The Emerging Scholars Blog

Education for Human Flourishing, Cover

Find yourself in blizzard conditions as you reflect upon the larger structure of education, but can’t quite figure out why or the proper direction for next steps?  In Chapter 4:  The Information Economy of Education, Paul D. Spears and Steven R. Loomis move from tracing

several important knowledge traditions vital to Christian thought and indispensable to a complete education … [to] an exercise in the ontology of education as a social institution. — Education for Human Flourishing: A Christian Perspective.* InterVarsity Press, 2009. p.125) .

Put on your snow (I mean thinking) cap, review the topics given below, and let me know some of your responses to these concerns.  In particular, what is unique about what the mind/Way of Christ, which influences the follower of Christ as he/she is salt and light, has to say regarding these concerns in the fragile institution of education?  What are the hidden persuaders which are in tension between the manner in which the world versus the people of God understand, view, practice education? Read the rest of this entry »

Education for Human Flourishing, Cover

After rattling the reader’s cage by exploring Have you been properly educated?, Paul D. Spears and Steven R. Loomis argue:

Most of the abilities that we associate with knowledge in the educational field turn out to be mostly a capacity to recite. … As humans we are constantly engaged in mental activities.  We constantly access and categorize everything around us.  We experience the world around us and we have beliefs about the world, some of which are true and some of which are false.  We justify our ideas through our rational capacities, by which we set up a system of understanding that arbitrates what can be constituted as knowledge, what is and is not an accurate depiction of reality.

To claim we know something implies we have sufficiently good reasons to say the things we believe are as we say they are.  Knowledge is justified true belief. Each of these categories — justification, truth and belief — plays a necessary but not sufficient role in determining knowledge, and each should be explained in order to see how belief, justification and truth form an integrated concept of knowledge. – Education for Human Flourishing: A Christian Perspective.* InterVarsity Press, 2009. p.103-4) .

Questions …

• Are Paul D. Spears and Steven R. Loomis on track with their definition of knowledge?  Note:  earlier they distinguish three types of knowledge
  • technical knowledge or what is more commonly called know-how
  • propositional knowledge, which is knowledge of facts
  • knowledge of acquaintance, which is knowledge about something in direct awareness (78-80, 103).
• How do you define knowledge and describe it’s acquisition in general, in your discipline?
• What scholars/resources/books have you found most helpful in shaping your understanding of knowledge?

*Find the title appealing? Then check out the Preface & Precis of Book and Chapters.

Education for Human Flourishing, Cover

Educational standards are the foundation of the modern educational endeavor.  Statements about educational success imply standards.  Measuring whether or not students are being properly educated involves testing them in particular subjects with its prescribed set of grade-appropriate standards that they must meet or exceed (Paul D. Spears and Steven R. Loomis. Education for Human Flourishing: A Christian Perspective.* InterVarsity Press, 2009. p.100).

The battery of standardized tests which Spears and Loomis go onto describe and critique in Chapter 3:  Who Knows?  Education and epistemology are not just applicable my fourth grade twin girls, as I hear a variety of students/educators in higher education discuss standardized tests with some frequency (particularly at PSU-Hershey Medical Center).   Here are the questions Spears and Loomis bring to our attention:

• What do such tests actually tell us about the student’s intelligence, ability, creativity, insightfulness or grasp of reality?
• Do current standards provide an accurate way to assess a genuine education?
• What does it mean to be educated?
• How do educators determine the success or failure of our educational project? (p. 100)

Any responses?  Do the “answers” vary depending on the level, sphere of education

• Fourth graders
• Medical students
• Undergraduate History major prepare to teach Secondary Education versus preparing for Graduate School
• Computer Science PhD student headed to Microsoft versus a Faculty position involving Research/Teaching
• Vo-Tech student

As you’re mulling these things over, here are the three types of knowledge the authors discuss in chapter 2 and remind the reader of in chapter 3:

• technical knowledge or what is more commonly called know-how
• propositional knowledge, which is knowledge of facts
• knowledge of acquaintance, which is knowledge about something in direct awareness (103).

More coming from Chapter 3.

*Find the title appealing?  Then check out the Preface & Precis of Book and Chapters.

Education for Human Flourishing, Cover

In Chapter 2 of Education for Human Flourishing:  A Christian Perspective* (InterVarsity Press, 2009), Paul D. Spears and Steven R. Loomis draw attention to the importance of foundational categories and philosophical thinkers for the development of educational theory.  Furthermore, they argue modern educational theory, influenced by modern philosophy, has led to some of the pitfalls of our prestigious institutions of higher education (p.71).  Spears and Loomis begin Chapter 2 with these comments:

Educators are inundated with myriads of competing educational theories, and these theories dictate the methods and goals that are actualized in the classroom on a daily basis.  These educational theories are a product of a commitment to a certain philosophical paradigm.  Teachers are overwhelmed, understandably, with the amount of work it takes to properly manage the classroom. … This doesn’t leave a teacher much time (if any at all) to reflect on educational theory — let alone the theories’ underlying philosophical commitments.  If teachers are going to be properly equipped for their task of education, they must begin to grapple with the historical development of educational purpose.

Broadly speaking, modern education lacks a unified purpose or goal to direct its curricular and pedagogical commitments.  This lack of unity exists because education has many competing allegiances to different educational methodologies, which are driven by a variety of diverse philosophical commitments.  Education is no longer understood in terms of training that enable us to pursue a true conception of reality.  Formerly, education was conceived as a tool by which we came to properly understand our humanity, ourselves and our right role within society.  Education was about pursuing and understanding objective value, as C.S. Lewis points out:  “the belief that certain attitudes are really true, and that others really false, to the kind of thing the universe is and the kind of things we are.”  Today, education is not so much about truth or morality as it is about tolerance and contributing to the nation’s economic growth. — p.69-70.

Questions to ponder/discuss:

• Do you feel overwhelmed by competing educational theories, whether as a student, researcher, a professor, or an administrator?
• What do you consider the purpose/goal/end of education?
• What training in foundational categories/philosophy is necessary for followers of Christ to work out their faith in the complex market of educational theory/practice?

*Find the title appealing?  Then check out the Preface & Precis of Book and Chapters.

What Is Integration? began a quote series from Education for Human Flourishing:  A Christian Perspective* (Paul D. Spears and Steven R. Loomis, InterVarsity Press, 2009).  Below’s a section from Chapter 1 where Spears and Loomis establish their understanding of biblical anthropology.

Education for Human Flourishing, Cover

We have argued that human beings are composed of a material body and an immaterial soul, and that  the soul directs the body’s actions ultimately through its rational capacities.  The development of these rational capacities through a life of study most effectively allows humans to pursue excellence, by which we mean actions that best enable them to obtain their most proper state.  Through education, we are able to understand who we are and how to seek our proper end, which ultimately leads to our happiness.  When we think about the life of study and how it can increase our own and our students’ happiness, this resonates with us as educators.  Giving others the opportunity to become happy is a rewarding experience.

In a limited sense teleology can enable us to help ourselves and others be more satisfied with our current existence.  However, classical teleologies are constrained by a limited viewpoint, that is, from a human perspective alone.  Classical teleology is eminently superior to a physicalist view of human beings; however, compared to a robust Christian theological anthropology, it falls far short. — p. 64.

Questions to ponder:  Spears and Loomis contend for the foundational role of theology in the anthropology needed to engage educational pedagogy and curricular paradigms.  Do you agree?  How does your anthropology align (or overlap) with the one the authors advance?

*For those with interest, check out the Preface & Precis of Book and Chapters.

Education for Human Flourishing, Cover

Our conversations with hundreds of Emerging Scholars at Urbana 09 precluded us from keeping up with our readings.  But don’t worry, we’ll catch up as soon as our plane lands ;-)

In its place,

1.  swing by our Facebook page to see a few pictures of Emerging Scholars at Urbana 09.  Note:  more coming.

2.  enjoy the kick-off of a series of quotes from Education for Human Flourishing:  A Christian Perspective (Paul D. Spears and Steven R. Loomis, InterVarsity Press, 2009),* by considering an excerpt from the Christian Worldview Integration Series Preface:

The word integrate means “to form or blend into a whole,” “to unite.”  We humans naturally seek to find the unity that is behind diversity, and in fact coherence is an important mark of rationality.  There are two kinds of integration:  conceptual and personal.  In conceptual integration, our theological beliefs, especially those derived from careful study of the Bible, are blended and unified with important, reasonable ideas from our profession or college major into a coherent, intellectually satisfying Christian worldview. … In personal integration we seek to live a unified life, a life in which we are the same in public as we are in private, a life in which various aspects of our personality are consistent with each other and conducive to a life human flourishing as a follower of Jesus. — by Christian Worldview Integration Series editors Francis Beckwith and J.P. Moreland, pp. 9-10.

Questions to ponder as we begin a new year:  Why does integration matter?  How do we go about it?

*Find the title appealing?  Then check out the Preface & Precis of Book and Chapters.

Yesterday, a physician challenged the PSU-Hershey Christian Medical Society to intentionally engage family during the selfish time of Medical School.  Although not currently a full time student, I too can become easily entangled in and distracted by perfecting must finish tasks, thereby taking away quality and quantity time with family and friends.  Father forgive me.

During the physician’s presentation, I was reminded how I often vie for the driver seat of my life and ministry instead of remaining in constant conversation with God.  Father forgive me.  Let me never forget to turn to you for my first and last thought of the day. As the physician reminded the PSU-Hershey Christian Medical Society, it takes intentionality to offer one’s whole life to the kingdom of God and to love/serve those He’s blessed us with the opportunity to be close to in family, local congregation, neighborhood, and vocation.  Father, may it be so for Emerging Scholars.

So as another year end approaches, join me in taking Thanksgiving to rejoice in God’s blessings.  And offer up distractions/difficult circumstances to God’s care instead of holding them close, potentially leading to waywardness and/or bitterness in 2010. I’d encourage you to take these next steps with me. …

1. Find a place of silence to pray through the deluge of concerns which so easily entangle and distract us in worship and time with family/friends.  Maybe this can occur for you during travel, shortly after you arrive to your destination, or near campus (if you’re not traveling).
2. Seek opportunities with family or friends over a Thanksgiving meal/conversation, a tea/meal during Thanksgiving break, and the Sunday meal before the term starts up again to share joys, distractions, and struggles. Have a family member or a friend hold you accountable to #3.
3. Dedicate the remainder of the year to God first and return to campus prepared to walk through the busy-ness of academic, cultural, familial, and social year end with a focus upon the Light of Christ as part of the Body of Christ (visit Bobby Gross: Living the Christian Year).

Looking for material to provide some direction for Thanksgiving?  This year I’ve found two selections from Christianity Today’s Holiday section particularly helpful, may they be a blessing to you.  Note:  If you have resources/testimonies to share, please do such.

1. Reflections: Thanksgiving, Classic and contemporary excerpts (one below):

Gratitude is the praise we offer
God: for teachers kind,
benefactors never to be forgotten,
for all who have advantaged me,
by writings, sermons, converse,
prayers, examples, for all these
and all others
which I know, which I know
not, open, hidden, remembered, and forgotten.

—Lancelot Andrewes in Heirlooms

2. Thanksgiving in the Midst of Fear: Seriously ill in the days of the Black Plague, poet John Donne still celebrated God’s goodness (Updated by Philip Yancey and introduced by Chris Armstrong | posted 8/08/2008 12:33PM).  Excerpt below. …

O most gracious God, on this sickbed I feel under your correction, and I taste of humiliation, but let me taste of consolation, too. Once this scourge has persuaded us that we are nothing of ourselves, may it also persuade us that you are all things unto us.

In a brief few hours you have shown me I am thrown beyond the help of man, so much so that the physician himself had to send for assistants. By that same light, let me see that no vehemence of sickness, no temptation of Satan, no guiltiness of sin, no prison of death—not this first, this sickbed, nor the other prison, the close and dark grave—can remove me from the determined and good purpose that you have sealed concerning me.

This week, two powerful quotes that question the current system of education. I hope that they won’t seem too negative put together like this, and maybe this is the wrong tone for the start of the academic year. On the other hand, perhaps you’re struggling to get excited about this year, being stressed on all sides, and feeling like you don’t belong. May these words affirm that it’s not just you.

First, commenter Hannah sent us this quote from Eugene Peterson. It was written to David Taylor, of the Diary of an Arts Pastor blog. Hannah notes that this is not quite her view of the PhD (nor mine, for that matter). As usual, though, Peterson raises good questions in a style only his own.

…what do you do when you are part of a system that is diabolical? Boycott it? Subvert it? do the best you can to survive privately through the process? I’m thinking primarily of the PhD process which seems to me to be truly diabolical–knowledge acquired with no rootage in the prayerful, the local and the personal, and at such a strenuous level that virtually no one has any enjoyment/play in the process.

Will there come a time when all the saint-intellectuals refuse to continue in higher education becuse they love learning and God too much? Has the time already arrived when the school is no longer a congenial or safe or holy place to cultivate the life of the mind?

Read the rest of this entry »

The Week in Review is taking a vacation during the month of August, so that Tom and Mike can focus on preparing for the upcoming academic year. In its place, we’ll be posting good quotes on the connection between faith, life, and learning. If you have a good quote, share it with us in the comments or by emailing it to Mike. Thanks!

Simone Weil on school studies, from Waiting for God (HT: Academic Faithfulness blog)

Students must therefore work without any wish to gain good marks, to pass examinations, to win school successes; without any reference to their natural abilities and tastes; applying themselves equally to all their tasks, with the idea that each one will help to form in them the habit of that attention which is the substance of prayer… To make this the sole and exclusive purpose of our studies is the first condition to be observed if we are to put them to the right use.

The second condition it to take great pains to examine squarely and to contemplate attentively and slowly each school task in which we have failed, seeing how unpleasing and second rate it is, without seeking any excuse or overlooking any mistake or any of our tutor’s corrections, trying to get down to the origin of each fault. There is a great temptation to do the opposite… Most of us do this nearly always. We have to withstand this temptation.