I’ve got a question for the child in you before it leaves
Are you tough enough to be kind?
Do you know your heart has it’s own mind?
Darkness gathers around the light
Hold on, hold on — U2, 13 (There is a Light)
I glanced through the window of the classroom door and took a deep breath. I was just out of graduate school and this was my first day of teaching. Inside were 60 students tightly crammed into a room that comfortably held 40. The course was Jesus and the Gospels, standard religious education fare at Adventist colleges, but still my favorite of all the classes I have taught in the intervening 37 years.
I did not have a detailed lesson plan for the day beyond talking about the requirements of the course. I hoped that we could open up together about who Jesus was for us and what the Gospels meant to us. So I drew an inverted pyramid on the board with the widest side above and the narrowest point below.
“What is the most general category you could identify with as a person?,” I asked. “Where would you begin?”
If we teach as we were taught, then I was channeling teachers who had radically challenged my worldview since middle school. They assumed a wideness to the intellectual horizon before us that lifted my imagination and tilted my perspective. While I could not equal their breadth of knowledge I could at least match their enthusiasm for the subject.
And so I asked again, sensing how difficult it would be for someone to break that first-day silence. “Who are we, really?” I was realizing that posing good questions is harder than it seems. “This is not a trick question.”
At last one person raised his hand. “We are humans?” It was more a question than a statement, but it would do. It seemed a good place to start a religion class, with that which unites us in the most general and inclusive way possible. From there we stair-stepped our way down, from general to particular, from inclusive to exclusive, shifting categories up and down the column as we fine-tuned our choices.
We were playing out in practice the theory that S. I. Hayakawa, former semanticist and English professor at San Francisco State University—and later a U.S. senator from California—had proposed for understanding how words and labels affect our thinking and speaking. In public speaking, suggested Hayakawa, the specific is preferred to the general. His “ladder of abstraction” had, as its lowest rung, the general (Human) and its highest rung the particular (Annie). Abstractions can confuse and bore our audiences, he said, details focus their attention and imaginations.
True enough in a certain context, but turning the ladder upside down gave us a whole new perspective. As the students worked it out, we are humans first, male and female second, and from there the discussion flared out with many possibilities. Ethnicity next? Language? Citizenship?
At this point I suggested a swerve: what about religion? Where does that fit in? After some sifting and defining and a lot of back and forth, the class arrived at a line of descent that ran in Western history from the apostolic community to the Catholic Church through the Protestant Reformation, and then to the fracturing into denominational and sectarian fragments, of which Adventism, whose origin in 19th-century American millenarianism, was one. Adventism, then, was inserted at the bottom, the sharpest point, the narrowest passage to anything that might follow.
S. I. Hayakawa and his “ladder of abstraction” helps us understand the gradations of meaning between abstract and specific terms as part of clear communication. I was interested in how our moral and theological vision would change if we turned the ladder of abstraction upside down, began with the most inclusive category, and thought of ourselves first as members of the human race.
This may seem obvious to many, especially those who regard the human race to have evolved from simple life forms, a la Darwinism and evolutionary theory. But growing up in a religious community with a distinctive form of creationism, we were taught that humans were created in the image of God, fell into sin through a tragic error, and are now living with the consequences of that original willful misstep. It takes an act of God, the sacrifice of Jesus Christ, to restore humanity to the crowning act of creation, and the shortest route to that goal is to belong to a religious tradition with clear and certain beliefs that are founded on Scriptural and theological truth. Believing the right ideas and behaving according to the rules is how one proceeds through life. Thus, it is a matter of supreme importance, one that has eternal consequences, to belong to the right religious body. If you grow up in this way you identify as an Adventist first and everything else after that.
Or an orthodox Jew or a deeply observant Muslim or, for that matter, a political ideologue committed to the Party above all. What all these religious and political bodies offer is a framework within which our personal identities can be developed—nurtured even—and ultimately compressed into similar forms. There is stability, consistency, a reliable level of expectation, and a sense of belonging to a movement that can put things right. But resentment and envy can grow where contractual obligations stand in the place of the risk of faith.
Our identity is built up over a lifetime, but begins with an irritant like a grain of sand: Who am I? What am I to do? Whether it becomes a pearl or a festering sore is largely the result of a myriad of decisions, some imposed upon us as children and others carved out of our own experience as we gauge the distance from where we are to the sunlit clearing up ahead where we think we want to be.
Of the many quotes from Ellen White, one of the founders of the Adventist church, that my generation took in as youth, the one that moved me the most and has remained a touchstone for me as a teacher is, “It is the work of true education to develop this power, to train the youth to be thinkers, and not mere reflectors of other men’s thoughts,” from the book, Education.
Adopted as a general principle of education this idea has a quietly revolutionary power to it. It suggests first, that thinking is not incidental, but is the goal of true education; that no matter what the content of the course, the primary outcome should be the training of the mind for independent thinking. Second, that thoughtful reflection within a religious context is not an adjunct to religious rules and practices but is the grammar and language of one’s spiritual expression. And finally, that for all the knowledge one might gain from others, there is no substitute for personal experience.
At no other time in history have we had the capacity to know so much about other religions, cultures, mindsets, and philosophies of life. Yet, on all sides we see not openness and capaciousness, but fearfulness and divisiveness and retreat. This is not the first time in history for such a reaction, and it most certainly will not be the last, but neither is it the worst expression of this debilitating exclusivity. But we must take responsibility for our own ignorance and fear. A good start is to think of ourselves as belonging to the human family.
I remember an afternoon spent in a open-air market in Bali, when two young Balinese men and I began a conversation near a memorial to the bombing in 2002 which took the lives of over 200 people from 22 nations and injured hundreds more. A granite slab with the names of the victims now stands where the pub that was the initial target was incinerated in the blast. The two had been teenagers when the bombing occurred and knew some of the Balinese victims. They taught me some Indonesian words and I taught them some English. We talked about Hinduism, Islam, and Christianity. They talked about their families; I talked about mine. They spoke of their hopes for a university education and I shared my love of teaching with them. Nothing earthshaking, no headlines, but simply three people overcoming numerous barriers to communication for the joy of understanding another person, another culture.
Looking back over a lifetime of teaching and learning, my willingness to be open to different ideas and experiences has varied in proportion to my confidence that I am always on the road to Emmaus, and whoever my companion of the moment may be there is, as Eliot wrote, ”a third who walks always beside” us.
Having begun my teaching life in an Adventist college, with every intention of staying there, I smile to find myself through circumstance, temperament, and opportunity, one semester from completing that trajectory in a Catholic women’s college serving students from disadvantaged backgrounds.
“What you must realize, what you must even come to praise, is the fact that there is no right way that is going to become apparent to you once and for all. . . Wisdom is accepting the truth of this. Courage is persisting with life in spite of it. And faith is finding yourself, in the deepest part of your soul, in the very heart of who you are, moved to praise it.” — Christian Wiman, My Bright Abyss.
Photo: Ben White, Unsplash.com
2 thoughts on “Capacious Inclusion”
I loved reading this! You pulled me right along with you on your journey! I do have a question. Where does conviction come in? Where do we land in the end? Thanks so much!
Great question! I think that when we wake up to the many ways people worship, believe, and belong in their faith communities, it may initially shake us. But when we begin to thoughtfully and prayerfully examine our beliefs and others’ for ourselves that our faith and conviction can develop. So it’s essential that we experience our faith for ourselves and not just as an inherited legacy. Faith is what I would call a ‘bracing risk.’ It’s risky enough that we must attend to it every day as we meet others and their convictions —and as our convictions are tested. So convictions can grow but they can’t be transplanted. Thanks for commenting!