Hi Karl, Patrick, and others:
As a Christian psychologist, I find that I often straddle the fence
between two groups of people with vastly different worldviews. I find
that many of my psychologist colleagues are skeptical (if not downright
hostile) towards theistic worldviews or the integration of psychology
and religion. On the other hand, many of my Christian brothers and
sisters are often more skeptical (and often more hostile) towards my
"secular" or "worldly" (read: "psychological" or "scientific") comments
and positions. In fact, some of the most hateful criticism I have ever
received has been from Christians who have not only disagreed with me
but also seemingly damned me for my comments. Some Christians believe
that even the slightest deviation from their understanding of Scripture
is "un-Christian." I'm sorry that you have had to put up with those
kinds of dogmatic reactions from people who likely believe themselves to
be acting in the best interests of their faith. Those stories help to
remind me why I was an atheist for so many years.
At any rate, let me just offer you some encouragement as you deal with
these students. I have found that Christians (and perhaps persons of
other faiths) often hold rigidly and dogmatically to their beliefs not
just because they are convinced of the intellectual soundness of their
arguments, but because of deeper emotional needs that prevent them from
considering alterative perspectives. I would try to talk to these
students individually, but I would not confront them in class where they
would have an opportunity to preach to the masses.
Something similar happened to me in my Marriage and the Family class the
other day. Now, remember that I am a Christian psychologist who teaches
at a Christian university. A student raised his hand and started
complaining about the class was a waste of his time because all we were
doing was talking about secular theories when the Bible has all the
answers to our marriage problems. I addressed the issue briefly in
class by restating the purpose of the course as originally stated in the
syllabus ("The purpose of this course is to provide an overview of the
structure and function of marriages and families in modern society by
reviewing theoretical developments and emerging scientific research")
and encouraging the student to come talk to me individually outside of
class.
Well, this student never came to see me individually, but he did send me
a lengthy email. Here is a snippet of his email (with identifying
information removed): "I took M&F in hopes that I could learn more
about how to be a good husband to my wife. So far I have not learned
anything that has helped me in our relationship from the text material,
and from the direction we're taking in class, I don't think I will. I'm
not trying to paint a doomsday picture, but I find it really difficult
to stay interested in a class that consists of looking at the secular
world's view on marriage and family and dig for some nugget of truth
that would be painfully obvious when taught from a biblical perspective.
I am excited about the family genogram, but I may just pursue that
assignment outside of class. Honestly I feel like I'm wasting my time
in that class, and I know that many other people feel the same way." I
tried to get back in touch with him but he never responded. I guess
I'll see him when he needs me to sign his drop sheet.
I have begun to accept the fact that I probably won't be able to help my
students grow either intellectually or personally if they are unwilling
to explore their worldviews and wrestle with information that is new or
unfamiliar to them. I just try to understand where they're coming from
and treat them with the respect and compassion that they deserve while
at the same time still maintaining my own academic and personal
integrity. In these cases I try to think of myself as someone who is
planting seeds in students that at some point in their development may
take root and grow. Fortunately, I have enough students with whom the
seeds take root and blossom during the semester. That gives me the
encouragement to deal with those students whose seeds fall on rocky or
unfertile soil.
Keep teaching what you believe needs to be taught in your classroom.
You not only have academic freedom to do so, but you have a
responsibility as a member of the academy to competently present your
discipline and help to educate our students. If that means mentioning
the "E" word, then let the chips fall...
Now excuse me as I go prepare my introductory psychology lecture on
homosexuality for my Christian students at this Christian university.
But first let me take a couple of Tylenol...
Rod
______________________________________________
Roderick D. Hetzel, Ph.D.
Assistant Professor of Psychology
LeTourneau University
President-Elect, Division 51
American Psychological Association
Department of Psychology
LeTourneau University
Post Office Box 7001
2100 South Mobberly Avenue
Longview, Texas 75607-7001
Office: Heath-Hardwick Hall 115
Phone: 903-233-3312
Fax: 903-233-3246
Email: [EMAIL PROTECTED]
Homepage: http://www.letu.edu/people/rodhetzel
-----Original Message-----
From: Harry Avis [mailto:[EMAIL PROTECTED]]
Sent: Tuesday, March 05, 2002 12:17 PM
To: Teaching in the Psychological Sciences
Subject: Re: Evolutionary psychology
Karl Wuensch wrote:
> Now I seek advice on a second problem. This is the first
semester I
>have taught intro in several years. Years ago I learned to avoid the
>word "evolution" -- whenever I would speak it, 2 or 3 students would
>stand up and walk out. I learned to speak of "natural selection," not
>evolution. Last week I slipped up and let the word "evolution" be part
>of the lecture a couple of times. Now I am suddenly receiving
>religious mailings in my campus mailbox (Awake!), religious brochures
>slid under my office door while
>I am in class, and when I exit a classroom, I find persons I do not
know
>addressing me by name and explaining how I am bound by sin and only
Jesus
>can save me. If only I had not let the word "evolution" slip. I don't
>really want to spend class time debating evolution versus creationism.
Is
>it wise to continue to try to avoid this confrontation or would a
different
>course of action be more productive?
I think you have a case for harassment. There is no reason you should
hve to
tolerate an invasion of your privacy by outside religious groups. You
know
(or can find out) who or what group is behind this. I would suggest
telling
him/her/them that unless the harassment stops you will take it to the
both
administration and the courts. Academic freedom is academic freedom and
natural selection or evolution is a valid explanation for many aspects
of
behavior. I would never, never, never, engage in a public classroom
debate.
You will open the floodgates. If you feel you must, speak to the
students in
your class privately. I would expect North Carolina has the same rules
as
California, only enrolled students are permitted in your class and you
have
no obligation to even speak to those who hang around your office or your
classroom who are not enrolled.
Harry Avis PhD
Sierra College
Rocklin, CA 95677
email: [EMAIL PROTECTED]
Life is opinion - Marcus Aurelius
There is nothing that is good or bad, but that thinking makes it so
-
Shakespeare
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