the University Concourse
Volume III, Issue 6
April 30, 1998
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This piece is part of a larger section called 'Editor's Postscript'.
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What is our mission, really?

A line in Dr. Miletic's October article in favor of Distance Education degrees bothered me. He wrote: "As the Church prepares for the twenty-first century, so do we at Franciscan University prepare for a new Evangelization. Technology and the internet make it possible to fulfill our institutional mission of bringing the gospel to the ends of the earth." Setting aside questions about whether or to what extent the gospel can be spread through technology, I want to protest the idea that it's Franciscan University's mission to bring the gospel to the ends of the earth.

It is the Church's responsibility to evangelize the world. Each individual and institution within the Church has only a specific and limited part to play in this otherwise completely overwhelming mission. FUS' part is to see to the higher education of the students entrusted to her care.

I may seem to be quibbling needlessly over terms, but there is something very practical at stake. If we think it's our task to evangelize the whole world, we will spread ourselves far too thin. Instead of concentrating on giving the best possible formation to the students we have, we will think: "How can we get the rudiments out to the greatest number?" If we have the whole world in our sights, what we will chiefly notice about our own students is that they are exceptionally well-off -- practically glutted with the Good News. So, rather than striving to provide a deeper, fuller, more excellent and rigorous education for them, we will throw our resources and creative energies behind efforts to come up with more efficient and further-reaching means of getting the basic message out to others -- people normally beyond the range (intellectually, geographically, financially or otherwise) of an institution like ours.

But, in spreading ourselves too thin, we will make a poor job of our real mission. We will wind up short-changing our students -- sending them out into the world imperfectly prepared for their own particular tasks within the Church, whether as artists, intellectuals, priests, parents, businessmen, or missionaries.


Related Articles:
• Franciscan University and distance education: Some doubts, John F. Crosby (III,2)
• Franciscan University and distance education: At the threshold of a new missionary frontier, Stephen Miletic (III,2)
• Doubts about DE that won't go away: Response to Dr. Miletic, John F. Crosby (III,3)
• How might we improve our education for both residents and DE students?, Nicholas J. Healy (III,3)
• FUS distance education: a gift to the Church: A current student's perspective, Richard W. May (III,3)
• Distance technology alone cannot provide a proper university education, Anne Schmiesing (III,3)
• Oral traditions and distance education, John F. Crosby (III,4)
• Distance Education: is it good enough?, Jim Fox (III,4)
  • What is our mission, really?, Kathleen van Schaijik (III,6)


By the same author:
• NFP, by itself, does not compromise the marriage vocation, (I,1)
• What is a 'real' Catholic education?, (I,2)
• Orthodox not paradox, (I,3)
• NFP and connaturality, (I,4)
• How does a university evangelize?, (I,4)
• Thomism and intellectual freedom, (I,5)
• Keeping our worship in step with 'what the Spirit is saying' to FUS, (I,7)
• Can charismatics and traditionalists peacefully coexist?, (II,1)
• The horror of polygamy and the persistence of chauvinistic theories in Catholic academia, (II,1)
• The challenge of the Concourse: discussion without (much) contention, (II,2)
• When old ideas are breaking up, (II,3)
• Why the polygamy problem is not as passe as it appears: Kathleen van Schaijik responds to her critics, (II,4)
• Why 'charismatic spirituality' belongs at the heart of our communal life, (II,9)
• What is the University Concourse?, (III,1)
• How not to help households, (III,1)
• Silence betokens ... What?, (III,3)
• The freedom of stricture, (III,4)
• What were households meant to be?, (III,5)
• Different degrees of authority, (III,5)
• Last words (for now), (III,6)
• A suggestion regarding Extraordinary Ministers, (III,6)
• Catholic teaching on capital punishment, (III,6)
• A final thought on the household issue, (III,6)
  • What is our mission, really?, (III,6)
• What if Shakspere wasn't Shakespeare?, (III,6)
• Clinton's sorry legacy, (III,6)
• Evolution, (III,6)
• Intimidated? Please don't be., (III,6)
• A gift for the graduates of '98, (III,6)
• A point of policy, (III,6)
• A point of principle, (III,6)
• A word of thanks, (III,6)
• Love Never Leaves, (IV,1)
• Faith and Reason, (IV,2)
• A different perspective on the modesty question, (IV,5)
• Strangers to the world, (IV,6)
• Happy & sad, (IV,7)
• Oxford gaining on Shakspere, (IV,7)
• Of private and collegiate morality, (IV,7)
• Newman, education and context, (IV,7)
• Witnesses to Faith in the face of death, (IV,7)
• Viva the class of '99!, (IV,7)
• A prize winning physicist out of his depth, (IV,7)
• A positive psychology, (IV,7)
• How to become a leader, (IV,7)
• Campus politics, (IV,7)
• Thanksgiving, (IV,7)
• New face, same spirit, (V,1)
• The 'Stratford man' and the Shakespearean canon: no match at all, (V,3)
• Bringing the masses from starvation to full strength, (V,4)
• Branching out through Christus Magister, (V,6)
• Kathleen van Schaijik replies to John Doman on Shakespeare, (V,6)
• A Catholic critique of a current notion of courtship, (V,7)
• Fr. Michael's achievement, (V,8)
• Charity may be severe, (V,8)
• On the other side of the same coin, (V,8)
• Shakespeare debate update, (V,8)
• Beware of economic Puritanism, (V,8)
• What the education debate is and isn't about, (V,8)
• The Weimar Republicans, (V,8)
• Drawing out an analogy, (V,8)
• Dear Class of 2000, (V,8)
• How to support the Concourse by buying books, (V,8)
• Thanksgiving, (V,8)
• The evil of exorcising judgement, (VI,1)
• Jump Start, (VII,1)
• It's not the Vatican, it's the laity, (VII,1)
• Abusing NFP, (VII,1)


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© The University Concourse, April 30, 1998