In Episcopal education, we are invited to participate in a vision of human flourishing—one that echoes Christ’s promise of abundant life. This year, I have started to explore the idea of flourishing deeper and what that could mean for our schools and the families we serve. It’s a topic that is being studied globally at some of the strongest academic institutions. For example, Harvard University’s Human Flourishing Program was established to study what it means for all human beings to flourish in their daily life. Further, the book Flourishing Together: A Christian Vision for Students, Educators, and Schools by Lynn Swaner and Andy Wolfe offers a powerful framework for exploring this vision from our perspective as educators. Their work identifies five domains—purpose, relationships, learning, resources, and well-being—as essential for flourishing. These are not only educational priorities; they are deeply theological invitations.
Recently, I had the opportunity to visit with school board members about the four pillars of Episcopal identity: worship, formation, community, and social justice. Specifically, there was curiosity around the pillar of formation. What exactly do we mean by that? What does it mean to create an environment of spiritual formation for young people in Episcopal schools?
In Episcopal schools, there are two complementary callings that we hold with intentionality–a call to academic excellence and a call to spiritual formation. We stand at the intersection of two essential modes of awareness that Dr. Lisa Miller so beautifully articulates in her latest book The Awakened Brain. Those two modes are: the "achieving awareness" that drives academic excellence and the "awakened awareness" that leads to a deeper spiritual life.
As we enter into “crunch time” on our campuses, there is no doubt that we are feeling the pressure of accomplishing everything needed before the end of the year. I’ve been reflecting on the work of Paul Loomans as I feel the end of year pinch myself. Loomans is a Dutch Zen teacher and time management expert. His background combines traditional Zen Buddhist training with practical experience in various fields. He originally trained as an industrial designer in the Netherlands and worked professionally in that capacity for years. In his book, originally published as Time Surfing and more recently published as I Have Time, we find two very practical pieces of advice on how to manage the various priorities pulling on our attention.
Throughout history, challenging times have provided opportunities for clarification—moments when we must discern what is essential to our identity and purpose. The present time has become one of those moments for the leadership of colleges and universities across our country.
I had the opportunity to assist a parish with their Easter Vigil last weekend. In the liturgy, we come to a deeper understanding of Easter hope as the foundation of our faith. When you have lost a loved one over the past year, celebrating Easter takes on a different feeling. Much like Mary Magdelene, you come face to face with the glorious mystery that at death, life changes; it doesn’t end. In conquering death, Christ has thrown open the gates that once separated us from our loved ones, from our Creator, and from our true selves. This is our ultimate comfort—that those we have loved and lost are held eternally in God's embrace, and that we will one day be reunited in perfect communion.
In a world that feels increasingly unpredictable—from global challenges to personal and institutional transitions—it can be easy to feel unmoored in the chaos. Yet as educators in Episcopal schools, we are called not just to survive uncertainty, but to thrive within it. Much like the creation narrative, how are we called to bring order out of chaos?
Young people arrive to Episcopal schools carrying seeds of unique purpose—what Carl Jung called the "life task"—a divine imprint waiting to unfold. This task is not simply what they will do, but who they are becoming, the singular light they alone can bring to a world in need of illumination. Our job, which feels especially critical at this chapter in our history, is to create communities of rich soil for these unique seeds to develop.
Jesus invites us into a vision of abundance that transcends mere achievement, material possessions, or worldly success. This understanding of abundance resonates deeply with the conclusions of Dr. Lisa Miller’s research: spiritual development isn't peripheral to wellbeing but central to it. Our students' spiritual lives aren't simply add-ons to their "real" education—they are foundational to resilience, purpose, and embracing true abundance.
Oliver Burkeman has become one of my favorite authors. In his recent offering, Meditations for Mortals, Burkeman encourages us to become comfortable with the grace of imperfection. In explaining, he offers a comparison between captaining a super yacht and paddling in a kayak. In a super yacht, we are in total control. We can chart a precise course on the GPS and expect that, with enough planning and effort, we will enjoy a perfect journey from start to finish.
