Higher education

Review: The University of Wisconsin and The Ideal of Nonsectarianism

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The University of Wisconsin and The Ideal of Nonsectarianism

The University of Wisconsin and The Ideal of Nonsectarianism, Daniel G. Hummel. Upper House (ISBN: 9798987660508) 2022.

Summary: A history of organized religious activity at the University of Wisconsin.

I worked in collegiate ministry at a flagship public land grant university for over two decades. So it was with great interest that I received this essay that offers a concise history of organized religious activity through the years and how a public university like the University of Wisconsin (now University of Wisconsin-Madison) related to religion as a state-supported university.

Daniel G. Hummel observes that this was a point of concern from its beginnings in 1848. On one hand, churches in the state feared it would be a “godless, secular university.” However, others feared that religious ideas, or even a particular church would be privileged. Rather, the university intentionally described itself from its beginnings in 1848 as a “nonsectarian” university. While not favoring any church or religious faith, the exploration of religious ideas was welcomed both in the classroom as well as in the varied expressions of organized religion represented in the students, faculty, and administration. In the early year, the course of study for fourth year students included a course in “Christian evidences,” as was true at many colleges.

John Bascom, the sixth president of the university was theologically trained and wrote on religion, philosophy, and science. His baccalaureate addresses spoke often of the importance of religious faith. During his presidency the three prominent university buildings at the top of what would be known as Bascom Hill all had chapels for regular chapel services.

Hummel traces this nonsectarian ideal, and the changes it underwent, throughout the University’s history. He describes a shift under Bascom’s successor, Thomas C. Chamberlin, elevating the role of science, focusing on Common Sense nonsectarianism. Though not hostile to religion, religion was de-emphasized in the university curriculum. This was also during the period where the University expanded from its liberal arts core to embrace the land grant ideal of agricultural and mechanical arts.

However, the period from 1890 to 1940 witnessed a resurgence of Protestant Social Gospel nonsectarianism. Economist Richard T. Ely focused on labor, finance, and economic reforms as an outworking of his Episcopal faith. This period also marked the adoption of the university hymn, “Light for All” and annual Religious Emphasis Weeks, sponsored by the YMCA, bringing Social Gospel leaders like John R. Mott and Harry Emerson Fosdick to campus.

The period from 1940-1975 brought notable changes. The 1950’s would mark the highwater mark of religious identification and involvement of students. Increasingly, nonsectarian meant Jewish, protestant, and Catholic. Yet participation in historic protestant churches and organizations waned. In 1954, the YMCA closed its building. Civil rights and the Vietnam war brought an increasing focus on activism. Muslim students formed an association in 1960.

Hummel describes the period from 1970 to 2023 as “the decline of nonsectarianism. The explosion of parachurch ministries eclipsed denominational ministries. In more recent years, nonsectarianism gave way to diversity and inclusion efforts. Universities moved to an approach of viewpoint neutrality.

What stands out in this history is that the nonsectarian ideal provided the context for a vibrant and changing religious life through the university’s history, reflecting societal changes. Students, faculty, and university leaders saw their academic work and religious faith walking hand in hand throughout this period, whether it be John Bascom, Richard T. Ely, or John W. Alexander, a geography professor who organized a faculty prayer group, and later became the president of InterVarsity. The fact that the University of Wisconsin was a public university did not translate into a “godless, secular” university. Rather it fostered a lively context where students and faculty and religious ministers explored ultimate questions together.

Hummel’s essay makes for a great case study of religious history at public universities. Thus, it offers a good template for similar histories at other comparable campuses. In addition, Hummel’s account provides an account of different ministry models and the factors evident in their waxing and waning. In conclusion, this is a very useful resource for campus ministers as well as student life leaders who have a shared interest in flourishing of students. Free electronic copies are available at the Steve and Laurel Brown Foundation.

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Disclosure of Material Connection: I received a complimentary copy of this book from the author for review.

Review: Let’s Be Reasonable

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Cover image of "Let's Be Reasonable" by Jonathan Marks

Let’s Be Reasonable, Jonathan Marks. Princeton University Press (ISBN: 9780691193854) 2021.

Summary: An conservative argument for liberal education rooted in John Locke’s idea of the cultivation of reason.

“There cannot be anything so disingenuous, so misbecoming a gentleman or anyone who pretends to be a rational creature, as not to yield to plain reason and the conviction of clear arguments.”

–John Locke, Some Thoughts Concerning Education

The argument Jonathan Marks makes in this book may be summarized by this quote. Marks believes that this is at the heart of a true liberal education. Furthermore, if liberal education is to be saved, it must be about teaching students to reason, to be reasonable. It is not about social justice placemats, “complex thinking” or education for citizenship.. As a conservative arguing for this form of liberal education, he believes these are progressive substitutes for the central mission of a university: to teach students to reason and to be formed by yielding to plain reason. Contrary to other conservatives, he is not ready to give up and torch the whole thing.

In the first chapter, he argues that students should be taught to think and reason at any campus. Marks cites both his own experience at Midwest colleges and the unique experience of Earl Shorris. Shorris founded the Clemente Center. Instead of elite college students, he works with the homeless, former convicts, and others on the margins. He believes teaching things like philosophy, logic, poetry, and American history are the road out of poverty. Not only have they found all these students capable. Both he and Shorris are convinced that learning to be reasonable best equips them for work and for citizenship.

Then he addresses the progressive, left-leaning character of the campus. He argues this is real but also makes the case that he has not needed to compromise his conservative convictions. Rather, he describes what I believe is the work of a good professor. He works with his students on fundamental questions of justice, not believing it to be his work to break down their resistance to critical race theory. Marks exposes students to a debate between Jonathan Chait and Ta Nehisi Coates on race in America. He argues, against both radicals of the left and the right, that this kind of education is not only possible but crucial to the mission of higher education.

But what is wrong with other aims of education? Why not teach for citizenship? Why not help students engage complex thinking? He argues that educating for citizenship may just deepen our partisan divides. He admits that some systems really are complex. However,he argues that complexity can make smart people stupid, particularly in instances requiring moral clarity.

Chapter four discusses the work of shaping reasonable students. He is optimistic about students, recognizing differences in this generation. However he doesn’t think them worse or better. Not only so, he believes teaching them to be reasonable provides a robust basis for free speech. They don’t need to cancel those with whom they disagree. Reason loves a good argument.

Finally, Marks engages a case study on the BDS movement (Boycott, Divestment, and Sanctions against Israel due to their actions against Palestinians). This chapter is even more relevant than it was at time of publication. He argues that the BDS movement (as well as its detractors) have often thrown reasoned argument, and hence, the university’s mission to the wind. Too often, academic associations have followed in lockstep, affirming the politically correct. Marks argues against trying to shut down one side or the other. He also draws the line at attacks on students. He argues for what professors do best: teaching. And he relates the example of team teaching with a colleague from a differing point of view a discussion of My Promised Land.

I suspect readers of this review will have different takes on Marks argument. I found it telling that he identifies with David French, a conservative who has, of late taken more hits from the right than the left. His argument against burning down (at least figuratively) our higher ed institutions is one conservatives need to heed. Likewise, I applaud his challenge to those who are fear-mongers toward the left. If anything, it seems the current moment has changed the power dynamic, opening the door to reasonable engagement.

Finally, I appreciate his call to teach students to reason and to be open to reason. I think of Stanley Fish’s Save the World on Your Own Time and his challenges to professors of “do your job” (reviewed at https://bobonbooks.com/2013/11/27/review-save-the-world-on-your-own-time/). I sense Marks would be fine with students who would differ from his conservative views if they had good reasons to do so. He would have done his job.

The Weekly Wrap: July 20-26

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The Weekly Wrap: July 20-26

Reading While Retired

I received a number of unexpected responses when I asked people how they found more time to read in a recent Facebook page post. One of the top responses was “retirement.”

That makes sense when you think about it. Work and work-related activities take a huge chunk out of our days. I retired last fall, and I read more. I enjoy getting a second cup of coffee and leisurely reading rather than logging onto a Zoom call or heading out for a meeting. And we’ve all heard how reading can keep us cognitively sharp!

This made me wonder if booksellers and publishers have “retirees” on their radar. I don’t see that in most of the newsletters I read. Not only do we have more time to read. We also have more time to shop for books!

My hunch is that most are less interested in the trendy than writers who tell a good story or help them make sense of their lives and our changing society. But I have not studied this systematically. Google’s AI tells me:

“Retirees’ reading interests are quite diverse, often including historical fiction, mysteries, classics, and books that explore themes of aging, relationships, and personal growth. They also enjoy literature that sparks conversation and engagement, like those often selected for book clubs.”

That tracks with my impressions. And I’m left wondering whether this is an untapped, or at least, unheeded market.

Five Articles Worth Reading

Among the classics of literature are books written in languages other than English. In “A Question of Purpose,” Gary Saul Morson considers the challenge of translating Russian works and argues that the most important factor is the purpose of the translation. He also contends that some of the recent well-received translations “are a disaster.”

I’ve seen recent ads featuring a star basketball “reading” but in reality playing a videogame. But there are athletes who read. “‘Literature has completely changed my life’: footballer Héctor Bellerín’s reading list” chronicles the soccer player’s impressive reading habits. But speaking of translations, he needed to read Emily Brontë’s Wuthering Heights in Spanish. Frankly, I’m impressed with someone reading that in any language.

Universities have been in crisis in recent years. This precedes the most recent administration’s attacks, which I believe are only worsening the situation. “Eight Books That Explain the University Crisis” is a helpful list to understand what has been happening in higher education over the last fifty years. While universities can’t do everything, they are a cultural “pillar” that must not be lost but strengthened and renewed.

You might have accessed this blog on social media. But for some people, social media occupies an outsized and unhealthy space in their lives. “Living a Life of Appstinence” is a conversation with Gabriela Nguyen about the Appstinence collective she leads and her 5D Method for getting off social media.

Finally, many of us know of bookstores for which one of their most endearing qualities is the bookstore cat or dog. Elizabeth Egan embarked on a cross-country journey to chronicle this phenomenon. In her photo-rich essay, “More Purring, More Buying? Why Bookstores Showcase Their Pets,” we learn the pets go far beyond just cats and dogs!

Quote of the Week

Poet Robert Graves was born on July 24, 1895. He commented:

“There’s no money in poetry, but then there’s no poetry in money, either.”

Some contemporary poets have confirmed the truth of his observation!

Miscellaneous Musings

Book clubs are perennially popular ways for gathering people. In recent years, various kinds of reading parties have gathered folks. Bookriot featured an article yesterday on “Everything You Need for a Reading Picnic.” With our torrid summers, I wonder whether spring or fall are better seasons to try this idea.

Well, I’ve taken the plunge–not into a pool–but into Ron Chernow’s Mark Twain. I’m a hundred pages in with over 900 to go. Like everything else I’ve read of Chernow’s, it’s an engrossing read. Look for my review of it in about a month!

An article by Danika Ellis caught my eye yesterday. “All 50 of the Most Read Books on Goodreads This Week are by White Authors” wonders why more people aren’t reading works by people of color. I would agree with her that there are some incredible writers. But for those of us who are white, it means some intentional effort to learn about them–but one I’ve found well worth the effort.

Next Week’s Reviews

Monday: Frank Thielman, Paul: Apostle of Grace

Tuesday: Hans Madueme, Does Science Make God Irrelevant

Wednesday: Carlos Eire, The Life of Saint Teresa of Avila

Thursday: Sandra L. Richter, Abigail and the Waterfall (a children’s book!)

Friday: The Month in Reviews: July 2025

So, that’s The Weekly Wrap for July 20-26!

Find past editions of The Weekly Wrap under The Weekly Wrap heading on this page

Review: Habits of Hope

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Cover image for "Habits of Hope" edited by Todd C. Ream et al.

Habits of Hope, Todd C. Ream, Jerry Pattengale, and Christopher J. Devers, editors, foreword by Amos Yong. IVP Academic (ISBN: 9781514010709) 2024.

Summary: Essays by educators on six key practices and how they may cultivate hope among faculty and students.

The pressures on those who teach in higher educational contexts have continued to ratchet up. The Covid pandemic intensified the pressure on professors and stresses in the lives of students. More recently, educational institutions have come under scrutiny and fire from federal and state governments that have included the suspension of research grants. Many educators are tired and discouraged.

The contributors to this volume don’t address how to ameliorate the larger cultural and institutional challenges. Instead, they focus on the practices at the heart of their work with students. Beginning with Jurgen Moltmann’s Theology of Hope, the editors root the theme of this volume in Christian hope. The opening essay by Kevin C. Grove, CSC draws on his experience as a member of the Congregation of the Holy Cross and their motto: Hail the Cross, Our Only Hope and talks about how the cross frames hopeful teaching at the University of Notre Dame.

Then, subsequent essays focus on hope in the following teaching practices:

Integration. Philip Ryken outlines some of the policies and practices at Wheaton that foster faculty development and student efforts to integrate faith and discipline.

Conversation. Cherie Harder, president of the Trinity Forum, discusses the value of discussing important questions in a disciplined and charitable manner. She advocates keeping it real, giving it time, listening, asking questions, avoiding invective, ditching your phone, reading widely, and practicing epistemic humility.

Diversity. Recognizing the controversial character of diversity initiatives, Kimberly Battle-Waters Denu emphasizes the theological and ecclesiological roots of diversity as a Christian practice and how that enriches the educational experience.

Reading. Hans Boersma, in one of the more abstruse essays argues for reading well as part of the process of “deification,” becoming more like God. The hope in understanding in our reading is that all the logoi we read participates in the Logos, the word God has spoken through his Son.

Writing. Jessica Hooten Wilson describes her own love of writing as a child and how we write out of the belief that there is something worth expressing, be it stories, history, or poetry. She shares some of her own practices with students including feedback on drafts rather than grades, written reflections, and reading other writers on writing.

Teaching. David I. Smith explores the how of teaching as more important to the nature of teaching than what is taught. He discusses how community within the classroom may work out practically.

As you might intuit, the context in which these educators work is the Christian college context. Yet educators in the public context might incorporate many of the elements of these practices in their teaching. In particular, Cherie Harder’s conversational practices are vital to Christians seeking to foster public square conversations in public universities. Everything Jessica Hooten Wilson writes about writing is applicable to any Christian working with students on their writing.

Hope is in short supply on campus these days. Yet the investment in the rising generation has always been an exercise in hope. No matter what else is going on, as long as there are students and teachers, there is opportunity for Christians to practice hope. This slim volume helps point the way.

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Disclosure of Material Connection: I received a complimentary copy of this book from the publisher for review.

Review: Cultivating Mentors

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Cultivating Mentors, Todd C. Ream, Jerry Pattengale, and Christopher J. Devers, eds., foreword by Mark R. Schwehn. Downers Grove: IVP Academic, 2022.

Summary: A collection of articles on the theological foundations, goals, and practices of mentoring in Christian higher education with a particular focus on generational dynamics.

Higher education institutions interested in both academic excellence and faculty and staff retention are paying increased attention to mentoring, particularly of junior faculty and staff. This is especially true of the Christian college context out of which the contributors of this volume write but many of their observations and recommended practices have applicability in the secular academy as well.

The collection opens with a foreword by Mark R. Schwehn, one of the most thoughtful commentators on academic life. He observes that in the present moment the differences between mentors and mentees offers the opportunities for mutual learning around technology and various forms of diversity. In the present era, concerns about mentoring in the context of diversity and inclusion are vital in welcoming increasingly diverse faculties .

The editors then offer an introductory essay laying out the emphases of this collection: attention to characteristics of the rising generation as they relate to mentoring, what the Christian tradition offers in terms of mentoring and the academic vocation, and the ideas and practices that follow for mentoring in scholarly contexts.

David Kinnaman, utilizing Barna research, stresses mentoring as a crucial formation process, addressing mentoring solutions for mental health, for trauma, mentoring toward vocational discipleship, and relational mentoring.

Tim Clydesdale writes on leading integrated lives and the role mentoring can play in navigating personal and professional commitments. He focuses on vocation and stresses reflection, practice, and community and the role these play in the “summoning” of vocation.

Margaret Diddams observes that in mentoring, the focus on the individual needs to be complemented with focus on the organization of which they are part and how they might flourish within that context. She examines three models of mentoring in the organizational context and their strengths and weaknesses: the institutional, the interactionist, and the inclusion models, concluding that an approach that draws on all of these may be best.

Edgardo Colón-Emeric focuses on the increasingly diverse academy and how we mentor toward a new we. He highlights the pilgrimage of pain and hope that is the mestizaje experience in transcultural engagement.

Rebecca C. Hong considers the transition that we are in the midst of from boomers to zoomers with a focus on the increasing human-centeredness of work, including the end of the office, home as work place, and the challenges of burnout, languishing, and the great resignation that have been consequences of the pandemic. She then returns to a focus on human-centered work design that values persons, nurturing flexibility, creativity, and innovation.

Tim Elmore explores generational differences and the intentional practices involved in mentoring with shortened attention spans, the dangers of being isolated behind screens, the prevalence of mental health issues, the changing landscape of technology, and the consumer experience. He argues for the cultivation of resourcefulness and resilience with mentees and suggests different forms of mentoring and crucial experiences that foster these qualities.

Beck A. Taylor discusses lifecycle mentoring across one’s academic career reflecting on his own journey from his undergraduate preparation, graduate school mentorship, his early academic career, his move into administration, and his path to university presidency. Beyond personal character, he believes rising leaders are marked by mission orientation, service to others, professional intentionality, and openness to mentorship.

Stacy A. Hammons concludes with a summary of key threads and important practices. She summarizes key challenges and five propositions addressing a theology of formation and calling, organizational change for effective mentoring, the recognition of the needs of Millenials and Gen Zers entering the academy, the needs of professionals transitioning to academic roles, and seriously addressing issues of diversity.

I appreciate the comprehensive and culturally relevant mix of articles in this collection addressing the theology of mentoring around vocation and formation, the institutional setting, the academic lifecycle, the particular characteristics and needs of those entering academic professions, and the vital issue of diversity. I think something more on the qualities of the effective mentor, and perhaps a bit more on what mentees should expect to invest in a good mentoring relationship would be helpful. Beck Taylor’s essay discusses this to some degree, but my own sense is the effective relationships occur when both come as active learners and listeners. I also think that material on finding mentors when one’s institution has not structured such opportunities could be valuable. However, this is an excellent, far-reaching discussion that points people to other writing while offering a number of practical recommendations on both the personal and institutional level.

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Disclosure of Material Connection: I received a complimentary review copy of this book from the publisher.

Review: After the Ivory Tower Falls

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After the Ivory Tower Falls, Will Bunch. New York: William Morrow, 2022.

Summary: How the culture wars, costs, and inaccessibility of college have contributed to our political divides and what may be done.

I graduated from college in 1976. Because of personal savings, scholarships, and work, I finished college without debt. Our family did not have much in the way of financial resources at that time and did not contribute financially except for providing a roof over my head. Low, state-subsidized tuitions helped make that possible. Reading this book, I realized that this could not have happened in 2022. If I went to college, I likely would have ended with five or six figured debt. I even might not have gone to college.

Will Bunch argues that there are two Americas–one that manages to afford a college education, and one that does not and either finishes or drops out with massive debts, or doesn’t even try. He proposes that our political divides map onto those two Americas. He opens the book by using Knox County, Ohio as an object lesson of this division. Knox County is the home of the elite, liberal arts college, Kenyon College in Gambier, as well as Mount Vernon, six miles to the west, the county seat and a town struggling to get by after its largest factories were shuttered. Kenyon costs in excess of $76,000 a year and attracts a national student body, many from households that can afford these costs. In 2020, the median household income in Mount Vernon was $46,656. In terms of politics, Gambier is an island of blue surrounded by an ocean of red, and Bunch, who spent time embedded in the area as a journalist, maps how those differences played out.

He then zooms out to a time when public education got as close to being universally accessible, following World War 2 and the G.I. Bill, the building boom that accompanied the Baby Boom, and the low or no tuitions (in the case of California) for in-state institutions at public institutions. He traces the increasing disaffection toward public support for colleges to the political radicalism of the Vietnam era and the rise of the culture wars and conservative talk radio in the 1980’s and 1990’s, particularly in the Clinton era. During this time, state support for higher education began to decrease and costs rose. And so began the efforts of colleges to recruit from out of state or even internationally those who would pay premium prices. By the 2020’s, student debt had climbed to $1.7 trillion and scandals like the Varsity Blues scandal exposed the pay to play admissions policies with vast inequities, particularly at the most elite schools.

Bunch then zooms in again, describing four groups, illustrated by four individuals that he argues comprise the two Americas. First are the Left Perplexed, boomers and Gen-Xers who are baffled by the rise of both Trumpism and youth drawn to socialism. Second are the Left Broke, the children of the Left Perplexed, saddled with high debts and drawn to socialist solutions and concerns for racial justice. Third are the Left Behind, the Boomers and Xers who went to work out of high school in factory jobs, many of which went away or were off-shored, people often drawn to Donald Trump as one who affirms their value, their work ethic, and their concerns. Finally, there are the Left Out, the young growing up in the former factory towns who don’t have access to the college track, who work in warehouse and service industries while struggling with alcohol or opioid addiction and higher rates of suicide.

He then chronicles both the increased resentments of foreclosed opportunities in movements like Occupy Wall Street and the rejection of the knowledge associated with college from science to social analysis, particularly among the Left Behind, who often felt themselves belittled and marginalized by the progressive elites associated with higher education.

Bunch then turns to Truman-era solutions as the beginnings of a way out, arguing for the public good of subsidized post-secondary education, whether college or skilled trades. He also looks at the possible benefits of a National Service program for 18 year-olds, bringing people from a variety of backgrounds together for the good of the country as well as mentoring that prepares them for further educational options. In addition to advancing the common good, such a program would help close the divides and forging new bonds of commonality.

I found Bunch’s survey of the higher education and cultural landscape both persuasive in the broad strokes and flawed in the nuances. I wonder if the portrayal of an college vs. high school educated divide, while working as a broad generalization, especially among white Americans, neither explains the support of Trump politics among the educated, nor the more progressive policies supported by some communities with less access to higher education.

What is more compelling is the account of rising college costs, the burdens of college debt, and the urgency for a new policy that recognizes the public good of education beyond high school. To fail to act on this perpetuates not only economic inequities but also political divides. The best way to avoid divides is to include those who might be alienated. It is actually in the common interest of all of us to provide education beyond high school at the public expense as opposed to that education being available only to those who can pay. But that will require a shift in understanding of “us versus them” to “we” and from competing interests to the common good. The question this leaves me with is where the leadership will come from to forge that new understanding.

Ten Challenges Facing Higher Education

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I’m going to depart from my reviews today to talk about a different part of my life. I’ve spent my working life in collegiate ministry on college and university campuses. My current position involves leading an effort to support emerging scholars who are followers of Christ in navigating the pathway of their calling. I cannot think of a more challenging time for colleges and universities and for those who would pursue their calling in these institutions. I wanted to write today particularly for those who don’t work in higher education to foster understanding of the challenges the campus is facing. Here are ten that come to mind. Each has merited whole books. I’ll give them at most a few sentences.

  1. Mission. Despite the myriad of verbiage you may hear in public pronouncements and on websites and admissions materials, there is a crisis in understanding what a university is for. I hear everything from educating for citizenship to training people for the high tech jobs of the future. Businesses, governmental entities and social advocacy groups all are trying to shape that mission to their own ends.
  2. A Crisis of Epistemology. The irony is that the relativism of the post-modernism of the 1980’s and 1990’s, with its suspicion of truth and how it may be known and its analysis that truth is defined by whoever is in power, has spread to our whole society. Truth is whatever my tribal group says and the facts be damned! Scholarly work is now on the receiving end where peer-reviewed research is scorned in preference to the latest internet post with any tone of authority.
  3. Cancel Culture rather than Scholarship that Pursues Truth Where it Leads. This flows from the previous point. In recent years, speakers with points of view (usually conservative) were shouted down or prevented from speaking. Research that questioned accepted norms of a discipline would often be refused publication or the researcher denounced. Now conservatives are having their day, passing laws in state legislatures about what must be taught and not taught, often in response to university administrations who issued similar dictates to their faculty. None of it fosters a spirit of fearless inquiry.
  4. The Exodus of Faculty and the Crisis of Adjunctification. The COVID pandemic has facilitated the departure of faculty who find their lifestyle unsustainable with increased demands of in-person and online instruction and the increased presence of alienated or emotionally struggling students. Faculty of color are leaving at higher rates. Colleges continue to ask faculty to do more and replace tenure track positions with adjunct faculty or contracted lecturers. Increasingly, I recommend that most graduate students ought to have some other work aspiration than academic work in a university. But this leaves serious questions to be asked about the quality of education, the future of academic research, and what will happen when enough people decide to withhold their labor.
  5. College Costs. I think as a society we ought to be moving toward the support of some form of post-secondary education for all of our citizens. But this means getting a handle on the costs of education. What I will argue is that university faculty are not the problem. Many have invested at least a dozen years beyond secondary education in their training. Many could earn far more in industry. And the cost of their salaries is not the big issue. On many campuses, if one studies the directories of non-academic units, one will be surprised at the number of people employed in these positions and how bloated many administrations are with very high salaried people. Some of these positions exist because of unfunded government mandates.
  6. Equity in Admissions. Addressing college costs and funding is significant and under our current system, many of lower and medium income families will either conclude that it is not worth it, or carry debts that often take the first half of their working careers to liquidate and often delay home purchases and other major financial commitments. I don’t think everyone should go to college but one’s race or socioeconomic background should not be the deciding factor but rather aptitudes, gifts, and passions.
  7. The Demographic Cliff. After 2026, high school graduations will drop by ten percent due to declining birth rates. The pandemic has sped up that curve for many institutions where enrollments have already dropped significantly, especially at two-year institutions. This may actually be an opportunity for some institutions to streamline themselves and also to work on recruiting and retaining and offering financial aid for students who might not otherwise attend.
  8. The Student Mental Health Crisis. One university counseling center director told me they anticipated they would need to increase their staff by 50 percent to respond to student mental health needs. He discovered that they should have increased their staff by 100 percent and said that he had received similar reports from university mental health professionals across the country. The major concerns are anxiety and depression. This has been a growing crisis, even before the pandemic, which has made it much worse. Often university faculty are the first to encounter a student with these struggles.
  9. The Sexualized Campus. Beyond the sexual politics around orientation and sexual identity and the outcry about abortion rights lies the reality of a campus that is a highly sexualized place. The abuse scandals with student athletes is the most visible tip of the iceberg. Colleges are deeply conflicted around the question of consent and what constitutes it and how, in an atmosphere that normalizes both recreational sex and alcohol and substance use, consent is supposed to work.
  10. Fostering Robust Diversity with Civility. Campuses are incredibly diverse places with people of color and internationals from throughout the world. You have every political party and faith and sexual orientation and gender identity. It is our society in microcosm. Often it is a weak or brittle diversity as is true in most of our country–comfortable only with one’s own tribe. The challenge is to foster a climate, not of guarded and careful niceness that mutes distinctiveness, nor one of belligerence, but rather of both forthrightness about one’s own ideas and values and curiosity rather than judgment about those of others. Actually, I’ve often witnessed students rise admirably to this, often better than faculty and administration. Learning, and where it is needed, enforcing the practices of a principled civility, would seem vital for the development of future leaders.

It is a challenging time in higher education. Challenges can call out not only the worst but the best in human beings. I hope those outside the university will not use this as a chance to rail at higher education. The problems here mirror those in our society. If you are a person of faith, pray for those who lead universities, perhaps using this as a list of things to pray for. There are many Christians working in these universities in positions on faculty, in administration, on staff, or in support services. Two of my friends are presidents of major universities. They love God, they love the campus, they love what they teach and research, they love and seek the common good and they do this amid these challenges.

Review: A Student’s Guide to Liberal Learning

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A Student’s Guide to Liberal Learning  (ISI Guides to the Major Disciplines), James V. Schall, S.J. Wilmington, DE: Intercollegiate Studies Institute, 2019. (Link is to free e-book download from publisher).

Summary: A pithy little guide on pursuing the liberty that comes in the pursuit of truth and how one might devote oneself to liberal learning.

In this pithy booklet, James V. Schall, S.J. makes the case for the classic ideal of liberal learning that he believes lost in the post-modern setting of contemporary higher education. Liberal education believed that the pursuit of truth, goodness, and beauty freed one (liberated one) to pursue the well-lived life. He writes this booklet to the student who has the sense that there is something more that might be pursued in her education that what is on offer. He also observes, with Augustine and Aristotle, that our actions more than our words reveal what is true, and that our moral failings may prevent us from seeing truth, something rarely, if ever, heard in the classroom.

Where then does one begin. For Schall, he urges two things. One is self-discipline, that is self-control of our passions, fears, dreams, and thoughts, and honesty about our failings in these areas. He writes: “The person who was most free was the one who had the most control over himself.” It is this that allows us to focus on the things of greatest importance.

The second thing is to build a good personal library. Schall doesn’t believe this requires many books–early pioneers often had only Shakespeare and the Bible, and much of what was important in life could be found here. I loved Schall’s commitment to not assigning books that he did not think worth keeping. And this leads to a guiding standard–our libraries should consist of the books we would read again (a standard I use more and more as I cull books from my shelves).

Schall also advocates that we need good guides, holding up Samuel Johnson as an example. A good guide is one who helps the student test ideas by reality. One of the most beautiful lines about teaching is this:

We begin our intellectual lives not with need, nor less with desire, but with wonder and enchantment. A student and teacher read together many books they otherwise might have missed. Both need to make efforts to know the truth of things, the ordinary things and the highest things, that the one and the other might have overlooked had they not had time, serious time, together.

And so Schall concludes by discussing the matter of time, invoking the unusual authority of Louis L’Amour whose The Education of a Wandering Man makes the case for finding the time to read in a busy life. Schall urges students to take time beyond their classes to read, to find great works that aren’t taught in the used bookstores. What books, you may ask? One of the delights of this book are Schall’s recommendations interspersed in the text as well as an Appendix of “Schall’s Unlikely List of Books to Keep Sane By,” a list of twenty titles–only half of which I’ve read. While some are found on “Great Books” lists, many are not.

My only objection is that they are all by white Euro-Americans. I think we may also grow in liberal learning by reading W.E,B. DuBois, Frederick Douglass, and Langston Hughes as well as African, South American, and Asian writers. One of the most profound works I’ve read is Shusaku Endo’s Silence.

That said, this is a delightful little work. For many students, the idea of “liberal learning” has no room in the curriculum. Schall proposes that, sad as this is, the perceptive student will find the room on his or her own and find good guides and books along the way. And this “Guide” is a good beginning.

Review: Versions of Academic Freedom

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Versions of Academic Freedom, Stanley Fish. Chicago: University of Chicago Press, 2014.

Summary: An analysis of the idea of academic freedom, identifying five schools of thought, arguing for limiting this to the core professional duties of an academic in one’s institution and disciplinary field.

The relevance of this work is clearly evident in the presence of regular stories of how academic freedom in our universities is threatened or complaints about particular actions of faculty that are rationalized as “academic freedom.” What can or cannot be taught in a classroom? Can a faculty member email her students about the need to protest in favor of Palestinian rights against Israel? Is it an infringement on academic freedom to prohibit wearing political clothing and buttons in a class one is teaching? Is it proper for a faculty member to disclose one’s political or religious beliefs as they bear on the course material at the beginning of a course? Should a faculty member be punished for publishing research findings arrived at according to the standards for research in one’s field if those findings challenge accepted social norms and the paradigms of one’s discipline?

At least part of the answer, Stanley Fish maintains, is how one defines “academic freedom.” For him, it hinges both on what we understand to be the scope of the duties of an academic and how expansive our idea of freedom is. In this work, drawn from the Campbell Lectures sponsored by Rice University, Fish delineates five schools of thought from a very narrow definition of academic freedom to a very expansive one and argues that only the narrowest reflects what can really be called “academic freedom.”

The five schools of thought are:

  1. The “It’s a job” school. Educators provide a service of advancing through research and instruction a particular body of knowledge in one’s discipline as specified by the course catalog and syllabus. Within the scope of their professional duties they should enjoy freedom to do their job. They are not inculcating moral values, mobilizing social justice warriors, or training citizens to uphold some vision of democracy. Such things, while commendable in their role as citizens and enjoying First Amendment protection do not fall under the scope of academic freedom.
  2. The “For the common good” school. Those in this school, going back to the 1915 AAUP Declaration of Principles would go beyond the protection of scholarly work done within the scope of one’s professional duties to emphasize the academy’s role in upholding democratic values and principles of justice against the “tyranny of public opinion.”
  3. The “Academic exceptionalism or uncommon beings” school. This argues that by virtue of training, gifts, and character, academics are exceptional persons who not only correct popular opinion but are not subject to the same laws and restrictions of ordinary citizens. One example is the Virginia state law prohibiting access of state employees to pornography on state-owned computers without supervisory permission. Professors argued “academic freedom” rights to warrant declaring the law invalid for them.
  4. The “Academic freedom as critique” school. This school, with Judith Butler as a leading representative, argues that the norms and standards of the academy and one’s discipline are inherently conservative, and academic freedom protects dissent from or critique of those norms. The work of a scholar is to interrogate those norms.
  5. The “Academic freedom as revolution” school. This school invokes academic freedom to protect the scholar whose critique challenges and seeks the overthrow of corruption in the academy and society for the sake of social justice. This has been used to justify “academic squatting” in which professors, instead of teaching the advertised course, use the classroom to advance their critique and to advocate revolutionary activity.

Fish places himself in the “It’s a job” school, contending that this is the only context in which the protections of academic freedom apply. Academic freedom exists to further scholarship. Period. While other aims may be laudable, they do not fall under the rubric of academic freedom. Fish observes both the hubris and the dislocation of the focus of academic work in the “common good” school. This places academic work in the service of something else. Against both the critique and revolution schools, Fish does not dispute the conservative character of disciplines but emphasizes that new disciplines do emerge from old as “existing norms preside over their own alteration,” citing as an example the rise of women’s studies. This approach is a safeguard against the unraveling of the university, which he believes would be the consequence if these approaches prevail.

Finally, he returns to the idea of exceptionalism–the idea that academic freedom protects individuals from legal requirements with which ordinary citizens must comply. Much of this is a discussion of public employment law and specific legal cases. The basic message here is that academic freedom is a professional norm and not a legal right. Much of one’s professional duties are contractually established. Speech in the course of one’s employment is different than the exercise of First Amendment rights, with which academic freedom is often confused. One can’t depart from the subject matter of a course to talk about whatever one wants. On the other hand, the results of research undertaken as part of one’s duties, when conducted according to disciplinary practice, cannot be “directed or scripted, by the government.”

Fish’s analysis did two things for me. One was to bring greater clarity to the terminology of “academic freedom.” Instead of an umbrella term to cover many kinds of activity, Fish argues for a focused used, referring to the professional duties of an academic as well as the core function of a university as Fish understands it:

“The academy is the place where knowledge is advanced, where the truth about matters physical, conceptual, and social is sought. That’s the job, and that’s also the aspirational norm: the advancement of knowledge and the search for truth. The values of advancing knowledge and discovering truth are not extrinsic to academic activity; they constitute it.”

The other thing Fish did was make clear that academic freedom has no legal basis, but rather a shared consensus that protects professors, not in anything they do, but in the performance of their scholarly work. In particular, it seems that disciplines, college administrations and boards, and the state ideally ought to share a consensus that it is vital to protect the freedom of academics to pursue scholarly work without dictating the results of that work, including teaching that reflects the current state of learning in a discipline.

I would like to see Fish update this work, written in 2014, addressing the actions of state legislatures to dictate what may and may not be taught in courses. Traditionally, these are decisions made by departments and colleges in establishing a course of study, including the content of courses according to the current body of learning relevant to the course subject. The “it’s a job approach” in this context makes faculty the mouthpiece of a state ideology in the guise of complying with specified course context. Often this means excluding material that constitutes a significant part of the body of knowledge in a discipline. More troubling, it implies that only certain lines of inquiry with state-approved results will be supported. While Fish rightly, I believe, rejects more expansive schools of academic freedom, he fails to answer how to protect the more circumscribed idea of academic freedom he upholds.

Review: The House of the Intellect

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The House of the Intellect, Jacques Barzun. New York: Harper & Brothers, 1959.

Summary: A discussion of the decline of the intellect and its causes.

It is fashionable in higher educational circles these days to decry the decline of intellectual life. Jacques Barzun, a patrician educator, professor of history and Dean at Columbia was doing that in 1959. What was striking to me was the continuity between what he wrote and our situation over sixty years later.

Barzun would define intellect as the basics of communication from the alphabet to the conventions of the clear articulation and argumentation of idea, disciplinary ideas and habits and more. He explains his idea of intellect as follows:

“That part of the world I call the House of the Intellect embraces at least three groups of subjects: the persons who consciously and methodically employ the mind; the forms and habits governing the activities in which the mind is so employed; and the conditions under which these people and activities exist. “

He goes on to explain the “house” metaphor:

“I would speak of the realm of the mind–limited and untamed–but I say the House of the Intellect, because it is an establishment, requiring appurtenances and prescribing conventions.”

He begins by contending that there are three enemies facing the intellect. When artistic sensibilities intrude into intellectual life, aesthetic sense obscures the discursive character of intellectual articulation. When the language of science intrudes, its precision and specificity intrudes into the unity of knowledge. Philanthropy as he uses it is opens education to a wide audience, regardless of fitness (which comes off as elitist, one of my problems with this part of his argument).

He describes the pseudo-intellectualism of public discourse and our polite, cultured conventions of conversation that prevent serious discussions of ideas (although some polite conventions and manners might be needed in our own day). He describes education as without instruction, observing the use of television for instruction (if only he knew) and instruction without authority. He is one of the earliest to recognize the conversion of education into business and college leadership into bureaucracies. And he points out how intellectual pedantry has influenced every discipline, and far beyond–even President Eisenhower declaims, “Marshal Zhukov and I operated together very closely” rather than saying “worked.”

Barzun makes an argument for power and pretension intruding into the work of the intellect. What is concerning is that he also sweeps up the broadening of American education into his critique. I was one of those who benefited by that “broadening,” or as he would call it, “philanthropy.” I would not naturally have enjoyed access to these opportunities, growing up in a lower middle, working class neighborhood. In another era, I might have been excluded from “the house of the Intellect.”

Nevertheless, Barzun poses some important questions. Today, it is the hegemony of STEM fields over those disciplines that classically taught clarity of thought and expression. He guts the jargon-laden discourse of many academic disciplines. He questions the academic fads that often substitute for the instruction that cultivates the intellect. He exposes the conventions of public and personal conversation that thwart intellectual life (I’d love to see what he would do with social media).

Barzun is an educator from another era, and while I cannot endorse some of his ideas, he also holds up a mirror to contemporary educational practice, asking, “why are we doing this?” He was a kind of educational prophet. If you can find a used copy of this online, and care about education, I think you will find this a thought-provoking read.