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The Fearless Christian University
A bold vision for Christian higher education
What is Christian higher education, and what makes it distinctive? Sociologist and educator John Hawthorne laments the fact that fear has become a defining characteristic of many Christian universities fear of mission drift, public relations crises, demographic change, culture wars, and more. Hawthorne argues that when colleges focus their energies on such concerns, they fail to prepare students for constructive lives in a post-Christian society. Proposing a dramatically different vision, Hawthorne argues that the long-term success of today's Christian university rests upon its ability to be fearless. He encourages Christian schools to center student questions and experiences, to pursue research that meets real needs in the church and society, and to participate boldly in their cultural contexts.
Hawthorne's proposal draws on his decades of experience as a scholar and practitioner of Christian higher education, combining insights from administration and teaching roles in five different Christian universities with historical and sociological literature on conservative evangelicals and their institution building. The Fearless Christian University is essential reading for faculty, administrators, trustees, donors, and alumni and offers a clarion call to all who care about the future of Christian higher education.
What is Christian higher education, and what makes it distinctive? Sociologist and educator John Hawthorne laments the fact that fear has become a defining characteristic of many Christian universities fear of mission drift, public relations crises, demographic change, culture wars, and more. Hawthorne argues that when colleges focus their energies on such concerns, they fail to prepare students for constructive lives in a post-Christian society. Proposing a dramatically different vision, Hawthorne argues that the long-term success of today's Christian university rests upon its ability to be fearless. He encourages Christian schools to center student questions and experiences, to pursue research that meets real needs in the church and society, and to participate boldly in their cultural contexts.
Hawthorne's proposal draws on his decades of experience as a scholar and practitioner of Christian higher education, combining insights from administration and teaching roles in five different Christian universities with historical and sociological literature on conservative evangelicals and their institution building. The Fearless Christian University is essential reading for faculty, administrators, trustees, donors, and alumni and offers a clarion call to all who care about the future of Christian higher education.
183 pages, Kindle Edition
Published February 13, 2025
17 people want to read
About the author
John W. Hawthorne
6 books5 followersI've been bouncing between wanting to write cyberpunk science fiction and wanting to write high fantasy since I was in high school. I have series in both genres in the works, but I'm focusing on the Dark Mercury cyberpunk series for at least the next couple years. "Haven and Hope" is the first of a five book series, three-and-a-half of which are already written.
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February 25, 2025
I am a graduate of a Christian college. My wife is a graduate of a Christian University as is our son. I have also taught theology at a Bible college. In other words, I know something about Christian colleges. I have watched as Christian universities and colleges have struggled to survive in recent decades. While some are flourishing, many are struggling and some have closed. These schools have often tried to innovate with programming that might attract students -- business, education, etc., while cutting other programming, especially the liberal arts. They face numerous challenges that cause many to live in fear. They fear the denominations they are affiliated with, trustees, and other constituencies. The winds of social change stand at the root of these challenges.
John W. Hawthorne, a sociologist, professor, and former academic administrator at Christian universities, tackles these challenges in his book "The Fearless Christian University." This is a book I want to recommend to everyone, faculty, staff, administrators, and trustees, of Christian universities and colleges. Hawthorne explores the challenges and offers insight into how schools can move from fear to fearlessness. He offers this book as "an exercise in reimagining. What if Christian universities embraced their identity as academic institutions, with all the riskiness that implies? What could those institutions accomplish if they weren't so afraid?" (p. xi).
In his first chapter, Hawthorne speaks of "The Limits of Fear." The author explores the kinds of fear that the evangelical subculture, the subculture that sponsors most of these schools, experience, whether it is the "fear of societal decline, fear of secular authorities, fear of apostasy, fear of not being 'real' schools. In short, they fear losing their way." (p. 1). Christian universities are different from their secular counterparts, especially since they often include bible and theology requirements, chapel, and certain behavioral restrictions/expectations. They seek to integrate faith and learning, but what does this involve? The question is whether these schools can address the realities of social change, without being paralyzed by fear.
Chapter Two is titled "Reimagining the Christian University Mission." Here Hawthorne emphasizes the need for schools to have strong mission statements that guide their life as a school, including the way they understand themselves as academic institutions. Unfortunately, too often they create mission statements, publish them, and forget them. With that in mind Hawthorne, who is a sociologist, examines the mission statements of several schools related to the Coalition of Christian Colleges and Universities. What he found is that academics often are not at the center of the mission. He reminds schools they are not the church. They are academic institutions. He distinguishes between the fearless and fearful schools, suggesting that fearful universities focus on the "abstract notion of 'the institution' or the 'the brand' above all else." Thus they can be threatened from many sources and thus always be on guard. A fearless school, however, "is focused on what is happening with the students. Because the university is serving them on their journey to become what they feel called to be, there is no need for apology, regardless of who might complain." (p. 29).
The third chapter focuses on "Preparing Students for the Future." One of the things he focuses on here is the claim many schools make that they are seeking to offer students a "biblical worldview." That is, he believes (rightly so), a mistake. It is, he believes, the "Achilles heel" of Christian Universities. The problem is, in a nutshell, it bifurcates a Christian worldview from the real world students are preparing for. They "attempt to persuade students of the right answers without considering the questions arising from their experiences." (p. 35). He seeks to offer a better way that allows for the integration of faith and learning but doesn't bifurcate.
The next chapter follows on the previous in that Hawthorne speaks of "On Not Fighting Culture Wars." (Chapter 4). Here he speaks of laying aside the culture war fights that dominate evangelical culture and focus on culture making. He addresses the major issues that embroil schools and their subcultures, including race and sexuality (including LGBTQ concerns). To do this one must draw upon what Walter Brueggemann calls the Prophetic Imagination. But, fear of losing their way often pushes schools into the clutches of culture war mentality rather than culture-making.
Having been a faculty member and watching how faculty members deal with administration, I found Chapter 5 poignant. Titled "Faculty and Administration in Partnership," Hawthorne, who has experienced both sides to the equation, notes that too often administration (and trustees) see faculty as adversaries who need to be controlled. Faculty on the other hand feel the same about administrations that don't seem to understand their callings. Then there are the students, who get caught in all of this. But, if a school is to become fearless there must be a partnership.
As we move on, seeking to envision a fearless Christian university, in Chapter 6, Hawthorne speaks to "Expanding the Christian University Market." He's not talking here about expanding programs like degree completion programs or graduate programs in education and business, which work as long as the market isn't saturated. He is thinking here of students not traditionally recruited, students who might not be Christians but who are open to the Christian values present in the school, and also open to teachers who bring their faith into the conversation. He points out that the demographics, if schools are looking to recruit from the same pot, is shrinking. So he encourages schools to embrace "the Zoomers." That is a Gen Z that includes a larger demographic than traditionally reached, including a more diverse population. But narrow theologies will not suffice here. He also notes the importance of the liberal arts, something many schools are dropping, but which should be central to the core mission of schools. With all of this in mind, Hawthorne writes that schools need to begin "Listening to the New Generation," (chapter 7). This includes recognizing the complexity of the student population and accepting students as they are not as ideals might suggest. To get there administration and trustees need to communicate with students (and not just the usual suspects that often adorn the pictures on school websites). Once again the mission statement should guide the conversation while recognizing that fearless schools keep their eye on the future and not live in the past.
One of the challenges faced by many Christian universities is that too often the school is envisioned as an extension of the church. Many students come expecting a summer camp experience and struggle with academics. So, in Chapter 8, "The Christian University as a Mission Outpost," he addresses this concern. What does this mean? Hawthorne suggests that the kind of mission outpost he has in mind is one that "is concerned with the common good and not simply boundary maintenance." (p. 123). Thus, he speaks of making hope rather than fear central. Thus, "the hope-inspired focus of the Christian university is set squarely on the transformation of its current and future students for the benefit of society. It is directly related to the mission of preparing future leaders who combine academic, ethical, and spiritual maturity in an authentic whole." (pp. 125-126). That is, I believe, a worthy calling. It is the kind of education that I believe I received, as did my son and wife. Though all of these schools are facing challenges, as our current context instills fear rather than hope. But again, the mission is key!
In his final chapter, Hawthorne writes of "Envisioning the Fearless Christian University." Having explored the challenges and the possibilities of leaving behind fear, which leads to a focus on maintaining boundaries, to embracing fearlessness, he offers two "fictional" fearless Christian universities. Having offered these brief pictures of what might be, he concludes by noting that "If Christian universities are to thrive in the coming decades, it will happen because they are forward thinking and not reactionary" (p. 133). With that, I agree wholeheartedly. Unfortunately, most schools that I know of are caught up in fear and they will struggle. But perhaps some will follow the lead laid out here. As for me, I would much rather attend a hope-inspired than a fear-inspired school that would truly prepare me to make a difference in the world that is, not some imagined one that is safe but not authentic.
John W. Hawthorne, a sociologist, professor, and former academic administrator at Christian universities, tackles these challenges in his book "The Fearless Christian University." This is a book I want to recommend to everyone, faculty, staff, administrators, and trustees, of Christian universities and colleges. Hawthorne explores the challenges and offers insight into how schools can move from fear to fearlessness. He offers this book as "an exercise in reimagining. What if Christian universities embraced their identity as academic institutions, with all the riskiness that implies? What could those institutions accomplish if they weren't so afraid?" (p. xi).
In his first chapter, Hawthorne speaks of "The Limits of Fear." The author explores the kinds of fear that the evangelical subculture, the subculture that sponsors most of these schools, experience, whether it is the "fear of societal decline, fear of secular authorities, fear of apostasy, fear of not being 'real' schools. In short, they fear losing their way." (p. 1). Christian universities are different from their secular counterparts, especially since they often include bible and theology requirements, chapel, and certain behavioral restrictions/expectations. They seek to integrate faith and learning, but what does this involve? The question is whether these schools can address the realities of social change, without being paralyzed by fear.
Chapter Two is titled "Reimagining the Christian University Mission." Here Hawthorne emphasizes the need for schools to have strong mission statements that guide their life as a school, including the way they understand themselves as academic institutions. Unfortunately, too often they create mission statements, publish them, and forget them. With that in mind Hawthorne, who is a sociologist, examines the mission statements of several schools related to the Coalition of Christian Colleges and Universities. What he found is that academics often are not at the center of the mission. He reminds schools they are not the church. They are academic institutions. He distinguishes between the fearless and fearful schools, suggesting that fearful universities focus on the "abstract notion of 'the institution' or the 'the brand' above all else." Thus they can be threatened from many sources and thus always be on guard. A fearless school, however, "is focused on what is happening with the students. Because the university is serving them on their journey to become what they feel called to be, there is no need for apology, regardless of who might complain." (p. 29).
The third chapter focuses on "Preparing Students for the Future." One of the things he focuses on here is the claim many schools make that they are seeking to offer students a "biblical worldview." That is, he believes (rightly so), a mistake. It is, he believes, the "Achilles heel" of Christian Universities. The problem is, in a nutshell, it bifurcates a Christian worldview from the real world students are preparing for. They "attempt to persuade students of the right answers without considering the questions arising from their experiences." (p. 35). He seeks to offer a better way that allows for the integration of faith and learning but doesn't bifurcate.
The next chapter follows on the previous in that Hawthorne speaks of "On Not Fighting Culture Wars." (Chapter 4). Here he speaks of laying aside the culture war fights that dominate evangelical culture and focus on culture making. He addresses the major issues that embroil schools and their subcultures, including race and sexuality (including LGBTQ concerns). To do this one must draw upon what Walter Brueggemann calls the Prophetic Imagination. But, fear of losing their way often pushes schools into the clutches of culture war mentality rather than culture-making.
Having been a faculty member and watching how faculty members deal with administration, I found Chapter 5 poignant. Titled "Faculty and Administration in Partnership," Hawthorne, who has experienced both sides to the equation, notes that too often administration (and trustees) see faculty as adversaries who need to be controlled. Faculty on the other hand feel the same about administrations that don't seem to understand their callings. Then there are the students, who get caught in all of this. But, if a school is to become fearless there must be a partnership.
As we move on, seeking to envision a fearless Christian university, in Chapter 6, Hawthorne speaks to "Expanding the Christian University Market." He's not talking here about expanding programs like degree completion programs or graduate programs in education and business, which work as long as the market isn't saturated. He is thinking here of students not traditionally recruited, students who might not be Christians but who are open to the Christian values present in the school, and also open to teachers who bring their faith into the conversation. He points out that the demographics, if schools are looking to recruit from the same pot, is shrinking. So he encourages schools to embrace "the Zoomers." That is a Gen Z that includes a larger demographic than traditionally reached, including a more diverse population. But narrow theologies will not suffice here. He also notes the importance of the liberal arts, something many schools are dropping, but which should be central to the core mission of schools. With all of this in mind, Hawthorne writes that schools need to begin "Listening to the New Generation," (chapter 7). This includes recognizing the complexity of the student population and accepting students as they are not as ideals might suggest. To get there administration and trustees need to communicate with students (and not just the usual suspects that often adorn the pictures on school websites). Once again the mission statement should guide the conversation while recognizing that fearless schools keep their eye on the future and not live in the past.
One of the challenges faced by many Christian universities is that too often the school is envisioned as an extension of the church. Many students come expecting a summer camp experience and struggle with academics. So, in Chapter 8, "The Christian University as a Mission Outpost," he addresses this concern. What does this mean? Hawthorne suggests that the kind of mission outpost he has in mind is one that "is concerned with the common good and not simply boundary maintenance." (p. 123). Thus, he speaks of making hope rather than fear central. Thus, "the hope-inspired focus of the Christian university is set squarely on the transformation of its current and future students for the benefit of society. It is directly related to the mission of preparing future leaders who combine academic, ethical, and spiritual maturity in an authentic whole." (pp. 125-126). That is, I believe, a worthy calling. It is the kind of education that I believe I received, as did my son and wife. Though all of these schools are facing challenges, as our current context instills fear rather than hope. But again, the mission is key!
In his final chapter, Hawthorne writes of "Envisioning the Fearless Christian University." Having explored the challenges and the possibilities of leaving behind fear, which leads to a focus on maintaining boundaries, to embracing fearlessness, he offers two "fictional" fearless Christian universities. Having offered these brief pictures of what might be, he concludes by noting that "If Christian universities are to thrive in the coming decades, it will happen because they are forward thinking and not reactionary" (p. 133). With that, I agree wholeheartedly. Unfortunately, most schools that I know of are caught up in fear and they will struggle. But perhaps some will follow the lead laid out here. As for me, I would much rather attend a hope-inspired than a fear-inspired school that would truly prepare me to make a difference in the world that is, not some imagined one that is safe but not authentic.
December 7, 2024
[I received a free electronic review copy of this book from Netgalley in exchange for an honest review. All opinions are my own.]
4 stars = Great! Might re-read.
This was a fascinating read - both discouraging and inspiring as the author describes the state of Christian Higher Education and describes what it could be if leaders would make specific choices for the sake of their faculty and students - and the larger world.
4 stars = Great! Might re-read.
This was a fascinating read - both discouraging and inspiring as the author describes the state of Christian Higher Education and describes what it could be if leaders would make specific choices for the sake of their faculty and students - and the larger world.
Displaying 1 - 2 of 2 reviews