying that weak students are not only equally important, but also make good teachers even better.

We work in the upside-down world of higher education where it is the academically strong who get the top grades, the prizes, the special applause at graduation. But, according to Paul in 1Corinthians chapter 1, it is the weak who should confound the strong, and in chapter 12, he shows that the weaker parts of the body are especially indispensable and are to be treated with special honour.

Wherein lies the value of a weaker student?

  1. In getting our priorities right. Even in an educational establishment, the value of a person is not to be defined by the processing power of their brain.
  2. In teaching us patience. OK, so we have to explain the best way to exhibit critical use of secondary sources more than once. But it is good for us. And in such circumstances, impatience is an educational crime.
  3. It is easier to add value from a lower base and often when a weaker student has someone to show interest in him or her, they can blossom with growing confidence.
  4. The academically weaker student often has compensations of strength in other important areas of formation, such as ministerial skill or spiritual development.
  5. There is plenty of anecdotal evidence that students who do not do very well in academic studies at college are often used significantly for the kingdom and sometimes exceptional academic achievement at college does not transfer to usefulness in kingdom work.
  6. As Paul says, there is a certain choice on the part of God in this direction, in the words of the Authorised version, “that no flesh should glory in His presence”.

Of course, an academically strong student on fire for the Lord is a formidable Christian servant who can have wide and deep influence on others and the cause of Christ. But perhaps such a student prospers in kingdom work most when he or she considers themselves weak; when they have learnt the lesson God had to teach that great intellectual Paul to believe “when I am weak then I am strong”.

We are all in the business of ensuring “that no flesh should glory in His presence”.

A letter to my students

Posted April 1, 2019 by Graham Cheesman
Categories: Uncategorized

Dear students,

I know I moan at you now and then, get a bit exasperated when you do not perform to your potential and am sometimes tired at the end a day with you (though never tired of you). But you should know that, as well as the occasional headache, you give a lot to me.

I fulfil my calling through you and come alive in working with you, you modify my thinking in the act of learning together. I have known moments of joy with you in the classroom and the tutorial. You can and do set me an example in many ways by your lives. And you renew me as you require answers of me to clear fundamental questions after a lifetime of making things more and more complicated in my head.

But don’t expect too much from me. Someone recently described himself as a bundle of weaknesses held together by grace. There is a big truth in that. I will make mistakes and show weaknesses at times. You should not be surprised, and maybe you can be encouraged by that as much as by my strengths.

However, I am more to you than that. I have a large fund of knowledge to pass on, skills I can help you acquire in academics and ministry. You will be asked by the seminary or college to grow as an integrated person, formed academically, spiritually and ministerially and I can provide an example (very inadequate though that will be) of what it could look like in a life seeking to please and serve God.

And I am more than an “expert” who tells you how to pass exams. You see, I have sat where you sit, I have struggled with Greek, laughed in the common room, tried to play the guitar (and in my case, failed), fallen in love, struggled with prayer, worked on through years of ministry in different places, rejoiced and worried, been thankful. From all that, I can pass on wisdom learnt, good attitudes acquired, a knowledge of the love of God and care of God in my life over plenty of years.

Education is not a machine where you put the fee money in a slot at the top, press all the right buttons and eventually the diploma comes out of a slot at the bottom. It is fundamentally an encounter with people who, while flawed, are worth knowing. They may be dead hundreds of years but live on in the story of their life and in their works. Or they may be those you encounter in the classroom, tutorial and around the coffee machine at college.

Sometimes God comes to us through his Word, sometimes through his Spirit, sometimes through circumstances and sometimes through people., I started this little piece by saying that my calling is fulfilled in you. It would be the best fulfilment of my calling that God comes to you through me.

God bless,

Your teacher

Health and Safety at Work in Theological Education

Posted March 1, 2019 by Graham Cheesman
Categories: Uncategorized

The classroom is a dangerous place for a lecturer, intellectually and emotionally, especially if it is filled with active, thoughtful students. However, the following eight tried and tested rules, if carefully adhered to, should keep you relatively safe.

  1. Keep interaction to a minimum. Best of all, just talk your way through the whole lecture hour and leave no time for tricky questions.
  2. Keep well behind the lectern or at a desk placed a good distance from the students. Do not be tempted to wander out where the students are, leaving your notes behind. Never sit on the desk and talk to them. It is badlands out there.
  3. Use PowerPoint a great deal, preferably with lots of interesting images and videos. It takes the students’ attention off you. Try to get the students to form a relationship with the screen not with yourself.
  4. If challenged by a student, NEVER admit you could be wrong. Keep your perfect image safe, it will deter others from getting involved.
  5. Maintain the whole class time in the academic field only. You have read more books than them so you should be safe enough there. Don’t let the discussion stray into the spiritual life or into ministry practice, where you are more vulnerable.
  6. Be very wary about applying ideas into real life. What do you know of real life? You could get it wrong. Avoid.
  7. Never betray your own thoughts, experiences or feelings to students. Remember you are an academic policeman to them, not a friend. Friends are open and vulnerable; policeman are official and safe.
  8. Once the lecture time is over, get out of there as quickly and smoothly as you can. While you are on the platform, there is a safe distance between you and the students. At the back of the class, in the corridor, at coffee, you get too close for safety. Keep away. If you have to mix and talk, mix with fellow staff members, never students.

Follow these rules carefully and you should be safe in a dangerous environment. Above all, you will not be interesting, and interesting is the last thing a teacher needs to be if he or she is to remain safe at work in theological education.

Give my head peace

Posted February 1, 2019 by Graham Cheesman
Categories: Uncategorized

Give my head peace

Dear prospective students,

Thank you for your enquiry about possibly becoming a student at Corpus Christi Seminary this next academic year. Maybe I can help you in your decision by saying a little as to what we are all about.

There is an expression in Northern Ireland – “give my head peace”. We do not intend to do that. We have no intention to disturb your faith but we have every intention to disturb your brain.

Our lecturers are nice people but they are not just cuddly teddy bears. If you state a view, they will (gently, for sure) ask you why you hold it. If you take one side in a controversy, they will ask you whether you have considered the arguments for the other side. If you describe an experience, they will thank you and thank God and then show you how to interrogate that experience from the scriptures as to meaning. If you assert a particular way of life, they will suggest you look at Christians from another culture to see how they read scripture on that issue. They will not just build a magnificent edifice of historical or denominational theological truth in front of your eyes, they will also show you the cracks in the building (It is a universal truth; all old theological buildings have cracks.)

And they will not just teach you truth. They will ask you to consider the implications of truth and ask you to ask yourself why you have not applied it to the way you live. They will not just exegete a passage as if it were dead text, they will ask whether it has come alive in your brain and heart and life. They will not give you career guidance so much as ask what you are going to do with your life for God.

Why? Because we live in an age of secular dominance of the media, of shallow Christian ideas and books which can mess you up, of people on wrong paths believing wrong things, of a mission field which is a pretty muddy field, not easy to play on. If you want to live well in today’s world and serve God truly, this is no time for peaceful heads.

Of course, there will be joyful times, delightful community, peaceful hearts, the strengthening of our belief in, and commitment to, the gospel and the Word. But these will not be bought by the bad coin of unthinking, un-applied faith. That is not our job.

Knowing this, I hope you can be happy here as a student. If not, I am sure you will be able to find another theological education institution which will give you an easier ride.

Your sincerely,

the principal

Happy new year?

Posted January 1, 2019 by Graham Cheesman
Categories: Uncategorized


Happy New Year?

What would make 2019 a happy year for you?

Happiness has recently become a concept to be studied and there are shelves of books on the subject in our bookstores. Few would deny that human happiness depends, after our basic needs are met, on our relationships, our health (mental and physical) and our sense of significance.

For Christians, these are all trumped by our relationship with God and his gifts of grace, so much so that preachers often distinguish between Christian joy and human happiness – although those who have been through times of human unhappiness know it is a complicated relationship.

But will you be happy in your job as a theological educator in 2019? This is how I see it;

I have often spoken in this blog on theological education as ministry, the ministry of teaching. All ministry looks two ways. It looks to God as the one who calls us into ministry in order to please Him, and it looks to the people we minister to, in order to bless them. Happiness in theological education then is to work with a sense of fulfilling your calling on the one hand and knowing you are blessing and developing your students on the other.

If you cannot fulfil your calling or bless your students, I do not see how you can be happy. If you can know you are working out your calling and blessing your students, then I do not see how you cannot be happy in teaching. This must surely be true even if there is unhappiness elsewhere in your life, or even in your college or seminary with problems, tensions and worries which sometimes come in the best of institutions. How often many of us have experienced the classroom or the supervision, where we feel fulfilled and useful, as a happy oasis in difficult times.

Leaders of theological education institutions have a complicated and difficult job to do but no aspect of their job is more important than ensuring that their teachers are able to fulfil their own personal calling as Christian teachers and able to help their students to develop in their faith, their understanding and their usefulness. We will not have happy staff in 2019 without that

I hope all my readers have a very happy new year.

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