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The Whirlwind Creation Museum
Somebody needs to build this. I would pay to see it.
Welcome to the Whirlwind Creation Museum. Other so-called creation museums place their emphasis on a narrow, literalistic, modernist reading of the early chapters of Genesis. They imagine that these chapters simply “tell it like it is” — this is how God did it. Period. We, however, focus on a more panoramic and comprehensive text about how God created and rules over the universe, our world and its inhabitants: Job, chapters 38-42. This passage reminds us that we weren’t there, and none of us actually has any idea what God has wrought or how it all fits together. Job teaches us that herein lies wisdom.
It is my pleasure to give you an overview of the museum today, so that I might then set you free to explore the vast wonders of creation on your own — wonders that go beyond our human ability to describe and explain.
You see, we think the most basic truth about creation is its ultimate incomprehensibility.
Though we humans have the privilege to use our minds and imaginations to explore and discover and theorize and understand God’s creation, we will never come to the end of it. Its sheer scope and its innumerable mysteries resist our attempts to grasp it all. Its contradictions and conundrums stretch the limits of our logic. Before this great universe, we are very small. We do not think this should discourage us, however. Instead, we devote ourselves to learning, appreciating, contemplating, and proclaiming the splendor of God’s handiwork. In the end we yield our quest for all knowledge to the spirit of trust and worship.
Sunday Inspiration: Doing
I have been impressed with the urgency of doing. Knowing is not enough…willing is not enough; we must do.
—Leonardo da Vinci
Something You Can Do for Liberia’s Ebola Crisis
Care for One Hundred is a response to the Ebola virus outbreak in West Africa, especially Liberia. On August 13, 2014, the World Health Organization identified Liberia as the new epicenter of the crisis. That means that Liberia is the nation where the most new cases of Ebola are showing up.
Given the depressed Liberian economy, most Liberians subsist on one meal a day. We have calculated that for less than $0.35 a day we can provide one good meal of rice and beans. Provisions also will include oil and seasoning. For $1,000 USD we can Care for One Hundred for one month.
Critical Thinking Ain’t What It Used to Be
…and what it used to be is better than what often goes by that name today, according to Dennis Hayes. In fact, his latest column at The Conversation is titled “Let’s Stop Trying to Teach Students Critical Thinking.”
As a teacher, you have to have a critical spirit. This does not mean moaning endlessly about education policies you dislike or telling students what they should think. It means first and foremost that you are capable of engaging in deep conversation. This means debate and discussion based on considerable knowledge – something that is almost entirely absent in the educational world. It also has to take place in public, with parents and others who are not teachers, not just in the classroom or staffroom.
The need for teachers to engage in this kind of deep conversation has been forgotten, because they think that being critical is a skill.
It isn’t, Hayes says. It is a trait of character or even, perhaps, a way of life. He goes on to argue that the word “criticism” is often misapplied.
The idea that critical thinking is a skill is the first of three popular, but false views that all do disservice to the idea of being critical. They also allow many teachers to believe they are critical thinkers when they are the opposite:
- “Critical thinking” is a skill. No it is not. At best this view reduces criticism to second-rate or elementary instruction in informal and some formal logic. It is usually second-rate logic and poor philosophy offered in bite-sized nuggets. Seen as a skill, critical thinking can also mean subjection to the conformism of an ideological yoke. If a feminist or Marxist teacher demands a certain perspective be adopted this may seem like it is “criticism” or acquiring a “critical perspective”, but it is actually a training in feminism or Marxism which could be done through tick box techniques. It almost acquires the character of a mental drill.
- “Critical thinking” means indoctrination. When teachers talk about the need to be “critical” they often mean instead that students must “conform”. It is often actually teaching students to be “critical” of their unacceptable ideas and adopt the right ones. Having to support multiculturalism and diversity are the most common of the “correct ideas” that everyone has to adopt. Professional programmes in education, nursing, social work and others often promote this sort of “criticism”. It used to be called “indoctrination”.
- “Critical theories” are “uncritical theories”. When some theory has the prefix “critical” it requires the uncritical acceptance of a certain political perspective. Critical theory, critical race theory, critical race philosophy, critical realism, critical reflective practice all explicitly have political aims.
What, then, is criticism?
Criticism, according to Victorian cultural critic Matthew Arnold, is a disinterested endeavour to learn and propagate the best that is known and thought in the world. We should all be as “bound” by that definition as he was. We need only to teach the best that is known and thought and “criticism” will take care of itself. That is a lesson from 100 years ago that every teacher should learn.
Critical thinking seen as Arnold defined it is more like a character trait – like having “a critical spirit”, or a willingness to engage in the “give and take of critical discussion”. Criticism is always about the world and not about you.
Of Cheshire Cats and Transubstantiation
Scientists have created an effect comparable to a subatomic Cheshire cat. Rather than a grin that has been separated from its cat, they have created a property of magnetic moment (I’ll not pretend I understand what that is) separated from its neutron. As Stephen Luntz explains,
In the classical world we are familiar with the idea that a property like magnetic moment cannot be separated from its object – it would be like taking the taste away from a chocolate bar so that the bar produced no sensation on the tongue, but a disembodied taste could be detected somewhere quite distinct.
However, things work differently in the world of the very small. In the 1990s, Professor Yakir Aharonov of Tel Aviv University proposed the properties could indeed be detached from particles (his book explaining it is delightfully subtitled Quantum Theory for the Perplexed). The idea develops on Schrödinger’s famous feline thought-experiment. However, instead of ending up with a live and dead cat, you have a cat without its properties, and properties without the cat. The naming after Carroll’s Cheshire moggy was inevitable.
Thus,
Denkmayr and his co-authors…temporarily removed the magnetic moment from the neutrons using an interferometer. They used a silicon crystal to split a neutron beam and reported, “The experimental results suggest that the system behaves as if the neutrons go through one beam path, while their magnetic moment travels along the other.” The beams were then reunited, leaving no disembodied magnetic moments prowling the universe.
It seems to me some enterprising Catholic theologian might jump on this as a way to realign the doctrine of transubstantiation with modern theories of physics (just as the original doctrine aligned with Platonic thought). To use the classical terminology, what might it mean to say that a set of “accidents” (properties) can be separated from its “substance” (objects)?
Do You Support or Oppose the Homophone Agenda?
This post from Language Log’s Mark Liberman has me vigorously shaking my head. Quoting Paul Rolly of the Salt Lake Tribune:
Homophones, as any English grammarian can tell you, are words that sound the same but have different meanings and often different spellings — such as be and bee, through and threw, which and witch, their and there.
This concept is taught early on to foreign students learning English because it can be confusing to someone whose native language does not have that feature.
But when the social-media specialist for a private Provo-based English language learning center wrote a blog explaining homophones, he was let go for creating the perception that the school promoted a gay agenda.
Erm… What?
Of course, Liberman’s final sentence is the one that really has me worried:
Since intelligent people are not a protected group under U.S. employment law, Mr. Woodger was apparently on solid legal ground in firing Torkildson.
Reading Hagar with Paul (and a Bunch of Other Folks)
So, one of the reasons I haven’t been blogging as much lately is that I’ve been working working on the Galatians volume of the Smyth & Helwys Bible Commentary. Marion Soards has ably handled the exposition; I’m responsible for supplementary materials: sidebars, sermon/teaching ideas, and so forth. My deadline is still about a month away, so I’m still going to be fairly quiet around here, but I thought I’d repost a bit on the reception history of the Hagar story from Genesis that, you may know, figures prominently in Galatians 4.
Reading Hagar
In chapter 1 of Reading the Bible with the Dead, John L. Thompson surveys the history of Christian interpretation of Hagar, Abraham’s wife-concubine whose story is told mainly in Genesis 16 and 21. Hagar enters the biblical narrative as Sarah’s Egyptian slave, forced to sleep with her husband Abraham in an ill-advised scheme to produce for him an heir. She is used, abused, and then cast out of the family when, after the birth of Isaac to Sarah, it was deemed she had outlived her usefulness.
In Galatians 4, Paul used Hagar yet again—this time as an allegory for slavery to the Mosaic law. The “throw-away” sexual surrogate becomes a symbol of all that is second-rate in the economy of God. But such readings miss some amazing details of Hagar’s depiction in the book of Genesis, and Thompson credits feminist interpreters with bringing these details to light. Three observations and criticisms have registered with respect to Hagar’s story in Genesis. First, there is the concern “to recognize and recover the dignity, eminence, and even the exemplary character of Hagar” (15). Second, other feminist interpreters take an opposite approach by calling attention to what Hagar suffered and what this tells us about the character of Abraham (and Sarah). Finally, Hagar’s story has drawn attention to what may be called “the sins of the narrator” (16), the subtle clues in the text that betray the patriarchal biases of the storyteller himself, if not the Deity behind the action.
After this brief introduction to the problems surrounding the Hagar narratives, Thompson raises the question to which many modern interpreters believe they already have the answer: Has the church forgotten Hagar? In fact, Thompson finds that interpreters of previous generations had long struggled with the disparities of these biblical texts—and often came to conclusions quite similar to those of modern feminists.
Did Paul’s Allegory Win?
In answer to the first concern, that of recognizing the positive dimensions of Hagar’s character, Thompson notes that there were, in fact, two strands of allegorical thought surrounding Hagar. The one in Galatians 4 we know, but ancient interpreters realized this was only one piece of the puzzle. For Philo of Alexandria, the symbolism of Hagar was the “preliminary teachings” that the wise must study on their way to true wisdom (symbolized by Sarah).
For Origen as well, Hagar does not represent a literal wife or a fleshly union, “but rather the virtue of wisdom” (19). Abraham thus did not take on a second wife, but a second virtue. Her expulsion from Abraham’s camp provides a contrast between the meager skin of water with which she is provided and the divine spring she discovers in the wilderness. She is thus like the Samaritan woman of John 4: “both had their eyes opened to see a well of living water, which in each case was Jesus Christ” (19).
Later patristic interpreters likewise found in Hagar some symbol of godly virtues. For Didymus the Blind, Hagar could only symbolize these virtues because, as a historical person, she possessed them in a literal way, “as evidenced by her good behavior and her worthiness to receive heavenly visitations” (19). He even invokes Matthew 5:8, “Blessed are the pure in heart, for they shall see God,” to argue that, since she had a divine vision, Hagar must have been pure in heart.
In all of the patristic era, Augustine is virtually alone in attributing purely negative characteristics to Hagar. For him, she is a figure of heresy. Into the medieval period, the church’s assessment owes more to Origen and Didymus than to the bishop of Hippo.
Abraham on Trial
Nor does the early church let Abraham off the hook for his despicable treatment of Hagar. The earliest worries about Abraham expelling Hagar and her son Ishmael come from the rabbis. In Genesis Rabbah, there is great interest in the meaning of the Hebrew term in Genesis 21:9 where Ishmael is “playing” with Isaac. For the rabbis, this term was associated with shameful deeds—”fornication, or idolatry, or attempted homicide” (23). Whether these speculations are true, it must be said that they apparently arose out of a sense of discomfort with Abraham’s seeming extreme reaction against Ishmael’s otherwise innocent behavior.
The disparity between Ishmael’s “crime” and the “punishment” inflicted by Abraham captured the attention of Christian writers as well. John Chrysostom “attributes great reservations to Abraham over the severity and oppressiveness of Sarah’s plan to evice Hagar and Ishmael. A few years later, preaching on Galatians, he makes some similar moves, arguing that only the stirrings of divine providence can account for this event, for otherwise the penalty would be vastly more serious than Ishmael’s brashness warranted” (23).
Abraham’s severity in this episode was a preoccupation of Jewish and Christian interpreters throughout the Middle Ages, with varying success. Thompson explains,
Rashi reported that Hagar’s “wandering” in Genesis 21:4 may have implied her moral wandering into idolatry, while Abraham Ibn Ezra insisted that later on, after Sarah’s death, Abraham lavished gifts upon Ishmael’s children. None of the rabbis, however, nor any Christian commentator, can equal the blunt confession of Rabbi Nachman, writing in the thirteenth century: “Sarah sinned in afflicting her, and also Abraham for permitting it. God hearkened to Hagar’s cry, and as a result her descendants persecute and afflict the seed of Abraham and Sarah. (24)
Christian interpreters as well wrestled with the questionable morality of Abraham and Sarah’s treatment of Hagar. Thompson lists Cardinal Cajetán, Conrad Pellican, Wolfgang Musculus, Peter Martyr Vermigli, and Martin Luther as Christians who noted the ethical problems with this text. He quotes Luther’s assessment,
Abraham simply sends away his beloved spouse, she who first made him a father, along with his firstborn son, giving them only a sack of bread and a skin of water…. But does it not seem cruel that a mother burdened with offspring should be dismissed so miserably, and that, to an unknown destination, indeed, into a vast and arid desert? … If someone wanted to rant against Abraham at this point, he could make him the murderer of his son and wife…. Who would believe this if Moses had not recorded it? (25)
None of these precritical interpreters intended to hang Abraham without a trial. On the contrary, they strove to find a way to harmonize the actions of the biblical characters with the moral standards they learned in Christ. But as Thompson notes, “If some [commentators] appear to have worked overtime to exonerate Abraham, they never lost sight of the seriousness of the charge against the patriarch nor brushed aside the terror inflicted on Hagar and her son” (25-26).
Stereotypes…and Sympathy
What then about the “sins of the narrator” in how Hagar’s story is told? Feminist interpreters charge that traditional, patriarchal exegesis has locked Hagar into “a petty and stereotypical role” (26) and whitewashed the injustices committed against her. But Thompson argues the history of exegesis of these passages does not quite fit this billing. “They are admittedly patriarchal, albeit in an unconscious way,” Thompson argues, “and they are capable of succumbing to gender stereotyping, but they show a surprising tendency to rise above these traits in pursuit not only of ‘literal’ exegesis but also in defense of Hagar” (26).
Again, Thompson surveys numerous commentators, this time from the Reformation era. Zwingli, Pellican, Musculus, and Luther all characterize Hagar as a humble, pious woman, despite the culturally bound gender stereotypes within which they worked. Musculus in particular believed Hagar had every reason to complain of her treatment. He even admits that “Hagar would not have sinned had she voiced some of her complaints. AFter all, Job and Jeremiah offered laments, and even Christ cried out fromthe cross, ‘My God, my God, why have you forsaken me?’” (27). Luther could even speak of the godliness of “saintly Hagar” (28) and ponder how her experience is a figure of the Christian path from humiliation to faith and repentance.
Hagar in Church and Pulpit
Reading the story of Hagar with the dead offers a payoff to Christians today. Freely admitting that not every early interpreter saw Hagar in such a sympathetic light (Augustine and Calvin in particular are noted for being “curiously untouched by the various expressions of interest and sympathy that most commentators drew from this biblical text,” 29), Thompson suggests there are four key lessons we can learn from the history of exegesis of Hagar’s story (29-31):
- Hagar is Important. Any incursion into the patriarchal narratives that treats Hagar as the lectionary has mostly done, excising the dubious deeds of Abraham as well as Hagar’s own triumphs and travails, is at once a betrayal of the integrity of the biblical text and the squandering of a rich homiletical opportunity.
- Hagar’s Story Is Terrifying. Nothing is gained by “reading for the center” so as to pretend that Hagar’s misfortunes did not happen or that they weren’t so bad after all, given the happy ending that came her way.
- Hagar Is More than a Symbol. Despite the precedent offered by Paul’s allegory of Hagar as a figure or type of those who foolishly sought justification through the law, Galatians 4 should not erase or upstage the compelling portrait of Hagar in Genesis.
- Hagar Is Connected to Us by Our Own Tradition. If it is dysfunctional to ignore Scripture’s silences, it is hardly better for preachers to suppose they can fix the Bible alone, by exercising their own authority or creativity. Instead, congregations ought to be reconnected to Christian tradition by being reminded of the witness of past interpreters.
A final note: Thompson covers vast swaths of history of interpretation in only a few pages. While at one level I would have preferred more extensive quotation from the primary sources, I appreciate that this would make the book large and unwieldy. He provides a 28-page “Finding Guide” at the back, broken down by biblical book, of the major historical interpreters whose works are currently available in English. Readers who want to check Thompson’s citations and do additional research are thus armed for the task.
More Page Views from Finland than the US Today?
What’s up with that? Do I need to put some haltias or tonttus in my next novel?
Tervetuloa.
And Kiitos.
Piecin’ a Quilt Is Like Livin’ a Life
“Did you ever think, child,” she said, presently, “how much piecin’ a quilt’s like livin’ a life? And as for sermons, why, they ain’t no better sermon to me than a patchwork quilt, and the doctrines is right there a heap plainer’n they are in the catechism. Many a time I’ve set and listened to Parson Page preachin’ about predestination and free-will, and I’ve said to myself, ‘Well, I ain’t never been through Centre College up at Danville, but if I could jest git up in the pulpit with one of my quilts, I could make it a heap plainer to folks than parson’s makin’ it with all his big words.’ You see, you start out with jest so much caliker; you don’t go to the store and pick it out and buy it, but the neighbors will give you a piece here and a piece there, and you’ll have a piece left every time you cut out a dress, and you take jest what happens to come. And that’s like predestination. But when it comes to the cuttin’ out, why, you’re free to choose your own pattern. You can give the same kind o’ pieces to two persons, and one’ll make a ‘nine-patch’ and one’ll make a ‘wild-goose chase,’ and there’ll be two quilts made out o’ the same kind o’ pieces, and jest as different as they can be. And that is jest the way with livin’. The Lord sends us the pieces, but we can cut ’em out and put ’em together pretty much to suit[75] ourselves, and there’s a heap more in the cuttin’ out and the sewin’ than there is in the caliker. The same sort o’ things comes into all lives, jest as the Apostle says, ‘There hath no trouble taken you but is common to all men.’
“The same trouble’ll come into two people’s lives, and one’ll take it and make one thing out of it, and the other’ll make somethin’ entirely different. (Eliza Calvert Hall, Aunt Jane of Kentucky)