Jack R. Baker

Jeffrey Bilbro

Wendell Berry thinks of himself as a storyteller. It’s somewhat ironic then that he is better known as an essayist, a poet, and an advocate for small farmers. The essays in this collection consider the many facets of Berry’s life and work, but they focus on his efforts as a novelist and story writer. Indeed, Berry had already published three novels before his seminal work of cultural criticism, The Unsettling of America, established him as an ardent defender of local communities and sustainable agriculture. And over the past fifty years, he has published eight novels and more than forty-eight short stories set in the imagined community of Port William. His exquisite rendering of this small Kentucky town challenges us to see the beauty of our own places and communities and to tend their health, threatened though it inevitably is. The twelve contributors to this collection approach Berry’s fiction from a variety of perspectives—literary studies, journalism, theology, history, songwriting—to shed light on its remarkable ability to make a good life imaginable and compelling. The first collection devoted to Berry’s fiction, this volume insists that any consideration of Berry’s work must begin with his stories. Contributors: Ingrid Anna Pierce Kiara Anne Jorgenson Doug Sikkema Ethan Bruce Mannon Fritz Oehlschlaeger Michael R Stevens Eric Miller Grace Marie Olmstead Jake Meador Andrew Peterson

Wendell Berry's Imagination of Port William

Telling the Stories Right

Why the university should focus on community: “An enlightening interpretation of Wendell Berry’s philosophy for the pursuit of a holistic higher education.” —Publishers Weekly Prominent author and cultural critic Wendell Berry is well known for his contributions to agrarianism and environmentalism, but his commentary on education has received comparatively little attention. Yet Berry has been eloquently unmasking America’s cultural obsession with restless mobility for decades, arguing that it causes damage to both the land and the character of our communities. The education system, he maintains, plays a central role in this obsession, inculcating in students’ minds the American dream of moving up and moving on. Drawing on Berry’s essays, fiction, and poetry, Jack R. Baker and Jeffrey Bilbro illuminate the influential thinker’s vision for higher education in this path-breaking study. Each chapter begins with an examination of one of Berry’s fictional narratives and then goes on to consider how the passage inspires new ways of thinking about the university’s mission. Throughout, Baker and Bilbro argue that instead of training students to live in their careers, universities should educate students to inhabit and serve their places. The authors also offer practical suggestions for how students, teachers, and administrators might begin implementing these ideas. Baker and Bilbro conclude that institutions guided by Berry’s vision might cultivate citizens who can begin the work of healing their communities—graduates who have been educated for responsible membership in a family, a community, or a polity.

Cultivating Virtues of Place

Wendell Berry and Higher Education

Prominent author and cultural critic Wendell Berry is well known for his contributions to agrarianism and environmentalism, but his commentary on education has received comparatively little attention. Berry has been eloquently unmasking America's cultural obsession with restless mobility for decades, arguing that it causes damage to both the land and the character of our communities. Education, he maintains, plays a central role in this obsession, inculcating in students' minds the American dream of moving up and moving on. Drawing on Berry's essays, fiction, and poetry, Jack R. Baker and Jeffrey Bilbro illuminate the influential thinker's vision for higher education in this pathbreaking study. Each chapter begins with an examination of one of Berry's fictional narratives and then goes on to consider how the passage inspires new ways of thinking about the university's mission. Throughout, Baker and Bilbro argue that instead of training students to live in their careers, universities should educate students to inhabit and serve their places. The authors also offer practical suggestions for how students, teachers, and administrators might begin implementing these ideas. Baker and Bilbro conclude that institutions guided by Berry's vision might cultivate citizens who can begin the work of healing their communities -- graduates who have been educated for responsible membership in a family, a community, or a polity.

Jack R. Baker

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