Educating for Shalom: Essays on Christian Higher Education by Nicholas Wolterstorff [collection created and edited by Clarence Joldersma and Gloria Strunks] - Eerdmans, 2004 Compiled by John Mulholland Preface [editors’ explanation of organization of collection of essays – - p.vii - bracketed and bolded section headings are based on their remarks] Introduction [by the editors] - p.xi [Purpose and mission of Christian higher education] [1] Rethinking Christian Higher Education - p.3 [2] Teaching for Shalom: on the Goal of Christian Collegiate Education - p.10 [3] The Mission of the Christian College at the End of the 20th Century - p.27 [The Nature of Christian scholarship and “learning” (see German wissenschaft)] [4] The Integration of Faith and Learning – the Very Idea [re: psychology] - p.36 [5] On the Idea of a Psychological Model of the Person that is Biblically Faithful - p.46 [6] The Point of Connection between Faith and Learning - p.64 [The Social Context for Education – points toward justice and Shalom] [7] ***The World for Which We Educate [world systems theory & exploitation] - p.87 [8] A Case for Disinterested Learning - p.100 [9] The Project of a Christian University in a Postmodern Culture - p.109 [10] Teaching for Justice: on Shaping How Students Are Disposed to Act - p.135 [11] **Autobiography: the Story of 2 Decades of Thinking about Christian Higher Ed - p.155 [Back to Christian idea of scholarship and “learning” – 2 essays here, NOT 3 ] [12] Can Scholarship and Christian Conviction Mix? Another Look at the Integration of Faith and Learning - p.172 [13] Abraham Kuyper on Christian Learning - p.199 [Christian academics in the context of society] [14] Particularist Perspectives: Bias or Access? - p.226 [15] Academic Freedom in Religiously Based Colleges and Universities - p.241 [16] Christian Learning in and for a Pluralist Society - p.254 [Ideas about Christian higher ed as training students for social discernment] [17] Should the Work of Our Hands Have Standing in the Christian College? - p.264 [18] What Is the Reformed Perspective on Christian Higher Education? - p.276 [Wolterstorff’s outward looking thought & restlessness – ecumenical, historical, multicultural] [19] Call to Boldness: a Response to Fides et Ratio - p.288 [Wolterstorff looks back over his work] [20] **Afterword [ “…3 burrs under my saddle…” – N Wolterstorff ] - p.295 [Purpose and mission of Christian higher education] [1] Rethinking Christian Higher Education - p.3 Intro Historical Background p.3 Social Context: Public Piety, Commonality, Accommodation p.4 A New Vision: Religiously Alternative Education p.6 Educational Implications p.8 “First, we shall have to work out a pedagogy appropriate to the Christian college…. “Second, we must work out a curriculum appropriate to the Christian college…. “Third, we must work out a community structure appropriate to the Christian college…. “Fourth, … we must work at making the content of what we teach responsive to the Christian gospel… “Fifth, we must think seriously about the place and role of worship within that community which is the Christian college. “And last, we must work out the rationale for the education we offer, asking what such learning has to do with life…. [2] Teaching for Shalom: On the Goal of Christian Collegiate Education p.10 Intro p.10 Four Models of Collegiate Education p.11 Oakeshott’s Education for Freedom p.11 Jellema’s Christian Humanism p.15 ‘ Education for Maturation or Socialization p.18 Educating for Academic Discipline p.20 A Shalom Model for Collegiate Education p.22 “… None of these models responds adequately to the wounds of humanity – in particular, the moral wounds; none gives adequate answer to our cries and tears…. “Let me say immediately that this is not a call to abolish the teaching of the humanities, or of the natural and social sciences, or of professional education…… It is a call for a more comprehensive model …. Curricular Implications of Shalom p.24 “… So we can and should discuss among each other effective and sensitive ways of teaching for justice. We can and should discuss among each other effective ways of opening up our students to the wounds of the world. We can and should discuss among each other effective and sensitive ways of handling controversies that will arise when we teach for justice. But the God whom believers acknowledge in their lives and celebrate in their worship asks that we teach for justice-in-shalom. For that God is the God revealed in Jesus Christ, the Prince of Shalom. The graduate who prays and struggles for the incursion of justice and shalom into our glorious but fallen world, celebrating its presence and mourning its absence – that it is the graduate the Christian college must seek to produce.” [3] The Mission of the Christian College at the End of the 20th Century -p.27 Intro - p.27 Twin Dangers: Evolution and Higher Criticism – p.27 Stages of Response: Evangelism and Culture - p.28 “Stage I” – “… They sought to inoculate and quarantine their students against the cultural developments of the day…” “Stage II” – “… integration of faith and learning …. practicing scholarship in Christian perspective ,… Next Stage: Reforming Society - p.31 “Stage III” – “… I do not have a blueprint… “… The social world in which we find ourselves is desperately in need of re-formation. Our ears cannot be stopped, our eyes cannot be closed…. For you and I represent the body of Christ. We are his feet and hands in the world, his heart his mind, his voice, his eyes, his ears. We are the bearers of his word of comfort, heralds of the coming of his kingdom of peace [Shalom]. “We are more than heralds. We are also agents. We do the work of him who in turn did the work of his Father. We heal and we liberate. We struggle for shalom in all dimensions of human existence, realizing indeed that our efforts will not bring about the kingdom in all its fullness, but knowing also that the kingdom will not come about without our efforts…. Educational Implications - p.33 “… I do have a dim picture in my mind’s eye … “Such a college will, I believe, be much more international in its concerns and consciousness ….. We do indeed live today in what McLuhan called a global village…. “Second, such a college will have to explore new ways of packaging the learning it presents to its students…. “Third, such a college will have to be far more concerned than ever before with building bridges from theory to practice…. “… The anxiety and defensiveness of evangelicals have begun to quiet down. As they do, I think I witness stirring of an awareness that the church is vastly larger than evangelical ever admitted. Perhaps, then, Stage III will prove to be not only the stage of the Christian in society but the stage of the Christian in the church in society…..” [The Nature of Christian scholarship and “learning” (see German wissenschaft)] [4] The Integration of Faith and Learning – the Very Idea [re: psychology] - p.36 Intro Disturbing Determinism - p.36 Ways of Integration: Harmonizers, Compatibilists, Delimiters - p.37 Integration through Psychological Revisionism: Responsible Agency - p.41 Cartesian Science - p.42 Beyond the Cartesian Picture: Popper, Kuhn, Marx - p.43 Positive Pluralism - p.45 [5] On the Idea of a Psychological Model of the Person that Is Biblically Faithful - p.46 Intro Resolving Conflict between Psychology and Christian Belief - p.47 Compatibalism and Harmonization - p.47 Delimitation - p.48 Psychological Models - p.50 An Alternative Psychological Model of the Human Person - p.53 “… one of the points where I and a good many other Christians feel the tension between Christianity and contemporary psychology most acutely. Christianity teaches that we are responsible agents before God. It teaches that this is intrinsic to our very status as human persons. We are made of dust, but at the same time we … are graced by God with responsibilities. We are given an office, a mandate, with respect to the world, with respect to each other, and with respect to God. This is definitive of our uniqueness amidst our fellow earthlings…. Determination Rejected Dimensions of Responsibility Reid’s Idea of Belief Dispositions Being Biblical Faithful [6] The Point of Connection between Faith and Learning - p.64 Intro The Leibnizian Ideal of Learning - p.64 Abraham Kuyper’s View of Learning - p.66 Two Humanities - p.66 Common Ground - p. 67 Two Sciences - p.68 The Gap in Kuyper’s Analysis - p.70 Neo-Calvinism’s Religious Totalism - p.72 Kuyper’s Legacy for Faith and Learning - p.73 Worldviews Shape Learning - p.73 Idolatry and Reductionism Distort Learning - p.75 Christian Learning Not Different But Faithful - p.76 Faithful Learning - p.76 Life beyond Affect and Volition - p.78 An Interactive View of the Interaction between Faith and Learning - p.79 Neo-Calvinism’s Expressivism - p.80 The Social Practice of Science - p.81 Control Beliefs - p.83 God’s Word to Fallen Creatures - p.85 [The Social Context for Education – points toward justice and Shalom] [7] ***The World for Which We Educate [world systems theory & exploitation] - p.87 Intro - p.87 Models of education – p.87 1. “… Christian service model ….” 2. “… Christian humanist model….” 3. “… Christian academic-discipline model ….” 4. “… Christian vocation model ….” 5. “… wounds of humanity …” model 6. “… shalom …” model Our Enlightenment Legacy - p.89 Loss of Ethically Infused Social Roles - p.90 The Rise and Spread of Capitalism - p.91 Religious Diversity and Nationalism – p.93 A World-System Interpretation of Global Society – p.94 Implications for Christian Higher Education – p.97 [8] A Case for Disinterested Learning - p.100 Intro Culture and Society - p.100 Learning for Meaning in Community - p.102 The Social Practice of Faithful Learning - p.105