Love of All Wisdom

For the past couple months I’ve been busy writing a critique of Ken Wilber‘s thought on “religion”, to be submitted to the journal devoted to his thought. I’ve been critical of Wilber before, and that article will be no different. In the next week or two I expect to post about some further criticisms that the article didn’t have room for.

But I don’t want all these criticisms to make it sound like I think Wilber’s thought is silly, fruitless or otherwise wrong-headed. Quite the opposite. I engage with Wilber’s ideas this much precisely because his project is so important and valuable. Granted, his writings don’t stand up well to either analytic or continental assessment: his arguments are sometimes maddeningly imprecise, and his readings of other thinkers tend strongly to the superficial. But what Wilber lacks in precision and depth, he makes up for in breadth. (continue reading…)

I’ve been delighted to take up my new full-time job as educational technologist at Boston University. It’s been great to use my background in scholarship and teaching in a way that, unlike faculty work, actually makes a living.

My specialty as a technologist has been to help faculty adopt ePortfolios – electronic collections of student and faculty work, typically with the intent of making student learning visible to an outside audience. There are a variety of purposes to ePortfolios, but one of the most common is assessment – figuring out whether students are really learning what they’re supposed to be learning.

Educational institutions have come to emphasize assessment more and more in the past decade. Assessment is sometimes resisted in the humanities because of an emphasis on quantification – often with good reason, as in the case of the UK’s catastrophic RAE and its relentless insistence on quantity over quality of scholarship. But there’s no reason for humanists to be opposed to assessment in principle. We always claim that our students come out of our classes better than they were when they began – better writers, more careful readers, more thoughtful, more critical, more knowledgeable, more engaged citizens, whatever. If they didn’t improve in some such ways, there would be no point in our teaching them. And surely at least some such improvements can be observed, even if we resist attaching numbers to that improvement beyond the grades we give. Moreover, some of those who have tried to observe whether students do indeed improve in these ways in their college classes – notably Richard Arum and Josipa Roksa – have found that in many cases, in the US at least, they don’t. This fact, if true, would be disastrous, considering that US students typically go tens or even hundreds of thousands of dollars of debt for their educations. Surely we cannot merely assume that this is money well spent. And so assessment of some sort seems to me quite a valuable task.

Working professionally with assessment has led me to think more about the question: how do we assess philosophy? It is this question, I think, that may have contributed the most to the notorious divide between analytic and “continental” philosophy. (continue reading…)

A decade or so ago, in David Hall‘s graduate class on method and theory in the study of religion, Hall asked the class why the study of religion in recent years had focused so much on particular historical details in individual places rather than larger issues that characterized or crossed traditions. I responded that the competitive job market and publish-or-perish tenure system require that people take an ever narrower focus, in order to carve out a niche for themselves. Hall replied, “Er, well, yes, that’s the cynical explanation.”

And I thought: cynical? Hall made his name studying the material conditions that gave rise to American “religion,” the economics of printing and text production. Much of his career was about the (often wise) materialist advice to explain the popularity of certain ideas by following the money. And yet suddenly, when that same mirror was turned on his own intellectual environment, of the 21st-century North American university – somehow it became “cynical”? Somehow, unlike all those thinkers we study, we have magically managed to escape the pressures of money-making and live in a world of pure ideas? (continue reading…)

I started writing this blog while I was teaching at Stonehill College, which hired me for a one-year visiting position and took me on shortly after that. A Catholic school, Stonehill requires all its students to take an introductory course in religion, and a third-year course in “moral inquiry”; faculty learn rapidly that these are the bread and butter of their teaching. In my time at Stonehill I taught one elective in Hindu tradition; the other eleven course sections were all the religion requirements.

Teaching students who did not want to be there was not always a joy. The wonderful advantage of teaching Stonehill’s required courses, though, was that there was almost no restriction on content. My love of big cross-cultural questions does not play well with the specialization taught in grad school and encouraged in academic publishing, where one must learn one thing and nothing else. But I could design these courses the way I wanted. The religion department had decided it wanted one common reference point that upper-year students could turn back to, and it had decided on the book of Exodus. But as long as you taught Exodus, the rest of the course was all up to you.

And so one semester I decided I wanted to learn more about Western monotheisms, and entitled my intro religion course “God in the West.” All that Buddhism and “Hinduism” I’d studied in grad school – never mind that. Because that was stuff I already knew pretty well. One of the things I hoped to impart to my students was a love of learning; and so I decided I would teach them a subject I wanted to learn about myself.

And learn I did. (continue reading…)

I’ve lately been reading and enjoying The Demon-Haunted World, Carl Sagan‘s manifesto against pseudoscientifc beliefs (such as alien abductions). One of the more enjoyable and thought-provoking sections of the book is a discussion of scientists’ humility: “I maintain that science is part and parcel humility. Scientists do not seek to impose their needs and wants on Nature, but instead humbly interrogate Nature and take seriously what they find. We are aware that revered scientists have been wrong. We understand human imperfection.” (32) The ideal scientist humbles herself before the truths about the natural world that she finds in her work. He quotes his wife Ann Druyan to the effect that science “is forever whispering in our ears, ‘Remember, you’re very new at this. You might be mistaken. You’ve been wrong before.’” (34-5) I hadn’t thought of science in these terms before, but I think Sagan is quite right about this – to an extent, as I’ll discuss below. Sagan repeatedly and rightly stresses the importance of uncertainty for a scientist; to live up to the ideals of scientific research requires the ability to admit we are wrong. A scientist must never be too confident in her own rightness; what first seems obvious is often exactly what turns out to be wrong, overthrown by the evidence. I think this is excellent advice for scientists to follow – or anyone else.

After quoting Druyan, Sagan proceeds immediately to add: “Despite all the talk of humility, show me something comparable in religion.” And this is where he goes astray. (continue reading…)

I’ve been wanting to follow up on an earlier post and ask just what science, natural science, really is. I realize that the concept “science” has two separate and distinguishable, though related, meanings. On one hand, “science” has a normative meaning – it names an ideal, of how our investigations into the empirical world should be conducted. On the other, it has a descriptive meaning – it names a set of institutions with a history, inhabited by fallible human beings who, often as not, fail to live up to that ideal even though they are supposed to live up to it.

The first, normative meaning is the one with the most philosophical significance. This is the one with normative weight; it is in this sense that, if we call something unscientific, we are saying something bad about it. I haven’t pinned down the details of this normative sense as much as I’d like yet, but I think it involves testing falsifiable hypotheses, making controlled experiments, controlling for variables, and above all rejecting hypotheses that turn out to be falsified. I expect to say more about this normative sense of science in the near future.

Overall I think it is that first (normative) sense of science that’s most relevant to philosophical inquiry, inquiry about the nature of reality and how we should live in it. But the second sense also matters, if only because we need to isolate it as a way of understanding the first. In this descriptive sense, science is what scientists do, and scientists are people who have been trained in academic science departments. This is the realm where scientists fudge data to fit their own political agenda or that of their corporate funders. It is also what Thomas Kuhn famously catalogued in his The Structure of Scientific Revolutions, where the consensus among scientists moves much more randomly and haphazardly than the normative ideal should indicate. There is something about science in the first sense that is (I would argue) inherently good; this is not the case about science in the second sense. A man who has a PhD in biology but regularly falsifies data to fit his preconceptions is a scientist in only the second (descriptive) sense, not the first (normative) sense.

What strikes me about this distinction, though, is that much the same distinction could be made about any given “religion.” (continue reading…)

I don’t normally make posts that are just links to external content, especially if that content is not particularly philosophical. But the material conditions of the academic philosopher’s life are a topic that has come up here several times before, and probably will again soon enough. This poem, by the anonymous blogger Paraphernalian, expresses my own reasons for leaving faculty work, far more beautifully than I could have myself. My only change is that I don’t necessarily intend to leave the academy itself, just faculty work – there are plenty of jobs in academia (especially for PhD holders) where the market is not like this. But that’s a small point. If you have ever spoken the words “don’t give up” – or their equivalent – to a PhD holder who is considering non-faculty work, you must read this short poem. If you are trying to find a faculty position or will be soon, you should read this too, so that you may consider your other options. Leaving the faculty market is not about losing hope – it’s about regaining it. Read, and take heart:

because: a manifesto

Glenn Wallis has recently produced a fascinating new piece of “Buddhist theology” called the Buddhist Manifesto. The document first strikes me for what it tells us about the process of writing about Buddhism today. Wallis, like me, was once a Buddhist-studies academic in a fairly standard mold: PhD from Harvard, assistant professor at the University of Georgia. (I was offered his old job at Georgia, and turned it down because the offer given would have required me to teach twice as many courses as he did, for less total pay and no chance of tenure.) I had read the major work he produced in that capacity: Mediating the Power of Buddhas, a study of a seventh-century Buddhist Sanskrit ritual text called the Mañjuśrīmūlakalpa. Mediating the Power of Buddhas offers a close and careful reading of this particular text. But one is left wondering at the end: why was this written? It avoids historical context, attempting instead to “enter into the world” within the text, which makes it difficult to learn much from the study about the text’s historical period and its contemporaries (say, Śāntideva). But it also avoids constructive philosophical engagement with the text – asking how it might challenge our current ideas about the world and how to live in it. If one can get neither history nor constructive application from this study, what can one get from it?

My critique of Wallis’s older work is hardly limited to Wallis; one could make it about a great number of works produced in contemporary religious studies. Anne Monius encouraged her students to ask of the texts and rituals they study: “Why bother?” and “So what?” Why do people bother doing this, and what is its significance for their culture? What she never asked students was to turn those same questions on ourselves: ask of our own work, “Why bother?” and “So what?” But it seems to me like these are the most pressing questions to ask of a work like Mediating the Power of Buddhas.

No such problem exists in the Buddhist Manifesto! (continue reading…)

In the previous post I noted that I am completely unimpressed by Ludwig Wittgenstein’s On Certainty. What I know of the rest of his work, at least the Philosophical Investigations, has done little to impress me either. (Most of what I read serves to convince me more strongly that he is wrong.)

I suppose I’ve long been predisposed against Wittgenstein because of the unfortunate ways his thought is used in religious studies. (continue reading…)

Since my post on Pierre Hadot, I’ve come to realize that genuinely philosophical thought today must include elements of the domains usually called “religion” and “science” (and that those two domains must overlap to some degree). Having done a degree in religious studies, I’ve thought through the concept of “religion” a lot – mostly to identify what a misleading category it is, though of course the phenomena it typically points to matter a lot.

But what about science? It’s intriguing to me that for one of the most highly regarded philosophers of science, Karl Popper, the central problem in philosophy of science is demarcation. That is to say, for Popper, the most important thing philosophy of science needs to do is to distinguish science from non-science.

At first this seems an oddly defensive position to take. Compare “philosophy of science” in this regard to “philosophy of religion.” (continue reading…)