Must Science and Faith Conflict?

Many of the modern debates about science and religion revolve around the question: Is it possible to accept both scientific and Judeo-Christian teachings? Most seem to answer with an emphatic “NO!”

I publish scientific articles and review others for publication. I teach college courses in a rigorous, scientifically minded academic department. Yet, I have not found that my understanding of science and my faith conflict. On the contrary, they seem to complement and mutually support each other. Science has encouraged me to be curious in understanding “what” and “how” things work in the natural world. My faith has helped me to understand more ultimate questions of “why” and how to live. In all of this, I have sought to be skeptical, both about scientific claims and religious / spiritual claims. Science encourages this. So does my faith. For example, demonstrating a certain kind of empiricism, Moses stated, “If a prophet speaks in the name of the Lord and what he says does not come true, then it is not the Lord’s message” (Deuteronomy 18:22).

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The Psychology of Visions and Voices in Christianity

“The most beautiful and most profound experience is the sensation of the mystical. . . He to whom this emotion is a stranger, who can no longer wonder and stand rapt in awe, is as good as dead. To know that what is impenetrable to us really exists, manifesting itself as the highest wisdom and the most radiant beauty which our dull faculties can comprehend only in their primitive forms – this knowledge, this feeling, is at the center of true religiousness.” (Albert Einstein)

Although many people regard religion as mostly centrally involving ritual and behavior, as Einstein suggests in this quotation, the foundation of religion often is experience. In fact, very dramatic experiences – visions and voices – play a central role in the origins of the great religious traditions.

For example, in perhaps the most famous of all religious experiences:

“As [Saul] neared Damascus on his journey, suddenly a light from heaven flashed around him. He fell to the ground and heard a voice say to him, ‘Saul, Saul, why do you persecute me?'” (Acts 9:3-4)

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Seeking an Education as a Christian

Most students who identify themselves in some way as “Christian” have not considered the intersection of faith and learning to a large extent. Most attend a public or secular school and do not think much about the relation of their faith to what they are learning, except in rare occasions where faith explicitly is raised for a topic of discussion, as may be the case in a religion course, or perhaps when evolutionary theory is discussed in a science course. Many of those more serious about faith will learn in a more explicitly Christian environment. These individuals often will not be exposed to or pursue the best of mainstream knowledge. Both of these approaches are fairly extreme, and leave out the possibility of an intersection between the best of faith and learning.

Cornelius Plantinga discusses how Christian students could approach education in his book “Engaging God’s World.” In general, Plantinga notes that “those who follow Christ must bring all the parts and passions of their lives – including education – under the Lordship of Christ.” In other words, Christian students ought to take seriously the idea that part of Jesus’s primary commandment is to love God with all of their minds. There may be no better place to do so than in school.

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Love for a Lifetime

“[Close relationships are] the merciless revealer, the great white searchlight turned on the darkest places of human nature.” (Katherine Anne Porter)

One of the most profound needs of a human being is to love and be loved. Most individuals long for the intimacy of a long-term romantic relationship in which love can be mutually experienced. In fact, although interest in marriage is declining in individualistic cultures such as the United States, it still is estimated that the vast majority will get married at some point in their lifetimes.

However, close relationships often do not live up to expectations. Of those who get married, at least 1/3 will get a divorce, with another 15% or so separating long-term. Marriages that stay together have at least one relatively unsatisfied partner in approximately 2/3 of cases. Statistically, then, relatively few marriages “succeed” (if one defines success as staying together and having both members of the couple reporting relative satisfaction). These statistics suggest to me that close relationships are difficult, especially in the long haul. They often reveal the best and worst of people. They require character strengths to flourish. They reveal areas of weakness that can result in long-term personal development if one is willing to use them as learning opportunities.

Given that most married couples either split or have at least one relatively unsatisfied member, it seems to me that successful couples must break social norms in how they think or act toward each other. In other words, if members of couples think or act like most in our culture, they likely will break up or be unhappy. This is a major problem, given that most learn the skills of relationships from those around them (or worse, from the media).

In fact, I think that many individuals in our culture lack knowledge of the meaning of “love.” Partly this is because the word “love” has different meanings in English. Other languages (such as Greek) have different words for different kinds of “love.” This understanding is very effectively communicated in Dr. Robert Sternberg’s triangular theory of love, which suggests that “love” might be translated into passion, intimacy, or commitment. In romantic relationships, most seem to agree that the ideal would be to have high levels of each of these kinds of love. 118654-154280However, for various reasons, many seem to get overly focused on one kind of love and neglect one or more of the others.

Many might assume that passion, intimacy, and commitment all go hand-in-hand. And, there is some truth to this. Couples who report one of these kinds of love are more likely to report the others. However, there are more exceptions to this than many might guess. For example, couples high in passion may lack intimacy or commitment. Couples high in commitment may lack passion or intimacy. Couples high in intimacy may lack commitment.

Given this, below I discuss passion, intimacy, and commitment separately. I hope to show how each of these kinds of love are different, and how different ways of thinking and acting contribute to each.

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My Personal Exploration of the Holocaust

“To forget the dead would be akin to killing them a second time.” (Elie Wiesel)

For approximately the past 2 1/2 years, I have devoted a considerable amount of time and personal energy to exploring the holocaust of world war II. In this post, I want to summarize the most significant aspects of this journey as well as my personal reflections on the experience.

My interest in the holocaust really began when I was teaching in a study abroad program in Scotland during Fall semester, 2009. Toward the end of the term, one of my favorite students visited Poland, including Auschwitz. Upon her return, she showed me pictures, and I was dumbfounded. Though I had read Victor Frankl’s “Man’s Search for Meaning” during college, I had not really been seriously interested in the holocaust before (I mostly was interested in the humanistic insights from Frankl’s book, not his account of life in concentration camps). This student gave me a copy of Elie Wiesel’s “Night” to read.

Wiesel’s writing is captivating and disturbing. I found that I couldn’t put the book down. In particular, I had a strong reaction to Wiesel’s description of his arrival at Auschwitz, especially when he writes that “babies were thrown into the air and the machine gunners used them as targets.” I had heard some stories about Auschwitz, but the details of this book, and particularly the treatment of the children, shocked me. I also was fascinated by the brutal honesty Wiesel shows regarding his Jewish faith when he reflects during a time of ritual prayer. He writes:

“On the eve of Rosh Hashanah, the last day of that cursed year, the entire camp was agitated and every one of us felt the tension. . . On the Appelplatz, surrounded by electrified barbed wire, thousands of Jews, anguish on their faces, gathered in silence. . . Some ten thousand men had come to participate in a solemn service. . . ‘Blessed by the Almighty. . .’ . . . Blessed be God’s name? Why, but why would I bless Him? Every fiber in me rebelled. Because He caused thousands of children to burn in His mass graves? Because he kept six crematoria working day and night, including Sabbath and the Holy Days? Because in His great might, He had created Auschwitz, Birkenau, Buna, and so many other factories of death? How could I say to Him: Blessed be Thou, Almighty, Master of the Universe, who chose us among all nations to be tortured day and night, to watch as our fathers, our mothers, our brothers, end up in the furnaces? Praised be Thy Holy Name, for having chosen us to be slaughtered on Thine altar?. . . When Adam and Eve de­ceived You, You chased them from par­adise. When You were dis­pleased by Noah’s generation, You brought down the Flood. When Sodom lost Your fa­vor, You caused the heav­ens to rain down fire and damna­tion. But look at these men whom You have be­trayed, al­low­ing them to be tortured, slaugh­tered, gassed, and burned, what do they do? They pray be­fore You! They praise Your name!”

A few months later, the global studies coordinator at my college, Dan Creed, visited our department to encourage us to consider short-term study abroad opportunities. Eventually, my colleague, Dr. Jay Anderson, and I decided to teach a course in the psychology of the holocaust during Spring semester, 2012.

To begin to recruit for the course, we followed Dan’s advice to bring in a concentration camp survivor during the college’s “Success Day,” Josef Rozenberg. The audience was transfixed at Joe’s presentation about his personal experience in two concentration camps. Old timers have since told me that they had never seen more people attend an event at the college. The auditorium literally was overflowing, with an estimated crowd of 700 people.

Josef Rozenberg at Success Day, Normandale Community College, March 8, 2011.

The previous summer, I ran into an old friend, Dr. Andy Johnson from Bethel University, at the Annual Meeting of the American Psychological Association in San Diego. Andy informed me of special seminars offered by the United States Holocaust Memorial Museum in Washington, D.C. to help college professors to become knowledgeable enough to teach their holocaust courses effectively. I applied for, and was accepted to attend, a one-week seminar with 19 other faculty, mostly historians with expertise in the holocaust. During this week, I learned a lot from these colleagues. I met two concentration camp survivors and was fully immersed in the topic. I was particularly struck by the details of what occurred to the victims. For example, a clear picture was painted of the deportation and the ride to the concentration camps. Individuals had to stand in the cattle cars. There was no toilet. Women may have been menstruating. People obviously would be terrified. Screams likely filled the cars. I have a hard time even imagining the fright of this ordeal. At the end, all I could do was sit quietly in the hall of remembrance and pray.

Another significant part of my journey to understand the holocaust has been to personally get to know Dr. Robert Fisch, another survivor of two concentration camps. Dr. Fisch probably is best known for his remarkable life after the holocaust, including his discovery of PKU, a genetic problem that contributes to mental retardation in some children. My relationship with Dr. Fisch has influenced me in many ways. In particular, I think of his maxim to always remember to “treat people humanely, even in inhumane circumstances.” It also has meant a lot to me that Dr. Fisch has gotten to know my family. For instance, when I went on my trip to Europe to visit holocaust sites, my kids explained my absence by telling people that my wife and I were there to see about the family that Dr. Fisch lost.

Dr. Robert Fisch with my family, December 6, 2011.

The pinnacle of my exploration of the holocaust has been my trip with 28 students enrolled in my psychology of the holocaust course to sites in central and eastern Europe. In general, the holocaust casts a dark shadow in the locations we visited: Berlin (Germany), Prague (Czech Republic), Krakow (Poland), and Budapest (Hungary). The history of each of these cities – much of Europe in fact – now features stories about the holocaust.

Perhaps the most powerful part of the trip for me was the Jewish Museum in Berlin. The architecture and layout of the museum is unlike any other museum I’ve ever seen. Its basic purpose appears to be to engage the visitor. That is, rather than merely reading or imagining the topics, the visitor is drawn into a personal experience.

When viewing the “Garden of Exile,” I was led to be off-balance. The floor was tilted, as were the stone monuments outside. The feeling was that of being disoriented, surely a common feeling among Jews throughout history.

The Garden of Exile at the Jewish Museum, Berlin, Germany.

After this, my wife and I walked up a tilted hallway toward what was supposed to be the Holocaust Tower. There was a guard standing nearby an ominous looking steal door. Not sure where the tower was, I said I’d go in. I pushed the heavy door open and let it go. It slammed shut, and I had a sense of what it would feel like to be captured. Unlike the main part of the museum, the tower was unheated, meaning that it was cold. I was there, by myself, surrounded by three stories of concrete. I felt very helpless, another common feeling of the Jewish people throughout history.

Holocaust Tower, Jewish Museum, Berlin, Germany.

We then progressed to the Memory Void, an open area of the Museum meant to capture the sense of loss from those killed in the Holocaust. While walking through the area, we heard a strange clanking sound. Eventually, we reached the end, where we witnessed an area consisting of iron faces that we were led to believe we must walk across. Some faces were bigger (surely meant to represent adults); some were smaller (surely meant to represent children). Walking across was horrific. It wasn’t until the end that I realized that there actually was a “dead end;” I didn’t have to walk across the faces, but now that I was at the end, I did have to walk across them again to get out. It was unavoidable to think about the sense of harm to the Jewish people and the ways in which individuals have been “tricked” to contribute to that harm throughout history.

Memory Void, Jewish Museum, Berlin, Germany.

At the end of this time at the Jewish Museum, I honestly felt sick to my stomach. I couldn’t understand why such harm would be done to a group of people, why 11,000,000 could be murdered because of the twisted ideas of a few and the mass hysteria of an era. I wondered about the ways in which I had actively or passively contributed to harm in the world, and how I wanted to correct that in the future. That night, I prayed in a different way.

Several days later, we made the bus ride to Auschwitz. As we approached the city of Oswiecim, everyone I was with became silent. Along with others, I wondered how I was going to react to what is now regarded as the epicenter of human evil, the largest cemetary in the world. We began with Auschwitz I, the main concentration camp portion of the complex. Although I had encountered some personal items (e.g., shoes) at my stay at the United States Holocaust Memorial Museum, the number of personal items at Auschwitz was overwhelming. There were shoes, eyeglasses, suitcases, kitchen items, brushes, prayer shawls, and, most disturbing, sheared human hair, of murdered prisoners. It would have been easy to distract myself, but I tried to face the horror of this, to imagine who this would have come from, to appreciate the full force of what transpired.

Human hair at Auschwitz I, Oswiecim, Poland

Human hair at Auschwitz I, Oswiecim, Poland.

We then bused a short distance to Auschwitz II – Birkenau – the largest extermination camp of the Nazi regime in which approximately 2,500,000 were killed. I couldn’t help but remember that, as I walked through this enormous complex, I was walking on the ashes of the deceased. Strange things are reported at Birkenau. Some students said they could smell the ashes; some have said that no birds fly overhead. I can’t confirm or deny these reports; all I can say for sure is that I felt like I was walking on hallowed ground. This feeling was enhanced by the fact that our group was the last of the day. We were alone. It was the only day of our trip where I felt truly cold, partially because of the weather and partially because of the feeling of the place. And, yet, ironically, on one side of the complex we saw a beautiful sunset, and on the other, we saw the full moon rise.

Auschwitz II, Oswiecim, Poland, March 8, 2012.

As a part of our visit, we also toured the bunking area where people slept while they waited to be killed, wooden slats where up to four prisoners squeezed together. We viewed the toilets that prisoners were allowed to use for 1-2 minutes once in the morning and once at night (obviously, they probably needed longer sometimes and, obviously, there were other times they needed to use the toilets, but typically were not allowed). I only can imagine the inhumane conditions of this – the stench, the rats, etc. – but the coldness of the night helped me to appreciate the living conditions, particularly when trying to use cement toilets.

Toilets at Auschwitz II – Oswiecim, Poland.

Overall, I believe that this personal exploration of the holocaust has influenced me in several ways. Although I obviously didn’t personally experience any of these tragedies, I feel like I did look squarely into the depths of human evil. I intentionally did not turn away from it, but rather decided to feel it. This made the experience much more profound. It has left me with the sense that I can feel very difficult human emotions and be okay. Furthermore, it has helped me to better appreciate the full scale of potential human suffering, which has cast an optimistic reframe around petty problems I have in my daily life.

These sentiments are echoed and reinforced by Victor Frankl, concentration camp survivor and author of “Man’s Search for Meaning.” In this classic, Frankl profoundly and inspirationally reflects on what he observed during camp life:

“The experiences of camp life show that man does have a choice of action. There were enough examples, often of a heroic nature, which proved that apathy could be overcome, irritability suppressed. Man can preserve a vestige of spiritual freedom, of independence of mind, even in such terrible conditions of psychic and physical stress. . . everything can be taken from a man but one thing: the last of the human freedoms – to choose one’s attitude in any given set of circumstances, to choose one’s own way. . . Even though conditions such as lack of sleep, insufficient food and various mental stresses may suggest that the inmates were bound to react in certain ways, in the final analysis it becomes clear that the sort of person the prisoner became was the result of an inner decision, and not the result of camp influences alone. Fundamentally, therefore, any man can, even under such circumstances, decide what shall become of him – mentally and spiritually. . . It is this spiritual freedom – which can not be taken away – that makes life meaningful and purposeful.”

Maybe in the end, my exploration of the holocaust shows that I am an optimist. I suppose I could dwell on the negative – and surely there’s enough negative to dwell on. However, I can’t escape from wanting to find lessons, to find meaning, to seek hope, and to recommit to what is good.

Flowers at Auschwitz II Memorial, Oswiecim, Poland, March 8, 2012.

Exclusive and Inclusive Faith

Why is it that the choice among churches always seems to be the choice between intelligence on ice and ignorance on fire? (quoted by Brian McLaren in his book “Why Did Jesus, Moses, the Buddha, and Mohammed Cross the Road?”)

Religions are similar in some ways, especially concerning ethics. However, religions also are very different from each other. In fact, even different subgroups within any religion show vast differences. One of the primary ways in which religions differ has to do with the extent to which they are exclusive vs. inclusive.

One easy way to see that there are differences across religions is to examine membership trends. Although various indicators suggest that formal religion is in decline in much of the world, some conservative religions actually are growing, such as Islam and “non-denominational Christianity.” The declines are coming in more liberal religions. Since World War II, for example, membership in the historical “Mainline Protestant” churches (Episcopal, Lutheran, Methodist, Presbyterian) has significantly diminished in the United States. Similarly, approximately 4 in 10 adults raised Catholic no longer consider themselves “Catholic.”

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A New Focus for School Reform: The Student

Solving America’s education problems continues to be a conundrum. Our educational system poses unique dilemmas including diverse students, curricular choice, and even the purpose of education. Given the persistent and discouraging results in trying to improve our educational system, it is time to seriously rethink our ideas about school reform.

The most overlooked and most important aspect of education reform is the student. This long has been the case. Writing in the early 20th century, education theorist, John Dewey, argued that “the center of gravity is outside the child. It is the teacher, the textbook, anywhere and everywhere you please except in the immediate instincts and activities of the child.”

Jean Piaget, who first championed the understanding of children’s cognitive development, also stressed the importance of the student’s role in education. As Piaget stated, “Knowledge is not given to the passive observer, rather it must be discovered and constructed by the activities of the child.” Although others can help, ultimately, knowledge is created by the student alone.

It is time that we look at the school experience through the eyes of the students. It is also time to think beyond the usual reform targets and consider students as a focus of change.

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Balance in Life

In a very candid reflection on his the current state of medicine in our culture, Dr. Richard Swensen writes:

“Patients don’t know what to do or where to turn. They have no social supports, no roots, no community. Their stomachs won’t stop burning. They can’t sleep at night. They think about drastic solutions. The public blames the medical profession for giving too many tranquilizers and antidepressants. But what would you do? Doctors like to see healing as a result of their work. Yet today we often must be content with far less. There are so many things wrong with people’s lives that even our best is only a stopgap.”

In his book, “Margin,” Swensen seeks to pinpoint the underlying cause of Western medical problems, and to point toward some real solutions. His general thesis is that many have lost the “margin” in their lives to restore balance and that this “margin” must be regained if health is to result in the long-term.

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Favorite Proverbs

One of the most intriguing books of the Bible is the book of Proverbs, which contains sayings intended to promote wisdom in readers. I’ve been reading these Proverbs for the past few months. Below are some of my favorites:

“Trust in the Lord with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will keep your paths straight.” (3:5-6)

“Above all else, guard your heart, for everything you do flows from it.” (4:23)

“Plans fail for lack of counsel, but with many advisers they succeed.” (15:22)

“Pride goes before destruction, a haughty spirit before a fall.” (16:18)

“Whoever would foster love covers over an offense, but whoever repeats the matter separates close friends.” (17:9)

“A cheerful heart is good medicine, but a crushed spirit dries up the bones.” (17:22)

“Fools find no pleasure in understanding but delight in airing their own opinions.” (18:2)

“Listen to advice and accept discipline, and at the end you will be counted among the wise.” (19:20)

“Who can say, ‘I have kept my heart pure; I am clean and without sin?'” (20:9)

“Start children off on the way they should go, and even when they are old they will not turn from it.” (22:6)

“Let someone else praise you, and not your own mouth; an outsider, and not your own lips.” (27:2)

“As iron sharpens iron, so one person sharpens another.” (27:17)

“As water reflects the face, so one’s life reflects the heart.” (27:19)

“Blessed are those who always tremble before God, but those who harden their hearts fall into trouble.” (28:14)