The sixth driving force of the program is a dynamic student mix. The graduate
school does not permit a large group representing a single profession or
denomination enroll at the same time. The mix represents an effort to bring
together different professions, different denominations, and individuals with
different ethnic and language background. This dynamic mix encourages dialogue
and interaction during the interface time and opens the door for growth and
development. Understanding others at the professional level is a barrier to
pride.
Should a number of bankers, lawyers, doctors, teachers, preachers, counselors or
CEO's begin the program together there would most likely be a hidden agenda
relating to the particular profession. Each one wants to be loyal to the
profession and does not have the freedom to express personal views. This limits
the learning process. Should several pastors from one denomination enroll at the
same time, some may bring a former orientation into the process. Freedom to
express personal views could be stymied. The preferred mix is not more that two
or three alike. In this way they can learn from each other without fear of
disclosure. The presence of multiple doctrines, and several professions, forces
individuals to learn to live with the reality of the American scene. There is no
true isolation or justified segregation anymore. The group must work together to
solve personal, professional and societal problems.
A dynamic mix of professions and personal backgrounds cultivates the ground for
consensus in problem solving. The mastermind theory of consensus begins to work.
During the first great conflict in the New Testament church, James called the
leadership together and viewed the various and discussed through prayer and with
each other the possible outcomes. James, the leader in writing of the decision
to the churches, said, "It seemed good to us and the Holy Spirit that we should
do this." There was consensus. It does not exist in the Christian church today.
It does not exist in the circles of politics. Even members of a party cannot
agree with the candidate the majority nominates for an office. How does this
mastermind theory of consensus work and how does it relate to the graduate
school?
In class a Catholic Nun without habits discovered that another member of the
class was a priest without a collar. The Sister asked, "Why didn't someone tell
me he was a priest?" The response was, "Would it have made a difference?" She
made it clear that it would have made a difference to her. This possibility of
inhibited behavior is exactly why Oxford/ACRSS seeks a dynamic mix in the
student body. When a priest and a nun could not recognize each other it is an
indication of the generic nature of the program. At the next graduation, this
same Sister responded at a banquet, "I have never had a Baptist friend before."
And continued to explain where but Oxford could a Catholic Nun from Boston find
a black Baptist friend from Chattanooga?
This illustrates the effort to strip denominationalism from the educational
process in order to get a more dynamic change for society. For example, the
Oxford chapel serves communion by intinction, a 15th Century method that
predates American denominationalism. It starts with a whole loaf of bread which
represents the whole Body of Christ. The bread represents the scattered grains
of wheat which have come together in one loaf. It is broken into several pieces
to represent the broken Body of Christ. There is one cup which represents the
New Testament sealed in the blood of Christ. Each individual breaks off a piece
of bread and dips it into the cup and thus serves themselves. To date
fifty-eight denominations plus Roman Catholics have taken communion in the
Oxford Chapel without violating denominational probations. By going back to the
15th Century for the method, the process predates American denominationalism and
consequently the method does not violate other procedures.
As this was done with a theological construct in an effort to create common
ground for Christians, the academics attempts to do the same with philosophical
ideas. For example, the graduate school deals with ministry under the concept of
contextualization. The idea of missions is presented as cross-cultural
communication. Instead of theology, the academic program deals with orthodoxy
and orthopraxis. The program has been stripped of those buzz words which have
many meanings. It is most difficult to find common definitions for theological
constructs. Each denomination seems to have a favorite buzz word that must be
used or one is thought to be a heretic.
For example, preaching in a Baltimore community church, the minister was
attempting to be generic to accommodate the diversity of the audience. The
sermon was about the separated life, clean, pure living, and walking uprightly
before the Lord. During the sermon as the speaker listed these ideas, an old man
in the back stood and said aloud, "Call him John, brother call him John!" The
speaker could not understand the reason for the outburst and continued. The next
time the speaker reviewed the ideas the same thing happened. Now bewildered, the
speaker attempted to determine the rudimentary cause of the man's behavior.
Since it was a community church and had several denominations attending, the
speaker thought perhaps the man was a Methodist. The next time he reviewed the
points of his sermon, he said, "Some old time folk may want to call this
concept, sanctification." At this the old gentlemen stood and said, "That's
right. If his name is John, call him John." Some people are hung up on
terminology until it clouds their vision and limits the understanding of the
next generation.
In reality one has only one point of view, they are wrong even if they are
right. In matters of disagreement, one cannot adequately present a point of view
unless the perspective of the other is also understood. A teacher must proceed
from the known to the unknown. There must be common ground before a bridge of
understanding can be built. Admitting students from a variety of backgrounds
requires a faculty, curriculum and a delivery system that is user friendly for a
community of scholars.
