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Yonder
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"Could I do both?"
"I wish I could say yes, but this course only lasts half the semester. The other half you could take Foundations of Wellness--you could do running as homework!"
"I think I'll do that first, and then Theology of Culture. That should be new," Peter said, oblivious to how tightly connected he was to theology and culture. "What else?"
Prof. Johnson said, "We have classes where people read things that a lot of people have found really interesting. Well, that could describe several classes, but I was thinking about Classics of Western Literature or Literature of the Modern World."
Peter said, "Um... Does Classics of Western Literature cover ancient and medieval literature, and Literature of the Modern World cover literature that isn't Western? Because if they do, I'm not sure I could connect with it."
Prof. Johnson relaxed into his seat, a movable support that met the contours of his body. Violating convention somewhat, he had a chair for Peter that was as pleasant to rest in as his own. "You know, a lot of people think that. But you know what?"
Peter said, "What?"
"There is something human that crosses cultures. That is why the stories have been selected. Stories written long ago, and stories written far away, can have a lot to connect with."
"Ok. How many more courses should I take?"
"You're at 11 credits now; you probably want 15. Now you said that you like Zen and the Art of Motorcycle Maintenance. I'm wondering if you would also like a philosophy course."
Peter said, "Zen and the Art of Motorcycle Maintenance is... I don't suppose there are any classes that use that. Or are there? I've heard Pirsig isn't given his fair due by philosophers."
Prof. Johnson said, "If you approach one of our philosophy courses the way you approach Zen and the Art of Motorcycle Maintenance, I think you'll profit from the encounter. I wonder if our Issues and Worldviews in Philosophy might interest you. I'm a big fan of thinking worldviewishly, and our philosophers have some pretty interesting things to say."
Peter asked, "What does 'worldviewishly' mean?"
Prof. Johnson said, "It means thinking in terms of worldviews. A worldview is the basic philosophical framework that gives shape to how we view the world. Our philosophers will be able to help you understand the basic issues surrounding worldviews and craft your own Christian worldview. You may find this frees you from the Enlightenment's secularizing influence--and if you don't know what the Enlightenment is now, you will learn to understand it, and its problems, and how you can be free of them." He spoke with the same simplistic assurance of artificial intelligence researchers who, seeing the power of computers and recognizing how simple certain cognitive feats are for humans, assumed that it was only a matter of time that artificial intelligence would "bridge the gap"--failing to recognize the tar pit of the peaks of intelligence that seem so deceptively simple and easy to human phenomenology. For computers could often defeat the best human players at chess--as computerlike a human skill as one might reasonably find--but deciphering the language of a children's book or walking through an unfamiliar room, so easy to humans, seemed more difficult for computers the more advanced research began. Some researchers believed that the artificial intelligence project had uncovered the non-obvious significance of a plethora of things humans take for granted--but the majority still believed that what seemed trivial for humans must be the sort of thinking a computer can do, because there is no other kind of thinking... and an isomorphic simplicity, an apparent and deceptive simplicity much like this one, made it seem as if ideas were all that really mattered: not all that existed, but all that had an important influence. Prof. Johnson did not consciously understand how the Enlightenment worldview--or, more accurately, the Enlightenment--created the possibility of seeing worldviews that way, nor did he see how strange the idea of crafting one's own worldview would seem to pre-Enlightenment Christians. He did not realize that his own kindness towards Peter was not simply because he agreed with certain beliefs, but because of a deep and many-faceted way in which he had walked for decades, and walked well. It was with perfect simplicity that he took this way for granted, as artificial intelligence researchers took for granted all the things which humans did so well they seemed to come naturally, and framed worldviewish thought as carrying with it everything he assumed from his way.
Peter said, "Ok. Well, I'll take those classes. It was good to meet you."
Prof. Johnson looked over a document that was the writeup of a sort of game, in which one had a number of different rooms that were of certain sizes, and certain classes had requirements about what kind of room they needed for how long, and the solution involved not only solving the mathematical puzzle, but meeting with teachers and caring for their concerns, longstanding patterns, and a variety of human dimensions derisively labelled as "political." Prof. Johnson held in his hands the schedule with the official solution for that problem, and guided Peter to an allowable choice of class sections, taking several different actions that were considered "boring paperwork."
Prof. Johnson said, "I enjoyed talking with you. Please do take some more candy--put a handful in your pocket or something. I just want to make one more closing comment. I want to see you succeed. Wheaton wants to see you succeed. There are some rough points and problems along the way, and if you bring them to me I can work with them and try to help you. If you want to talk with your RA or our chaplain or someone else, that's fine, but please... my door is always open. And it was good to meet you too! Goodbye!"
Peter walked out, completely relaxed.
The next activity, besides nourishing himself with lunch (and eating, sleeping, and many other activities form a gentle background rhythm to the activities people are more conscious of. I will not describe each time Peter eats and sleeps, even though the 100th time in the story he eats with his new friends is as significant as the first, because I will be trying to help you see it their way), requires some explanation.
The term "quest," to the people here, is associated with an image of knights in armor, and a body of literature from writers like Chretien de Troyes and Sir Thomas Mallory who described King Arthur and his knights. In Chretien de Troyes, the knight goes off in various adventures, often quests where he is attempting different physical feats. In Sir Thomas Mallory, a new understanding of quests is introduced, in the quest for the holy grail--a legendary treasure which I cannot here explain save to say that it profoundly altered the idea of a quest, and the quest took a large enough place in many people's consciousness that it is used as a metaphor of the almost unattainable object of an ultimate pursuit (so that physicists would say that a grand unified theory which crystallizes all physical laws into a few simple equations is the "holy grail of physics"), and that the holy grail is itself in the shadow of a greater treasure, and this treasure was one many people in fact had possessed (some after great struggle, while others had never known a time when they were without it). In Mallory in particular the quest can be more than a physical task; most of Arthur's knights could not reach the holy grail because of--they weren't physical blemishes and they weren't really mental blemishes either, but what they were is hard to say. The whole topic (knights, quests, the holy grail...) connects to something about that world that is beyond my ability to convey; suffice it to say that it is connected with one more dimension we don't have here.
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