May 03 2025

Ann Gleig, University of Central Florida

A protest sign reads "Bring Back Facts! Make America THINK again!"

Photo: Women’s March in Seneca Falls, NY, on Jan 21, 2017, by Lindy Glennon.

I was in Indonesia, attending the fourth annual conference of the International Association of Theravada Buddhist Universities when the election results came in. Being so far away in an unfamiliar place, made me feel all the more forlorn, and I was desperate to share my grief. So when I met an American at the conference, the first thing I blurted out was “Oh my gosh, are you devastated?”

The question was rhetorical so I was shocked when she replied, with very little affect, “Not at all.” In response, perhaps, to my look of bewilderment, she continued, “It’s just another impermanent arising in the wheel of samsara, isn’t it?”

Marit Trelstad, Pacific Lutheran University

A protest sign reads "Bring Back Facts! Make America THINK again!"

Photo: Women’s March in Seneca Falls, NY, on Jan 21, 2017, by Lindy Glennon.

The 2016 election, the fear of my students, and the rash of hate speech and crimes that rapidly followed, changed my teaching of Luther. It exposed a way to make his abhorrent writing about the Jews useful in a time of demeaning rhetoric. The day after the election, my syllabus dictated that we were to discuss Martin Luther’s 1543 hate speech writing “On the Jews and Their Lies.” But how could we discuss an academic text when students were reporting being called “the ‘n’ word” on campus or being asked when they would be deported? Other students were unaware of the sudden swell of sexism, racism, anti-Semitism, and anti-Muslim rhetoric because they were not the targets. But the surge of hate speech was real, fresh, and extreme.

Bonnie Glass-Coffin, Utah State University

A protest sign reads "Bring Back Facts! Make America THINK again!"

Photo: Women’s March in Seneca Falls, NY, on Jan 21, 2017, by Lindy Glennon.

“What is the origin and meaning of your name?” asks the facilitator to the students who stand facing one another in two large circles in the middle of the room. “You have two minutes,” reminds the facilitator. “Remember, this is more a serial monologue than a dialogue. Each conversation partner should take a one-minute turn speaking while the other partner listens and then you will switch.” She can barely get these words out before students begin speaking animatedly with their partners.

After two minutes, she shouts above the growing din, “now stop, thank your partner, and students in the outside circle, shift one person to the left.”

Fred Glennon, Le Moyne College

A protest sign reads "Bring Back Facts! Make America THINK again!"

Photo: Women’s March in Seneca Falls, NY, on Jan 21, 2017, by Lindy Glennon.

Introduction

Two days after the election, students from my college decided to hold a march on campus to protest the election results and its implications for America’s future. The students in the march were mixed: white and black, Christian and Muslim, straight and gay. As the march was about to begin, some pickup trucks raced in front of the group carrying large flags: an American flag, a Trump flag, and a Confederate flag. The students of color near me burst into tears, realizing that this show of defiance on the part of a couple of students didn’t understand their concerns over Trump’s racist and misogynist statements; even worse, they either had no clue as to what the Confederate flag symbolized or were advocating white supremacy. Given that we were in Central New York and not the south, it was hard to see how it meant “southern heritage.”

 

“A Guide to Feminist Pedagogy.” 2015. Vanderbilt Center for Teaching. Last accessed May 22, 2017. https://my.vanderbilt.edu/femped/habits-of-head/the-role-of-experience-emotions/.

Ares, Nancy. 2006. “Political Aims and Classroom Dynamics: Generative Processes in Classroom Communities.” Radical Pedagogy 8 (2) 12–20.

Astin, Alexander W., Helen S. Astin, and Jennifer A. Lindholm. 2010. Cultivating the Spirit: How College Can Enhance Students’ Inner Lives. San Francisco, CA: Jossey-Bass.

Baker, Kelly. 2011. Gospel according to the Klan: The KKK’s Appeal to Protestant America, 1915–1930. Lawrence, KS: University Press of Kansas.

Interview with Kristian Petersen

Bhrigupati Singh, assistant professor of anthropology at Brown University, speaks about how his examination of the Sahariyas, a tribe living in extreme poverty in Northwest India, stretches and blurs the boundaries of religion and secularity in studying how the tribespeople reflect on questions of ethics, happiness, and quality of life. His work encourages scholars of religion—particularly those engaging with nonwestern traditions—to develop a comparative vocabulary that goes beyond Eurocentrism and Postcolonialism alike.

Singh is the author of Poverty and the Quest for Life: Spiritual and Material Striving in Rural India (University of Chicago Press, 2016), which won the AAR's 2016 Book Award for Excellence in the Study of Religion in the category of analytical-descriptive studies.

by Morgan Shipley, Michigan State University

Shot from behind him, Trump walking out from the capitol building to being inaugurated as president on Jan 20, 2017.

Drawing from Max Weber’s distinction in The Sociology of Religion between the prophet and the priest, this short article explores how Trump’s application of American civil religion (a public faith that inculcates political values) operates to routinize a discourse and politics governed by intolerance. Addressing a dire need to resuscitate what he views as a decrepit American project resulting from decades of progressive agendas, Trump assumes a dual position as savior of a sullied America (exemplified in his emphasis on building a barrier—physical and rhetorical—to protect American interests, and repeated promises to return jobs to America) and enforcer of traditional values (demonstrated in his defense budget or “America First” maxim).

Yet the shift from Trump’s candidacy, where he functioned as the charismatic prophet, to his presidency, where he assumes the position of status quo priest, illustrates the incongruity of these dual roles, highlighting the ability for Trump to offer an outsider’s vision to save the American project while failing to account for the structural and routine constraints that temper such an agenda (the courts, Congress, media, and citizen protests have all hampered Trump’s agenda). Such incongruity not only helps explain the challenges Trump and America faces, but also more significantly, unveils how Trump, in the name of his prophetic vision, subverts traditional ideals when it comes to American civil religion and the place of pluralism. In other words, Trump’s shift from candidate to president allows us to trace the means by which prophetic promises, in order to find priestly delivery, often necessitate a return the status quo modeled through marginalization. Trump’s role as prophet thus reintroduces—in order to legitimate—a historic trend within America that predicates the inclusivity of civil religion through practices of exclusion.1 That is, in turning to the sacred symbols of the United States, Trump returns to an exceptionalist construction of civil religion: a project established through God’s will, expressed through division, and delineated by a characteristic American identity—white and Christian.

by Antonio Eduardo Alonso, Emory University

Illuminated manuscript page, Mary Magdalene announcing the Resurrection to the Apostles, St. Albans Psalter, 12th century

The articles that form this issue of Spotlight on Theological Education emerged out of the work of Theological Education Between the Times, a project funded by a grant from the Lilly Endowment to the Candler School of Theology. This project seeks to renew and resource conversations on the purposes of theological education in a season of profound change. The empirical origins of this project are the kinds of dramatic shifts that most of us committed to the work of theological education can easily narrate even as the degree to which each of us feels those shifts on a day-to-day basis varies widely with our institutional contexts. The changes are substantial.

by Fernando A. Cascante-Gómez, Association for Hispanic Theological Education

Image: Mary Magdalene announcing the Resurrection to the Apostles, St. Albans Psalter, 12th century (illuminated manuscript page)

Theological education, as it has been conceived and implemented in the North Atlantic (i.e., Europe and United States), is undergoing a series of crises that calls for urgent and radical changes. These are changes necessary not merely to secure the permanence of institutions but, more importantly, to ensure that theological education will be pertinent to the church and society in the 21st century.

by Kathryn Lofton, Yale University

What is the purpose of theological education? Reflecting on the archives of religion in the United States, my answer is this: the purpose of theological education is the production of heresy. Heresy is the accusation that comprises the dramatic exhale between theological education and the world. I intentionally here oppose the production of heresy to the production of ministry. While the latter may be central of every seminary mission statement, the former is integral to its lifeblood. There is no theological education without an enemy against which this theology is imagined to be articulated.

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