Biblical understanding and engagement among today’s Gen Z college students is at a crisis point. In their 2018 Gen Z Report, Barna indicated that “the percentage of people whose beliefs qualify them for a biblical worldview declines in each successively younger generation: 10 percent of Boomers, 7 percent of Gen X and 6 percent of Millennials have a biblical worldview, compared to only 4 percent of Gen Z.” This correlates with the decline in biblical literacy. The American Bible Society reported in their 2023 State of the Bible Report that Generation Z is the least likely to turn to Scripture (30%), as compared to older generations.
Kinnaman and Matlock, in their book, Faith for Exiles, indicated that church attendance is also in decline among Gen Z. “Today, nearly two-thirds of all young adults who were once regular churchgoers have dropped out at one time or another (64%).” They explained that today’s society is “especially and insidiously faith repellent, making resilient faith tougher to grow today using the discipleship and teaching methods we relied on throughout the twentieth century.” Elmore and McPeak, in their book, Marching Off the Map, indicated that students today are EPIC learners: Experiential, Participatory, Image Rich (visual), and Connected (relational). While students have always learned best through experience over lecture, this is especially true today in a world where young people are inundated with information. Furthermore, participation is key to metacognition and ownership in learning where students are constantly engaging and interacting in processes, conversations, and content curation. As students today live in a visually rich environment, where images and videos are a primary form of learning and information, effective education must include visual elements, as well as connection and collaboration with others, both mentors and peers. These principles, which are being applied in many educational settings, can be applied in biblical literacy and discipleship efforts as well. Here are some key implications for those who seek to encourage biblical literacy in the next generation:
For more on this topic, check out this month's episode of The Leading Tomorrow Podcast.
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For years, the attendance of young people in worship gatherings has been in decline. The American Survey Center reported that Generation Z is the least religious generation yet. More than one-third (34 percent) of Generation Z are religiously unaffiliated, a significantly larger proportion than among Millennials (29 percent) and Generation X (25 percent). Fewer than one in five (18 percent) Baby Boomers and only 9 percent of the Silent Generation are religiously unaffiliated. But these numbers do not tell the entire story.
Springtide Research Institute's most recent report on The State of Religion and Young People: Exploring the Sacred, indicates that young people are looking for sacred experiences . . . they just might not be finding them in places of worship. The report also highlighted that it is not always the physical place that matters most for young people to have a meaningful spiritual experience. Instead, in this study, young people describe sacred moments as interrupting daily life— moments that are characterized by truth, wonder, awe, gratitude, and a sense of interconnectedness. Springtide reported that three main dimensions emerged in young people’s definitions and descriptions of sacred moments: personal, relational, and extraordinary. This is a critical insight as we consider how to engage Gen Z and Gen Alpha in spiritual formation and growth. The importance of understanding individuals, engaging in meaningful and ongoing relationships, and facilitating extraordinary experiences (rather than prioritizing programs) are key takeaways from this study. You can find the full report at Springtide Research Institute. Younger generations are growing up with unprecedented access to news, images, and information often portraying traumatic experiences and situations. In addition, they are connected 24/7 to friends and family members who may be struggling with trauma, mental health issues, or other concerns. The result is that many Gen Zers, in addition to experiencing trauma in their own lives, are coping with vicarious trauma.
Vicarious or secondary trauma occurs when exposed to someone else's trauma--trauma you have not experienced yourself, but learned about from other people or sources. In the past, vicarious trauma was especially notable in professionals working in the medical field, counseling, social work, emergency services and similar fields. Today, however, the constant exposure to information can result in an increased risk of vicarious trauma for anyone, especially for young people who are still developing their understanding of the world, self awareness, and self management skills. On this month's episode of The Leading Tomorrow podcast, I am joined by James LaLonde to discuss how we can help protect young people, and support them when they are experiencing the effects of vicarious trauma. Some of the strategies discussed include:
Much has been written about the increased mental health concerns facing Gen Z and Gen Alpha. In addition, as I talk to employers and educators, I often hear how many young people today lack the problem solving and critical thinking skills we saw in older generations at the same age. As we consider ways to support the health and growth of young people around us, we often overlook some of the best tools and opportunities at our disposal: fun and free play. Neil Postman wrote, “It is not conceivable that our culture will forget that it needs children; but it is halfway toward forgetting that children need childhood. Tim Elmore, in his book Marching Off the Map wrote that childhood as we have known it historically is disappearing, and that a strange paradox is emerging in young people as a result. We are witnessing the extinction of childlikeness and the extension of childishness. The reality is that free, unstructured play builds skills and maturity. When young people can play without an adult to dictate every action and guideline, and provide every resource, they have to start relying on their own abilities to problem solve, find solutions, resolve conflict, and exercise creativity. Furthermore, when they achieve something on their own, whether it is building a fort, designing a new game, writing a song for fun, or creating a small business idea, the resulting sense of fulfillment produces intrinsic motivation that helps them overcome apathy. When they encounter a complication and are able to overcome it, using their own skills and ideas, they gain confidence and resilience to face the next obstacle. Fun activities that have no predetermined purpose allow young people to just explore, problem solve, and test their skills and ideas. Free play can also help decrease stress and anxiety by giving them time to just think and be. One of the best gifts we can give young people around us this summer is to model what it looks like to disconnect from our devices and step away from our structured task list and just have fun. Invite them to join you, or give them opportunities to do so themselves. If this is a skill they have never developed, they may need some help getting started, but it will be a skill they can benefit from the rest of their lives. For more on free play, check out this article, or listen to the most recent episode of The Leading Tomorrow Podcast. As we seek to engage Gen Z, the most diverse and global generation in history, we must continue to grow as multicultural leaders and organizations. I recently read a research study by international church planter, Mark McKinstry, that provided some powerful encouragement on multicultural leadership from the Bible. The following is an excerpt from Mark’s Thesis on how the leaders and church at Antioch modeled multicultural leadership: Musvosvi (2010) wrote, “The church at Antioch was as close to being a model as one gets in its ability to understand and constructively deal with multi-ethnic situations” (p. 48). If this is the case, what did the leadership and membership look like? Some of our best clues are found in the words of the Bible. Luke, the author of Acts, describes the leadership team of the Church of Antioch, “Now in the church at Antioch there were prophets and teachers: Barnabas, Simeon called Niger, Lucius of Cyrene, Manaen (who had been brought up with Herod the tetrarch) and Saul” (Acts 13:1). Based on this, we know the Antioch Church leadership team was formed out of a multi-cultural, multi-lingual, multi-class group of people. Barclay (1957) explains the diverse team further, Barnabas was a Jew from Cyprus; Lucius from Cyrene in North Africa; Simeon was also a Jew but his other name Niger is given and, since this is a Roman name, it shows that he must have moved in Roman circles; Manaen was a man with aristocratic connections, and Paul himself a Jew from Tarsus of Cilicia and a trained rabbi. (p. 115) Regarding the leadership team, Steel (2018) commented, Paul and Barnabas were both Jewish but had been raised outside Palestine. Both were fluent in Jewish language and customs, but they also spoke Aramaic and Greek. Then there’s Manaen, a man who grew up with incredible opportunity and education within the household of Herod Antipas. Next there’s Lucius of Cyrene, from North Africa, who may have been one of the initial evangelists who arrived amid persecution and began \ reaching out to Greeks. And last but not least was Simon called Niger, who was most likely a black African. (para. 12) The unity of this diverse leadership team became a powerful symbol to the membership of the church and to the city where they lived (Steel, 2018). Additionally, the membership of the Church of Antioch was a reflection of the leadership team. The members were made up of multiple cultures, language groups, ethnicities, and social classes. When I interviewed Mark on my podcast, I asked him what lessons leaders today can take from the life of Barnabas, one of the key leaders on the multicultural team in Antioch. He encouraged:
Good questions for each of us to ask ourselves include, “How am I actively engaging those who are different than me or who disagree with me?” “How can I embrace the discomfort and learning that can come with diversity?” “How am I developing and encouraging a multicultural team around me?” Barclay, W. (1957). The letters to the Philippians, Colossians, and Thessalonians. Westminster John Knox Press. Musvosvi, J. (2010). Race, ethnicity, and tribal conflicts. Journal of Adventist Mission Studies,6(1), Article 5. Steel, D. (2018, July 25). What the diverse Church in Antioch can teach us today. Retrieved from https://www.thegospelcoalition.org/article/diverse-church-antioch-teach-today/ In the midst of what many are calling the "Great Resignation," record numbers of employees are leaving their jobs. In November 2021 alone, 4.5 million Americans quit their jobs. While there are a number of reasons for this trend, there are some steps leaders and managers can take to create a work environment that young adults find difficult to leave:
I am often asked how to remain motivated in leading young adults when they often leave an organization despite our best efforts. With this generation, we need to see every engagement as an investment into the future. Even if a young person moves on to another team or organization, they will take memories and lessons (good or bad) with them. May our legacy in the lives of the young people we work with be one of empowerment, wisdom, and encouragement. Despite many schools and work activities being back in person, virtual classes, training, and work meetings continue to be a significant part of our daily interactions, and will likely continue indefinitely. As a result, we must constantly hone our virtual interaction skills. Her are four of my favorite tips for communicating and building relationships in virtual contexts. -Tip 1: “Push” Important Info to Students/Team Members We live in a world where notifications and reminders help us focus on what is important amid the onslaught of information we encounter. As a result, we need to “push” important information to students and colleagues. Extra reminders to team members on upcoming meetings or tasks can be helpful. Students may need support as they navigate online learning. I do this by posting and emailing weekly updates, highlighting what is important in each module. During the first couple of weeks of class, or when there is a new type of assignment or activity, I post/send a special reminder or explanation, even though all this info is also clearly posted online. Students benefit from knowing what to focus on, understanding how to manage their time, and getting information that minimizes mistakes or confusion. -Tip 2: Be Present/Engaged In the online context, students and employees cannot “see” us the way they do in a classroom or office, so we need to be intentional to show we are present and engaged. We can do this by contributing to discussion on forums, liking or responding to comments, and making specific comments unique to each student or participant when responding. I also try to reference student comments or insights when giving video lectures or facilitating discussions to show I am paying attention to what they are saying and doing. -Tip 3: Be Personable/Authentic Being personable online requires us to really express our personality. Including some videos and facilitating live discussions helps convey our teaching style. I always host a virtual orientation the first week of class so we can see facial expressions and hear voices. We can let our personality shine through in videos, posts, and comments by sharing personal fun facts and stories or using emojis. Also, responding to employee or student needs and requests for help with empathy goes a long way toward building rapport. -Tip 4: Connect Individually Learn specifics about each student or team member, reference these, share resources they might find interesting given their interests, etc. I create an introduction forum and ask everyone to post a short bio during the first week of my courses. This helps me learn and remember names and backgrounds. Responding promptly to questions and creating times or opportunities for appointments if students or staff need to connect via phone or video chat communicates you are available to help them. Almost two decades ago, futurist and inventor, Ray Kurzwelli stated, "We're entering an age of acceleration. Because of the explosive power of exponential growth, the 21st century will be equivalent to 20,000 years of progress at today's rate of progress; organizations have to be able to redefine themselves at a faster and faster pace." As we look at the world around us today, we can see evidence of rapid change. Change in technology, society, and generations requires leaders and organizations to adapt and innovate. This month, I had the honor of sitting down and chatting about innovation with Jacob Hancock, Executive Director at Seeds Global Innovation Lab. To hear our full discussion, check out this month's episode of The Leading Tomorrow Podcast. Jacob gave the following definition of innovation: "proactively generating and executing new ideas that create value." He went on to explain, "If we solve for challenges in the future, we are so much more prepared than if we remain in a reactive posture." One of the challenges of innovation is the fact that it requires some tolerance of failure as we seek to learn what will work in a new context. William Pollard indicated why being willing to learn is so critical: "Learning and innovation go hand-in-hand. The arrogance of success is believing what you did yesterday will be sufficient tomorrow." As we consider engaging, equipping, and encouraging a new generation of young leaders, we must be willing to innovate and model what courageous learning and growth look like in a complex and rapidly changing world. Below I have listed some great resources on innovation, growth and design thinking! I encourage you to add one or two to your reading list for 2022! Resources on Creativity, Innovation & Growth: Creative Confidence: Unleashing the Creative Potential Within Us All by Kelley & Kelley Creativity, Inc.: Overcoming the Unseen Forces that Stand in the Way of True Inspiration by Catmull & Wallace Innovation by Design: How Any Organization Can Leverage Design Thinking to Produce Change, Drive New Ideas, and Deliver Meaningful Solutions by Lockwood & Papke Designing for Growth: A Design Thinking Kit for Managers by Liedtka & Ogilvie 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization by Vijay Kumar “Sharenting” is a term that describes sharing about kids or young people online. “Sharenthood: Why We Should Think Before We Talk About Our Kids Online,” is a new book by Leah Plunkett. Plunkett argued that “sharenting” happens any time an adult in charge of a child’s well-being, such as a parent, grandparent, teacher or coach, transmits private details about a child via digital channels such as social media. Some of these activities clearly involve a public share, such as posting pictures of your child on Instagram, or blogging about your kids. Others seem to happen in private, but often end up turning your child into a set of data points, via fertility apps or Amazon wish lists, the use of a Nest cam, or photos stored on a cloud server. Though these platforms and devices aren’t necessarily exploitative, Plunkett argues that they involve adult decisions that accelerate a child’s entry into “digital life.” A struggle for many of us is that we want to share about our kids for family and friends; cute kids are a positive feature on social media as compared to some other types of posts; they get likes and comments which make us feel good; and social media is now part of the world we live in. So, is concern over too much “sharenting” warranted? Tim Elmore shares a story on his blog that illustrates one of the potential dangers of too much “sharenting:” It all started when April, Christine’s youngest daughter, was five years old. Christine knew April would be their family’s last baby and wanted to document each milestone and comical moment of her childhood. By the time she was ten, April was avoiding photo ops; shying away from the camera. By 13, when she had a phone of her own, April witnessed on social media just how much mom had posted on both Facebook and Instagram. She felt violated. Eventually, as a teen, April requested her mom stop sharing photos of her. It was embarrassing and drew sarcasm from her friends. In my relationship with my own kids, I have seen the shyness or embarrassment on occasion that result when they realize I have shared something about them. It has made me realize that no number of likes are worth hurting my relationship with my kids. While kids may not need full agency to dictate what can be shared about them at a young age, we don’t want to violate their trust. It can be difficult finding the balance between honoring and celebrating or sharing, and jeopardizing trust. Another real factor is privacy and security. The BBC reported on a study by Barclays bank estimating that by 2030 nearly two-thirds of identity-fraud cases affecting today’s children will have resulted from sharenting. The bank warned that parents might be "lulled into a false sense of security" and fail to understand that they are making their children "fraud targets" in the future, by publishing so much personal information which will remain online forever. Tim Elmore shares some practical guidelines to consider as we share about our kids, grandkids, or other young people online:
James Emery White, in his book Meet Generation Z stated, “As the first truly post-Christian generation, and numerically the largest, Generation Z will be the most influential religious force in the West.” Author Jonathan Morrow explained that Gen Z is growing up in a world that rejects a Christian worldview, but desires the world that has the characteristics that biblical principles allow to exist. In addition, young believers often lack the education and discipleship that allow them to understand how faith applies in real life. As America becomes increasingly post-Christian, church attendance and biblical literacy are on the decline. Data from the General Social Survey and the Pew Research Center corroborated a downward trend in church attendance in the U.S. “In the most recent GSS studies, 43% of respondents say they attend religious services at least monthly, down from 47% in the early 2000s and 50% in the early 1990s. Meanwhile, the share of U.S. adults who say they “never” attend religious services now stands at 27%, up from 18% in the early 2000s and roughly double the share who said this in the early 1990s (14%).” A LifeWay Research study found that only 45 percent of those who regularly attend church actually read the Bible more than once a week and almost one in five churchgoers say they never read the Bible. Barna reported, “Since 2009, Bible reading has become less widespread, especially among the youngest adults. Today, only one-third of all American adults report reading the Bible once a week or more. The percentage is highest among Elders (49%) and lowest among Millennials (24%).” As we seek to encourage young people in their faith, we must recognize that they may not possess a basic understanding of healthy spiritual growth. As a result, they need intentional training, encouragement, and mentoring. Even young believers with a strong faith, who desire to grow spiritually, often confront opposition to their faith that did not exist in our culture a couple of decades ago. David Kinnaman and Mark Matlock, in their book Faith for Exiles, contended that “today’s society is especially and insidiously faith repellent.” They reported that it is hard to grow resilient faith in this generation of young people growing up in a post-Christian culture. It is possible, however. Here are a few of the strategies we can employ as we seek to encourage spiritual growth in the lives of young people around us:
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AuthorDr. Jolene Erlacher is a wife, mommy, author, speaker, college instructor and coffee drinker who is passionate about empowering the next generation of leaders for effective service! Archives
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