Why So Many Muslims Are Angry at the West

Every semester, I teach a freshmen-level course at Amarillo College titled "Introduction to World Religions." It's the toughest teaching assignment I have. In about 40 hours of total class time, I introduce, and we explore, five major world religions: Hinduism, Buddhism, Judaism, Christianity, and Islam.

I have been teaching this course for six and half years now. During that time, every semester I've made it a point to read something that is new to me and related to the topic. One of the class sessions on Islam is titled, "Why Are They So Angry? Historical Sources of Muslim Irritation at the West." The following is an overview of two of my better sources for this class period. These are some of the notes I take with me to class:

“The Roots of Muslim Rage” by Bernard Lewis, first appeared in the Atlantic magazine in September 1990. The tag line reads: "Why so many Muslims deeply resent the West, and why their bitterness will not easily be mollified." Yes, the article came out more than a decade before September 11, 2001. It's now over twenty years old. But as you'll see, not very much has really changed since then. And that's why I believe this article is still pertinent. Here's what it has to say:

In order to provide some perspective, Lewis points back to German philosophers of the early twentieth century. Typically, they spoke of America as a civilization without a culture. Sure, they said, the United States is emerging as a world power. But unlike Germans, who are an “authentic” people, Americans lack the vitality and integrity of a long-standing, traditional culture. This view was absorbed by some Muslim intellectuals of the time. It is likely that they saw themselves as belonging to the same category as the European nations. Regardless of significant differences, they all possessed a time-honored, settled way of being.

Following the complete collapse of the Third Reich, German influence in the Muslim world was replaced by Soviet-style Marxism. As we know, the Soviets saw America as the most advanced and, therefore, the most dangerous version of Western capitalism. Again, much of this perspective would have been absorbed in regions of the world where Islam was the dominant cultural force.

Still later, the powerful West was demonized even by—in some cases, especially by—writers in Europe and America. According to this storyline, the innocent Adam and Eve of the East were being ruined by the evil serpent of the West.

No, the foregoing does not represent the source of Muslim rage against the West, particularly the U.S.  After all, it’s not as though the Nazi regime would have been sympathetic to Middle Easterners or to Islam. The same goes for atheistic Communism. How could the Soviet system have looked kindly at Islam with its devotion to Allah and the Quran? So, again, these items are not the source. However, they certainly encouraged the rise of Muslim resentment against the U.S., which in these instances represented a sort of common enemy that lived on the other side of the Atlantic. So what are the causes Muslim rage? Lewis lists three things:

1.  American support for the State of Israel (page 7).

2.  American support for hated regimes (7).
3.  Most offensive of all, imperialism (8). But, says the author, that word "imperialism" has to be understood in the way it is used and heard in the Muslim world. There it has a religious flavor, “being used in association, and sometimes interchangeably, with ‘missionary,’ and denoting a form of attack that includes the Crusades as well as modern colonial empires. This is especially repugnant to Muslims because, in their eyes, the people being subjugated are the ones with the right religion. “What is truly evil and unacceptable is the domination of infidels over true believers” (9). 

So much for Lewis. My second source on this question is a series of lectures on Islam presented by Bill Humble who taught for many years at Abilene Christian University. In his presentation on "The Muslim World," Humble sized up the question with five points, some of which overlap with the article by Lewis. Why are Muslims angry at the West? Humble says:

1. Resentment at their own economic and military inferiority compared to the West.

2. American diplomatic and financial support of Israel against the Palestinians

3. American military presence in Saudi Arabia, the home of the two most holy cities in Islam: Mecca and Medina.
4. American military actions in places like Afghanistan and Iraq. While many Muslims hated and feared Saddam Hussein, they hate the West even more. They want U.S. and NATO military forces out of Muslim countries.
5. The impact of secular western culture (videos, music, magazines, television, etc.). "To many Muslims, especially those in traditional societies, American popular culture looks a lot like old-fashioned paganism, a cult that worships money and sex. For such people, Islam is an oasis of old-fashioned family values." Imam al-Awlaki, Washington, D.C.

A Trip to St. Mary's Cathedral

On Wednesday of this week, my "Introduction to World Religions" class went on a field trip to St. Mary's Roman Catholic Cathedral here in Amarillo. Our host and tour guide was Monsignor Harold Waldow, the rector of the parish. After greeting the class, he explained some of the history of the building. The previous facility burned to the ground on February 26, 2007. The new one was consecrated and dedicated on September 11, 2010.

The cathedral really is something to see. Just outside the sanctuary hangs the huge, beautiful tapestry pictured below. One thing is apparent about this place: countless hours and a tremendous amount of work went into the new building and its decor. It's clear that the designers wanted to inspire awe and appreciation. They succeeded.

Once inside the sanctuary, Monsignor Waldow told the class about some of what had been salvaged from the old building and made a part of the new one. Almost everything had to be completely replaced, including the pipe organ, some of which you can see in the background.

Then, the class was welcomed up to the altar where they heard about the centrality of the Mass and various aspects of Roman Catholic history and theology.

Below are pictured the huge crucifix and the bishop's chair, unique to a cathedral church. Note that, unlike the typical Protestant cross, the Roman Catholic rendition is not "empty." It is a crucifix; Christ is on the cross.



It was an interesting trip for several reasons. For one, it's not often that you get to hear from someone who has childhood memories of the Church before the Second Vatican Council (early 1960s), who has also served as a priest since the early days just after Vatican II. Monsignor Waldow fits that description. So he's a walking, talking primary source for recent Roman Catholic history.

Something else, and I'm sure that the students noticed and may have been surprised by this: contemporary Roman Catholicism embraces the modern, scientific quest for truth. According to our host, this includes an openness to Big Bang cosmology and to at least some aspects of evolutionary teaching. In addition, the Church now acknowledges insights provided by modern higher-critical theories of the Christian Scriptures. For example, in commenting on the Book of Genesis, Monsignor Waldow highlighted the differences between the accounts found in chapters 1 and 2. He mentioned that he does not understand these passages literally. At the same time, he emphasized that whatever modern research might reveal about the origins and character of the written Word or about the universe, the Church ascribes the origin and sustenance of everything to God.

Finally, the Monsignor's remarks included a couple of references to a handful of embarrassing episodes in Roman Catholic history. He mentioned that there have been a few roguish popes, and that the Church clearly erred in its response to people like Copernicus and Galileo. That was significant, I thought, because it runs counter to a fairly popular notion: that Roman Catholicism claims to have a pristine past with popes who could do no wrong. Based on our visit, it seems clear that the Church recognizes its human frailties as well as its divine mission.

Using "Fight Club" to Teach Buddhism: 2nd of 2

This is the second of two posts about teaching Buddhism using the 1999 movie Fight Club. So if you haven't read the last entry here, you might want to take a look and then come back. I recently used this material in my Introduction to World Religions course at Amarillo College, and the class session went pretty well. To repeat, this approach is based on Fight Club: An Exploration of Buddhism, by Charley Reed. The article appeared in the online Journal of Religion and Film in October 2007.

The Tri Kaya Doctrine

A major branch of world Buddhism--and certainly the one that is best known in the United States--is called Mahayana. The word means something like "the great vehicle." It's the inclusive branch of the religion. Mahayana is "great" at least because it includes many people who otherwise would not be Buddhist. Mahayana also refers to a better-than-you attitude towards Theraveda.

By contrast, Theravada Buddhism insists that to be Buddhist means to strictly follow the example set by Siddhartha Gautama, the man who came to be known as the Buddha. When you see a Buddhist monk with his head shaved and wearing what looks like a toga, think "Theraveda." When you remember that Phil Jackson, the coach of the Los Angeles Lakers, is a Buddhist, think "Mahayana."

One way for Christians to conceive of the distinction between Theraveda and Mahayana is to ask the question, "In what ways must a Christian be like Christ?" Jesus was a first-century Palestinian Jew who apparently worked as a carpenter until he began a public teaching and healing ministry that lasted for three years. At the end, he was arrested and charged by the authorities who had him executed. Throughout his life, Jesus lived in and observed the customs of Judaism, including synagogue worship and participation in major festivals in Jerusalem. He spoke Aramaic and could read the Jewish Scriptures in Hebrew. Jesus was baptized, once fasted for forty days, and washed the feet of his disciples. The particulars of his life go on and on. Question: how much must a person be just like Jesus in these and other particulars in order to truly be Christian? This is the sort of question that Buddhism has asked: how much must a person be like Siddhartha in order to be Buddhist? Theravada gives the conservative answer. Mahayana gives the liberal answer. My sense is that the relationship between Theravada and Mahayana is a little bit like the one between Roman Catholicism and Protestantism, sometimes debating and dismissing, but at other times complimenting and cooperating.

Within Mahayana there is a teaching called Tri Kaya, which means "three personalities." The term refers to the idea that the Buddha has three bodies: (1) the Nirmana Kaya, the "apparitional body" (2) the Sambhoga Kaya, the "state of perfect bliss" and (3) the Dharma Kaya, which is the body of "most excellent law" and, according to Reed, symbolizes "the enlightenment of Buddha nature." He also observes:

The connections between the doctrine and Fight Club are blunt: One can easily label Tyler as the Nirmana Kaya, Marla as the Sambhoga Kaya, and the narrator as the Dharma Kaya, but the actual meaning to the story of the film, once these connections are made, is what is more important.

Once a viewer looks through this lens, seeing Marla, Tyler, and the narrator as actually separate manifestations of one common thought, the movie really opens up to numerous possibilities. For one, if Tyler is the embodiment of Nirmana Kaya, then his leadership qualities in the film make a lot more sense, especially as a teacher for the narrator. In Buddhist teachings, the Nirmana Kaya is the idea of the historical Buddha, and is what is referenced when a particular person hopes to become more than just a bodhisattva, and has that internal characteristic about them. Also found in Buddhist teachings, is the idea that the Nirmana Kaya manifestation of the Buddha has compassion for all beings. In the film, Tyler too has compassion for all beings, wanting to free the "middle children of history," almost ignoring the narrator near the end of the film in order to flesh out the larger picture. The same holds true once seeing Marla as the Sambhoga Kaya. After this connection is established, one can then understand why, even though it appeared the narrator had nothing but distaste for Marla, both he and Tyler had romantic feelings for her. In Buddhist teachings, it is Sambhog Gakaya which is needed in order to achieve Nirmana Kaya, which ties directly to Marla being the catalyst for the narrator being forced to manifest Tyler.

The core "body" in Mahayana Buddhism is the Dharma Kaya, which is a constant, enlightened presence in the world which gives rise to the other manifestations of Buddha. In the movie, the narrator is the one tangible character who is sustained throughout, in almost every part of the movie from beginning to end. Dharma Kaya is also seen as the "pure" and "flawless" manifestation of the Buddha. While it may appear that the narrator is the opposite of that idea of Dharma Kaya, it is the conscience of the narrator that causes him to risk his life in order to save his city and nation from a terrorist attack, . . . and his new found self control allows Jack to provide meaning and prospective to his journey.

Tilakkhana

In addition to illustrating Tri Kaya, Fight Club can also be used to help students understand what Zen Buddhism (a branch of Mahayana) calls "The Three Characteristics of Existence." These are:

1. anicca, which means "change." Reed points out that the big change at the beginning of Fight Club involves the destruction of Jack's apartment, which explodes while he's away. Virtually nothing is left. Humans typically want for our worlds to arrive at an ideal state and then stay that way. Anicca is the word that reminds us that life never works like that.

2. dukkha, which means "suffering" or "pain." One doesn't have to watch Fight Club for very long to figure out that it's all about every kind of pain. The Buddha taught that to live is to suffer (the First Noble Truth). This includes physical pain. But the concept of dukkha includes what many people regard as something worse: emotional or psychical pain. Consider that many counselees say that they would rather be physically beaten than be verbally, emotionally abused. Jack encounters and endures big doses of all sorts of pain and suffering.

3. anatta, which refers to the concept of "no permanent self." As viewers of Fight Club eventually find out, a major theme of the film is identity. Anatta says that, in spite of my perceptions and desires, there is no permanent, immortal person, no enduring spirit. To think that a person, who once never existed and will someday be dead, has a unified, permanent existence is a little like thinking a car has such an existence. If the car is without its engine, or its tires and wheels, or without an interior, would it still be that car? What if you take the body off of the chassis? Is one or the other, or both, that car? And in that case, would the car have become two? What constitutes the car's permanent identity? At what point did it become a car? How much does it have to decay and come apart before it is no longer considered a car and ceases to exist as such? You could (and should) ask the same question about a human being who supposedly has a singular, permanent identity.

Using "Fight Club" to Teach Buddhism: 1st of 2

Good teachers are always looking for new ways to effectively communicate their subjects. They want to use the best methods possible in order to engage their students in the material. The more memorable, the better. Over the past five years, I've taught ten or more sections of courses like Old Testament, New Testament, Life of Paul, and Introduction to World Religions. But I can tell you that I'm far from the teacher I want to be. I haven't gotten it all figured out.

Recently, I came across an article by Charley Reed published in the online Journal of Religion and Film. Reed's work led me to start thinking about using clips from the 1999 film Fight Club as way of exploring Buddhism in class. It's an interesting possibility to me. And, in fact, one of the movie's leading actors actually hinted at the connection back when the film was still in production. According to an interview article in Premiere Magazine, Edward Norton remarked, "In Buddhism there's Nirvana and then there's Samsara, the world of confusion and disharmony. That world is our testing ground, where we have the experiences that help us become enlightened. . . . Fight Club . . . is kind of that idea: You're challenging yourself to break out of the world."

Anyway, I think this way into the subject is something my students would like. At the same time, the project does have its pitfalls. I'm thinking especially about how Fight Club just happens to be one of the most violent and profane R-rated films out there. A classroom full of college students is a mixture of personal and religious sensibilities that a movie like this might trample on. People who are uncomfortable or upset about something are not really available at that point to learn something else. So I think that when using a movie, especially one like this, it's important for the instructor to (1) issue some sort of non-endorsement disclaimer and (2) carefully edit the clips that are used in class. That said, here's what I've put together so far:

Fight Club begins with the main character played by Edward Norton. Ironically, viewers never learn this character's name. In most discussions of the movie, he's usually referred to as "Jack" so I'm going with that. Jack has it all, or so it would seem. He's a young man, with a corporate job and a stylish apartment on one of the upper floors of a city high-rise. There's only one problem. Jack personifies the empty person who is controlled by fadish, mudane American consumerism. As Reed describes him, he's "a person who values the material wealth of his life more than his actual life and as a result of the blandness of his existence, finds himself constantly lying awake at night."

The First Noble Truth

So Jack goes to a doctor, asking for something, anything that will get him over his insomnia. The doctor refuses to prescribe a drug, assures him that he's not going to die, and mentions that Jack should get more exercise. And then, Jack announces the first of the Buddha's Four Noble Truths: "I'm in pain!" This is the truth about human life from beginning to end: dukkha. To live is to suffer, said the Buddha.

Samsara and Reincarnation

The doctor suggests that Jack should look in on testicular cancer support meetings. That's real pain, he says. So Jack goes. And there he begins to sympathize with the pathetic men at the meeting. He even cries. As a result, he's able to sleep soundly again. In time, Jack becomes addicted to his visits to support meetings for all sorts of victims. Seeing, hearing, and sympathizing with people in real pain is his chosen path of therapy. Of course, he hasn't solved his own problems. He's only seen the greater pain of others. In a sense, he has simply discovered samsara, an idea that Buddhism inherited from Hinduism. Samsara expresses the notion that life is a circle from which we cannot (or do not) escape. Because of the failure to escape samsara, individuals are reincarnated many times over. Leaving one of the support meetings, Jack narrates, "Every night I died, and every night I was reborn." Samsara. Reincarnation.

At that point, Jack's method is derailed by the appearance of Marla Singer (played by Helena Bonham Carter). Like him, she's a faker who comes to all the meetings because, as she says, they're "cheaper than a movie and there's free coffee." Disturbed by the presence of another impostor, Jack finds that, once again, he can no longer sleep. (The previous sections--on the First Noble Truth, Samsara, and Reincarnation--correspond to chapters 3-5 of the Fight Club DVD. These chapters contain a minimum of vulgar language, and no violence or nudity).

Jack's Koan

About that time, on one of his business trips Jack expresses something that sounds very much like a Zen Buddhist koan. A koan is a paradoxical question used in order to break up tired old patterns of thinking and open up the mind. One example of a koan goes like this: A man hangs over a precipice by this teeth, which are clenched in the branch of a tree. His hands are full and his feet cannot reach the edge. A friend leans over and asks him, "What is Zen?" What answer would you give? (Warren Matthews, World Religions 6th ed., 2010, p. 126). In the airport, Jack asks himself: "If you wake up in a different time in a different place, could you wake up as a different person?" It is no accident that, at this point in his life, Jack meets up with Tyler Durden (Brad Pitt). Tyler is this completely self-assured nonconformist who, like the Buddha, rejects the importance of material possessions. (This section corresponds to chapter 8 of the DVD which is mild in content).

Fight Club as the Eightfold Path

Soon, Jack and his new friend, Tyler, begin Fight Club. It's a series of clandestine meetings where disenfranchised young men have brutal, bloody fist fights. In one scene, Tyler describes the members of Fight Club and the source of their rage: they are all "slaves with white collars . . . the middle children of history." They have "no purpose or place. . . no Great War, no Great Depression. Our great war's a spiritual war, our Great Depression is our lives. We've all been raised on television to believe that one day we'd all be millionaires, and movie gods, and rock stars. But we won't. And we're slowly learning that fact. And we're very, very pissed off." Without an interpretive key to all of this, Fight Club might seem like mindless brutality to go along with a mindless existence. Why not? Alternately, the club can be seen as the last of the Four Noble Truths.

First, said the Buddha, to live is to suffer.

Second, our suffering is the result of our craving, our thirst for life itself and for permanence. Such desire is always, invariably frustrated (and frustrating!) because we're all marching towards death, and nothing ever stays the same.

But, said the Buddha, if one eliminates such craving, he would in effect eliminate suffering. This is the third noble truth.

The fourth and last noble truth is that one can defuse desire by following the Eightfold Path. Among the English translations, one finds variations. But here's a typical version of the path:

1. Right Understanding
2. Right Thought
3. Right Speech
4. Right Action
5. Right Livelihood
6. Right Effort
7. Right Mindfulness
8. Right Concentration

Notice the connection to the number of Fight Club rules announced by the Brad Pitt character, Tyler Durden:

The first rule of Fight Club is, You do not talk about Fight Club
The second rule of Fight Club is, You do not talk about Fight Club.
The third rule of Fight Club: Someone yells "Stop" the fight is over.
Fourth rule: only two guys to a fight.
Fifth rule: one fight at a time fellas.
Sixth rule: No shirts, no shoes.
Seventh Rule: Fights will go on as long as they have to.
And the Eighth and final Rule : If this is your first night at Fight Club, . . . you have to fight.

As Reed says, "there is not a literal translation of the eightfold path in Fight Club." On the other hand, it's obvious that the number of rules could just as easily have been five or seven or ten. Clearly, then, the values and the fighting of the club represent the commitments and activities demanded by the Buddha's Eightfold Path. This is why the viewer should try to look past the film's violence, which is common, often graphic, and sometimes comical. It is a depiction of what it means to be a disciplined Buddhist. Jack makes little progress, though. Going down the list in order, Reed describes him like this:

"He is unable to understand Tyler's thinking,unable to think for himself, he minces his words in discussing Tyler, does not participate fully in Fight Club or its later form in Project Mayhem, does not fully accept the sacrificial aspect of his living situation, does not put the effort to rid himself of his worldly possessions, and of course, keeps the two divisions of his personality, the narrator part and the Tyler part separate."

This is the root of Jack's prolonged suffering throughout the film. (This section relates to Fight Club, chapter 15, which includes lots of violence and some profanity).

Okay, more later. Till then, feel free to add your comments. Tell me what you think.

Religion Courses for Spring 2010 at Amarillo College

This is likely my last post for this year. Maybe one more on the best books I read in 2009.

Once we make it to 2010, I plan to resume the series on American Evangelicalism and Old Testament scholarship. Next up: The Boom and Bust of Biblical Archaeology. But now it's time for an announcement:

Classes for the Spring semester at Amarillo College will begin on Tuesday, January 19, 2010. This time around, I'm scheduled to teach the following courses:

The New Testament (RELG 1302), Mondays and Wednesdays, 9:00-10:15 AM.

A first-year survey course. I try to get to all 27 books of the NT. Before that, the class spends some time on units like "Why Study the New Testament?" and "The New Testament Canon." Like my Old Testament course, this one frustrates me. We're always just getting started with a book when it's time to move on. But move on we do. At the beginning of this college-teaching thing, I remembered one such O.T. survey course I took many years ago. I felt so let down when, at the end of the semester, we were about halfway through Judges! I vowed never to do something like that in a survey course. So the class stays on pace.

Life of Paul (RELG 2302), MW, 10:30-11:45 AM.

A second-year course focused on the life, letters, and legacy of Paul the Apostle. Using the two primary sources (Paul's letters and the Book of Acts) the class establishes a minimal biography. As we work our way through, we survey each letter at the point where it was most likely written. Thus, the first letter we get to is either Galatians (ala Ben Witherington) or 1 Thessalonians (ala Abe Malherbe), depending on how I'm feeling about it at the time. I usually start with Galatians. Do you think that's right? Anyway, the last letter we take up is 2nd Timothy. And, yes, I consider all thirteen letters in the Pauline corpus to be genuine, although we do give some attention to the case against Paul's authorship of the Pastoral Letters. At the end of the semester, we usually have a couple weeks to take up special themes like Paul and the Holy Spirit, high-profile women in Paul's network (a.k.a., "Women's Role in the Church"), and Pauline ethics (e.g., homosexuality).

Introduction to World Religions (PHIL 1304), MW, 1:30-2:45 PM.

I begin this course by telling my students that this is the most impossible one I teach. "Impossible" because it's just so vast. Besides, what do I really know about Hinduism, Buddhism, Judaism, and Islam? A lot more than I used to. But still next to nothing. Almost all of them are in the same situation, although I occasionally have, for example, an Asian student who grew up in a Buddhist family. But we begin with a strong dose or reality regarding what students should hope for the course to accomplish. If at the end of the semester they have a basic, working glossary of five or six major world religions, then it's a success. In my opinion, this is the sort of course that really should be taught to all high-school seniors. Religious literacy in the United States is astonishingly low. We really can and should do better.

Elementary Biblical Hebrew II (RELG 2312), Thurs., 7:00-9:45 PM. (Sorry, no link for the syllabus. But here's the textbook we're working through).

Following our start in August with more than 50 students, as of last week about 20 were still showing up. We'll see what the numbers are like in January. Many are called, but few are chosen. This class is one of the highlights of my week. Not only do I get to sing and read and study Hebrew, my enthusiasm never fails to make Michele roll her eyes, groan, and call me a nerd. All the better.

If you're interested in any of these courses, to register you need to follow the appropriate links at the Amarillo College website. Also, anyone is welcome to audit my classes. I don't require auditors to register. You may simply come to class. However, I would appreciate it if you would call just to let me know who you are, and that you're planning to sit in. Phone: 806-372-5747.

In the Beginning

Yesterday was the first day of school at Amarillo College. Needless to say, for the past week or so it's been a little hectic here at the Bible Chair.

As all teachers know, there are a thousand and one things that just have to be done before you start a new school year. And even when you think you've got all the is dotted and all the ts crossed, a couple more issues always come along at the last minute. As the first day got closer and closer, I knew I had to have everything set. Here's the schedule for Monday:

The Old Testament 9:00-10:15 a.m.
The New Testament 10:30-11:45 a.m.
Intro. to World Religions 1:30-2:45 p.m.

A total of 62 students signed up for those three classes, one of our best enrollments ever. And yesterday, every single student on the roster showed up. In the time I've been teaching, that's never happened before.

So far, the hard work of the last few weeks has paid off. The first day went pretty well. The biggest snag came in the afternoon. Within the last few days, there was a location change for the World Religions class. So students who printed off their schedules early went to the Music Building for class. Students who printed off their schedules later came to the Bible Chair instead.

When I realized what had happened, I told the people at the Bible Chair to stay there, ran to the Music Building to meet the other students, explained to them what was going on, wrote instructions and drew a map on the chalkboard for anyone who arrived late, then walked everyone over to the Bible Chair where we started class a few minutes late. No one got lost, and more than half the students took in a little exercise for good measure.

Tomorrow's schedule will include all of the Monday classes plus a short session on the Gospel of John, from Noon til 12:50. Then, beginning September 3rd, there will be a Thursday evening course in Elementary Biblical Hebrew, starting at 7:00 p.m.

Auditors are welcome to attend any of these classes other than The New Testament, which is completely full.

I like this job, and I'm thankful for it. I think it's going to be a good semester.

Lots of Class

This semester, I have to be loaded for bear every Wednesday. It's the one day of week when I teach all day long. I start at 9:00 a.m. and stop at 8:00 p.m., with lunch and supper in there somewhere. It's a long day, but I'm not complaining. When it goes well, it's actually a lot of fun. Here's the schedule of classes:

New Testament

Today we're looking at 2nd Peter and Jude. Many of my students are involved in some sort of church work. Some of them plan to be pastors and teachers. So when we take up these two letters, I like for my classes to notice what the New Testament does and does not mean by the term false teacher. That's important to know.

Life of Paul

We've made it to the Sixties. Having appealed to Caesar, Paul is under house arrest in Rome where (I think) he'll write the so-called Prison Epistles. I prefer to call them the Captivity Letters. We'll start by reviewing the history from Acts and by noticing markers in these four letters (Ephesians, Philippians, Colossians, and Philemon) that make them appear to come from the same period in Paul's life.

General Epistles

Today the class will start walking through 2nd Peter. I never get tired of the add to your faith section of the first chapter. Seems like that passage was standard sermon material in the church of my youth. Just a thought: Is there anyone in the Christian world you'd talk about as Peter talks about his opponents in this letter? Who? Why?

Introduction to World Religions

A whirlwind tour of (some) Islamic history. During the Dark Ages of the Christian world, Islam was leading the way in virtually every area of human learning. This is where we got Arabic numerals, for example. I like them better than Roman numerals, don't you?

Ecclesiastes

Tonight's class will be the third in a series of four lessons I'm teaching at the Colonies Church of Christ here in Amarillo. In the providence of God, there were people who decided to just get over the unconventional character of Ecclesiastes and welcome it into the Jewish Scriptures. We cannot be sufficiently thankful for that.

So, I 'm curious. If you were in my shoes today, how would you approach any or all of these classes? What are some of the best resources (books, articles, websites, videos, etc.) for these subjects? I like to hear what other people have noticed and learned.

A Trip to the Wat Lao Buddharam of Amarillo

On Wednesday, Feb. 25th, my "Introduction to World Religions" class took a field trip to the one place here in Amarillo, Texas where we could get a taste of traditional Buddhism: the Wat Lao Buddharam, which means something like "Laotian Buddhist Temple." The campus, which includes several acres and a number of buildings, is located at 4695 Hwy. 136, just inside Amarillo Loop 335, and is open from 6:00 am to 6:00 pm every day.

I had been trying to set up such a trip for a long time. Some of my first phone calls were answered by a monk who didn't speak much English at all, just enough to tell me that the one man who did speak English wasn't there. And since I hadn't gotten very far with my Laotian language studies, well. . .

Eventually, though, I was able to meet up with a new friend, Bantun, a monk who speaks English quite well and who agreed for my class to come out.

Coming through the entrance gate, we saw the small temple pictured at the top. We were told that this facility usually sits empty, used only on special occasions like the ordination of a monk.

Once inside the main building, which doesn't have the ornate exterior, we were greeted by Bantun who spoke to the group and answered our questions. Over all, it turned out to be a good trip, one that my students and I won't soon forget.

I really like it when my classes can get out of the classroom and do something out of the ordinary, something they didn't expect when they signed up for the course. People truly learn and retain things they actually do. And, while field trips, experiments, etc., always involve more risk and inconvenience than keeping everyone in the classroom, I think the extra effort is worth it.

Introducing Buddhism by Kenneth Scott Latourette

Of the courses I teach, the biggest challenge is "Introduction to World Religions." I don't know too many Buddhists; never been to a Hindu temple; and find myself confused by the many facets of historic and modern Judaism.

So, one of my commitments for 2009 is to do much more reading in the primary and secondary sources for these and other religious traditions that I hardly know. And, I'm trying to record what I learn. Here's a quick review of something I read this week:

Latourette, Kenneth Scott. Introducing Buddhism. New York: Friendship Press, 1956.

This is a booklet (64 pages) that briefly describes the origins, history and worldview of Buddhism. Latourette, one of the best-known American historians of Christianity, earned the Ph.D. from Yale in 1909 and taught at Yale College of China (yes, there was one) from 1910-1912. Beginning in 1921 and for many more years, he taught at Yale (in the US). By the time he wrote "Introducing Buddhism," Latourette was retired.

The first ten pages, "Beginnings of a Faith," provide a very good introduction to the origins and teachings of Buddhism. The second section, "Influences in the Changing Pattern," describe the early history and expansion of Buddhism in the centuries just after the death of its founder, Siddhartha Gautama.

As he continues, Latourette, a Baptist and longtime Sunday-school teacher, emphasizes (1) that Buddhism tends to flourish in undeveloped, unsophisticated societies, (2) that Buddhism has experienced decline in many areas where it was once much stronger (3) that there are irreconcilable differences between Buddhism and Christianity, and that (4) Christianity is superior in its effects and measurable contributions to a society.

Because the world has changed so much in the last 50-plus years, Latourette's descriptions of history are out-of-date. And, it's safe to say that he would be surprised and dismayed at the growth of Buddhism in the United States over the last few decades. I have no good way of evaluating his negative view of why Buddhism grows.

Ever Ride a Silly Bus?

"Are you into a bus ministry?"

That's what John Willis asked as he handed me the "silly bus" for a graduate course I was auditing with him. That was many years ago. But to this day, I've had a hard time not hearing "silly bus" whenever someone says "syllabus." And now I'm a college teacher.

Anyway, because classes begin next week (college breaks are the best), I'm working to finalize the syllabi that I'll be handing out then.

Here's something that experience has taught me and that I've now learned: first-and-second-year students have a hard time figuring out a subject for a term paper. And, once they've settled on a topic, it's almost always way too broad, something that you could write about for volumes, but not a few pages.

Then, last semester, I learned something else. One of my students mildly complained that she just couldn't figure out a topic for her paper in my Old Testament class. I asked her if she wanted me to end the agony and assign something to her. With relief in her eyes, she said, "Yes." So I told her I wanted a paper on Genesis 6:1-4, that interesting passage about the sons of God and daughters of men and the Nephilim and all that. Several weeks later, she turned in the best paper in the bunch. At that point, I remembered that many of the best things I've ever written were prompted by an assignment.

So, my new commitment is to provide a good list of topics for all the classes in which I require a paper. I've already started a list for (a) New Testament, (b) Life of Paul, and (c) World Religions. I won't list everything that I've come up with so far. Here are a couple of examples for each course:

New Testament

1. Of the three Synoptic Gospels (Matthew, Mark, Luke) choose one and then discuss some of the writer's main interests and points of emphasis.
2. How does John 1:1-18 serve as a prologue for this Gospel?

Life of Paul

1. Who are Paul's opponents in 2nd Corinthians? In the letter, how does Paul go about winning back the congregation to his thought and way of leading?
2. Discuss either 1 Corinthians 11:2-16 and 14:34-35, or 1 Timothy 2:9-15 and how they inform current discussions of "women's role in the church."

World Religions

1. What is the Quranic view of Mary the mother of Jesus?
2. What is a Bodhisattva? With regard to Bodhisattavas, what are the differences between Mahayana and Theravada Buddhism?

Now, here's my question for you. Under any or all of those headings, what paper topics would you add? (These are first-and-second-year courses in which I require a 5-6 page paper). Thanks for your suggestions.

Introduction to Hinduism, 2

7.  The essence of every person is no different from the essence of the universe.  Hindus call the substratum of all reality Brahman. When identifying Brahman as the essential human nature, they call it Atman. To understand this better, consider the analogy:  a wave on the surface of the ocean is distinguishable, but is still “ocean.” In the same way, the individual, indeed all things, though distinct, are expressions of the one absolute essence, Brahman.

8.  However, to understand the nature of the Self at the level of intellect, merely from the neck up, is not enough. What humans need is to experience their essence. This experience is called “enlightenment” (alternately called bodhi, nirvana, jivanmukti, paravidya, etc.). When an individual has this, only then is he released from the cycle of rebirth called samsara.

9.  To enliven consciousness so that Atman might be experienced, Hindus practice one or more yogas. These are methods of awakening, means to generating greater consciousness.

10.  Among Westerners, the best-known yoga is Hatha. This yoga involves body positions called asanas and breathing exercises called pranayama.

11.  The Bhagavad-Gita, “The Divine Song of God,” often called “the Gita,” is one of the most recent (3rd century B.C.) and best-known and loved parts of the wide array of Hindu Scripture. In the Gita, Lord Krishna tells the warrior prince Arjuna that there are three main paths to enlightenment:

• Jnana Yoga, the “path of wisdom” (which involves the study of sacred texts, meditation, and an ascetic lifestyle).
• Karma Yoga, the “path of action” (which involves close attention to ethics, compassion towards all living things, and service to others).
• Bhakti Yoga, the “path of devotion” (which involves pilgrimages, ceremonies, ritual offerings, visits to temples, etc.).

12.  In spite of the way in which they’ve been characterized, Hindus do not think of themselves as polytheists.  Their basic outlook is monotheistic. They believe that all “gods,” including Vishnu, Shiva, and Devi, the Great Goddess, are really just masks on the face of Ishvara, the One Irreducible God (see the Rig Veda X, 121).

Introduction to Hinduism, 1

I’m reworking an “Introduction to Hinduism” handout, the kind of material that can be used in the World Religions class, but also in a church class setting. What follows is the first half of an outline. Most of this material comes from Dr. Dana Sawyer, Professor of Religion at the Maine College of Art, Portland, ME. The other source is the chapter on Hinduism in Warren Matthews, World Religions.
- - - - - -
1. Unlike Buddhism and Christianity, Hinduism has no particular founder.

2. The origins of Hinduism disappear into pre-history. According to prevailing theory, what came to be called Hinduism began sometime around 1800 B.C. Aryans migrating to modern- day NW India brought with them their religion, which is reflected in ancient Vedic texts. They met the spirituality indigenous to the Indus Valley Civilization. The blending of these two viewpoints was, evidently, the beginning of Hinduism.

3. For Hindus, the purpose of life is to find out the true nature of the self. That is, in Hinduism the big question is, “Who are you?”

4. Hindus believe that we reincarnate lifetime after lifetime because we are in ignorance (avidya) of our true nature. Knowledge of who we are will bring moksha, liberation.

5. Hinduism postulates two levels of the self: (a) There is the transitory self, bound by time and space and made up of the body, the mind, emotions, thoughts, and memories. (b) Underlying and implicit to the relative, transient self is an infinite, unbounded, eternal and unchanging self called Atman. The Atman, or higher self, was never more and never dies. It does not change because it is absolute according to its very nature.

6. The Atman is the essence of every human being. But this differs markedly from, say, the Islamic concept of the soul. For Hindus there is not a multiplicity of infinite Atmans. (In Islam, there are as many souls as there are people). Instead, there is one world soul at the base of all individual consciousness.

About Books, 2

The Labor Day weekend came and went way too fast.  It was a nice break, though.  This part of Texas saw a slow, soaking rain on Saturday, exactly what we needed.  Today it’s back to classes where, this week, the subjects are:  

(1) African religions (which I know next to nothing about)

(2) Pauline chronology (which is harder to handle than a greased pig, not that I have or plan to)

(3) Overviewing the life of Jesus (Why didn’t we do this in any of the Bible classes I attended growing up?)

(4)  Surveying Numbers and Deuteronomy. (Survey courses are tough in that, in order to keep pace, you’re constantly deciding what not to cover).

Now back to the book list:

2.  One book that you’ve read more than once:  Again, I just have to mention two books.

Generation to Generation: Family Process in Church and Synagogue, by Edwin S. Friedman.  I still don’t exactly understand Bowen theory.  But I’m convinced it contains a lot of truth.  I have Ken Danley to thank for telling me about this one.  Thanks, Ken.

And then there’s Forgotten Truth: The Common Vision of the World’s Religions, by Huston Smith.  In a Genesis class at Harding Graduate School, Dr. Jack Vancil referred to this book with obvious admiration.  I wrote down the author and title in my notes.  A few months later, I came across a paperback copy in a used bookstore in Memphis.  It’s been with me ever since.  This is the sort of book that a modern-day Paul would want to read before preaching a modern-day Mars Hill sermon.  All genuinely-religious outlooks have more in common with each other than they have with philosophical materialism.

Keepin' Religion Real

(What an interesting time to be teaching about World Religions! The observations and comments I offer in this post were put together before the events of the last few days).

As I prepare to teach a course on World Religions for the first time, one thing I frequently meet up with is the attempt to sidestep or gloss over those parts of the Qur’an that deny the legitimacy of Judaism and Christianity, and that express divine judgment against everything but Islam.

As a Christian, I might not start out with Jesus’ words, “I am the way, the truth, and the life. No one comes to the Father, except by me.” Maybe I would. I probably wouldn’t start with Paul’s assertion that when Christ returns, the Lord “will punish those who do not know God and do not obey the gospel of our Lord Jesus.”

But the fact is, even after our analyses, interpretations, and “yes, but”s, those passages invariably draw lines. Better yet, they identify lines that were drawn by Christ himself. If the Christian gospel is true, then those lines are decisive.

Again, those wouldn’t be the statements I’d start out with in talking about Jesus and his kingdom, or in teaching a unit on “Christianity” in a World Religions course. But neither would I try to hide them. And why would I try? What they say explicitly is something the New Testament says implicitly many times. And why would I want to? C. S. Lewis wrote to the effect that there’s a “Great Divorce” between heaven and hell, between what’s true and what isn’t. The New Testament says that the dividing line is Jesus. As a Christian, as a teacher, would I do someone a favor by pretending it was some other way?

Judging from the politically-correct versions of Islam being foisted onto the American public, though, one would get the impression that no straight-thinking Muslim ever thought the Qur’an had anything bad to say about non-Muslims and their differing beliefs.

Exhibit A: I have a packet of material titled, “Teaching Islam and the Arab World.” Its author evidently hopes that no one will ever read sections of the Qur’an other than the ones the author quotes. Here’s how he works. He quotes from the Qur’an 2:136 as follows:

“Say: We believe in Allah and that which is revealed to us, and in what was revealed to Abraham, Ishma’il, Isaac, Jacob, and the tribes, to Moses and Jesus and the other prophets from the Lord. We make no distinction between any of them, and to Allah we have surrendered ourselves.”

Then the author comments: “Thus, in Islam, the prophets are seen as spiritual brothers to one another. Some commonly known figures who are considered prophets in Islam include Noah, Jonah, Abraham, Ishmail, Isaac, Joseph, Moses, David, Solomon, and Jesus.”

Sweet, isn’t it? And true enough. But why doesn’t the author quote the statement that prompts the Muslim to “Say” what he says? In the Qur’an, here’s what immediately precedes the “Say” section quoted above:

“They say: ‘Accept the Jewish or Christian faith and you will be rightly guided.’ Say: ‘By no means! We believe in the faith of Abraham, the upright one. He was no idolater’.”

The way the passage is cropped and quoted in the study packet seems to be motivated by a desire to avoid the very point of the text: Christianity and Judaism are not along side of Islam. They are superceded by Islam. My question is, Why not just acknowledge that that’s what the Qur’an says?

In our study of Islam this semester, I won’t attempt to portray Judaism, Christianity, and Islam as some sort of happy trinity of Abrahamic religions. Why? Because it ain’t so.