Tag Archives: Postmodernism

Commentary

English professor decries the radicalization of the liberal arts on campus

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From Pajamas Media, a post by a Canadian English professor at the University of Ottawa.

Excerpt:

When I finally landed a tenure-track position at a Canadian university, I was ecstatic and full of hope — exhilarated by the opportunity to teach students about literature and ideas and to have conversations with colleagues equally in love with literature and ideas. I didn’t realize that my experience as a university teacher of English would have much less to do with these passions than with the distortion of the university’s core mission in the name of pedagogical and political orthodoxy.

To begin with, the student writing that came across my desk left me aghast. I had taught before, but I was unprepared for the level of illiteracy, the stunted vocabularies, near-complete absence of historical knowledge, and above all the extraordinary apathy of many English majors. The most basic of expression rules — the difference between it’s and its, the incorrectness of “would of” for “would have,” the role of the apostrophe or semi-colon, the fact that “a lot” was two words — were beyond the grasp of the majority, no matter how often I reviewed grammar or devised mnemonic devices. And the sheer sloppiness and muddled thinking in the essays, where the titles of poems and authors’ names were frequently misspelled and dates were wildly inaccurate, suggested a fundamental indifference to the subject matter.

Not only was my students’ writing appalling, but I soon encountered their resentment at being told about it. “Who are you to tell me I can’t write?” was the attitude — once expressed in those very words. More than one student insisted that her other teachers had always rewarded her with high marks for her “creativity.” Most believed themselves more than competent. After sitting with one young woman explaining the cause of her failing grade, I was befuddled when her only response was a sullen: “This doesn’t exactly make me feel good.” When I responded that my job was not to make her feel good, she stood haughtily, picked up her paper with an air of injury, and left my office without another word. In her mind, I later realized, I had been unforgivably cruel.

I was up against it: the attitude of entitlement rampant amongst university students and nurtured by the utopian ideology that permeates modern pedagogy, in which the imposition of rules and identification of errors are thought to limit student creativity and the fostering of a hollow self-esteem takes precedence over the building of skills on which genuine self-respect might be established. In the Humanities subjects in particular — and in English especially, the discipline I know best — such a philosophy has led to a perilous watering down of course content, with self-validation seen as more important than the mastery of specific knowledge.

With this philosophy has come a steady grade inflation. The majority of students in English courses today can expect a B grade or higher merely for warming a seat and handing in assignments on time. The result, as I soon discovered, was a generation of students so accustomed to being praised for their work that when I told them it was inadequate, they simply could not or would not believe me. They seemed very nearly unteachable: lacking not only the essential skills but also the personal gumption to respond adequately to criticism.

I wonder what will happen when these students find out that the jobs they feel they are entitled to have have been shipped off to some country where young people don’t have all of this attitude, and where business owners pay a corporate tax rate less than half of what American businesses pay. My guess is that they will blame the very capitalists who warned them not to do what they did.

Polemics

The blind men and the elephant: an argument for religious pluralism?

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From Please Convince Me, a post by Aaron outlining 7 problems with the blind man and the elephant story.

Here’s the set up:

Maybe you’ve heard the parable of the six blind men and the elephant. In this parable, six blind men feel a different part of an elephant and come to different conclusions regarding what the elephant is actually like.

One blind man grabs the tusk and says, “An elephant is like a spear!” Another feels the trunk and concludes, “An elephant is like a snake!” The blind man hugging the leg thinks, “An elephant is like a tree!” The one holding the tail claims, “An elephant is like a rope!” Another feeling the ear believes, “An elephant is like a fan!” The last blind man leaning on the elephant’s side exclaims, “An elephant is like a wall!”

This parable is often used to illustrate a view known as religious pluralism. Like the blind men, no religion hasthe truth. Rather, all religions are true in that they accurately describe their personal experience and the spiritual reality they encounter, given various historical and cultural backgrounds.

There are various types of religious pluralism, but one way to define it is as follows: “the view that all religious roads – certainly all major or ethical ones – lead to God or to ultimate reality and salvation.”1 This idea is commonly reflected in such statements as “All religions basically teach the same thing” or “All roads lead to the top of the mountain.”

The elephant parable, while attractive to many, suffers from a number of problems.

And here’s one problem:

Problem #4: The parable commits the self-excepting fallacy.

The religious pluralist who tells this parable claims everyone is blind, except the religious pluralist himself! In other words, there is an objective perspective presented here. However, if all religious views are essentially blind, this would include the religious view of religious pluralism. But the religious pluralist conveniently exempts himself, having somehow escaped the spiritual blindness which has enveloped all other religious views and has come to see the truth of religious pluralism! In so doing, the religious pluralist claims to have the only objective perspective:

In fact, he wouldn’t know that the blind men were wrong unless he had an objective perspective of what was right! So if the person telling the parable can have an objective perspective, why can’t the blind men? They could – if the blind men suddenly could see, they too would realize that they were originally mistaken. That’s really an elephant in front of them and not a wall, fan, or rope. We too can see the truth in religion. Unfortunately, many of us who deny there’s truth in religion are not actually blind but only willfully blind. We may not want to admit that there’s truth in religion because that truth will convict us. But if we open our eyes and stop hiding behind the self-defeating nonsense that truth cannot be known, then we’ll be able to see the truth as well.5

5 Norman L. Geisler and Frank Turek, I Don’t Have Enough Faith to Be an Atheist (Wheaton: Crossway, 2004), 49.

Read the whole thing!

UPDATE: Greg West of The Poached Egg tweets an announcement of his post on the same topic.

News

Survey: young people losing their Christian faith in record numbers

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From the very liberal Washington Post.

Excerpt:

A growing tide of young Americans is drifting away from the religions of their childhood — and most of them are ending up in no religion at all.

One in four young adults choose “unaffiliated” when asked about their religion, according to a new report from the Public Religion Research Institute and Georgetown University’s Berkley Center for Religion, Peace & World Affairs.

But most within this unaffiliated group — 55 percent — identified with a religious group when they were younger.

“These younger unaffiliated adults are very nonreligious,” said Daniel Cox, PRRI’s research director. “They demonstrate much lower levels of religiosity than we see in the general population,” including participation in religious rituals or worship services.

Some of them will return to their faiths as they age, “but there’s not a lot of evidence that most will come back,” added Cox, who said the trend away from organized religion dates back to the early 1990s.

The study of 2,013 Americans ages 18-24 focused on the younger end of the cohort commonly known as the “Millennials” or “Generation Y,” which generally includes young adults as old as 29. Interviews were conducted between March 7 and 20.

Across denominations, the net losses were uneven, with Catholics losing the highest proportion of childhood adherents — nearly 8 percent — followed by white mainline Protestant traditions, which lost 5 percent.

Among Catholics, whites were twice as likely as Hispanics to say they are no longer affiliated with the church.

White evangelical and black denominations fared better, with a net loss of about 1 percent. Non-Christian groups posted a modest 1 percent net increase in followers.

But the only group that saw significant growth between childhood and young adulthood was the unaffiliated — a jump from 11 percent to 25 percent.

And this is very interesting:

An overwhelming majority of white evangelical Protestants (68 percent) said they believe that some things are always wrong, compared to 49 percent of black Protestants, 45 percent of Catholics and 35 percent of the unaffiliated.

I’m a non-white evangelical Protestant, and I think that in general, evangelical Protestants are the ones who emphasize theology, apologetics and worldview integration the most. I think that any other church that wants to stop the losses will have to get serious about apologetics and worldview. It’s especially important for churches to emphasize that Christianity is about truth, to emphasize how we know it’s true (science, history) and to explain why some things are wrong and why Hell is fair. We just don’t have the requirements straight right now – too much emphasis on Christian culture and externals, and not enough emphasis on theology and apologetics and moral reasoning. And parents – not pastors – need to take the lead in teaching their own children after church is over.