July 27, 2009
July 27, 2009
Found: Unpublished Manuscript of C.S. Lewis on Language
Posted by Jonny under C.S. Lewis, Communication, LanguageLeave a Comment
From James Grant:
Steven Beebe, Regents’ Professor and Chair of the Texas State Department of Communication Studies, recently discovered portions of an unpublished manuscript from C. S. Lewis in the Oxford University Bodleian Library. Beebe has documented that this was possibly the beginning of a possible book project by Lewis and J. R. R. Tolkien on language. This is from the Texas State University News Release:
“What is exciting” said Beebe, “is that the manuscript includes some of Lewis’s best and most precise statements about the nature of language and meaning. Both Lewis and Tolkien wrote separately about language, communication, and meaning, but they published nothing collaboratively.”
The article Beebe wrote documenting his discovery, “Language and Human Nature Manuscript Fragment Found: C. S. Lewis On Language and Meaning,” will be published next year in the Journal Seven: An Anglo-American Literary Review. The journal Seven publishes scholarship that focuses on the work of seven prominent 20th Century British authors including both Lewis and Tolkien.
July 27, 2009
Previous posts on this issue can be found here, here, here, here, here, here, here, and here.
PRINCIPLES OF EDUCATION
1. Who has the responsibility for education? The responsibility for educating children lies with the parents. Children are seen as belonging to God and not Caesar (the state/government). In the Bible the state is primarily a ministry of justice (Romans 13:1-4) and not a provider of education. God has entrusted the children’s care to the parents. At Genesis 33:5, Jacob referred to his children as, “The children whom God has graciously given your servant.” Psalm 127:3 says, “Behold, children are a heritage from the LORD, the fruit of the womb is His reward.” Even though parents are given children, the children still belong to God. We are stewards who are entrusted with a stewardship. We possess, but God owns.
With this entrusting of children to parents, comes great responsibility. The parents are seen by the Bible as being responsible for the education of their children. Note Deuteronomy 6:6-9: “And these words which I command you today shall be in your heart; you shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates.”
Ephesians 6:4 exhorts the fathers to “not provoke your children to wrath, but bring them up in the training and admonition of the Lord.”
Does this mean that it is never right for a parent to rely on someone else to educate their child, even in one small area of their life? Certainly not. But the principle is that it is the parent’s responsibility to see to their child’s education. If the parent chooses to delegate the duty of education or the authority to educate to someone else they may do so. However, the ultimate responsibility does not transfer. A CEO of a company is ultimately responsible for what takes place in the company but he cannot do everything which needs to be done. He may delegate, even delegating some responsibility. However, he is ultimately responsible for what takes place in the company. If a person wishes to delegate the education of their child to someone else they may do so. However, they still bear ultimate responsibility before God. It is also interesting that the primary responsibility for the development of a child falls upon the father as the head of the household.
There is no evidence of an institution of schooling among the Israelites. There are exceptions, such as tutors for the children of kings (2 Kings 10:1,5), the schools of the prophets, and Samuel. In New Testament times there were rabbinical schools and training. However, exceptions do not make the rule. The normal process of education was done by the family. Some students of the Bible point out that Moses was educated in Egypt and therefore got the best of both worlds. However, God used Moses despite his upbringing in Egypt and the Bible doesn’t commend the Egyptian education of Moses, but instead, he is commended for his devotion to God (Hebrews 11:24-27).
What all of this means is that parents are not free to raise their children any way they want. God’s conditions must be met.
The home is the basic center of a biblical education for children. The basic center for educating children is not found in the school, government, or even the church. It is found in the home. Note the language of Deuteronomy 11:18-21: “Therefore you shall lay up these words of mine in your heart and in your soul, and bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall teach them to your children, speaking of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up. And you shall write them on the doorposts of your house and on your gates, that your days and the days of your children may be multiplied in the land…”
There may be times and areas outside of the home where education takes place without violating this principle. Not all “secular” education is evil. For instance, a person learning how to work on an automobile at a “secular” institution is not necessarily learning something evil. But to be a truly Christian education he should be learning this in order to do this for the glory of God.
To be continued…
July 7, 2009
“I long to accomplish a great and noble task, but it is my chief duty to accomplish humble tasks as though they were great and noble. The world is moved along not by the mighty shoves of its heroes, but by the aggregate of the tiny pushes of each honest worker.” –Helen Keller
HT: George Grant
July 6, 2009
“We’re not necessarily doubting that God will do the best for us; we are wondering how painful the best will turn out to be.” –C.S. Lewis
HT: George Grant
July 6, 2009
“Speech is conveniently located midway between thought and action, where it often substitutes for both.” –John Andrew Holmes
HT: George Grant
July 3, 2009
Previous posts on this issue can be found here, here, here, here, here, here, and here. In this post we will finish looking at the philosophy of education. This requires a longer post with a bit more complexity. However, the discussion will demonstrate that education is not merely to learn facts. It includes the influence of a worldview.
The second broad idea presented by philosophy which can prove helpful for our discussion is epistemology. Epistemology studies the nature, sources, and limits of human knowledge. Most importantly, it is concerned with truth claims. So we would ask such questions as: How is knowledge gained? What is the best methodology to gain knowledge (education)? How do we determine the validity of knowledge (what is truth)? Colossians 2:3 says all the treasures of wisdom and knowledge are hidden in Christ.
We can ask the question, is it possible to get an education without learning truth? The answer is, yes. Second Timothy 3:7 says that there are some who are “always learning and never able to come to the knowledge of the truth.” First Timothy 2:4 equates salvation with coming to the knowledge of the truth. Psalm 51:6 says that God desires truth in the inward parts. God desires more than a surface, or natural, quality of truth.
Although all truth is indeed truth and there are not “levels” of truth, there are two categories of “truth claims”. There is truth which refers to factual information and there is TRUTH which refers to factual information united and made coherent by personal knowledge of the living Word, Jesus Christ. Proverbs 9:10 says, “The fear of the LORD is the beginning of wisdom, and the knowledge of the Holy One is understanding.” At John 14:6 Jesus said, “I am…the truth.” At John 17:17 He prayed, “Sanctify them by Your truth. Your word is truth.”
Some make the distinction between “revealed truth” and “discovered truth.” I want to affirm that there is “truth” (factual information) which is discovered in the created order by humans and which can be extremely helpful to mankind. However, I also want to affirm that TRUTH (factual knowledge united and made coherent by personal knowledge of the living Word, Jesus Christ) is the only reliable knowledge and is revealed truth. Also, this is the only way to make sense and eternal use of “discovered” truth.
You can be aware of something without having “true” knowledge. True knowledge comes from believing in Christ. Therefore, true education must be connected to Jesus Christ. In that regard “Christian education” is a redundancy. There is really no other education.
This whole idea builds on the conclusions discussed earlier under the discussion of ontology. There are two basic views of reality and truth. There is the non-Christian view of reality and the Christian view of reality. The non-believer will teach the same subjects and facts as a Christian teaches but will attempt to fit them into a view of reality apart from the Scriptures. For the Christian his understanding of life is God-centered and he seeks to interpret all things in relation to God and His Word.
Philosophy recognizes a number of basic theories of knowledge. I want to mention a few of them: empiricism, rationalism, a prior, and revelation. Empiricism emphasizes experience as the source of knowledge. Empirical data are those “facts” which we have experienced. Empiricism is illustrated by the claims of, “I was there – I saw it.” Another example of empiricism would be, “I wouldn’t have believed it if I hadn’t seen it with my own eyes.” Thomas, in the New Testament, exhibited this kind of attitude when he demanded to see the wounds of Jesus before he believed in His resurrection. However, are our senses always reliable? Is our experience always reliable? An empiricist can have real problems with what the Bible teaches. For example, the Bible says that Jesus walked on the Sea of Galilee. If a person did not see that, or has not ever seen anyone walk on water, they may tend to reject this as impossible. When revelation is rejected on this basis, empiricism has taken authority over revelation.
Rationalism is the belief that some of our truth claims can be acquired through reason, apart from our sense experience. This is considered the rationalistic, logical process. Thus, 2+2 = 4 or Einstein’s theory of relativity are examples of the rationalistic process. Let’s take our example of Jesus walking on the water. Would the rationalist have a problem with this? Most would. The problem is, this is not rational. Rationally, it is impossible for someone to walk on water. Thus, rationalism tends to set itself against revelation.
A priori truth claims can be most closely connected with Immanuel Kant. Although it is a complex point of view for our purposes we can simply say that it is the view that there are some things which are “just there” and we know them to be true. Our knowledge may be connected with our experience (empiricism) of them but not necessarily arising out of our experience (and thus there is some truth to rationalism in this view). In other words, while experience plays into our knowledge it is not the source of our knowledge. Applied to God, Kant argued in essence, that because people have some moral opinions about God there must be a God. However, the problem which confronts us is, even if this is true, it does not define the kind of God which exists. There are all sorts of ideas out there about God. Which one is correct? This theory still leaves us short of an understanding of God.
The theory of knowledge called revelation is the view that God has revealed Himself and His revelation is the source of true knowledge. Am I saying that these other views are useless as far as acquiring knowledge? Again, you must define what you mean by “knowledge.” If you are speaking of everyday occurrences and uses of certain “facts”, then rationalism, empiricism, and a prior can be useful. There are natural facts which do not require Biblical revelation (that is, “discovered truth”, i.e., the mathematical equations, etc.). But there is a world of difference between usefulness and reliability. All truth is useful. But all other theories of knowledge fall short in the area of reliability. The only ultimately reliable instrument of knowledge is revelation. Proverbs 2:6 says, “For the LORD gives wisdom; from His mouth come knowledge and understanding.” While an emphasis can be placed on the reliability and importance of revelation no matter the environment education is taking place in, the best education normally takes place where the environment is immersed in this theory of knowledge.
But someone will object that a revelational theory of knowledge will require faith. But all theories of knowledge require faith! All truth claims have this in common. So you must decide: which theory of knowledge will take precedence in the education of your children. Which will take precedence in my own life?
In saying all that I have, do I believe that a non-Christian student who answers the question, “what is 2+2?” as “4″ should have the answer marked wrong? No! But my point is, if he is not a Christian, and does not use what he has learned for the glory of God, he does not possess the essence of knowledge, which includes the end purpose of that knowledge and not just the means of gaining and using knowledge. All of the “education” of the world will fall short of what true education consists of. If a Christian is not trained to use the education which he receives for the glory of God, then that education does not accomplish the God-given purpose and design of education and thus it is wasted.
The environment which education takes place in plays a significant part in setting the stage for how that education will be used. The environment of education, the means of education, the curriculum of education, the purpose of education, the teacher(s), and the goals of education all combine together to provide a training ground for how education will be used in the life of an individual.
All of the educational systems rely to some extent on authoritarianism. Authoritarianism is the view that knowledge is external content which is certified by some objective agency. For example, the Bible, teachers, teacher certification, textbooks, government approval, and so forth. Again, the question arises, which authority do we want to submit our children to? Many Christians submit their children to a conglomeration of authorities which come from all different perspectives or worldviews. What this tends to do is cause a sort of schizophrenic reaction to the authority and sufficiency of Scripture. There is a tendency for Biblical authority and sufficiency to be attacked when exposed to numerous worldviews which are in conflict with the Scripture. The difference between Christian education and other forms of education is that these worldviews are taught from the perspective of Biblical authority and the sufficiency of Scripture.
What modern public education has done is combined authoritarianism with John Dewey’s view. His view was that truth is relative. Whether a person believes that truth is absolute or relative will go a long way in determining to what source they will turn for their foundation for education.
Out of epistemology flows logic. How is your child taught to think? Are they taught to think from a Biblical viewpoint? Are they even being taught to think?
Axiology could also fall under the discussion of epistemology. Axiology deals with such questions as, what determines values/character? How important is this in education and how is it best taught? Is all truth of equal value? Is it possible for any education to be absolutely neutral in the presentation of values?
Some people believe that God has nothing to do with chemistry, biology, physics, science, the arts, music, history, math, etc. While these may fall under the category of “discovered truth” as opposed to “revealed truth” they nonetheless are connected with one’s worldview and certainly should be brought under the Christian umbrella.
A question which should be asked is, is a child best equipped for a lifetime of kingdom work and service in a “secular” setting ? Part of the problem is that Christians too often do not view their vocation, nor their child’s future occupation, as their calling in life to serve God.
So ethics is closely connected with this. Ethics is the study of what is right. How do we determine our ethics? This is an important part of education.
Aesthetics (beauty, sense, perception) is still another category which is closely connected to epistemology. What will our children view as beauty and as acceptable cultural norms or fads? What will be their view of music and entertainment?
We could go on with the questions but the point is made. Our choice of education affects every area of our lives.
July 3, 2009
“Nearly all marriages, even happy ones, are mistakes: in the sense that almost certainly (in a more perfect world, or even with a little more care in this very imperfect one) both partners might be found more suitable mates. But the real soul-mate is the one you are actually married to.” –J.R.R. Tolkien
HT: George Grant
