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To Be in Dialogue: a ‘Therapeutic’ Approach and the Example of the Council of Chalcedon

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To Be in Dialogue: a ‘Therapeutic’ Approach and the Example of the Council of Chalcedon To Be in Dialogue: A ‘Therapeutic’ Approach and the Example of the Council of Chalcedon by Antal Prokecz A Thesis submitted to the Faculty of Theology of the University of St. Michael’s College and Graduate Centre for Theological Studies of the Toronto School of Theology. In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Theology awarded by the University of St. Michael’s College. © Copyright by Antal Prokecz 2018 To Be in Dialogue: A Therapeutic Approach and the Example of the Council of Chalcedon Antal Prokecz Doctor of Philosophy in Theology University of St. Michael’s College 2018 Abstract The primary goal of this thesis is to find new and relevant insights about dialogue, especially religious and doctrinal dialogue, for today. This objective will be achieved, first, by studying, and providing insights about, the nature and purpose of dialogue and its relationships to unity and truth. Then, working from a general understanding of how human beings order their lives relationally, the findings thus achieved will be applied to the Council of Chalcedon (AD 451) as a concrete source of historical discovery. Chapter I outlines a non-essentialist, actional approach to dialogue, where the study of dialogue results not in a better understanding, but a better practice of basic dialogic interactions that constitute human existence. Chapter II investigates the relationships among dialogue, unity, and truth. It demonstrates that it is not the case that dialogue leads to truth that, in turn, brings about unity, but that dialogic interactions lead to unity that, in turn, results in a common discovery of truth. Chapter III examines some of the socio-cultural and historical factors that shape (either enhance or undermine) the ‘I’-‘other’ dialogic structure of a dialogic interaction. Chapter IV explores five socio-religious elements (democratic, cognitive, “supernaturalist,” violent, and socio-political), and how they shaped the hearts and minds of the bishops engaged in dialogic interaction at conciliar gatherings in Late Antiquity. Chapter V, building on the results of the previous four chapters, provides a detailed examination of the first six sessions of the ii Council of Chalcedon, and how it arrived at its final outcome, the Definition of Chalcedon. The Conclusion offers a summary of key insights and an outline of the basic dynamics characterizing all dialogic interaction, including those in ecumenical and interfaith encounters. Dialogue is a basic constituent of human existence that facilitates the unfolding of human life. A study and practice of dialogue is meant to identify and remove the obstacles that hinder the unfolding of dialogic interactions and human life. This thesis provides practical insights concerning how to succeed in the pursuit of this goal. iii Acknowledgements I wish to thank my wife and colleague, Christine Mader, herself a theologian, for the complete and unwavering support, frequent conversations, and editorial assistance, without which I could not have written this thesis. I owe a debt of gratitude also to my dissertation director Professor Ephraim Radner, Ph. D. for steadfast and enthusiastic support—both theological and moral—as I worked towards completion of the requirements for my doctoral degree. I would also like to recognize the important contributions of Professors Pablo Argárate, Ph. D. and T. Allan Smith, Th. D. in helping me focus my topic and acquire necessary background. I also wish to acknowledge the invaluable gifts I received from my parents. The memory of them, their example of life, faith, and personal character remained a constant guiding principle in working through the complexities of my thesis topic. I would be remiss if I did not acknowledge, too, those who have provided me with financial assistance along the way in the course of my studies: the Government of Ontario (Ontario Graduate Scholarships), St. Michael’s College and the Archdiocese of Halifax. Their generosity made student life easier, especially when it mattered most. Finally, I appreciate greatly the generosity, helpfulness, and accommodation of the librarians at St. Michael’s College and other member colleges of the Toronto School of Theology, the University of Toronto, the Atlantic School of Theology (Halifax), King’s College (Halifax), St. Mary’s University (Halifax), Acadia University (Wolfville, NS) and Dalhousie University (Halifax). iv Contents ABSTRACT ................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................ iv CONTENTS ................................................................................................................... v INTRODUCTION .......................................................................................................... 1 CHAPTER I. ON DIALOGUE—A ‘THERAPEUTIC’ APPROACH ................................... 9 Short Historical Overview of the Practice and Notion of Dialogue ................. 9 Etymology of the Word ‘Dialogue’ .............................................................. 13 Descriptive and Prescriptive Accounts of Dialogue ...................................... 15 a. Descriptive approaches ..................................................................... 15 b. Prescriptive accounts ....................................................................... 18 Language-Games and Dialogue.................................................................... 24 The Difference between Language-Games and Dialogues: The ‘I’-‘Other’ Structure .................................................................. 27 The Roots and Prevalence of Dialogue: The ‘I’ and the ‘Other’.................... 28 A Language-Game—but Not a Dialogue ...................................................... 37 a. A breakdown of the ‘I’-‘other’ structure leading to monologue ......... 38 b. Complex language-games and the temporary absence of the ‘I’-‘other’ structure .............................................................. 42 What Is Dialogue? Is a Definition Possible? ................................................. 44 ‘To Be’ Is ‘To Be in Dialogue’ and Its Consequences .................................. 48 A ‘Therapeutic’ Approach to Dialogue ........................................................ 50 The Outcome of Dialogue ............................................................................ 53 v Instead of a Conclusion ................................................................................ 53 II. ON KNOWLEDGE, CERTAINTY, AND TRUTH, AND THEIR RELATION TO UNITY ............................................................................ 55 Setting the Scene.......................................................................................... 56 Language-Games, ‘Meaning Is Use’ and Rule-Following ............................ 60 a. Language-games and ‘meaning is use’ .............................................. 60 b. Rule-following ................................................................................. 61 Belief, Certainty, and Trust .......................................................................... 72 Empirical, Grammatical, and ‘Hinge’ Propositions ...................................... 74 Knowledge and Certainty ............................................................................. 76 Wittgenstein’s New Kind of Foundationalism .............................................. 81 Truth and Falsity .......................................................................................... 83 Comparing the Ground of Truth in Different Theories of Truth .................... 87 Does Difference in Language-Games and Forms of Life Lead to Relativism? ............................................................................................... 93 Beyond Relativism: Unity and Truth .......................................................... 101 Conclusion: Unity Leading to Truth ........................................................... 107 III. THE VERTICAL AND HORIZONTAL ORGANIZATION OF SOCIETY AND ITS EFFECT ON UNITY ................................................................. 109 Vertical and Horizontal Organization of Society: Organization by Frame and Attribute ........................................................................... 110 a. Organization by frame .................................................................... 111 b. Organization by attribute ................................................................ 113 Some Examples of Groups Organized by Frame and Attribute ................... 115 A Brief Comparison of Some Relevant Aspects of Groups Organized by Frame and Attribute ........................................................................... 119 vi a. Membership ................................................................................... 120 b. The authority and power of the head or leader ................................ 121 c. Dealing with disagreement ............................................................. 122 d. Handling open conflict ................................................................... 124 e. Stability of the group ...................................................................... 125 Are Frames Permanent or Subject to Change? What are the Consequences? ....................................................................................... 127 Diversity and Uniformity, Equality
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