DRSPRI& Orplircu Plus Ovitage

/ .1 DOCONENT.RESUNE HE 911 646 tv> ,11

TITLE'' Education for Justice. OcCasional Papers-on Catholi,c : Higher Education. VQ4Alie v, liumber 10 Sumner 1979. . INSTITUTION Association of.Catholid Colleges andi-Universities, Washington, D.C. .E1081DATE 7 79 NOTE 38p; 4VAILABLE PEON Association of CathIii,c Colleges and Universities, One DupOnt Circle. e 770.washington, p.p, ,20016

!DRSPRI& orpliRcu Plus Ovitage. -DESCRIPTORS *Catholic4ducatdcS; Christianity; nhUrch Relate4 Calleg,,s: *Church Role; College Administration4 College Plantingt ?Collegeitole; EdUcational Econoilics; Ed4cational,QuaIityNGovernance: Elfgher Education.; trumanismt. Rumanfties:-Liberal Arts: Political Inflpinces: *Private. Colleges;.2eligiouS Education: Social PrObleks: Theelogical Educatipni( IDBMTIFIERS' Saint'Johris Onivermity EN ,

ABSTRACT *. The rble ofCatholicism inAmerican higher'educition is addressie this.collection ef papers.,The historicaltragtion of the Cat university,is discussed:As well a$ the problems- they . must-face es examined itcluderiaolitical andfinanciAl concerns; of;church-r, ed,colleges and universities, the role of the university in higher. .educationi aut! the role of the .Catholic colleges

and'utiversities. The governance o/ Catholic institutions, their . relationShip to'the church hierarchy,'andiaanning for,the.future are also Considered.1"ndluded are4.Toward a.Tr* University,Truly _Catholic (EdmUnd D. Pellegrino); Teward a Theology of, Learning .(Thotax.Trotter)1 The University and. Change in theCatholic.gorld 4Sargent Shriver1;:gemily.for. a Baccalaureate.Ceremeny(John Tracy Ellis): The'Catholic College: A Question of Identity(Xavier-G. ColaveChit);,The.. Emerging Guardianship of American,Catholic pigher Education (Martin J. Stain); InstitutionallitalitY, Up Against the Ei.ghties (Jamei A..Ebben):and The. NEN ChristianHumani'im Preject at SaintJohnls. Collegeville (R. W. Franklin).' gsF)

S :************44**********ig****** *s ReOroductions supplied by BURS are the best that.can be made *. from the original document. ". -***************************************************.*****c**************

" Invocatibn for the ACCU Annual Meeting Inside Front Cover Irene Woodward, WM I.

Preface 1 Alice-Gallin, OSU

Toward a True University, Truly Catholic , 3 Edmund D. Pellegrino, M.D.

- Toward a Theology of Learning

Thomas Trotter I The University and Change iryhe Catholic Workel 12 Sargent Shriver

Homily for a Baccalaureate,Ceremony. 16 John TracyEllis

The Catholic College: A Questiorrof Identity Xavier G. Colavechio, 0. Prfiern. 0

1 cf The Emerging Guardianship of Amencan Catholic Higher Education D Alartin J. Stamm Illuj CL l CI < 14 Institutional Vitality, Up Agairist the Eighties 30 O LI James A. Ebben 17= r ) r ' 4 D 0 C)t- The NEll Christian Humanism Project at Saint John's CollegeVille tii.tt R. W. Franklin

Volume V, 'Numb& Summer :1979

(4'

ASSOCATION OF CATHOLIC C011EGES VERSJTSE r

K. e

ATION AT THEANNUAL MEMING OF ACtU,FEBRUARY,1979

Irene Wodward;SN311

0 0 and Father of us-all, we come together as a o- pie wIlo tiave heard your word through Jesus, your and oug Brother, and as people;whote joy is in seeking to plumb the meaning ofrthat watt by, shating it wjlIfiothers through the ministry ot higher education. Father, we cherish this message and we hold in esteem all of the Peoples of this planet whom you have created.Come' to Os in a special way in these days of ourre-commitment. to our ministries'. Weembark.on a newer task to learn how beit, at this time, to participate in our history in the life of the polls, to insert ourselves iito the plic life as 'a leaven; I pot demeaning that society by whic we arenurtured, but by enlivening it. t We arc tempted eitlir to the.arrogance which puts qs above the city of man or to the privacy which shuts osoff irom the world. ,Help us theirefore, Lord, to be stewalds in the spiritof your Son. Ficip us as we seek to do yourwill by'granting us the 'humility, \whiGh gendes our arrogance, thecourage which drives us beyond our privacy, and'the -respect itor the works of human endeavor which enables us to love and act as your people. ,

a" PREFACE

, ) Of all our petennial queitions, the. Incist enduring one the Second Vatican .CounCil emphasized thefrnique colatri- seems to be:. "Whit :makes a college or university Catho- bution of culture: lic?" In previous isiueS-of Occasional Papers we have pro- it is as 'fact bearing on lite veryiverson of man posed possible answers-in a.variety of ways. We have dealt that .he can come to an authentic and full - with Campus Ministry (Winter '76), the Ministry of Facul- humanity only through culttitii, thrills Through

ty as they arc engaged,Di,their particular. disciplines the cultivatioh of natural goods qnd valuq: (Winter '77, Summer '78), and we have described effOrts at The word "dulture" in its .genePal sense =kink Education fdr Justice central to. our institutions cafes all thoie fackors by which man refines and (Winter. '78).- Theology programs have been analyied frunfolds his manifold spiritLal and bodily quail-. (Winter, Summer /5); Teaclier Education exeinined ties. It Means his effori to bring the world itself ..(Summer 17). Naturally, the question cpntinues to stand wider his Control os jig& knowledge and 'his before us to c nge ouvreficctiOM and our decisions. laisor....finally, it is a:feature of culture that In this c pull together some .fiirther reflections.on throughout tk-course of 'time man expiesses1 the topic. These were not prepared around a theme for the communicates, and 'conserves in his Works.great specific purposes of Occasional PaPers; therwere, rath r spiritual experiences and desires, so that thee . I selected from many presentations heard lor read ov4 he may he of advantakto lhe progress of many, past. few years because they seem to ptili the parameters a even of theithole hunain fatnily. bit further and expand ow vision of what, a Catholic college or ii ersity might,look lite. The whole section on culture and its relation to humail actiVity ahcl faith is well worth readiN and re-marlingy, , '- It' larly timely to engage in suctiieflection as we p r:tipa r e for a 'first in American Higher cdcat,ionthe those who ,seek to understarrei the mirsion of the ,Catholic National Congress on Church-Related Colleges and Uni- university. Simultaneously broadening ibur concept of versities to be held at the-University of Notre Dame Ju e "education" in the modern world and, specifing the role 21-23. ,True ecumenicil dial3gue presupposes some cla±y of the different academic disciplines in tile smelt for about diribininational tradition. -Tvienty-two different truth, goodness' and beauty: the Council urges us to deal Chriltian denominations Are sponsoring this' Congress in with the inevitable tettsions present in contemporary cul- ;the hope that it will reneiv an4 revitalize church-related tural pluralism. The questions .raised might well be,con- education. Study Cbaamissions ire alreafsly preparing posi- sidered by our administrators and fActitles'as an agenda tion on a range of topics:.educational purpose and :for the '80's: r, pr ,the church-related college abd .publk polkieS, What must he done to prevent the increased ,..-le eli, finances, thechurch-refi-W-kcollege confront- exchangeN between cultures, which ought to ing socidissues, forms of relationship betv-;ten church and lead to a true and fruieful dialogue between college. We gripe to be able to bring some of them to, you groups and nations, from distyrbing the life cif in Occasional vers. communities, destroying qtrcestral,wkiclom, or Of the y institutions that might be designated je pargizing the uniqueness ofeach people? church-related, the, university has its own role to play,. its How can the vitality and growth- of a new cul- own peculiar identity to.develop. Howsitall we describe it? lure be fostered,without the Iasi of living fidel- All can agree, no doubt, that cultiVation of the things of ity to the heritage of tradition? The questiOn is the mind sis basic to the growth: of the huinan spirit and especially urgent when a culture resulting from - therefore fundamental to human life: In Gaudium et Spes, thenormous. scientific arid technological pro- OcaationalPapers, &mite 79 -V Oiss must betharfioniied with an education, in several events in the next two years...the gaiiOiezal,!cot)- nourished by classical studiis as adapted to gress on Church-Related Colleges and Universities airka4ly WiriOUS traditions. mentioned., the International Federation of CathOlk Uni- versities meeting at Louvain-la-Neuve in-1980 on t4topic. As special branches of knowledge continue to "The Catholic Upiversity Confronting the Ethical 'Frob- shoot out so rapidly, how caw the necessary lerps of the Technological Society," and the United syrithesis of fihem' be worked oia,, and ,how can men preser4 the ability to contemplate and, to Nations Conference on Seience and Technology schcduled far Vienna in 1980. The.Hastinis Center in its many Semi- ,wonder, from which wLs4m comes? , iuu:s and publications on Ethiial Values will also provide What aan be done to,kkéall men oniarth stimulation for our thinking and our discussion. In all, the share in culturill values Atm, the culture' of the moment seems ripe for a revitalization of the very heattb of mot; sophistkatefigrows ever more refined and the University, its-academic program. The call to Christian complex? scholarship and Christian teaching, far from being muted' Finally, how is the independence which culture by the societal chana 4Laround us, is only flarffied nd claim for itself 10 be recognized as, legitimate strengthened. The article contained in this' issue qf Occa- without the pmmotion of a humanism which.is sional Papers will provide, we hope, additional 6.ist for merely, cart's-bolt:1dr and even contrary W reli- the mill. gitip itself? (Ciaudunt et Spes, para. 57) Confrontation of these questionseach of which re- Alice Gallin, OSU quires erofound studywill be.furthered by.participation Associate Executive Director

occasional Paper$, olumt* 1979 s "4.0.-

TQWARD A TRUE UNWERSITY, TROIX.CATHOPC inaugural AddleFsManth 30, 1979 . Edniund D. Pellegrino, M.D. 116

.. a Institutioni survive Or fail on tpe piobity of the. ideals have already written off Catholic universities along' With that inspire them. This exquisitelY must Ig tht case with religion as the future If an ."illusion." universities whose proper life is in the realm of mind and Before we take too hastily to the analyst's couch, we might ponder for a moment whether our illusion has scarp spirit 4 Today our Universities seem enervated by the arduous Substance in reality. I believe it clod, and that true univer- exercise of fiscal and manakerial survival. Yet these gxigen- sities, truly Cathojic, are indispensable to the Church, to . cies must not becloud our vision of what it is we are strug- the world of learning and to the kind of society we fzrfess

glink to save, and for what purposes: to be. 4 . This morning I accepted the.medallion symbolic of the make thisaisertion confidently betause Catholic Uni- autbority vested in me for the administtion of this uni-. versifies bear a trilditiOn and a future which admirably suit ,versity. Obviously I must attend to theinc exigencies that . them to heal what is, perhaps, the central intelfectuàl -*bedevil all university presidents. Buts.m also responsible malaise in today's universities. That mtlaise, though easi.ly for sustaining the probity of the ideafhat Oyes meaning to beclouded by fiscal aild managerialexiencles: is spiritual those effortsthe ideal of a true university, truly Catholic. anckintellectualit is theinalaise of valtie-fret learning, of 'Whatever else I am Called upon to do, I am charged to studied moral neutralism, of a defectin equipping students refurbii and re-examine that ide.11. It is the benchmark to Make value decisions in a rndrally pluralistic societiy; against which allons?Vecisions must be made. Twenty years ago, Daniel BeI.1 hailed-universities as tlie What do we mean by a trpe university, truly Catholic? "prime institutions of post-industrial society."1. High ex: The times arepropifious for such an inguiry. IntWenty pectations and unparalleled public support made that years 'two of Western mankind's mostcherished institu- prophecy seem unassailable. Suddenly7-within less than a tions4tlie university and the Chtch-7will , enter ,new decadeUtopia became Armageddon. Universities -were millen94.the Church its third, the uniNersity its second. ahnost overwhelmed. The seismology of those academic - One wai, bOrn in the ,bosom ,of the othe,r.Thoujh their tremors is still problematic. Two impressions ofthose days inother-daughter rgatiorlship-has often been uneasy; their are fixed in mymemiiry:,(i) The frustration of students lives have\ been inixtricably tied to each ocher. In the With their own lack of preharation to make moral judg- dentosraticl plurah4 and man-centeted ert of todaY, ments and (2) their disillusionmept with'the moral confu- many wonder whether that union can survive, or even sion of their teachers. The iOues facing society then, as

ought to. . nosi, were moral issues buttKey were confronted political- A president.inay'safely netotiate all the fiscal'reefs and ly ad emotibnally. dur failure at genuine moral, discourse yet failmiserably if his agenda for survival:compromises was itself.mórally culpable. the UniqueA functioi t. the, univikity serve" in a civilized' Universities survived but the moral malaise continues. society. Sutvival at the idst o emic autheRticity may' We are very much in the position of Abel Sanchez,DaP ',be worse for.society than outrightbankruPtcy. In the inter- Unamuno's hero, who asked: / est of theiforicable, the popular, thé profitable and the What good our haVing lariat the fruits of relevant, e canbend a universiti out of all recognizable knowledge, good and evil, without freeing our- silape selves of the evil?' In a CatIldlic university, eco-nomic and intellectualreal- lt be reconciled with the demands of faith and' an Politics, economics, technology and medicine have enor- institutional Church. So difficult is this balancethat some mously expanded our knOwledge of the good arid evil pos- e Occasional Papers, Summer 1979

c., sible to man. Our culture has- yet. to assimilateesort, and plausible, to discern and Challenge arguments, to judge order thoie possibilities. The university has been slow in ancl, to tacklenew subjects on,' ouf own, freeing us even preparing students for the constructive criticism of culture from our teachers. They '.are the essentiut tools of all, a healthy society demands. . . learning. Democratic. societies c'a ;pot survive unless the.minds of Every subject can be taught liberally, sciencesas well as t. their eitizeng are free and informed enough to guide arts. Each makes sortie claim About what is good, or true, governments and experts in .the humane use of .humal or beautiful: The sciencti, however, excel at acquisition \ knowledge. Pdlitical freedóm assUres that We are free to and use of knowledge while the humanities, Oroperly- ixpress ,our opinions. But it cannot guarantee that the taught,open up the Able range of human values frdm opinions we express are freely Chosen. A liberaj edueation which we must choose.oa own. Every philo§opher makes is the surest guarantee of a free societir. claims\on our ideas, every writer on our imagination,every A democratic and civilized life, therefore, is impgSible artist on our sense of beauty", and every historian on (nil- without certain skills with respect ,to the acquisition, use sense of Conlinuity. The humanities criticize our use qf and criticis'm of human knowledge. An'authentic univir- knowledge by criticizing' onr.-ctiltuii"that systerti of sity imparts these skillsbut it never exalts one at the ideas by which a period lives,"5 to use the words of brtega expense of the Other. I Y Gasset. "We must,' he says further, "return to theUni- KnOwledge without criticism makes for directionless versity its cardinal function of ehlightenment.46 minds and a directionless soeiety,pulled hither and yon by "The scholar" is, indeed, as Emerson said-, .'the dele- every new technique and every new World view. The citi-, gated intellect. 'In the right state he becomes kinere thigker zens of a directionless society c.Uily becomelhe slaves of or even worse, the parrot of other men's thinking." each other's expertise. 'Without the capacitr ft judge university owes a demticratie society the assuranle that' its'

cripcally about values and morals we are the victims of citizens, too, will not be parrots. , rhetoric and demogoguew. Our most searingaiational ex- Too much has already been written ahout.today's crisis .periences attest to Opt incapacityVietnam,. Watergate, in the humanities to vex this topic further. Suffice it tosay the dtibious..ethics of soine public figures, our confusion that teaching the humanities only as specialties, confusing over energy policies, the uses of medical technology, our scholars4 with education, and general educafion withthe whole.oscillation between technoktical .pessimism and liberal arts are the cardinal-sins whose penance N that loss optimism, even the, terribie experience of the Piople's of influence pn life thc humanities suffer today. Temple in Guyana.; Where the critical intelligence is weak To criticize any culture constructively we need the inter- or inoperative the demonic fills the void. action of reasOn with faithiand belief. Criticism without Alfred North Whitehead was right. The function of a beliefs is mere analysis; beliefs without criticism are merely university is "to create the future."rToday's present is the free assertions, freely deniable. Each alope is lethal for any future created by the universitie) of two decades ago i'ind of enlightened life. As the Hasadic saying has it, . unividities excelling in the.acquisition anduse of knowl- 7-6 attain truth, man must pass fortynine gates edge and`teepniques, but overcommitted to moral neu- to arrivg finally before theC last gate, the trality about their use.% last question beyond which he cannot live -with- We are upw a society of expertsphysicians, jawyers, out faith. _engirieers,'businessm'en.L--each in possession of some par- An act of faith is at the root of every constructionwe put .,.tial view M clan, each ready to uni*rsalize some small on reality, secular de religious. The man of religious faith 11)arcel of knowledge to fashion the good Iife or explain hu- would say wirii Gilson, man existence. Even-the humanists arc specialists in a disci- What is rgason but the rational understagding plinegossessors of a fragment of the cloth of reality, no of faith ' I . longer teaching what all educated people should know. A civilized society is impossible without experts, and The rrr science would agree with Weiskopf, universities must continue tei train them. But universities Uit believe in the kndumental laws that govern also have the responsibility to kelp us locate dui-selves as everything in natur 9 Persons. By "locations" I mean the points at which we at happens when tho.two faiths seem elilionverge? stand with reference to the critical isSues of our time. Our The evidence of sciencenow points to a finite cosmos with locations give us identity but only if they are freely chosen a bqginning in time to the wonder of some and the unbe- as our Own and not imposed or borrowed. liev ng consternation of others. Is one faith to be abau- To 'locate ourselves we need two things: a critical intel- dod for the otheror are they different construction of lect and a set of Values to test, and be tested by, the claims the arhe reality? .other mind* make pn our own. The liberal arts tradition- c are entering an era in which the conjunctions of faith, f. ally have freed our minds because they teach us how to an1 reason will promise to he more frequent because our define terms,' to tell fact from opinion, the proven from.the k owledge is more fundamental. Itis precisely in those

4 Occasional Papers, Summer 1979

7 conjunctjons that Catholic gniyersities, provided they are A silar resiaonsibility pertains_le the , traditions of . true universities and truly Catholic, are indispensable to Western cture, The Church has been the prime bearer of. culture and learning. The Churclrhas always tanght that the culturef 'Rome and Greece, enrtched in the Middle* faith leaves reason intaet and that their feconciliation is ages and ressainke and still shaping modern society. lundainental to its intellectual ministry. Integral to tradition are tht liberal arts iwhich have In the earliest days of, his ponSiote, Pope John Paul II come to usom classical anthwity through the monastic has affirmed thefesponsibilities-Of Catholic uhiversities schools and he medieval universities. These arts are essen- for an apostolateof culture. Their mission, he said: tial to theiticism of our culture. Ali universities benefit !, To-make a specific contributionlà the church when they re authentically taught.

and Societythanks to a really complete 1iudy . As the er and interp'reteof christian Catholic of the different problemswith theconcern to humanism, r Catholic universities -olter_lan integral sys- .show the full significance of man regenerated tem of hum values against Which to criticize contem- in Chris4 and thus permit his complete develop- , porary con icts of technology and- values. Our beliefs ment; form pedagogicallymen who, having about manust be taken into aCcount in the design of any *madea personal synthesis between faith and future society. How we use medicine, for example, to s,tart, culture Will be capable both of keeping their; prolOng or abort life, to care or cure, 'to' chajige human . . . place in society and of bearing witness in it to nature all depends upon a phijosoephy of man. We must their faith; to set up, among teachers and stu- choose .from all the tllings technology can do those which. dents, a real coMmunity which already bears most clearly fulfill man's rational, 'social and - spiritual witness visibly to a living Christianity.'0 being. Those _choices are impossible without lking grounded in a philosophical conception of-man. Specifically1 the Pope rejects all partialhutnanisms: Society also needs to see, _concretely and realistically, that In the midst. of the swarm"of present day ap- a system of beliefs dogs,- in fact-, modify humanrelation- proaches, which too often lead; moreover, to ships and that a system a Christiaa beliefs leads to Chris-- a minimizing of man, Christians have an ori- tian behaviour. Catholic uniVersities have an obligation to ginal reit o play, within researcland teaching, become communities of faith that examplify Christian and preci.sely ause theysreject any partial vision Catholic beliefs. This is a most difficult condition to satis-

of man." . fy because Christ, the. model we follow, dernards so much In his profound and richly textured first encycheal he de- love, sacrifice and Charity. But to teach charity in the class- lineates the integral humanism which is Ihe foundation of room jand violate it, in our relationships .with students, the Church dialogue with all men and their human needs. faculty and those with whom -we disagree, is to fall into }-te expresses special concern for the menace.of technology pharisdism of the worst kind. Catholic universitiesIthere- and,the need foinfovnechnology with ethics."' fore, can bring tWO strengths to their dialogue with society It is not difficult to see why an intellectual ministiy is and other universitiesan unbroken' continuity .with the .10 ,4cruciat-1; a Chach whose mission is_ to speak to all,men- tradition of thvliberal 'arts and an integral set, of beliefs and women in tile name of a special set of values, and be- about man. Both are essential to a reconstruction of. 'the ., fiefs. But why is that ministry so importaht to lecular neglected university function of the criticism of culture. society atid.seculty universities as welPs If this is to be done convincingly, Catholic universities 'For one thing, a university under religious auspices helps must .expect to receive ,and sustain critiyism themselves. limn to locate himself in a most important. dimension of Out of their exchanges With men, and women of learning u human experience. No man, is educated -who bas n they', too, *ill learn. Christianity without true dialogue is A- formed his own opinion about the divine AN the tra message whose inission isthwarted.' cendental.. That opinion should be 'infotined and, authen- Ter be truly universities, catholicuniversities must recognize more clearly the Conditions which define a valid N ,tic. It is the responsibility of Catholic universities to pre-' serve, eni.ch, and eXamine the set beliefs that constitute intellectual mis'sion infused by fai_th: 'Reason and faith Christian Catholic humanism for ail who Wish,to-exaniine .have been, and Will often apriear to be, in conflicl. Each it and to sec it exemplified. has offended the other in the past. If this is to be avoideq, Universities under other religious, persuasions 1-ive a and-if Catholic universi,ties wish to be regarded seriously as similar,responsibility to represent their doctrinal tradition constructive critics of culture; some distinctions Must be -and bring it into dialogue with,secular value systerits. A made and respeZ:ted. They must learn fo speak with anthor-- _genuinely pluralistic society needs authentiC expressicins of ity and without authoritarianism, of morality without the roots of its pluralism. Ezra:Pound put it tersely thps, 'moralizing, of the sr;irit of the law without idolizing 'the "A man wanting to conservea tradjtion would always do letter, of ticit, lirnits to dissent without repressing new well to'finci-nUat first What it is."'' This is good advice for explaations of all tiuthsscientific, socTo-politicalc;r believers as well as non-believers. theological.

Occasional Papers, 'Summer' 1979 5 0

4 In matters theological Pope, J.ohn Paul has emphasized It is a mark of intellectual grwth to he ableto tell mere that Catholic universities must, "safeguard their own custorn. from truth. The man a faith respects the man character." That characteifinds "Its source and its regula- whose ideas he may repudiate because he knows° that inher- tion in Scripture and tradttion, iri the experienced decisions ent in the love of all learning is the hidden desire for God. of the Church handed dowp.by the magisterium through- That drsire shines through all *the things about which we out the course 'of the centuries." To safeguard that can learnt no niatter how we learn them. He shares, tooi- character we are required to avoid worship of the extremes with all who love learning, the hope for a true,134manisrn. of those antinomies so beittiling to human minds. All our -Christian humanism bffers an integral synthesis that students and faculty need not and should\ not 1?e Catholic. avoids the dangeof all the reductionist humanisms so That wodld constrain scholarty excell9ce, inhibit the tantalizingly heldllEfore us. Lamus, commenting on some internal dialogue upon which our intellectual health so of the atrocities Of-our times, warned us that "the execu- much depends,4and frustrtlite those who want to see us "up-tioners of today as everyone knows are humanists." close.' Our faculties shoUld, howevei. blieve, in the Our questions. about man can be enriched only when validity of our 'rnisSion. Minds must meet or learning can- reason informs faith and faith informs mason.. Faith and not occur; faculty and students must examine meanings reason complement each other. George Saiton related and values in the subjects they study: Faculty 'fibuld 6- them this way: press values and exnhange their views with each`other and Science is the reason, art the joy, and religion with students; students sholddte encoUraged to\ examine the harmony of life." their dwn. Every question about faith is not a har inger of heresy. As Thonias Merton said:: `The man of fth who The harmony of.life does not reside in an idyllic and ataractic existence free of all disquietude. Thomas Merton .has never experienced donbts is not a man of faith.",' Soma popular academic antinomies must a4o reminds us that: eschewelt To place the liberal arts, and especially theology The concrete situation in which.man finds him- and philosophy, at the center' of our uniqueness doe not self as a nature created from a supernatural'end demand 'arepudiation of professional and -ttchnical makes anguish inevitable.", schthls. In a technological society, no erroriss More Our Catholic universities mus4 assist in the spiritual for- damaging to 'Sur Mission. Doctors, lawyers, engineers and mation of all their students. The aim of that formation is some businessinen influence our lives in the most profound not the mindless certitude of unexaTined beliefs but the ways. They make value decisions daily for individuals anal trowth of the student's- mind and heiort in a faith which soCiety. They are the opinibn and decision makers of our gives meaning to the' inevitable 'anguish of earthly exis- time and the views they hold shape,the kind of society we tence. are. A decade froln now The Catholic University of America Not to Nuip.our professionals with the skills for moral will complete itsfirst century. It was founded bY the decision making or a framewqi-k of values is to deepen the, BishOps of .America and the Holy See at a time when conflict tietween moral and technical authority and expand Catholic universities were few Ind under-developed, when the "menace bf technology" that,Pope John Paul II faces. graduate studies even in the most prestigious universities Two decades devoted to teaching the humanities in.medical weresin their incipiency, and when graduate education for schpols allow me some small authority for.this statement. cleries and 4ligious was infrequent. For 90 years the thii- Indeed, I subrflit that integrating the humanities into pro- versity has contributed immensely, and often- uniquply, to fessibnal education offers the best chance for renewing the the Chu?ch, the natibn and the world of scholarship: It has- pristine plate as teachers of usall. always strived to bea true university, truly Catholic. The same aVoidance of antinomies applies, to working Today, Catholic univen4ities are many; their graduate

,with the'communities in which we reside. When our intel- programs are numerous, the clergy may pursue their lectual resources afe those most appropriate td a problem', studies in secular as well aCatholic institutions. Our we should not fear involvement as long as we do so with .designation as "Th.5.1" Catlic University of America' the stance appropriate to a universitysystematkally, must now be'earwd ip a different way. ilfe inut continue critically, and with an: aim to learning. The unrealiN.' to'pursue the ideal of a true university, truly Cathon with exPectatidn fostered within and without universities a de- the strictest, fidelity. We are still unique in our Pontifical cade ago must not drive us away, from selective participa- faculties of canon law, philosophy, and, theolov, irr the tion in meeting society's needs. , nqmher of Bishops, diocesan staffs, catholic -univ.crsity Finally, the mall of true faith leaves natural reason in- 'avresidents;.and church leaders Wii: have educated, in range tact. He does not rush tc thebarricadesevery time a specu- .of our graduate and professional, departments,, illour lative suggestion quotions old values or opens avenues'for national status and out special. relationships to the Bishops thoçt. st: Cyprjan warned us that "Custom without and the, Holy See. But our uniqvness must be even mot4 trutt the antiquity of error." specifically and broadly expressed; We must become the , , 6 9 dccasiorial Papers, Summer 1979 , model of .whit it is to be a true university, iinapologetically 3. Miguel De.Unamuno, Abel Sanchez and Other Stories": transLated by A. Kerrigan, Editor, Gateway Press,thiclgo, 1956, p,.17.- Catholie..In doing so,- we must .suppleniellikrid c9mple- 4. Alfred North Whitehead, Modes of Thought, Capricorn Books,. meat the similat effOrts of our sister Catholic institutions; New York 1958, p. 1'33. we must make our resources more Widely available and 5. Ortega Y Gasset, Mission of the Univirsity, W .*. Norton,Niw York, 1966, p. 70. visible to the ChUrch in America. 6. Ibid, p. 74. , Fiscal exigencies may detain us, demographic trends dis- "2, Ralph Waldo Emerson, "The AMerican Scholar," The Works of courage Us, and the uncertain times complicate our plans: Ralph Waldo Emerson, W .1. Black, Inc., 1932. 8, Etienne Gilson, Reason and Revolution in the Middle Ages, Scrib- They mgst never becloud our vision of the ideal we'pursue. ner, Aw York, 1954, p. 28. yltimately, our survival is jtistifiable only on the quality of 9. Victor Weiskopf, "Contemporary Frontiers .in -Physics," Science, that ideal. Vol. 203, January 19, 197, p. 240. ^ 10. Pope John Paul Ilrfrom an address on February 24, 1979 to the To embolden us may I call to mind the inscription On a membets of the Council of the Internatioltal Federation of Catholic Uni- small rural church in England which reads as follows: versities and Rectors of the Catholic Universities of Europe, meeting in lb In the Year 1653 when all things sacred to the Rome, as quoted in L'Osservatore Romano, March 5, 1979, p.p. 11. Ibid. Jcingdom Were either prOfaned or deMolished,, 12. Pope John Paul II, Redemptor I-Iominis, March 4, 1979,L'Osser- this chu?ch was built by Sir-Rich/0rd Shirley vatore Romano, Sec. 15, March 19;1979. whose singular praise it was to do the best thing 13. Ezra Pound, The A,B,C of Reading, New Directions, New York, 1960. P. 85. in the worst of times. 14.-Pope John Paul 31, from an addres1 on February 24,1979.to the 'We cannot wait for the best of times for I believe with mernbets of the Council of the International Federation of CatholicUni- versities and Rectors of the Catholic Uniyersities of Europe, meeting in . Cardinal Newman that: Rom;, as quoted in L 'Osservatore Romano, March 5,1979, p. 6. _IVothing would be done at till if a man waited 15. Thomas Merton, Asian Journal, New Dinxtions, Newlan, 1975,. Until he could do it sp;well..no one could find p. 306. "") . 16. St. Eyprian, Letters, 1-81, tr: by Sr. Rose Bernaffl Domia, The Ault with him." Fathers of the Church, Vol. 51, Cathblic University Press, Wash.,..D,C.,. These may, or may not be, the worst of timei for univer- 1964, Letttr 74, p. 292. .17, Albert Famus, Resistance, Rebel lionaildDeath, Alfred Knopf, sities and especially Private and church related ones. Yet New Yiork, 1961, p. 230. the best thing can still be done. This is the hope that in- 18. George Sarton, The Life ,of Science, IndianaUniversity .Pressir' Bloomington, 1960, p. 28. . duced me to uldertake the awesome responsibilities of this 19.. Thomas -Merton. 'The New Man, 4merican Library, Newrork, particutar pcesiliency: With tlie dedication already marii- J963, p. 70, fest in this faculty, staff, studdit body, Alumni and Trus- 20. John Henry Newman, Lectures on.the Present Pavilion of Catho- tees, we will enter the twelity-first century closer to the licv in England, America Press, New Yark, 1942, pp:402-4032. ideal of a true unersity, truly Catholic. If we do so, we ---'' will genuinely merit pur.designition as THE Catholic Unif versity of America.

REFERENCES

1. John Cogley, "Future of anIllusion;c'.Commonweal, Volume Edmund D. Pellegrino, M.D. 86:11, June 2, 1967,p. 310. President 2. Daniel Bell, The End of Ideology, The Free Press sof Glencoe, Illi- The Catholic University of America nois, 1960.

MI%

OcSasionaPars, Summer 1979.

On. 4

TOWARp,ATHEOLOGY OFOLEAINING 1.0

F. Thomas Trotter* a

". `e One tn.ty trace the optimism and grandeur gt higher My suggestion is this. We have come to what- may be education by a form-critical itady of the-mottoesTver col- called "theological" task. That is to say, 'we are at a lege gates. "Let Only' the eager, reverent, and thoughtful place where the historic connections ar n. eroded and dim- enter here." "Daregreat things fop God."*To the harassed ming in terms of vitality but are still powerful in latent adnrinistrator, however, a more fitting motto tliese days ways in our traditions.- The tradition as expressed in the In4W, well be the, DantesqUe inscription, "Abandon all care of the churches_of learning is at best quixotic and at hOpe, ye wito enter here." It is a grim time indeed, and the worst debilitating. The tradition requires ,us to promise rehearsal of the detail of this environmerit has been stated more than we are equipped to delivet ourselves, and, on elsewhere in our hearing and'need not be our concern here. ilhe contrary, the denominations are frequently incapable, .The qUestion before us, with increasing urgency, is this: of gully, supporting or even undertanding the missioir of WHAT ARE THE SPECIAL REASONS FOR OUR our. schools. In the scramble in the recent past for locaiion CHURCHES TO BE INVOLVED IN HIGHER EDUCA- in the public funding arena, we tended to confuse our con- TLON? Has it to do With religiou# separatism?" Not likely stituedcies by leaning into a secularity but not, at the same anymoce. Has it .to do witlitotherworldliness? NOt in the time, using& denominational structures to enlighten our communities represented here. Has it to do with confes- people in thrarea of public policy. Thus we gave (in sicMalism7 Not a. probiem in most cases. Is tho primary instances) a signal to our primary constituency ( reason Jot oUr existenee simply 4institutional. thomen- churches) that we, in factoeither did not need them any- tutu?" If this is our. reason, then it is no reasod at all. As more or that education after all was a state function in our the management of -higher education becomes more com- society. plicated and' even -desperate, then the reasorts for staying Educattars have been relatively silent oil' this matter, and need to be more sure. the cburches have a right to ask why. We have made seri- Sesieral communions have made serious studies of the ous attempts collectively to address. the so-called "pur- joie of higher education in the years ahead. One of the poie" question. My own denomination invested a, great more elaborate studies was completed by my own com- deal of energy and attention into its National Commission muniori. We did a 16od job ,in sorting out the survival study, but the weakest part of that study was the purpose strategies, proViding an adequate and even dramatic data document. I say that without risk because I had a major base for decision making, but we did not do a thorough hand inyulting ittogether. We have an.easier time describ- job of stating with clarity the special claim we might have ing the political environment in denomination an4 state to uniquenes§ in mission. I dare to suggest that our distrac- than we do framing our tiasie purpose. We are quite good tion with "survival" has even framed air ad hoc missjsInal at fiscal data gathering and projecting. In fact, that may be statement. That iluplicit statement is tpo vaghe and niodu- whit we have learned to do best. But all of these important

. lated into an "all-purp&e" device. Now that we hive the ,and helpfuf instruments lead us to the ihreshold of the ulti- data base and 'a significant breathing spaceemade posSible mate question: What is the larger pnrpose of the church- by court decisions on church-state issues, we need te, give related college? , attention to the mission/pufPose issue: I am 'law in my year in my present position. I came from a graduate Oh ol where I was dean, and I assumed- *Presented February,a, 1979, at a joint session of the Association of tith jaunty confidence that years in that position qualified Catholic Colleges and Universities, the Lutheran Educational Conference me for rich and well-rounded decision7rnaking regarding of North America, and the National Association of Schools and Colleges institutional higher education. But one thing 4 had not of The United Methodist Church. Printed here withyr. Trotter's permission. been preparedfor. I call this the "Yahweh Factor." The 3 . is 41 *. 8 Ckcasiongl,papers, Summer 1979 1 1 Nahweh Factor is that unexppeted, unplanned, unregoti- nectedneSs and careerism and "yes" towholeness and vocation. .able, and unexplainable event that provides new hopeinew 1 life, or at least extended-life to an institution that has beeni Let me speak confessionally. A year ago Icommit myself td'a qudy leave during which I was going to . lOing oVer the brink for some fime.- Remarkebly few 'institutions have collapsed in the last five years in terms of on this vócffonal issue. But my leave (as yours have been the defith of the crisis of funding and students. It nlay be was swallowed upJonah-iike bya whale of emergencies that the Yahweh Factor.is another name for institutional and other trivia. That is the ex.perience of most all of Us -- inertia: But I do not think so. Just as Israet.came to-believe here. We are not'given the time to do refleetive tasks singu- that Yahweh.saw to it that its opportunities for- faithful- larly, much less together. But intellectual work is a earn- ness,were extended in surprising ways, so,possibly:in our* munity's work, not solitary work. In our woad, it must be, time we are being given timesto state again w.,,ith clarity programmed like everjrthing else. Unless we decide to do what in the world these fragile.but tough institutions are this, in some arena and .in some edllaborative way, it will doing. not be done. There are scholars and researchers by -the -r. This- "theological task" is a vocation for trying to frame score writing in the fields of psychology of learning, socio- our institutional purposes in wider angles,in fact, the ' logy of learning, methodology of learning, mseasureNent widest angles and not more narrow ones. We must think of learning, life-long learning, and ezen the _politics of _ a i out purpose in waysin which the world generally has learning. There is even- a popular genre of books on un; orgotten to think2 nail/Cy:With a sense ofultimacy: We learning, non-learning, iind de-learning. But where arg we, must declare again, being faithful .to catholic, reformed4inheritors of .the longest lines in the tradition of schools, and evangelical traditions, why it is that we care about\when it comes to the "theology of lvining'n learning, St. Augustine (Onothe Advantage yff Believing) I am not phepared to provide you with more Nan a suggested that the wise are not ihe "gifted ahd witty," but prolegomenon to this problem at this time.(at least until "those in whom there is, in as far as it Can be in man, a can schedule my leave again). Iwill, however, sketch brief- knowledge, grasped with surety, both offenan and of God, . ly.a possible model for this work as a way of opening such and a life and habits in accord with thi4--knowledge." It is a conversation. , tot thatkind of theological coherence that is the fruit of an Onemay staet-with the theology of creation and the his- educatedv. person.. Theology is a science of the study of the toric affirmation of the goodvess of thworld andof structure of first and last things sand the purpose ofthat God's intention that humankind would life here in peace structure. In this sense. Augustine's definition of "knowl- And love. We cannot go muctebehind this faith-claim.'

.edge grasped with surety" and a lifehued "in accord with The next great actin this drama of the history of faith is this knowledge" might well be a theological expression of the great experiment of hnmankind in trying to live outside theurposes of matTy of our institutions. . the love and trust that God placed in them. So/he garden is Now ICit we overly indulge ourselves in specialself-pity replaced by wilderness, love by hate, selflessness by ego- here, loft be stated that all of the humoisticAnd scientific centricity, affection bx, lust; you know the. catalog. Israel, communities are involved in on6 form or another of insti- the nation surprisingly chosen by God to live in such,an _ tutional malaise. Speaking to professors in the humanities intensity of faithfulness that'. the world would ,be renewed recently,:, Ronald S. Berman, former,,,,head of the National to itS blissful condition, measured the tap( and lived it. Out Endowment for the Humanities,o'bs6-ved, the humanities. of that nation, Gq dreW Jesus the prophet of Natheth,. can no longer pogide a coherentpicture of *hose total faithOness recreated the comnianity of Israel mcm's relatipnship to the past or *image of his the new Israeland announced that the world's history role in culture. The physical world's _role is in- was, pow irrevocably set on the direitionofIhe reign of creasingly defined and pictured aSit influences God. The church (in all ifs kagments, let us add) is the Man, but the reverse is less true. The question strong vessel of that expectation. The giving of one's self always seems to be what can man's envirpn- to the Lord of the Church, JesUsirist, isAo be admitted ment do for man rather than whatdoes' man to the community of those who are free frOm all restraint want for himself and from the world.' of the fear of knowing (because everYthing that is is good A"Meology of learning"assumes the liberation of per- and is GOdV, free from the restraint;of the fear, of mean- sons from being helpless victim's of disconnected eventsin inglessness (because in faith no possible \pOwer can over- the world. A theology of learning.willpovide aaOntext in whelm one who trusts God), and free to love one'sneigh! which purposeful education' acd instiiutional life will be bor (because in kiving ones neighbor one is -showing the evident and tangible. In short, may.be we are. at the time sacrifice of thant .for the gift of faith). The church looks when the family of church-related colleges must unapolo- forward to the time when till things will be made new, getically state a "world-view" and invites persons to enter when justice will rule in the minds and hearts of all, and the community of learners who will say "no" to discon- when GOd's rule will be this world's governance.

Occasional Papers, Summer 1979 ., That is in shorthand the incredible religiont world-view recognizes this in the ancient trailitionf6f custom of Wear7 that informs us. In the earliest days of the wisdom tradi- ing ro§es: priet, judge, and teacher7symbolizing com- tions in Israel, in the Sophistic-Socratic ciebates ,in the munity and responsibility-treed as we are from theocratic Hellenistic-New Testament period, and in the medieval structures in our society, .we are also-free fully to live out ind reformation times, this world-view shaped\and in- this religious:vocation intentionally'. Out- church-related formed learning: George Hunston Williams of Harvard schools have a Special relationship to this tradition. It has nnt'ed for us the dazzling wiay,in which thfiearly Puri- lingers on:irrthe area-of libekil arts and-humanistic studies tan devines in ouranation drew out the metaphors of they-, and a Profound care for the quality of the of learners. logy to design-the American univefsitya virtual paradise In a recent article in the Chronicle of Higher Educaiion in the wilderness of the new world. The campus, the (January 29,1979), Jacob Neusner of BroSvn 'writes .chapel, the library, the Colonnade, all reflect elements qf movingly of, this role in teaching. this design. The champs de mars (campus) is die parade What Vikes me about ourstOrlsnts, when wg ground fccthe soldiers of Christ:But by the 19th century, first meet them, is how limited is Meir fthige.of the theological metaphors were, being absorbed:in other emotions,their expectntions of theniselVes.' mddels;', the German university withits extraordinary ..;11avink endured and surviyed the terrble:triar emphasis'upon research'carne to dominate a EuroPean and of adolescence, they, huddle -tolether,:bound American society already in the thrall of professionalism. within their own flat and narrow Cii,rcle Orily an bccasional retrospective glance like NewmaWs missible aspiratims of career,.not*chariieter., illuminates the theological landscape. is as if surviving is all that one4.can, ask Sol./ eri t thc vestigial tradition, alive in some expres- humanity. Striking out on one's .own is danger- siohi ixed in others. But the world-view is alive in ars aid demands Courage. Imagiiultiloh.:is'for articulate and inarticulate ways in our constituencies, Jn . fools. Anguish; failure,' self-do'ubt nre to be fact, a princibal way tif reclaiming our churches' attention Tears and laughter are perinkted only in -; for learning is to restate onr own relationihip.to that tradi- careful measure_about somifew -; tion. The essential ingredients of atadeMic life that we may , have Supposed ctnie from the AAUP or froin' the liberal It is for such as these that Socrates meditates ,democratic tradition or some other source are actually upon the requiliments of consdence, that Job'; grounded in a theology of learning. What are some of speaks of his dead childtiri.' For-them' . these elements? the story.of the Cross and all it stands for, tor' , 44, its part; and the metering a5d,enduriig ISrnel, tiFro'atfaith, freedom. , Ike Jewish people, for iti part; the blacks Sand. .4 Because we are-free from the fear of knowinglilliallitillP4, their historic record of' toughneis and 'inner are open, to us in investigation. There are no secrets; no power, for theirs; ...it iS the,clo:iid ears .we areaqif research outside our access. We are in faith free to want to open, dtdl eyes we want lb educate, know, and this is the stibstantial basis Of scientific work. \., confused minds we want to clarify and expand:1 2. From freedom, charity. This 4uestome-quest is both internal to our schoofsand In that freedom, we are free t6 turn the insights of learn- .external to our communions. Itay be that we are too . ing into service of our neighbor. Thus the purpose of the compromised in the convection Wisdom of the times that college is bound to the wid r good of society and history our faculties and goveraors ncl be able to manage this and the wo'Fare. quest. The Western Mary episbd2was a poignant ,3 rity hope. .example of that. But ale hOnbring'of and thectudy of God, ruits of this style of learnini and knowing are joy, in the religious traalion of Judaism and Chrisiilnity isan peace, purpose, hopc-:-the things our society seems to essential componaTto tile study of, the mind's many ibt'er- crave more than it desiresthe so-called worldly virtues. ests No apology is needed for that inten- ,WItitehead once said, "The religious spirit is always in tion. No compromise with academic responsibility or con- process of being explatned away, -distorted, buried. Yet, stitutional entabglements is required. Vie assumption that since the travel of man. kind toward civilization, it is always the role of our colleges was concluded in our society when there".1t is "there" in the. church and its institutions; the state assumed a primary role iS.patently limited. Iso:- however fragile and dim, the religious spirit breaks out in morphism is another word r flatness and dullness in hoWiver fragile aria dim, the religious spirit breaks out in academia. Without some sel cious effort to ground startling ways'. In Israel, Wisdom, shared with prophecy aad our work in a living tradition, our schools will contribute law thc responsibility for the nation's spiritual and moral to the growing alienation of our sociew from its intellec- health. Learning, justice, and piety were intertwined (Jere- tual and moral sources. miah IS:17 ). Prophet,' priest, and wise man (elder) shared The re-quest is the address to the churches for renewed the roles oIt4,earers of history, faith, and hope. Our Culture attention to their own need of learning and their miSsion to

ioA Occasiokal Papers, Summer 1979 society. We must restocc wisdeim to thc pastoral and priest- 2, Augustine, when asked 'what God was doing before he created the world, wryly suggested that he was making hell for people who askedKat ly modes of ministry. It1 the post-Christian era, all claims question. The long argument among cosmologists and astronomers on a on human attention areviewled ,as interchangeable or steady-state universe or a temporal theory seems ncsw to bc geperally replace4le or disposable. Even our churches live out their moving in the direction of the temporal of "big-bang" theory. A promi- statencent An incremenialism"no nent astronomer, Robert Jastrqw, recently made a remarkable -lives in attitude of "creeping exprbsing the conditions for a new thlogical seriousness in learning. affirmations havepower to move events, no faith Claim in Now we would like lo pursue-That inquiry farther back in our value-systems judges their adequacy, nooVerarching time, but the barrier to further progress seems insurmount- 1 able, It is not a matter of another year, another decade of. loyaltirs us to a social life modeled after the intentions work, another measurement, or another theOry;, cif this' of God. a moment it seems as though science will never be able to Our' growing ecumenical sense of comradeship in this raise the curtain on the mystery of emotion. For the scien- theological task of learning beyond survival is one of our tist who has lived by his faitO in the power of reason, the story ends like a bad dredm. He has scaled the mountains great hopes as a communityeof,Achools. Just as we are' of ignoranee; he is about to conquer the highest ffeak;.as joined in dogMatic and liturgical'ainversations as confes- he pulls hiniself pver thefinal rock, he is greeted by a band sions, we need to include a major emphasis' on the theology of theologlans who have been ting there for centuries. of learning. The National Congress is t first step. But more' Jastrow, Robert God and tht. A ronomers, pp. 115-4,16. than thatis needed. . Lealning and faith, college and 3. Whitehead, Alfred North. Advenjures Ideas, p. 221. church, the ecumenical strategies for a world hungry for Purpose and hopethese are our issues. Too long we have left. the field to technicians..Let us get on with our quest and begin to explore how we speak to the world and to our churches about the world, the church, and the college. F. Thogrart&otter FOOTNOTES General Secretary I. "The Humardst's Lot; The Search for a New 'Theorya the humani- Board of HigherEducation and Ministry ties," Chronicle oThigher Education, (December 5, 1977); 4-5. . The United Methodist Church

- Citcasional Papers, Summer 1979 11 110..

Wm.

PIEUrNIViRSITiAND CHANGE Ilk THE CATHOLIt WORLD -

I come to this podium With a profound andidisquieting your seat belts, and be prepared for ebumpy ride. This is sense orinadequacy and ignorance. So much needs to be not going to-be a polished discourse, wathy of an 18th said and said well; so much needs to be done and done century Fiench salonor even of Rockefeller Chapel. well! t those with power often lack knowledge or grace I'm a member of the Teddy White generation"The or both, those with knowledge and grade often lack the Making of. the President"; Teddy White=who in his cur- courage ortans to forsake their sheltered environments rent best seller, says that after graduating summa cum . to grapple with the pressing, practical problems of ordi- laude from Harvard in 1938 (I graduated from Yale in '381 nary folk. Fortunately, I lack the erudition to arouse the he learned (let me underscore that siord)Whe learlied that Chicitgo School of Theology into "Peter Burgerizing"me. money counted, that guns counted, that power counted, Langdon Oilkey,-Schubert Ogden, David Tracy have truly but only when tic was sixty years old did he realize, that drawn and quartered ProfessoPBurger. I can't wait for the ideas counted. To' use his words'...The cfuelties and next development: , nobilities, the creations and the tragedies.(of great p`Olitical. What's worse,.however, than being "Peter Burgerized," leaders) flowed far more from what was in their 'heads, is being bored. And so I pray, almost abjectly:that these than, from what was.in their glands. ." remarks from a mere lawyer 'will not just bemuse this 'This thought came to Teddy White after he ryas sixty! It impressive gathering of theologians, philosophers, sociolo- took 35 years for a Harvard summa curn laude graduate to gists;listorians, scientists* and leaders of the laity. , figure out thatMao t'se Tung, Charles de Gaulle, Mahat- I presume to.hope my words will interest you; and even ma Ghandi, Winston Churchill, Kennedy and others were move you to re-evaluate the importance and purpose ofv. motivated more by "What was in their heads than from your own work. For example, I hope Langdon Gilkey wa*-- what was in their glands." wrong when he wrote: ". ..A.training in theology makes I subrdit that testimony in a devastating criticism of one neither pious nor more discerning nor more wise .." 'higher education in America in the 1930's. If that is literally true, we -are all even_ deeper in trouble The intellectual shallowness of the 1930's education was. than the Wall Street Journal thinks. matched by its capacity to destroy what it could not re- Enough by way of introduction. Let me proceed to my place. Again Teddy White provides an example. Teddy taskwhich I have separated into three parts:---! White went to Harvard, a devout, orthodox, Jewish First, I shall desciibe a few practical problems from my youngster and four years later- was eating roast pork with professional and peolitkal -life and discuss their relevance to the Communists in China. And loving it! Chou-en-Lai was .the,role of academicians and univeriities.,. even Ole to make Teddy White believe that the pork he iSecondly, I shall describe and di.us g. an academic insti- was eating was duck!How?lBecanse, Teddy Whitesays, tution iWashington which is aftAnpting to help personS thou-eh-Lai was a-man you wanted to believe! Now that faced with the kind of problems I haVe faced. he is over 60, Teddy White is beginning, apparently, to

And third, I shall suggest what's missing, and what's rsalize he was wiser at 16. Harvard really helped him,. needed if Aiversities and acades.cians are to achieve their didn't it? maximum effectiveness in helping orfiinary people solve I went to Yale Law School' in 1938 rilivelj expecting to some of the Practicial problems they face. study about justice...what was right Ali wrong; what, I htape to do all of this in thirty minutes; so, please fasten ought to be done to improve society; how to extend the writ of law to overcome the inequities of life. Did 1 get a *An addreu given by the Hon. Sargent Shriver at the Rockefeller Chn'pel, The University of Chicago, Sunday, October 22, 1978. 11 is printed here shock! Thc Professors told me thc law Oad little or nothing with Mr. Shriver's permission. to do' with justice. What the judge ate for breakfast had 12 is Octsional Papers, Summer 1979 . . 4tore.to.dowith his rulings than legalpiecednts. There t are*stars from tail American universities. were plenty of Kecedents pn either side of a y case,.they As Director of ahe Peage Corps I hiwd thr first Catholic said. "Just.-give me the conclusion you waand 1'14 find priests and nuns.and the first Orotestaht clergyman ever the precederiLss," thg learned Professor plained to us employed in regular Federal' government jobs. Was I, neophYtes. Oliver Wendell Holme' -faous' dicta were violating the constitutional doctrine involving separation almost holy writ. Holmes 'had writtec ncerning the law of Chlir0 and state? No one could tell me. So I went that there was "no brooding- orttnipr nce in.the sky"-T 'ahead pn my own. 1 was sued, of gocirse, by "Protestants no law that transcended Of Jiarticulities of cases which And Other_Americans'United." Bu't wr wonr;_ were to be decided'on pragmatic, §al mores grounds. As I authorized the first Federal nicfney Tor losal.:Aistribu-, he wrOti.in thawfamctus Virginia c authorizing the in- doff of contraceptive materials tlirough CommUnity Ac- voluntary sterilization of the feebl minded, "threyigenera- .tion. AiñiS provided the request.. originated 15cally and\ tions of imbeciles are enough."hat was evidenciinough enjoyed local support. "Local Option" We called it. Was for him. He didn't want any more "imbeciles"as he -that morally right? At ..ttie same time I forbade ,federal called them. So sterilize them,c said, "in order to prevent payment.for sex information-and contraceptive devicet to our being swamped with inc mpetence ..." "It is better . minors without parental cotent and abortions no matter, for all the world if instead waiting to execute degenerate for whom. Was that right, morally? No one could tell me. offspring for crime, or to et them starve for their imbe-' I had no intellectual training to make those decisions cility% society can preven those who are manifestly unfit despite seven yeah of American higher education. My from continuing.theirind..." The learned Holmes 'decisions were based on my own reading and beliefs, plu wrote those lines in 19 7, fiste years before Aldous Hux- advice from my friends who were as ill-rirePared as I. ky's Brave New Wadin the era which produced Stalin, These Washington activities were prec.Oed bc'similaux- tlys Gulag a d the Holocaust. Holmes was not periences here in Chicago. By what right did I, as President alone. Harold Laski another one of the gurus of my time, pf the Board of Education here, discriminate by construct-, wrote Holmes conatulating him on the decisi ,saying ing more new school buildings on the south side in the slum ,...sterilize alle unfit among whom inclucje all the near this University' than in the well-to4et areas on fundamentalists." et4ar north? By what moral right, incidentally, did the. Yale and Harvard, Holmes and Laski were not alone in University of Chicago participate in clearing thousands their ethic. We enjoyed, if that's the correct word, lectures and thousands o'flpoor Blacks frOm the Woodlawn area to by famous law rirofessors and practitioners febm Chicago, protect the enVironment around this University.? Did the Columbia, New York, Washington and Boston. And, with Divinity SNoo1 faculty members say anything abOut that this education, we "succeeded!" We won World War II, University policy and prograin when it was carried out? mastered the world militarily, ushered in the greatest Perhaps they -did. But yonsignor Egan was the only economic prosperity in history, fathered the baby boom, clergyman I do remember who fought for those Black yawned with Eisenhower, and elected Kennedy. And then ,people then, and for his efforts HE was "relievexi of his chose...the "Best and the Brightest." That's what the Presi-. command,"and exiled to South Bend. dent-elect told me he wanted. And that'§ what he gotno In the last'six years I have visited the Soviet Union fre- political pktisanship; no regiongl or racial narrowness. He quently on legal business. I've been there probably. 20-30 got the best businessmen, the best economists, the best times. I've got good friends who- work, ithe Kreinlin. I diplomats, the best politicians. He even got the first PhID. talk to them on the long distance phone. I drink yodka in the best restaurants there and sleep on clean, cool sheets in ever to sit in a Presidential cabinet. They stayed together - longer and. worked together longer than any Presidential their best hotels. Cabinet in this century. None of them stole money. None What would Solzhenitsyn say about people like me? of them divorced their wives, or fell into the Tidal Basin GT That problem bothered me, so I scheduled` a weekatrthe sniffed cobaine,-,or perjured themselves'. All of them got Vatican to ask the experts there for criticisrn and advice. I honorary degrees from everywhere. I got 24 myself. But had noticed that Gromyko and Podgorny visited the Pope things didn't turn out so well, did they? and that Papal emissaries went often to the USSR, Poland, I never understooa whytill about a year agowhen a Hungary, and Czechoslovakia. How could they consort, young but extremely able political operator told mei. . so to speak, with the atheists, the enemies of God? Should "Mr. Shriver, we know everything about politics: how 1? I didn't have toto earn a living. 'to win elections, how to get out the vote, how to use TV, No one ever suggested that experts inAmerkrthigher how to interpret Polls, how to choose winning issues, how education gould help me resolve that Personal, moral to package the candidates ....We've got only one prob- problem. lem"we don't know what to do with victory." And when I ran for President and faced the ultimate That, too, is a damning commentary on higher educa- contemporary political questiowat leastain my own mind tion. Because,the man who said that, and his associates, would I Of would I not "push the button" in a nuclear

OccasionalPdpers,Summer 1979 13 confrontation, there was no theologian or moral philoso- services; post-doctoral studen s ate being draWn in, new 'pher who knew enough about nuclear warfare to lfdp me courses offered in-ldw school, in medical school, and for with that problem: undergraduatts; visiting lecturers expapd the Institute's in- I could add dozens of practical questions 'and problems fluence and outreach. Muslims have joined Jews and from politics, education, warfare, science, rnedicinthe Christians and secularists in a cooperative effort to make law, b.ut the point is obvi6us: this Institute an intoReCtual resource for the entire Univei-- When`persons in.our society reacha certain level.jril3Ust:-"'sity. In `ilitindabe,.technologiCal terms the InaellifWmight ness, law, medicine, politics, education.and other profes- be likened to a central Heating system or a central poWer sions, many of the problims they face are moral problenis. plant from which ethics', mot:a theology, ancr philosophy For the Person whoa President of the United States ean _radiate out to and into e y school and department.in nearly 'all the proble are moral problems. Rarely, if an entire University; and thoth tlit University, to the ever,.does the Prtisident lack for military advice, 'scientific napital city and Government o our co ntry. , advice, financial advice; medical advice, female idvice, But even this new institutio, were& totally successfu4 Chicanodvice, Black 'advice, or diplomatic advice. He would not be able to providehat is ultimately needed for just cap'f get the advice-he needs the most!! mOdern man ahd modern go ernment. For this institution So wftiecidedbout ten years ago to see ifa new kind of is committed only to the pursuit of knowledge, jto the inte- hitell ual instiAtion could be created to bring Som of gration qf knowledge with ethics and 'philosop ,and to the best moral t*ologians, moral philosophers, sial and the application'of that unified perspective and .thoe 'inreligious ,ethiciststagether ona permanent basiswith sights to secular oblems. The Institute is dedicated tthe exirrts from. Mediine, law, nursing, foreign policy, and -cognitive cpsciplinsbefitting a University and a corn- science, not justtO talk with one another socially, not just manity of sCholars. . for Conferences and ad htc dialogue sessions, but per: But beydod knowledge lies wisdom, beyond cognition nianentlY, for _jOiqwork. By which I mean writing books lies volitioN beyond truth lies sanctity. Hpw can cademic and articles to et6er; ,participating in joint researcli pro-. persons and universities contribifie to the greates need of jects; participarn in weekly working seminars together; contemporary American societywhich suffers not from criticizing one other's scholarly work in utero (so to e absence of Ard oridrink,, home or health, nor from' speak), and tea hiriso Courses together. We wanted this ,lack of physical secUritynaterial possessions, freedOm of institution to Ise p a university settingfor students, for hotght, religion, assembly, travel or press. permanence, for basic research, for scholarly environ- In a brilliant, r t speech in Washington, OCtavio Paz, ment,. for infiltra jolt 'or subversion' (if you will) of the the Mexican poets historian and philosopher said: existiag, isolatedniversity schools and departments. We The sick,Ø of the West is moral, rather Than wanted this institu on to be located in Washington where social and e-c-iiifoRic. It is true that our eco- its faculty would b readily available to thc Federal Execu- nomic problems are erious, and thatfhey have tive' Branch, to 4heongtesi, to the national press, tà the not been resolved; dz the contrary, inflation, diplomatic cOrps, a d tg the headquarters staff persolmel\ and unereptvyment are on the.rise. It is4 also, of all the churches w o ceder their national work in Wash- true that poverty has not disappeared, VesPite ington. our abunda*e. Huge groupswomen, TaCial, Well, . today we'vgot itThe Kennedy Institute of religious and linguistic minoritiesstill are or Ethics. It sfarted slow' ,but it's beginning to get results. ' feel excluded. But the real, .Most profound

How do we measu esults? It's not easy, nor a scienti- discord lies in the sQui of each of us." the future: fic process. But theree at Oast sonic signs. has become the realm of horror, and the pres- The permanent facu y is large and growing. Scholars dO ent has turned into a desert. The liberal socie- accept invitations to jo.the Institute. And some evn pay ties spin tirelessly, not forward, but round and to work with us! Facu, ty Members serve on Ethics Ad- round. If they change, they are not trunsfig- visory Boards to the SeC etary of H.,E:W., to the Director ured. The hedonism of the West is the other of N.I.H., to the Technology 'ASsessment Committee of face of its Elesperaticin; its nihilism'ends in sui- the Congress. The National' commission for Research on cide, and in inftrior fiiims of credulity,such Human Subjects now haS a. '!s$aff philosopher" (which us Political fanaticisms and magical chimeras. must be a first in*AmeriCan.Political History) Aid that The empty place left by. Christianityinthe "staff philosopher" is a Kennedy Institute faculty mem- modern soul is not filled by philosoPhy, but by ber. (The first incumbent in ttiat post was your colleague, the crudeSt .superstitions. Our eroticism isa

Stephen Toulmin.),Books, 4rtiel4, and ev ,:an Encyclo- technique, not an art or a passionil, . . pedia are beginning to appear. New doctor tes are being These-haunting words so full of truth, so poetic-, so wise offeced; i.nstructional materials rayrritten for undergradu- stun the mind with their clarity and insight. ate and graduate students; eiado*ent funds developed What can be dofie about the world they describe? for professorships-, specializek libraries, and computer I am not sure, Whottf? But I have a thought. c'r \ , 14 Occasional Papers, Summer 1979 '7 ;

- I suggest we commence thlopg, hard tasiirwhere gaveplus 'a htindred volumes more to teach about and scholars are needed as Muchsaintsof fifting ir rs el v es leadpiadern man to perceive the neeal for Hohnesland f or- from "the pursuit of happi s" to an additionval and new hweh. In our scientific,technological; inaterialisZic level of political thought iitci moral vigonr, ta "!he pursuit arid will any one or any thing else stefficel of holiness." . ; Shouldn't the theologianaand, moral philbsophers teach 's ; So it will-take a thoand 'years4ouman beings to ee that holiness is an attitude which includes poetic insight, "the pnriuit of holiness" as i/k, actical,- transfosMing, fial piety, moral vigotic and Intellectual powera com- personal, and societal possibility. mitment to explore and'explain the holiness of the universe . ',It took as lon,to reach thehigh Renaissance after the and of mankindan appreciations of mystery, and of the Fall'fRonie..took the Jews from 70 A:D 101 1967' i50Wer Af thispirit. d 1 ears--!regain the Western Wall of The Temple in C.S. Lewis described Hell as that State of eiistence Jeraialeni.,' e need not betlie most iniportarit con, where each person withdraws farther and- t)ether from, sideration I the pursuit of holiness." every either tleVson, indulging more andmofe in fhe par- `What's,the relevance, however, of holiness to our con- ticular negation which heor she had chosen in preference tempo problems? Ho", chn,its pursuit fill "The empty tO union with God. Each one's klf-sentered existence, place,t by Christianity in the modern soul"? More*, each one's loeliness and distancerffbm God, and from f upoptant are the sul*antive questionsWhat is hciliness, fellow human beings, increases and increases and increases-- ,aakl/Why pursue it?' And what has a University to do ,with 7-until every such, person becomes like a black hole in hat process? , space where the den.sity of desPair equals the distanceftiOm 140 one coUld answer those questions, in afew. moments, God. Infinjte destiny, infinite 'distance,infiuite.despiair.

let alontiii the- conclustbn to a mere speech. But in this 0-4'That's Hell! And it can existssgn eagfi, now, here, ia the place streaking to this audience 4 have the temerity and U.S.A. as well as in the 0.S.S.R! hope iii believe that every person listening to my voice will That's one reason ,why, it has scribed 'to me; that Vati- inttlltively understand much of whit I am trying, to say; can H,. With iConcept Of aggornimento was so right in "Roliness" encompasses all thew attributes of God's opening the ndt and hearts 914Christiang to t e realizirc, being, and, life, and personality, which aurae% satisfy, and tion.that Christians must molle ontward to save manity terrify man. His irralstible Power,r,His immensity and from Hell, not just at Eternity but here op Eart theklell, 'glory; His light, heat, and sPeed; His overwhelming pres- which Octavio Paz describes. John XXIII's love enabled ence Which can fill a million universesand yet touch every him to discern the emptiness and the need ,of women and molecule in an individual body. We .Christians say,eas the men- today. Paul VI helped with PopulorumProgresio,' Jews before us saidethat in eternity we shall findperfect with'Gadium et Si;es with his cry "War Never Again! fulfillnient in an inexpressible union with Godthat we Neer 4airi War." , , ohn Paul' I communicata his love' jus4 with, his smile. . shall join the heavaily:chm.us in an unceaiingcltantsing- , He seemed to personify the ancientabng"See the . ing,"}ioly, Holr, Holy, Lord GodAlmighly"Kadosh,' Kadosh, KadoshSanctus, Sanetus, Sanctus. hristians how they love one another!" Does thit sound mindless and ligringan -unceasing Now 'comes$ii John Paul II, survivor of a Nazi forced labor cafnp, t ained as a priest in an undergroundsemi- , chant of "Holy, Holy, Holy." If ir does, probably we don t kno what holiness is. }mil; a 20th century catacomb; sr of a v;orker apd a . ,Hall that quality which demands our respects, our " worker himself in the mines and quarries of Europe; a man reveren ur praise, which fills' us with'joy andawe, whOhas,known hunger, Colti and Prison; .a man despised' whic nates and charms and Inails... It is thatdepth who has become a man acclaimedvHow? . whi obing cannot sound, that height which vision By: I suggest, his--"pursuittof hfliness." cannot reach. But it is also that love, that beauty,which "True, genuine Cfiristianity,". it has been, written, "is .spontaneously elicits the rhapsodk Cry--?Voly, Holy, riot a dogma, or hierarchy, or liturgy, or moraljjar, but the

Holy. y . . life giving spirit of Christ ryally, though invisiblyalesent Small 'cçder lhat Catholics arc supposed to address the in humanity and acting in if'..." .. Pope as "Yr Hpliness." That's the hiahest attribute we That'sholiness! can conceiveI'. /But how many Cathoii graduates of That's what we need! Univertitiestnow what they are saying When' they say, That's what theologians, philoophers, and moralists "His Holiness, the Pope." And if graduates ofCathollc are calledupon to infuse intothe life-of the infellect, into universities don't know ithatholiness is, what are Catholic the bone marrow of their stu,dents, so ,that ty may be- universities teaching them which they connot learn equally come the new prophets of t e Truth .. Human' beings I .:.)5rellaai betier at a secular college? able to personify the fact ti/at all lifejIl knowledge, all Rudolph Otto wrote an entire boOk on "The Idea o4the holiness comes ,to us by t working of the Holy Spirit HoIy."1I am indebted for the insights he ha's given me. But whose power exceeds the p r ogguns, ollnoney,.of poli- mustn't philosophers, and theologians today give all that tics, eyen the power of id \ J Oecasional Papers, Summer 1979 15 .4

.. we mug be content to hope t shall western Woild. In many respelidit.resembles that described . be savedoer salvation-is not yet htit by kdistinguished instortan when he wrote: . Ls *something we must wail for Wit fence. By o revolutionary situation Ls here meant ,4_,The Spirit too comes to help us if; ak- &re in whieh confidence in tiKjustice or rea;. rlvife:11 sotlableness of exist* authohly is unkr- 4 mined; wlzere old loyalties fade, obligationi are Tomorrow is the vigil of Pentacdst, and d tittg the MasS' Velt as -impositions, lrw' seems arbitrary, and

on that occasion those wOrds will be read Th pnbody a respect for superiorS is felt aS a form of humili- ,

thoughy that is not inappropriate:tp be h this allot ation.. . . noon by you or the Class of 1978 whose co encement No'community can flourish if such negative will have awakened a fresh vision of hope as y close tilis qttitudes are widespread or lons-lasting.' The , _phase of your lives and prepare to open a ne4hapter of crisis is a_crisis of community itself, political, your wilily FIttlipage. Ell regardless of th4nurnetous economic; sociological, personal, psychologi7 % 'and vAcd patterns that your steps Will trace ')put in the cal, and moral al'the same time...Something coming time, yclu will, imkerever you are ogxwhOotever age must happen if continuidg deterioration is to be you willhave reached, ha g one thhig in t#.10/* each of avoided; some newkind or basis ofcommunity yoU Will ultimaNy avct the termination of tks or her must be formed.' 'journey and face the fi verdict that aWait 41, name- ly, either tke sa Of which Saint Paul remded the At mittbers of the Class of 1978 you need no detailed Romattioni.i, o deprivan .In:the meantime the ecollec- documentation to convince you of,the similaiity of our so- nOw d theh of that inescapable fact will le moral ciety to the analysis offered by the learned historian. Every suppott d a steadiness of aim to the voCaticirC:of your thoughtfurperson will agree that the evidence is on all sides choice, Lever that may be, - of us. Let two current samples suffice to illustraie what is 1 . *. May 1, en, congratulate you on the successful comple- meant. For an almost unprecedented folly-four 'weeks a "-tion of thigh endeavor that originally broughr you to work called Lookingaftfdr Number One hasred on the thia camp s, and to...congratulate as well' your families, -list of best-sellers in non-fiction. The openingntences of friends, an sponsOrs4hose assistance has enablecPyou to -the introduction and of Chapter I of that work speak for . translate t hope and dream of an earlier day ito the themselves. The author declared:

reality that Waits you tomorrow. 1. Anyone who is familiar with-my hilosophy If you. e in cOmmon with every class that hp,s pre- would be disappointed if I didn'ty that my ceded yOu d with every class that will follow you, the sole reason for writing this book was,to make as certainty, death and final judgment, the society into much money as possible. . . which y will now step has little in common 'With lhat of Clear yourmind, then.'Porjeat foundationless the sity's first graduates of the 1890's, or, indeed, traditions, forget the 'moral standards others those who-received their degrees here as recently as a have tried to intimidate you into accepting as decade and a half alb: It is a society that is experieiwing a 'right' .. , profound revolution in every aspect of life, not least in the It Lodking out for Number One isthe, con- realm of the spirit, a reylution that has created an tin- scifts rational effort to spfni as much time as paralle situation in the 'United States and in mote.of the possible doing those things wh ch bring you the

16 Occasional Papers, Summer 1979 \

greatest amount of pleasure'and less time to your sponsors, and yourselves. Forthe experience of the race bears steady witness that thereis no Atch thing k a' those which.causPain.' 7 valueless society. If itidoes not have values of a high and The second example. presents a far diffeeent approaah to ennobling order it will have those that are danoralizing the malaise of our time iri the new book of Sissela Bok, and base, for on basic issues human motivation admitsof professor of ethics in the Harvard Medical School, which relatively little that is simply neutral. To be sure, in many . she has entitled, tying, Moral Chofces in Public and Fri- of the, lesser choices that mit and women. arecalled upon . vale Life. Professor Bok has stated, "no moral choices are to make, there.is a via media; but inthp essential and signi- more common or ,ore troubling than those which have to ficant matters that color and shape a society's conduct and do with deception," and after reading her book one re- durability the choice is 'normally more restricted and viewer concluded, "lying-is epidemic in our society."' demanding. Given the talen,ts and the pe?sonalenlighten- The revOlution in cOntemporary society is enormously ment implied by the degreis you are toreceive on the that it could -, complicated, and it would be folly to suppose morrow, a neglect of theseresponsibilities would be a be either explained by any simple cause or remedied by any grave omission, one that wouldalmosit sugge;t a . sin that single formula. Yet virtually all observers are agreed against 'the light, that sin against the Holyspirit of which, at its heart lies the malign inffuence of that deceptionthat willor,ecall, SesuSAnce said, ".. anyone who says a shaken you begetv distrust. It is an influence that has gravely word against the Son of man will be forgiven; but let any- humankind's confidence ininternational relations,in gate speak against the Holy Spirit and hevill not .,be for- natiO4I"government, in business, in education, yes, at , fr given either in this worldskor in the next." . times even in the family and the Church,..Wadds.up to the But if your university training has enlarged your obliga- evil parvest that wE of tfie 1970's have 'reaped from a tions, so too have your advantages in meeting them"Nen -Ils'generation that has lost the high moral purpose in the enriched,. Unlike many of the classes that have gone bei nation's his- . public domain that was a characteristic o the , fore, your outlook on life itself has been rendered more tory, even though theLs were never king Americans real and enduring by virtue of the more mature and soptiis- whose private lives belied the moral principles that the - ticated concept of yourfaith. You have been better pre-. nalip.nal ethos honored and extolled. And it hardly need be pared to meet thecomplexitiesIthat will inevitably confront said that'demoralization in the publicokomain inevitably you, for you hays beenschooled to understand that there induces a similar raction in private lives. there is no answer. Unlike so of are some 'questions to which What, you may ask, has this to do with us, members many among your predecessors youhave been made to the Class of 1978r I $vould answer that by virtue of your realize in the familiar words. of Adrian van Kaam that, training in this University your responsibility-to the society "Life is a mystery to be lived, not a "blem to be of which you are a Iva his been 'heightened, and that it solved." In fine, the circumstances in whichyott:have may rightly be-expec*d that in yourindividual place and achieved maturity will h ve convinced you that yoai must Uphold moral station you will make a conscious effort to to a degree learn to liVeth mystery. 'principle. Surely, it is not to indulge an excess of elitism or Thus your knowledge cuU inform you that the ms,stery that your time to cultivate intellectual snobbery to state n dispensation was present at its of that enshrouds the Chris here has raised you. above the commonality by reason birth, for you 'will.recalle words of the aged Simeon as is an age when your superior education, even though ours he held (he Child Jesus in his arms in.the Temple of Jeru- attendance at college ar university has embraced the largest numbers in the nation's historir.To put it, in scriptural salem as he said to His Mother: You see this child: He is destined foç the fall terms, our:Lord's parable of the talents has aspecial rele- and for the ris'ing of-many in Israel, d4stined to vance for you.' As Jesus told His disciplesin another con- be a sigh that is rejected . tact: , When a man hargreat deal given him, a great. --_. And your acquUiritance witliPthe Church's historYthrough , .. , deal will be demanded of him; when a man has nearly twe4ty centuries vill have convinced you of the \had a great deal given him on trust, even more validity of the divirie dkhotomy spoken by Simeon before will be expected of him. the Church was born at Pentecost. For Jesus has been, Thus you gradUates can apply to your§elves Saint Paul's indeed, a destiny 'for the fall and for the rising of many,' words to the Ephdsians when 'he said, "Each of ushas re- and for a sign that has since that distant day been rejected ceived God's favor in the measure inihich Christ bestows by cotless ,men and women who came to know His it. rr name. .. Sbould you, therefore, leave this campus feeling no As a se to that initial mystery ypur faith in the sense of responsibility in this regard,in a word, with the Church has en refined in, tht.A sense that; onc'e again d4nant aim of 'looking out for number one,' eithei- The unlike th raduates of earlier generations, you dci not ,-Catholic University of America will have failed inits expect to find iher teaching pn answer to all or lite's obligation to you, ot" you will have failed tlie University, probleths, while 711 the same time you recognize that in the

Occasional Palais, Summer 1979 . 1.7 1 ` . Clhurchyou Will discovermore answers to human perplexi- a sensatiorti jn incident that prompted one reporter to ties than itiany other source. That it'Why amid the doubts write: , and uncertAinties that engulf us all you and your peers can In the past few decades this pu' zzle of the sumMon the realistic approacit which isa hallmark of your origin of the cosmic egg has bumped astrono- generation, and thus accept with a deeper serenity not only mers unexpectedly,' and a' littleirritably, thi,dicotomy expressed by Simeon but, too, the imaumer- straight into the problem of God.'3 ple contradictipns that confront you on every side. With ,this knowledge and this realism your faith in God and in E n more recently another unsettling voice has been His Caw& will be the info principle of your con- isyir4i Dr. Arno. A. Fenzias of the' BellTelephone science, and in this way you will.0e afforded a consolation Laborat ries speaking.of the origin of' the universe stated: which no other earthly support csustaii. It Will bring to My argument is tkat.the best data we have are Neaeh of Honer peace that was so marked a charac- exactly wttat I would have predicted, 'had I had teristi that bleased and universally honored man; Saint' nott. to go on but" the five books of Moses, More, the 500th anniversary of whosi% birth we the *alms, the Bible as a wh6le." celebrate this ywriaHe frequently gave expression to, that In thatconnection4eis reminded of that wise scientist, beautiful and enviible serenity, perhaps never moresuc- Vannever Bush, long associated with the Carnegie Institu- cinctly tlian when he wrote:, ' tion and thc Massachusetts Institute of Technology, who Thou sigaLna..ileasure coMparable find to concluded a themorable article which he called "Science in inward gladness of a virtuous mind." Pqses," by carefully weigpiiit the respective posikons ok the scientist and theikheoldgian, and then envisioning.thie Fey; du` garebetter calculated to destroy' the mind's young man about to delbaik on a scientific career: 'ihward gladness'Opf which Thomas Marc spoke than our 'As always he will build his own comepts and ) generations' pervasive loss of Confidence.in all that *Is his own loyalties..Ik4will follow science wherew` once thought to afford a haven for the tmiversal yearning it leads, but will not attempt to follow where it for certainty.and security. Every element, f life that in a cannot lefid. And, with a pause, he will admit previous ,age seemed to offer that guarantnow appears I. a faith." V tqhave given way, and te human family, see bereft , ofinspiring leadership, gropes amid the- encircling dar One has the impression that an increasing number of scien- ness to find a light that will illumine its stumbling step dsts have begun to pause; if that shouldprove truel-it is a Basically it is a condition that had its origins in a stark re- wholesome development, although-one that willafford` newal Witte part of all too many cif Friedrich Nietische's slight consolation to thoie who rooted their ultimate corn- glorifation of man and that unhappy philosopher's itmegao,life itself and to its valueson science alone. iiathetiecry "God is dead!" In the swirling frenzy of con- What, then, by way of conclusion is to be said to you, flicting forces,that subsequently .overtook so large a por- hc Class.of 1978, concerning the supreme goal of personal tion 'of., humankind there have been-been sortie Catholics saivation of which mention was made at the outset? I am who have turned a deaf ear to the voice of one of our con- unableto offer you a4 guaranteed formula by, which your temporary world's few prophetic leaders, Pope Paul VI, success in life can be assured, other than the ancient one toward whom, I am convinced, in a calmer age history will"'that was sounded at the dawn of the Church's life by the be kind. .r first pope.. Fresh from thc invigorating toiich of thefire bf One of the chief substitutes for religioui faith that Fentecost and imbued with the grace of the Holy Spirit, accompanied the unfolding of the modern era was a belief Saint Peter rose before the hostile Sanhedrin in Jerusalem. -in' science. Every civilized person, no matter what his pir and boldly declared: her religibus.commitment may* be, is appreciative of tile This' Jesus is 'the stone rejected by you the marvels achieve4 by modern science. Moreover, theyale builders which has' become the cornerstone.' grateful that the senseless and etervatinfavarbetWeen reli- There is no salvation in anyone else, for there gion and science has now in good measureteen laid to rest. is no other name in the whole world given to Of late, however, certain scientists themselves have begun rqenby which we are to be saved." to,call in question postulates that long held sway concern- It is by revon of their having been for or against that ing such matters as the origin of the universe. The latest name that, as Simeon .fetold, the intepening centuries work of Arthur Koestler, for example, 'reveals his disillu- have witnessed the rise nd the fall of many: It is as true sionment With the scientific explanation for the universe's today as it has been throughout Christian history, and it begirming."- And the appearance Of Robert Jastrow of will be thus to the end of time. Endowed with the divine Columbia University before the annual meeting of the gift of free will, it is fdr you and for me to make the choice. American Association for the Advancement op ,Science No one can or will compel us in that most fateful of all here in Washington three months ago caused something of decisions. But for those to wiyom there has been given the

18 Occasional Papeis, Summer 1979 further giftWffaith in Jesus.as the Son of _God, an4 in the REFERENCtS 4 ' Chura as His chosen inttrument of salvation for those 1. Romans, 8: 24-26% who believe, the decision shduld be firmer an0 more un- , 2. Robatt IL Palmer, The Age of the Democratic Revolution, A 'Politi- wavefing. And that deCision will embrace a consolation cal History of Europe and America, 1760-1800. Princeton: Princeton which 9nly a commitment, to supernatural faith can fitr-. Uaiversity Press. 1959. p. 21. nish. In moments of high achievemenrtand joy it will . l_Robert J Ringer, Looking Out for Number One. New York: Funk & Wagnalls, 1977. pp. ix, x, and 1. moderate and sober your elation, jut as in s 4. Alan.Lacy's review of Siss;la Bok, Ly ing. Moral Choices in Public and sorrow it will be your surest comfoit and suport. and. Private Life: New York: Pantheon Books, 1978, in The chronicle of For as the history of humankind eloquently, attests, there Higher Education, XVI (April 17, 1978), 21. l. 5. Matthew, 25:14-30. .will be moments of both for each of you of the 4,1:44 6. Luke, 12:45. 1978, es there have been for each of -LIS wtio have preceded 7 . Ephesians, 4:7-8. you. May success, qierefore, attend your evcrykundertak- 8. Matthew, 12:32. 9. Adrian van kaam, Religion and Person EnglewOod Cliffs, Istw ing, but shpuld suciess elude you,'as at' times it will, and Jcrscy: Prentice-Hall, Inc, 1964. p. 13. disappointment, reverse, and grief be trour portion, tnay W. Luke, 2:35. you have the depth of faith to` turn your gaze toward the 11. E,E. Reynolds (Ed.), The Heart of Thomas More, Readings for Every Day of the Year. Springfield, Illinois:Templegate, 1966, p. 57, Cross, for there and there alone will be the vision that can 12. Arthur Koestler, Janus., A Summing Up. New York: Random and will sust* you. With that paiting thought?, then, we Voust, 1978. Almighty God here thistearly evening that each mem- 13. Philip Hilts. "Lifting the Curtain on the Cosmic Egg and the Big Bang," Viashington Past, February 16, 1974, p. Cl. Jastrow's paper was r of this ClasS of 1978, may realize.in his and her life in based in part on his retent book, (Aral the Sun Dies. New York:, W.W. e days that lie before you the beautiful prayerof Car- Norton and Company, 1978. . . al Newman when he said: 14. Malcom W.`iirrwne,' "Scientiets Er.pect New Clues to Origin of Universe," New Yor irnes, Sunday, March 12, 1978,.p. 54. May IPltour blessedqess,as years go on, to 15. Vannevar Bush;w4cience'Pauses," Fortune,. LXXI' (jvhiy, 1965), add one grace to another, and advanceupward, 172, 16. Acts, 4:12, step by step, neither neglecting the lower after 17. John Henry Newman; "Equanimity," Parochial and Plain Ser. attaining the higher, nor aiming at the higher mons. London: Longmans, Green, and Cornpany, !Ai : V. 71. before attaining the lower. The first grace is

faith, the last is love; first comes humiliatjon, a ill John Tracy Ellis then comes -peace; first comes diligence, then Professional Lecturer in Church History comes resignation. May we learn to matureall 07tholic University of America 4 graces in us;fearing and trembling,watching ;joy- : and repenting, because Christ is cOming; This homily was delivered at the Baccalaureate Mass at The Catholic ful. thankful, and careless of the future because.. University of A'merica, May 12, 1978 and is reprinted with permission He is come." from the University's Administrative Bulletin. Vol. X, No. IS.

14p

Occasional Papers, Summer 1979 19 Ste tJi .0"

THE CATIQCCOLLEGE.: QUESTI N OF HiENT

Xavier G. echio, O. Praem. f

. For the last MO decades, the question of ;he identity of tity of the college, 'specifically as catholic, is suggeSted. the Catholic College has been questioned, debated and dis- The college, located northeast Wiscoltin,, had struggled cussed Qn campuses and in publidations, by academicians 'with thequestion of ts religiliksheritagebefor6,',and the nd by bishops, in season and out of seasori. Though many result was a statementclledlirte1eligiotis Dimension of an'swers have been suggested, none has yet appeared as Norhert College..The staterife wasapprovedby. the totally satisfactory. The founding of several new colleges faCulty and the Trustees as reflectiikthe general position within the, last decade with the avowed purpose of p ` f-the college. This raised 4e inevile question: do the the philosophy of Aquinas and the teachings of 'the faculty*d administration really believe the contents of Church at the center of the curricth peaks thetelief thtatement? Is it,merely words for pultSic consumption 1.1. f some tha t. existing colleges have so moved away, or does it make Tell demands on all involved? The aca- deliberately, under pressure,or even uncons ously, front demic cohimunity had to come to grips with the issue. their Catholia..heritage. The other end of the spectrtm of .4 What happened and continues to happen at St. Norbert 'belief is represented by those colleges which have givenup College can be generalized for many of its sister schools, affiliation with the Church and declared' themselves non- \,,The direction this (Ai' small college has taken may help - \ Sec4lridn ,. ther colleges struggling vith the same,issue. A great number of Catholic collegeS, however, still St. Norbe rlas fourided in 1898 as a Catholic institu- struggle with .the question, apparently dissatisfied 44!li ' "iion of higher rning,and remains so to the present day. either solution. There is a recognition that ,times, have .4Throughout ifs history, the College has demonstrated the hicleed changed since most of these tnstitutions were religiT dimension, of its existence in a variety of ways, founded, but there is also aowing awareness/hat some includ g 'ownership and control by the Norbertine coin- of the institutions of our acadeic ancistorsneed to be re- munity; a staff predominantly religious,compulsory thought in the light of Vatican Iand thetclemands of the chapel, a variety of-student rules-and regulations, require-

next century. The rethinking process is not an easy one. To _ ments'in theology and\philosophy, and various and sundry, establish a think-tank and apply the results is not the wayie, other ways. As, the College grew and changed, so did the of modern academe. One must involve te whole academic ' external manifestations otits religious commitment: cornmunity, especially, the faculty2in the process. This 41n the late 50's and early\60's, before Vatican11, tlie approach means there will no easy solutions next year,. number of lay people working`at the' College increased to for there are fears to be alla ,demons to be laid tp rest the point that they outnumbered the Religious. Lay people . . , and basic principles to be agr on. The faculty must be were introduced into the Board of Administration; fewer willing to deal with the questionf acadcmic frocdom in its priests lived in the resitence halls; theology and philosophy .best Sense and take the time to differentiate loeiween in- requirements changed-and theology became 'for thesfirst struction and indoctrination. Dealing with the issue must time, a -Major program:The College still held to its 44eli- not be allowed to become an exercise in futility pr a gious copmitment even as it attempted to keep up with .tempesLin an ivory tower; it must lead to clarifications and changing times and demands. affect the curriculum, hiring practices, allocation pf re- In the mid-60's, Vatican Council II and the Vietnam sources and the self awareness Of the whole college War brought even more dramatic changes to the contem-- community. porary scene and the College was not effected by them. ThiS article uses a small undergraduate Catholic liberal A groy6ng awareness of collegiality,theraisingof 1 artazoilege as a typical example of the current state of ihe studetits'consciousness throughout the country, the question'. A directión for dealing with the issue of the iden- debate over the warall these had their effects on the Col-

.20 Occasional Papers-rSummer 1979 2,9 lege. The decline in religious vocations, the transfer of the clearly articulased, or commonly understoodizand heti by Order's theologate to Chicago and.the changing imago of various segments of the College community. the pr,ittt, and his role 'also have had their effects on the In April, 1977, one of the staff sociologists at St. Nm- religiousilligiedsion of the Co Ildge, or at least on its percep- bert pdblished a study on the College,.in which he reports' tion both internally and externally. that i4 respondents out of 98 faculty members listed the' The College Board of Trustees was reconstituted 'to inreligious dimension of the College as a-strength ancl8 lrsted chide a majority of layPedple. There were fower Norber- 'it as a weakness. The study also included two specific quest tines on the staff;-thoae who were, were lesi-reeognizable tions on 4he religious character of the College. One dealt 'externally, since the religious habit was no longer widely. . ,with the implementation oi the Catholic dimension of the used. There were fewerand less visibleyoung College'. Fifty-one faculty members approved the current naria'ns in classes. A layman became president fsthe first direction and n sapproved. It is not the statistics, but time. The College Was erected as a -canonical sh; with tbe reasons given for both positions which are of interest.- the active patticipation of many of the'laity. The curricu- The majorrty opihidn was based on a Conhinuum of rea, lum was revised, and the requirement was established that sons from "reasonable religious, program" to "great Ali students take 2 courses (eqiiivalent to 8 credits) in either strides made," with a general feeling reported that empha- Religious Studies or Philosophy. This latter change was sis on the religious goals of the College has been rekindled part of a total curricular revision; previously, therequire- in) recent years. The rninority, on the.ottier hand, are re- ments were 12 credits inReligious Studies and 9 in ported to perceive the institution as a "secular college with a Catholic veneer." Philosophy. g Tbijs historical s'urvey is sketchy and sOmewhat over- When the specifics of disapproval are renorted, we read simplified and does not do justice to the complexity of the "curriculum covers a multitude of observations',viz.: eighty years of growth and change. It is enough, however, 'willy-nilly, philosophy/theology requireMents . . the to give some perspective to the problein of the identityof absence of a consideration of the social docttine of the the'College as.Catho4. The question includes many areas Church,...low pfiority to religious and ethical values'." for consideralion, each of which reires specific atten- Forty-two respondents found the current Religious tion. The Norbertine conimt4rith grapple with the Studies/Philosophy requirements satisfactory for a variety issue the Order's relationip o t e College;sholuld it of reasObs: enough religion in high school; adding require- con ri ,fluence.or distance it elf froth' the institution? ments is' counterproductive; more would nth b`e Market- o isible should priests be in the administration or on able; and, religious studies is not the Most impocian.t thing us ingeneral? The College community must decide since interpervnal relations, campus ministry and s,alue on problems dealing with the campus ministryand its rela- emphasis in other purses also play a part. Fifty-one tion to the mission of the College, the student code, priori- respondents reported dissatisfaction with the curricular ties in the allocation of resourc6, both human and mate- requirement of 2 courses inReligious Studies and/or rial. The faculty has a particularly sensitive area of con- Philosophy, preferring "both/and to either/or; others "Cern, the academic manifestations of tise religious heritage advocate an indepth sequential approach; still others and mission. It is this area which touches the verynattire of would alter the content of present courses." Most of those an institution of higher learning.There is no such thing as dissatisfied objected to the free system that allows a stu-' Catholic Chemistry; but is there a difference learning dent to graduate from a Cadiolic college without examin- Chemistry at a Catholic college and at one with no reli- ing his religious values. On s son comments: "No depth gious affiliation? Is a Catholic college one wb,ch requires now, only a mish-mash o rri of Bach cantatas and students to add tbe study of Theology and/orhiiosophy Tchaikovsky;" anotherallfor a course in what the - to a curriculum or is there a difcerence in the the whole .Church is thinking toda curriculuin is structured and taught? What is te academic The research report reflects the variety of perceptions, 4/ manifestation of a Catholic college's heritage and mission? the differing theological understandings and the quantity of;alternative suggestions offered, all of which complicate The Current Status the issue not only at St. Norbert, but in Catholic colleges One could approach the issue quite simply by referring throughout the country. Some of the suggestions made tothe academic requirementsinReligious Studies/ simply contradict other proposals offered. Some faculty ThilosophY and to those pertinent paragraphs of the Col- seem. to lay the problem at the door of a liberal teaching lege ,catalogue which deal with therefigious dimension of staff, not the curriculum or the requirements. the College: The question might then be formulalred: Is this The report is not the only indication,of the confusion whate-rta College Catholic? With the data, one could attending the issue.rn repeated conversations among reply "yes" or "no" and let majority rule. The issue, faculty, in staff meetings of the Religious Studies/Philoso- however, is more complex, especially since the underlying phy teachers, and in divisional meetings, a similar variety assumptions, perceptions and gdals do not appear to be of opiniOns and suggesfions are evident. Some would have 21 Occasional Papers, Summer 1979 2 value education at St. Norbert limifed ,the hiring of In the light of the College's heritage,-goals and mission, faculty and siaff who would niodel the Judaeo-Christian then, it appears that there are essentially four interrelated4 heritage but remain* "okirective" of value neutral in the issues pertainipktp. the academic fulfillment of its mission. classroom: Others would be satisfied if a certain.geligious as _Catholic. It Valls td the faculty, who "has primary Itudies.eurse or series of courses was required of every responsibility for such areas as' curriculuth, the,matter and student, and the 'proposed list seems endless; suggestions methods of instruction," in the words of the' College's include contemporary Catholicsloctrine, the social teach- Policy Statement, to discuss- these issues and see that they , ings.of the 'encyclicals, peace and jus&e, business ethics, are properly reflected in' the curriculum. These issues are: biologicarethical questions, human values, church history, 1) How do the several disciplines reflect thekhilosophy F and more. Others seem to believe it is impossible to study that all- human activityis essentially" related to human .theology critically and analytically from a.confessional or values? Committed point of view. There appears to be little reflec- 2) How do the several disciplines have students grapple tion on .the objectives of any ,requirement in Religious with ultimate questions in a formal way? Studies land/or Philpsoey and the relation of Such a re- 3) How do Religious Studies and Philosophy particu-

quirement to the goals and mission of the College. It is dif- , larly hay; studentsgrapple with these questions?. ficult, if not impossible, so sort 'out all the data, the 4) Does Oe current Religious Studies/Philosophy re- assumptions, the theologies, and the perceptions underly- quirement fdlfill our intended goals in the light of our ing the debate. Perhaps, then, the best way to approach the Catholic heritage; and if not, how might the-requirement question iS to cutthe Gordian Knot and start overt be better stated)so thatit does?

issues 1 and 2: The Present Challenge' Our Catholic Heritage and Mission The ReligiouS Dimension statement Urges that every dis- One might begin a reappraisal with the given fact that cipline taughneflecf the philosophy that all human activity St. Norbert college is a religious institution of higher is essentially related to human values. The College, more- learning, affiliated with-the Catholic Church through the over, expects its students to grapple with ultimate ques- Norinrtine community, and presume that the College tions in the several. diSciplines. These statements would should remain so. Such a fact leads to a need to express remain "citalog rhetciric" unless they were taken up by the that religious dimension of the College's existence specifi- faculty, internalized and made concrete in the Classroom. cally in that, area which is central to its nature: the aca- * Currently at St. Norbert College, there is dispute whether . demic, In the goals statement, the College community these words are mere rhetoric or are incarnated in courses. claims thatit "proposes to provide for a community The issue is a legitimate matter for diseussion by the facul- rooted in Christian ideals and faitiful to the continually ty; in fact, it is a duty:"The coinmitment toChristian values evolving Norbertine experience. The statement on the that lies 'at the heart of a Catholic Collegs.'s reason for College's religious dimensionamplifies this: being makes it necessary for the faculty te articulate for "The pursuit of wisdom and truth.. is one another and for the whole community just how that manifested especially, but not exclusively, in philosophy of value oriented education is understood1ind :the curriculum. . The College espouses the implemented academicallY. philosophy that all human.activity is essentially Each discipline within a Catholic College is bound, then, related to human values, and,therefore,it tirarticulate both for its own staff and for the entire facul- urges that thisle reflected in' every disdpline ty how values orientation enters the classirrn and, haw!, taught.. students in the discipline grapple with ultimate questiowL. "Mop specifically, the College expect; its This would provide a context within whionthe foripal students to grapple with ultimate questions in a study of issues and values in Religious Studies dnd Philoso- fornfal way.This is done in the several disci- phy could be seen and the relation of.these two disciplines

.plines, ..but particularly in Religious Studies to the entire curriculum could be more readily understood. arid Philosophy... Some considerations should be kept in mind during 'The yalue.s that emerge from the Gospel these discussions: and the age-old tradition of Catholic learning 1) given the philosophy of vajue orientation irr the cur- should aid in intensifying the meaning of litera- riculum of a Catholic College, every student should be turej tke arts and pryfessional traditions made aware that there are.,Ailtimate issues and haman

studied by St. Norbert students.. values which touch each discipline and are affected by the "In the spirit of the Second Vatican Council, aNroach the discipline takes to instruction; ...pluralism is demanded by the conscien- 4/1) the several disciplines should not be expected to con- tious pursuit of truth in personal freedom by a sider these issues and values in the same formal way Reli- diverse group of people." gious Studies and Philosophy.are expected to; 22 Occasional Papers, Summer 1979 1 3) all feachers need not subscribe to Catholic teachings The Third Issue: Religious Studies an4d Phflosophy nor even to a Christian understarfding of .life and its values: The 'Religioustudies and Philosophy, disciplines' by ". .the College considers it essential to its mi-ssion and their very nature-have the duty of a more formal inquiry faithful to its Oadition to inc1iMe atnong its faculty articu- into the Isues of human aittes and of grappling with ulti- # late persons for other Chrisian. and even ,hon-Christian mate questions in _Li formal Way.1:he two disciplines, how- traditions. Some faculty,while neithersharing the %. ever, approach these questions by different.roads. Reli- Catholic tradition nor, the Christian faith, remain at -St. giou.s Studies uses divine relevAtion as a source; Philoso-, Norbert because they lead lives of inquirry that sup pdrt ^a phy is hata on- reas'on alone. Iri the Catholic tradition, commitment to the realm 5f moral values." (The Religious ,students are txpected to contion( ultimate issues and Dimension of the College); questions about humamrsi oth perspectives. It 4) ,the raising or pertinent questions about ultimate geems to folloWl-then, that it w egitimate to expect issues and human values in the 'Severaldisciplines would any graduate: bf St. Norbert or any CatholicCollege to lead to the students' being challenged to articulate ,their have been faeed with the issues and questions from both beliefs and values, and should make them highly conscious points of view. of the religious heritage of the College, specifically in the . Teachers engaged in these two areas of stUdy should be intellectual realm; . able to assure their colleagues' that the 'Religious Studies 5) grappling with suchques4ionsis nolo)ce-exelusive pre- and Philosophy offerings do, indeed fulfill this expectation. serve of the Religious Studiesand/of Philosophy staffs. In analyzing the theology and philosoohy curricula, the Each faculty member should contribute to the awareness staff should &p in Mind: of the religious heritage in the academic arena; 1) the requiremehts of a respectable, academic major in 6) such an orientation does not imply that any student each field; must accept the Catholic Christian position, or that the 2) th .legitimate expectations for service courses for student must limit his/her intellectual pursuits within the non-majbr,s, seen especially in the light of ale Cojlege as boundaries of Christianity; t-ther, the students should Catholic in he post Vatican 11 era and all that implies; undaind clearly what the issues are, be critically and 3) the nessity of including offefngs at th ervice t analytically awarc of a ,christian approach to them, and course' IeVelhich would in fact bring students intr. formal "be encouraged to clarify their own values and embrace confrontation with the ultimate issues and consid a tion their beliefs frog personal conviction. The campus, like the relationship between human activity, and human

the pluralistic society in which we live, offers a laboratory values; or for the testing and strengthening of human values" (St. 4) the resources available or those which should be avail- ..Norbert College Goals Statement); 41, able, given the goals anci miAion of the Colleget; 7) not every course offered at the college level presents 5) ultimate issues include those which deal with each the possibilities for such art orientation; nevertheless, every human being in relationship to himself, neighbor, environ- area of study (the discipline) considered as anintellectual ment, society, the cosmos and God; endeavor, doesor shouldinclude opportunities. Some 6) 4 critical ang. analytical 'approach to religion can be illustrations might.clettify: Are some current business prac- undertaken either from a phenomenological viewpoint tices in management or adwertising consistett with human (common in state supported schools).,or from a confes- dignity or freedom? Does the fact that scientific tech- sional perspective; the, confessional perspective does not . nok* givti us the ability 'to do certain things mean we veiyate the critical and analytical approach, and should not should?'Js the Profit motive consistent with.Christian prin- be confused with indoctrination; it is in fact traditional as cipks? ifhat is the relationship between current economic:0_,pressed in the formula "faith seeking understanding"; theory and practice and justice? Is ,the American penal there is a common intellectual atkainment or -desired system just? What is the relation between determinism, understanding that graduates of a Catholic College should free will, and the notion of&-istian responsibility? Is have, though this might only be vaguely identified as "a therc more to existence than that which can be physically mature confrontation with the Christian heritage," or oscientificaily demonstrated? Do Sartre, Kafka, Milton "the essence of Christianity in its current expression"; and Shakespeare speak clearly to some of the major prob- 8) a "core" course or series of courses may be neither ".140s of the human condition?; do their philosophies reflect wise nor desirable; any one of a number of a proaches OT challenge a Christian understanding?Questions about could be used to expose the stuilents to al and con- justice, peace, oppression, exploitation of human and _front them with the issues in question;- natural resources, and human dignity cut across dis- 9) the confrontation with issues from a religious perspec- pciplinary lines, as do the issues of human rights, prejudice, tive is different from a consideration'undertaken out of beauty, 'order, good and evil. pure.reason.

Occasional Papers, Summer 1979

2 (; 0114

Th* Fourth Iiiuci-The Requirements in ciplines would serve Catholic higher, education well. Even 'Religious Studies and Philosophy though theological pluralism would no doubt be evident, With the, data and observations provided by the ther. e would. be a common basis tdi understanding, a dseliberations on the first three issues, the faculty would clearer concept of' the goal of Catholk higher education, then bi in a position to make a mature and conscientious, and a more concrete possibility of students and faculty integrating the knowledge from the various disciplin judgment about what should be required of students in the 44 areas of Religious Studies and'Philosophy. The two disci- open and candid discussion of they issues would serito ' plines and the service they offer would presumably be seen clear the air and contribute to malting more explicit the not in isolation from the rest of the curriculum, Or present identity of the Collcge,as a Catholic' institution of higher chiefly because the College is' Catholic. Their roles would learninfi. It might also make the College more readily be; rather, complementary to the entire academic endeavor recognizable as EurapostOlate ofthe Church not only by andclina sense;central to the unique inission,of the College the College staff but by the general public as well. as a Catholic institUtion of higher learning.

Conclusion Xaviet G. Colavechio, O. Praem. An explicit and articulated commitment to the religious Chairman, Division of Humanities and Fine Arts,. dimension of the College by the'faculty of the various dis- SjVorbert 's College, WI

41.

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Occasianal Papers, Summer 1979 4.. ;41- THE EMERGING GUARDIANSHIP OF AMERItAN CATHOLIC flIGHER EDUCATION'

Martin J. Stamm

Until the mid-point of the 1960's decade, theeutr American Catholic colleges and .universities; (2) data pro- echelon governance of American Catholic higher edu- vided by 124 institutional administrators pertaining tO tional 'institutions was the responsibility, of the religious board composition,-structure, and cor'porate status; (3) institutes which hadjoUnded, staffed,.and sponsored those analysi.* of questionnaire rOponses from 118 institutional colleges 'and universities. Members of the laity, both. presidents relative to an_ofaluation of laY, performance, Catholic aud non-Catholic, did not substantially partici, contribution, influence, and impact upon institutional pate,on the boards of trustees of American Catholic col- governance and mission; and (4) verification of the analy- leges and universities until a convergence of American Y sis and interpretation of the data through 42 on-campus societal forces and developments, coupled with the revi- interviews withir 'tees, presidents, and SRB superiors at sionary ideals of Vatican H's "aggiornamento," provided 14 Catholic coWs and universities icross the country. the climate within both the Church and the Amcrican All two-year and technical colleges, liberal arts colleges, society to make the inclusion of laypersons possible and and universities which claimed an affiliation with the welcomed. The process of incorpOrating laypersons as Roman Catholic Church In 1977 comprised the target tritsteq On tfie governing boards of these colleges and population of this study, from which 154 institutional re-, universities has been advocated by professional associa- sponses were received with .139 institutions providing data tions, Catholic laypersons, Catholic clerical and religious for this investigation.5 leaders of American higher education, and encouraged by Catholic educational organizations. The discussion of the Suin4aryof Findings benefits -and liabilities of laicization continues today with Question I: To what extent had Roman6itholic colleges the question of appropriateness and productivity of and universities formalized the presence of hfSpersons on laicization as yet unresolved within the Church and within their boards 'of trustees? Catholic higher education. P In general, voting lay trustee presence on Catholic It was, therefore, the purpose of this studyto determine higher educational governing boards w4,s founc to be the extent to which the process of "laicization"'of hoards specifically mandated in ohly a small minority of the by- 9f trustees at American Catholic colleges and Universities laws and chiirters.examined in this studyl.but it was found had occurred by 1977, and to determine to some degreethe to be "implied" in over 93aiti of all institutional governing ith9act of tikat movement. Four focal questions were posed documents.' relative to that centink purpose: (1),To wkat extent had Rarely were members of the laity mandated by the by- Roman Catholic college., and universities Tormalized ithe laws to liold positibns of leadership on the board of trus- presence of laypersons on their boards of trustees? (2) To teecor to be delegated leadership posts oh board standing what extent and in what ways did laypersons on those, and ad hoe committees. boards participate in the board's total role within the or- 4, Seldom were laypersonsomandated by by-laws to mem, ganization? (3) To what extent had the presence of lay trus- bership on specific board committees, and rarely was the tees on the governing board altered the relationship of the composition of various board standing and ad hoc com- college/university with its founding/sponsoring religious mitteesarticulatedinthe institutionalby-laws and institute (the SRB)?! and (4) To-what extent had the pro- charters. cess of laicization been a national, uniform movement? An examination of institutional by-laws revealed that This investigation' utilized a four-fold methOdology: (1) only '6807o of all Catholic higher educational governing examination of 133 primary source documentsnamely, boards were COMPREHENSIVE BOARDSvhat is, 119 corporate by-laws and 14 institutional charter* of legally promulgated by the by-laws to act as the educa- 25 Occasional Papers, Summer 1979 28 tional corporation and to be synonymous with the "cor- Seventy-three percent of all board chairmen tin poration";' of these boards almost all were INDEPEN- boards were laypersons. DENT, but a few were DEPENDENT COMPREHEN- Lay trustees were found on 950/0 of all board executive SIVE BOARDS in that they were required by their by-laws committees with a median presence of 60Q/0, of total voting to seek approval on certain matters from another corpor- committee membership. ate entity external to the college/University arganization. Eighty perceni-of the chairmen of all board standing The remaining 320/u of Catholic college and university committees in 1977 were laypersons, with lay trustees com- boards of trustees( were NON-COMPREHENSIVE priging over 80% of all committee chairmanships in the BOARDS, responsible and accountable to another internal areas of investment/endowment, legal affairs, construc- organizatienal group or sole which was equivalent to the tion/physical plant, development/fund raising, public/ "educational corporation." Community relations, budget/financial affairs, and long- In an overwhelming majority of instances, the STIB' range planning. . community had endorsed the concept of laicization of its Lay trustee presence on board standing and ad hoc educational ccaporation's governing board. committees was dominant on committees involving the Question II: To what extent and in what ways did layper- above-mentioned issues along with alumni affairs; in many sons on those boards participate in the board's total role instances, such lay trustee committee presence was signifi- within the organization? cantly greater than the lay proportion of total board mem- Lay truste voting pieence on Cattolic college and bership. university governing boards was extensive in 1977, with al- . Lay trustee presence andpartiipationwas found in all most 62-% of all trustees nationally being laypersons.' areas of the governing board's role within the college/ - Laypersons were reported on approximately 93% of university organization, and institutional presidents almost 4 all institutional governing boards, and their collective unanimously expressed satisfaction with lay trustee perfor- presence ranged from Z2% to 90% of total board voting mance and effktiveness. membership; with a median presence of 61% of -total Institutional presidents evahiated their lay trustees as roster. extremely influential in board decision-making in both

Table I: LAY tRUSTEE PRESENCE IN RELATION TO 1977 NATIONAL TRUSTEE POPULATION

BOARDS OF TRUSTEES VOTING MEMBERSIIIP

BOARDS REPORTING : SOME LAY PRESENCE ALL BOARDS' (N 112) (n = 121)

STATUS CLASSIFKAtION Percentage Percentage of BOARD MEMBERS Number of Total Number of Total

SRB Board Member' 806 34.04% 873 35.82Wo Other Catholic religioto/clerical board member 52 2.20 54 - 2.22

Clergy/religious not Catholic hoard member 5 .21 5 .21

Lay Catholic board members 1112 45.63 'Lay Not Catholic board members 393 16.60 393 16.13

Total Lay Prcscnc 1505 63.56 1505 61.76

frOTAL BOARD MEMBERVIP am, (NATIONAL POPULATION) IN.1977 2368 190.000/o 2437 100.00% lIl alneludes 12hoard membcrsrtsom one institution which had been tounded by secular clergy of various U oceses; all secular clergy from this institution have been classifiedas SRB Trusta.s.

bOnlyinstitutionhad'heen founded by laypersonswith the assistance and copperation of the local diocese. In this case, all religious from that diocese are in eluded as SR H board members, whileall laypersons have been categorized viithin theclassifications of Catholic Laypersons and Layper.sons Not Catholic. 26 Occasional Papers5ummer 1979 Table 2: the minority of board voting presence; nationally, SRB DISTRIBUTION OF PERCENTAGES trustees were one-halfthe number of their lay counter- REPRESENTING LAY TRUSTEE PRESENCE OF 'Darts, and their median presence was

_ Occasional Papers, Summer 1979 27 lege/university. Rather, laicization had insured4'shared legal, professional, and management expertise was central partnership" in the future of Catholic higher educational ,to the making of good organizational decisions. institutions.' The laicizacion movement initiated the process which has resulted ill making the Catholic educational corpora- Question/V: To what extent had the process of laieizati& been a uniform movement, cutting across the variety of tion more independent of the SRB comrhunity. While it institutions of higher learning, the various geographical has,lessened the control and influence of the SRB com- regions of the ttinited States, and the ,Aarying kinds of =city and its leadership in tHe formal organizational governing boards with differing degrees of corpOrate interrelationships, laicization has not, served to sevsr or jeopardize 'in any instarke the continuation of che SRB's status? Midwestern institutions reported a higher percentage affiliation vh and servier to the college or university. The laiciz.ation vement was found to be mOre prevalent in of laicized boards of trustees with generally larger lay trus- the Midwest, at Catholic universities, and at higher educa- , tee voting board presence than institutions in other gm- graphicatTegions of the'country; the East, and especially tional institutions With the largest enrollnients. Noncom- the West, lagged significantly behind the Midwest and prehensive boards tended to have slightly greaterlay Presence than comprehensive boards, although a sizeable slightly behind the South... Universities had a greater percentage of laicized minority 'of Catholic ilititutional boards reported lay- boards which' reported greater lay voting presence than Persons in the majority presence of those erni9g boards other kinds of institutions of higher learning; junior and which both aer as the educational cis lion and also hold title to all educational facilities, flf r ies and assets technical colleges reported the least extensive laicization of of the educational corporation. - their boards and the least peivasive lay trustee presenCe. In conclusion, the results of this investigation indicated Co Institutions with enrollments of 5,000, or more students (FTE)" reported the most significant lay trustee that larcization has been, an important development 'in Catholic' higher edticational governing boards 'during the presence, as all institutions with enrollments of over 1,000 period 1943-1977. Involvement by laypersons as trustees students had laicized boards of trustees in 1977; the small- 1,0 est instftutions (those with under 500 students) reported was found totieextensive, pervasive, and nationally implemented. Laicization has, been a positive movement, and .belinv 'average lay trusteepresence and the fewest percen- has permitted Catholic colleges and universities to have ac- tage of laicized governing boards. , Non-comprehensive boards were found to have cess io new sourcesi.of expertise, finances, and human resources. While formalizing some corporate relations slightly greater lay, presence than comprehensive boards, with the SRB, the laiCized governing hoard has not served and,non-owning or' partially owning comprehensive boards to dilute the Catholic 'mission or institutional purpae. reported greaterlay. presence than owning comprehensive Laicization, in fact, offers eonsiderablq hope to1 erican boards (which comprised slightly less tkain one-half of all Catholic colleges and universities by strengt heir boards in this study). corporate government entities,

7 Summation of 'Inuits , In summary, this study revealed that lay presence and REFERENCFS participation were extepSive on the gdiperning boards of Catholic colleges and universities in 1977, ,but the impact This summation of reslults is drawn from the author's Ph.D. doctoral of laicization was ameliorated by the non-corporate status dissertation study, entitled New Guardians of AniericutiCutholic Higher of the substantial minority o't those institutional boards of Edu stio.onf:RAonniaan araiinhuolliiiicn-Afofftlila.ateydPca ortfii gipeasdaonnd. orinlitvee ;.sGitioesv.e,rnsuinbg: trustees. Lay presence had been widely promulgatedin--- mitted to thc Graduate Faculties of thc University of Pennsylvania. Com- both the institutional by-laws (where lay,presence was gen- plete text of the t ntirc investigation is available through University Micro- erallyAmplied) and by the formal endorseMent by the SRB films, Ann Arbor, Michigan. 2.* Laicizatioz was defined as "the process of incorporating laypersons comAnities of the laicivation of their edutional govern- into a previously all-religious or alk-clerical group of activity." lt is not to ing boards prior to corporate reorganiza ion to include he confused with "secularizatiOn" which connotes elimination of or dilu- members df the laity on those boards. L ymen and lay- tion of a religious purpose, mis)on: or identity. 3. SRB stands for "Sponsor ng Religious Body," term which has women were found on an overwhelming majority of these been commonly adopted by Catholic educators to refer to thejOunding, boards, and thciy were found to be,in the board's voting affiliated, or related religious institute with whom the :611,,Caiuniversity majority on most governing boards. Lay trustees were re- has previously or maintains currently historical, corporat.t< and organizational ties. ported to have been holding iksubstantial majority of the 4, The Association of Governing Boards of Colleges and Universities most influential board leadership positions, They were (Washington, 1).C.) provided funds for this dissertation study as part of considered by institutional presidents to be highly influen- its Trustee Leadership Program wider the auspices of the Lilly Endow- ment, Inc. The author is particularly appreciative.' to Dr. Richard T. tial in board decision-making and policy-making, espe- Ingrain. Vice-President of the Association, for his continuous support cially in the auas of Ward concern in which their business, and encourageNnt throughout this inquiry.

28 Occasional capers, Summer 1979 ,71 The very fine ratc of responsv to the suvey questionnaire request for tion, to exercise c rporatc authority and responsibilits unilaterally. Con- a must be credited to those individuals who graciously acknowledged sequently, "corporate boards" were identified as either: INDEPEN- to their colleagues their support for this research effort. The author DENT COMPREHENSIVE BOARDS (since they could take all corpor- to extend special gratitude toRev. Msgr. John Murphy,Execu- ate actions andftilfilt all corporate functiOns unilaterally) or DEPEN- tiveirector of the Association of Catholic Colleges and Universities, DENT COMPREHENSIVE BOARDS (which were unable to take all Rev. Theodore M. flesburgh,..C.S.C.,Presidsnt of the University of designated corporate actions without reliance upon concurrence from Notre Dame, andSr. Jeanne Knoerle,S.P., President of St. Mary of-the- some othcr Corporate SRB General Council, SRI3 super boardor some other corporation's govirning board for certain cor- Woo?cts College, far their endorsement of this stody. , Additionally, the following friends and colleagues assisted in review- .porate actions and decisions). ing, critiquing, and sharing their wisdom regarding thc initial drafts of the Additionally, for purposes of this study, all "comprehensive'boards" survey questionnaire.instrumeot: Dr. W,illiam B. Castetter, Professor of %Tie further categorized into two tertiary4evel sub2categories: those Education. University of Pennsylvania; Rev. John E. Brooks, S.J.. Presi-.. boards which own the educational asSetr, property, and facilities of the dent of the College of the Holy Cross,- Sr. Mary Ceorge y, and those boards which are nonlowning governing S.H..C.J:Trustee of Villanosta University and Gwynnecl Macy College, bo . Dr. Margaret Healy, Treastirer of Brynl Mawr College, and Dr. James 8.4Mabagerial, ornott-comprehens ve boards"anost often relied upon flatragher, President of Mount4loysius Junior Collige. od4er internal governing bodies withik the college/university corporat 6. Most often by-laws spttifkd tdtal board voting meMbership and struature for full exercise of corpo4 powers and responsibiliti minimum SRB representation; less than glifs of all by-law documents Managerialoards inherely.canno1ilTll corporate functions chie examined in this study. precisely mentioned laypersons as voting trustees. mandated liontations on their powe instittitlonal by-laws. Frequen The number of by7laws.which articulated the ratio of religious arid lay the corporate entities under which "managerial boards" operake, us trusfees was incidental. Hence, since in most cases only the extent of reli- have the following names: board of mimbers. corporate Wu, beo of gious/clerical or SRB presence on the board was mandated by institu- incorporators, or board of fellows. In these instances, the V of tional by-laws, and since most oftsn that presence was less thin like& of members is a separate governing board from the board of trtist ile the total board membership, the presence. of lay trustees was "iniplied" both groups structurally are within the calleijeixejyersity orga nal within the by-laws. This implicatign was verified through personal con- structure. verations and discussions institutional presidents, trustees, and SRB 9. It is interesting ta note that laymen and laywomenho are not periors during the final methodological phase of this investigation. Catholic comprised nearly I7Vo of the national trustee pop ation in this 7. This investigatiodievealed a variety of governance structures within study; one of every four lay trustees selected for voting m bership atholic colleges and ukversitks. Functionally,, it was determined that governing boards was not a Roman Catholic. Further, it was learned that veining boards could bt classified into two primary catesories: COM- non-Catholic trustees. held one-fifth of the board chairmanShips REHENSIVE me CORPORATE BOARDS, those governing boards laicized boards in this investigation. ich were accorded by charter and by-laws full corporate powers and 10. FTE signified "full-time enrollment and its equivalent." ponsibilities its evaluated in accordance with selected functional cri and NON-COMPREHENSIVE or MANAGERIAL BOARDS, those griverning boards which were aot accorded full corporate power and responsibility as determined by selected functional criteria. "Comprehensive" or "Corporate Boards" were subdivided into two Martin J. Stamni, Ph.p. secondary categories dependent upon their 'ability to take unilateral ac- /University of Pennsylvania

29 Occasional Papers, Sum r Rip

f4,

IN§TITUtIONAL VITALITY: UP 'AGAINSY THE.EIGHTIES A Brief Repcirtion agonferince on Values

James A. EhbeU

As the 1980's move toward us, it is becoming increasing- !about the health of these insiitutions. In view of this con- ly important for administrators anclaculty in,sm,011, elusion,iena Heights College arranged for a conference .vate colleges to stay abreast of the indicators of both insti-' o ind&iUuals interested in engaging in dialogue about the tutional vitality and deterioration. issues of institutional vitality and professional develop- In the current inflationary environment, small, private ment in small colleges. The conference was designed as a colleges find that their concerns about Money and survival forum in which dialogue would octur and where new in- often tend *to crowd old the more subtle andvmetinies sights on the issue of institutional vitality could emerge. abstract questions ot\ community, cipportumlOmurity, About shty persons responded to the conference invita- conflict and quality of intellectual life. Yet, these issues are tion. Many answered a preconference questionnaire asking the very dimensions of higher iducational organizations for definitionspf "institutional vitality," characteristics of which will beg for constatit attention and deeper insight Vital institutioiA, obstacles or constraints posing the great- over the next decade. The questiog that should be upper- ist threat to institutional vitality, promising ideas tO over. most in all of our minds is "Survival for what2" conic the obstacles, and the names...9f theorists and practi-.

, Those involifed in long-term planning for small colleges tioners who appear to have the greatest insight into institu- are beginning to struggle with the tasks of assessing institu- tiovi vitality. Their answers pkvided the framework for tion,' vitality an'd detecting the subtle shifts in institutional task groups to begin outlining.some ef the key issues and .climate which might affect the quality of performance and to suggest some agenda for the future. What follows is a the Well-being of those within. The real challenge is not brief report on the ideas flowing out of the conference. only to be able to detect threats to the fragile fabric of vitality, but also to understand what must be done to develop and to maintain the kinii of environment condu- Definition of "Institutional Vitality" cive to producing, sustaining, and enhancing the creative Institutional vital'refers to the quality of life, both

energies so necessary to any healthy organization. . professional and c mmunal, Of an institution. ,It is a func- During the past two-and-one-half years Siena Heights' tion of individual members' enthusiasm for and identifica- -College- has .experimented with 'several model activities tion witil* the mission and goals of the institution; it also .aimed at the cultivation and maintenance of a climate con- depends on each member's perception that thc institution ducive to .the professional and personalilevelopment of its _facilitates personal and professional goals, the fiscal via- faculty and staff. These activities were part of a project bility Of the institution, studeht morale, and external sup- supported by the Fund for the Improvement of Postsecon- port (in spirit as well as gifts). 1 dary Education which was designed to pravide approaches A college that has "vitality" is one in which the life signs that could sustain the quality, of the professional and per- are all strong. These life signs are: (1) clearly defined and sonal lives of all members of the college community even in accepted mission; (2) quality academic programs to fulfill the time of financial constraints, low mobility, and serlous mission; (3) a clear sense of direction and obtainable goals; questions about the prospects for the future of private und (4) a climaie irrwhich the people who operate the insti- higher edu'eation. tution are encouraged to be creative, productive, and per- The insights provided by this project, confirmed an sonally fulfilled. fearlier assumption that the question of the well-being of An institution which has vitality differs from an or- small, private colleges is extremely complex andiine that ganization in that values are central to its existence. It must call-upon the collective wisdom,.experiencAnd re- differs from a bureaucraey in that individual persons are. search of those who have expressed a growing concern more important than ,knowing and adhering to a highly , 30 3 r) Occasional Papers, Summer 1979 rationalized, predetermined structure of rules, norms,and colleges consume meager capital resources faster than ,procedures. It differs from a group in that Continuity over these resources can be replaced. time is a key element. This continuity is traceable totlie need to cope ivith sonie longstanding human needs rooted in the human condition. II cliffers frorn an individualin 1. One or the key issuesis the relationship between that there is a shared, communal, cross-person aspect in- money and institutional integrity because we tend not to volvea. 'approach education as a problem of need and ignore the *italitythe opposite of 4ifeless, dead, inanimateis necessity f r genefating interest. The small college must in- more than bcing merely lively. Vitalness (vitality) implies sure thJhe actualization of its missionis capable of both life or liveliness and strength, force, momentum, bringing in monetary support from those who benefit from challenges being aCcepted and met. the institution's pursuit of its niiision. A college should be like a good eating piacetlgood meal creates satisfied Cbaractesistks of Vital listitiations customers -who, in turn, t1 others of this good eating I. IndividualS with high energy levels who find problem- place, who then come, aretisfied, tell others, etc. Educa- tion as nourishment for tlspirit should create satisfied . solving challenging, not stressful. - 2. individuals who have no-preconceived notions grout sttidentswho then tell others, etc. Thus, the money for what-they can or cannot do7.will or will not do. survival should come from the institution creating and ful- ; 3. A shared articulated sense 'of purpose andmission. filling a mission that satisfies a basic need in those persons 4. A curriculum oriented to the students' curiosityand whom the institution desires to serve., the integration -of the students' psychological slaws and 2. Personnel; How do they react under stressful condi- experimental possibilities in the planning of4ie curricu- ,tions? Can they pace themselves? How do they handle .lum. ambiguity? Do they" know where their obligations end? S. The collective ability to serve the personal and profet- How do they react to budget constraints? Are they willing sional needs Of the' membership (students,faculiy-- and to buy into the mission of the college? Does the institution staff) while remaining true to the stated mission. provide the kind.of life-style they want? Do-s the amount

' 1. of money they receive satisfy what they believe is necessary for maintaining the kind of life they want? Do they see Obstacleste; Vitality themselves as professionals? Are they willing to take risks? .1. A major obstacle (especially for the small college) is Why did they go into teaching? the sheer amount of paperwork foiced on the college by 3. "Burnout": While one of the 'characteristics of a vital federal.and slap governmentsand the acestditing bodies. institution is individuals with high,energy levewho find Thii paperwork saps and dierts ,important energy- that .problem-solving challenging, not stressful; its important should be directed to educationally relevant procedures to note that these individuals must pace temselves to and processes. avoid exhaustion. Fajit1iy and staff burnout was men- 2. Economic struggle(i.e. finding enough students to tioned frequently b conference participants as a pheno-7 make the institution viable.both educationally and finan- -menon et colleges where much energY is spentresponding cially) makei it very-difficult to engage in the kinds of lei- to tile needs of new student clientele, making curriculum surely, reflective exchanges on the educational process and changes for traditional students, making cost reductions possibility, coupled with long-term planning needed to and dealing with fading educational 4uality. nourish individual vitality. 4. Ineffective Management: Lack of creativity onthe. .3. The rigid maintenance -or only a palliative modifica- part of facUlty Ind administrators. Administratorsciften - tion of the traditional curriculum. focus on quantitative measurements because of financial 4. Public policy: (a) social and economic incentives worries. Faculty are often.deeply committed to academic emphasizing quantitative (e.g. increased student access and disciplines and cannot justifyfor themselves interdis- equal educationiloel

S. Promote creative, alternative teaching styles. A renew yourself? What is the relationship between having 6. Mobility: Develop ways of facilitating mobility for .control over one's time and "burn-out"? Is it more corn- those who are ready to-leave. mon among people with many different responsibilities?

7. Clarification of misltion and identifying academic per- "I 7. What leadership style(s) has the greatest impact on formances which exemplify the mission. institutional vitality? . , . 8. Consider opportunities for taking programs away 8. What are the indicators of growth among faculty, from the campus to where the people are. Look for crea- f staff, administrators, and students? Can the growth of one tive linkages with other organizations. -,,gfoup have an impact on the growth of the others? , 9. Consciousness Raising:-, Small private po lleges are 9. What kinds of group experience_affect the quality of good places to be for quality education. The university dialogue among and betwetn facufty and administrators? model is not the only standard of excellence. (Faculty Reading Day, lib ral art.s seminar, workshops, traveling together to seminars, meeting together with State and National Policy Issues faculty from other institutions, etc.) 1. Effective means of reducing requests ror data which 10. How much does "Vitalitr depend on the quality are often overlapping. '''(GPA,- ACT scores, SAT scores) of students? What is the 2, A student aid program that not only allows colleges to relationship between vitality and studeat, improvement compete on, an equal basis for students, receiving federal basedton GPA, SAT scores, ACT scores, etc.?, assistance, but also compensates for ir.differences 11. Who cares about whoni in a vital institution? Who among inititutions in a wAy that enables students to choose nurtures whom? colleges on non-economic grounds. 3. Tax credits- for personal and corporate co tributions Conclusion to any postsecondary institution. , Planning in small, private colleges ror the 1980s, will 4.Greater regional coordination of .postsecondary have to take ac,count of the concerns raised ancrdiscussed education. at the conference.- It is oar hope that the insights provided 5. Federal assistance for private institutions trying inno- by the conference partiallints will serve as a means vative proaches to respond more effectively to the edu-.111 through which interestedindividuals can engagein cational needs -of students. dialogue about the issues of institutional vitality and pro- 6. InceMives for cooperation between public and private fessionaLdecveloptnent in their institutions. More complete institutions. prodeedings from the conference will be published later.

Research Problems I. What kinds of faculty development activiti s make a difference in the'vitality of an institution?. 2. Does an analysis of a professor's own cognitive learning style have an impact on his/her effectiveness as a Varn s A. Ebben teacher? Dean of the College and 3. What is the quality of facully's relationship to' facul- Director of Professional Development ty? (Is there intra-disciplinary 'antVor interdisciplinary Siena Heights College teaching and/or research taking place?) What is the extent Adrian, MI Ilk

32 Occasional Papers, Summr 1979 THE NE1.1 CHRISTIAN HUMANISM PROJtCT AT MINT JOHN'S,eOLLEGENTILLE .

LW Franklin

Saint John's University is located. on 2,800ilicres of schools have all gained a.ineasure Of national attention as' s, woadland and lakes seventy miles] north, of Minnea wel14-anethis in the cultural sphere. .The univ'ersity. me founded in '1357 and today. enCOM, At Saint John's thequestion of integrating the religious passim 1,800 men undergraduates,. 150 graduate students; tradition with humanities, teaching add the problem of 160facultif (40% monastic/60% laYmen) and 300 monks decline in ihebumanities had been studied by the National attached to the largest Benedictine Abbey in the world. Advisory Boar'd and the National Visiting Committee who From the 1930'i Saint John's was one of-the centers of the had made these recommendations by the fall of 1976: Liturgical*xement for the Epglish-speaking world. It I. That the univers4y pay attention to giving its students was one Of those institutions which through the Liturgical a dittinctive approach to the world, Movement prepared the way far Vatican U amqng.Ameri- 2. That the curriculum should be so constructed is to caVtoman Catholics and influenced the sofcial though?, reflect,significantly the Benedictine 'habit of taking long Worship, and architecture of Ameridan Episcopalians and views and emphasizing the mert&Of diversity. Lutherans as well. It is ironic. that just after the Liturgical M a series of 'meetings held through the* fall Of 1976 Motement triumphed in-Vatican 11 the traditional curricu- representatives of the four colleges agreed on Ore folldwing lum at Saint John's, which had integrated this mOvement's points: values and those of the Benedictine.order into humanities I. That specific humanities curricular changes which courses; was taken apart. In 1967"the Saint John's faculty grow Out. of church-relatedness be pursued at each of, the initiated a total -curriculutis revision; eliminating i whole. four institutio-ns. sequence of humanities offerings. Humanities courses 2. That specific areas of scholarly investigation be pur- were folios/0om their former centrality in the 'univer- sued jointly by faculty of the four colleges. sity. Student rterest shifted in the direction of vocational ,Acting orr these resolutions, at the end of 1976 Saint preparation. umanities graduates declined tv -16%. in 'John's applied to the National Endowment for the 1977. :.. 'Trulianities for the award Of a national consultant to (1),, Through conversations with-other upper midwest col- assist the University' in designing courses and activities leges it became clear that many religiously-affiliated insti- which might integrate religious tradition and humanities tutions had ixoperienced a parallel separation between reli7 ck teaching More effectively and (2) coordinate planning and gious tradition, scholarship in the field of religion, and implethentation of joint courses, activities, and research humanities teaching. In many colleges this hutbeconie antong the four colleges. A grant of $3,45 was awaFded 'fest ithe Tecialization and general tact of integra: April 1977. The visits of the consultant, Dr. Edward A. amo plines. Even though courses in religious Lindell, President of Gustavus Adolphus College, ex- stulies were being offered on' eampuses, tibey, were rarely tended-frorn February 1977 to December:1 977, under the correlated with the humanities. core consultancy, and fromt'ebruary to June 1978, under . Saint John's began to work closely with three other insti, the extended consultancy. tutiOns: St. Olaf College, Northfield, ninnesota; Luther The initial consultancy centered around using a "Reli-. College, Decorah, Iowa; and the College OfSt. Catherine, gion and.Industrialization" concept as a subject theme of St. Paul, Minnesota. All four institutions are4teirs`both of core courses that might allow new exploration in the a strong religious and a strong humanist tradition. The humanities and at thc same time build on the Liturgical four colleges share With one another a long-standing habit Movement traditions at St. John's. (The Liturgical Move- of showing ty positive interest in cultnral -values. The ment had been a Catholic responie to industrialization.)

Occasional Papers,Swnin; 19?9, 33 *. ,

During the course of the consultancy, however, it, became life, individual and collective. We arc intere ted inits obvious that "Relkgion and Industrialization," given the words aboat4he potentialities and limits of han kind, state of faculty tritini4 and interest at Saint John's and the power of the unique rational faculty as 1 as the the histories of the.other three institutions, was an incom- limits imposed by animality, free will as well as the deter- plete concept. What was needed was a more encompassing minism of economics. approacewhich would 'allow the participation of a greater 3. Given the resources of these four institutions in this number of faculty at Saint John's and a high level of tradition of' Christian Humanism, we expect real integra- cooperation among the four institutions. There was argu- tion to result in the emergence of much higher levels of ment from all quarters that the thrust of the four college teaohing and scholarship in the study of religion and in enterprise should beroader thin that which was ori- general humanities: But we must do this work together. ginally envisioned. An outline curricnium was developed Venturing alone we cannot.accomplish these goals. We can which would allow the history, present role, and future of exert together mdre leverage on our' own faculties than we '"Christian HumaniSm" to be taught as a topical itrea in canseparately. We solve the steady-state faculty problem the humanities. Thus the consultancy went from "Religion e which faces small colleges by providing consta inter- and Indultrialization" tO "Clxistian Humanism," from change of faculty and students in our activities. By ooling the Consideration of a limited number of highly specific our faculties and resourtes we can accomplish teaching, courses to an extensive list of classes,*.kctivitiez having "-rresearch, publication, and Cultural goals which we could four expressions on four.campusts, -two Roman Catholic never pursue alone. Our courses, studies, and activities are and two Lutheran. Finally,. there was a realization that made more objective by combining two Lutheran. schools furthet funding should be soughtfrom the National En- with two Roman Catholic institLitions, two co-ed colleges dowmeni for the Humanities to assist development of what with a men's university and a wotnen'scollege, was now known as the Four College Christian Humanism In July 1978 Saint John's, Saint Olaf, Luther and Saint Project. Catherine's were Informed that the Four College Project Thus, in D ecember, 1977, Saint John's, Sair Olaf, had received grants totalling $250;000 from NEH. Saint Luther Collegg, and- the College of Saint Catherine, each John's received $113,000 for a thrcc-year period. submitted separate Development grant applications to The first courses and activities began in fall semester NEH. However, there *ere many similarities, The 'four 1978. The concentration was on the study of Christian applications wgre collectively titled "HumanisM in an Age Humanism, within the broad context of Western history of Limits: A Christian Perspective." Each college made and theology. At Saint John's the focus of activity was on 'the following arguments to NEH: a large upper division history course (approximately 60 1. There has been a 'growing awareness in recent years students) called simply "Western. Civilization." Similar that the conventional liberal arl% curriculum has failed in offerings were Made available on the other campuses eittier" one of its major functions: to introduce students to thc in theology or history departmerits.All the students ideas that are central tO. our culture. The aim of this pro-,r,studied a common syllabus divided into great epochs. of posal is to. develon.ways of introducing American students Christian Humanism (ths age of Gothic, the Reformation, to the religious aspects of thatcultureAlese religious as- the Age of, Industrialization, fix e ale) with careful pects have been neglected. To many, Christianity and attention to representative indiv1 s (Augustine, Suger, humanism stand in contrast as rival concepts. The charge Erasmus, J.S. Bach, Newman, Bonhoeffer). All read an Os widely heard that religion has been driven out of Ameri- 'identical list of ,texts. Lectures and sources from the first can education and intellectual life. course of the project will be published by Augsburg Press' 2. The humanities will lose if ilculai iiiimanism becomes in fall 1981. In addition there was an interchange of pro- the only humanistic tradition in universities and colleges. fessors, and students from all four institutions gathered Christian Humanism is a key to understanding much of the for a day of activities on four fall Saturdays. At Saint Western culture of the past. If this key is lost, the under- John's the theme of this Saturday "Christian Humanism standing of that culture will be made more difficult. W Festival" was medieval and modern monasticism. At Saint prefer to speak of "Humanism from a Christian Perspec- Olaf the theme was the Reformation and activities in- tive." We want to designate a particular religious tradi- cluded music, films, lectures, and musical performances tion, one which has been predominant in the Western centered about that topic.. world. We also wish to include all the phenomena of that The same pattern has prevailed in the January Term and tradition (theology, worship, ethics) as they arc empirically spring semester of 1979, except that re January course observable and as they make an impact upon the wider cul- considered themes of Christian Himanism in modern ture. We concentrate on the words Christian Humanism literature (Dorothy Sayers, Walker Percy, Willa Cather)

speaksusing Western cultural formson behalf of and the spring course has focused on the specific traditions 11, peopleessentially the Christian reverence for human of each institution. At §aint John's, for example, we have kind and its dignity, ipositive appreciation of human studied the monastic revival of the 'nineteenth century in

34 Occasional Papers, Summer 1979 the context of political revolution, the Hturgkal movement the Curricular models of the twenties and thirties. The,most of the twentieth century in the context of industrialization, obvious departure from older tradition in these Christian and the modern movemenfin architectAre and the develop- --Humanism courses is close cooperation with three other ment of a new Catholic style of church building. At Saint) institutions, two of them Protestant. The reestablishment John's we will be offering courses on Christian Humanism of the Christian Humanist tradition today cannot be done ,in the Freshman Colloquium writing program (Bib 'cal by one faculty heting within narrowly confessional boon- thes in literature) and in our values analysis progra n darks. Links to other churcheS'and colleges most be estab- (mnasticism as a model for secular economic reconstru lished. Working alone in a single institution does not have tio ), the resources to teach comprehensive, first-rate courses oa If class enrollments can be taken is a measure of suc Christian Humanism from the ecumenical perspectivE cess, then the 180 students who have been involved in th which is demanded today. projeet since its inception indicate that students are findin The value of the Christian Humanism program to Saint value in this approach. The Christian Humanism festivals John's at the end of its first year may be summarized in have brought a40 students flom othet institutions to Saint three ways: John's. Twenty monks of the Abbey and ten professors. (1) As a series, of model courses which provide specific frorn'Saint Olaf, Luther, and Saint Catherine's have been guidance for professors throughout the institution in cur- lecturers or panelists in the project. riculum revision. Given the large enrollment of the first courses and the (2) As an aid in'overall curricular change: excitement generated by the four college exchanges, a (3) As a vehicle of assistance in institutional.. ,. soul-search- circus atmosphere has been avoided through emphasis ing and redefinitiOn of mission. upon conservative course content and reading lists.- The new offerings attempt a renewal of the liberal arts from a particular perspective tkd to the past. The use of tradition not only aids in communicating ideas, but it also serves to illuitrate a continually evolving componenAof this'university, \, R. W. Franklin, Ph.D. But while wishing to recapture some of the strength and Director of the NEH Christian vision of the past, there has been noa4mptto return to liwnanism Project at Saint John's

Occasional Papers, Summer 1979 35