Economic Utility or Discipleship in the Way of Justice: Which God Will Your Christian School Serve

1. Economic Utility or Discipleship inthe Way of Justice: Which GodWill Your Christian School Serve? Michael Goheen Trinity Western University Langley, B.C.

2. Conference Theme �Educating for Global Discipleship� Assumes two things: Purpose of education: discipleship Context of education: globalised world Opening story as entry into theme

3. Story illustrates . . . Most powerful religious currents at work in global world are economic Currents are pervasive, shaping all aspects of Western culture including education Resistance to this very powerful global story and implementation of Christian education is exceedingly difficult

4. Two Part Structure of Talk Understand global context of Christian education Narrate the story shaping our global world Attend to the powerful presence of economic idolatry in global world Observe impact on education Issue call to Christian educators To education for discipleship Sketch Matthew�s notion of discipleship Especially Matthew�s concern for justice

5. What time is it�in the Western story? Modern Enlightenment story: Deep faith in human ability to progress toward a better world through science and technology Today�three powerful spiritual forces: Globalization: Global spread of (economic form of) modern story around world Postmodernity: Loss of confidence in the modern story in West Growth of consumer culture

6. Enlightenment Vision: Seeds of Economic Globalization Humanist: Confidence in human ability to save world Secular or naturalistic: No need for God Story of progress toward paradise Material prosperity Reached by scientific reason Discern natural laws Translate into technology to control non-human world Discern laws shaping human society Translate into rational societal and cultural structures Economics takes on increasing importance

7. One important Enlightenment figure�Adam Smith His vision will eventually dominate Western culture Moral philosopher in context of economic deprivation and poverty Primary concern: Increase goods to improve living conditions of poor

8. Adam Smith�s vision Progress toward material prosperity Scientific and technological organisation of production Rational organisation of economic life Free market to coordinate all forces Economic growth: end of society

9. Idolatry of Economics Absolutises one societal end economic growth and prosperity takes idolatrous importance (Rom. 1.21-23, 25) because of context Selects certain social means free market and innovative technology that take idolatrous significance to reach end or goal Organise and unify society around vision of life

10. Industrial Revolution Adam Smith�s economic vision implemented in Industrial Revolution (19th c.) Begins to reshape all of European society

11. Capitalism �has reorganized the social structure for the purposes of manufacturing, production, and consumption . . . It has changed the shape of our world. . . . [And] technology facilitates the processes of capitalism, and rationalizes all of life.� - David Wells

12. Reshaping education Economic vision reshapes all of society Includes education More treatises written on education in 18th century than all previous centuries combined Educate all especially in natural and social sciences so vision of progress could move forward Implemented in 19th and 20th centuries Increasingly economic in orientation

13. 20th Century Confidence in Enlightenment vision of progress reaches pinnacle at end of 19th c. Series of body blows to optimism of progress: wars, depression, failure to deliver Enlightenment dream Yet progress as economic growth toward material prosperity survived and flourished Dominant worldview in West

14. �. . . it is to Adam Smith and his immediate predecessors . . . that we should look for the inner meaning of progressive ideology [today].� - Christopher Lasch, 1991

15. The concept of progress can be defended against intelligent criticism only by postulating an indefinite expansion of desires, a steady rise in the general standard of comfort, and the incorporation of the masses into the culture of abundance. It is only in this form that the idea of progress has survived the rigors of the twentieth century. More extravagant versions of the progressive faith . . . collapsed a long time ago . . . - Christopher Lasch

16. Enlightenment Vision of Progress in the 20th Century Confidence in Enlightenment vision of progress reaches pinnacle at end of 19th c. Series of body blows to optimism of progress: wars, depression, failure to deliver Enlightenment dream Yet progress as economic growth toward material prosperity survived and flourished Dominant worldview in West Growth of consumer society

17. The Religion of Our Day? Consumerism appears to have become part and parcel of the very fabric of modern life. . . . And the parallel with religion is not an accidental one. Consumerism is . . . arguably the religion of the late twentieth century. - Steven Miles

18. Making consumption as way of life Our enormously productive economy . . . demands that we make consumption a way of life, that we convert the buying and use of goods into rituals, that we seek our spiritual satisfaction, our ego satisfaction, in consumption. -Victor Lebow, economist, 1955

19. Making Consumption a Way of Life Planned obsolescence: Designing stuff to break down or be unusable quickly Perceived obsolescence: Instilling in the buyer the desire to own something a little newer, a little better, a little sooner than is necessary. Advertising and marketing

20. Papal critique of consumerism There is excessive consumption by some while others suffer want Excessive consumption threatens the environment Creates ungodly character For many consumption has become the primary goal to the detriment of their own well-being

21. Enlightenment Vision of Progress in the 20th Century Confidence in Enlightenment vision of progress reaches pinnacle at end of 19th c. Series of body blows to optimism of progress: wars, depression, failure to deliver Enlightenment dream Yet progress as economic growth toward material prosperity survived and flourished Dominant worldview in West Growth of consumer society Globalising of economic worldview

22. Late Modern Story �Possibly never before has modernity received higher expression than in today�s process of globalization.� � . . . the word �modern� is not neutral; it cannot be divorced from a specific view of life, humanity, the world, and ultimate meaning.� - Bob Goudzwaard

23. Economic Globalization Economics primary unifying power in global world Global economic system and market �Asymmetric globalisation�: Inequity and unjust market Increasing poverty Created wealth to support consumer society in West

24. What god will your school serve? New �gods� that shape education: economic utility, consumerism

25. God of Economic Utility If you pay attention in school, and do your homework, and score well on tests, and behave yourself, you will be rewarded with a well-paying job when you are done. Its driving idea is that the purpose of schooling is to prepare children for competent entry into the economic life of a community. - Neil Postman

26. God of Consumership One may wonder, then, why this god [economic utility] has so much strength, why the preparation for making a living, which is well-served by any decent education, should be assigned a metaphysical position of such high station. I believe the reason is that the god of Economic Utility is coupled with another god, one with a smiling face and one that provides an answer to the question, If I get a good job, then what? - Neil Postman

28. Education Shaped by Global Economic and Consumer Story Vendor of useful information and marketable skills Enables student to compete or survive in the jungle of the market Get a good job Enjoy the consumption of goods and experiences money can buy

29. School Act, 1996 . . . the purpose of the British Columbia school system is to enable all learners to become literate, to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic society and a prosperous and sustainable economy;

30. Ministry of Education announcement Full-day kindergartens is all about building the skills and education of tomorrow�s work force. We�re doing this because it will make Ontario�s economy stronger. . . . This is absolutely critical for the social and economic progress of our province.

31. Impact of Economic Idolatry We are often blind to economic and consumer powers at work in culture We often underestimate power of entrenched educational practices and structures (leadership, testing, curriculum) that support an economic and consumer worldview �The daily educational practices of Christian schools often embody a worldview that hinders the implementation of a more faithful one.� (John Hull)

32. Impact of Economic Idolatry We face parental expectations arising from consumer society that bring economic pressure We are sometimes hostage to state funding and testing along with a corresponding vision of academic excellence that is deeply indebted to consumer society We sometimes measure our success almost exclusively by state testing and universities our kids get into

33. Impact of economic idolatry Consumer society can often marginalise continuing education for teachers (lack of time, priority, and funding that arise from economic pressure, disinterest and pragmatism of teachers) We marginalise subjects in the curriculum that don�t raise test scores and academic profile of school We devote disproportionate energy and space to economic issues in planning, meetings and literature

34. Then Jesus came to them and said, �All authority in heaven and on earth has been given to me. Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.� (Matt. 28.18-20) New Starting Point

35. Discipleship Main command: �Make disciples� What is a disciple?

36. A disciple: . . . is invited to join Jesus and his community in a mission to make known kingdom of God in life, word, deed . . . is to centre their life in Jesus (absolute commitment) and not Torah . . . is to obey Jesus as Lord and not simply respect him as teacher

37. Central theme in Matthew A disciple . . . . . . must learn to obey everything Jesus commands . . . make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you.

38. Key discipleship concepts in Matthew: �Cluster of obedience images� Doing God�s will Justice-righteousness Commandments Be perfect Surpassing, excelling Observe, keep Bear fruit Teach

39. Teaching obedient discipleship Teaching not simply an intellectual enterprise Urges decision of will not just information for mind Call for unconditional commitment and obedience to Jesus

40. Teaching obedient discipleship Teaching not simply an intellectual enterprise Teaching not abstract doctrine or impersonal ethical system but loving response to a person Will of my Father Life, deeds, and words of Jesus as model

41. Teaching obedient discipleship Teaching not simply an intellectual enterprise Teaching not impersonal ethical system but loving response to a person Teaching issues in lives and deeds that conform to God�s will Doing the will of the Father (7.21; 12.50) Bearing fruit (3.8; 7.16-20; 12.33; 21.43)

42. Teaching obedient discipleship Teaching not simply an intellectual enterprise Teaching not impersonal ethical system but loving response to a person Teaching issues in lives and deeds that conform to God�s will Teaching obedience of kingdom

43. Kingdom Good news of kingdom Power to defeat all enemies of God�s rule (e.g., Matt. 12.28) and restore human life Obedience as gift and command Matthew is a post-resurrection account: Good news�cross, resurrection, Spirit

44. Teaching obedient discipleship Teaching not simply an intellectual enterprise Teaching not impersonal ethical system but loving response to a person Teaching issues in lives and deeds that conform to God�s will Teaching obedience of kingdom Teaching disciples to challenge unjust social and economic structures of day

45. Challenging oppressive structures German jurist, Arnold Ehrhardt: Authority of Roman and Greek law 5th c. BC - 6th c. AD Jesus of gospels (life and teaching): Radically revolutionary, even outright seditious: Challenged unjust social, economic, political structures of day No longer experience this because of cultural distance

46. Teaching obedient discipleship Not simply an intellectual enterprise Not impersonal ethical system but a loving response to a person Issues in lives and deeds that conform to God�s will Obedience of kingdom Challenged unjust social and economic structures of day Centrality of justice for disciple

47. Justice in Matthew Dikaiosune�central word in Matthew to characterise disciples What does it mean? Often translated righteousness in Matthew (5.6; 5.20; 6.33 etc.) Setting all things right�justice Teaching justice by words (5-7) and life (solidarity with marginalised)

48. Particularly in our contemporary world of violence and counter-violence, of oppression from the right and the left, of the rich getting richer and the poor poorer, it is imperative for the church-in-mission to include the �superior justice� of the Sermon on the Mount (cf. Mt 5:20) in its missionary agenda. Its mission cannot concern itself exclusively with the personal, inward, spiritual, and �vertical� aspects of people�s lives. Such an approach suggests a dichotomy totally foreign to the Jesus tradition as interpreted by Matthew. - David Bosch

49. What is needed for education for discipleship? Visionary, direction-setting leaders who understand how to live at the crossroads of biblical and western story Bold leaders and teachers who are willing to set out their own aims, goals, and learning outcomes, and resist temptation to conform to state pressure�who care more about faithfulness than academic �success� Attention given to what subjects are necessary to train students to be disciples and not simply participants in economy

50. What is needed for education for discipleship? Teachers who read, think, plan, pursue professional development so they become increasingly are shaped by the gospel and critical of curriculum, texts, and tests of government Schools who give time, space, motivation, funding for teachers to pursue worldview issues Communal solidarity, deep spirituality, willingness to suffer

51. Challenge from Draft Document Inviting and equipping young people to engage in the unspeakable privilege of participating in God�s redemptive work by living and spreading kingdom practices should be the ultimate goal of all we do in Christian education. If this is so, we need to grapple with . . . - Elaine Brouwer

52. Further information Email: mike.goheen@twu.ca Website with some free resources: www.biblicaltheology.ca Upcoming Geneva Society public lectures at Trinity Western University on Tuesday nights on globalisation, postmodernity, and consumerism. For more information: www.genevasociety.org To be on email list to know more about these and future lectures go to Slides for this talk can be found on www.genevasociety.org