Category Archives: Culture

Arts, Christianity, Culture

The Book of Esther

OLD TESTAMENT

ESTHER is a gripping story with tension, subterfuge, danger – and a happy ending. Why it is in the Bible has been long debated; it doesn’t mention God, nor attempt to teach anything overtly. Yet it is a moral tale in which good eventually triumphs over evil. This is not a book for bit-by-bit study. It is revealing and its spiritual treasures emerge best if you read it in one sitting.

Set in Susa, the capital of Persia during the reign of Ahasuerus (also known as Xerxes) about 480 BCE, before Ezra returned to Jerusalem in 445 BCE, it records an otherwise unknown incident. The pompous courtier Haman plots the destruction of the Jews (by tricking the king into signing a bogus decree) because Mordecai refuses to bow to him. Esther, Mordecai’s cousin and surrogate daughter, groomed in the royal harem, catches Xerxes’ eye after he expels his wife Vashti for insolence. In a second sub-plot, Mordecai saves the king’s life.

Hearing of Haman’s planned genocide, Mordecai and Esther conspire to tell the king the truth behind the decree he has just signed. Very annoyed, he issues another decree which annuls the first, executes Haman and promotes Mordecai.

Today, at the Jewish feast of Purim, the story is read and the audience boo every mention of Haman and cheer every mention of Mordecai.

Esther shows how God is sovereign in human affairs. The eye of faith can see him putting characters in place on the stage. They have no prophet to tell them God’s word, and no priest to intercede for them. God is apparently silent and distant. There are just some coincidences which add up to a remarkable deliverance through the human agency of two people who risk all.

Esther is the ordinary Christian’s book. Most of us live with problems for which solutions do not come easily. Yet looking back we see God’s ordering of events which aid us through the troubles. Esther’s message is, ‘don’t forget such signs’, look back with thanks and gratitude, and trust that God will show himself sovereign again. It is through circumstance and coincidence that this sovereignty works.

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Arts, Christianity, Culture, History, Philosophy

Philosophy: Scholasticism and dogma

CHRISTIANITY AND PHILOSOPHY

Intro: Medieval European culture was dominated by the Church, and the classical philosophy of Plato and Aristotle was only gradually assimilated into Christian teaching

THE Church wielded considerable social and political power in medieval Europe, and also controlled access to learning. Education was provided by the Church and necessarily followed Christian doctrine, while institutions like libraries and universities were funded by the Church and staffed by monastic orders. Monks preserved and translated many ancient texts, mostly of Greek philosophy and latterly acquired from Islamic scholars and scribes.

Scholasticism was a method of tuition that used rigorous dialectical reasoning both to teach Christian theology and to scrutinise these texts. Clerics and academics used methods of reasoning developed by Plato and Aristotle to assess the compatibility of ideas with Christian doctrine. The theories of philosophers including Augustine and Thomas Aquinas were also carefully examined, and either adopted to defend Christian dogma or dismissed as heretical. Scholasticism played an important part in the integration of philosophical ideas into Christianity, remaining the prominent ethos for Christian education and theology until supplanted by humanist and scientific ideas during the Renaissance.

Existence of God: the ontological argument

With the rise of scholasticism and the Church’s embrace of Aristotelian logic in the 11th century came a renewed interest in reconciling matters of faith with reasoned argument. One of the founding fathers of the scholastic movement was Saint Anselm of Canterbury, best known for proposing the so-called ontological argument for the existence of God.

Anselm asks us to imagine the most perfect being possible. The logic and reasoned arguments pledged by him are difficult to interpret and understand, but it leads us to a conclusion that the most perfect being possible must exist – in Anselm’s words, “God is that, than which nothing greater can be achieved”. From that premise he methodically shows that if God exists in our imagination, then an even greater God is possible: one that exists in reality.

Yet, contemporaries of the time such as Gaunilo of Marmoutiers pointed out that the logic put forward by Anselm was flawed, because “his reasons could be used to prove the existence of anything.” Later philosophers, notably Thomas Aquinas and Immanuel Kant, showed that while the argument presented a notion of God’s essence, it was no proof of His existence.

Pascal’s wager

Today, it is generally agreed that there can be no logical proof either way for the existence of God, and that this is purely a matter of faith and belief. Philosophical speculation on the subject, however, continued well into the so-called “Age of Reason”. One novel take on the problem was raised by the distinguished mathematician Blaise Pascal in the 17th century.

“Pascal’s wager” examines whether, given that we have no proof of His existence, it is a better bet to believe in God or not. Pascal weighs up the pros and cons in terms of the consequences: if God exists and I deny his existence, I run the risk of eternal damnation; if He exists and I accept His existence, I earn eternal life in Paradise; but if He doesn’t exist, it will make no difference to me. Pascal devised a matrix in which different options are placed.

On balance, then, it is a safer bet to believe in His existence. Although Pascal’s wager is an interesting exercise in logic and rudimentary game theory, it is based on some unsound and shaky assumptions. For example, Aristotle’s idea of an “unmoved mover” or first cause is a direct challenge.

Creating Eternity

A major stumbling block for Christian philosophers trying to integrate Aristotelian ideas into Christian doctrine was Aristotle’s assertion that the universe has no end and no beginning. This contradicts the Biblical description of God’s creation of the world.

Thomas Aquinas, however, believed that since human reason and Christian doctrine are both gifts from God, they cannot be contradictory.  Using his ‘God-given’ reason, he argued that Aristotle was not mistaken in his concept of an eternal universe, but that God was indeed its creator: in the beginning, God created the universe, but could have also created a universe that is eternal.

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Arts, Culture, Human Rights, Politics, Society

Book banning in the US is inspiring educational censorship elsewhere

CENSORSHIP

BOOK BANNING is spreading at an alarming rate in school districts across the United States. PEN America recently documented more than 2,500 books that have been banned stemming across 32 different states during the 2021-22 academic year.

These bans are not isolated incidents, but part of a coordinated assault on public education that’s taking aim at the teaching of race, gender, LGBTQ+ identities and US history.

Demands to ban books in American schools is not new. But book banning now has erupted into a national movement. Coordinated and highly organised activist groups have transformed school board meetings into political battlegrounds, threatening educators and undermining the freedom to learn.

These efforts to censor books are an affront to the core principles of free expression and open inquiry that US democracy swears by. Equally worrying, however, is the fact that these patterns of attacks on public education in the US appears to be inspiring similar efforts in other countries, even though such censorship campaigns haven’t had as much success there yet.

In the UK, officials are raising the spectre of critical race theory in schools – an issue that was not previously a topic of debate or concern – to try and stop the teaching of histories that explore systemic racism. That’s part of what authors have described as a mood ‘shift’ in the UK – a budding ‘culture war’ that is leading to the censorship and removal of books from school shelves. Books being removed are often children’s books that look at institutional racism, diversity and LGBTQ+ identities.

Echoes of US-based group tactics are also manifesting in Canada, with parental groups asking school boards to ban certain books – again with LGBTQ+ content – and seeking to change curricular topics that they see as being part of the teaching of critical race theory.

The book banning movement has also gained the attention of politicians. Australia’s Senate voted against the inclusion of critical race theory in the country’s school curriculum in 2021.

Of course, educational censorship laws and book bans, particularly aimed at silencing certain peoples, religions, or viewpoints, are tactics that have long been used by governments.

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