Many now agree that, at best, ECLA colleges and universities principally educate students so they can discern the material, social, and spiritual needs of others and then respond with committed service and out of a sense of gratitude. In short, the vocation of Lutheran higher education is to educate for vocation. This book traces the history of Lutheran higher education, depicts its chief marks, offers critical perspectives on its aim to educate for vocation, and traces trajectories into the decades to come.
Lutheran colleges and universities occupy a distinctive space in American higher education. In an age where the dividing line between sacred and secular has become blurred, Brian Beckstrom argues that their "rooted and open" approach, combined with adaptive theological leadership, could be the best hope for faith based higher education. To do so, he provides an overview of Lutheran higher education, its history, and identity, and combines surveys of students, faculty, and staff at Lutheran institutions with leadership theory and theological reflection. Leaders at Lutheran colleges and universities will find it to be helpful in understanding their mission, identity, and vocation in a secular age, and navigating the changing cultural environment that challenges the church and higher education alike.
"The language of vocation and calling can encourage faculty and students to venture out of their academic silos and to reflect on larger questions of meaning and purpose. With contributors from across the disciplines, the book demonstrates that vocation can reframe current debates about the role of higher education today"--
Why are we here? How does what we do at Lutheran colleges and universities differ from other Christian institutions of higher learning or public universities? The Lutheran model of higher education affirms the importance of diversity and the need to dialogue with multiple points of view within a context of academic freedom and Christian presence. This means that all people are important and contribute to the character of a community of inquiry, including people of other faith traditions and a variety of disciplines. The great challenge for the future of Lutheran higher education is to keep the questions of faith and learning alive on our campuses. This book is intended to assist that process. it is not intended to determine its outcome.
One of the hallmarks of LutherÕs theology was its concern for daily life. In the midst of debates about justification and salvation, church authority, and the LordÕs Supper, he bore a deep concern for daily Christian life. In this refreshing book, Mark D. Tranvik looks at the importance of vocation in LutherÕs own life and in doing so discovers renewed insights into this important doctrine. Vocation, the called life, is a way of understanding that all of life is under the care and interest of God. All of our activities as a spouse, parent, child, worker, citizen, and church member are a part of a called life. Tranvik begins the book with a clear exposition of LutherÕs context, with a focus on how the reformer actually lived out his own calling. He rapidly moves into the contemporary sphere, drawing on twenty years of teaching and interaction with undergraduate students to outline how a renewed understanding of vocation is a powerful and liberating tool for life in the twenty-first century.
This is a print on demand book and is therefore non- returnable. This timely look at the state of Christian higher education in America contains descriptive, historical narratives that explore how fourteen Christian colleges and universities are successfully integrating faith and learning on their campuses despite the challenges posed by the increasingly pluralistic nature of modern culture. Written by respected representatives from seven major faith traditions -- Roman Catholic, Lutheran, Reformed, Mennonite, Evangelical, Wesleyan/Holiness, and Baptist/Restorationist -- these narratives are also preceded by introductory essays that define the worldview and theological heritage of each given tradition and ask what that tradition can contribute to the task of higher education.
...[C]oncern about the [inherited doctrine of vocation and its relevance for modern life] was generated out of the complexities and frustrations especially of industrial life, and it has produced a voluminous literature of a popular and semi-popular kind which has served to drive home the problem of daily work upon the conscience of contemporary Christians, and also to provide certain resources for handling it. In addition to this varied literature, the last years have also seen a very general discussion of the question at every level of church life: in ecumencal conferences, in the curricular material of the major denominations, and in conferences and study groups of all kinds. About the urgency and importance of the problem of vocation there is now no doubt. But now we find that the rather simple formulae in which we have been dealing with it do justice neither to the Biblical and Reformation inheritance, nor to the profound dilemmas that appear not only in industry, but in every area of professional and commercial life. The problem now is not only to equip our lay-people with fuller theological resources for the understanding of the meaning of discipleship, but to utilize their practical experience of day-to-day dilemmas and day to-day decisions. ...Gustaf Wingren's conscientious analysis of Luther's teaching on the matter...remains our prime resource for the understanding of the relation of faith and works. Nothing could exceed the patience and thoroughness with which Wingren has combed through the Luther corpus.... [I]t will serve to put the full range of Luther's insight at the disposal of those who care for theology as part of their care of all the Churches. Alexander Miller Stanford University
Christian scholars and teachers everywhere are exploring ever more fully the relationship between Christian faith and the various academic disciplines. In this book, leading voices in the Christian academy provide a solid theological foundation for understanding the aims and practice of faith-and-learning integration, especially within church-related institutions, and also discuss some major challenges and opportunities facing Christian higher education in the twenty-first century. --From publisher's description.
How shall we live? What is the good life? What is the value of a person? What is my place in this world? Is God active in this world? These are questions that have been asked in every culture and in every era. From the Hebrew concept of Shalom (wholeness/well-being) to the Greek concept of Eudaimonia (happiness) and even to the American notion that all people have the right to life, liberty, and the pursuit of happiness, great thinkers have pondered what it means for humans to flourish. The doctrine of vocation uniquely answers these questions. A certain level of security, prosperity, and freedom are essential components of human flourishing. God provides these components by working through humans in their stations in life such as parents and police (security), farmers and bankers (prosperity), and soldiers and governments (freedom). And yet there is more for which we strive. We are the type of beings whose wonderment drives us to the pursuit of knowledge, justice, and achievement. In short, we desire to be justified. We want to be valued. We want to be right or just. We strive for epic-ness. But no mere human adulation will satisfy. Nor can we justify ourselves before God with our broken lives. God justifies Christians through Christ and then uses them. God adds another component to human flourishing: purpose. He uses Christians in his economy of love to take care of the world. He lifts us from the ordinary to accomplish the extraordinary, even as we pursue ordinary tasks. For the Christian, these stations become callings or vocations. This can only be fully appreciated if the Christian knows that he or she is free from pleasing God through works. Once the Christian is freed from this burden the whole of the Christian life is reoriented to the free exercise of love towards neighbor. It is the highest calling, the truly good, flourishing, and happy life.
