Category Archives: friends

The Crucifix Train

A bit over a year after moving into our beautiful new humanities building, there is still a great deal of debate and disagreement for what belongs on the walls. With one notable exception. As I wrote about a year ago, there is one item so omnipresent on the walls in the new building that it is impossible to miss.

Moving day on a Catholic campus is a bit different than on other campuses. The large interdisciplinary program that I direct was moved a couple of  months ago into our new fabulous humanities building, an academic Shangri-La that is the envy of  my academic friends who teach at other colleges and universities. Since my program’s lectures and seminars will constitute the lion’s share of classes taught in this building, I have been referring to it as “my building” since ground breaking a bit over a year ago. The day after we moved, as I wandered the halls of the Ruane Center for the Humanities and thanked the gods of interdisciplinarity for this long-awaited gift, I came across an unusual sight. 15267-4259672-6[1]In the middle of the main floor hall, piled on top of a pushcart such as food services uses to deliver items to meetings, were at least a dozen identical two-foot crucifixes, in living and gory color. “Must be crucifix day—we certainly are keeping some crucifix factory in business,” I thought. More than twenty-five years as a non-Catholic in Catholic higher education has prepped me for sights never seen on other campuses.

089But this was a first, and I mentioned it to the next few colleagues I came across as the morning progressed. One faculty colleague told me, as she was setting up her new office, that she had come across a room on the lower level where dozens of crucifixes were laid out across the floor. “It looked like some sort of weird medieval torture chamber.” Another colleague said  “Oh yeah. You don’t want to get in front of that train. I did that once, and it wasn’t pretty.” 088Apparently this colleague found out a couple of years ago during a discussion about the placement of a crucifix in a new classroom that the crucifix always gets priority because “God is more important than white boards.” Good information to have. A couple of days later, as I was giving my son a guided tour through my new building, we came across yet another very large crucifix. “His halo looks like a dinner plate,” my son observed. “It’s a little known fact that when the Romans crucified someone they didn’t just nail the person to the cross. 100_1976They also made him balance a gold plate on his head,” I replied. You can’t get this information just anywhere.

All this reminded me of a favorite story from a friend and colleague  with whom I spent sabbatical at an ecumenical institute a few years ago. He told me about the large Catholic parish church he and his wife attend when home in Washington D.C., a church filled with expensive and gory religious art. Once at a vestry meeting my friend commented that “during mass we say ‘Christ has died, Christ is risen, Christ will come again.’ Anyone visiting this church would have no trouble figuring out that Christ has died; we might want to consider having at least one thing on display that indicates that Christ has risen.”

I must admit that I don’t “get” the attraction of crucifixes; I am quite sure I had made it into my late teens or early twenties before I saw my first cross bearing a corpus. In the world in which I was raised, crosses were empty—that was the point, right? 100_1977But before my Protestant bemusement at Catholic practices gets out of control, let me assure you that Protestants are just as capable as Catholics of getting out of control with religious artifacts. In the early years of the Protestant Reformation, mobs of Protestants occasionally stormed through churches destroying all symbols of “popery,” including crucifixes, statues, and often priceless works of art. Several centuries later, there is continuing evidence throughout Protestantism not only of this iconoclastic spirit, green-cross-neon-sign-6867771[1]but also of a remaining, undiluted attachment to religious symbols. Crosses are everywhere, often combining fetishism and bad taste. Neon crosses were particularly popular in the churches I visited with my preacher father as a child, most often an imagesCAP5AG7Dethereal blue, but also coming in Kermit the frog green, red, or laser bright white. And don’t get me started on artist’s renditions of Jesus. Let’s just say that whatever the connection is between religious belief and mass-produced items of religious art, it runs far deeper than the divide between Catholics and Protestants.

I have occasionally written in this blog about the difference between idols and icons, the difference between focusing one’s attention on an artifact, object, or work of art and letting that artifact, object, or work of art serve as a doorway or window to something elseFedorovskaya[1]. The difference between treating something as an idol or as an icon is the difference between “looking at” and “looking through.” To my irreverent Protestant eye, a crucifix is a prime candidate for idolatry, because it is available and oddly attractive. But if I step outside of my admittedly skewed perspective and wonder how a crucifix might be an icon, what lies on the other side of such a sacred window?

Looking through a crucifix brings suffering and pain into focus, which makes a crucifix a complex symbol of a very complex set of beliefs. At the heart of Christianity is the suffering and dying God, a God who, using Simone Weil’s words, offers a supernatural use for suffering rather than a supernatural cure for it. God’s response to the pain, suffering and devastation of our world and the human experience is to enter it with us, to share the burden. In the most horrific of circumstances God is intimately available. Although a crucifix hanging on a wall is just a mass-manufactured religious artifact,Pastrix-cover[1] it can be an iconic reminder that there is absolutely nothing that can occur in this frequently messed up world that does not include God’s presence.

In her recent memoir Pastrix: The Cranky, Beautiful Faith of a Sinner and Saint, Nadia Bolz-Weber, a heavily tattooed and pierced former stand-up comic who is the Lutheran pastor and founder of the Church of All Saints and Sinners in Denver, CO, tells the story of the ten weeks she spent as a hospital chaplain, satisfying a clinical pastoral education requirement during her years in seminary. What is an apparent representative of God supposed to do when regularly placed in the company of people experiencing the worst pain and sorrow imaginable? Bolz-Weber knew instinctively that words were almost certainly the last thing needed.

You hear a lot of nonsense in hospitals and funeral homes. God had a plan, we just don’t know what it is. Maybe God took your daughter because He needs another angel in heaven. But when I’ve experienced loss and felt so much pain that it feels like nothing else ever existed, when_god_closes_a_door_he_opens_a_window[1]the last thing I need is a well-meaning but vapid person saying that when God closes a door he opens a window. It makes me want to ask where exactly that window is so I push him the fuck out of it.

As she would often sit silently with persons in the midst of great loss in a chapel with a crucifix overhead, Bolz-Weber trusted that the God who was there could communicate far better than words. A crucifix as an icon reminds us that God did not look down on the cross—God was hanging from the cross. This truth transcends doctrine, intellect, and even our best tortured questions. From Pastrix once again:

Emmanuel_God_With_Us[1]There simply is no knowable answer to the question of why there is suffering. But there is meaning. And for me that meaning ended up being related to Jesus—Emmanuel—which means “God with us.” We want to go to God for answers, but sometimes what we get is God’s presence.

100_1981

hello october

October Musings

Autumn in NEAutumn is my favorite season of the year, and October is my favorite month. This is not surprising for a native New Englander, since turning leaves together with crisp, sunny and cool days are an attractive combination. Even on this particular middle-of-October day as I write, when it is unseasonably warm and humid with a threat of heavy rain later, a few typically beautiful fall days in the past week and the promise of more to come keeps me weather-happy. I know that autumn bums many people who live where the seasons change out because it means that winter is coming. But I like winter as well, or at least the idea of it. The older I get the less I enjoy the actual fact of shoveling snow on occasion and having to warm the car up every morning, but I’ll take it over the Florida summer humidity and heat that my son and daughter-in-law profess to love for some unknown reason.halloween birthday

October not only means my favorite kind of weather, but also puts me in a reminiscent mood. October was an important month during my growing up years because both my mother and my brother were born in October (my mother on Halloween, which meant that we usually ignored her birthday in exchange for more interesting activities). It is actually my brother’s birthday today as I write; he has now lived two years longer than my mother did, and I’m within two years of the age at which she died. She died of cancer in October, just three weeks short of her sixtieth birthday, followed a couple of weeks later unexpectedly by the death of my father-in-law of only a few months. That was twenty-six years ago; last week Jeanne was in Brooklyn for a week to be with and help her sister after the October death of her sister’s husband of more than forty years.

October is a centrally important month every year for both students and faculty on college campuses—the first big papers and often the first significant exam of the semester (or perhaps the midterm exam)midterm are usually October events. For students this means even more stress than usual; for faculty it means that the first few weeks of the semester that have pleasantly been free of tons of grading are now at an end. Faculty love to bitch and moan about grading—I used to be great at such complaining until Jeanne asked me once many years ago at the end of my latest grading whine-fest “Isn’t that part of your job?” Well yes, I guess it is. It’s the one part of my job that I hope I don’t have to do in my next life (because I still intend to be a college professor—there’s nothing better). Now I tend to think of October grading as a great opportunity to learn new things from my students.

For instance, my colleague on an interdisciplinary faculty team informed me by email a few days ago that she just read the following in one of her freshman papers: “As Mr. Morgan talked about in lecture, during this time and culture, obeying god was the priority of every man, even if that means sacrificing your own son, which happened a lot in olden times.” Google UMy colleague wrote “I guess I must have missed that lecture.” I responded that “Mr. Morgan is my evil twin who gives lectures on off days for students who don’t come to the regularly scheduled lectures. I take no responsibility for anything Mr. Morgan says.” In one of my own papers (the same assignment that produced my colleague’s paper) one of my freshman began as follows: “According to Google, happiness is defined as . . .” I’m glad that I’m old enough that I won’t have to fully adjust to the brave new educational world that is just around the bend.Kathleen

October also often brings important speakers to campus. At the beginning of Q and A at her on campus talk the other day, best-selling author (and resident scholar for this year at my college) Kathleen Norris mentioned how much she used to enjoy Q and A sessions with second-graders to whom she was bringing poetry in North and South Dakota classrooms many years ago. “How old are you?” “How much do you weigh?” “Do you have a cat?” “How much money do you make?” “Do you have a bicycle?” The next time I am in attendance at a scholarly paper event, those are the questions I’m going to ask. Because those are the things I really want to know.

Even though the liturgical year is still slogging through endless weeks of “Ordinary Time,” October always brings welcome entertainment. Two Sundays ago we celebrated Saint Francis Sunday with “Blessing of the animals.”

Three years ago

Three years ago

This year

This year

Twenty-one dogs, a hamster and a turtle were in attendance (twice as many dogs as were present the previous year), but no cats. That confirms my long-standing suspicions that cats are agnostics or atheists. I was lector for the fourth straight Saint Francis Sunday and read the story of Balaam and his donkey from Numbers. My friend Marsue, who is rector of our little Episcopal church, makes sure I am scheduled as lector for this event every year because I always bring my dachshund Frieda to the lectern so she can stare people down while I’m reading.

Last Sunday we returned to the regular cycle of readings, which during this liturgical year in ordinary time has been walking us through the familiar and fascinating stories of the patriarchs in Genesis and the dramatic escape of the children of Israel from Egyptian bondage in Exodus. On Sunday in Exodus 32 Moses is up on Mount Sinai hanging out while God writes the Ten Commandments and everyone else figures he’s never coming back. So they make the Golden Calf, start a minor orgy, and you know how that worked out. golden calfMoses is pissed; God is even more pissed. “Jesus Christ!” God yells (he forgot what part of the Bible he was in for a moment). “Moses, can you believe this shit?? I’ve had enough of these clowns! Stand back, Moses, while I wipe them all out. Then I’ll start over again with a new bunch of people starting with you, sort of like I did with Abraham in the previous book.” Moses points out that this would make God look bad, given that he put so much effort and creative thought—from plagues to parting a sea—into getting these people out of slavery, only to kill them in the desert. God’s response to Moses’ point is my favorite verse in the Jewish Scriptures, perhaps in the entire Bible: And the Lord changed His mind. The implications are unlimited.

October also provides me with a yearly opportunity to introduce a bunch of innocent freshmen to my choice for the greatest philosopher in the Western tradition: Aristotle. McEwanHis vision of the moral life, of the life of human flourishing, is second to none. I came across a beautiful description of such a life in Ian McEwan’s latest novel (an October release just a few days ago), The Children Act:

Welfare, happiness, well-being must embrace the philosophical concept of the good life. She listed some relevant ingredients, goals toward which a child might grow. Economic and moral freedom, virtue, compassion and altruism, satisfying work through engagement with demanding tasks, a flourishing network of personal relationships, earning the esteem of others, pursuing larger meanings to one’s existence, and having at the center of one’s life one or a small number of significant relations defined above all by love.

Autumn is a time when I feel, at least a little bit, that such a life might be possible. Thanks, October.love october

pickett

Academics in No-Man’s Land

This is the second in a projected series of occasional Friday reflections on what I have learned as a faculty member who has frequently had to play administrator over the past three-plus years. Mars and VenusMen are from Mars, women are from Venus, but maybe faculty and administration are from the same planet after all.

I have had the opportunity over the past three-plus years to spend time occasionally in the no-man’s land between faculty and administration—simply writing about it from a faculty perspective with a few positive things to say about the other side a couple of weeks ago drew several pointed and critical comments from fellow faculty members.

Faculty/Administration War Games, or How I learned to appreciate (or at least tolerate) assessment.

Spending too much time in academic no-man’s land is similar to Pickett’s charge across no-man’s land on the final day of the Battle of Gettysburg in 1863—a spectacular failure that arguably turned the tide inevitably against the Confederacy in the Civil War. 350px-Pickett's-ChargeAfter two days of bloody stalemate, Confederate General Robert E. Lee ordered an intense bombardment of Union forces, under the command of General George G. Meade, aligned on Cemetery Ridge from Confederate artillery positions on Seminary Ridge. This bombardment was intended to soften up Union positions sufficiently to ensure a successful infantry charge across the “no man’s land” plain between the ridges by Confederate troops led by General George Pickett and two other generals.

Bad idea. The bombardment was ineffective and the charging Confederate soldiers were sitting ducks, mowed down long before reaching Cemetery Ridge as they charged unprotected across the field. the chargeThe Confederate troops suffered casualties of more than 50%, marking the end of the Battle of Gettysburg, the northernmost thrust of the Confederate Army into Union territory, and arguably the beginning of the end for the Confederacy. When asked years later why his charge had failed, General Pickett replied “I’ve always thought the Yankees had something to do with it.”

Warfare is a favored metaphor when discussing the interactions between faculty and administration on a college campus. Both sides consider everything to be a “zero sum” game—whatever is gained on one side is automatically assumed to have been taken from the other. Each assumes the worst both in motive and will on the other side. Yet the two sides are required, at least on occasion, to interact with each other. When the need arises, the tactics and procedures are reminiscent of the Battle of Gettysburg. One side tries to soften up the other side with distractions, deflections, apparent “peace offerings,” or simply preliminary committee work—all in the hope of setting the stage for a successful frontal attack when the time is right.

Administration Ridge

Administration Ridge

Case in point: a seemingly innocuous foray by the administration into perceived faculty territory that I was in the middle of over the past few weeks.

I direct a large interdisciplinary program required of all freshmen and sophomores on my campus, a program so central to what we do that the classroom portion of the beautiful, brand new humanities building we moved into just over a year ago was designed, then built with the classroom specifications and needs of this program as the driving force. meThe program is in its fourth decade of existence, but in only the second year of a re-energized and reconceived version that was the first ever serious revision of the program’s aims and pedagogy. I was approached early in the summer by some important administrators with a proposal for a “Wall of Honor” to be placed in a large, prominent location on the main floor of the building. The purpose of the Wall of Honor would be to celebrate in portrait and plaque the contributions of retired faculty (some deceased) whose contributions to the program over the years were especially noteworthy. The proposal contained a detailed description of nomination and selection processes; I was asked to first gather input from my advisory group, a small hand-picked committee of persons from the academic departments that largely staff the program, wall of honorthen to run the proposal past the faculty in attendance at the first full faculty meeting of the fall semester.

The proposal seemed both benign and well-intentioned—who could possibly be opposed to honoring both excellence in teaching and former colleagues? Doesn’t the faculty often complain that the administration does not sufficiently recognize faculty achievement? The six members of my advisory group agreed that in general it was a good idea and helpfully identified some easily fixable problems in the proposal, adjustments made by the proposers as soon as I identified them in an email following the advisory group meeting. As is my custom, I sent the program faculty at large the amended proposal by email attachment a week before the first scheduled full faculty meeting of the semester,asking them to be prepared to talk quickly about the proposal before we moved on to the more important business of the day. What could go wrong?

Faculty Ridge

Faculty Ridge

You would think that after several years of being first a department chair, then a program director that I would realize how stupid the question What could go wrong? is when anticipating a faculty meeting. In military terms, the preliminary bombardment of the faculty through contact with me, then indirectly through the advisory group, meant nothing to those present and lined up on Faculty Ridge at the department meeting. As if organized by an invisible hand, several faculty members spoke clearly and directly in quick succession about how much they hated the proposal; furthermore, they backed up their opposition with good arguments.

  • The idea of singling out individuals for recognition is contrary to the spirit of interdisciplinary and collaborative teaching that we are seeking to establish and strengthen in this program.
  • old white guysThe first dozen or so retired faculty, perhaps more, to be honored on the wall will be old white guys, hardly a helpful image on an already too-white campus seeking to diversify both its student body and faculty. In such a highly visible place, we need to show that we are moving forward, away from an older, more patriarchal version of ourselves and towards a more inclusive, and a more welcoming, college.
  • The excellence that will be honored is primarily teaching excellence, while many good but less-than-excellent faculty whose contributions behind the scenes have been immense will never be nominated or honored.
  • This proposal does not facilitate the new program’s goal of reaching out to faculty across campus and incorporating them into what has, until now, been largely the domain of four large departments in the humanities.

And so on. Some of the arguments were so clearly presented that they convinced me and a couple of members of the advisory group who had entered the meeting as supporters of the proposal.pickett If the analogy of Pickett’s charge is appropriate, the Wall of Honor proposal never made it out of no-man’s land before it was ripped to shreds by the artillery on Faculty Ridge.

With faculty and administrators continually suspicious of and at war with each other, it’s amazing anything ever gets done on campus. The administration proposes that we all agree that the Pope is Catholic (even the current one); the faculty wonders what the real motive behind this proposal is. blue skyThe faculty senate resolves that the sky is blue; the administration wonders what they really want. In a world in which the faculty and administration by definition have radically different agendas but also arguably share many important goals, concerns and dreams in common, can we do better?

In the aftermath of his proposal’s evisceration by the faculty, one of the administrator proposers and I had an interesting conversation in my office a week after the faculty meeting. We have gotten to know each other well over my three years of being program director—from our shared work on an important committee I have learned that he (as well as the other administrators on the committee) are remarkably human, while I believe that he (and they) have learned something similar about me. In the same room we can get many things done, even though they still roll their eyes at the faculty’s resistance to what appears to the administration to be “no brainer” common sense, while I continue to explain that the world viewed through faculty eyes is a very different world than the one perceived in the offices of Harkins Hall.

conf and unionMy administration colleague and I agreed that a different strategy is called for, starting with a beginning faculty discussion and vote on whether any sort of process to honor faculty is desired. If not, then we’ll move on to other more important things. If so, then I’ll try what I did last year—putting some faculty and administrators in the same room to create a joint proposal. A handful of folks from Faculty Ridge will meet halfway across no-man’s land with a handful of folks from Administration Ridge, and we’ll see what happens. Collaboration instead of suspicion? Conversation instead of bombardment? Cooperation instead of cold (or hot) war? Impossible. Ludicrous. Or is it?

imagesCAY02GPZ

Reading the Fine Print

As predictable as the change of seasons is the point in any given semester when students will approach me for the first time and ask for out of class help. Usually it’s after the first exam or paper has been returned. Students with dreams of an “A” dancing in their heads tend to make an appointment when their first major piece of graded work has a “C” or “D” on the top of it. I’m a user-friendly professor and am more than happy to meet with any student; when first approached, I usually raise the student’s eyebrows when I direct the student to be sure and bring the appropriate texts along for the appointment.

When Jane comes to my office, conversation begins with her saying something along the lines of “I don’t understand why I did so poorly—I’ve done all of the readings and haven’t missed any classes.” I know whether the latter claim is true already, and will be checking on the first claim shortly. First, however, I tell Jane that “whatever I suggest in terms of strategies or help is going to require more time and more work from you. If you’re looking for a way to do better in the class without working harder than you have been already, there is no such way.” This is undoubtedly a disappointment, since the reason Jane made the appointment was to get the “magic bullet” that will slay the dreaded “C” or “D” and make room for the “A” to which she believes she is entitled. Learning that there is no such magic bullet is never good news.

And it gets worse, as I next ask to see her texts. They look as if they had just been taken off the bookstore shelf—no dog-eared pages, no scribbled notes in the margin, no underlined passages, no highlighted texts—and Jane’s name isn’t even in it. Handing my heavily underlined, highlighted and annotated copy of the same text to Jane, I remark that “here’s problem number one. Your text should look like this.” I even go so far as to provide her with the key to my quirky markings, according to which I highlight in yellow the first time through, focusing the second time through primarily on the highlighted areas and underlining with a black pen those part that appear most crucial. Then after class I return a third time to write notes and comments from class discussion in the margins. Not only will following something like this procedure lock the material into the student’s memory by requiring something more than simply looking at words, but it will also condense the material for reviewing purposes when exam time comes.

I lost Jane’s attention as soon as she saw my copy of the text. Even though Jane doesn’t know what the colors and markings mean, she at least knows that they mean a lot of work. You mean I have to read more than once? That I have to read and think critically? That I have to read it again after class? You’ve got to be kidding! That’s going to take a lot of time and effort! And indeed it will. Jane has been introduced for the first time to the fine print in the life of learning—it’s hard. It requires building good reading and study habits. True education isn’t for lazy people and it isn’t for sissies. And it certainly isn’t for anyone who wants to cut corners, to get to a desired outcome without taking all of the necessary steps in between. Every one of them.

In Mark’s gospel, we read of a classic “fine print” experience. In Mark 10, a young man (called a “certain ruler” in the Luke version of the story) approaches Jesus and asks “What shall I do that I may inherit eternal life?” Jesus answers that the young man knows very well what to do—he should keep the commandments. Jesus lists a few for the guy, just in case he had forgotten them. But the young man replies “Teacher, all these I have done from my youth.” He’s not looking for a “good boy” pat on the head from Jesus; he’s already past the point of thinking that simply following the rules is good enough, or he wouldn’t have asked in the first place. The young man is looking for more. He’s thinks that he’s ready for the fine print.

We all know Jesus’ response—he reads him the fine print. “Go your way, sell whatever you have and give to the poor, and you will have treasure in heaven; and come, take up the cross, and follow me.” We also know the end of the story—“He was sad at this word, and went away grieved, for he had great possessions.” The fine print demanded the one thing the young man could not do. But what precedes Jesus’ reading of the fine print is even more interesting. Mark says that “Jesus, looking at him, loved him.” This is a man who wants more, Jesus knows it, and Jesus loves him for it. But that damned fine print—the thing that you cannot do, that’s the thing that is required. And it will be something different for each of us. This story isn’t about the incompatibility of wealth and following Jesus at all. It’s about the fact that, as Dietrich Bonhoeffer wrote, “ when Christ calls a man, he bids him come and die.” The God of love is not a cure for anything. The God of love is the greatest of all disturbers of the peace. “I did not come to bring peace but a sword,” and this is a sword that cuts deepest in those who are the most obsessed with knowing God.

This is a disturbing story because it absolutely runs roughshod over our idea that human dealings with God are transactional. “What do I need to do in order for X to happen, in order for Y not to happen, in order for Z not to die?” is the question we so often want answered, and this sort of question is always wrong when directed toward the transcendent. While on sabbatical I heard the poet Michael Dennis Browne speak of an insight that unexpectedly came to him as he mourned the tragic death of his younger sister, a woman for whom family and friends had gone hoarse with their prayers and petitions for healing. And she died anyways. What the hell is going on? Browne said “It came to me that this is not a God who intervenes, but one who indwells.” That changes everything, in ways I’m not sure I’m fully ready to think about yet. But the following from Rainer Maria Rilke gives me hope:

So many are alive who don’t seem to care.

Casual, easy, they move in the world

As though untouched.

 

But you take pleasure in the faces

Of those who know they thirst.

You cherish those

Who grip you for survival.

 

You are not dead yet, it’s not too late

To open your depths by plunging into them

And drink in the life

That reveals itself quietly there.

FSM

Knowing the Unknowable

babelI just spent a week with over one hundred freshman exploring the familiar but challenging stories of Genesis and Exodus. I do this just about every year, but each time I’m in a different place and the students have different interests, backgrounds, and prior experience with the texts, so once again “all things are become new.” This time the focus most frequently was on the problem of how to make contact with the most important force in the universe in a meaningful way when, virtually by definition, that force is unknowable. The God of the Old Testament stories wants simultaneously to have an intimate relationship with apparently random groups of human beings and individuals, yet frequently falls back on the “I’m God and you’re not” position when things get dicey (such as when human beings start asking tough questions).

a wild godA friend of mine from church who also is a regular at the monthly seminars I lead afterwards asked me several weeks ago whether I had ever read Barbara Ehrenreich’s Living With a Wild God. I had not, and honestly had never heard of the book (although the title alone made me want to read it immediately). “Put it on your list,” said my friend. “I want to know what you think of the end of the book.” That was at the beginning of the summer; I only got to my assignment in the last two weeks of August, right before the beginning of the new semester.

I found the book to be equal parts interesting, annoying, and incoherent. As Ehrenreich, best known (to me, at least) for her best-seller nickeled and dimedNickeled and Dimed, wanders back in time to her dysfunctional childhood and tries to pick up a thread of investigation now that she is in her early seventies that she dropped many decades earlier, she frequently gets lost in the jungle that threatens everyone who writes about themselves—the temptation to believe that just because it happened to me, it’s interesting and important to someone else. The fine line between fascinating memoir and suffocating self-absorption is often close to invisible. I should have loved the book, given that it is (roughly) the story of an atheist trying to come to grips with what can only be described as a series of  “mystical experiences” that occurred over a few years in her late teens and early twenties. Right up my alley—sounds exactly like what God would do, send mystical experiences to an atheist while giving well-intentioned believers the silent treatment. But it wasn’t until the final chapter when I realized why the whole thing just wasn’t clicking with me. Ehrenreich writes:

I have no patience with Goethe when he wrote, ‘The highest happiness of man is to have probed what is knowable, and to quietly revere what is unknowable.’ Why ‘revere’ the unknowable? Why not find out what it is?

“Aha!” I thought. She’s trying to play the “seeking after God” game using a set of rules that guarantees that she will lose the game. balticThat’s like playing Monopoly using rules that guarantee you’ll not proceed past Baltic Avenue. Never a good idea.

Ehrenreich was trained as a scientist and came from a family with no regard for religion, so her categories of explanation for everything are objective evidence, provable fact, and calculating reason. She lacks the common vocabulary for even beginning to communicate about experiences that apparently do not fit into these categories, but that doesn’t stop her from trying. And it is a heroic effort throughout, regularly teasing the reader with impending breakthroughs in understanding—when she’s not spending page after page telling us about her love affairs, her immersion in sixties radicalism and a variety of stop-and-start careers, that is. But I hung in there because I was hoping for a big payoff of some sort—Barbara Ehrenreich meets the Divine.

In her final chapter, the one in which I hoped she would tentatively draw a line between the knowable and the unknowable as her experiences have led her to draw it, Ehrenreich instead unfavorably quotes the above passage from Goethe, then proceeds to speculate randomly about the “wild God” who has been lurking around the fringes of her rational and logical life ever since her mystical experiences as a teenager. Maybe God is the Presence we occasionally found ourselves in the middle of while experiencing natural beauty. FSMMaybe God is a creation of the “Hyperactive Agency Detection Device” that cognitive scientists say our human brain comes equipped with, a device that predisposes us to project consciousness onto things other than ourselves, including rocks and trees. Maybe God is like a germ or a virus, not really alive but pervasively invading the various cracks available in living things. Or, I might add, maybe God is a Flying Spaghetti Monster, since apparently once one starts speculating beyond the boundaries of logic any guess is as good as any other.

“Why revere the unknowable? Why not find out what it is?” In the end, I find these questions to be sad, simply because the continuing assumption behind the questions is that everything, and I mean everything, is subject to not only logical scrutiny (that’s fine) but also the assumption that only those things that are at least in theory within the range and scope of human reason are worthy of even a moment of human attention. facebookIt is as if we have no other tools available for engaging with and trying to shape a meaningful life within the world we find ourselves so unexpectedly placed.

The other day I made the rare choice to get involved in a Facebook discussion. In response to my resistance to his universal claim that “Religious faith is bad,” a Facebook acquaintance (whom I’ve never met) said “Faith is belief without evidence. What else does it mean? Why else would it be needed?” My quick and inadequate response was “Faith is not belief without evidence. Faith is belief when evidence may point in a particular direction but is not complete or exhaustive. Belief entirely without any evidence at all is simply foolishness. That foolishness is not confined to religious activities–it is rampant in politics or any other arena of belief. Non-theists are just as capable of such foolishness as theists are.” As long as faith opponents are rejecting a definition of faith similar to TwainMark Twain’s “Faith is believing something you know ain’t true,” I’m with them. But that’s not what real faith is. Rather, it is applying the very common human activity of believing on the basis of important but partial evidence to the realm of the relationship between human and divine. “Faith is the substance of things hoped for, the evidence of things not seen” wrote the author of Hebrews. The relationship between faith, evidence, knowledge and hope is one worthy of extended investigation—perhaps a sabbatical?? But to assume that faith and evidence have nothing to do with each other is to define the game out of existence—or to guarantee advancing no further than Baltic Avenue.

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Faculty-Administration War Games, or How I Learned to Appreciate (or at least tolerate) Assessment

ASSUMEEveryone has heard the old adage, attributed to Oscar Wilde, that “When you ASSUME, you make an ASS out of U and ME.” Although it does not lend itself to such a witty and pithy saying, there is another ASS word that gets a lot of buzz on college and university campuses: ASSessment. When the term arises in conversations of any sort, the faculty says “Look out, the administrative ASSes are coming for our academic freedom!” while the administrators say “Look out, the faculty ASSes are braying about academic freedom again!” I am by training and gene pool strongly aligned with the faculty side of this divide, but over the past decade have had to play nice with administrators so regularly and often that I’ve come to realize that there just might be fewer devils in the halls of the administrative buildings than there are in the faculty offices on campus. assessmentBut administrators and faculty are wary of each other, and fall back into stereotypical fears concerning “the other” at the drop of a hat. So when the third rail—ASSessment—becomes the topic of conversation, all bets are off.

I managed to ignore assessment while chairing an academic department, then directing an academic program for a number of years, but eventually couldn’t avoid it any more. And I had to figure out whether there was an academic Claritin available to help me with my assessment allergies. One of my friends and teaching mentors in my early years as a teacher had a favorite story about assessment that he liked to tell. During the meeting of a committee whose members came from various academic departments, the topic of assessment of faculty and students was on the agenda. RodneyMy colleague, a distinguished English professor who also ran the Liberal Arts Honors program on campus, bristled on principle. “How are you going to quantify and measure what happens when a student reads and then a room full of students with a teacher discuss a Shakespeare sonnet or a page from Dostoevsky?” he fumed. “Some things can’t be quantified!” “Rodney,” a professor from economics patiently replied—“Everything can be quantified.”

My friend did not tell this story as a remembrance of a day when he learned something new. Rather, he used it as evidence that even in the academy, even on the campus of a college whose bread-and-butter is the humanities and the liberal arts, barbarians and Philistines are at the gate, seeking to turn the richness of the humanities into a linear, number-crunching mockery—just as Dr. J. Evans Pritchard, PhD seeks to do in his introduction to a weighty poetry anthology in this scene from “Dead Poets Society”:

I remember the first time I met B____, the newly appointed assessment guru on campus—his daunting official title is Associate Vice President for Academic Affairs/Chief Institutional Effectiveness Officer. He was appointed to this position roughly ten years ago at about the same time I became chair of the philosophy department. Knowing that my department had done absolutely nothing over the years in response to regular administrative prompts to develop internal assessment strategies, I was not surprised when shortly after moving into the chair’s office I received a pleasant invitation to come to the Academic Affairs suite and have a conversation with the assessment guru. Shortly after I sat down, he said enthusiastically “Vance, I’m an assessment geek!” “This is definitely not going to go well,” I thought. “I would rather stick a fork in my eye than even think about assessment—assessment geekhood is beyond my range of comprehension.”assessment bumper sticker

I was allowed to effectively thwart and ignore the whole issue during my four years as department chair, but by the time I became director of the Development of Western Civilization Program, the four semester, sixteen-credit-hour required set of courses that is the core of my college’s core curriculum three years ago, the lay of the land had changed. Due to accreditation requirements and an increasing insistence from various constituencies on the peculiar idea that teachers should be held accountable in some measurable way for what happens in the classroom, I realized that benign resistance and neglect would no longer be an effective strategy. wesleyOddly enough, I also realized that I had started moving incrementally in the direction believing that assessment might after all be desirable beyond the pragmatic fact that we were going to be forced to do it.

This was not the result of any John Wesley-like “heart strangely warmed” conversion experience concerning assessment. I am still wary of and uncomfortable with the very idea of quantifiable measures of what happens in a humanities-oriented classroom. But I at least had come to the realization that the standard humanities faculty insistence that any sort of assessment in the classroom is bogus and a violation of academic freedom is untenable. Unless we want to live in an Aristophanes-like educational universe that is comically removed from how the real world actually operates, we need to recognize that being held responsible for what we do on a regular basis is not a violation of anything other than our hubris and pretensions. News flash, humanities professors—even God gets held to recognizable standards on occasion.

The program I inherited had been chugging along merrily without agreed-upon standards and without being answerable to anything other than itself in any noticeable way for a couple of decades. Accordingly, the ongoing interaction between dozens of faculty and hundreds of students from semester to semester tended to produce islands of excellence and rigor in an ever-widening sea of mediocrity. rate my professorAnd everyone pretty much knew it, both within the program and on the campus at large. The only assessment tool used in the program was an informal “popularity poll” in which the students at the end of the year got to take out their frustrations anonymously on their professors in the manner of RateMyProfessor.com.

The biggest reason why the assessment lay of the land on campus had changed was that when I stepped into directing the program, the more-than-five-year process of core curriculum reform on campus had just ended, producing among many other things a new streamlined and improved version of the program, the first such revision in its four decades of existence. My task was to help lead the faculty from the old into the new. Amongst administrators and many faculty on campus there was a commitment to making the new core curriculum work—which meant a renewed, sharp focus on assessment. In response to B___’s request for a report on assessment progress at the end of each of my first two academic years as director, I provided a summary of conversations the faculty was engaged in related to important issues such as grade distribution and inflation—archimedesbut this wasn’t exactly assessment. Then going into my third year as director, I had what at the time seemed like an Archimedean “Eureka!” moment—looking back, it was a realization and idea both disarmingly simple and obvious, but completely against the grain.

One of the reasons assessment is so problematic for faculty is that it always seems to be imposed on them from outside, antagonistic forces. What if faculty and administrators actually met in the same room with the charge of developing instruments of assessment to track the progress of students in important areas of learning over their four semesters in the program? Administrators and faculty collaborating with a common goal? Impossible! Insane! But it was worth a shot—knowing that there are assessment experts on campus, why not have them work with faculty focusing on what might work in the context of this program rather than having the faculty wait for the assessment shoe to drop? task forceI sent an email describing my crazy idea to B_____; he enthusiastically accepted my invitation to help form the first ever “DWC Assessment Task Force” on campus (I call them the “Assessment Posse”). Three administrators, four faculty members (specifically chosen because of interest expressed), and me.

Over the academic year, the assessment posse turned out to be one of the hardest working and most creative committees I’ve ever been involved with, producing by April a twenty-question reading assessment quiz to be administered to students at the beginning of their first semester and at the end of their third semester in the program, a tool intended to indicate whether the program is actually facilitating “deep reading” of primary texts as it claims.faculty meeting We did a dry run by springing the quiz on those present at the last faculty meeting of the semester, received unexpectedly positive feedback, and we were in business.

All of this is fresh in my memory because this coming Monday the newly created assessment instrument goes live as three program teams give the quiz to 250 unsuspecting freshmen. How well will it work? Will information useful for tracking the program’s success or lack of same be gathered over time? I certainly hope so, but one thing I have learned for sure. Humanities faculty and number-crunching administrators can learn to speak each other’s language sufficiently to work toward a common goal. I’ve seen it happen. Imagine that!

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Having a Human Experience

Several years ago, as my mother-in-law was steadily descending into the hell of Alzheimer’s, an acquaintance described Jeanne’s most recent difficult interaction with her mother this way: alzheimers-brainpuzzle-512[1]“Rose is a spiritual being having a human experience.” This was a helpful reminder that there is more to a human being than her body, a something more that is not necessarily subject to the vicissitudes of our physical existence. Because we know our physical selves are temporary and have a very short shelf life, comparatively speaking, human beings have a natural attraction to any way of thinking or belief that promises something more, that identifies something that is not subject to sickness, disease, pain, suffering, decay and death. It is an attractive promise, so attractive that I find that most of my students, the majority of whom are products of Catholic primary and secondary education, consider the promise of life in heaven after one’s physical body has worn out and stopped running to be the primary, perhaps the only, reason to be a person of faith.

Shortly after Easter, as she frequently does whether intended or unintended, Jeanne made an observation that has been germinating ever since she planted the seed. We had just returned from church on imagesCAAQ2XYKDoubting Thomas Sunday, when Thomas refuses to believe that Jesus has risen until he has seen and can physically touch the scars of the nails in Jesus’s hands and feet and the place where the spear pierced his side. “Why,” Jeanne wondered, “are the scars still present on Jesus’s resurrected body?” Great question, for which there might be quick surface level answers, but a question which worms its way deeper the longer it sits. Jesus not only bears the scars of suffering and torture in his resurrected body, but he also takes this scarred body back with him to heaven. Why? Wondering about that during a few days of silence and solitude on retreat took me back to a familiar text that never fails to shock me every time I hear or read it.

Psalm 22 is a seminal text on human pain and suffering, a psalm that Jesus quotes—“My God, my God, why have you forsaken me?”—as he hangs dying in agony on the cross. It is a text so powerful and wrenching in its portrayal of human affliction that I find it difficult to even read.

imagesCA2XEOYSLike water I am poured out

Disjointed are all my bones

My heart has become like wax

It is melted within my breast

Parched as burnt clay is my throat

My tongue cleaves to my jaws 

Even more crushing than the physical suffering is the psychological distress of isolation and abandonment.

O God, I call by day and you give no reply

Station%207%20Jesus%20Falls%20a%20Second%20Time%20Small[1]I call by night and I find no peace

I am a worm and no man

The butt of all, laughing-stock of the people

All who see me deride me

They curl their lips, they toss their heads

“He trusted in the Lord, let him save him

If this is his friend.” 

This is not fiction. Whether from disease, human cruelty, self-inflicted calamity, or just the chance misfortunes of life, human beings are in this place physically and spiritually as I write. What can be said when someone is dying physically, empty emotionally, hasn’t had a fresh thought in years, and has been abandoned by friends and family? Where is God? Is there God? Is there no help?

imagesCAM20K4VOne of the “New Atheists” whose popular books have made dabbling in atheism trendy in the past decade or so—Sam Harris, Christopher Hitchens, Daniel Dennett, Richard Dawkins . . . I forget which one—writes that he finds it impossible to respect any religion whose foundational symbol is an instrument of torture and death. But in truth it is this very image of torture and death that makes the Christian story disturbingly and inescapably real. The suffering and pain portrayed in Psalm 22 is the human reality, whether Jesus on the cross, my mother-in-law suffering from Alzheimer’s, an abused child, or a victim of injustice anywhere in the world. None of us is ever more than one step away from Psalm 22. Finding God in the middle of it requires taking the very strange Christian story very seriously.

The hope of the Christian faith is not that the suffering and pain that is natural to embodied, physical creatures will somehow be eliminated or overcome, incarnation[1]but rather that our very human condition will be transformed from within, from the presence of the divine in each of us first foreshadowed by the Incarnation, God becoming human. Christianity is a full-bodied faith, involving every part of us—warts and all. One does not follow Christ by overcoming or rejecting ones humanity, but rather by participating in a transformation of that humanity into a unique bearer of the divine.

In the end, Rose was not a spiritual being having a human experience, as if being spiritual and being human are two different things. Strangely, she was a human being having a divine experience. What can be offered or said to or about a person in the midst of a Psalm 22 experience? Perhaps nothing. But somehow suffering, emptiness, abandonment and exhaustion bear a family resemblance—they all look like God. God who empties the divine into each cracked, leaky human container. We are hard-wired to expect God only in the miraculous, the spectacular, the triumphant; when this invariably does not happen, hqdefault[1]we conclude that God is absent, agreeing with the first thief hanging on the cross next to Jesus. But if the heart of God is self-emptying, then isn’t the empty shell of a person, at the end of her resources and without support, the very image of God? The most ludicrous, inefficient, messy scheme imaginable, but this is a God I can relate to—one that doesn’t run away from human imperfection and ruin. One who embraces and fills us again—over and over.

Who Would Jesus Bomb?

As I read listened to and read the summaries of the President’s speech on the ISIS/ISIL threat in Iraq and Syria last week, I was reminded of a post I wrote exactly a year ago in during a different flare-up in the Middle East. And I continue to wonder: Who Would Jesus Bomb?

There are many things that I love about visiting our friends Mike and Suzy. Included among those things are the various and random items spread about their house that make me think. We usually enter their house through the garage; next to the door into the house is an extra refrigerator/freezer containing, amongst other thing, the better-than-Bud-and-Miller beer that Michael always makes sure is on hand for my visits. I take full responsibility for raising Michael’s beer awareness over the years and proudly survey the contents each visit.

For all of the years we have been visiting, two bumper stickers on the outside of this refrigerator have frequently caught my attention. The first: When Jesus said “Love your enemies,” I think he probably meant don’t kill them. The second: Who Would Jesus Bomb?  Striking, provocative, and very timely. This week the most “do-nothing” U. S. Congress in recent memory is debating what should be done in response to events on the other side of the world—the Syrian government’s apparent use of chemical weapons on its own citizens. Do-Nothing-Congress1[1]This is a Congress whose members have become so constitutionally incapable of true discussion and compromise that they would rather use each other’s toothbrushes than try to understand each other’s arguments. Yet now they are strangely united by the question of what is the best and most appropriate violent response to violence. Although possible diplomatic solutions have been proposed, the tenor of the conversation often is not so much whether to respond with violence, as when and how.

I do not pretend to know what is in the best interest of the United States or of those in the Middle East. Whatever votes are taken, whatever decisions are made, and whatever actions are endorsed will be fraught with uncertainty and subject to endless second-guessing. I am also strongly committed to the separation of religion and politics in the sense that public policy should not be fashioned with any particularly religious framework in mind. The most pressing questions for me these days are almost entirely personal. Over the past few years I have begun to explore the parameters of my Christian faith in new ways, discovering over and over again that these parameters are more expansive and flexible than I could have ever imagined. wwjd-bracelet[1]But the question of whether or how to respond to what the Syrian government allegedly did to its own citizens jerks me up short when considered in the light of my Christian beliefs. I find absolutely no justification in the seminal texts of my faith to justify violence under any circumstances, even if such violence is proposed as a measured and proportional response to violence of a different order entirely. And this concerns me.

Truth in advertising requires that I reveal that my natural tendencies lean strongly toward pacifism and non-violence. I grew up in the sixties in the midst of the Vietnam War; my brother, three-and-a-half years older than I, was a conscientious objector. The draft lottery ended just as I became old enough to be subject to it; had it continued, I would have followed in my brother’s footsteps as a conscientious objector or perhaps in the footsteps of others to Canada.Vietnam_War_Protest_in_DC,_1967[1] So it is not surprising that I resonate with the non-violence and pacifism of the Gospel texts—they align with and confirm my natural tendencies. For exactly these reasons, I am very cautious about making claims concerning the appropriate Christian position to take in cases such as have arisen in Syria. The philosopher in me knows that human beings, myself included, have a very strong tendency to interpret texts through subjective lenses and then treat that interpretation as if it was objectively true.

But I challenge anyone to find in the Beatitudes, the Sermon on the Mount, Jesus’s parables, or his teachings from the Gospels anything that justifies responding to violence with violence, regardless of the nature of the violence that demands a response. This is what makes even sketching the outlines of a consistent Christian position in cases such as Syria so maddeningly difficult. Jesus in the Gospels continually stresses the importance of caring for the poor, the widows, the orphans, the sick—the disenfranchised and powerless, in other words. _143081042209598[1]And could there be a more blatant example of abusing the powerless than killing innocent civilians, particularly children, by using chemical warfare?

A text I have used frequently in classes over the past several years is Lest Innocent Blood Be Shed, Philip Hallie’s riveting account of how the villagers of Le Chambon, a small Protestant village in southeastern France, saved the lives of thousands of Jewish refugees, many of them children, under the noses of the Gestapo and the Vichy police during World War II. Inspired by the Gospel in action as taught to them by their dynamic pastor, Andre Trocme, the villagers hid and cared for refugees in their homes, farmhouses, shops and places of worship until they could safely be taken across the nearby border into neutral Switzerland. And they did all of this, at the continual risk of their own lives, in the open while fully dedicated to non-violence.

Hallie reports that upon the publication of his book recounting the story of Le Chambon, the author of one of the first letters he received sought to remind him of just how limited and insignificant the Le Chambon story really was in the larger context of World War II and the Holocaust. “Le Chambon wasn’t even in the war,” the author of the letter wrote. “Reverend Trocme and a miniscule number of equally eccentric kindred-spirits had no effect,” and mattered only to mushy-minded moralists. Only vast forces “make history,” forces energized by power that overwhelms moral niceties over and over again. Le-Chambon-before-the-war-634x397[1]“Nothing happened at Le Chambon,” the letter concluded, at least nothing worth paying much attention to.

Hallie allows that “the moral brilliance of the villagers does not light up the moral darkness around the village as much as it makes that vast darkness seem darker by contrast.” Individual and collective acts of moral bravery in the face of inhumanity, terror, and violence often appear to have no greater impact than spitting into the face of a hurricane. Force can only be met by greater force, violence often can only be thwarted by violence. Hallie himself was a combat artilleryman in the European theater during World War II, and writes “I knew that decent killers like me had done more to prevent the mass murders from continuing than this pacifist mountain village had done.” So in the real world, a world in which no one loves their enemies and no one turns the other cheek, why even try to think through violence within a framework of non-violence?

The world in which we live does not accommodate non-violence as a response to violence, peace as a response to aggression, apparent weakness as a response to power. Every attempt to institutionalize goodness and organize moral behavior ends up playing the same sort of power game that is supposedly being opposed. The message of the gospel is gutted every time it is joined to recognizably effective tools of power, even with the best of intentions. As followers of Jesus, we are saddled with a perspective and a call that is guaranteed to be a failure. Teachings_of_Jesus_6_of_40._parable_of_the_leaven._Jan_Luyken_etching._Bowyer_Bible[1]And this should not be a surprise, since the whole Christian story is rooted in weakness, suffering, loss and apparent failure.

But this is what makes the presence of true faith and belief in this world so crucial. We are told in the gospels that “The kingdom of God is like yeast that a woman took and mixed into about sixty pounds of flour until it worked all through the dough.” Despite its apparent insignificance, yeast over time works its apparent magic on the lump of dough, changing it incrementally into something entirely different. Who would Jesus bomb? No one, because that is not the divine response to even the most horrific of evils. We are called to be present in the midst of it all, not proposing policies that God would endorse or solutions stamped with divine approval, but rather as witnesses of hope, of the possibility of transformation, and of an insistence that a better way is possible. As Philip Hallie wrote to his letter-writing critic, “thanks for your point of view. But something really did happen there.” We are called to be catalysts for changes that often are so small as to seem invisible. But as the proverb reminds us, “he who saves one life saves the entire world.”

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Stuffed Soul Mates

I have a good friend and colleague in the philosophy department whose twin daughters have just begun their senior years in high school. DartmouthThis means that my friend and his family spent a significant portion of the summer just completed visiting college campuses—seventeen of them, to be precise. emoryThe young ladies in question, although twins, could not be more different in appearance or personality. Daughter #1, whose interests are predominantly focused on science, favors Dartmouth College but is also very interested in the University of Virginia and Emory University. Daughter #2, a quieter more bookish type, is strongly attracted to St. John’s College and its curriculum of the Great Books. This prompted my friend to email me, knowing that in the misty past—the middle seventies—I earned my Bachelor’s degree at St. John’s. “Do you have anything you would like to tell Daughter #2?” my friend asked.

St. John's booksIn reply I wrote:

I’m the world’s worst alum, but I’m quite sure that the program at St. John’s is virtually unchanged over the 35 years since I was there. I’ve recommended it very infrequently–it’s perfect for the right person, but there are very few “right persons” for what they do. If Daughter #2 loves books more than anything else, loves to talk, discuss and debate ideas 24/7, is ready to work really hard, is more concerned about learning than preparation for a job, and doesn’t care a lot about intercollegiate sports (there aren’t any at St. John’s), then she might be the “right person”!

“Sounds just like Daughter #2,” my friend said. I suspect the description might sound familiar to my “Johnnie” friends and Facebook acquaintances as well.

St. John'sExactly forty (!) years ago I began my freshman year at St. John’s College. The older I get, the more I realize what a life-shaping experience I was beginning. I have written frequently on this blog about how the Great Books program shaped me as a teacher, how it gave me ways to talk about the new directions in which I’ve been nudged the program I’ve been shepherding for the past three years, and how it stirred my soul in lasting ways. But one of the most memorable regular occurrences during my years in Santa Fe had nothing to do with tutors, books, labs or seminars.

The heart of the St. John’s curriculum is the seminar, which occurs every Monday and Thursday night from 8-10. Actually I don’t remember a seminar ever ending at 10:00. They always went at least until 10:30, then continued informally in the coffee shop until midnight. What was happening in the hour before seminar on Thursday nights? Students rushing to finish the reading? Checking notes and annotations one more time? Muppet showGrabbing a quick forty winks? None of the above, because at 7:00 PM every Thursday night in the lower dorms common room everyone—and I mean everyone, tutors included—gathered to watch “The Muppet Show.”

Strange to say, “The Muppet Show” was just irreverent and bizarre enough to be a perfect fit for the young misfits who had chosen to spend their first years of college immersed in the “Great Books,” the best texts the Western tradition had to offer organized into a curriculum so rigid and liturgical as to not allow students a single elective choice in class offerings until their Junior year (and even then only one class). I was too young to know then what I know now, forty years older and with twenty-five years of college teaching experience behind me: a college curriculum with no electives runs so against the normal grain of  pedagogy in this country that it sounds more suitable for youngsters from Mars than for earthlings.stallone

“The Muppet Show” was more for adults (or at least non-children) than for kids; definitely not your kid’s Sesame Street, although many of the characters were the same. Current events, the best human guest stars (none of whom visited more than once)—in many ways it played the role that current shows like “The Daily Show” now play. In the past couple of years I have occasionally taken the “Which Muppet Are You?” online quiz

Which Muppet Are You?

and regularly get the same result—Kermit the Frog. Nothing against Kermit or against the quiz—if you read this blog regularly, you know that taking online quizzes is my preferred form of therapy. But this one is wrong, because I have known for forty years which Muppet I am (actually two of them):untitled[1]

attitudeSince the first time I observed Statler and Waldorf criticizing and mocking everyone and everything on the stage from their perch in the box seats, I recognized them as stuffed soul mates. The natural foundations of my sense of humor are sarcasm, irreverence, bemusement, and irony—an extreme case of “don’t ever take anything too seriously.” Their removal from the action but self-authorization to critique the action from afar is very attractive to an introvert; it also provides an avenue for the introvert to be “involved” without really being involved.

Statler and Waldorf HighlightsOld school

It could be that Statler and Waldorf did nothing but sit up in the box seats and critique even when they were young puppets, but I choose to believe that, given their elderly status, they were “in the trenches” guys for decades and now have earned the right to step back and make fun as others make the same mistakes they made in their youth. Forty years ago I resonated with Statler and Waldorf because their senses of humor are just like mine and they struck a deep introverted chord in me. Both of these things are still true, but now I not only resonate with S and W—I am on the cusp of becoming them. I also have earned the right.

The academic year just beginning promises to be an odd one for me, a year of closure as well as a year of opening the door to new things. This is my final year (of four) running the large interdisciplinary program that is at the heart of our core curriculum. It is also (so help me God) the end of a decade of almost uninterrupted administrative duties (department chair followed by program director) that have occasionally threatened to take my life over and choke the life out of my teaching. sabbaticalThis will be followed by a sabbatical year in 2015-16 (YAY!!) during which I intend to write several scholarly tomes, a best-selling novel, steer my blog into the stratosphere, see the world and SLEEP. When I return from sabbatical, I intend to spend the rest of my vocational years finding out what is actually like to do nothing but teach—since that is what I went into the profession for in the first place. Of course as they say, if you want to give God a good laugh, tell her your plans. But there they are.

500074-R1-052-24A_025Whatever the future holds, I believe that as I approach sixty years of age I am entitled to channel Statler and Waldorf on whatever occasions I deem appropriate. The lovely coupleI even look a lot like them. They say that couples who have been together for a long time start looking like each other, just as dogs and their owners start resembling each other. I sure as hell hope that neither of those turns out to be true (at least for Jeanne and Frieda). But it is indeed true that over time each of us starts to resemble our stuffed soul mate. In my case, it could be a lot worse.

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But I Might Be Wrong

During the first weeks of the semester I often think about my first weeks as an undergraduate–this time around, exactly forty years ago! In this post from a year ago, I identify the early stages of something that has obsessed me over those four decades–what do I do if the foundation of what I believe is wrong?

StJohnsCampus_tn[1]Starting college at age eighteen, three thousand miles away from home, might have been daunting under other circumstances. But as I watched my father drive away from the St-Johns-College-Facebook-e1361308672104[1]Santa Fe campus of St. John’s College in August of 1974 after our week-long drive from northern Vermont delivering me to my freshman year at a school with a Great Books curriculum designed for pointy-headed geeks like me, the only college I ever even applied to, I was inwardly rejoicing. “I’ll be staying close by in the area for a few days in case you change your mind,” he promised through the open driver’s side window after he shut the door, obviously looking for signs of tears in my eyes. “Okay,” I said. “Fat chance of that happening,” I thought. This was a chance for me to reinvent myself amongst people who knew nothing of my history and baggage that often felt like the burden Christian_in_Pilgrim's_Progress[1]Christian lugged around on his back for the majority of John Bunyan’s The Pilgrim’s Progress.

No one in college knew about how tough my adolescent years in school had been, with few friends and the frequent target of ridicule for reasons ranging from my close-to-straight-A academic performance to my concert pianist aspirations to my general incompetence at team sports to my raging introversion. Come to think of it, probably most of my fellow freshmen had been similar targets for similar reasons in their junior high and high school experiences. More importantly, no one here knew that I was a preacher’s kid, that I had been steeped in a particular version of conservative Protestantism since infancy, hmp2860a[1]or that I had spent the last academic year, after graduating from high school at age sixteen, as a student at the tiny Bible school my father was president of because everyone agreed (without asking me) that barely seventeen was too early to enter college. As far as I was concerned, I would be perfectly happy to never darken the door of a church again. I was starting over.

There is, of course, only a certain amount of starting over from scratch that any human being, even an eighteen-year-old, can do. But my plan worked in a number of ways and I felt more at home and comfortable in my own skin in college than I ever had. Then during the fall semester of my sophomore year, our seminar text for several weeks was the Old Testament. I was raised on the stories of the Bible, forced to memorize large portions of it from age five all the way through high school, but this was the first time I ever had the opportunity to read the Bible as literature rather than as “God’s word,” in an academic seminar context rather than in church. I was psyched, and I thoroughly enjoyed every moment of this strange secular and sacred brew. But then one evening after seminar, the guy in the dorm room next to mine, who was also in my seminar, popped his head in the door. “You’re a Christian, aren’t you?” John asked. His tone was not accusatory; he was just seeking information. Apparently it was becoming increasingly clear to my seminar mates that I knew a hell of a lot more about the Bible than they did. My reinvention efforts were suddenly at risk.

It was one of those moments such as one occasionally encounters in movies or TV shows—time stood still as I stepped out of myself and considered how to get out of this. “What the fuck are you talking about, dude?” was one possibility, but I wasn’t feeling it. “Yes indeed I am a born again Christian. You want to be one too?” was another, but I wasn’t feeling that either (if I ever had). In a classic case of “How do I know what I’m thinking until I hear myself say it?” imagesCALDI6DYI finally said “Yes I am, and it works for me. But if you have anything that works better, I want to hear about it.” I liked that answer. It marginally committed me to something (although in a way that would have made the folks back home cringe), but didn’t make me sound like a Bible-thumping fanatic. I had not overtly rejected my faith; instead I sort of turned it into a matter of preference or taste. All the time sounding open-minded, liberal, and uninterested in talking about it any further. Not bad, and it worked. I don’t recall that John, or anyone else, ever asked me about being a Christian again.

I was reminded of this encounter recently as I read 246331_781408190388[1]Choose Life, a collection of sermons delivered by Rowan Williams on Christmas and Easter at Canterbury Cathedral during his ten-year tenure as Archbishop of Canterbury. In “The Hidden Seed of Glory,” his 2009 Easter sermon, Williams begins by describing how often interviewers ask him questions such as “How do you know God exists?” or “How do you know Christian faith is true?” There are, the archbishop continues, two tempting ways for a person claiming to be a Christian to respond, both of them wrong. The first is what Williams calls “the apologetic shuffle”—“Of course I don’t really know; this is just the truth as it appears to me and I may be wrong.” The second is “the confident offer to prove it all”—“here are the philosophical arguments, here is the historical evidence, now what’s the problem?”

This caught my attention, because although I’ve never been tempted to go the “confident offer” route (the philosopher in me knows that won’t work), what I told my friend concerning my Christianity almost forty years ago was a version of Williams’ “apologetic shuffle.” Truth be told, I’ve been apologetically shuffling concerning my faith for just about all of the forty years since on the rare occasions in which I was not able to hide it. I often urge my students, who tend to have an unwarranted and unearned dogmatism about whatever it is that they believe, to get in the habit of tacking on to the end of belief claims something like “this is what I believe, but I have a lot to learn,” or “this is what I believe, but I might be wrong.” The problem with saying that concerning one’s faith, as Rowan Williams points out, is that “it reduces faith to opinion and shrinks the scale of what you are trying to talk about to the dimensions of your own mind and preferences.” scylla-and-charybdis-bookpalace[1]So if I believe that my Christian faith is more than a matter of subjective personal preference, and also know that my faith cannot be proven true on the basis of factual evidence and logical argumentation, what options are left? Is there a navigable path of faith between the Scylla of dogmatism and the Charybdis of subjectivity?

Only recently have I slowly become aware of the best, and perhaps only, way to communicate about my faith. imagesCAY5CQDYWilliams, as he frequently does, expresses it simply and beautifully. “Resurrection has started. How do we know? Not by working it out and adopting it as a well-founded opinion, not by getting all the arguments straight, but because we are dimly aware of something having changed around us.” And this change cannot be simply talked about—it can only be lived. A changed life is the only evidence. During my sabbatical four years ago, as slow and incremental changes were happening internally, one day a couple of my fellow resident scholars said “you aren’t the same person you were when you arrived two months ago.” And they were right. For the first time my faith was becoming real in a way that transcended both personal preference and logical analysis. And it had to be lived rather than talked about.

eat more real foodI close with the final lines from “The Hidden Seed of Glory”:

We need to hear what is so often the question that’s really being asked when people say, “How do you know?” And perhaps the only response that is fully adequate, fully in tune with the biblical witness to the resurrection, is to say simply, “Are you hungry? Here is food.”