We
talk loosely about the moral emptiness of the modern world – perhaps particularly
at this time of year when consumerism is so much in our faces. “Me-me” has
become the central driving force and egocentricity the name of the only game in
town. An increasing question for many of my generation is how to develop a
coherent set of stories and messages capable of persuading our societies of the
need to change track – and in what way? To some of us it seems that a rediscovery
of the ethic of social responsibility is an important part of the answer. But our
educational institutions seem unable to deal with values
We
are by nature, says de Botton in Religion for Atheists, "fragile and
capricious - beset by fantasies of omnipotence, worlds away from being able to
command even a modicum of the good sense and calm that secular education takes
as the starting point for its own pedagogy". However, he continues -
...ideas
need not just to be presented, but also repeated. The Christian calendar does
this, as does the set daily liturgy.
Secular
society, on the other hand, leaves us free - presenting us with a constant stream
of new information, and prompting us to forget the lot. It expects us to
spontaneously find our way to the ideas that matter to us, and gives us
weekends off for consumption and recreation. It’s the ‘news’ which occupies the
position of authority in the secular sphere which the liturgical calendar has
in the religious one. Matins become the breakfast bulletin, vespers the evening
report. Its prestige is founded on the assumptions that our lives are poised on
the verge of transformation due to the 2 driving forces of modern history:
politics and technology. Religious texts, by contrast, are written on stone,
books are few and thoroughly absorbed.We
are familiar enough with the major categories of the humanities as they are
taught in secular universities – history and anthropology, literature and
philosophy - as well as with the sorts of examination questions they produce:
Who were the Carolingians? Where did phenomenology originate? What did Emerson
want? We know too that this scheme leaves the emotional aspects of our
characters to develop spontaneously, or at the very least in private, perhaps
when we are with our families or out on solitary walks in the countryside.
In
contrast, Christianity concerns itself from the outset with the inner confused
side of us, declaring that we are none of us born knowing how to live; Christianity
is focused on helping a part of us that secular language struggles even to
name, which is not precisely intelligence or emotion, not character or personality,
but another, even more abstract entity loosely connected with all of those and
yet differentiated from them by an additional ethical and transcendent
dimension - and to which we may as well refer, following Christian terminology,
as the soul. It has been the essential task of the Christian pedagogic machine
to nurture, reassure, comfort and guide our souls. p112-13
I
rarely miss an opportunity to castigate the modern university for its ever-increasing
compartmentalisation of knowledge and marginalisation, indeed stigmatisation, of
inter-disciplinary work. If ever an occupation deserved the accusation of insidious
conduct of the “trahison des clercs” it is the modern academic – in their ivory
towers and, with a few honourable exceptions, being indifferent to the fate of
humanity. As de Botton puts it -
The
modern university appears to have little interest in teaching emotional or
ethical life skills, much less how to love their neighbours and leave the world
happier than they found it. Scripture used to do this; and since the C19th the
hope has been that culture could replace scripture in helping people find
meaning, understand themselves, behave morally, forgive others and confront
their own mortality. So we could turn to Marcus Aurelius, Boccaccio, Wagner and
Turner instead. It’s an odd proposition – but maybe not so much absurd as
unfamiliar. Novels do impart moral instruction; paintings do make suggestions
about happiness; literature can change our lives, philosophy can offer
consolations.But while universities
have achieved unparalleled expertise in imparting factual info about culture,
they remain uninterested in training students to use it as a repertoire of
wisdom.
‘So opposed have many atheists been to the content of religious belief that
they have omitted to appreciate its inspiring and still valid overall object:
to provide us with well-structured advice on how to lead our lives.’ (page 111).
Christianity
meanwhile looks at the purpose of education from another angle, because it has
an entirely different concept of human nature. It has no patience with theories
that dwell on our independence or our maturity. It instead believes us to be at
heart desperate, fragile, vulnerable, sinful creatures, a good deal less wise
than we are knowledgeable, always on the verge of anxiety, tortured by our
relationships, terrified of death - and most of all in need of God.
John Wesley
used to preach on being kind, staying obedient to parents, visiting the sick,
caution against bigotry. He said ‘I design plain truth for plain people:
therefore… I abstain from all nice and philosophical speculations; from all
perplexed and intricate reasonings; and as far as possible, from even the show
of learning. My design is… to forget all that ever I have read in my life.’ (page
120).
‘We on the other hand have constructed an intellectual world whose most
celebrated institutions rarely consent to ask, let alone answer, the most
serious questions of the soul.’ (p 121) Maybe we need a new kind of university,
one which had a dept for relationships, an institute of dying and a centre for
self knowledge.Then
there’s the method – impassioned preaching makes a difference to the engagement
and impact. ‘Secular education will never succeed in reaching its potential
until humanities lecturers are sent to be trained by African-American
Pentecostal preachers.’ (p131). Summary:
Religions teach wisdom; secular societies offer information.
This was a good post - exactly two years ago - on some lessons from
trying to build the capacity of democratic institutions in transition countries