A Review of a Classic 18th Century Novel

Defoe, Daniel. Robinson Crusoe, 1719.

A voluminous writer who has been hailed alternately as English’s first novelist and the language’s greatest hack, Daniel Defoe wrote this wildly popular tale of isolation in 1719, just before he turned 60. Defoe adapted the true account of Alexander Selkirk, a Scottish sailor who had lived alone on a remote island for four-and-a-half years and whose exploits had been recorded in “true histories” prior to the novel’s publication. In this the 300 anniversary of the novel, it’s worth noting that Defoe’s book remains staggeringly popular, with too many cultural adaptations (think of Swiss Family Robinson or the film Castaway) to count. The book has given many an economist a fictional representative to help explain a host of basic principles like consumer goods or capital goods in the pursuit of capital accumulation. In it, you can find the very roots of the novel, the dominant literary form of the past 300 years. You can also read the book as a story of redemption and resurrection, one that foregrounds physical isolation and the desire for physical rescue as a way of getting at the human need for spiritual deliverance. I recommend the novel as a seminal volume of English literature, one that shows how close the roots of the English novel are to spiritual autobiography.

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Why Individual Student Conferences in Freshman Comp Work

I just completed my second week of individual conferences, all of which were structured around providing feedback on rough drafts of each class’s first major assignment. Here were my four takeaways.

  1. Less is more. – It’s better to go over one paragraph with precision—praising its strengths and observing its weakness—than to make general comments about the entire paper. Coverage is a fool’s errand. Go for the synecdoche.
  2. Ask questions. – I always ask the student if s/he has questions, but when they go well, these conferences provoke my own questions. I end up learning more about who the student is outside the classroom when I listen more than I talk.
  3. Provide specific next steps. – Yes, each student had significant work to do in revision. I had made sure to highlight specific parts of the paper that needed work. However, I tried to give even more pointed advice about what each student should tackle next: a new introduction, a revised thesis, two new topic sentences, etc. This allowed each student to leave with clear marching orders.
  4. Find something nice to say, and say it. – No paper is entirely unredeemable. A draft should be messy. Find something in the process that the student did well, and acknowledge it.

How to Not Lose Heart: II Corinthians 4:16-18

Therefore we do not lose heart. Though outwardly we are wasting away, yet inwardly we are being renewed day by day. For our light and momentary troubles are achieving for us an eternal glory that far outweighs them all. So we fix our eyes not on what is seen, but on what is unseen, since what is seen is temporary, but what is unseen is eternal.

II Corinthians 4:16-18

These three verses contrast two views of the world.

One is external, momentary, and visible. It is deteriorating and ridden by affliction.

The other is internal, eternal, and unseen. It is constantly refreshed and full of glory.

Paul can see both of these perspectives. It’s not as though he’s unable to see his body or feel his affliction. The difference is that Paul has chosen to focus on the view that’s filled with glory.

This week, I will be meeting with my composition students to discuss their rough drafts. These meetings can be rushed, and when they’re done, I often wonder if I’ve shared with them everything I need to know.

It’s so much easier to address the afflictions I can see than engage with deeper invisible issues. Yet it’s this unseen dimension of each of my students that is most important and redemptive. I pray that God gives me the strength to focus on dimension of each student that is most important, to encourage them in the midst of visible affliction, and to call them to a discipleship that will never waste away.

A Review of a Minister’s Call for Christians to Think

Piper, John. Think: The Life of the Mind and the Love of God, 2010.

A pastor of over 30 years with a fervor for solid, Biblical exposition, John Piper adds to the pile of evangelical books calling for the renewal of the evangelical mind. Piper’s ministerial thesis has been something he calls Christian hedonism, which claims that God is most glorified in us when we are most satisfied in Him. In this book, Piper explains the role thinking provides in glorifying God and allowing us to be truly satisfied in Him. The book will work best if you approach the chapters as devotional sermons. This is not a work of scholarship so much as an exemplary book of Bible study. If you want to know the answer to the question, “What does the Bible say about the life of the mind?” you’ll get answers. If you’re on board with Piper’s general theology and specific thesis about God’s glory and our satisfaction, you’ll find his discussion even more illuminating. I recommend the book as a great starting place to consider with prayer and humility how the Bible directs us to love God with “all our minds.”

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The Purpose of Life: Romans 11:36

For from him and through him and to him are all things. To him be glory forever. Amen.

Romans 11:36

My semester’s theme thus far has been process over product, and this week’s verse underscores it. I can easily declare that all thing have their proper end in glorifying God. It is another to navigate the process that leads to that end result.

This passage in Romans connects the entire process — the beginning the middle and the end — to Christ. Everything starts with his word. Everything holds together through his word. Everything was made to glorify him.

I don’t find it difficult to acknowledge God is creator, and I confess with my mouth the Westminster Confession’s claim that the end of man is to glorify God and enjoy him forever. This is very different, however, from enjoying him right now in the middle of a work week or in the middle of a difficult class or in the middle of a grading session. It is easy to say, “Love God with everything you have and love your neighbor,” but what does that mean in the gritty details of your life?

This week, I am focusing on the process as a means to help my students improve as readers and writers. If I want my students to develop their reading and writing skills, I must be willing to give them ways of approaching their tasks. What I am praying for is a greater awareness of how God informs that process. Yes, He made all things, and yes, all things were made to glorify Him, but how does that translate into my concrete teaching and something as simple as free-writing or summarizing what I just read?

One thing I am recognizing is that there are far too many parts of the process of learning and teaching that I think I can do on my own. This simply isn’t true. I pray that God gives me the humility to ask for his guidance in every part of my educational and pedagogical process.

Teaching Reflection: Week 1

I’m continually amazed by how much truth is nestled in a short student’s prayer traditionally attributed to St. Thomas Aquinas. Every semester I begin each of my classes with the prayer and have my students pick out one of the things the prayer asks for that would be particularly helpful for the course they are taking. It allows them to dwell on the prayers words for a bit longer and gives me a sense of what they think our course will be like. Last week, I was struck by two parts of the prayer and convicted by another.

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A Review of a Classic Russian Novel

Dostoevsky, Fyodor. Crime and Punishment, 1864.

A deeply philosophical and religious novelist dedicated to understanding human nature, Fyodor Dostoevsky wrote this massive tale of sin and its consequences in 1864. Dostoevsky sets the story of poor student who commits murder in the crowded, dissolute streets of St. Petersburg but folds into the novel the social, political and economic issues of 19th Century western culture. Even 150 years after its publication date, this is still a gripping read. The book is the starting point for an imaginative account of what happens when humanity tries to conceive of ethics apart from God. Or, you can combine it with philosophy of Charles Taylor for insight into the disenchantment that accompanies the secular age. Conversely, you can read it as a story of redemption and resurrection, a backstory for a criminal like the thief on the cross who asked Christ to remember him. I recommend the novel as a seminal volume for understanding the internal and external consequences of sin.

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What’s Love Got To Do With It? I Corinthians 16:14

Let everything that you do be done in love.

I Corinthians 16:14

Yesterday morning in chapel, we heard a powerful message on Matthew 25 where Jesus divides the sheep from the goats. The speaker’s main point was that the sheep were defined by their social love in action. They cared for the sick and helped those in need. Their loved manifested itself in concrete ways for the most of vulnerable members of their society.

As I enter this new semester, I’ve been meditating on what the most effective way is for me to love those around me: my students, my colleagues, the staff, and administration. Who are the people who are most vulnerable on campus?

In my verse for the week in Corinthians, Paul too stresses action. His admonition is not primarily about what people say or about what people write but what people do. This does not mean that writing and reading are not actions. Rather it is to stress that we should think of love as a larger category of which our words are but a small part.

The ways I have to show love typically involve words. My thoughtfulness often manifests itself in the form of notes or prayers to people to show them that I care about them and that I want them to be everything God wants them to be. I have not taken the opportunity to do anything in addition to this.

Part of this process, I know, is God opening my eyes to parts of the world that I choose not to look at or remain ignorant of. This semester, as I attempt to live out this verse, I pray that God will use the message I heard yesterday morning to make my love for others in the world a sign of God’s grace.

What Do I Want to Accomplish This Academic Year? 2019-2020 Edition

It’s the first day of the 2019-2020 academic year. Being the inveterate list maker, I made a list of the following things I want to do this academic year:

  1. Lead a small group of students in a Bible study
  2. Attend at least two campus events each semester with my daughter and wife
  3. Collaborate with someone outside my discipline
  4. Have a scholarly article accepted for publication
  5. Put on a successful literary festival
  6. Play pickup hoops on T/Th with greater skills and no injuries
  7. Serve our support staff more consistently

Let it be so, Lord Jesus!

Why It’s Good to Feel the (Cognitive) Burn

It’s always good to feel the cognitive burn.

Today, I wanted to take reading notes as a model for my students. Not wanting to double up anything in the course, I decided to take first notes on a book I’m rereading, Augustine’s Confessions. The book has always given me problems. I’m fascinated by it, but there’s almost too much there to do anything but mark everything up: too much style, too many questions, too many scripture citations.

So I found myself in a very interesting situation this morning as I read Chapter 1. It wasn’t clicking for me. I felt confused. I felt lost. I knew that I would have to summarize the chapter when I was done, and it seemed like there were too many things that merited inclusion (or nothing that merited inclusion, I guess). But I knew I had to keep going.

And after 15 minutes or so, the reading began making more sense. I remembered passages I had forgotten about: the stuff about being a selfish baby, the criticism of The Aeneid, and his lamenting of how he used his rhetorical skills.

As the chapter ended, I didn’t have to wonder how to respond or make up my notes from scratch. I had three clear objectives: put the content in my own words, find two key quotations, then think about how the chapter connected to other things I had read or experienced. I could do that.

It was good to remember what it feels like to be confused, to know there was a simple task on the other side of my confusion that I could use to work towards understanding, and the awareness that this kind of response will be great for students to use on everything they read: from the Bible to their psychology textbook.