Teaching as Believing
Faith in the University
Publication Year: 2004
Published by: Baylor University Press
To Parker Palmer, for his example and encouragement. To Fr. Andy Dufner, S.J., Colleen Dean, and the Nestucca community, for sanctuary and guidance. To the faculty and students of Mount Angel Seminary and the monks of Mount Angel Abbey, for all they’ve taught me, and to the diaconal community of the Archdiocese of Portland and St. Mary’s...
On Holy Saturday, Barb and I and the kids went hiking in the old growth forest of the Drift Creek Wilderness, not far from Waldport. It was a wonderful day, a day of healing. The fir and the spruce were as huge as we longed for, bigger around than two of us could reach, and they stretched out as far as the eye could see. There was that sense you get in...
1: Teaching Genesis as Story
In the beginning of The Idea of the University, Cardinal Newman considers the possibility that even when the university is sponsored by the church, a “line” exists between the way of the university and the way of faith. For a moment he identifies a clear boundary: It will be said, that there are different kinds or spheres of Knowledge,...
2: Teaching the Ecology of Mark
This chapter continues the discussion of the line that Newman momentarily considers between the way of the university and the way of faith. As I argued in the first chapter, reading Genesis as story not only honors that line but makes it even clearer. Ricouer’s theory helps unthicken the images in these ancient texts, and there’s a way in which this ...
3: The Odyssey as Eucharist
I began my discussion of “The Way of the University,” in chapter 1, with a quotation from Newman’s The Idea of the University , but, as I admitted then, I took it out of context. As soon as Newman considers the idea that “a university has a line of its own,” that it has its own “sphere” of knowledge, he denies it: It will be said [. . .] that a University has a line of its own. It ...
4: The Confessions as a Model for the Academic Life
My second experience of the congruence of faith and reason takes place the next term, in winter, when I’m teaching Augustine’s Confessions. Teaching the Odyssey I had fallen in, experiencing the closeness of literature to the spiritual. What Augustine makes clear is that this plunging in and this immediacy of experience is what Christianity affirms, explicitly,...
5: Moving Beyond the University
Chapters 1 and 2 were grounded in Newman’s momentary concession that a “line” exists between the way of the university and the way of faith.The last two chapters have been grounded in his rejection of that idea. God is too big, God is everywhere, he says, overflowing, and so nothing is free of his presence and his urgings and his structures, not even the...
6: Living the Difference
In the last chapter, I put on the alb that I took off in the second when I returned to the university from the seminary, the alb the color of the oak grove, of the grass by Amos’s grave. I put it on in the church, across Monroe Street, but I put it on, and though I’m looking back at the university from the other side of the street, from inside the Eucharist, this...
What I’ve done in this book is used my own experience to reflect on the experience of all Christian faculty who finally have to cross the line in their teaching and their faith. The line is hard to define but nonetheless real and good—good for us both as intellectuals and as Christians. Without it, the necessary and creative tension between faith and reason...
Page Count: 230
Publication Year: 2004
MUSE Marc Record: Download for Teaching as Believing