Join Us for Discipleship Community Every Monday Evening at 6:00 in Frey 110.
These activities nurture the attributes of the 'dokimoi ergatai' (approved worker) and help students to evaluate their personal values and commitments while growing toward a mature Christian faith. Students are encouraged to foster a sense of vocation and to think about integrating faith with an occupation. Discipleship activities include a thematic chapel series and prayer breakfasts. Meetings are held on Monday evenings beginning at 6 PM before teams begin weekly project meetings and work sessions.
Engaging the knowledge content of their discipline on a spiritual level
As Donal Schon recommends, we propose to "reverse the figure and ground between academic work and the practicum." It is normative today for the practicum to come last in an undergraduate curriculum. Theory and technique are developed first in the core of the curriculum and followed by a capstone application. Contextualization of theory and technique comes almost as an afterthought, and problem-solving is approached more or less as a linear application of fundamentals learned in the core curriculum. Real problem-solving, though, is messy. It is highly non-linear and iterative, requiring constant interplay between theory and application such that each is informed by the other. The Collaboratory is where our students put theory to work, and when theory matters students are motivated to learn.
Fostering students' development as ethical beings
Service-learning is an engagement pedagogy that achieves holistic, value changing, and action oriented learning objectives. It places students in contact with the needs of others, in relationship with persons different from themselves, and is of long enough duration to facilitate mutual understanding and tangible results. The Collaboratory enhances the curricular and co-curricular learning at Messiah College by implementing pedagogical innovations that enable students to express value commitments and disciplinary knowledge through creative, hands on problem-solving in real-life settings.
Committing the resources of our institution to service
Sharon Parks calls Daniel Levinson "the first developmental theorist to recognize the power of the Dream." Levinson argues that the "novice" phase of adulthood is the crucial time for forming a Dream for one's life. He and July Levinson have contended that "the most crucial function of a mentoring relationship is to develop and articulate the Dream...an imagined possibility that orients meaning, purpose, and aspiration. The formation of a worthy Dream is the critical task of young adult faith." Unfortunately, as Parks observes, the Western mind equates imagination with fantasy. "Fanciful in its common usage connotes the unreal. Fancy takes the images already in the memory and arranges and rearranges them associatively or aggregative. The task of imagination, and particularly religious imagination, is to compose the real."