Journeying Into the Well: An Autoethnography of 35 Retreats Across Two Decades

In this autoethnography I narrate the story of my retreat experiences and spiritual practices at the Well Retreat Center over a span of two decades. The Well is both a geographical place in the Isle of Wright County in Virginia, and a metaphor for a spiritual journey into the inner Well of our being. I chronicle an amalgam of 35 retreats in one 24-hour retreat, narrating stories about: leaving home and settling in, dreaming and awakening, sunrise and sunset, walking in nature and walking the narrow path, discovering life behind a cracked door, and uncovering the mystery that lies at the bottom of a Well. I punctuate each story with questions for the reader to contemplate, inviting them to go deeper into their own inner Well, to contact and connect with the life-giving waters that nourish our growth, sustain our hope, and orient our lives toward loving compassion. Finally, I address issues of validity, limitations, and future research

Prayer Life of a Professor

[Abstract from pre-print] Borrowing from the ethnographic methodologies of Coles and Goodall, this autoethnographic account describes interconnections among a Professor\u27s personal prayer life, teaching, and research. The contextual frame for the story is episodes and observations from a 12-year span of time, encompassing post academic tenure and promotion to present. The recurrent theme is that prayer touches and transforms all life, including content and approaches to teaching, and the direction and substance of research

From Talking Stick to Listening Stick: A Variation on an Ancient Practice

Goals: The primary goal is to introduce students to the concept, experience, and application of the listening stick activity within the context of an undergraduate listening course. Students participate in a group listening stick activity that cultivates experiences of first person attention, focus, and awareness of self and others’ feelings and needs for the purpose of self-discovery and building small group cohesiveness. As a secondary goal, students learn how to apply the listening stick activity to interpersonal and small group situations in school, work, social, and spiritual settings for a variety of purposes including relationship building, problem-solving and decision-making

I’d Rather Teach Peace: An Autoethnographic Account of the Nonviolent Communication and Peace Course

This autoethnography narrates the story of how I taught the Nonviolent Communication and Peace course to undergraduate students at an urban university in the midst of a densely populated military region in the U.S. I describe what it feels like to be in the peace class from the student and professor’s points of view. I invite readers to consider creative options for teaching and learning about peace, including: insight meditation, cultivating peace attitudes/behavior from readings about inspirational peace people, developing nonviolent communication skills, and connecting students with their local world through a personal and creative peace project. Finally, I include reflection questions for those that want to delve deeper into peace. The Nonviolent Communication and Peace course syllabus is available from the author upon request

A Model of Interpersonal Christian Prayer

A model of interpersonal Christian prayer (ICP) was created based on a review and synthesis of traditional and social scientific prayer literatures. The ICP model accounts for global theoretical constructs such as active and receptive types of prayer and includes a subcategory of receptive prayer called radically Divine communication. The ICP model describes prayer progressions, specifically the developmental and cyclical nature of prayer. A list of 12 research questions based on the ICP model are provided. Two specific suggestions for future research dealing with the relational quality of prayer and intercultural receptive types of prayer are outlined

Persuasive Effects of Story and Statistical Evidence

The persuasive effects of story and statistical evidence were examined for three different message topics. Students (N = 100) read three story or statistical messages and completed post-test measures, including ones involving beliefs and cognitive responses. A two-way interaction between message topic and evidence indicated that the persuasiveness of evidence varied by message topic. Exploratory analyses revealed that statistics were rated as more scientific and less personal than stories, but these characteristics of evidence were not related to persuasiveness