Posts tagged ‘education’

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.”

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?”

July 12, 2015

the arts of preserving the formal integrity of the things we receive as wholes already formed

We can, to be sure, see parts and so believe in them. But there has always been a higher seeing that informs us that parts, in themselves, are of no worth. Genesis is right: “It is not good that the man should be alone.” The phrase “be alone” is a contradiction in terms. A brain alone is a dead brain. A man alone is a dead man.

…A proper attention to language, moreover, informs us that the Greek root of “anatomy” means “dissection,” and that of “analysis” means “to undo.” …I suppose that the nearest antonym to both is a word we borrow directly from the Greek: poiesis, making or creation, which suggests that the work of the poet, the composer or maker, is the necessary opposite to that of the analyst and the anatomist. Some scientists, I think, are in this sense poets.

But we appear to be deficient in learning or teaching a competent concern for the way that parts are joined. We certainly are not learning or teaching adequately the arts of forming parts into wholes, or the arts of preserving the formal integrity of the things we receive as wholes already formed.

…My premise is that there is a scale of work at which our minds are as effective and even as harmless as they ought to be, at which we can be fully responsible for consequences and there are no catastrophic surprises. But such a possibility does not excite us.

What excites us is some sort of technological revolution. …But these revolutions—all with something to sell that the people or their government “must” buy—are mere episodes of the …Industrial Revolution …[which has always existed] to market its products, regardless of their usefulness or their effects, at the highest possible profit.

…Scared for health, afraid of death, bored, dissatisfied, vengeful, greedy, ignorant, and gullible—these are the qualities of the ideal consumer. Can we imagine a way of education that would turn passive consumers into active and informed critics, capable of using their own minds in their own defense? It will not be the purely technical education-for-employment now advocated by the most influential “educators” and “leaders.”

We have good technical or specialized criticism: A given thing is either a good specimen of its kind or it is not. A valid general criticism would measure work against its context. The health of the context—the body, the community, the ecosystem—would reveal the health of the work.

Our Only World by Wendell Berry (4-14).

December 26, 2012

people who can be started by common things

Indeed, it is a [tragic] fact that the same progressives who insist that government shall be democratic often insist that art must be [elitist], and “the public”, which is a god when they are talking about votes, becomes a brute when they are talking about books and pictures.

[The solution] does not lie in increasing the number of artists who can startle us with complex things, but by increasing the number of people who can be started by common things. It lies in restoring relish and receptivity to human society; and that is another question and a more important one.

…What the modern world wants is religion or something that will create a certain ultimate spirit of humility, of enthusiasm, and of thanks. It is not even to be done merely by educating the people in the artistic virtues of insight and selection. It is to be done much more by educating the artists in the popular virtues of astonishment and enjoyment.

From “Are the Artists Gone Mad?” by G.K. Chesterton in Century Magazine, December 1922. [Quoted in Common Sense 101: Lessons from G.K. Chesterton by Dale Ahlquist (58-59).]

October 30, 2012

good taste in knowledge

Excerpts from the essay “Good Taste in Knowledge” in the book The Importance of Living (1938) by Lin Yutang:

The aim of education or culture is merely the development of good taste in knowledge and good form in conduct. The cultured man or the ideal educated man is not necessarily one who is well-read or learned, but one who likes and dislikes the right things.

…To be well-informed, or to accumulate facts and details, is the easiest of all things. There are many facts in a given historical period that can easily be crammed into our mind, but discernment in the selection of significant facts is a vastly more difficult thing and depends upon one’s point of view.

An educated man, therefore, is one who has the right loves and hatreds. This we call taste, and with taste comes charm. Now to have taste or discernment requires a capacity for thinking things through to the bottom, an independence of judgement, and an unwillingness to be bulldozed by any form of humbug, social, political, literary, artistic, or academic. There is no doubt that we are surrounded in our adult life by a wealth of humbugs.

…When a man is wrong, he is wrong, and there is no need for one to be impressed and overawed by a great name or by the number of books that he has read and we haven’t. Taste, then, is closely associated with courage, as the Chinese always associate shih and tan, and courage or independence of judgement, as we know, is such a rare virtue among mankind.

…Confucius seemed to have felt that scholarship without thinking was more dangerous than thinking unbacked by scholarship; he said, “Thinking without learning makes one flighty, and learning without thinking is a disaster.” He must have seen enough students of the latter type in his days for him to utter this warning, a warning very much needed in the modern schools. It is well known that modern education and the modern school system in general tend to encourage scholarship at the expense of discernment and look upon the cramming of information as an end in itself, as if a great amount of scholarship could already make an educated man. But why is thought discouraged at school? Why has the educational system twisted and distorted the pleasant pursuit of knowledge into a mechanical, measured, uniform and passive cramming of information? Why do we place more importance on knowledge than on thought? How do we come to call a college graduate an educated man simply because he has made up the necessary units or weekhours of psychology, medieval history, logic, and “religion”? Why are there school marks and diplomas, and how did it come about that the mark and the diploma have, in the student’s mind, come to take the place of the true aim of education?

The reason is simple. We have this system because we are educating people in masses, as if in a factory, and anything which happens inside a factory must go by a dead and mechanicial system. In order to protect its name and standardise its products, a school must certify them with diplomas. With diplomas, then, comes the necessity of grading, and with the necessity of grading come school marks, and in order to have school marks, there must be recitations, examinations, and tests. The whole thing forms an entirely logical sequence and there is no escape from it. But the consequences of having mechanical examinations and tests are more fatal than we imagine. For it immediately throws the emphasis on memorization of facts rather than on the development of taste or judgement. I have been a teacher myself and know that it is easier to make a set of questions on historical dates than on vague opinions on vague questions. It is also easier to mark the papers.

The danger is that after having instituted this system, we are liable to forget that we have already wavered, or are apt to waver from the true ideal of education, which as I say is the development of good taste in knowledge.

…We must give up the idea that a man’s knowledge can be tested or measured in any form whatsoever. Chuangtse has well said, “Alas, my life is limited, while knowledge is limitless!” The pursuit of knowledge is, after all, only like the exploration of a new continent, or “an adventure of the soul,” as Anatole France says, and it will remain a pleasure, instead of becoming a torture, if the spirit of exploration with an open, questioning, curious and adventurous mind is maintained. Instead of the measured, uniform and passive cramming of information, we have to place this ideal of a positive, growing individual pleasure. Once the diploma and the marks are abolished, or treated for what they are worth, the pursuit of knowledge becomes positive, for the student is at least forced to ask himself why he studies at all.

…At present, all students study for the registrar, and many of the good students study for their parents or teachers or their future wives, that they may not seen ungrateful to their parents who are spending so much money for their support at college, or because they wish to appear nice to a teacher who is nice and conscientious to them, or that they may go out of school and earn a higher salary to feed their families. I suggest that all such thoughts are immoral. The pursuit of knowledge should remain nobody else’s business but one’s own, and only then can education become a pleasure and become positive.

Taken from this online transcription by Peter Saint-Andre.

October 24, 2012

a constellation of practices, rituals, and routines

Education is not primarily a heady project concerned with providing information; rather, education is most fundamentally a matter of formation, a task of shaping and creating a certain kind of people. What makes them a distinctive kind of people is what they love or desire – what they envision as ‘the good life’ of the ideal picture of human flourishing. An education, then, is a constellation of practices, rituals, and routines that inculcates a particular vision of the good life by inscribing or infusing that vision into the heart (the gut) by means of material, embodied practices. And this will be true even of the most instrumentalist, pragmatic programs of education (such as those that now tend to dominate public schools and universities bent on churning out ‘skilled workers’) that see their task primarily as providing information, because behind this is a vision of the good life that understands human flourishing primarily in terms of production and consumption. Behind the veneer of a ‘value-free’ education concerned with providing skills, knowledge, and information is an educational vision that remains formative. There is no neutral, nonformative education; in short, there is no such thing as a ‘secular’ education.

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

October 5, 2012

wellspring of our desire to know

But I have come to see that knowledge contains its own morality, that it begins not in a neutrality but in a place of passion within the human soul. Depending on the nature of that passion, our knowledge will follow certain courses and head toward certain ends. From the point where it originates in the soul, knowledge assumes a certain trajectory and target–and it will not easily be deflected by ethics once it takes off from that source.

…History suggests two primary sources for our knowledge. …One is curiosity; the other is control. The one corresponds to pure, speculative knowledge, to knowledge as an end in itself. The other corresponds to applied science, to knowledge as a means to practical ends.

…Curiosity is an amoral passion, a need to know that allows no guidance beyond the need itself. Control is simply another word for power, a passion notorious not only for its amorality but for its tendency toward corruption. If curiosity and control are the primary motive for our knowing, we will generate a knowledge that eventually carries us not toward life but death

But another kind of knowledge is available to us, one that begin in a different passion and is drawn toward other ends. This knowledge can contain as much sound fact and theory as the knowledge we now possess, but because it springs from a truer passion it works toward truer ends. This is a knowledge that originates not in curiosity or control but in compassion, or love–a source celebrated not in our intellectual tradition but in our spiritual heritage.

…The deepest wellspring of our desire to know is the passion to recreate the organic community in which the world was first created.

To Know as We are Known by Parker J. Palmer on pages 7 to 8 (from chapter 1, “Knowing is Loving”).

May 3, 2012

educating the soul to conform it to reality

Classically, among the great Western philosophers and theologians, happiness denoted the state of the genuine fulfillment of human nature that resulted from being properly related as a person to the truth of reality. Educating the soul to conform it to reality, rather than conforming reality to the dictates of the individual soul, was the secret to the happy life. But those days of defining happiness and the good life, and what it means to be truly human, are long gone.

From Reordered Love, Reordered Lives by David Naugle, page 10.

March 18, 2012

trained emotions

Without the aid of trained emotions the intellect is powerless against the animal organism…. In battle it is not syllogisms that will keep the reluctant nerves and muscles to their post in the third hour of the bombardment.

Lewis, Abolition of Man, 1965, pp. 33-34.

December 6, 2011

education would be distorted

As I listen to the conversation about community in education, the image I most often hear propounded is one of “therapeutic community.” …In this image, community equals intimacy. Is intimacy a good thing, a valuable form of relationships? Of course. Is it the kind of community best suited to the aims of education? I think not. While knowing, teaching, and learning require intimacy in certain forms, education would be distorted if intimacy became its ultimate norm.

From To Know as we are Known by Parker J. Palmer in the “Preface for the Paperback Edition: The Recovery of Community in Education” (xii-xiii).

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