Abstract

This chapter looks at current literature that reveals a correlation between high participation in consumerism and low levels of civic engagement. One pedagogical strategy is highlighted, the Ascetic Withdrawal Project, as a way of addressing this trend in the classroom. Combined with other assignments with the course design that deepen students’ understanding of particular global issues and encourage them to apply this knowledge by teaching it to others, the Ascetic Withdrawal Project helps students make connections between personal choices and their global impact, overcoming “civic schizophrenia.” This, it is argued, is a critical first step in learning civic engagement. This project is then placed within the context of theological education, and the role this type of assignment can play in training students for civic engagement as persons of faith is suggested.