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The Higher Education Chaplain Within a Post-Secular Context: a Case Study Of The Higher Education Chaplain within a Post-Secular Context: A Case Study of Providing a Religious and Spiritual Reality on a 21st Century Campus A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy William E. Mullins August 2017 © 2017 William E. Mullins. All Rights Reserved. 2 This dissertation titled The Higher Education Chaplain within a Post-Secular Context: A Case Study of Providing a Religious and Spiritual Reality on a 21st Century Campus by WILLIAM E. MULLINS has been approved for the Department of Counseling and Higher Education and The Patton College of Education by Peter Mather Professor of Counseling and Higher Education Renée A. Middleton Dean, The Patton College of Education 3 Abstract MULLINS, WILLIAM E., Ph.D. August 2017, Higher Education, The Higher Education Chaplain within a Post-Secular Context: A Case Study of Providing a Religious and Spiritual Reality on a 21st Century Campus Director of Dissertation: Peter Mather The purpose of this study is to examine the lived experience of the higher education chaplain. The reason for this study is that many students attribute importance to religious and/or spiritual quests. The study is a qualitative reflexive case study of three institutions that employ higher education chaplains. The goal of the study is to better understand the role the chaplain plays in a student’s undergraduate experience. The lived experience of the chaplain is examined through a phenomenological lens of care within the current postsecular moment. The higher education chaplain offers a transformative praxis of care for students, faculty, and staff on the 21st century postsecular campus. The term postsecular describes a renewed collaboration between the secular and spiritual worldviews within the larger culture and higher education. 4 Dedication To my beloved partner, friend, and spouse Sommer L. Fisher-Mullins, thank you for the often austere and lonely offices of love while I wrote this dissertation. In the words of Bob Dylan, “I'm closin' the book on the pages and the text. And I don't really care what happens next.” 5 Acknowledgments I would like to acknowledge the many wonderful human beings who have helped me on my educational journey. I would like to thank the members of my committee. First, to the chair of my dissertation committee, Dr. Pete Mather, you helped me in countless ways. You encouraged me to explore my passion for chaplaincy through the larger lens of higher education research—thank you. Next, to Dr. Laura Harrison, a gifted educator and a tireless advocate for clear academic writing. I deeply appreciated the messages you sent me during this process and the many articles you sent my way. Also to Dr. Lynn Harter, thank you for gifting me with a reflexive research methodology—it is thrilling to have such an intimate research tool at my disposal. Lastly, to Dr. Rick Nutt, I have learned a great deal from you. The lessons you have provided me with have shaped me in profound ways. What a wonderful mentor and friend you have been to me. To the chaplains in this study, you gave of your time, you shared your wisdom, in other words, you did what you do best — shared with others so they can grow. This project would not have been possible without you, thanks. To my students, you are reason I show up, the reason I keep doing this kind of work and I am thrilled to continue this journey with you. To Prof. Paul Cockeram, if I were half the writer/academic you are I would have finished this project years ago with no rewrites. I can’t wait to raise a glass of Oban 18 with you. I also want to thank Rev. Landon Whitsitt—you believed in me from the first moment I met you—thanks. Now to my beloved spouse Sommer and my powerful and intelligent daughters, Eleanor, Harriet, and Miriam, let’s go for a long walk around the reservoir—maybe we can get ice-cream afterwards. 6 Table of Contents Abstract……………………………………………………………………………………3 Dedication…………………………………………………………………………………4 Acknowledgments…………………………………………………………………………5 Chapter 1: Higher Education Chaplaincy…………………….…………………………..11 Purpose, Goal, and Problem Statement……………….…………………………..11 Research Questions………………………………………………………………15 Postsecularism……………………………………………………………………16 Definition of Terms……………………………………………………………....20 Limitations……………………………………………………………………….23 Methodological Introduction…………………………………….……………….25 Significance of the Study……….………………….……………………………..27 Chapter 2: Review of the Literature……………………….……………………………...28 Introduction………………………………………………………………………28 Spirituality in Higher Education…………………………………………………29 The Rise of Spirituality…………………………………………………………..31 The Decline of Religion………………………………………………………….33 Postsecular Theory……………………………………………………………….36 The Higher Education Chaplain Today……………………………………….…42 Vocation……………………………………………………….…………………45 Transformative Education………………………………………………………..49 Conclusion……………………………………………………………………….52 Chapter 3: Research Methodology……………………………………………………….54 7 Rational for a Qualitative Approach……………………………………………..54 Phenomenological Method………………………………………………………59 Research Tools…………………………………………………………………...63 Hermeneutic Approach…………………………………………………………..64 Reflexive Model………………………………………………………………….66 Pilot Testing……………………………………………………………………...72 Data Collection…………………………………………………………………..72 Organization, Analysis and Synthesis of Data…………………………………...76 Chapter 4: Analysis of Data……………………………………………………………...79 Care as the Overall Theme……………………………………………………….79 Introduction to the Data………………………………………………………….80 Case Study #1 Muskingum……………………………………………………....82 Care and navigating the unknown………………………………………..82 Care and the unpredictable……………………………………………….83 Care during trouble………………………………………………………84 Care for student’s God talk……………………………………………....85 Care as encounter………………………………………………………...86 Care as motivation………………………………………….…………….87 Care and grief…………………………………………………………….90 Care as love………………………………………………………………91 Care and role……………………………………………………………..92 Care and tension…..……………………………………………………...93 Caring with others………………..……………………………………....95 8 Care as experience………………………………………………………..96 Care and stories………………………………………………………..…97 Care and students……………………………………………………...….98 Care and vulnerability…………………………………………………..100 Care and faith…………………………………………………………...101 Care as collaboration……………………………………………………104 Care as communal……………………………………………………....110 Care and teaching……………………………………………………….117 Retired (Chaplain) College Minister Interview………………………………...124 The right mentor………………………………………………………..125 Care and conversation…………………………………………………..126 Care as prayer…………………………………………………………..127 Collaborative care……………………………………………………....129 Confidential care………………………………………………………..132 Care and conflict………………………………………………………..134 Chaplain Intern Case-Study…………………………………………………….136 Care as relationships…………………………………………………....137 Incognito care…………………………………………………………...138 Summary of Findings Case Study #1…………………………………………..140 Case Study #2 The College of Wooster………………………………………...144 Care within an interfaith context………………………………………..144 Introduction……………………………………………………….…….146 Reading the culture……………………………………………………..146 9 Caring center holds……………………………………………………..148 Caring for deep questions………………………………………………149 Role of honor…………………………………………………………...151 Gender, paradox and tension……………………………………………153 Honor and tension………………………………………………………157 Caring for the university’s soul…………………………………………159 Care and competition…………………………………………………...162 Summary of Findings for Case Study #2……………………………………….165 Case Study #3 Harvard University……………………………………………..170 Care and chaplaincy…………………………………………………….170 Introduction……………………………………………………………..172 Leadership as care……………………………………………………....173 Constant shifting of capacity…………………………………………...176 Care, space, and grace…………………………………………….…….179 The neutral zone of caring……………………………………………...184 Care and conflict………………………………………………………..188 Summary of Findings for Case Study #3……………………………………….191 Cross-Case Comparison of Care………………………………………………..193 Chapter 5: Interpreting the Chaplain……………………..……………………………..199 Introduction……………………………………………………………………..199 Postsecular Hospitality………………………………………………………….202 Hospitable discourse…………………………………………………....203 Academic hospitality…………………………………………………...204 10 Hospitality and mutuality……………………………………………….206 Hospitality and fearless communication………………………………..209 Hospitality and connection……………………………………………..211 Hospitality and compassion…………………………………………….211 Chaplaincy and Transformation………………………………………………...212 Transformative education……………………………………………....215 Social justice…………………………………………………………....216 Social justice, hospitality and transformation…………………………..224 Transformative theology………………………………………………..227 Chaplaincy and Leadership……………………………………………………..233 Embracing the secular…………………………………………………..236 Science………………………………………………………………….238 Transformative leadership……………………………………………...239 Chaplaincy and Wisdom………………………………………………………..246 Sacred and the secular………………………………………………….248 Chaplaincy and resistance……………………………………………..252 Religion and spirituality………………………………………………..256 Conclusion……………………………………………………………………...260 Implications……………………………………………………………………..261 References……………………………………………………………………………....263 Appendix A: Consent Form…………………………………………………………….282 Appendix B: Interview Protocol………………………………………………………..386 11 Chapter 1: Higher Education Chaplaincy Purpose, Goal, and Problem Statement According to Astin et al. (2011), many students attribute importance
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