Let’s avoid the traps of making productivity an unhealthy obsession with results or a very well-intentioned goal we can never reach. Let’s understand productivity correctly—as making the best use you can of the resources God has placed in your hands—and use it as a means of serving our Lord and the people around us. This proper understanding will fill our daily work and rest with joy.

What Is Productivity?
Productivity can mean a lot of different things to a lot of different people. Usually, when hearing the word productivity, most people think about getting as many things done in as little time as possible. Others dream about perfect, color-coordinated calendars and completely checked-off to-do lists. For some, productivity is really about completing ambitious projects, even if it means putting off sleep (and maybe showering) for a few days (or weeks).
To be sure, productivity involves focus, calendars, lists, and determination. But productivity, properly understood, is much more than that. From a Christian perspective, productivity is making the best use you can of the resources God has placed in your hands. Productivity is taking your time, energy, gifts, and focus and using them wisely for the glory of God and the good of your neighbor. Productivity is not mainly about speed, coordination, or influence. It is not about getting the results you want. Productivity is mainly about faithfulness. It is about trusting God’s results will prevail. Productivity is rejoicing in the Lord while walking diligently in the good works he has prepared for us, trusting that he makes our path straight.
We often miss this. We tend to make productivity an unhealthy obsession with results. We also tend to make productivity a godly goal we can never reach. Those are terrible traps that suck out the joy from our work and our rest. Here’s how they look.
Don’t make productivity an unhealthy obsession.
The first trap is the easiest to recognize. We are so preoccupied with efficiency that we forget the reason we’re called to be productive in the first place—love. We forget that, as Christians, our mission is the mission God gave to us—to make disciples of all nations, loving our Lord, and loving our neighbor. Our projects are not the project. But we get our apps and calendars and habit trackers and we make following our plan priority #1 in our lives. We forget that our goals are not always aligned with God’s goals, and we cling to our agenda even when the Spirit confronts our rigidness and puts before us an unexpected opportunity to serve in love that we should embrace.
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The transfiguration was before Jesus’ resurrection from the dead. After—and because of—Jesus’ resurrection, the promised Holy Spirit came, and Peter had something much better to preach (see Acts 2:14–37; 10:34–43; 2 Peter 1:16–18). The transfiguration pointed to Jesus’ future resurrection and glory. John wrote his whole gospel and Apocalypse perhaps recalling that “we beheld his glory” (John 1:14).

The transfiguration of Jesus is documented by Matthew, Mark, and Luke. Each records that Jesus Himself spoke about it (Matt.16:28–17:9; Mark 9:1–9; Luke 9:28–36). Jesus spoke of the transfiguration both before and after that unique event when His human body underwent a temporary transformation. The Synoptic Gospels indicate that the transfiguration had a particular relevance to those disciples who witnessed it and were forbidden to speak about it for a while. We will use Jesus’ statements to consider the transfiguration.
The Kingdom of God
First, Jesus mentions the kingdom of God. Jesus said, “Truly, I say to you, there are some standing here who will not taste death until they see the Son of Man coming in his kingdom” (Matt.16:28, emphasis added). All three evangelists connect the transfiguration with the kingdom of God. Luke describes it as “the kingdom of God”; Mark adds the words “come with power”; Matthew mentions “the Son of Man.” In spite of these minor but significant variations, they all place this saying immediately before the transfiguration.
Matthew and Mark record that Jesus and His disciples were in the region of Caesarea Philippi (Luke mentions no location) when He asked them for common views about His identity. His gracious words and powerful deeds had raised the question of whether He was the promised Messiah. The replies assigned Jesus the honored category of a notable prophet. He then turned the question to the disciples, asking, “But who do you say that I am?” Simon Peter’s reply that He was God’s Messiah was wiser than he knew. He protested vehemently when Jesus informed the Twelve of His impending rejection and crucifixion. Peter was thinking of messiahship in the same way as his fellow Jews, who expected merely a prophet or a national deliverer, someone like Theudas or Judas of Galilee (Acts 5:36–37). Peter was reproved as emphatically as he had been declared blessed. The disciples were informed that not only did a “cross” await Jesus because He was God’s Messiah, but “a cross” also awaited all who followed Him (Matt. 10:38; Mark 8:34; Luke 9:23).
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Written by Jeremy S. Adams |
Thursday, March 31, 2022
Classrooms have become emotive enclaves of a stark student-centered universe. This pivot towards the teacher-cum-protector role has colossally diminished the authority of the everyday classroom teacher because it has transformed the way students look at us. They are difficult to impress these days because the things that once commanded respect and imbued authority—intellectual achievement, virtuous behavior, classroom dynamism, prodigiousness, substantive life experiences—no longer attract the high regard they once did.

“I learned ancient Greek just so I could read Aristotle in his own language.”
It was early in the fall semester of my freshman year of college and we were reading a passage from Aristotle’s Politics in a political philosophy seminar. In addition to learning Aristotle’s view that man “is a political animal,” this divulgence from my young, first-year professor was neither a verbal thunderclap nor a haughty declaration. It was an offhanded remark, uttered as a trivial aside. As usual, he radiated confidence without the slightest hint of ego. His mastery of Greek wasn’t a topic of conversation among my classmates and no one ever mentioned it again. And yet, almost 30 years later, I can still recall experiencing a subtle pulse of enthrallment.
Granted, it did seem a little odd to my 18-year-old self. Was Aristotle so earth-shattering and profound he merited this type of Herculean effort? I was too ignorant at the time to be impressed. I didn’t know until much later how much harder Greek is to master than Latin, with its mercurial alphabet, foreign declensions, unique conjugations, and Byzantine rules of grammar. I now understand why people devote years of their lives in pursuit of this particular linguistic treasure from antiquity. And not just to read Aristotle. Goethe considered Homer to be superior to the Gospels.
Of course, not all the teachers from my youth were this impressive. Most were forgettable. Teachers try to make an impression, but as the decades pass most of our teaching moments are mentally tucked away into a few fleeting images. Our students might remember who wrote the Federalist Papers or how to write down the Pythagorean theorem, but that doesn’t mean they remember the moment they learned it or who taught it to them.
Still, most teachers radiated a genuine sense of authority. Children, by and large, once looked to their elders for answers to their most important questions. They did so for a simple reason: adults were recognized as depositories of guidance, or even wisdom. They knew what a youthful mind needed to master because they, too, were once young. In the course of life, adults had fallen in love and knew about rapture, longing, and the many ecstasies and agonies of the heart. They had made friends and lost friends and occasionally eulogized their friends. Many fought in bruising wars, marched against injustices, and still sensed the goodness of American idealism. They climbed mountains, walked trails, read dense books, memorized impactful poems, and knew what it meant to aspire and dream. They had first-hand experience with frailty of the body, myopia of the mind, and hubris of the spirit. They could detect the difference between true leadership and empty demagogy. They knew what was truly important, what was genuinely frivolous, and appreciated the scarce commodity of time.
As they aged, these adults sensed the seriousness of life. They recognized answers were “out there,” in the nectar and lemon juice of life, in the grasp of adventure and endless engagement—the answers were never found in the monotony of petty amusements or the prison of mindless distraction. But most extraordinary, if these adults happened to be teachers, they drew on their lives to bring the classroom to life. This is what the best teachers always do.
There are extremes, of course. When famed Yale English professor Harold Bloom died a few years ago, it was fondly remembered that he had all 10,000 lines of Milton’s “Paradise Lost” committed to memory, word for word. Conservative political theorist Harry Jaffa supposedly had a memory that was nothing less than encyclopedic, capable of retrieving long passages of dense texts from books he had read decades earlier.
In my own educational journey, there were plenty of impressive teachers who radiated authority without having to master ancient Greek or memorize the entirety of a canonical text. My freshman English teacher in high school, who also happened to be my father, could diagram complex sentences and had long sections of Shakespeare’s Julius Caesar memorized. Many of my professors in college were respected scholars in their academic fields. The president of my university was a world-renowned expert in the work of Danish existential philosopher Søren Kierkegaard. Authority was not in short supply.
Which is why I remember feeling a strong and buoyant desire as a student to impress these men and women. I wanted to contribute meaningfully to a class discussion, or write a cogent paper, or elicit a laugh during office hours. I wanted more than just a good grade or empty praise; I wanted them to see me as substantive, praiseworthy, and laudable. I wanted to earn their approval and affirmation, not because it was owed, but because it was freely given. I would have done almost anything to avoid disappointing them. As Adam Smith wrote in the Theory of Moral Sentiments, “To a real wise man, the judicious and well-weighed approbation of a single wise man gives more heartfelt satisfaction than all the noisy applauses of ten thousand ignorant though enthusiastic admirers.”
A Sinister Replacement
Modern education has replaced authority with empty adoration. It now encourages “ignorant” and “enthusiastic” admiration of children who frankly do very little to earn it. We have a lot of “noisy applauses” but precious little “well-weighted approbation.”
What caused the death of authority in the classroom? The answer is really quite simple: both the teachers and the students. In the time since I first started teaching over two decades ago, a radical reformulation has taken place in our midst.
The educational universe has slowly tilted away from its original mission of transforming and improving the inner fiber of young people. It used to be understood that because life is difficult, because success is fleeting, because relationships are enigmatic, and because our bodies and minds constantly disappoint us, a good life requires strength in all of its forms—moral, physical, intellectual. It is why character is destiny. It is why high expectations are a blessing. Life is tragic, yes, but that doesn’t mean it has to be a tragedy. We can successfully confront the world by improving ourselves.
While certainly not as important as the home or the chapel, the classroom used to be an important ingredient in the shaping and eventual ripening of a young person’s inner nature. Until quite recently, the world and the broader universe itself were considered fixtures to confront, not canvases to improve.
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