I’m launching this blog as a means of exploring issues within the realm of higher education and the popular culture that directly impact how we think and act as Christian educators. Over the course of my more than 30 years in Christian Colleges and Universities, I have seen a marked shift in my students. This has been true since roughly the beginning of the 21st Century.
In my experience, Christian Universities have been slow to respond to these shifts. Many have gone out of their way to reinforce messages from 40 years ago and take pride in “holding the line“. In the process, they run the risk of making Christian Higher Ed increasingly irrelevant to larger and larger numbers of young people.
I began focusing on this question more academically over the course of the last two years. Jeffery Jensen Arnett‘s work on Emerging Adults is particularly interesting in terms of what is happening with the current generation of 18-30 year olds. I’m currently working on a book for freshmen entering a Christian University that builds upon some of his work.
In September, I made a presentation at Spring Arbor University (where I now teach) summarizing the challenge this postmodern generation brings to Christian Higher Ed. Some of it relates specifically to life at Spring Arbor (the reference to the Concept and the Clock Tower) but most of it can be generalized to other Christian Universities. Here’s the link to the video. If the PowerPoint goes too fast, here’s another version.Community of Learners 9-21-12.
This fall, I had the joy of listening to the audiobook of Rachel Held Evans’s wonderful book, Evolving In Monkey Town. Rachel is a popular blogger in young evangelical circles (including some readers like me who are no longer young!). She grew up around Christian apologetics, Christian high schools, and Christian Colleges. But in her early twenties, she began asking herself hard cultural and intellectual questions that her safe Christian mental models really couldn’t reconcile. She’s not new in that regard — the same has happened to bright, reflective evangelical students over the years.
Many Christian students who face deep questions take one of two tracks: either they compartmentalize their reality so that they just hold to their prior position (“God’s ways are not our ways“) or they junk the Christian presuppositions altogether. Rachel describes interactions with friends in both camps.
What makes her book so important is that she models what it means to embrace the tension. It makes life much more complicated but also more authentic. My presentation to the Spring Arbor Community summarized some research findings from the Barna group on the disaffection of young adults in the evangelical church. There are several themes David Kinnaman and his colleagues uncovered, but central to them is the idea that the evangelical church doesn’t deal with complexity.
As I interact with today’s Christian College students, I find some who compartmentalize and some who abandon. But there seem to be significant numbers of students attempting to follow Rachel’s more demanding path.
This bodes well for the Christian University. If we can be the places where students begin to work through their challenges, we can provide models and supportive environments where questions are welcomed because we have nothing to fear.
On the other hand, if we insist that our Christian universities can only be places for people who hold the party line we will miss larger and larger sectors of the young adult population. This is not only bad for the universities, it’s damaging to the greater culture.