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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.