Category Archives: Development of Western Civilization

Is Democracy Overrated?

It is Memorial Day, a great day to honor those who have made sacrifices over the years, including the ultimate sacrifice of their lives, to protect our freedoms. It is also a good day to consider how well we are living out the freedoms that these sacrifices were made for.

house of cardsJeanne and I are anxiously awaiting the release of Season of Three of House of Cards on DVD in July (we don’t do the streaming thing). On this Memorial Day I am thinking about politics; in one of the early second-season episodes, then Vice President Frank Underwood (played by the wonderful Kevin Spacey), fresh off another policy victory energized by skillful manipulation and lying, turns toward the camera for one of his patented asides to the insider audience. “I’m the second most powerful man in the country without a single vote being cast in my favor. Democracy is so overrated!”

senateFrank knows, of course, that technically the United States is not a democracy—it is far too big for that. It is a representative republic, in which eligible voting citizens elect representatives who then cast votes on behalf of those who elected them in legislative bodies from the local to national level. But this doesn’t dilute Frank’s intended point, which is that what matters in politics is power, manipulation, who you know, and money. This is true in any sort of government, since all forms of government are run by human beings, creatures motivated by self-interest and greed more than anything else.

lit.aristotlepolitics.coverRepublicFrank’s point puts him in good company. Plato’s and Aristotle’s Republic and Politics are respectively two of the greatest works of political philosophy in the Western tradition, and even though both Plato and Aristotle were thoroughly familiar with the Athenian experiments in democracy that we look back on favorably, each were highly critical of this form of government. When Plato lists various forms of government from worst to best in the Republic, he ranks democracy as next to worst, only slightly better than tyranny.

Socrates-on-trialThere are many reasons for these great philosophers’ rejection of our favorite form of government, some of which were undoubtedly personal. Plato’s mentor Socrates, remember, was convicted and condemned to death by a jury of 501 of his Athenian peers in a straightforwardly democratic fashion—and Plato never forgave either Athens or its ludicrously misguided form of government. A generation later, when Aristotle found himself on the wrong side of the political landscape in Athens, he left town immediately, reportedly commenting “I do not intend to let Athens sin against philosophy twice.” alexander-aristotle-grangerAristotle ended up going north to Macedonia where he was hired as tutor to a young man who would soon become one of the greatest tyrants the world has even seen—Alexander the Great.

Although their philosophical problems with democracy were many, Plato and Aristotle agreed that democracy’s deepest flaw is that it is built on a serious misreading of human nature. Democracy’s unique calling card is its openness to treating all eligible citizens as if they are all equally qualified to participate in making political decisions, an openness that is rooted in the bizarre assumption that these citizens are fundamentally the same in some important and relevant way that qualifies them for participation. This notion of fundamental human equality is so misguided that it would be laughable, say Plato and Aristotle, were it not that the effects of taking this notion seriously are so problematic.

bbcsmDoes it really make sense to invite the butcher, the baker and the candlestick maker to choose political leaders along with those far better suited by education, class, and abilities to do so? No more than it would make sense to invite a senator into the bakery or butcher shop to bake pastries or cut up a side of beef. There is an obvious hierarchy of skills and abilities, both physical and mental, among human beings and it makes obvious sense that a working society should identify these strengths and weaknesses efficiently so that each person can do what she or he is best suited for. This is why Plato ranks aristocracy—the rule of the aristos or the “best”—as the best form of government. Democracy is built on the idea that since all human beings are fundamentally the same, each of us can legitimately consider ourselves equally qualified for everything, including choosing our leaders. To which Plato and Aristotle say “BullCarter Fordshit.”

I remember facing these issues clearly in November 1976 as I walked into a polling booth in Santa Fe, New Mexico to cast my vote in my first Presidential election—Carter vs. Ford. As many first-time voters, I was dedicated to being the most informed voter in the country that election cycle. And it was a tough choice, much more difficult than any of the nine Presidential elections in which I have voted since. I had decided, after much thought, to vote for Carter a few days before the election and did so with pride on the first Tuesday of November. elephants and donkeysThe polling place was the elementary school just a couple of blocks down the street from the house we were renting; as I walked home after voting, I started having disturbing thoughts. What if some fool who had not spent one second thinking about or studying up on the issues followed me into the voting booth and voted for Ford rather than Carter because he liked elephants more than donkeys? What if my uncle, jesusvotesrepublican1who always votes straight Republican because he thinks Jesus was a Republican has already cancelled my vote out? This sucks! Why should some uninformed boob’s vote count as much as my vote wrapped in intelligence and insight counts? Whose stupid idea was this “one person, one vote” thing? Exactly what Plato and Aristotle want to know.

Over the succeeding years I have had many opportunities to tell this story to a classroom of students and to share my proposed solution. Voting should be considered as an earned privilege for eligible persons, not as a right. Citizens of an eligible age, if they choose to vote, should be required to pass an eligibility quiz at the polling place—say a 70% on questions based on current issues and events as well as testing for basic knowledge of how government works—before entering the booth. I often tell my students that a liberally educated person has to earn the right to have an opinion. This would simply be a real application of that truth. I’m not saying that the quiz should be as demanding as what immigrants are required to pass for citizenship—how many natural-born citizens could pass that—but something between that much knowledge and total ignorance is not too much to ask for.

Do You Have What It Takes to Pass the U.S. Citizenship Test?

My students, by the way, almost always think by a slight margin that this is a good idea. Those who don’t often raise questions like “who is going to construct the quiz?’ to which I reply “I will.”

The only reason to favor democracy in its various forms over other forms of government is the equality thing. If, notwithstanding Aristotle, Plato and the vast majority of political minds historically over the centuries, we truly believe that all persons share a fundamental equality so deep and definitive that it trumps the whole host of differences staring us straight in the face, then democracy is an experiment that deserves our continuing, energetic commitment and support. JeffersonBut simply saying that everyone gets to vote regardless of race, gender, social status, wealth, or other difference-making qualities is not a sufficient expression of our belief in fundamental equality. Not even close.

If we truly believe, in Thomas Jefferson’s memorable words, that “all persons are created equal and are endowed by their Creator with certain inalienable rights,” we dishonor that belief by thinking that everyone getting to vote covers the bases. If we truly believe that all persons possess equal dignity as human beings, we cannot be satisfied with social and political arrangements that deny equal access for vast numbers of our fellow citizens to the various structures intended to facilitate the flourishing of that dignity throughout a human life. It is fine once or twice per year on Memorial Day or Independence Day to celebrate our continuing American experiment in democracy with flag waving and parades, but real patriotism requires spending the other days of the year on the hard work of actually trying to make this experiment work.

second hand books

Cracked Spines

FacebookAlthough I suppose the whole point of being on Facebook is to be noticed, I always have a brief twinge of angst when someone tags me in a Facebook post. The other day one of my colleagues and friends did just that, providing a web link and commenting “Many will like this list, especially Vance Morgan.”

99 Book Nerd Problems

I’d like to say that I can’t imagine why someone would think that I would be the least bit interested in Barnes & Noble’s list of “99 Book Nerd Problems,” but my colleague was right. At least half of the items on the list were very familiar, some uncomfortably so. cracked spineIn no particular order . . .

Cracked spines. I was recently told in the results of the “What type of book are you?” Buzzfeed quiz that

What Kind of Book Are You?

You are a second-hand book! Sure, you’re a little tattered around the edges, and you might not smell the freshest. But that doesn’t matter: People are so blown away by your wit and wisdom that they want to share your words with everybody they know. Whether you’re handed from one friend to another or discovered on a travel lodge bookshelf, you bring the magic everywhere you go.

This is not true. Oh, I’m down with the wisdom and wit stuff, and I only need to look in the mirror in the morning to be reminded that I’m getting “a little tattered around the edges.” But I am not a second-hand book. Why? Because I do not like second hand booksused books—at least books that look like they are used.

“Cracked spines” sounds like a problem shared by book geeks and chiropractors. One of the early signs, twenty-five years ago, that my attraction to the beautiful redhead whom I eventually would move in with and marry was not going to be all puppies and roses was when I observed her reading a paperback for the first time. She picked it up, opened it in the middle, and bent the pages back so far with both hands that she creased the spine. I know this is hard to believe, but some people actually read books this way. I have spent a lifetime doing everything I can to make sure that my books look just as new on the exterior when I’m done with them as when I started—but not Jeanne. This is why over the past two and a half decades I have, more often than not, spent the extra money on hardback editions of books. A sturdier spine, along with dust jackets that cover a multitude of sins, has largely solved a problem that could have been a deal breaker. And they look impressive on our bookshelves.

PC-magazine-Spring-2014-coverLast summer a colleague in Publications on campus contacted me wanting to borrow some books. The summer edition of the quarterly alumni magazine was to contain various articles about the rejuvenated version of the Development of Western Civilization program that I direct; we are just concluding our first full academic year in the new DWC. Vicki-Ann mentioned several typical texts from the program—The Aeneid, The Bible, Canterbury Tales, The Divine Comedy and others—wondering “do you have a copy of any of these that we could borrow for a few days? We’d like to take a picture for the magazine of some of the texts used in the program.” “I have at least five versions of each of them,” I replied. “Knock yourself out.” In short order a student assistant materialized at my office to pick the books up. Later in the day Vicki-Ann sent me an email: “Do you have copies of any of these books that look like they have been used?” “No.” I can’t help it if my frequently read texts are indistinguishable on the outside from books sold back at the end of the year by students who never opened them. That’s just the way that I am.

Hand-wringing articles that claim nobody reads anymore. Just the other day a headline shouted from my computer screen that TWENTY-NINE PERCENT OF AMERICANS DID NOT READ A SINGLE BOOK LAST YEAR! Really? I find that about as hard to believe as I would find a headline screaming TWENTY-NINE PERCENT OF AMERICANS DID NOT GO TO THE BATHROOM LAST YEAR! hard to believe. achillesBut then I read comments on various articles and posts on-line, find out about the guy who failed to win thousands of dollars on Wheel of Fortune because he could not correctly pronounce the word “Achilles” when it was fully spelled out in front of him on the ‘big board,” and my disbelief begins to dissipate. Who are these people? Everybody I know not only reads, but most of them are book geeks. Of course that is not surprising, given what I do for a living and who I spend my days with. Nobody I know doesn’t read. But wait . . .nobooks

“I’m really not much of a reader”­—Caleb Morgan, oldest son of book geek Vance Morgan.

This is a shocking development. My youngest son, Justin, has his face in a book almost as often as I do. Jeanne, who was not a book geek when we met twenty-five years ago, became an honorary book geek many years ago just from breathing the same air as I breathe for long enough. But Caleb is not a reader. How did this happen? Lest you think I was a complete and total failure as a parent, Caleb is successful, happily married, has an extraordinarily full life, jets back and forth with his wife Alisha to Germany three or four times per year, sends out dozens of texts and emails per day, runs his own tattoo school, and falls asleep sprawled in front of the TV in the evening on the rare occasions when he’s actually home in the evening. How on earth does he find the time to do all of this? I know, I know—he’s “really not much of a reader” and spends the millions of hours I spend buried in a book doing something else. Books shelfShut up.

I have a number of other book geek problems that will be the focus of future posts. But at least one of the problems identified in the B & N article is not one that I struggle with.

Family members who don’t respect my shelving protocol. There aren’t any. They know better.

Fixing and Healing

My doctor says that I am his most boring patient, because there is never anything wrong with me. I show up for my yearly appointment, my blood pressure is good, my weight fluctuates within a five pound range, my blood work is always fine—my only complaints are spring allergies, for which he says Claritin“take Claritin,” and occasional sciatica problems, for which he suggests that I should stretch more. I have never been in a hospital overnight except when I was born, and I don’t remember that. But Jeanne has had a number of things that have needed attention over the years, including back problems. One time as she suffered with excruciating back pain, a co-worker suggested that she get in touch with his father, Peter, who runs a chiropractic/acupuncture/Eastern medicine establishment within an hour’s drive of Providence. Peter’s business card says “Japanese Body Balance Shoppe and Acupuncture Clinic.” Jeanne has always been far more adventurous when body balanceit comes to medical treatments than I am, so she immediately made an appointment and I went along for the ride.

Peter’s treatment was so successful in just one session that he has become our “go to” guy for just about everything. I even started getting “tune ups” with Peter after which, although I went in feeling fine, I came out feeling a lot better than fine. When I fell walking my dachshunds and jammed my shoulder badly a couple of summers ago, I am convinced that a session with Peter is what saved me from surgery. Jeanne and I revere Peter’s almost-mystical abilities so much after several years we talk about him as if he would have been a great healing partner for jesus healingJesus had he lived two thousand years ago.

Peter is a child of the sixties as Jeanne and I are; over time we have learned a lot of his life story, including how he as a Westerner became a trained practitioner of Eastern healing arts. He told us once of a horrible automobile accident he was in during his twenties that he barely survived, with dozens of broken bones and damaged internal organs. Skilled doctors and surgeons were able to fuse and stitch him back together, but he lived in excruciating pain until on a friend’s advice and with nothing to lose he tried some “alternative” Eastern treatments. And they worked—so well that subsequently he lived with his Japanese wife in Japan for several years training as an apprentice, tSotaihen becoming a master of “Sotai,” a method of treatment I can only describe as a mixture of acupuncture, chiropracty, and aroma therapy. Peter puts his journey this way: “Western medicine saved my life, and Eastern medicine gave me my life back.” Western medicine fixed Peter, in other words, and Eastern medicine healed him.

This business of “healers” has been on my mind a great deal over the past couple of weeks. My teaching partner and I spent all of final exam week running half-hour oral examinations for the thirty-seven sophomores in our “Grace, Truth, and Freedom in the Nazi Era” colloquium—a marathon of conversations that both wore us out and  were well worth the time and energy commitment. oral examI’ve often said that I can learn more in a half-hour oral exam about what a student knows and what that student will take away from the class than from reading a twenty-page final paper or two-hour written final exam. This latest round of oral exams was no exception. We provided the students with four comprehensive questions ranging across topics and texts throughout the semester and told them that we would begin each oral examination conversation with the question of their choice, with the caveat that we might intersect with any or all of the remaining questions by the end of their half hour, depending on how the conversation developed. One of the questions focused on a passage toward the end of The plagueCamus’ The Plague, a conversation between two characters–Rieux and Tarrou–that we had frequently referenced throughout the semester. In this conversation,  Tarrou says that

All I maintain is that on this earth there are pestilences and there are victims, and it is up to us, so far as possible, not to join forces with the pestilences . . . We should grant a third category: that of the true healers. But it’s a fact one doesn’t come across many of them, and anyhow it must be a hard vocation. . . . I can at least try to discover how one attains to the third category; in other words, to peace.

With this passage in mind, one of the four possible questions a student might choose to begin their oral exam was

Throughout this semester we have been witness to the truth of Tarrou’s words that there are only pestilences and victims, and in a few cases, healers.  In your opinion, what exactly constitutes a true healer and in looking back over the materials you have read or viewed, who would you identify as a true healer and why?

Probably a dozen or so students chose this question as the starting point for their exam, and their thinking about it produced a range of fruitful and interesting possibilities. As various persons from our semester’s work—trocmesAndre and Magda Trocme, Sophie and Hans Scholl, Dietrich Bonhoeffer, Maximillian Kolbe—were mentioned as examples of healers and an informal list of characteristics shared by healers was generated, several questions were raised. What human problems or maladies are a healer’s energies directed toward? Is a person born a healer, or is “healer” something to which all of might (and should) aspire? If the latter, what might be the beginning steps in the direction of becoming a healer?

In the midst of fascinating and insightful discussions, students often focused on a personal story that my teaching colleague Ray used during one of my February lectures to illustrate the importance concept of “attention” from Simone Weil. Ray and his wife Pat are intimately involved with the SSVPSociety of Saint Vincent de Paul, a Catholic relief society whose members are described on the Society’s website as “men and women who strive to grow spiritually by offering person-to-person service to individuals in need.” Pat and Ray frequently make home visits to such individuals and families in need. Ray described to the students that the typical home visit often consisted of making the client aware of the various services the Society has that could address various needs and problems, including health care, food and clothing assistance, directing people to other agencies with needed services, and so on. With the best of intentions, such services were often offered without knowing in detail the history or story of the client and his or her family.

Then, as Ray described, after becoming aware of Simone Weil’s concept of “attention,” in which Weil says “The soul empties itself of all its own contents in order to receive into itself the being it is looking at, just as he is, in all his truth,” he and Pat tried something different on their next home visit. Instead of immediately describing what they, as representatives of the Society, could do for the person in need, Pat and Ray asked the client “What would you like to tell us? What is your story?” And for the next hour, they listened to the woman tell her story without interruption. And this completely transformed the dynamic both of that conversation and of future home visits. Through listening without interruption and projection, simone attentionRay and Pat had established an atmosphere of healing rather than of one of fixing.

“Attention” for Simone Weil is the skill of seeing, of attending to the reality of something other than oneself without the filters of the self being in the way. It is a task of love that requires constant practice, as illustrated by Pat and Ray in their home visit. Pat and Ray had moved from considering the woman in front of them as a problem to be solved, or something broken in need of fixing, to a healing activity of seeing her, as Weil describes, “not as a unit in a collection, or a specimen from the social category labeled ‘unfortunate,’ but as a person, exactly like us, who was one day stamped with a special mark by affliction.”

And this transforms everything, for, as Weil continues, “those who are unhappy have no need for anything in this world but people capable of giving them their attention. Love-Our-Neighbor-Hub1The capacity to give one’s attention to a sufferer is a very rare and difficult thing; it is almost a miracle; it is a miracle.” But it is a miracle each of us can learn to perform. Being a healer begins with simply listening, for “The love of our neighbor in all its fullness simply means being able to say to him: ‘What are you going through?’” It begins not by asking “How can I solve your problem?” but rather by inviting the person in need to answer the question “Who are you?”

The Point of a Professor

Every summer one of my projects is to tackle a novelist of notable reputation whose work I have never read. I think this summer’s novelist is going to be J. M. Coetzee, the multiple-award-winning South African novelist of whom I have heard much but read nothing. Apparently one of the teams in the program I run assigned CoetzeeCoetzee’s Diary of a Bad Year as an example of post-modern fiction; there were a few copies on one of the bookshelves in the main office, so I picked one up and started reading on the bicycle at the gym the other day. I like it. Señor C, an aging but famous writer who is the primary narrator of the novel, has been asked to contribute several short essays on contemporary and controversial topics to a volume entitled “Strong Opinions.” Señor C’s attention span has become too short to sustain longer writing projects, and anyways, what’s not to like about this call for opinionated essays? “An opportunity to grumble in public, an opportunity to take magic revenge on the world for declining to conform to my fantasies: how could I refuse?”

SeñorCM’s prospective grumbling in public immediately reminded me of an Op-Ed in the New York Times last Sunday entitled “What’s the Point of a Professor?” Bauerleinsubmitted by Emory University English professor Mark Bauerlein.

What’s the Point of a Professor?

The Facebook tag for this essay is “We used to be mentors and moral authorities. Now we just hand out A’s.” The general thrust of Bauerlein’s argument is to bemoan the loss of the good old days in academe when undergraduates thirsting for meaning and a moral compass sat enthralled at the feet of brilliant professors just waiting to mentor and disciple their young charges into moral and epistemological adulthood. “I revered many of my teachers,” one colleague wistfully remembered from his 60s college education, while Bauerlein compares stumbling over the legs of dozens of English majors sitting in the hall outside the doors of their professors for consultations while a student atuntitled UCLA in the 80s with the vastly reduced number of outstretched student legs in the same halls when he returned to his alma mater in February. Students and professors don’t talk outside of class anymore. The reverence is definitely decreasing. In the good old days, “students looked to professors for moral and worldly understanding. Since then, though, finding meaning and making money have traded places.” Bauerlein has the survey numbers to back it up—and they add up to an identity crisis for professors. “When college is more about career than ideas, when paycheck matters more than wisdom, the role of professors changes.” But to what?

Bauerlein closes his Op-Ed with a call for the professoriate to change its ways, pointing out that “You can’t become a moral authority if you rarely challenge students in class and engage them beyond it.” If we fail to do that, “We become not a fearsome mind or a moral light, a role model or inspiration. We become accreditors.” I posted the link to this essay on a Facebook page for the faculty where I teach, simply asking “Worthy of discussion?” One colleague in theology immediately asked tongue-in-cheek “Can someone summarize this for me? I’m pretty busy grading . . .” And so was everyone else—the Op-Ed came in the middle of finals, after all. But now my final grades are in and I have a few preliminary points to offer.

  • Although Bauerlein scatters some numbers from uncited surveys and a smattering of data from uncited studies into his essay, most of his argument is rooted in anecdote. bI have no problem with this in principle—as a good friend and colleague once said, “As academics get older we tend to slip farther and farther into our anecdotage.” Where I do have a problem is when anecdote turns into sermonizing. No one likes that, especially from someone who has no particular claim to authority other than having been doing what he does for a long time. In Coetzee’s Diary of a Bad Year, Señor C’s typist and transcriber Anya exhibits this sort of annoyance after reading a little too much pontificating from the old guy. There is a tone—I don’t know the best word to describe it—a tone that really turns people off. A know-it-all tone. Everything is cut and dried: I am the one with all the answers, here is how it is, don’t argue, it won’t get you anywhere. . . . I wish you would cut it out. Amen.
  • A number of years ago the chair of the philosophy department frequently would say in department meetings that, in her estimation, moral authorityone of the primary goals of the philosophy department was to shape and mold our students into moral human beings. I didn’t buy it then and I still don’t. Making moral people is well above my skill level and pay grade. I also do not believe that I am anyone’s moral authority or light, a mentor seeking disciples, or a possible object of someone’s reverence. As I posted a few months ago on this blog, I’m not even looking to be my students’ friend.  I Am Not Your Friend  I’m a teacher. More on that later.
  • Bauerlein writes that “In 1960, only 15 percent of grades were in the ‘A’ range, but now the rate is 43 percent, making ‘A’ the most common grade by far.” I’ll ignore his assumption that people who get A’s can’t possibly have also developed a moral compass or found meaning, and simply mention that apparently the memo about grade inflation hasn’t gotten to my corner of the academic world yet. grade inflationI was fully responsible for all of the grading for sixty-two students in my three classes this semester. Final grades are in, and five of those students earned an ‘A’ or ‘A-minus’. That’s 8 percent, in case you are keeping track, and it is typical. Last fall in the large program I direct, a program in which sixty faculty and just short of 1800 students were involved last semester, 13.5 percent of the grades earned were ‘A’ or ‘A-minus’. I don’t know what’s going on at Emory or UCLA—I have heard that there is serious grade inflation at some of the elite institutions of higher learning in this country—but in my anecdotage I am pleased to report that students are still receiving the grades that they earn in my corner of things.
  • I don’t know why students weren’t sitting in the hall at UCLA waiting to converse with their professors on the day that Bauerlein visited his alma mater last February, but on the frequent days when my colleagues’ and my offices are filled with students seeking advice and input I think we wish something similar might infect our students just to give us a break. e-mailAnd by the way, email communication can be a very effective and efficient form of interaction between student and professor (Bauerlein doesn’t think it can be). Students keep strange hours—I frequently spend my first early hours of the day (6:00-8:00 AM) reading and responding to a dozen or more good questions, comments, and observations about course work and life in general that I have received from my night-owl students in the early hours of the morning. They never seem to sleep (except, on occasion, in class).

As a professor, I am a facilitator of lifetime learning, a person who points students in fruitful directions, helping them identify and become skillful in the use of tools that will help them construct their own moral frameworks intelligently. The liberally educated lifetime learner is equipped both to seek and create meaning throughout her life. I take pride in playing a part in this process. I have thought a lot over the past twenty-five years about the day-to-day dynamic between professor and student; I continually return to the difference between an idol and an icon.

Idols and Icons

virgil and danteThe point of a professor is to be Virgil to the student’s Dante, guiding the educational journey, relying on knowledge and experience to point out the pitfalls and attractions of a passage that each person must encounter individually. The professor helps the student learn to identify what is important and what is not in the perpetual sifting process of education. The professor is not the main attraction at any point in this process. The professor is an icon—something to look through or past, in other words—rather than an idol—something to look at. Tlove idolatryhere is a reason, Professor Bauerlein, that the Second Commandment is a prohibition against idolatry. Human beings are inveterate idolaters, more than happy to pattern themselves after someone or something else rather than to take on responsibility for themselves. For those who are interested in creatively addressing the undoubtedly real shift in higher education toward preparation for a good job and financial success that has been going on for a while now, I highly recommend iconography. As for your call for a return to idolatry: I wish you would cut it out.

The Sun and the Other Stars

RuaneWith the end of the current semester, we have finished the second academic year in our beautiful and impressive still-new Ruane Center for the Humanities. On the west side of the stone entryway is carved a memorable saying from the Gospel of John: You will know the truth, and the truth will set you free. On the top of the opposite east side of the entryway is the equally memorable closing line from Paridiso, the final book of Dante’s The Divine Comedy: Ruane DanteThe Love which moves the sun and the other stars. In my estimation the choice of this passage for such an exalted position on the building is controversial—when the building was still in the planning stage, I made the tongue-in-cheek argument that nothing more appropriate could be inscribed on the front of a classroom building than what is written over the gates of Hell in Canto III of Inferno, the first book in Dante’s masterwork: Abandon hope, all ye who enter here. But I lost the argument and had to settle for printing that line off and taping it on my office door. It must have worked, because very few students come to visit me in my office.

Dante’s vision at the end of Paridiso is the climax of an agonizing journey through Hell, then Purgatory, and finally Heaven—his capstone experience, strangely enough for a guy who is never at a loss for words, is one that he struggles mightily to convey. Beatific visionOne gets the impression that words fail him and his linear thought process is dissolved as he is subsumed into his long-awaited encounter with the Divine. But I’ve never found Dante’s vision compelling, simply because it’s just that. A vision. And it’s so Catholic, with multitudes of saints, angels, and Mary swirling around in a choreographed dance. I actually resonate more fully with Dante and his guide Virgil as they pick their way through the horrors of Hell and the trials of Purgatory—these portions of the journey I can resonate with because they remind me of the world I actually live in with all of its contradictory beauty and ugliness. That’s the world in which I have been embedded all semester with my students as we explored grace, truth and freedom in the Nazi era, finding glimmers of hope and nuggets of wisdom in the middle of the worst that humanity can devise.bonhoeffer

We spent our last week of the semester with Dietrich Bonhoeffer, a German Protestant pastor and theologian who, imprisoned in Berlin’s Tegel Prison for more than a year because of his involvement in a failed attempt to assassinate Adolf Hitler, found himself in his isolation fending off despair and realizing that whatever God is, God is none of the things he had always thought and taught. In letters to his best friend Eberhard Bethge, Bonhoeffer put his fears, his concerns, his hopes, and his life itself on display in language that is shocking and disturbing in its directness. I asked my seminar students to consider, then discuss, letters from prisontwo passages in a letter from Bonhoeffer to Bethge in their intellectual notebooks and an on-line discussion forum.

What is bothering me incessantly is the question of what Christianity really is, or indeed who Christ really is, for us today. The time when people could be told everything by means of words, whether theological or pious, is over, and so is the time of inwardness and conscience—and that means the time of religion in general.

“The time of Christianity is over.” These words confused my students to say the least—“I am shocked that a minister of God could say such a thing,” one of them wrote. But Bonhoeffer’s point is that none of the old formulas or descriptions work anymore, not in a world in which millions of human beings are disappearing as smoke from death camp chimneys. As unsettling as this passage was for my students, the second passage from Bonhoeffer shook them to their core.

So our coming of age leads us to a true recognition of our situation before God. God would have us know that we must live as people who manage our lives without God. The God who is with us is the God who forsakes us. The God who lets us live in the world without the working hypothesis of God is the God before whom we stand continually.

God wants us to live in the world as if God does not exist, Bonhoeffer writes. What can this possibly mean? A number of students observed in their notebooks how sad they were that Bonhoeffer had lost his faith. To which I commented, “This is not a man who has lost his faith. flossenburgThis is a man for whom faith has come to mean something entirely different than you are accustomed to.”

A few short months after he wrote this letter, Dietrich Bonhoeffer was executed in Flossenburg Prison, just a handful of weeks before Germany surrendered to the Allies. Far from losing his faith, Bonhoeffer exemplifies a willingness to let faith evolve rather than crumble in the face of the greatest and most intense challenges. Shortly before his death he wrote a poem entitled “Who Am I?” in his notebook which ends in a place that provides hope for all persons of faith.

Weary and empty at praying, at thinking, at making,

Faint, and ready to say farewell to it all. . . .

Who am I? They mock me, these lonely questions of mine.

Whoever I am, you know, O God, I am yours!

A couple of weeks ago as I was driving to the 8:00 early show at church I caught a few minutes of Krista Tippett’s show “On Being” on NPR. Her guest was Margaret Wertheim, a physicist described in the promo as “a passionate translator of the beauty and relevance of scientific questions.”

http://onbeing.org/program/margaretwertheim-the-grandeur-and-limits-of-science/7472

Toward the end of the conversation Tippett notes that Wertheim, who was raised Catholic, has been described in the media as an atheist. “Are you an atheist?” Tippett asked. WertheimWertheim’s response brings us full circle back to Dante.

I’d like to put it this way: I don’t know that I believe in the existence of God in the Catholic sense. But my favorite book is the Divine Comedy. And at the end of the Divine Comedy, Dante pierces the skin of the universe and comes face to face with the love that moves the sun and the other stars. I believe that there is a love that moves the sun and the other stars. I believe in Dante’s vision. And so, in some sense, perhaps I could be said to believe in God. And I think part of the problem with the concept of, “Are you an atheist or not?” is that our conception of what divinity means has become so trivialized and banal that I think it’s almost impossible to answer the question without dogma.

I love Wertheim’s answer because it is infused with Bonhoeffer’s energy. Dogmas and religious formulas will always fail because God is bigger than that. Seeking the love that moves the sun and the other stars will always take us to places we do not expect, places of beauty and darkness, a search energized by a faith that cannot be lost.

Mulch in the Morning

snowmageddon-300x300It is the next-to-last day of April, and I think it is finally safe to say that we have survived a very tough winter. I often make fun of Rhode Islanders and what they consider a “tough winter” to be. But the winter just ended really was a bad one–one of the snowiest on record, all coming in a one-month stretch from the end of January to the end of February. We had plenty of opportunities to talk about “Snowmageddon,” the “Snowpocalypse,” the Polar Vortex, and to wonder what ridiculous name the Weather Channel would come up with for the latest storm as well as how many more days of classes would be cancelled.

A few days ago I walked out the front door of the Ruane Center for the Humanities and was struck by a distinctive scent wafting on the breeze. Somewhere on the olfactory spectrum between a pristine pine forest and an overpowering air freshener hanging on the rear-view mirror of a car,mulch this scent had rotting organic material tones, with the tangy hint of chemicals. “I love the smell of mulch in the morning! Spring has actually arrived!” There are a number of interesting sights as well as smells that accompany the arrival of spring. That same day as I approached the house returning home briefly for lunch to check up on our four-legged daughters, I saw a squirrel hanging upside down by his back feet from the top of the metal shepherd’s-crook pole that holds several bird-suet cages on our side lawn, using his front paws to open the latch on one of the cages for a free lunch. Our blue spruce that the feeder is next to has apparently grown large enough that squirrel at feederan enterprising squirrel can leap to the feeder from the closest branch at risk of falling several feet to the ground. Amazing what some people will do for a taste of bird seed encased in blocks of greasy suet.

This means that it is time to start getting the yard in shape—one of my favorite projects of the year that I intend to attack with fervor this coming weekend. I use the word “yard” loosely, since we live in the city and our available land is postage-stamp size, comparatively speaking. That’s fine with me—we have lived here for nineteen years and I am regularly grateful that it takes no longer than twenty minutes to mow the lawn, back, front, and side. I have little interest in a luxurious, weed-free lawn. 005 (2)Indeed I suspect that in the height of summer at least one-half of our lawn is covered with what those in the know would call weeds. But the lawn is green, and that’s all I care about.

What I do care about is flowers. I had no idea how much pleasure there is to be found in the annual cycle of cleaning flower beds in late March and April, watching lilies, tulips, columbines, and peonies poke their heads through the dirt despite having as much as six-foot snow banks on top of them during the winter. I keep a sharp eye out for the first leaf and flower buds on the flowering cherry tree, roses, and hydrangea bush in front,100_0918 as well as the butterfly, blackberry, and lilac bushes in the back. I inspect each potential bud-producer every day and take it very personally when no progress is evident. The process has been entirely trial-and-error over the years; assorted azaleas and hydrangea bushes have failed to make an appearance in given springs, tulips and daffodils have tended to be a disaster, leading to digging up last year’s remains and replacing them with something that might possibly do better. The perennials and flowering bushes we presently have are survivors of Morgan’s version of natural selection—if you don’t show up when I think you should, you’re out. The plants that have survived both my impatience and incompetence over the years are hardy enough to survive nuclear winter, let alone Winter Storm Juno. 757854410188[1]I’ve learned a few things over the years, of course—loosening the flower beds and working in bags of shit from Lowe’s (really—they contain manure), then covering with a layer of mulch is a stimulant for growth and a deterrent for weeds. The primary purpose of the mulch for me, of course, is to get high on the aroma. I never seem to buy enough bags, though, and always have to make another trip to purchase three or four more.

19cuaresmaC3[1]Luke’s gospel tells the story of a land owner who had as little patience with his plants as I have with ours.

Then he told this parable: “A man had a fig tree planted in his vineyard; and he came looking for fruit on it and found none. So he said to the gardener, ‘See here! For three years I have come looking for fruit on this fig tree, and still I find none. Cut it down! Why should it be wasting the soil?’ He replied, ‘Sir, let it alone for one more year, until I dig around it and put manure on it. If it bears fruit next year, well and good; but if not, you can cut it down.'”

Jesus must have had a bad experience with fig trees as a child; Holy Week Monday a few weeks ago is the day that Jesus killed a fig tree for failing to bear fruit, even though it was not even the season for fig-bearing. Jesus and the Fig Tree[1]He probably was in a bad mood because he knew what was coming in a few days. I completely understand the impatience of the fig tree owner. There is no room for fruitless and flowerless plants in my yard—no slackers allowed. But the fascinating part of the parable is the remedy suggested by the gardener, the resident expert, for the figless tree. He says “Let me disturb it at its roots, throw some crap in there, and I’ll bet it will start producing!” That’s generally the suggested solution for any recalcitrant plant. Cut it back to the ground, lop its branches indiscriminately—in short, do things to the plant that any sensible person fears will kill it, then wait and see what happens.

It seems to be a truism in almost all everything I’ve ever read about spiritual growth that such growth is impossible without conflict, pain, suffering, and violence. 250px-Hegel_portrait_by_Schlesinger_1831[1]Even the great and extraordinarily difficult philosopher Georg Friedrich Wilhelm Hegel wrote that “periods of peace are blank pages in the book of history.” I want to know why. Of course, the classic expression of this problem is “Why do bad things happen to good people?” and, more problematically, “Why do good things happen to bad people?” But I’m not that concerned about why human beings have to suffer and struggle—this is such an obvious feature of the human landscape that it hardly seems worth asking about. I’m more interested in what to make of a creating being who presumably had infinite options when choosing the guiding principles and template for the world to be created, and chose to do it in the most open-ended and messy fashion imaginable. This is not a world created with efficiency in mind.

1594489270[1]In her fascinating and eclectic memoir Wild Harmonies, classical pianist and dedicated environmentalist Hélène Grimaud writes that “we can be essential only when we are suffering. It encourages us to remain honest.” I think most of us would appreciate being given a shot at living essentially and honestly without suffering, but we don’t get that chance. Instead we get to do it as plants do it, through productive seasons and dormant, through times when even we are astounded by our beauty as well as those times when even the most generous observer would swear that we are dead. In a charismatic church I attended many years ago in a previous lifetime, Olive treewe often would start the morning service with an annoying song based on Psalm 52:8.

Like a tree, like a tree, I’m like a green olive tree
In the house, in the house of the Lord.
I will trust in the mercies of God forever,
I will trust in the mercies of God.

I’ve never heard such a song about being a fig tree.

Awesome

Random Thoughts as the Semester Ends

Assignments: You would think after twenty-five years of teaching that I would have learned not to have sixty-four final papers/projects spread over my three classes, ranging from eight to fifteen pages long, due within ten days of each other.

Vocabulary:

  • How I know I’m more than ready for the semester to end—irregardlessI used the word “like” incorrectly more than once last week and am using the word “awesome” way too much. I’m beginning to sound like my students.
  • I just found out that “irregardless” is either not a word or, if it is, it means the same as “regardless.” Who knew?
  • A Facebook acquaintance recently shared a link shouting The Top Ten Reasons Why You Will Never Want To Eat McDonalds Again! I commented that “I never have wanted to eat McDonalds. I also have never wanted to eat at McDonalds.”

Leadership: Everything I know about leadership from four years of chairing department followed by four years of running a program I learned from Tom. Tom is my hero.Tom

Good idea/bad idea:

  • The Providence College Hockey Friars winning the NCAA national championship with a remarkable display of tenacity, talent, camaraderie and grace from the hockey gods—Good Idea.end of gajme Celebrants flooding neighborhood streets and honoring the spectacular victory by setting furniture on fire and injuring a policeman—Bad Idea.students celebrate The best of times and the worst of times—just a few minutes apart.
  • Valet parking at the hospital when the visitor parking lot is full to capacity—Good Idea. Waiting for twenty minutes while the valet parking guy tries to remember where he parking your car—Bad Idea.

Best laugh of the semester: In my Philosophy of the Human Person class I quoted HobbesHobbes’ famous description of life in the state of nature: Solitary, poor, nasty, brutish, and short. I commented that this sort of sounds like my ex-wife.

Sometimes it works: A colleague let me know in an email about a discussion with a group of sophomores about the value of the interdisciplinary program I direct that they had been taking for the past four semesters. In the midst of a conversation about whether or not this program had any success in moving students in the direction of a morally aware humanity (they were studying Dorothy Day), a student of mine from last year said the following: All the history and stuff from first year is a blur, but I really remember how Dr. Morgan challenged me to think in new ways and how and what to question in life. It made a huge impact on me. This student, along with Tom, is my hero.

Dante MarathonRunning a marathon: Observations from the DWC-sponsored “Dante Marathon,” a twelve-hour reading by students and faculty of Dante’s The Divine Comedy in its entirety last week:

  • Hell is more interesting than purgatory or heaven—but then I knew that.
  • Our students are slobs—my colleague who ran the event reports his biggest job was picking up after them all day.
  • The high point of the day was not Dante finally meeting Beatrice or the Empyrean Rose. It was the delivery of five massive pizzas in the middle of the afternoon. Gone in fifteen minutes.

Sartorial splendor:

  • The visiting outside evaluator for the philosophy department, upon seeing me last week dressed in my typical manner (corduroy jacket, dress shirt without a tie, jeans) commented that “for a philosopher, that’s about as good as it gets.” I haven’t decided whether that was a compliment or a criticism.
  • no umbrellasWhen did umbrellas go out of style? Earlier this week as walking from one building to another in the middle of a steady rain while classes were changing, I noticed that of the hundred or so people within immediate view I was the only one using an umbrella. Either umbrellas are entirely out of style (and they used to be so chic!), or the younger generation is a bunch of ducks for whom a mere hoodie is sufficient.

Sometimes it works 2: This semester I am teaching a colloquium with a colleague from the history department called ‘Love Never Fails’: Grace, Truth, and Freedom in the Nazi Era” as one of the offerings in the Development of Western Civilization Program (“Civ”) that I direct. We piloted “Nazi Civ”—as the students have nicknamed it—a year ago. My colleague and I received this email a few days ago from one of last spring’s students:

Hello! I hope that you both are doing well! I wanted to email you and thank you for teaching the Love in the Nazi Era Colloquium last year. This semester I am studying abroad in Rome, and I had the opportunity to go to Auschwitz-Birkenau last week. It was such a powerful experience that allowed me to reflect on what I learned last spring, and truly brought Civ to life. I kept thinking back to Simone Weil, Le Chambon, and St. Maximillian Kolbe who contrasted such evil forces back then. Thank you for teaching me so much about that time period with the strong reminder that good always conquers evil!Awesome

images

Pleasure and Joy in the Work

As the end of the semester draws near and my upcoming sabbatical looms, I’m wondering what it will be like to be out of the classroom for fifteen months. This post from a year ago makes me think that it’s not going to be easy.

Last Saturday, virtuoso violinist Itzhak Perlman was the featured guest on ‘Wait, Wait, Don’t Tell Me,” my favorite NPR show. PerlmanHe was a fascinating interview, full of stories about the world of being a recognized genius in the midst of mere mortals and the world of classical music. Guest host Michael Pesca asked Perlman “which would be better—the second-best violinist playing the best violin in the world, or the second-best violin being played by the best violinist in the world?” “The second one,” Perlman answered immediately, illustrating with a story from the life of another violin virtuoso: A woman once approached MenuhinYehudi Menuhin after one of his concerts and said “your violin was beautiful tonight.” Menuhin held his Stradivarius to his ear and said “That’s funny . . . I don’t hear anything!”

I remember something one of my teaching models and mentors in my early years as an assistant professor once revealed that he told his advisees when they sought his input about which courses to take the next semester. “Go for the jockey, not the horse.imagesCAXUPZEMA mediocre horse ridden by a great jockey will do better in a race than Secretariat ridden by a mediocre jockey. Something taught by the best professor on campus will always be better than the greatest syllabus in the universe taught by a less stellar professor. Arrogant? Probably. But absolutely true. Over the years I have often said that students will choose “challenging but interesting” over “boring but easy” every time. I have seen enough counterexamples over the years to know that this is not a self-evident truth, but it is better than that—a time-tested hypothesis.

I have cultivated my teaching craft for twenty-five years now, all the time making it known to anyone who would listen that I have the greatest job in the world, that I actually consider teaching to be a vocation rather than a job, and that I consider myself to be inordinately privileged to be able to make a decent living doing what I was born to do, something that, happy-april-fool39s-day-image1if I were independently wealthy, I would do for free. I pulled off my most effective April Fool’s Day stunt ever last year when I posted on Facebook that “Despite my frequent claims to the contrary, I have decided that my job really sucks.” People who don’t know me very well immediately commiserated with “I know, it’s that kind of day, isn’t it?” and “I know it’s a thankless job, but if it helps you’re doing great!” A colleague from my department came up to me at lunch the next day and said, with appropriate EeyoreEeyore-like visage, “Vance, I’m really sorry.” I think he was disappointed when he found out that it was a joke. Those in my closer circle of friends and colleagues knew, however, after a few seconds of confusion, that it was a prank. “You had me going for a second—Happy April Fool’s Day!” was their typical response. Because they knew that if I ever came to the point that I said “my job really sucks!” and meant it, I would no longer be me. Simple as that.

This sort of narrative breeds and exudes confidence, so much so that I’ve learned over the years that I often need to tone my enthusiasm for teaching down, lest I be misinterpreted as someone who has a superiority complex and never experiences the insecurities, mistakes, and failures that are necessary parts of a teacher’s life. Trust me, I’ve had more of these than I could possibly remember—the “it isn’t working” moment of alarm happens as frequently now as it ever has. But now it exhilarates rather than frightens me—I have fun with the moments that, in earlier years, might have paralyzed me in front of a class.

A couple of days ago, I introduced a bunch of freshmen to the Scientific Revolution in the interdisciplinary humanities program I direct and teach in. The class immediately brought to mind a class with the same material roughly a year ago with a different pair of colleagues, a class which almost became the sort of nightmare that all teachers fear. I came to class expecting to rely on what I modestly considered to be a fabulous PowerPoint show. And the computer wouldn’t work. What in earlier years would have caused the sweating of bullets instead spawned a few jokes, then a living illustration of the heavenly bodies moving in circles, epicycles, and eccentrics created by my assigning different students the roles of the various planets circling and interweaving with each other, all with the purpose of showing how a beautiful theory can become so complicated over time under the pressure of new and continuing data as to collapse under its own weight. EpicyclesMy guess is that the students will remember what we did far longer than if they had seen it on a screen. One of my colleagues asked “How did you come up with that idea?” My answer, as always, was “I don’t know—it just seemed that it might work.”

The process of transformation from scared-to-death graduate student to comfortable-in-my-skin professor has been a long one with many landmarks along the way. One of the first was my favorite movie, “Dead Poets Society,” which was released in 1989, the very year that I was thrown, as a completely inexperienced and totally frightened graduate student into my own classroom for the first time. It has become trendy recently to trash this movie in various ways,

Dead Poets Society is a Terrible Defense of the Humanities,

but I don’t read such critiques. This movie was seminal for me, showed up at the right place at the right time in my life and continues to inspire my teaching energies. imagesDozens of scenes could illustrate; one will suffice. As the dynamic young teacher Mr. Keating, played by Robin Williams, gradually inspires his students to think for themselves, his young charges start taking their new-found freedom and running with it in unpredictable ways, as teenage young men are apt to do. One of these young men suggests at a school assembly that God wants girls to attend their all-boys school; the sheer outrageousness of the idea as well as the impromptu and disrespectful manner of his expressing it almost gets the student expelled.

The young man expects that Mr. Keating will admire his daring and creativity, but he soon finds out otherwise. “You being expelled from school is not daring, it’s stupid. You’ll miss some golden opportunities,” says Mr. Keating. “Like what?” “Like, if nothing else, the opportunity to attend my classes.” I want my classes to be like that, I thought. I want to teach classes that will make students glad they came to my school. It’s one thing to see it in a movie, though; WFGit’s another thing to find the path that might lead, over a career, in that direction.

Three years later, at a silent retreat, I stumbled across the work of Simone Weil, who in Waiting for God expressed the energy and passion at the heart of the learning process so well, it became and remains my “teaching philosophy.”

Contrary to the usual belief, [will power] has practically no place in study. The intelligence can only be led by desire. For there to be desire, there must be pleasure and joy in the work. The intelligence only grows and bears fruit in joy. The joy of learning is as indispensable in study as breathing is in running. Where it is lacking there are no real students, but only poor caricatures of apprentices who, at the end of their apprenticeship, will not even have a trade.

Early in my life I had been infected by the love of books and of ideas; at this early point in my career it was becoming clear that all my teaching really amounts to is the desire to pass this infection on to others. All I want to do is to help others find the joy in learning that has sustained me through times in my life when there seemed to be nothing else worthwhile except a book. IsaiahSimone gave me the words to express what I’d intuited all along, that for me, teaching is a vocation, a sacrament, a holy thing.

Last year I was assigned to be lector on Palm Sunday at our church, something I had forgotten until I walked into the service. Completely unprepared, I read from Isaiah that “The Lord God has given me the tongue of a teacher . . . Morning by morning he wakens—wakens my ear to listen as those who are taught.” My best days are the ones when I don’t forget this.

The Vision Thing

BushIn 1987, as Vice President George H. W. Bush prepared to step out of Ronald Reagan’s shadow and run for the Presidency, he was occasionally urged to step back and take a large view of the America he wanted his possible Presidency to help create. This, as it turned out, was not particularly easy for the Vice President to do. Colleagues reported then and later that while Bush understood thoroughly the complexities of issues, he did not easily or naturally fit them into larger themes or frameworks. This led to the reputation, deserved or not, that Bush lacked vision. It rankled him. At one point, the story goes, he asked a friend to help him identify some cutting issues for the upcoming Presidential campaign. Instead, the friend suggested that Bush go alone to Camp David for a few days to figure out where he wanted to take the country, urging the VP to think about a bigger picture beyond the small pieces of his legislative agenda. vision“Oh,” said Bush in clear exasperation, “the vision thing.”

The vision thing has been front and center for me over the past few weeks. Last month I spent a day on the campus of a state university in Connecticut as one of two outside reviewers of their liberal arts core curriculum. As one of several state universities, this one’s “brand,” established more than a decade earlier, was claiming to be Connecticut’s state liberal arts university. The core curriculum, created with that vision in mind, was a rather complicated three-tiered system that all students are required to navigate through steps from familiarity to expertise in a diverse range of skills and classroom experiences. Six years after its inception, it was time for both self-study and external review.

The good will and commitment of everyone my colleague and I met on our visit, from students through faculty to administrators, was clear. It was also evident that the core was the result of a few years’ worth of debate and compromise in the early 2000s, a process of negotiation and give-and-take that I am very familiar with from my own campus. ecsuWhat was not clear in the self-study, nor in our campus visit, was the original vision behind the core program. Clearly someone, more likely several persons, originally provided the reasoning behind the core, the evidence that this new system of required courses, undoubtedly risky on a public university campus, would over time in practice embody the university’s public commitment to the liberal arts.

But no procedure for “keeping the vision alive” was established at the outset, and now several years later many of the original visionaries have retired. My colleague and I met with one of them, a professor emeritus who confided that the core curriculum as it exists not “isn’t what we had in mind.” coreProfessors hired in the last decade told us that they had received no orientation to the core curriculum upon being hired—they had just picked up what they knew about it on the fly. The students had nothing to say when asked about the value of the liberal arts education they were in the process of receiving—as far as they knew, the core so carefully planned several years ago was just a bunch of courses to “get out of the way” so they could get to the real purpose of their being at the university—their major courses which they perceived as being their direct vehicle to a good job upon graduation. There was no system for assessment in place, because no one really knew what the core was supposed to be accomplishing. And now it is just something everyone does—and no one can really explain why. The report that is due from my colleague and me in couple of days is writing itself.

As I live out the final weeks of my four-year stint directing my college’s large interdisciplinary, team-taught humanities program required of all students during their first four semesters, regardless of their major, my outside evaluator experience has been a reminder and warning. Don’t let the vision die. a classic makeoverAfter a number of years of debate, starts and stops, and hard work we are in the third year of a new core curriculum, a new core of which the program I direct—in a re-energized and exciting form—is the centerpiece. I was an active participant in the creating of the new core, but my real task has been to steer the program I direct from the old to the new, to urge, force, and seduce the faculty to “buy in” to this new thing that is replacing what we had been doing for more than thirty years. And this requires, first, knowing what the vision behind the new program is (I do) and, second and most importantly, creating systems and methods to keep that vision alive as we original establishers and keepers of the vision fade away like thecheshire cat Cheshire Cat (I’ve been working on it). I imposed the vision largely by force of my own enthusiasm for it, assisted by faculty who shared the vision and enthusiasm, in the first couple of years as director, but realized eventually that a transition had to begin that would move the program from personality to vision-driven.

If this program and the core curriculum on my campus is to avoid becoming the program I evaluated two weeks ago across the state border, succeeding waves and generations of faculty and administrators must keep the vision alive. The other day a good friend and colleague told me at lunch that the most hated colleagues on campus from the perspective of the faculty in his department are the members of the committee whose charge is to approve (or deny) courses proposed as satisfying various elements of our complicated new core curriculum.no I agreed with my friend that these committee members, all of whom are our faculty colleagues, do indeed draw the ire of many faculty on campus. Why? Because they often say “no.” They are responsible for making sure that the objectives of our new core are adhered to. They are, in other words, the committee charged with “keeping the vision alive.” And that makes them very unpopular. “Why can’t we just keep doing what we’ve always done, perhaps with a minor nod toward the new core objectives?” many faculty want to know. The answer is that there’s a new vision in town. This committee’s job is to make sure that the energy and creativity infusing the new core at its inception is not lost in the daily grind of getting shit done. It’s not an enviable task, but someone’s got to do it. Really. The alternative is to find ourselves not many years down the line just cranking out bunch of courses, organized somewhat differently than they used to be, having lost any awareness of why we made the change.

According to the Book of Proverbs, “Where there is no vision, the people perish.” And so, I would add, do programs, curricula, plans, hopes and dreams. vision 2One of the most important continuing lessons I have been learning over the past few years is “Be where you are and do what you are doing.” Make a point of paying attention to the trees instead of obsessing about the forest, in other words. The vision thing is the flip side of that. I could spend so much energy and time with the trees that I might forget that there is a bigger picture. As Thoreau wrote, it would suck at the end of my life to find out that I hadn’t lived. The rather boring but absolutely true thing is that it’s a matter of balance. The vision thing helps me to remember the difference between living and living well, as Socrates described shortly before his execution. But the vision thing has to be lived out incrementally and daily. After all, this forest is made up of trees.

national champs

We Are the Champions!

I admit it—hockey has never been my number one sport. That in itself is odd, since I’m a native New Englander and lived the first eleven years of my life in rural Vermont with a small river behind our house that froze over every winter. My brother, my Dad and I skated a lot (I learned to skate before I learned to ski, which is my real winter love) and often played three-person hockey (I’ll leave to you to figure out how that works). HN in CanadaI grew up in pre-cable days, and we got only three television stations with the huge antenna on our roof. One of them was from Montreal (our closet big city), and we watched broadcasts of “Hockey Night in Canada” twice a week, featuring either the Montreal Canadians or the Toronto Maple Leafs, depending on who was playing that evening. This was in prehistoric times when there were only six NHL teams (no dilution of talent in those days), so often the opponent would be our beloved Boston Bruins (I am genetically a fan of all Boston/Southern New England sports teams). bruinsBut weak ankles and flat feet made me a mediocre skater at best and once I moved from New England after high school, not returning to live for twenty years, my interest in hockey waned. They don’t do a lot of hockey in New Mexico, Florida, Wyoming or Tennessee—a few of the states I lived in during my absence from New England—or at least not enough for me to notice.

I returned to New England in the 1990s with the family when I was hired to teach philosophy at Providence College. I made it clear at my job interview that one of the many attractive features about PC for me, were I to be hired, would be Division One sports. My future colleagues thought I was kidding—but I wasn’t. My sport fanaticism is well established for anyone who knows me (and anyone who reads this blog), and I have held two season tickets to Friar basketball for all twenty-one years I’ve been here, missing only a handful of home games in twenty-one seasons. SchneiderI also noticed that PC has a hockey team and an on-campus arena within ten minutes walking distance of our house—but in college sports it has been all college basketball all the time for me my whole adult life. But that might be changing . . .

This academic year has been a spectacular success for PC athletics. Our men’s soccer team made the NCAA Final Four in the fall before being eliminated on a fluke goal. One of our distance runners set the national record, then won the NCAA championship in the 3000 meters. Our men’s basketball team made the NCAA tournament for the second year in a row for the first time in more than twenty years. Running parallel to their season, just slightly above my sports radar, the men’s hockey team was putting a fine season together. friar logoRanked in the top ten nationally in the preseason polls, they started a bit slowly but ended up second in their tough league, hosting the New Hampshire Wildcats for a Friday-Sunday best-two-out-of-three series as they opened the playoffs. I saw two of the games, including the Sunday game they lost in overtime which knocked them out of the playoffs. “They look tired,” I thought, assuming that their season was over. I was wrong.

A few days later, the Friars basketball team, sixth-seeded in the NCAA tournament, chose a poor time to have one of their worst games of the year and were beaten by eleventh-seeded Dayton. daytonThere was a lot of injustice involved—as the better seed we had to play them at a venue a mere fifty miles from their campus, the referees were out of control, indiscriminately calling a flagrant foul on our star player in the first two minutes of the game, a technical on the coach toward the end of the game that an ESPN analyst called “the stupidest call I’ve ever seen”—in short, it was a very bad night. Assuming that winter sports were over for the year, I resigned myself to giving a crap about what the Red Sox were doing in spring training.

When I heard that the hockey team might sneak into the NCAAs by the skin of their teeth if things broke favorably in the finals of other league tournaments, I made sure to watch the selection show on ESPNU. And sure enough, we did make it in—the last team selected to the sixteen-team field. Then in the first of a series of signs that the hockey gods were smiling favorably, we were placed in the Providence regional as a four seed, playing literally a mile away from campus at the Dunkin’ Donuts Center. “Sounds good to me,” I thought, entirely forgetting my outrage a few days earlier at the injustice of the basketball team having to play a worse-seeded team close to their campus.regionals I purchased tickets for the Friday and Sunday sessions, grateful for the chance to be a fanatic for a little bit longer.

And thus began a journey that only the most the most dedicated Friar fanatic could have predicted. First the number one seed Miami of Ohio went down in one of the craziest hockey games I’ve ever seen, then second-seeded Denver bit the dust on Sunday. This was a completely different team than the tired looking squad I watched a couple of weeks earlier. “These guys aren’t playing like they are glad to have made the tournament,” I said to Jeanne after one of the games. “They’re playing like they intend to win the whole thing.” Focus, energy, team work, discipline—and they appeared to really be having fun. mascotThe crowd was great with the dancing Friar out of control, the band blasting in my ears just a few rows behind, and the best student section I’d ever seen at a Friar sporting event. I was high-fiving strangers all around me as the Friars scored goal after goal.

In the almost two weeks between their regional championship and the Frozen Four in Boston, I had plenty of time to think about why this run was making me so happy, beyond my usual pleasure when a team I root for is doing well. Several guys on the team are my former students. One of the top forwards and the back-up goalie were in my DWC seminars both semesters last academic year. They worked hard (usually). They ran contrary to stereotype and came prepared, ready to participate. They sat in the back row during lecture, where they tried to get away with checking out their phones during class until I threatened to confiscate their devices. All of them were normal students, in other words, good guys now getting ready to make a run for glory never matched by any previous Friar team. This was my team, our team, and everyone was psyched.end of gajme

Hockey fans and Friar fans know what happened. The Friars dominated Nebraska-Omaha so thoroughly in the semifinal game that only a spectacular performance by the opposing goalie kept it from becoming a rout. The final against mighty Boston University, college hockey royalty of the highest order, was probably the most tense three hours of sports I have ever sweated through. A third period for the ages, marked by a fluke goal straight from hockey Olympus to tie the game, one of the prettiest goals you’ll ever see two minutes later to take the lead, and perhaps the greatest hockey save I’ve ever witnessed by our goalie in the final minute to seal the deal. Priceless.

At the on-campus celebration at the hockey arena on Tuesday, it was clear that for everyone involved, from the college president who is as huge a sports fan as I, to our brilliant athletic director who bleeds black and white, to the students, faculty and administrators, to our fabulous coach, to the fans and to the players themselves, this is still a “pinch me—I’m dreaming moment.” But it’s real. Queen was right—we are the champions. Pinch me—I’m dreaming!

Friars sing “We Are the Champions”