Over the past few months, I have been using thinklikeaquinas.com to post content for my undergraduate theology students. So far we have been working our way through Aquinas’s Compendium of Theology, and I have posted short introductions to the chapters.
Our past two classes have been devoted to particular themes in the Gospel of John. Today, I posted a half-hour lecture offering a general introduction to John’s Gospel, together with a .pdf of my outline of how I think the text is organized. Some of you may be interested, so I thought I’d link to it from this, my main blog:
A friend and former classmate from my grad-school days recently wrote to me about the role of theology in a liberal education. He explained that he has been turning over in his mind an old, familiar argument for why theology should be the heart of a liberal education, but he has begun to wonder whether this argument is after all the best one. The argument goes like this:
A genuinely liberal education will principally consist in the study of sacred theology. For liberal education aims at the knowledge proper to the free man. Now the free man, in contradistinction from the slave, is one who lives not for the sake of another, but for his own sake; hence his life consists in activities choice-worthy in themselves. The kind of knowledge that he will pursue, therefore, will be knowledge worth exercising for its own sake, and this will be theoretical knowledge rather than practical knowledge. But theoretical knowledge is desirable because it perfects the knower as a knower; to engage in it is to exercise one’s intellect in the most perfect way. But knowledge, considered in itself, is defined by its object; hence the most perfect knowledge will be knowledge of the most perfect object. And this is God. Hence liberal education will principally consist in the acquisition of the knowledge of God. But the science whose proper object is God is sacred theology. Hence liberal education will principally consist in the study of sacred theology.
My friend’s unease with this seemingly ironclad reasoning is that the motive for studying theology ends up being so that I can perfect myself—while the real motive for theology seems to come from the supernatural virtue of charity, of love for God. As it happens, in our efforts to define the role of theology at Wyoming Catholic College my friends and I have wrestled with the above argument for a long time. Continue reading “The place of theology in liberal education”
If I were a carpenter, I hope my kids would have hand-crafted furniture; if I were a shoe-maker, I hope all my kids would have wonderful shoes. Since I am a theologian, I try to make sure my kids don’t miss the one thing I have to offer them. I often talk about the faith at the dinner table or on Sunday mornings before Mass, and I bring up current issues and talk about them in light of Catholicism. But because I work for a living, my wife ends up doing their catechesis. My contribution tends to be spontaneous rather than planned.
While I was driving a trailer load to the dump today, one of those spontaneous moments popped up. My thirteen-year-old son David usually talks non-stop about programming and tech news, but today he suddenly began to talk about how strange it is that God does not make decisions: God knows everything that is going to happen, David reasoned, including what he himself is going to do. Continue reading “Theology at thirteen”