Tag Archives: Jesus

Teaching the Faith in a Christian University, Part Two: The Religion Professor’s Responsibility

I ended my previous essay by quoting a statement that I place in all my course syllabi and teased my next essay by saying, “Next Time I will unpack my syllabus statement in hopes of answering the question about the place of evangelism, catechesis and theology in the Christian college.”

Preliminaries

The much-discussed tensions within the concept of “a Christian university” find expression also within in the idea of teaching the faith within an academic institution. An institution that presents itself to students, donors, and the public as a “Christian university” incurs an obligation both to be authentically Christian and to uphold sound academic standards. I won’t undertake here the challenge of blending these two principles together harmoniously in one institution. I work toward this end in my forthcoming book The Christian University & The Academy.

A professor teaching the faith in a Christian university must do justice to at least three major concerns:

Courses should present authentic Christianity
Courses should be pedagogically appropriate to students
Courses should be academically sound

The meaning of each of these concerns is contested and always has been. Contested or not, however, a Christian university must define the limits of what it considers true Christianity, good teaching, and sound academia. Individual professors don’t get to define these values as they wish.

Courses Should Present Authentic Christianity

At whatever level and by whatever method, professors should endeavor to present true Christianity to their students. The measure of “true” Christianity is its conformity to the teaching of Jesus and his apostles as recorded in the canonical New Testament. I will accept no substitute for this criterion. There have always been disputed questions and obscure matters on which learned and sincere Christians have disagreed. But it is very clear both in the New Testament and in the course of church history that some matters of faith, doctrine, and morality are nonnegotiable. To step outside these boundaries is to move away from orthodoxy into heresy.

In secular private and public universities, leftist politics has all but replaced liberal values and traditional subject matter. This is especially true in the humanities and social sciences but increasingly so even in the natural sciences. Christian university professors—most of whom received their graduate education in secular universities—are not immune from the temptation to use their classrooms to advocate for the social or political causes dear to them. In my experience, the ones most likely to politicize their classrooms are on the political and theological left.

After the elections of 2016 and 2024 in which evangelical Christians overwhelmingly supported Donald J. Trump for President of the United States, it is not uncommon for Christian university professors to dismiss the faith of evangelicals in very harsh terms. In the politicized Christian university classroom, students often hear barely-argued assertions that Christianity is incompatible with capitalism and most compatible with socialism, that Christians should champion radical responses to climate change, that God is always on the side of the oppressed, and other claims based on a liberationist approach to theology. (For my thoughts on Liberation Theology, see my essay of February 19, 2025: “Is Liberation Theology Christian?”)

I do not deny that Christianity has implications for the way we live in the world and that we need to reflect on these implications. But such reflection presupposes a thorough grasp of Christianity and a commitment to live according to the teaching of Jesus and his apostles. Unhappily, most contemporary students and many faculty do not possess either one. So, “Christianity” becomes an empty cypher invoked to enhance the authority of the speaker. In my view, it is unethical as well as unacademic to ask students to accept a supposed social or political implication of Christianity before they gain a thorough knowledge of Christianity itself.

The first priority, then, is to make sure that Christian university students encounter the full range of Christian teaching as presented in the Bible and the ecumenical tradition of the church.

Courses Should be Pedagogically Appropriate to Students

The student bodies of the colleges I attended as an undergraduate were pretty homogeneous. Most of us were raised in Christian homes, attended church all our lives, and had a basic knowledge of the Bible. Most students lived within 250 miles of the college. There were very few international students, and I don’t recall a single Roman Catholic, adherent of a non-Christian religion, or atheist among my classmates.

This description fits very few Christian universities today. In my general studies classes I have evangelical students, Roman Catholics, Muslims, Jews, Buddhists, Hindus, agnostics, and atheists. I have students from six continents. How do you teach the true Christian faith to such a diverse class of students? Do you design your course for the least, average, or most knowledgeable? Do you teach in a way that presupposes Christian faith or belief in God or at least openness to faith? Do you stay objective and descriptive or do you advocate for belief?

Precise answers to these questions must be decided by the teachers, given the makeup of their classes. However, I think there are some goals we must strive to achieve whatever the composition of the student body. We should want every student to learn the story told in the Bible and embodied in the historical life of the church. Even if we teach in the descriptive and objective style characteristic of academia, the Christian sources themselves present Christianity as the truth about God’s identity and purposes. So, even if professors refrain from using the rhetoric of evangelism, the claims of the Christian message will exert their persuasive power. And a Christian university professor should be happy about that.

Consider what the student with no prior knowledge of Christianity can learn: the basics of what Christianity asserts about God, creation and providence; about human nature, sin, death, and salvation; about Jesus Christ, the Spirit, and the church; about what constitutes well lived human life, and about the hope for eternal life. And the student with prior knowledge of Christianity can benefit from an orderly, sympathetic, and coherent presentation of the Christian narrative and doctrine. Catechesis, then, if conducted in an academic mode, is not out of place in a Christian university classroom. In contrast, theology explores in depth the interconnections among the topics of faith. It teaches students how to justify the church’s teachings from Scripture, tradition, and reason and engage in debates with dissenting views. Theology is best reserved for advanced students who are believers and wish to learn how to teach the basics of the faith to others.

Courses Should be Academically Sound

Teaching the faith in an evangelistic or catechetical way differs from teaching the faith in an academic style. But that difference is not what you might suspect. We expect the academic style to proceed rationally, to respect the freedom of the student, to delve deeply into the subject matter, and explore the subject’s connections to other subject areas. But evangelism should also appeal to listeners’ reason, respect their freedom, and address their concerns honestly. Catechesis, too, respects these values. What then makes a presentation of the faith academic?

Academic teaching accepts the obligation to avoid relying on presupposed authority. It feels an obligation to state clearly its presuppositions and axioms, present evidence for its assertions, get informed about the views of others, and argue logically for its conclusions. Though evangelism makes arguments, it is primarily proclamation and confession. Catechesis does not ask students to bow blindly to the church’s authority. It respects their rationality and freedom. Nevertheless, it focuses on explaining the details of what the church believes to those who already have faith and wish to learn more. Christian evangelistic, catechetical, and academic teaching communicate the same faith, but they do so in different ways tailored to different audiences and for different purposes.

To teach the faith academically is not at all synonymous with taking a skeptical, cynical, or ironic stance. It’s not identical with being progressive, liberal, or rationalistic. Except in extreme cases—concluding to a flat earth, holocaust denial, or soundness of phrenology—it is not the conclusions you reach but the methods you use that make for academic soundness.

Understanding the Church’s Teaching Ministry

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It may be, as John Calvin thought, that human beings are born with a sense of divinity, so that their experience of the magnitude, mystery and grandeur of the universe invariably evokes the thought of God. But it is certain that children are not born with explicit knowledge of religion any more than they are born with knowledge of agriculture, animal husbandry, or physics. Their sense of divinity will be given concrete form by the society into which they are born. In many cultures, especially those dominated by only one form of religion, children gain religious knowledge by participating in the common activities of the culture: listening to its founding stories and myths and participating in its rituals, ceremonies, and holidays. The Old Testament records how the nation of ancient Israel was established. Israel taught every new generation the stories of the patriarchs, Passover, Exodus, wilderness wanderings, the giving of the Law, and the conquest of the land. They celebrated feasts and holidays associated with these great events. They participated in sacrifices, ritual washings, and purity practices.

The Teaching Ministry

The church engages in at least four types of ministry: sacramental or worship, pastoral, teaching, and works of mercy. Each is important and teaches the faith directly or indirectly, but I want to focus on the teaching ministry. Like ancient Israel, the church must teach its faith to converts and every new generation. The story of Jesus from birth to resurrection is the center of that message. But that story is set within the history of Israel told in the Old Testament and it continues in the work of the apostles and the churches they founded. The goal of that teaching ministry is that believers may continue to possess the original, true faith and enjoy the fulness of life in Christ and the Spirit to the glory of God the Father.

The church teaches in many ways and at many levels. Christian parents teach their children when they pray over meals, read Bible stories, point out the works of the Creator, take them to church services, and answer their questions about God. The church provides such programs of instruction for children as Sunday school and catechism classes. Regular church services usually incorporate Scripture readings, homilies or sermons, and hymns into the program.

Catechesis

Catechesis merits further comment. The English word catechesis derives from the Greek verb katecheo found in Acts 21:21; Galatians 6:6, and 1Corinthians 14:19. It means to instruct. As it is now used, catechesis refers to the process of teaching the full range of doctrinal and moral teachings to believers at a secondary level. It is usually conducted in special classes devoted to this purpose. Surveying all these teachings in detail in sermons, homilies, or the eucharistic liturgy would not be possible or appropriate. These teachings include such topics as God, the Trinity, creation, providence, the incarnation, the atonement and resurrection of Christ, the Holy Spirit, sin, the church, the sacraments, justification, sanctification, the Ten Commandments, marriage, the biblical virtues and vices, and much more.

Theology

Catechesis supplies knowledge of the faith appropriate and useful for every believer. However, the church needs some believers who are taught at an advanced level. For it needs people qualified to teach the basics of the faith and answer difficult questions asked by students. At this level, select students explore in depth the interconnections among the topics of faith, learn how to justify the church’s teachings from Scripture, tradition, and reason, and engage in debates with dissenting views. At this level, we first engage in the study and practice of theology. Theology methodically employs reason (logos) to see connections among the truths of the faith, explore the presuppositions, and unfold the implications of these truths. Anselm of Canterbury (d. 1109) famously defined theology as “faith seeking understanding.” At the level of catechesis, the believer trusts that the church possesses the true faith and the correct interpretation of Scripture. The study of theology helps the advanced student understand why the church is correct in what it teaches.

For most of its history, the church has valued a theologically educated clergy—priests, presbyters, and bishops—and provided means toward that end. Theological training has taken place in a variety of settings. In the early centuries, individuals studied theology in catechetical schools, monastic schools, or private study. In the Middle Ages, bishops established cathedral schools, some of which developed into universities. After the Reformation, the Jesuit Order established the first seminary (1563), which is a school devoted exclusively to training clergy. In the American colonies, people destined for the ministry would attend college for an advanced classical education but for their theological education would apprentice themselves for three years with an experienced clergyman. The first Protestant seminary in America was Andover Theological Seminary (1807). (For the full story, see Justo Gonzalez, The History of Theological Education, Abington Press, 2015).

Why the Church Needs Theologians

There must, however, be an even more advanced level of theological education. Some individuals must qualify themselves to teach teachers, ministers, and priests for service in the church. Let’s call them theologians. In the early centuries, many of them were highly educated in secular learning before they embarked on a program of reading and writing theology. Among these are Athanasius, Basil the Great, Gregory of Nazianzus, Gregory of Nyssa, Ambrose of Milan, Augustine of Hippo, and many more. Some were bishops, some—like Origen—were monks, and some—like Justin Martyr a converted philosopher—were private teachers. In every generation some theologians stand out as teachers of theologians or doctors of the church. Since the Middle Ages, most theologians have been located in universities or seminaries.

The Christian College

What about teaching the faith in the Christian college? Is it catechesis or theology or evangelism or something else?

To be continued…

Is Liberation Theology Christian?

How to Use Jordan Peterson, We Who Wrestle With God: Perceptions of the Divine

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In my previous essay I made some suggestions about how to read Jordan Peterson, We Who Wrestle With God. In that essay I asserted that we should not read the book as if it were Christian theology, philosophy, psychology, or sociology. It is rather a “phenomenology of homo religiosus” or religious man; that is to say, it is a study of the ways in which human beings perceive and respond to the divine. In this essay I will suggest a few ways in which the book can be useful to Christians.

Why Read Peterson?

First, it is important not to be afraid to incorporate the wisdom of non-Christian thinkers into our thinking. Of course, we must do this with care. But faithful church leaders and even apostles have done this from the beginning. In Acts 17, Paul quoted two Greek poets, Epimenides (6^th century B.C.) and Aratus (4^th and 3^rd centuries B.C.), approvingly: “In him we live and move and have our being” and “We are his offspring.” Paul taps into the near universal belief and experience that the divine is near, around, within, and active everywhere. The pressing question within the religious horizon of the Old and New Testaments was not “Is there a god?” but “What is the true nature of the divine?” and “Who is God?” And that is what Paul proclaimed to the Athenians that day.

We, however, cannot presume that our contemporaries experience the overwhelming, self-evident presence of the divine. They do not. It is doubtful that even we who believe in the Father, Son, and the Holy Spirit experience it as well as the pagans in Athens did. We wrestle with the question of the existence and presence of God in a way no ancient person did. For many people, belief requires heroic effort. This modern feeling of divine absence is why we need to listen to Jordan Peterson and other thinkers who can awaken us to the universal divine presence felt so vividly by the Athenians and all premodern people.

The Question of God is Inescapable

As I argued in the first essay, Peterson reads biblical texts for their witness to the universal experience of the divine. Human beings are by nature religious, that is, human consciousness is so constructed that we cannot help but raise religious questions, questions of meaning, of life and death, being, eternity, and divinity. Unless we are taught otherwise, we experience the power and beauty of nature, the inner call of conscience, the threat of death, and the lure of love as intimations of the divine. We feel the tension between the upward call toward the good, true, and the beautiful and the downward pull into sensuality and chaos. Peterson criticizes such modern errors as scientism, race and gender ideology, and utopian revolutionary theories (“idiocy” he would say) that blind us to what lies open before us: We live in Someone else’s world and we can never become what we could be unless we respond sacrificially to the divine call.

From a Christian point of view, Peterson does not provide satisfactory answers to the two questions Paul posed and answered in Acts 17: (1) “What is God?” Paul’s answer: “God is the Creator of heaven and earth!” And (2) “Who is God?” Paul’s answer: “God is the One who raised Jesus Christ from the dead.” But Peterson sets the conditions wherein these questions make sense. If we come to perceive the divine all around and within us, and if we feel compelled to choose between seeking the divine and falling into chaos, the next step naturally appears before us. It is to ask: “What and Who are you, Lord? How may I seek you and find you? What would you have me do?”

Peterson and the Bible

Peterson does not read the Bible as the canonical text for the Christian church. Nor does he read it according to the modern historical critical method, which seeks, not to hear the religious/moral message of the text with a view to obeying it, but to uncover the history of the composition of the present texts and to reconstruct the “true” historical events behind the text, neither of which we can know for sure. Peterson takes the biblical texts seriously as speaking universal truth learned in genuine encounters with the divine. Unlike modern historical interpretation, Peterson finds an existentially relevant and religiously compelling message in the Bible. It articulates a command built into human nature that we must obey or disobey. Once we have heard it, we can never return to our naive secular existence.

The church, like Peterson, reads the Bible for its religious/moral message. Unlike Peterson, however, the church reads the Bible as its authoritative scripture, as the normative story by which it measures all its teaching, theological and moral. But it does not contradict the ecclesial reading of the Bible to read it also as a witness to the universal human “perceptions of the divine” as does Peterson. Believers read the Bible as more but not less than Peterson. And this is why a person who is not a Christian can recognize their experience in many biblical texts and a Christian can recognize their experience in some pagan and secular texts. God has not left himself without witness in nature and in human consciousness! Peterson is on the side of the angels here. In my view, then, Christian preachers, teachers, apologists, and theologians could make good use of his work and the work of others like him.

Next Time: Perhaps I will follow up these essays with some reflections on Peterson’s moral and social ideas.

“The Workers are Few”

The Need

Many of you know what it is like to feel called to preach the gospel and teach the faith and to feel overwhelmed with the task. We feel something like what Jesus may have felt as he looked at the people:

When he saw the crowds, he had compassion on them, because they were harassed and helpless, like sheep without a shepherd. Then he said to his disciples, “The harvest is plentiful but the workers are few. Ask the Lord of the harvest, therefore, to send out workers into his harvest field” (Matthew 9:36-38).

It takes so long to bring a believer to maturity! Paul felt it:

My dear children, for whom I am again in the pains of childbirth until Christ is formed in you, how I wish I could be with you now and change my tone, because I am perplexed about you (Galatians 4:19-20).

We want to train others so that our work can be multiplied, but sometimes our teaching does not seem to bear fruit. The writer of Hebrews expressed this frustration in these words:

We have much to say about this, but it is hard to make it clear to you because you no longer try to understand. In fact, though by this time you ought to be teachers, you need someone to teach you the elementary truths of God’s word all over again. You need milk, not solid food! Anyone who lives on milk, being still an infant, is not acquainted with the teaching about righteousness. But solid food is for the mature, who by constant use have trained themselves to distinguish good from evil (Hebrews 5:11-14).

There is so much work that needs doing and there are so few who can do it. I am not speaking here about a shortage of seminary-trained, professional clergy. Indeed, we need more of those too! But I am thinking about a shortage of individuals willing to prepare themselves to be volunteer or part-time teachers, spiritual mentors, and leaders of God’s people.

The Call

If you are open to preparing yourself to teach, mentor, and lead others or you know of someone (man or woman) who is open to this, this essay is for you. Perhaps you cannot devote several years of your life to studying theology in a college, graduate school, or seminary. But that does not mean that you cannot embark on a course of self-education in theology. Today I want briefly to set forth the basic principles of theological education.

The Preparation

In Part Three of my recent four-part series “A Time for Orthodoxy” (September 15, 2024), I highlighted the three basic factors that must be brought to bear on any debate about what the church should believe and teach: scripture, tradition, and office. In one of the concluding paragraphs, I said this:

Scripture, tradition and office provide mutual support and together are often called “the three-legged stool.” All three of these authorities are necessary for preserving the identity and unity of the Church, the Christian college and other parachurch institutions. Church leaders would be completely powerless to make and enforce decisions if they could not appeal to Scripture as the prime authority to give divine sanction to their decisions. And if tradition has no recognized authority for the community, leaders cannot convincingly assert their interpretation of Scripture as the true one!

Because Scripture and tradition play such indispensable roles in the teaching function of the church, anyone who would teach, lead, and guide the church must know them well enough to apply them to whatever problems arise. Hence the study of Scripture and tradition are essential to the preparation of church teachers at whatever level.

Study Scripture

Above all, a teacher of God’s people must know the scriptures. You need to become familiar with the entire Old and New Testaments: narratives, law, history, poetry, prophecy, and gospel. This step though elementary is fundamental, for you cannot understand that with which you are not familiar. One can read the Bible on many levels and for many legitimate reasons. Most often people read it looking for encouraging examples of faith, morality tales or rules, or devotional thoughts. And these are legitimate reasons, but apart from the next step they do not produce understanding. To understand, we must also read the Bible for its cumulative image of the nature, character, and purposes of God and for its picture of the nature, condition, and duties of human beings to God.

Study Tradition

The Bible is the norm for all Christian doctrine. Sadly, however, some people misunderstand or twist the scriptures to fit their own private preferences. As I argued in the four-part series I mentioned above, the church’s widespread and long-term understanding of Scripture, which we call “tradition,” should carry more weight than the private musings of one individual. Hence your self-education in theology must include the study of church history. From the first to the twenty-first century, the church has faced many crises and challenges. It has produced many brilliant and spiritual individuals. It has filled whole libraries with profound studies of the faith. And anyone who would be a teacher of God’s people today must have some familiarity with the church of the past.

Two Proverbs

In carrying out the project I am envisioning we need to keep in mind the wisdom voiced in two contrary proverbs:

“A little knowledge is a dangerous thing.”

If you don’t keep in mind the limits of what you know you will become arrogant and reckless. Most heresy is created by mistaking a partial truth for the whole truth.

“Something is infinitely better than nothing.”

Because, having read the Bible and a few good books on the history of the church you are much less susceptible to being deceived by ignorant or unscrupulous teachers. And you can warn others away from false and unhealthy teaching.

Next Time: I hope to return to this theme for more detailed advice about the best way to educate yourself in theology.

Without God, Without Soul, Without Heart

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The Postmodern University

In the previous essay we examined Julia Schleck’s defense* of the postmodern university. Though she admits that the postmodern university no longer believes in knowledge, truth, and virtue in the traditional senses of these terms, she nevertheless argues that society ought to grant professors academic freedom and tenure and generous financial support even though they engage in activities that seem destructive, useless or perverse to most people. My somewhat tongue in cheek paraphrase of her argument goes like this:

Trust us with your children and your money. Give us unfettered freedom, good pay, and lifetime employment. But don’t expect us to answer to you or explain why your investments are sound.

With Scheck’s argument in mind, I want to contrast the idea of a Christian college with her description of the postmodern university. As I observed in my former essay,

A university that no longer believes in knowledge, truth, or virtue no longer believes in itself. As far as I can tell, its driving purpose is maintenance of a system that provides faculty unfettered freedom, good pay, and lifetime employment in exchange for expressing their private opinions in esoteric vocabularies.

By rejecting all presupposed knowledge, truth, and virtue, the postmodern university loses its purpose, forfeits its prospects for progress, and gives up any measure by which we could judge its outcomes. To the casual observer, the postmodern university’s rejection of all “dogmas,” presuppositions, and time-honored truths, and its openness to strange and unpopular ideas may seem the epitome of enlightenment and a fine formula for uncovering new truth. But in this “the casual observer” is completely mistaken. For as described by Schleck, the postmodern university is not about discovering true and useful ideas. It’s about winning a struggle for power and money. The postmodern university replaces knowledge, truth, and virtue with ideology, power, and pretense.

The Christian College

A Christian college worthy of its name believes in knowledge, truth, and virtue; therefore, it believes in itself. Hence it can devote itself energetically to achieving its purpose. Its knowledge is faith, its truth is God and God’s creation, and its virtue is the way of Jesus Christ.

Faith Knowledge

The founding principle of the Christian college is faith, the apostolic faith preached and preserved for us in the New Testament. Far from viciously restricting our search for understanding and truth, faith points us toward truth and away from idols and ideologies. It protects us from evil, immoral, and superstitious paths. The knowledge of faith serves as a foundation on which to build our understanding of God, the world, and ourselves. Faith provides a language within which every discipline and every professor in the college can communicate with every other. Faith, sincerely held by every member of the college community, unifies the Christian college in a way the postmodern university can never achieve.

Transcendent Truth

Because it believes in God the Creator of heaven and earth, the Christian college believes in an objective reality. For God is unchanging and eternal and is the Creator of all else. Truth is the conceptual form of reality and knowledge is the form of a mind in which dwells truth. In faith, the Christian college believes it possesses knowledge of God centrally and principally in Jesus Christ who is the living truth of God manifest in the world. And with respect to this knowledge, its purpose is twofold: (1) to pass this knowledge to the next generation unchanged and (2) to seek deeper understanding of the truth in all its dimensions. Every discipline and every professor is united in this purpose. All seek to know God and God’s works in truth.

True Virtue

A Christian college worthy of its name looks to Jesus Christ as the model for its conduct. There are not two systems of virtue, one for the church and one for the Christian college. Jesus Christ is the Lord of both. The way of Jesus is obedience to the Father; his is the way of humility, faith, love, hope, peace, and patience. The Christian college affirms the teaching of Jesus and his chosen apostles as the normative guide for our relationships to others and the use of our bodies. We are not allowed to do as we please with regard to money, power, sex, and honor. We must bring our words and deeds under the sanctifying and strengthening power of the Spirit. For the postmodern university “virtue” is a mere strategy for attaining power, a Darwinian struggle for money, control, and honor. It should not be so in a Christian college.

Freedom Versus Freedom

At first glance, the postmodern university seems to offer more freedom than does the Christian college. Professors have the freedom to reject Christian faith and traditional morality and to affirm atheism, immoralism, and perversity. They can blaspheme the holy, praise the profane, and parade the ugly without sanction. And they can teach their students to do the same. Christian colleges do not allow professors these freedoms, and true Christians do not want them. On the other hand, postmodern universities do not allow believing faculty to affirm Christian faith and interpret the world under the guidance of the Christian faith. And postmodern universities have their own dogmas, sacred cows, and lists of virtues and vices. They will not tolerate the blasphemies of sexism, homophobia, and transphobia; you may not speak against their sacraments: fornication, adultery, and abortion.

The Christian college holds a different view of freedom. There is no freedom in the power to do evil, only blindness and slavery to lust and pride. True freedom is God-given power to know the truth and do the good. Since Christian colleges believe in knowledge, truth, and virtue, they encourage believing faculty to teach and research under the guidance of their Christian faith. Students can learn from faculty who are so guided. Instructed by faith, Christian faculty can pursue the truth of God and creation with confidence, energy, and hope. And this is the freedom I cherish!

*Dirty Knowledge: Academic Freedom in the Age of Neoliberalism, University of Nebraska Press, 2022).

Identity Politics and the People of God (Part Two)

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In part one of this two-part series (June 13, 2024), I described the essential features of identity politics. Identity politics divides people into oppressors and the oppressed and further subdivides the oppressed into a hierarchy of oppression. One’s place in this hierarchy determines all personal relationships, communal bonds, and social policies. This vision of society is characterized by division, hostility, and shame. Communal bonds among the oppressed are forged by a sense of victimhood and hostility toward the oppressor classes. The oppressors are allowed into the community only if they confess their privilege and guilt, engage in rituals of shame, and pay reparations in some form. In this way, the oppressed become everything they hated in their oppressors. Just like their oppressors, they seek power, wealth, privilege, and honor but use a different set of virtues to rationalize their quest: justice, diversity, respect, inclusion, truth, and equity. And like their oppressors, they display the vices of greed, envy, resentment, pride, and jealousy.

The People of God

The New Testament frankly acknowledges the existence of social divisions and hierarchies, of class and ethnic consciousness. It understands the human tendency to seek power, wealth and honor, and it is well aware of the rationalizations used to justify it. It sees the widespread injustice, violence, and oppression that plagues the world. It knows of the prevalence of greed, envy, resentment, pride, and jealousy. But the New Testament neither excuses these evils as do defenders of the status quo nor attempts to reverse the order of oppression and privilege as do theorists of identity politics. The Christian vision of community is dramatically different from either order, as we can see from 1 Peter 2:9-10:

But you are a chosen people, a royal priesthood, a holy nation, God’s special possession, that you may declare the praises of him who called you out of darkness into his wonderful light. Once you were not a people, but now you are the people of God; once you had not received mercy, but now you have received mercy.

Peter declares that those who believe in Jesus Christ have been given a new identity superseding all others. God has united people from every tribe, tongue, and class into a people, a nation. The divine power that unites them is much greater than the worldly forces that had divided them, for their unity is grounded in God’s eternal nature, will, and power. The “identities” that identity politics makes primary—race, class, sex, gender, and all others—God subordinates to the greater harmonizing force of the Holy Spirit. God orders natural and cultural diversity into a rich harmony of love, beauty, and fellowship.

Consider the identity markers these people share. They are each and all chosen by God, each and all are ordained priests, each and all are holy to God, each and all are called by God, each and all have the task of praising God, each and all have been saved from darkness and blessed with light, and each and all have been given mercy. Notice especially the words bolded in the quote from 1 Peter. Peter uses three Greek words that may sound familiar because they have been incorporated into the English language: genos, ethnos, laos. They are often translated race (or generation), nation, people. It would be foolish to attempt to distinguish them. That is not Peter’s point. He uses three different words to emphasize one point: just like the ancient people of God, he says to his readers, you have a bond of kinship, calling, and purpose that takes priority over all other bonds. You are not a people because of your similar economic interests, not a nation because of your common ethnic origins, or your language, native customs, etc., but because of your divine calling and your common faith.

The Line of Division

In an essay posted May 03, 2024, I wrote about the origins of such training programs as Seeking Educational Equity and Diversity (SEED), which is used in hundreds of American colleges and universities to inculcate identity politics. In the 1980s, Erica Sherover-Marcuse developed workshops designed to promote a new intersectional consciousness among educators and other shapers of culture. The most well-known exercise in these workshops is the “privilege walk.” Participants divide into groups based on where they stand in the hierarchy of privilege and oppression. The privileged, then, must acknowledge and apologize for their racism, sexism, colonialism, and other forms of oppression. Imagine a room filled with students, school teachers, or college professors. The facilitator asks the white males to move to one side of the room. White females stand next to them. The process continues in order of least to most oppressed. Those considered oppressed are invited to share stories of abuse, shame, and marginalization. Tears abound. The privileged, however, are not allowed to defend themselves from accusation or relate their stories of oppression; instead, they must confess their undeserved privilege and engage in penitential rituals. No reconciliation here. No love. No forgiveness. No foundational unity. Only resentment, envy, shame, and hypocrisy.

The Circle of Unity

Imagine a different room. Men and women and children from different ethnic groups, languages, cultures, economic classes and educational levels gather to worship the God and Father of our Lord Jesus Christ. They surround the Eucharistic Table to participate in the body of Christ in grateful memory of their costly redemption. United in the one baptism and full of the one Spirit, they sing praises to their Creator and Savior. They form a circle of love by joining hands. They look across, to the right, and to the left and see only dear brothers and sisters and mothers and fathers. Each has a claim on all and all have a claim on each. The love of God compels them to love each other, to rejoice with those who rejoice and weep with those who weep. There are no oppressors and no oppressed…no shame, no envy, and no contempt.

Lines have beginnings and ends, tops and bottoms. Circles do not. The most prominent feature of a circle is the center, the principle of its unity. A line has a middle but no center, therefore no unity. As we can see from 1 Peter 2:9-10, God is the center that makes a circle of a line and a people of a crowd.

“Dignitas Infinita” (Infinite Dignity) A Recommendation, Part Three

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In this post I will conclude my reflections on the just released declaration of the Roman Catholic Church’s Dicastery for the Doctrine of the Faith on “Dignitas Infinita” (Human Dignity). Below is the outline of the document. Today I will address the bolded point #4.

Presentation

Introduction

1. A Growing Awareness of the Centrality of Human Dignity

2. The Church Proclaims, Promotes, and Guarantees Human Dignity

3. Dignity, the Foundation of Human Rights and Duties

4. Some Grave Violations of Human Dignity

Conclusion

Some Grave Violations of Human Dignity

Under this heading Dignitas Infinita addresses several violations of human dignity:

poverty, war, mistreatment of migrants, human trafficking, sexual abuse, violence against women, abortion, surrogacy, euthanasia and assisted suicide, marginalization of people with disabilities, gender theory, sex change, and digital violence.

In each subsection, the Declaration draws on the theology of human dignity articulated in sections one and two as well as the secularized form stated in the United Nations Declaration of Human Rights (1948). [For this story, see the first essay in this series.] In my view, these abuses of human rights fall into two classes, although a few embody elements of both: (1) abuses wherein individuals or groups violate the inherent dignity of other individuals or groups; (2) abuses in which individuals violate their own dignity sometimes encouraged or aided by others.

Class One: Violations of the Dignity of Others

In this class we can place poverty, war, mistreatment of migrants, human trafficking, sexual abuse, violence against women, surrogacy, marginalization of people with disabilities, and digital violence.

As I said above, the Declaration draws on the biblical anthropology common to the ecumenical church. But it also wants to speak to those more at home with the secular language of human rights. Except for surrogacy—in which the genetic child of one couple is artificially placed in the womb of another woman, carried to term, and surrendered to the genetic parents—Western secular societies also view the items on this list as violations of human rights and dignity. The declaration condemns surrogacy as violation of the dignity of the birth mother and the child. Both parties as persons of infinite dignity should not be made the objects of a commercial transaction. Children should not be for sale. As for the other abuses of human dignity in Class One, many societies that formally condemn these violations overlook them in practice.

Class Two: Violations of One’s Own Dignity and Borderline Cases

In this class fall abortion, surrogacy, euthanasia and assisted suicide, gender theory, sex change, and digital violence. I will make comments on abortion, euthanasia and assisted suicide, gender theory, and sex change.

Abortion is a grave offense against the dignity of the mother and the destroyed child. Abortion is most often justified as the prerogative of the woman, who supposedly has a right to control her own body. Ironically, this assertion appeals to the very principle of infinite dignity under discussion in the Declaration. It perverts an objective, ontological characteristic into a subjective, arbitrary right. And of course, the child is treated as a non-person that possesses no dignity or rights. However, the legitimate right to control one’s body has in view only violation and coercion by another person. But in relation to God, the Creator and one’s ontological dignity as the image of God, no one has a right to use their body as they wish; it is just as wrong to violate one’s own dignity as it is to violate another person’s dignity. Moreover, a woman carrying a child is not dealing merely with her own body. She is responsible to the Creator for the life of another. To treat her unborn child as a disposable thing is a grave violation of human dignity and an offense to the divine Giver of life. It not only robs a human being of life, it also sears the conscience of the mother. Additionally, it involves the assisting medical personnel in serious sin. The Declaration quotes Pope St. John Paul II:

Among all the crimes which can be committed against life, procured abortion has characteristics making it particularly serious and deplorable. […] But today, in many people’s consciences, the perception of its gravity has become progressively obscured. The acceptance of abortion in the popular mind, in behavior, and even in law itself is a telling sign of an extremely dangerous crisis of the moral sense, which is becoming more and more incapable of distinguishing between good and evil, even when the fundamental right to life is at stake (Encyclical Letter Evangelium Vitae (25 March 1995), no. 58).

Advocates of euthanasia and assisted suicide often appeal to the concept of dignity as if human dignity consisted of autonomy and independence. But identifying dignity with independence robs dignity of its inherent and ontological status and makes it dependent on a quality that can be lost, gained, or augmented. Suicide, whether self-inflicted or assisted, is not asserting one’s dignity but violating it. Like life itself, human dignity is a gift of God. No one has the right to destroy it.

Gender theory, which makes gender—an infinite scale of gradation of male to female characteristics—completely independent of biological sex. Gender, not biological sex, becomes central to one’s identity. Instead of embracing our God-given bodies as foundational to our personal identities, gender theory disengages personal identity from the created structures of reality. As the Declaration points out,

Desiring a personal self-determination, as gender theory prescribes, apart from this fundamental truth that human life is a gift, amounts to a concession to the age-old temptation to make oneself God, entering into competition with the true God of love revealed to us in the Gospel.

Attempting to change one’s sex through surgery or hormone therapy rejects God’s creative will. It mutilates and destroys the body, which shares in the dignity of the image of God. For the image of God applies not to the soul alone or the body alone but to the union of body and soul. Pope Fransis asserted that “creation is prior to us and must be received as a gift. At the same time, we are called to protect our humanity, and this means, in the first place, accepting it and respecting it as it was created” (Apostolic Exhortation Amoris Laetitia (19 March 2016), no. 56).

Reflections on Dignitas Infinita

I hesitate to make any comment that sounds like a criticism. For this document is a brilliant and timely piece of practical theology. Allow me respectfully to make two observations that could be perceived as mild criticisms. (1) Like many Papal documents, Dignitas Infinita attempts to bridge the divide—or at least engage in dialogue—between Christian theology and ethics and secular anthropology and ethics. The Declaration’s several references to the UN Declaration on Human Rights (1948) witnesses to this desire. Hence the Declaration betrays an interest in influencing public policy at national and international levels. But the demarcation between what can be known about human beings’ nature and destiny through reason alone and what can be known only in faith in divine Creation and the Incarnation and Resurrection of Jesus Christ is not clearly drawn. Hence many arguments, especially those concerning surrogacy, abortion, gender theory, and sex change seem less persuasive, because it’s not clear to which norm the document is appealing: to a self-evident natural law that can be known by reason alone or to norms grounded only in faith in divine revelation.

(2) My second mild criticism derives from the confusion described in the first. The concept of dignity, that is, infinite dignity, makes sense only within the biblical framework; for apart from a relationship to God nothing about humanity can command infinite respect. When cut loose from its grounding in Christian faith, dignity loses its precise meaning and can easily be perverted into the autonomy of the self. The moral force of assertions of human dignity is very persuasive when applied to respecting other people, but in application to oneself they become subject to confusion. The concept of dignity, then, needs to be supplemented with a concept of obligation to God. We are obligated to the Creator to be thankful and respectful of his gift of ourselves, body and soul, and the bodies and souls of others.

“Dignitas Infinita” (Infinite Dignity) A Recommendation, Part Two

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Today I will continue my reflections on the just released declaration of the Roman Catholic Church’s Dicastery for the Doctrine of the Faith on “Dignitas Infinita” (Human Dignity). In part one I commented on the Introduction and point # 1. I will take up points #2 and #3 below.

Presentation

Introduction

1. A Growing Awareness of the Centrality of Human Dignity

2. The Church Proclaims, Promotes, and Guarantees Human Dignity

3. Dignity, the Foundation of Human Rights and Duties

4. Some Grave Violations of Human Dignity

Conclusion

The Church Proclaims, Promotes, and Guarantees Human Dignity

The unimpeachable ground of infinite human dignity is the incomprehensible love of God. That love is expressed first in creating humanity in God’s image, body and soul, male and female. In the second place, created human dignity is confirmed by the incarnation of the Son of God. The third guarantee of infinite dignity is the resurrection of Jesus Christ, which reveals that eternal life in union with God is humanity’s ultimate destiny. Human dignity rests securely in humankind’s ontological nature and remains as a permanent moral imperative to treat each and every human being with respect and love. Moreover, that same indelible dignity constitutes a moral imperative for each person to live out their dignity in their own free activity. Though we cannot erase our God-created dignity, we can contradict, wound, and soil it.

Dignity, the Foundation of Human Rights and Duties

The revelation of infinite and universal human dignity articulated in the biblical doctrines of creation, incarnation, and the resurrection to eternal life has had a profound influence on the world. The United Nations Universal Declaration of Human Rights (1948) witnesses to this influence. The Declaration notwithstanding, some people limit human dignity by specifying it as “personal dignity” and restricting the category of “person” to “one who is capable of reasoning.” Hence “persons” are a subcategory of human beings. Clearly, this restriction designates some human beings as non-persons (e.g. preborn human beings) and offends against the infinite and ontologically basic nature of human dignity. A second misunderstanding of human dignity transfers the unlimited nature of dignity (originally objective and intrinsic to human being) to the subjective sphere, endowing the capricious human subject with a panoply of new rights. In the name of dignity, individuals claim arbitrary sovereignty over themselves, body and soul. The concept of dignity, originally grounded in the love of God manifested in creation, incarnation and the promise of eternal life, becomes the justification for the quasi deification of the individual subject wherein the inner self grounds and measures its own identity, freedom, and behavior. Where such a subjective view of dignity becomes dominant, social life becomes possible only through arbitrary agreement among individual wills. Social life becomes an incoherent mixture of individual capriciousness and political coercion. Pope Benedict XVI sums up this situation perfectly:

A will which believes itself radically incapable of seeking truth and goodness has no objective reasons or motives for acting save those imposed by its fleeting and contingent interests; it does not have an ‘identity’ to safeguard and build up through truly free and conscious decisions. As a result, it cannot demand respect from other ‘wills,’ which are themselves detached from their own deepest being and thus capable of imposing other ‘reasons’ or, for that matter, no ‘reason’ at all. The illusion that moral relativism provides the key for peaceful coexistence is actually the origin of divisions and the denial of the dignity of human beings [Message for the Celebration of the 44^th World Day of Peace (1 January 2011)].

To be continued…

“Dignitas Infinita” (Infinite Dignity): A Recommendation

Presentation

In the Presentation, Víctor Manuel Cardinal Fernández, Prefect of the Dicastery for the Doctrine of Faith, tells the story of the Declaration on “Infinite Dignity” from its beginnings in 2019 to its approval by Pope Francis on March 25, 2024.

Introduction

The Introduction clarifies the concept of infinite human dignity. Human dignity is “infinite” in the sense that at no point between conception and death and under no circumstances in between may a limit be placed on the worth of a human being. The first paragraph of the Introduction is worth quoting in full:

Every human person possesses an infinite dignity, inalienably grounded in his or her very being, which prevails in and beyond every circumstance, state, or situation the person may ever encounter. This principle, which is fully recognizable even by reason alone, underlies the primacy of the human person and the protection of human rights. In the light of Revelation, the Church resolutely reiterates and confirms the ontological dignity of the human person, created in the image and likeness of God and redeemed in Jesus Christ. From this truth, the Church draws the reasons for her commitment to the weak and those less endowed with power, always insisting on “the primacy of the human person and the defense of his or her dignity beyond every circumstance” [Francis, Apostolic Exhortation Laudate Deum (4 October 2023)].

In a subsection (“A Fundamental Clarification”), the Declaration attempts to clarify the confusion in contemporary thinking surrounding the phrase “the dignity of the human person.” For the word “person” is often used in a way that excludes the objective and ontological reality of human beings and focuses only on the individual’s capacity for self-determination. Consequently, “Dignitas Infinita” distinguishes among four aspects of the concept of dignity: ontological dignity, moral dignity, social dignity, and existential dignity. Whereas “ontological dignity” is objective, essential and inalienable, moral, social, and existential dignity vary with circumstances. We have a duty as individuals and societies to promote the moral, social, and existential dignity of all people in view of their ontological dignity.

1. A Growing Awareness of the Centrality of Human Dignity

Like every good treatise in theology, “Dignitas Infinita” places its doctrinal conclusions in historical context. Whereas classical antiquity made some progress toward the concept of human dignity, only with the biblical doctrine of creation—especially its declaration that God created human beings in God’s image—the teaching, death and resurrection of Jesus, the apostolic message of salvation in Christ and the hope of eternal life does the fullness of infinite human dignity come to light. The document continues with a brief look at Thomas Aquinas, who building on the work of Boethius defined “person” as “what is most perfect in all nature—that is, a subsistent individual of a rational nature”(Summa Theologiae, I, q. 29, a. 3). This section also touches briefly on developments in the Renaissance, in the Enlightenment thought of Descartes and Kant, and in twentieth-century Personalism. It quotes approvingly the United Nations Declaration of Human Rights (1948), which speaks of “the inherent dignity and of the equal and inalienable rights of all members of the human family.” The section on the historical development of the concept of human dignity ends with the Second Vatican Council, which urged acknowledgment of the “sublime dignity of the human person, who stands above all things and whose rights and duties are universal and inviolable.” According to “Dignitas Infinita,” during the course of the history of the concept of human dignity,

The Church’s Magisterium progressively developed an ever-greater understanding of the meaning of human dignity, along with its demands and consequences, until it arrived at the recognition that the dignity of every human being prevails beyond all circumstances.

To be continued…

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