Courtesy of the always-excellent blog What’s Wrong With The World, we read this gem about the philosophy and worldview of our current educational system:
It seems to me that the regulative idea that we — we…liberals, we heirs of the Enlightenment, we Socratists — most frequently use to criticize the conduct of various conversational partners is that of â€œneeding education in order to outgrow their primitive fear, hatreds, and superstitions. This is the concept the victorious Allied armies used when they set about re-educating the citizens of occupied Germany and Japan. It is also the one which was used by American schoolteachers who had read Dewey and were concerned to get students to think ‘scientifically’ and ‘rationally’ about such matters as the origin of the species and sexual behavior (that is, to get them to read Darwin and Freud without disgust and incredulity). It is a concept which I, like most Americans who teach humanities or social science in colleges and universities, invoke when we try to arrange things so that students who enter as bigoted, homophobic, religious fundamentalists will leave college with views more like our own.
What is the relation of this idea to the regulative idea of â€˜reasonâ€™ which Putnam believes to be transcendent and which Habermas believes to be discoverable within the grammar of concepts ineliminable from our description of the making of assertions? The answer to that question depends upon how much the re-education of Nazis and fundamentalists has to do with merging interpretive horizons and how much with replacing such horizons. The fundamentalist parents of our fundamentalist students think that the entire â€œAmerican liberal establishmentâ€ is engaged in a conspiracy. Had they read Habermas, these people would say that the typical communication situation in American college classrooms is no more herrschaftsfrei [domination free] than that in the Hitler Youth camps.
These parents have a point. Their point is that we liberal teachers no more feel in a symmetrical communication situation when we talk with bigots than do kindergarten teachers talking with their students….When we American college teachers encounter religious fundamentalists, we do not consider the possibility of reformulating our own practices of justification so as to give more weight to the authority of the Christian scriptures. Instead, we do our best to convince these students of the benefits of secularization. We assign first-person accounts of growing up homosexual to our homophobic students for the same reasons that German schoolteachers in the postwar period assigned The Diary of Anne Frank.
Putnam and Habermas can rejoin that we teachers do our best to be Socratic, to get our job of re-education, secularization, and liberalization done by conversational exchange. That is true up to a point, but what about assigning books like Black Boy, The Diary of Anne Frank, and Becoming a Man? The Racist or fundamentalist parents of our students say that in a truly democratic society the students should not be forced to read books by such peopleâ€”black people, Jewish people, homosexual people. They will protest that these books are being jammed down their childrenâ€™s throats. I cannot see how to reply to this charge without saying something like â€œThere are credentials for admission to our democratic society, credentials which we liberals have been making more stringent by doing our best to excommunicate racists, male chauvinists, homophobes, and the like. You have to be educated in order to be a citizen of our society, a participant in our conversation, someone with whom we can envisage merging our horizons. So we are going to go right on trying to discredit you in the eyes of your children, trying to strip your fundamentalist religious community of dignity, trying to make your views seem silly rather than discussable. We are not so inclusivist as to tolerate intolerance such as yours.â€
I have no trouble offering this reply, since I do not claim to make the distinction between education and conversation on the basis of anything except my loyalty to a particular community, a community whose interests required re-educating the Hitler Youth in 1945 and required re-educating the bigoted students of Virginia in 1993. I donâ€™t see anything herrschaftsfrei about my handling of my fundamentalist students. Rather, I think those students are lucky to find themselves under the benevolent Herrschaft of people like me, and to have escaped the grip of their frightening, vicious, dangerous parents. It seems to me that I am just as provincial and contextualist as the Nazi teachers who made their students read Der StÃ¼rmer; the only difference is that I serve a better cause. I come from a better province.
Rarely do we get such a clear window into the thinking and motives of those who rule our educational institutions, to whom we have entrusted our children, that they may transform a society through their indoctrination into the secular, Utopian vision of their dreams. Richard Rorty, the late philosopher and postmodernist who died in 2007 (and simultaneously discovered the Truth he so long ridiculed and denied, much to his eternal detriment), epitomizes the mindset of our secular culture, which insinuates itself at every opportunity through our media, our institutions of “higher learning”, our popular culture and the entertainment industry.
This is the soul of our now-thoroughly post-Christian, postmodern culture.
This is the soul of our now-thoroughly post-Christian, postmodern culture.
Keep in mind that the “fundamentalists” whom Rorty sought to discredit, ridicule, and reeducate are not simply knuckle-dragging, illiterate, six-day-creationist bumpkins, the straw men they create to dismiss and destroy with presumptuous arrogance — but rather every Christian who believes in absolute truth, who places themself under the authority of Christ, the Church, and the Scriptures. Our enlightened masters have their secret knowledge — and the sworn duty — to coerce all “unbelievers” into discarding their “primitive fear, hatreds, and superstitions.” This is Gnosticism with a fascist bent — the arrogance of superior knowledge, forcefully applied to all who resist.
This philosophy, now thoroughly inculcated in generations of students, and echoed incessantly in media, entertainment, the arts, and popular culture, have engendered a societal world view which can no longer be redeemed with reason, or persuasion, or by the religious engagement in the low compromise of “cultural relevancy.” The culture of materialism and the ideology of atheism have merged, and are now entrenched, dominant, and empowered. The church has fiddled as Rome burned — and now finds itself engulfed in the fiery holocaust it did little to avert. It is long past time for the church to stand proudly apart, to state the truth without fear or compromise, to serve as light and salt to a very dark and increasingly dangerous and toxic society. We will be hated for it — but we are already hated: “If the world hates you, keep in mind that it hated me first.”
The challenge of the church today is to stand apart, to be the prophet, to be, if necessary, the martyr. It is time to abandon congregations and churches which have been compromised and co-opted by this corpse of a culture — let the dead bury their dead. It is time to call church leaders and pastors to account, and rebuke or even reject them if they refuse to stand for and teach the truth of the Gospel. It is time to train our children — after we ourselves have been trained — in the core beliefs of our faith, its historical veracity and integrity, in the defense of that which is true, and unchanging, and eternal. It is time to set aside the petty differences of denominationalism and sectarianism, join hands in submission to Christ, and recognize the true enemy we face. Your enemy is not the Baptist, or Catholic, or Pentecostal church down the street; however large your differences may seem. It is not the man who makes you uncomfortable by raising his hands in church; not the woman who loves the Mass and respects the saints; not the Biblical literalist nor the contemplative mystic who sees visions and dreams dreams. They are your brothers and sisters in Christ. Get to know them, discerning their spirits and the passion of their hearts. Learn to love them, learn from them, serve them, respect them. Pray, worship, and study together. The faith which you proclaim is broad and deep, rich in gifts and heritage, a spectacular jewel with countless facets reflecting the unlimited brilliance of a gracious God.
The night grows darker; it is well past time to fill your lamps with oil, and light them.