Posts tagged with: college

kuyper-portrait-paintingIn the latest issue of Themelios, Robert Covolo reviews  Abraham Kuyper’s newly translated Scholarship alongside Richard Mouw’s Called to the Life of the Mind, examining the common traits that emerge from two perspectives on scholarship from the “Kuyperian strain.”

Outside of the differences in tone and audience that one might expect from authors separated by a century (and an ocean, for that matter), Covolo notices each author’s emphasis on scholarship as a distinct “sphere,” thus involving a distinct calling. “It is hard not to recognize a strong family resemblance” between the two authors, he writes.

First, a taste of Kuyper:

Kuyper contends that Christians entering academic work must do so recognizing “a distinctive calling in life and a special God-given task” (p. 5). In stark contrast to those who jump through academic hoops merely to secure a good job, Kuyper calls budding Christian scholars to appreciate the privilege afforded them, considering theirs a holy calling as priests of learning. For, according to Kuyper, to be a true Christian scholar requires more (though not less) than sustained and careful thinking, reflecting, analyzing, methodical research, attention to form and an understanding of academic etiquette. It also calls one to a life of humility, prayer, service, pure living and sincere piety. Indeed, Kuyper claims no area of one’s life—from financial planning to taking care of one’s body—is unaffected by this call.

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1754aae62eIn Abraham Kuyper’s newly translated Scholarship, he explores the Christian’s role in the Economy of Wisdom. Addressing students of Free University in Amsterdam, he asks, “What should be the goal of university study and the goal of living and working in the sacred domain of scholarship?”

Though he observes certain similarities with other forms of labor — between teacher and farmer, professor and factory worker — and though each vocation is granted by God, Kuyper notes that the scholar is distinct in setting the scope of his stewardship on the mind itself. “Not merely to live,” he writes, “but to know that you live and how you live, and how things around you live, and how all that hangs together and lives out of the one efficient cause that proceeds from God’s power and wisdom.”

I was therefore delighted to stumble upon a different address/sermon (“Learning in War-Time”) given at a different university (Oxford) by a different intellectual heavyweight (C.S. Lewis), which touches on many of these same themes, but with a slightly different spin.

Included in Lewis’ book, The Weight of Glory, the sermon was given in 1939 (the beginning of World War II), and explores how, why, and whether Christians should pursue learning during times of extreme catastrophe. More broadly, how might we consider the life of the mind among the many competing priorities, demands, and obligations of life, and the Christian life at that? “Why should we — indeed how can we — continue to take an interest in these placid occupations when the lives of our friends and the liberties of Europe are in the balance? Is it not like fiddling while Rome burns?” (more…)

scholarshipOver at The Gospel Coalition, Hunter Baker reviews Abraham Kuyper’s newly translated Scholarship, a compilation of two convocation addresses given to Vrije Universiteit (Free University). He offers a helpful glimpse into Kuyper’s views on Christian scholarship, as well as how today’s colleges and universities might benefit from heeding his counsel.

Recommending the book to both students and university leaders, Baker believes Kuyper’s insights are well worth revisiting, particularly amid today’s “tremendous upheaval in higher education”:

All universities, and certainly Christian ones, face a landscape in which students have been largely replaced by consumers. The change is not the fault of the students so much as it is a consequence of the extraordinary rise in tuition prices during the past quarter century. Instead of seeing education as a good that enriches lives and provides learners with tools and habits useful to making a career, we’ve embarked on a course in which students all but demand to know which career and exactly how much money….

…Kuyper has much to say to both students and institutions in these century-old addresses. He would resist the transformation of the university into something more like a business. In light of his idea of sphere sovereignty, I think he’d say a school is a different kind of endeavor than a profit-making business—and I think he’d be right. Universities (including Christian ones, especially Christian ones) must find a way to reduce the market-driven nature of their activities…At the same time, students must place more emphasis on developing scholarly (in the best sense of the word) habits and less on simply progressing toward a credential.

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Abraham KuyperThe new school year has begun, and with it college students have flocked back to their colleges and universities to encounter the challenges, gifts, and opportunities that the life of scholarship entails.

But upon entering this field of labor, what ought Christians to consider and deliver in such a setting? What is the goal of university study, and what does sacred scholarship look like?

In Abraham Kuyper’s newly translated Scholarship, a collection of two convocation addresses given at the beginning of the school year at Vrije Universiteit (Free University), he offers some healthy reminders to kick off the school season:

At the start of the new year I wanted to put this question to you before the face of God: What should be the goal of university study and the goal of living and working in the sacred domain of scholarship? I wanted to see whether I might perhaps rouse in some of you a more sanctified passion.

To have the opportunity of studying is such an inestimable privilege, and to be allowed to leave the drudgery of society to enter the world of scholarship is such a gracious decree of our God. Nature out there (God’s Word says as a punishment for sin) is hard for 99 percent of the human race. Of the 1,400 million people who live on this earth [in 1889] there are at least 1,300 million who literally have to eat their bread “by the sweat of their brow”—on farm or factory, at lathe or anvil, in shop or office, forever occupied in wresting food, clothing, and shelter from nature by processing, shaping, shipping, or selling it. And the real man of science does not look upon this with contempt. On the contrary, he senses that to live such a life should really have been his lot too, and that he, bowing under God’s ordinances if that were his occupation, would have found happiness and honor in it. But God created, in addition to the world of nature with all its elements and forces and materials, a world of thoughts; for all of creation contains Λόγος [Logos]…

…You and I have received this great favor from our God. We belong to that specially privileged group. Thus, woe to you and shame on you if you do not hear God’s holy call in the field of scholarship and do not exult with gratitude and never-ending praise that it pleased God out of free grace to choose you as his instrument for this noble, uplifting, inspiring calling.

It is for God’s honor that there should be scholarship in the land. His thought, his Λόγος in the κόσμος [kosmos], must not remain unknown and unexamined. He created us as logical beings in order that we should trace his Λόγος, investigate it, publish it, personally wonder at it, and fill others with wonder.

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falling down drunkVox is telling us that it’s “dangerous to be a woman in America.” (The news is delivered in a creepy video where statistics are displayed via writing on a woman’s body. No objectification there…) They also want us to know that it may take a “nuclear option” to tackle sexual assault on college campuses.

Enough.

In the U.S., 1 out of 6 women will suffer some sort of sexual assault during her life. 73 percent of the time, she will know her assailant. I do not want to downplay this; every assault is evil. However, 64 million girls in the world today will be forced into child marriage. 140 million girls will suffer genital mutilation. 50 percent of women in the EU report sexual harassment in the workplace. 1500 acid attacks are reported annually; the vast majority of the victims are female. Then there are these restrictions on women:

  • Women in Saudi Arabia cannot legally drive.
  • Women in Yemen are considered “half a witness” in court, and must receive permission from a male relative to leaver their home.
  • In Morocco, females who are raped may be charged as being criminally negligent in their own assault.

Still think we American ladies have it tough? (more…)

coolidge bioCalvin Coolidge’s autobiography was published in 1929, shortly after Coolidge left the White House. He wrote the book in long hand completely by himself. Sales at the time were great but some commentators panned it as being too short and simplistic with little new information or juicy tidbits. In Amity Shlaes’s biography of Coolidge she notes, “Not every reader appreciated its sparse language, but the short book would stand up well to the self-centered narratives other statesmen produced, especially those who relied on dictation and, in their vanity, failed to revise.” Those who read it will find the writing style impressively clear and will easily comprehend the deep well of conservatism which shaped Coolidge’s thought.

Coolidge devoted a number of pages in his autobiography to the positive influence he received from some of his professors at Amherst College. Much of the praise was given to Charles Garman, Coolidge’s favorite professor. Garman, an alumnus of Amherst, was a professor of moral philosophy and metaphysics. Garman also studied theology at Yale and offered a high degree of religious instruction in his courses. He cultivated critical thinking and class discussion. A short overview on the Amherst College website of the Garman years, reads in part: “Garman’s teaching was considered subversive by some for he encouraged his students not to memorize or parrot what they had heard, but to think through the issues for themselves and come to their own conclusions.” In his autobiography, Coolidge said Garman “was one of the most remarkable men,” and he “truly drew men out.” Throughout his life, Coolidge leaves little doubt of the positive influence Garman had in shaping his thought and character. In this excerpt from Coolidge’s autobiography, he describes the spiritual learning that went on inside Garman’s class. It also serves as a pronounced contrast to the kind of instruction that occurs in most contemporary philosophy classes across colleges and universities in America today:
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Ever since the cancellation of Discovery Channel’s hit show Dirty Jobs, former host Mike Rowe has been spreading his message more directly, challenging Americans on how they approach work and success.

As Jordan Ballor has already noted, much of Rowe’s critique centers on the current state of higher education. In a recent appearance on The Blaze, Rowe offers a bit more color on this, pointing to the growing disconnect between skills and needs and wondering what it says about our larger attitudes regarding work:

As Rowe explains:

College needed a PR campaign in the mid 70s. It did. We needed more people to actively use their brain. But like all PR campaigns, it went too far, and we started promoting college at the expense of all those vocations I mentioned that my grandpop did. And suddenly, those things become vocational consolation prizes. (more…)

BRITAIN BOXING

Floyd “Money” Mayweather

Over at Think Christian today, I explore the connection between higher education as a means to greater earning power in “The myth of lucrative college majors.” I argue that “the size of a paycheck is not the only factor worth considering,” and go on to detail what a paycheck does and does not represent.

By looking at the earnings of various majors, it becomes apparent that we have a need for more engineers of various kinds. But apart from specific market signals, I echo, in large part, the conclusion of Paul Heyne, who wrote that the success of the market in increasing affluence and getting us the things we want ought to impel us “to think more carefully about what we want.”

The reality of today is that we have a developed economy to the extent that we have unprecedented levels of specialization. You can make a living, even if it isn’t a particularly lucrative one, doing almost anything imaginable. This is in marked contrast to previous eras, where the realities of class, technological innovation, and knowledge were such that only a few careers options were possible. Consider, for instance, the case of the early modern executioner.

One way of showing the incredible levels of specialization made possible today would be to simply observe the many, many things you can major in at a college these days. My working hypothesis is that if you have to add the word “studies” after something, then it probably isn’t a real major. But more seriously, the level of specialized education available today is simply breathtaking. And that doesn’t even begin to address the question of whether higher education is necessary at all.

In the TC piece I point to the example of undefeated boxer and high school dropout Floyd Mayweather Jr., who enjoyed a record breaking payout this past weekend. Mayweather is exceptional, certainly, as he would be the first to tell you. But there are plenty of more mundane examples of crafts and trades, as well as innovators and entrepreneurs, who found success without going to college.

Like all things, there are better and worse reasons to go to college and to choose a particular major. To simply increase your future earnings isn’t a particularly good motivation. And if all you care about is making money, then college may not be the best choice anyway, although as Michael Lewis puts it, “If you’re a certain kind of kid who doesn’t actually know anything about anything, Wall Street is still a great place to go.”

That said, all this comes from someone who majored in English at Michigan State University and then spent more than a decade pursuing theology at the graduate level. So I may be precisely the wrong sort of person to ask about lucrative career choices. As I often remind my wife, she married the wrong kind of doctor.

Over at Ricochet, Peter Robinson broaches the oft asked question about intellectuals and their disdain and rage against capitalism. Robinson unearthed Robert Nozick’s, “Why Do Intellectuals Oppose Capitalism?” Nozick declared,

The schools, too, exhibited and thereby taught the principle of reward in accordance with (intellectual) merit. To the intellectually meritorious went the praise, the teacher’s smiles, and the highest grades. In the currency the schools had to offer, the smartest constituted the upper class. Though not part of the official curricula, in the schools the intellectuals learned the lessons of their own greater value in comparison with the others, and of how this greater value entitled them to greater rewards.

The wider market society, however, taught a different lesson. There the greatest rewards did not go to the verbally brightest. There the intellectual skills were not most highly valued. Schooled in the lesson that they were most valuable, the most deserving of reward, the most entitled to reward, how could the intellectuals, by and large, fail to resent the capitalist society which deprived them of the just deserts to which their superiority “entitled” them? Is it surprising that what the schooled intellectuals felt for capitalist society was a deep and sullen animus that, although clothed with various publicly appropriate reasons, continued even when those particular reasons were shown to be inadequate?

The entire essay is thoughtful and worth the read and it reminded me of some of my own observations of life at Ole Miss, my own Alma Mater. Much of what Nozick explains in the essay may be magnified at a school that has a similar cultural makeup as that one. The University of Mississippi or Ole Miss, at least from my own experience, is a very solid public university. There are some excellent professors in residence, especially within the college of liberal arts. For a public university, especially when it comes to capitalism and cultural norms, the student body is relatively conservative. I would say though from my own experience, however, it isn’t a place of grand academic probing or curiosity for most students. How many colleges genuinely can claim that characteristic today, though? That is not to say students are less intelligent or thoughtful than elsewhere.

A deep intellectual curiosity among the student body, in most cases, would not ingratiate you towards your peers and it certainly did you little favor in the social scene. I immediately noticed a tension between some of the academics and a large portion of the student body. Social development, popularity, networking, and the general social scene was all the rage for many students. Whether it was through popular fraternities and sororities and social gatherings, those activities and influences took precedence over the academy and academic pursuits.

A lot students came from financially successful families and many of those families were popular in Mississippi. They had little interest in repudiating their background, upbringing, and many of the cultural norms that surrounded them. While some academics on campus wanted the students to at least in part, to repudiate some of those values and norms. And many of those same students – who might be described as not “academic” or “intellectual” – were masters of the social scene, where often financial success comes in life, especially in the field of business and entrepreneurial enterprise. The resentment of some in academic circles was palpable. They felt betrayed by the wider culture – no beautiful woman at their side, no expensive sport utility vehicle, and little popularity. Thus there was a feeling that the system is rigged and unfair. I suspect in many of the the more traditional campus settings, feelings like this are especially common.

There has been a lot written on the topic of the academy’s rants and raging against the free market. Certainly much of it has to do with the deep perception that some professors aren’t rewarded to a greater degree than those that are less academic but maybe more socially astute in life and business.

Perhaps the best examples today are the professors in SEC schools who carry impressive academic degrees and credentials but are dwarfed in salary by football coaches with motorcades bigger than the state governor, and a support staff greater than entire academic departments on campus. They are a visible reminder of the popular jock who got the girl, while simultaneously, being the most admired figure on campus. Is capitalism or the free market really to blame though?

In this week’s Acton commentary, I researched and wrote about the danger of speech codes and the limiting of free expression on college campuses. Like many conservatives in an academic atmosphere, I have also lived through the deceit and intimidation of out-of-control ideologues on campus. It has been an issue I have been extremely passionate about since I witnessed and spoke out against administrators trying to squelch free expression while in school myself.

An important reference, and recommended reading for anybody interested in this topic is The Shadow University: The Betrayal of Liberty on America’s Campuses. The authors Alan Charles Kors and Harvey Silversgate offer some essential comments:

What remain of the 60s on our campuses are its worst sides: intolerance of dissent from regnant political orthodoxy, the self-appointed power of self-designated “progressives” to set everyone else’s moral agenda, and saddest of all, the belief that universities not only may but should suspend the rights of some in order to transform students, the culture, and the nation according to their ideological vision and desire.

The authors later add:

The theory of “repressive tolerance,” or, more precisely, its practice of “progressive intolerance,” still governs the extracurricular lives of nearly all of our students. It is easy, however, to identify the vulnerabilities of the bearers of this worst and, at the time, most marginal legacy of the 60s: They loathe the society that they believe should support them generously in their authority over its offspring; they are detached from the values of individual liberty, legal equality, privacy, and the sanctity of conscience toward which Americans essentially are drawn; and, for both those reasons, they cannot bear the light of public scrutiny. Let the sunlight in.

Foundation for Individual Rights in Education (FIRE) offered a write up concerning my piece, and since they are the experts, it was nice to receive a positive endorsement from them. The research and action they have put forth on this issue is nothing short of remarkable.

It was an incident at my alma mater, Ole Miss, which ignited a free speech discussion on campus, that brought my attention back to this important issue. I explained in my commentary:

Just last month at the University of Mississippi, the campus newspaper The Daily Mississippian reported that the University Police interrupted a staged reading of Alexandr Solzhenitsyn’s Gulag Archipelago. It was suggested that the readings be moved to a free speech zone or what the university calls “speakers corners.” An English instructor named Griffith Brownlee replied by reading the First Amendment and saying “The whole country is a free speech zone.” Once the university found out it was a department-sanctioned event they called the whole affair “a misunderstanding.” As Brownlee herself pointed out in the article, one suspects the irony of attempting to limit the words of an author who wrote against totalitarian tactics was lost on some school officials.