Category Archives: Social criticism

If I Didn’t Know it Was True, I Would Think It’s a Wild Conspiracy Theory

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I just finished reading James Lindsay’s new book The Marxification of Education: Paulo Freire’s Critical Marxism and the Theft of Education (2022). I recommend it to anyone concerned about education in the United States and, indeed, the world. If you are a teacher or a professor, if you have children or grandchildren, if you care about future generations, read this book. Or listen to Lindsay’s podcasts. If you know someone that falls into these categories, share this post with them. If I did not know from forty years of experience in higher education that Lindsay is telling the truth, I would think he was spinning a wild conspiracy theory.

In his book, Lindsay documents the work and influence of the Brazilian educational theorist Paulo Freire on American schools of education and, through the teachers trained there, on all levels of education. Until a week ago I had never heard of him, but he is one of the most influential theorists in contemporary education. His methods are used in virtually every school in the United States, public and private. Much of the time teachers, administrators, and facilitators have no idea of the theoretical background of these methods or of their aims. I want to give them the benefit of the doubt, for I hate to think they know what they are doing.

Background

South American liberation theology—a mixture of Marxism and Roman Catholicism condemned by Pope John Paul II (1978-2005)—was a formative influence on Freire. And the religious aspect of his work comes through quite often. He speaks of his educational method as inducing “conversion,” and an “Easter” experience. He speaks of hope for the coming “kingdom of God,” that is, socialist utopia. Che Guevara is at the top of his list of saints. Freire’s first book, Pedagogy of the Oppressed, was published in 1970, but the book that made him famous in the United States was his 1985 book, The Politics of Education: Culture, Power, and Liberation. When I say that Freire is a “Marxist,” I am not speculating or trying to discredit him by association. He makes his adherence to Marxist analysis unashamedly clear in his own works.

Educational Aims

In traditional education the goal is to transfer to students the knowledge and skills they need to thrive in the culture in which they live. Freire calls this the “banking” or “nutritionist” view of education. It reproduces the teacher in the student and hence perpetuates the status quo of society. But through his Marxist lens, Freire sees society divided into those who have power and those who don’t, the oppressors and the oppressed. Society should be changed radically in a socialist direction. He offers his method of education as a means to this radical end. Freire redefines what it means to educate, to be educated, and to know. “To educate” means to awaken the oppressed to their status and empower them to take charge of their lives by working for societal change. “To be educated” means to be awake to the power dynamics in society. “To know” is to be attuned to the nuances of your own experience as oppressed. The oppressors, too, need to be awakened to their guilt and complicity in oppression. The “oppressed” become perpetually angry and offended, and the Woke “oppressor” enters a life of self-loathing and perpetual apology. And everyone becomes an activist.

The upshot of all this, according to Lindsay, is that students get robbed of a real education in reading, writing, mathematics, and every other content area. And they become “emotional wrecks” in the process.

The Method

Freire’s method unfolds in three phases: generative, codification, and decodification. “Teachers and students” are replaced by “educators and learners” who learn together through a “dialogic” (conversation) method. In the first phase of the dialogue, the educator generates from the learners information about their “lived experience” in search of hidden relationships of power, privilege, and oppression. In codification, the educator creates an image that pictures these structures of power, privilege, and oppression in an objective way so that the learner can see them from a distance. The learner, then, comes to see themselves in this generalized image, but now they understand themselves as a part of a class of victims in an unjust power structure. Thirdly, the process of decodification applies the Marxist analysis to the codified image. Decodification awakens the learner to the systemic causes of their oppression and to the possibility and necessity of wholesale societal change. It sensitizes them to the subtle ways in which traditional language, rules, traditions, expectations, and norms serve to justify and reinforce the power structures of stratified society.

Applications

The Marxification of Education explores dozens of ways Freire’s educational theory and its offshoots are applied in colleges, universities, and K through 12 schools. I can highlight only two. Read the book!

Race

The Freirean educational model is a perfect way to educate learners in Critical Race Theory. CRT contends that the United States is systemically racist and has been so from its founding. Only a radical reordering of society along antiracist lines (diversity, equity, and inclusion) can address systemic racism. In Freire’s “generative” phase, learners are canvased or surveyed looking for indicators of unequal power between people of color and white people. The next phase encodes those indicators in objective images, for example, a video clip of a white person double checking to see that their car doors are locked after parking in a black neighborhood. In the third phase, the coded images are decoded and interpreted through the lens of Marxist theory, that is, Critical Race Theory.

Sexual Minorities

Perhaps you have wondered why many public schools require young children to read or listen to books such as Gender Queer (written in comic book style) and others that contain pornographic illustrations of sex of all kinds and at all ages? And why would school districts and public libraries sponsor “Drag Queen Story Hour”? I did not understand these trends until I read Lindsay’s explanation of the aim and method of Paulo Freire’s theory of education. Reading Gender Queer and watching a grown man dressed in “women’s” clothes dance provocatively are part of the generative and codification phases of learning. These experiences elicit information from children about their understandings of gender, family, and sex, which can then be used in the decodification phase. The drag queen is a living illustration that rules are made to be broken, that the present social/moral order possesses no real authority but is imposed by those who benefit from it. Drag Queen Story Hour is a defiant and irreverent attack on the “oppressive” societal structures associated with sex, family, and gender identity. Children are thrown into a world without boundaries, they are robbed of their childhood, and their education is stolen from them. And Freirean educational theorists call it “learning.”

Optional Homework

Lindsay discusses many other terms and concepts associated with Freire’s educational theory. You may have heard of some of them without realizing their theoretical meaning. Do a quick search on some of them. Wikipedia usually has the basics even if it tends to sanitize the ideas a bit:

Cultural Competence, Comprehensive Sex Education, Culturally Relevant Teaching, (Transformative) Social-Emotional Learning, Problematization, Knowledges, Critical Pedagogy, Liberatory, Project-based learning, Decolonization, Conscientization, Queer Marxist Theory, Diversity, Equity, and Inclusion (DEI), Antiracism, and Seeking Educational Equity and Diversity (SEED).

To be continued…

The Social Justice Gospel: Wrong Battle, Wrong Weapons, Wrong Prize

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In the previous essay, we considered the tendency of some well-meaning Christians to accept as compelling the social analysis and ethical vision of progressive humanism while continuing to confess the central Christian doctrines. Progressive humanism’s program of social justice becomes in the hands of believers the social justice gospel, a message of social reform that except for the surrounding patina of Christian language differs little from its secular counterpart. This essay continues the meticulous process of disentangling the genuine Christian elements within this “gospel” from secular and pagan ones.

Social Conflict

The social justice gospel (SJG) divides the human world into overlapping sets of identity types: classes, genders, and races. Each of these classic identity types is characterized by internal divisions and oppositions, which lie at the root of social conflicts. The most abstract and fundamental opposition is “same versus other.” Human beings tend to misunderstand, distrust, dislike, fear, and sometimes hate those whom they deem “other,” “weird,” or “strange.” They feel greater levels of comfort and trust in the company of those like them than they feel when with those unlike them. The dynamic tension of “same and other” comes into play in other more specific oppositions: wealthy versus poor, owners versus workers, powerful versus powerless, and cultured versus common. But in the latter oppositions, more is at work than mere subjective discomfort. In them, we also find unequal access to the coveted goods of money, social power, and honor. These inequalities occasion feelings of condescension, resentment, envy, pride, shame, or arrogance from the opposing sides. And these attitudes, then, lead to social conflict.

The Line Between Good and Evil

As a description of the contemporary social world, I cannot find anything terribly wrong with the above account. However, as the SJG moves from description of social phenomena to moral and theological analysis and from there to practical action, I find much to which to object. First, instead of seeking a deeper solidarity between the oppositions described, the SJG tends to heighten them by transforming the social distinctions within the identity types of class, gender, race into moral oppositions: guilty versus innocent, exploiter versus exploited, oppressor versus oppressed, and hater versus hated. Once this judgment has been ventured, the SJG makes the easy case that justice demands that Christians take the side of the innocent, oppressed, exploited, and hated group against the guilty, oppressor, exploiter, and hater group. Whenever Christians accept SJG’s description and moral analysis of the social situation and consent to take the side of the “innocent” against the “guilty,” they tend to rationalize their decision in religious terms: the just God demands that we do justice.

Coercion: Always the Final Solution

Second, the SJG concerns itself with society-wide social conflicts that arise from differences among and within identity groups—class, gender, and race. Progressive humanism sees these problems as amenable only to political solutions. Because the SJG presents itself as a Christian movement, it views social problems as fundamentally moral and religious in nature. If it can persuade the oppressors, exploiters, and haters to change through argument and prophetic calls for repentance, it will do this. But in practice the SJG often joins secular progressive social justice activists in using protest and cancellation to achieve its ends, if persuasion does not work. Ultimately, because oppressors, exploiters, and haters rarely give up power willingly, preachers of the SJG are tempted to seek the desired change through political action and state power. Those Christians, then, who come to see pursuit of social justice (understood as diversity, equity, and inclusion) as the primary message and work of the church in the world tend, almost without realizing what they are doing, to adopt the coercive methods of the secular progressive social justice movement. In doing so, they end up thinking and behaving in the name of Christianity much like the people they oppose.

Solidarity

I do not believe that the moral and theological analysis of the SJG measures up to the Christian understanding of the human condition. Whereas general society is in fact divided by class, race, and gender and the subdivisions within them, Christianity points to a deeper solidarity that embraces all of them. All human beings have been created by God in the image and likeness of God, and everyone sins and fails to live up to the glorious calling of God. And all are invited to be reconciled to God and each other through faith and obedience to Christ. Christianity encourages humility born of the consciousness of our sin and love even for enemies engendered by knowledge of God’s forgiveness. In contrast, the SJG fosters a spirit of self-righteousness among the “innocent” and justifies hatred of the “guilty.” But according to Christianity, self-righteousness is just as sinful as unrighteousness and hatred of the “oppressor” is just as bad as hatred of the “oppressed.” The SJG does not because it cannot overcome the hostility among and within class, race, and gender. It merely takes a different side in the wrong battle, fought with the wrong weapons, over the wrong prize.

10 Finally, be strong in the Lord and in his mighty power. 11 Put on the full armor of God, so that you can take your stand against the devil’s schemes. 12 For our struggle is not against flesh and blood, but against the rulers, against the authorities, against the powers of this dark world and against the spiritual forces of evil in the heavenly realms (Ephesians 6:10-12).

More to come…

Is Diversity-Equity-Inclusion Philosophy Christian? (Part Five)

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Cynical Strategies and Kneejerk Answers

Is diversity-equity-inclusion philosophy Christian? Of course, not everyone is interested in this question. The answer matters only to those for whom Christianity’s endorsement or lack thereof counts as evidence for or against DEI philosophy’s ethical force. Sincere Christians are interested because they want to know that their actions and the causes they champion are at least consistent with their Christian faith. Nominal Christians and cynical politicians (right or left) often assert or deny the Christian status of DEI philosophy because they wish to persuade sincere Christians to join their causes. I am not writing to them. Seeking only to win supporters, they have neither the desire nor the patience to investigate the question seriously. I am writing to help sincere Christians to think through this issue thoroughly, critically, and Christianly and to arm them against cynical actors who wish to recruit them for their causes by convincing them that DEI is (or is not) consistent with their Christian faith.

Unfortunately, when asked the question, “Is diversity-equity-inclusion philosophy Christian?” many people answer affirmatively or negatively with a kneejerk opinion based on a vague impression formed by little more than the resonance of the words with their experiences. In ordinary communication, precision of language is not necessary. The context supplies the clarity that overcomes the ambiguity in the words. But in theological, philosophical, and ethical discussions—especially controversial ones—precision and clarity are necessary. Such discussions require patience, discipline, and thoughtfulness. So, if you are interested in the question and are willing to follow a methodical and (hopefully) thoughtful line of reasoning, please continue reading.

Clarity First

Let’s clarify the grammatical and logical form of the question before we rush to give an answer. What are we asking when we inquire, “Is X Christian?” If we turn the question into an assertion (“X is Christian”) we can see that the word “Christian” is being used as a predicate adjective, that is, as an essential or accidental property attributed to a subject X. The word “Christian” can also be used as noun, designating a person who adheres to the Christian faith, so that we can ask, “Is X a Christian?” or we can assert that “X is a Christian.” Answering either of these questions or sustaining these assertions requires that we understand the essential nature of Christianity. Clearly, then, to answer the question, “Is the DEI philosophy Christian” we must possess a clear and precise understanding both of the DEI philosophy* and of Christianity.

What, then, is Christianity? As I said in Part Four of this series, we learn the answer to this question only from the New Testament. No system of beliefs, practices, and experiences that contradicts the New Testament answer qualifies as Christianity. And if you disagree here, there is nothing further to discuss until we settle that question. According to the New Testament, Christianity is a faith, a hope, a way of living, and a people. Christianity is faith in Jesus Christ crucified and risen bodily from the dead as universal King, Lord, and Savior. The people who embrace this faith look forward to the resurrection of the dead and eternal life in the presence of God. In the present time this people, the church, lives as disciples and imitators of Jesus and through the power of the Spirit are being transformed into his image. Who then is a Christian? Only those who believe in Jesus Christ and are baptized into him. Who is living as a Christian? Only those who hold to this faith and live as followers of Jesus as instructed by the apostolic teaching of the New Testament and are being transformed into his image.

The Decisive Issue

In view of this clarification, to ask “Is X Christian?” is to ask, “Is adherence to X an essential component of Christianity or an implication of the essential nature of Christianity as described in the New Testament?” It does not ask whether X is compatible with Christianity. Many beliefs and activities are compatible with Christianity but are neither essential components nor implications thereof. Christianity is compatible with your belief or disbelief of the proposition that Subarus are better cars than Hondas or that life in other galaxies is possible. Whether you enjoy playing tennis or prefer hiking makes no difference to your faith in Jesus. These beliefs and activities are not addressed by Christianity but are left to reason, free choice, and preference. There are, however, many beliefs and activities that are incompatible with Christianity because they negate or subvert or are in other ways exclude one another.

The Judgment to be Made

When people argue that the diversity-equity-inclusion philosophy is Christian, they are asking us to accept adherence to it as an essential component or a clear implication of the Christian ethics described in the New Testament. If they are correct, Christians are obligated to support DEI. If embracing DEI is not an essential component or a clear implication of Christian ethics, Christians have no such obligation. However, if DEI philosophy negates or subverts Christianity and Christian ethics as described in the New Testament, Christians have an obligation to reject it.

I shall argue in future essays not only that sincere Christians are not obligated to accept the DEI philosophy and support its agenda but that they are obligated to reject and resist it.

*See the previous four essays for my understanding of the DEI philosophy.

The Wisdom of Epictetus and the Culture of Blame

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Who doubts that we live in a culture of blame? Whatever you suffer, whatever you do, whatever emotions you feel, whatever you lack is someone else’s fault. If you are poor, sick, or uneducated; if you are unhappy, unsuccessful, and don’t get the respect you think you deserve, and if these things make you angry, resentful, jealous, envious, and hopeless…fate, other people, society, government, or God is to blame.

Epictetus (AD 50 to 135) was a stoic philosopher who suffered greatly in life, as a slave, under torture and abuse, and through sickness and banishment. His thoughts were collected and published by a disciple and translated into English as Discourses. I have long admired Epictetus’s thoughts but only recently have I read straight through Discourses. Like other Stoics, Epictetus believes that everything that happens in the world of appearances happens by necessity. We have no control over what merely happens to us. Hence to fret, worry, rage, or despair over the appearances and their impact on us makes no sense. We don’t control them, can’t prevent them, and can’t change them.

According to Epictetus, the only thing we control is our inner self, which is free from the necessity that determines the course of external events. No one and nothing can make you feel or do anything against your will. If you feel anger, resentfulness, jealousy, envy, self-pity, or despair, you choose to do so. You control what you do in response to every situation. If you betray your friends or curse God because someone threatened to drive a sword through your heart, you cannot blame the threat for your sin. You chose to value your life above faithfulness or piety. You are responsible for what you do no matter what choices nature, fate, and other people place before you.

What does Epictetus’s wisdom have to say to the culture of blame? We do not have to accept the Stoic view that everything in the world of appearances happens by necessity in order to acknowledge that we do not control what happens to us. We control only what we do in response. You don’t have to be a Stoic to understand that no power can force us to choose what we do not will or do what we don’t want to do.

Clearly, Epictetus understood that we are not always responsible for the external circumstances that affect us. The forces of nature and the actions of other people often affect us negatively. So, you do not have to take on guilt for circumstances over which you have no control. Hence much of the suffering we endure can be “blamed” in a certain sense on external forces. But only objectively. That is to say, external circumstances are responsible for much of the bodily suffering we must endure. The culture of blame, however, becomes pervasive when we habitually blame external circumstances for our unhappiness and sins. In other words, we refuse to take responsibility for our free choices and place the blame on something else, pretending that we have no control over our inner selves. This endemic denial of responsibility for our actions is what I mean by the culture of blame. Everyone is oppressed, deeply offended at any slight, awash in self-pity, always looking for someone to blame. And indeed you may have to deal with harsh circumstances, but Epictetus and Jimmy Buffet agree: if you are unhappy and “wasted away again in Margaritville, “it’s your own **** fault.”