recognizes that education is not value-neutral:it is either liberating or

domesticating. It also acknowledges the need for learning to be dialogical, and

expresses the hope that education be transformative. In theological language,

praxis is closely linked with the incarnation. Rodney J. Sawatsky, president of

Messiah College, writes that from the Anabaptist-Mennonite perspective, the

church is "called to incarnate the Word, to represent -- that is, to re-present --

the Word in the midst of the world. So, too, the Mennonite college is to be

incarnational ...."²⁴Sawatsky then adds further theological support for

internationalism by insisting that it is one of six "educational perspectives"

emerging from "the Anabaptist incarnational ecclesiology operative in

Mennonite colleges."²⁵

The Study-Service Term

international education program originally did not include incarnational

language, it is undeniable that the school's Study-Service Term (SST) was

birthed because ofGoshen's church-relatedness.²⁶In the 1960s, more than

half of the college's faculty members had taught or worked abroad for a year

or more, and about the same number spoke fluently more than one language.

Because of their status as conscientious objectors during World War II, many

24_{Rodney J. Sawatsky, "What Can the Mennonite Tradition Contribute to}
Christian Higher Education," in Hughes and Adrian, Models for Christian
Higher Education, 194.

25_{Sawatsky, "What Can the Mennonite Tradition," 196. Sawatsky says}
Mennonite colleges hire only Christian faculty for incarnational reasons as
well. "The professors are both to teach and to model their Christian faith."

26_{Schlabach says that "at the risk of making a false dichotomy, it seems fair to}
say that Goshen's SST resulted more from the kind of church that sponsored
the college than from the college itself."Schlabach, "Goshen College," 209.

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