PART I: The Journey (b): Philosophical Foundations
THE JOURNEY (B)
Self-evaluation
Self-evaluation and reflection paper with inventories
From LEAD 630 Orientation
Introduction
My orientation into my program took place a year after my enrollment due to all the challenges I had encountered during summer 2016 regarding my admission. Because of that, I ended up missing the 2016 orientation. Eventually, that orientation took place with the 2017 cohort, ex post facto (after the fact) because I had already gone 2 semesters into my program. Nevertheless, I was able to go through the whole process as if I were starting my program. Let us now look at (1) my self-assessment inventories as done in the class then and, (2) the Higher Education Administration Outcomes at the end of my program.
Self-assessment inventories
Philosophical foundations
Worldview
According to the Marriam Dictionary, a worldview is “a comprehensive conception or
apprehension of the world especially from a specific standpoint.” If I may somehow extrapolate, I would say that, at that time, I had the worldview or “specific standpoint” of a leader (without much of scholarship in it). At times, I would make some strong charismatic statements (as to convince, motivate and mobilize people as a leader would usually do). With some few courses such as Higher Education Law where I learned the principle of “Due vigilance, due diligence, and due process” (Kaplin & Lee, 2014, p. 713), “Administration of Student Services” (McClellan, 2016) by Henry-Saturné, “Leadership and Organizational Dynamics” (Osland & Turner, 2011), “College Student Development” (Patton et al, 2016) by Jay Brand, “Administration of Academic Services,” where I saw the rather quick downfall of President Donald Quixote, (see Bolman & Gallos, 2011, pp. 69-74), “Leadership & Technology,” both by Randy Siebold, etc., I was able to make some adjustments and start speaking in a bit scholarly way (somehow), with some significant philosophical nuances. I remember arguing with Gregorutti about higher education students. The question was: “Is higher education public good or private good?” I strongly argued that it was public good. My argument was simple. In making elementary and secondary education free, the US government was now bound to make higher education free too. Why? We need to learn from nature. In the natural world, for instance, when you try to confine water after you have given it some large space to move, you have created a problem to yourself. The waters will become wild and will no longer obey. Likewise, in trying to make students pay for higher education, that is a way of telling students to become restless like waters (by the way, we should not forget that waters in prophecy represent peoples—see Rev. 17:15, saying, “The waters that you saw, where the prostitute is seated, are peoples and multitudes and nations and languages). So, I was insisting that if we didn’t want any unrest, anarchy, and chaos, we should consider higher education as public good. I still recall, Gregorutti would gently say, “well, there is more into it than what you think.” Today, I can confess that my worldview was broadened to add more entries therein, as far as my perceptions, my view of the world and affairs were concerned, than before. It’s really a blessing to keep on learning, as Andreasen stressed it in his responses in my dissertation interview, whereby, “for a university president the title CEO, if it is used at all, must stand for Chief Education Officer, not just executive officer. . ., [and] education [should] shape leadership. . ., with learning, reading, listening, summarizing data and concluding with new understanding” (Andreasen, Appendix F. #1. 3).
With the broadening of my worldview which expanded significantly, this led to more humility, maturity, flexibility, and tolerance, and I think, this is not far from making me acquire more understanding of others, more adaptability to new situations, in short, more “wisdom.”
Metaphysics, epistemology, and axiology (better and deeper understanding as well)
I came to understand that in the English system, it seems that philosophy is divided into 3 main sections (metaphysics, epistemology, and axiology) whereas, in the French system, epistemology is also divided into 2 sections (hard sciences—Biology, chemistry, Mathematics, Physics, and soft sciences—Social sciences, Anthropology, sociology, etc.). One keep on learning every day, and since White states that “the redeemed will spend eternity learning” (White, 1891, Lt7Ms, p.1.1763).
Spirituality
Here too, I could see growth and stronger understanding of righteousness by faith and righteousness by grace.
Through the spiritual reflections at the fora/forums and my spiritual experiences in my academic journey during the past 6 years, I saw my faith growing tremendously with testimonies and testimonies to share about experiencing our God personally and practically.
Moreover, my understanding of Righteousness by Faith was enriched with a clearer understanding of Righteousness by Grace which has deepened my theological knowledge as well as my relationship with my Savior, my Lord, and my King.
Culture
Culture is the sum of knowledge you acquire in your family, school, environment, and society in general. In culture, one can see the verb to cultivate, to grow in order to acquire that knowledge. As far as my culture is concerned, it is, therefore, made of my African family traditions, and having travelled quite a lot (BTh in Rwanda, MA in Britain, DMin in Nigeria, now, 6 years in the USA for the PhD). I also visited quite a number of countries around the globe. Even within Africa, I was exposed to many African cultures. I know more than half of the 55 African countries.
It is commonly admitted that life is made of 3 major zones: the black color on the one hand, the white color on the other hand, and in between, there is the grey zone. As one learns more and grows older, one discovers that the grey zone also grows bigger because of the so many nuances of understanding in life. I think the exposure to all those cultural facets have somehow shaped me and made me more complex, more open to diversity, more flexible and tolerant.
When I started my program in 2016, many things in the American setting looked very strange to me. One of them was my expose to the 6 pillars of the American culture, that could easily be called the three twins, namely: (1) individual freedom, (2) self-reliance, (3) equality of opportunity, (4) competition, (5) material wealth acquisition, and (6) hard work (Datesman, Grandall, and Kearny, 2014, pp. 32-36). As I was immersed into it, now there are many things that I understand about Americans and the way they behave a certain way. I, too, have learned to appreciate that and have grown significantly into it. I hope, I will not have problems with my African brethren whose time value is quite the opposite of the American culture. This is only one point to consider.
Any difference between worldview and culture?
According to Clay (2018, January 6), “a worldview is a way you look at the world. It’s the lens through which you [perceive and] interpret all your experience and through which you make decisions. It’s you colored glasses you wear, even if you don’t know you’re wearing them” (p. 1). In the same vein, Stanley (2019, April 16) stresses that “our worldview is how we define what we believe and how we look at the world, while our culture is how we express and live out our view of the world” (p. 2).
However, Kraft (nd) defers from both authors and argues that “culture (including worldview) is a peoples’ way of life, their design for living, their way of coping with their biological, physical and social environment” (p. 385). Moreover, he stresses that “worldview, the deep level of culture, is the culturally structured set of assumptions (including values and commitments/allegiances) underlying how a people perceive and respond to reality. Worldview is not separate from culture. It is included in culture as the deepest level presuppositions upon which people base their lives” (p. 385). Without entering or entertaining the debate because this is not the purpose of this paper, though this could be a quite very interesting research topic (even though I am inclined to side myself with Kraft), I know one thing, however, that my worldview has expanded and I now perceive things more differently, more broadly than when I started my program in 2016. My perception of reality (worldview) has broadened, making room for other people’s way of living and doing and interpreting their own reality, with more grace than before.
Temperament and personality
At the beginning of the program, I was more task-oriented (a little bit less people-oriented).
Naturally, I am more taciturn (reserved, shy). Then I came to understand that my survival and avoiding mental health depended on applying the golden rule, whereby, “All that you want men to do for you, do it also for them.” This agrees perfectly well with what an article from the Oxford Royale Academy (nd) says that, “In our opinion, the best way to adjust to life in another country is always to throw yourself into it with gusto” (p. 2). As Andreasen did in his leadership when he became Andrews University president in 1994 in opening up to the community, I also decided to open up to other people around me and serve them with a smile, a handshake, a word of encouragement, etc. After a while, they started paying me back, and I was happy. Suddenly, I realized that my people orientation grew stronger to the same level as my task orientation. Today, I am strongly people-oriented as well as task-oriented.
Of course, there is a price to pay for this. When one decides to open up to others, one becomes vulnerable. You have to disclose yourself to people and allow them to read you which can be scary because we are all afraid of the unknown. In addition, you need to find time for people, bear with them, and be ready to forgive when they hurt you, etc.
Some intellectual limitations
Reading skills
My reading and learning skills were very limited due to my limitation in the English language. Being French speaking, it is not easy to do things in English. However, I can testify that, now my reading and learning skills have improved very significantly. The limitations are still there though. I still need to keep on working and improving. What I need to make clear is that I can see that I am growing significantly. That’s what motivates and enthuses me.
Technology limitation (very limited as well).
At the beginning of my program, I was completely lost, particularly regarding the online system (LearningHub, posting assignments online, interacting with my fellow students online, using the zoom meetings and sharing materials through the zoom, etc). It was really a sort of nightmare. With the help of those dedicated administrative assistants in the Leadership Department (Evelyn Perez, Keziah Saint-Louis, Matthew Axford (GA then), Hechtmarie Pina, etc, I was able to learn and get adjusted to the 21st century academic requirements. In addition, I took EDAL 670 Leadership & Technology with Dr. Siebold, and it did help me a great deal as the reflection article shows it (see below).
The Higher Education Administration Outcomes
Significant growth (personally and professionally: philosophy, and academia)
Specific areas in Higher Ed. outcomes
Concept of leadership and organizational dynamics
Every leader needs to know that, in every institution/organization, there are unseen realities (that entity’s culture) that need exploring, knowing, and managing properly.
Moreover, in any given institution/organization, change is not an easy task to perform. Therefore, as a leader, I need to be ready to face the situation with all the necessary wisdom, following “due vigilance,” “due diligence,” and “due process” (see Kaplin & Lee, 2014, pp. 713, 714).
Research
Doing research has now become quite easy, whereas before 2016, it was difficult because I hadn’t gotten all the needed tools for it. After taking EDRM 505, EDRM 605, EDRM 611, and EDRM 712, I am more up to date now. There is still (and always will be) room for improvement but I can say with confidence now that I am more equipped, more at ease than before.
Conclusion
When I retrospectively look back, I can testify about myself that it has been a very challenging journey yet very, interesting, rewarding, and satisfying. I am very pleased with having engaged myself into such an adventurous experience full of challenges, uncertainty. However, today, I can say that it was worth undertaking. I give all the glory to my Savior, my Lord, and my King, who led me step by step!
The journey is not over. As long as one lives, one must keep on learning, improving, and growing.
I also would like to thank my teachers for bearing with me as I was going through that difficult process. I pray that I may have the same spirit and patience to bear with my students tomorrow.
In short, I must say that the joy is mine for having gone through such an experience.
Reference
Bolman, L. G. & Gallos, J. V. 2011. Reframing academic leadership. San Francisco, CA: Jossey Bass.
Clay, B. 2018. (January 6). What is a worldview & why it matters? Truthstory. Retrieved from https://truthstory.org/blog/what-is-a-worldview-why-it-matters/.
Datesman, M. K. Crandall, J. Kearny, E. N. (2014). American ways: An introduction to American culture. (4th ed.). White Plains, NY: Pearson Education.
Kaplin, W. A., Lee, B., A. 2014. The law of higher education. (5th ed.). San Francisco, CA: Jossey-Bass.
Kraft, Charles, H. 1998. Culture, worldview and contextualization. Retrieved from http://media2.gracechurchsc.org/wp-content/uploads/2012/04/kraft_culture_worldview.pdf.
Osland, J. S. & Turner, M. E. The organizational behavior reader (9th ed.). Upper Saddle River, NJ: Pearson.
Oxford Royale (nd). 12 ways to adjust to life in another country as a school student. Retrieved from
Patton, L. D. et al. 2016. Student development in college: Theory, research, and practice. (3rd ed.). San Francisco, CA: Jossey-Bass.
Stanley, J. 2019 (April 16). Dear Theophilus: Worldviews and culture. Grand Canyon University. Retrieved fromhttps://www.gcu.edu/blog/theology-ministry/dear-theophilus-worldviews-and-cultures.
White, E. G. 1891. Lt 7MS, par. 11.
“Worldview.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/worldview. Accessed 9 Oct. 2022.
EDAL 675: College Student Development Theory ( Spiritual Development)
EDAL 675: College Student Development Theory (Cross cultural interview)
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