Chapter 9: Scientism
From page 147: Scientism has 3 interrelated ideas:
1. methods of natural sciences can be applied to the study
of human behavior
2. social science generates specific principles which can be
used to organize society on a rational and humane basis (control human
behavior)
3. faith in science can serve as a comprehensive belief
system that gives meaning to life
Postman uses this chapter as an opportunity to reflect on
science under the influence of technology. He says, “What we call science,
then, is the quest to find the immutable and universal laws that govern
processes, presuming that there are cause-and-effect relations among these
processes” (p. 148). He goes into the different areas of study that are
classified as “science” in our society, and narrows it down to science, social research
and storytelling. About that, he says, “Science itself is, of course, a form of
storytelling too, but its assumptions and procedures are so different from
those of social research that it is extremely misleading to give the same name
to each” (p. 154). Science can be called true, he argues, while social research
is based on interpretations, bound by time, situation, and cultural prejudices.
This final quote seems to sum up what the chapter was about:
“It is the desperate hope, and wish, and ultimately the
illusory belief that some standardized set of procedures called “science” can
provide us with an unimpeachable source of moral authority, a superhuman basis
for answers to [life’s hard] questions. . .to ask of science or expect of
science, or accept unchallenged from science the answers to such questions is
Scientism. And it is Technolpoly’s grand illusion” (p. 162).
This was a very challenging quote to read—because I think he
hit it on target. The same way both Postman and Pink talk about how people believe
what is fed to them by the “authorities,” I feel that maybe that is also the
very thing the world is searching for—prove
to me that such and such is true so I can go along with what everyone else is
doing/believing. (And it makes me think of all the studies that disprove
and approve previous studies—for example, let’s say, studies on if
immunizations are good for infants/children or not). I think this can hold
considerable danger for Christians as Scientism and God may clash in areas.
While science can “prove” something or tell us that there is no danger in this
procedure or this principle or this product, God’s standards might be quite
different. We need to be sure and strong in what God wants to not fall under
the spell. Yet at the same time, if science is “proving” things (like when the
life begins) that coincide with what the Bible says, then the danger of it all
seems less. I wonder if we need to be spending more time studying the Word,
rather than what Technolpoly is throwing at us as Scientism.
Burning Question: How do you teach your students to believe or
not believe what the media is throwing at them?
Chapter 10: The Great
Symbol Drain
From page 165, Symbols are:
1. endlessly repeatable but not in exhaustible
2. the more often a symbol is used, the less potent its
meaning
“What we are talking about here is not blasphemy but
trivialization, against which there can be no laws. . .the trivialization of
significant cultural symbols is largely conducted by commercial enterprise” (p.
165). I liked Postman’s example of the obscenities—that when used “appropriately”
they have much meaning. But since they are at times overused, their meaning has
become lost. Critiquing TV and movies now as a parent makes me see how right on
Postman is in what he is saying. I can recall a recent conversation I had about
this topic—how meaning has seemingly been lost in today’s culture. The person I
was speaking with talked about how we just watch whatever movie is out there
and seem to be more oblivious to the content that would have never been suggested
when he was a kid. Or how church has changed—what is said and viewed at church
might lack the reverence that he was taught to observe for his Saviour or how the
sacraments and the 10 Commandments seemed to have “changed” to suit our lifestyles
instead of us changing to suit our Saviour. And it reminds me that I am a
Christian in a symbol filled world and need to honour God in what I see, hear,
and what I do with the symbols around me. And hopefully, that I can do my part
in restoring what God wants to keep His people centred on Him.
Burning Question: What is a symbol that you feel has been
drained? And might it need restoring in some way?
I talk with my 5th grade students quite often about the media. We discuss music, movies, TV, and the intenet. Some of them seem to be developing healthy filtering systems and others seem oblivious to the dangers and evil that is out there, or they don't really care. I find that connecting these types of conversations to our devotional times or Bible classes allows the students to view the media in light of God's word. It seems to become quite clear what is honoring to God and what is not when we hold it up in the bright "Light" of His word. I think that these conversations need to be on-going and God lead. He will use them for His glory as He sees fit in His time. I need to continue to be open to the leading of the Holy Spirit and then obey as I am lead.
ReplyDeleteI agree with Phyllis that a healthy Worldview Education is essential to our teens. I've added a Friday series to my curriculum that I call "Image Bearers." Each week we discuss a topic (from a list the kids create at the beginning of the year) in light of our culture and ultimately scripture. We ask questions like "How is our culture telling us to address this issue?" "What healthy resources are out there?" "Is the Church taking a stand on this issue?" "What similar situations happened in scripture?" "Is there any scripture to support what the media is telling us about this issue?" "How do we impact the culture around us in regard to this issue?"
ReplyDeleteI will have prepared several scriptures to go with each topic and that is where we ultimately go. Topics include things like: music, pornography, abortion, dating, facebook, cliques, parents, anxiety, depression, stress, TV. The list is gets longer every year and it seems to be the kids' favorite days in Bible.
I learn more about them (and their worldviews) from these talks than any others. It's been a blessing to me and a huge opportunity to facilitate some of this training.
I love this addition to your curriculum, Julie! It makes me wish that my 13 year old daughter could be a part of your class:) I co-lead a Girls Bible Study group that meets on Friday mornings before school in one of the classrooms at 7:15am. This past year there were 14 girls in this 6th grade class and almost every week 12 of them are there at 7:15. My daughter is a part of this group. She hates early mornings but she loves to study God's word with her friends. I am so impressed by the hungering of our young people for the truth and for relationships. We have been using "Jesus Calling" as a starting place for our studies each week. Maybe I will incorporate your idea of "Image Bearers" into our studies next year, if you don't mind?
DeleteI agree with both Phyllis and Julie that a lot of conversation is the key to developing discerning, reflective questions. We constantly need to be asking "why" questions and open-ended questions that give our students the opportunity to think through things on their own, with us beside to give them guidance (and with God with-in us to give us guidance).
ReplyDeleteI also agree with Phyllis and Julie about Worldview. I also think that you have wonderful ideas! I have to say this is something that I have thought about and will continue to think about. I am going in to my first year of teaching first grade and I wonder how this will affect them. How I can teach them the importance of "not believing everything they hear or see" I also have the struggle of teaching in a public school. Any suggestions?
ReplyDeletePersonally I think the symbol of the cross needs to be restored but only the grace and knowledge of the Lord Jesus Christ can do this.
I do teach grade one (first grade)and it is interesting to hear some of the things that they come to school with because they "overheard" it. Some of the phrases from older siblings or popular songs--and thankfully minus the words I don't want to deal with!!! :) I think that like Phyllis and Julie said, teaching worldview is very important--and can be done starting super young. I find, especially in my Bible curriculum, we always seem to be pointing to the promise of a Saviour--something we are still looking forward to today in Christ's return.
DeleteAnd I like Judy said--those why questions are really key. I love it when they start asking the why questions at this age. . .because, especially when it comes to God and His plan, I don't have all the answers! It's fun and so crucial to seek out the truths that He gave to us in the Bible and see how they apply to the questions asked or the themes we are studying.
I also have to say that I think I have it a bit easier at the lower grades that way. But, I think those fundamental truths and the way students interact with each other and the world around them are huge in forming how they might react as the issues they face become "bigger" and more "worldly."