Author Archives: ifaqtheology

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About ifaqtheology

Professor of Religion, Pepperdine University Specialties: Systematic Theology, Christianity and Culture Author of: God, Freedom & Human Dignity: Embracing God-Centered Identity in a Me-Centered World (IVP, 2013)

Confused Seminarian Meets Progressive Bishop: A Hot Mic Moment*

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Setting: A young, bright seminarian meets with the regional bishop of a progressive denomination to discuss his future.

Seminarian: Thank you so much for meeting with me on such short notice.

Bishop: You’re welcome. Have a seat. Would you like a drink?

Seminarian: Thanks. Water will be fine.

Bishop: What’s on your mind?

Seminarian: It’s a bit sensitive.

Bishop: Don’t worry. I make no judgments, and nothing you say will leave this office.

Seminarian: Okay. Here goes. From birth to adulthood, I attended an evangelical church. (Some would call it “fundamentalist”). In my late teen years, I felt a call to the ministry. I attended a small Christian college, and three months ago I graduated from an evangelical seminary. But things have not turned out the way I imagined, and I now find myself at a turning point in my life.

Bishop: Hummm. How so?

Seminarian: I’ve lost faith in the traditional theology taught in evangelical churches. Its moral teachings are out of date, it’s oblivious to social justice, and its politics leans to the far right. I don’t fit anymore. I feel like I’ve invested years of my life and accrued significant debt for nothing. I would still like to become a clergyman. I enjoy helping people, I am a good public speaker, and I have a passion for social justice. But given my doubts and unorthodox views, I am concerned that I might not fit into any church.

Bishop: Don’t despair just yet. How exactly have your views changed?

Seminarian: Well, I suppose it all started with the Bible. Before I entered seminary I believed that everything the Bible says is true because it is the inspired word of God. That is what my church taught me. But when I began to study the Bible closely in seminary, my faith in the perfection of the Bible began to waver. As the list of contradictions, historical errors, mythic elements, immoral commands and strange customs grew longer and longer, my faith in the perfection of the Bible grew weaker and finally collapsed. I still believe, however, that the Bible contains inspiring ideals and much good advice, despite its imperfections. Jesus’s teaching about God’s concern for the poor and oppressed, the kingdom of God, and our duty to love others still moves me greatly. But is there a place for me in the ministry?

Bishop: There is no need to feel alone on this journey. Many seminarians have traveled the same road, including me, and eventually find a home in a progressive church. Admittedly, even in progressive churches many people do not wish to hear the Bible criticized. But you don’t need to do that. As you say, the Bible contains many good lessons and principles. Just focus on these and ignore the rest. People won’t even guess that you have doubts about the Bible.

Seminarian: What a relief! It’s encouraging to know that there are denominations in which ministers don’t have to defend everything the Bible says. But there is more.

Bishop: Go on.

Seminarian: When I finally realized that the Bible isn’t infallible or even reliable in everything it teaches, I began approaching everything it says with a critical eye. I couldn’t help myself. It no longer made sense to accept what the Bible says simply because it says so, and that opened a Pandora’s Box of questions. My whole world was turned upside down. I still don’t know what to believe. I don’t want to toss out everything the Bible says. I suppose I am looking for a way to distinguish between beliefs that are worth keeping and those that must be left behind. Do you see what I mean?

Bishop: I think I do.

Seminarian: I’m listening.

Bishop: Have you ever heard of the Wesleyan Quadrilateral?

Seminarian: I remember the term. It originated in the Anglican/Methodist tradition and has something to do with the sources of theology, right?

Bishop: Correct. But apparently, its significance escaped you. The Wesleyan Quadrilateral observes that throughout church history four factors always worked together to produce the church’s doctrine: scripture, tradition, reason, and experience (Hence quadrilateral!). All Christian doctrines need to be grounded in the Bible, consistent with tradition, supported by reason, and confirmed in experience. Fundamentalists and evangelicals focus exclusively on the scripture. If a doctrine appears to be taught in the Bible, they say we must accept it even if it is not supported by tradition, reason, or experience.

Seminarian: Yes. That is what I was taught.

Bishop: Indeed! Evangelicals, then, departed from the mainstream flow of the church’s way of thinking through theological challenges. But progressive denominations take all four sources of the Wesleyan Quadrilateral seriously in their doctrinal deliberations.

Seminarian: How does that work?

Bishop: Of course, progressives take the Bible seriously. It is the original source for the Christian story: Jesus’s life, teachings and fate, as well as the earliest church’s attempt to understand his significance. Without the Bible, we would have nothing distinctly Christian to say. However, as you have come to realize, the Bible is a human book and suffers from the limitations that afflict all human creations. It is influenced by the beliefs, moral norms, and superstitions of the culture within which it was written.

Seminarian: Let me guess…progressives use tradition, reason, and experience to compensate for the deficiencies and limitations of scripture.

Bishop: Exactly…but don’t get too far ahead of yourself. It’s not a simple process.

Seminarian: Sorry about that. Lead on. But if you don’t mind, give me the short version. I’m having dinner with a friend in an hour.

Bishop: Progressives value tradition, but only as an on-going process of discussion. We listen to past voices, but we do not treat traditional doctrine as definitive for all time. We consult tradition to benefit from the wisdom of the past, but as the living church of today we must read it critically and remain open to new insights inspired by the Spirit. And that is why reason and experience are so important. When we perceive that the Bible asserts something erroneous or unreasonable—usually in the areas of history or empirical science—we feel free to ignore its teaching or correct its mistakes. It would be wrong to ask people to believe the impossible, accept the erroneous, or embrace the improbable as conditions for becoming Christians.

Seminarian: Okay. But that doesn’t sound particularly progressive. Even the most orthodox theologians—Protestant and Roman Catholic—employed the criterion of “right reason” as a measure of true theology!

Bishop: That is correct. But our modern understanding of what reason demands differs greatly from that of medieval Catholics and Reformation era Protestants. Given the discoveries of modern science, today’s fundamentalists and evangelicals are much less enthusiastic about reason than their predecessors were. But that is a story for another time. Let’s move on to experience.

Seminarian: I will hold you to that.

Bishop: No doubt, progressive churches’ use of experience as a doctrinal criterion (or source) marks their most significant departure from traditional orthodoxy. Experience becomes very important in grappling with contemporary moral issues, specifically those dealing with class, sex, race, and gender. Progressive Christians have learned to read the Bible and tradition critically in view of the experiences of marginalized and oppressed people. The Bible and tradition picture gay, lesbian, and transgender people as degenerate and rebellious. They picture women as weak-willed temptresses. However, when one listens to the voices of LGBTQ+ and other marginalized people and enters their lived experience, our views change. We return, then, to the offensive biblical texts with a new, critical perspective. We become open to alternative interpretations or, if reinterpretation won’t solve the problem, we reject those texts as out of character with the main story of scripture, which is God’s gracious acceptance of everyone.

Seminarian: Wow! This has been enlightening! I am beginning to see a glimmer of hope. May I come back next week to explore other areas of concern?

Bishop: Of course. I will put you on my calendar.

Seminarian: Thank you so much! See you next week!

Bishop: Great! Don’t forget your jacket.

* Within the past two years I’ve written several essays on so-called “progressive Christianity.” I reviewed books by Roger Olson (July 15 & 19, 2022), Robert Gushee (November 7, 12, 21 &28, 2022), David Kaden (October 22 & 23, 2022) and, in a series of essays on progressive thought, attempted to articulate the foundational value that animates the progressive movement in secular culture and in the church (August 12, 2022). I am writing this series of conversations between a confused seminarian and a progressive bishop because I am amazed that relatively orthodox (or evangelical) Christians attend progressive churches and have no clue what their pastors really believe or what they are up to. So, I am giving you the inside story—a hot mic perspective—on progressive Christianity.

Academic Freedom and Christian Education (Part Three)

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This essay concludes my series on academic freedom in American universities and colleges. I posted earlier instalments on July 15, 2023 and August 28 2023. As we discovered in the first two essays, academic freedom is a contested concept. Simple appeals to academic freedom soon find themselves mired in disputes about the nature and limits of such freedom. Even in public and private secular colleges the idea is a bone of contention. And this dispute expands inevitably to disagreements about the nature of the teaching profession, the academic ideal, and the place of the university in society. Your stance on these subjects determines how you understand academic freedom. Not surprisingly, then, the nature of academic freedom is also disputed within self-designated Christian colleges and between Christian colleges and secular colleges.

Diversity Among “Christian” Colleges

Great diversity reigns among “Christian” colleges. We must map this diversity before we examine the distinction between academic freedom in Christian colleges and academic freedom in secular colleges. I spoke above of “self-designated” Christian colleges. I did so because there is as much diversity among Christian colleges as there is among “Christian” churches and individual Christians. Some church related colleges have so assimilated to the national culture that only vestiges of Christianity remain. Perhaps they require a course or two in religion, maintain a chapel on campus, and employ a chaplain, but otherwise they differ little from their secular counterparts. Their religious studies departments are very progressive, and there are no confessional requirements for students or faculty. The scope of academic freedom in these colleges tracks perfectly with secular schools.

At the other end of the spectrum are colleges that require administrators, board members, faculty and students to adhere to a list of orthodox beliefs. Christian symbols permeate the campus, occasions for worship are numerous and attendance is mandatory, and faith-affirming classes in Bible and theology are required. Expressions of faith and prayer in the classroom are encouraged. Strict moral conduct by students and faculty is expected. Continued employment is contingent on abiding by these rules in life, teaching, and research. Confessional boundaries determine the limits of academic freedom.

Between these two extremes lies a spectrum of self-designated “Christian” colleges. In his book Quality With Soul: How Six Premier Colleges and Universities Keep Faith with Their Religious Traditions (Eerdmans, 2001), Robert Benne lists four types of “Christian” colleges: Orthodox, Critical-Mass, Intentionally Pluralist, and Accidentally Pluralist (p. 49).

The question whether or not a particular college that self-designates as Christian really is Christian is open for debate in the same way a church’s or an individual’s claim to be Christian is open for debate. I am willing to admit that various models of the Christian college are possible, just as I am willing to accept some flexibility of belief among churches and individual believers. But there are limits. Outright denial or malicious neglect of core Christian doctrine or abandonment of Christian morality belie claims to Christian character. A college that designates itself as Christian should maintain a constant internal debate about the meaning of that designation.

When a person claims to be a Christian it is reasonable to assume that they sincerely hold the central beliefs proclaimed in the New Testament and wish to be an active and faithful disciple of Jesus Christ. Likewise, when an institution advertises itself as “Christian” it should embody this very same confession in its institutional mission, policies, and code of conduct. The Christian faith encompasses every dimension of life. It is a way of thinking, feeling, and living. Compatibility with the Christian mission of a Christian college should be a determining factor—equal to technical competence—in administrative, faculty, and staff hiring, and in retention, tenure, and promotion decisions. It is relevant to curriculum, co-curriculum, teaching, and research.

Christian Colleges Contrasted with Secular Colleges

If a self-designated Christian college adheres to the above essential marks of a Christian college, its concept of the nature and limits of academic freedom should differ markedly from that employed in state or private secular, or nominally Christian colleges. To grasp those differences let’s examine ways Christian and secular colleges differ.

The Reason to Exist

As a matter of historical record, at least from 1900 onward, Christian colleges (Protestant) were founded as alternatives to secular colleges and universities. The older private colleges and newly established state schools had come first to tolerate and then promote agnosticism, secular humanism, atheism, social Darwinism, pantheism, and religious indifferentism. The founders of Christian colleges rejected as laughable the claim that these secular colleges were “nonsectarian” or neutral on matters of religion. Christian colleges aimed to protect young minds from being led astray by persuasive presentations of these anti-Christian ideologies. This sentiment is expressed clearly by William Jennings Bryan (1860-1925) in a speech at Taylor University in Upland, IN:

Parents all over this nation are asking me where they can send their sons and daughters to school knowing that their faith in God and in morality will not be destroyed. I find that this is a college where they teach you the Bible instead of apologizing for it, and I shall for this reason recommend Taylor University to inquiring Christian parents [Quoted in William Ringenberg, The Christian College: A History of Protestant Higher Education in America (Baker,1984, 2006) p. 171]

The Christian worldview served as the intellectual and moral framework to give coherence to institutional policies, curriculum, and co-curriculum.

Christian colleges were not founded as research universities or as instruments to serve the national interest in agriculture, industry, and defense. It was not their purpose to change or preserve the national culture. Their aim was much less grandiose, being a direct extension of the aspirations of churches and Christian parents. It was to educate young people for living as Christians in their chosen professions, as ministers, missionaries, teachers, and others. Christian colleges transforming themselves into research universities and touting their service to the nation is a recent development. This transformation seems always to be accompanied by a loss of Christian identity.

The Profession

As we learned in previous articles in this series, the founding of the American Association of University Professors (1915) was part of an effort by leading professors at America’s elite research universities to consolidate the growing demand for greater professionalization of the professorate. Among their goals were creating nation-wide standards and a nation-wide culture for the profession. Not surprisingly, their professional standards and culture were those most congenial to the secular research university and the self-interests of the professors who teach there. They wished to nationalize and standardize the image of professors as secular saints devoted to discovering truth—courageous, unbiased, and free from all external loyalties that would constrain their judgment.

Teachers that embrace fully the founding purpose and mission of the Christian college do not fit the image of the professor whose highest loyalty is to the profession as secular universities understand it. Ideally, Christian college professors would possess technical mastery of their subject area equal to that of professors in secular universities. Yet they would remain critical of ways in which secular professors in these fields import alien frameworks and anti-Christian philosophical, moral, and political beliefs into their research and teaching. For example, a Christian professor would deny that to be a good physicist, chemist, or biologist one must assert that these sciences refute belief in God and creation. Christian professors see clearly that the social and psychological sciences—insofar as they are truly scientific— have nothing to say about morality. However, because holding such secular views seems to be a requirement of the profession, Christian professors may feel like strangers within the profession.

The Academic Ideal

As we learned in previous articles, even secular colleges debate the nature and purpose of academia: Should academia be driven by the cool, objective search for truth regardless of its practical application? Or, should its goal be to reform society in a mood of urgency and advocacy? Advocates of the truth-seeking approach accuse the cause-advocating group of abandoning reason for political advocacy. In response to this charge, the cause-advocating group accuses the truth-seeking group of hypocrisy. Their high-flown rhetoric of disinterested science hides their intellectual assumptions and socioeconomic agendas. Perhaps these two alternatives are not mutually exclusive. Even so, thoughtful Christian academics will not combine them in the same way that secular academics do. Christian professors value reason and truth-seeking highly and they prize fairness in critical evaluation. In this, they resemble the truth-seeking ideal. But they do not pretend to take a neutral attitude toward the Christian understanding of God, the world, humanity, and morality. This stance of advocacy they have in common with the cause-advocating academics.

The real difference, then, between Christian academics and truth-seeking secular academics is not that the latter value reason and truth and the former do not. They differ, rather, in the guiding assumptions and presuppositions each makes. Likewise, Christian academics and cause-advocating academics do not differ in that one serves non-academic causes and the other refrains from serving any cause outside of academia. They differ in the causes they serve.

Academic Freedom

Academic freedom is about the freedom to teach and learn within the limits clearly defined by an academic institution. This description applies both to secular and Christian colleges. The limits on academic freedom differ according to the ways each type understands the mission of the college, the character of the profession, and the nature of academia. Secular colleges grant professors freedom to teach and advocate agnostic, atheist, immoralist/libertine, and other views incompatible with Christian faith but deny them freedom to teach and advocate Christianity. In contrast, Christian colleges deny (or should deny) professors freedom to teach atheist, agnostic, immoralist/libertine, or any other view it regards as anti-Christian.

Understandably, professors want maximum freedom and secure employment. But there is no college that allows unlimited academic freedom and unconditional tenure. If professors want freedom to teach unbelief and immorality and recruit young people for those causes, they should seek employment where they have freedom to do this. Similarly, if professors want freedom to argue that Christianity is true, good, and beautiful, they may be happier in a Christian college, which allows and encourages such advocacy.

If private and public secular colleges wish to teach anti-Christian views, this is a decision for those institutions and their stakeholders to make. And if Christian colleges and their stakeholders decide that anti-Christian views and values must not be taught and practiced, this is their prerogative. There is no rationally self-evident or divinely revealed law of academic freedom, and there is no academic supreme court to settle disputes among different views. Institutions must discover through dialogue and debate among the interested parties a balance that works best for them.

“Pay No Attention to That Man Behind the Curtain” Or Demystifying Academic Freedom and Professorial Privilege

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In my previous essay on academic freedom (July 15, 2023), I reviewed Daniel Gordon’s recent book, What is Academic Freedom? A Century of Debate–1915 to the Present (Routledge, 2022). Gordon argues convincingly that no single definition of academic freedom commands universal assent within American academia. In this essay, I will explore the implications of Gordon’s thesis and lay a foundation for constructing a view of the nature and limits of academic freedom in Christian colleges and universities.

Academic Freedom: Universal Right or Elitist Privilege?

Knowledge is Power

Every ancient society treasured its wisdom, technical skills, and bodies of knowledge. Prophets, priests, and philosophers mastered the received tradition and taught it to the next generation. Some speculated about God and the heavens and others dealt with humanity and earth. But from Solomon to Socrates, Descartes to Darwin, and Newton to Nietzsche thinkers were admired and despised, immortalized and martyred. One person’s saint is another’s heretic. Why would the same thinker be hailed as a savior and persecuted as a traitor? How could an idea be received as light from heaven by some and condemned as infernal heresy by others?

Francis Bacon may have put his finger on the reason: “Knowledge in itself is power.” Technical knowledge enables us to do things that we could not do otherwise.  Knowing how to speak and write well may enable you to persuade other people to buy your product or join your cause. Learning the sciences of mathematics, physics, chemistry, or biology opens doors to respected and well-paid professions. If people think you know how to fix the economy or win wars, they will place you in high office and put their collective power at your disposal. No wonder professions, unions, and guilds jealously guard their trade secrets and defend their privileges by requiring degrees, accreditation, licensure and sometimes by resorting to intimidation and violence!

Ideas are Dangerous

Knowledge can be used for good or evil, to build or destroy. Ideas, even if they are true, are dangerous things. To a politician that maintains power by perpetuating falsehoods, truth is dangerous and one who speaks it is an enemy. Lies, too, can destroy lives and livelihoods. So can fancies, superstitions, and other expressions of ignorance and conceit. Prophets, liars, and charlatans wield the dangerous weapon of speech.

We should not be surprised, then, that societies from ancient to modern times feel the need to regulate the knowledge industry, that is, to have a say about what counts for knowledge and who is recognized as a reliable teacher.  Sometimes that regulation was enforced with a heavy hand, as in the cases of Socrates, Jesus, and Galileo, and at others, through the subtle power of social disapproval. In any case, for most of human history, those who dared speak their minds understood that they risked losing freedom, livelihood, and life itself.

The Price of Privilege

The modern doctrines of academic freedom and professorial self-governance were designed to buck the trend of history and exempt university professors from hazards braved by their courageous predecessors. But I wonder, can “truth-to-power” speech be institutionalized without losing its prophetic edge? What price must be paid for these privileges? The modern professorate is a self-perpetuating, highly selective group, and the fee for admission is steep. No charlatans and liars, purveyors of fancies and superstitions are allowed to join. But who are the gatekeepers, the ones that decide who is in and who is out? Who determines what ideas are fanciful and superstitious and who the charlatans are?

At the risk of sounding more cynical than I already have, I have to ask a further series of questions: Was professionalizing the professorate and adopting the modern doctrine of academic freedom just a less obvious way for progressive society to regulate the knowledge industry? Might not excluding some thinkers as “charlatans and purveyors of fancies and superstitions” be the way the “profession” colludes with its powerful patrons to shield them from scrutiny? Is “professionalization” a euphemism for “cooptation”?

Even the casual reader of the AAUP’s 1915 General Declaration on academic freedom can catch the disdain in which its authors held “proprietary” colleges, a category that includes any school dedicated to advancing particular political, philosophical or religious causes. As “proprietary types,” devoted to their “propagandist duties,” denominational colleges, seminaries, and what we now call “Christian” colleges, do not rise to the high standards of universities devoted to the “public” good. By making themselves the arbiters of what counts as the common good, the authors of the General Declaration in effect institutionalized their (progressive) political, philosophical, and religious causes as if they were the rationally self-evident norms of academic excellence.

The Profession: Self-Governance or Self-Service?

Who Guards the Guardians?

The modern concept of academic freedom goes back at least to the founding of the University of Berlin (1810). Thousands of Americans studied in Germany during the nineteenth century, and they returned to America eager to raise American universities up to German standards. Establishing the professorate as a self-governing profession protected by complete academic freedom was among the first tasks they undertook. The 1915 AAUP General Declaration of Principles on Academic Freedom and Academic Tenure  is the classic American statement on academic freedom. The Declaration argued that as a profession constituted by a specialized body of skills and knowledge and dedicated to the public good, the professorate has earned the right to self-governance in all academic matters, that is, the qualifications of teachers, tenure decisions, the curriculum, and the range of theories worthy of consideration within each discipline. The original AAUP statement and all later iterations insist that faculty should be free from all external regulation in matters of academic judgment. According to the Declaration, faculty should not be treated as “employees” as are the grounds keeping staff but as “appointees” in analogy to federal judges.

As an insider to the profession, I understand wanting freedom to write and teach as I please. I understand why professors want the public to think that their work is vital to the common good and that academic freedom and tenure, good pay, a light teaching load, and time to study and research are necessary to that end. I can make a good case for all of this. But the AAUP’s General Declaration paints professors with an aura of sainthood. They are portrayed as incorruptible guardians of knowledge and unselfish benefactors of society. In its rhetoric about the glories of the vocation, professors walk on water and open the eyes of the blind, but in reality they stumble along in the same muddy stream as do other human beings. The nobility of the professorial calling must not be carelessly attributed to practitioners of that vocation. In my experience professors can be just as petty, jealous, narrow, envious, hypocritical, greedy, and ambitious as politicians, business leaders, and the cleaning crew. Of course they want complete self-governance in matters of academic freedom and tenure! I want it too!

But who will guard the guardians? The General Declaration assumes that, even if a few of its members abuse their privileges, “the profession” will remain pure; it can police its members. But the history of other associations and organizations makes this assumption dubious. Should we believe that the professorate can escape the gravitational pull of mundane self-interest, ideological orthodoxies, and nepotism when the clergy, labor unions, and police departments have not been able to do so? Shall we, then, appoint an elite group of superguardians to guard the academic guardians? But who would guard them?

There is no substitute for checks and balances that can serve as counterweights to tyranny arising from outside or inside the university. The faculty can be as tyrannical as the government or the administration or the board. Universities exist as cooperative efforts on the part of many interested parties, all of them necessary to the existence and functioning of the school: founders, donors, boards of regents, alumni, students, administrators, the public, and faculty. There is no escaping the messy business of negotiating, if not harmony, at least some acceptable compromise among these parties. The guardians must guard each other in an unbroken circle of accountability in which no one and no area is exempt from the scrutiny of all.

What is “the Profession” and Who Speaks for it?

The General Declaration speaks as if there were a real entity called “the profession.” This way of speaking leaves the impression that every competent college teacher shares the same view about the aims of higher education and agrees on the methods and resources needed to accomplish these goals. This was not true in 1915, and it is not true today. Is the purpose of higher education to pass on the wisdom accumulated by generations past or to train researchers to engage in discovery of new knowledge? Should professors in their research and teaching seek disinterestedly for truth or work to change the world? Professors were divided then, and they are divided now on these questions. Implied in this second dichotomy are two very different views of academic freedom and the professor/student relationship, which we see today in the conflict between the postmodern activist and the anti-political professional views.

Professors in Christian colleges and universities often find themselves on different sides of this debate. But more importantly, thoughtful Christian professors, especially those teaching in Christian schools, understand that they do not fit comfortably in either camp. For they are committed to doing their research and teaching guided by the Christian worldview. In the final article in this series, I will take up how this institutional and professorial commitment to the truth of Christianity changes the way we think about academic freedom and professorial self-governance.

Conclusion: The Road to Moral “Progress”: From Obedience to Self-Governance to Autonomy and Beyond

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Today I will conclude the series “The Road to Moral Progress” in which I’ve been working to uncover the historical origins of the progressive morality that dominates higher education, most of the media, and other centers of power in the West. In this series I have been in conversation with J. B. Schneewind, The Invention of Autonomy: A History of Moral Philosophy (Cambridge University Press, 1998). In the two hundred years covered by Schneewind (1600 to 1800), moral philosophers worked to construct an alternative to the traditional morality of obedience (See the post of July 10, 2023). By the beginning of the seventeenth century, the idea of morality as obedience to authority had come into disrepute not only because of wide-spread abuse; it now seemed insulting to the freedom and dignity of humanity to demand that one rational agent submit to moral guidance from another. The search began for a moral theory in which each rational agent is self-governing.

According to the ideal of moral self-governance every rational agent has independent access to the moral knowledge they need to guide their lives and the motivation to act in keeping with this knowledge. Of the many moral philosophers that worked on this project during the seventeenth and eighteenth centuries, I chose to focus on Hugo Grotius. But Grotius along with all the others failed to discover a satisfactory theory of self-governance (See the post of July 24, 2023). In that post I concluded:

Indeed, individuals were presumed to be competent to use their reason to discern the moral law given in nature. Nevertheless, that law—whatever its origin—was not the product of the human will. Though reason possesses power to discover the moral law, it cannot create it. Self-governance, then, does not live up to its name. As long as the moral laws we must obey derive from the will of another or from blind and purposeless nature, we are not truly self-governing. A truly self-governing agent must not only be able to discern the moral law embedded in nature but must also be the author of those laws.

It seems that early modern philosophers did not realize that implicit in their rejection of the morality of obedience is rejection of all moral sources external to the rational agent. Writing in the late eighteenth century, Immanuel Kant drew this inference and incorporated it into his theory of autonomy.

Immanuel Kant and the Invention of Autonomy

Immanuel Kant (1724-1804) proposed a new way to reconcile maximum human freedom and dignity with the idea of obedience to moral law. Kant was the first moral philosopher to use the concept of “autonomy” in a moral theory. Before his time, it had been used in political thought to designate a sovereign state that can legislate and enforce laws within its territory. In the morality of autonomy rational agents give the moral law to themselves. Explaining the steps by which Kant developed his theory of autonomy and how previous thinkers influenced him is beyond the scope of this essay and my expertise. But I think I can state his theory in simple terms without too much distortion.

According to Kant, a truly moral act must be motivated by something more than desire for happiness, goodness, perfection, or beauty. These ends may accompany a moral act, but they are not definitive for its moral status. To be moral, an act must be done because it is right, without regard to the consequences. In other words, to act morally is to obey the moral law simply because it is the moral law.

Is Kant, then, turning his back on the ideal of self-governance and returning to the morality of obedience? No. He is reconciling the two ideals in a higher order. The moral law we obey is the law of reason, which is constitutive of human nature. It is the command legislated by the factor that constitutes us as rational agents. That is to say, this law derives from the inherent structure of reason. Kant labels it the “categorical imperative,” in opposition to a “hypothetical” imperative. The categorical imperative is an unconditional command, obedience to which is an end in itself. A hypothetical imperative is reason’s recommendation of an effective means to an end other than obedience.

The self that gives itself the moral law is a higher self, a self that is free from the deterministic forces of nature, including those of the lower aspects of human nature, which apart from the guidance of reason are irrational, blind, and chaotic. The rational self is the region of the universal and harmonious. In a way similar to mathematics and logic, its moral content is the same for all rational beings. It is as true for God as it is for human beings. The categorical imperative demands that we will for ourselves and others only what we can will as a universal law for all rational agents.

Obedience in Kant’s theory of autonomy has nothing to do with servility. We do not serve an alien authority: clergy, kings, philosophers, or even God. We obey ourselves. We are truly and fully self-governing in a way that affirms our maximum freedom and dignity.  To avoid misrepresenting Kant, however, we must remember that the “self” that governs is a transcendental self, universal reason common to all rational agents, known only through the categorical imperative. The empirical self that is governed is the lower, unruly, desiring self.

Beyond Autonomy

As we have seen, Kant’s morality of autonomy is anything but arbitrary, subjective, and indulgent. Kant reconciles the morality of obedience with human freedom and dignity by placing both the legislator and the recipient of legislation within the one human person. In self-governance, the transcendental self commands the empirical self to submit to universal reason. The moral person envisioned by Kant is a paragon of self-control, motivated solely by duty. From all accounts, Kant’s personal morality was of a strict type, almost Stoic. Nevertheless, Kant’s conclusion that maximum human freedom and dignity demand a moral theory in which human beings create their own laws is pregnant with some very un-Kantian possibilities.

Attempting to trace contemporary progressive morality back to Kant’s theory of autonomy would oversimplify matters greatly; contemporary culture was created by the confluence of many streams. However, because Kant saw clearly the radical implications of rejecting the morality of obedience, he set the benchmark for all future moral philosophies that share this rejection. Once one accepts the principle that human freedom and dignity are incompatible with obedience to external law, the only option left is to transfer the grounds and guiding principles of morality from outside to inside the human person. Kant located the guiding principle in universal reason. But many people find reason too abstract and duty too cold for their tastes. After all, should not moral action lead to individual happiness? Would not our feelings be better guides to happiness than universal reason? Why locate our true identity in a transcendental self we experience only indirectly as a legal demand when we experience directly a stable combination of tastes, feelings, and desires that urges us toward our own unique form of happiness?

Contemporary progressive morality flips Kant’s autonomy theory upside down. Instead of reason, feelings become the ruling self, the guiding principle that issues the categorical imperative, and reason becomes the obeying self, a mere instrument to serve the feelings.

Where Do We Go From Here?

As this series has made clear, working out the moral implications of attributing maximum freedom and dignity to human beings was among the central driving forces for modern moral philosophy. It seemed obvious to many thinkers that the morality of obedience is incompatible with such a view of humanity. Is there a way of escaping the moral logic that drove modern culture to the edge of nihilism?

Perhaps the way forward beyond the impasse in which we find ourselves today is to rethink the original transition from the morality of obedience to the morality of self-governance. In my opinion, we should not give up on attributing maximum freedom and dignity to human beings, and clearly a slavish type of obedience is incompatible with such a view of humanity. The first step in rethinking morality is asking from where western thinkers derived the firm conviction that human beings possess maximum freedom and dignity? To make a long story short, they derived these ideas from the Christian doctrines of creation, incarnation, salvation, and redemption. Human beings are made in the image of God and the Son of God became one of us, loved us enough to die for us, and will unite us to God in the resurrection to eternal life.

But obedience to God and moral law is also an essential part of the Christian faith. How does Christianity harmonize the maximum freedom and dignity of humanity with a life of obedience when the enlightenment thinkers could not? The one-word answer is eschatology. Christianity envisions humanity as living in two states. The present state in the body is a time of wandering and temptation, a time where faith and hope and the first fruits of the Spirit are the ways we participate in the future state. In the present life we need to trust and obey. In the future resurrection we will be endowed with eternal life and with perfect freedom and dignity. We will be united to God in a state Paul called glory, incorruptibility, and immortality (1Corinthians 15) and the Greek church fathers called theosis or divinization.

Apparently, the enlightenment thinkers collapsed the two states into one, got rid of eschatology, and attributed a kind of divinity to humanity before the time. Kant transferred the Christian tension between the present and the future states into the human person as the distinction between the empirical self and the transcendental self.

It seems to me that one of the most urgent tasks for Christian thinkers today is articulating a Christian view of the moral life in direct confrontation with bankrupt progressive culture. Such a view will demonstrate how Christianity incorporates obedience, self-control, moral law, and humility into a way of life that does far greater justice to human freedom and dignity than progressive alternatives.

In case you are interested in thinking about this project further, you can find my thoughts in two books:

1. God, Freedom & Human Dignity: Embracing a God-Centered Identity in a Me-Centered World (InterVarsity Press, 2013)

2. The New Adam: What the Early Church Can Teach Evangelicals (And Liberals) About the Atonement (Cascade, 2021).

Celebrating Ten Years and 385 Essays!

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Today is the tenth anniversary of ifaqtheology.com. On August 08, 2013, I announced the beginning of this blog, promising to address theological questions with

“Clarity in thinking, precision in speaking, honesty, truth, common sense, intellectual humility, thoughtfulness and fairness.”

Why Start Ifaqtheology?

1. I came to realize that I could not write a book or an academic article on every subject I wanted to address. The academic style requires the author to pursue a painstaking process of documentation. It takes huge amounts of time and limits how much you can read and write. Academic writing plays an important role in the life of the church, but I was not satisfied with talking only to fellow professors.

2. I wanted to reach a broader audience. For a long time, I have believed that most churches do a poor job of teaching the full range of the Christian faith to their members. The people’s ignorance of doctrine and church history leaves them vulnerable to the winds of culture. I started this blog to do something about it.

3. I use blogging to clarify my thinking on various topics. It energizes me to think that some people—even if only a few—will read these essays right away.

Accomplishments

I think that my efforts have been worth it. This entry makes 400 posts since 8/8/13. I estimate that 385 of these posts are essays on theological or related topics. The average word count for those essays is about 1,000 words. That makes the total count 385,000 words, which translates to about 1,000 printed book pages. I have published five books that began as essays on this blog:

The Thoughtful Christian Life (2014)

A Course in Christianity (2016)

Christianity—Is it Really True (2015; 2d ed, 2017)

Four Views on Women in Church Leadership (2017)

Rethinking Church (2021)

During the past 10 years the blog has been viewed approximately 91,000 times. I have no way of knowing exactly how many different people have read something from the blog but 5,000 would be a good guess. Readers made 1,400 different comments in reaction to something they read on the blog.

A Resource

All of these 385 essays are still available to readers, and they are easy to access. You can find what you are looking for by using the search box at the top right of this page. Just type in the box a topic that interests you. Also, if you scroll down the page below the month-by-month archive list, you will come to a huge alphabetically ordered list of “Categories.” You might find a topic there that interests you. I view the blog archives as a sort of theological dictionary.

Recommend Ifaqtheology

I started ifaqtheology to help the church as a community and individual Christians to a deeper understanding of their faith and to equip them to live faithfully in a post-Christian culture. I hope you will use it as a resource and recommend it to others.

Interlude: Why Bother?

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Today I want to step back from the current series (The Road to Moral “Progress”: From Obedience to Self-governance to Autonomy and Beyond) and address a question some of you may be asking:  Why bother with so much history? Why approach the contemporary moral climate in such a roundabout way?

Why History?

As many of you know, I am very interested—bordering on obsession—in how certain very powerful segments of contemporary culture came to think as they do about morality. But some readers may be wondering why we need to understand the historical origins of the crazy ideas that emanate from university social science, education, and literature departments. What does it matter from where Hollywood and Silicon Valley got their twisted values? Whatever their origin—you may be saying to yourself—these ideas contradict the reason and common sense of every right-thinking person: everyone knows that we are born male or female, men can’t have babies, and people are not born equal in every respect.

Indeed (you may concede), it is helpful to realize that progressive philosophy presupposes that the goal of human progress is liberation from all limits. But we don’t need to study the entire history of modern moral philosophy to see that striving toward this goal is futile. We already know that achieving it is impossible! And if the goal that drives a historical process is impossible, we can be sure that this striving has been misdirected from the beginning. So, why trace out how it went wrong?

Good Observations…

I admit that you don’t need to know the historical origin of a bad idea to see that it is illogical or immoral or empirically false or impractical. It may be only curiosity that leads some of us to ask how otherwise intelligent people could believe that a person can be born in the “wrong” body or that it is morally permissible (or even imperative) to give female hormones to an underage school boy (with or without parental consent) or to attempt by way of surgery to transform a female body into a male body. Perhaps so. But there may be more at stake than merely satisfying a curiosity.

I see your point, but consider that these ideas appear absurd to you only because you hold to a different way of looking at the world. And your worldview also has a history. You believe in the God revealed in the Bible: the all-knowing, omnipotent, all-wise, Creator of heaven and earth, the author of the moral law, and the hope of the world. You were taught to accept the limits imposed by the Creator, to trust God even when you do not understand God’s ways, and to worship God alone. Judged by this worldview, the modern progressive view—that we ought to aspire to divine status—appears not only rebellious, disobedient, and immoral but absurd, insane, and suicidal! Viewed through this lens, we see that the divisions in contemporary culture result not merely from the clash of a few contradictory moral ideas but from the collision of two diametrically opposed worldviews.

You may suggest, then, that the most reasonable response to the errors of progressive culture is to preach the Christian gospel and explain the worldview implicit therein and call for conversion. For only then can people see what is wrong with progressive moral philosophy. I agree with this strategy up to a point. Each misguided moral perspective makes sense only when placed within the complete progressive worldview. Likewise, Christian morals make sense only within the Christian worldview. Challenging each progressive absurdity individually will probably be ineffective. Complete conversion is needed.

To share Christianity effectively with some people, however, it may be necessary to explain the historical origins of the progressive worldview. Most progressive-leaning people are not postmodern philosophers or social science professors who incessantly quote postmodern philosophers—usually, I might add, without understanding them. They are not Hollywood actors or tech industry workers who say whatever they need to say to fit into their corporate cultures. Nor are they politicians who do whatever it takes to hold together a progressive coalition. For the most part they are college educated professionals whose main impulse is to conform to the trends dominant among other college educated professionals. Their moral beliefs are an unstable mixture of progressive and traditional ideas.

Reasons for Studying History

How might learning about the historical origins of contemporary progressive philosophy help people to rethink their progressive ideas? Three ways come to mind:

1. It dispels the illusion that progressive ideas are self-evident.

When everyone around us voices progressive ideas, the rewards for conformity are great and the punishment for nonconformity is severe. We have little motivation to question them. But the study of history demonstrates the contingency of progressive morality. Chance and circumstance—not merely reason and goodwill—contributed to the construction of progressive culture. When a way of thinking loses the aura of self-evidence, we are forced to ask the question of its truth.

2. Understanding the genesis of the progressive worldview frees us to ask where it might lead in the future.

I admit the difference between historical development of an idea and the logical unfolding of an idea. Logic is timeless; history is temporal. History does not necessarily follow the path of logical implication. Chance and human freedom and caprice also influence the flow of history. Nevertheless, there is a certain resemblance between logical and historical movement. Each generation tends to modify or contradict or extend the ideas of preceding generations. One generation argues that belief in human dignity demands freedom from kings and priests. The next generation demands freedom from all traditional moral rules, and the next asserts freedom from God and nature. What’s next? Where will it all lead?

3. Historical study places before us a decision between two starkly different worldviews and ways of living.

As I said above, most people hold to a mixture of progressive and traditional beliefs. Studying the origin and historical development of progressivism demonstrates that these two types of beliefs are incompatible. Progressive moral values presuppose a progressive worldview and traditional beliefs presuppose a traditional worldview. The history that led to the creation of contemporary progressive culture gradually replaced God, Christ, and creation with humanity, science, and technology. Perhaps the study of history will help some people see that these two worldviews are incompatible. You can’t have it both ways. You have to choose between them and reform your life accordingly.

The Road to Moral “Progress”: From Obedience to Self-Governance to Autonomy and Beyond (Part Two)

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This essay is part two of a series I began on July 10, 2023 in which I am pursuing the question of the origin of the moral climate that dominates large segments of modern society. Before the modern era, the ideal moral person dutifully conformed to the moral tradition handed them by their forbearers. The church was the chief guardian and the clergy were the main interpreters of this tradition. People were expected to obey their betters or else.

Note: As in part one of this series, also in this essay I am relying on J. B. Schneewind, The Invention of Autonomy: A History of Moral Philosophy (Cambridge University Press, 1998). In addition, I will use the Stanford Encyclopedia of Philosophy’s (SEP) entry on “Hugo Grotius” written by Jon Miller. https://plato.stanford.edu/entries/grotius/

What is Self-Governance?

Around the year 1600 confidence in the authority of tradition and the church began to wane. Moral philosophers began to seek ways to replace tradition and the clergy with other sources of moral knowledge and establish another ideal for a moral person. That other ideal was self-governance, that is to say, the view that every rational agent has independent access both to the moral knowledge they need to guide their lives and to the motivation to act in keeping with this knowledge.

None of the early architects of the morality of self-government denied the existence of God. Practically all of them believed that a creator God was necessary to morality. However, they focused not on supernaturally revealed moral law but on the moral guidance woven into the created order and in human nature. Human beings possess the power of reason, which enables them to discover the moral law embedded in nature.

Hugo Grotius (1583-1645): Pioneer of Self-Governance

As an example of the change from the ideal of obedience to that of self-governance, we can examine the thought of the Dutch lawyer and statesman Hugo Grotius. Hugo Grotius transformed the medieval moral law theory into a modern one. His works were studied for 200 years after his death and even today he is still recognized as the father of international law. According to Jon Miller [“Hugo Grotius” (SEP)], we can get a handle on Grotius’s moral theory by looking at his answers to four questions about the nature of morality, questions about the source, contents, obligatory force, and scope of moral law.

What is the source of the moral law?

As I said above, no early modern moral philosopher denied the existence of God. Nor did Grotius do so; nevertheless, he did not want to root our knowledge of the moral law in a source accessible only by faith in divine revelation. He makes this clear in a famous (or infamous) passage:

What we have been saying would have a degree of validity even if we should concede [etiamsi daremus] that which cannot be conceded without the utmost wickedness, that there is no God, or that the affairs of men are of no concern to him (Quoted in Miller, SEP).

To discover the moral law, we must look at nature. “The mother of right—that is, of natural law”—Grotius explains, “is human nature” (Quoted in Miller, SEP). In another place he says,

The law of nature is a dictate of right reason, which points out that an act, according as it is or is not in conformity with rational nature, has in it a quality of moral baseness or moral necessity; and that, in consequence, such an act is either forbidden or enjoined (Quoted in Miller, SEP).

Clearly, viewing nature as the repository and reason as the measure of the moral law gives plausibility to the idea of self-governance.

What is the specific content of the moral law?

According to Grotius, we find two contrary drives in human nature, the drive for self-preservation and the need for fellowship with other human beings. The challenge of living successfully in human society is finding a way to harmonize these two seemingly contrary drives. For Grotius, the system of rules that harmonizes, or at least balances, these two forces is the law of nature. And this system of rules must be discovered by empirical observation and study of human behavior. It cannot be derived deductively from first principles.

The theoretical status of moral law, in the Grotian understanding of it, has more in common with the empirical sciences than it does with theology or metaphysics.

What gives moral law is obligatory force?

If the moral law is merely a set of rules that balances self-interest and sociability, what gives it the force of obligation? The laws that govern the physical world do not obligate human beings to obey them. If moral rules are merely guides for living successfully in the world, why do we incur guilt by breaking them? Is morality no more than prudence and enlightened self-interest? According to Schneewind (pp. 73-75), Grotius never answered this question. He merely asserts that some acts are inherently good and some inherently evil and that we should do good and avoid evil. But if you ask why we should prefer good over evil, the answer seems to be that doing good will lead to success in living and doing evil will lead to failure. Whence then the obligation?

What is the scope of moral law?

According to Grotius, the moral law applies to every human being. Since all (or most) human beings are rational and social and have independent access to the law of nature, everyone falls under the jurisdiction of the moral law. Religious disagreements, class differences, and other distinctions between human beings do not lessen the binding nature of moral law.

The Instability of Self-Governance

As time passed, the Grotian concept of self-governance proved unstable. It contained inner contradictions that eventually caused its dissolution. Originally, the ideal of self-governance was opposed to obedience. Obedience had to be rejected because it divided human beings into those who commanded and those who obeyed, masters and servants, learned and ignorant…all to the detriment of the ideals of universal human dignity and freedom. Self-governance promised to do greater justice to human dignity and freedom.

But the concept of self-governance could not completely rid morality of obedience to an alien law and obligations not imposed on oneself. Indeed, individuals were presumed to be competent to use their reason to discern the moral law given in nature. Nevertheless, that law—whatever its origin—was not the product of the human will. Though reason possesses power to discover the moral law, it cannot create it. Self-governance, then, does not live up to its name. As long as the moral laws we must obey derive from the will of another or from blind and purposeless nature, we are not truly self-governing.

A truly self-governing agent must not only be able to discern the moral law embedded in nature but must also be the author of those laws. The name given to this type of moral ideal is autonomy, which means something like “law unto oneself.”

Next Time: The Invention of Autonomy

The Many Faces of Academic Freedom*

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As readers of this blog know, I have had a long-term interest in higher education, especially in the nature of the Christian college. Today I want to focus on the theme of academic freedom. I just finished reading Daniel Gordon, What is Academic Freedom? A Century of Debate–1915 to the Present (Routledge, 2023.).** Gordon is professor of history at the University of Massachusetts at Amherst. It’s not possible in one short essay to do justice to this excellent study. My goal is to present a very compressed summary of the book and draw your attention to some things I learned from reading it.

It pains me not to recount all the stories, authors, and related issues in this book—the case of Angela Davis ([1969/70] Can the Regents of the University of California fire you for being a communist?), Steven Salaita (Can your offer of employment be rescinded because of your anti-Israeli statements?). What about the work of Stanley Fish on academic freedom or the thought of Alexander Meiklejohn on the absolute nature of freedom of speech or Edward Said on academic freedom and the politicization of the study of literature? And so much else!

Lessons Learned

The current controversies about the presence of Marxism, Critical Race Theory, gender theory, and other forms of “radical indoctrination” in American colleges and universities were initiated in 2003 by David Horowitz. Horowitz began a campaign to get state legislatures to ban (mainly) Marxist indoctrination from university classrooms by adopting the Academic Bill of Rights (ABOR) into state law. Horowitz received support from dozens of state legislators and huge pushback from university faculty members. The debate continues today and promises to intensify as the 2024 campaign season progresses. Should academic freedom extend to a professor’s political activism and advocacy in the classroom? Horowitz’s campaign focuses on the academic freedom of students not to be coerced or intimidated into accepting a professor’s political viewpoint. On the other side, defenders of “radical” professors and the politicized classroom claim the academic freedom to teach their views even if unpopular. Both sides appeal to academic freedom.

The genius of Gordon’s book is its historical explanation of how the concept of academic freedom came to be understood in such dramatically different ways. I will focus on Gordon’s documentation of three historical changes that profoundly affect contemporary discussions of academic freedom.

The American Association of University Professors

In 1915, Arthur Lovejoy and others founded the American Association of University Professors. In view of the continuing push toward the professionalization of the American professorate and the desire to forestall governmental interference and censorship of teaching and publication, Lovejoy wrote the 1915 AAUP General Declaration of Principles on Academic Freedom and Academic Tenure. The Declaration claims the right of professors to explore issues within their disciplinary expertise with great latitude in view of their noble calling. However, it warns against using the classroom to “indoctrinate” (Lovejoy’s word) young students with the opinions of the professor, especially with partisan political views on issues of current social concern. Additionally, the original 1915 Declaration urges professors to be cautious in their speech in non-academic settings: “In their extramural utterances, it is obvious that academic teachers are under a peculiar obligation to avoid hasty or unverified or exaggerated statements, and to refrain from intemperate or sensational modes of expression.”

However, by 2006 the AAUP had changed its opposition to politicizing the classroom under the presidency (2006-2012) of Cary Nelson. Nelson was the chief opponent of the Horowitz project. Long before the AAUP got on board, the American University had already shifted its understanding of academic freedom. The shift began in the 1960s with the founding of programs in Black Studies, Cultural Studies, Women’s Studies, and other analogous groups. These programs were from the very beginning unapologetic advocacy groups. By the 1990s postmodernism (Michel Foucault) had convinced many academics that all speech is political. According to postmodernism, those who claim scientific neutrality or objectivity merely hide the power structures that favor their class. Today, two visions of academic freedom compete for dominance, the postmodern activist and the anti-political professional view.

Freedom of Speech

The second historical transformation I had not fully understood before I read Gordon’s book is the change in the jurisprudence of free speech. The First Amendment to the United States Constitution addresses the right of speech: “Congress shall make no law … abridging the freedom of speech….” Originally, this restriction applied to the federal government only. States were free to enact their own bills of rights and laws concerning, among other things, speech. After the Civil War, the United States ratified the Fourteenth Amendment to the US Constitution (1868). It begins, “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States…. The bolded lines are taken today as applying to the states all the rights of the citizen listed in the Amendments to the Federal Constitution. What I did not know was that it took the federal courts, including the Supreme Court, until well into the twentieth century to apply “freedom of speech” to the states.

Additionally, I did not understand the federal Judiciary’s evolving theory of what constitutes a legitimate limit on speech. Until the early twentieth century, the courts agreed that speech that tended to create unrest or might reasonably be thought to do so was not protected by the First Amendment. In the 1919 case Schenck v. United States, Oliver Wendell Holmes, Associate Justice of the Supreme Court, articulated the “clear and present danger” test for when the government may limit the exercise of speech. However in the 1969 Brandenburg v. Ohio case, the Supreme Court replaced the “clear and present danger” test with the “imminent lawless action” test. As is clear, the conditions under which speech may be limited by a government entity became more and more restrictive as the century unfolded. Correspondingly, the scope of free speech was expanded exponentially.

The Fusion of Academic Freedom and Freedom of Speech

Before the 1960s, academic freedom was distinguished from the constitutional right to freedom of speech. Academic freedom was considered a special freedom to teach based on the unique calling and qualifications of the professor, the nature of academia, and the special role of the university in society. One can see this distinction clearly in the 1915 AAUP General Principles of Academic Freedom and Academic Tenure. In public spaces, controversies over speech rights were focused on the political and commercial spheres, and in the 1915 statement those activities were excluded from the classroom as inappropriate to the profession. Moreover, as we saw in the previous section on the history of free speech, until the 1960s government at all levels could restrict speech for a number of reasons. Hence before that time, appealing to the right of free speech in an academic setting would not have helped one’s case. Moreover, appealing to the First Amendment to protect academic speech would in effect surrender the special status of teaching as a profession and place it on the same level as a political rant or an advertisement for soap.

But within the last 50 years, the courts, the professorate, and the public have come to identify academic freedom with freedom of speech. And since the courts now protect even the most outrageous and radical forms of speech, activist professors that wish to use such speech in the classroom increasingly appeal to the First Amendment to protect their right to say whatever they wish in the classroom–political rants, recruitment drives, and vitriolic, personal attacks on religious and political leaders.

Academic Freedom in Christian Colleges

Though Gordon’s book deals with state educational institutions only, I believe it can be helpful in grappling with the issue of academic freedom in Christian colleges. I want to expand on this at a later date, but let me tell you briefly what I mean. (1) Gordon explodes the idea that there is only one definition of academic freedom that must be implemented in every institution that claims to be true to the nature of the academic vocation. Christian colleges, then, should be free to define academic freedom in a way that fits their mission. (2) Debunking the idea that academic freedom must be subsumed under the more general concept of freedom of speech will help Christian colleges resist encroachments by the state, accrediting bodies, and professors that work against the Christian mission of the college.

*See also my essay of January 24, 2022, “Academic Freedom in Context.”

**As of this writing, the Kindle version of this book is free! And instantly available!

The Road to Moral “Progress”: From Obedience to Self-Governance to Autonomy and Beyond

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In a previous essay (“At the Edge of Ruin,” June 22, 2023), I shared some insights I received from reading J. B. Schneewind, The Invention of Autonomy: A History of Moral Philosophy (Cambridge University Press, 1998). In that essay I reflected on the significance of the tension between voluntarism and intellectualism in the history of modern moral philosophy. In passing I mentioned Schneewind’s compressed summary of that history: from obedience to self-governance to autonomy. Today, I want to begin a brief series using this summary as a window into the soul of contemporary culture.

Morality in General

As preparation for comparing and contrasting these three views of the ideal moral life, let’s make some generalizations about morality. Every moral ideal must answer certain questions about the nature of morality:

(1) What is the ground of the distinction between right and wrong, good and bad?

(2) How can we discern what is right and good in life’s circumstances?

(3) What is the proper motivation to act in a right and good way?

(4) What is freedom?

(5) What is the nature and extent of human dignity.

Obedience

In the Bible and for most of Christian history, the ideal moral stance of the individual was a spirit of humble obedience to God’s commands. Human beings stand under divine authority and God has graciously revealed his wise and good will. The first verse of Psalm 119 pronounces a blessing on those “who walk according to the law of the Lord,” and the hymn continues to praise God’s laws for 175 more verses. The Old Testament book of Proverbs begins with this maxim: “The fear of the Lord is the beginning of knowledge” (1:7). The Lord promises to bless Abraham, not only because he believed (Gen 15:6 and Romans 4:3), but also because he “obeyed me and did everything I required of him, keeping my commands, my decrees and my instructions” (Gen 26:5). The New Testament also exalts the life of obedience. Jesus does the “will” of his Father (John 4:34, Matt 26:35, 42). He “learned obedience from what he suffered” (Hebrews 5: 8b). And obedience to God’s will remains an ideal in the life of the Christian.

Obedience in Practice

The ideal of obedience answers the questions above in the following way: In the Bible and in traditional Christian moral theology, (1) God’s holy character and good will determine what is right and wrong and good and bad. (2) Human beings, being blinded by pride, misdirected desires, and limited knowledge, need divine guidance and wisdom to discern the right and good way. God knows perfectly his character and will and in various ways has communicated to us what is right and good. (3) Human beings ought to be motivated to obey God as a response to his perfect character and his love demonstrated in creation and in Christ. However, the Bible also warns of the destructive consequences of disobedience that follow naturally from misdeeds or that are inflicted by the divine Judge. (4) In the Bible, freedom is the removal of all impediments that hinder the soul from knowing and loving God and conforming to the divine life. True freedom is found only through union with Christ in the power of the Spirit. Faithful obedience to God’s will in the present anticipates the future realization of perfect freedom. (5) For Christianity, true human dignity or worth is grounded in God’s plan to share his eternal life and power with his human children. There is no greater dignity than to be a child of God. Obedience is our way of stepping into the character of that future eternal life insofar as possible in the present life.

Obedience Abused

By 1600, however, the ideal of obedience had come into disrepute in the eyes of many moral philosophers. In the medieval church, the ideal of faithful obedience to God’s will was used to justify the demand that the people obey the clergy and the Christian state. The people were expected to obey without question their “betters” in spiritual and secular matters. In the century of Galileo, Descartes, Newton, Hobbes, and Locke (1609-1690), however, demands for blind, “servile” obedience to authority seemed more and more out of step with the progress of reason. Galileo had demonstrated by empirical evidence that the earth orbits the Sun, and Newton had discovered the mathematical laws of celestial motion. Descartes proposed that all knowledge be grounded in the human mind’s power to establish a point of certainty within itself. Hobbes and Locke, each in his own way, proposed that rational analysis of human nature itself could discover moral principles sufficient to found a governmental order and legitimate its exercise of coercive power. In this climate many thinkers were searching for a new understanding of morality to replace obedience to authority. The stage was set for the new moral ideal of self-governance to make its appearance.

To be continued…

At the Edge of Ruin

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I have been engaged in a decades-long quest to understand the philosophical assumptions that have driven Western culture, especially in the United States of America, to the brink of moral anarchy and metaphysical nihilism. I have read shelves of books in service of this quest. For the past six months I have been reading J. B. Schneewind, The Invention of Autonomy: A History of Moral Philosophy (Cambridge University Press, 1998) . There are very few books I think worth careful reading even once, and I could count the number of books worth reading twice on my fingers and toes. Schneewind’s book is among the latter. I read it very carefully in the spring and I am over halfway through my second reading at present.

In 554 dense pages, Schneewind analyses the thought of hundreds of thinkers. It would be foolish of me to attempt to map the bewildering variety of theories. Nevertheless, I’d like to share a few things I’ve learned from reading this history about those contemporary assumptions driving us to ruin.

The Quest of Modern Moral Philosophy

Schneewind marks the beginning of the distinctly modern approach to morality with the career of Hugo Grotius (1583-1645) and ends the story with Immanuel Kant (1724-1804). Before modernity, moral theology and philosophy were not distinguished to the point of becoming separate spheres of knowledge and distinct academic disciplines. Until around 1600 the dominant approach to morality was obedience to authority. In the century and a half between Grotius and Kant the disciplines split apart and the dominant approach shifted progressively from obedience to authority (that is, to God, state, and church) to self-governance, and finally to autonomy (self-legislation).

What prompted the development of a distinctively modern moral philosophy? To oversimplify but not falsify matters, the Protestant Reformation (1517 and following) provoked a crisis of faith, gave birth to philosophical skepticism, and disrupted the moral and political order in Europe. Michel de Montaigne (1533-92) articulated this new skepticism in a sophisticated and fashionable way. In a collection of essays, he advised his generation on how to live well in a culture where everything is doubtful. In response to the religious conflict and the skepticism this struggle provoked, Grotius and those who followed in his wake worked to articulate a moral philosophy that could be agreed upon by people who differed greatly in religion. This objective energized a line of thinkers that lead from Grotius to Hobbes to Locke to Kant.

The Great Debate

According to Schneewind, the moral philosophers working on this project fall into many conflicting and overlapping schools of thought. But almost all of them fall on one side or another of the great debate between voluntarism and intellectualism, which has roots in late medieval philosophy. Voluntarism argues that the distinctly moral nature of an action is grounded in (and only in) the command of a superior. Obligations and duties, the distinctions between right and wrong and justice and injustice are created by (and only by) the commands of a superior. The motives for obeying the laws thus promulgated are fear of punishment and desire for reward. Voluntarism can take shape in theological or secular forms. Theological voluntarists (William of Ockham) argue that God and human beings do not share a common moral world. Right actions are right because God commands them, not because they conform to God’s moral nature. Secular voluntarists (Hobbes) argue that what is obligatory is determined by the legislation of the state. There is no law before or above the state.

 Intellectualism argues that the distinctly moral nature of an action is rooted in the eternal nature of a moral universe shared by God and other rational creatures. The distinctions between right and wrong and justice and injustice are unchangeably present in the eternal nature of things. Obligations and duties arise from the inner necessity of reason to conform to truth. We are rightly motivated to moral action by the impetus of reason to conform to the rational order. For some intellectualists God plays an essential role in their philosophy. Leibniz (1646-1716), for example, understands God as the most perfect being and views moral action (divine and human) as seeking under the guidance of reason to increase perfection in the world. Loving God is the most rational act possible for a human being. Secular leaning intellectualists set aside the question of God and ground moral action in the autonomous moral order.

Mutually Assured Destruction

Voluntarists criticize intellectualists for subordinating God to a moral order that exists independent of the divine will and choice. God’s power and freedom, voluntarists charge, are limited if God and all rational beings share an eternal moral universe. Additionally, if human beings share a moral universe with God, they can know the divine mind simply by reflecting on their own minds. And this theoretical overlap between the divine mind and the human mind opens the possibility of deification of the human mind, making God irrelevant to morality, and grounding the right in the human essence.

On the other hand, the intellectualists criticize voluntarists because they apparently make the divine nature and will inscrutable and arbitrary. As far as we can know, the voluntarist God is beyond good and evil as we understand them. God is pure power and must be obeyed for that reason alone. Additionally, a state based on the voluntarist philosophy would be by definition tyrannical.

There were many thinkers in this 150-year history that attempted to avoid the extremes of both voluntarism and intellectualism by weaving into their systems elements of both. Immanuel Kant’s concept of autonomy can be considered an attempt of this kind. Autonomy is the idea that rational beings legislate laws for themselves not by an act of will but by an act of reason, which they are obligated to obey.

What Failure Teaches

Early modern moral philosophers were searching for a rational theory of morality that could overcome doubt about the reality of a moral order in an age when traditional authorities no longer commanded universal respect. They wished to reestablish the consensus of culture that had been destroyed by the Reformation and the religious wars that followed. Their failure to find compelling grounding for morality and the exposure of the limits and problems of both voluntarism and intellectualism raised the real possibility that morality has no grounding at all.

I find it significant that no philosopher discussed in Schneewind’s history attempted to create a new morality or rejected all moral rules. All accepted the necessity of the rules that make for social peace and cooperation as well as many other traditional moral rules. Philosophers in this era, instead of taking traditional moral rules for granted or accepting them on authority, felt compelled to establish the grounds of their truth, discover how we know them, and pinpoint what motives should compel us to live according to them. They understood themselves as apologists for a moral order they thought necessary for the continuance of civilization.

However, by acknowledging that traditional rules cannot (rationally) and should not (morally) be accepted on authority or taken for granted as traditional and by failing in their quest to establish morality by reason alone, they unwittingly opened theoretical space for the idea that there are no moral structures that transcend and define the limits of individual actions.

At the Edge of Ruin

In the 225 years since Immanuel Kant, hundreds of other moral philosophers worked on the Grotius-to-Kant project. The also failed. Twentieth-century existentialism (Jean Paul Sartre and Simon de Beauvoir) and a variety of post-modern theories are premised on the failure of the project. If morality cannot be grounded and justified by traditional authority or universal reason, and if intellectualism and voluntarism destroy each other, the only ground left for justifying anything like morality is within the inner world of the unique individual. In analogy to intellectualism, the individual’s inner world replaces the universal moral order and in analogy to voluntarism, the individual’s desires replace the will of God or the laws legislated by the state. The particular desires, feelings, sense of self, wishes, and aspirations of the individual guide that individual in their external behavior. Authenticity—that is the fit between external behavior and internal desire—replaces conformity to authority- or reason-based rules.

In view of the general skepticism in Western society toward a traditional or rational moral order, we are taught in schools and in the media, not respect for moral law and rational order, but respect for the inscrutable and arbitrary inner world of the individual. What is not acknowledged is that apart from integration into the external moral and rational order, the inner world of the individual is chaotic, irrational, and self-contradictory. Hence to affirm the inner world of the individual as the basis of the moral order is to embrace the ruinous nightmare so feared by the early modern moral philosophers. Not only are the rules necessary for social peace and cooperation left ungrounded, it becomes thinkable that an individual may justifiably refuse to live by them if they do not fit harmoniously with their inner world.

At the edge of ruin…that is where we live today.