The Robin & Boom Show #10 – C. Derick Varn on Higher Education and Cheating

Jason Van Boom interviews author and educator, C. Derick Varn, about the with the college admissions bribery scandal, and what this tells us about trends in higher education today. How does modern education compare to the medieval university? Is there value in elite education? What is a meritocracy? What does it mean for a student to teach himself? How has our system of university degrees developed since the Middle Ages, and is it still viable? These are some of the many questions addressed in this episode.

View all Episodes of The Robin & Boom Show

Don’t Take Short-Cuts With Your Teenagers

From “The Robin & Boom Show Episode 3

“…a lot of parents with traditional Christian values are increasingly unhopeful about being able to pass those values on to the next generation… And one of the things we’ve noticed is that when parents feel pessimistic about their chances of success, the temptation can be to take short-cuts and to settle for getting our children to assent to the beliefs and lifestyle choices that reflect our values without actually helping them to develop the type of critical thinking and thoughtful disposition that’s necessary for them to really make those values their own. It’s a lot easier to settle for the intermediate goal of just getting our children to tick the right box, to parrot back our traditional values, instead of actually inculcating within them the type of attentive and thoughtful and engaged and reflective disposition that’s necessary if those values are going to become part of who they are. And so essentially, we develop a kind of tribalism where we make the children feel that it’s not okay to question the tribe, or we may use control and manipulation to shut down critical discussion. And of course, then what happens is that the children go away to college and become exposed to another tribe – say, something like social Marxism – and because they haven’t been taught to ask questions, they just become like sheep to the slaughter.”

Further Reading

The Robin & Boom Show #05 – Interview with Michael d’Esterre on Classical Education and Emotional Wellness

What is classical education? How can the liberal arts fortify children against anxiety, depression and addiction? What was Charlotte Mason’s contribution to classical education? These are some of the questions that Robin and Jason explore with this week’s guest, Michael d’Esterre. Michael is a clinical social worker in Spokane Washington, who is turning to the liberal arts to find answers to some of our society’s most pressing problems, including mental disorders and addiction.

View all Episodes of The Robin & Boom Show

Great Lent and Cultural Anthropology

During this season of Lent, I have thought more than once about the spiritual value of struggle. The Church would not have given us an entire season devoted to struggling if it were not appropriate to view struggle in a positive light.

Not everyone agrees that struggle is good. In my Touchstone article The Cross of Least Resistance, I quoted a number of influential evangelical leaders who taught that the presence of struggle in a person’s spiritual life is a sure sign that something is wrong. This present article will not attempt to expose the hermeneutical and exegetical errors in the opinions of these false teachers (for that, see here and here and here). Instead, I want to look at the question of struggle from the perspective of cultural anthropology. But first, why cultural anthropology?

Continue reading

The Robin & Boom Show #04 – Discussion With Keith Pimental on Tribalism

Jason and Robin are joined by Keith Pimental to discuss tribalism. They explain what tribalism is and why it’s a problem in America today. During this conversation you will learn what parents and educators can do to develop critical thinking among the youth, what the difference is between critical thinking and wisdom, and why critical thinking by itself is not enough for human flourishing.

View all Episodes of The Robin & Boom Show

The Robin & Boom Show #03 – Discussion with Keith Pimental on Transmitting Values to Next Generation

What happens when parents and politicians settle for intermediate goals without giving attention to the long-term end of human flourishing? What is the culture-wide impact of relativism? What happens when we neglect the importance of history and eternity? And what is “methodological Machiavellianism”? These are just some of the questions that Robin and Jason discuss in this episode with their guest from Portugal, Keith Pimental. 

View all Episodes of The Robin & Boom Show

Virtue and Classical Education: A Commencement Address to a Graduating Class

When Odysseus turns from Calypso and her promise of immortality, he chooses to embrace the distinctively human virtues that make him vulnerable to weakness and pain.

Once Albert Einstein was traveling on a train from Princeton when the conductor came down the aisle punching tickets. When the conductor reached Einstein, the great physicist reached into his vest pocket, but could not find his ticket. So he reached into the pockets of his pants, but still he couldn’t find the ticket.

The conductor said, “Dr. Einstein, it’s ok. I know who you are.”

As if not hearing these words, Einstein continued searching for the missing ticket. As he opened his briefcase to look inside, the conductor said again, “Dr. Einstein, we all know who you are. I’m sure you bought a ticket. Please don’t worry about it.”

Einstein nodded appreciatively. The conductor continued down the aisle punching tickets, but behind him he could see the scientist down on his hands and knees looking under his seat for the missing ticket.

Rushing back to him, the conductor said, “Please, please Dr. Einstein, do not worry. I’m sure you bought a ticket. We know who you are and really, it’s no problem.”

Einstein stood up, looked the conductor in the eye and replied, “Young man, I too, know who I am. What I do not know is where I am going.”

Einstein wanted to find his ticket so he could remind himself where he was headed.

I don’t know if that story actually happened, but I opened my talk tonight with that story because it gets to the heart of an important truth. Sometimes it isn’t good enough to know where you are, or even who you are. You also have to know where you’re going. So in the spirit of Albert Einstein, I would like to say a few words to you this evening about where you are going.

But first of all, let me say that it is a pleasure to be able to address the graduating class this evening. What you have been given during your years of classical education at this institution is a gift you should treasure all your life. Treasure this gift in gratitude for the teachers, administrators, parents—and in some cases, grandparents—who made this education possible for you.

So, where have you been, and where are you going?

You have been at a school that values something called “classical Christian education.” Widespread confusion exists about what this term even means. In the last twenty years, classical education has become trendy, but in the process it is easy to lose sight of the core values that inform this type of educational approach.

Whatever else we might say, classical education—both in its ancient and modern application—has been understood to be about the cultivation of virtue through the liberal arts. Now “virtue” is as misunderstood today as classical education. One of the worst misunderstandings of modern Christianity is the legalistic reduction of virtue to mere action. In the historic classical tradition, virtue was understood to be about having correct dispositions, and cultivating mental and physical habits that will foster rightly ordered attitudes at the deepest core of our being. Through rightly ordered habits, dispositions, and attitudes, the virtues or excellences appropriate to the human being can be realized.

Unfortunately, modern man misunderstands attitude as much as he misunderstands virtue. If virtue has been reduced to mere action, all too often attitude is reduced to mere subjective emotion. What is lost is the understanding that our attitudes can have congruence to how reality actually is. Our attitudes—what we are attracted to, what we find beautiful, what we consider to be ennobling, and so forth—can be either congruent or incongruent to the bedrock structure of reality.

C.S. Lewis discussed this in The Abolition of Man. Drawing on Plato, Lewis noted that the aim of education is to cultivate in the student responses of emotion and attitude that correspond to how reality actually is. On this scheme of things, our attitudes (what we are attracted to, what we find beautiful, what we consider to be ennobling, and so forth) can be either congruent or incongruent to the bedrock structure of reality. As Lewis put it, “certain attitudes are really true, and others really false, to the kind of thing the universe is and the kind of things we are.”[i] Or again:

“Until quite modern times all teachers and even all men believed the universe to be such that certain emotional reactions on our part could be either congruous or incongruous to it—believed, in fact that objects did not mere receive, but could merit, our approval or disapproval, our reverence, or our contempt.”[ii]

In this historic understanding articulated by Lewis, virtue includes action but involves so much more and is rooted in our attitude. And while attitude includes emotion, it also involves so much more, namely having dispositions tuned to reality in a special sort of way. To have virtuous attitudes and emotions is to instinctively recoils from what is base and disgusting. To have virtuous attitudes is to be the sort of person who is nourished by beauty instead of triviality, who instinctively has a fitting response to what is lovely and awe-inspiring. It is to be able to go out into the world with a sense of wonder towards all that is lovely and awe-inspiring, and to derive genuine enjoyment from what is good, true, and beautiful.

Given the nominalist presuppositions of the modern age, it is easy to fall into the trap of thinking that there are some attitudes and desires that God simply declares to be right, while there are other attitudes and desires that God declares to be wrong. But Lewis’s point in The Abolition of Man is that there is an internal grammar to the structure of creation which assures us that certain attitudes, desires, emotions, and dispositions, are more congruent to objective reality than others.

The Scriptures constantly assume that virtue includes dispositions and not merely behaviors. Virtuous dispositions like peace, gratitude, contrition, joy, compassion, all include both emotional and behavioral components. Virtuous disposition also includes such things as proper perception, right motivation, and an attraction to goodness and truth. All of this is the fruit of time and good habits, which is why a person cannot suddenly become good overnight, despite the best intentions.

This challenges us to rethink the nature of emotion. In our culture, the main distinction we make with respect to emotion is between those which are pleasant vs. those that are unpleasant, with the assumption that the former should be cultivated and the latter avoided. This assumption lies behind so much of the substance abuse, immorality, and destructive habits that have become commonplace in today’s world. But the historic Christian approach has not been to divide emotions between those that are pleasant and unpleasant, but to make a distinction between rightly ordered emotions vs. disordered emotions. Some rightly ordered emotions (such as contrition) can be unpleasant, just as some disordered emotions (like happiness at an enemy’s misfortune) can feel pleasant.

Even before Christianity, Aristotle taught that properly ordered emotions play an integral role in correct thinking in addition to helping a person’s appetites be regulated by virtue. For the philosopher, emotion is a type of perception—an “appearing as”— that undergirds moral thinking and decision making. For example, we feel anger when we witness an action that appears unjust, or we feel pity when we see someone suffer from evil. The emotion follows from how reality appears to us. When we see the world aright, then qualities like courage, friendship, moderation, loyalty, generosity and so forth, appear to have an intrinsic fittingness.

But it is also possible to experience dispositions rooted in a false perception of the world, as would be the case if I felt envy at the good fortune of another, or satisfaction when my enemy suffers pain.

One of the goals of education is to cultivate proper habits that will incline us to respond to situations with the right emotional responses. What a person gets angry about, what makes someone sad or ashamed, what causes grief, what a person feels love towards—these are all conditioned by how we see the world, and how we have been educated to perceive the world at the centermost core of our being. Without properly ordered emotions, it is impossible to achieve eudaimonia, a Greek word that is often translated happiness but more properly conveys the idea of human flourishing.

The teaching of Church Fathers like St. John Chrysostom have much affinity with Aristotle since they urge us to approach our emotions with the question, “Are these emotions rightly ordered? Are they based on a correct perception of reality?” The spiritual life does not involve eliminating painful emotions, but becoming the type of person whose emotional life is rightly ordered.

Let’s make this very practical. Why, as educators and parents, have we worked to expose your minds to the best literature and the finest music? Why do we strive to cultivate rationality and a well-ordered intellect through the study of history, logic, mathematics and the language arts? Why do we encourage inquisitively towards the natural world through the sciences? Whatever subsidiary purposes education may serve, all these endeavors have ultimately been aimed at helping you become the sort of people who are attuned to how reality actually is. Through such attunement, the student is given the opportunity to become a man or woman with a well-ordered mind, a gentle heart, and rightly-ordered affections. The student is equipped to have an aesthetic as well as an ethical objection to engaging in deeds that misfit our nature, and instinctively to recoil at that which is disordered and base. As the playwright Sophocles has one of his characters say, “All is disgust when one leaves his own nature and does things that misfit it.”[iii]

The legalistic understanding of virtue as mere right behavior fails to take into account that both the moral corruption of the individual, as well as the moral corruption of society as a whole, are both preceded by a corrupting of sentiments and affections. The corrupting of sentiments can occur either when good and noble things cease to be apprehended as good and noble, or when good and noble things begin serving as idols. To address such idolatry, we need more than simply correct behavior, as if virtue involved little more than trying harder to stop sinning. We also need more than simply correct concepts, as if a cerebral “Christian worldview” is enough. Rather, the answer to idolatrous sentiment is a type of virtuous sentiment that instinctively perceives idolatry as a misfit, as a departure from nature. For example, the internal sensor of a well-educated student should immediately perceive the misfit when knowledge is corrupted into mere data, when thought is corrupted into calculation, when patriotism is corrupted into blind obedience, when beauty is corrupted into sentimentalism or romanticism, when courage is corrupted into bravado, when compassion is corrupted into tolerance, and when love is corrupted into lust, and so forth.

In The Abolition of Man, Lewis suggested that this process of training a student’s deepest dispositions occurs even before a child has learned to reason, as he or she is nourished in the right attitudes.

“The little human animal will not at first have the right responses. It must be trained to feel pleasure, liking, disgust, and hatred at those things which really are pleasant, likeable, disgusting, and hateful. …from his earliest years [he] would give delighted praise to beauty, receiving it into his soul and being nourished by it, so that he becomes a man of gentle heart. All this before he is of an age to reason; so that when Reason at length comes to him, then, bred as he has been, he will hold out his hands in welcome and recognize her because of the affinity he bears to her.”[iv]

Cultivating correct dispositions is hard work and requires years of right habits—habits that may seem drudgery at the time but which have as their reward becoming a certain sort of person. It’s easy to misunderstand the nature of this type of reward, since often the rewards we receive from hard work have no organic connection to the labor. For example, when I tell my son I will pay him $5.00 after he has mowed the lawn, or when I tell my daughter we will go to the lake after she has cleaned her room, there is no natural connection to the work and the reward. But sometimes we do experience rewards that are organically connected to the work that earned them. For example, the enjoyment of reading Virgil in the original language is organically related to the work of studying Latin and learning to appreciate good literature. Or again, the enjoyment a man derives from having a relationship with a modest virtuous woman is organically related to the work of becoming virtuous himself. One who has not worked to appreciate good literature may puzzle why another would prefer Virgil over comics, just as a man who has not worked to cultivate virtue may find it hard to understand why another man would enjoy having a relationship with a modest virtuous woman.

On the same principle, when we say that education is its own reward, we mean that becoming a certain sort of person is the natural reward of our formative educational habits. We want to become a person with dispositions attuned to reality, a person of gentle heart, a person with rightly ordered affections. These goals are achieved through habits that may not seem particularly educational or pleasant at the time. Consider, why do our parents insist that we do things like make our beds every morning, do our chores in the afternoon, listen to good quality music, and practice daily spiritual disciplines like prayer and Bible reading? Why do our teachers insist that we conjugate verbs, practice scales on our instruments, and diagram sentences? The real value of these good habits is that they orient us towards the end of rightly ordered attitudes—ultimately, being able to recognize what is lovely, being able to be attracted to what is right, and being able to derive genuine enjoyment when discord resolves into harmony, and when chaos gives way to order. The disposition of our attitudes—what we find beautiful, what we find attractive and what we enjoy—is formed through years of right habits, including habits that may seem humdrum and monotonous at the time.

Through right habits, we are trained to distinguish what we ultimately desire from the pull of our own short-term wants, and thus to be buffered against easy manipulation from other people’s opinions and advertising. Right habits give us the tools to say “no, this is the right path even though I feel a desire for something else.” On the other hand, a person without good habits might objectively recognize what is good, and yet be powerless to reach towards it against the pull of the passions. But good habits do more than merely buffer us against the passions; they free us from having to constantly think about our behaviors. A child who has been trained to habituate basic behaviors like courtesy, politeness, self-control, attention, not interrupting, neatness, and obedience, has resources freed up to work on more lofty goals. For examples, habits of basic attention can become a basis for developing inner stillness; habits of observation can become a basis for developing contemplation; habits in routines like regular exercise or keeping your room tidy can become a basis for developing habits in ascetic disciplines.

Through virtuous habits, our hearts are ultimately prepared for the rewards of heaven. Often we misunderstand the nature of future reward and to reduce it to something like, “be good and then God will reward you with the enjoyment of heaven.” But a better way to think about future rewards is to realize that your aim is to become the sort of person who will be able to enjoy being in God’s presence. To return to the example I gave earlier: just as the enjoyment a man derives from having a relationship with a modest virtuous woman is organically related to the work of becoming virtuous himself, so the unfathomable joy of being eternally united with Christ is organically related to our present-day struggles to grow closer to Him. By growing deeper in our relationship with Christ through spiritual disciplines and habits of virtue, we gradually become the type of man or woman who will be able to enjoy Christ’s presence eternally. We gradually become the type of man or woman with a disposition that can enjoy Christ’s presence, both in this life and in the next. As C. S. Lewis remarked, “the joys of Heaven are, for most of us in our present condition, ‘an acquired taste.’”[v]

We all long for Christ’s presence, for the beatific vision. We long for Him like flowers stretching forth towards the light of the sun, for it is in our nature to aim towards what is good, true, and beautiful. But the impulse towards the good can misfire, as we follow after merely transitory and temporal goods rather than the Eternal Good, or as we pursue the fleeting ephemeral beauty of this world that cannot satisfy the soul. The power transitory goods have for enticing us away from the Ultimate Good lies precisely in the fact that they are genuine goods. Because of our fallen state, we do not approach God directly, but through the good things of creation. For example, the sense of completion we feel when we love and are loved by another prepares our hearts for unity with God. The sense of wonder we feel when contemplating objects of beauty prepares our hearts for the beauty of Christ. When we experience human forgiveness, understanding, compassion, empathy, or encouragement, these qualities become icons of God’s love for us. The temptation, however, is to treat these things of creation (which, though good, are still merely transient goods) as if they are ultimate ends themselves rather than means towards the One who is Ultimate Good. The power transitory goods have for enticing us away from the Ultimate Good lies precisely in the fact that they are genuine goods, for it is far easier to turn genuinely good things into idols than those things that are obviously empty and bereft of life and beauty.

Education should thus serve the dual purpose of cultivating dispositions attuned to what is good, true and beautiful in this world, while also cultivating a sense of holy discontent that refuses to be satisfied with anything but God Himself. The manifestation of what is good, true and beautiful in creation should be seen as an icon of the Eternal Good, Truth, and Beauty, but it is only an icon; the reality towards which these qualities point can be found only in the beatific vision. That is why the most moving poetry, the most lovely music, the most beautiful literature, always leave us slightly unsatisfied. The best art points beyond itself and awaken within us deep yearnings for something more.

Recall Plato’s wonderful allegory about the cave. A group of people have been chained to the wall of a cave for all their lives. Behind them is a fire that causes shadows from the outside world to be projected on the cave’s wall. These shadows make up the prisoners’ only experience of the outside world. But imagine that one of the prisoners is suddenly freed. At first the light of the sun will hurt his eyes, and he might long to return to the familiar world of shadows. To his unaccustomed eyes, the shadowy forms in the cave seem more substantial than the world from which the shadows are but a dim reflection. Perhaps he is dragged up a rough ascent and out into the sun. This would no doubt give him pain and make him angry, which would only intensify his reaction against the radiant light of the sun. His pain would confirm him in his preference for the bondage of the cave over the freedom of the sunlit lands.

Whatever else this story may have meant for Plato, it certainly functioned on one level as an allegory of education, and the role that philosophers serve in pointing us to ultimate forms. For us today, the equivalent to Plato’s philosophers would be our parents, teachers, and clergy, who keep dragging us into the light, sometimes against our will. When our eyes are still unaccustomed to looking upon higher things, the transitory things of this world (i.e., things like fast-food, television, popular music, computer games) seem more real to us. And yet our teachers drag us away from these vanities into the world of liberal arts, a world that will be freeing if we surrender to it long enough for our eyes to become accustomed to the light. In a similar way, our parents force us to develop good habits—habits that seem monotonous and unexciting at times—in order that we may experience the liberating effects of virtue.

That is not all there is to Plato’s allegory of the cave. Once the liberated man is able to fully see and understand, he has pity for the remaining cave-dwellers. He returns to the cave with a message of liberation. He explains to the other prisoners that there is a reality of which the shadows on the wall are but a dim reflection. But unable to imagine anything beyond their present world of shadows, the prisoners prefer to remain in the cave. They have mistaken the world of appearance for the reality itself.

We do not live in a cave. We live in a world where we are surrounded by beauty and love, where every day we taste from heavenly blessings graciously bestowed on us by the Creator. Yet compared to the eternal realities awaiting us in the new heavens and the new earth, even these earthly blessings are but dim shadows. Our sin ties us to the bondage of chasing after shadows within the imminent sphere, rather than using these shadows as a ladder to ascend to the transcendent realities they reflect. This is a bondage from which we cannot escape ourselves. We are like prisoners chained to the cave, always dragged down by transient ends and transitory pleasures. The solution to this—which Plato could not conceive even in his wildest dreams—is when the true form of The Good became enfleshed and entered into the cave with us, to free us and show us the way out. Thus, the ultimate answer to the problem of the cave is not in philosophy, as Plato thought, but it joining ourselves to the God-man and availing ourselves of His redemption.

From our standpoint as redeemed human beings, we can look back on Plato’s cave and attach a theological interpretation to it. One of the most profound statements to this effect comes from the Victorian poet Coventry Patmore, and his posthumously published book The Rod, The Root and the Flower. Let me read you a passage from the book.

“Plato’s cave of shadows is the most profound and simple statement of the relation of the natural to the spiritual life ever made. Men stand with their backs to the Sun, and they take the shadows cast by it upon the walls of their cavern for realities. The shadows, even, of heavenly realities are so alluring as to provoke ardent desires, but they cannot satisfy us. They mock us with unattainable good, and our natural and legitimate passions and instincts, in the absence of their true and substantial satisfactions, break forth into frantic disorders. If we want fruition we must turn our back to the shadows, and gaze on their realities in God.

It may be added that, when we have done this, and are weary of the splendors and felicities of immediate reality, we may turn again, from time to time, to the shadows, which, having thus become intelligible, and being attributed by us to their true origin, are immeasurably more satisfying than they were before, and may be delighted in without blame. This is the ‘evening joy,’ the joy of contemplating God in His creatures, of which the theologians write; and this purified and intelligible joy in the shadows—which has now obtained a core of substance—is not only the hundredfold ‘promise of this life also,’ but it is, as the Church teaches, a large part of the joy of the blest.”[vi]

This is a beautiful application of Plato’s work to Christian theology, Patmore is explaining that the shadows that reach us can provide limited satisfaction, and can even be delighted in, but only by first recognizing them as reflections of a higher reality. Once the good and beautiful things of this world are treated as ends in themselves, they become empty sources of illusory promises. The beauteous forms that haunt our world become mere cheats unless they serve as icons of something beyond themselves.

David Fagerberg, who teaches liturgical theology at the University of Notre Dame, reminds us that we should not spurn the genuinely good things of this world, but recognize them as prototypes of deeper desires that can only be fulfilled in God. “Because we are in the image of God,” he writes in Consecrating the World, “we have a desire for God, and the icon will always seek its prototype; but because we are fallen, our desire regularly fastens upon inadequate objects. That is why it is so important to keep our desire alive… Once our desire has attained any finite object, we will know that this was not the true country for which we yearned. We must live from the paradoxical tension of neither spurning nor being satisfied with any earthly blessings… Earthly goods can arouse our appetite for heavenly goods so long as we do not fixate on them.”[vii]

My friends, the choices you go out from here and make, the material you expose your imaginations to, the attitudes and habits you cultivate through thousands of little choices you make every day—all these will ultimately determine what you enjoy, what types of things you desire, and what rival visions of the Good Life you will, or will not allow, to be nourished in your heart. Through your habits, you can determine whether the good and beautiful things of this world become ladders by which you ascend to heaven, or idols that drag you down to hell.

Think of virtuous habits like armor to protect you from the rival visions of the Good Life. Through our culture’s media, advertising and entertainment industries, we are constantly assaulted with rival images of what it means to flourish as a human being. Jamie Smith has done a good job of showing that these rival visions of the Good Life appeal to our hearts at the level of gut instinct; they appeal to the emotional component of our being. One of the problems with conceiving virtue legalistically—in terms of mere rules and arbitrary commands rather rightly-ordered affections—is that we create a dangerous vacuum in the affective side of our being, leaving us unguarded against these rival visions of what it means to flourish as a man or woman.

One of the most pervasive competitors against the Christian understanding of flourishing is the notion that the Good Life is found in personal happiness. The false promise of this type of transitory happiness is often held out graduates when they finish high school. I’ve sat through graduation addresses at schools where I hear charges like, “go out and pursue your dreams and everything else will fall into place,” or “you’re so special that you deserve to go out and have fun,” or “you’ve just graduated from one of the best school, and therefore you should be able to accomplish anything you set your hand to.” It always bothers me when I hear things like this, because it is setting the students up for failure. Given the type of world in which we live, few of us can ever fully attain these hedonistic goals, and those who have been properly educated would not wish to.

The reality is that a well-educated man and woman is being educated for pain. That’s not the sort of thing you want to hear at a graduation ceremony, but it’s true and so I’ll say it again: if you have been well-educated, then you have been educated for a life of pain.

Recall what I shared earlier from The Abolition of Man, where Lewis suggested that the purpose of education is the right-ordering of the affections, and the aligning of our attitudes with the structure of how reality actually is. Well, it is worth reflecting that with rightly-ordered affections comes emotional vulnerability, not personal happiness. To illustrate this, consider civic virtues like patriotism and friendship. The feeling of loving my country is congruent to the virtue of patriotism, but with this disposition comes the possibility of emotional vulnerability if, for example, I watch my country abandons its ideals or become subject to defeat. These unpleasant feelings are something that a mere mercenary could never be vulnerable to. The more you excel in the virtue of patriotism, the more susceptible you are to unpleasant emotions in the face of your country’s destruction.

But remember that unpleasant sensations are sometimes the appropriate consequence of rightly ordered dispositions. Consider the virtue of friendship. With this virtue comes the possibility of emotional vulnerability if your friend betrays you, or if your friend falls into pain and you are unable to help. The more you excel in the virtue of friendship, the more vulnerable you will be to heartache and sorrow.

What is true of civic virtues like patriotism and friendship is also true of the artistic and intellectual virtues. When your eye has been trained to appreciate the finest art and your ear has been tuned to the greatest music, then you may be vulnerable to sorrow when witnessing the aesthetic relativism and artistic complacency that dominates so much of our contemporary culture. Similarly, to excel in the intellectual virtue of sound reasoning and cogent argumentation is to be vulnerable to frustration and even sorrow when witnessing the crude sloganeering that dominates our public discourse. And yet, a well-educated person willingly embraces these unpleasant emotions. Part of what it means to be well educated is to prefer such discomfort to ignorance. An educated person prefers the burden of knowledge and good taste to the satisfied complacency of ignorance. As John Stuart Mill famously observed, it is better to be Socrates unsatisfied than a pig satisfied.

It is the virtue of love that presents the ultimate vulnerability. This is something lacking in Aristotle’s account of the virtues, and it only really comes to fruition in the Christian tradition. For Aristotle, the perfect man is self-sufficient in himself, and so Aristotle conceives prideful self-satisfaction as a virtue. There is no humility for Aristotle’s perfect man. Jesus—who showed love through vulnerability, weakness, and humility—falls quite short of perfection by strict Aristotelian standards.

But even in the ancient world, we catch glimpses of this fundamental truth that there is a type of love that can only be perfected in and through weakness, vulnerability, and pain. This emerges in Homer’s portrait of the hero Odysseus.

In the Odyssey—and actually, in the Iliad as well—Homer portrays Odysseus as a well-rounded man who is both an excellent athlete as well as an excellent artist (recall that the most famous sections of the Odyssey consist in Odysseus telling a poem in the hall of the Phaeacians). He excels in the manly arts of battle both because of his great strength and his great intellect. He is tough but he is also sensitive. He has a disposition highly attuned to beauty. But he is not a god; he is a very human character, and with his humanity comes vulnerability.

Remember that Achilles was presented with the choice of having a long peaceful life, but without glory and honor, vs. a life that will end in an early and violent death, but with much glory. Since Achilles is Achilles, there is only one acceptable option: to pursue glory and honor even at the expense of his own life. Odysseus is given a variant of the same choice during his exile on Calypso’s island. He can stay with the nymph and live the immortal life of a god—a life untroubled by hardship, want, and the threat of death—or he can be true to his nature and pursue the things that have always meant the most to him, such as his wife Penelope waiting patiently for him, his family, his subjects, and his true homeland. From one standpoint, staying with Calypso would have been the sensible decision, for when Odysseus chooses to leave Calypso for his homeland, he is choosing to embrace vulnerability. He is choosing to live the life of mortality, with its promise of trouble, of slow aging, and ultimately death. Recognizing this, Calypso reminds Odysseus of all the troubles that will await him if he chooses to leave her. Remain here, she says, and you will be beyond the reach of death, and you can rule in calm possession of this dominion. The choice that Calypso offers Odysseus is that of transcending his human nature, and thus transcending the fragility and pain with which that nature is associated.

Odysseus recognizes exactly what is at stake when he turns from the path of the gods, represented by Calypso, and embraces the path of the human, as represented by Calypso’s counter-part Penelope. When Calypso puts this choice before him, elucidating the troubles that will await him if he chooses to leave her, Odysseus replies, “I know the truth of everything you say.” He knows that trouble awaits him, and he knows that Penelope is not to be compared in beauty to the goddess. “Yes, notwithstanding,” he explains,

“…my desire and longing day by day is still to reach my own home and to see the day of my return. And if this or that divinity should shatter my craft on the wine-dark ocean, I will beat it and keep a bold heart within me. Often enough before this time have war and wave oppressed and plagued me; let new tribulations join the old.”

The choice Odysseus faced with Calypso is similar to the choice he faced when passing through the land of the Sirens. You recall that these woman-like creatures lured sailors off their course with their enchanting singing—music that is so beautiful that no man who hears it is strong enough to resist the fatal call. But Odysseus would rather make himself vulnerable to this beautiful music, despite the painful longings it evokes within him, than to do the sensible thing and pass by with his ears plugged with wax. We might say that Odysseus is choosing the path of an unsatisfied Socrates. You all know how the story goes: he commands his men to tie him to the mast with strict instructions to disobey the orders he will inevitably begin issuing once he falls under the spell of the Siren’s song.

In the choice to make himself vulnerable to the beauty of the Siren’s music even though it comes with pain, and again in the choice to become vulnerable to aging and death by returning to the arms of Penelope, we catch a glimpse of a uniquely human set of priorities that characterize Odysseus. But with these values comes vulnerability. Odysseus chooses to pursue distinctively human virtues, including those that are inextricably linked to the vulnerability of mortal human experience and love.

To love is to be vulnerable. To pursue beauty and truth is to be vulnerable. Ultimately, to be human is to be vulnerable. But with the fragility, limitation, pain, and vulnerability of human experience comes the joy, beauty, and uniquely human values that gives our life its richness. Both Achilles and Odysseus realized in their different ways, for they knew that to become invulnerable like the gods would be to abandon all that makes human experience truly worth living.

The gods themselves seem to recognize this. When the Greek gods fall in love, they fall in love with human beings. That which makes human beings vulnerable also makes them attractive and beautiful in the eyes of the immortals. Thus, the Olympians often descend from their pristine heavenly existence in order to pursue a love mediated through imperfection and weakness. It seems as if that which makes human beings vulnerability also makes them loveable. Even with Calypso, the manly virtues that must have made Odysseus so attractive to her were those that the hero forged in the fires of hardship, battle, struggle, and human vulnerability. In loving Odysseus, Calypso herself becomes vulnerable, as she experiences the pain of unrequited love.

This tradition of gods condescending to the level of human vulnerability finds its greatest expression in the incarnation, where the Creator God embraced the vulnerability of human life, and then the vulnerability of a painful human death. In the revelation of God in Christ, we confront a truth that was only partially glimpsed in the tradition of Greek mythology, namely that the highest form of love is one that is mediated through weakness, vulnerability, and pain.

All of you will go out from here like Odysseus and like Christ, to confront a world of pain. You will find yourself shouldering burdens, and embracing a life of risk. You will find that to be human is to be vulnerable. The choice each of you face is not whether you will face hardship, but whether you will confront hardship in a spirit of virtue and courageous vulnerability.

The hard fact is that many of your lives will not be successful by worldly standards. But that does not mean you cannot live the Good Life. Some of you may face pain, illness, divorce, bankruptcy, and death of loved ones. But if you strive for virtue rather than happiness, then you will have the opportunity to realize a type of beauty that can only be known in pain, a joy that can only be known in vulnerability, and uniquely human values that are forged in weakness.

Theodore Roosevelt talked about this attitude of courageous vulnerability in his famous “Man in the Arena” speech. Roosevelt contrasted a soul that is cold and timid with one that can dare greatly, even if it means opening oneself up to the risk of defeat. I want to leave you tonight with Roosevelt’s words:

“It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.”[viii]

[i] C.S. Lewis, The Abolition of Man (New York: Collier Books, 1955), 29.

[ii] Lewis, 25.

[iii] Sophocles, Sophocles II, trans. John Moore (Chicago: University of Chicago Press, 1957), 230.

[iv] Lewis, The Abolition of Man, 6–7.

[v] Lewis, The Problem of Pain, 61.

[vi] Coventry Patmore, The Rod, The Root and the Flower (Freeport, NY: Books For Libraries Press, 1950), 76.

[vii] Fagerberg, Consecrating the World, 18–25.

[viii] Theodore Roosevelt, The Man in the Arena: The Selected Writings of Theodore Roosevelt, ed. Brian Thomsen (New York: Forge, 2003), 5.

Further Reading

Jordan Peterson on the Purpose of University Education

In this video Jordan Peterson makes some trenchant observations about the purpose of university education.

I don’t agree that articulated speech is the most powerful human good. I think humility is the most powerful human good. But I do agree with the high premium Peterson places on articulation and the role it can play in helping to eliminate suffering. I was particularly struck by his comment, “Burden yourself with so much responsibility that you can barely stand, and then you’ll get stronger trying to lift it up.”

Free Lesson on Mindfulness in the Classroom

Here is a FREE interactive lesson from the Masters course I wrote, which is about to launch at Central Michigan University, Argosy University, Antioch University, Benedictine University and Valparaiso University. This course is for the professional development of teachers, who can gain graduate credits when they enroll to take it. This free interactive lesson offers an overview of the research that prompted me to write the course.

New Course, ‘Mindfulness in the 21st century Classroom’, is Ready to Launch

Update: since writing the post below, all spots in the first run of the course, taught by John Adams, are now full. Interested parties can register for the second run beginning December 4th and taught by Julie Gold.

Teachers wishing to qualify for pay increases by gaining graduate level credits now have the perfect opportunity. On September 25th, the Idaho-based education company, The Connecting Link, is launching their online course “Mindfulness in the 21st century Classroom” for the professional development of teachers. This Masters level course is being taught by educational psychologist John Adams and is being accredited through Argosy University, Antioch University, Benedictine University, Valparaiso University and Central Michigan University. It is designed to give educators at all levels an overview of recent research on mindfulness practices. Even better, the course provides step by step guidance on how to integrate mindfulness practices into the classroom.

If you’re interested, here are some links you may want to check out:

  • For a free lesson, drawn from the material of the course, see ‘Free Mindfulness Lesson for Teachers!
  • For a detailed syllabus of the course, visit TCL’s ‘Online Participant Syllabus‘.
  • To learn more about why mindfulness is important for teachers and how it’s being used in the classroom, see my article ‘Mindfulness: From Ancient Wisdom to Modern Classroom.’
  • To learn more about John Adams, the instructor of this course, click here.
  • To register a place in the upcoming course, click here. (Right now TCL is running a “Back to School Savings” special of $100 off!)
  • For a promotional flier advertising the course and giving details about the special savings, click here.

Continue reading