P R O F I L EDivineinterventionReligion professorMary Foskett’s scholarshipand compassion inspireher department and students.By David FytenN 1961, AN AMERICAN navalIofficer and his wife adopted anethnic Chinese orphan from a babyhome in Yokahama, Japan. She becamethe youngest of their five childrenand the only girl. In adulthood,that same orphan and her Anglo-American spouse would themselvesadopt an infant Vietnamese boy.The particulars of Mary Foskett’slife go a long way toward illuminatingher extraordinary compassion andinclusiveness and her transformationaleffect on her department andstudents as an associate professor ofreligion at <strong>Wake</strong> <strong>Forest</strong>. They aretraits that have made her among theCollege’s most popular teachers andaccount for her receiving, by studentvote, the Kulynych Family OmicronDelta Kappa Award for Contributionto Student Life this past year.Foskett’s courses in New Testamentand biblical interpretation fill upquickly despite their challengingcontent and methodology. Her warmthand genial disposition belie a relentlessand uncompromising approachin the classroom that forces studentsto ask and respond to hard questionsand to confront and be comfortablewith the complexity and uncertaintyof the subject matter. She applies thesame dialectic in her undergraduateadvising, guiding students to discovertheir talents and proclivities andchoose their paths. She is an activescholar, conducting novel research onwomen in the New Testament, amongother subjects—most notably, onMary, the mother of Jesus, and themeaning of the virginity that hasbeen ascribed to her.Away from the classroom andlibrary, Foskett is active in a host of<strong>University</strong> and community serviceactivities. She co-coordinates thecadre of nine faculty marshals whoorganize and shepherd the faculty atofficial convocations such as Commencementand Founders’ Day andis an advisory board member andcore faculty member of the women’sand gender studies program. Offcampus, she teaches adult educationand sings in the choir at First BaptistChurch and is active in CHANGE,a multiracial, multifaith, grassrootsorganization that identifies andaddresses needs in the community.“Mary is the quintessential <strong>Wake</strong><strong>Forest</strong> professor,” says Charles Kimball,professor and former chair ofreligion who hired Foskett in 1997 ashis first tenure-track faculty appointmentand the department’s onlywoman faculty member at the time.“She defines what we mean by theteacher-scholar ideal. She is a greatteacher, and as an adviser, she is offthe chart. It is striking how quicklyher courses fill regardless of the hourthey’re held and despite the fact thatshe is not an easy grader. One of hergreatest gifts is her ability to identifycounterproductive patterns in herstudents and to hold them accountablein an extraordinarily compassionateway.”Students are no less effusive intheir admiration. “She succeeds incombining unflinching academicprofessionalism with genuine careand concern for the lives of studentsand the [vitality] of our on-campuscommunity,” said one in the citationread at Founders’ Day Convocationat which the Kulynych award waspresented. Exclaimed another whohad nominated her: “As a teacher,she is unequaled in her ability toinvite students into new experiencesand ideas.” And this, from yet anotherstudent: “While she never allowsus to settle [into a comfort zone],she can meet us where we are. Morethan any other professor I know, herdoor is always open.”As a young woman, Foskett wasnot initially drawn to theologicalstudies or an academic career. Raisedon Long Island, she graduated fromNYU in 1985 with a major in psychology.“I spent time after college gettingmy bearings by doing some socialwork,” she says. When she enrolled36 WAKE FOREST MAGAZINE
at Union Theological Seminary ayear later, she studied psychologyand religion with the intention ofpracticing pastoral psychotherapy.Then she took two introductorycourses in Old Testament from legendaryteachers Phyllis Trible (who isnow on the faculty of <strong>Wake</strong> <strong>Forest</strong>’sDivinity School) and George Landes.The inspiration and illumination ofthe experiences “changed everything,”she says.Still, after earning her Master ofDivinity degree in 1989, Foskettremained unsure of her career path,so she resumed working in socialservices in New York City, workingprincipally with homeless families atrisk for child abuse and neglect whilecontinuing her biblical studies. “Onerecognizes over time that studyingthe Bible has larger implications forpublic discourse—a greater globalreach,” she says. Sure at last of herlonging for a life of scholarship, sheaccepted a doctoral fellowship in NewTestament studies at Emory <strong>University</strong>in 1991, earning her Ph.D. in 1997.Her dissertation, on classical representationsof virginity and the portrayalof Mary in the Gospel of Luke,the Book of Acts, and the extracanonicalProtevangelium of James,advanced the reputation of its authoras a promising young biblical scholar.<strong>Wake</strong> <strong>Forest</strong>’s religious studiesprogram was in turmoil in the midnineties.Historically focused on ProtestantChristianity and with a largelywhite, male, and Baptist faculty, thedepartment raised the eyebrows ofsome traditionalists in 1995 whenit hired Simeon Ilesanmi, a youngAfrican scholar specializing in comparativereligious ethics and Africanreligions. But it was the followingyear, when Kimball, a highly regardedscholar of Islam, was brought in fromFurman as the new department chair,that internal discontent becamepublic. Accusing the <strong>University</strong> ofabandoning its heritage, two professors,including the venerable holder ofa chair in New Testament, resignedto accept positions at Baptist-affiliateduniversities.Kimball knew that his first twoor three faculty appointments woulddefine the department, and that hisvery first, a New Testament specialistto replace the departed senior professor,would be the most crucial. Committed,as was the academic administration,to diversifying the faculty andcurriculum, he hoped to hire a woman,but he would not allow that to precludefinding the best young teacherscholaravailable—one who wouldcombine the traits of excellence inteaching and research, defined as theideal <strong>Wake</strong> <strong>Forest</strong> faculty member bythe newly adopted curriculum overhaulknown then as the Plan for theClass of 2000 and now as the <strong>Wake</strong><strong>Forest</strong> Undergraduate Plan.From a pool of roughly 150 applicants,the department interviewedsixteen candidates and brought threeto campus. Foskett was the resoundingchoice. Her appointment propelledthe department’s drive towarddiversity, which progressed the followingyear with the appointment ofJay Ford in Japanese Buddhism andEast Asian religions and has advancedsince—most recently, with the hiringof Jarrod Whitaker in Hinduismand South Asian religions in 2005.“Mary has been everything wehad hoped for,” says Kimball, whostepped aside as department chair in2004 and has published or is preparingseveral noted books on Islam andterrorism. “She is a terrific teacherand scholar; a superb adviser; anengaged member of the community,on and off campus; and somebodywhom all of us in the departmentcan relate to and trust as a friend andcolleague as we shape our future.”Foskett, who is finishing work ona book she is co-editing on Asian-American biblical interpretation, saysinterest among students in religiousstudies seems to have increased since9/11. “There is greater interest inpluralism in general today, and thestudy of religions is seen by manyyoung people as an entrée to thisphenomenon in cultures and societiesworldwide,” she notes. “Itequips them to engage critically inpersonal reflection and with publicdiscourse on some of the mostimportant issues of our times.”Good teaching has three elements,in Foskett’s view. “The first is carefullistening—hearing what students arereally asking,” she says. “Sometimeswhen a question is asked, there isanother question behind it. That’swhere the second element—identification—comesin: helping themidentify what they are truly asking.The third element is to create a safespace for them—to give them permission—topursue their deepestintellectual concerns.“One of the purposes of the humanitiesis to help students acknowledgethe complexity of human society,”notes Foskett, who with her husband,former <strong>Wake</strong> <strong>Forest</strong> DivinitySchool administrator Scott Hudgins,is raising their six-year-old adoptedson, Daniel. “Few areas reveal complexitymore fully, or in a richer andmore rewarding way, than the synergybetween faith, experience, and intellectualinquiry. Their questions, andthe skills to pursue them, are whatstudents must carry forward, becausethey won’t all be answered by thetime they graduate.”P R O F I L ESEPTEMBER 2006 37