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Kierkegaard And/Or Catholicism: a Matter of Conjunctions Center for Catholic Studies, Seton Hall University Seton Hall University eRepository @ Seton Hall Center for Catholic Studies Faculty Seminars and Center for Catholic Studies Core Curriculum Seminars 2008 Kierkegaard and/or Catholicism: A Matter of Conjunctions Center for Catholic Studies, Seton Hall University Follow this and additional works at: https://scholarship.shu.edu/catholic-studies Part of the Christianity Commons, Practical Theology Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Center for Catholic Studies, Seton Hall University, "Kierkegaard and/or Catholicism: A Matter of Conjunctions" (2008). Center for Catholic Studies Faculty Seminars and Core Curriculum Seminars. 14. https://scholarship.shu.edu/catholic-studies/14 Seton Hall University eRepository @ Seton Hall Center for Catholic Studies Faculty Seminars Proceedings Summer 2008 Kierkegaard and/or Catholicism: A Matter of Conjuctions Center for Catholic Studies, Seton Hall University Follow this and additional works at: http://scholarship.shu.edu/summer-seminars Part of the Christianity Commons, Practical Theology Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Center for Catholic Studies, Seton Hall University, "Kierkegaard and/or Catholicism: A Matter of Conjuctions" (2008). Center for Catholic Studies Faculty Seminars. Paper 4. http://scholarship.shu.edu/summer-seminars/4 ―Kierkegaard and/or Catholicism: A Matter of Conjuctions‖ 2008 Summer Seminar Center for Catholic Studies Seton Hall University CENTER FOR CATHOLIC STUDIES Faculty Summer Seminar 2008 ―Kierkegaard and/or Catholicism: A Matter of Conjunctions‖ Facilitator: William Cahoy Dean, School of Theology and Seminary, Saint John’s University May 20-22 (8:30 am to 12:00 pm) “Kierkegaard and/or Catholicism: A matter of conjunctions” It is often said (accurately) that one of the distinguishing marks of a Catholic understanding of life is its both-and approach in contrast to the either-or approach more characteristic of a Protestant sensibil- ity. For example, Catholics tend to live with and argue for both scripture and tradition, faith and works. The Danish Lutheran Søren Kierkegaard is often cited as a paradigm of Protestant either-or thinking. In this seminar we will explore what we might learn not only about Catholicism and Kierke- gaard, but even more about Christianity, human life, and the logic of conjunction. William Cahoy is Dean of the School of Theology and Seminary and Associate Professor of Systematic Theology at Saint John’s University in Collegeville, MN. A Catholic theologian, Professor Cahoy wrote his dissertation at Yale University on Kierkegaard’s view of the self in community. He has published on Kierkegaard’s theological anthropology and on feminist theology in Modern Theology, written many re- views, and gives talks around the country on issues in Catholic higher education, the Catholic Intellectual Tradition, faith and the liberal arts, and faith and reason How to apply: The seminar is open to all full-time faculty. Participants will receive a stipend of $500.00 for the seminar. Participating faculty will be expected to discuss certain texts and to write a short article about the topic from their own perspective and discipline. These articles will be collected and dissemi- nated on-line. Articles will be expected eight weeks after the end of the seminar. Fifteen faculty will be accepted for the seminar, preference being given to those who have not participated in the past. Apply by indicating your interest to Anthony Sciglitano, Religious Studies Department, at [email protected] tel. 973-761-9544. Deadline for indicating interest is May 1, 2008. This seminar is co-sponsored by the Center for Catholic Studies and the Center for Vocation and Ser- vant Leadership at Seton Hall University. It is part of a series of such workshops focusing on the notion of “calling” in the various disciplines. TABLE OF CONTENTS Announcement…….……………………………………………………………..…2 On Knowing and Being:…….....………….….. …………………………………….4 Reflections on Truth, Love and Identity Janine P. Buckner Kierkegaard’s Dialectic and the…………...……………………………………...….7 Distrust of Intimacy Ed Jones Lonergan and Kierkegaard: Some Convergences..…………………………………..11 Richard M. Liddy Kierkegaard’s Attack upon Assistant Professors:…………………………………....16 Proof of the Importance of Systematic Theology Lawrence B. Porter The Idea of Order in Soren Kierkegaard…………. .……………………………….21 John P. Wargacki About the Participants…………………………...............................................................23 On Knowing and Being: Reflections on Truth, Love, and Identity Janine P. Buckner I am thrilled to have had the opportunity ingly long-ago days, I even wrote a few papers on to participate in the Center‘s Faculty seminar, the meaning-making processes of the human ―Kierkegaard and/or Catholicism: A Matter of mind (or psyche) as engaged in living a life of Conjunctions‖ this May. The seminar, adeptly faith (or doing a faith-full life, depending upon facilitated by Dr. William Cahoy, Dean of the the perspective). Regrettably, however, once I School of Theology and Seminary at St. John‘s began to specialize in the aspects of my profes- University, was focused upon Søren Kierkegaard‘s sional expertise (research and theory of cognitive writings on Christianity, the human experience, development in Psychology), I necessarily had to and the value of recognizing and maximizing in- put some of these broader issues aside for the sake dividuals‘ responsibilities in relation to an abso- of finishing graduate school (not to mention lute God. Faith is a central aspect of my life, and I forming my family and developing a professional greatly enjoyed the discussions of Kierkegaard‘s and personal life). Having an opportunity to re- views that ensued in the gathering of my es- visit some of these deeper aspects has been re- teemed and erudite colleagues! Perhaps most re- invigorating and inspiring. warding for me was the time we had to share our own definitions and perspectives with each other. Perhaps the greatest value for me in this I found the seminar personally enlightening, workshop experience was the establishment of an stimulating, and useful for some potential re- incubation period and subsequent ―re- search projects, and am thrilled to have had the percolation‖ of schemas surrounding the mean- ability to participate. ing of personhood in a spiritual sense. Indeed, some of Kierkegaard‘s ideas are echoed in some The seminar afforded me many benefits, foundational theories underlying developmental not the least of which was time to engage in dis- psychology (particularly as these structures relate course and learning at a level at which I have not to identity development and moral reasoning). had the luxury to experience in many years. In- Many of Kierkegaard‘s ideas map directly onto deed, the experience of being immersed with col- my own personal views, and could be useful for leagues in such a stimulating atmosphere was a developing a set of hypotheses for research. In rather luxurious one for me. Even though I was fact, some of the seminar content with which we teaching (the Psychology of Gender course) while contended has stimulated new ideas which I hope also reading and participating in the reflections to incorporate into upcoming research projects. regarding Kierkegaard‘s views of the world and For instance, I would like to explore how students the here-after, I felt as if I could go on forever in who are still engaged in self-discovery come to that ―mode!‖ I am grateful for the wonderful ex- terms with such issues as what it means to both perience, and I wish it could have continued. I be and live as a Christian, by asking them to share doubt that I am alone in this feeling; many of us narratives about meaningful moments in their have hatched plans to continue in the fall what lives. Through such avenues, I may gain insight discourses have already begun. into not only what characteristics maturing stu- dents endorse or strive to acquire according to For me, the most exciting aspect of the the values of a religious worldview or culture, but workshop was having the opportunity to be in the whether (or how) a developing sense of self as a student/learner role in exploring some of my spiritual person is defined or shaped by these most favorite topics. (I used an entire notebook such schemas of knowledge. Many constructs for notes) In what seems like an eternity ago (!) I could be useful in an endeavor of this kind; more- enrolled as a college student in several courses on over, such work could lend itself in valuable ways the intersection of psychology and philosophy as to practical applications in a place like Seton Hall they relate to identity. At that time I was keenly where students, staff, faculty, and administrators interested in the immersion of self in community, are encouraged to consider vocation, personal and I enjoyed debates on principles such as development, commitment to missions and val- knowing truth versus being truth. In those seem- ues, and a life of faith. Of all the topics that we discussed, the themselves to the Grace of God to help shape most exciting potential for specific research re- their lives and instruct their choices. In this lates to the ideas of the 3 stages of being, or what realm, the individual shifts to a more ―mature‖ we as a group called the ―3-ring circus‖ of life. development, demonstrating a conviction to place This is particularly intriguing to me as a narrative
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