A Light in the Darkness

The metaphor for light as good and dark as bad are common for many different languages, something I was surprised to discover in my Spanish class in high school.  However, in thinking more in depth on the subject, I realized this should not be so surprising, since the metaphor was used in the Bible, and Christianity would have brought that metaphor with it as it swept across Europe, influencing the numerous languages that were developing at the time.  (I would not be altogether surprised if some of the languages that have been largely untouched by Christianity still use the metaphor, but that is my personal theory for its spread into many Germanic- and Latin-based languages.

Altogether, I really enjoy this metaphor.  It was unfortunately, I believe, used to further suppress people of African descent, but beyond that, it is a remarkably universal metaphor probably because darkness and light are present everywhere, and anyone who can see could notice the differences in shades on every object.  Of course, there is the wonderful saying by Terry Pratchett, which seems to ring with truth:
"Light thinks it travels faster than anything but it is wrong.  No matter how fast light travels, it finds the darkness has always got there first, and is waiting for it."

This quote makes a lot of sense in physics, but when applied to the metaphor of light as pure goodness and darkness as evil, it seems exceedingly pessimistic and almost frightening.

(Now I'll swing the dialog in another direction, but I promise, I'll get back to light and dark.)  In Genesis 3, we read about Adam and Eve and how they sinned and were banished from the beautiful Garden of Eden.  Prior to their sin, they "were both naked, and they felt no shame" (Gen 2:25, NIV).  After they sinned, "the eyes of both of them were opened, and they realized they were naked; so they sewed fig leaves together and made coverings for themselves" (Gen 3:7).  Later, when God confronted them about their sin, he "made garments of skin for Adam and his wife and clothed them" (Gen 3:21).  The clothes act as imagery of their sins.  Before sinning, they were perfectly fine.  They knew each other intimately and there was nothing to be ashamed of.  After they sinned, they definitely were ashamed, and sought to hide from one another their bodies.  Of course, they did a rather inadequate job of this and when God confronted them, he was able to make more substantial clothes.  He didn't remove their fig coverings, because the sin and shame were still there.  The relationship between Adam and Eve, though still husband and wife, was broken.  They could no longer feel unashamed in each other's presence.  They didn't know each other as they had before.  Adam and Eve would have to work together to gain back the wonderful relationship they had once had.

Skip forward several books in the Bible and come back to the topic of light and darkness to John 3:19-20, "This is the verdict: Light has come into the world, but people loved darkness instead of light because their deeds were evil.  Everyone who does evil hates the light, and will not come into the light for fear that their deeds will be exposed.  But whoever lives by the truth comes into the light, so that it may be seen plainly that what they have done has been done in the sight of God."
This passage says that sinners lie in darkness, not wanting to be exposed.  Like Adam and Eve, sinners (myself included) hide in shadows, not wanted others, particularly God, to see the shame.  We can try to obscure our sins by "creating our own coverings," but it's pointless and God already sent Jesus (see the previous verses in John 3), a much better covering than the clothes we could make.  The clothes he gives can completely do away with the sin and after accepting them, it's time to work on the relationship with him.

Creativity

Well, my blog post assignments are now finished, but as I stated in my introduction, I hope to continue using this blog site and writing down various ideas and thoughts that come to my hyper-active mind.  This means several things.  First of all, the content of the posts may not be quite so heavy.  I do enjoy delving into the deeper topics and bigger questions occasionally, but I also like writing for the sake of writing and putting out my opinions on lighter topics.  Secondly, I probably will not get around to posting once a week, but will try to write something at least once a month (I will try for weekly, but without the encouragement or threat of grades, I won't be making promises).  Feel free to suggest topics that I might dig into.

I have no idea how many surveys and questionnaires I have filled out in the past year, but it seems quite ridiculous, and I'm sure that after the first few, the way I answer has changed and I've cared less and less about which bubble I fill in.  (Plus, being a slight perfectionist, I have to fill in the bubble completely, and inside the lines, so it seems to take me long than most people.)  I filled out surveys from impressions of college dating to favorite movies and the ideal roommate to how tolerable (or intolerable) the caf. food is (I personally don't mind it).  One that I filled out was intended to help me find out my interests and what kind of thinking I do and such.  In the process of looking over the results of the survey, I saw that creativity was a rather large theme echoing across the survey (and a couple others).  I wasn't too surprised by this, but in talking with the college's career counselor, he mentioned that it was important for me to note this and use it, by making sure that I can express myself in creative ways.

I found the idea interesting.  I knew that art and such were always great pastimes, and I understood that art was a form of expression, but I had never considered that I needed to use that creative energy, that using it could help me.  So, as finals came around along with Christmas and concerts and all sorts of holiday busyness, I calmed myself down and took time to be creative.  Tending towards the Type-A personality, though, I made sure that my creativity was also productive and made Christmas presents.  I love to paint and would consider myself a decent painter, with still many things to learn and discover.  I painted some cardboard and cut it into two puzzles for my dad.  I painted an impressionistic picture for my mom's birthday. I painted (by commission) a picture for my roommate to give her mother.  I also painted a lovely scene I called "Cow Tipping."  My favorites were the ornaments I decorated for my friend and some family members.

Since I got back from Christmas break, I started playing computer games again.  Those things are so addicting!!  You can't end on a lose, and once you win, you see if you can do it faster!  After a week or so of doing this every time I got back from classes, I realized that part of why I was being drawn to it so much was because it involves problem-solving, which is creative.  To keep myself from playing too many games, I started making a journal: something which can take lots of creativity, can be useful, is semi-lasting, and much more worth-while than solitaire or minesweeper.  I'm so glad (even if I had to sift through thousands of survey questions) that I discovered this.  I'm sure it will be extremely beneficial as school and life in general becomes more stressful, to use creativity to take a step back and do something freeing and enjoyable.

Grading System Exposed Assignment

In Zen and the Art of Motorcycle Maintenance, Robert Pirsig wrote the following: "The brighter, more serious students were the least desirous of grades, possibly because they were more interested in the subject matter of the course, whereas the dull or lazy students were the most desirous of grades, possibly because grades told them if they were getting by."

The question is whether this is true, or whether the brighter students are more desirous of grades and the dull students are less so.  I think there is a bit of both, and it definitely can't be cut into two groups and expect one to be true of every person.  Bright students are more likely to pay attention in class, and thus will learn more, and even if they don't agree with the teacher, can pull off a good grade.  Dull students, on the other hand, do just enough, or not even that, and grades aren't their goal, or else they would try harder.

However, a bright student who simply wants to learn a subject would care less about grades, and students that care mostly about their grades are more likely to regurgitate bland facts and overused concepts.

I suppose making a distinction works better one way than the other.  Students that care about their grades are more likely to be dull or lazy, doing one of my favorite end-of-the-year activities: Figure out how many points you need on the last couple of assignments in order to get the grade you want!  This system seems more sure-fire than looking at all the bright students and assuming they don't care about their grades, or looking at dull ones, and assuming they do.  Perhaps this is because grades have told me I'm a bright student, and I would like to keep that reputation while still defending good grades.  But I've met plenty of dull students who definitely don't care about their grades, and plenty of brilliant students who want (and receive) good grades.

Despite all of this, I think that the grading system ought to be kept, but its importance should not be as stressed as it currently is.  Today, anywhere in the academic community (and some other places), bad grades stick to you like a piece of gum on your shoe; with each step you take, you are reminded of past failures, and it can slow you down a bit.  Grades are quite useful, for comparing and displaying progress, but a person ought to be able to shed them off after a month or so.

The Professor's Belief Assignment

Should a professor teach what he (or she) believes?  A professor should teach what is necessary to fulfill an education.  But what is education, and what is the aim of education?  I certainly don't claim to hold to answer to these puzzling issues that have stirred up controversy all over the place, but I'll give my own opinion on the matter.

An education is a formalized and planned method of learning, in my own definition, and the aim of education should be to prepare a person for a task.  This may be working at McDonald's, becoming a missionary, or acting as a productive member of society.  In order to give his students an education, the professor must figure out a way to present the information about how to do these tasks in a way that the students will understand.  This is the job of the professor.

But what information does the professor give the students, and where does it come from?  This information starts with "hard facts," which are the observable circumstances that many would consider to be reality.  Unfortunately, even at this relatively concrete level, there are discrepancies.  Some people do not believe that matter exists, but the only thing that exits is our consciousness.  But as the concrete 'reality' changes to abstract theory, the debates become more wild.

Still, the professor must find a way to present these items, and, considering that there are disagreements even at the seemingly concrete level, the professor must either take sides at some point, or present the perpetual list of viewpoints, or simply present the side that the majority of people agree with.  Considering the complete list of viewpoints would be without end, it would be impractical to insist that a professor present one to his students, so that option can be eliminated.  Obviously, the professor is likely to have taken sides (particularly on the 'concrete' matters), as these ideas have shaped his view of the world, and it is virtually impossible for a person to be without a worldview.  So we know that the professor has a viewpoint and that it would be best to either teach that perspective or teach what the majority believe.

At this point, I will say that I think the professor should teach what he believes.  This is because if the professor does not believe it, it would be very difficult for him to teach it properly.  If a professor truly believes what he says he does, he would find it impossible to present any other kind of reality to his students.  Also, conformity and scripts hardly encourage people to think.  Presenting what most people believe simply for the reason that most people believe it is not a very good reason to teach something, because it leaves no room for development, or questioning the system or turning the world of thought upside-down.  If the professor is able to present a viewpoint other than the one widely accepted, his students will benefit, even if they do not agree with him, because they would have to critically examine their own and learn not to just 'go with the flow,' but to develop their own beliefs.

That being said, it is VERY important that the professor not expect his students to agree with what he believes.  He must allow freedom of thought and let his students discuss their own worldviews.  Professors ought to teach what they believe in order to encourage the growth of learning.

Transformation To Wisdom Assignment

One of the four dimensions of wisdom that Caroline Bassett outlined in "Emergent Wisdom" was Transformation.  This spoke of how part of wisdom is constantly adapting, and acquiring new knowledge.  It is not stagnant and set, but wisdom can always be improved and new lessons can always be learned.  This idea came up in "Zen and the Art of Motorcycle Maintenance" (by Robert Pirsig).  Phaedrus had sought understanding and deeper knowledge and the truth about reality.  Early on, he had been consumed with this search to know more.  He was willing to change his point of view and transform his thinking as he acquired wisdom.  He questioned everything, from sculptures to personalities to the success and failures of his students.  Eventually, though, he gave up and settled for an easy life, one which involved little thinking, and no all-out search for the truth.  This emphasizes that wisdom isn't found in a man in a hut somewhere in the obscure wilderness, or in those who are old and speak slowly and bend over with the weight of many years.  Instead, wisdom is found by those who receive God's truth and make continual efforts to see more of it and let life be presented in a new light.

Emergent Wisdom Assignment

This article by Caroline Bassett considered wisdom to have several dimensions, including discerning, respecting, engaging and transforming.  The key to discerning is seeing the underlying issues and being able to distinguish between two similar-appearing things.  Respecting is a bit along the lines of empathy.  It is thinking about how decisions will affect every person and what concerns and opinions specific people will have.  Engaging means that wise people do something with the knowledge they have and trying to make a change to make the world a better place, fighting for the common good.  Transforming goes along with this, meaning that the world and the Truth is terribly complex and rather impossible for one person to know, even after a lifetime, so a wise person will constantly be changing and perfecting his or her worldview, as the Truth is revealed.  Self-improvement and improvement of the world result from this dimension.

Although colleges could never really give wisdom to students, it is possible to teach how to recognize wisdom and provide an environment to practice wisdom.  Most colleges don't do this.  Some colleges may not have many wise instructors, and thus no examples for the students to observe.  But most of this issue stems from tradition and scripts.  Colleges that are too caught up in traditions do not care to foster wise students.  In discernment, these students might find something wrong with the long-held traditions.  In respecting, they would try to see not only why the college wants to keep the traditions, but also how the traditions affect each student and the members of the community.  Those who practice engaging and transforming would especially be a 'threat' to a college steeped in tradition, as they would make efforts to change the situation and present the Truth in a new way.

I really don't personally know any college that's this stuck on tradition, but it would be colleges of this sort, to varying degrees, that would not try and encourage wisdom from students.  Fortunately, I think the Honors Program here intends to teach wisdom.  This is not an easy task.  Indeed, I believe that it is a gift that only God can give.  It was something he bestowed generously on Solomon and as James 3:17 states (read verses 13-18 for a more full picture), "But the wisdom that comes from heaven is first of all pure; then peace-loving, considerate, submissive, full of mercy and good fruit, impartial and sincere."  True wisdom can only come from God and those who have it have the responsibility to practice it and allow it to grow.

Education for Homelessness or Homemaking? Assignment

This week's reading, by Steven Bouma-Predigre and Brian Walsh discussed the largely American problem of homelessness.  Although in some cases this did refer to literally being without a home, the passage used a more figurative sense of the word, describing the growing issue that many people are not investing in the places they live, but only wish to live in the places they do until they can move "up" in the world.  This search for success causes many to jump from place to place, and never have a place to call home.  In effect, they do not care about the land anywhere or the people anywhere.  The authors state that this explains why people do not care about the environment.  The goal is instead to go from one house to another, exploiting as much as possible on the way.  This all really makes sense to me, but I feel it has strong points on both sides, so while I agree with most of it, I believe I need to elaborate.

First, I don't really want to pursue the "upward mobility success ladder" and all, but I want to see new places and find one that fits me.  I think there is definitely a time in life where it is important to stretch out and see the world from another viewpoint, rather than a closed-up small-town ideology that can get stuck in traditions.
But I also believe there is a point when people need to settle down and invest themselves into a community.  A town is nothing more than buildings; a community is a group of people walking together in life.

Second, I don't think loyalty is something that needs to be placed on anything in this earth.  You can be dependable and put a lot of effort into one thing, but any human institution can be corrupted, and fierce loyalty to a corrupted institution can lead people astray.  Instead of being proud of a place, one should be humble.  Instead of placing your faith in a place, you should place your faith in God.  Again, this is not to say you shouldn't invest yourself into people, places or organizations.  I merely mean that your main loyalty should be to God, then to people.  This is similar to the two greatest commandments: Love the Lord your God...and love your neighbor as yourself.

This article didn't really change any of my opinions on the matter of the purpose of education, since I have for quite some time been upset by the whole "success" language used to motivate students to be selfish and try to get on top, but it has given several great points and a new set of vocabulary for discussing the issue.

Why Learn? Assignment

This composition by John Tagg examined the difference between qualitative- and quantitative-oriented learning.  Quantitative-oriented learning basically means just going to class with the goal of getting a good grade to post on your transcript.  Thus, the student aims to please the teacher and store the information until the end of the semester, when the grades are due and the benefits or losses are calculated.  Qualitative-oriented learning, on the other hand, focuses on what is gained from the class.  It sees learning as an intrinsic value and the concepts that are carried out of the classroom are considered more important than grades, tuition costs or course credits.

I do love learning, so I think I understand its intrinsic value, but I do tend to place huge importance on my grades, and there have certainly been some classes that I was glad to see the end of, granted I had an 'A.'  I do not believe this was entirely my fault.  In the information age, statistics are extremely important and number crunching and quantitative data is considered almost priceless.  Our society stresses paperwork and how one person's numbers (grades in this case) compare to another's.  Success is measured in A's, and B's, and C's and F's are considered failures.  As a result, students often fail to apply the knowledge to their life.

My one problem with the qualitative-oriented learning concept is that it insinuates that every class ought to make you view your world in a new way.  I don't believe I could handle it if all seven of my courses turned my world-view upside-down.  I would feel a loss of identity end up feeling very sick and dizzy.  Tagg maybe didn't mean that every class ought to cause a total renewal of the mind, but I just wanted to clarify my opinion on the matter.

In my own education, I believe that quality is demonstrated by how much it provokes thought outside of the classroom (and homework).  When I begin having original thoughts about that subject and relating and applying the concepts learned to other aspects of life, then I know I have gained knowledge and have succeeded in a qualitative sense.  And while I don't believe all my classes will bring life-altering changes, as a whole, they can shape my world-view and make the little aspects of life more intriguing and the bigger aspects less confusing.