History and Mission

Andover-Harvard Theological Library, 1960s

The origins of Harvard Divinity School and of the study of theology at Harvard can be traced back to the very beginning of Harvard College, when an initial fund of 400 pounds from the General Court of Massachusetts Bay Colony established the College in 1636. The founders of Harvard recorded their reasons for establishing this center of learning:

After God had carried us safe to New England and we had builded our houses, provided necessaries for our livelihood, reared convenient places for God's worship, and settled the civil government: One of the next things we longed for and looked after was to advance learning and perpetuate it to posterity; dreading to leave an illiterate ministry to the churches, when our present ministers shall lie in the dust.

Because of the founders' desire to perpetuate a learned ministry, preparation for religious learning and leadership continued to hold a position of importance as Harvard grew. The first named professorship in the College, and the oldest in the country, was the Hollis Professorship of Divinity. Endowed in 1721, it continues to the present. In 1811, the first graduate program for ministerial candidates was organized; and in 1816, Harvard Divinity School itself was established to ensure that "every encouragement be given to the serious, impartial, and unbiased investigation of Christian truth." The Divinity School, the first nonsectarian theological school in the country, was the second professional school established at Harvard (the Medical School was founded in 1788).

Now, nearly two centuries later, the concerns of the founders of Harvard continue to guide the Divinity School, but within a much enlarged and broadened sense of mission, a mission that includes fostering first-rate scholars and important critical scholarship; preparing individuals for the professional ministry and for service professions; and developing not only religious leaders who will contribute to the national and international public discussion, but also leaders in a variety of other fields whose work will be enriched by religious and theological studies.

In 2008, the Divinity School faculty, students, and staff adopted a new HDS mission statement and associated set of goals and guiding principles to express the purpose of the School and the community's aspirations for the twenty-first century:

Mission and vision

Drawing on its historical strength in Christian studies and its significant resources in global religious studies, Harvard Divinity School educates scholars, teachers, ministers, and other professionals for leadership and service both nationally and internationally. To help in building a world in which people can live and work together across religious and cultural divides, we strive to be a primary resource in religious and theological studies for the academy, for religious communities, and in the public sphere.

Guiding principles

  • Religious and theological studies depend on and reinforce each other;
  • A principled approach to religious values and faith demands the intellectual rigor and openness of quality academic work;
  • A well-educated student of religion must have a deep and broad understanding of more than a single religious tradition;
  • Studying religion requires that one understand one's own historical context as well as that of those whom one studies;
  • An exemplary scholarly and teaching community requires respect for and critical engagement with difference and diversity of all kinds.

Goals

  • To offer significant scholarly expertise in the Christian and other religious traditions;
  • To offer, in collaboration with the Faculty of Arts and Sciences, world-class religious and theological studies for undergraduate, master's, and doctoral students;
  • To help diverse communities address contemporary issues in the light of the best scholarship and through exemplary preparation of ministers and other religious leaders;
  • To provide strong resources for studying religion with attentiveness to issues of diversity—in regard to gender, race, ethnicity, religious tradition, and class;
  • To foster a strong sense of community among our faculty, students, alumni, and staff.

HDS Voices

Afshan Usman
My experiences here made me content with the fact that I do not, and most likely will not be able to, understand all the mysteries of the world. I left this beautiful place with a stronger sense of self, more peace of mind and a heightened trust in the Divine.
—Afshan Usman, MTS ’11