their international education programs. For example, Augsburg College, with

its rootedness in ethnic Lutheranism and commitment to intentional diversity,

confesses that its Center for Global Education is geared toward working for a

more just and sustainable world, grounded in the perspectives of the poor and

marginalized. At Goshen, historian Theron Schlabach rightly inquires, "Is

Goshen communicating well enough to students and others that its heralded

SST program rests on faith commitments? Is the message clearly to invite

faith commitment, rather than a relativism that might make all faith

commitments seem like mere cultural expression."⁶⁰Moreover, is SST seen

primarily as prudent preparation for vocational success in the international

marketplace, or as an expression of Mennonites' commitments to breaking

down boundaries, reaching out to the marginalized, peacemaking and service.

Goshen's public relations materials draw on both religious and secular

motivations for the Study-Service Term. One brochure says, "We believe

Christ's call to ideals such as peacemaking, living simply and equality for

everyone reach across political boundaries."The brochure adds that graduates

"tell us their intercultural experience was the difference in their job search,

setting them apart from graduates of other colleges in the hiring process. In

the global economy of the 1990s and the 21st century, business and industry

need graduates who understand the world around them and international

education helps GC graduates fit the bill."⁶¹Especially as GC prepares its

60_{Schlabach, "Goshen College," 215. Kelleher also notes that "successful,}
sustainable international programs are identified with the existing values
already in the minds of faculty and administrators."Kelleher, Learning from
Success, 11.

61_{"International Education at GC," two-page Goshen College flyer, 1997.}

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