Form and Formation IV: The Call of Lyric Poems

Poems are scattered throughout the scholarship on vocation—or at least excerpts from poems—so much so that I’m not worried about the death of poetry any time soon. But why teach poetry as we discuss vocation with students? A host of recent articles have suggested what poetry can offer the general reader, especially in a global pandemic: solace (“The Importance of Poetry in Challenging Times and How to Teach Students About It”), rejuvenation for a dwindling attention span (“Books Briefing: If Your Attention Span is Shrinking, Read Poetry”), a boost to creativity (“How Poetry Shakes Up the National Desk’s Morning Meetings”). But even if we don’t disagree with these suggestions, most of them are not sufficient reasons for teaching poetry to undergraduates even if they suggest pragmatic ends for reading it.

We might start to answer the “why” by listening to what students tell us about their experience with poetry prior to college. Many students have been taught a Romantic expressivist theory—that poetry is the passionate expression of the poet’s personal emotions—and thus think of the lyric as the poetic norm, whether they recognize it or not. The simplest marker of a lyric would be the “I” who expresses feelings or perceptions about human existence—William Wordsworth’s speaker, reclining and lamenting “what man has made of man” while feeling pleasantly sad in a birdsong-filled grove, for example (“Lines written in Early Spring”). Students don’t often consider that the “I” is a construct, that the emotions expressed are not unfiltered outpourings onto the page, or that poets revise and revise and revise to achieve, among other things, rhythm and sound patterning. So how might teaching students to consider the lyric differently contribute to our discussions with them about vocation?

Continue reading

Wrestling with White Supremacy

Second edition published in 2014.

In an essay published in December in The Cresset that is now available online, Richard T. Hughes recounts how he slowly came to see the myth of white supremacy as one of the most significant in forming American history and identity. The author of Myths America Lives By (published by the University of Illinois Press in 2004 and revised in 2014), Richard shares how a comment offered during a panel at the American Academy of Religion initiated a change in his thinking:

I had spent years thinking about the Great American Myths. I had taught classes and written books and articles on that subject. While I acknowledged the persistence of racism in American life, not once had I considered the notion of white supremacy as an idea that has been central to the American mythos. I understood that avowed white supremacists stalked the American landscape, but I had always viewed them as standing on the margins of American life. To suggest that white supremacy was a defining American myth struck me as preposterous.

Continue reading

“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. 

Continue reading