Parochial: Accept those like them. Uncomfortable with people changing in ways that challenge themselves.

Presupposing: Recognize others' humanity, but try to make them more like themselves.

Facilitating: Listen attentively to others' spiritual, emotional and intellectual needs. Stitch together religious social relations.

Regenerating: Contribute to others' transformative learning with empathy, authenticity and sensitivity to group and community dynamics.

Literal: Read at face value. Summarize text and identify questions it is trying to solve.

Ask questions: Answer who would be interested in a topic, what it teaches, and what habits might produce resistance to it. But seek data fitting their preconceptions.

Purposeful analysis: Read for inspiration and identify important ideas. Apply and describe the history of methodologies for comparing passages and resolving contradictions.

Engage developmentally: Adjust messages to audiences; consider religious identity concerns; and engage all developmental levels with an author. Combine lenses, connect texts, expand boundaries, reframe, and apply to new contexts.

Phonological: Know alphabet and try to sound out words.

Dependent: Understand simple written and spoken texts relying on inter-language dictionaries, Sustaining guides and translations.

Comprehending: Read, comprehend and translate simple unvocalized texts with limited use of lexical aids.

Multilingual: Sight read multiple forms of ancient and modern Hebrew without multilingual aids,

Decontextualized: Disconnected from knowledge of the past. Read only n translation. Overgeneralize or repeat details without seeing the differences.

Influential surroundings: Read and describe influential surroundings in space and time, ± a few centuries. Read with supporting translations, dictionaries, on-line databases.

Cultural climate: Describe an author's culture including time, place, community, ideology, economic situation, liturgy, and use of religious texts. Use multiple interdisciplinary sources found independently.

Intertwined histories: Connect multiple concepts through the ages simultaneously. See a topic's relevance, frame it, and find the requisite sources. Apply critical analysis, primary source comparison and multidisciplinary approaches.

Self-referent: Ask, "What does this text mean for my life?"

Categorical: Use categories of religious belief to offer rationales beyond preferences.

Disciplinary: Ask and respond to enduring theological questions.

Evolving coherence: Engage philosophy and theology to form coherent and evolving personal beliefs.

Artificial: Impersonate someone without differentiating acting from preaching or communication from performance.

Fluent: Talk in own words, fluently enough to not disrupt understanding.

Polished: Produce polished speaking appropriate to settings and audiences using method acting, breath management, tension release, body centering, and vocal diversity.

Connecting: Authentically represent self to touch, connect to, and teach people. Adjust messages to audiences; consider religious identity concerns;

Hesitant: Hesitate to act or try to join a community. Instead, hear lectures or explanations of sites and later discuss the experience with peers.

Conceptualize: Identify key concepts of institutional systems, processes, organizational behavior. Demonstrate strong ties and personal identification with religious life.

Persuasive: Articulate their personal relationship with religion, its institutions and the religious imperatives of social responsibility. Effect change by using leadership, vision and organizational best practices.

Constructive: Commit to a religious community, its ideals, family needs, aspirations. and challenges. Gradually impart to congregations a vision of building community by drawing people into meaningful religious life.

Plan events: Confuse anecdote teaching with text-based knowledge. Tie planning to a gimmick or exercise.

Conceive learners: Distinguish self from other learners using educational and counseling concepts, like constructivism, Bloom's taxonomy, differentiated instruction, loss and recovery, systems theory, and personality theory.

Plan understandings: Plan lessons including enduring understandings; appropriate experiences for ages, styles, and contexts; and management of strategies.

Create transformative environments: Connect educational models and concepts to create rich learning environments and plan care while monitoring engagement, learning and transformation.

Muddled: Regurgitate facts and platitudes with grammar and spelling errors, disorganized construction, muddled arguments and lacking effective illustrations or emotional spurring.

Conventional: Acknowledge contradictory sources and evidence and spur emotions, but write conventionally using chronologies, heuristics, topic sentences and undeveloped arguments.

Coherent: Write concisely and coherently with multiple perspectives and themes, using research, logical development, and critical discussion.

Generative: Use interdisciplinary research, unstructured evidence and contrasting emotions to generate innovative, replicable, religious knowledge.