March 10, 2025

At 乌鸦传媒, education isn鈥檛 just about imparting content鈥攊t鈥檚 about discipleship. It鈥檚 a journey of discovery, transformation, and deep formation. And at the heart of that journey are the faculty members who serve as educators, mentors, scholars, and practitioners. They bring wisdom, experience, and a deep commitment to theological education.

That鈥檚 why we鈥檙e launching a new blog series:聽Meet the Faculty of 乌鸦传媒.

Why This Series?
乌鸦传媒鈥檚 approach to education is, first and foremost, a journey of discipleship. To do that well, we prioritize community, mentorship, real-world application, and collaboration. Our faculty members embody this philosophy. They come from diverse theological traditions, academic backgrounds, and vocational contexts. They are passionate about walking alongside students in their learning journey.

This series is a way to highlight their stories. Through an interview-style format, we鈥檒l introduce you to some of the faculty members who shape the Kairos community, offering a glimpse into their personal and professional journeys, their insights on faith and scholarship, and their perspectives on theological education today.

What to Expect
Each post in this series will follow a structured interview format, asking faculty members the same core questions. This will give you a chance to see the unique journeys of each professor while also comparing their perspectives. Some of the key questions we鈥檒l explore include:

• What inspired you to pursue your field of study?聽Every scholar has a story. Faculty members will share the experiences, moments, and questions that led them to their academic passions.
• How did your academic journey lead you to 乌鸦传媒?聽We鈥檒l explore their professional paths, from their own studies to their teaching experiences, and what ultimately drew them to the mission of Kairos.
• What excites you most about your discipline?聽Theology, biblical studies, church history, Christian spirituality鈥攅ach faculty member has a unique passion that drives their work, and we鈥檒l dive into what fuels their enthusiasm.
• What books, theologians, or resources have influenced your work the most?聽Great educators are lifelong learners. Faculty members will share the thinkers, texts, and resources that have shaped their scholarship and teaching.
• What do you hope students take away from your teaching?聽Education is about impact. Faculty will reflect on the lessons they hope students carry with them long after they leave the classroom.

A Faculty as Diverse as the Church
One of the strengths of 乌鸦传媒 is the diversity of its faculty. They are pastors, theologians, historians, counselors, and ministry leaders. Regardless of their specific discipline, they share one thing in common: a deep commitment to cultivating followers of Jesus who flourish in their vocations for the life of the world.

Engaging With the Series
We invite you to engage with this series in a way that enriches your own learning. As you read each post, consider:

• How do the faculty members鈥� experiences and insights resonate with your own journey of faith and learning?
• What new perspectives can you gain from their reflections on theology, history, spirituality, and education?
• How might their recommended books, theologians, or resources help you explore new areas of thought and study?

Whether you鈥檙e a current student, a prospective student, an alum, a church leader, or simply a friend of the Kairos community, this series will help you get to know the scholars and practitioners shaping theological education today.

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January 6, 2025

by Greg Henson, CEO and President, 乌鸦传媒

We continue our series focused on helping Kairos students navigate their educational journey. This week, we are looking at the Digital Theological Library and how it is a valuable resource for those in the Kairos community.

Did you know that 乌鸦传媒 is a co-owner of one of the largest digital theological libraries in the world? In partnership with other universities and seminaries, Kairos helps curate and manage the Digital Theological Library (DTL), which offers a wealth of resources to enrich your theological education.

The library is a treasure trove of books, journal articles, and other various resources that students, mentors, and faculty can use throughout their learning journey. Whether completing coursework, conducting research, or simply expanding your understanding of the Christian faith, the DTL has nearly every resource you might need鈥攁ll accessible online.

The library can be accessed . Tutorials are available to help you navigate the library鈥檚 extensive content. From tips on effective searches to discovering the full range of available materials, these tools make it easy to take full advantage of the library鈥檚 offerings. Login information for students, mentors, and faculty is available in the Kairos Library Toolbox path on Pathwright.

More than just a resource for assignments, readings, and research, the DTL is an incredible way to deepen your understanding of theology and the Christian faith. With its vast collection of scholarly and practical resources, the Digital Theological Library is an essential companion for anyone pursuing education within the Kairos community.

If you need help taking advantage of the DTL, you can work with your faculty mentor or send an email to info@kairos.edu for assistance.

Join as next week as we continue to explore student resources available within Kairos!

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December 23, 2024

by Greg Henson, CEO and President, 乌鸦传媒

We are in the middle of our series focused on helping Kairos students navigate their educational journey. We have explored learning experiences with faculty and peers as well as opportunities for connecting face-to-face in the Kairos community. This week, we are highlighting how students and mentors can explore the Bible through parnter resources.

The Kairos community is blessed with the resources of many partner organizations, each contributing to the diverse and vibrant learning experiences available to students and mentors. These partners include churches, denominations, schools, ministries for congregational leaders, and organizations offering resources for disciples of Jesus.

Among the many resources available, Bible Journey stands out as a remarkable tool for deepening engagement with scripture. Available on Pathwright, the online learning platform available to students, mentors, and faculty within the Kairos community, Bible Journey offers a comprehensive collection of 40 modules designed to guide users through the entire Bible.

Each module includes videos, readings, and resources for every book of the Bible, bringing scripture to life through insightful content and on-site videos from the Holy Land. These engaging materials help participants connect with the historical and cultural context of the Bible, offering fresh perspectives and deepened understanding.

The best part? Bible Journey resources are completely free for everyone in the Kairos community through Pathwright. Whether you鈥檙e looking to explore scripture for personal growth, deepen your biblical knowledge, or enhance your leadership in ministry, these resources can be a helpful way to engage with God鈥檚 Word.

If you are a student or mentor in Kairos, you can find the Bible Journey collection .

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November 4, 2024

by Greg Henson, CEO and President, 乌鸦传媒

What are you doing next summer? If you are interested in exploring creativity in preaching, you may want to consider making a trip to Green Lake, WI. In June 2024, 听濒补耻苍肠丑别诲听. It is a project funded through the Lilly Endowment鈥檚 Compelling Preaching Initiative.

In Isaiah 43:19 we read, 鈥淏ehold, I am doing a new thing; now it springs forth, do you not perceive it? I will make a way in the wilderness and rivers in the desert.鈥� In the Septuagint, the Greek translation of the Old Testament, the root of the Greek word used to talk about something new is 魏伪喂谓峤瓜� (kainos). It refers to the concept of something being fresh, new, unused, or novel. Green Lake chose to use that word to describe their project because they are creating opportunities for people to explore, experience, and experiment with preaching. The project includes summer immersion experiences for young adults to explore preaching through workshops, practical experience, and coaching. In addition, two retreats will be offered each year. The first will be focused on Gen Z and preaching and the second will function as a preaching lab where participants can experience and experiment with alternative approaches to preaching.

Kairos is excited about this project for a number of reasons. Obviously, the topic itself is important. We are grateful that the Lilly Endowment is investing resources into preaching. We are also excited for the various ways we get to work with Green Lake Conference Center on this project. The director of the project is Heather Henson, who also serves as a Kairos affiliate faculty member and adjunct (pastoral ministries and preaching). In her role with the project, she not only works with a team to provide leadership for the project as whole but also facilitates a portion of the summer immersion experience, serves as a coach, and authors content used in the project. As an institutional partner, 乌鸦传媒 is providing content, access to resources through its library of learning experiences, providing onramps for participants to continue learning with 乌鸦传媒, and collaborating on the two retreats each year.

That brings me to the first question I asked. What are you doing next summer? We are collaborating with Green Lake Conference Center to host a gathering on August 11-15, 2025. It will be hosted at Green Lake Conference Center. The week will include opportunities for pastors to 1) explore alternative approaches to preaching by participating in preaching labs; 2) be exposed to new ideas, and 3) learn from other preachers. In addition, the team of facilitators will lead discussions on preaching and offer insights to emerging methods. 乌鸦传媒 students will have the opportunity to interact with faculty from the school and to participate in Reflection in Community Sessions.

For more information, check out聽聽website or contact Heather Henson at聽hhenson@kairos.edu.

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July 8, 2024

by Greg Henson, CEO 乌鸦传媒

Welcome back to a walk through our stewardship of the past ten years. Last week, we spent some time reflecting on the phrase 鈥淢eeting you where you are鈥ffering hope.鈥� By embracing that commitment in 2014, the university began to reconceptualize our work as a call to obediently steward the resources and opportunities that God has entrusted to us as we participate in God鈥檚 mission and not as something that is primarily driven by a need to ensure long-term survival.

One of the first steps toward living into a paradigm in which the institution is not at the center of our work was embracing the fact that we are not alone in this endeavor. As part of the Body of Christ, we are members of an interconnected and interdependent community of Christ followers. To fully experience the beauty and expansive reality of the Kingdom of God, we learned it can be helpful to engage in our work with a great deal of humility and hospitality. Today, we call this concept theological hospitality. As with many things, we were not the first to consider this reality. In fact, an individual connected to the heritage of Sioux Falls Seminary encouraged a similar kind of humility.

Walter Rauschenbusch was one of the important early voices of Sioux Falls Seminary. His father, August, was the founding professor of the school. Both played a role in the North American Baptist (NAB) Conference of churches, which founded the seminary in 1858. In an essay on Baptist distinctives, Walter wrote, 鈥淲e are not a perfect denomination.听We are capable of being just as narrow and small as anybody.听There are fine qualities in which other denominations surpass us.听I do not want to foster Baptist self-conceit, because thereby I should grieve the spirit of Christ.听I do not want to make Baptists shut themselves up in their little clam shells and be indifferent to the ocean outside of them. I am a Baptist, but I am more than a Baptist.听All things are mine; whether Francis of Assisi, or Luther, or Knox, or Wesley; all are mine because I am Christ鈥檚.听The old Adam is a strict denominationalist; the new Adam is just a Christian.鈥�

This irenic spirit shaped a community of people who choose to work together because of their shared mission. In that ethos, there has always been a recognition that we will hold fast to the orthodox Christian faith while welcoming the differences that exist within the Body of Christ.听The North American Baptist denomination was so focused on this key principle that it took 131 years to create its first statement of beliefs.听This wasn鈥檛 because contentious arguments kept it from happening but rather because, over the course of those years, the leaders of the conference kept tabling the discussion. The community gathered around the mission of God and practicing the way of Jesus.

In 1949, the seminary moved from Rochester, New York, to Sioux Falls, South Dakota. Eventually, a sister school, North American Baptist College (now Taylor Seminary), would be founded in Edmonton. Both Sioux Falls Seminary and Taylor Seminary had roots in the North American Baptist tradition. As is the case with nearly every institution of higher education with historic roots in a particular denomination, those connections ebbed and flowed over many years.

Over the years, fewer members of North American Baptist churches were choosing to enroll in theological education. By 2013, according to data from the Association of Theological Schools, very few people within the denomination were enrolled in an accredited seminary anywhere in North America. In addition, the majority of those in the denomination who were engaged in seminary were not enrolled at either Taylor Seminary or Sioux Falls Seminary. Despite our shared history with the denomination and our shared commitment to the mission of God, there seemed to be a growing gap between the schools and the local church.

In 2015, Sioux Falls Seminary and Taylor Seminary started a partnership with the goal of reconnecting the schools to the local church–and doing so in partnership with the denomination. A key aspect of this was the Kairos Project, an approach to theological education that was affordable, accessible, relevant, and faithful. By 2019, we saw an increase in the number of pastors within the NAB who were engaged in theological education, many of whom were enrolled in the Kairos Project. God was up to something!

In addition to more pastors choosing to enroll in theological education, a deeper partnership between local churches, the denomination, and the various mission fields of the denomination began taking shape. Today, Kairos partners with several local churches within the North American Baptist Conference to provide unique opportunities for their members to participate in theological education. Missionaries within the NAB partner with us to develop pastoral leaders across the globe. Faculty, staff, and graduates from the school participate in missional initiatives within the conference, and the Governing Board of the NAB includes alumni and friends of the school.

Over the past ten years, our stewardship efforts have been fueled by a reconnection to our roots in a community of Christ followers with an irenic spirit. This group of people who gathered around the mission of God, choose to work together because more is possible when we work together. As a result, we have seen a rise in the number of pastors engaged in theological education, an explosion of partnerships between local churches and the university, and fresh expressions of affordable, accessible, relevant, and faithful theological education in numerous countries around the world.

Ten years ago, there may have been questions about Taylor Seminary and Sioux Falls Seminary鈥檚 connection to the North American Baptist Conference of churches. Today, the relationship has been strengthened by a shared commitment to the mission of God, theological hospitality, and contextualized education that is affordable, accessible, relevant, and faithful.

By God鈥檚 providence, this enhanced connection with the NAB paved the way for new and renewed connections to the wider body of Christ. As Rauschenbusch remarked, 鈥淎ll things are mine; whether Francis of Assisi, or Luther, or Knox, or Wesley; all are mine because I am Christ鈥檚.听The old Adam is a strict denominationalist; the new Adam is just a Christian.鈥� When we embrace that reality, we are exposed to the powerful ways in which the Spirit of God is at work in the world. Little did we know that this way of being would spark a global movement. Let鈥檚 jump into that next week.

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January 15, 2024

We think relationships are an important aspect of education. That鈥檚 why we work with mentor teams, cohorts, and partner organizations. To help you get to know the people who are part of the Kairos community, we spotlight partners, faculty, alumni, students, staff, and board members from time to time. Today we are looking at one of our faculty.听

Name: Janet Stauffer

Location: Lebanon, PA

Role within Kairos: Professor of Marriage and Family Therapy, MFT Program Director, ThD faculty and mentor

Education: PhD in Interdisciplinary Studies, specialization in marriage and family therapy; MA in Social Work.

Teaching and Research Interests: Buber鈥檚 dialogue and genuine meeting placed in the context of restorative theology addressing trauma and transformation. Intergenerational loyalty dynamics and healing through turning and facing (Contextual Therapy research and practice). Published research in formation of the therapist through education as dialogical engagement.

How to connect with Janet: jstauffer@kairos.edu

We asked Janet a few questions to learn a bit more about her. Here鈥檚 what we discovered.

Why are you engaged in the work of theological education?
The mystery of God. Since college days I pursued the intersection of theology and psychology at a time when these disciplines were often siloed, and viewed one another with suspicion if not outright disregard. At that point, I was immersed in the therapy practice of marriage and family, and did not envision myself teaching in a seminary. A series of poignant events intersected such that I decided to enroll in a PhD program with a sense of call to teach MFT at the graduate level. I remember asking God, 鈥淏ut, here I am in the middle of corn fields with no graduate MFT programs in sight. What is this about?鈥� Within two weeks of that prayer, I learned that Evangelical Seminary faculty had just voted to start an MFT program. The seminary was 20 minutes from my home. The call could not have been more clear.

When you are teaching or working as a faculty mentor, what kinds of questions lead the way?
How am I carrying my stone?
What kind of “lived curriculum” am I in this moment?

There is a medieval story of three persons who are each seen carrying a stone up the mountain. The first one was asked, 鈥淲hat are you doing?鈥� 鈥淚 am carrying a stone,鈥� was the reply. The second stone carrier was asked, 鈥淲hat are you doing?鈥� 鈥淚 am caring for my family, earning an income.鈥� The third one was asked, 鈥淲hat are you doing?鈥� 鈥淚 am building a cathedral.鈥�

Details are vital to life. They can also suffocate life. The risk for me in my faculty and mentoring work is to become so cluttered with function, just carrying the stone to get things done that I easily lose the deep attunement and presence to the emerging cathedral to which I bring my stone as an offering.

Mentorship is both giving and receiving. I am not the one merely pouring into the other. Rather, together we are holding a space for something to evolve between us. Katie Breitigan (2023), a ThD grad, calls faculty to create a 鈥渓ived curriculum,鈥� sharing of our lives, 鈥渕aking the co-learning relationship more personal鈥� (p. 38).

Being both a giver and a receiver is essential to healthy living, and develops character, content, and craft. Receiving from the other with gratitude for them, as well as giving to the other out of one鈥檚 personhood grows something through each of us as we live this dynamic in real time. As Teilhard de Chardin (1960) claims, our lives 鈥渁re ready to be charged with the divine influence, that is to say with a real presence of the incarnate Word鈥� (p. 136). This is my longing, my hope, and the joy of being a mentor. It is the stone I carry with intention of being space for the presence of God in our midst

What rhythms do you like to follow?
Most days begin with 20 minutes of contemplative prayer, and then I listen to the daily lectionary reading on my morning run. I meet twice a month with a small group from the church I attend. We gather in one of our homes around a simple meal, share our lives, and pray together. Silent retreats, whether a day, 3 days, or a week are vital for me to restore and deepen in the presence of God. I listen to podcasts and attend webinars. I value time with spiritual directors, therapists, and wise friends who can assist me in engaging the deeper contours of my life.

When you are not teaching, mentoring, or engaged in some other aspect of your work with Kairos, where might we find you?
I chair the LMC Legacy Foundation that funds projects finding 鈥渁 better way鈥� in integrative mental health care. I also see a few clients at my therapy practice.

I love being on or near the water. Jim (my spouse) and I canoe or kayak in local places such as the 鈥淪wattie鈥� creek, as well as not so local places such as Algonquin Provincial Park in Canada where we pack our gear into the canoe and paddle through the interlocking lakes for several days, camping on the islands at night to the lovely sounds of the loons at sunset, and the howling calls of the wolves in the dark.

One Valentine Day at our home in PA, Jim asked me to go on a short walk with him. I was deep in work at my desk at the moment, could I break away for a bit? He led me to the small creek that runs through the woods where we live. There he had placed a small bench by the creek, a spot for me to retreat, meditate, and restore. A gift that keeps on giving. Playing pickle ball, riding my recumbent bike in warm weather, or cross country skiing in the winter with family or friends are delights in my life as well.

We asked Janet to send us a candid picture of life outside of the classroom. Here’s what she shared with us:

Breitigan, K. (2023). Relationship as pedagogy: Empowering faculty to support student mental health,聽Growth: The Journal of the Association for Christians in Student Development, 22, Article 3, 30 – 44. .

Teihard de Chardin, P. (1960). The divine milieu. Harper & Row.

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CARES Act Information

Return to HGST Home

Final Report by Houston Graduate School of Theology Regarding Administration of Section 18004(a)(1) CARES Act Grant Program Related to Student Aid Portion Funds

Section 18004(e) of the Coronavirus Aid, Relief, and Economic Security Act (鈥淐ARES Act鈥� or the 鈥淎ct鈥�)), Pub. L. No. 116-136, 134 Stat. 281 (March 27, 2020), directs institutions receiving funds under Section 18004 of the Act to submit (in a time and manner required by the Secretary) a report to the Secretary describing the use of funds distributed from the Higher Education Emergency Relief Fund (鈥淗EERF鈥�). Section 18004(c) of the CARES Act requires institutions to use no less than 50 percent of the funds received from Section 18004(a)(1) of the CARES Act to provide Emergency Financial Aid Grants to students for expenses related to the disruption of campus operations due to coronavirus (including eligible expenses under a student鈥檚 cost of attendance such as food, housing, course materials, technology, health care, and child care). On April 9, 2020, the Department published documents related to the Emergency Financial Aid Grants, including a from Secretary Betsy DeVos, a form for signing and returning by institutions to access the funds, and a list of .

HGST was pleased to receive and administer these aid funds to HGST students from the Federal CARES Act grant program. Please note the following itemized aspects of the report.

• HGST signed and returned to the Department of Certification and Agreement an application stating that the school would use no less than 50 percent of the funds received under Section 18004(a)(1) of the CARES Act to provide Emergency Financial Aid Grants to Students.

• HGST received $10,621 from the Department pursuant to the institution鈥檚 Certification and Agreement for Emergency Financial Aid Grants to Students.

• A total of $10,621 was subsequently distributed to HGST students.

• A total of 136 HGST students were eligible to receive the funds, and 21 submitted some portion of the application although 3 were not qualified due to the required enrollment dates.

• A total of 10 HGST students sufficiently completed the application process by the stated deadline and received grants from this source.

• The following method was used by the school to determine which students would receive grants: a Student HEERF Grant Committee was appointed by the HGST President comprised of the President, Academic Dean, COO/CFO, Director of Admissions/Communications, and Director of Financial Aid/Student Services; an online application form was developed along with a cover letter inviting students to submit applications; the letter and application form were made available to all qualified HGST students; fully completed applications received by the stated deadline were assessed by the Grant Committee in terms the students鈥� descriptions of the affects of the pandemic on them in view of the criteria stated in application form and letter; 10 students completely submitted the application form as directed and by the deadline. The Committee awarded those students the funds in equal portions or $1,062.10 per student, dispersed by check on Oct. 8, 2020

• The following instructions, directions, and guidance for students were included in the application cover letter.

• The application form contained the following content.

Quarterly Budget and Expenditure Reporting under CARES Act Sections 18004(a)(1) Institutional Portion, 18004(a)(2), and 18004(a)(3), if applicable

Institution Name: Houston Graduate School of Theology
Date of Report: 2/2/21
Covering Quarter Ending: 9/30/20
Total Amount of Funds Awarded:
Section (a)(1) Institutional Portion: $ 0
Section (a)(2): $ 0
Section (a)(3): $82,320
Final Report? 鈽�

[1] To support any element of the cost of attendance (as defined under Section 472 of the Higher Education Act of 1965, as amended (HEA)) per Section 18004(c) of the CARES Act and the published in the Federal Register on June 17, 2020 (85 FR 36494). Community Colleges in California, all public institutions in Washington State, and all institutions in Massachusetts have different requirements due to recent U.S. District Court actions. Please discuss with legal counsel. .
[2] Including costs or expenses related to the disinfecting and cleaning of dorms and other campus facilities, purchases of personal protective equipment (PPE), purchases of cleaning supplies, adding personnel to increase the frequency of cleaning, the reconfiguration of facilities to promote social distancing, etc.
[3] Including continuance of pay (salary and benefits) to workers who would otherwise support the work or activities of ancillary enterprises (e.g., bookstore workers, foodservice workers, venue staff, etc.).
[4] Please post additional documentation as appropriate and briefly explain in the 鈥淓xplanatory Notes鈥� section. Please note that costs for Section 18004(a)(1) Institutional Portion funds may only be used 鈥渢o cover any costs associated with significant changes to the delivery of instruction due to the coronavirus, so long as such costs do not include payment to contractors for the provision of pre-enrollment recruitment activities; endowments; or capital outlays associated with facilities related to athletics, sectarian instruction, or religious worship.鈥�

• HGST Q3 2020 Final HEERF FIPSE Report

• Final Quarterly Report

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October 16, 2023

We think relationships are an important aspect of education. That鈥檚 why we work with mentor teams, cohorts, and partner organizations. To help you get to know the people who are part of the Kairos community, we spotlight partners, faculty, alumni, students, staff, and board members from time to time. Today we are looking at one of our faculty.听

Name: Christopher Bryant

Location: Vineland, NJ

Role within Kairos: Faculty Mentor and Affiliate Professor

Education:Bachelor of Arts in Theological Studies; Master of Divinity; PhD, Religious Studies; PhD, Religious Education; Doctor of Ministry candidate

Teaching and Research Interests: The working of the Holy Spirit through the ordinary and extraordinary means of grace.

How to connect with Christopher: drcbryantministries@gmail.com

We asked Christopher a few questions to learn a bit more about him. Here鈥檚 what we discovered.

Why are you engaged in the work of theological education?
My journey in theological education has been both diverse and fulfilling, and it carries the legacy of a phrase my grandmother always used to say: “Education and Salvation make a mighty fine combination.” I took that adage to heart early on. My formal foray into theological education began in 2014 when I founded a Bible college to provide spiritual guidance and instruction to the Fellowship over which I was then the Presiding Bishop. This experience cemented my passion for spirituality, formation, and discipleship. I continue to educate through the Kerygma Educational System, a consortium of schools doing the work of theological education and formation.

As I transitioned into my role as a Faculty Mentor and Affiliate Professor within the Kairos community, I discovered that my administrative gifts were a natural complement to these spiritual and educational passions, enabling me to form meaningful connections with both students and faculty. I have served in a multitude of roles within congregational ministry, from janitor to lead pastor, and each has informed my approach to theological education. Ultimately, my mission is to foster spiritual growth and robust discipleship within the Body of Christ.

I see theological education as the harmonious convergence of my love for the church, my zeal for discipleship, and my aptitude for organizational development. It is one of the avenues through which I can most authentically participate in God’s transformative work among His people.

When you are teaching or working as a faculty mentor, what kinds of questions lead the way?
In my teaching and mentoring, I place a strong emphasis on the integration of theology into both personal and vocational contexts. For me, the Kairos journey allows the customization and personalization of educational paths to where individuals are right now and helps them to progress to where they are going. My approach is guided by Kairos’s focus on content, character, and craft, allowing me to ask questions that provoke thoughtful introspection. For instance, I often query, “What did you learn that you didn鈥檛 know before?” and “What does that look like in your life and vocational context?” My goal is to help them bring their content learning to bear in application and not just rote memorization.

What rhythms do you like to follow?
My day is clearly divided: mornings are for work-related activities such as research, teaching, student consultations, and managing my business The C|Suite Group, while evenings are reserved for spending quality time with my family and engaging in personal academic and devotional study.

In terms of mentorship, I follow a student-led approach, allowing students to set the schedule and pace. Given my various commitments and roles, text messages and Google Meet are my preferred methods of communication. I thrive in guiding students who are interested in a creative or alternative educational journey.

Although my schedule is packed, I understand the importance of pacing myself so that I can be both rested and responsive to my students’ needs. To help achieve this balance, I practice active listening and take steps to manage my own anxieties and be thoughtful in all my communications.

When you are not teaching, mentoring, or engaged in some other aspect of your work with Kairos, where might we find you?
When I’m not involved in my professional roles at Kairos, my evenings are usually spent enjoying quality time with my wife and children. Aside from family time, I’m often deeply engrossed in planning and creating high-quality content or writing a book. I have a special knack for conceptualizing ideas and bringing them to life.

For those moments when I need a physical outlet, the basketball court is my go-to place for some healthy competition and exercise. And when I’m in the mood to unwind, my choice of entertainment falls within procedural dramas, superhero films, and supernatural horror genres. Whether it’s solving fictional crimes, rooting for the good guys in a cosmic battle, or getting lost in a spine-chilling narrative, these genres allow me to escape and unwind.

We asked Christopher to send us a candid picture of life outside of the classroom. Here’s what he shared with us:

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October 2, 2023

We think relationships are an important aspect of education. That鈥檚 why we work with mentor teams, cohorts, and partner organizations. To help you get to know the people who are part of the Kairos community, we spotlight partners, faculty, alumni, students, staff, and board members from time to time. Today we are looking at one of our faculty.听

Name: Tony Blair

Location: Lancaster County, PA

Role within Kairos: Executive Partner/President of Evangelical Seminary (legacy partner) and Professor, working primarily with doctoral programs

Education: PhD in History, focusing on revivalism; Doctor of Ministry, focusing on leadership and culture; MA in History; MA in Religion; and MA in Ministry

Teaching and Research Interests: Leadership, history, spiritual formation and the spaces between them, with the goal of enlarging our imagination for what God is (and has been) doing in the world

How to connect with Tony: ablair@kairos.edu

We asked Tony a few questions to learn a bit more about him. Here鈥檚 what we discovered.

Why are you engaged in the work of theological education?
To help people come alive in every meaning of the word. Back in the 2nd century, theologian and church leader Irenaeus of Lyon insisted that 鈥渢he glory of God is a human being fully alive.鈥� More recently, Miroslav Volf and Matthew Croasmun have suggested that 鈥渉uman flourishing鈥� is the goal of all theology, and thus of all ministry鈥� precisely because it鈥檚 been the goal of God since the creation of humanity in Eden. The most gospely thing we can realize and declare, the thing that startles both Christians and non-Christians alike most often, is that God is for us.

God鈥檚 mission for human flourishing is centered, of course, in the work of Christ, who has restored in us the image of God, who has made us one with God and each other, and who has invited us into the journey of recovering our identities as the beloved ones of God. It is this love that transforms us, and any theology built on any other foundation than the love of God is inadequate, perhaps even injurious to this cause that Jesus proclaimed so boldly: 鈥淚 have come that you might have life!鈥� This is God鈥檚 grand plan of redemption for the world, and the work of theological education is to provoke and prepare God鈥檚 people to participate in it. I love that!

When you are teaching or working as a faculty mentor, what kinds of questions lead the way?
I have come to believe that the questions we ask and pursue matter more for our spiritual life than the answers we receive or create. Someone has recently pointed out that the Gospels record 307 questions Jesus asked and only 3 that he explicitly answered! Questions provoke us鈥� they stimulate our thinking, yes, but also our spiritual imagination, and even the way we go about doing things. In other words, a holistic approach to questioning can and should lead to transformation in content, character, and craft, which is the holistic, integrated approach we take at Kairos toward the learning of our students (and our own learning as well).

The questions that provoke (and excite me) the most鈥� and thus those that I inflict upon my mentees and students鈥� are those that challenge the false dichotomies that we have been handed regarding theology, ministry, leadership, and life. One of my self-imposed rules as a leader is that I will never choose between only two options, as there are always more (and more creative) alternatives available, if we were but to take the time to imagine them. So many theological and socio-political squabbles emerge from either-or thinking, when God (who is infinitely creative) is offering us his own divine imagination to see more broadly, more beautifully than we have before.

I am trained as a spiritual director (another area in which Kairos has shown leadership), which has changed the way I teach, mentor, lead, and pastor, as it has relieved from me the self-imposed burden of having to come up with answers, or to fix people, or fix organizations; my calling, rather, is to ask questions, listen well, imagine boldly, and then nudge gently. My favorite theology of evangelism, then, is that offered by one of my own mentors, Leonard Sweet; he suggests what we get to do is pay attention, to notice what the Spirit is doing, and then nudge others to see it too, for themselves. I do a lot of nudging.

What rhythms do you like to follow?
I聽am an unlikely hiker鈥� unlikely because I do not have the athletic physique of those who would cover long distances in short periods of time. But I have grown to very much appreciate the rhythm of walking, breathing, seeing, and listening that hiking involves. It slows me down enough to notice what I would not have noticed. It gets me close to nature, which is a deeper reality than the social world that we inhabit most of the time (and points to the even deeper spiritual reality of God鈥檚 presence in the world). 鈥淚 Go Among Trees鈥� by Wendell Berry is thus one of my favorite poems.

As an introvert, I also appreciate the rhythms of being with people and being alone, as both are necessary for stoking the imagination and kindling the heart. I love the rhythms of reading and writing, but have incorporated neither as fully into my life since joining Kairos as I would wish. And I love to laugh, as it both expresses and cultivates the rhythms of joy in all circumstances.

When you are not teaching, mentoring, or engaged in some other aspect of your work with Kairos, where might we find you?
In the woods. Or at my church, where I serve as a volunteer co-senior pastor (serving alongside another Kairos faculty member/mentor) in the most extraordinary community of God鈥檚 people I have ever been privileged to be part of. Or on the floor, playing with my young grandchildren, who light up my face with delight. Or listening to music, about which I am surprisingly eclectic (albeit with a fondness for the blues). Or sitting on my back deck, under tall, mature trees, reflecting (literally) at the still waters of my backyard pond, watching the fish swim for apparently no reason at all but the sheer joy of it, and hearing the birds whistle to each other about the ineffable goodness of God.

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September 25, 2023

We think relationships are an important aspect of education. That鈥檚 why we work with mentor teams, cohorts, and partner organizations. To help you get to know the people who are part of the Kairos community, we spotlight partners, faculty, alumni, students, staff, and board members from time to time. Today we are looking at one of our faculty.听

Name: Rita Jenkins

Location: Houston, TX

Role within Kairos: Affiliate Professor, Faculty Mentor, Kairos Platform Coordinator, Executive Assistant

Education: Bachelor of Business Administration in Accounting; Master of Divinity; Doctor of Ministry with Missional Leadership specialization

Teaching and Research Interests: How the 21st century Church can embrace the complexities of the second greatest commandment to model its role more fully as the 鈥渟ent鈥� people of God through practical theology focused on missional concepts and spiritual practices, using Jesus as its guide.

How to connect with Rita: rjenkins@kairos.edu

We asked Rita a few questions to learn a bit more about her. Here鈥檚 what we discovered.

Why are you engaged in the work of theological education?
Theological education in some form, whether formal or informal, should be the goal of all believers of Jesus Christ. The constant quest to know God more intimately presents itself through this goal. I am caught up in the quest that intersects with theological education because as I learn more from my studies, I am driven to share with others. In the discourse of this sharing, I get to learn from others as they learn from me. None of us have a monopoly on this knowledge so as we walk together in learning, we get the opportunity to share and grow more Christlike. Is not this the work of discipleship; believers walking together on a journey that enhances them all to better and greater? The work of theological education affords me the opportunity for others鈥� iron to sharpen my iron, and vice versa. The great joy I have is to see God work in the lives of those I connect with as He also works in my life.

When you are teaching or working as a faculty mentor, what kinds of questions lead the way?
The initial questions that I ask are to determine what God is calling the students to do in His Kingdom and what is their perception of the calling. Knowing students鈥� calls informs me of what level of intensity of coursework I should challenge them. It allows me to discern suggestions for content to prepare them for a ministry context that could range from rural ministry to a mega-church ministry. All students should learn core information, but ministry contexts help dictate what additional training may be needed. Knowing students鈥� perceptions of their calling helps me identify character concerns that may need addressing during our journey together. For example, students who are overwhelmed with their calls are in the right posture to receive the best training and to acknowledge that their success is in God, not their intellect. Those who feel they are already confidently qualified need a character adjustment that will require mentor team input along with prayer. Questions about what assignments they are working on in their vocational contexts help me to see how they are incorporating their learning. Other questions may focus on prior learning and questions that lead students to solutions that enhance their problem-solving skills. The changes occurring in the Church require students to be equipped to navigate challenges with adaptive changes. Questions arising from this fact prompt students to seek the Holy Spirit, who can guide them to adaptive changes necessary for the circumstances. I am always interested in a student鈥檚 reflective thoughts about an assigned reading. I find that student engagement through reflection tells me a lot about how the student is learning and even applying the learning in his or her context. The added benefit is that the student is forced to interact and form opinions about what he or she is learning that develops spiritual muscle. My goal is not to give students the answers but to assist them to arrive at suitable answers.

What rhythms do you like to follow?
My rhythms are holistic and incorporate personal and spiritual wellbeing, of which there is a blurred line. I honor God by eating healthy, exercising (falling short at times), and engaging in mental acuity activities. Prayer is my mainstay that begins a discourse with God in the mornings and lasts throughout the day. 聽I begin each day with a prayer of thanksgiving and confession, Scripture memorization from my Bible app, walking exercise or watering my outdoor plants, followed by a hot breakfast, while taking in the news of the day, which drives me to more prayer.

Weekly rhythms include celebration of the Lord鈥檚 Supper, focused study and worship time with God, gatherings with family and friends over a meal, and watching movies, while my quarterly rhythms focus on restoration and rejuvenation. I go on silent retreats, get much needed massages to relieve built-up tensions, travel time away from the routine, and other self-care activities. Other rhythms that I engage in are guided by the Holy Spirit: Lectio Divina, fasting, solitude and silence, etc.

When you are not teaching, mentoring, or engaged in some other aspect of your work with Kairos, where might we find you?
The most time-consuming activity that I am currently engaged in is the expansion of a new ministry 鈥� Moms Green Beret Prayer Unit. The ministry is a convergence of Christian mothers called as special forces to pray for the liberation of sons and daughters from the enemy鈥檚 influence and power, along with other concerns as assigned by God. The expansion phase includes providing one-on-one prayer to those who call in with their concerns, accepting prayer concerns through email, training other mothers who are interested in fighting against evil forces, and basic training in effective praying through conference and/or seminar settings. The prayer ministry is a 501(c)(3) corporation. Other activities include preparing to launch a missional ministry when released by God, that will address my research interests. Spending time with my family which includes a son, a daughter (and her husband), and 4-year-old twin granddaughters is my joy.

We asked Rita to send us a candid picture of life outside of the classroom. Here’s what she shared with us:

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