Describing a Lasallian Approach to History Education

My move to the Philadelphia area is basically complete, and I can now say publicly that I’ll be returning to La Salle University this fall as an adjunct instructor teaching at least two and possibly three courses. (I’ll say more about another new position in the area soon.)

La Salle was the first external institution to hire me during graduate school, making it the place where I taught my first training-wheels-off history courses. So it’s very exciting to be back.

One of my goals as I draw up new syllabuses this year is to do a better job communicating how my courses relate to the larger institutional missions of my employers. I think this can be useful not only to students—who benefit from explicit guidance about the various purposes of higher education—but also to faculty members and administrators, who can use continual reminders during this fraught time in the profession’s history.

To that end, here’s my attempt at a syllabus statement summing up the centuries-old religious educational tradition that its namesake university claims to uphold.

Screenshot:

lasallian philosophy syllabus statement

Text:

Lasallian Philosophy

Jean-Baptiste de La Salle, a Catholic priest from an elite family, established the Institute of the Brothers of the Christian Schools in the 1680s, when basic education in France was relatively disorganized. Living together in religious communities, members of his order gave up wealth and prestige in order to devote their lives to creating schools for working-class and poor children.[1] Today, the Brothers’ primary mission is still to provide “a human and Christian education” to the world’s poor—and to enlist the rich as their allies. As their rule says, the Brothers seek common ground among people of all religious traditions in advancing “human dignity, solidarity among all human beings, and the integral development of the individual.”[2] La Salle University is one of six colleges and universities carrying out this mission at an advanced level in the United States.

In keeping with the Lasallian tradition, this history course is grounded in the belief that all humans—across time, space, and social boundaries—share a common dignity. We can recognize ourselves in each other despite our differences and conflicts. Because of this, all aspects of human history have the power to help us live more coherently and meaningfully. You should use this course as an opportunity to develop greater solidarity with other people, especially the marginalized, through acts of the reason and the imagination. In the process, you may grow into a greater sense of your own personhood.

This statement is one of several (covering student learning outcomes, course design, and basic principles of academic freedom) that I’ve been happily developing or revising this summer.

Of course, this is a statement about ideals. The reality will have to emerge in the class itself.