Teaching – Page 3 – Education is Discipleship

August 17, 2019April 16, 2020

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.

August 13, 2019April 17, 2020

Got Questions? God’s Got Answers: Proverbs 2:3-5

Indeed, if you call out for insight and cry aloud for understanding, and if you look for it as for silver and search for it as for hidden treasure, then you will understand the fear of the Lord and find the knowledge of God.
Proverbs 2:3-5

This week, my commitment is to seek God’s face for understanding as I prepare for the new semester. If the fear of the Lord is the beginning of wisdom, then this proverb describes the way to understand that fear properly. This quest requires that I ask and search with passion, that I acknowledge with my words and deeds how vital such knowledge is. The process matters, but it’s the results that matter: finding the silver and hidden treasure of God’s knowledge. I want that for myself, but I want it even more for my students.

August 7, 2019

Why I Believe in God Part 2: Rhetorical Analysis

Last week I began analyzing the Cornelius Van Til tract “Why I Believe in God.” Each Tuesday, I will continue that series until I complete it.

In the second section of his presentation “Why I Believe in God,” Van Til addresses the cultural assumption that our birth is an accident. He addresses the listener’s upbringing in Washington DC, a city that represents freedom, opportunity, and power. In contrast, Van Til’s own upbringing was humble. He was born on a farm in Holland claims to have worn wooden shoes. His point is that neither of them was really born in an extremely foreign place but in nations that have a religious past that is distinctly Christian. Van Til concludes that their discussion about God should thus concern the Christian God. Van Til admits that he and his listener differ in their belief, but he wants to make clear that he’s not arguing for the existence of a generic deity. The God he’s talking about is the Christian God. Next, Van Til addresses how he will make his argument. He admits he cannot produce God to walk alongside them as though God were just another human being. This is fine on Van Til’s part since the invisibility and omnipresence of God are not things that would allow such proof. Van Til is going to show: it’s reasonable to believe in God. Van Til registers the listener’s response. Van Til understands this will require a serious conversation because the consequences of the listener changing his mind about God would include the way the listener thinks about himself. In fact, Van Til gives the listener a chance to leave but appeals to the listener’s intelligence: why not hear the other side?

Van Til’s argument continues to be effective, chiefly in using his own story to limit the parameters of the case he’s making to the unbeliever. He will argue for the Christian God, not any God, and he believes he case he’s presenting is reasonable in accordance with who the Christian God is. Any proof of the Christian God’s existence is not subject to the reasonableness of the listener, but to the qualities God has revealed about himself in his word. The point is sealed by the fact that Van Til gets the listener to agree to listen based on the listener’s own reasonableness. That is, Van Til has not allowed the listener to determine what a reasonable demonstration of God’s existence is, but he has gotten the opportunity to share about the Christian God by appealing to the listener’s general reasonableness as demonstrated by the willingness to listen to someone you disagree with.

Also effective is the key figure of speech Van Til uses which shows that he understands the emotional stakes of this discussion. He says the listener looks “like a man about to undergo a major operation.” The comparison is apt. As a believer in God, Van Til feels something is wrong with the listener who does not believe in God, and Van Til wants that dire condition in the listener to be fixed. But surgery is serious. It requires preparation and serious recovery time. It’s not like reading the newspaper. This gives Van Til the opportunity to expound on a truth about believing in God: it has consequences. It changes the way you see yourself, and Van Til knows that this might hurt, just as surgery might leave you sore. Van Til also knows that without the surgery, the patient will likely die, so after gaining the listener’s consent, he continues his case.

August 5, 2019

Verse of the Week: II Timothy 3:7

“…always learning and never able to arrive at a knowledge of the truth.”
II Timothy 3:7

In his list of the evil attributes of people in the last days, Paul includes this stinging indictment. It’s a poignant one for anyone involved in education.

Two things strike me.

First, it’s possible to learn and not have truth as that learning’s object. The learning is real. It just doesn’t go where it should.

Second, the destination does matter. It’s not just about the journey or process of learning. If I keep gathering knowledge but don’t care about how what I’ve learned connects to the truth, my learning is a distraction.

As the semester nears, I want my students to learn but I am desperate for them to know the truth of God’s love, grace, mercy, and justice. I pray that my own educational ventures will be focused on truth and that in living this out, I will be better able to teach my students to do this as well.

August 3, 2019

My Fear: Teaching Reflection

I have been meditating on Psalm 139 this week. Psalm 139 shows the poet astounded by the depth and accuracy of God’s knowledge of him. In moments of doubt, surrounded by wickedness, the speaker knows that God is there and know his righteousness.

Two things have stood out to me.

First, I must always remain cognizant of God’s knowledge first and my knowledge second. I am prone to start with my own quest and only after I’ve discovered something reach out to position it regarding God’s truth. This passage reminds me that my knowledge of myself and the world pales in comparison to God. It is an encouragement to rely on this truth and a provocation to pray for this knowledge to be revealed to me as I follow God.

Second, I realized that my obsession with my own knowledge is rooted in fear.

I am so invested in knowing—things, others, myself—that admitting when I’m wrong is hard.

But I am wrong. A lot.

I am fearful. I don’t want to admit that I’m wrong because it might compromise my authority. But there’s another fear I have, one I rarely admit to myself. I’m am at times afraid to declare the truth because of who I might offend.

I pray that this year God will give me the boldness to declare the truth even when I know it might offend and the humility to admit when I am wrong.

July 31, 2019April 19, 2020

How Do You Think Well?

Jacobs, Alan. How to Think: A Survival Guide for a World at Odds, 2017.

Alan Jacobs, an English professor in the Baylor University Honors Program, provides hope for those who wish to think more soundly in these contentious times through this short, lively manual on the way we make decisions. Jacobs engages with the experts on the topic (chiefly Daniel Kahneman and Jonathan Haidt), pulls specific examples out of the recent past to illustrate his points, and even provides a compelling checklist for thinking well. As Jacobs contends, part of good thinking is merely diagnostic: knowing that you have a thinking conundrum. If you can internalize a few more of Jacobs’s recommended best practices, you’ll be glad you read the book.

July 30, 2019

Why I Believe in God Part 1: Rhetorical Analysis

Over the next couple of weeks, I’ll be analyzing the rhetoric of Cornelius Van Til’s “Why I Believe in God.”

In the first part of his apology for believing in God, Cornelius Van Til argues that believing in God is necessary because without God we couldn’t understand anything else. He begins his apology for believing in God by bringing up eminent scientists and philosophers who are have recently addressed belief. Jeans and Eddington allow for the possibility of religious experience, and Joad says that evil’s reality forces him to consider the possibility of God’s existence. Van Til wonders if the reader has pondered what happens after death. After all, even Socrates—the wisest philosopher—was uncertain of what would happen after he died. Is there a judgment or might there be a God? How does one know for sure. Asking such questions is a sure sign of intelligence and indicates a desire for you to know why it is you believe what you believe. You want to know what’s real, and asking about God is one way of doing that. Van Til indicates that his belief in God started when he was young and that he knows such an admission will taint his case in the reader’s eyes. He doesn’t agree, however. He will discuss the arguments he’s heard against God since he’s been an adult and why he’s even more positive now that God exists. Both the arguments he makes and the arguments he anticipates his readers will make are premised on God. He compares this state of affair to arguing about air while breathing it the entire time or trying to blow up a gun stand while using the gun stand as a foundation for your guns. Unless the thing you’re attacking existed in the first place, you couldn’t make your attack on its existence.

July 30, 2019

Verse of the Week: Psalm 139:23

Search me, God, and know my heart; test me and know my anxious thoughts.
Psalm 139:23

I am anxious and am worried about many things. I am worried about my adequacy as a teacher and scholar. I am worried about my adequacy as a husband and father. I am worried about my adequacy as a child of God.

Yet the solution proposed in the Psalm is not intense self-analysis or reflection. Instead, the Psalmist asks God to search him and, through testing, to know my anxious thoughts.

This, indeed, is a radical kind of pedagogy!

If I am the student, the one who endures the test, then how am I learning if it is God who knows my heart and my anxious thoughts? Wouldn’t it best for me to know them so as to, you know, give them over to God?

The root of a God-centered education might very well be letting go of that need to know our own hearts first.

This week when I feel anxiety, I want my first impulse to be prayer: that God would know my heart and my anxious thoughts and that the Holy Spirit would intercede for me in my ignorance. This semester when I feel anxiety, I want my first impulse to be prayer too so that this semester when my students are afflicted by anxieties, I can with confidence encourage them to turn to God and pray this Psalm as well.