This week, and just before Christmas, Inspection will be based around Bart Ehrman's book Lost Christianites. Mr.
Ehrman's book opened my mind to possibilities I had slightly imagined:
at best.... and concepts, I'm sure, beyond what he intended. This edition
will be about...
Rethinking How We Teach History
Does religion belong in our public schools?
Would you be surprised if a certain columnist; whose columns are mostly featured on Liberal websites, answered, "Yes?"
For the past eight years we have had a head of State who had
fundamentalists as a large part of his base, probably more so than ever
before in recent history. That base played part in his reelection and
many of his decisions. One might even argue, at least since Jimmy
Carter, they have played an increasing role in public life and public
policy. Most Americans have, at best, little knowledge about religion
in general and its major influence on history: especially
fundamentalism. But those who are the most fundamentalistic in three of
the most major world faiths; Islam, Judaism and Christianity, have
contributed much more, over the span of human history and to whom we
are today, than we have been taught.
I am neither claiming bad, or good, for the purposes of this
discussion. But their influence is undeniable. No matter what anyone
thinks of them, we ignore them at our own peril. Lightly skip over
their influence; and the influence of religion in general, then we are
no longer teaching history, but a major misrepresentation of history.
And they become a very efficient weapon that can be used against us by
ambitious, perhaps even evil, politicians.
This is what happens whenever any large constituency is ignored, or under estimated.
We need to rethink how we teach, how much we teach and what we learn
from history in our public schools. I know the trend is away from
actually teaching history: combining and diluting it with other
disciplines instead; wrong headed as that is. But we desperately need
history to be taught... and to help us teach it well religion: in a comparative way, absolutely belongs in History courses.
I am not asking for "faith" to be taught: far from it. I think school
prayers in a public school; for example, are either so generic that
they would be offensive, or so specific they would be offensive.
Neither faith nor belief should be taught, except as needed to explain
the differences among sides in a conflict, or regarding any issue.
But religion used as an aid in organizing and presenting History; especially World History courses? Invaluable.
Studying and learning from history without understanding how the
different faiths have influenced is like studying the Civil War and
skipping the slavery issue. One might argue that states' rights was far
more than anything else the reason for the war; an argument I would
consider faulty when it come to the qualifier "far," but even if true...
skipping slavery just doesn't make sense. It had a major influence on
those times and how we as a society developed after that conflict. One
could argue that a straight line can be drawn to this year's election
from slavery and the issues that surrounded it; complete with differing
religious influences that once upon a time either defended or bashed
slavery. Then we have the obvious religious connections and symbolism
of the Scopes trial... the absurd and quite racist claims that after Cain
and Abel the Black race was born... the Klan, Martin Luther King, Black
Panthers... to mention just a few examples. The line continues; drawn up
to Barack Obama. We cannot deny that racial issues connect to religion...
and religion: that Muslim Fundamentalist vs. Christian Fundamentalist
dynamic, all played a major part in this 08 election. Then we have
religion and patriotism; sometimes it's so hard to separate the two it
would be like attempting to split twins who share the same heart and
mind.
The fact we do
skim over the influence of religion for the most part doesn't surprise
me: or that the trend is towards teaching less and less of it. It's
easy in a society where you might anger one faith by teaching about it
one way, others by choosing some other way. But teach it we must. More
than anything else, who we have been has a massive influence on whom we
are, and who we will become.
When it comes to teaching our past, American History courses have an
unfair advantage that I would like to use for all history courses: a
simple, easy: singular timeline. When Mrs. Heinlein, my fourth grade
teacher, started her timeline on the board, and showed how America
developed through time; history came alive for us. Indians who weren't
stupid enough to let covered wagons form a circle to protect themselves
made a lot more sense. Abe Lincoln's attempts to compromise away the
slavery issue at first by providing less than emancipation breathed the
reality of those days into a American icon.
If World History had been well taught as American History I might have
veered towards a teaching degree in History rather than English. But I
have to be fair: focus on any one country and almost any fool could
damn near teach history well, but even if we just taught European
history... rather than attempting to teach World History, there would
still be too many ruddy countries to give history the attention it
deserves. Timelines become messy, so it tends to be taught by hopping
all over: hard; to damn near impossible, to organize. Aggravating to
teach... boring at best.
I think we could clear this up by including religion in a different type of timeline for all
courses: even American History. This would provide a sense of
continuity from year to year. Some of the pivotal points on the
timeline may change to reflect the main focus that year, but students
would begin to see the inter-connectiveness between freshman,
sophomore, junior and senior year history courses.
After teaching American History in 9th Grade; before teaching a course
that combines what was learned from II and III with American History in
the 12th grade: here's my suggestion for a two one year courses...
Issues, Conflicts and Resolve II and III
(By "conflict" I mean it is a far wider sense than just war. "I" would
be American History. "IV" would be American and World combined. That
would be an opportunity to also include discussions about countries
rarely mentioned during I, II and III.)
The first year would be more religion and social oriented, the second
more political and social: though they could be switch around, and
referred to during both years. Other causes are, of course, discussed.
I will examine; in this column, the first year. But by examining the
pattern and timeline I provide, I think possible additions and
subtractions from the second year should become obvious, and I think
you can probably extrapolate the other two years as well from what I
provide here. Anyone interested in my ideas regarding the other
courses, feel free to contact me by commenting on the column.
Begin by examining major religious and social issues that have occurred
and reoccurred over human history: use this overview throughout the
year, and every year: adding and subtracting what issues you might need
for that specific year. Then start a timeline; choosing amongst the
many history-changing major conflicts over human history. I am
referring to them as "pivotal points" in this column. Conflicts that
deal with reoccurring issues would be crucial to our timeline, but
other more era specific conflicts and causes are mentioned as well...
just not as much. One should start with such a pivotal point in
history... then move forward in time to another, then another. I would
suggest three to four pivotal points at the most, and others as more of
a minor mention.
For the purposes of this column the first pivotal point will be the
beginning of Christianity vs. the Roman Empire. Why? Well, to quote the
chair of the Department of Religious Studies at University of North
Carolina at Chapel Hill; Bart Ehrman...
"In
considering the importance of the victory of proto-orthodoxy ...we also
reflect on broader historical implications. A case can be made that
this victory was one of the most significant events in the social and
political history of western civilization."
(pg 249)
(Note: "proto" as in "before they came to be considered 'orthodox'")
A Roman Empire that did not become Christian? No Crusades? No
Inquisition? Society developing as a collection of various faiths,
rather than one bent on conversion? Possible. We tend to forget that
the Roman Empire was a collection of many faiths; both the various
pagan faiths, Judaism and many others. Though various versions of
paganism; and one more specific version of paganism, were in the
majority faith-wise within the Roman Empire; until Christianity took
hold, all those differing faiths were relatively tolerated.
Jesus wasn't executed to please some Roman pagan God, or because when
he was under Rome's power he didn't worship as the Romans did. As long
as someone wasn't an insurgent; some anti-Rome rebel, or an agitator
determined to force your faith upon the Empire, you were relatively
free to worship as you wished. The Romans were more interested in keep
power and the peace; in a quite brutal manner, than anything you
believed... or didn't. Pilate didn't even want to get involved
and eventually "washed his hands." Jesus was executed mostly because
certain powerful Jews viewed him as a threat; demanding he be executed:
giving the Empire an excuse to pull, at best, a very slightly annoying
thorn out of their side and stick it into Christ's head. One could
validly claim that Jesus was a victim of too much religious influence
over governance.
I'm going to repeat that...
One could validly claim that Jesus was a victim of too much religious influence over governance.
Obviously, if we are to go with my example, students would need at
least as little knowledge about what different factions, sects and
faiths believed.
Now
introduce two to three other pivotal conflicts further down the
timeline; some seemingly related... some not: draw parallels and distinct
differences. Conflicts other than the pivots certainly should be
mentioned, but not as a major focus. The object here is to be a linear
as possible; that way the students can organize the information in
their heads and in their notes. The more you complicate your timeline
method, the less effective your teaching. Plus we have a four year span
here where we can cover something that wasn't mentioned before, because
these courses are connected to each other. Obviously teachers will need
to spend some time planning together to make this effective as possible.
One of the methods used to draw the student into this would be making
it more personal. A method I recommend would be the time machine. "If
you could go back... what differences would you notice between how we
view the issues they had then, and now? Similarities? If you started in
that nation: as they are today, and you went back in time, what might
get you killed, thrown in prison or tortured then, that wouldn't now?"
Of course whatever part of the world this conflict happened in should
be examined to see how they handle these issues now to make this
process accurate.
Then we come to an important question regarding the first year of World
History... what would be the best pivotal points? If you feel other
conflicts are more important, of course the method is the point, but my
choices for the religious/social conflict focus in year one would be...
1. Roman Empire and Christianity. Without a doubt a pivotal point in history, which I will explain some more in a while.
2. The Inquisition, the Crusades and the Thirty Years War; between Catholics and Protestants.
3.
Religious influence on other conflicts and issues, with a special focus
on WWII. (WWI would be year two, since it's more about
misunderstandings and political...far less religious: though a case could
be made for it being the result of that somewhat religious trend of the
time; Social Darwinism.)
4. The world confronts terrorism. This brings us around full circle.
Year two would have some different pivotal points, but a timeline that
generally follows along with other years: with obvious mentions
specifically back to the first World History course.
Now there's a timeline concept that can include true world history and the influence of many faiths.
But let's get back to the start of that school year: our first pivot in
course I. An important point needs to be made that shows how everything
is connected in a way we don't even realize because history has glossed
over, and glamorized, Christianity. Some of this is caused by a
reluctance to refer to religion at all, but a lot because even
Christians don't know much about the nature of how their movement
developed slightly post execution. Here is a partial posting at
smirkingchimp.com I responded to...
"I have never seen such vitriolic, baseless, fear mongering as I have observed among Christians in this election season."
- a Christian posting at The Chimp
My response...
"Early
Christians, slighty post-lion, would be familiar with it though. The
Ebionites, Marcionites and Gnostics; to mention a few, battled amongst
themselves and those whom we would consider more orthodox these days.
The rhetoric was quite steamy. Paul and Peter were often used against
each other and, in life, differed dramatically. Mary was presumably
forming another folk group in disgust... chuckle..."
Sounds interesting. We might even find out what group Mary formed.
Could it be... DaVinci? Ah, what started as a joke now reveals more
history and uses popular culture to bring history a little closer to
our students.
Perhaps
we should examine this time period more and see how it's all connected?
But before we take our time machine and head back to that time, let's
observe a small smidgen of 2008, featuring headlines from magazines,
posts on blogs, newspapers and coming our of our radios, our TVs, like...
Is Barack Obama a Muslim, a Socialist, or the Antichrist?
I admit, this last election there was a lot of rather nasty framing of
Sen. Obama, Gov. Palin, Sen. Clinton and Sen. McCain. With all the
religious influences that have poured into our political rhetoric and
debates, we're living through a rather unprecedented time in history,
right?
Hmmm... "True." Or... not?
Let's hop into our time machine! Flip the switch; listen to the giant
egg beaters open up a time portal... maybe we'll use them to make
blueberry pancakes after. But it's your job (point at someone if using
this to teach) to clean them up when we're done. "No?" Well, let's just
go back inn time. Now... watch the ages melt before our eyes,,,
backwards: oh, good, no one burned a building where our machine stands,
or built a big rock wall that would crush us as we pass... and here is
what we find arriving at our historical apex...
"We have seen a wide range of strategies used by various combatants in
the literary battles for dominance in early Christianity: ...stereotyped
but harsh attacks on the views of others, forged documents in the names
of apostolic authorities heartily advocating one... or maligning another...
falsification of literature...
(pg. 226)
If you think the campaign against Barack, or what was said about Bill
or Hillary, was the ultimate of outrage, imagine what christian groups
who were not part of what would soon become part of the accepted;
orthodox view, felt at the time. Here is what Ephiphanius; powerful,
vitriolic opponent of all who didn't follow the orthodox line in the
fourth century, charged the Phiobionites; a sect within the Gnostic
Christian community, with...
"...after
satiated with food and drink... married couples separate to engage in a
liturgy of sexual intercourse... the couple then collects his semen in
their hands and ingests it together while proclaiming, 'This is the
body of Christ.' When possible, the couple also collects and consumes
the woman's menstrual blood, saying 'this is the blood of Christ.' If
the woman... becomes pregnant, the fetus is allowed to develop until it
can be manually aborted. Then... it is dismembered, covered with honey
and spices, and devoured by the community..."
(pg. 199)
Dear God, Karl Rove's tactics, and the tactics of the John McCain's
campaign, were peace loving and hippie-like in comparison.
(Please note, I am definitely not suggesting a public school teacher
include this exact quote in his or her course, any more than I would
suggest bringing in hacked limbs as an example of sword warfare... unless
you really don't wish to teach anymore.)
While Mr. Ehrman, in Lost Christianities,
states that charges like that were probably unfair, he did admit that
they were related to Gnostic understanding of the cosmos. Just like, in
my opinion, one could claim that orthodox Catholic communion has a
relation to cannibalism: transubstantiation be damned.
He also states...
"Lying
behind such slurs is the notion that those who side with God will lead
moral, upright lives and be unwilling to do anything to defile
themselves or others.
pg 198
That notion would amaze those abused by priests, or the victims of
various scandals that have haunted protestants. No matter how valid any
faith or sect may be, there is little doubt that claiming to be on the
correct side, the "only" one God approves of, isn't always a sure of
sign of purity.
Things haven't changed all that much, have they?
(Please note: I am not claiming that non-proto-orthodox groups were innocent lambs in this discourse.)
Back to just post crucifixion...
The disciples didn't stop bickering amongst themselves after Christ was
executed. Mr. Ehrman noted, previously in the text, that Peter and Paul
gathered their own followers: formed their own churches, and attacked
each other for what they considered not only heresy, but being demonic.
Followers splintered into various churches and faiths, most of them
unfamiliar to us now, but that dynamic is crucial here. Splintering
will happen even after heretical groups are, sometimes literally,
torched out of our history. Burn libraries, gut people and spread their
parts to different parts of the globe and other people will rise up;
the original Martin Luther, Mormons, Unitarians, Universalists. Many
will also claim to be theologically pure, what Jesus really wanted: the
only ones on God's side... or Allah if you wish. That aspect to our
timeline heads not only to the Inquisition, the Crusades: but the Axis
vs, the Allies where Gott Mit Uns was proudly stamped on belt buckles
and Hitler proclaiming God was on his side... or a new "Crusade" led by
our soon to be previous president, as he so unfortunately first named
our adventure in preemptive warfare.
See a connection? Well to quote our soon to be president, "Yes, we
can." All traceable to those disciples and their arguments amongst
themselves.
At the
end of each year: two papers. One speculating "what if," and another
examining overall observations. These would be graded far less on
accurate observations or predictions than honest attempts to address
the questions asked, though the student's inaccurate observations and
problematic suggestions should be commented on.
Some questions that might be asked of students each year...
A. How did the sides in this conflict attempt to resolve that conflict?
B. What further conflicts may have occurred due to these issues, these conflicts and all the attempts to resolve?
C. What influence may this conflict have had on other conflicts; both past and present?
D. How did this conflict cross the "lines" between social, theological, political issues and institutions?
E. What other conflicts may different countries, regions and humanity
as a whole face in the future? Extra credit: possible solutions.
F.
What might you have suggested would have been a better way to resolve
these issues? Extra credit: has this "solution" been used before? More
extra credit: how did it work? More: how might today's world look today
if that solution had been used? (Note, a sincere attempt should mean
more than accuracy here, though they should be informed of possible
flaws in their solutions.)
The object here is to get students to not only learn history, but to
learn from history; and use the past develop skills that might help
generations to be able to learn how come up with creative solutions to
future conflicts. The most important goal: get students to think... not
just regurgitate. We already have too many self made pundits declaring
"the" reason why Roman Empire. (I'm always suspicious when anyone
claims "one" anything.) We need to grow in-depth analysis abilities in
our students before they are even capable of coming close to being able
to do that kind of analysis. Scholars still don't agree on the most
important reasons why the Empire fell, yet we have hordes of adult
ignoramuses who claim they know... due to their preconceived, highly
partisan, notions.
As a community we can no longer have such vast ignorance regarding
human history, or how very crucial factors like religion has influenced
it. We are raising children who will have to solve tomorrow's
conundrums, and these problems include religion as well as
social/political elements.
Every time a Karl Rove starts a campaign of slime, an Iraq is invaded
in an act of supposed preemption, gays get bashed, Islamic jihadists
fly into towers, or someone walks into a school and starts pulling a
trigger, we can see and hear an echo of what was. It's about time our
children study the reasons, the sources: the inter-connectivness
inherent in conflicts and resolutions. Being able to recite dates and
names is meaningless make work that seeps out of students heads as fast
as we put it in. When was the last time you needed the exact dates of
when the Civil War started? But to be able to understand the reasons,
the whys, and how the past still affects us now and in the future... that
is a way to both lessen conflict and increase our knowledge of whom we
are, and who we can be.
The future waits. It will be here no matter what we do and it will
arrive with us... or without us. We just need students smart enough,
thoughtful enough, to help us towards the best possible future; and to
make sure we are here to greet it.
-30-
Inspection is a column that has been written by Ken Carman for over thirty years. Inspection
is dedicated to looking at odd angles, under all the rocks and into the
unseen cracks and crevasses that constitute the issues and
philosophical constructs of our day: places few think, or even dare, to
venture.
If the transition team were only in consultation and didn't offer Sen.Clinton a key position in the new White House than this will be recorded as the biggest public relations blunder, thus far, by the Obama team. This story has gotten out of hands and Obama team didn't seem to make much effort to step in at any time.
Which is reason enough to believe Sen.Clinton infact was offered the job and now its in her hands.
Old timers know I'm not a big fan of Hillary. Sen. Clinton is not my first choice but I don't have problem with it. If you have a problem, then I ask you to spend time questioning Obama's judgement rather than attacking her. It was his call. .
IMO, six months from now she may not seem such a perfect or imperfect candidate for the job. So all this hyper ventillation seems silly.