The Experience of Studying Hebrew as a Student Who is Blind
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In What to Expect in Seminary, Virginia Samuel Cetuk provides a general overview of experiences common to seminary life and an introduction to the life of the minister based primarily on her work with students at Drew Theological Seminary and supplemented by statistical information. She encourages readers to examine their feelings and expectations and, when necessary, to reframe them. Each chapter ends with a prayer and an exercise which provides a means for self-examination.
Cetuk begins with a discussion of the tasks of ministry in chapter one, sharing portions of her own story and encouraging readers to examine their reasons for coming to seminary and people who have served as models for ministry. In chapter two, Cetuk discusses the concepts of reframing and carrying one's cross. She points out that many students feel burdened by changes in relationships that occur due to the impact of the demands of seminary life. In chapter three, she discusses some reasons why students come to seminary and encourages readers to think about the question of whether or not they wish to be ordained. Her discussion in this chapter showcases the variety of backgrounds that students bring to seminary; and this leads into a discussion of the richness of community life that can be found in the seminary and the importance of taking advantage of community experiences in chapter four.
Chapters five and six help readers to prepare for successful learning and ministry experiences. In chapter five, Cetuk emphasizes open-mindedness and encourages readers to examine the role of past experience in current attitude toward theological education. She discusses typical types of courses which are required of students, emphasizes the importance of ongoing study in the practice of ministry, and discusses the practice of hospitality as a part of theological education. In chapter six, Cetuk discusses the importance of field education and gaining experience in all facets of ministry, particularly in those areas in which students have weaknesses. She discusses feelings and difficulties common to budding professionals and encourages readers to think of themselves as ministers rather than assuming that ministry begins once an age or educational status is reached.
In chapter seven, Cetuk addresses practical concerns facing seminarians and clergy: money and time management. She provides some suggestions for lightening the financial load and discusses the importance of being sensitive to the church's financial situation. She also notes that it is important to balance concern with personal financial hardship with trust in God's promise of provision. Her discussion of time management includes a comparison of typical challenges facing seminary students with challenges facing pastors and some suggestions for meeting these challenges. She emphasizes the importance of not procrastinating and allowing time for unscheduled events.
In chapter eight, Cetuk encourages attention to relationships and spiritual growth, particularly through attendance of chapel and personal reading of Scripture.
As I read Cetuk’s words on the bottom of p. 103, I began thinking about an experience I had in 2004. I was living in Florida and attending a small nondenominational church. The pastor had written a book based on the concepts presented in Hebrews 5:12-6:4 and was leading a study group based on the book. While participating in this group, I realized that I had spent 20 years of my life as a professing Christian and was not doing anything to make disciples. During the months that followed, God began to bring people and study materials into my life that transformed me: challenging me to trust God to forgive sins that I had buried in shame and to meet needs that I had previously tried to meet on my own and moving me to share His truth and goodness with other people as I never had before.
Cetuk’s discussion of hospitality moved me deeply. Reading her words was refreshing because I have feared criticism of my participation in ministries of hospitality. I am grateful that the important thing is to balance them, not give them up, and that I am entering into a community where these things will be supported rather than scoffed at!
Cetuk’s attitude regarding the assumptions that students will have about their abilities and post-seminary careers based on the tasks of developmental psychology fails to account for other factors which may influence student attitudes. Older students who have felt burdened by a long search for God may experience great satisfaction in knowing that they have finally answered "yes" to God's prompting even though their careers will be short. People n their thirties can feel great fear regarding their ability to do graduate-level work when recalling the difficulties they experienced as undergraduate students, particularly if they studied subject areas other than theology.
Cetuk fails to address the challenges that mayface a person who has left an unsatisfying career or who has come to seminary after a long and fruitless search to find employment in a saturated field. A student who has left an unsatisfying career behind may be quite willing to answer the call--even overzealous at times--and may need to pay special attention to hidden motives for coming to seminary. Negative feelings about the previous career--or lack thereof--must be worked through just as the previous satisfying career must be grieved.
Cetuk, Virginia Samuel. . What to Expect in Seminary: Theological Education as Spiritual Formation. Nashville, TN: Abingdon, 1998.
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Sarah J. Blake