MERRY CHRISTMAS & BEST WISHES FOR 2008
What good is it, my brothers, if a man claims to have faith but has no deeds ? Can such faith save him ?" ... "Who is wise and understanding among you ? Let him show it by his good life, by deeds done in humility that comes from wisdom." (James 2:11)
Beginning with the early Greek philosophers such as Plato to present-day physicians, psychologists and neurologists, there has always been a large sector of the so-called scientific community that have professed that human beings are by nature driven by moral, "good" intentions. These scholars have furthermore, described an inherent "link", "flow" or inter-relatedness between all life in this universe and that our well-being is very much dependent upon the extent to which we are united with that universal energy or flow. Most of the ancient religions albeit with important variations, do at some point acknowledge in one omnipotent, omniscient force that has given way to all creation. Work in Education and psychology has been inspired by such luminaries as William James, Jean Piaget and more recently, William Perry, Jr. These scholars of modern science and psychology were unique in their commitment to and application of a moral/spiritual aspect of human functioning. Their work underscored a value position that epitomized moral and spiritual development as central and integral to intellectual or cognitive growth not only during childhood and adolescence but also through adulthood.
Many of us who were working towards a degree in science in the early 1980s, bred in traditional, mainstream empirical approaches also learned to critique our own experiments not only on empirical grounds but also from humansitic perspectives. While we articulated our ideas as part of a larger critical framework in the behavioral sciences (this was described in the literature under various "post-modern" terms), our beef if you will with radical bio-behavioral approaches were primarily on ethical grounds - we were closet-Christian scientists at heart! I suppose many of us still are...! Historians will agree that modern science grew out of a long-standing rift between spiritualism and our efforts to disect and control (back-engineer) nature. From the building of "priest holes" to the persecution of scientific luminaries such as Galileo, Socrates and Marx, there has been enough "bloodshed" on both sides so-to-speak where scientists and theologians have accused each other of heinous crimes against humanity. More recent legal disputes in the US such as: Daniel v. Water (1975); Edwards v. Agullard (1987); and Kitzmiller v. Dover schools(2005) continue to show this continued schism between science and spirituality.
There is however, a significant move toward repairing this deep wound that exists between well-meaning scientists and theologians and providing the forum towards greater participation in an integrated effort on the path to knowledge. The basic tenets of a Christian humanism has already had a powerful impact on modern psychology (e.g., Carl Rogers' work) and continues to have a powerful role in other areas such as healthcare, education, public policy even modern physics. Recently, the province of Ontario, Canada has adopted a Tri-Council Statement on Ethical Guidelines on Research that incorporates many of the ethical principles derived from Christian philosophy as the basis on which to adjudicate the admissibility of various forms of research in all sciences. On a personal level, Christian teachings can allow each one of us to commit to a specific standpoint with respect to enduring dilemmas in the human condition (freedom vs. responsibility; murder vs. euthenasia; rights vs. duty; art vs. pornography; and many more).
In the context intellectual development, it is important for us to understand that science and spirituality provides us with different modes of learning about ourselves and our environment. Since today's curriculum (i.e., both ends and means of education) is designed in response to diverse cognitive styles, our approach can be one of discovery, revelation and insight through graduated intellectual challenges in addition to logical reasoning. The emphasis can be on direct experience, interpretation, personal meaning-making (analysis) and quality of work rather than necessarily, the quantity and of what can be rehearsed and recalled on a stressful exam. As instructors, our role can be one of facilitating and nurturing an environment of open and continuous experience and learning, with a strong emphasis on setting down general and specific goals and objectives and providing individual trajectories of achievement. This will no doubt involve a general atmosphere of unconditional positive regard, academic freedom and expression, acknowledgement of personal and cultural history in all academic works, and personal availability. Accessibility to knowledge bases and an understanding of personal responsibility within a larger - more universal fellowship, will be central issues.
As indicated in earlier web logs, Christian humanism has played a powerful role in structuring the way in which health and social services are rendered in our community today. It continues to play a significant role in bringing about global changes in the way we set our priorities in both science and politics, in the way we preserve peace and harmony with nature and in our many humanitarian acts towards the needy all around the world and in education. We continue to lean on Him everyday, for strength and sustenance and would likely perish should we ever lose faith in His Great Work.