We Raise not Neoliberal Subjects but Responsible Citizens

Unlike those born into a democratic society, I, socialized under a continuous dictatorship in South Korea, did not take democracy for granted. It was longed for and fought for, perhaps at the cost of one’s privilege or even one’s life. While some churches blindly supported political and economic powers, a different kind of Christianity fueled the aspirations of workers, young people, and intellectuals to resist injustice. A vision for and commitment to a new, democratic society were inseparable from Christian faith. We finally earned democracy through the people’s struggles and sacrifices. That country has now become one of the largest economies in the world. This success should not lead only to national pride, because such rapid development and progress have come at a high cost, deepening inequalities, social disintegration, and environmental degradation. However, this is not unique to that country, as no nation or society is free from the neoliberal capitalist world order.  

Such negative effects of neoliberal capitalism have contributed to the rise of neo-fascism and far-right movements across the world, eroding confidence in democracy. Neoliberal policies advocating a free-market economy have protected a handful of global economic elites and intensified wealth gaps. We heard that less than a decade ago, eight men owned as much wealth as half the world, and now we see the emergence of the world’s first trillionaire. By contrast, the lives of the working and middle classes have become more unbearable than ever. As neoliberalism undermines state intervention and attempts to privatize social sectors and services such as health care and education, public anxieties increase. Authoritarian leaders exploit such widespread fear and disillusionment with democratic institutions, scapegoating immigrants and marginalized communities. 

Every sphere of life is driven by competitive market logic fostered by neoliberalism, and education is no exception. Critics like Henry A. Giroux examine how neoliberalism has attacked higher education, the last frontier for a democratic public sphere. One idea (and a set of practices) that captured me for a while was “neoliberal managerialism” in higher education, which emphasizes entrepreneurship, productivity, and efficiency. In reality, this trend is something a university or seminary cannot resist. We are all too familiar with terms such as learning objectives, outcomes, measurement, targets, etc.—standardized tools for assessing educational effectiveness for accreditation. While it is important to assess how we do what we do, what a professor does through critical scholarship, teaching, and curriculum and pedagogy development is hardly translatable into numbers. Scholars of critical pedagogy lament the invalidation or diminution of the academic work of faculty and students. Academic knowledge and practice are taken for granted, treated like commodities attached to a faculty member that can be sold to customers. As management becomes more strategically important than education, various managerial roles, titles, and events are created, yet the faculty is excluded from shared governance. 

Managerialism in higher education is not simply the result of educational institutions’ willingness to adopt neoliberal values and practices at the expense of democratic ones. As noted, neoliberalism has encroached on higher education, and the global resurgence of authoritarianism increasingly and troublingly threatens academic and intellectual freedom, a core premise of higher education. While progressive schools in general may be significantly affected by federal budget and curricular restrictions, the survival of progressive theological schools is even more challenging. Consider, however, why Evangelical schools see steady enrollment growth (600,000 students at the schools of the Council for Christian Colleges and Universities; 33,000 headcounts/18,500 FTE at the top 16 Evangelical seminaries by enrollment). Why is the current political climate a challenging but “really great time for Christian higher ed” when liberalism and authoritarianism together assault higher education? Despite the existence of progressive Evangelicals, most of these seminaries promote “biblical” teachings and fundamental theology that often contradict democratic ideals such as equality, pluralism, and justice, and instead support Christian nationalism and Zionism.   

Survival is defined not only by financial sustainability but also by the capacity to sustain an institution’s mission, vision, and values. It is deeply sad and, paradoxically, sacred to witness theological schools close in good faith and colleagues retire early or leave with integrity. When forced into survival mode, it seems there are few viable options for progressive theological schools other than to embrace the tension between financial and missional challenges and between strategic management and critical education. Still, from an academic perspective, theological education must not abandon critical analysis and reflection on the current situation. Moreover, we will continue to raise faithful leaders and responsible citizens, rather than neoliberal entrepreneurial subjects, through participatory and transformative teaching and learning. 

As a Bible teacher, I often tell students that my role is not to make them believe in the Bible but to help them use it as religious leaders and citizen-activists to build a more just democratic society together. The institution’s size, financial stability, and fame have not determined my vocation as an engaged scholar and theological educator; what has mattered most to me is its unfailing faith in the prophetic tradition and its mission to educate students to “serve, care, and advocate for all peoples and the earth,” which I believe aligns with democratic values. In any democratic society and institution, democracy has been costly. This is why we cannot surrender. Amid the challenges, contradictions, and despair our learning communities face, we practice creating a democratic space in teaching and learning, with unwavering faith in God, who is ultimately in control.