My local newspaper, the Eugene Register-Guard, published a story by Rebecca Taylor on October 17, 2007 in which a local resident accidentally shot a visitor. As of today, the victim is still alive. The story, however, brings to light an interesting aspect of American rural culture, the concept of the varmint. In our local case, the shooter was described as firing the shot from a "small-caliber Ruger varmint rifle." Now what is a varmint rifle?
Ruger makes solid, mid-priced, good-quality firearms (I have used their pistols) and the rifle in question, though this was not specified in the story, was probably a .22, which fires a fast, small bullet suitable for killing crop-damaging rodents and other very small animals. My mother was a good shot with this kind of rifle while growing up on a farm near Salem, Oregon.
But what is a varmint and why did the shooter fire at "what he thought was an animal" in the brush?
My dictionaries, and such supplemental works as Woods's The Naturalist's Lexicon, make clear that the word varmint is a variant, if you will, of vermin, which in turn is based in the Latin term for worm but is today used more broadly to refer to any kind of loathsome, obnoxious or unpleasant animal, particularly a small animal.
I used to do some consulting work for Leupold & Stevens, an Oregon firm that makes high-quality optical equipment, especially scopes for use on firearms. Some of these are also marketed as great for varmint shooting, mounted on a .22 rifle or long-barrelled pistol, or perhaps a slightly higher caliber. One doesn't usually shoot varmints with large-bore weapons such as .44 revolvers or .45 automatics.
So what is a varmint, really, in daily use in rural America? The term has come to mean just about any small animal under almost any conditions. That is the shame of all who enjoy shooting sports.
I have no quarrel with hunting, having enjoyed from the land of Oregon venison, elk, rabbit, curried bear and even frog legs from frogs caught by my uncle and prepared to perfection by my grandmother. Likewise, it seems to me fine for farmers and ranchers to get rid of ground squirrels that pepper pastures with ankle-breaking holes (though setting up nest platforms for raptors might be more effective).
But our local shootist wasn't out to get dinner. He wasn't trying to keep his land safe and productive. He certainly wasn't protecting himself. He saw something move - something completely unidentified - and he shot it for fun.
From what cultural sump do we get the idea that killing animals purely for pleasure is morally acceptable? The idea is not limited to slow-witted young men out for a joyride on an ATV: hunting big game purely for trophy purposes is perfectly acceptable, even among the wealthy and educated. That is a subject beyond the meaning of "varmint," but is clearly related.
We see young men (mostly) shooting Burrowing Owls off fenceposts simply for target practice. In the case of most birds, unlike most mammals, this is a crime. Even my new neighbor, a nice young man, last year shot (with his varmint rifle) a raccoon in a residential district of Eugene, which was illegal not because it was a raccoon, but because he fired his rifle inside the city. I wonder if he could clean out the neighborhood cats for me?
So we return to our young ATV rider who fired at something unknown that moved in the bushes. The headline on the article referred to the shooter as a "hunter." Wrong. Hunting by definition has seasons and rules, and is limited to certain animals. Our young man, waving his rifle, admits to simply firing at something rustling in the underbrush. Just a varmint, let's shoot it for fun. I wait for the shame. I wait in vain.
Wednesday, October 17, 2007
Thursday, September 20, 2007
Religious versus secular territory: a response to C. John Sommerville’s "The Decline of the Secular University"
What is the best way for universities and religion to co-exist? Some would say in different time zones, others think that Bible college is the only Great Book program they will ever need. C. John Sommerville’s "The Decline of the Secular University" (Oxford, 2006), which focuses on this question in a mostly practical way, is one of the most worthwhile books on the purposes of higher education to appear in recent years.
As a college evaluator, I find it enlightening, as a nonbeliever I find it challenging and as a citizen I find it in part persuasive. However, its focus on one religion (albeit one under which much of western culture arose) and its lack of awareness of what is really happening in religious education in the United States today weaken what is otherwise a very important message.
In academe, and to some extent in society and government, we have come to believe that anything that isn’t science (broadly defined to include applied technologies) isn’t important, and to the extent that everything else can be made to look and quack like science, it moves up the ladder of prestige (and might get better funding). Another way of looking at this issue is that if a book or article does not contain numbers, it is not important.
Page Smith made this point in Killing the Spirit (1990), which was less pointedly about the role of religion in universities. Sommerville makes it more explicitly, citing specific examples of what science can’t do and of scientists who have seen the light, or at least a light. He asks universities to reestablish their role as a place in which moral questions are taken seriously and in which religious people can comment on these issues as a natural part of the everyday life of collegiate culture without being dismissed as weirdos or defined away as nonacademics. I, speaking as an atheist, think this would be a plus at most institutions, whose students and faculty are today obsessed with money, prestige and job training.
Sommerville tends to conflate morality with religion and religion with Christianity, which poses certain obstacles to his goal of persuasion. However, he points out quite correctly that the expandable basket called “religion” in fact contains such a wide variety of philosophies and belief systems that to discuss it in generic terms risks a result so bland and devoid of weight that we might as well not bother. That said, surely his definition of religion as “that which gives access to something beyond the ordinary” is astonishingly flat and godless.
He treats Christianity as a culture or philosophy more than a faith, or at least shelters faith behind an amiable flurry of familiar academic language. His God does not smite (at least not directly) and his Jesus is more an emeritus faculty member worthy of respect than the Son of God. Although he does not ignore what I will boldly call the religious aspects of Christianity, Sommerville hardly mentions such things as divinity, the idea that God could have a son or whether anyone has risen from the dead lately and in what form. Sin does come up occasionally and appropriately, but forgiveness in an expressly ecclesiastical sense is modestly tucked away behind the curtains. Is this the Son of God who dare not speak His name?
The problem of distinguishing between Christianity as a distinct religious faith and the “Christian culture” underpinning the clusters of nation-states that have grown up with it exists in many venues, not just universities. It is an everyday presence in the courts. It is also a discussion not limited to Christianity. The late Oriana Fallaci recently pointed out in The Force of Reason (English edition, 2006) that as Islam moves into Europe, its culture seems likely to demand more concessions from European social norms. Europe is finding that its Christian-rooted tendency to treat others fairly may result in social changes and behaviors unacceptable to most of its inhabitants. Israel faces this question daily: is it a Jewish state in which others may live under certain conditions acceptable to Jews or a state that happens to contain mostly Jews - for now?
Can secularism render a nation vulnerable to a less accomodating culture based in a different faith than the sometimes nominal Christianity that the “West” hardly notices because we have lived with it for so long? Fallaci says yes. Many Americans of faith would agree. This is not Sommerville’s principal subject, but he clearly thinks that an educational system that has no common, natural, everyday way to discuss moral issues, including from religious viewpoints, is not well suited to the education of people who have to deal with such issues. I agree.
It may be that the book’s subject matter, which has to do mainly with what ought to happen in universities, does not have a need for visible altars and wood from the cross, but it is a little odd to read about Christianity as though universities could benefit from its undoubted capacity for encouraging moral discourse without mentioning its most fundamental basis: belief in its tenets. There is a hint of Wizard of Oz in the approach: we won’t talk about what is behind the curtain and let’s see if anyone notices.
On the rare occasions when other religions appear, they are mere ghosts who pass across the stage, bow slightly and are ushered courteously to the egress. Surely the presence of a vigorous Christianity smiting, loving and saving its way across campuses could only be made more interesting to faculty and students by a Judaism, Islam, Hinduism and Confucianism doing the faith-based equivalent? Yet they do not figure in the book in a meaningful way.
The Corruption of Religion by Science
One problem that the author does not discuss, the absence of which constitutes an unfinished wall in his perimeter, is that religion has allowed itself to be corrupted by the notion of science as the only source of what is true. Religion, especially certain subspecies within Protestant Christianity, seems to be caught in a Charybdis of self-doubt that results in it believing that science really does have the answers. This results in a sorry, unseemly panting after misapplied scientific methods and associated tinsel (a museum of creationism?) that serves only to tarnish what fine metal remains of the edifice of faith.
Sommerville recognizes this problem. He points out quite correctly that science by itself contains no “should” function: “science itself didn’t teach [Nazis] that humans shouldn’t be treated as things.” He seems to have more respect and understanding for scientists who recognize the limits of what they do than for social scientists who seem less sure of themselves and therefore less willing to even discuss matters of faith and morality. The great American essayist John Jay Chapman wrote of science that it
“…neither sings nor jokes; neither prays nor rejoices; neither loves nor hates. This is not her fault, but her limitation. Her fault is that, as a rule, she respects only her own language and puts trust only in what is in her own shop window.”
This, written in 1910 (reissued in A John Jay Chapman Reader, University of Illinois Press 1998), is both more and less true today. Science as a sealed monolith is even vaster and more dominant than in Chapman’s day, yet many scientists as individuals are keenly aware of where it fits in the modern world and what it can and cannot do.
Indeed, there are scientists (e.g. physicist Alan Lightman, A Sense of the Mysterious, 2005) who write on these themes, and a recent brutally academic conference paper collection (Is Nature Ever Evil?, Willem Drees, ed., 2003) in which writers from academic backgrounds in science, philosophy and theology take the subject so seriously as to achieve in their writing the atomic density of platinum.
In order for universities (and all other schools) to allot an appropriate place to religion and morality, whatever that place may be, and for the discussions that Sommerville wants to take place, religions must stop trying to be sciences. Art does not try to be psychology, theater does not try to be chemistry and engineering does not try to be Bach except under unusual leadership, but religion wants to be science. Religion must cease attempting to stuff itself into the Trojan horse of creationism in order to canter backward through the wide-open portals of science, and must step back from the whirling genetic cell-storm of evolution and natural selection.
Science (a set of fact-gathering processes used for certain purposes) does not pretend to be religion, and religion (a way of viewing life and the world from the outside) should stop thinking that it has to be a part of science. There is no reason for religion to want or need to be science, and it sullies itself by trying.
Why does religion want to be science, aside from acquiring some of the prestige that science holds in our society? Because it wants to play on every field, not just its own. This is not unique to Christianity: watch how the mullahs treat art and literature. The commonplace sin of jurisdiction creep can be found in other parts of academe, but religion, at least the major monodeity sky-god versions that include most Americans, is unique in one respect that is fatal to a potential role in academe: it enters the Great Conversation that Sommerville rightly cherishes with the answers and is not interested in changing any of them, no matter what the questions may be.
That is untrue in any other field found in a university with the possible exception of units run by famous athletic coaches, which are arguably religions as well. Christianity is therefore unable to fully participate in the diastolic give and take through which ideas are refined, modified and improved in a collegiate setting: it can only speak, it cannot listen. This is not wrong in itself, but it precludes the kind of meaningful cross-pollination that Sommerville hopes could happen were faith-based dialogues to occur more often.
I simply don’t agree when the author says that
“...Christians, at least, do not think it discredits theology that it is still a work in progress, any more than it discredits science to think that it may be just beginning.”
This statement supposes the refined, academic theology of, say, 1850 or even 1950, rather than the absolutist inerrant faith that drives much of practical theology on the American ground today. If there is one thing that I have learned as a state regulator who works with a wide variety of religious colleges, it is that they do not think their theology is a work in progress - little is more carved in stone than what they believe and teach.
What the Religious Market Demands
If that earlier theology were still marketable to the masses of American believers whom Sommerville thinks secular colleges need to reach, we would not have hundreds of incompatible Bible colleges and church-basement degree-granters peddling their mutually exclusive wares in every sizable community.
Consider who religious colleges can’t reach. Missouri, where I once worked in higher education, has 34 accredited and about 50 unaccredited degree-granting institutions controlled by churches. Note that the 34 are not public universities or even secularized independent private colleges, they are church-controlled institutions representing 14 different Christian sects and four independent but expressly Christian entities. Among these 34 exceptionally various accredited educational providers scattered widely across one state, the people who attend the fifty - fifty - small unaccredited religious colleges in that same state could find no religious comfort zone.
Louisiana has 55 unaccredited degree-granting religious colleges, Georgia has 40, South Carolina 28 and California a staggering 250. Many other states have them, too. And these are the ones that we know about. We are absolutely sloshing in the heady brew of religious postsecondary education. But we do not live in a society in which religious groups have any interest in expanding their theological homes: Christianity today is a splintered faith of wall-builders and bunker-diggers.
There are exceptions, and there are people of faith who can work very well within an academic setting. However, they are the ones who are most flexible in their ways of interacting with others and most interested in learning how their faith might learn from the world, not just preach to it. They are therefore as disconnected as many nonbelievers from the large blocks of people whom Sommerville refers to here and there in the book, those of faith outside the academy who are, in reality, not interested in what anyone else thinks or believes.
If these extraordinarily varied believers were suddenly transported to Sommerville’s University of Florida, what would they contribute? Certainly a stunning volume of noise, but a meaningful dialogue on moral issues? I doubt it. Sommerville seems to recognize this in his discussions of interactions between religion and science, where he in effect divides Christianity into those who are not interested in merging with science (people like him) and those who mistakenly want to fight on foreign ground.
But in our large society, it is Christians who want to fight science within the enemy’s own walls who are the principal leaders most critical of educational systems. They do not want a dialogue with science or within academe, they want to uproot science from its own territory, which is impossible, despite occasional burnt books around its fringes. How very odd that people who would never consider the truths of their faith subject to public vote often expect such votes on the truths of science, which are equally immune to majoritarianism.
They, as Christian leaders, don’t have faith in the sacred ground whence they came, the ground where the forest of morality grows, where ethics was born in its shaded glens, where right defends its battlements against wrong. Most importantly, where science cannot go. Until they do, their role within universities will be viewed as largely destructive and not serious in the academic sense.
Finally, Sommerville doesn’t say much about other sources of nonfactual authority that are available (or should be available) within education. Certainly philosophy need not have a base in western religion, though to be sure some of it does or did. Concepts of beauty, meaning and other fundamentally esthetic matters should, as the author suggests, have a greater role in what happens inside universities.
However, they don’t have to come from a Biblical or even religious source, unless the word “religion” can simply be interepreted to include anything not connected to the scientific method, which strikes me as cheating: defining the problem away with a whisk-broom rather than dealing with its odd spikes and edges.
The credibility problem of religions in academe
When religion’s most widely visible faces are always talking about a narrow range of issues and never seem to care about anything else, the credibility of religion inside the university as a source of viable views on life in general is seriously circumscribed. The peculiar political dichotomy of Catholic leaders who are so visible regarding abortion and so invisible regarding the death penalty, both of which are theoretically contrary to that faith’s teachings, is one example of this problem. Religion that does not look or act like a source of consistent moral leadership is unable to assume that role in any venue, let alone one in which truth, however broadly defined or culturally based, is a goal.
To the extent that people who are active because of their faith look and act like political cherry-pickers who read the latest polls before speaking out, their claim to authority from moral sources is degraded. People of faith are perceived by many as hectoring, intrusive, obsessed with sexual issues (the least likely speeches for anyone not already an adherent to listen to) and uninterested in poor people, social justice (pick your definition) or improving people’s lives. Congressman Barney Frank’s famous comment of certain religious conservatives is still applicable today: they think that “life begins at conception and ends at birth.”
I am far more inclined to listen to a religious leader’s thoughts on an important moral issue if that leader is not attempting to acquire or use government power to make me act like him. Once again, uncertain faith seems to have come to believe that secular authority, like the cast-off pyrites of science, must be used to bolster a shaky religion. Why? Is it simply the common human desire to force other people to do things? A failure to persuade on moral grounds?
The relatively recent movement of some religious leaders away from a James Watt-like “the-end-is-near-so-stripmine-today” mentality and toward an ethic of environmental stewardship is a good sign of broadening of the religious dialogue, and its collision with the money-driven norms of politics will be interesting to watch. Our nation and our universities would surely benefit from religious activity that has the effect of getting people to look at their lives and their world with a greater awareness of moral issues and the consequences of moral choices.
Lest I seem to be a tribune of niggling, I need to mention once again that this is an excellent book that raises issues that absolutely need to be raised, in writing that is sometimes so delicately pointed that the stiletto can hardly be felt, for example, in a discussion of dogmatism in the collision of belief systems in ancient Europe, that we owe to Jesus “the idea that religion goes bad when it used in support of power systems.” Amen.
I would welcome to the academy any person of faith who can make a genuine contribution on religious grounds to the discussions of issues affecting humanity. Sommerville states that “universities have too easily assumed that their job was to dispel wonder.” I wholeheartedly agree, and would line up with him on the side of wonder any time. However, in order for wonder rooted in faith to recur on campus on a significant scale, changes that I do not expect would have to occur within the larger communities of faith in the country.
Respect cannot be imposed, it must be earned. If religion has lost the respect of university communities in recent generations, it is not just because of change inside the walls. Only when religion once again acts like religion instead of desperately pawing the middens of science and politics for shards of someone else’s legitimating grail can it earn back a senior place at the timeless table of learning.
As a college evaluator, I find it enlightening, as a nonbeliever I find it challenging and as a citizen I find it in part persuasive. However, its focus on one religion (albeit one under which much of western culture arose) and its lack of awareness of what is really happening in religious education in the United States today weaken what is otherwise a very important message.
In academe, and to some extent in society and government, we have come to believe that anything that isn’t science (broadly defined to include applied technologies) isn’t important, and to the extent that everything else can be made to look and quack like science, it moves up the ladder of prestige (and might get better funding). Another way of looking at this issue is that if a book or article does not contain numbers, it is not important.
Page Smith made this point in Killing the Spirit (1990), which was less pointedly about the role of religion in universities. Sommerville makes it more explicitly, citing specific examples of what science can’t do and of scientists who have seen the light, or at least a light. He asks universities to reestablish their role as a place in which moral questions are taken seriously and in which religious people can comment on these issues as a natural part of the everyday life of collegiate culture without being dismissed as weirdos or defined away as nonacademics. I, speaking as an atheist, think this would be a plus at most institutions, whose students and faculty are today obsessed with money, prestige and job training.
Sommerville tends to conflate morality with religion and religion with Christianity, which poses certain obstacles to his goal of persuasion. However, he points out quite correctly that the expandable basket called “religion” in fact contains such a wide variety of philosophies and belief systems that to discuss it in generic terms risks a result so bland and devoid of weight that we might as well not bother. That said, surely his definition of religion as “that which gives access to something beyond the ordinary” is astonishingly flat and godless.
He treats Christianity as a culture or philosophy more than a faith, or at least shelters faith behind an amiable flurry of familiar academic language. His God does not smite (at least not directly) and his Jesus is more an emeritus faculty member worthy of respect than the Son of God. Although he does not ignore what I will boldly call the religious aspects of Christianity, Sommerville hardly mentions such things as divinity, the idea that God could have a son or whether anyone has risen from the dead lately and in what form. Sin does come up occasionally and appropriately, but forgiveness in an expressly ecclesiastical sense is modestly tucked away behind the curtains. Is this the Son of God who dare not speak His name?
The problem of distinguishing between Christianity as a distinct religious faith and the “Christian culture” underpinning the clusters of nation-states that have grown up with it exists in many venues, not just universities. It is an everyday presence in the courts. It is also a discussion not limited to Christianity. The late Oriana Fallaci recently pointed out in The Force of Reason (English edition, 2006) that as Islam moves into Europe, its culture seems likely to demand more concessions from European social norms. Europe is finding that its Christian-rooted tendency to treat others fairly may result in social changes and behaviors unacceptable to most of its inhabitants. Israel faces this question daily: is it a Jewish state in which others may live under certain conditions acceptable to Jews or a state that happens to contain mostly Jews - for now?
Can secularism render a nation vulnerable to a less accomodating culture based in a different faith than the sometimes nominal Christianity that the “West” hardly notices because we have lived with it for so long? Fallaci says yes. Many Americans of faith would agree. This is not Sommerville’s principal subject, but he clearly thinks that an educational system that has no common, natural, everyday way to discuss moral issues, including from religious viewpoints, is not well suited to the education of people who have to deal with such issues. I agree.
It may be that the book’s subject matter, which has to do mainly with what ought to happen in universities, does not have a need for visible altars and wood from the cross, but it is a little odd to read about Christianity as though universities could benefit from its undoubted capacity for encouraging moral discourse without mentioning its most fundamental basis: belief in its tenets. There is a hint of Wizard of Oz in the approach: we won’t talk about what is behind the curtain and let’s see if anyone notices.
On the rare occasions when other religions appear, they are mere ghosts who pass across the stage, bow slightly and are ushered courteously to the egress. Surely the presence of a vigorous Christianity smiting, loving and saving its way across campuses could only be made more interesting to faculty and students by a Judaism, Islam, Hinduism and Confucianism doing the faith-based equivalent? Yet they do not figure in the book in a meaningful way.
The Corruption of Religion by Science
One problem that the author does not discuss, the absence of which constitutes an unfinished wall in his perimeter, is that religion has allowed itself to be corrupted by the notion of science as the only source of what is true. Religion, especially certain subspecies within Protestant Christianity, seems to be caught in a Charybdis of self-doubt that results in it believing that science really does have the answers. This results in a sorry, unseemly panting after misapplied scientific methods and associated tinsel (a museum of creationism?) that serves only to tarnish what fine metal remains of the edifice of faith.
Sommerville recognizes this problem. He points out quite correctly that science by itself contains no “should” function: “science itself didn’t teach [Nazis] that humans shouldn’t be treated as things.” He seems to have more respect and understanding for scientists who recognize the limits of what they do than for social scientists who seem less sure of themselves and therefore less willing to even discuss matters of faith and morality. The great American essayist John Jay Chapman wrote of science that it
“…neither sings nor jokes; neither prays nor rejoices; neither loves nor hates. This is not her fault, but her limitation. Her fault is that, as a rule, she respects only her own language and puts trust only in what is in her own shop window.”
This, written in 1910 (reissued in A John Jay Chapman Reader, University of Illinois Press 1998), is both more and less true today. Science as a sealed monolith is even vaster and more dominant than in Chapman’s day, yet many scientists as individuals are keenly aware of where it fits in the modern world and what it can and cannot do.
Indeed, there are scientists (e.g. physicist Alan Lightman, A Sense of the Mysterious, 2005) who write on these themes, and a recent brutally academic conference paper collection (Is Nature Ever Evil?, Willem Drees, ed., 2003) in which writers from academic backgrounds in science, philosophy and theology take the subject so seriously as to achieve in their writing the atomic density of platinum.
In order for universities (and all other schools) to allot an appropriate place to religion and morality, whatever that place may be, and for the discussions that Sommerville wants to take place, religions must stop trying to be sciences. Art does not try to be psychology, theater does not try to be chemistry and engineering does not try to be Bach except under unusual leadership, but religion wants to be science. Religion must cease attempting to stuff itself into the Trojan horse of creationism in order to canter backward through the wide-open portals of science, and must step back from the whirling genetic cell-storm of evolution and natural selection.
Science (a set of fact-gathering processes used for certain purposes) does not pretend to be religion, and religion (a way of viewing life and the world from the outside) should stop thinking that it has to be a part of science. There is no reason for religion to want or need to be science, and it sullies itself by trying.
Why does religion want to be science, aside from acquiring some of the prestige that science holds in our society? Because it wants to play on every field, not just its own. This is not unique to Christianity: watch how the mullahs treat art and literature. The commonplace sin of jurisdiction creep can be found in other parts of academe, but religion, at least the major monodeity sky-god versions that include most Americans, is unique in one respect that is fatal to a potential role in academe: it enters the Great Conversation that Sommerville rightly cherishes with the answers and is not interested in changing any of them, no matter what the questions may be.
That is untrue in any other field found in a university with the possible exception of units run by famous athletic coaches, which are arguably religions as well. Christianity is therefore unable to fully participate in the diastolic give and take through which ideas are refined, modified and improved in a collegiate setting: it can only speak, it cannot listen. This is not wrong in itself, but it precludes the kind of meaningful cross-pollination that Sommerville hopes could happen were faith-based dialogues to occur more often.
I simply don’t agree when the author says that
“...Christians, at least, do not think it discredits theology that it is still a work in progress, any more than it discredits science to think that it may be just beginning.”
This statement supposes the refined, academic theology of, say, 1850 or even 1950, rather than the absolutist inerrant faith that drives much of practical theology on the American ground today. If there is one thing that I have learned as a state regulator who works with a wide variety of religious colleges, it is that they do not think their theology is a work in progress - little is more carved in stone than what they believe and teach.
What the Religious Market Demands
If that earlier theology were still marketable to the masses of American believers whom Sommerville thinks secular colleges need to reach, we would not have hundreds of incompatible Bible colleges and church-basement degree-granters peddling their mutually exclusive wares in every sizable community.
Consider who religious colleges can’t reach. Missouri, where I once worked in higher education, has 34 accredited and about 50 unaccredited degree-granting institutions controlled by churches. Note that the 34 are not public universities or even secularized independent private colleges, they are church-controlled institutions representing 14 different Christian sects and four independent but expressly Christian entities. Among these 34 exceptionally various accredited educational providers scattered widely across one state, the people who attend the fifty - fifty - small unaccredited religious colleges in that same state could find no religious comfort zone.
Louisiana has 55 unaccredited degree-granting religious colleges, Georgia has 40, South Carolina 28 and California a staggering 250. Many other states have them, too. And these are the ones that we know about. We are absolutely sloshing in the heady brew of religious postsecondary education. But we do not live in a society in which religious groups have any interest in expanding their theological homes: Christianity today is a splintered faith of wall-builders and bunker-diggers.
There are exceptions, and there are people of faith who can work very well within an academic setting. However, they are the ones who are most flexible in their ways of interacting with others and most interested in learning how their faith might learn from the world, not just preach to it. They are therefore as disconnected as many nonbelievers from the large blocks of people whom Sommerville refers to here and there in the book, those of faith outside the academy who are, in reality, not interested in what anyone else thinks or believes.
If these extraordinarily varied believers were suddenly transported to Sommerville’s University of Florida, what would they contribute? Certainly a stunning volume of noise, but a meaningful dialogue on moral issues? I doubt it. Sommerville seems to recognize this in his discussions of interactions between religion and science, where he in effect divides Christianity into those who are not interested in merging with science (people like him) and those who mistakenly want to fight on foreign ground.
But in our large society, it is Christians who want to fight science within the enemy’s own walls who are the principal leaders most critical of educational systems. They do not want a dialogue with science or within academe, they want to uproot science from its own territory, which is impossible, despite occasional burnt books around its fringes. How very odd that people who would never consider the truths of their faith subject to public vote often expect such votes on the truths of science, which are equally immune to majoritarianism.
They, as Christian leaders, don’t have faith in the sacred ground whence they came, the ground where the forest of morality grows, where ethics was born in its shaded glens, where right defends its battlements against wrong. Most importantly, where science cannot go. Until they do, their role within universities will be viewed as largely destructive and not serious in the academic sense.
Finally, Sommerville doesn’t say much about other sources of nonfactual authority that are available (or should be available) within education. Certainly philosophy need not have a base in western religion, though to be sure some of it does or did. Concepts of beauty, meaning and other fundamentally esthetic matters should, as the author suggests, have a greater role in what happens inside universities.
However, they don’t have to come from a Biblical or even religious source, unless the word “religion” can simply be interepreted to include anything not connected to the scientific method, which strikes me as cheating: defining the problem away with a whisk-broom rather than dealing with its odd spikes and edges.
The credibility problem of religions in academe
When religion’s most widely visible faces are always talking about a narrow range of issues and never seem to care about anything else, the credibility of religion inside the university as a source of viable views on life in general is seriously circumscribed. The peculiar political dichotomy of Catholic leaders who are so visible regarding abortion and so invisible regarding the death penalty, both of which are theoretically contrary to that faith’s teachings, is one example of this problem. Religion that does not look or act like a source of consistent moral leadership is unable to assume that role in any venue, let alone one in which truth, however broadly defined or culturally based, is a goal.
To the extent that people who are active because of their faith look and act like political cherry-pickers who read the latest polls before speaking out, their claim to authority from moral sources is degraded. People of faith are perceived by many as hectoring, intrusive, obsessed with sexual issues (the least likely speeches for anyone not already an adherent to listen to) and uninterested in poor people, social justice (pick your definition) or improving people’s lives. Congressman Barney Frank’s famous comment of certain religious conservatives is still applicable today: they think that “life begins at conception and ends at birth.”
I am far more inclined to listen to a religious leader’s thoughts on an important moral issue if that leader is not attempting to acquire or use government power to make me act like him. Once again, uncertain faith seems to have come to believe that secular authority, like the cast-off pyrites of science, must be used to bolster a shaky religion. Why? Is it simply the common human desire to force other people to do things? A failure to persuade on moral grounds?
The relatively recent movement of some religious leaders away from a James Watt-like “the-end-is-near-so-stripmine-today” mentality and toward an ethic of environmental stewardship is a good sign of broadening of the religious dialogue, and its collision with the money-driven norms of politics will be interesting to watch. Our nation and our universities would surely benefit from religious activity that has the effect of getting people to look at their lives and their world with a greater awareness of moral issues and the consequences of moral choices.
Lest I seem to be a tribune of niggling, I need to mention once again that this is an excellent book that raises issues that absolutely need to be raised, in writing that is sometimes so delicately pointed that the stiletto can hardly be felt, for example, in a discussion of dogmatism in the collision of belief systems in ancient Europe, that we owe to Jesus “the idea that religion goes bad when it used in support of power systems.” Amen.
I would welcome to the academy any person of faith who can make a genuine contribution on religious grounds to the discussions of issues affecting humanity. Sommerville states that “universities have too easily assumed that their job was to dispel wonder.” I wholeheartedly agree, and would line up with him on the side of wonder any time. However, in order for wonder rooted in faith to recur on campus on a significant scale, changes that I do not expect would have to occur within the larger communities of faith in the country.
Respect cannot be imposed, it must be earned. If religion has lost the respect of university communities in recent generations, it is not just because of change inside the walls. Only when religion once again acts like religion instead of desperately pawing the middens of science and politics for shards of someone else’s legitimating grail can it earn back a senior place at the timeless table of learning.
Thursday, September 6, 2007
If not religion, what?
Note: This essay is slightly revised from a version that originally appeared on August 31 in Inside Higher Education. It has been reposted in part on the Canadian Catholic education site: Tomorrow's Trust: A Review of Catholic Education (http://www.tomorrowstrust.ca).
In a variety of arenas, from politics to high schools, from colleges to the military, Americans argue as though the proper face-to-face discussion in our society ought to be between religion and science. This is a misunderstanding of the taxonomy of thought. Religion and science are in different families on different tracks: science deals with is vs. isn’t and religion, to the extent that it relates to daily life, deals with should vs. shouldn’t. There are a few areas of overlap, but when science strays outside questions of fact, it rapidly loses its identity.
These are fundamentally different trains. They may hoot at each other in passing, and many people attempt to switch them onto the same track (mainly in order to damage science), but this is an act of the desperate, not the thoughtful.
It is true that a portion of religious hooting has to do with is vs. isn’t questions, in the arena of creationism and its ancillary arguments. However, this set of arguments, important as it might be for some religious people, is not important to a great many (especially outside certain Protestant variants), while the moral goals and effects of religious belief are a far more common and widespread concern among many faiths. I was raised in Quaker meeting, where we had a saying: Be too busy following the good example of Jesus to argue about his metaphysical nature.
Until recently, most scientists didn’t bother trying to fight with religion; for the most part they ignored it or practiced their own faiths. However, in recent years Carl Sagan, Richard Dawkins, Daniel Dennett and Sam Harris have decided to enter the ring and fight religion face to face. The results have been mixed. I have read books by all of these authors on this subject, as well as the interesting 2007 blog exchange between Harris and Andrew Sullivan, one of the best writers active today and a practicing Catholic, and it is clear that a great deal of energy is being expended firing heavy ordnance into black holes with no likelihood of much effect.
The problem that the scientific horsemen face is that theirs is the language of is/isn’t. Their opponents (mostly Christians but by implication observant Jews and Muslims as well) don’t use the word “is” to mean the same thing. To a religious person, God is and that’s where the discussion begins. To a nonreligious scientist, God may or may not be, and that is where the discussion begins.
The two sides, postulating only two for the moment, are each on spiral staircases, but the stairs wind around each other and never connect: this is the DNA of unmeeting thoughts. Only shouting across the gap happens, and the filters of meaning are not aligned. That is why I don’t put much faith, you’ll pardon the expression, in this flying wedge of scientific lancers to change very many minds.
Dennett’s approach is quite different from the others at a basic level; he views religious people as lab rats and wants to study why they squeak the way they do. That way of looking at the issue seems insulting at first but is more honest and practical in that it doesn’t really try to change minds that are not likely to change.
But these arguments are the wrong ones at a very basic level, especially for our schools and the colleges that train our teachers. The contrapuntal force to religion, that force which is in the same family, if a different genus, speaks the same language in different patterns regarding the same issues. It is not science, it is philosophy. That is what our teachers need to understand, and this distinction is the one in which education colleges should train them.
Those of us who acknowledge the factual world of science as genuine and reject the idea of basing moral and “should” questions in the teachings of religion are left seeking an alternate source for sound guidance. Our own judgment based in experience is a strong basic source. The most likely source, the ‘respectable’ source with sound academic underpinnings that can refine, inform and burnish our judgment, is philosophy in its more formal sense.
The word “philosophy” conjures in many minds the image of dense, dismal texts written by oil lamp with made-up words in foreign languages, and far beyond mortal ken. In fact, many writers on philosophy are quite capable of writing like human beings; some of their books are noted below.
When we introduce more religious studies into our K-12 schools, as we must if people are ever to understand each other’s lives, the family of learning into which they must go also contains philosophy. It is this conversation, between the varieties of religious outlooks and their moral conclusions, and the same questions discussed by major philosophers, that needs to happen.
Philosophy is not all a dense, opaque slurry of incomprehensible language. Some excellent basic books are available that any reasonably willing reader can comprehend and enjoy. Simon Blackburn’s Think, Robert Solomon and Kathleen Higgins’ A Passion for Wisdom and Erik Wielenberg’s Value and Virtue in a Godless Universe are some recent examples.
An older text providing a readable commentary on related issues is John Jay Chapman’s Religion and Letters, still in print in his Collected Works but hard to find in the original, single volume. Chapman wrote of changes in our school system that:
“It is familiarity with greatness that we need—an early and first-hand acquaintance with the thinkers of the world, whether their mode of thought was music or marble or canvas or language. Their meaning is not easy to come at, but in so far as it reaches us it will transform us. A strange thing has occurred in America. I am not sure that it has ever occurred before. The teachers wish to make learning easy. They desire to prepare and peptonize and sweeten the food. Their little books are soft biscuits for weak teeth, easy reading on great subjects, but these books are filled with a pervading error: they contain a subtle perversion of education. Learning is not easy, but hard: culture is severe.”
This, published in 1910, is remarkably relevant to education at all levels today. The idea that philosophy is too hard for high school students, which I doubt, simply means that we need to expect more of students all through K-12. Many of them would thank us.
Paul Kurtz’s Affirmations and my brother John Contreras’s Gathering Joy are interesting “guidebooks” that in effect apply philosophical themes in an informal way to people’s real lives. There are also somewhat more academic books that integrate what amount to philosophical views into daily life such as Michael Lynch’s True to Life: Why Truth Matters, physicist Alan Lightman’s A Sense of The Mysterious and the theologian John O’Donohue’s Beauty: The Invisible Embrace.
Some of these are denser than others and not all are suited for public schools, but the ideas they discuss are often the same ideas discussed in the context of religions, and sometimes with similar language. It is this great weave of concepts that our students should be exposed to, the continuum of philosophical thought blended with the best that different religions have to offer.
The shoulds and shouldn’ts that are most important to the future of our society need to be discussed in colleges, schools and homes, and the way to accomplish this is to bring religions and philosophies back to life as the yin and yang of right and wrong. That is the great conversation that we are not having.
In a variety of arenas, from politics to high schools, from colleges to the military, Americans argue as though the proper face-to-face discussion in our society ought to be between religion and science. This is a misunderstanding of the taxonomy of thought. Religion and science are in different families on different tracks: science deals with is vs. isn’t and religion, to the extent that it relates to daily life, deals with should vs. shouldn’t. There are a few areas of overlap, but when science strays outside questions of fact, it rapidly loses its identity.
These are fundamentally different trains. They may hoot at each other in passing, and many people attempt to switch them onto the same track (mainly in order to damage science), but this is an act of the desperate, not the thoughtful.
It is true that a portion of religious hooting has to do with is vs. isn’t questions, in the arena of creationism and its ancillary arguments. However, this set of arguments, important as it might be for some religious people, is not important to a great many (especially outside certain Protestant variants), while the moral goals and effects of religious belief are a far more common and widespread concern among many faiths. I was raised in Quaker meeting, where we had a saying: Be too busy following the good example of Jesus to argue about his metaphysical nature.
Until recently, most scientists didn’t bother trying to fight with religion; for the most part they ignored it or practiced their own faiths. However, in recent years Carl Sagan, Richard Dawkins, Daniel Dennett and Sam Harris have decided to enter the ring and fight religion face to face. The results have been mixed. I have read books by all of these authors on this subject, as well as the interesting 2007 blog exchange between Harris and Andrew Sullivan, one of the best writers active today and a practicing Catholic, and it is clear that a great deal of energy is being expended firing heavy ordnance into black holes with no likelihood of much effect.
The problem that the scientific horsemen face is that theirs is the language of is/isn’t. Their opponents (mostly Christians but by implication observant Jews and Muslims as well) don’t use the word “is” to mean the same thing. To a religious person, God is and that’s where the discussion begins. To a nonreligious scientist, God may or may not be, and that is where the discussion begins.
The two sides, postulating only two for the moment, are each on spiral staircases, but the stairs wind around each other and never connect: this is the DNA of unmeeting thoughts. Only shouting across the gap happens, and the filters of meaning are not aligned. That is why I don’t put much faith, you’ll pardon the expression, in this flying wedge of scientific lancers to change very many minds.
Dennett’s approach is quite different from the others at a basic level; he views religious people as lab rats and wants to study why they squeak the way they do. That way of looking at the issue seems insulting at first but is more honest and practical in that it doesn’t really try to change minds that are not likely to change.
But these arguments are the wrong ones at a very basic level, especially for our schools and the colleges that train our teachers. The contrapuntal force to religion, that force which is in the same family, if a different genus, speaks the same language in different patterns regarding the same issues. It is not science, it is philosophy. That is what our teachers need to understand, and this distinction is the one in which education colleges should train them.
Those of us who acknowledge the factual world of science as genuine and reject the idea of basing moral and “should” questions in the teachings of religion are left seeking an alternate source for sound guidance. Our own judgment based in experience is a strong basic source. The most likely source, the ‘respectable’ source with sound academic underpinnings that can refine, inform and burnish our judgment, is philosophy in its more formal sense.
The word “philosophy” conjures in many minds the image of dense, dismal texts written by oil lamp with made-up words in foreign languages, and far beyond mortal ken. In fact, many writers on philosophy are quite capable of writing like human beings; some of their books are noted below.
When we introduce more religious studies into our K-12 schools, as we must if people are ever to understand each other’s lives, the family of learning into which they must go also contains philosophy. It is this conversation, between the varieties of religious outlooks and their moral conclusions, and the same questions discussed by major philosophers, that needs to happen.
Philosophy is not all a dense, opaque slurry of incomprehensible language. Some excellent basic books are available that any reasonably willing reader can comprehend and enjoy. Simon Blackburn’s Think, Robert Solomon and Kathleen Higgins’ A Passion for Wisdom and Erik Wielenberg’s Value and Virtue in a Godless Universe are some recent examples.
An older text providing a readable commentary on related issues is John Jay Chapman’s Religion and Letters, still in print in his Collected Works but hard to find in the original, single volume. Chapman wrote of changes in our school system that:
“It is familiarity with greatness that we need—an early and first-hand acquaintance with the thinkers of the world, whether their mode of thought was music or marble or canvas or language. Their meaning is not easy to come at, but in so far as it reaches us it will transform us. A strange thing has occurred in America. I am not sure that it has ever occurred before. The teachers wish to make learning easy. They desire to prepare and peptonize and sweeten the food. Their little books are soft biscuits for weak teeth, easy reading on great subjects, but these books are filled with a pervading error: they contain a subtle perversion of education. Learning is not easy, but hard: culture is severe.”
This, published in 1910, is remarkably relevant to education at all levels today. The idea that philosophy is too hard for high school students, which I doubt, simply means that we need to expect more of students all through K-12. Many of them would thank us.
Paul Kurtz’s Affirmations and my brother John Contreras’s Gathering Joy are interesting “guidebooks” that in effect apply philosophical themes in an informal way to people’s real lives. There are also somewhat more academic books that integrate what amount to philosophical views into daily life such as Michael Lynch’s True to Life: Why Truth Matters, physicist Alan Lightman’s A Sense of The Mysterious and the theologian John O’Donohue’s Beauty: The Invisible Embrace.
Some of these are denser than others and not all are suited for public schools, but the ideas they discuss are often the same ideas discussed in the context of religions, and sometimes with similar language. It is this great weave of concepts that our students should be exposed to, the continuum of philosophical thought blended with the best that different religions have to offer.
The shoulds and shouldn’ts that are most important to the future of our society need to be discussed in colleges, schools and homes, and the way to accomplish this is to bring religions and philosophies back to life as the yin and yang of right and wrong. That is the great conversation that we are not having.
Tuesday, August 28, 2007
Coaches and their Degrees at the University of Oregon
Note: this essay originally appeared in the Eugene, Oregon, Register-Guard on August 28, 2007
Recent stories and George Schroeder's excellent column on the diploma-mill degree purchased by Dave Serrano, a former candidate for baseball coach at the University of Oregon, raise several issues. Are diploma-mill degrees legal for use? Do coaches need degrees at all? Do athletic directors?
Oregon law separates degrees into three categories. Standard degrees such as those issued by the UO, Lane Community College, Eugene Bible College and other accredited schools can be used with no restrictions, although employers may require certain kinds of specialized accreditation or preparation. Degrees that go through the state's approval process also are legally valid for most uses.
Unaccredited degrees from U.S. colleges and foreign degrees from colleges not comparable to accredited U.S. colleges can be used in Oregon with a disclaimer of accreditation, provided that the college actually exists as a legally operating degree-granter in its home jurisdiction.
The last category is what are usually called degree- or diploma-mill degrees, those simply purchased, sometimes requiring "life experience," often not. Using such a degree in Oregon and many other states is illegal; in Oregon, it is a Class B misdemeanor as well as a civil violation. It is the floor below which no degree used in Oregon for any purpose, public or private, is allowed to fall. The Legislature established this nationally recognized standard in 1997.
Any employer who allows an employee to use a diploma-mill degree had best have a good attorney and deep pockets for the potential liability claims when that employee screws up. Unfortunately, it is that third category into which Serrano's degree falls. Therefore, had the UO hired him, he would have had to erase the degree from his rèsumèwhen he took the job.
But should coaches be required to hold degrees at all? Of course not, because athletic "departments" are not really parts of universities, at least not at top-level schools. The UO athletic department is an ancillary business that is allowed by our cultural norms to use the university's name and trademarks to operate a large-scale entertainment business. The more private money it gets (thereby freeing other actual and potential funds for academic uses) the better.
That is why someone such as Pat Kilkenny is a good choice to lead such an enterprise. He's an experienced businessman with the ability to attract and manage money. The fact that Kilkenny has no degree is a who-cares. The problem he faces is that he is unaccustomed to operating within the slow, talkative process of academe, in which his actions will be publicly trashed by low-income people he has no choice but to work with. He is accustomed to doing things in private with people in his own economic stratum.
But I'd take one degreeless Kilkenny - even with an absurd, poorly considered cheerleading team - over 10 Serranos with degrees from a mailbox in Delaware. The problem with Serrano and those like him who acquire and use bogus degrees is not that they are bad coaches; it is that they are proven to have poor judgment.
An employer, including the UO, always can require that a degree meet whatever requirements the employer deems appropriate. Many employers require that degrees be from accredited schools; some require certain kinds of accreditation. Employers interested in finding out more about how to distinguish real from fake degrees should use the
A degree is not a toy or a decoration. It is a public credential that people rely on in many aspects of their lives. Degrees don't tell us all we need to know about a person, but we need to respect their value, not trash it.
Recent stories and George Schroeder's excellent column on the diploma-mill degree purchased by Dave Serrano, a former candidate for baseball coach at the University of Oregon, raise several issues. Are diploma-mill degrees legal for use? Do coaches need degrees at all? Do athletic directors?
Oregon law separates degrees into three categories. Standard degrees such as those issued by the UO, Lane Community College, Eugene Bible College and other accredited schools can be used with no restrictions, although employers may require certain kinds of specialized accreditation or preparation. Degrees that go through the state's approval process also are legally valid for most uses.
Unaccredited degrees from U.S. colleges and foreign degrees from colleges not comparable to accredited U.S. colleges can be used in Oregon with a disclaimer of accreditation, provided that the college actually exists as a legally operating degree-granter in its home jurisdiction.
The last category is what are usually called degree- or diploma-mill degrees, those simply purchased, sometimes requiring "life experience," often not. Using such a degree in Oregon and many other states is illegal; in Oregon, it is a Class B misdemeanor as well as a civil violation. It is the floor below which no degree used in Oregon for any purpose, public or private, is allowed to fall. The Legislature established this nationally recognized standard in 1997.
Any employer who allows an employee to use a diploma-mill degree had best have a good attorney and deep pockets for the potential liability claims when that employee screws up. Unfortunately, it is that third category into which Serrano's degree falls. Therefore, had the UO hired him, he would have had to erase the degree from his rèsumèwhen he took the job.
But should coaches be required to hold degrees at all? Of course not, because athletic "departments" are not really parts of universities, at least not at top-level schools. The UO athletic department is an ancillary business that is allowed by our cultural norms to use the university's name and trademarks to operate a large-scale entertainment business. The more private money it gets (thereby freeing other actual and potential funds for academic uses) the better.
That is why someone such as Pat Kilkenny is a good choice to lead such an enterprise. He's an experienced businessman with the ability to attract and manage money. The fact that Kilkenny has no degree is a who-cares. The problem he faces is that he is unaccustomed to operating within the slow, talkative process of academe, in which his actions will be publicly trashed by low-income people he has no choice but to work with. He is accustomed to doing things in private with people in his own economic stratum.
But I'd take one degreeless Kilkenny - even with an absurd, poorly considered cheerleading team - over 10 Serranos with degrees from a mailbox in Delaware. The problem with Serrano and those like him who acquire and use bogus degrees is not that they are bad coaches; it is that they are proven to have poor judgment.
An employer, including the UO, always can require that a degree meet whatever requirements the employer deems appropriate. Many employers require that degrees be from accredited schools; some require certain kinds of accreditation. Employers interested in finding out more about how to distinguish real from fake degrees should use the
A degree is not a toy or a decoration. It is a public credential that people rely on in many aspects of their lives. Degrees don't tell us all we need to know about a person, but we need to respect their value, not trash it.
Monday, August 27, 2007
Idaho Sex God
Comes word today from the town crier in the guise of CNN that conservative Republican Senator Larry Craig of Idaho has pleaded guilty to a charge of lewdness based on his behavior in the Minneapolis airport restrooms with a man who turned out to be an undercover police officer.
Ah, family values, exemplified by this salty pillar of the right-wing mountain west, a man who displays the conservative paint but lacks the moral primer. Craig must be so very thankful that his indiscretion was revealed on the same day that Alberto Gonzales finally choked on his own rat sandwich and resigned as attorney general, leading the political news.
But it won't be enough. Craig's supporters will rally around and screech entrapment, his loyal family will loyally familize as needed, but he's done as a credible public official.
And he didn't have to do this. All he needed was to get an account on DList or Manhunt, under the name, say, Large in Lewiston or Pocatello Pork, and he could discreetly arrange for whatever boyfriends he needed.
And the cop wasn't really that attractive, was he, Larry?
Ah, family values, exemplified by this salty pillar of the right-wing mountain west, a man who displays the conservative paint but lacks the moral primer. Craig must be so very thankful that his indiscretion was revealed on the same day that Alberto Gonzales finally choked on his own rat sandwich and resigned as attorney general, leading the political news.
But it won't be enough. Craig's supporters will rally around and screech entrapment, his loyal family will loyally familize as needed, but he's done as a credible public official.
And he didn't have to do this. All he needed was to get an account on DList or Manhunt, under the name, say, Large in Lewiston or Pocatello Pork, and he could discreetly arrange for whatever boyfriends he needed.
And the cop wasn't really that attractive, was he, Larry?
Monday, August 20, 2007
George W. Bush in Perspective
An acquaintance and I were discussing the appalling sump of the Bush presidency not long ago and concluded that the next bumper sticker needed in our community should read "Nostalgic for Nixon."
Wednesday, August 15, 2007
The Plaid Dragon
When I was a kid, traveling through small towns in eastern Oregon en route to various birding destinations, my family sometimes ate at a restaurant that had a dragon on the sign out front and served Chinese food. However, the dragon was plaid, I recall green and white but that was 35 years ago. The restaurant, with its menu of egg flower soup and chow mein, was called Scotty's.
In 1972, this strange juxtaposition was a true oddity and became a family joke. My mother would sometimes refer to plaid dragons when something seemed out of place. Today, cultural interpenetration has become so everyday that it takes a moment to notice things that hardly seem incongruous anymore. Yesterday, for example, I had lunch at a Chinese restaurant staffed entirely by Hispanics who referred to the the food (among themselves) in a mixture of languages. I don't know what the Spanish words for kung-pao chicken are, but "pollo" is a word that never saw Shanghai.
In June I was in Barrow, Alaska, which is 60 percent native Inupiat but otherwise boasts a remarkable mix. Right across the street from our motel was an excellent Korean restaurant whose owner (a first-generation immigrant Korean) brought us her home-made kimchee. Then we had lunch at a good Italian restaurant-also operated by a Korean family, serving Swedish tourists, German scientists and all other comers, just down the beach from the local Inupiat whale-roast and no great way from the North Pole.
I should not be surprised. This week I joined the U.S. branch of the Arthur Ransome society, an organization devoted to promoting the wonderful books of the British writer and encouraging children to enjoy the outdoors. The society mentions a bit about its own history, and it turns out that the first branch was not in Ransome's beloved Lake District. It wasn't in England at all. It wasn't even in an English-speaking country. It was in Japan.
In 1972, this strange juxtaposition was a true oddity and became a family joke. My mother would sometimes refer to plaid dragons when something seemed out of place. Today, cultural interpenetration has become so everyday that it takes a moment to notice things that hardly seem incongruous anymore. Yesterday, for example, I had lunch at a Chinese restaurant staffed entirely by Hispanics who referred to the the food (among themselves) in a mixture of languages. I don't know what the Spanish words for kung-pao chicken are, but "pollo" is a word that never saw Shanghai.
In June I was in Barrow, Alaska, which is 60 percent native Inupiat but otherwise boasts a remarkable mix. Right across the street from our motel was an excellent Korean restaurant whose owner (a first-generation immigrant Korean) brought us her home-made kimchee. Then we had lunch at a good Italian restaurant-also operated by a Korean family, serving Swedish tourists, German scientists and all other comers, just down the beach from the local Inupiat whale-roast and no great way from the North Pole.
I should not be surprised. This week I joined the U.S. branch of the Arthur Ransome society, an organization devoted to promoting the wonderful books of the British writer and encouraging children to enjoy the outdoors. The society mentions a bit about its own history, and it turns out that the first branch was not in Ransome's beloved Lake District. It wasn't in England at all. It wasn't even in an English-speaking country. It was in Japan.
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