college – Feminism and Religion

Showing Up, by Molly M. Remer

When we return home, I see a meme on social media that says: “Ten minutes online will show you everything that is wrong with the world. Ten minutes outside will show you everything that is right.” I think about the students and professors, each one alight with enthusiasm, with passion, for their work, their projects, their art, the contributions they are making. This is what we need. We need to see, spend time with, and BE people who are involved, connected, committed, and passionate. People who are creating instead of destroying. People who are connecting instead of controlling. People who are reaching out to offer what they can, who create and care, and who show up.

We may let connections thin
and interests slide,
forgetting that it takes work
to nurture and tend
to what we love,
that following what is easy
can be the wrong direction,
one that eventually leads
to the withering of what we value
and to the shrinking of our worlds.
We must evaluate the balance
between effort and ease,
yes,
but let us remember
that both are essential to thriving.
Let us lean into effort sometimes,
when there is meaning on the line,
put our backs into it,
feel sweat on our brows
and the satisfaction that comes
from choosing to immerse ourselves
in wholehearted living,
in presence,
in the work of reaching out
and holding on.

This past weekend, I went to my oldest son’s next college campus. The green spaces were filled with students working on art. The halls of the buildings were lined with art by high school students there for a visiting show. The art gallery was filled with diverse works of many mediums. The speakers for the day were filled with enthusiasm for their subjects, talking about study abroad trips to Paris and being part of the chorus or the band. We pass the student theater, abuzz with activity, and listen to a young man playing rippling tunes on the piano in the atrium of the library. This school is in a rural Missouri farming community, where we passed tractors laden with hay on the potholed road. Their mascot is a mule (“the only college with live mascot in Missouri!” they proudly report. The mule’s name is Molly, so I like her right away). Missouri is a “red state” and yet the students handed me the school paper with a front page story about protests at the capitol and a large color photo of someone holding an “Impeach Elon” sign. I happily picked up a library button proclaiming “libraries are for everyone” and another saying “what’s more punk than a library?” as well as snagging a “plant queer” sticker from the LGTBQ+ alliance table for my sister. The History table gives me a bookmark reading: “Don’t make me repeat myself.” –History

Teacher Appreciation Week & Appreciating Teaching by Sara Frykenberg

Part of discovering my love for teaching and moving through my anxiety involved reconsidering my “ideals” of teaching, which were numerous and high minded.

I always wanted to be a teacher. Sure, I had other career dreams as a child too. I wanted to be a model, because I wanted to be pretty like a model. I wanted to be a flying missionary to please my father—you see, it was not quite enough just to do missions. I also needed “save” (pun intended) people with my daring airplane recuses. And in moments of practical mindedness, I thought I should definitely be a “cleaning lady” (aka a housekeeper), because I was very good at cleaning, which was a way of life and survival in my home. But “teacher” was a persistent calling, so I followed in my teacher-mother’s footsteps AND tried to satisfy paternal aggrandizement by becoming a professor.

It occurred to me recently that I have actually been teaching now for nine years. I’ve also discovered in the last few years that I like teaching. And no, I didn’t always know this. I always wanted to like teaching; and sometimes I was sure that I did indeed like teaching. But non-teaching associated trauma during my early career and my social anxiety also sometimes made (and makes) the process excruciating. (Neo-liberal and late-capitalist academic practice, politics and policy don’t help either.) Part of discovering my love for teaching and moving through my anxiety involved reconsidering my “ideals” of teaching, which were numerous and high minded.

Activism Helps You Heal: #RESIST #NeverAgain by Marie Cartier

Here we are, as I write this, a week after the horrible shooting of 17 students and teachers in Parkland, Florida. And the beginnings of a new student led movement: #NeverAgain—never another school massacre like what happened in Florida.

Today, one week after this horrific event, you had massive student walk-outs all over the country to protest the government’s refusal to do anything substantive about it. Here are images of student protests.

One of the out spoken survivors of the Parkland shootings, Emma Gonazlez, has turned into a spokeswoman/teen, for the movement, fueled by her fiery speech the day after the shootings.

She has continued to speak out as have the other students.

And the movement grows.

I am a college teacher, a college teacher in two public universities. I teach students one to four years older than the students at Parkland. Last week at one of the public schools I teach at there was an active shooter warning that turned into a hoax. I have in the past been on lock down because an active shooter was on campus. This is a very real problem for me.

Today I heard the president of the United States suggest that the solution to the every growing problem of gun violence is to arm teachers or other school officials with weapons. As a black belt in karate, I have had gun training and gun safety as part of my training and it is part of my self-defense resume. I had to learn it. What I can tell you about owning a gun (which I don’t) is that having a gun is not the same as knowing how to us one. I know how to disarm someone, if I am lucky and the fight goes in my favor. Anyone with any experience in self-defense will tell you that the quickest way to escalate a situation is to introduce a gun into the situation.

Continue reading “Activism Helps You Heal: #RESIST #NeverAgain by Marie Cartier”

Reflections on the Theology of Simone Weil by Elisabeth Schilling

French philosopher and mystic Simone Weil, in Gravity and Grace, says forgiveness is knowing I am other than what I imagine myself to be (9). For Weil, our true selves seem to be inextricably intertwined with each other, with the universe; knowing this can bring compassion for the self and world.

Upholding the constructed self that needs to be justified, protected, and admired can cause a lot of stress within our bodies and perhaps violence in relationships. Weil says that the cause of war is that we do not know we have access to the universe in our own bodies (86). Sometimes I feel that we avoid each other, looking in to each other’s eyes, because we cannot bear the weight of energy, the collision of spinning vortex that might occur the closer we move. Our DNA might hold memories, shared vibrations with ancient mountains, and the bodies we inhabit feel so intensely. Every cell seems alive with sensation, and most of us want to avoid the pain that cannot always be extracted from the pleasure that is also ready to be encountered.

One of my students asked me, as we discussed Weil in class, why we should improve, try to become better people, what the point was of anything. I don’t always know the answer to these questions or what might prompt them, but what I think for the time being is that we get up off the floor because there are these moments of intimacy where the universe is felt through our veins, and to experience that, even occasionally, might be worth everything. To do what we might be destined to do, to co-create and do that in healing, pleasurable ways, is to align with something beyond, but not excluding, ourselves.

Continue reading “Reflections on the Theology of Simone Weil by Elisabeth Schilling”

High Stakes for Women in Leadership: A Reflection and a Prayer by Elise M. Edwards

A few weeks ago, I was asked to give the invocation for a luncheon at my university. Baylor University was celebrating our presidential inauguration and there were several events leading up to the installation of the university’s 15^th president. The inauguration was historic because it ceremonially marks the beginning of a term for our first female president, Dr. Linda A. Livingstone.

As I write, it is a year after Hillary Rodham Clinton lost the election for President of the United States of America. Like many of us, I’m still coming to terms with the choice my nation made, and how we came to it. I’m thinking about women in leadership, especially occasions such leadership marks a first, a departure for an institution or system marked by male privilege.

What does it mean when an institution is willing to deviate from its long-established patterns of leadership and entrust its governance to women?

Continue reading “High Stakes for Women in Leadership: A Reflection and a Prayer by Elise M. Edwards”

What I Believe (Post-2016) by John Erickson

Ever since the election of You-Know-Who, I have been doing a lot of creative writing.

Ever since the election of You-Know-Who, I have been doing a lot of creative writing. Unlike academic publications, policy reports, or my dissertation, creative writing, much like my mentor Dr. Marie Cartier has written about, provided me with a needed escape from a world that seems to grow darker with each passing day. In college, I served as Poetry Editor for the Wisconsin Review, the oldest literary journal in Wisconsin. Continue reading “What I Believe (Post-2016) by John Erickson”

Gratitudo et Fortitudo by Natalie Weaver

One of the bigger problems with being the only Classics major at a Jesuit university is that all my friends were fairly old men before I had even reached drinking age. Now, they are pretty much gone back to the cradle of the grave, save one, who is on his way to a remote retirement home. As a young woman, my coterie wasn’t a terrible problem for me because some deep part of my psyche had been convinced, since I was about nine years old, that I myself was an old man. I sort of felt at home reading about the Second Punic War and identifying with the sexual ramblings of the naughty old Latin poets, noting between me and my teacher-purveyors of such materials only the occasional, modest differences in skin elasticity and dental sheen.

I never felt like a girl, although, to be sure, one’s ability to assess such a thing is limited to one’s observations and conceptions about what, for example, a girl is or does or thinks. I found myself “ungirlike” in comparison with my conceptions of “girl-ness,” perhaps most notably in the operations of my mind. I felt “old” and “serious.” I remember contemplating with enormous focus the abstractions of total being and absolute nothingness from my nursery room. My big wheel was solid black, and my Dad got me into fishing and hooking live bait. I had read Nietzsche’s Beyond Good and Evil by eighth grade; my favorite book was Camus’ The Plague until it was replaced by Hesse’s more romantic investigations in Narcissus and Goldmund; and I spent my days writing philosophical poems and trying to teach myself to paint in the style of Chinese ink and wash painting. I couldn’t stand Sweet Valley High novels, and even my doll play was odd. I had a gay Ken doll, whom I named David, and his best friend was a shaven-headed Western Barbie, whose backstory was a woeful tale of drugs and topless dancing. Continue reading “Gratitudo et Fortitudo by Natalie Weaver”

Coeducation and the Virtue Gap by Race MoChridhe

Race MoChridhe Late last year, Nancy Weiss Malkiel described how coeducation triumphed in the universities not out of a desire to include female students, but out of a desire to appeal to the changing tastes and expectations of male ones. Coming from such unpromising beginnings, she wrote, we should not be surprised that coeducation has done so little to address the systemic obstacles women face across the broader society. In its broad lineaments, Dr. Malkiel’s conclusion that “coeducation … has not succeeded … in accomplishing real equality for young women in colleges and universities,” can hardly be disputed

If I look only at the specifically academic issues that trouble Dr. Malkiel, however, I feel compelled to dispute what seems an implicit suggestion that male students’ choices are a standard which women should seek to emulate. She expresses concern that more women do not enter STEM fields, and sees this as an example of the way in which “Coeducation did not resolve the perplexingly gendered behaviours and aspirations of female students.” Thus, with one pernicious adverb, she manages to criticize women’s aspirations simply for being different from the aspirations of men, before lamenting that “Women also make gendered choices about extracurricular pursuits” in that “they typically undersell themselves, choosing to focus on the arts and community service, while declining to put themselves forward for major leadership positions in mainstream campus activities.” I certainly wish to see such positions open to women who want them, but I find it hard to be disappointed that Dorothy Day decided to focus on community service instead of putting herself forward for a “major leadership position,” or that Virginia Woolf “undersold” herself in the arts instead of participating in more “mainstream” activities. Continue reading “Coeducation and the Virtue Gap by Race MoChridhe”

(((Israel))) by Ivy Helman

me hugging tree The BBC just ran a story about white supremacist and neo-Nazi groups targeting Jews by signaling each other to their presence on various social media sites through the use of (((this symbol))). Of course, this is all based on the assumption that a “typically” Jewish last name signifies the bearer is also Jewish. Through a Google app (since removed) that could recognize patterns such as ((())), these Jewish people began to receive anti-Semitic comments. There has been a general outcry of disgust among Jews and other minority groups as to the problematic targeting of Jews in this fashion.

The same cannot be said about the BDS movement and people’s willingness to call it out for what it is. This to me is hypocritical! According to its website, the BDS movement, or Boycott, Divestment and Sanctions, seeks to end what it understands to be the colonialism, apartheid and oppression of Palestinians in Israel through various financial, commercial and international means. It accuses Israel of human rights violations, genocide, ethnic cleansing and other war crimes as well as illegal occupation (of the Palestinian lands, not just the occupied territories). Continue reading “(((Israel))) by Ivy Helman”

What Traci West Taught Me about Dominant and Excluded Voices by Elise M. Edwards

In my previous post, I mentioned a book I am writing about how theological and ethical considerations in architectural design can define good architecture. In that post and in ones to follow, I am acknowledging the feminists and womanists and mujeristas who have influenced me while also opening up the dialogue to the feminists in this community who continue to inspire and guide me to do my best work.

But today, instead of talking about creativity or architecture, I want to discuss how I arrived at the conviction that community decisions about how we ought to live—whether those are decisions about laws, institutional policies, religious practices or architectural buildings—need to include the voices of the diverse people they directly and indirectly influence. Continue reading “What Traci West Taught Me about Dominant and Excluded Voices by Elise M. Edwards”