Tag: STEM

Why Special Religious Instruction should stay in secular public schools

On Wednesday afternoons each week during school term I head along to a local public school and teach a bunch of public school students about Christianity in curriculum time. I had been quite reluctant to do this initially because I know the curriculum is jam packed, and though I think helping kids grapple with religion is important, I do think that in a secular context we should be helping kids navigate pluralism without defaulting to atheism or polytheism; that is, we should help kids understand and live with difference, not eradicate difference. But I’ve been convinced more recently about the goodness of special rather than general religious instruction, especially through some research put together by an academic from Israel, Zehavit Gross, and one from Australia, Suzanne Rutland, which has led to a multi-faiths body here in Queensland coming together to support special religious education (or instruction).

Religious instruction and its place in public schools has been in the news again recently because there’s a sustained campaign to scrap it from a lobby group of parents here in Queensland; they’re echoing similar campaigns in other states, and there are polls being operated by various media outlets. There was a piece a couple of weeks ago by Anna Halahoff, and Gary Bouma on the ABC’s Religion and Ethics portal that argued that the important role religious difference plays in a multi-faith society means that government institutions have almost a moral obligation to ensure children are exposed to religious traditions outside their own. As a public school parent, a pastor, and a special religious instruction teacher in a local primary school, deeply committed to a secular, and multi-faith Australia, and public education, I agree with them. However, in this piece, Halahoff and Bouma argued against special religious education in public schools and for general religious education. This is the line the “secular” lobby groups are now running with. I think their use of the label ‘secular’ is problematic. Halahoff and Bouma said “young Australians can attend religious schools, or religious children’s and youth groups before or after school or on weekends to assist with religious identity formation. This is not the role of public education.”

In secular, post-Christian (certainly post-church) Australia it’s an increasingly romantic notion that children (and parents) will choose such activities outside school time. It’s possible that my self-interest as a minister of religion makes me inclined to cling to any foothold still offered where the bar for opting in and out of religious instruction does not require crossing some threshold into ‘religious’ or ‘sacred’ space; but I do think religious education is part of the role of a well-rounded public education, even a secular one, especially with the ends of personal formation, well-being, social cohesion and pluralism in view. There’s also a strong educational case to be made that understanding religion, and the role it has played in society, is vital for understanding history, not simply western, or Australian history, and that such an understanding is richer when students grasp the particulars of different religious systems. Again, this is why I agree with Halahoff and Bouma that there is a place for general religious education in our schools, but I think there’s actually a good case to be made for both special and general religious education.

Christianity has, of course, played a particular role in Australian history post-European settlement, even in the founding of Australian schooling; until the denominational schooling bodies from the Catholic and Anglican churches reached an agreement with the government in the 1840s, schooling in Australia was exclusively conducted by churches. This meant schooling was sectarian. There were Catholic Schools and there were Anglican Schools. These schools would form good Catholic citizens and good Protestant citizens; fuelling sectarianism in society at large rather than secularism or pluralism. The transition of education to the states, and to a secular model where religious instruction or education was given space in the curriculum was a positive move. Special religious instruction or education is a product of secularism, not opposed to it.

The word ‘secular’ means different things to different people; its definition is contested, the sense in which I am using it is in the sense that I believe most would understand it — the idea of a separation between ‘secular’ and ‘sacred,’ but particularly here the question is about sovereignty; whether the state, or the church, is in charge. Where multiple faith options, and the option of no faith at all, exist together in a community the state either has to be neutral on questions of religion, or religious with varying degrees of accommodation. Most religious people, particularly monotheistic people, believe that their God’s sovereignty and authority is not limited to the ‘religious’ sphere, but that the state functions within God’s world. This means ‘secularity’ is always a kind of concession from the religious, an acceptance of plurality of options, this is not to argue that religious groups occupy positions of power today, certainly not any longer, but secularism, and pluralism, arose when the church was a much more powerful source of authority in the west. Secularity in the west is ultimately a concept that emerged historically both from a Christian experience of the world, and from Christian ideas about the sacred and the profane. British historian Tom Holland made this point in his new book Dominion: The Making of the Western Mind, arguing that we’ve increasingly bought into a falsity that secularism emerged as a product of science and atheism.

In A Secular Age, Canadian Philosopher Charles Taylor provides multiple definitions of ‘secularity’ operating in contemporary society. Secularity1 is the belief that public, secular, space is closed off to religious matters; that it must purely consider questions of material reality, such that church and state are separate because one is private and the other public. Church and state are also separate, in this view, to stop religious views shaping the public life of those who don’t share them. Secularity2 is the belief that religion is dead; that in the triumph of science and material explanations of reality, religion will fade into obscurity; we don’t need to make space for religion because religion is no longer a factor. Secularity3, Taylor’s version, recognises that religious belief and practice is declining in the west, specifically monolithic commitment to Christianity and the authority of the Church has collapsed not because ‘God is dead’ but because we now have more religious options than ever before, and the public square is not the singular domain of the Christian church, but a contested, pluralist, space; the decline of Christianity is not just the rise of ‘science’ and materialism, but the rise of choice. Religion is still a factor in public life in this sort of secularity because religious communities still persist as part of society, and a ‘secular’ approach to the public square is non-sectarian; the separation of church and state is to protect religious believers from each other, not just non-religious people from religious people, and it is to protect churches or religious institutions from the power of the state (whether sectarian, or atheist).

To be secular, then, is not to be non-religious, or to exclude religion from any place in public life or public institutions, it is to not have a sovereign power that is exclusively religious or sectarian, it is to remain value neutral on questions of the substance of religious belief, rather than to see no value.

Taylor’s account of how the conditions of belief have changed to allow this secular age to dawn aligns somewhat with the history of education, or schooling, in the west and in Australia in particular. Christians have long been supporters of schooling; one of the fruits of the Reformation and its ‘priesthood of all believers’ was a desire for literacy amongst men and women (and boys and girls), but churches have also long educated children as part of a deliberate strategy to ‘catechise,’ or raise children ‘in the faith,’ there’s some obvious truth in the Jesuit maxim ‘give me a child before seven and I will give you the adult.’ Education, or schooling, is a path to human formation, and to liberation from a restrictive social order — this, again, is a fruit of the Reformation, one charted by Taylor.

The historical development of special religious instruction as a product both of religious involvement with establishing schooling and secularism is not, in itself, an argument for keeping multi-faiths special religious instruction, it is, rather, an argument that you cannot simply remove multi-faiths special religious instruction from schools and call it “secularism.” The case for special religious instruction remaining in public schools, not simply withdrawing to sectarian private schools, or being abolished altogether is an educational one. Bouma and Halahoff made strong case for the place of religious education in public schools on the basis that it forms the types of citizens required for life in a multi-faith, multi-cultural Australia. They propose a way forward for religious education that involves “more teaching about diverse religions in all schools taught by qualified and trained teachers” and this “meaningfully incorporated into the Australian curriculum.” A fantastic proposal! Until late last year, even as a religious education teacher, I found the case for generalised religious education more compelling than specialised. As a pastor in a Christian church part of my support for the idea is that it would expose more people to the Gospel of Jesus, which I believe stacks up against other religious truth claims. As a parent, I want my children exposed to the beliefs of their neighbours, and to be having neighbourly conversations with people holding different views to our family. As a religious educator being careful not to infringe upon the school’s hospitality I was aware of the importance not to proselytise when answering questions from the children, and I was attempting to provide something like a ‘general’ account of Christianity to children whose parents had opted them in to receive ‘special’ religious education, that is, to be taught what Christians believe by a practising Christian.

The ends of special religious education are fostering belief and practice because such belief and practice is demonstrably beneficial for individual students, and the tenets of each religion taught in school, if taught and adhered to according to authorised curriculum, promote a pluralist schoolyard where children practice both differentiation from others and compassion for others, these are worthwhile educational outcomes (that children may also learn spiritual truths that are actually true is a question the state must remain neutral on lest it favour one ‘sect’ over another). The ends of general religious or worldview education are to foster understanding and empathy, rather than adherence.

My position on the place of special religious instruction, in addition to general religious instruction, shifted when I read the 2018 report ‘How in-faith religious education strengthens social cohesion in multicultural Australia’ by Professor Zehavit Gross, the UNESCO Chair in Education for Human Values, and Suzanne D. Rutland, a Professor emeriti in the Department of Hebrew Studies at the University of Sydney. This paper made the case for the benefit of both special and general religious instruction in forming children for a secular, multi-faith Australia. It highlights particular benefits children receive not just from religious ‘instruction’ but from belief and practice; benefits I’ve observed as the Buddhist class next to my rowdy grade 5 Christians practice meditation and mindfulness. General Religious education cannot produce these outcomes, because they must disconnect religious information from religious practices, and, by adopting the secular frame, must default to a detached, objective, agnostic approach to the spiritual dimension of religious belief. Some of the benefits of religion are directly connected to actually holding religious beliefs. Religious belief and practice is connected to human flourishing. A 2018 Harvard Study by Ying Chen and Tyler VanderWeele found that a religious upbringing involving ‘religious participation’ (not just knowledge) is associated with “greater subsequent psychological well-being, character strengths, and lower risks of mental illness and several health behaviours.” These are formative benefits for our future citizens, and thus for society. These benefits come from a sort of education that already has a place in the curriculum. It seems a case must be made against these benefits as worthy, or for other more worthy educational outcomes.

If “worldviews education” is as beneficial to producing well-rounded participants in a multi-faith society as Halafoff and Bouma argue, and I believe this to be the case, then why not both? Why not recognise the personal and social value of religious belief and practice, and the knowledge of other religions, in a secular, multi-faith world? Why not recognise the fundamental place religion has in the fabric of our society and the individuals in it and devote adequate curriculum time to forming our junior citizens with a vision of flourishing that goes beyond seeing children simply as future cogs in an economic machine?

Schools inevitably form children with some vision of the good, and curriculum selection is always ideological, and in some sense always ‘religious’ in nature. The academic and author, David Foster Wallace, a man reportedly haunted by the question of what place religion, or the transcendent, should occupy in his life famously observed “everybody worships something,” and that the only choice we get in this life is the choice about what to worship. Our schools, whether or not special or general religious education are part of the curriculum, are already forming and churning out worshippers. They were built to do this very thing in a previous, more explicitly religious, age, it would be a shame (and bad for our pluralist, multifaith, society) for our schools to so favour the Gods of economic production, technological development, and wealth that there was no space left in the curriculum for children to learn about the place of religion and worldviews generally in our society, and to explore the belief and practice of one or more of these faiths particularly. I purchased a copy or replica ‘school readers’ from the early 20th century at an op shop, and was shocked by how deeply religious the content was; one (available online) features a story about Jesus titled “Our Best Friend.” These readers aimed to foster not just reading but values; to form children. State schools have recently been encouraged to purchase Suzie the Scientist readers that will teach literacy and STEM (science, technology, engineering, math) at the same time. This doesn’t represent the end of teaching values, but changed values in the curriculum. The case for more STEM and less religion in the curriculum is not religiously neutral, it represents the triumph of a modern religion in capturing our shared imagination and orienting us towards a vision of the good life built purely on making cool stuff, and getting wealthy, in material terms.

A secular state, and its educational arm, is not sectarian, theocratic, or ‘atheistic’, but nor does it exist to promote bland agnosticism towards religious questions. A secular state might reasonably, in the face of the evidence, recognise the vitality and goodness of religion. The individual and social benefits either come purely from the ‘immanent frame’ (as philosopher Charles Taylor describes the ‘here and now’) and limited to psychological benefits and wellbeing, or found through connection to a transcendent reality, whether that is the Christian God who reveals himself in Jesus, Allah and Mohammad as his prophet, or the pursuit of Nirvana via the teachings of the Budda. The secular state in a pluralist context is called to remain value neutral and non-sectarian on the latter questions, but not the former question about whether or not religious beliefs, practices and religious institutions are a civic good and part of the fabric of our society. It cannot be neutral on the question of the goodness of religion itself because the quest for some divine truth does not just seem hard-wired into us, but also into the DNA of the western world, producing schooling as we know it, and many of the values we cherish — including secularism and pluralism. Societies that choose to reject the place of the religious quest tend towards totalitarianism rather than pluralism. It is societies that truly value the freedom to pursue religious truth that allow more than one option on the table. Our schools might be places that reflect that, and to continue the metaphor of hospitality, they are perhaps best to do this with courses prepared by chefs conversant with the textures of their own cultural practices; offering a menu for students and their parents, rather than some sort of fusion dish prepared by a generalist, that seeks to value all flavours but ends up unrecognisably muddled.

Public schools are a great breeding ground for a pluralist, civic, democractic society where we learn to listen, empathise, and navigate genuine difference. The worst thing possible for such a goal is religious parents withdrawing their children into religious enclaves; a return to sectarian schooling. Such schools can be designed either to protect children from other religious ideas, or, increasingly because of a belief that these schools, with a commitment both to special and general religious instruction, and a vision of human flourishing that goes beyond the here and now. As a proud public school graduate I’ve unashamedly been devoted to the good of secular public education for the sake of pluralism, and exposing my children to ideas and influence foreign to those practiced in our family and our church, both through curriculum time, and relationships with children and their families whose values, or worldviews, differ from my own. I find this conviction wavering in recent times as I’ve perceived the common definition of ‘secular’ shifting from ‘non-sectarian but open to religious belief and practice’ to ‘closed off from religious belief and practice.’ Ironically, I find myself drawn to the sort of schools that offer both general religious instruction and special religious instruction (albeit typically of an exclusively Christian variety). The danger of enclaves, whatever brand of religion they form around, is that in the absence of multiple perspectives and a commitment to a pluralist vision of life across difference, such enclaves have the capacity to foster various forms of radicalism of the sort that demand a public sphere that is not multifaith, but monotheistic; not secular, but sectarian. A secular education in a multifaith, pluralist, society will involve both special and general religious education, there might even be time left in the curriculum for STEM.

October 10, 2019

Play as Re-Creation

This is the second of two talks I gave at our church’s weekend away which we called Re-Creation. It’s on the way play is an act of formation, or discipleship, or a spiritual discipline that is also part of our witness to an overly busy world that takes itself too seriously. I’ve written about play as a disruptive witness previously, but since giving these talks I enjoyed this piece from Awkward Asian Theologian and this news story about a cathedral that installed a playground on the inside not the outside.

What is Play?

Jurgen Moltmann wrote a book called A Theology of Play back in the 1970s. He opens by talking about our innate burning desire for happiness and enjoyment. He says: “to be happy, to enjoy ourselves, we must above all be free… we enjoy ourselves, we laugh, when our burdens are removed, when fetters are falling, pressures yield and obstructions give way…” he says that when this happens we “gain distance from ourselves and our plans move forward in a natural, unforced, way.” He talks about humanity as ‘homo ludens’ (the playing man).

Play is different to work — which comes with different limits and a certain sort of burden, but it is also different to rest. It has similarities with both — work, because it involves using God’s good creation, and our energy, to certain ends, rest, because it is ‘recreative’ and not connected to particular ends beyond the activity itself and the pleasure it produces for us. Play is an ends in itself, which isn’t to say that it doesn’t do things to us, and through us — or that it has to be ‘non-productive,’ it’s just that the things it produces are a bi-product of the activity — so someone could ‘play music’ for fun and produce music, or do woodwork and create something beautiful, but the product (while you may pursue beauty and goodness as part of the ‘play’) is secondary to the effort. Moltmann says, of ‘games’ that the game must “appear useless and purposeless from an outside point of view” to be meaningfully ‘play’ — to ‘ask for the purpose’ makes one a “spoilsport.”

Education academics and philosophers are increasingly convinced about the formative power of play — and not just for children. Play as ‘pedagogy’ isn’t a new idea, it’s almost self-evident that children play their way to an understanding of the world, and people as old and wise as Plato have recognised the formative, educative, power of play. We’re hard-wired to play, and through play, to come to know not just the world and ourselves as they are, but also as they could be. Play is the seedbed of the imagination. Plato’s approach to learning was built on the idea that the way we play appears ‘harmless’ but “little by little” the way we play “penetrates into manners and customs; whence, issuing with greater force, it invades contracts between man and man, and from contracts goes on to laws and constitutions” and so can ultimately totally overthrow the system, though he saw rightly ordered play becomes a ‘habit’ that leads to good ordering of society as well (Plato’s Republic, book 4).

That play does things to us as we play — that it has a utility — can’t be the ‘reason’ that we play — if play is forced it loses some of its essence, but it is a reason to not take ourselves so seriously that we never play.

Moltmann, writing when he did, noticed a then ‘modern’ (now old) tendency for ‘playfulness’ to be “banned from the realm of labour as mere foolishness” as we have been forced by the industrial revolution to shift our views of what it means to be human. He saw this creating a haunting sense of loss and our desire for ‘play’ as something beyond our reach as part of a “melancholy criticism of our modern culture and its alleged loss of childlike innocence, of ancient good and religious values.” Moltmann notes that the Reformation, and especially the values of the Puritans, “abolished the holidays, games, and safety valves” of the Medieval society it reformed. Charles Taylor, writing much later in the piece in A Secular Age notes how much of the public religious life of old was ‘festive’ — filled with feasts and celebrations that have been removed from our disenchanted, disembodied (excarnated), head-focused, modern religion  that no longer marks ‘spiritual time’ or a liturgical calendar, but treats all time the same; such that our calendars or schedules are dominated by a different ‘immanent’ understanding of life that prioritises work and the pursuit of pleasure through economic productivity and security. The sort of modern myth that Brian Walsh identifies in The Subversive Image (quoted in the post on rest). Work and play do relate — though the balance has been tipped somewhat in modern thinking (perhaps Protestant thinking, connected to the ‘protestant work ethic’) so that our rest is oriented towards making us ‘more productive units’ rather than rest being the thing we enjoy as the fruit of our labour (or, in fact, both being true).

Moltmann notes that the world of the 70s made ‘vacation’ a servant of ‘vocation’… where we “get away for a time to become better achievers and more willing workers” our other past times that pass as ‘leisure’ — like watching TV — have become forms of escaping a monotonous world, a world particularly devoid of ‘adventure’. Moltmann argues that “these areas reserved for free play are of considerable importance to the structures of authority and labour and their respective disciplines and moral systems” — the way the system has us ‘play’ and ‘systematised play’ itself is geared to reinforce the economic/industrial status quo. This is a fascinating point that lines up with more recent observations about the place of ‘mindfulness’ in the corporate world in a book I’m reading titled McMindfulness by Ronald Purser (read some more about it here). Play then becomes ‘enslaving’ rather than ‘liberating’ — if ‘play’ is re-creation though; and something to pursue as a spiritual discipline or part of Sabbathing, then we need to change the way we play, and consciously be formed by our play in ways that liberate us from false worship and false stories about humanity; play, like rest and work, is part of how we worship. Moltmann suggests that play is serious business — and that as a result we should “wrest control” of games from “the ruling interests” that enslave and “change them into games of freedom which prepare people for a more liberated society…” and more than that, he sees, like Plato, any effective revolution starting not with the economic structures of a society but in its play.

“We enjoy freedom when we anticipate by playing what can and shall be different and when in the process we break the bonds of the immutable status quo.” — Moltmann.

This idea is echoed in the book Wonderland: How Play Made the Modern World by Steven Johnson. He says:

“Each epoch dreams the one to follow, creates it in dreaming,” the French historian Michelet wrote in 1839. More often than not, those dreams do not unfold within the grown-up world of work or war or governance. Instead, they emerge from a different kind of space: a space of wonder and delight where the normal rules have been suspended, where people are free to explore the spontaneous, unpredictable, and immensely creative work of play. You will find the future wherever people are having the most fun.” — Steven Johnson

C.S Lewis also makes the point that how we play is significant. That our choices about re-creation matter because they form us: “our leisure, even our play, is a matter of serious concern. There is no neutral ground in the universe; every square inch, every split second, is claimed by God and counterclaimed by Satan … It is a serious matter to choose wholesome recreations.”

Play in the Bible

In the beginning, God makes a good and beautiful world. Our Jesus Storybook Bible gives a beautiful sense of God delighting in his good creation, that at least some part of his joyful declaration “it is good” at the end of each day is not just the satisfaction of an engineer but an artist; that there is ‘play’ involved in his imagination and creativity. He doesn’t ‘create’ because he has to to complete some deficiency in himself, but rather as an outpouring of his love and character. Some part, then, of our ‘image bearing’ task is to take up this playful, delighting, creative role — this is part of the call to “be fruitful and multiply” (a command often called the “cultural mandate”).

God is also hospitable. He puts Adam and then Eve in a garden that is delightful. A garden that is a feast for the senses where even the forbidden fruit is “pleasing to the eye”. He invites them to eat and enjoy his good provision in relationship with him — he is the God who walks in the garden in the cool of the day. Part of the ‘cultural mandate’ in the Genesis narrative is the task of spreading this hospitality of the garden — expanding it — across the face of the world (Adam is tasked with ‘cultivating and keeping’ the garden in Genesis 2). This is a task of spreading beauty and a creation that is to be enjoyed; and while there is work involved here, it seems that work is held in balance with enjoyment of the fruit of one’s labours (frustrated by the curse) and with rest. Some part of a Biblical definition of play is connected to our created purpose — we embodied creatures are hardwired for pleasure and created to enjoy relationship with our good creator. We are tasked with imagining and creating new realities (the raw materials for such creativity are there in Eden and highlighted for us as readers). Pre-fall the lines between work and play seem more blurry than they are now, because there is no oppressive social order and no frustration of our work. Play, at this point, seems to, by inference, involve enjoying creation as creatures in relationship with our creator – including enjoying our bodies and our senses – and through our senses, so feasting, and dancing, and laughter, and sex, and making art, and music, and sport, and imagining new worlds, and telling stories, and experiencing stories… not all of this disappears with the disordering of the fall, all of these are ‘play’ – and all of them are at their best when somehow they’re connected not just to those things as ‘an end in themselves’ but to God, either as an extension of our human call to live as his image bearers, in a deliberate engaging with these things with thanksgiving and to glorify God, so that we see in these things something of his ‘divine nature and character’ (Romans 1:20, 1 Timothy 4:4-5). Work is similar in many ways, in that we are cultivate things, but there’s something more consciously ‘utilitarian’ in our work; it has a purpose in itself that play doesn’t, which isn’t to say play doesn’t have a function, or a purpose, or that it doesn’t do anything, but when you try to make it do that thing it loses its essence. Nobody likes ‘forced fun’ or ‘going through the motions’… which is an interesting phrase with play, especially when it relates to professions that are professional versions of things we play at… whether its music, where a musician ‘plays’ until their instrument becomes an extension of the self, and the capacity to produce music shifts, or runs the risk of shifting, to being a ‘craft’ or ‘work’ rather than simply an ‘art’ or ‘play.’

As well as being a writer who wrote fantastic things about tennis and beauty (see his essay on Federer), David Foster Wallace was a capable junior tennis player who understood the strange overlap of play and work, where some things we mere mortals might ‘play at’ become serious business. In his magnum opus, the novel Infinite Jest, DFW follows the career of a junior tennis prodigy in an academy where players are encouraged to eat, sleep, and breathe tennis. To ‘go through the motions’ — playing — until the game becomes muscle memory; until they are hard wired ‘tennis machines’ — the risk here is that a player who habituates themselves into this machine-like existence disconnects the processes from their love for the game. Play has a certain liturgical quality — and Wallace makes this point because his book is ultimately about worship and the idea that we become what we love. We see this sort of disconnect in liturgical churches who ‘forsake their first love’ and go through the motions of liturgy without their hearts and hands being animated by the love of God and the desire to participate in the story of the Gospel, and we see it in tennis players who have been hard-wired into skillful machines but who hate the game, like Nick Kyrgios and Bernard Tomic — both see tennis as a ‘means to an ends’ — whereas, someone like Federer plays the game because he loves it (which perhaps allows him to be an artist rather than an automaton).

Play forms us, and it does have an interesting relationship with work that seems to somehow work best when play informs and transforms the way we work, because it transforms what we love and the new possibilities we are able to imagine. Play can be ‘re-creative’ or ‘de-creative’ — it can be ‘transforming’ or ‘de-forming’ — the fall itself is an act of ‘playful’ rebellion; the pursuit of enjoyment of a good and beautiful thing apart from God. Part of this dynamic, whether with music, tennis, or the fruit in the garden, is a loss of the ‘purpose’ or ‘telos’ of the created thing we are enjoying; we should, in our play, be able to ‘look along’ the things of this world towards God, and so glorify him — but they become idolatrous when we either become fixated on the created thing itself, or on ourselves and what the thing produces for us. This sort of ‘looking through’ the objects of our play has the capacity to prevent those things becoming ‘ultimate’ for us whether as objects of delight or drudgery — it stops us becoming mastered or enslaved (the way Tomic and Kyrgios might feel enslaved by tennis).

Play is frustrated by the fall both because it becomes the grounds for idolatry, because work itself is frustrated (and frustrating), and so too is all of creation (Romans 8). The time for play, then, is reduced by the thorns and thistles the ground now produces, its connection to the creator is more tenuous or less obvious for us ‘outside the garden,’ and the way we play often becomes idolatrous. Even as the effects of the curse start to bite, play continues. The genealogy in Genesis 4 lists people who make tools (for work) and musical instruments (for play). Play is a narrative theme of the Old Testament. Culture is still being created. People are spreading — it’s just a question of whether people are spreading ‘garden like’ conditions, or curse, or a mix of both. The Old Testament is full of the tension between people who are ‘lovers of the world’ who still feast and make music and do lots of ‘appealing’ stuff with leisure and pleasure; who are given over to sensuality… and with Israel’s own counter-cultural sensual practices of self-denial (bacon) and festivals and feasting in a land flowing with milk and honey…

Play under the sun

The wise man in Ecclesiastes; at least in his exploration of life ‘under the sun’ is the human trying to live in Charles Taylor’s ‘closed system’ – as a ‘buffered self’ — he’s exploring a world without God, and decides that a world with God is essential for meaning. In chapter 2 he describes a ‘re-creation’ project; an attempt to build an Eden like life without curse; the #BLESSED life. He starts by declaring ‘pleasure’ itself “meaningless” (Ecclesiastes 2:1-3) and then turns to work and its relationship to pleasure.

I undertook great projects: I built houses for myself and planted vineyards. I made gardens and parks and planted all kinds of fruit trees in them. I made reservoirs to water groves of flourishing trees. I bought male and female slaves and had other slaves who were born in my house. I also owned more herds and flocks than anyone in Jerusalem before me. I amassed silver and gold for myself, and the treasure of kings and provinces. I acquired male and female singers, and a harem as well—the delights of a man’s heart. I became greater by far than anyone in Jerusalem before me. In all this my wisdom stayed with me.

I denied myself nothing my eyes desired;
I refused my heart no pleasure.
My heart took delight in all my labour,
and this was the reward for all my toil.
Yet when I surveyed all that my hands had done
and what I had toiled to achieve,
everything was meaningless, a chasing after the wind;
nothing was gained under the sun. — Ecclesiastes 2:4-11

Nothing is gained, because all of this is frustrated. Especially because we are temporary; we are but breath. You’ve got to be careful with that phrasing right… it sounds like “butt breath” – but that’s actually kinda what he’s saying… The word rendered ‘meaningless’ in the NIV is the Hebrew word הֶבֶל (‘hebel’), which is a word that captures the ‘fleetingness’ or ‘breathiness’ of existence. It more literally means ‘breath’ or ‘vapour.’

He particularly decides that a life that is all work and no play, no goodness, no joy, is meaningless; it keeps us despairing. Especially because work is pointless because life is fleeting; we don’t enjoy the fruit of our labour, we give it to those who come after us who haven’t worked to earn it. Our lives are marked by days of work that are “grief and pain” and nights where our “minds do not rest”. So his verdict is we may as well work and ‘play’:

“A person can do nothing better than to eat and drink and find satisfaction in their own toil. This too, I see, is from the hand of God, for without him, who can eat or find enjoyment?  To the person who pleases him, God gives wisdom, knowledge and happiness, but to the sinner he gives the task of gathering and storing up wealth to hand it over to the one who pleases God. This too is meaningless, a chasing after the wind” — Ecclesiastes 2:25-26

Everything “under the sun” in a disenchanted world is temporary. Work. Life. Play. All are meaningless if all they do is confront us with the reality of this temporaryness; but there is a chance that play — that ‘enjoyment’ of the fruit of our labour — might throw us towards God. The writer of Ecclesiastes doesn’t find much hope ‘under the sun,’ but he does start to connect meaning to God and to an ‘enchanted’ view of life and reality. If life is connected not just to ‘immanence’ (Taylor’s term) or our ‘under the sun’ experience, but to the God who has set eternity on our hearts, then play throws us towards something our hearts are created to long for: the eternal… joy… the heart of God.

I have seen the burden God has laid on the human race. He has made everything beautiful in its time. He has also set eternity in the human heart; yet no one can fathom what God has done from beginning to end. I know that there is nothing better for people than to be happy and to do good while they live. That each of them may eat and drink, and find satisfaction in all their toil—this is the gift of God. – Ecclesiastes 3:-13

That longing for the eternal is innate, and play can either numb us to it as we ‘escape’ that reality by atomising ourselves or conforming to patterns of this world or “status quos” that immunise us to this ‘gnawing sense of having had and lost some infinite thing’ (as David Foster Wallace describes it in This Is Water), or liberate us, as Moltmann suggests. It’s interesting at this point to consider how much our ‘play’ is dominated by ‘screens’ that operate as portals for us into fictional worlds where space and time are suspended; where once we had a liturgical calendar that measured the seasons around Christian holidays, we now have TV seasons and lives dictated by what’s just dropped on Netflix or the latest video game. Unless we curate our art really carefully; unless we’re careful about what stories we allow to shape our imagination, these forms of ‘escape’ don’t pull us from the real world at all; they keep us trapped there. J.R.R Tolkien has some fascinating points to make on the necessity of fantasy being ‘real escape’ into worlds where the status quo does not reflect our own in order for stories to work to capture and re-create our imaginations. In his On Fairy Stories, Tolkien says stories have a redemptive capacity not just the capacity to enslave, and that participating in them (and creating them) is part of our calling as humans; a necessity for us as image bearers of the story-creating God:

For creative Fantasy is founded upon the hard recognition that things are so in the world as it appears under the sun; on a recognition of fact, but not a slavery to it. So upon logic was founded the nonsense that displays itself in the tales and rhymes of Lewis Carroll. If men really could not distinguish between frogs and men, fairy-stories about frog-kings would not have arisen. Fantasy can, of course, be carried to excess. It can be ill done. It can be put to evil uses. It may even delude the minds out of which it came. But of what human thing in this fallen world is that not true? Men have conceived not only of elves, but they have imagined gods, and worshipped them, even worshipped those most deformed by their authors’ own evil. But they have made false gods out of other materials: their notions, their banners, their monies; even their sciences and their social and economic theories have demanded human sacrifice. Abusus non tollit usum (wrong use does not negate right use). Fantasy remains a human right: we make in our measure and in our derivative mode, because we are made: and not only made, but made in the image and likeness of a Maker. — Tolkien

Tolkien sees fantasy, or stories, as offering recovery, escape, or consolation. The closer the stories are to our reality the more the best they can offer is simply a renewed way of seeing the world as it is, the more we are pulled into an alternative world the more we are free to question the ‘status quo’ we find ourselves operating in. Great fantasy operates in parallel with ‘great play’ — it allows us to rediscover the ‘divine nature and character’ of God through seeing the things he has made more clearly. Recovering sight like the blind man Jesus heals who first sees people moving as trees, and then as people — Tolkien says that it is in fantasy (think ‘play’) that “I first divined the potency of the words, and the wonder of the things, such as stone, and wood, and iron; tree and grass; house and fire; bread and wine.” Escape is, for Tolkien, the sort of response a wise person has to the predicament caused by having eternity written on their hearts and the crushing reality of life and toil under the sun being so fleeting. He says “Why should a man be scorned if, finding himself in prison, he tries to get out and go home?” — the danger with our means of ‘play’ — our consumption of stories via screens is not that they are escapist, it is that they are not escapist enough; we simply open the doors of our prison cell to find ourselves in the prison yard; still imprisoned by the world as it is, just with the illusion of new horizons. For Tolkien it is consolation that is the true purpose of fairy stories — and by analogy, of play. Consolation refers to the way stories and our experience of them throws us towards the eternal; towards the ‘happy ending’ where the desires of our heart are met by the God who made us and implanted such eternal desires in our heart.

“The consolation of fairy-stories, the joy of the happy ending: or more correctly of the good catastrophe, the sudden joyous “turn” (for there is no true end to any fairy-tale): this joy, which is one of the things which fairy-stories can produce supremely well, is not essentially “escapist,” nor “fugitive.” In its fairy-tale—or otherworld—setting, it is a sudden and miraculous grace: never to be counted on to recur. It does not deny the existence of dyscatastrophe, of sorrow and failure: the possibility of these is necessary to the joy of deliverance; it denies (in the face of much evidence, if you will) universal final defeat and in so far is evangelium, giving a fleeting glimpse of Joy, Joy beyond the walls of the world, poignant as grief. It is the mark of a good fairy-story, of the higher or more complete kind, that however wild its events, however fantastic or terrible the adventures, it can give to child or man that hears it, when the “turn” comes, a catch of the breath, a beat and lifting of the heart, near to (or indeed accompanied by) tears, as keen as that given by any form of literary art, and having a peculiar quality.”

For Tolkien this ‘good catastrophe’ (or eucatastrophe) — this ‘happy ending’ — this ‘fleeting taste of joy’ — which is analogous to what we hope to experience through play — throws us towards the heavenly reality and reveals something of God’s character as the God who creates the ultimate fairy story; the God who plays. Our fairy stories, like our play, are where we enact the ‘liberating story’ of the Gospel — not just the suffering or the work of service and renewal that the Gospel calls us to participate in, but a taste of the kingdom that Jesus came to bring. The ‘liberating story’ we enact as we play is one of resurrection, redemption, and renewal. Play ‘re-creates’ us as characters in this story; those re-created by the Spirit to be part of God’s kingdom. Those who do not simply live ‘under the sun’ but ‘under the son’…

Play under the son

Did Jesus play? It’d be hard to declare some sort of ‘imperative’ for us to play as a Spiritual practice in the absence of evidence that Jesus himself played — and not just as a child, but as an adult. It’s interesting to consider the ways that play might be described in the life of Jesus in ways that we take for granted; there’s a certain playfulness in his confounding of his ‘serious’ interlocutors — the representatives of the all too serious status quo — the Pharisees — through the telling of imaginative stories that build new worlds. And it’s clear when we read through the Gospels, perhaps especially Luke, that Jesus spends lots of time at dinner parties. In fact, he is accused of partying too hard. Of having too much fun. Of too much play — his first miracle is at a wedding, where he turns water into wine, with a similar sort of delight that you imagine from his father in Genesis 1…

But it’s possible he also encourages us to play as his followers because play is a natural part of being a child. His instruction to ‘let children come to him’ as an expression of the nature of the kingdom is interesting to ponder at this point; especially if play is a necessary way to cultivate the sort of imagination that might allow us to escape forms of slavery and find ourselves liberated. This isn’t to say the Spirit isn’t at work by convicting us of the truth of the Gospel and the emptiness of the patterns of this world, but rather that the renewing of our minds might happen through the sorts of pedagogical behaviours, led by the Spirit, that form us as God’s children. Children play. We don’t have to teach children to play (we might, if Plato is right, and if this thesis is right) be best to guide play towards constructive ‘formative’ ends rather than deforming ones, because play does ‘re-create’ us into a certain sort of image, or person. Play is the natural way children learn. Play is not work, but it teaches us how to approach our work.

We impose structures on children to churn them out as cogs to serve an immanent ‘machine like’ economic reality built on science and technology as little ‘worker bees’  to toil under the sun; who aren’t given the sort of education setting that fosters the imagination… and we do the same in our churches and church programs that imitate school classrooms. But children learn to innovate and imagine through play… so do adults… We beat play out of children in the name of ‘education’ because of our idolatry of work, and because we’re too serious about life, and don’t see play and joy as good and essential things to pursue; perhaps especially as (protestant) Christians who have inherited a protestant work ethic and a sense that our awe and reverence for God is best expressed through seriousness, not through coming to God as our good father wanting to play with him (and you know, there’s that famous book that says a life spent playing and enjoying God’s good creation, and bringing that goodness before God in the form of a shell collection is “a wasted life”… that doesn’t help).

What if play, like fairy stories, isn’t just for children? C.S Lewis in several essays bemoans the way we moderns banished fairy stories to the children’s section of the library because like Tolkien, he saw these stories as essential for us in expanding our horizon.

What if we have bought into the ‘status quo’ lies of an industrialised, economy mad, world so we see play either as trivial ‘not work’ or simply as the means by which we self-medicate in order to do our work better?

What if we’ve bought into a work ethic that comes from our theological tradition that emphasises the ‘heady’ nature of learning at the expense of embodied experience where play might actually be a better tool for forming us as people than teaching that feels like hard work?

What if all this conspires to disenchant and thus deform us so that we aren’t living as people liberated to enjoy being part of God’s kingdom, but rather we keep living as people enslaved by the worship of the things of this world?

What if we don’t take play seriously enough and we keep trying to be like the ‘grown ups’ who can’t get back to Narnia anymore, rather than the children whose eyes are opened to the goodness and bigness of God and his world as it really is. What if Jesus calls us to be childlike and thus to be more playful?

He called a little child to him, and placed the child among them. And he said: “Truly I tell you, unless you change and become like little children, you will never enter the kingdom of heaven. Therefore, whoever takes the lowly position of this child is the greatest in the kingdom of heaven. – Matthew 18:2-4

Then people brought little children to Jesus for him to place his hands on them and pray for them. But the disciples rebuked them. Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” When he had placed his hands on them, he went on from there. – Matthew 19:14-15

What if play is not just a type of formative or ‘re-creating’ behaviour that orients us towards the kingdom; but one of the ways we bear witness to that kingdom in our lives? What if cultural change actually does happen better through influencing the way people play rather than the way they work?

If these ‘what ifs’ are true we need to re-learn how to play in a way that is different to the play served up for us by the world; to play in a way that marks us out and teaches us that we have been liberated from the status quo offered up by the world by a king who calls us to come to him as children. Maybe we could start with collecting shells?

As Steven Johnson puts it in Wonderland, “Because play is often about breaking rules and experimenting with new conventions, it turns out to be the seedbed for many innovations that ultimately develop into much sturdier and more significant forms.” If we want to transform not just ourselves, but our world, as we live and play the liberating story of the Gospel, play becomes part of our ‘disruptive witness’ providing an alternative vision for life to the ‘under the sun’ status quo. Alan Noble’s excellent Disruptive Witness, hints in this direction as he calls us for ‘habits of presence’ that help us recover the way we see reality, but also ‘console’ us in Tolkien’s terms by giving us meaning in a way that satisfies our desire for transcendence.

“On the personal level, we need to cultivate habits of contemplation and presence that help us accept the wonder and grandeur of existence and examine our assumptions about meaning and transcendence… Finally, in our cultural participation, we can reveal the cross pressures of the secular age and create space for conversations about the kind of anxieties and delights that we repress in order to move through adulthood.” — Alan Noble, Disruptive Witness

What would it take for our church communities to be known for the way we play? Both together and in our own lives? For us to be serious about playing together being one of the best ways to grow together as characters in God’s grand story? I like this quote from Robert Hotchkins:

“Christians ought to be celebrating constantly. We all ought to be preoccupied with parties, banquets, feasts, and merriment. We ought to give ourselves over to veritable orgies of joy because we have been liberated from the fear of life and the fear of death. We ought to attract people to the church quite literally by the fun there is and being a Christian.”

How’s that for a vision for ‘re-creation’? Maybe, despite the condemnation they earned from people closer to my theological tradition, those churches that built playgrounds inside Cathedrals — buildings that are meant to throw us towards God through their very design — maybe those churches were actually on to something after all.

 

August 20, 2019

Why, as a Christian, I’m more worried about STEM than Safe Schools

My kids go to a fantastic kindergarten. It’s play based, and it really means it. It has an incredible playground where kids interacting with each other, and with nature, prompt learning opportunities spontaneously and driven by curiousity. It has toys and costumes designed to encourage learning through role play. It fuels the imagination. It sees education as being about forming inquisitive, curious, lifelong learners but also fostering a sense of community and belonging. I love it. I’m convinced about its pedagogy — and convinced this approach to education should extend well and truly into adulthood.

My oldest daughter is enrolled at the public school in our area that we felt was the closest match to this kindy in terms of ethos (the one that cared least about NAPLAN as far as we could gauge from talking to teachers at school open days). It was ‘play based’ (in a different sense to kindy) in grade 1, but that pedagogical method is rapidly disappearing into the rear view mirror, and the parent groups we’re in online are now filled with people handwringing over the school’s (not great) NAPLAN results…

At the same time there’s a nationwide push for standardisation in our education system, a national curriculum in schools and the national ‘Early Years Learning Framework’ setting standards for kindergarten/pre-school, it aims to ensure “all children experience learning that is engaging and builds success for life.” Which sounds like a terrific aim. Education is really important, but how we approach education as a nation (and as parents) reveals lots about what we value, and from a Christian framework, what we value as a nation reveals what we worship.

Our education systems are formative, they operate with a vision of what a person is, how a person functions, and what good people do, and they use practices to get there. These streams come together (especially the practices) to form ‘pedagogies’ — the ‘methods and practices’ of teaching, pedagogies are oriented to outcomes and matched with ‘curriculums’ (what is taught). ‘Play based’ is a pedagogy, so is ‘ROTE learning’…  The push for education based on Science, Technology, Engineering, and Math (STEM) is a ‘curriculum’ push. The combination of ‘pedagogy’ and ‘curriculum’ adopted and assessed in a national approach to education reveals how we see the ‘good life’ for our nation’s citizens, but it also profoundly shapes what we value, because, as Christian philosopher James K.A Smith puts it — we become what we love, and what we love is formed by practices and a vision of the good human life, and the combination of ‘practices oriented to a vision’ embedded in a story is the very essence of worship. I went to a lecture he gave on educational practices (within the context of Christian education) a couple of years ago where he said (these are my notes):

“Every pedagogy implicitly assumes an anthropology.

Every philosophy of education/strategy assumes implicitly/tacitly some model of what human beings are, and therefore what learners are.

The university has assumed an anthropology that is a lot newer than we might realize, that is contingent and challengable. Christian teaching and learning should work from a different model.

The water in which higher education swims is largely, now, a German production. The assumptions about what a university should be are post-enlightenment, 18th-19th German education, which became a model exported into the US, UK, and probably Australia. As an enlightenment institution the assumed model of the human person is the “thinking thing” model — the university model assumes humans are primarily brains on a stick. The task of education and the university is the depositing of beliefs into the intellectual recepticles of thinking things in order to equip them for a particular task. You get the prioritizing of the brain that is then wedded to a utilitarian/pragmatic view of what education is for. Universities become credentialing facilities for brains on a stick.”

It’s not just universities. This happens pretty early on — a utilitarian view of education — that we’re being trained for a vocation in our schools, to participate as economic units within a ‘machine’ is what is driving the push for STEM based education in the early years of primary school, right through to university. If education is ‘jobs focused’ not ‘human focused’ we lose, because we shrink our sense of what it means to be human to how a human contributes to and in an economy. This will have implications for decisions about who we value and what ‘humanity’ is (and about, for example, aged care, euthanasia, abortion), there’s a vicious cycle where education assumes an anthropology, and then it works to reinforce that anthropology.

The ‘culture war’ Christians seem to want to fight often tilts at the sexual revolution and how it has taken its place in our schools via Safe Schools, now, I have some reservations about Safe Schools (both in terms of its pedagogy and curriculum), but I am not worried that my kids are going to come home from school able to empathise with any of their peers who have different sexuality or gender stuff going on (I wrote an article about Safe Schools for Eternity News a while back. Read that). Education should form kids and adults who are able to live together with people who are different to them, and part of living together will is listening carefully and seeking understanding. In many ways Safe Schools offers a much better ‘pedagogical’ framework, a much more appropriate ‘practice’ and imagination driven way of forming kids, than the rest of the curriculum, and perhaps in a world that worships sex, that is what makes it more dangerous than other things on the table presently…

But I don’t think sex is the big alternative god of the west, it’s ‘a big god of the west’, certainly, but the sexual revolution still divides both conservatives and progressives, and Christians and the rest of the world. I think the most sinister ‘alternative god of the west’ doesn’t divide anybody. Conservatives and progressives and Christians and non-Christians are all on the same page… and it’s the god behind STEM. The real ‘god’ of the Babylon of the West.

It’s money. It’s Mammon. It’s the anthropology that measures a person by the contribution they make to digging stuff out of the ground, turning it into technology, and selling it to make our lives more comfortable. It’s the ‘jobs of the future’. It’s that which distracts our kids from thinking about the aspects of education previously known as ‘humanities’ and instead, has us thinking about how we don’t just make machines, but become little cogs in an economy built on the back of making machines. What is the difference in STEM’s anthropology between a human and the widgets the human creates that slot into a smaller piece of technology? Not much.

What’s new about this vision of people? That we are cogs in an economic machine designed to produce goods? Not much. It’s precisely how the Egyptians viewed the Hebrews before they were rescued from slavery and became a nation, and it’s what still leads people to enslave other people. You can only make somebody a slave if your view of humanity is on economic terms… our education system, with its emphasis on jobs, and particularly ‘machine like’ jobs isn’t hugely different, the pay and conditions are just better (mostly, at least here in the west).

STEM without humanities (and the arts) is part of the abiding myth of the western world, the catechism (the process of educating up worshippers) associated with this particular god. It’s part of what Brian Walsh called Christians to eject from in his book Subversive Christianity in 1994, when he wrote about the dominant story of the west, a story that hasn’t become less dominant just because we now fixate more on sex… it’s just we don’t see that this narrative captured the imaginations of Christians as well, to our detriment:

This story, this Western cultural myth, proclaims that progress is inevitable, if we only allow human reason freely and scientifically to investigate our world so that we can acquire the technological power to control that world in order to realise the ultimate human good, that is, an abundance of consumer goods and the leisure time in which to consume them.

This myth of progress is engraved in our high-school textbooks, proclaimed in corporate advertising, phallically erected in our downtown bank and corporation towers, propagated in our universities, assumed by our political parties, and portrayed in the situation comedies, dramas, and news broadcasts on the popular media. This myth idolatrously reduces human labour to the efficient exercise of power to produce maximum economic good.

Serving the three gods of scientism, technicism, and economism, our work lives (in both the shop and the office) are subjected to scientific analysis by industrial engineers and a whole army of consultants, to determine the most efficient way to accomplish the task at hand using the best and quickest techniques to attain the highest possible economic good… More foundationally this is the worldview that captivates the imagination of our society…Looking at life with this worldview is as natural as breathing for us. Because, after all, it is in the air everywhere, and the church provides no gas mask.

Why is it that when Safe Schools drops into schools we Christians panic, we jump up and down about the corruption of our children? We reach for the proverbial ‘gas mask’ or pull the eject cord and home school, or withdraw into the Christian bubble… but when there’s a push for a STEM driven national curriculum we’re silent?

I was horrified recently when I heard a new set of early school readers Suzie The Scientist were being produced with a STEM focus so that even literacy could be taught with the goal of checking off the STEM box. ‘School Readers’ have a long history (documented here), and the first ones, instead of being produced to serve an economic agenda, featured:

  • classic stories from English literature
  • adventure stories
  • accounts from British, Australian and Queensland history
  • biographies of significant figures in history
  • traditional fairy tales
  • poems
  • health lessons
  • stories encouraging the development of good character.

Now. I don’t want to pretend to claim that these would’ve been perfect… education has long been a tool for social engineering and the culture wars, but the goals of these readers, included “instilling in pupils a lifelong love of literature” and “encourage virtues such as honesty, obedience, bravery and courage,” there were other educational aims in the mix, but the new

  • provide information about a range of subjects including nature study, early Australian history, significant figures in history
  • encourage children to read and enjoy traditional tales such as Jack and the beanstalk, Cinderella
  • inform children of heroic deeds in short biographical stories including one on Grace Darling

The ‘Suzie the Scientist‘ series, instead:

  • Each book aligns to learning outcome statements (i.e. Descriptors) from the Australian Curriculum: Science
  • Unlike other science-based home readers, equal emphasis is placed across all four sub-strands (Biological Sciences, Chemical Sciences, Earth and Space Sciences and Physical Sciences) – 6 books for each sub-strand!
  • In addition, all three strands of the Australian Curriculum Science are also addressed – i.e. Science Understanding, Science as a Human Endeavour and Science Inquiry Skills

They are include information to “empower parents to engage children in exploratory conversations about science… linked to classroom learning via the Australian Curriculum: Science” and are built around “consistent sentence structure and use of high frequency words appropriate to each reading level to help children develop fluency, comprehension and vocabulary” introducing “key scientific words introduced for discussion prior to reading and in context within the book to help children extend their reading vocabulary.”

Spot the difference.

Imagine the difference this produces in terms of people of character rather than people of knowledge.

This is why I was so greatly encouraged by the words of the New South Wales Education Minister Rob Stokes this week (quotes from the SMH).

“From government ministers to journalists – from industry CEO’s to senior public servants – people of influence are piling in to denounce the value of philosophy, the arts, and the social sciences – insisting that only by bowing before the altar of STEM will today’s students be adequately equipped to thrive in the 21st century.”

And then:

“Education is not simply about getting a job. Our educational institutions exist primarily to help educate the next generation to build a more just and more engaged society,” Mr Stokes said.

“They exist to provide students with higher-order skills that are flexible and adaptable to a changing world.”

He said the key to a robust 21st century education system was “not the overt preferencing of STEM” but the championing of a true multidisciplinary system.

“Ultimately, STEM seeks to dehumanise education – reducing it to an equation of inputs and outputs. Yet excellence has always been most evident when education is at its most personal.”

Yes and amen. It’s interesting that he uses religious terminology; the ‘altar of STEM’… because STEM is about worship. It’s about claiming the hearts and minds of our children in service of a particular god.

One of my parenting wins this year was watching the Falcon Heavy launch with Xavi. It’s inspired the building of countless Lego rockets. It’s not that I hate science, technology, engineering, or math — it’s that these disciplines and ways of discovering wondrous and true things about the world need to be paired with education, or formation, about what is good for humanity. Who is going to decide what technology it is good or virtuous to develop? Or how it should be deployed? Or what impact that technology might have on our brains and culture? Technology isn’t neutral, when it enters an ecosystem it reshapes it, and it reshapes us, our habitats shape our habits and our habits shape us, which means we need to be pretty thoughtful about what sort of technological changes we introduce. Which means good education in the technological age won’t just focus on the technique — the engineering — but on the telos, to what end we want to develop different types of technology, which ties into the broader question of to what end we humans live for.

Education should absolutely focus on these questions, on what a good citizen of our nation looks like, and what future we are educating towards… but STEM alone can’t save us, unless all that matters is that the Australia of the future is economically prosperous and good at digging stuff up to turn into other more expensive hardware, or at turning our time and effort into software that people want to use. The best STEM work comes from an ability to imagine, and from the curiousity that drives innovation, which requires a pedagogy that is driven by something other than the regurgitation of the status quo in order to answer standardised tests… it requires, as our kindy director says “being able to deal with problems where we don’t know the answer” so that kids start coming up with new solutions now, so that we normalise that experience, not just maintain some status quo.

Our education systems are organised towards a view of what people are, and what a good life looks like. They reinforce both through pedagogy and curriculum. At the moment our pedagogy is driven by the curriculum — by achieving certain outcomes, particularly knowledge in these fields.

What would happen if our education system was built on the anthropology that we become what we love, and with the goal of forming virtuous citizens who have the character and ingenuity capable not just of creating new technology but of assessing what it’s going to do to us?

It’s pretty clear from stories in the news recently about Facebook that there’s a questionable amount of moral philosophy behind the scenes there that has little concern about the impact of social media on neural pathways or mental health, and on what should be done with the data of its products (their view of the people who use the technology)… but I don’t want to single Facebook out, because similar things could be said about just about any (if not all) technological behemoths — the sort of companies crying out for STEM graduates. In Australia we’re increasingly enslaved by the gaming industry; what sort of qualifications are required to build and maintain pokie machines, online gambling, or sports odds?

What in our national curriculum is helping kids identify and avoid parasitic industries that destroy others rather than building them up (and so building our nation)?

What would education look like if we operated with a different anthropology, and so a different pedagogy (and curriculum)?

I have some guesses.

We’d see the STEM-driven curriculum as an ideological danger more compelling than Safe Schools (in part because we as parents are already exemplars of being more bought in to this dangerous system), not a neutral or good thing for our kids.

We’d see kids as more than ‘brains on a stick’ (or mini computers) who need to be aimed at particular careers so that they contribute to our economy, instead we’d aim their hearts towards virtue and the flourishing of themselves and others in more than just economic or material terms… and so we’d see our teachers as something more than programmers or information delivery systems.

We’d have a broader focus in terms of ‘standardisation’ — something more like the classical or liberal arts curriculums of old, but we’d encourage kids to play and explore and learn what they love and what they’re good at more intuitively. We’d have lots more problem based learning where we don’t have pre-conceived answers and where we reward innovation and imagination not just repetition.

We’d celebrate the schools (and kindys) and teachers who get this and we’d champion them and their ideas to grow their reach (and their enrolments). We’d advocate for a better way on P&Cs and other committees, and we’d write to MPs and education ministers (especially when good teaching gets threatened by standardisation or red tape).

We’d be careful about where we enrol our kids, not just to secure the best financial outcome for them job wise, but to be part of providing the best education for their peers.

We’d pay teachers better to be exemplary leaders who emphasise character and who see children both as future citizens and as individuals whose flourishing is best secured not by pumping them into some sausage machine, but by fostering their individual capacity to be curious, to imagine, and to use their gifts and abilities to serve others.

We’d work to free our schools, teachers, and children from slavery to a results driven national curriculum and see the human capital of our graduate-citizens as the product of an education, not test results (we’d have to substantially change our metrics).

We’d take responsibility for educating and forming our kids with the school as partners in that, rather than outsourcing this to schools, and so we’d take a stand against practices that are dumb (like homework).

We’d see that education, or formation, (like virtue) is about habit building and the shaping of loves through a ‘grand story’ not content delivery of disconnected facts.

We’d have teachers who both model and teach that work is a good and rewarding thing not simply because it helps us buy better technology (that we don’t need) but because it helps us build better communities and better homes. We wouldn’t have kids in math lessons asking ‘when will I ever use this’, but have them using math to solve problems or describe interesting reality (like rocket launches, though probably not rocket launchers (though that thing where youth groups used to make potato cannons would make for a good math or physics lesson)).

As Christians we’d be teaching that work is a form of worship, and that the economy isn’t neutral (or naively, that it’s a pure ‘good’), and we’d be valuing, supporting, encouraging, and becoming teachers like this.

We’d pursue real flourishing, which, as Smith put it in his lecture:

Human flourishing is found when we find our flourishing and end in the one who made us and is calling us. To be human is to become creatures whose hearts find rest in the one who has made us and is calling us; finding what you are made for.

The task of a Christian education is to help people find what they are made for.

At present, we wouldn’t necessarily be pulling our kids out of schools where the curriculum is at odds with our beliefs but putting ourselves (and our kids) in and articulating a need for change, and if we did pull our kids out into Christian education institutions it would be because they’re committed to an alternative vision of education for all, not just for enforcing some Christian bubble. What many of our church owned schools currently do, in adopting the national curriculum uncritically and pursuing exclusive excellence on its terms, or in being insular doctrinally-driven schools suspicious about the world won’t really serve anybody. In our homes and churches we’d be helping people not just aim their hearts towards virtue, but towards Jesus, and our own pedagogy wouldn’t be a head-on-stick driven exercise aimed at helping kids know about Jesus, but instead a practice driven, play based, problem solving approach to helping kids live like Jesus and love Jesus.

That’d be a revolution.

March 24, 2018