Archive for August, 2017

August 30, 2017

a king who knows his ken

We no longer respect the idea that some things are “beyond our ken.” We don’t treat knowledge as a serious responsibility, to be given and received slowly and with clear purpose. We no longer think of education as a cultivation of our desires or our capacity for wonder. Instead, education is the amassing of information or the mastery of skills that have no immediate connection to our personal responsibilities or our actual life experiences.

To be healthy, knowledge should always be directly connected to our actual relationships, abilities, and responsibilities. Knowledge in isolation (or for its own sake), leads to apathy, arrogance, and abuses of power. “Stand alone” knowledge is corrosive to the soul. Knowledge is power, and we must have real responsibilities and learn true respect before we wield this power.

It is no coincidence that these English words all share the same Anglo Saxon roots: can, kin, king, ken, and know. If we do not make sure that these words all stay closely related within our own lives, we just end up with young adults who think that they “ken” everything but who “can” do almost nothing of true value for their “kin.” In this condition, we don’t truly “know” anything or enjoy the blessed protection of any wise “kings.” But these days, who wants a king who knows his ken? Yet we are each called to be such a king, following the one who makes us his kin and who taught us to pray “not my will but yours be done.”

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August 17, 2017

what if education was primarily concerned with shaping our hopes and passions

From Desiring the Kingdom: Worship, Worldview, and Cultural Formation by James K.A. Smith:

What if education … is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions – our visions of ‘the good life’ – and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? …

What if education wasn’t first and foremost about what we know, but about what we love?”

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