Concordia and Newman s University

Transcription

1 Concordia and Newman s University Anders O.F. Hendrickson Department of Mathematics and Computer Science Concordia College, Moorhead, MN Faculty Mentoring Workshop

2 Outline 1 John Henry Cardinal Newman 2 Concordia and Newman s University 3 Newman s Argument 4 Lessons

3 John Henry Newman John Henry Newman,

4 John Henry Newman Born February 1, : Elected Fellow of Oriel 1824: Ordained in Church of England 1833: Oxford Movement begins 1845: Enters Catholic Church 1852: Rector-elect of new Catholic University in Dublin; delivers lectures which became The Idea of a University 1879: Created a Cardinal by Pope Leo XIII Died August 11, : Proclaimed Venerable September 19, 2010: Will be beatified during Pope Benedict XVI s trip to England

5 Some of Newman s Major Works Parochial and Plain Sermons, Essay on the Development of Christian Doctrine, 1845 The Idea of a University, 1852 Apologia Pro Vita Sua, 1864 A Grammar of Assent, 1870

6 Some of Newman s Major Works Parochial and Plain Sermons, Essay on the Development of Christian Doctrine, 1845 The Idea of a University, 1852 Apologia Pro Vita Sua, 1864 A Grammar of Assent, 1870

7 Purposes Newman s University The view taken of a University in these Discourses is the following: That it is a place of teaching universal knowledge. Concordia College The purpose of Concordia College is to influence the affairs of the world by sending into society thoughtful and informed men and women dedicated to the Christian life.

8 Purposes Newman s University The view taken of a University in these Discourses is the following: That it is a place of teaching universal knowledge. Concordia College The purpose of Concordia College is to influence the affairs of the world by sending into society thoughtful and informed men and women dedicated to the Christian life.

9 Purposes Newman s University The view taken of a University in these Discourses is the following: That it is a place of teaching universal knowledge. Concordia College The purpose of Concordia College is to influence the affairs of the world by sending into society thoughtful and informed men and women dedicated to the Christian life.

10 Purposes Newman s University The view taken of a University in these Discourses is the following: That it is a place of teaching universal knowledge. Concordia College The purpose of Concordia College is to influence the affairs of the world by sending into society thoughtful and informed men and women dedicated to the Christian life.

11 In contrast... Ezra Cornell, 1868 I would found an institution where any person can find instruction in any study. Cornell University Academic Departments

12 In contrast... Ezra Cornell, 1868 I would found an institution where any person can find instruction in any study. Cornell University Academic Departments

13 Thesis Thesis A liberal arts college, by its very nature, must include the study of divine knowledge as well as human.

14 Newman s Argument

15 Newman s Argument 1 Theology is a branch of knowledge, and therefore belongs at a university.

16 As a syllogism A university is a place for teaching every type of knowledge. Theology is a type of knowledge. Therefore a university is a place for teaching theology.

17 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

18 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

19 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

20 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

21 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

22 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

23 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

24 Two objections Obj. 1: Theology is not a type of knowledge, because different people believe different things. Reply: Different economists have conflicting theories. Reply: Physicists disagree about string theory. Reply: My students and I disagree about probability. Reply: Some people don t believe in evolution. Obj. 2: A university or college is not obliged to teach every type of knowledge. Reply: Then you forfeit the name of university. Reply: See Newman s next point.

25 Newman s Argument 1 Theology is a branch of knowledge, and therefore belongs at a university.

26 Newman s Argument 1 Theology is a branch of knowledge, and therefore belongs at a university. 2 Each branch of knowledge is defective without all the others.

27 Truth and the sciences What is truth? All that exists, as contemplated by the human mind, forms one large system or complex fact, and this of course resolves itself into an indefinite number of particular facts.... Now, it is not wonderful that, with all its capabilities, the human mind cannot take in this whole vast fact at a single glance, or gain possession of it at once. Like a short-sighted reader, its eye pores closely, and travels slowly, over the awful volume which lies open for its inspection. These various partial views or abstractions... are called sciences.

28 An example: the study of human beings Anatomy, psychology, sociology, politics, economics To study only one of these would produce a biased picture. In fact, to omit any one of them would distort your picture. In order to have possession of truth at all, we must have the whole truth.

29 An example: the study of human beings Anatomy, psychology, sociology, politics, economics To study only one of these would produce a biased picture. In fact, to omit any one of them would distort your picture. In order to have possession of truth at all, we must have the whole truth.

30 An example: the study of human beings Anatomy, psychology, sociology, politics, economics To study only one of these would produce a biased picture. In fact, to omit any one of them would distort your picture. In order to have possession of truth at all, we must have the whole truth.

31 An example: the study of human beings Anatomy, psychology, sociology, politics, economics To study only one of these would produce a biased picture. In fact, to omit any one of them would distort your picture. In order to have possession of truth at all, we must have the whole truth.

32 Newman s Argument 1 Theology is a branch of knowledge, and therefore belongs at a university. 2 Each branch of knowledge is defective without all the others.

33 Newman s Argument 1 Theology is a branch of knowledge, and therefore belongs at a university. 2 Each branch of knowledge is defective without all the others. 3 Theology is an especially important branch of knowledge.

34 The scope of theology Definition Theology is the science of God: truths we know about God, put into a system. But if there is a God, as conceived by monotheists, then this great fact affects all disciplines!

35 The scope of theology Definition Theology is the science of God: truths we know about God, put into a system. But if there is a God, as conceived by monotheists, then this great fact affects all disciplines!

36 The scope of theology What science will not find one part or other of its province traversed by its path?... Does it cast no light upon history? has it no influence upon the principles of ethics? is it without any sort of bearing on physics, metaphysics, and political science? Can we drop it out of the circle of knowledge, without allowing, either that that circle is thereby mutilated, or on the other hand, that Theology is really know science? In a word, Religious Truth is not only a portion, but a condition of general knowledge.

37 The scope of theology What science will not find one part or other of its province traversed by its path?... Does it cast no light upon history? has it no influence upon the principles of ethics? is it without any sort of bearing on physics, metaphysics, and political science? Can we drop it out of the circle of knowledge, without allowing, either that that circle is thereby mutilated, or on the other hand, that Theology is really know science? In a word, Religious Truth is not only a portion, but a condition of general knowledge.

38 Newman s Argument 1 Theology is a branch of knowledge, and therefore belongs at a university. 2 Each branch of knowledge is defective without all the others. 3 Theology is an especially important branch of knowledge.

39 Newman s Argument 1 Theology is a branch of knowledge, and therefore belongs at a university. 2 Each branch of knowledge is defective without all the others. 3 Theology is an especially important branch of knowledge. 4 If theology is not taught, then other sciences will answer theological questions badly.

40 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! Omit biology! Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

41 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! Omit biology! Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

42 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! Omit biology! Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

43 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! Omit biology! Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

44 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! law, economics, physiology, medicine,... Omit biology! Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

45 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! law, economics, physiology, medicine,... Omit biology! Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

46 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! law, economics, physiology, medicine,... Omit biology! chemistry, physics, theology,... Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

47 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! law, economics, physiology, medicine,... Omit biology! chemistry, physics, theology,... Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

48 Knowledge abhors a vacuum Each discipline exists to answer certain questions, using the proper methods. If you omit any one discipline, others will step in to tackle those questions. Examples: Omit ethics! law, economics, physiology, medicine,... Omit biology! chemistry, physics, theology,... Omit theology.... The human mind cannot keep from speculating and systematizing; and if theology is not allowed to occupy its own territory, adjacent sciences... will take possession of it.

49 Lessons for Us 1 Yes, religious truth is vitally important for the college, for our students, and for ourselves. Without it, we cannot know even our own disciplines rightly. 2 Religion is not merely a matter of feelings, nor a matter of human customs or behaviors, but a branch of knowledge about divine truths, as real as mathematics or Chinese history. 3 We must recognize the limits of our own discipline, including its inability to set its own limits. 4 We must keep up studies outside our own discipline. If [a student s] reading is confined simply to one subject, however such division of labour may favour the advancement of a particular pursuit..., certainly it has a tendency to contract his mind.

50 Lessons for Us (especially me) 1 Yes, religious truth is vitally important for the college, for our students, and for ourselves. Without it, we cannot know even our own disciplines rightly. 2 Religion is not merely a matter of feelings, nor a matter of human customs or behaviors, but a branch of knowledge about divine truths, as real as mathematics or Chinese history. 3 We must recognize the limits of our own discipline, including its inability to set its own limits. 4 We must keep up studies outside our own discipline. If [a student s] reading is confined simply to one subject, however such division of labour may favour the advancement of a particular pursuit..., certainly it has a tendency to contract his mind.

51 Lessons for Us (especially me) 1 Yes, religious truth is vitally important for the college, for our students, and for ourselves. Without it, we cannot know even our own disciplines rightly. 2 Religion is not merely a matter of feelings, nor a matter of human customs or behaviors, but a branch of knowledge about divine truths, as real as mathematics or Chinese history. 3 We must recognize the limits of our own discipline, including its inability to set its own limits. 4 We must keep up studies outside our own discipline. If [a student s] reading is confined simply to one subject, however such division of labour may favour the advancement of a particular pursuit..., certainly it has a tendency to contract his mind.

52 Lessons for Us (especially me) 1 Yes, religious truth is vitally important for the college, for our students, and for ourselves. Without it, we cannot know even our own disciplines rightly. 2 Religion is not merely a matter of feelings, nor a matter of human customs or behaviors, but a branch of knowledge about divine truths, as real as mathematics or Chinese history. 3 We must recognize the limits of our own discipline, including its inability to set its own limits. 4 We must keep up studies outside our own discipline. If [a student s] reading is confined simply to one subject, however such division of labour may favour the advancement of a particular pursuit..., certainly it has a tendency to contract his mind.

53 Lessons for Us (especially me) 1 Yes, religious truth is vitally important for the college, for our students, and for ourselves. Without it, we cannot know even our own disciplines rightly. 2 Religion is not merely a matter of feelings, nor a matter of human customs or behaviors, but a branch of knowledge about divine truths, as real as mathematics or Chinese history. 3 We must recognize the limits of our own discipline, including its inability to set its own limits. 4 We must keep up studies outside our own discipline. If [a student s] reading is confined simply to one subject, however such division of labour may favour the advancement of a particular pursuit..., certainly it has a tendency to contract his mind.

54 Lessons for Us (especially me) 1 Yes, religious truth is vitally important for the college, for our students, and for ourselves. Without it, we cannot know even our own disciplines rightly. 2 Religion is not merely a matter of feelings, nor a matter of human customs or behaviors, but a branch of knowledge about divine truths, as real as mathematics or Chinese history. 3 We must recognize the limits of our own discipline, including its inability to set its own limits. 4 We must keep up studies outside our own discipline. If [a student s] reading is confined simply to one subject, however such division of labour may favour the advancement of a particular pursuit..., certainly it has a tendency to contract his mind.

55 Lessons for Us (especially me) 1 Yes, religious truth is vitally important for the college, for our students, and for ourselves. Without it, we cannot know even our own disciplines rightly. 2 Religion is not merely a matter of feelings, nor a matter of human customs or behaviors, but a branch of knowledge about divine truths, as real as mathematics or Chinese history. 3 We must recognize the limits of our own discipline, including its inability to set its own limits. 4 We must keep up studies outside our own discipline. If [a student s] reading is confined simply to one subject, however such division of labour may favour the advancement of a particular pursuit..., certainly it has a tendency to contract his mind.