The experiential philanthropy canon: What students read in experiential philanthropy courses and why it matters

Abstract

Experiential philanthropy courses have proliferated in recent years in the context of a reinvigorated debate about the nature of elite philanthropy. This paper analyzes the content faculty use to teach philanthropy in 33 courses funded by the Learning by Giving Foundation. We find that courses prioritize materials that address formal philanthropy, including traditional, reform-oriented, and critical views. Courses emphasize content on altruism and individual giving less and provide a limited amount of content that invite students to reflect on whether they have a responsibility to give. The analysis suggests faculty design courses more to simulate institutional than individual giving. We consider an alternative perspective which might better situate experiential philanthropy courses as an opportunity to cultivate habits of giving among students.