In two previous posts on assessment, Satisfying Work [?] and 3 Steps to More Satisfying Work, I shared a few points of conversation from my time at the Summer Institute for Campus Ministry (SICM) last summer.

Our primary was centered around the assessment of our ministries. And while there was so much that we covered, there is one more point I want to raise here before moving forward.

Do we need to teach our students how to ‘examine’ or ‘assess’ their lives?

In my two previous posts the focus was on assessing our work — our programs and approaches — and even our ability to recognize/discern/assess spiritual growth and formation in the lives of our students — based on what we are able to observe.

But in our conversation we were quickly reminded of our limitations here in the fact that we cannot know the hearts of others.

Students can learn the ‘language’ of spiritual formation and growth, but this may simply serve to mask what is lacking on the inside.

Can our students really give an ‘honest’ assessment of themselves?

Or will they only deceive themselves in order to portray the ‘me’ they want others to see?

As we learn to better assess ourselves, our programs and our overall ministry efforts, we must be willing to take the process one step further to teach our students about how to ‘assess’ or ‘examine’ their lives.

How do we do this? Well, I’m not sure exactly… but here are a few ideas I have:

1. We talk about it. In our large group times, our small group meetings and even our one-on-one conversations.  We help students to understand our need for self-examination — not in some hyper-critical, perfectionist sort of way,  but in a way that allows God – and others – to speak in love and honesty – to what they see.  And we collectively ask the Spirit to help them (and us) to hear truth and being to be able to recognize and discern the realities of our lives.

2. We model it. As pastors, ministers, student leaders, volunteers and parents — we must live lives that are held up to the light of Christ.  If we’re not modeling it (an open and honest life of self-assessment and seeking hard after God) than we should not expect our students to practice this kind of life either.

3. We create space for students to do it. Self-assessment and examination is not natural for our culture.  The lives we lead are so fast, and forward thinking, that we leave little to no space to consider where we’ve been, what we’ve done and what God might be wanting to teach us from it all.  Whether in intentional conversations, times of instruction, or retreat, we must help students into this process by creating space for it to happen.

I recognize that some of this may feel a bit to empirical or sterile, but I believe it comes back to the issues of stewardship and accountability.  Jesus invites us to be ‘co-laborers’ with Him in the growing of our faith.  If we never pause for intentional times of assessment and examination then how will we ever really know where we are or where we need to go?

What do you think?

What wisdom to you have to share with the rest of us that might help us all to better prepare and equip students to give an ‘honest assessment’ of themselves?

Thanks, as always, for furthering the conversation!