lived experiences. Individuals see the world from their vantage point(s), for example, of gender identification, racial and ethnic background, and with a history of many or limited financial resources. Physical abilities, orientation, nationality, faith tradition, geography, parental status, and more shape each person and how they approach philanthropy.
The Philanthropic Autobiography
As educators, we use the philanthropic autobiography to help learners develop individual perspectives on philanthropy. The philanthropic autobiography is the place to begin developing a personal philosophy; it reveals the “roots” of our philanthropic self.
The autobiography identifies people's first memorable experiences of philanthropy as both givers and receivers, and from role models to experiences over time that help them modify, amplify, and develop how they help others. In teaching the philanthropic autobiography, we ask such questions as: “What are some of your earliest memories of philanthropy? What are some of your defining philanthropic moments? Who are your philanthropic role models? Describe the most meaningful gift you've received.” A philosophy of fundraising begins with these principal experiences.
Gene's philanthropic autobiography begins as a six‐year‐old in January 1954, when his family lost its home and belongings to a house fire. The volunteer fire department (an active philanthropy in St. Meinrad, Indiana) made a valiant attempt to save the house, but the fire had a head start, and the department failed. More acts of philanthropy followed. Members of the local parish, neighbors, and the community at large organized on all‐out effort to collect clothing and toys, to provide food, and to search for shelter. They did not think of themselves as fundraisers, of course. None had developed a philosophy of fundraising. But they achieved their goal of providing for Gene's family by engaging a large portion of the community in the collective effort. The experience opened his eyes to the role of philanthropy (a word he only learned later) in making people's lives whole. Perhaps Gene has been repaying that effort his entire life. Certainly, it is the foundation of his understanding of philanthropy as an activity focused on others.
Sarah's earliest memories of philanthropy are from the 1980s gymnasium of her parochial school and the day when volunteer parents formed an assembly line to make frozen pizzas. Students then sold and distributed the pizzas to friends and neighbors as part of an annual fundraising effort. The parents had found a unique fundraising niche that suited the times before local stores had dozens of frozen pizza options. Sarah's dad must have believed he was coaching her to “pitch” pizzas (he was a small business owner, after all), but he was really teaching her to make the philanthropic case for support. Articulating why and how pizza sales supported her education was the case for support. Like the community members in Gene's story, the parents and children would not have called themselves fundraisers or used a term like “case for support,” but that is what was happening. Sarah learned to use her voice to advocate for a cause from which she also benefited. Money raised went toward a new school playground, which volunteer parents later installed.
Individuals' experiences as givers and receivers bring to life philanthropy focused on others, which is at the core of a philosophy of fundraising.
Philanthropy in Society
Philanthropy is about certain kinds of action (giving, volunteering, advocating), the actions' outcomes and rationales. It affirms a value, a concern for the well‐being of people beyond oneself, and attention to the public good. In this context, Tempel (2003) presented the roles of philanthropy in society as:
Through healthcare, human services, and international relief, nonprofit organizations seek to reduce human suffering for those who are injured or ill, to aid victims, and to assist those not able to sustain themselves. This is perhaps the oldest role of philanthropy, a role that has existed throughout recorded history.
Nonprofit organizations enhance human potential through religion, education, the arts, culture and humanities, the environment, and international efforts.
Philanthropy promotes equity and justice through inclusive structures and programs within the public, private, and nonprofit sectors that ensure opportunity for vulnerable, marginalized, or underrepresented people. Awareness and advocacy can advance the common good wherein everyone’s human rights are assured.
Through organizations and voluntary associations, people come together; they belong, and contribute to their neighborhood, city, state, country, or world through community building.
Philanthropy provides human fulfillment by giving all people the opportunity to become that best image of ourselves. Through giving and sharing, humans express their ideas and values.
Philanthropy supports experimentation and stimulates change by taking risks, exploring areas that the larger community or the market sector may be unwilling to enter, and often funds alternative or new solutions.
Nonprofit organizations foster pluralism by allowing for multiple responses to an issue, and at its best, include a wide variety of voices. In a society in which philanthropy flourishes, parallel power structures are allowed to carry out what the government will not or cannot do.
Reflecting on these roles of philanthropy will help shape a philosophy of fundraising. Often, the first impulse in philanthropy is to make people's lives whole, by alleviating suffering and then providing enriching opportunities. For example, hospitals not only heal bodies, they also may enhance the healing process through beautiful spaces, music, and even visits from animals. Philanthropy can aid in curing disease and improving treatment through research and also in healing the spirit through artistic expression.
It is also likely that multiple roles relate to a person's philanthropic autobiography. These roles may relate to personal value systems or be the impetus of a career. Considering which roles one gravitates toward gives fundraising meaning and can influence where a fundraiser chooses to work.
Reflecting on one's philanthropic autobiography can be a reminder of teachers, mentors, religious leaders, coaches, and camp counselors who nurtured younger selves. These trusted adults were expressing philanthropy's role to enhance others' human potential. At the same time, these adults found personal fulfillment and contributed to community building through engagement with young people and causes they cared about.
Turning toward our own stories, Sarah finds satisfaction in serving as a Girl Scout troop volunteer, not only because of the activities themselves, but also because of her commitment to the organization and the special community it creates of girls and their caregivers. Gene enjoys pro bono consulting for the Sisters of St Benedict in Ferdinand, Indiana, helping them raise money for their mission because it enables him to repay them for the education they made possible for him. Professionally, Gene and Sarah both see themselves as educators whose central goal is to enhance others' potential and opportunity.
Thinking Globally and Culturally
In developing a philosophy, fundraisers must also consider philanthropic traditions and practices beyond their direct experiences. Philanthropy is not only an American phenomenon and celebrating its international and cultural forms is a key philanthropic role: fostering pluralism. It is a part of every culture across time and place, often in unique ways that must be considered for a full understanding of philanthropy (Illchman et al. 1998) (see Chapter 9).
Indigenous people, for example, practiced philanthropy before Europeans arrived in North America. Traditions of giving and receiving vary among tribal groups but share principles, including the idea that gifts are constantly in motion. A philosophy of fundraising might be informed by another important aspect of Native American philanthropy, the gift exchange relationship: “Giving by one individual to another honors the recipient, and by receiving the gift with grace and gratitude, the recipient in turn honors the giver since the act of receiving the gift helps restore balance in the life of the giver” (Burlingame 2004, 336–337).
Advancing