Adventist Education Leadership: Conversations About the Past, Present, and Future

In 2024, the Andrews University School of Leadership celebrates both the 30th anniversary of the School of Leadership and the university’s 150th anniversary. Visitors to the university campus in Berrien Springs, Michigan, U.S.A., are often directed to one of the central landmarks on the campus, the carefully crafted bronze statue of John Nevins Andrews (for whom the university is named) and his children, Charles and Mary, as they prepared to embark on what would be the first official overseas missionary assignment sponsored by the Seventh-day Adventist Church. Aptly titled Legacy of Leadership, the sculpture by Alan Collins captures the commitment and sacrifice of Andrews and his children as they begin their journey from that seaport in Boston in 1874 to Europe.¹ Together, they would establish the Adventist Church in Switzerland. That first missionary journey sparked a global expansion to more than 200 countries worldwide.²

This legacy of leadership expanded not just the number of Adventist churches but also the number of Adventist schools. With the theme Founded in Faith, Forward in Mission, the university celebrated its 150th anniversary as the first chartered institution of higher education in the Seventh-day Adventist Church.³ Out of this rich history, the School of Leadership continues the legacy of nurturing educational leaders with the Adventist imperative in their minds and hearts.

For the past 30 years, the School of Leadership has prepared individuals to better serve God, the church, and the public. This dynamic, diverse community of learners includes church leaders from around the world who currently work at our schools, conferences, unions, divisions, and at General Conference headquarters; it also includes professionals who carry heavy responsibilities in health-care institutions, businesses, universities, and non-profit organizations.

The highly flexible programs are designed to meet the needs of mid-career leaders. All courses, from certificates to post-doctorate, are individualized, online, and designed to grow the participants’ skills and talents. We invite readers who are educational leaders and aspire to receive further training to visit our website at https://www.andrews.edu/ceis/leadership_school/index.html, schedule a visit to the campus, and learn more.

Andrews University’s School of Leadership is built upon a unique philosophy that is biographically anchored, service-driven, individualized, and competency-based. Strong emphasis is placed on lifelong learning, biblical ethics, and an unwavering commitment to serving God and the community.⁴

What Lessons Can We Learn From the Past?

The concept for this special two-issue series was born out of a desire to engage Adventist educators and leaders, many of whom either taught in or graduated from the leadership program, in conversations about Adventist education's uniqueness and what it will take to sustain it in the future. (See the Guest Editorial for Part 1: https://www.journalofadventisteducation.org/en/2024.86.2.1.)

The articles for this second issue continue the conversations started in the first (JAE 2024:2). As we examine the past, we explore those concepts upon which Adventist education was founded: faith and learning, and the integration of both. This is essential amid the changing tides and ideological drift within higher education. In Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education, David Kirp laments the “raw power that money directly exerts over so many aspects of higher education.”⁵ He notes that “priorities in higher education are determined less by the institution itself than by multiple ‘constituencies’ —students, donors, corporations, politicians—each promoting its vision of the ‘responsive’ (really the obeisant) institution.”⁶ Adventist institutions are not exempt from the challenges that come from these shifts in priorities.

In this issue, Israel Ramos explores the theological and historical development of a unique philosophy of education in “Religious and Secular Influences on the Development of the Philosophy of Adventist Higher Education.”

Effectively Leading Adventist Education

The impact of Christian philosophy on how denominational education is distributed and implemented globally is discussed in Oktavian Mantiri’s “Global Expansion of Adventist Education: Philosophical Foundations, Challenges, and Future Directions.” Mantiri offers a global perspective when considering the question, Is there a different, more effective way to take Adventist education to the next level? Using a historical, global overview of the ministry of Adventist education, he addresses several challenges threatening its sustainability and concludes with some recommendations for a stronger future.

From the University of Montemorelos in Mexico, Raquel Bouvet de Korniejczuk and Ismael Castillo Osuna share innovative ways the Adventist Church could respond to the shortage of teachers in our schools. In “Springs of Blessing,” they advocate for intentional teacher recruitment and training. They also reflect on what could be done to support young people who, for various reasons, cannot attend Adventist educational institutions.

Supporting Adventist Education Through Pedagogy, Andragogy, and Technology

In Part 1, the question of How can we use pedagogy, andragogy, and technology to support our ministry, and to engage our youth? was addressed by articles on technology and its capacity to impact the delivery of Adventist education, its limitations, and recommendations for best practices (see articles by Janine Monica Lim and Edgard Leonel Luz).⁷ The articles in this collection address this question from multiple perspectives, such as financial, pedagogical, and community-based approaches to supporting Adventist education.
Adventist education requires financial commitment and active, intentional ways of securing funding for institutional needs. In “Effective Financial Leadership for Seventh-day Adventist Schools: Key Principles and Strategies for Sustainability and Success,” Pardon Mwansa explains how strategic planning, diversified funding, cost management, basic financial literacy, and ethical stewardship are key building blocks of financial leadership and will contribute to the financial stability of our educational institutions.

Years ago, author Tomas Chamorro-Premuzic published an article in the Harvard Business Review in which he argued that “talent matters even more than people think,”⁸ but conceded that “hard work helps people compensate for lower levels of talent.”⁹ In a stark response, Carla Trynchuk makes a passionate plea for diligence, excellence, tenacity, and high expectations in the fight against mediocrity, not only in pedagogical practice but also in the expectations teachers have of students. In “Talent Education and the Quest for Excellence: A Music Educator Shares Her Story,” she asserts that nothing can replace hard work and long hours of practice. Everyone can excel in some area if he or she is willing to invest time and effort toward a specific objective.

Sung K. Kwon’s “Creating Collective Impact Beyond the Classroom Through the Social Change Model” and Gustavo Gregorutti’s “The After-school Project: A Strategic Tool for Advancing Christian Education” both reflect on the impact of forming connections with the communities that surround Adventist schools and the powerful potential of this type of outreach to engage youth in our educational institutions.

Leading Adventist Higher Education

We conclude this issue with three more conversations with former presidents in Adventist higher education: Edwin I. Hernández, AdventHealth University and Antillean Adventist University; Calvin B. Rock, Oakwood College; and Richard Osborn, Pacific Union College and La Sierra University.

Conclusion

Adventist education has a rich past. Founded in the faith and commitment of the Adventist pioneers and strengthened over time by careful study and crafting of its philosophical and worldview positions, its impact has extended throughout the world.¹⁰

As Adventist educators, we believe that each individual is created in God’s image, with the “power to think and to do.”¹¹ Most would agree with H. Lynn Erickson who challenges educators to “stir the head, heart and soul” of the students and to create in them “a love of learning.”¹² This includes educational stakeholders (students, teachers, school leaders, parents, church, and community) working together to create a stimulating environment that produces passionate learners.¹³

We have what we need to do this! As Adventist educators, we can reject the myth of scarcity—the fear that we don’t have enough human resources, money, and/or support—and put in the work to change the mindset. This demands the courage to examine our systems, value and learn from our past, hold to our mission, and intentionally employ every available resource. Ultimately, we must believe that the “faith factor”¹⁴ can make a big difference in the ability of religiously affiliated institutions to face the challenges against all odds victoriously.

We hope these articles encourage you and stir within your hearts the unwavering desire to continue as a partner with Christ in educating for mission and helping to fulfill the Great Commission.

Bordes Henry Saturné

Bordes Henry Saturné, PhD, serves as Vice President for Strategic Enrollment, Marketing, and Communication and Associate Professor of Educational Leadership at Andrews University in Berrien Springs, Michigan. At the time of coordinating this issue, he served as Chair of the Andrews University School of Leadership. An ordained minister, he served in New York as a church pastor, school principal, and conference superintendent of schools. He was Vice President of Atlantic Union College in Massachusetts, U.S.A., and Vice President of Asia-Pacific International University in Thailand. He is a New York State-certified School District Administrator. His research interests focus on leadership development and the challenges and opportunities unique to faith-based educational institutions. He may be reached at [email protected].

The Journal of Adventist Education staff expresses heartfelt appreciation to the coordinator of this issue, Dr. Bordes Henry Saturné, for the many hours devoted to selecting topics and authors, providing input on article content, and promptly responding to the editor’s questions during the planning and production of this issue.