This question warrants a long list, but one thing belongs at the top: cultivating trustworthy communities. This is a patient and delicate process but the good news is, these communities can form anywhere—in a classroom, in a campus ministry, in a congregation, in a home, on a neighborhood block…. Anywhere there are people, there are opportunities for relationship. Wherever there is relationship, there is opportunity to cultivate trustworthy community. In turn, these trustworthy communities, made up of trustworthy relationships, equip us with the collective wisdom, care, and accountability needed to be the kind of people the world needs.
Trustworthy communities have always been needed, but perhaps part of the reason we are where we are is because too often our society has NOT invested in cultivating trustworthy communities. Instead choosing practices of exploitation and violence, eroding trust and convincing us that those around us are more likely a threat than a neighbor.
When I see many challenges around us, I fear that the world is ending. Maybe it is. Maybe (probably) parts of it should. This is scary and when we are scared it is easy to turn inward, to scapegoat our fears onto “others.” Ethical leadership when the world is changing—and perhaps ending—means resisting that impulse and instead doubling down on setting more tables, doing the slow relationship work, being bold and humble as we engage with people around us.
We need to be the kind of people and create the kinds of communities the world needs when it’s ending.
As a former youth ministry director, camp counselor and convener of congregations through my work at Augsburg with the Riverside Innovation Hub—my instinct as a leader has been to carry the bulk of the responsibility to build this kind of community and then invite others into it. But this is a lopsided approach.
Cultivating trustworthy community is a group effort. Leaders may take initiative, but the work isn’t to build for, but to set a table where something new can be nurtured—more accurately, to co-create trustworthy community.
My thinking about this has been particularly shaped through a recent book project I led. Hungry for Hope, Letters to the Church from Young Adults, released this summer, is the culmination of three years of stewarding a writing community of twenty-five people. Many of them are young adults who brought to the table their hopes, heartaches and imaginations of another way possible for the church and the world.
The process of co-creating this book mirrors the final product, which is an invitation to sit at the table together and wrestle with the questions of our time, ones that really matter to young adults (and folks of all ages!) Rev. Lamont Wells concluding remarks at this summer’s gathering landed home for me when he quoted Sharon Daloz Parks. Ethical leadership is “not about having the right answers, but about cultivating the courage to hold questions that matter and walk with others through them.” These are the first faithful steps towards co-creating trustworthy communities. These are the kinds of communities that not only are needed when worlds are ending, but are needed to seed what new worlds may begin to emerge.
For more information about the book, Hungry for Hope: Letters to the Church from Young Adults, visit the book’s website at www.hungryforhopebook.com.
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Editorial
From the Publisher
Lamont Anthony Wells
5 min audio
Wells frames the issue as a record of the 2025 VLHE Conference at Augsburg under the theme “Ethical Leadership in a Changing World,” arguing that vocation is never solitary but a collective, public witness of ethical formation, theology and care, flourishing and belonging, and leadership rooted in God’s grace.
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Editorial
From the Editor
Colleen Windham-Hughes
5 min audio
Windham-Hughes plays on the shared Latin root of “education” and “seduction” (ducere, to lead) to warn against the No-saying seductions of giving up or condemnation, and to call educators to the riskier Yes of showing up to build third-space communities of truth-telling and hope.
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Article
Wake Up Running! A Call to Ethical Leaders in Quest of Democratic Space
Walter Earl Fluker
44 min audio
Abridged from his VLHE keynote, Fluker draws on Habakkuk and Octavia Butler’s Parable of the Sower to call a new generation of ethical leaders to “wake up running” toward democratic futures, packing their runaway bags with love-filled-justice, grace-filled-empathy, and hope-filled-resiliency for the soul-filled work the moment requires.
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Article
Building a Third Space in the Age of AI: A Conversation with Dr. Walter Earl Fluker
Elizabeth Kubek
11 min audio
Prompted by AI chatbots being marketed to students as a safer alternative to messy human relationships, Kubek interviews Fluker on how Howard Thurman’s vision of common consciousness, somaesthetics, and nature-rooted learning offers educators a “third space” alternative to AI’s hall of mirrors.
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Article
Ethical Leadership: Rooted, Open, Generative, and Mindful
John Arthur Nunes
25 min audio
As he prepares to teach an Ethical Leadership First Year Seminar at California Lutheran, Nunes organizes his pedagogy around three mutually-reinforcing “turns” — inward, outward, and intellectual — grounded in Luther’s mandatum dei and larvae dei, Bonhoeffer’s estates, and Howard Thurman’s call to hear “the sound of the genuine” in oneself.
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Article
Ethical Leadership for a Changing World: A Shared Calling from Cradle to Career
Cory Newman, Janelle Rozek Hooper
5 min audio
Hooper and Newman recount how an ELCA Barna survey on early childhood education sparked the realization at VLHE 2025 that ELCA colleges and the 1,200 Lutheran schools and early learning centers share identical challenges — and an untapped potential to form ethical leaders across the full educational continuum from cradle to career.
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Article
What is Required of You?: Higher Education Leadership in a Moral Key
Paul C. Pribbenow
15 min audio
Drawing on Micah 6:8 and Stephen Carter’s “etiquette of democracy,” Pribbenow describes the three things Augsburg requires of every incoming student — show up, pay attention, and do the work — as a democratic social ethic that prepares students for engaged citizenship in a fractured public life.
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Article
Fostering Moral Imagination and Inclusivity: The Role of Ethical Leadership in ELCA Colleges and Universities Amid Societal Challenges
Lamont Anthony Wells
12 min audio
Wells argues that “moral imagination” — the capacity to envision ethical alternatives, empathize across difference, and respond creatively to injustice — is the heart of ethical leadership in NECU institutions, and that anchoring leadership in this principle positions Lutheran higher education to cultivate socially responsible citizens.
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Reflection
VLHE—Wednesday Morning Sacred Pause
Ann Rosendale
8 min audio
Rosendale draws on Esther 4:14 and the Lutheran practice of holding death and resurrection together — with “and” as the hardest word — to argue that the calling of Lutheran higher education for “just such a time as this” requires us to remember and name out loud that ours are places where God is at work.
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Article
Business as Usual? Marketing, God, and the Limits of Christian Callings
Emily Beth Hill
No. 51 · Spring 2020
Hill, a former corporate marketing consultant turned theologian, returns to Luther’s claim that no vocation is more holy than another — and uses Luther’s Large Catechism definition of God to argue that the modern practice of branding intentionally redirects the love and worship of human beings toward capital, raising the question of whether Christian neighbor-love places limits on what professions Christians should pursue.
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Reflection
On the Power of Transformation and Becoming Human
Ken Yanai Flores
No. 59 · Spring 2024
Flores, a Cal Lutheran sophomore, reflects on personal and institutional transformation as the slow work of shedding the armor of trauma responses, engaging discomfort rather than turning away, and trusting that the work of becoming more human — more empathetic, knowledgeable, and free — will be reflected in our institutions as well.
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Article
Liberal Arts and Professional Education: A Call for Philosopher-Servants
Steven C. Bahls
No. 24 · Fall 2006
Bahls, President of Augustana College (Rock Island), calls for a renewed commitment at Lutheran colleges to form “philosopher-servants” — graduates whose grounding in the liberal arts and the liberating gospel equips them for thoughtful service in business, education, nursing, and the other professions. Their impact, he argues, is “a good thing and a fact that we can be proud of as those who labor in Lutheran higher education.”
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Article
Lutheran Identity, Academic Integrity, and Religious Diversity
Storm Bailey
No. 25 · Spring 2007
Bailey argues that one might rightly say of a college “that’s a pretty good school because it’s religious,” defending the proposition under three headings: academic and curricular virtues, free inquiry, and religious diversity. Drawing on Mark Schwehn’s Exiles from Eden, Richard Hughes on the Lutheran tradition’s “most potent theological resources” for the life of the mind, Parker Palmer, Lendol Calder, Mill’s On Liberty, Newman’s Idea of a University, and the AAUP’s 1940 Statement, he proposes a “critical mass” alternative in which the Lutheran commitment to truth-seeking and self-critique itself requires—rather than tolerates—a religiously diverse faculty whose opposing voices are needed for the mission to flourish.
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Article
The Church in Education? Education in the Church? Ten Theses on Why These Questions Matter
Leonard G. Schulze
No. 21 · Summer 2005
Writing in the months before the August 2005 Churchwide Assembly that will decommission DHES, Schulze frames his vision for the division as ten Lutheran-style theses, each followed by Luther’s catechetical question “What does this mean?” He argues that critical thinking and moral deliberation are in the Lutheran gene pool; that Luther’s devotion to learning was an expression of Christian vocation; that the rise of the research university and the binary public meaning of “evangelical” have marginalized church-related colleges; that DHES has been wrongly perceived as marginal; and that the reformed concept of vocation must drive the soon-to-be-created program unit for Vocation and Education. An appendix reproduces the 2005 DHES strategic planning overview.
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Editorial
From the Publisher
Mark Wilhelm
No. 31 · Winter 2010
Wilhelm traces his decades-long enthusiasm for the Lutheran doctrine of vocation from his St. Olaf days reading Luther’s Open Letter to the German Nobility, notes Parker Palmer’s lecture-circuit ministry and Mark C. Taylor’s reflections on calling, and argues that ELCA colleges should claim vocation as the defining mark of Lutheran higher education—yet warns that vocation risks becoming “the program du jour” rather than a permanent hallmark.