Reflecting on “the richness of Spiritual Fundraising” offered by David Heetland (Autumn 2025), I propose that his most important contribution is a simple one and yet one I have heard over and over again. He says, “I often tell fundraisers that our job is to grow oak trees, not tomato plants.” In an age where data is available (and useful), it can move us toward aggregation instead of the individual. His reminder is not only professionally true but also theologically grounded.
David pairs his reflection with a reference to Henri Nouwen’s A Spirituality of Fundraising, which is a primary source for anyone seeking support for missional work. Nouwen reminds us that our work is holy and transformative – not only for the institutions, but for those who give and those who ask.
In this age of data, we don’t need more reminders to look at ROI or metrics – the current is already strong in that direction. But we do need more reminders to be filled with passion, to be persistent, and to have patience. Thank you, David, for this reflection and the reminder that as we are persistent in tending to the growing of oak trees, sometimes tomatoes sprout and surprise us along the way.
Brent Lavigne, Ph.D.
Vice President of Development, Western Theological Seminary
Both the association of Theological Schools and the In Trust Center seem to be all in with competency-based education (CBE). But many of us are still asking if this truly brings us to the very outcomes we long for in theological formation for religious leadership. Advocates for CBE responded to early critiques by insisting that this is not just about skills and competence but also about moral and spiritual formation. That is good. But the underlying premise, the point of departure, remains the same. The question naturally arises: Is competency the right word and point of integration for theological education? Does it not foster, intentionally or unintentionally, a reductionist and instrumentalist approach to education which is not really education? Would it not make more sense to insist that competency is integral to formation, but still press for a vision of education that sees even competency as derivative of something else: theological education as an exercise in meaning-making, so that competency is rooted in and aligned with the very meaning of this or that dimension of religious leadership. Thus, for example, we only teach preaching when we locate this practice or competency within a clear vision for the meaning of the ministry of the Word. It remains first and foremost theological education.
Gordon T. Smith, Ph.D.
Executive Director, Christian Higher Education Canada (CHEC), Teaching Fellow, Regent College Vancouver
In Trust magazine welcomes your letters! Please email them to editors@intrust.org.
