In many ways, the Christian academy has entered an uncharted territory, one that will require the fortitude of a pioneering spirit. For the sake of our callings as scholars and practitioners within Christian higher education, now is the time to lay aside our neutral world maps and get to the business of negative world exploration, cartography, and construction. 

Leaders in Christian higher education must constantly wrestle with one fundamental question: How can we position faith-based institutions to flourish without losing their souls? While this perennial dilemma has taken various forms throughout American history, its complexity depends upon the degree of discontinuity between Christian orthodoxy and the values of society at large. In times of general alignment, this negotiation is fairly straightforward; in times of opposition, the challenge intensifies.

What, then, are we to make of our present moment? How and to what extent should Christian colleges relate to the wider culture in which they are situated? Conventional wisdom among many leaders within Christian higher education points to a constellation of cultural engagement tactics.

Seek middle ground. Promote pluralism. Exude civility and hospitality.

Articles appearing in the latest issue of Advance, the semiannual magazine published by the Council for Christian Colleges & Universities (CCCU) and promoted as “the leading voice of Christian higher education,” illustrate how these tactics are typically justified. In “Stewarding Our Call to the ‘Middle Space’,” Jonathan Schimpf interviews Shirley Mullen, President Emerita of Houghton University and current member of the CCCU’s Board of Directors. Mullen describes the thesis of her new book, Claiming the Courageous Middle: Daring to Live and Work Together for a More Hopeful Future, which argues that Christians have a “particular calling” to function as “agents of active hospitality in a middle space—hosting conversations of ‘translation’ and ‘bridgebuilding’ that allow those on either pole to see each other as fellow human beings and not enemies or abstractions.” Mullen understands this calling as not limited to individuals; it also extends to institutions like Christian colleges and universities: “As believers who are entrusted with the tools of higher education, we also bridge aspects of the current polarization within our culture.”

While Mullen advocates for dialogue as a tool for navigating differences within society, CCCU Chief Communications Officer Amanda Staggenborg argues that difference is itself a social good. In “Meeting the Need for Faith in Challenging Political Times,” Staggenborg acknowledges our highly politicized environment and encourages readers to “lean into challenging conversations with faith and purposeful unity.” And why should the reader take such a personal risk? Because, according to Staggenborg, “inspiring and engaging in pluralism is the goal of a civilized society, both in and outside of higher education.” After reassuring the reader that “what we are experiencing in this modern political and cultural climate is not unique to history,” Staggenborg concludes by asserting that difference could actually be a source of faith: “Christians have found faith, not only in spiritual guidance, but in humanity. The core of a democratic society is the celebration of valuable differences of opinion.”

An essay by Staggenborg’s CCCU colleague, Vice President for Research & Scholarship Stanley Rosenberg, further surveys the current cultural landscape. In “Academic Criticism, Civility, Christian Higher Education and the Common Good,” Rosenberg traces the contentious contours of a public square marked by “incendiary comments, inattentive listening, ego-driven and hostile criticism, and polarized political positions” and lays partial blame for the current state of affairs at the feet of “incivility found in the modern American university.” How should Christian higher education respond? By countering the “damaging phenomenon” of incivility through an embrace of the Chrisitan scholarly vocation, which Rosenberg describes as “a particular form of caring, of expressing love, for our neighbour.” According to Rosenberg, the cardinal virtue of this scholarly vocation is hospitality: “Entrusted with the tools and content of knowledge, we are called to welcome others into the community of knowledge. This extends the grace of participation, profoundly reflects the vision of integration, and expresses a vision for the love of neighbour.”

The common thread running through each of these essays is a confidence in Christian higher education’s ability to maintain its mission and position within the wider academy by adopting a cultural engagement strategy. On the surface, the espoused tactics of bridgebuilding, promoting pluralism, and exhibiting civility and hospitality appear unassailable. Upon closer examination, however, a necessary precondition for the strategy’s efficacy comes into focus: an academic milieu characterized by mutual respect, populated with good faith actors, and committed to institutional diversity. Does a sober assessment of American higher education confirm such a climate, or have national leaders misread the current state of play?

To fully appreciate the dynamics of our present moment, we must first look to the past, for where we are today is far from where we started. The history of American higher education is largely a story of departure from founding commitments. As I’ve detailed elsewhere, the earliest American colleges were thoroughly Christian in nature and built upon a medieval model rooted in the Christian worldview. Over time, however, the American system secularized, beginning with the period following the Civil War. Although Christianity’s influence declined within much of American higher education over the following century, the system as a whole still sought to construct a unified understanding of the world under the banner of modernism, a scholarly project presupposing objective reality. This common intellectual framework fostered a forum where Christian colleges and universities could make the case for their particular truth claims.

The modern order would eventually give way to the postmodern turn, a cultural and philosophical movement that profoundly altered the postsecondary landscape. Instead of viewing language as a stable and unbiased medium of exchange for all individuals, regardless of personal background, postmodernists argued that meaning is inherently tied to one’s particular sociocultural context, and these contexts are inescapably shaped by power relations marked by privilege and marginalization. On the one hand, this reframing of reality resulted in the promotion of diverse perspectives within the academy, a move that appeared to be additive. This was the promise of postmodernism: intellectual discourse could be enlarged without diminishing existing perspectives. On the other hand, the ascendant critical theories that animated postmodernism sowed seeds of discontentment within the academy, which would flower into vines of ideological constriction. This has been the reality of postmodernism in practice: intellectual discourse must be policed to ensure that perspectives promoting oppression are excluded.

This progression within the academy at large—from principled pluralism to ideological gatekeeping—portends an inhospitable professional environment for Christian scholars, whose orthodox theological beliefs are viewed by many as oppressive. This gatekeeping is evident when detractors question elements of the emergent dogma, such as the concept of Christian privilege, which asserts that Christians enjoy certain benefits that accrue from the hegemonic status their religion has achieved in American society. Even the most rational and amiable of critiques can elicit a forceful rebuke.

Take the case of Perry Glanzer, a tenured full professor at Baylor University who has authored a dozen books and more than a hundred journal articles and book chapters. A scholar with particular expertise in the relationship between religion and education, Glanzer recently wrote a piece for the academic journal Religion & Education, a leading venue for publishing research studies that “advance civic understanding and dialogue on issues at the intersections of religion and education in public life.” His article explored complexities that are rarely acknowledged by scholarly treatments of Christian privilege, such as the disparities in experience across various Christian groups and the existence of secular privilege. It is important to note that while Glanzer critiqued certain narratives surrounding Christian privilege, he nevertheless accepted the notion that privilege exists and must be mitigated in order to foster an inclusive collegiate learning environment. His final paragraph concludes, “Overall, student affairs needs to champion and commit to creating the structures and conditions to which a just form of pluralism can flourish.”

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