{"id":5458,"date":"2021-05-01T19:58:08","date_gmt":"2021-05-01T19:58:08","guid":{"rendered":"https:\/\/learn.elca.org\/jle\/?p=5458"},"modified":"2021-05-05T20:01:54","modified_gmt":"2021-05-05T20:01:54","slug":"responsible-lutheran-liberal-education-after-the-covid-19-catastrophe-a-short-reflection","status":"publish","type":"post","link":"https:\/\/learn.elca.org\/jle\/responsible-lutheran-liberal-education-after-the-covid-19-catastrophe-a-short-reflection\/","title":{"rendered":"Responsible Lutheran Liberal Education After the COVID-19 Catastrophe: A Short Reflection"},"content":{"rendered":"

[1] How should ELCA colleges and universities committed to responsible learning form students for a post-COVID-19 world?\u00a0 Pandemics, says Laura Spinney, illuminate and exacerbate social needs.[1]<\/a>\u00a0 Citizens respond in panic.\u00a0 They quickly forget when plague ends and return to complacency.\u00a0 Still, pandemics change societies.\u00a0 They can be an inflection point and even a portal from one world to the next, as Arundhati Roy proposes.[2]<\/a>\u00a0 Rejecting complacency, ELCA schools should focus upon responsible citizenship in response to crises of polarization and distrust that threaten U.S. democracy.<\/p>\n

[2] We must be rid of complacency because human power has vastly increased since the widely forgotten Spanish Flu pandemic.\u00a0 Modern virology followed the death of perhaps 100 million people.\u00a0 Billions have benefited since 1918 and will again soon.\u00a0 Some past complacency, then, correlates with powerlessness\u2014scientific, technological, economic.\u00a0 In this respect, moral accountability for pandemic has increased dramatically.\u00a0 Pandemic control in Asia exhibits what purposeful industrial societies can do, spurred by lived memory and showing the U.S. to be shockingly unprepared and incapable of effective response.\u00a0 Overrepresentation in infection and death\u2014the nation, citizens over 65, Black, Indigenous and people of color, the poor\u2014point to glaring failures that require educational response.<\/p>\n

[3] A turn to citizenship in response to the pandemic would build upon and contribute to the emergence over the last twenty years of social responsibility norms in American liberal education theory.\u00a0 This theory exemplifies 20th<\/sup> century responsibility ethics.\u00a0 As Roger Willer observes, this ideal type emerged from a \u201cdrastically altered social context of unprecedented human power, pluralism, complexity, and the pervasive questioning of authority.\u201d[3]<\/a>\u00a0 It sees moral life as dialogical and fitting response to the other and to context.\u00a0 Among lead thinkers, Hans Jonas\u2019 attention to the traits of technological power and their implications for moral accountability illuminate the salience of social responsibility norms in new American liberal education theory.[4]<\/a><\/p>\n

[4] Jonas notices technology depends upon knowledge-based, collective agency where humans control the world through complex and coordinated efforts that invest responsibility in the group.\u00a0 This agency brings consequences that extend in time beyond original actors\u2014something traditional ethics do not take into account.\u00a0 For Jonas, traditional ethics govern inter-personal relations\u2014local and present.\u00a0 Moral consideration does not extend to the collective, non-human, planetary, or future.\u00a0 Moral reasoning does not depend upon sound use of science and other higher knowledge.\u00a0 For traditional ethics, common sense is sufficient to discern the right and the good.\u00a0 In a technological age, moral agency requires the insights of diverse and expert others.<\/p>\n

[5] Jonas argues that new collective power has reached levels of consequence that call for new norms.\u00a0 Sustainability, for example, as sufficiency for future generations reflects new accountability.\u00a0 Technology brings interdependence requiring critical cultivation of collective action and thus new forms of community and formation.\u00a0 The imperative of responsibility calls upon higher education to be cognizant of its social role and attendant to the new dimensions of collective activity.\u00a0 Jonas\u2019 insights into the requirements of technological life provide norms for judging educational theory that seeks to be responsible.[5]<\/a><\/p>\n

[6] Since 2002, American higher education led by the American Association of College and Universities (AAC&U) has taken a critical turn to learning for personal and social responsibility designed to guide all institutional types and higher learning for all.[6]<\/a>\u00a0 This commitment to diversity and inclusion is an awakening to equity denied and a reclaiming of civic learning to renew democracy.\u00a0 Holding that liberal education is the form of education appropriate to democracy, AAC&U seeks to reform the 20th<\/sup> century technical university of specialized knowledge through scientific research and value-free inquiry to serve autonomous individuals, the market economy, and the technological society.\u00a0 This agenda has marginalized 18th<\/sup> and 19th<\/sup> century attention to developing democratic citizenship.[7]<\/a><\/p>\n

[7] For over a decade, AAC&U has led efforts within American higher education to focus on civic learning and democratic engagement.[8]<\/a>\u00a0 These efforts have called for new learning that goes beyond factual knowledge to capacities for effective communication, critical thinking, problem-solving, collaboration with others, and intercultural competence.\u00a0 This vision aligns education for citizenship with the essential purpose of liberal education\u2014to prepare students for \u201ca world of unscripted problems.\u201d<\/p>\n

[8] AAC&U theory encourages major revision of American higher education to serve the common good through learning for collective action.\u00a0 It presents a paradigm shift with principles and outcomes that address the accountability and complexity of citizenship today.\u00a0 It builds capacity to solve problems of collective power that require pluralistic and collaborative learning commensurate with the plasticity, complexity, and dynamism of planetary life.<\/p>\n

[9] What about Lutheran higher education?\u00a0 AAC&U theory invites the schools of the Network of ELCA Colleges and Universities (NECU) to join this movement, and they have taken a first step through a new common calling statement, \u201cRooted and Open.\u201d\u00a0 NECU schools now see themselves as public institutions with a normative agenda\u2014specifically, excellence in free inquiry and preparation for work as well as hospitality to diversity.\u00a0 These institutions affirm learning for vocation as service to personal and community needs.\u00a0 In these ways, students are prepared and encouraged to serve a common good.\u00a0 Calling students \u201cto serve the neighbor so that all may flourish,\u201d NECU schools commend an ethics of beneficence and promise collegiate learning that forms agents who do justice.\u00a0 In short, \u201cLutheran colleges and universities educate for lives of meaning, purpose, and responsible service.\u201d[9]<\/a><\/p>\n

[10] Does this vision agree with AAC&U?\u00a0 The strong communitarian commitments of NECU schools counter the individualism that runs deep in American higher education.\u00a0 These institutions promise forms of learning and capacity building that support civic learning and democratic engagement.\u00a0 However, this formation focuses upon the good people can do as individuals through many and changing social roles over the course of life.\u00a0 Consistent with Lutheran tradition, \u201cRooted and Open\u201d lifts up the social benefit that people render to society through work.\u00a0 Affirmation of the call to serve the flourishing of all through the collective action of public democratic institutions could be stronger.\u00a0 In this respect, NECU schools serve but do not yet champion the call of AAC&U to citizenship.<\/p>\n

[11] What has gone wrong with the American response to COVID-19 and how might citizenship education help?\u00a0 Investigative reports tell a story of unknowns, challenges, mistakes, and indifference by actors and institutions that allowed the virus to exact an unfathomable toll of disruption, loss, suffering, and death.[10]<\/a>\u00a0 Strong community cohesion, structure, and capacity could have lessened the toll, which the new civic learning seeks.<\/p>\n

[12] Such new civic education could strengthen the support of American citizens for public norms.\u00a0 In the absence of pharmaceutical interventions, Americans have been asked to adopt established nonpharmaceutical interventions that impose burdens on individuals for the sake of all.\u00a0 These interventions put the needs of the collective ahead of certain interests.\u00a0 These burdens range from costly service for some to minimal inconvenience for all.<\/p>\n

[13] Prioritizing the collective happens routinely in societies committed to public health.\u00a0 Unfortunately, nonpharmaceutical practices to control spread have failed to gain public acceptance in the U.S. in comparison to peer nation states.\u00a0 Among these interventions, opposition to masking has been particularly destructive.[11]<\/a>\u00a0 Many Americans are failing to exercise a basic and shared obligation, what Daniel Callahan described forty years ago as America\u2019s minimalist ethic\u2014do as you please so long as you do not harm others.[12]<\/a>\u00a0 The maxim popularized across the world, \u201cMy mask protects you; your mask protects me\u201d captures the risk of harm that many Americans deny or reject.\u00a0 Some 25% of Americans continue to oppose a federal mask mandate and remain unmasked, while the U.S. continues to lead the world in cases and deaths.[13]<\/a><\/p>\n

[14] The failed American response has many dimensions and sources.\u00a0 It requires comprehensive accounting to put our catastrophe into perspectives\u2014and to form a vision for change.\u00a0 Unfortunately, analysts note COIVID-19 has appeared during deep declines in societal health.\u00a0 In the words of Robert Putnam, we find ourselves as Americans \u201cliving in an extremely polarized, extremely unequal, extremely fragmented, and extremely self-centered nation, a fact of which we are all painfully aware.\u201d[14]<\/a><\/p>\n

[15] For Putnam, Americans have not seen since the late 19th<\/sup> century similar levels of economic inequality, endangerment of democracy from polarization, social isolation, and, most fundamentally, cultural narcissism that undermines unity of purpose to change. \u00a0Similarly, Suzanne Mettier and Robert Lieberman argue Americans are living through an unprecedented confluence of four recurring threats to democracy now deeply entrenched\u2014political polarization, conflict over who belongs in the political community, high and growing economic inequality, and excessive executive power.[15]<\/a><\/p>\n

[16] Among these deficits, polarization has deeply affected societal and political control.\u00a0 For Anthony Fauci, COVID-19 has been the most politicized public health crisis in modern history.\u00a0 Public health messaging has been undermined, making efforts to raise awareness even worse than the HIV and AIDS crisis, when leaders failed to pay attention in the early years.\u00a0 Fauci observes, \u201cIt wasn\u2019t anything like the divisiveness that we\u2019re seeing right now, which really makes implementation of public health measures and public health messaging very difficult.\u201d[16]<\/a><\/p>\n

[17] Public policy implementation has also suffered from social and political mistrust, which have increased dramatically in recent years to crisis levels compared to previous periods and other industrial countries today.\u00a0 Widespread contempt and hatred have filled these voids.\u00a0 People are withdrawing from critical public bonds of interdependence and shared moral expectation that enable democratic citizenship.\u00a0 For Kevin Vallier, social and political mistrust and polarization\u2014what he terms \u201cpartisan divergence\u201d\u2014are mutually reinforcing.\u00a0 Partisan divergence drives who we trust and the company we keep.[17]<\/a>\u00a0 For 70 percent of Americans, the vote a person casts for a presidential candidate determines whether they can be trusted.\u00a0 Importantly, Vallier notes trust levels tend to harden during early adulthood and shape social and political identity throughout life.\u00a0 Currently, an astounding 60% of Americans 18-29 say most people cannot be trusted.\u00a0 29 percent of Americans over 65 agree.[18]<\/a><\/p>\n

[18] Destructive public trends undermining U.S. responses to COVID-19 will persist beyond the pandemic but can change over time.\u00a0 Responsible higher education can help.\u00a0 Collegiate educators pivoting to democratic renewal should 1) attend to the moral, social, and political outlooks students will bring to learning in a post-COVID-19 world and 2) focus upon capacity building for collective action, beginning with amelioration of crises of polarization and distrust that threaten democratic culture and institutions.\u00a0 Consistent with the responsible social vision of NECU schools, ELCA educators should now join cause with AAC&U commitments to civic learning and democratic engagement for citizenship.<\/p>\n

 <\/p>\n

 <\/p>\n

[1]<\/a> John Paul Scott, \u201cHealth Care After COVID-19: Vaccine Passports, Social Disruption, and a Forgetting of This Era,\u201d The Forum<\/em>, December 23, 2020, https:\/\/www.inforum.com\/newsmd\/coronavirus\/6795898-Health-care-after-COVID-19-vaccine-passports-social-disruption-and-a-forgetting-of-this-era<\/a>.<\/p>\n

[2]<\/a> Arundhati Roy, \u201cThe Pandemic is a Portal,\u201d Financial Times<\/em>, April 3, 2020, https:\/\/www.ft.com\/content\/10d8f5e8-74eb-11ea-95fe-fcd274e920ca<\/a>.<\/p>\n

[3]<\/a> Roger Willer, \u201cEmerging Tapestry: An Evangelical Lutheran Social Ethic,\u201d Dialog<\/em> 56, no. 3 (Fall 2017) 303.<\/p>\n

[4]<\/a> Hans Jonas, The Imperative of Responsibility: In Search of an Ethics for the Technological<\/em><\/p>\n

Age<\/em>, trans. Hans Jonas with David Herr (Chicago: University of Chicago, 1984) 1-24.<\/p>\n

[5]<\/a> For further explanation, see Per Anderson, \u201cAssuming Responsibility for the Commons: Lutheran Higher Education in a World of Unscripted Problems,\u201d in Reformation and Resilience: Lutheran Higher Education for Planetary Citizenship<\/em>, eds. Ernest Simmons and Erin Hemme Froslie (Minneapolis: Lutheran University Press, 2017), 86-107.<\/p>\n

[6]<\/a> Greater Expectations National Panel, Greater Expectations: A New Vision for Learning as a<\/em><\/p>\n

Nation Goes to College<\/em> (Washington: American Association of Colleges and Universities, 2002); The National Leadership Council for Liberal Education and America\u2019s Promise, College<\/em><\/p>\n

Learning for the New Global Century<\/em> (Washington: American Association of Colleges and<\/p>\n

Universities, 2007); The National Leadership Council for Liberal Education and<\/p>\n

America\u2019s Promise, The LEAP Vision for Learning: Outcomes, Practices, Impact, and<\/em><\/p>\n

Employers\u2019 Views<\/em> (Washington: American Association of Colleges and Universities, 2011); AAC&U Board of Directors, \u201cStrategic Plan 2013-17: Big Questions, Urgent<\/p>\n

Challenges: Liberal Education and Americans\u2019 Global Future,\u201d accessed March 2, 2021,<\/p>\n

https:\/\/www.aacu.org\/about\/strategicplan, and American Association of College and<\/p>\n

Universities, \u201cThe LEAP Challenge: Education for a World of Unscripted Problems,\u201d accessed<\/p>\n

March 2, 2021, https:\/\/www.aacu.org\/leap-challenge<\/a>.<\/p>\n

[7]<\/a> Robert N. Bellah, Richard Madsen, William M. Sullivan, Ann Swidler, and Steven M. Tipton, The Good Society<\/em> (New York: Vintage, 1991), 145-78.<\/p>\n

[8]<\/a> The National Task Force on Civic Learning and Democratic Engagement, A Crucible Moment:<\/em><\/p>\n

College Learning and Democracy\u2019s Future<\/em> (Washington: Association of American Colleges and<\/p>\n

Universities, 2012).<\/p>\n

[9]<\/a> Network of ELCA Colleges and Universities, \u201cRooted and Open: The Common Calling of the Network of ELCA Colleges and Universities, accessed March 2, 2021, http:\/\/download.elca.org\/ELCA%20Resource%20Repository\/Rooted_and_Open.pdf?_ga=2.168706084.444629271.1555443293-222782991.1478809078<\/a>.\u00a0 For further information about the origins, interests, and contents of the document, see \u201cFull Issue, Number 49, Spring 2019,\u201d Intersections<\/em> 2019, no. 49, article 1, https:\/\/digitalcommons.augustana.edu\/intersections\/vol2019\/iss49\/1.<\/p>\n

[10]<\/a> Nicholas Christakis, Apollo\u2019s Arrow: The Profound and Enduring Impact of Coronavirus on the Way of Life We Live<\/em> (New York: Little, Brown Spark, 2020); Ed Yong, \u201cAnatomy of an American Failure: How the Virus Won,\u201d The Atlantic<\/em>, September 2020, 32-47; Lawrence Wright, \u201cThe Plague Year: The Mistakes and Struggle Behind America\u2019s Coronavirus Tragedy,\u201d The New Yorker<\/em>, December 28, 2020, https:\/\/www.newyorker.com\/magazine\/2021\/01\/04\/the-plague-year<\/a><\/p>\n

[11]<\/a> Christakis, Apollo\u2019s Arrow<\/em>, 102-09.<\/p>\n

[12]<\/a> Daniel Callahan, \u201cMinimalist Ethics,\u201d Hastings Center Report<\/em> 11, no. 5 (October 1981), 19-25.<\/p>\n

[13]<\/a> Li Zhou, \u201cA Majority of Americans Would Back a Biden Mask Mandate,\u201d Vox<\/em>, December 24, 2020,\u00a0\u00a0 https:\/\/www.vox.com\/22197865\/joe-biden-mask-mandate-poll.<\/p>\n

[14]<\/a> Robert D. Putnam with Shaylyn Romney Garrett, The Upswing: How America Came Together a Century Ago and How We Can Do It Again<\/em> (New York: Simon & Schuster, 2020), 16.<\/p>\n

[15]<\/a> Suzanne Mettler and Robert C. Lieberman, \u201cThe Fragile Republic: American Democracy Has Never Faced So Many Threats at Once,\u201d Foreign Affairs<\/em> 99, no. 5 (September\/October 2020), 182-95.<\/p>\n

[16]<\/a> Rong-Gong Lin II and Luke Money, \u201cFauci\u2019s 2021 COVID California Forecast: School Reopenings, Vaccines and Some Normalcy by Fall,\u201d Los Angeles Times<\/em>, December 31, 2020, https:\/\/www.latimes.com\/california\/story\/2020-12-31\/fauci-2021-covid-forecast-school-reopenings-vaccines<\/a>.<\/p>\n

[17]<\/a> Kevin Vallier, Trust in a Polarized Age<\/em> (New York: Oxford University Press, 2021), 9-10.<\/p>\n

[18]<\/a> Vallier, Trust in a Polarized Age<\/em>, 1-2.<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

[1] How should ELCA colleges and universities committed to responsible learning form students for a post-COVID-19 world?\u00a0 Pandemics, says Laura Spinney, illuminate and exacerbate social needs.[1]\u00a0 Citizens respond in panic.\u00a0 They quickly forget when plague ends and return to complacency.\u00a0 Still, pandemics change societies.\u00a0 They can be an inflection point and even a portal from […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[143,20],"tags":[],"class_list":["post-5458","post","type-post","status-publish","format-standard","hentry","category-covid-19","category-education"],"acf":[],"yoast_head":"\nResponsible Lutheran Liberal Education After the COVID-19 Catastrophe: A Short Reflection - Journal of Lutheran Ethics<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/learn.elca.org\/jle\/responsible-lutheran-liberal-education-after-the-covid-19-catastrophe-a-short-reflection\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Responsible Lutheran Liberal Education After the COVID-19 Catastrophe: A Short Reflection - 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