Scholarship and Pedagogy
C. S. Lewis in The Abolition of Man (1943), chp 2.
Lewis continues his train of thought from "Men Without Chests", criticizing the project of subjectivizing value. Lewis thinks the stakes are as grave as they can be: "the destruction of the society which accepts it". But immediately, Lewis notes, such grave consequences do not make it false. And besides, there are "theoretical difficulties" as well. Those who advocate the subjectification of value, in this case the pseudonymous Gaius and Titius, presume some greater end even as they undercut traditional values. "In actual fact Gaius and Titius will be found to hold, with complete uncritical dogmatism, the whole system of values which happened to be in vogue among moderately educated young men of the professional classes during the period between the two wars. Their scepticism about values is on the surface: it is for use on other people's values; about the values current in their own set they are not nearly sceptical enough." But if Gaius and Titius have some ultimate ground for value in mind, which cannot be so debunked, what might that be? Lewis considers whether "instinct" can ground human value, but notes that instinct is itself contradictory and cannot warrant the leap from is to ought. One will be inexorably forced back to some objective law that presents itself to our conscience as self-evident and obligatory. "This thing which I have called for convenience the Tao, and which others may call Natural Law or Traditional Morality or the First Principles of Practical Reason or the First Platitudes, is not one among a series of possible systems of value. It is the sole source of all value judgements." ~ Afterall
C. S. Lewis in The Abolition of Man (1943), chp 1.
Lewis takes as his subject the thesis presented by two unnamed schoolmasters in what he calls "The Green Book": that our value judgments refer only to our own sentiments and never to any intrinsic worth in the objects we judge. He is concerned as to what this will mean for the education of English children, and this essay constitutes one part of Lewis' Abolition of Man, subtitled "Reflections on education with special reference to the teaching of English in the upper forms of schools". In the authors' seemingly innocent and casual subjectification of value there is a subversive outcome: "I do not mean, of course, that [the schoolboy] will make any conscious inference from what he reads to a general philosophical theory that all values are subjective and trivial. The very power of Gaius and Titius depends on the fact that they are dealing with a boy: a boy who thinks he is 'doing' his 'English prep' and has no notion that ethics, theology, and politics are all at stake. It is not a theory they put into his mind, but an assumption, which ten years hence, its origin forgotten and its presence unconscious, will condition him to take one side in a controversy which he has never recognized as a controversy at all." The Green Book's authors analyze a piece of banal and deceptive advertising. But, Lewis notes, the authors have effectively precluded any normative judgment of the ad, for a similiar judgment upon Johnson, Wordsworth, or Virgil could be no less an accurate description of a reader's sentiments, and there is no other quality to which to appeal. Lewis ends with this oft-cited poetic prose: "And all the time — such is the tragi-comedy of our situation — we continue to clamour for those very qualities we are rendering impossible. You can hardly open a periodical without coming across the statement that what our civilization needs is more 'drive', or dynamism, or self-sacrifice, or 'creativity'. In a sort of ghastly simplicity we remove the organ and demand the function. We make men without chests and expect of them virtue and enterprise. We laugh at honour and are shocked to find traitors in our midst. We castrate and bid the geldings be fruitful." His argument continues in "The Way". ~ Afterall
J. P. Moreland, Address at Christian Scholarship: Tensions and Contributions at The Ohio State University (1999).
Thoughtful Christians are agreed that an important component of Christian scholarship is the integration of faith and learning, as it is sometimes called. Because Christians are interested in the truth for its own sake and because they are called to proclaim and defend their views to an unbelieving world and to seek to live consistently with those views, it is important for members of the believing community to think carefully about how to integrate their carefully formed theological beliefs with prominent claims in other fields of study. As St. Augustine wisely asserted, "We must show our Scriptures not to be in conflict with whatever [our critics] can demonstrate about the nature of things from reliable sources."1 However, the task of integration is hard work and there is no widespread agreement about how it is to be done generally or about what its results should look like in specific cases. In what follows, I shall do three things to contribute to the integrative enterprise: 1) describe the relation between integration and spiritual formation; 2) discuss current integrative priorities for the Christian scholar; 3) analyze the epistemic tasks for and models employed in integration.