Muhlenberg College was named to commemorate Henry Melchoir Muhlenberg (1711-1787), German immigrant and patriarch of Lutheranism in the United States. The choice linked the College to the Lutheran faith and to a political dynasty exemplifying the promise — and responsibility — of democratic engagement. This is revealed in oft-repeated stories of college lore that I share with my students at the start of each new semester.
The first takes us back to the American Revolution before Muhlenberg College existed to Henry’s son and Virginia Lutheran minister, John Peter Gabriel Muhlenberg (1746-1807), who reportedly openly struggled with the question of revolution. Standing before his congregation in January of 1776 and drawing inspiration from Ecclesiastes, General Muhlenberg is said to have ripped off his clerical robes to reveal his officer’s uniform, shouting: “There is a time to preach and a time to pray. But there is also a time to fight, and that time has come now!” Legend has it that more than 150 men kissed their families, left the church with Muhlenberg leading the way, and joined the Revolutionary cause, becoming the core of Virginia’s 8th regiment.
Historians doubt the veracity of the account of “General Pete’s” famous 1776 speech, but his legacy nonetheless lives on — a copy of the original marble statue of General Muhlenberg found in Statutory Hall in the U.S. Capitol sits at the center of our campus green and it is in his honor that one of our eateries — the “General’s Quarters,” or “GQ” — is named. After the war, General Muhlenberg resettled in Pennsylvania, where he was elected to the first U.S. Congress. His brother, Frederick Augustus Conrad Muhlenberg (1750-1801), was also elected from Pennsylvania, becoming the first Speaker of the House of Representatives and the first to sign the Bill of Rights.
This is the history — itself a lesson about civic engagement and the nation’s founding–that Frederick Augustis Muhlenberg (1818-1901) (Henry’s great-grandson and General Pete’s great-nephew) inherited and transmitted to Muhlenberg College when he became our first president. Although less dramatic than General Pete’s call to fellow patriots, President Muhlenberg’s inaugural address continues to inspire teaching and learning at the College. He said: “No education is complete unless it prepares a man to discharge all his duties properly in this world…this kind of education contemplates the education of his conscience and the cultivation of his heart.” If they are observant, students will find references to the “education of conscience” and “cultivation of heart” on our website and note familiarity with phrases like “ethical and civic values” and “lives of leadership and service” in the College’s mission statement.
Whether or not my students themselves are Lutheran, I seek to convince them that they are part of the community forged by our namesakes.
I share these stories with my students not only because I hope to clue them into the statues they encounter on campus–although seeing the history around us is a useful goal. Most of my students are unfamiliar with the Muhlenbergs; many are surprised to learn of the College’s links to the ELCA (we certainly do not hide this connection, but it is evidently not something we emphasize in admissions). Whether or not my students themselves are Lutheran, I seek to convince them that they are part of the community forged by our namesakes. We are part of Muhlenberg civic history. We can — and should — lean-in to the Muhlenbergs. Their shared values, sense of civic duty, and willingness to lead when it is “time to fight” offer inspiration for our own education and democratic engagement today.
Work Cited
Susan Clemens Bruder, “Connecting the Past, Present, and Future: Muhlenberg College,” The Periodical 57, no. 1A2 (1013-2014): 3-44.
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Editorial
From the Publisher & Editor
Colleen Windham-Hughes, Lamont Anthony Wells
6 min audio
Wells and Windham-Hughes frame vocation as “ground game” — the practical, public living-out of faith through civic engagement — and introduce the issue’s focus on how Lutheran higher education equips students to repair the world.
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Reflection
I am a Treaty Partner
Kyrie Fairbairn
7 min audio
A recent California Lutheran graduate reflects on how a course on Indigenous Rights and Practices, and a conversation with a former Chairman of the Lummi Nation, led her to claim a “treaty partner” identity and to challenge readers to learn the treaties that shape the lands they call home.
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Article
Civic Engagement and Faith Perspectives
William O'Brochta
15 min audio
Guest editor William O’Brochta introduces the section by overviewing the ELCA’s call to civic engagement, recapping the Fall 2025 Civic Engagement and Faith Perspectives conference at Texas Lutheran University, and previewing the participant essays that follow.
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Article
Teaching and Mentoring in Service of Civic Engagement
Haco Hoang
6 min audio
Hoang describes how her teaching, mentoring, and research at California Lutheran University — including a multi-year collaboration with the Lutheran Office of Public Policy on Lutheran Lobby Day — cultivate civic skills grounded in ELCA social statements and the Lutheran tradition of faith and reason.
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Article
Community-Based Research as Engaged Citizenship
James Paul Old
6 min audio
Old argues that genuine citizenship requires more than charitable gestures — it demands long-term, reciprocal community partnerships — and describes how Valparaiso’s Community Research and Service Center embodies that vision even amid the financial pressures threatening such programs.
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Article
An Ecosystem of Democracy
David Thomason
6 min audio
Thomason argues that faith-based institutions should equip students not to dominate the public sphere with their convictions but to cultivate an “ecosystem of democracy” — pursuing universal values with virtue and tolerance while acknowledging humanity’s incomplete grasp of truth.
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Article
Bringing Core Values to Life through Civic Engagement
Austin Trantham
5 min audio
Trantham shows how Saint Leo University’s Benedictine Core Values shape his civic engagement work — from advising a “Why Vote?” campaign and Constitution Day panels to engaging students in the Unify Challenge for respectful cross-institutional discourse.
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Article
Civic Engagement, "Baylor In Deeds," and Engaged Learning
Rebecca Flavin
6 min audio
Flavin describes how Baylor’s strategic plan “Baylor in Deeds” and its Office of Engaged Learning are building civic engagement into the Arts & Sciences core curriculum, with early Global Engagement Survey data showing gains in civic efficacy and global civic responsibility.
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Article
Fragmented in Faith: The Concerns and Hopes Found in Student Spirituality and Civic Engagement
Emma Bohmann, Monica Sitachitta
11 min audio
Two Texas Lutheran University students reflect on the cyclical pattern of low spiritual and civic engagement on their campus and argue that distinguishing Lutheran values from Lutheran practice could open space for civic engagement to become a non-optional expression of neighbor-justice for all students.
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Article
Do One Thing: Academic Vocation in the Age of Burnout
Jonathan Malesic
No. 58 · Fall 2023
Malesic draws on Oliver Burkeman’s 4,000 Weeks and Søren Kierkegaard’s Purity of Heart is to Will One Thing to argue that academic burnout is fundamentally institutional — a widening gap between mission ideals and working conditions — and urges colleges to resist “projectitis” by focusing on the one thing that matters most.
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Response
Of Imaginary Cows and a White Toy Sheep: The Freedom of a Christian College
Ryan La Hurd
No. 6 · Winter 1999
La Hurd, president of Lenoir-Rhyne and a former Thiel English professor and Augsburg academic dean, responds to Christenson by insisting (with Robert Kegan’s story of Tommy’s imaginary cattle farm) that a college is composed of people but is not itself a person, and so cannot share in Luther’s freedom of the Christian. Drawing on Benedict Anderson’s Imagined Communities, Lewis Hyde’s The Gift, George Marsden, Mark Schwehn, Jacques Barzun, and the Pew Higher Education Roundtable, he distinguishes the “imagined college” (the gift-economy realm of teaching and the alma mater) from the “real college” (the commodity-economy realm of fund-raising, deferred maintenance, and federal aid reconciliation that does not have such freedom)—and ends with Pablo Neruda’s “Childhood and Poetry” and the marvelous white toy sheep offered through a hole in a fence.
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Article
Return to Purpose: Learning in an Age of Collapse
Ahmed Afzaal
No. 54 · Fall 2021
Afzaal argues that the cascading crises facing higher education are not temporary glitches but symptoms of planetary and civilizational collapse — and that colleges must embrace “double-loop” learning and return to a shared sense of purpose if they are to help humanity descend gradually rather than catastrophically.
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Editorial
From the Publisher
James M. Unglaube
No. 2 · Winter 1997
Unglaube reports on the second annual Vocation of a Lutheran College conference of August 1996, where Walter Bouman of Trinity Lutheran Seminary addressed “What is Lutheran; What is the Lutheran Tradition” (biblical, catholic, evangelical, sacramental, world-affirming—the world “received, enjoyed, served as God’s Gift”). He previews presentations by Wendy McCredie of Texas Lutheran and Baird Tipson of Wittenberg on how the Lutheran tradition is embodied in its colleges, and Bob Vogel’s challenge in “Coherence—And Now what?” that the tradition comes to life in how faculty give expression to their beliefs and values in the classroom and with colleagues.
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Book Review
Post-Secular Religion on Campus: Conversing with Jacobsen and Jacobsen
L. DeAne Lagerquist
No. 39 · Spring 2014
Lagerquist guides readers through Douglas and Rhonda Hustedt Jacobsen’s No Longer Invisible: Religion in University Education and its companion volumes, unpacking the authors’ three-act story of campus religion (Protestant, Privatized, Pluriform), their three-by-two framework of historic/public/personal religion in belief and behavior, and the six questions they pose for campus conversations. She lifts up interfaith etiquette and vocation as especially fruitful zones for Lutheran campuses.
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Response
"Whose Future?" or "Social Justice and the Lutheran Academy?"
Marsha Heck
No. 1 · Summer 1996
Heck argues that the future of Lutheran higher education lies less in defining Lutheran distinctiveness than in moral action grounded in face-to-face relationships with others. Drawing on David Lotz’s two-kingdoms theology of citizenship, Ernest Simmons’s relational reading of Luther, Arthur Preisinger’s indictment of the German Lutheran misreading of two kingdoms during the Third Reich, Starla Stensaas of Dana College, and Paulo Freire’s dialectic of empowerment, she calls Lutheran colleges to integrate moral reflection with moral action—to move students’ muscles against what is not true as well as to feel truths in their bones.