In the Year 2113…Will There Be Faith on the Earth (Part 2)?

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In Part 1 of this essay I dealt with two tendencies by which churches and individual Christians change in ways that often lead them to drift away from authentic Christianity. Those were (1) the law of logical progression and (2) the law of dialectical change.  Some readers found my explanation of those “laws” a bit hard to follow. Perhaps I’d better not try to clear up those obscurities lest I make them even more opaque. This week I will venture 10 points to keep in mind as we attempt to preserve faith for our great, great grandchildren in the year 2113.

As I admitted in the previous post, there is no way to guarantee continuity of faith from our generation to the fourth generation, a hundred years from now; not apart from God’s help anyway. But here are some things we can do even as we trust in God’s providence.

(1) Since we have a tendency to drift far away over time, we need to teach and practice what has been called semper reformanda  or a continuing reforming of the church.  We do this by institutionalizing the continual return to the original sources of our faith with a critical eye on the contemporary form of faith.

(2) To facilitate the continuing reformation, we must constantly study the scriptures. This task is the special work of Christian teachers, but every Christian has a responsibility to deepen and reform their faith in conversation with the scriptures.

(3) Christianity is not merely a system of doctrine to be memorized and discussed. It is also a way of life. Hence those who would pass it on to future generations must embody its message in every aspect of their lives: their acts, their thoughts, their affections and their relationships with others.

(4) As I argued in Part 1, statements of doctrine become ambiguous when separated from the matrix of their relationships to other teachings. Hence we need to keep the whole faith in mind in every discussion about what the church and individual Christians should be and do and believe. God is not only Savior but also Creator, Lord, Law Giver, Providential Guide and Judge. The entire teaching of the scriptures must be taken into account even in the most specific case. And of course this requires much study and wisdom.

(5) As time passes the language in which our faith is expressed changes meaning and becomes obscure. Old, familiar words are repeated comfortably but without understanding. We must, then, constantly ask ourselves whether or not we understand what we are saying. A teacher of faith or a theologian must continually find new ways to communicate the faith “once delivered to the saints.” Repeating old phrases from Scripture or the creeds should not count as faithfulness to the substance contained in those words.

(6) We need to relate Christian doctrine to human existence. No teaching in the Christian faith is merely speculative, that is, knowledge for knowledge sake. Every teaching calls for transformation. Every teaching reaches the human condition in its depth and height and length and breadth. The doctrine of creation tells us what and who we are. The doctrine of salvation tells us what we have done, how much we are loved and for what we may hope. We will misunderstand the teaching about God, Christ, and Spirit, the church and all the rest unless we get clear that every line touches us, calls us, commands us and comforts us. How can we expect to pass on a faith that our children find meaningless repetition of words?

(7) Set contemporary issues in historical perspective. Studying the scriptures is essential and of the highest priority, but we need also to understand how the contemporary world arose out of the intervening events. Unless we grasp firmly how modern thought and life developed slowly or in revolutionary leaps, in contradiction to or development from, past ways of thought and life, we will thoughtlessly treat them as necessary, self-evidently true and good. Modern understandings of the status of individuals in relation to the community, of freedom and dignity, of nature and the universe, of political justice and order, of happiness and of morality will either be read back into the scriptures or the scriptures will be criticized on their basis. Additionally, many contemporary problems have been discussed before, and engagement with prior discussions may shed light on our problems. Finally, by studying the past one can get a feel for approaches that produce good and those that produce evil.

(8) We need to understand the economy or ecology of communities of faith and their forms of life and thought: You can’t change just one thing, because all things are interrelated. Move one molecule and the whole universe compensates! Revolutions tend to destroy more than they build; yet, attempting to stop all change is just as destructive. Both require autocratic leaders and ruthless tactics. Good Christian leaders manage change so that the essence or substance of the faith remains even when expressed in different languages, institutions and modes of life. Don’t attempt to remove every last weed from among the wheat; but be sure the wheat is not completely choked.

(9) The ninth “commandment” of faith survival has been implicit in the previous eight. We need to get clear on the essential/core Christian message, which must focus on the person and work of Jesus Christ and the life of discipleship to him.  Some church leaders have so expanded the list of things essential or absolutely necessary to Christian identity that the distinction between the permissible, the forbidden, the alien and essential becomes completely blurred. This expansion sometimes arises from the theory that the New Testament is a book of laws and commands each having the same weight because all have the same source, the command of God. Or, another way to arrive at the same conclusion is to think of the Bible as a set of precisely stated propositions of doctrine that affirms truths to be believed and lays down principles from which other propositions may be inferred. Neither one of these notions is correct, but that is a topic for another day.

On the other hand, some church leaders and thinkers reduce the core or essential Christian message to socially acceptable morality or warm regard for Jesus or vague theism. These leaders think of the Christian religion (and other religions) as a system of symbols and metaphors that articulate human experience or intuition. Hence they feel free to change and adapt Christianity to contemporary values and expectations.

(10) We should give the future into God’s hands. The Christian life begins in faith, works by love and lives in hope. Will there be faith on earth in 2113? Be not afraid. God’s eternity embraces what we call the future. Our task is to be faithful today, and this is the best gift we can bequeath to our great, great grandchildren.

 

In the Year 2113…Will There Be Faith on the Earth (Part 1)?

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Perhaps it has always been so, but I see lots of short-term, consumer-driven thinking among Christian people and their leaders; and it has weighed on my mind lately. The questions to which we give our attention seem to be: “How can we meet our budgets for this fiscal year?” “How can we attract young people to our churches?”  “How can we keep our worship or preaching or children’s program or youth ministry relevant to contemporary audiences?” Or, “How can we make our services guest friendly?” I would not say that such questions ought never to enter our minds or ever receive any consideration. But shouldn’t we take a broader and longer-term view of our mission? What if we ask a different question: “How would we understand, study, live, teach and practice our faith if we wanted to do all we could to make sure that our church is authentically Christian 100 years from today?”

Okay, I admit it: We can’t control what future generations believe and do. It may be that, despite our best efforts, our great, great grand Children will not profess Christian faith. Still, that is no excuse for not thinking about the task and giving it our best efforts.

The first step is to raise the issue of the long-term sustainability of the form of faith we teach and practice. Let me explain what I mean by the term “form of faith.” Each Christian community by tradition or by circumstance selects certain aspects of the Christian faith to emphasize while it leaves others in the background as assumed or otherwise neglected. Your church may place justification by faith, good works, evangelism, church order, social justice, election, experience of the Spirit or some other teaching or practice at the center of church life. This specialization of teaching makes sense in many ways. You can’t teach everything at once. The needs of every age and context demand more instruction in certain areas than in others. Churches tend to perpetuate their founding and traditional insights. However, if the form of faith we teach does not contain the whole range of Christian teaching held in proper balance, it becomes vulnerable to two common forms of change that can lead it astray over time.

Allow me to call the first “the law of logical progression” and the second “the law of dialectical change.” The law of logical progression comes into effect when for whatever reason one truth is emphasized to the near exclusion of others and becomes a sort of master concept by which others are judged. This truth—a particular understanding of church order or charismatic gifts or any another—is treated as if it were clear, precise and absolutely true apart from its relationship to other Christian truths. Hence other truths are interpreted by and forced into consistency with this truth.

Already, we have surfaced a serious misunderstanding about how the faith is communicated. In my view, no single proposition of Christian doctrine can in isolation from other statements of faith communicate its full truth and only that. (I hope to defend this statement in greater depth in a later post.) A fine example of this can be found in Romans 6. The statement “we are saved by grace” communicates an important truth as long as it is understood in relation to other teaching. But apart from its relation to the whole faith, it is ambiguous. And bad things happen when you treat an ambiguous statement as if it were clear. Once an isolated statement of doctrine is assumed to possess its truth in itself apart from any modifying relations to other teaching, our minds cannot resist drawing out all the implications of that statement almost to absurdity. Paul reacts severely to those who would isolate grace from righteousness and extend its meaning so that it actually contradicts other teachings: “What shall we say, then? Shall we go on sinning so that grace may increase? By no means! We are those who have died to sin; how can we live in it any longer?” (Romans 6:1-2). As an isolated statement, the assertion of salvation by grace may plausibly be interpreted to imply that sin is permitted. But given the whole context within which the doctrine of grace is nested, the implication that sin is a good thing appears not only unwarranted but ridiculous.

The law of dialectical change becomes operative when one party makes a strong affirmation (or negation) that evokes an opposing negation. In the previous paragraph, I asserted that no proposition of Christian doctrine can communicate its full truth and only that truth when asserted in isolation from the full range of doctrine. So when someone asserts an isolated proposition of doctrine as if it were unambiguous and absolutely true in isolation, our minds automatically begin the process of negation; we immediately see that this strong claim cannot be true. This mental process is both logical and psychological. It’s logical in that the very form of the words of an asserted truth requires that the negation of that truth be false. An assertion always carries its negation along with it and smuggles it into our minds even against the speaker’s and the hearer’s intention. It is psychological in that strong assertions call up resistance to any person claiming such absolute and unambiguous knowledge. It seems a bit arrogant, and we can’t resist enjoying the humiliation of the arrogant.

Again, consider the proposition “We are saved by divine grace.” If this truth is asserted in isolation from other doctrine—because in isolation the statement is ambiguous, containing falsehood as well as truth— it could be taken to mean something like, “We will be saved by grace regardless of any other factor. Hence whether we sin much or little, intentionally or inadvertently, it matters not.” Suppose that we like Paul recoil against this permissive conclusion, but unlike Paul respond to the misuse of the doctrine simply by negating the proposition that we are saved by divine grace. In this case the law of dialectical change would become operative with a vengeance. A simple dialectical negation would also negate the truth that the statement “we are saved by grace” is intended to teach when set in its relation to the whole Christian faith. The simple negation would assert: “It is not the case that we are saved by grace.” In attempting to correct one distortion simple dialectical negation produces another, its mirror image.

A hundred years of logical progression and dialectical negation could move a church very far from where it is today. So I believe becoming aware of these processes is a first step toward preserving the continuity of faith between year 2013 and year 2113. Next time we will reflect on some positive strategies for preserving authentic Christian faith for our great, great grandchildren. To be continued…

Questions and Answers on Fear and Freedom, God and Providence, Faith and Scholarship: A Written Interview

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For this week’s entry I’ve reprinted a written interview just posted on Pepperdine University’s “Research News” page. You can see the original interview by following the link pasted below:

http://www.pepperdine.edu/research/news/2013/ron_highfield.htm

In your book, you address big themes and fears that have haunted the human psyche for quite some time.  What inspired or motivated you to write this book?  Has it been something you have been thinking about or planning for a long time?

Ron Highfield: This book [God, Freedom & Human Dignity: Embracing God-Centered Identity in a Me-Centered Culture (IVP, 2013)] finds its origin in my two teaching/research interests, (1) the intersection between Christianity and secular culture, and (2) theological reflection on issues facing the church today. As I wrote my previous book, Great is the Lord (Eerdmans, 2008; 467 pages), which falls into category (2), I kept thinking about the problem of the relationship between God and human freedom and dignity. This issue has been discussed by theologians and philosophers for 2,500 years. I began to see that this problem makes itself felt in popular culture as unspoken fear that the existence and activity of God may pose a threat to our freedom and dignity. I wrote this book to show the ways in which this fear shapes how secular culture views God and to show how the Christian view of God overcomes these fears. I argue that instead of being a threat to human freedom and dignity God is their securest foundation and the greatest hope of their glorious fulfillment.

How does this book differ from your past scholarship?

RH: In many ways God, Freedom & Human Dignity continues my theological research program of the last fifteen years. It addresses a significant theological problem at a high level in dialogue with the best theologians and philosophers, ancient and modern. It differs in at least three ways: (1) I address the problem of the way secular culture (rather than the church) thinks of God and humanity, (2) the target audience is those influenced by this secular vision and the theological students and practicing ministers who minister to them, and (3) these limitations influence the smaller size of the book (227 pages) and the less ponderous and less argumentative style of the book.

Modernity and its psychological influences are central to your argument about the internal struggle humans face in confronting and accepting God today. The crux of this struggle lies in the human need for (and even exaltation of) autonomy when it is juxtaposed with or seemingly undermined by a belief in God.  Could you discuss your concept of a “me-centered culture” and how you see people grappling with religion in a different way now than in past decades?

RH: By designating our culture is “me-centered” I don’t mean that it is especially selfishness or narcissistic; rather, I mean that it teaches us that we should look exclusively within the human self for our dignity, for guidance in our pursuit of happiness and for how to treat others. It views self-expression and authenticity as sacred rights. The “me-centered” culture instinctively recoils at the idea that we need guidance in these areas from external authority. It views calls for adherence to moral law and obedience to God as threats to autonomy, dignity and freedom. It reacts to restrictions on our search for happiness as the worst sort of hatred and cruelty. Clearly, presenting the Christian message to our contemporaries confronts us with challenges not faced by Christian thinkers even fifty years ago. In part, I wrote this book to explore ways of communicating the meaning of Christianity in this new context.

What kind of research are you currently working on?

RH: I am currently working on a book on the Christian doctrines of creation and providence. This book will continue the trajectory began in Great is the Lord. Having treated the Christian doctrine of God, I am now thinking about what it means to call God “the Creator” of the world and “Lord and Governor” of history. In dealing with the idea of creation I want to take the focus off the “science and the Bible” debate and replace it with thorough reflection on what I call the “God-creature” relation: what does it mean to say that God gives being and form to the world? What does it mean to say that creatures depend on God for their existence, form and life? These profound questions have not received the attention in recent theology and popular religion that they deserve. In this book I want to show the intimate connection between the ideas of creation and providence. The concept that ties the two together is the “God-creature” relation. Providence is a kind of continuing creation that aims at bringing the world to its appointed end. In one sense the divine act of creation includes all time and not merely a timeless beginning of time. In the course of this book I will deal with the relationship between divine providence and human freedom and with the problem of evil.

What is the proper end of an academic vocation? Or how do you understand your research?

RH: Contemporary higher education (“the academy”) seems to be very confused about why it exists and what end it should pursue. The standard rhetoric (usually directed at threats from outside the academy) argues that the academy should pursue “knowledge for knowledge’s sake.” This ideal sees the scholar as an objective and disinterested servant of truth who should receive complete academic freedom in the sacred name of truth. On the other hand, as a matter of practice, scholars adopt many other ends: political agendas, battles for cultural dominance, career advancement, reputation, money and other private goals. In my opinion the “knowledge for knowledge’s sake” view is at best a methodological guide to keep us honest and fair in our research. Understood in this sense I honor it. But scholars are human beings and all human beings serve ends beyond mere exercises in method. “Knowledge is power,” said Francis Bacon truly. And good people should direct power toward good ends. No human activity deserves to be exempt from ethical scrutiny. Hence scholars are obligated to direct their research toward good ends. Every scholar, whatever his or her religious stance, should direct scholarship toward the good of humanity. As a Christian scholar I have a particular understanding of human good, and all my theological research is directed toward that good: that human beings should come to love God and their neighbors. For me, keeping this end in mind unifies my role as a teacher of the young with my role as a researcher in search of truth. End of interview.

How would it affect the way we approach theology and church life if, instead of thinking exclusively about pressing issues and short-term goals, we extended our horizon a hundred years to 2113? Jesus asked, “When the Son of Man comes, will he find faith on the earth?” (Luke 18:8). Are we pursuing practical goals and working on theological issues now in ways that will contribute to the preservation of faith for our great, great grand children? Or will the trajectories we are following in the present make it less likely that 2113 will greet future generations with the word of faith? Will the Son of Man find faith on the earth in 2113?

Until next week…

Thinking and Thoughtfulness: Thoughtlessness Part 5

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Thoughtlessness

We can best grasp the concept of thoughtlessness by contrasting it to the idea of thoughtfulness developed in Part 4 of this series. We are thoughtless when we don’t think about our involvement with the object of experience. One falls into thoughtless by becoming absorbed in the process of observation, common sense, scientific thought or introspection…or in any other activity in which something displaces our self-awareness with itself. Thoughtlessness is the absence of awareness of the self and the character of its relations with other things.

Thoughtless people immerse themselves in work or objective thought or the search for pleasure or attention to the point that they do not question, do not become aware of themselves as distinct from their activities. They don’t ask ethical, existential or religious questions of themselves. They don’t ask about their identity, the meaning of their activities, and the morality of their actions. They don’t see the deeper dimensions of things or people and their relationships to them.

In chapter four of my recent book, God, Freedom & Dignity, I examine three images of thoughtlessness: the esthete, the conformist and the celebrity. The esthete seeks only pleasure while the conformist seeks only success as measured by what other people consider success; and the celebrity seeks only attention and lives only in the minds of others. They have no time for self-examination and no space for awareness of God.

It’s like they don’t really exist as selves, as self-aware subjects. They observe their lives but don’t live them as their own free action; they are whatever they are doing…without any awareness of the meaning of what they are doing! They may wake up one day and realize that they have not been consciously living their lives. They’ve been on automatic pilot, asleep at the wheel, while their lives pass before them like a dream. Other things determine what they feel, love and do. They move through life unaware of whole dimensions of what is happening around them and within them. They can’t see through the reflective surfaces into the real substance of things and the meaning of the relations among them.

Most disturbing of all, thoughtless people have no awareness of God as really present and active as their Creator, Lord, Judge and Savior. And in my view, lack of awareness of God and our relation to God is the root of all thoughtlessness. If people were aware of God they would also be aware of themselves as dependent, responsible, unworthy and yet loved. Awareness of God, who is the absolute ground of our existence, opens our minds to depths of ourselves we could not know otherwise.  And if we gain deeper self-awareness before God we will also become aware of the God-relatedness and interrelatedness of all things; that is, we will become thoughtful.

I conclude this series with Søren Kierkegaard’s observations about the lives of the thoughtless:

[The thoughtless person is] “a sort of marionette, very deceptively imitating everything human—even to the extent of having children by his wife. At the end of his life, one would have to say that one thing had escaped him: his consciousness had taken no note of God” (Concluding Unscientific Postscript).

“By seeing the multitude of men about it, by getting engaged in all sorts of worldly affairs, by becoming wise about how things go in this world, such a man forgets himself, forgets what his name is (in the divine understanding of it), does not dare to believe in himself, finds it too venturesome a thing to be himself, far easier to be like others, to become an imitation, a number, a cipher in the crowd… spiritually understood, they have no self, no self for whose sake they could venture everything, no self before God—however selfish they may be for all that” (Sickness Unto Death).

 

Please share this five-part series with others.

 

Until next week…

Thinking and Thoughtfulness: Part 4 Thoughtfulness

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At the beginning of this series I mentioned a distinction Bernard Lonergan made between common sense and scientific thought. As far as I remember, Lonergan did not address the idea of thoughtfulness. But this concept cries out for analysis as a matter of logical development and even more so for its cultural relevance; in my view thoughtlessness is a central feature of contemporary culture.

Now that we have before us the concepts of observation, common sense, scientific thought and introspection we may be able grasp the subtler concept of thoughtfulness and understand how it relates to theology and the religious life.

Unlike observation, thoughtfulness is not intense concentration on something. It’s not perception of the relationship of things to our needs and wants. This is common sense. Nor is it acute insight into the relationships among things considered apart from us. Here we are speaking of scientific thought. And thoughtfulness is not merely the inward gaze that distinguishes idea from idea, mood from mood and feeling from feeling. Introspection is at work here.

Consider how we use word “thoughtful” in everyday speech. Sometimes we designate an act as “thoughtful” and at other times we speak of a person as “thoughtful”. A thoughtful act manifests insight into the need and desires of another person coupled with forethought and goodwill. Thoughtful people are likely to perform thoughtful acts because they possess awareness, sensitivity, anticipation and empathy toward others. Thoughtfulness is heightened awareness of what is hidden from external observation joined with caring involvement with people. In the common use we see clearly the ethical dimension of thoughtfulness. Thoughtfulness in the wider sense I want to explore includes this kind of awareness but is more comprehensive.

By thoughtfulness in this wider sense, I mean “thought-FULL-ness,” that is, comprehensive awareness. Observation, common sense, scientific thought and introspection are one-directional and focal. In observation and scientific thought you sometimes forget your entanglement with the object of focus, that is, how it affects you and you affect it. In common sense you can lose sight of the object’s existence in and for itself because you are concerned only with its effect on you. In none of these modes of thought are you aware of yourself in the act of relating to the object or of how your or the object’s relation to God affects the total situation.

Ideally, then, thoughtfulness is simultaneous awareness of every dimension of your environment and your relation to it; it is awareness of yourself, your relationship to other things and of the relationships of other things to each other at the same time. In thoughtfulness we do more than observe and think about something; we also become aware of our observations, thoughts, feelings and judgments. We do more than interrogate the objects we think about. We also question the relationship between us and the object of our attention, taking into account all aspects of our relationship to it—causal, ethical, religious and esthetic.

Thoughtfulness challenges every automatic and habitual way of relating to things, ideas, people, God and ourselves. Thoughtfulness insists that we bring our every act and relation into the light of rational deliberation, freedom, moral judgment and awareness of God. Thoughtfulness takes nothing for granted. It interrogates every act, feeling, thought and every appearance. It raises not only narrow scientific and common sense questions but reflexive questions, questions that question the questioner.  “What am I doing?” “Why am I doing this?” “Why do I want to do this?” “Should I do this?” “What does my action reveal about me?”

Most important of all, thoughtfulness is awareness of God in all these relationships and dimensions. For a Christian, our relationship with God must be the decisive factor in all relationships, feelings and acts. Everything possesses a relationship to God, a relation of dependence, meaning and direction; and a thing’s God-relation is the most fundamental relation it can possess. It is the central component in its identity. No one is truly thoughtful who is not mindful of the presence and relevance of God to all things.

For a Christian, every relationship and every activity is a matter of conscience. Conscientiousness is habitual thoughtfulness in relation to God. It is awareness of God as the third factor in every relationship, every activity and every decision. It is constant awareness of God as our Creator, Guide, Judge and Savior. A conscientious person does not forget God in the daily routines of life and views forgetfulness of God as a serious fault. Conscientiousness sanctifies every aspect of life. All of it is lived before God and directed to God.

I will omit examples of thoughtfulness because I hope that every post I make on this blog illustrates and embodies thoughtfulness. To be continued…

Coming soon: the nature, forms and consequences of thoughtlessness.

Thinking and Thoughtfulness: Part 3 Introspection

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Introspection

Introspection is also an important operation of reason and a necessary prelude to thoughtfulness. It attempts to look within our inner consciousness to see it apart from our relationship to external objects. Introspection works to isolate, observe and relate distinct feelings, moods, memories, ideas and values in the mind or soul. Perhaps Augustine’s Confessions does not conform exactly to my definition of introspection–which I admit is rather radical and “pure”–but it does provide an excellent example of the inward-turned eye that sorts and sifts motive from motive and feeling from feeling seeking deeper self-knowledge. Jean-Jacques Rousseau’s The Reveries of a Solitary Walker, though narcissistic and dripping with self-pity, also displays an astounding inward awareness that is quite instructive about what we can learn from introspection.

Without introspection our consciousness would be engulfed by wave after wave of sensation or lost in abstractions of thought. Socrates’ observation that “the unexamined life is not worth living” comes to mind here. Apart from some introspection there is no self-knowledge and without self-knowledge we could not distinguish between the life we freely enact and events that merely happen in, to or through us.

Notice how introspection relates to common sense and scientific thought.  In distinction from common sense, introspection isolates the self from external relations by ignoring the external causes of internal experience. In analogy to science, it treats relations within the self like science treats relations among things external to the self. It wants to see its feelings and moods, beliefs and ideas and their interrelationships undistorted by their external relations. Whereas science wants to escape the distorting influence of internal subjectivity on our knowledge of external things, introspection wants to escape the clouding influence of external things on awareness of our internal condition. If science risks self-deception by ignoring the influence of the subjective on our knowledge of the external world, introspection risks self-deception by thinking it can isolate our internal subjectivity from the external world.

Introspection alone cannot lead to complete self-understanding because the self exists only in relation to the not-self, to the external world of people, nature and things. Nonetheless, introspection is valuable because we cannot think everything at once. We cannot think about the self in itself and its relation to external objects and the characteristics of the objects in themselves in one thought at one time. To achieve greater understanding we must move back and forth between part and whole, inside and outside, self and other to grasp all dimensions of something…even if that something is us.

To be continued…

Next time we will think about thoughtfulness itself…I promise.

Thinking and Thoughtfulness: Part 2 Scientific or Critical Thought

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Scientific or Critical Thought

In Part 1 of this series we considered observation and common sense as activities of reason. Now we will examine critical or scientific thought. Critical thought takes up where observation and common sense end. Whereas common sense keeps the focus on things in relation to us, scientific thought aims to understand things in relation to other things. Critical thinkers stand outside the relations they are considering and look at the world objectively, as if they did not exist as bodies or subjects but as pure thought. The goal of scientific thinking is to see things as they really are in themselves, undistorted by our perspectives, needs and desires. (This way of viewing things has been examined critically by Thomas Nagel in his book The View from Nowhere.)

Critical reason grasps logical, causal, mathematical, temporal, spatial and other relationships among things. Logic is the study of the different types of relationships possible among concepts or propositions. Natural science studies causal relationships among existing things in nature whereby one thing provides a partial explanation for the coming into being or functioning of another. Hermeneutics studies the internal relationships among the meaning units in texts to discover their meaning. And, of course, there are many other sciences and critical studies.

In performing its task scientific or critical reason engages in three types of operation: analysis, synthesis and criticism. In analysis we break apart a complex thing (a plant, an atom, a written text) into lesser and lesser systems until we are satisfied or until it is impractical to go further. By grasping how these systems are constructed from smaller systems and finally how each contributes to the existence, qualities and functioning of the object of study, we gain insight into the complex whole.

We also engage in synthesis. As reasoning beings, we are not limited to analyzing what is given in nature or history. We can imagine other systems of relationships that do not exist at present. By taking the principles of how things relate to other things in nature we can reconfigure them into things useful to us: houses, cars, spaceships, lasers, and many more.

Criticism does not apply to natural objects. We bring criticism to bear on human artifacts—texts, theories, machines, art. Effective criticism presupposes observation, analysis and understanding. It evaluates a product in light of normative principles, such as logical consistency, communally accepted beliefs, esthetic or ethical norms or practical values such as efficiency and cost effectiveness. It is important to differentiate rational criticism from objections based on distaste, bias, self-interest or unacknowledged theories or ideologies. Rational criticism is disciplined, honest and clear about the norms by which it judges; it adheres to the rules of logic, causality and fairness.

Most people believe that the world continues to exist even when we are not observing or using it. A human being in thinking scientifically or critically attempts to understand the interrelationships among things in the world as they would be even if no human beings existed. You can see why some writers (e.g. Kierkegaard and Nagel) accuse scientific thinkers—especially those who contend that scientific thought is the only avenue to knowledge—of self-deception and self-contradiction. On the one hand, scientific/critical thinkers recognize that inserting the human relationship to our account of things, as common sense does, distorts our knowledge of the object of study. On the other hand, they think they can devise methods of observation and structures of thought that bypass or compensate for the human factor. But such a project is completely impossible; we cannot escape from our existence into pure thought or from our relatedness to the things into absolute knowledge. To be continued…

Part 3 will consider introspection.

Thinking and Thoughtfulness (Part 1)

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Since a major theme of my blog is “thoughtfulness in religion,” I owe it to you to explain what I mean by thoughtfulness and why I believe it is so important. Today I begin a short series on thinking and thoughtfulness. So, think with me for a while about thinking.

 

To understand a concept thoroughly it is not enough merely to define it. We must grasp its relationships to other concepts in the neighborhood. Only by bringing to light how it differs and resembles to those nearby ideas can we locate it on a conceptual map. The larger the scope of our vision, the more precise will be our sense of its location. Hence I plan to consider thoughtfulness in relation to such concepts as intelligence, reason, observation, common sense, critical thought, introspection and thoughtlessness.

 

A few years ago I read Bernard Lonergan’s huge book Insight: A Study of Human Understanding (1957). This book stands in the long tradition of books with similar titles: John Locke, An Essay Concerning Human Understanding (1690) and David Hume, An Enquiry Concerning Human Understanding (1748). Lonergan surveys the map of concepts and activities that orient us to the human act of insight, which is the act of understanding. I will not attempt to summarize his study here. But I want to acknowledge that my thinking about thinking and thoughtfulness has been influenced by this profound book. Specifically, the distinction I make below between common sense and critical (or scientific) thought comes directly from Lonergan (p. 181).

 

Intelligence and Reason

Intelligence is a more encompassing concept than reason. Intelligence is the power of a living being to perceive and respond appropriately to the information it receives from its environment. Billiard balls and hydrogen atoms do not possess intelligence even though they respond to physical contact by other things. Intelligence involves interpretation or processing of information by internal systems capable of such activity. Many intriguing questions arise at this point. What is information? Is information always the product of intelligence? Is it possible to construct an intelligent machine? But I won’t pursue them here. Human beings are not the only living creatures to possess intelligence. Horses, rabbits, mice and even one-cell creatures are marked by intelligent behavior.

But human beings possess a higher form of intelligence we call reason. Reason is not simply more intelligence; it is a qualitatively different kind of intelligence. In brief, reason is intelligence combined with freedom. Human beings not only respond intelligently to information in the automatic ways animals and plants do, they are conscious of their intelligence and partly in control of its application. We can initiate the processes of thinking and imagining apart from external contact with information bearing systems. We can resist being determined by the information pressing in on our senses, and we can anticipate several steps ahead to future states of our world. Reason is the power to see, understand or comprehend relationships— spatial, temporal, mathematical but especially causal and logical relationships. Information is always encoded in a system of relationships, and reason can see the relationships and read the information written therein. Only reasoning beings can attain insight or understanding.

Observation

All intelligent beings can receive information from their environment but only reasoning creatures observe the world. Observation is an intentional act designed to raise mere perception to a higher level by giving the object the kind of attention that will allow it to show itself in its fullness. In ordinary life it usually suffices to see things as images in their wholeness. To avoid hitting the car in front of us, it is enough to see the image as a car. We need not observe it in detail. In that situation, observing would be a foolish thing to do. Observation is the skill of focusing intently on the appearance of something. It is taking note of the details of its parts and shades and activities. If you don’t notice something you can’t think about it or take into account how it might affect you. So, observation precedes serious thought and analysis. To become a good observer you have to train your mind to notice things that we ordinarily overlook. Description is the way we communicate the results of observation.

Common Sense

As I said above, reason is the power to see all sorts of relationships. Common sense is reason’s power to grasp relationships between things and us; that is, common sense enables us to anticipate how things will affect us in practical ways. It learns from personal experience and the experience of other people how things work, how to adjust to them and use them for our benefit. It also works to avoid danger, to make a living or to achieve success in our activities.

It reasons like this: when you do this, that happens; or when that happens, it affects us like this. It is the form of reason used in learning a skill: auto mechanics, bricklaying, getting along with difficult people, or playing basketball. It is not directly interested in theoretical explanations. It gets impatient with any line of thought where the practical relevance is not evident.

Clearly, common sense is very important for daily life. We are related to everything in our environment, and to act wisely we need to anticipate how our actions will affect other things and how those things may affect us. Common sense conforms to the general pattern of reason; it sees connections, analogies and relationships of all kinds. It is especially sensitive to causal relationships. It can use this knowledge very creatively to solve problems. To be continued…

Next: critical thought, introspection and thoughtfulness

Is Your Church a “Teaching” or an “Experiencing” Church? (Part 2)

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The most effective natural ways of stirring people’s emotions directly are stories, images and music. (We could also add other sensuous experiences, such as smells and movements of the body like dancing. Some religions even use drugs to induce the experience.) A story paints a mental picture that doesn’t need explaining. Hearing a good story affects the emotions directly, and different stories move us in different ways. Images can also move us directly and almost instantaneously. Images can excite humor, horror, sadness, wonder and other feelings. But music is the primary way “experience churches” do this today. Perhaps more than any other means used in churches music can bypass the mind and will and affect the emotions directly. I don’t know how it works, but we all know it does.

By music I mean a system of sounds of different qualities, frequencies, durations and order that can be represented by musical notation exclusive of words. Music without words is often called “absolute” music. Music can be joined to words to make a song or it can be played without words. When music and words are combined each affects the other. Words are cognitive, directed to the understanding, so in a song words can guide the emotions stirred by the music toward a particular end, good or ill, secular or religious.

However, if in the “performance” of the song the words are overpowered by the music, the words lose their cognitive and directive power and simply become another aspect of the music; that is, they convey no more conceptual content than la, la, la. On paper or spoken in a common voice, a well-phrased series of words directs the mind to think in a certain way about something, but in a song designed and performed primarily to create a certain feeling in the participants these words can no longer do this. When this happens, a song (music and words) functionally becomes absolute music, music without words.

There is something very appealing about absolute music. Stirring or tender music without words moves our emotions but leaves our minds free to attach those emotions to whatever object or activity we wish. But words exercise a directive force that we may resent or resist. A musical composition that evokes in me memories of my beloved father may remind you of your dog or someone else of a recent romantic moment. Absolute music makes fewer demands of its listeners and allows each member of a large audience to enjoy a private experience. The unity we feel with the audience—which is undeniable—is not created by believing or thinking or willing the same thing but by feeling in general and endures only as long as the performance endures. We enjoy absolute music’s power to get us in touch with our emotions “on demand” in a way that allows us freedom to channel those emotions in any direction we choose.

Here is my concern with experience-oriented churches: if we employ means—stories, images but especially music—to move people’s emotions directly, it is very tempting, even intuitive and natural, to allow the music to dominate the words. This can be done by making the music louder or more elaborate than the words. Or it can be done by limiting the range of ideas expressed in the words. If every song the church sings expresses the greatness of God simply by saying over and over again “God is great,” it won’t take very long for us to forget who and what God is and what it means to praise God.

Unless we continually explain who God and repeat the full story of God’s work in Christ we will begin to hear “la, la, la” instead of “praise God, praise God, praise God.” Hence “experience churches” may unintentionally neglect the church’s mission to direct its members’ emotions and actions to the right ends and their minds to full truth. Such churches run the risk of making emotional experiences ends in themselves, unrelated to the truth of faith or an authentic vision of the Christian life. Unless the church teaches the whole range of the faith even in its music (music and words), each person will be left to substitute their own content—their own version of God, Christ, Spirit, moral life—into the experience of religious emotion. Such an approach to church life may also undermine genuine community. Authentic Christian community is created and held together by the “one Spirit…one Lord, one faith, one baptism, one God…” (Eph 4:4); and these principles of unity must be taught. The church cannot be held in unity by a common feeling of transcendence or awe or celebration alone. It also requires common belief, commitment and practice.

Is your church a “teaching” or an “experiencing” church? Think about it. I hope your church will resist the current trend toward making experience the prime goal of its assemblies. Instead, I hope it will renew its teaching mission and trust the power of the Word and the working of the Holy Spirit to move people to faith, love, hope and good works…and, yes, to vibrant experience of the power and presence of the Father through Jesus Christ in the Holy Spirit.

Is Your Church a “Teaching” or an “Experiencing” Church? (Part 1)

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Does the Christian church gather to be taught and reminded of its faith or to experience the presence and power of God? Perhaps most Christians would reject the dichotomy posed in this question. And I agree that we don’t have to choose one or the other. Most churches combine the two in some way. Nevertheless, I think it worthwhile to consider the alternatives just to clarify the concepts. Out of this exercise may arise deeper insight into the relationship between the two goals and the best means of keeping them in proper balance.

I might as well place my cards on the table. I admit that there are churches that are so focused on teaching (or doctrine) that they are cold, rigid, intolerant of deviation and exclusive of emotions other than jealousy for doctrinal conformity and righteous indignation against error and sin. I know these churches exist. But I don’t see the majority of contemporary believers rushing to adopt this extreme model. I see the dominant movement in the opposite direction, away from the “teaching church” to the “experiencing church” model. What concerns me is that I don’t see this movement headed toward a proper balance between the two but to a near exclusive focus on experience.

Here is my view of the appropriate relationship between teaching and experience: In working toward a balance between these two factors, the church should give priority to teaching and reminding itself of its faith; that is, its main goal should be to speak, live and enact the Word of faith. It should also expect the Word and the Holy Spirit to work together to drive the message home to the heart so that hearers of the message believe, feel and act consistently with the truth of faith. Christianly understood, religious experience should arise from hearing the Word and the work of the Spirit. But this means that Christian religious experience, as vital and necessary as it is, is secondary to teaching and the accompanying action of the Spirit.

Here is what I see happening among churches today: when experience becomes the primary goal of a church it becomes possible to think of religious experience as relatively independent of the knowledge of faith and the work of the Holy Spirit. The gathering of the church will be designed to evoke experience, and the means of evoking experience will include elements other than the truth of faith and the working of Spirit. Simply put, “experience churches” choose means that can provoke the desired feelings directly, completely bypassing, or spending very little time addressing, the mind and will. In effect, this model of church replaces the mysterious and free working of the Spirit and the inherent power of the Word with natural methods of moving the emotions. Continued in Part 2.

Note: I posted part 2 of this essay simultaneously with part 1. It’s ready to read.