“Equity-mindedness” and the Vocation of Lutheran Colleges

The recent  Vocation of a Lutheran College conference energized participants over three days with robust conversation sparked by plenary speakers and concurrent sessions focused on diversity, equity, and inclusion. Dr. Guy Nave, Professor of Religion at Luther College, Dr. Monica Smith, Vice President of Diversity, Equity, and Inclusion at Augustana College, and Rebecca Bergman, President of Gustavus Adolphus College, challenged listeners to consider things like “equity-mindedness” when it comes to institutional identity and collective goals. They asked questions about the ways we are and are not using structural privilege to the advantage of all students, faculty, and staff, and offered deeper reflective definitions of the very terms of the conversation itself. 

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Telling our Students’ Stories

One of my favorite moments in Lin-Manuel Miranda’s Hamilton (An American Musical) comes in Act I when General George Washington and friends reflect on the momentousness and frailty of leading people at war, in a song titled “History Has Its Eyes on You.” Sing along if you know the tune:

Let me tell you what I wish I’d known / When I was young and dreamed of glory. / You have no control: / Who lives, who dies, Who tells your story?

I know that greatness lies in you / But remember from here on in / History has its / Eyes on you.

Then at the end of Act 2 in the production’s finale, various members (Aaron Burr, Eliza Hamilton, etc.) sing a song titled “Who Lives, Who Dies, Who Tells Your Story.” Therein Washington’s refrain enters again (“When I was young and…”). Others add:

But when you’re gone, who remembers your name? / Who keeps your flame?

And when my time is up / Have I done enough? / Will they tell my story?

As a historian and mentor, these moments cause me to wonder about the question, who gets to tell your story? Or, for our students, who gets to tell their story? The answer to the latter question is, in part: We do.

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Sharon Parks on Good Mentoring

The word “mentor” is used promiscuously in our society, Sharon Daloz Parks remarked recently at a gathering of several dozen higher education professionals at Goshen College. Titled “The Heart of Higher Education: Living Between What Is and What Could Be” and sponsored by the Center for Courage and Renewal, the conference offered a venue for faculty, staff and administrators to engage in conversation over several days about what Parker Palmer calls “the tragic gap,” further circumscribed at this conference as “the tragic gaps in higher education.”

Parks’ talk, which she titled, “Working the Gap, With an Open Heart, an Informed Mind, and a Little Courage,” offered both analysis and words of hope. In it, she wove together many strands from her previous work on student development and meaning-making in the college years. The talk was a treasure trove of insights and research, and upon returning home I pulled her book Big Questions, Worthy Dreams off my shelf to re-read portions of it. Here, I will focus on her comments about good mentoring.

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Growing up In Between: Some Thoughts on Formative Tensions and Vocational Discernment

In an essay entitled “Place and Displacement: Reflections on Some Recent Poetry from Northern Ireland,” Seamus Heaney observes of the people of Ulster that they live in two places: “Each person in Ulster lives first in the Ulster of the actual present, and then in one or other Ulster of the mind.” Just as the two-mindedness of Northern Ireland shaped Heaney’s vocation as a poet, so the conflicts inherent in my native place and upbringing—a tension between the Trailer Park and the Ivory Tower—have fundamentally shaped my vocation and its trajectory. Indeed, my life could well be encapsulated by the only two diplomas I’d ever hang on my office wall if I ever got around to decorating my office, my GED and my PhD. Between these two lie my vocation.

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A More Inclusive Understanding of Vocation

The National Catholic Center for the Laity is an independent organization founded to continue the discussion prompted by the Second Vatican Council and the 1977 Chicago Declaration of Christian Concern, both of which emphasized the role of the laity. The May 2019 issue of the Center’s newsletter Initiatives featured a front-page article titled Image of NCL's Initiatives newsletter“Vocations,” which provides a nicely-worded account of the importance of understanding calling as broadly as possible. The article offers a welcome corrective to the tendency to limit the term vocation to those called to religious life. It also includes a very nice shout-out to NetVUE, to Tom Perrin’s recent New York Times article on vocation, and to the recent InsideHigherEd piece, “What College Students Need Most.”

NCL’s reproducible “Spirituality of Work” booklets, each specific to a workaday vocation, can be obtained from The Pastoral Center (1212 Versailles Ave., Alameda, CA 94501; https://pastoral.center/work). More information about the National Catholic Center for the Laity is available on its website at www.catholiclabor.org.

 

Care for the Whole Person

St. Ignatius of Loyola
(Painting by Francisco Zurbaran)

Catholic institutions spin vocation and identity in unique ways for their students. Many with a cursory knowledge of Catholic higher education are aware of its general missionary zeal for social justice. Some also may be aware that Jesuit-Catholic colleges operate, by mission, according to the Ignatian principle of cura personalis. Translated as “care for the whole person,” the idea behind cura personalis is to move beyond pure intellectual concerns to notice, learn about, and attend to the whole of a person’s life—the head, the heart, body, and soul.

How might these things come together to inform relations between staff, faculty, and students? How do they help foster a vocation? By sharing my perspective and experience I hope to provide a partial answer to these questions. I will recap how I came to weave cura personalis into my work and recount how it has remained an important part of my philosophy of education and professional life in secular institutions, beyond a formative period. Cura personalis offers an old way of seeing problems and issues that feels timeless, and highly relevant in today’s environment.

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Reflections on the Camino: Preparation and Decision-Making

Trail marker on the path up to the Cruz de Ferro.

This May, I served as a program assistant for St. Norbert College’s Global Seminar Course, Walking the Camino: The History and Spirituality of Pilgrimage. The group walked the last 160 miles of the Camino Francès from Astorga, Spain, to Santiago de Compostela. In a series of blog posts over the next few months, I want to reflect upon the journey and the connections I made with my work in vocation back on campus.

My general approach to traveling—and, one might say, to life—is to prepare and research enough to have some knowledge of where I am going and where I am resting my head at night, yet leave plenty of room for the unexpected and unimaginable experiences ahead. I schedule the opportunities I might miss out on if not planned in advance, but keep space for what I find along the way.

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