TO CARE FOR THE SOUL OF NNC

Transcription

1 TO CARE FOR THE SOUL OF NNC INAUGURAL ADDRESS RICHARD A. HAGOOD NORTHWEST NAZARENE COLLEGE JUNE 11, 1994 I. INTRODUCTION "What good does it do a college if it should gain world-wide acclaim, yet part with its soul?" During the early days of October past, I was asked a number of times what it was that I saw as my priority task, and how I saw my role being played out as president of Northwest Nazarene College. Several of the answers were obvious and are well known to most in this audience: increase enrollment, enhance the academic program, improve the quality of residential living, implement the campus master plan, and raise funds. None of these, although each important, was, or is today, the prime task I see for my role. My answer then, as it is this evening, is that my major responsibility is to care for the soul of Northwest Nazarene College. I share this responsibility with all who are a part of NNC. Thus I began this address with a variation on a question posed by Jesus Christ to His disciples as recorded in the Gospel of Mark. The question was asked this way: "What good is it for a man to gain the whole world, yet forfeit his soul?" (Mark 8:36, NiV)

2 Page 2 And now, I repeat my initial question for all of us who are a part of this great college: "For what good does it do a college to gain world-wide acclaim, yet part with its soul?" During my professional career, and for a period of over twenty years, I have been a student of, and consultant to, numerous organizations to help them perform their missions better, to function more effectively, and to use their human resources to full measure. However, I do not ever recall talking with any one of those clients about the "soul" of their school, agency, or organization. But when I spoke last October about this college a place and people I dearly love I felt compelled to talk about the soul of NNC. No doubt the word "soul" brings to your minds a number of possible interpretations. Earlier this year, during the Staley Lecture Series, we hosted on our campus Dr. Richard Alan Farmer, African-American minister, musician and lecturer. While trying to teach our mostly Caucasian student body to clap with music on beats 2 and 4, instead of 1 and 3, he quipped, "this group is rhythmically impaired." In other words, most of us lacked the "soul" enjoyed by African-Americans. In this college setting, we are quite familiar with the theological understanding of "soul" as related to persons. However, the proposition that organizations such as colleges have "souls" might strike some as odd, perhaps even profane. I think not. For the purposes of this address, allow me to define the soul of a college this way: "soul is the central core of principles which give reason for the college's

3 Page 3 existence, its identity; "soul" provides the college's distinguishing characteristics which thereby give and maintain life and vitality." There is a growing awareness that organizations have central principles upon which they function "souls" I suggest, by which one can evaluate an organization's practices and products to determine if it holds to its mission and founding purposes. Recent books on this subject include: Stephen Covey's Principle-Centered Leadership and First Things First. Tom Chappell's The Soul of a Business, and George Marsden's The Soul of the American University. These organizational "souls" influence the way in which business is conducted, or in the case of colleges, how we hire and promote faculty, set the curriculum, reward scholarship and otherwise carry out our institution's tasks. While I began this address with the premise of a soul lost, I hasten to add that, in my view, there exists another nearly equally damaging possibility for Northwest Nazarene College. It is this: that we would fail to reach our full potential offered by our principles and our mission and that we would fail to give positive expression to our distinctive contribution to the arena of American higher education. In the few minutes I have to speak on "the care of the soul of Northwest Nazarene College," I will limit my remarks to four major propositions:

4 Page 4 First Proposition: Historically, a majority of Protestant church-related colleges and universities in the United States has been unable, or unwilling, to preserve at the core of their institutions the religious convictions with which they were established; Second Proposition: Northwest Nazarene College has the historical traditions, theological persuasion, and commitment to academic excellence which could enable us to be a model of integration of faith and learning for church-sponsored colleges; Third Proposition: In order to reach her full potential as a premier Christian institution of higher education. Northwest Nazarene College must resist the external pressures to move the college outside of the mainstream of our Wesleyan-holiness tradition; Fourth Proposition: During the next several years, prayerful attention must be given to the care of the NNC soul. Specific steps need to be taken to ensure that we maintain faith with our historic traditions and governing principles while, at the same time, seizing the opportunity to reach new levels of excellence in the quality of our academic program and the significance of the overall NNC experience. Understandably, I will be able to treat each of these four propositions in only a cursory fashion, but in the words of an old southern adage about hunting dogs: "If you want to hunt, you've got to get off the porch." Or, from the same genre: "If you're not the lead dog, the view is all the same."

5 Page 5 My call is for us who are a part of Northwest Nazarene College to know and preserve our distinct mission and, while doing so, get off the porch and get to the front of the pack. II. A LESSON FROM PROTESTANT HIGHER EDUCATION It is generally conceded that many of the institutions of higher education in the United States were founded by Protestant denominations eager to inculcate into their clergy and members a defense of the Christian faith and adherence to a set of doctrines and tenets which had been well established in the homeland. However, over time, there was a transformation in foundational principles as these colleges and universities attained higher standards of academic excellence and increased acceptability within the nation's intellectual community. In general, they became less committed to maintaining the centrality of religious instruction among the various disciplines, and less dependent upon their connectional ties to the founding denomination. This historical pattern is the subject of a recent study of American higher education by Professor George Marsden of the University of Notre Dame. In his 1994 book. The Soul of the American University: From Protestant Establishment Established Unbelief. Marsden concluded that America's early, largely Protestant institutions bearing names with which we are familiar, started with the clear mission

6 Page 6 to incorporate religious instruction with other disciplines. However, along the way, many abandoned church affiliation when it was determined that a choice had to be made between scientific inquiry and civic responsibility on the one hand, and the supremacy of scripture and religious doctrine on the other. Religious instruction was placed at the margin of the curriculum and campus life. Many colleges and universities disengaged from their founding traditions in favor of a Christianized faith in Western culture and intellectual achievement. As decades passed and American culture became more diverse, influenced by traditions in addition to Christianity, Marsden claims that many Protestant colleges and universities experienced a "crisis of cultural faith." This "crisis of cultural faith", he suggests, was caused by a loss of confidence in the salvific potential of Western culture: "conventional standards of objectivity based on scientific models no longer have any prospect of claiming universal authority. Nor is there an adequate basis for establishing a consensus of moral values. The hermeneutics of suspicion can effectively dismantle any substantial claim by looking at the interests it serves." (Marsden, p.424) The absence of a shared set of moral values, or foundational principles, ultimately has led to what Stephen Carter has called "the culture of unbelief." In short, we have come to realize that all educational processes have a cultural or disciplinary bias, a "lens" through which the discovery and application of

7 Page 7 knowledge is viewed. And, having a "lens" governed by a set of religious principles, as we do here at NNC, should no longer be seen as a basis for exclusion from the collegiate mainstream any more so than any number of biases present throughout American colleges and universities. Before I move on to the second proposition, let me make it clear that in making reference to the history of Protestant higher education, I am not, in any way, denigrating the contributions these institutions have made to American society. They have added to the storehouse of knowledge to the benefit of all mankind, helped raise our standard of living, influenced our commitment to equality and justice, and countless other contributions of inestimable value. Rather, I offer the proposition in order to remind those of us responsible for Northwest Nazarene College that we are now making decisions, "soul" decisions, which will influence the future of this institution and our society for years to come. III. THE SOUL OF NNC My second proposition is that Northwest Nazarene College has the historical traditions, theological persuasion, and academic excellence the distinctives which give her "soul" and which could enable us to be among the very best institutions of our type in the Western United States.

8 Page 8 I maintain that NNC has a set of "integrating principles" which bring coherence and purpose to our educational enterprise. Earlier this year, in writing for our college magazine, I described how I view the compatibility of our Wesleyan-holiness theological tradition and Christian liberal arts education. I suggested that both our theological persuasion and educational philosophy converge at the same point our commitment to the development of the whole person. Our ideal product is a student whose life mind, body, and soul is fully integrated, is whole, under the lordship of Jesus Christ. This, to me, is the end intended within our theological tradition. It is the end intended for a Christian liberal arts education. Properly understood, there need not have to be a choice between academic excellence and orthodox Christian faith within the Wesleyan tradition. Our college catalog clearly states the mission of NNC to be; "...a Christian liberal arts college, fully committed to an educational process that pursues both intellectual and spiritual development. This pursuit is centered firmly in the Person of Jesus Christ and is designed to instill a habit of mind that enables each student to become God's creative and redemptive agent in today's world." "The essential mission of the College is the development of Christian character within the philosophy and framework of genuine scholarship."

9 Page 9 This evening Rev. Kratzer read from the Gospel of Matthew, chapter 6, from which comes the motto of NNC: "Seek Ye First the Kingdom of God." This motto was adopted by the college in 1919 and has been prominently displayed and acknowledged for three-quarters of a century. Our motto is more than a slogan, or an advertising gimmick. It is a way of life by which we set life's priorities, allocate our personal resources, and make decisions. These seven words are a mark of distinction part of our soul. No discussion of the soul of NNC is complete without mentioning the longstanding commitment of our college to academic excellence. The quality of our students, as evaluated by ACT scores, has increased dramatically during the past five years. However, it is the quality and dedication of NNC's faculty that account for our outstanding record of excellence. A commitment to excellence and our plans to enhance the quality of our academic program begins, and will be accomplished, by the vision and determination of the faculty. On the occasion of this inauguration, I want to pay special tribute to those who served NNC during the years since this institution was founded in I celebrate the report, issued earlier today, by the Woodward Commission on the people, events and memories of NNC we should memorialize for future generations. I am honored by the number of emeriti faculty and former staff and administrators who are in this gathering this evening.

10 Page 10 I celebrate the work of all of you who are presently contributing to the success of Northwest Nazarene College, and I want to express the appreciation of all who love NNC for your talent and commitment. If one wants to see the soul of NNC in tangible form, look about you to the people of NNC. I am grateful to the Bennett Commission for capturing in print the spirit of so many of our faculty, staff and administrators who presently serve on campus. Finally, I have come to appreciate the significance our location in Nampa and the Treasure Valley plays in the character of the college. Our location challenges students and employees alike to intentionally develop a sense of community. The cartoon in the newspaper earlier this week captures the idea. A small boy is reporting to his mother on his time spent playing with a neighbor boy. "It was fun. Mom," he said. "He only had basic cable TV so we played outside." A good part of the soul of NNC comes from the opportunity we have to care for each other, entertain ourselves, and build a sense of belonging. No wonder the loyalty of our alumni is intense. IV. KEEPING IN THE MAINSTREAM The third proposition I stated with regard to caring for the soul of NNC is this: in order to reach her full potential as a premier Christian institution of higher

11 Page 11 education. Northwest Nazarene College must resist the external pressures to move the college outside of the mainstream of our Wesleyan-holiness traditions. I have a vivid picture in my mind of last year's performance of Fiddler on the Roof by the Northwesterners. Perched on the roof was the village fiddler, in quite a precarious position, but one symbolizing the difficulty it is to maintain balance between tradition and change. Often pressure for change comes from forces and influences outside even the most remote village, but it comes nonetheless. In the dynamic environment within which NNC operates, there are a number of forces and influences impacting the campus: most of which are healthy and positive. Certainly we need to be open to innovation and positive change as long as we can maintain balance with our tradition. We need to be alert, however, to any influence which threatens to move the college out of the mainstream of our theological tradition and heritage. I will address briefly three issues which I believe could, if unchecked, move NNC out of that mainstream. 1) There is a historical tendency, discussed previously, to diminish the position of theological instruction to the status of only one of many fields of study rather than the integrating, cohesive factor, both formally and informally, that it should be on a campus such as ours. It is incumbent upon us at NNC to find ways to integrate theological study with all other disciplines.

12 Page 12 2) Secondly, we receive a number of suggestions asking us to endorse interpretations of Scripture that are often inconsistent with traditional Wesleyan interpretations. While I accept these suggestions as well-intentioned, and we acknowledge, and celebrate, the religious diversity within the Christian community, we cannot be expected to adopt positions inconsistent with our doctrines. It should be noted that I support an inclusive approach to the wide-range of views which find their home within our fellowship. And, while I am eager, as would have been John Wesley, to be a part of the collaborative efforts between and among what Richard Foster calls the five great streams of Christian life and faith, we cannot, and should not, be placed in positions inconsistent with that of our denomination's doctrines. Related to this issue, I believe, is whether or not NNC should indoctrinate or educate in her instructional methods. Clearly, the establishment of our institution as a liberal arts college set the course in this regard...our approach is to teach critical and analytic thinking in all disciplines. Having said that, however, I agree with those who believe that early in their college careers, students should have their biblical faith affirmed, if properly grounded, rather than undermined. This I know to be our aim. 3) Finally, there is always the possibility of moving off into theological and ecclesiastical liberalism a low-regard for the authority of scripture, a minimalist

13 Page 13 approach to the life of discipleship, and standards of behavioral and ethical conduct derived from secular society. These are all very real and present dangers. V. CARE FOR THE SOUL OF NNC The fourth proposition I offer is this: "During the next several years, prayerful attention must be given to the care of the NNC soul, and specific steps taken to ensure that we maintain faith with our historic traditions and foundational principles. At the same time, we need to seize the opportunity to reach new levels of excellence in the quality of our academic program and the significance of the overall NNC experience." The tasks and plans I propose for the future are suggested as an agenda for all to consider who have a voice in setting direction for the future of NNC. Some are already approved and being implemented. 1. The formation of the Wesley Center for Applied Theology is, in my opinion, one of the most significant developments at NNC in several years. Established to be a resource and a forum for college and constituency, the center will allow discussion and debate to occur and, in so doing, clarify the application of our theological tradition. 2. The nature of knowledge does not lend itself to neat packages consistent with academic departments and isolated fields of study. I believe that our faculty

14 Page 14 committees with responsibility for the development of an academic strategic plan should consider incorporating into their planning processes, specific suggestions as to how the curriculum could cross disciplinary lines and thereby enable our students to gain experience in the synthesis and application of knowledge. 3. As a specific illustration of the integration of knowledge and its application to life, I can think of no greater need than for our students to be taught to integrate their personal faith and learning throughout their college years. A thorough exposure to biblical, theological, philosophical, and life application of the Christian faith seems to be obvious for an institution of our type. 4. In the years ahead, I believe we need to develop a college environment, "The NNC Way," whereby the encouragement of individual responsibility and personal integrity would mark the mission culture of the college in such matters as student life, academic freedom, and our corporate gatherings; and that our commitment to collegiality and like-mindedness in vision and purpose would motivate us to be an authentic Christian educational community. 5. My hope is that all who choose to work at NNC will experience a renewed passion in the days ahead about their personal "calling" to be at an institution whose primary task is to mold men and women in body, mind and soul. I trust that each of us will be involved in a personal fitness program of spiritual formation and discipleship.

15 Page 15 VI. CONCLUSION In the words of the character of Maria Von Trapp in The Sound of Music, "these are but a few of my favorite things." They are, I believe, at the core of what NNC is as a Christian liberal arts college in the Wesleyan-holiness tradition. They are our "soul." "To care for the soul of Northwest Nazarene College" is to give attention to our mission and motto; to devote our strength and energy to our college's best interests; to tend to the needs of her people as a shepherd tends his flock; and finally, to keep and honor her rituals and traditions. I return, and conclude, with the opening question of this address: "What good does it do a college, if it should gain world-wide acclaim, yet part with its soul?" My answer should be well understood by now: "It does no good!" But, perhaps the question presented is the wrong question. It seems to me that the more challenging question is this: "Can a church-related college gain the reputation and achieve the reality of academic excellence and still keep her soul?" My answer is a resounding "yes!" This is the future to which I challenge us all. With God, it is possible! I invite us to make NNC that college.