The Tricky Relationship Between Open-Mindedness, Critical Thinking and Indoctrination

In this post I want to address what I see as the tension for people of faith between three well known concepts, 'Open-mindedness', 'Critical thinking' and 'Indoctrination'. My specific focus will be on how Christian schools deal with them. For some of my readers who identify with other faiths, what I have to say has equal relevance to you too. Educating the whole child, involves many things, but the role of faith in their (and our) lives must be central and obvious.

Etienne Wenger in his book "Communities of Practice" suggests that living in the world is a process of "negotiated meaning". In saying this he isn't saying there is no such thing as "truth", but his comment is still a bit confusing. I also find his use of the term "negotiated meaning" as quite dangerous. 

A "truth" IS something that is known to be true. We can of course argue about such things with others, but in reading a book like the Bible, which seeks to shape the lives and beliefs of Christians, we need always to be seeking the truth. But what is a 'truth'?

An application of this relationship between truth & life

The implications of the above for Christian life are significant. I DO believe in "truths" and clearly this is what the Bible teaches. But ensuring that we understand how we live by faith and seek the truth as believers, requires attention to the Word of God and the mutual support of others. 

I want to illustrate this by looking at the relationship between the three key words in my title, the difference between "open-mindedness", "Critical Thinking" and "Indoctrination".

What Wenger DOES NOT mean in his statement is that we can arrive and believe in a specific truth by negotiation (and perhaps convenience). As Christians we have little trouble answering the question "is Jesus the Son of God"? But what about "does being a Christian require us to meet together as believers"? And, "is the Bible really truth or can we leave out the bits we don't like"? I recall a teenager in a young adult group I led once, who tore Romans from her Bible because she didn't like its teachings on Homosexuality.

As we unpack these questions about truth, indoctrination and so on, we might also keep in mind some of the practical matters we deal with constantly as parents, and also as parishioners. For example, at a time when we are still emerging from three years of the COVID pandemic, we might ask is watching my church services online every Sunday okay? My answer is no if members are healthy and can get to church. 

Above: Image of the COVID-19 image

But why? Because the Bible teaches us that while we should worship and pray privately (Matthew 6:6) it's also clear that we should not give up meeting together to worship and pray (Heb 10:25). Involvement in our Christian community is important and an imperative. Technology enabled us to 'meet' as churches during the global COVID 19 pandemic, but now it is much less of a threat, we need to meet together as much as possible. As Hebrews 10:25 reminds us, we should NOT

 "... give up meeting together, as some are in the habit of doing, encouraging one another - and all the more as you see the Day approaching."

Surely this isn't essential for salvation? Of course it isn't, but we need to meet with one another. But is it essential for salvation? No! And yet in the Catholic Church the attendance at Sunday Mass is seen as an imperative. But why? One frequently used justification for it is, that it's our obligation to meet to pray, listen to the message from the priest, and go to communion to keep in a 'state of grace'. The last bit of this Catholic view is what is most problematic. Christians are commended and encouraged to gather together. Not simply to take part in the "sacraments" but to learn from God's word, grow in faith and serve one another as we learn, worship our God and rejoice. Devotion to attending Church and taking part in Mass does NOT save anyone. Only faith in our God and the only true access to forgiveness and salvation, Jesus!

Above: St Mary's Cathedral Sydney

"For God so loved the world, that he gave his one and only Son, so that whoever believes in him shall not perish but have eternal life." (John 3:16)

So what about the "Tricky relationship between these three things..."?

My post is meant to be a cautionary word to Christians and in fact all people of faith with belief in God. 

a) Open-mindedness

The dictionary meaning of "Open-mindedness" is not the acceptance of anyone's views about God and salvation. Rather it is "the willingness to search actively for evidence against one's favoured beliefs, plans, or goals, and to weigh such evidence fairly when it is available". It has nothing to do with being humbly accepting everyone's views of the world and their views on what faith in God looks like.  

b) Critical thinking

Again the Oxford Dictionary meaning is "the objective analysis and evaluation of an issue in order to form a judgement". This has nothing to do with accepting the beliefs of others and allowing this to reshape your own view of God and our obligations before him. No, we must examine the Bible and read it to seek the truth for ourselves.

c) Indoctrination

Finally, what is the meaning of "indoctrination"? This might surprise you. "The process of teaching a person to accept a set of beliefs uncritically".

Summing up and a few warnings

So, what implications do the above have to those of us who support religious schools of any type. 

First, as teachers in all religious schools, our task is NOT to indoctrinate. Rather, as Christians it is to present our beliefs as they are reflected in the Bible, and challenge our students to consider these for themselves. And of course, as teachers, we are to live our lives in a manner that is based on our beliefs. Children very quickly see through hypocrisy.

Second, as parents we should not simply send our children to a faith-based school to ensure their salvation, no matter what our faith might be. If we want our children to accept and follow the faith we profess, we must live this life ourselves. Children once again see through hypocrisy. 

Third, we should not simply seek to enforce our beliefs on any child, whether your own or one you teach. Our children must be taught and encouraged to have faith, but ultimately they must accept this for themselves.

Hopefully, our schools as institutions, and their teachers and leadership, demonstrate their faith is genuine in their lives and actions. As well, in all aspects of what the school demonstrates as most important, should offer the most powerful demonstration of the value and truth of the faith they accept.

 

The Importance and Nature of 'Double Listening'

The Importance of ‘Double Listening’ in Faith-based Schools (Revisited)

 

An Update - I posted on this topic in November (HERE) but I've posted this shorter version that might be more helpful for School staff to commence a discussion

 

While writing an article for a journal recently, I was reminded of John Stott’s concept of ‘Double Listening’. I believe it needs to be shared with faith-based teachers and schools. John Stott was an English Anglican priest and theologian, who was noted as a leader of the worldwide evangelical movement. He was the founder, director, and honorary president of the London Institute for Contemporary Studies. He wrote 40 books! His work was always filled with great wisdom.

In one of his many publications, ‘The Contemporary Christian: Applying God’s Word to Today’s World’ (1992: IVP), Stott introduced the concept of ‘Double Listening’. He shared, “we are called to the difficult and even painful task of ‘double listening’. That is, we need to listen carefully… both to the ancient Word and to the modern world, in order to relate the one to the other with a combination of fidelity and sensitivity.”

 

This concept resonates so clearly with my own work. Those who have read ‘Pedagogy and Education for Life’, will see immediately why I find his concept of ‘Double Listening’ so helpful. It sits comfortably with my call for faith-based teachers to think deeply and critically about how “…we shape the whole life of a community viewed from the standpoint of the kingdom of God?” (Cairney, 2018, p.30).

 

Why is Double Listening Important for Terachers?

 

Faith-based schools tread a tightrope while seeking to teach and shape their students with the World’s many competing voices and challenges. Even in the setting of a Christian school, there constant tension between preparing our students for the world, while also seeking to grow them as people. In my work, I give special emphasis to encouraging teachers, parents and students to see their faith as central to all of life and not to be distracted simply by success in the world. In any faith-based school, we need to encourage everyone to listen first to the Word of God, while also preparing students for life IN the world. That is, we seek to bring the Word to bear on the world, not the other way around.

 

In an interview in 1997 with Professor Derek Morris (Southern Adventist University, Tennessee), John Stott was asked to explain what he meant by ‘Double Listening’. He responded:

 

“By double listening, I mean listening, of course, to God and to the Word of God, but listening to the voices of the modern world as well. Now, I make it clear that in listening to the modern world, we are not listening with the same degree of respect as that with which we listen to the voice of God. We listen to Him in order to believe and obey what He says. We listen to the modern world, not in order to believe and obey what it says, but in order to understand its cries of pain, the sighs of the oppressed. And it seems to me that relevant communication grows out of this process of double listening.”

 

2.  How should faith-based schools respond to and learn from this challenge?

In ‘Pedagogy and Education for Life’ I argue that education in faith-based schools should always be situated in the “whole of life of the school”. This in turn is situated within our students’ complete lives that simultaneously transcend varied and multiple communities of practice. As teachers, we need to keep reminding ourselves that our students’ learning does not occur simply in our classrooms Things taught in the school are integrated and interpreted as part of daily life. Collectively, this perspective seeks to create “…classroom life with the potential to ‘speak’ to our students about what is important in the world of the classroom and school, and consequently, what matters in the world” (Cairney, 2018, p.31).

John Stott’s words might seem ‘quaint’ to some, but we must be careful not to quickly dismiss his bold claim. These words are very helpful for anyone who has faith in God, and is navigating a world that is increasingly hostile to all faiths. Stott’s comment relates directly to the key challenge all Christian schools to balance the obvious desire of parents, as students and teachers seeking success in life, with a desire to see them to seek faith and eternal hope in God.

An important complement to ‘Double Listening’ is the development of “standpoint” or point of view (Cairney, 2018, pp 27-29). This relates to the shared understandings students develop in multiple communities. A key role of the teachers in faith-based schools is to present and help shape viewpoints within classroom and school life. Students can be encouraged to orient their life to the Kingdom of God, not the ways of the world. This requires an all of school approach and the creation of community life that places faith and our hope in Christ at the centre.

3.  How does this concept relate to my work on “formation”?

First, we need to understand and embrace the concept of ‘Double Listening’ in our lives as Christians and teachers. We also need to observe and understand the world in which our students live, and the many ideologies that are spoken of, promoted and that ‘wash over’ them each day. As teachers (and parents), we need to be alert to the signs of varied ideologies shaping our students’ priorities and practices. But as well, we need to have the courage to push back on some of the ideas they embrace, and explain what the Bible teaches us about life’s priorities.

Second, we must not forget that a key part of our roles as teachers is to “orchestrate the meaning, language, and life of the classroom” (Cairney, 2018, p. 67). To observe the lives of our students is a key priority, but we also need to be active in attempting to shape our students to consider all of life in the context of God’s word to us.

 

But, one more comment is necessary. Schools must be careful not to create places so insulated from the world, that they become escapist ‘bubbles’ protecting them from the world. Schools can in a sense, become such separate worlds, that students aren’t really prepared for the wider world, where the cultures and priorities are so different, and where they have new autonomy.

 

The place of ‘Double Listening’ in schools is very important. As teachers, we must become such good listeners and observers that we are in a position to have an influence on the worldviews that students develop and how faith has a central role to play in shaping them.

 

    

 

 

 

 

 

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Mindfulness: Avoiding The Temptation to Over Think and Overreach as Teachers

What is Mindfulness? 

Unpacking what 'Mindfulness' is can be mixed and confusing. It seems while many teachers talk about mindfulness, each does it for different reasons, and with different understandings of what it is. At times, the concept of mindfulness, can become lost in the challenges teachers have at times, handling and teaching diverse students.

Ask three teachers what mindfulness is and I suspect you will be given three different answers. Ask the same people why they believe in it, and again you will have different responses.

So, what can we agree on? Dr Stephen McKenzie and Angela North have written an interesting book titled 'Mindfulness at Play' (Exisle Publishing, 2023). Their definition of Mindfulness is, "a state of simply being fully focussed on whatever we are doing". In other words, screening out distractions and "paying attention". But something which in essence is very simple, can become somewhat messier when people try to overlay different philosophies on it. Some advocates even try to align it with religious practices like Buddhism and Hinduism. We need to avoid this.

Not Overthinking Mindfulness

One of the mistakes I see being made with talk of mindfulness in schools, is for some teachers to apply specific world views or religious philosophies and beliefs over what are simply practical and helpful life practices.

I think we would be wise to stick to simple definitions like Stephen McKenzie's "Mindfulness is a state of being focussed on whatever we are doing" ('Mindfulness at Play' Exisle Publishing). As McKenzie explains, it is essentially:

 "...the practices of paying attention, being able to direct our attention, and accepting what we pay attention to."

Removing distractions in life will always help people to focus, concentrate on tasks at hand and pay attention. The great challenge we have as teachers and parents, is that the world is filled with constant distractions, by which we allow ourselves to be distracted. For example, how many of us can allow texts as they ping on our phones, to lay untouched? And for how long?

How often can we sit still in contemplation and notice the world around us? I walk everyday along a beautiful river near my home, usually with my wife, but sometimes alone, or on my bike instead. You'd be amazed how often I see people walking through the beauty of the world in conversation on their phones. I see one young man every day, his head is pointed at the ground, and his eyes never leave the phone screen. I have never seen him look up to see the sky, nor the many birds of the water and sky. It amazes me that he hasn't run into something.

What can we do as parents and teachers?

There is much good advice in McKenzie and North's book, but I'd urge you NOT to over complicate the concept. Avoid linking it to philosophies and faiths that prescribe what it is, and how such things increase mindfulness. 

As teachers, avoid weaving aspects of such faiths into your desire to increase mindfulness. If you are a teacher in a faith-based school, then of course this will influence how you and your students integrate faith with life. However, mindfulness has great relevance for all, and need not be connected to religious worldviews to help our students. All teachers need to cultivate the ability to get to know our students. This requires us to give them our attention by observing and listening to them.  

Parents demonstrate to your children what it means to shut out distractions and 'noise' in their world. Perhaps be examples of how we manage distractions ourselves. Also help our children to manage time. And listen more carefully. I'd also encourage all families to share meals together without devices or the television in the background.

Becoming Better Listeners

Angela North makes a great comment in her contributions to the book:

"We all need just one person in our childhood who truly sees us - so that we feel deeply heard, understood and loved".

As a child in primary school I was from a trouble family with two alcoholic parents. Not surprisingly, I was in trouble a LOT at school. But in 4th grade I was fortunate to have a teacher who saw beyond the grubby neglected kid, and instead set out to teach me, care for me, and seek things for me to do that challenged and inspired me. This was to turn my life around.

As teachers, how well do we know the children we teach? As parents, how well do we know our teenage children? Do we try to spend time with them? This is a practice we need to work on throughout their early life. If we wait till they're 15, I'm afraid it is often too late.

A Final Comment

I like many of the ideas in 'Mindfulness at Play', but please don't read it simply looking for new strategies to enable you to make teaching easier. Nor skim read it looking for six new ideas to help difficult children be more attentive and better behaved. Sure, there are some games that calm children down that help, and activities might enhance focus. But nothing will help teachers more than simply knowing every one of their students better. What makes them tick, what do they like or not like? Are there things that excite them, what are their lives like outside school...? There are many great ideas in the resources section of the book for teachers. By all means use some of them, but don't do it to keep them busy, or make your life easier. Rather, use the ideas and help your students to:

• Pay attention
• Increase connection to their world
  
• Enjoy time with one another
• And, most of all, get to know your students better