The Lutheran Reformation of Christianity in the sixteenth century also included the reform of education. Prior to the Reformation, education in Europe had been a private matter, reserved for those who could afford tutors or who could enter a medieval monastery. Lutheran reformers insisted that education should be a function of the community and available to all because education was necessary to fulfill God’s desire that human communities flourish and that society function wisely.
Although it is no longer widely known, this Lutheran educational ideal is one of the primary sources of contemporary higher education. The ideal first informed higher education’s attention to character development, which remains with us today, particularly in undergraduate education. The Lutheran tradition of educational reform also shaped the university model by helping to establish the University of Berlin, the first modern research university. Concomitantly, the Lutheran movement played a significant role in creating the academy. Drawing on the commitment to embrace God’s call to freedom, the value of all people, and care for creation, Lutheranism helped develop key practices of the academy: academic freedom, humble acknowledgment of one’s limits, contributions to the common good, and the importance of questioning received knowledge, values, and practices.
The truth that a living Lutheran intellectual movement centrally helped develop Western and then global higher education has been masked in the United States. Immigrant Lutherans founded colleges in America to serve their communities without reference to broader Lutheran ideals. They focused instead on creating schools for educating their own leaders, a necessary task in America, with its disestablishment of religion. The decision of twentieth-century American Lutheran leaders not to establish a Lutheran research university reflected their focus on residential colleges as vehicles for internal Lutheran leadership development.
This focus on internal leadership development and this forgetting of Lutheran educational ideals left an intellectual void that was filled by a widely accepted secular understanding of academic mission. The Lutheran tradition as a resource for higher education was relegated to campus ministry and, in most cases, to certain religion department courses. At some colleges, the Lutheran tradition continued to provide a pious gloss to the college’s academic mission, but it had no substantive place in informing academic work.
The Network of ELCA Colleges and Universities (NECU) was organized in part to awaken Lutheran higher education from our collective amnesia about the ideals of Lutheran higher education and their implications for the mission of our institutions. The statement Rooted and Open summarizes the work done to articulate a vision for higher education shaped by Lutheran ideals. We have also made great strides toward drawing on Lutheran educational ideals for co-curricular learning, particularly by emphasizing education-for-vocation. However, we have only begun to reclaim the Lutheran intellectual tradition as an ongoing resource for the full missions of our institutions, including their academic missions.
This issue of Intersections includes writings from an initiative by NECU to change this situation. NECU convened a consultation in July 2019 to explore possible uses of the Lutheran intellectual tradition as a resource for the academic mission of our institutions. The case study was whether and how to use Lutheran social teaching as a resource for teaching business ethics. The consultation involved professors from business, leadership, and management departments at Augsburg University, Concordia College, and Augustana College.
Much detritus to discard and much work remains toward reclaiming a vibrant Lutheran identity at NECU institutions. All the articles in this issue on Lutheran social teaching and economic life reflect an important step along the way.
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Editorial
Guest Editorial: Moral Deliberation in NECU Classrooms
Ernest L. Simmons
Simmons introduces the guiding question of the NECU working group: could the ELCA’s twelve social statements and thirteen social messages — expressions of Lutheran social teaching originally formulated for congregational use — turn campuses into “academic communities of moral deliberation”?
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Article
The Responsible Professional: Vocation and Economic Life
Martha E. Stortz, Tom Morgan
Stortz and Morgan argue that the “value-added” of Lutheran higher education is a responsibility ethic — one that frames the professional as a first responder “called and empowered to serve the neighbor so that all may flourish” — and unpack the four criteria of the 1999 ELCA social statement Sufficient, Sustainable Livelihood for All as a framework for economic deliberation.
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Institutional Focus
A List of ELCA Social Teaching and Policy Documents
A reference list, as of September 2019, of the ELCA’s twelve social statements, fourteen social messages, and over 150 social policy resolutions — with Spanish translations where available.
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Article
ELCA Social Teaching for the Classroom?
Roger A. Willer
Willer argues that the body of ELCA social teaching, taken as a whole, constitutes an actual social ethic — relatively comprehensive, responsibly consistent, and remarkably cogent — whose mode of responsibility ethics commends it as a classroom resource for any discipline that wrestles with moral questions.
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Article
The Challenge of Inclusion in the Ethics Classroom
Faith Wambura Ngunjiri
Ngunjiri, the only Black woman tenured faculty member at Concordia College, reflects on her students’ resistant and resonant responses to MLK Day programming on “Not Racist: A White Moderate Myth” — and on what it takes to make the ethics classroom a place where students can “BREW”: Becoming Responsibly Engaged in the World.
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Article
Business as Usual? Marketing, God, and the Limits of Christian Callings
Emily Beth Hill
Hill, a former corporate marketing consultant turned theologian, returns to Luther’s claim that no vocation is more holy than another — and uses Luther’s Large Catechism definition of God to argue that the modern practice of branding intentionally redirects the love and worship of human beings toward capital, raising the question of whether Christian neighbor-love places limits on what professions Christians should pursue.
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Article
Responding to Student Hunger at NECU Institutions
Kristen Glass Perez
Glass Perez recounts how her work as college chaplain at Augustana and Muhlenberg evolved after a student offhandedly declared, “I am always so hungry at this school,” and shares five lessons learned from launching campus pantries, emergency grant programs, and the HOPE Survey to address food insecurity as a defining calling of NECU institutions.
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Article
Gen Z is Made for Lutheran Higher Education
W. Kent Barnds
Barnds argues that Generation Z’s defining traits — socially responsible, purpose-driven, cost-conscious, culturally open, and tech-expectant — align almost perfectly with the missions of NECU institutions, and offers concrete suggestions (from replacing “vocation” with “purpose” to embracing Gen X parents as co-pilots) for Lutheran colleges seeking to attract and serve this generation.
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Article
Why All This Talk About Understanding the Mission of NECU Member Institutions as a Vocation?
Mark Wilhelm
No. 56 · Fall 2022
In his valedictory keynote, retiring NECU Executive Director Mark Wilhelm argues that Lutheran higher education is, properly understood, vocation-based education — outlining four core practices recovered over the past fifty years and naming the constructive and corrective work still to be done, including a fuller embrace of DEIJ and of the diverse vocations of NECU’s 27 institutions.
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Editorial
From the Publisher
Mark Wilhelm
No. 55 · Spring 2022
Wilhelm announces his planned retirement on January 31, 2023, after serving as the founding executive director of the Network of ELCA Colleges and Universities, and gives thanks for the privilege of helping NECU articulate a shared vision for Lutheran higher education in twenty-first-century North America.
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Editorial
From the Publisher
Mark Wilhelm
No. 53 · Spring 2021
Wilhelm reflects on an NPR report of teenagers’ pandemic diaries and the fraught Christian history of struggling to live out Jesus’s ethic of love, framing the issue as a record of NECU institutions working out how to act for the common good through the pandemic of 2020–2021.
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Editorial
From the Publisher
Mark Wilhelm
No. 52 · Fall 2020
Wilhelm argues that the “hackneyed” expressions of higher education — “you are not just a number,” “the college experience,” “risen to the challenge” — tell the simple truth about NECU institutions even as the Covid-19 pandemic has pushed budgets, employees, and campus life to the breaking point.
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Editorial
From the Publisher
Mark Wilhelm
No. 50 · Fall 2019
Wilhelm frames the issue by noting that a federal court’s vindication of Harvard’s race-conscious admissions process is a win for higher education’s commitments to diversity, equity, and inclusion — and argues that for Lutheran higher education, the commitment to diversity is an old and foundational claim, rooted in Christianity’s openness to all and reflected in the four diverse gospels of the New Testament.
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Article
Rooted and Open: Background, Purpose, and Challenges
Mark Wilhelm
No. 49 · Spring 2019
Wilhelm traces Rooted and Open’s seventy-year backstory — from Conrad Bergendoff’s 1948 call for a Lutheran philosophy of education through the recovery of the vocation tradition — and describes the document’s process, purpose as a teaching and study resource, and the embodiment, contextual, and cultural challenges it implies for NECU institutions.
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Article
Professing Religion
John D. Barbour
No. 37 · Spring 2013
Barbour reflects on the vocation of a Professor of Religion at St. Olaf College, asking when and how a teacher should disclose personal faith in the classroom. Drawing on his graduate teachers Anthony C. Yu and Langdon Gilkey, and on Augustine’s Confessions, Dorothy Day, Malcolm X, C. S. Lewis, and Kathleen Norris, he argues that teaching autobiography invites teaching autobiographically—and that professing religion is finally a matter of how one believes, not just what.
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Institutional Focus
LibGuide: Introduction to Womanist Theology
Elli Cucksey
No. 56 · Fall 2022
Cucksey, the head librarian at Trinity Lutheran Seminary, recounts how Beverly Wallace’s Introduction to Womanist Theology class — the first offering of the ELCA Seminaries’ Womanist Theology Initiative — led her to build a publicly available LibGuide that amplifies Black women’s voices and gathers the resources of the course for future students.
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Editorial
From the Publisher
Arne Selbyg
No. 13 · Winter 2002
Selbyg reports that Executive Director Leonard Schulze has challenged the ELCA Division for Higher Education and Schools to develop a comprehensive communications plan reaching high school students, college students, parents, pastors, and journalists, and invites Intersections readers to review the redesigned elcacolleges.org website, the “FREE STUFF” brochures, the journal’s advertisements in The Lutheran and related publications, Ernie Simmons’ new Augsburg-Fortress book Lutheran Higher Education: An Introduction, and the ELCA video magazine Mosaic—and to send in their own ideas.
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Editorial
From the Editor: Vocation as Action in the Affirmative
Colleen Windham-Hughes
No. 59 · Spring 2024
Windham-Hughes frames vocation as practicing “at the borders of our incompetence” — every small yes to the callings we experience, every effort made in the direction of life, is action in the affirmative — and previews the issue’s essays on diversity, transformation, AI, championship team culture, and dreaming big within and beyond our limitations.
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Article
A New Image for an Ancient Call: Lutheran Higher Education Amidst Pandemics Today
Caryn Riswold
No. 52 · Fall 2020
Pairing Wartburg’s Lebenskreuz sculpture with the Matthew 25 acts of mercy and the commitments of Rooted and Open, Riswold reads the calls to feed the hungry, welcome the stranger, and care for the sick as urgent summons for Lutheran higher education in a year of overlapping pandemics — and as a call to dismantle the structures that produced them.
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Reflection
Walls: Talk At Gustavus Adolphus College
Elizabeth Baer
No. 5 · Summer 1998
Baer’s September 11, 1997 Gustavus Adolphus chapel homily on Joshua 6 turns from the trumpets to the walls—Robert Frost’s “Mending Walls,” the walls of the Warsaw ghetto in Vladka Meed’s On Both Sides of the Wall and Margaret Zassenhaus’s Walls, the Berlin Wall coming down in 1989—and then to the autobiographical, intertextual discourse of Gustavus chapel itself as a place where misunderstandings come down. An author’s note added after the March 29 F3 tornado reports the closing line (“LET’S MAKE THOSE WALLS COME TUMBLING DOWN”) as eerily prescient: roofs, windows, and 90% of campus trees were lost, but the Chapel walls and the eternal flame in the red glass lantern stood firm.