a] Brulle makes the comment that "we are all humans and pursuits
of human desires still affect us." In what ways are tenure and promotion a
‘pursuit of human desires’? How can these issues be viewed from the perspective
of the ‘creation-fall-redemption’ paradigm in which "all that we do will be
done for the glory of God"?
b] What contribution can the intent of 1 Corinthians 12 make to this
debate? Is it true that the aspect of a person’s unique giftings is "not always
reflect[ed]" in "typical faculty evaluations", and that "we attempt to
fit every tenure/promotion candidate into essentially the same mold"? What would
Egeland (Chapter 18) have to say about such a claim?
c] To what extent does Brulle’s explanation of the four
"different but overlapping forms" of scholarship bring another dimension to the
tenure/promotion process? In which form do you locate yourself? In your context, is this
form ascribed a level of value comparable with the remaining three? If not, what arguments
could you propose to alter the situation?
d] To what extent can the six standards and three qualities proposed
within Scholarship Assessed be applied to the ‘Scholarship of Teaching’?
What does such an application say to those for whom, "in the tenure/promotion
process, good teaching is generally deemed as necessary but not sufficient"? What
comment does Brulle add to this discussion in terms of a Christian understanding of gifts?