We who believe the gospel of Jesus Christ for the salvation of our souls affirm the eternal, unchangeable nature of the gospel
message. However, the
methods by which this unchangeable message is delivered to others should constantly be evaluated and creatively changed for the advancement of the kingdom at large. If local churches, the Southern Baptist Convention and evangelicals in general REFUSE to constantly adapt our methods in proclaiming the good news of Jesus Christ, neglect the necessary emphasis on ministry creativity, and deny anyone the freedom to stretch traditional and established models of gospel ministry, we will find ourselves trapped in a crystallized methodology that dooms our effectiveness in reaching a world in need of a Savior.
It is interesting to note that in both the study of mathematics and gospel doctrine one learns precise systems of thought with established, constant truths that never change (at least from my conservative theological viewpoint). In this post I would like to examine the education of the great physicist and mathematician Albert Einstein and ask this question:
'What kind of environment is needed for great thinkers and theologians to arise out of the Southern Baptist Convention who possess the creative genius to lead us into new and even more effective methodologies of gospel ministry?'
Until Albert Einstein was seventeen years old he was educated in the German schools of Munich. Most German schools, including Albert's, were run with a Prussian sense of military style and efficiency. The students were like privates while the teachers acted as authoritarian officers. Learning was regimented and mechanical with an emphasis on rote memorization and repetitive lessons. Rewards were based on conformity and any creative learning was stifled.
Einstein struggled.
Albert found the style of teaching - rote drills, impatience with questioning, and corporate conformity - to be repugnant. His beloved sister, Maja, made this observation of Einstein's feelings:
"The military tone of the school, the systematic training in the worship of authority that was supposed to accustom pupils at an early age to military discipline, was particularly unpleasant."
According to biographer Walter Isaacson, in his recently published book simply entitled
Einstein, Albert developed a deep contempt for the authoritarian style and militarist atmosphere of German schools. One day when troops in a parade marched down the street where Einstein lived, and all the children came pouring out of their apartments to watch, Einstein refused to join in. He told his parents . . .
When I grow up, I don't want to be one of those poor people. When a person can take pleasure marching in step to a piece of music it is enough to make me despise him. He has been given his big brain only by mistake.
The Reason Einstein Began to Flourish AcademicallyIn 1895, when Einstein was seventeen, his family moved to Switzerland for reasons associated with his father's business. Einstein enrolled at the cantonal school in the village of Aarau before his entrance into the Zurich Polytechnic School.
Aaru was a perfect school for Einstein. According to Isaacson,
The teaching was based on the philosophy of a Swiss educational reformer of the early nineteenth century, Johann Heinrich Pestalozzi, who believed in encouraging students to visualize images. He also thought it important to nurture the 'inner dignity' and individuality of each child. Students should be allowed to reach their own conclusions, Pestalozzi preached, by using a series of steps that began with hands-on observations and then proceeded to intuitions, conceptual thinking, and visual imagery. It was even possible to learn - and truly understand - the laws of math and physics that way. Rote drills, memorization, and force-fed facts were avoided.
Einstein loved Aarau. Maja, Einstein's sister, said of the school,
Pupils were treated individually. More emphasis was placed on independent thought than on punditry, and young people saw the teacher not as a figure of authority, but, alongside the student, a man of distinct personality.
It was the exact opposite of the German instruction Einstein hated. His love for Swiss education and the freedom of individuality eventually led Einstein to renounce his German citizenship. Of course, the German system of worshipping human authority eventually led to the rise of one of the world's worst dictators just a four decades later.
Einstein later said of his year at Aarau,
When compared to six years' schooling at a German authoritarian gymnasium, Aarau made me clearly realize how much superior an education based on free action and personal responsibility is to one relying on outward authority.
Application to the Southern Baptist Convention (1). Young evangelical pastors and leaders need an atmosphere where they are free to think and flourish in their own, individual, and creative way according to the manner in which God has gifted each of them.
(2). Demands to submit to authoritarian control through mental assent to force-fed facts or truths, and demands for blind allegiance to established systems of denominational structure will thwart any sense of creativity and possibly restrict new and more effective means for accomplishing even greater Christian ministry.
(3). The discovery and advancement of more effective methodologies in missions ministry comes from hands-on experience of Southern Baptists who are actually doing missions rather than Southern Baptists who are hearing about missions.
(4). If young evangelical pastors and leaders ever get a taste of the freedom to do ministry as they visualize it needs to be done, but feel attacked or threatened by older mentors, they will eventually renounce their allegiance for, and membership in, the Southern Baptist Convention.
(5). The threat to the Southern Baptist Convention does not come from more freedom given to her members, but rather, the tightening of parameters and the authoritarian control that stifles creativity in missions and ministry.
In His Grace,
Wade Burleson