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Tag: liberal arts education

Don’t Shoot the Elephant or You’ll Kill Education

blind men and elephant public sculpture India
The Asian parable of the blind men and the elephant
is as potent as Plato’s myth of the cave.

I don’t usually touch on hot button issues on this blog, preferring instead to focus on perennial wisdom that can benefit us all. To my mind, too much bloggery deals with narrow, sectarian rants (of the right and the left), radiating heat but very little light. I prefer to try to preserve a space in which we can put cant aside and try to contemplate truth, as it can be seen refracted and reflected in literature, history, philosophy, art, and the other liberal arts. You see, I have this funny idea that if we all look toward the light, from whatever direction our perspective may take, we can all be illuminated and, in that way, united, even if we disagree about the things we see. Perhaps we will even recognize the limitations of our own personal perceptions, like the proverbial blind men who each grasped a different part of the elephant. Individually they had their own (equally limited and erroneous) ideas about what they were touching, but when they combined their perceptions, they realized that what they collectively beheld was much greater, more magnificent and wondrous, than what anyone of them individually suspected. (If you aren’t familiar with this parable, read it here. It is every bit as potent as Plato’s myth of the cave.)

Education draws us out of our own, limited understanding of truth

Really, folks, this is precisely what education, in the true sense of the term, is supposed to do. It is not supposed to tell you that whatever you already perceive — whether it’s a leg like a pillar or a trunk like tree branch — is the absolute and only truth, it is supposed to put you in touch with people and cultures and points of view that differ from your own, so that you open your mind and learn to weigh
opinion and experience, and in this way become more capable of discerning not only particular but larger, more enduring truths. It draws you out of your own blinkered, myopic reality and sets you in a larger context that spans time (history and posterity) and space (the whole world). That’s what the word “educate” (Latin e(x) + ducere = to lead or draw one out) means.

stock image of magnificent elephant
Truth is a beautiful thing, but a false multiculturalism
can blind students and make true education impossible.

If the administrators of Columbia University or any institution of so-called “higher education” should capitulate to the demands of students that their own puerile perceptions not be challenged — if they agree to attach “trigger warnings” to any course that might offend a student’s cultural identity — they will be doing the opposite of educating. Instead of the academic community sharing insights and enlarging their appreciation of the majestic beast, they will kill the very thing that has brought them together. They will be putting an elephant gun in the hands of their blind young charges, and, when the trigger is pulled, they’ll all be left grasping some gruesome butchery of the truth.

If “multiculturalism” and “diversity training” actually tried to do these things, they would be valuable adjuncts to more traditional educational approaches. Instead, these duplicitous terms are a facade, masking a process that has systematically taught and reinforced prejudice — i.e., it has taught young people to hate and fear anything that they do not already experience or believe or enjoy. This recent article  in the National Review illustrates how true this is. (Read the article yourself to see what the kerfuffle is about; it has to do with students who feel offended by Ovid’s lack of modern cultural sensitivity, or some such).

We need to consider truth from different angles

I’d like to focus on the salient point that the article’s author, Ian Tuttle, makes — which, in fact, he takes from C. S. Lewis — and that is that education, far from insulating students from viewpoints that differ from their own, should be programmatically exposing them to a variety of political, cultural, historical, and philosophical viewpoints, so that they may enlarge their understanding and test their own preconceptions.

In an introductory essay to St. Athanasius’s De Incarnatione (another very old book), C. S. Lewis made just this argument. “Every age has its own outlook,” wrote Lewis. “It is specially good at seeing certain truths and specially liable to make certain mistakes. We all, therefore, need the books that will correct the characteristic mistakes of our own period. And that means the old books.” Lewis is not suggesting (at least not here) that old books got things more right than new ones — Dante was not omniscient — but simply that they got things right (and wrong) differently: “Two heads are better than one, not because either is infallible, but because they are unlikely to go wrong in the same direction.”

The only problem with such an argument, of course, is that it assumes there are truths to be grasped, truths that transcend cultural and historical contexts — and here lies the rub. These days, if you want to get an academic’s back up, just try suggesting that there is any such thing as transcendent, universal, or  immutable truth. And if you really want to cause trouble, try suggesting that education’s purpose is to teach students how to perceive that truth. If my own experience in “higher education” is anything to go by (and, sadly, I’m convinced it is), you will be attacked — verbally, if not physically — and swiftly be given the gate.

That’s part of the reason I’m writing this blog rather than standing at the front of a classroom today. Not because I’ve given up on the ideal of true education, but because I’ve found it almost impossible to pursue such an enterprise in today’s halls of “higher learning.” If you value true education of the old-fashioned liberal arts variety, keep reading this space. In fact, why not sign up to get notifications of new articles by email? There’s a space for you to do so in the sidebar on the right.

Just one more point. I’m as eager to further my own on-going education as I am to help you further yours. I started this blog hoping to generate some conversation through the ether, but too often I find myself alone in my echo chamber. I don’t mind a bit conversing with such folk as C. S. Lewis, Flannery O’Connor, Ovid, Livy, Vergil, et al., but I would love to have some of you readers chime in from time to time. Let me see some other quadrant of the elephant. If you find value in anything you read here, please leave a comment and let me know why. Join the conversation and add your insights — or your illuminating questions. That’s how we can all, together, arrive at a clearer perception of the truth.

©2015 Lisa A. Nicholas

Study the Great Works of the Western Cultural Tradition in Kansas City, Missouri

Walsingham Society of Christian Culture and Western Civilization

Some readers may know that over the last year or so I have been privileged to teach a couple of literature classes in the epic tradition for the Walsingham Society of Christian Culture and Western Civilization. The Walshingham Society is a relatively new organization in the Dallas-Fort Worth area, although it actually is carrying on the work of the (former) College of Saint Thomas More, which offered a curriculum in the great Christian liberal arts tradition for some thirty years or more. (It has recently undergone a sea change and been reborn as “Fisher-More College,” offering a somewhat different, although thoroughly traditional and Catholic, curriculum.)

The erstwhile College of Saint Thomas More always had two overlapping circles of “clientele” — traditional-aged college students looking for a more substantial and challenging education than most colleges and universities offer, and adults who wanted to steep themselves more thoroughly in the great Western, Christian tradition. The Walsingham Society also seeks to offer educational opportunities and cultural events for people of all ages, so I’m very happy to say that the founders of the Walsingham Society have recently been invited by Bishop Robert Finn of Kansas City-St. Joseph to found a four-year classical liberal arts college in his diocese. He must really want them, because he has even donated a building to house it!

The new institution is to be known as Christ College, and will offer a single major, i.e., a single, common curriculum culminating in a bachelor of arts degree in the liberal arts. You can read more about it in this recent article in the National Catholic Register. If you know anyone looking for a worthy cause to support, I’m sure donations will be welcome and there will undoubtedly be lectures and cultural events planned for folks in the greater Kansas City area before long (if not already).

Those of you with children entering high school should seriously consider this type of education for them — that is, if you actually want them to be educated, rather than merely processed through a diploma mill. “Education” in the traditional sense has to do with forming the “soul” — i.e., both the mind and the character of the student, and this is exactly what real liberal arts institutions aim to do. On the other hand, “educators” at 99.9% of colleges and universities these days would vehemently deny that their institutions have any right or aim to do such a thing, as if it would be presumptuous and offensive to suggest that educational institutions should do what they, in fact, understood to be their primary purpose until the rise of the “modern university” about a hundred and fifty years ago (this sad truth became crystal clear to me while I was teaching at a certain midwestern state university).

If you’re interested in reading more about the classical model of education and how  & why it differs from what is called “education” these days, I recommend this article. If you’d like to read about the value of a Catholic liberal arts education, try this. Or just talk to anyone who has been blessed to have experienced such an education — he or she is bound to be an enthusiastic proponent. As were the two brothers who created this video, “A Student Defense of Classical, Catholic Liberal Arts Education.”