In terms of the Vella principles, I would point to five in particular as being very present in this example, and quite pertinent to the strength of the learning.

First, the principle of “safety,” because readers can engage this essay at their own speed, in their own time, from their own interest level via the web or the magazine. There are few obstacles (short of having access to either the web or a library) to engaging it, although perhaps I might note command of adult level English language as one element.

Second, clearly the principle of “sound relationship” comes through strongly, because the author points to a relationship in which she was transformed by knowing this woman, and clearly continues to reflect on the relationship and to return to it. Yet she is also aware of the difference in their contexts, and the dynamics of power evident in those differences.

Third, the principle of “action with reflection (praxis)” is very clear, as the whole essay is an attempt to reflect on an action. It is pretty much a case in point of this principle.

Fourth, the principle of “learning as subjects of their own learning” because the author is reflecting on her own experience, and using that to imagine/envision how a sermon might unfold which is not in the typical church context, not done in the typical language of sermons (although, frankly, I’m on longer sure there is such a thing.

Fifth, the principle of “learning with ideas, feelings and actions” comes through strongly as the author works through her memories of the relationship, her sense impressions of the time, and uses both her command of vivid prose and her ability to evoke feeling to make her larger point.

Working with the Wiggins and McTighe rubric points directly to the reality that in choosing this particular essay, I chose an essay that demonstrates a particularly high degree of understanding across the rubric. I would rate it as a sophisticated explanation, with a profound interpretation, masterful application, insightful perspective, mature empathy, and wise self-knowledge. Of course, that’s not particularly surprising since this is an essay that won first place in a global competition! In some of the other focal situations I will put in front of you in this class, there will be persons with considerably less developed understanding of the situations they are engaging.

As to learning challenges, there are a couple of ways to engage this example. Clearly the author herself met some significant challenges in attending to the context in this way, and then writing so skillfully about it. Another way to go about analyzing it, however, would be to think about what would happen if you put this essay into the middle of a young adult event in a specific church context. In that case, the learning challenges might be steep. Could people relate to the essay? How might you design an environment that allows for people to engage it directly, and then to work further learning from it? Might you invite people to read it in advance, and then have a round table dialogue with someone who is homeless in your town?

Working with the Dykstra questions, the things that come to mind immediately for me include issues like: how might the author have sought help as she worked on writing her essay? How would she know she wanted/needed help, and how would she think through and find the best help available? What might help her to be ready to receive such help? In our own context at Luther, I often think about students working on writing, and wish that more students would ask each other for help, would ask a professor to read an early draft, would go the writing center, would take some time to take a walk around the library when they’re stuck, rather than pounding their head some more, and so on.

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