The question of purpose

Our society, indeed what remains of Western civilization, seems to many people to be falling apart. The economic crisis, the moral crisis, the ecological crisis, and the political crisis combine to create a “perfect storm”. But they all stem from one fundamental error. As a society, we have abandoned a sense of cosmic and moral order for the sake of unlimited growth and progress towards an entirely man-made universe.

A similar process underlies another crisis, the fifth crisis, that of education. It has the same root as the others. Education is in crisis not merely because standards of literacy or mathematics have fallen, but because we have no coherent vision, as a society, of what education is for or what it is meant to achieve. We have assumed that, if it is not merely a cage to keep our young people off the streets, its purpose is to train workers in the great economic machine, the same machine that we hope will produce endless growth. But we cannot know what education is for, since we have no idea any longer what man is for, or what a human being actually is.

As Frank Sheed once put it: “This question of purpose is a point overlooked in most educational discussions, yet it is quite primary. How can you fit a man’s mind for living if you do not know what the purpose of man’s life is?” We need a philosophy of education based on an adequate “anthropology” or picture of man, if we are to put education back on the right track.

Pope on education

The Pope's Message for the World Day of Peace (1 Jan.) this year is titled "Educating Young People in Justice and Peace", and section 3 in particular contains some luminous passages summarizing the Pope's fundamental message to the modern world. For example:

"Man is a being who bears within his heart a thirst for the infinite, a thirst for truth – a truth which is not partial but capable of explaining life’s meaning – since he was created in the image and likeness of God. The grateful recognition that life is an inestimable gift, then, leads to the discovery of one’s own profound dignity and the inviolability of every single person.... Only in relation to God does man come to understand also the meaning of human freedom. It is the task of education to form people in authentic freedom. This is not the absence of constraint or the supremacy of free will, it is not the absolutism of the self. When man believes himself to be absolute, to depend on nothing and no one, to be able to do anything he wants, he ends up contradicting the truth of his own being and forfeiting his freedom. On the contrary, man is a relational being, who lives in relationship with others and especially with God. Authentic freedom can never be attained independently of God."

The Message also contains a link to another text from 2005 where Pope Benedict summarizes the "theology of the body" and of the family. Both are worth reading in full.

Purpose of education

At the end of Part Four of G.K. Chesterton's What's Wrong with the World comes this wonderful quote, which is worth pondering:

There was a time when you and I and all of us were all very close to God; so that even now the colour of a pebble (or a paint), the smell of a flower (or a firework), comes to our hearts with a kind of authority and certainty; as if they were fragments of a muddled message, or features of a forgotten face. To pour that fiery simplicity upon the whole of life is the only real aim of education...

I take this out of its context, where he is talking about female education in particular, to encourage you to go to the original. The passage ends with the famous motto: "if a thing is worth doing, it is worth doing badly".

The Two Cultures

The phrase was made famous by C.P. Snow’s Rede Lecture of 1959, in Cambridge, England, which was viciously attacked by the critic F.R. Leavis in 1962 and later, more moderately, by Lionel Trilling in America, generating a major controversy in academic circles concerning the relationship of arts and sciences. (See C.P. Snow, The Two Cultures, with an Introduction by Stefan Collini, Cambridge University Press, 1998.) The controversy recalled a famous exchange in the 1880s between T.H. Huxley and Matthew Arnold. Snow, like Huxley before him, took the side of the scientists against the men of letters. Not being able to describe the Second Law of Thermodynamics, he thought, was equivalent to confessing that one had not read a work by Shakespeare. His critics argued that the contrast drawn between the two cultures was crude and misleading, that his celebration of consumerism and the industrial revolution showed him to be a rabid philistine, and so forth.

When Snow and Leavis were writing, the English education system forced children to choose between the humanities and the sciences as early as the age of fourteen. As Stefan Collini points out in his

New educational initiatives

I thought it would be worth drawing attention to some notable new initiatives in education. First, the Living Water College of the Arts in Alberta, Canada. This is committed to the training and development of Christian artists across a wide range of genres including theatre and film. Second, the C.S. Lewis Foundation in California has announced the creation of C.S. Lewis College in Northfield, Massachusetts dedicated to "mere Christianity". Third, there is the Theotokos Institute for Catholic Studies at St David's Catholic sixth-form College in Wales, dedicated to "theology before division" (of the Christian east and West, that is). Fourth, from within the Orthodox tradition, the Cappadocian House of Studies in Art and Nature (at the moment more of an aspiration than an actual House). Fifth, here in Oxford the demise of the Franciscan Hall of the university last year, Greyfriars, has led to two new initiatives - St Bede's Hall and the Centre for Franciscan Studies, which is currently sponsoring a series of lectures in the Taylorian (mine is on 24 May).

And, of course, I have already mentioned what is going on at Thomas More College with David Clayton's "Way of Beauty", and the work of pioneer educationalist Michael Schneider. When I hear of other relevant projects I will mention them in future postings. [Here is one added later: the Ignatius-Angelicum Liberal Studies Program started by Fr Joseph Fessio SJ. The announcement in May 2010 reads "Ignatius Press and Angelicum Great Books Program have joined with cooperating colleges in the US, Australia, and Europe, to launch the Ignatius-Angelicum Liberal Studies Program (LSP), an online course of studies combining the best of home and distance learning with live, online classes."]