Аннотация: Lutheran responses to the crisis in American higher education (I wrote here, but they refused: The interim executive director of Women of the ELCA (WELCA))
Martin Luther, the 16th-century reformer, championed education as a divine calling, urging parents to "keep children in school" to serve both God and neighbor (Luther 1524: 347). His theology, rooted in the priesthood of all believers and the vocation to love one"s neighbor, provides a framework for addressing the crisis in American higher education (Kolb 2008: 112). Today, colleges face declining enrollment, financial instability, the closure of humanities departments, public skepticism about the value of a degree, and challenges like the FAFSA debacle and campus protests over free speech.
1. Vocation: Luther"s concept of calling, where all work, including education, serves God and neighbor (Veith 2016: 89).
2. Priesthood of All Believers: The belief that all Christians share equal responsibility to serve others, including through education (Kolb 2008: 112).
3. Liberal Arts: Academic disciplines like humanities that foster critical thinking and moral formation, central to Lutheran education (Harran 1997: 56).
4. Neighbor: In Lutheran theology, anyone in need, whom education equips us to serve (Veith 2016: 89).
5. Stewardship: Responsible use of God"s gifts, including intellectual resources and institutional sustainability (Harran, 1997: 56).
6. Truth: Luther"s commitment to truth-seeking, grounded in scripture and reason, relevant to academic inquiry (Kolb, 2008: 112).
7. Community: The collective body served by education, both within and beyond the academy.
Luther"s admonition to "keep children in school" was not merely practical advice but a theological imperative. In his 1524 letter, To the Councilmen of All Cities in Germany That They Establish and Maintain Christian Schools, Luther argued that education equips individuals to serve society through knowledge and virtue (Luther 1524: 347-348).
Humanities and Liberal Arts: Luther would address the closure of humanities departments, which have faced significant cuts due to budget constraints and a shift toward STEM-focused programs. The humanities, with their focus on history, literature, and philosophy, align with Luther"s vision of education as a means of moral and intellectual formation. He would likely argue that reducing these programs impoverishes society by limiting the development of critical thinking and ethical discernment, both vital for serving the neighbor. A Lutheran response might involve advocating for the preservation of liberal arts, emphasizing their role in shaping individuals who can navigate complex social issues with wisdom. For instance, Lutheran colleges like Concordia University Wisconsin have maintained robust humanities programs, viewing them as integral to their mission of holistic education.
Financial Accessibility and the FAFSA Debacle: The financial crisis, exacerbated by the 2024 FAFSA processing delays, has made higher education less accessible, particularly for low-income students. Luther"s emphasis on stewardship suggests that colleges must manage resources wisely while ensuring education remains within reach. He would likely criticize systems that prioritize profit over service, urging institutions to streamline bureaucratic processes like FAFSA and explore innovative funding models, such as partnerships with churches or community organizations. Lutheran colleges could lead by offering scholarships or flexible tuition models, embodying the call to serve the neighbor by making education accessible to all.
Free Speech and Campus Protests: Recent campus protests, often centered on issues like free speech and social justice, have highlighted tensions in academic communities. Luther"s commitment to truth, grounded in scripture and reason, suggests he would defend open inquiry while cautioning against divisive rhetoric that undermines community. He might argue that universities should foster dialogue that respects the dignity of all, reflecting the priesthood of all believers, where every voice contributes to communal discernment.
Public Skepticism About College Value: The growing narrative that college is "not worth it" stems from rising costs and uncertain job prospects. Luther would likely counter that education"s value lies not only in economic outcomes but in its capacity to equip individuals for service. Lutheran colleges could address this skepticism by highlighting their graduates" contributions to communities-through teaching, healthcare, or ministry-demonstrating that education fulfills a higher purpose. Luther"s theology encourages institutions to articulate this vision clearly, aligning their mission with service rather than market demands.
References:
Luther, M. (1524). To the councilmen of all cities in Germany that they establish and maintain Christian schools. In H. J. Grimm & C. M. Jacobs (Eds.), Luther"s works: Vol. 45. The Christian in society II (pp. 347-378). Fortress Press. (Original work published 1524)
Kolb, R. (2008). Martin Luther: Confessor of the faith. Oxford University Press.
Harran, M. J. (1997). Luther on education. Concordia Publishing House/
Veith, G. E., Jr. (2016). The spirituality of the cross: The way of the first evangelicals (2nd ed.). Concordia Publishing House/