Power, science, and the academy

Power is the ability to influence what people think, how they feel, and how they act. Power can be direct or indirect, explicit or implicit. Like money and technology, power in itself is morally neutral. Power can be harnessed for good or for evil. Power can be used to protect the weak and to enact justice. It can also be used by the strong to cause untold suffering and injustice.

How does the concept of power play out in science and in the academy? Science and universities are human institutions. Hence, their activities and organisation inevitably involve the exercise of power. Power affects what people believe is true, the narratives they live by, how the social context shapes academia, and whether the strong triumph over the weak. Below I discuss the power of ideas, the power of narratives, how economic power shapes the academy today, and the paradox of the power of the powerless. The latter gives hope in a situation in which it is easy to despair.

Power of ideas

Universities are primarily about thinking. Teaching an academic discipline is ultimately about training students to think in a particular way about a subject, whether physics, sociology, or theology. Research is concerned with thinking about a topic, gathering data, analysing the data, and formulating concepts and theories that make sense of the data.

Ideas are powerful, for better or worse. Ideas can enable us to synthesise and understand vast amounts of information. Academic disciplines begin with new ideas and accelerate when these ideas provide an understanding of a dimension of reality. For example, genetic information is encoded in the biomolecule DNA. 

On the other hand, disciplines stagnate and may become dangerous, when ideas become ideology. Then, an idea becomes an assumption that should never be questioned and is claimed to have universal applicability and validity. For example, Freud's view that the subconscious is shaped by repressed sexual desires and this determines behaviour. Ideology can frame discussions about economics, from both left-wing and right-wing perspectives. Free markets are efficient and produce the best outcomes for everyone. Or, the only way to produce a fair and just society is for the state to control capital and the means of production.

Power of narratives

Stories are powerful. They capture our imagination and frame what we believe is true, what is possible, and how we should live. Individuals, families, institutions, and nations all have narratives that they live by. 

Here are three powerful narratives involving science. These three narratives are interrelated.

a. Over the past two thousand years, Christianity has consistently been opposed to scientific progress. 

Promotion of this narrative began about 150 years ago with the publication of an influential book by John William Draper, History of the Conflict between Religion and Science (1874). This was followed by Andrew Dickson White, A History of the Warfare of Science with Theology in Christendom (1896).

The book is still in print and available on Amazon. The publishers blurb for the 1993 edition states:

“The struggle of science over outmoded medieval concepts is still emerging. Even a century after its publication, White's great work has much to teach us about the dangerous effects of religious doctrinalism on education and moral growth.” (1993 edition)

Scholars of science and religion today accept that this narrative (known as the conflict thesis) is false. See for example, Galileo Goes to Jail and Other Myths about Science and Religion, Edited by Ronald L. Numbers. In contrast, it is accepted that Christianity did not hinder but facilitated the rise of modern science.

Nevertheless, this narrative is still promoted by prominent public intellectuals, such as the New Atheists, Richard Dawkins, Christopher Hitchens, and Sam Harris.

b. Science makes possible certainty in all areas of knowledge. It is the ultimate authority on what is true.

This idea began with Rene Descartes (1596-1650) and continued with Pierre-Simon Laplace (1749-1827). Auguste Comte (1798-1857) was the first philosopher of modern science and a founder of sociology (social physics). He was the founder of positivism, claiming that societies progress through three stages: theological, metaphysical, and positive. These correspond to eras of primitive (Christendom), Enlightenment, and modern science. 

This narrative of increasing certainty through a universal scientific method achieved power and legitimacy due to the successes of Newtonian mechanics. It gave an accurate quantitative description of the motion of the planets and cannonballs. It even predicted the existence of a new planet, Neptune, in 1846.

This narrative led to pressure for the biological, social, and human sciences to be more like the physical sciences and use statistical and quantitative methods. It has led to a marginalisation of the humanities in universities. It promoted liberal theology and doubts about traditional Christian doctrines and the modern relevance of the Bible. 

This narrative promotes the idea that science is the ultimate authority concerning what is true and important. In a desire to seek greater legitimacy in the modern world, attempts are made by apologists for major religions that their ancient texts are actually scientific and even predicted modern scientific discoveries.

c. Progress. Increasing scientific knowledge results in greater human flourishing and less human suffering.

A current proponent of this narrative is the Harvard psychologist, Steven Pinker in his book, Enlightenment Now: The Case for Reason, Science, Humanism, and Progress. Below is the publishers blurb.

Is the world really falling apart? Is the ideal of progress obsolete? In this elegant assessment of the human condition in the third millennium, cognitive scientist and public intellectual Steven Pinker urges us to step back from the gory headlines and prophecies of doom, which play to our psychological biases. Instead, follow the data: In seventy-five jaw-dropping graphs, Pinker shows that life, health, prosperity, safety, peace, knowledge, and happiness are on the rise, not just in the West, but worldwide. This progress is not the result of some cosmic force. It is a gift of the Enlightenment: the conviction that reason and science can enhance human flourishing.

This narrative promotes the idea that all social problems have scientific and technical solutions and that any limits on scientific research and the development of new technologies will be bad for humanity. 

The problem with all of the three narratives above is that they are not true. Yet they are appealing and powerful as they promote particular political and philosophical agendas.

Economic power shapes the academy today

All institutions are located in a historical, social, political, and economic context. Today that context is dominated by economic ideology, which has labels such as globalisation and neoliberalism. This ideology promotes the idea that "free" markets produce the best outcomes for all. Briefly, this means that decisions should be made in terms of economics. Students are consumers, faculty are human resources, and universities are businesses. Resources (capital, infrastructure, personnel, influence) are allocated based on what will generate the most income for an institution. The goal of scientific research is to generate technology that will promote economic growth. Researchers are competing with one another to obtain resources. Research is to be managed like a factory production line with well-defined timelines, measurable outcomes, and techniques. Everything has to be efficient.

This all leads to the marginalisation of the humanities and curiosity-driven scientific research. Awe, wonder, collegiality, doubt, and play are cute irrelevancies.

Universities are dominated by money, management, marketing, and metrics.

Like the culture, life in a university is dominated by the relentless pressure of individualism, immediacy, functionalism, and secularism.

This is a dramatic shift from the seven core values that shaped medieval universities, one of which was the notion of "scientific and scholarly knowledge as a public good transcending any economic advantage it might bring".

Derek Bok, a former president of Harvard University, has documented the problem of commercialisation in his book, Universities in the Marketplace, published in 2003.

There are multiple problems with letting economic ideology control universities and science. First, it is inhumane, diminishing the value of people and knowledge, reducing both to economic commodities. Second, it promotes economic inequality and injustices. Universities have become another means for the rich and powerful to increase their wealth and power. Third, this approach will fail to produce the putative desired outcomes of graduates who contribute to society through their creativity, expertise, and service or to produce new scientific knowledge that leads to technologies that benefit humanity. Countless examples of discoveries in science resulted from pure curiosity and had no clear practical application. However, some [but far from all] of these discoveries eventually led to unanticipated industrial applications in computing, communication, materials, or medicine.

The paradox of the power of the powerless

In the long run, the mighty do not triumph. The proud are humbled. All empires fall. This is because of the judgement of God. It is also because they cannot accept the way that the world really is and live by lies. Ultimately, they come up against reality and truth. God has made people and the world in a certain way and to function in a certain way. For those who do not accept this eventually their world unravels. This does not just apply to those with military, political, or economic might. Intellectual rulers (Freud, Marx, Plato, Dawkins) also have clay feet that eventually crumble. Intellectual fashions pass.

I find inspiration in the story of the early church. Their triumph over the mighty Roman Empire has been documented beautifully by Rodney Stark in a fascinating book he published in 1996, The Rise of Christianity: How the Obscure, Marginal Jesus Movement Became the Dominant Religious Force in the Western World in a Few Centuries 

Other inspirations for counter-cultural resistance are provided by Walter Brueggemann in The Prophetic Imagination and by Vaclav Havel, in Power to the Powerless.

This might capture our imagination as to the way forward. I believe it is to form counter-cultural informal academic communities that live by the truth.

This post is part one the session that I will be leading in a Seminar course on Power that my fellow "holy" scribbler is giving this week at Asian Theological Seminary in Manila.

Living as a Christian in the academy

Tonight I am giving a public lecture at Asian Theological Seminary in Manila.

Here are my slides

Here are some related resources

A chapter I wrote, "Living as a Physicist and a Christian", in the book, Why Study? Exploring the Face of God in the Academy, published by Singapore FES.

An article in the IFES Journal Word and World, Towards A Christian Vision for the Modern Secular University

A talk I gave at the IFES World Assembly in 2019.

Is My Phone Changing Me? Digital Discipleship in a Secular Age by Marcus Brooking

This gives a succinct discussion of how smartphones reduce attentiveness and distract us from sustained engagement with others, with ideas, and with God.

Church, community, sects and personal empires

When we think of "church" we may think of a specific gathering of people, building, or denomination. However,  in the Bible, there is only one church, and it is global, diverse, and centred around Jesus Christ.

Eugene Peterson reflects on the centrality of community in the third section of Christ Plays in Ten Thousand Places: A Conversation in Spiritual Theology 

“When I became a pastor I didn’t think much about the complexities of community… I didn’t come to the conviction easily, but finally there was no getting around it: there can be no maturity in the spiritual life, no obedience in following Jesus, no wholeness in the Christian life apart from an immersion and embrace of community. I am not myself by myself. Community, not the highly vaunted individualism of our culture, is the setting in which Christ is at play.” 

 p.226

“The Bible furnishes us with a rich vocabulary that gives texture to the bare term “community”: people, people of God, congregation, great congregation, church, chosen people, royal priesthood, temple, family, body, commonwealth.”

The church is notorious for divisions. Just look at the list on Wikipedia of scores of different Baptist denominations, particularly in the USA! Today most of the largest and fastest-growing churches are independent churches, often centred around a single personality. We may tend to use the word "sect" to refer to an obscure and weird religious cult. Peterson uses the word sect in the sense of denomination, division, or niche Christian group.

“A sect is a front for narcissism. We gather with other people in the name of Jesus, but we predefine them according to our own tastes and predispositions. This is just a cover for our individualism: we reduce the community to conditions congenial to our imperial self.”

“The sectarian impulse is strong in all branches of the church because it provides such a convenient appearance of community without the difficulties of loving people we don’t approve of, or letting Jesus pray us into relationship with the very men and women we’ve invested a good bit of time avoiding.” 

“A sect is accomplished by community reduction, getting rid of what does not please us, getting rid of what offends us, whether ideas or people. We construct religious clubs instead of entering resurrection communities.” 

p. 244

Building an intentional community of Christian writers

For the past seven years or so, I have been privileged and blessed to be part of the "holy" scribblers: an eclectic group of writers interested in the interface of Christian theology, spirituality, and life. We are an example of an intentional Christian community.

Here I reflect on how I have benefitted from the group, why it works so well, some unique dimensions to the group, and what lessons might be learned for others wishing to establish such Christian communities. This post is motivated by the need to reflect on this for a seminar that some of us will give at the end of this month at the Asian Theological Seminary in Manila. Although the group is rather unique, some of my observations below highlight several dimensions that may be relevant to other intentional Christian communities.

The group has been helpful to me for many reasons. I enjoy the group and the fellowship we have. For my writing activities, the group provides some structure, accountability, feedback, advice, networking, and encouragement. 

Almost all the group members have published several books. Several say they would never have started, persevered with, and finished these books without the support and advice of the group. During the pandemic, we wrote a book together.

At several of our writer's retreats, I read draft chapters of my first book, Condensed Matter Physics: A Very Short Introduction. Positive feedback encouraged me to persevere. Networking is also important. Through the group, I have been connected to an excellent editor, who has been incredibly helpful in shaping a book on science and theology I am writing.

Who is in the group? We are mostly "retired", having worked  at some time in a range of fields: social work, marketing, medicine, education, law, physics, psychology, theology, ... Most of us have Ph.D.'s and have spent significant time teaching in universities and seminaries, including in Asia. There is an approximate gender balance. We are involved in a range of churches and all hold to the beliefs and practises of historical Christianity, such as the Nicene Creed. On the one hand, all this highlights the uniqueness of this eclectic group. On the other hand, it shows the dimension of common backgrounds and perspectives. But, there is unity in diversity.

What do we do together? Here regular rhythms are important. Every Wednesday we spend most of the day in the library of a local theological college, Trinity College Queensland. We have long chats over morning coffee and lunch. The rest of the time we are in the library working on our own writing projects.

One or two times a year we go away together for a week, sometimes to a local monastery. We share meals and use the Celtic Daily Prayer book for Morning, Midday, and Evening prayer. During the day we work on our own writing projects. After dinner each evening, we take turns reading out loud to the group some of what we have been writing.  This is followed by animated discussion and feedback. Given the high level of trust coming from long-term relationships, the feedback is honest and sometimes critical.

There is synergy and overlap with the activities of the groups that members are involved in such as Theology on Tap, A monthly theology reading group, Northumbria Community, and Franciscans,...

Due to the long-term relationships in the group, there is a strong commitment to meeting and persevering. Over the years, I have seen many groups wind down rather fast, because individuals are motivated by "what I can get out of it". If they don't immediately get tangible benefits, they decide to just "do their own thing" or go and look for another group.

The group is informal: there is no constitution, doctrinal statement, bank account, committee, minutes of meetings, leadership positions, or written goals, ... This sounds rather counter-cultural. Sometimes we do have to make decisions, such as where and when to have our next retreat and how to respond to inquiries from prospective new members. Such decisions are made by consensus.

So key elements are long-term relationships, time, trust, honesty, informality, rhythm, synergy, unity in diversity, ...

Course on Church, Community, and Conversations

At our church, my wife Robin and I recently helped to facilitate a course entitled The Gift and Challenge of Church, Community, and Conversations.

Central to the course was having participants in small groups at tables. Several times each session they would have some discussion questions. Every week there was one Bible passage that they read together and discussed. After the formal end of each session most people stayed at their tables continuing their discussion. I don't know how long they stayed because we went home. After all, it was past my bedtime. 💤😁

The course ran for five weeks, for two hours, on a weeknight. Below I put copies of the handouts/worksheets and of the PowerPoint slides. But I stress that they only give a flavour of the course it does not capture the table discussions or what was explained about the content in the slides.

Week 1 - The gift of Church 

Handout,  Slides

Week 2 - The gift of diversity

Handout, Slides

Week 3 - The gift of welcoming

Handout, Slides

Week 4 - The gift of communities

Handout, Slides

Week 5 - The gift of conversations

Handout, Slides

The content and pedagogy of this course were enriched by what I have learnt from the IFES Logos and Cosmos Initiative about the global church, culture, context, working in diverse teams, listening, mental health and above all, relating God's Word and God's world. 

Personally, I was stimulated and challenged by the material we discussed together. Living in a community, unity in diversity, welcoming strangers, and listening to others seem appealing. However, actually doing them is a challenge! Engaging in meaningful conversations with those very different from me is not easy.

Maps, terrain, routes, and travellers

 How do we make sense of science, God, and life? A metaphor that may be helpful is that of maps, terrain, routes, and travellers.

The terrain is the underlying reality. A map is a representation of that reality. A route is a particular path that might be taken or is taken as a traveller explores the terrain. The traveller may travel alone or with a guide or with other travellers.

Many types of maps, terrain, routes, and travellers exist. They are all dynamic, but they do not necessarily change synchronously. Different terrains change at different rates. A wilderness terrain may change little in one hundred years. In contrast, an urban landscape may become unrecognisable in one year.

Physical terrains are real and exist independently of any observer. Yet they are multi-faceted. A forest has a history, ecology, topography, and beauty. It can be viewed through lenses such as culture, aesthetics, economics, geography, or sport. 

Some terrains are not physically real. Below are maps of The Road from the City of Destruction to the Celestial City in The Pilgrim's Progress (top) and of Middle Earth from Lord of the Rings (bottom). Yet these terrains are real in the imagination of the author and reader of these classic books. These maps are useful to the reader as they journey through the book. Furthermore, The Pilgrim's Progress has been useful to many Christians on their own life journey.

For a specific terrain, there may be different classes of maps: tourist, topographic, road, GPS, or Google. The maps within a specific class may differ by scale, level of detail, or accuracy. Maps can be cast in different media: paper, electronic, verbal, or in the mind. Indigenous people may represent their land in stories that are passed down orally from one generation to the next. An example, are the songlines of Australian aboriginal cultures.

Maps can also be used to organise information and represent the relationship between different concepts, as is done in concept maps and mind maps. The latter uses a tree or radial structure suggesting a hierarchy of concepts, showing the relations of the part to the whole, often with a central concept.

All maps are wrong, but some are useful. [Here I borrow from an important aphorism from statistics and social sciences, "All models are wrong, but some are useful"]. No map perfectly represents every single detail of the terrain. The only perfect representation is the terrain itself. For a given traveller, purpose, and journey a particular map may be useful. But it may not be useful in other contexts. Some maps are so wrong they are not useful.

Any map requires interpretation. Connecting the map to the terrain and route may be easy or challenging. A traveller may need specific training to be able to locate their current position on the map and to use the map to navigate along their desired route. This may be helped by navigational tools such as a compass or the stars in the sky.

A map may help a traveller notice things they would not otherwise see. On the other hand, it may distract them from seeing other things that are not on the map.

No map is completely morally or politically neutral. Any map is drawn from a particular perspective. A map that appeared in the movie, Barbie caused a political firestorm.

Warner Bros has described a map that appears in its coming Barbie movie as a “child-like crayon drawing” with no intended meaning, after Vietnam said it would ban the film after claiming the map depicted the disputed South China Sea.

Imperialists and colonists drew maps that continue to shape global politics today.

The earth is an approximate sphere but world maps represent it as a flat sheet. The Mercator projection was developed in 1569 to aid navigation, having the significant advantage that it accurately represents local shapes and directions. However, it is wrong in that it distorts the area of objects. Those further from the equator are much larger than those closer to the equator. For example, Africa appears to be the same size as Greenland, (as can be seen below) whereas it is fourteen times larger! These distortions mean that the European colonial powers would have seen their countries as disproportionate in size. If size was interpreted as a measure of importance, colonial prejudices of self-importance would have been reinforced.

This example of the Mercator projection illustrates several important issues. Maps can be wrong, but still useful. Maps require interpretation. Different interpretations can be used for political purposes.

Routes are also subjective. Who picks it? What is the goal of the route? Travellers get lost. Some never find their way. Some routes are silly. Even the technical prowess of Google Maps can fail, sending a driver on circuitous routes.

Travellers are diverse. They might consider themselves as explorers, pilgrims, colonialists, tourists, or commuters.

Later I hope to explore in more detail how this metaphor plays out in making sense of science, God, and life. Briefly, I find it to consider the sciences and theology as maps of terrains. Experience, reason, tradition, and transcendence can be guides to help my explorations, both in constructing maps and interpreting existing ones.  

In his wonderful book, The Territories of Science and Religion, Peter Harrison considered how people's conceptions of "science" and "religion" have changed over time. Territories is a helpful metaphor because it highlights how in our current era there is an assumption that these territories have not changed over time. History says otherwise. Hence, much current discussion about the relationship between "science" and "religion" is problematic. I like the "territory" metaphor because it captures the "colonising" mentality of adversaries competing for the same territory. On the other hand, I propose that science and religion are not territories but maps. 

Talk on Science and Christianity

Tonight I am giving a talk, Science and Christianity, at UQ Focus, a local Christian group for international students. Here is the current version of my slides.

Below is the video I will show in the beginning.