My Favorite Mystic

by Steve Varvis on May 18, 2013

The title of this entry will remind readers of a certain age of a popular sitcom that played around the theme of an alien, a Martian, living with a middle-class American family. Mystics in our world are something like this. We are generally all for “spirituality,” but the mystic’s witness to an immediate experience with God is baffling, challenging, and somehow compelling. It is baffling, of course, because we cannot understand God himself very well, nor the person who claims to have had some kind of intimate contact with God. It is challenging because mystics seem to speak with a special authority, and it might seem to contradict other religious authorities. It is compelling because, well, if someone witnessed to an immediate sense of touch, or union with God, might we not want to know about it? God too often seems to be the silent partner in a dialog of prayer.

Often we can go to the Middle Ages for examples of Christian experience. It is in some ways a laboratory of Christian practice and thought. In fourteenth-century England, the age of the Hundred Years War, the Black Death, Geoffrey Chaucer, John Wycliffe, Piers Plowman and Sir Gawain and the Green Knight there were four individual mystics that are often on course reading lists, and are popular with readers and practitioners of spiritual disciplines. Richard Rolle is very personal and almost chatty; he has personal appeal. The Cloud of Unknowing (author also unknown) is deeply philosophically and learned. Julian of Norwich is one of the great female mystics of the age whose striking images and experience are both disturbing and profound. All of these are read with enthusiasm.

But my favorite fourteenth century mystic is Walter Hilton, the more down to earth, the teacher, the less read I think, the fourth of the group. Hilton was a priest in the north of England near York, a canon who lived a regular (monastic) life, but served in a parish and so taught and worked among the people. In The Ladder of Perfection he writes to a “sister,” presumably a nun, who has questions about spiritual and mystical experience. It is the great gift of Hilton to us to describe the spiritual practice of contemplatives, how to discern between true and counterfeit spiritual experience, the relation of this experience to theological teaching like the necessity of grace given to commune with God, and the grace given to regenerate or sanctify the soul. He is methodical, and insightful. He notes types of experiences and compares them to other types; he points to methods of self discipline, meditation, contemplation, and discernment of the causes and effects of sin and grace in us.

A couple of unique teachings anchor us. First he offers counsel on living what he calls the “mixed life” (especially in a brief tract of this title). The mixed life is that of those called to an active life in the world of family, friends, service, business or school, who yet have a desire for deeper communion with God. He counsels that we must fulfill our obligations to our world of commitments and human struggles and joys, and offers ways to practice a life of prayer, meditation, and even contemplation (you will have to read him for these distinctions).

Second he explains that mystical experience must be grounded in at least two ways. Because God is good and holy we must make ourselves ready for his touch by moral and intellectual discipline; we must incline to the good, and practice disciplines that encourage the growth in us of humility, justice and righteousness, compassion for others, moderation, and love. This moral discipline goes along with intellectual disciplines that help raise the mind to the realms of God where our intellectual categories and our ability to describe what is true and good are transcended. Here we face the risk of losing our way theologically, or at least our intellectual balance. He also counsels that our spiritual practice must not be separated from the church, regular worship and the reading of Scripture. The God we are individually to seek in the “spiritual” realms is also the God who has called us to be a part the Church. He has given us the body of Christ in which to worship, to hear the word preached, to receive the sacraments through which grace is renewed in us. In and through the offices of the church we are instructed and learn charity towards our sisters and brothers.

I suppose it is this very practical and down-to-earth quality that I am drawn to in Hilton. He gives guidance, offers balance, and reminds us that whatever gifts we are given they are in and for his body, his people, the Church. He reminds me that the goal is to know and offer the love of God to others, and that this is not an easy task or the result of some splashy experience. He tells us that God is waiting, but that he is oftentimes hidden behind the many things we put in his way. He reminds us that our normal Christian experience is the path of our seeking. And yet in this down-to-earth life, God is waiting for us in silence.

“For prayer is nothing but a desire of the heart rising into God by its withdrawal from all earthly thoughts; and so it is compared to a fire, which of its own nature leaves the lowness of the earth and always goes up into the air. Just so, when desire in prayer has been touched and set alight by the spiritual fire which is God, it keeps rising naturally to him from whence it came.”

Walter Hilton, The Scale of Perfection, J.P.H. Clark and R. Dorward, trans. Classics of Western Spirituality (NY: Paulist, 1991) I, 27.

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The Hidden Curriculum

by Steve Varvis on May 13, 2013

I was honored to be invited to give the 2013 FPU commencement address. As President Menjares noted afterwards it was something of a tribute to our faculty. Below I have included only the descriptions of the three characteristics or “virtues” of our Hidden Curriculum. I have had to leave out all of the illustrative stories of students and faculty, but I only have so much room in each post. For those of you who are FPU alums you will be able to find your own examples… Congratulations once again to the Class of 2013.

***

 My topic is the hidden curriculum that you sometimes unknowingly have studied. We may have spoken about it at times, have hinted, but for the most part it is tucked into and behind the way we approach and practice education. I have spent all of my professional life here at Fresno Pacific, so what I have to say is the fruit of my work with my colleagues. They have taught me. I have listened to them, watched and discussed the characteristics of education I will outline with many of them, and many who came before them and are now retired. I am grateful for being a part of this faculty and their readiness to examine and understand that mysterious thing we call higher education.

***

 The first hidden virtue within our curriculum, I think, is “truthfulness.” This is indeed the first virtue that Paul mentioned, although I have expanded it from just the “true” to “working with each other and living in truthfulness.” Sometimes we speak of this as “academic integrity”—a euphemism for not cheating. But it goes much, much further than that. We don’t often claim that we have the truth, for we know that truth must be shown in truthful action; it is most clearly seen when we live in the truth, rather than in some particular theory, or articulation of it. The truth exists in God. And Jesus, we believe, is the way, the truth and the life. But we ourselves, with all of our scholarly tools and methods, will only have an approximation of that truth. Even the great philosophers like Plato knew that the truth was hard to find and impossible to utter. St. Augustine claimed that we would never be at peace until we rest fully in God, who is the truth. For the classicists among us, he put that statement in the subjunctive mood, indicating that we are always seeking the truth and peace of God and in this world cannot claim to have it in fullness as our own. Those who claim full truth, whether it be as knowledge or a particular vision of how we ought to live in this world, know neither what nor who they are nor the depth and height of what they seek, said St. Augustine.

***

Tucked into the FPU Idea is a statement about this search for truth: “All authentic knowledge and experience are unified under God. All aspects of reality are understood to be parts of a larger whole. There is no contradiction then between the truth of revelation, of scholarly investigation and of action.” This is our beginning–we see no contradiction between the truth we seek in the laboratory, the library, the classroom, in experiences working and serving and the truth we seek in scripture, in worship, and in following Jesus.

***

 The second virtue that we hope has become a part of you also builds on our understanding of community, and it lies behind our recognition that professors are more than advisors, they are mentors. This second virtue I will call “Imitation.”

 Most institutions of higher learning, and the modern world in general, believe in the myth that learning is about facts and reason, data and skills. All you have to do is get the right information, practice the skills to manipulate that information and you will have what you need. How simple it would be if that were the case.

 It is never that simple. St. Paul says in Phil 4:9, the reading you heard earlier, “those things which you learned and received and saw in me, these do, and the God of peace will be with you.” Imitation is in the seeing, receiving, and doing. “What you received and saw in me…do.” Your professors and others you have worked with in the library, in student life, in the Regional Centers, on committees and projects, in work in the community, and on the athletic field have let you in on their lives and professions. When you have researched with them, traveled with them, discussed difficult topics, struggled over choices to make, examined the problems in your field of study, they have become models for imitation. We might paraphrase Paul’s message like this, “what you practiced in the classroom or in the community or in research, what you saw me model for you, do this and you will be on your way to learning.” 

***

 There is one final characteristic or virtue of learning that composes our hidden curriculum. It is caring or love. It too is part of the larger community ethos of Fresno Pacific. I learned a long time ago that one of the secrets of the success of our faculty was that they cared for or loved their students. Our professors would do whatever they could to help their students learn, succeed and move on prepared for the next stage of their lives.

Care is a less emotional way of saying love. But it is the word that our greater community uses often. It lies beneath the language of “service”.

***

 Someday you will find yourself saying something familiar and you won’t be able to place it. Or you will pursue a problem or question all the way to the bottom until you are sure you have as much of the truth as you can find. Or you will respond to a colleague, a student or a customer with care and love for their needs, hurts or aspirations. And after a moment’s reflection you will say, ‘I remember, Professor or coach or RD or a staff person…you fill in the name…said or did that” and you will be reminded of the hidden curriculum of truthfulness, imitation, and of care and love, that is now a part of who you are and what you have become as a graduate.

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Mastery and Gift

April 27, 2013

I was asked to speak at the MA in Leadership/MBA Graduate dinner for the School of Business Dinner last week. There are many such events near commencement as programs and schools celebrate the success of their students. It gave me a chance to think about what it means to have a “masters” degree. I like [...]

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“Habemus Papam!”

March 14, 2013

This is the Latin phrase shouted yesterday by crowds in Rome when the white smoke signaling the choice of new pope rose into the air, and when Pope Francis I appeared in his white robes. Mennonites and Evangelicals have historically not been much interested in the papacy, but all of that has changed both among these [...]

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“Lost in Transition”

March 2, 2013

I spent the last few days in Phoenix with the Chief Academic Officers (CAOs) of the Council for Christian Colleges and Universities (CCCU) at our annual meeting. There are two elements that I really enjoy about these meetings. First I get to catch up with friends and colleagues from around the country. It is always [...]

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Poetry at Pacific

February 13, 2013

Last week we were once again delighted by the annual “Visiting Writers Series” named in honor of and supported by two long time friends of Fresno Pacific Jean and Louis Janzen. Jean is well known both locally and nationally (and beyond) as a poet with what I think of as a sacramental insight and gift. [...]

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Remembering and Renewing, Martin Luther King Celebration

January 26, 2013

Education happens on the weekends too. Yesterday evening, Friday, we were Christ Temple Church for the first part of a two day event organized and hosted by Dr. Karen Crozier, Assistant Professor of Practical Theology and Special Assistant to the Provost for Peace and Justice Initiatives. The event was officially sponsored by my office, the [...]

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Education in the Modern World

January 18, 2013

An interesting discussion reoccurred in one of our academic meetings this week. It comes up with some frequency–sometimes sides are picked, and sometimes a mediating solution is proposed. For the first time a way through came to mind with some clarity. So let me try it out. It is sometimes claimed, often in fact, that [...]

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Academic Administration

January 8, 2013

What a catchy title and stimulating topic! Now that I have been in this area of higher education for about eight years, it seems like it is time for me to explain what it is that we as academic administrators do. I actually came up with this a few years ago, when I was Dean [...]

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College Hour—Honoring Faculty and Staff

November 14, 2012

This week is faculty and staff appreciation week, sponsored by our Office of Spiritual Formation. Led by Rev. Angulus Wilson, the department has been sending out notes and visiting the faculty and staff or the university and led a College Hour worship time focused on the theme. The worship team was composed of staff and [...]

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