I grew up in a non-religious environment, became a Christian in college, went to seminary, became an agnostic/skeptic for awhile, and recently came back to belief in Christ; although, I am not evangelical or fundamentalist by any means. This post will not address my journey through these seasons, but will aim to constructively critique the Christian and non-Christian academic cultures in their understanding of one another. Secondly, I include constructive criticism of the Christian church in an effort to help it to stand for truth, love, justice, and everything else that Jesus stands for. My thoughts are inspired by the following: my experiences within the Christian culture and academia, non-Christian culture and academia, friends from various backgrounds and worldviews, a recent talk given by philosophy professor at CU Boulder: Michael Tooley, and a recent conversation with an intelligent philosophy student at Denver Seminary.
I will begin with the secular academic culture’s understanding of Christianity, which Michael Tooley’s talk illustrated so well. During his speech on the topic of “What is Wrong with the World, and Who is to Blame?” he implies that there is an inverse relationship between education and religion; the more education one receives, the less religious one becomes. This view is alive and well in secular academia; Christianity lies outside of logic and reason. Besides, a recent survey over hundreds of schools indicates that 72% of philosophy faculty identify themselves as atheists, so this must be correct, right?
Secondly, during the question and answer time of Michael Tooley’s talk, he referenced some contradictions that he believes the Bible embodies. However, I am skeptical that he has investigated what Bible scholars write in response. In fact, my hope for everyone who believes that the Bible contains contradictions is to read responses from Bible scholars in order to decide for themselves. It is imperative that individuals take up this task if they are going to seriously consider their beliefs about Christianity.
On a positive note, I agreed with Tooley’s comments about the need for critical thinking in schools prior to college. I believe California requires high school students to take a critical thinking class, so I hope other states adopt this requirement as well. Moreover, Tooley also declared that parents possess an ethical responsibility to teach their children how to think; not merely what to think. Of course, I think parents should share their beliefs, but also allow their children to think for themselves.
Unfortunately, Tooley mirrors Dawkins’ position that teaching children religion is merely indoctrination and should be condemned. If parents teaching children their religious beliefs is indoctrination, then so is teaching them atheism, agnosticism, skepticism, or worldview ‘X.’ I agree with Michael Tooley in that parents need to learn critical thinking, so that they can teach children how to think independently and assess what parents teach. If parents and schools took critical thinking seriously, then children who reach the developmental stage of abstract thinking could thoughtfully form their worldview. Isn’t this what academia should stand for?
So, what is wrong with schools today besides not teaching critical thinking? The problem is that many schools need to teach students to achieve high scores on state exams in order to get a bonus or keep funding for their school. The pressure for schools to produce certain scores on state exams leads to an education saturated with memorization. When and if high school students reach college, no wonder they cannot think critically, let alone write a coherent essay. Of course, there are exceptions, as I’m sure some parents and schools are doing well with critical thinking. However, it seems like the majority of parents and schools are not.
Observation of masses reveals the following: a lack in understanding of opposing views, a lack in understanding of the political and economic issues facing America; let alone the world, and the amount of people who allow emotion or sensationalism to guide their thinking. Instead of taking the intellectual task seriously, humanity is becoming increasingly enslaved to insatiability than ever before. We desire to fill our existential voids with more material items and convenience. As Blaise Pascal wrote, we so often find “nothing so intolerable as to be in a state of complete rest, without passions, without occupation, without diversion, without effort. Then one feels their nullity, loneliness, inadequacy, dependence, helplessness, emptiness” (paraphrased). As a result, students and parents face monumental challenges to sit still and commit their minds to critical thinking.
My challenge to all humanity is to infuse more critical thinking and lessen emotion as the driving force behind their decisions. I am not encouraging stoicism or emotional ignorance, however, I am calling on humanity to learn how to regulate and process their emotions well. An increase in critical thinking will help individuals need to re-evaluate what they think they know about opposing views. This involves thoughtful engagement in dialogue with a variety of ideas, utilization of critical thinking, and research. I believe the future of America and the rest of the world relies on this. Individuals must gain better understanding and education of themselves and the world in order to make well-informed, rational choices. Perhaps more wars, torture of others, genocide, political corruption, and sex slavery may be alleviated to some degree if critical thinking was applied to the decisions leading to these evils.
While I believe that faith in Christ brings ultimate healing and restoration to one’s soul, critical thinking must accompany all decisions one makes. Since secular universities often think that critical thinking leads one away from faith, I would argue that this is far from the case given the amount of intellectually serious Christian scholars in philosophy, including many other academic disciplines. Many Christian philosophers write about why Christian Theism is the case based on critical thinking. Secular students and teachers need to become aware of these arguments and thoughtfully consider them.
My focus will now shift to secular college academia in regards to Christianity and philosophy. The reason why the philosophy faculty survey displays such a high percentage in the atheist category is because secular post-secondary colleges fail to teach views of Christian philosophers. If Christian philosophy is taught, the professor typically presents Christian philosophy as fideism, which lacks rational grounding. Indeed, I am not saying this about all secular schools, as I’m sure there are exceptions, but I suspect most colleges lack accurate teaching in Christian philosophy. College students, just ask your professors if they know who the following are: Alvin Plantinga, W.L. Craig, Edward Feser, Gary Habermas, Richard Swinburne, Peter Kreeft, Stephen T. Davis, Norm Geisler, Ravi Zacharias, C.S. Lewis, or Paul Moser. Some may recognize certain names, but very few are familiar with their arguments. I think the secular university lacks understanding of what Christianity argues and stands for. Thus, I am not surprised at the high percentage of atheist philosophy professors.
On the other hand, I think a majority (not all) of Christian universities and seminaries fail to seriously engage atheism, skepticism, and agnosticism. If they do, they tend to unfairly represent non-Christian beliefs as well. I think it is imperative for Christians to carefully think through non-Christian thinkers such as: Daniel Dennett, W.V.O Quine, Hume, Bertrand Russell (other than his writings on religion), Wittgenstein, Hegel, Heidegger, Thomas Kuhn, John Searle, Richard Carrier, Bart Ehrman, Gregory Dawes, Paul Draper, Elliot Sober, A.C. Grayling, Kai Nelson, Graham Oppy, Robin le Poidevin, William Rowe, John Schellenberg, and Quentin Smith to name just a few.
The challenge I want to impart on everyone in both Christian and non-Christian post-secondary institutions is to seriously engage opposing views. Know what the opponents teach and what they believe. Do not merely read from those whom you agree with to understand what the opponents argue. Read the opponents for yourself and apply critical thinking to articulate why you disagree, or maybe you may find yourself agreeing with the other side! If so, articulate why. It is surprising how many top-notch philosophers set up straw man arguments against their opponents. My challenge to them is to read top-notch scholars in the opposing camps, directly critique their arguments, and engage in dialogue instead of debates. This is because debates are not constructive for either side in understanding where the other is coming from. Instead, debating widens the divide between opponents to the point that it does not matter what the other argues.
I would now like to discuss Christian culture in both the church and academia. The most glaring problem that I observe is the message that Christian culture sends to men and women. The secular and Christian culture communicates to men that they should be unemotional, type-A personality, lead the family and church, pursue intellectually and professionally demanding opportunities, and be the breadwinners. On the other hand, women are encouraged to focus on getting married, taking on most of the child rearing, grocery shopping, cooking, cleaning, and social coordinating. Furthermore, women are discouraged to seek higher education or leadership beyond childcare and teaching other women. As a result, women are rarely encouraged to be critical thinkers or pursue higher education in theology, biblical studies, or philosophy. However, of course, counseling is acceptable because women are caretakers and helpers, so this does not threaten men.
If women do pursue graduate studies at a theological school, theologically and philosophically educated women tend to threaten Christian men. As a result, men feel like this threatens their manhood if a woman is intellectually ahead of them in subjects outside of homemaking and other feminine subjects. Nevertheless, I do not place all the blame on men. However, I do place blame on the culture that perpetuates this polarization of the sexes and improper interpretation of Scripture.
This root cause conditions men to fear educated women and as a result, impedes women from advancing the Gospel in leadership together. The majority of Christian culture and church has failed to teach how women and men must work together to change the world for Christ. This means, sharing all forms of ministry leadership based on one’s gifting, not one’s gender. Sadly, several women from seminary say that men rarely talk to them, let alone look them in the eye! Men are afraid to talk to other women besides their wives and I also suspect that Christian men do not know how to handle intelligent Christian women who are educated in theology, the Bible, and/or philosophy. This is because culture teaches men that they must lead the home and church. If more intelligent women emerge, then this threatens their leadership power.
My challenge for Christian colleges and graduate schools is for women and men to engage in intellectual discussion more often because both genders need each other to further the Gospel. Men and women must lead the church, home, and academia in order to most accurately represent the body of Christ. My challenge to women is to stop reading Beth Moore Bible studies and read systematic theology, Bible scholars, Greek and Hebrew, psychology, critical thinking, Church history, philosophy, and apologetics.
Certainly, men need to study these topics as well, but they are already encouraged to do so, while women are encouraged to get married, subsist as ultimate supporters, and raise kids. According to Christian culture, this equals “success” for all Christian women. Of course, I am not condemning this role for all women, but tragically, these roles are taught to all women as their sole destiny and purpose in life. Certainly, some churches and parents do not fit this scenario, but this percentage is very low.
My prayer is that Christian and secular post-secondary schools, if not secondary schools, take up the challenge to do the following: understand, teach fairly, and critically think through opposing views. Secondly, my prayer is that Christian ministries will learn how to empower both men and women based on their gifting, not their gender. Relationships of subjugation and dominance are a result of The Fall (Genesis 3). Christian ministry must overcome this in order to most accurately reflect the Gospel.
