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.

Two recent articles on the profession of education worth consideration:

1. In Search of Education Leaders, by Bob Herbert, NY Times Op-Ed, December 4, 2009
2. The Ph.D. Problem: On the professionalization of faculty life, doctoral training, and the academy’s self-renewal, by Louis Menand, Harvard Magazine, November-December 2009.  HT: Miller.

Anyone willing to take a stab at why the educational system is so leaky and how we find/develop educational leaders which serve their department, discipline, campus, education in the United States/beyond?

Questions which come to mind with the Harvard degree program, topic of In Search of Education Leaders, “Will this program include the philosophy, purpose, and joy of education? Or are these unable to be expressed in the pragmatic, secular context of trying to keep up because we need to?”  With regard to ‘residency’ models, these already exist in education, e.g., the undergraduate student teacher model. Stronger cross-grade & inter-generational mentoring with the potential for long term relationships would profit the whole educational system.

HT:  Nick who responded to my Facebook musings by referring to Diane Rehm’s discussion of Women in Science with

1. Dr. Elizabeth Blackburn, Morris Hertzein Professor of Biology and Physiology at the University of California, San Francisco. Dr. Blackburn was awarded the 2009 Nobel Prize for Physiology or Medicine, along with Carol Greider and Jack W. Szostak.
2. Dr. Carol Greider, Daniel Nathans Professor of Molecular Biology & Genetics at The Johns Hopkins University. Dr. Greider was awarded the 2009 Nobel Prize for Physiology or Medicine, along with Elizabeth Blackburn and Jack W. Szostak.
3. Melody Barnes, director of the White House Domestic Policy Council, and special assistant to President Obama

Yes, higher education is leaky pipeline for women in the sciences.  Any responses by those part of the system?

According to Louis Menand in The Ph.D. Problem: On the professionalization of faculty life, doctoral training, and the academy’s self-renewal, the educational system is leaky in quite another way for the Humanities, but with a particular internal end in mind. Can/should higher education in the Humanities add practical skills and develop a specific graduation time line?  What about those who went through the system? Will they allow such changes (Note: Reminds me of the reduction of hours in medical training)?  Will the motivation for students in the Humanities become the pursuit and exploration of knowledge for the rich or those seeking direction later in life?  Even though the article seems focused upon the Humanities, especially English, does the article apply to all (or let’s say most) of higher education?

Exploring Campus Ministry

1.  Do you remember the mention of Benson Hines in the May 8 Week in Review? Yesterday, I had the opportunity to chat with Benson during Road Trip 13 and bring him along to a gathering of the PSU-Hershey Christian Medical Society.  If you haven’t already read Reaching the Campus Tribes, I’d encourage you add to your Thanksgiving Break To-Do List

• swinging by Reaching the Campus Tribes to download, skim, and enjoy the pics in Benson’s free on-line book exploring campus ministry in the USA.
• sharing your thoughts on/reactions to the piece from your role in higher education.  As you may remember, I posted some initial reflections here and more here.
• suggesting blogs to add to my big list of college ministry blogs (so far).  In particular, are there followers of Christ from the academic sphere which have particularly insightful blogs on higher education?

David Kinnaman

Melinda Lundquist Denton

2.  On January 28, Messiah College (Grantham, PA) will be hosting the Next Generation:  understanding its faith practices and impact upon faith communities.  The conference speakers will be David Kinnaman and Melinda Denton Lundquist.  Can’t wait to have the opportunity to interact with both the author of unChristian and the co-author of Soul Searching: The Religious and Spiritual Lives of American Teenagers on the below questions. …

- How are teens and young adults approaching matters of faith today?
- What impact is this emerging generation having upon churches and other faith-related institutions?
- How can Christian leaders better engage this generation?

If you’re available/interested, please join me for the conference.  If you’d like to come, but can’t, please let me what questions you’d like explored and I’ll try to bring back some “responses.” Note: I’m exploring the possibility of some interviews to go along with my early February conference summary.

Souls in Transition: The Religious & Spiritual Lives of Emerging Adults

I’ve just begun reading Christian Smith’s new book (with Patricia Snell), Souls in Transition: The Religious & Spiritual Lives of Emerging Adults, and it’s already proving to be a useful resource. This is the follow-up to Smith’s last book (with Melina Denton), Soul Searching, which examined the religious lives of teenagers (ages 13 to 17). Technically, the term “emerging adults” applies to ages 18 to 29, but Souls in Transition only looks at ages 18 to 23. The rest of the “emerging adults” spectrum will be the focus of a planned third book. For an overview of Smith’s findings, check out this recent Christianity Today interview with Smith.

To set the stage for discussing religion and spirituality, Chapter 2 examines “The Cultural Worlds of Emerging Adults” – sex, relationships, morality, and so on. There’s lots of interesting stuff in this chapter – for example, Smith makes the case that emerging adults seem to be living out simplified versions of the philosophies of Jacques Derrida, Stanley Fish, Richard Rorty, and G. E. Moore – but today I’m going to highlight emerging adults’ views of education. As you might imagine, with so many either in college or aspiring to college, education forms an important part of their world view, but their view of education leans strongly to the pragmatic, instrumental value.

Many, though not all, emerging adults believe in the importance of finishing high school and getting a college education. Large numbers want to go to university, do well in school, get a degree, and put it to use. But for most, the motivating reasons behind their valuing higher education seem to have almost entirely to do with the instrumental advantages it produces — as well as the fun one can have while in college. What matters is getting the credits, earning the diploma, and becoming certified as a college-educated persona so that one can get a better job, earn more money, and become a good salary earner and supporter of a (materially) comfortable and secure life. Not very many emerging adults talk about the intrinsic value of an education, of the personal broadening and deepening of one’s understanding and appreciation of life and the world that expansive learning affords. Few talk about the value of a broad education for shaping people into informed and responsible citizens in civic life, for producing leaders and members who can work together toward the common good of all in society…For most, higher education is good instead because — besides the fun one can have while in college — it promises to help secure for individuals more rewarding jobs, higher income, and so greater personal prospects of materials and psychological well-being and security. (Smith, 54)

This attitude is not necessarily new (“Plastics,” anyone?), but elsewhere in this chapter Smith writes of emerging adults’ cultural relativism, desire for material comfort, lack of political or community engagement, and low expectations for changing the world. ESN’s mission is to see Christian scholars become redeeming influences, and InterVarsity’s Vision seeks “world changers developed,” so we are fighting against the current of the culture, according to Smith’s analysis. Since ESN encourages Christian students to pursue academic vocations, this attitude toward higher education can be a challenge to work against; important fields like the humanities can be, well, materially challenging.

Do you agree with Smith? Do emerging adults, ages 18-23, see higher education as primarily a path to middle class security? Have you seen exceptions to this? And, maybe most importantly, do Christian students mirror the culture, or are they a “counterculture for the common good”?

"Called Out of Darkness" Cover

As I mentioned in Week in Review: Connections Edition, Anne Rice’s Called Out of Darkness: A Spiritual Confession (Alfred A. Knopf, 2008) offers a number of comments on education.  The tension which Rice wrestled with in her call as a writer speaks to a reality encountered by many in the higher education, i.e., a confusing mixture of encouragement/discouragement offered by human beings in the role of shaping/teaching youth transitioning to their respective vocational roles in the larger culture.

“I took to the freedom of college, and navigating amid interesting classes and lecturers; and I responded strongly to complete lectures which enabled me to learn without the necessity of cumbersome and difficult books.   The classes in sociology and in journalism and in music appreciation were particularly illuminating.  The classes in English were discouraging.  I made less-than-perfect grades because I wasn’t considered an effective writer.  And the atmosphere of the English classes was disciplinary and confining.

‘We may assume,’ said the teacher, ‘that there are no Hemingways or Faulkners in this classroom.  Therefore we expect you to write in decent sentences.’  I loathed the very idea of assuming mediocrity.  I barely got by.

The one story I submitted to the college literary magazine was rejected.  I was told it wasn’t a story” (p.76).

So how did Anne Rice emerge as a creative writer without the support of her professors?  Peer encouragement, with memories extending back to 5th grade, and I would add the grace of God fused with the determined, educational vision nurtured by her parents.  Have you faced similar challenges to your sense of vocation/call?  If so, how have you overcome?  For those who are currently in the role of educators, what recommendations do you have regarding how to encourage creative students?

Note:  I find it of interest that Rice later

wrote novels about people who are shut out of life for various reasons.  In fact, this became a great theme of my novels — how one suffers as an outcast, how one is shut out of various levels of meaning and, ultimately out of human life itself (p.78).

In Friday’s Week in Review, we’ll have some links to articles highlighting the role/value of monsters.  At present, Rice’s books on Jesus are on my too read shelf. Can anyone comment as to how/whether these books highlight the theme of being an outcast?

Note:  Updated 10/28/2009, 8:45 am.

Do schools fail democracy, as argued by E.D. Hirsch Jr., in How Schools Fail Democracy (The Chronicle Review, 9/28/2009)?  Personally, I have been frustrated by public education’s emphasis on skill development for check-lists, competitions, and test-taking with low reference to exposing students to common culture, core values, and must reads (i.e., classics).  As a parent, I have slowly come to own the counter-cultural responsibility of intentionally teaching our common knowledge, but ironically it demands a lot of effort to share who we are (and our roots) while still maintaining ties to the larger culture!

Stepping back to look at the big picture, how do educators come to agreement upon the truths/reality which are to be imparted by schools in the United States of America, e.g., what books are to be read over the course of one’s fifteen minutes of reading per day at home?*  Do Education degree programs have a shared culture on which they can agree and impart to their students as the foundation from which our future direction emerges?  Can they, along with concerned parents/communities, challenge the common cultural definition of life, liberty, and the pursuit of happiness before the consequences run over us (if they already have not done such)?

Too many Americans are in the linguistic shadows now—possibly close to a majority. Despite intense efforts driven by the No Child Left Behind Act, the language abilities of our 17-year-olds have remained stuck at the steeply declined levels of the 1970s, while the language gap between white students on one side and black and Hispanic students on the other remains distressingly and immovably large. Read the rest of this entry »

In A Great Man, Dumbledore,  Rob Jenkins, an associate professor of English and director of the Writers Institute at Georgia Perimeter College, proposes

Albus Dumbledore, headmaster of Hogwarts School of Witchcraft and Wizardry, might just be the greatest academic administrator of all time. … Of course, not everybody can be a Dumbledore, but two-year college administrators can certainly benefit from his example. At the very least, they can learn to resist their more Umbridge-like urges, and thus save a herd of angry Centaurs (which I take to be something like the members of a faculty senate) the trouble of carrying them off into the Forbidden Forest.

What a vibrant mental picture as we prepare for the fall term on any campus.  According to Jenkins, what does Dumbledore bring to the administrator’s desk or his buzzing about through the halls of power?

Michael Gambon as Albus Dumbledore in "Harry Potter and the Goblet of Fire"

Read the rest of this entry »