The Scandal of the Evangelical Mind

            In his book The Scandal of the Evangelical Mind, Mark Noll says that Christian colleges are not doing an adequate job of participating in and preparing students for intellectual conversations. Rather, he says that people are divided by their fields of discipline. Those who excel in theology or want to go into Christian service go to seminaries. Those who go to Christian colleges get a broad education. Those who go to research universities dig deep into a narrow topic. Certainly there must be some way that we can connect all of these areas into one.

            I agree with Noll that a Christian college (depending on which one) does not supply by itself this synergism of fields. Students tend to spend time studying with those who have the same major as they do. How do we solve this problem? One way that a college student can supplement what he is already learning in college is to read books on a variety of subjects. However, it does not stop there—discussion of what the student reads must also take place. He could get together a group of students from various disciplines and discuss the ideas that he is reading.

            I always thought to myself that there never seems to be both a good theologian and scientist. There are good theologians and good scientists, but I have never met a person who is exemplary in both fields. Perhaps this is what Noll is getting at.

1.      Is this the idea that is spurring one of my previous pastors to take “radical” views on various Scripture topics?

2.      Is this actually really an existent problem? How come I have not been made aware of this until now?

Intrinsic Good

            The phrase “intrinsic good” is often thrown around when talking about education, but what exactly does it mean for something to be “intrinsically good”? If something has intrinsic good, then it is good for its own sake.

            Towards the beginning of this semester, my Honors Old Testament Survey class had to go to the library to see what resources it had to offer specifically in the areas of Bible and theology. That morning, during my quiet time, I prayed that God would bless that time—even though it seemed like a pointless activity. I had been thinking, “Dude, seriously, how hard is it to find resources in a library?” I went to the session and learned what sort of books might help with research papers—information that was instrumental. However, the library session was also intrinsically good as well. Through it, God made me aware that even if I devoted my whole life to studying every book that I could find on the Bible and theology, I would still only know a fraction of what there is to know about God. That was humbling for me to think about! By going to the library session, I was able to grow more in my love for God and my awareness of His attributes—something that will always be intrinsically good, or good for its own sake.

1.      Does knowledge become instrumental because we’re able to love God through it?

2.      How do you determine whether or not something is intrinsically good?

Pedagogy of the Oppressed

            Before reading “Pedagogy of the Oppressed” by Paulo Freire, I had never heard of the “banking” method of education. In this system of education, teachers make “deposits” of facts into the students. Dialogue is not encouraged and neither is critical thinking. Instead, the student must accept what he is learning without questioning it.

            On the contrary, “problem-posing” education encourages critical thinking and discussion. Teachers are not only teachers, but also students. In the same way, students are not only students, but also teachers. This method to education focuses on change. Through the process of talking with others, we can learn a lot, and our own views can change considerably.

            Looking back, I can see where I have experienced both the banking and problem-posing methods of education. Probably all of the teachers that I had made mistakes on the chalkboard at one point or another. There were some teachers that I knew better than to correct, for I knew they would get angry. (They would not show their anger, but I sensed uncomfortableness beneath the surface.) Other teachers, however, offered candy for those who spotted their mistakes. They were willing to be corrected and taught.

            Too many times, people think, “Oh, if I can just get through high school (or college), then I will be done with my education.” The problem-posing education advocates that education never stops. Think about it. There will always be problems to solve, and we can learn from the ways that we choose to solve them. Was our solution successful? How could it have been more successful?

            Lately, I’ve been trying to think of not only my education, but also the rest of life as a growing and learning experience. I have been blessed my maintaining this mindset.

1.      Is there a middle ground between banking and problem-posing?

2.      Is it in your power to change a teacher’s mindset about education?