Paul's Intellectual Courage in the Face of Sophisticated Unbelief

Total Page:16

File Type:pdf, Size:1020Kb

Paul's Intellectual Courage in the Face of Sophisticated Unbelief 3. Jahrgang MARTIN MBS TEXTE 63 BUCER 2006 SEMINAR Thomas K. Johnson Paul’s Intellectual Courage in the Face of Sophisticated Unbelief BUCER IN S T E M R A I N M A R 2 1 : E P 4 H TheologicalTheologische Accents Akzente TableInhaltsverzeichnis of Contents Romans 1:16–32 (original translation) ..................................... 4 The Human Condition before God: An Exposition of Themes from Romans 1 ................................ 4 General Revelation, Christian Learning, and Gospel Proclamation ......................... 9 Annotations ............................................................................. 16 The Author .............................................................................. 16 Impressum ............................................................................. 17 1. Aufl. 2006 Paul’s Intellectual Courage in the Face of Sophisticated Unbelief Paul’s Intellectual Courage in the Face of Sophisticated Unbelief: The Advantage of Grasping General Revelation Thomas K. Johnson The Apostle Paul was one of the most the whole range of Jewish and Gentile courageous men who ever lived. He was worldviews, beliefs, and cults. This able to overcome all sorts of fear, anxi- makes an important question unavoid- ety, and doubt in a vast array of situ- able: Where or how did Paul attain this ations. When he was beaten, stoned, high level of intellectual courage? The or shipwrecked, he found courage to answer, as given in Romans 1, seems to continue on to the next city or vil- be that Paul attained this intellectual lage, even though his next encounter courage from his understanding of the with pain might be worse than the last. human condition before God, a condi- When he faced distortions of the faith, tion characterized by the repression of unbelief, and gross immorality in the God’s general revelation. In the follow- new churches, he responded firmly but ing, in a way that should not be very patiently, calling his people to live con- technical or very original, we will try to sistently in light of the core of the New gain an overview of Paul’s understand- Testament proclamation and teaching. ing of the human condition of reject- And running in, through, and under ing God’s general revelation, which his other types of courage was an over- includes parts of a theory of knowledge. powering intellectual courage: he had This will be in three parts: an origi- complete confidence in the truth and nal translation of Romans 1:16-32; an importance of his message, in spite of exposition of selected themes in this the fact that the massive majority of text; and some theological/philosophi- his neighbors thought his message was cal reflections inspired by Paul’s method simply foolish nonsense. This becomes of thought. The goal of this study is to more striking when one sees that Paul assist believers in understanding the did not live in a spiritual ghetto, sepa- condition of the unbelieving world, rated from the various religions and thereby increasing our intellectual and philosophies of his day. The New Tes- practical courage in communicating tament portrays a man who carried the biblical message in the midst of a on a living, continual dialog, with the secular world.1 literature, ideas, and representatives of THEOLOGISCHE AKZENTE 3 Thomas K. Johnson Romans 1:16–32 ever. Amen. (26) Therefore, God gave (original translation) them over unto dishonorable passions; for example, the women exchanged I am not ashamed of the gospel, for it is natural sexual relations for those which the power of God intended for salvation are contrary to nature, (27) as also the for each person who believes, first for the men left natural sexual relations with Jew and then for the Greek. (17) In it women and burned in their desires for the righteousness of God is revealed by each other, man for man, contrary to faith and unto faith, as it is written, the scheme of nature; and thereby they ... The righteous will live by faith ... receive in themselves the repayment which was necessary for their delusion. (18) For the wrath of God is being (28) And since they did not recog- revealed from heaven against all the nize the knowledge of God that they godlessness and injustice of men who had, God gave them over to a confused suppress the truth by means of injus- state of mind, to do those things which tice, (19) since the knowledge of God are inappropriate. (29) They are full of is plain in them; for God has made envy, murder, strife, deceit and malice. himself known to them. (20) His invis- They are gossips, (30) slanderers, God- ible characteristics are received into haters, insolent, arrogant, and boastful; consciousness through the creation of they invent ways of doing evil; they dis- the world, namely his invisible power obey their parents; (31) they are sense- and divine nature, so that people are less, disloyal, lacking in normal affec- without an apology. (21) Although they tions, and merciless. (32) They know knew God, they did not glorify him or the requirement of God that those who give thanks to him, but became worth- do such things are worthy of death, but less in their thoughts and their senseless they not only do these things, they also hearts were darkened. (22) Claiming to approve of those who do them. be wise, they became foolish and (23) exchanged the glory of the immortal God for the image of the likeness of The Human Condition before mortal man, birds, animals, and rep- God: An Exposition of Themes tiles. from Romans 1 (24) Therefore God gave them over by means of the covetous desires of To understand Paul’s conception of their hearts unto uncleanness to dis- human nature before God, one has to honor their bodies among themselves, be ready to see human knowledge and (25) particularly the very people who life as filled with contradictions and ten- exchanged the truth of God for a lie and sions. At the center of these contradic- deified and worshipped the creation in tions stands the problem that all people place of the Creator, who is blessed for- have knowledge of God, even though MBS TEXTE 63 Paul’s Intellectual Courage in the Face of Sophisticated Unbelief people often do not want to accept or As Paul describes this general revela- acknowledge that they have a knowl- tion, it is important to notice that it has edge of God. Though Paul did not very significant content. It is not only give us precise terminology to use, he a vague feeling or awareness of some- assumes some type of contrast between thing higher or holy, though this is two types of knowledge of God, some- surely included. At least three distinct thing like a contrast between a deficient aspects of the content of general rev- knowledge and a proper knowledge, or elation are specifically mentioned: the a contrast between a rejected knowledge power of God, the deity of God (vs. and an accepted knowledge. The first 20), and a very significant portion of type of knowledge is what all people the moral demands of God’s law (vs. have by virtue of creation, whether it is 32), which fits closely with a natural called deficient or rejected knowledge scheme or pattern for life (vs. 27). This of God. The second type of knowledge, content is much of what has often been whether it is called proper or accepted, called “ethical monotheism;” in Paul’s comes only by the gospel. way of thinking, ethical monotheism Paul claims that God really is reveal- is the pattern of truth proclaimed by ing himself through creation to all God through creation (as well as in the people on earth, and the language he Scriptures). uses is in the present tense, meaning As a result of this general revelation, this is an active, ongoing work of God there is a very important sense in which through all of human history. God all people in all times and places know did not merely create the world and go God. Paul says the knowledge of God into retirement (as some Deists seem to is plain to all people and in all people think); he is currently speaking to all (vs. 19) and this knowledge is taken men, women, and children, whether or into the consciousness of all people (vs. not they want to listen to God or believe 20). Of course, there is also an impor- in God. To avoid misunderstanding, tant sense in which many people do it may be wise to notice that Paul sees not know God; this is what makes the this activity of God as coming before gospel so important. One of the deep- any human interest in knowing God or est self-contradictions or paradoxes of asking about God. This activity of God human experience is that in at least has often been called general revelation, one area, lack of knowledge is based on natural revelation, or creational revela- knowledge, namely in relation to God. tion by followers of Paul. Each of these How can this be? terms has certain strengths, since this People generally do not like knowing revelation of God is general (to all peo- God. And for this reason this knowl- ple), coming through nature (including edge is suppressed or repressed, with human nature), which is always under- the result that people can easily say they stood to be God’s creation. do not know God, while, at the same THEOLOGISCHE AKZENTE Thomas K. Johnson time, they really do know God in an very similar is happening all the time in important sense. They know a lot about relation to God. People say they do not his power, his deity, and his moral law. know God, when they do know God.
Recommended publications
  • How Philosophers Rise and Empires Fall in the Work of Leo Strauss
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2019 Ungodly Freedom: How Philosophers Rise and Empires Fall in the Work of Leo Strauss Eli Karetny The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2819 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] UNGODLY FREEDOM: HOW PHILOSOPHERS RISE AND EMPIRES FALL IN THE WORK OF LEO STRAUSS by Eli Karetny A dissertation submitted to the Graduate Faculty in Political Science in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2019 © 2018 Eli Karetny All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Political Science in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. PROFESSOR COREY ROBIN _________________ ____________________________________ Date Committee Chair _______________ PROFESSOR ALYSON COLE Date ____________________________________ Executive Officer Supervisory Committee: Corey Robin Alyson Cole Carol Gould THE CITY UNIVERSITY OF NEW YORK iii Abstract UNGODLY FREEDOM: HOW PHILOSOPHERS RISE AND EMPIRES FALL IN THE WORK OF LEO STRAUSS by Eli Karetny Advisor: Professor Corey Robin This dissertation argues that to fully understand the work of Leo Strauss, scholars must look beyond the Platonic and Machiavellian elements in Strauss and explore how Nietzsche’s ideas about nihilism, the will to power, the eternal return, and the ubermensch influence Strauss’s critique of modernity, his understanding of the relationship between philosophy and politics, and his redefinition of the philosopher as a prophetic lawgiver.
    [Show full text]
  • Malebranche's Augustinianism and the Mind's Perfection
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations Spring 2010 Malebranche's Augustinianism and the Mind's Perfection Jason Skirry University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the History of Philosophy Commons Recommended Citation Skirry, Jason, "Malebranche's Augustinianism and the Mind's Perfection" (2010). Publicly Accessible Penn Dissertations. 179. https://repository.upenn.edu/edissertations/179 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/179 For more information, please contact [email protected]. Malebranche's Augustinianism and the Mind's Perfection Abstract This dissertation presents a unified interpretation of Malebranche’s philosophical system that is based on his Augustinian theory of the mind’s perfection, which consists in maximizing the mind’s ability to successfully access, comprehend, and follow God’s Order through practices that purify and cognitively enhance the mind’s attention. I argue that the mind’s perfection figures centrally in Malebranche’s philosophy and is the main hub that connects and reconciles the three fundamental principles of his system, namely, his occasionalism, divine illumination, and freedom. To demonstrate this, I first present, in chapter one, Malebranche’s philosophy within the historical and intellectual context of his membership in the French Oratory, arguing that the Oratory’s particular brand of Augustinianism, initiated by Cardinal Bérulle and propagated by Oratorians such as Andre Martin, is at the core of his philosophy and informs his theory of perfection. Next, in chapter two, I explicate Augustine’s own theory of perfection in order to provide an outline, and a basis of comparison, for Malebranche’s own theory of perfection.
    [Show full text]
  • Thomas Aquinas' Metaphysics of Creatio Ex Nihilo
    Studia Gilsoniana 5:1 (January–March 2016): 217–268 | ISSN 2300–0066 Andrzej Maryniarczyk, S.D.B. John Paul II Catholic University of Lublin Poland PHILOSOPHICAL CREATIONISM: THOMAS AQUINAS’ METAPHYSICS OF CREATIO EX NIHILO In keeping with the prevalent philosophical tradition, all philoso- phers, beginning with the pre-Socratics, through Plato and Aristotle, and up to Thomas Aquinas, accepted as a certain that the world as a whole existed eternally. They supposed that only the shapes of particu- lar things underwent transformation. The foundation for the eternity of the world was the indestructible and eternal primal building material of the world, a material that existed in the form of primordial material elements (the Ionians), in the form of ideas (Plato), or in the form of matter, eternal motion, and the first heavens (Aristotle). It is not strange then that calling this view into question by Tho- mas Aquinas was a revolutionary move which became a turning point in the interpretation of reality as a whole. The revolutionary character of Thomas’ approach was expressed in his perception of the fact that the world was contingent. The truth that the world as a whole and eve- rything that exists in the world does not possess in itself the reason for its existence slowly began to sink into the consciousness of philoso- phers. Everything that is exists, as it were, on credit. Hence the world and particular things require for the explanation of their reason for be- ing the discovery of a more universal cause than is the cause of motion. This article is a revised and improved version of its first edition: Andrzej Maryniarczyk SDB, The Realistic Interpretation of Reality.
    [Show full text]
  • What Is Everyday Courage?
    CHAPTER 1 What Is Everyday Courage? The courage of life is often a less dramatic spectacle than the courage of a final moment, but it is no less than a magnificent mixture of triumph and tragedy. People do what they must—in spite of personal consequences, in spite of obstacles and dangers and pressures—and that is the basis of all human morality. —John F. Kennedy The Evolution of Courage Early Greek philosophers, Plato, Aristotle, and Socrates, participated in spirited debates about the definition of courage. They were in agreement that courage was one of four virtues. The four virtues are prudence, justice, temperance, and courage. Aristotle is credited with saying that courage is the first of all virtues. It makes all other virtues possible. It was Socrates who asked, “What is courage?” He spent many hours with his students attempting to discover the answer to this question. Plato’s ideas about courage, found throughout his writings, liken courage to a kind of perseverance. He took into account and considered how cour- age related to everyday common activities such as facing sickness, poverty, pains, and fears. Aristotle’s definition of courage was focused on physical 9 courage, the courage of soldiers on the battlefield or the courage of men in defense of their families, and the role they play in keeping the polis, or city, safe. Aristotle’s conception of courage was that courage as well as the other virtues represented a system of means between extremes. With courage, the two extremes were cowardice and rashness. A coward runs away in the face of danger, as opposed to the extreme of rashness, which is when a person faces danger in a careless or foolish manner.
    [Show full text]
  • Critical Thinking Competency Standards
    A Guide For Educators to Critical Thinking Competency Standards Standards, Principles, Performance Indicators, and Outcomes With a Critical Thinking Master Rubric by Richard Paul and Linda Elder Foundation for Critical Thinking Letter to the Reader Much lip service is given to the notion that students are learning to think critically. A cursory examination of critical thinking competency standards (enu- merated and elaborated in this guide) should persuade any reasonable person familiar with schooling today that they are not. On the other hand, a reasonable person might also conclude that no teacher in any single subject could teach all of these standards. We agree. The critical thinking competency standards articulated in this guide serve as a resource for teachers, curriculum designers, administrators and accrediting bod- ies. The use of these competencies across the curriculum will ensure that critical thinking is fostered in the teaching of any subject to all students at every grade level. We can expect large groups of students to achieve these competencies only when most teachers within a particular institution are fostering critical thinking standards in their subject(s) at their grade level. We cannot expect students to learn critical thinking at any substantive level through one or a few semesters of instruction. Viewed as a process covering twelve to sixteen years and beyond, and con- tributed to by all instruction, both at the K-12 as well as the college and univer- sity level, all of the competencies we articulate, and more, can be achieved by stu- dents. We recommend therefore that those responsible for instruction identify which competencies will be fostered at what grade level in what subjects for what students.
    [Show full text]
  • Educating for Intellectual Virtues
    ! ! ! ! ! ! ! EDUCATING FOR INTELLECTUAL VIRTUES An introductory guide for college and university instructors ! ! ! ! Jason Baehr, Ph.D. Professor of Philosophy Loyola Marymount University www.jasonbaehr.wordpress.com [email protected] ! Copyright © 2015 by Jason Baehr TABLE&OF&CONTENTS& 1. Introduction p. 1 2. Guiding Principles p. 4 3. Practices p. 9 3.1. Course goals p. 10 3.2. Mission statement p. 11 3.3. Direct instruction p. 12 3.4. Self-reflection and self-knowledge p. 14 3.5. Creating and calling attention to opportunities for practice p. 17 3.6. Virtue-based feedback p. 26 3.7. Modeling p. 29 3.8. Conclusion p. 32 4. References p. 33 5. Additional Resources p. 35 ! ! * 1. INTRODUCTION ! Intended audience This guide is for college and university instructors interested in making a more conscious effort to “educate for intellectual virtues.” By “intellectual virtues” I mean the deep personal qualities or character traits of a good thinker or learner. Intellectual virtues are different from and shouldn’t be confused with other kinds of cognitive strengths, including raw intelligence or intellectual skills (Baehr 2011: Ch. 2). More precisely, this guide is for college and university instructors interested in teaching their respective subject matters—whatever these might be—in ways that will help their students better appreciate, practice, and cultivate virtues like curiosity, open- mindedness, intellectual humility, and intellectual courage. Sources The ideas and suggestions contained herein come from three main sources. One is theoretical work in “virtue epistemology,” which is an approach to the philosophical study of knowledge that focuses on intellectual virtues and their role in the cognitive life.
    [Show full text]
  • EMBODYING REALITY by Cynthia A. Karaffa Bachelor of Arts, Edinbor
    INTELLECTUAL COURAGE AND THE SOCIAL CONSTRUCTION OF TERRORISM: EMBODYING REALITY by Cynthia A. Karaffa Bachelor of Arts, Edinboro University, 1980 Master of Arts, Duquesne University, 1982 Master of Public and International Affairs, University of Pittsburgh, 1997 Submitted to the Graduate Faculty of School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2012 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Cynthia A. Karaffa It was defended on December 7, 2011 and approved by Emma T. Lucas-Darby, Professor Emerita, Department of Social Work, Carlow University Donald M. Goldstein, Professor Emeritus, Graduate School of Public and International Affairs Academic Advisor: William E. Bickel, Professor, Administrative and Policy Studies Research Advisor: Michael Gunzenhauser, Associate Professor, Administrative and Policy Studies ii Copyright © by Cynthia A. Karaffa 2012 iii INTELLECTUAL COURAGE AND THE SOCIAL CONSTRUCTION OF TERRORISM: EMBODYING REALITY Cynthia A. Karaffa, M.A., M.P.I.A., PhD University of Pittsburgh, 2012 Undertaking the exploration of the diverse, thought-provoking interpretations students provided for the words “terrorism” and “terrorist” is the basis of this work. The purpose in describing their interpretations is to acknowledge, in some instances, their acceptance of and resistance to “official” definitions and versions of “reality” regarding terrorism and terrorist. My interest is in showing how reality is constructed and experienced by students and how we as researchers and educators may create new possibilities of reality. This display of reality utilizes seven female students’ written discourse and is presented through the lens of sociological, political, and educational theories.
    [Show full text]
  • PDF Importance of Critical Thinking in Solving
    RESEARCH ASSOCIATION for R A I S INTERDISCIPLINARY NOVEMBER 2019 STUDIES DOI:10.5281/zenodo.3549998 Importance of Critical Thinking in Solving Society’s Problems Abdulrahman Alshahrani Graduate Student, Wright State University, Fairborn, United States, [email protected] ABSTRACT: Critical thinking is essential in making a sound judgment and addressing concerns in real life. The importance of this seemingly small sphere hinges on its philosophical aspects and ability to blend one's common sense with reason, intellectual empathy, perseverance, and knowledge. From this perspective, my paper demonstrates how critical thinking can be practically used to solve society's issues. It articulates the best way of changing people's perception of this broad discipline. By examining relevant articles, specifically, The Bell by Iris Murdoch, I demonstrate how society can gain a precise sense of reality. Also, I delve on how people can solve their problems without assumptions and clouded misgivings. Fictitious characters are vastly used to illustrate how critical thinkers can design appropriate solutions to overcome society's competitive scenarios through situational analysis and evaluation of the environment. I review Murdoch's symbolism to explain the benefits of using critical thinking in any contemporary society. The article constructs a practical narrative that moral vision is equally or, arguably, more important in any problem-solving or decision-making process. Further, it focuses on the necessary critical thinking steps that can ensure independent thinking without emotional distractions. The steps are essential in guaranteeing that communities make the single best solution to each of their problems. The study relies on the connection between philosophy and fiction to create valid arguments and explore how society can embrace courage, intellectualism, and unbiased judgment to solve most, if not all, of its inherent problems.
    [Show full text]
  • Critical Thinking (2) Learner Development Unit P
    Critical Thinking (2) Learner Development Unit “Critical” – “Critically” ‐ Emphasise analytical ‐ Serious ‐ Thorough / ‐ Salient thoroughness ‐ Brainstorming ‐ Rigour / rigorous ‐ In‐dthdepth examitiination ‐ Attention to detail ‐ Detail ‐ Evidence ‐ Analysis / analyse / Thinking … • Finding things out implications • Noticing connections • Working things out • Analysing • Realising • Deciding • Summarising underpinnings • Solving • Hypothesising • NtiiNoticing • Justifying • Evaluating assumptions • • Remembering • Sequencing Testing • (Adapted from McGuinness, 1999) • Planning • Ordering • McGuinness, C. (1999). From Thinking Skills to Thinking • Arggguing • Sorting Classrooms: A Review and Evaluation of Approaches for • Identifying • Classifying Developing Pupils' Thinking. • Speculating • Grouping Nottingham: DfEE Publications. • Calculating • Predicting • Comparing • Concluding • Deducing • Distinguishing • Realising • Noticing exceptions Thinking (1) … Thinking (2) … Thinking (3) … What kind of Thinker are you? (1) • “I hate talk shows where pppeople shout their opinions but never give any reasons at all.” • “Figuring out what people really mean is important to me." • “I always do better in jbjobs where I'm expected to thin k things out for myself.” • “I hold off making decisions until I have thought through my options.” • “Rather than relying on someone else's notes, I prefer to read the matilterial myself”lf.” • “I try to see the merit in another’s opinion, even if I reject it later.” • “Even if a problem is tougher than I expected,
    [Show full text]
  • Introduction
    OUP CORRECTED PROOF – FINAL, 9/6/2011, SPi Chapter 1 INTRODUCTION One remarkable feature of our species is its propensity for inquiry. We humans are neither oblivious to nor indifferent about our surroundings. Nor is our interest in our surroundings purely practical. Rather, as beings that are both reflective and rational, we often find ourselves fascinated and puzzled by the world around us. We desire to know, to understand how things are, were, or might someday be. As a result, we make intentional and sustained efforts to figure things out. We inquire. Yet inquiry can go well or it can go poorly. Sometimes the difference is attributable to a relatively mechanical factor, as when a person fails to reach the truth on account of a defective cognitive faculty, for example, poor vision, weak hearing, or a faulty memory. Often, however, the success or failure of an inquiry has a more personal source. This is due to the fact that inquiry has a robustly active dimension. It involves observing, imagining, reading, interpret- ing, reflecting, analyzing, assessing, formulating, and articulating. Success in these activities is hardly guaranteed by the possession of sharp vision, sensitive hearing, or an impeccable memory. Rather, it requires an exercise of certain intellectual character traits. It can require, for instance, that one engage in attentive observation, thoughtful or open-minded imagination, patient reflection, careful and thorough analysis, or fair-minded interpretation and assessment.1 As this suggests, inquiry makes substantial personal demands on inquirers. It demands an exercise of a range of “intellectual character virtues.” Typically, when we think or speak of “character” or “virtues,” we have something distinctively moral in mind.
    [Show full text]
  • ED354572.Pdf
    DOCUMENT RESUME ED 354 572 CS 508 088 AUTHOR Swarts, Valerie R. TITLE Critical Thinking: Friend or Foe of Higher Education. PUB DATE 30 Oct 92 NOTE 15p.; Paper presented at the Annual Meetingof the Speech Communication Association (78th, Chicago,IL, October 29-November 1, 1992). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Speeches/Conference Papers (150) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS *Critical Thinking; Cultural Differences;Educational Philosophy; *Educational Trends; Higher Education; Multicultural Education; *Political Issues; Student Needs IDENTIFIERS *Educational Issues; Politically Correct Communication ABSTRACT Recent educational reform by proponents of multiculturalism and diversity has tended toidentify with cultures other than the dominant one and to embrace variationsin race, gender, age, or others. However, this trend hascaused a backlash by conservative elements against what hasbecome known as "political correctness," a backlash which in turn hasbeen extended to include an attack on the new emphasis on critical thinking. Criticalthinking should be thought of as the foundation of allsuccessful problem solving and decision making, with roots datingback to Socrates. Recently, especially in the 1980s, it hasseen a great renaissance of interest and prestige among educators. Thissharp rise contrasts with the 1950s, a period when America demonstratedan anti-intellectual atmosphere which put little emphasison critical thinking. Today's students appear to be poorly preparedas critical thinkers, z-nr! critical thinking skills havea crucial role to play in the inquiry of values and the fostering of effectivecitizenship. In spite of this lack, critical thinking initiativeshave constantly faced attack from the conservative agenda. Rather thanattack the attempts to deal with the growing global diversity andmulticultural perspectives in society, educators should recognize criticalthinking ventures as worthwhile and valuable moves towardgreater understanding and tolerance.
    [Show full text]
  • The 35Th Annual International Conference on Critical Thinking
    The 35th Annual International Conference on Critical Thinking and Educational Reform Cultivating World Justice and Freedom of Thought Through Educational and Social Reform July 2015 “…it is essential that we foster a new conception of self-identity, both individually and collectively, and a new practical sense of the value of self-disciplined, openminded thought. As long as we continue to feel threatened by those who think differently from us, we will listen seriously only to those who start from our premises, who validate our prejudices, and who end up with our conclusions.” — RICHARD PAUL, 1989 This year’s program is dedicated to Richard Paul. 2 The 35th International Conference on Critical Thinking ©2015 Foundation for Critical Thinking Press www.criticalthinking.org ©2015 Foundation for Critical Thinking Press www.criticalthinking.org The 35th International Conference on Critical Thinking 1 f Proceedings of the 35th Annual International Conference on Critical Thinking and Educational Reform July 25 - 30, 2015 g ©2015 Foundation for Critical Thinking Press www.criticalthinking.org ©2015 Foundation for Critical Thinking Press www.criticalthinking.org 2 The 35th International Conference on Critical Thinking From Past Conferences Henry Steele Neil Postman Commanger at the 2nd Conference at the 1st Conference Edward Glaser Carol Tavris at the 4th Conference at the 7th Conference David Perkins Matthew Lipman George Hanford at the 7th Conference at the 10th Conference at the 10th Conference ©2015 Foundation for Critical Thinking Press www.criticalthinking.org ©2015 Foundation for Critical Thinking Press www.criticalthinking.org The 35th International Conference on Critical Thinking 3 Dedication to Richard Paul The proceedings of the 35th International Conference on Critical Thinking are dedicated to Richard William Paul, who has dedicated his life to the advancement of fairminded critical thinking across the world.
    [Show full text]